PROF ED 112 Field Study 2 Course Module MLGT

Jocelyn R.
Bayrante
Niceforo P. Casaus
Ma. Teresa L. Delima
Cristina N. Estolano
Gilbert C. Galit
Marvin A. Quayzon
Mary Anne C. Sedanza
Maria Lourdes G. Tan
Thea A. Ticoy
Jocylen A. Tiopes
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The Authors. Jocelyn R. Bayrante, Niceforo P. Casaus, Ma. Teresa L. Delima, Cristina N. Estolano,
Gilbert C. Galit, Marvin A. Quayzon, Mary Anne C. Sedanza, Maria Lourdes G. Tan, Thea A. Ticoy,
Jocylen A. Tiopes are faculty of the BEED, BSNED, BECED, BTLED, BPED, and BSED Programs of
Leyte Normal University
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Preface
Field Study 2 is a continuation of Field Study 1. It is school-based and allows a pre-

service student to participate and assist in limited actual teaching-learning activities that relate
to assessment in learning, preparation of bulletin boards, and other routines in the classroom.
A portfolio that will contain sample lessons or learning plans and demonstration teaching of at
least one subject content area will be required. Action research shall be encouraged to start in
this course and conclude during the internship.
Field Study 2 is a course offered to teacher education students in higher education. This
course provides an opportunity for students to explore participation and teaching assistantship.
It provides an overview of the teaching world and prepares them to become professionally
licensed teachers based on the Philippine Professional Standards for Teachers (PPST) and
other international standards. This course module is created to provide flexible engagement in
the field-based assistantship need of the Field Study Supervising Teacher Educator (FSSTE).
This course is always in close coordination between and among the Field Study Teacher (FST),
FSSTE, and Field Study Student (FST). It is expected that all the outputs of the FSS will be
utilized by the STE.
What is a course module? A course module is a self-learning instructional material or a

self-contained chunk of instruction. This is designed for learners to learn how to learn and to
be responsible for their learning. This is an engaging, self-paced, student-centered, reflective,
and experiential instructional approach that could be done online or offline and synchronous or
asynchronous. This will allow the students to work on their own or to collaborate with other
students. The teacher’s role is to facilitate and monitor the learning process, assess
performances, and provide feedback on individual progress. Throughout the course, the
teacher is expected to guide and motivate each student to gain knowledge, develop skills, and
demonstrate appropriate attitudes.
This course module contains a course syllabus that provides a visual framework of the
whole course including a grading system and references. This is divided into three parts.
Module 1: Learning Environment. This exposes the FS student to design a learning
environment for different types of learners in different learning modalities. Part of the course
that introduces Structuring Classroom and Managing Classroom and School Activities. Module
2: Teaching-Learning Process. This provides experiences in Designing Lesson Plan,
Producing Instructional Materials, Teaching Demonstrations, Preparing and Administering
Summative tests, and Conducting Intervention sessions. Module 3: Other Teachers’ Tasks.
This provides practice on the Accomplishment of School Forms and conducting meetings with
parents as part of a home-school partnership. The learning episodes on this module will be
carried out flexibly.
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The three modules start with the presentation of the module title, description, purpose,
keywords and key concepts, and requirements. A module may have two to five lessons of which
each starts with learning outcomes, topics, and requirements. There are In-house Orientation
and goal setting (Course description, course plan, requirements, schedule, guidelines) and
Field Deployment Orientation on the use of a learning management system/module/online
teaching platform. A rubric or checklist for the performance task and rating system will be the
basis for grading. The learning tasks follow the 4 components of undergoing the different levels
of processing information and the last part of the FS learning process is the exit conference:
1. Workshop/Writeshop. This is the utilization of knowledge and skill in the conduct

of the required intended learning outcome. The activity provides an application of
what has been learned in the previous courses and promotes engagement in what
will be learned and promotes authentic engagement.
2. Presentation and Review. This is the evaluation of the FST on the initial evidence
in the attainment of the intended learning outcome.
3. Revision. This is the modification/improvement of the output based on the

suggestion of the FST.
4. Final Presentation and Evaluation. This is the submission of the evidence on the
attainment of the intended learning outcome and the final evaluation of the FST
for grading purposes.
Roles and Responsibilities of FSSTE and FST (DepEd Order No. 3, s. 2007; Joint
CHED-DEPED M.O. s. 2020).
FSSTE:
1. Orient the FSS with the protocols in the learning modality employed by the class.
2. Provide tasks to the FSS to assist in the delivery of teaching-learning experiences and
different tasks of teachers based on the Field Study Course requirements.
3. Always coordinate with the FST in giving tasks, activities, and schedules to the FSS.
4. Give suggestions for the improvement of the FSS outputs in the appropriate delivery of
the lesson and given tasks. The FSSTE is not duty-bound to grade outputs, mentor, and
coach.
5. Attend FS orientation and exit conference.
FST:
1. Orient the FSS on the course syllabus, requirements grading system, and class rules
before deployment.
2. Always coordinate with the FSSTE in the giving of tasks, activities, and schedules to the
FSS.
3. Check and grade FSS outputs.
4. Assist in the conduct of FS orientation and exit conference.
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This course is equivalent to 3 units and is expected to be finished in 54 hours.
However, since this course module is self-paced, the students calibrate their schedule
within the semester of the academic year. The student should only proceed to the next
lesson after the submission and evaluation of the requirements for the preceding module.
The student is likewise expected to adhere to the HONOR CODE (found after the Preface)
by having it accomplished and signed.
It is hoped that this course module will help prepare you to become a professional licensed
teacher.
JOCELYN R. BAYRANTE, LPT, MAT, MASpEd

IRISH D. BRAZAS, LPT
NICEFORO P. CASAUS, LPT, MED
MARIA TERESA L. DELIMA, LPT, MAEd
CRISTINA N. ESTOLANO, LPT, M.A.Ed
GILBERT C. GALIT, LPT
MARVIN A. QUAYZON, LPT
MARY ANNE C. SEDANZA, LPT, ME
MARIA LOURDES G. TAN, LPT, Ed.D
THEA A. TICOY, LPT, MAEd
JOCYLEN A. TIOPES, LPT, MAEd
Authors
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HONOR CODE
The purpose of this Honor Code is to communicate the meaning and importance of
academic integrity to all members of the Leyte Normal University community and to
articulate and support the interest in maintaining the highest standards of conduct in student
learning. Leyte Normal University embodies a spirit of mutual trust and intellectual honesty
that is central to the very nature of learning and represents the highest possible expression
of shared values among the students, faculty, and university administrators. The core values
underlying and reflected in this Honor Code are:
1. Academic honesty is demonstrated when: (a) the ideas and work of others are properly
cited; (b) works for tests and assignments are submitted without unauthorized assistance
and unauthorized assistance is not provided for others, and (c) researches and
accomplishments are accurately reported.
2. Concern for others by making peers/classmates grow in learning by not conniving in
“copy and paste” kind of practice.
3. Maintaining the integrity of the learning process using self-help learning strategies.
4. Commitment to support the quest for authentic life-long learning.
I _______________________ of ________________ affirm to adhere to this Honor Code.

(First Name/M.I./Surname) (Program/Year/Section)
_______________________________
(Printed Name and Signature)
Modified from: The School for Ethical Education – Integrity Works! – www.ethicsed.org
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Course Syllabus
To access the course syllabus, you may scan the QR code or copy the URL to your browser.
https://bit.ly/2P8L71T
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TABLE OF CONTENTS
Preface iii
Honor Code vi
Course Syllabus vi-xiv

Table of Contents xvi
MODULE 1: LEARNING ENVIRONMENT 1-15

Overview 1
Episode 1. Structuring Classroom 2
Episode 2. Managing Classroom Routines and Discipline 7
Episode 3. Designing Program and Certificates for School Activity 14
MODULE 2: TEACHING-LEARNING PROCESS 16-44

Overview 16
Episode 1 Designing Lesson Plan 17
Episode 2 Producing Instructional Materials 20
Episode 3 Teaching Demonstration 27
Episode 4 Preparing and Administering Summative Test 30
Episode 5 Conducting Intervention Session 41
MODULE 3: OTHER TEACHERS’ TASKS 45-59

Overview 45
Episode 1. Accomplishing School Forms 46
Episode 2. Conducting Meeting with Parents 47
Episode 3. Participating in Action Research 58
REFERENCES 60-63
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Module 1: Overview
This Photo by Unknown Author is licensed under CC BY-NC
Description: Module 1 will provide you with authentic experiences in the management
of physical and virtual learning environments for different types of
learners. This consists of three learning episodes. Episode 1 entails
designing a physical classroom, bulletin boards, and virtual classrooms.
Episode 2 involves the management of classroom routines and
discipline. Episode 3 includes the preparation of programs and
certificates for a school activity.
Purpose: This module will allow you to assist a teacher in the preparation of a face-to-
face/virtual learning environment, management of classroom routines,
discipline, and school activities for different types of learners.
Key Words and Concepts: physical classroom design, bulletin board design, virtual
classroom design, management of classroom routine and
discipline, a program for a school activity, certificate of
participation, certificate of recognition
Requirements: At the end of Module 1, you are expected to submit the following:
1. physical classroom lay-out, bulletin board, and virtual classroom
design;
2. Video or photo on the management of classroom routines and
discipline;
3. program for a school activity; and
4. certificate of participation/recognition for a school activity.
Module 1 1
Episode 1: Structuring the Classroom
I. Intended Learning Outcome: Produce a physical classroom

layout, bulletin board, and virtual classroom design.
II. Materials: Module, Computer, Printer, Art Materials III. Learning
Activities:
A. Workshop in Structuring a Classroom Work on
the following as a group (3-5 members):
1. Inquire from the STE on the kind of physical classroom layout, bulletin board
display, and what virtual classroom design is most appropriate in his/her
class.
2. Create the design based on the guidelines.
3. Be guided by the guidelines and rubrics below because it is the basis for
rating your design.
DEPED GUIDELINES ON CLASSROOM STRUCTURING

DepEd Regional Memorandum No.15, s.2013
Educational Facilities Manual 2010 (Revised Edition of the 2007 Handbook,

on Educational Facilities – Integrating Disaster Risk Reduction in School
Construction) Chapter 4, G. Regular Classroom Facilities, provided for the
basis for Classroom Structuring. To reiterate:
Every classroom shall be suitably structured and decorated to make the

surroundings of pupils/students conducive to learning. The materials for
structuring and decorating shall be selected based on their educational
value providing opportunities for class discussions. Likewise, its cleanliness
and orderliness must be maintained, the feet that this is vital aspect
contributing to the educational growth of the pupils/students.
The regular classroom may be ideally structured in the following manner:

a. At the entrance to the room, a signboard is posted showing the following
identification.
(Grade/Year and Section occupying the room) (Name of teacher handling
the class)
b. A framed copy of the class program is displayed on the door to the
classroom at adult-eye-level.
Module 1 2
c. On the front wall (that is, the wail facing the class), the classroom
chalkboards, properly framed and provided with chalk ledge and curtains,
are installed at a height that is following the maximum comfortable reach
of the children to the top of the board. (The proper height of the
chalkboard from the floor to its top edge is determined by multiplying the
mean standing height of the class by the constant 1.2.) This constant is
the result of studies conducted on the portion of the standing height to the
normal reach of the hand over the head of the individual.)
d. Above the chalkboard, a framed portrait of the President of the Philippines
shall be displayed prominently at the center, flanked on one side at a
lower level by a framed motto (for the month or week) and on the other
side by a framed picture preferably relevant to the motto. In Grades I and
II, framed perception strips are displayed along the top edge (or frame) of
the chalkboard while framed conceptualizing ships are displayed along
the bottom edge of the chalk ledge. The bulletin boards and tack boards,
as well as charts, may be placed on the walls at the sides, or the back of
the room. They shall be placed at the same height as the chalkboards.
e. The attendance chart and the DepEd forms rack are placed near the door.
f. The teacher’s table, chair, and cabinet are located at the rear of the room.
g. One comer of the room is set up as a reading comer. Another comer of
the roam is set up as a health comer and provided with a first aid or
medicine cabinet with mirror, soap dish, towel rack, and handwashing and
drinking facilities.
h. The seat arrangement of the pupils/students shall be flexible, depending
upon the needs or activities of the class.
CHECKLIST AND RATING SHEET
1. Your classroom guarantees safe and protective spaces for
children?
2. Your classroom has proper ventilation and lighting and enough
space for 45-50 pupils/students.
3. Your classroom desk and other furniture are sized to the age of
the pupils. In the case of the shared desk, each pupil has enough
space to do seatwork.
4. Your classroom layout and furniture allow pupils to interact and do
group work.
5. Your classroom has a bulletin board or a corner that displays
helpful learning materials such as posters, Illustrations, newspaper
and magazine clippings, and your pupils' works.
6. Your classroom facilities and premises are regularly maintained
and kept clean.
7. Your school has a library for reading and study.
8. Your school has facilities and equipment for recreation and sports.
Module 1 3
9. Your school has sufficient lawn and space and vegetation.
10. Your school has duly assigned personnel in charge of securing its
premises, its properties, and those of its pupils and teachers.
11. Your school coordinates with the barangay and local authorities to
ensure the safety and protection of your pupils.
12. Your school has a policy against discrimination concerning
gender, cultural origin, social status, religious belief, and others.
13. Your school has a program for children with special needs.
14. Your teachers use non-threatening styles of discipline.
This list has 13 action items. If you scored 6-7 points, give yourself a blue
heart; if you scored 8-10 points, give yourself a purple heart; if you scored
11-13 points give yourself a red heart. If you scored lower than 6 paints,
don’t color the heart. (Continue to improve your classroom/school and do
your best next time.)
Rubric for Classroom Structuring

T
SCORE O
AREAS of CONCERN 5
4
3
2 1 T
VERY FAIRLY DID NOT MEET A
OUTSTANDING SATISFACTORY SATISFACTORY SATISFACTORY EXPECTATIONs
L
Safeness
Classroom guarantees safe and protective spaces for
students
Mobility/Navigation
Classroom layout and furniture allow pupils to
interact and do group work. Easy access for
downloading/uploading of files.
Inclusivity
Classroom layout and design guarantee the
inclusiveness of students in terms of needs, gender,
cultural background, and others.
Conduciveness
Classroom design and structures secure a
conducive environment for students
(proper ventilation, lighting, and others).
Module 1 4
Rubric for Bulletin Board Design
5 4 3 2 1
Criteria OUTSTANDING VERY SATISFACTORY SATISFACTORY FAIRLY DID NOT MEET Total
SATISFACTORY EXPECTATIONs
The bulletin The bulletin The bulletin

The bulletin
board includes The bulletin board includes board does not
board includes
information and board includes a a few ideas and include
enough
ideas relevant to lot of information pieces of information or
Content topics explored in and ideas
information and
information ideas relevant
ideas relevant to
class and relevant to topics relevant to to topics
topics explored
integrates outside explored in class. topics explored explored in
in class.
knowledge. in class. class.
Writing is well-
Writing is
organized and Writing is
Writing is well- Writing is Somewhat
coherent. Ideas disorganized
Organization flow within and
organized and organized and disorganized
and difficult to
coherent. coherent. and difficult to
between pieces of understand.
writing. understand.
The work is visually

The work is
appealing and The work reflects The work does
visually appealing The work reflects
reflects the effort, some effort and not reflect
Appearance attention to detail,
and reflects effort effort and care in
care in the effort or care in
and care in the presentation.
and care in presentation. presentation.
presentation.
presentation.
The work includes
Exhibits evidence
an array of original,
of original,
creative ideas, Exhibits evidence Some evidence No evidence of
creative ideas in
Creativity combining topics of original, of original, original,
the planning and
explored in class creative ideas. creative ideas. creative ideas.
presentation of
with new ideas in
the work.
novel ways.
The work
The work reflects a includes a The work does
Connection The work clearly The work
deep superficial not connect to
incorporates the incorporates the
to the understanding of
central text and central text and
reference to the the central text
the central text central text or its themes in
Central Text its themes. its themes.
and its themes. and/or its any way
themes.
Adapted from shorturl.at/opAN8
TOTAL: ______________________ ____________________
RATING: _____________________ Instructor
Comments & Suggestions:

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Module 1 5
B. Presentation and Review
Present your physical classroom layout, bulletin board display, and virtual
classroom design to the FST for review.
C. Design Revision
Revise your physical classroom layout, bulletin board display, and virtual
classroom based on the result of the review.
D. Final Presentation and Evaluation
Present your final physical classroom layout, bulletin board display, and virtual
classroom design to the FST for final evaluation.
Module 1 6
Episode 2: Managing Classroom Routines and
Discipline
I. Intended Learning Outcomes: Produce a video on the management of classroom

routines and disciplines.
II. Materials: Module, Video Recording Device (cellphone/laptop/desktop),

Projector
III. Learning Activities:
A. 1st Classroom Management Participation and Video Recording

Work on the following as a group (3-5 members):
1. Inquire from your STE on how and when you could assist in managing
classroom routines and discipline.
2. Coordinate with the STE in securing parents’ consent for the video-recorded
assistantship tasks in managing classroom routines and discipline.
3. Assist your STE in managing classroom routines and discipline in one of the
class sessions by adhering to classroom management guidelines.
4. Capture the class session on a video recording device.
5. Be guided with the guidelines and rubrics below because it is the basis for
the evaluation of your 1st video on the management of classroom routines
and discipline.
Effective Classroom Management

By Maria Teresa F. Calderon, Ph.D.
The Critical Role of the Teacher as Classroom Manager

• Classroom management is one of the most important roles played by
teachers because it determines teaching success.
• Effective teachers appear to be effective with students of all achievement
levels regardless of the levels of heterogeneity in their classes.
• Effective classroom managers are those who understand and use specific
techniques.
• Even if the school they work in is highly ineffective, individual teachers can
produce powerful gains in student learning.
Functions Performed by an Effective Teacher

• Chooses/ makes/ uses the most effective instructional strategies.
• Designs a classroom curriculum that facilitates student learning.
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• Also considers, when designing a curriculum, the needs of the students
collectively and individually and not just relying on the textbook provided by
the district.
• Implements rules and regulations and imposed disciplinary actions.
Importance of Effective Classroom Management

• Effective use of classroom management techniques can dramatically
decrease the disruptions in your classes.
• Students in classes where effective management techniques are employed
have achievement higher than students in classes where effective
management techniques are not employed.
• It is not possible for a teacher to conduct instruction or for students to work
productively if they have no guidelines for how to behave or when to move
about the room, or if they frequently interrupt the teacher and one another.
• Students in the class where rules and procedures were implemented might
have been less disruptive by their very nature than students in the class that
did not implement rules and procedures.
Rules and Procedures
• Effective classroom management needs good rules and procedures

• Rules and procedures vary from one teacher to another and from one
classroom to another.
• The most effective classroom management involves the design and
implementation of classroom rules and procedures.
• Rules and procedures should not simply be imposed on students. The proper
design of rules and procedures involves explanation and group input. The
explanation is important in helping the students to see the need for the rule
therefore to accept it.
Designing Rules and Regulations

Identify specific classroom rules and procedures for:
• General Expectations for Behavior
• Beginning and ending the class day or the period
• Transitions and interruptions
• Materials and equipment
• Group work
• Seatwork and teacher-led activities
Module 1 8
Students’ involvement in designing and implementing rules and procedures
• The most effective classroom managers don’t simply impose rules and
procedures on students. Rather, they engage students in the design of
the rules and procedures
• A group discussion will produce a compromise rule or procedure that all
can live with. If not, you, the teacher, should have the final word in the
deliberations
• Well-articulated rules and procedures that are negotiated with students
are a critical aspect of classroom management, affecting not only the
behavior of students but also their academic achievement.
Consequences versus Punishment

Consequences are viewed as the result of a child’s inappropriate actions.
That is, they should not be viewed as something imposed, such as
sanctions, but rather as an appropriate outcome for an inappropriate act. A
consequence should make sense, be a logical ending for an action. It should
be the effect of behaving inappropriately.
Punishment, on the other hand, is punitive and/or penal. It does not
necessarily serve a learning purpose, but rather “gets even.” It sends the
wrong message. Children are in school to learn. Part of learning is making
mistakes, both academic and social. Imagine punishing a student for
misspelling a word. It sounds absurd. Effective teachers discover
appropriate ways to help the student learn the correct way to spell the word.
A like approach should be taken to address inappropriate behavior.
• There should be a healthy balance bet. negative consequences for

inappropriate behavior and positive consequences for appropriate behavior.
• Reinforcement: involves recognition or reward for positive behavior or for the
timely cessation of negative behavior.
• Punishment: involves some kind of negative consequences for inappropriate
behavior. (mild forms of punishment are more effective).
• No Immediate Consequences: involve some type of reminder when an
inappropriate behavior appears imminent.
• Combined Punishment and Reinforcement involves recognition or reward for
appropriate behavior in conjunction with consequences for inappropriate
behavior
Teacher-Student Relationships
• Important to the success of two of the other aspects of effective classroom
management – rules and procedures, and disciplinary interventions.
• It is important to communicate appropriate levels of dominance and to let
students know that you are in control of the class and are willing to lead.
Module 1 9
• It is also important to communicate to convey the message that you are
interested in the concerns of the students and individuals and the class as a
whole.
• Students with a good relationship with the teacher accept more readily the
rules and procedures and the disciplinary actions that follow their violations.
• Teachers should be effective instructors and lecturers, as well as friendly,
helpful, and congenial. They should be able to empathize with students,
understand their world, and listen to them.
• The nature of an effective teacher-student relationship addresses the needs
of different types of students.
Getting Off a Good Start
• Arrange and decorate your room in a manner that supports effective
classroom management.
• Begin with a strong first day of class, “the first impression”.
Emphasize classroom management for the first few days.
Classroom Management Styles
The classroom management styles of teachers can be readily identified based
on both degrees of control and level of involvement. The nature of each
management style can be identified from the chart below.
High Involvement Low Involvement

High Authoritative Authoritarian
Control
Low Indulgent Permissive
Control
• The authoritative style is characterized by behavioral principles, high

expectations of appropriate behavior, clear statements about why certain
behaviors are acceptable and others not acceptable, and warm student-
teacher relationships.
• The authoritarian style tends to be characterized by numerous behavioral
regulations, is often seen as punitive and restrictive, and students have
neither a say in their management nor are they seem to need explanations;
the teacher's character is sometimes perceived as being cold, even
punishing.
• The permissive style is characterized by a lack of involvement, the
environment is non-punitive, there are few demands on students, and there
is a lot of freedom.
• The indulgent style presents an environment where there are no demands on
the student of any sort, and the students are actively supported in their efforts
to seek their ends using any reasonable means.
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These four styles represent extremes, and most teachers demonstrate a certain
degree of inconsistency in their use of styles Research has shown that the type
of management style used results in characteristic behaviors.
▪ The authoritative style helps to produce students who are socially competent
and responsible.
▪ The authoritarian style helps to produce students who are ineffective at social
interaction, and somewhat inactive.
▪ Both indulgent and permissive styles help to produce students that are
immature, show poor self-restraint, and exhibit poor leadership skills.
Characteristics of Effective Behaviour Managers

• Respect their strengths and weaknesses as seriously as those of their students.
• Understand that social-emotional growth is a never-ending process.
• Communicate rules, goals, and expectations.
• Respond to behaviors consistently and predictably.
• Discriminate between issues of responsibility and problem ownership.
• Exhibit high degrees of empathy and self-efficacy
Behaviors teachers exhibit that contributes to successful classroom
management include:
• having materials organized
• using a pleasant tone of voice
• being aware of multiple elements of group functioning simultaneously
• being able to anticipate possible problems and react quickly to avoid them.
High levels of self-efficacy have a positive effect on behavior management as well as
academic achievement. Teachers who exhibit high levels of self-efficacy use more positive
reinforcement, prefer to work with the whole group, and persist with students who are
experiencing difficulty, rather than ignoring or giving upon them. The teacher's ability to be
empathetic can also be associated with student success. Empathetic teachers report
experiencing less stress and exhibit the following
qualities: • Not easily depressed under difficult
circumstances
• Warm • Able to subordinate their own needs
• Caring and feelings for another's benefit
• Affectionate • Spontaneous
• Friendly (smile frequently) • Balanced in feelings of self-worth
• Soft-spoken and self-regard
• Calm • Encouraging
• Relaxed • Inspiring
• Humorous • Motivating
• Analytical of behavior and motives • Adaptable to the needs of others
• Able to predict how another will act • Altruistic (desire to make a personal
contribution)
• Able to sympathize
• Able to give positive verbal and
• Not easily incited to express anger
nonverbal feedback
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• Conscientious in attending to • Accepting individual differences, but
students' needs do not focus on deviance
• Do not need to be the center of • Highly intuitive and feeling
attention • Do not feel a great need to control all
• Make others centrally involved people
• Independent and creative
Golden Virtues
1. Patience. I’m sure you’ve heard the saying that patience is a virtue.
Well, scrap that, because in the classroom patience is a necessity. To
maintain good working relationships with the students that you teach,
you need to be able to demonstrate patience. Get stressed out and start
snapping at your pupils, and you will find classroom management harder
than ever.
2. Determination. Effective classroom management takes skill, but it also
takes determination. You need to be determined to establish your
authority in the classroom at all costs, or you will see a deterioration in
student behavior. The teachers with the most effective classroom
management skills are the teachers who are determined to follow
through and apply their rules consistently, whatever the situation.
3. Consistency. If you’re not consistent in your classroom, then you will
find effective classroom management hard to achieve. The teachers
who have the least problems with student behavior are the teachers who
consistently deal with the pupils. Treat identical situations differently,
simply because of the child involved, and you’re setting yourself up for
failure.
Rubric for Managing Classroom

SCORE T
O
T
AREAS of CONCERN 4 2 1
5 A
VERY
3 FAIRLY DID NOT MEET
OUTSTANDING SATISFACTORY L
SATISFACTORY SATISFACTORY EXPECTATIONs
Rules, Routines, Procedures

Establishes, communicates, and consistently
implements appropriate standards of conduct
that instill a sense of self-discipline in students
Sensitivity to Learners
Exhibits sensitivity to learners’ personal, cultural,
gender differences and disabilities
Module 1 12
Composure
Maintains appropriate demeanor despite
unexpected problems that arise during the
conduct of classes
Time Management
Maximizes the utilization of instructional time
TOTAL: ______________________ __________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Present your video on the management of classroom routines and discipline to
the FST for review.
C. 2nd Classroom Management Participation and Video Recording
1. Request from your STE another schedule for you to assist in managing
classroom routines and discipline.
2. Assist your STE in the management of classroom routines and discipline
in one of the class sessions and follow the suggestions indicated in the 1 st
video review.
4. Capture the class session on a video recording device.
5. Produce a 3-5-minute video that highlights your participation in the
management of classroom routines and discipline.

Present your final video to the FST for final evaluation.
Module 1 13
Episode 3: Designing a Program and Certificates for
a School Activity
I. Intended Learning Outcomes: Design a program and certificates for a school

activity.
II. Materials: Module, Laptop/Desktop, Printer, Specialty Paper III.
A. Writeshop in Designing a Program and Certificates for a School Activity.

1. Inquire from your STE how and when you could assist in making a program
and certificates for a school activity.
2. Make a draft of the program and certificates following the design guidelines.
3. Be guided with the rubrics below because it is the basis for rating your
program and certificates.
Rubric for Program & Certificate Design
4 2 1
Criteria 5 VERY 3 FAIRLY DID NOT MEET Total
OUTSTANDING SATISFACTORY
SATISFACTORY SATISFACTORY EXPECTATIONS
Content
Program and Certificate contain
appropriate items and information
relative to the assigned topic.
Presentation
The program and Certificate are clean,
neat, and creative. The information is
well organized, interesting, accurate,
and reflects an understanding of the
topic.
Mechanics
Spelling, grammar, and punctuation in
any text on the program and certificate
are accurate.
Module 1 14
Overall Presentation
The program and certificate fulfill the
requirements of the assignment and
shows the full potential of students.
TOTAL: ______________________ __________________
Comments/Suggestions:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Present your draft of the program and certificates to the FST for review.
C. Design Revision
Revise your draft of the program and certificates based on the suggestions of
the FST as indicated in the review.

Present your revised program and certificates to the FST for final evaluation.
Module 1 15
Module 1 16
Module 2: Overview
Teaching-Learning
P rocess
This Photo by LNU-ILS
Description: Module 2 is designed to provide you with an authentic learning experience

in the application of knowledge and skills in the teaching-learning process.
This consists of 5 learning episodes. Episode 1 focuses on designing a
lesson plan. Episode 2 is on the production of instructional materials.
Episode 3 is an actual teaching demonstration that utilizes the lesson plan
and instruction materials you produced. Episode 4 is on the preparation and
administration of summative tests with TOS and item analysis. Episode 5 is
on conducting an intervention session.
Purpose: The purpose of this module is for you to assist a teacher in the teaching-
learning process of face-to-face/virtual learning delivery mode for different
types of learners.
Keywords and concepts: lesson plan, instructional materials, summative tests
construction and administration, TOS, item analysis, intervention session
1. lesson plan;
2. instructional materials;
3. video on teaching demonstration;
4. summative tests with a table of specification (TOS) and item analysis
in MS Word and Google Form/LMS formats; and 5. video on
intervention session.
Module 2 16
Episode 1: Designing Lesson Plan
I. Intended Learning Outcomes: Design a lesson plan.

II. Materials: Module, Laptop/Desktop, Printer, Bond Papers
A. Writeshop on Designing a Lesson

1. Inquire from your STE on how and when you could teach a lesson and the
competencies you will teach.
2. Make a draft of the lesson plan following the basic format of preparing a lesson
plan based on DepEd Order No. 42, s.2016. Moreover, you are expected to
explore your knowledge on some of the formats used in the field especially in
schools where you are deployed.
3. Consider preparing a lesson plan for a face-to-face/virtual class. Below is a
sample Daily Lesson Log (DLL) based on the prescribed format of the
Department of Education (DepEd).
4. Be guided with the guidelines and rubrics below because it is the basis for rating
your lesson plan.
Reading Material!
Preparation for The K To 12 Basic Education Curriculum.
Scan the QR code or copy the URL to your browser to access the
https://bit.ly/3u2w0WT reading material.
DepEd Order No. 42, s.2016. Policy Guidelines on Daily Lesson
Module 2 17
Designing Lesson Plan Rubric
5 4 3 2 1
Criteria OUTSTANDING VERY SATISFACTORY SATISFACTORY FAIRLY DID NOT MEET Total
SATISFACTORY EXPECTATIONs
Objectives are clearly Objectives are Objectives are

Objectives
communicated and communicated and communicated and Objectives did not
somewhat
Objective/ concisely written written well written following follow the ABCD
followed the ABCD
Outcomes following the ABCD following the ABCD the ABCD format format and SMART
format and format and SMART
format and SMART and SMART standards.
standards.
standards. SMART standards. standards.
Most Some
instructional Instructional instructional
Instructional strategies are strategies are strategies are
strategies are appropriate for appropriate for appropriate for
appropriate for learning learning learning
outcome(s). Most outcome(s). outcome(s). Some
learning outcome(s). Instructional
Strategies are
Instructional Strategy based on a strategies are
based on a
strategies are strategies are missing,
based on a based on a
Strategy combination of combination of or strategies used are
combination of combination of
practical experience, practical inappropriate
practical practical
theory, research, and experience,
experience, experience,
documented best theory, research, theory, research, theory, research,
practice. and documented and documented and documented
best practice. best practice. best practice.
Instructional
Some
procedures are very
instructional
clear; the format is Instructional Instructional
procedures are Instructional
followed; all procedures are procedures are
clear; the format procedures are
components are clear; format clear; format
is unclear, the format
followed and followed and
Instructional accurate and of high
components are somewhat is not followed;
quality throughout components are
Procedures followed; some some components
accurately clearly
the lesson plan. components are missing and poorly
implemented implemented
Teacher and learner- present and written and
centered procedures throughout the throughout the
somewhat designed.
lesson plan. lesson plan.
are included. clearly written and
designed.
The behavior assessed The behavior

exactly assessed
Some of the The behavior
matches the behavior resembles the The behavior
behavior assessed assessed is
described in the behavior assessed closely inconsistent with the
objective and closely resemble the
described in the resembles the behavior described
description of the behavior described
objective and behavior described in the objective and
lesson and is linked in
description of in the objective and description of the
Assessment to the content the lesson. description of the
the objective and
lesson, there is no
standard/s. The description of the
There are formal lesson. There are formal or informal
formal and informal lesson. There are
and informal formal and informal assessment and
assessment some informal or there is no link to
assessment assessment
strategies are aligned formal assessment
strategies strategies planned. the content
with LGs and learning strategies.
planned. standard/s
objectives.
The lesson plan

Parallelism of The lesson plan shows The lesson plan shows some The lesson plan The lesson plan did
the clear alignment exhibits alignment evidence of shows the limited not show alignment
Lesson Plan between its between its alignment between between its
alignment between
Elements components. components. its components. its components. components.
Module 2 18
Provides some
focused activities Provides activities Provides minimal
Provides a variety of that without a definite activity without a Do not provide
focused activities that link to each other focus or link to each definite focus. activities. Relies on
Students and allow students
link to each other and other. Gives students Gives students no teacher
Engagement allow students to to demonstrate little opportunity to opportunity to demonstration and
demonstrate learning. learning. demonstrate demonstrate lecture.
learning. learning.
Adapted from shorturl.at/czH08

TOTAL: ______________________ __________________

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Present lesson plan draft to your FST for review.
C. Design Revision
Revise your lesson plan draft following the suggestions of the FST as indicated
in the review.

Present your revised lesson plans to the FST for final evaluation.
Module 2 19
Episode 2: Producing Instructional Materials
I. Intended Learning Outcomes: Produce instructional materials.
A. Workshop on Producing Instructional Materials Work

on the following as a group (3-5 members):
1. Inquire from your STE how and what instructional materials to produce.
2. Make the instructional materials based on your lesson plans for face-to
face/virtual class.
3. Consider the guidelines in producing the instructional materials.
4. Be guided with the guidelines and rubrics below because it is the basis for rating
your instructional materials.
SELECTION OF INSTRUCTIONAL MATERIALS – Guidelines
A. Objectives of Selection:
The main objective of the school's library media center (LMC) is to

implement, enhance, and support the instructional program of the district.
The LMC must provide a range of materials at varying levels of difficulty,
with a varying range of appeal, and presenting varying points of view.
To this end, the Shiocton School District reaffirms the objectives of the
Standards for School Library Media Programs of the American Association
of School Librarians and the Department of Audiovisual Instruction, which
asserts that the responsibility of the library media center is:
To provide materials that will enrich and support the curriculum taking into
consideration the varied interest, abilities, and maturity levels of the pupils
served.
To provide materials that will stimulate growth in factual knowledge, literary

appreciation, aesthetic values, and ethical standards. To provide a
background of information which will enable pupils to make intelligent
judgments in their daily life.
Module 2 20
To provide materials on opposing sides of controversial issues so that young
citizens may develop under guidance the practice of critical reading and
thinking.
To provide information in a variety of formats to accommodate the varied

abilities, interests, and needs of the students. To provide materials
representative of the many religious, ethnic, and cultural groups and their
contributions to our American heritage.
To place principle above personal opinion and reason above prejudice in

the selection of materials of the highest quality to assure a comprehensive
collection appropriate for the users of the library.
The School District shall not discriminate in the selection and evaluation of
instructional and library materials based on sex, race, national origin,
ancestry, creed, religion, pregnancy, marital or parental status, sexual
orientation or physical, mental, emotional, or learning disability. Page 1 of 8
Additionally, to provide a variety of selections that satisfy the personal
interests and recreational reading needs of the students enrolled in the
Shiocton School District.
B. Responsibility for Selection of Materials:

The Shiocton Board of Education is legally responsible for all materials
relating to the operation of the Shiocton School District. The responsibility
for the selection of instructional materials is delegated to the professionally
trained personnel employed by the school system.
Recommendations for instructional materials may come from several
sources: administrators, teachers, students, district personnel, and
community, as appropriate. The responsibility for coordinating the selection
of instructional materials, recommending materials for purchase, and
maintaining qualitative standards in the selection process rests with the
professionally trained media personnel.
C. Criteria for Selection of Instructional Materials:
1. General Criteria
a. The curriculum needs of the school and the existing collection are
given first consideration.
b. Materials are selected for a reason and purpose. They are
evaluated as to their aesthetic, literary, and social value;
appropriateness to student age and emotional maturity; and
relevance to the curriculum.
c. The selection of materials on political theory and ideology, religion,
and controversial topics is directed toward maintaining a balanced
representation of views so that young people may develop the
practice of critical thinking.
Module 2 21
d. Materials representing varying viewpoints may be provided to meet
specific curriculum objectives.
e. Each work will be evaluated based on its literary quality, its
accuracy, and its relevance to the curriculum. Use of profanity or
sexual incidents in a literary work will not automatically disqualify it
from consideration for inclusion in the collection.
f. Materials shall be selected for their strengths rather than rejected for
their weaknesses.
g. The physical format and appearance of materials shall be suitable
for their intended use.
h. In all cases, decisions shall be made based on whether the material
presents life in its true proportions, whether circumstances are
realistically dealt with, and/or whether the material has literary or
social value.
2. Specific Criteria
The following criteria are strong considerations when evaluating
materials for possible selection. They can be applied either when
examining materials on the preview or when selecting through the use
of reviewing tools.
a. Authority - the qualifications and reputation of the persons

responsible for the creation of the material.
b. Scope - overall purpose, importance, and coverage of the material.
c. Format and Technical Quality - format appropriate to the subject
matter; production standards evident.
d. Authenticity - validity, reliability, and completeness of the materials
as well as the degree of bias or objectivity. Accuracy and timelines
are considered.
e. Treatment and arrangement - readable, clearly written, and
logically developed. Materials possess popular appeal.
f. Aesthetics - appeal to the imagination, senses, and intelligence to
develop artistic appreciation.
g. Price - the value of selections in comparison to existing budget
limitations and other selection priorities.
h. Suitability - the value of selections concerning the existing
collection, patron usage, and appropriations to the school's
curriculum.
i. Special features - special characteristics of one material that may
be absent from others on the same subject.
j. Requests - may come from administrators, teachers, district
personnel, students, and other community members, as appropriate.
D. Procedures for Selection:
1. Selection of materials will be made by professionally trained media

personnel through reading, viewing, listening, or examining materials
Module 2 22
firsthand or by the use of reputable, unbiased selection aids. The
assistance and cooperation of administrators, teachers, district
personnel, students, and other community members are enlisted.
Final decisions will be based on selection criteria listed in Section C.
2. Gift materials are judged on the selection criteria listed in Section C

and are accepted or rejected for inclusion by those criteria.
3. Materials acquired through an ongoing subscription are examined

annually and are continued only if they fulfill a definite need.
4. Multiple items of outstanding and much-in-demand materials are

purchased as needed.
5. An annual review of the collection will be made to weed out obsolete

material. The collection will be evaluated concerning changing
curriculum, new teaching methods, and the current needs of teachers
and students. Appropriate materials will be obtained. This process will
also lead to the replacement of outmoded materials with those which
are up-to-date and the discarding of materials that are no longer
useful.
6. Salesmen must report to the office and receive permission before

meeting with the media specialist.
E. Challenged Materials:
Occasionally objections to a selection may be made despite the care taken
to select valuable materials for student and teacher use. Any resident or
employee of Shiocton School District may object to the instructional
materials used in the district's educational program.
1. The following basic considerations should be used as guidelines if an

objection is registered:
a. Establishing an individual channel of communication with the school;
b. Protecting the right of the parent to guide the education of his/her
child;
c. Protecting other children's rights to participate in educational
experiences over the objections of a single individual or group
2. To facilitate these considerations, the following procedure is suggested

for dealing with any type of complaint that may arise over educational
materials.
a. The individual who is registering the complaint with school personnel

is requested to complete a "Request for Reconsideration of
Instructional Material" form.
Module 2 23
b. The individual who is registering the complaint will be given a copy of
the "Selection of Instructional Materials-Administrative
Guidelines."
c. The material under consideration shall not be restricted during the
reconsideration procedure; however, requests of individual parents
for their child will be honored.
d. The complaint shall be forwarded to the District Administrator who
shall appoint a review committee consisting of the following;
I. Media specialist;
II. The building principal;
III. Teacher(s) from the appropriate grade level and subject area,
when applicable;
IV. Three students were selected from the Student Council;
V. Three members from the community.
e. The review committee will review the complaint, read the challenged
material(s) in its entirety, and make a written recommendation to the
District Administrator.
f. After reviewing the written statement/recommendation of the review
committee, the District Administrator shall notify the complainant of
the decision.
g. A complainant, who is not satisfied with the decision, may appeal that
decision to the Board of Education within ten days of receipt of the
review committee and District Administrator's decision. The Board of
Education will study the findings of the review committee and the
District Administrator. The Board of Education will render a final
decision.
Module 2 24
Rubric for Instructional Materials
5 4 3 2 1
Criteria OUTSTANDING VERY SATISFACTORY FAIRLY DID NOT MEET Total
The IMs are The IMs are not

The IMs are highly The IMs are
somehow reflective of the
reflective of the mostly reflective The IMs are reflective of the
curricular of the curricular reflective of the curricular
curricular
Appropriateness contents and contents and curricular contents contents and are
contents and
based on grade- based on grade- and based on grade- based on grade- based on grade -
level-learning level learning level-learning goals. level learning level-learning
goals. goals. goals. goals.
The IMs are
The IMs are
The IMs are somehow The IMs are not
highly The IMs are
mostly interactive,
interactive, interactive, reusable, interactive,
interactive, reusable, and
Usability reusable, and can
reusable, and can
and can be easily
sometimes reusable, and
be seamlessly manipulated and difficult to use
be easily used and difficult to
used and used. and manipulate.
manipulated. manipulate and
manipulated. use.
The design of the The design of the
The design of the materials materials did not
The design of the The design of the
materials highly somehow follows
materials mostly materials follows follow the design
follows the the design
follows the design the design principles of
design principles principles of
principles of principles of creating IMs that
Creativity of creating IMs
creating IMs that creating IMs that
creating IMs that
that supports supports and do supports and do
supports and do supports and do not
and do not not distract not distract
not distract distract students
distract students students students
students learning. learning.
learning. learning. learning.
IMs have no more IMs have more

IMs have no than two IMs have 3-4 than four
misspellings misspellings and/or IMs have three misspellings misspellings
Mechanics and/or grammatical misspellings and/or and/or
and/or
grammatical errors. grammatical errors. grammatical
errors. errors.
grammatical
errors.
The materials The materials The materials The materials do
highly cater to mostly cater to The materials cater somehow cater not cater to
different types of different types of to different types of to different types different types of
learners and are learners and are learners and are not of learners and
learners and are
Inclusivity not bias to any not bias to any bias to any type of are not bias to
bias to a type of
type of gender, type of gender, gender, cultural any type of
cultural cultural background, and gender, cultural gender, cultural
background, and background, and religious belief. background, and background, and
religious belief. religious belief. religious belief. religious belief.
TOTAL: ______________________ __________________


______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Module 2 25
Present instructional materials to your FST for review.
C. Design Revision
Revise your instructional materials based on suggestions of the FST as indicated
in the review.

Present your improved instructional materials to the FST for final evaluation.
Module 2 26
Episode 3: Teaching Demonstration
I. Intended Learning Outcomes: Conduct teaching demonstration.

II. Materials: Module, Laptop/Desktop, Instructional Materials, Video Recording
Device (cellphone/camera)
A. 1st Teaching Demonstration and Recording

Work on the following individual tasks:
1. Coordinate with your STE in the conduct and recording of 1st teaching
demonstration.
2. Conduct a 15 to 20-minute teaching demonstration.
3. Capture the teaching demonstration on a video recording device.
4. Be guided with the rubrics below because it is the basis for rating your video on
teaching demonstration.
Rubric for Teaching Demonstration

T
1 o
5 4 3 2
Criteria OUTSTANDING VERY SATISFACTORY SATISFACTORY FAIRLY SATISFACTORY
DID NOT MEET t
EXPECTATIONs a
l
Demonstrates
Demonstrates adequate/ Demonstrates Demonstrates a
Knowledge of Demonstrates masterful above-average average below-average very poor
knowledge of the subject
Subject Matter matter. knowledge of the knowledge of the knowledge of the knowledge of the
subject matter. subject matter. subject matter. subject matter.
Demonstrates an
above-average Demonstrates a
Demonstrates an Demonstrates a
ability to below-average
Demonstrates superior adequate/average very poor ability
communicate ability to
ability to communicate ability to to communicate
with the communicate
Communication with the class/audience, communicate with with the
class/audience, with the
and the the class/audience,
Skills/Clarity and the class/audience,
presenter/teacher is class/audience, and the
presenter/teacher and the
clearly and easily and the presenter/teacher
is clearly and presenter/teacher
understood. presenter/teacher is not easily
easily is not easily
is understood. understood.
understood. understood.
Module 2 27
Demonstrates an Demonstrates an Demonstrates a Demonstrates a
Demonstrates an above-average average display of below-average very poor display
extremely poised and display of poise poise and display of poise of poise and
Poise/Confidence confident demeanor and confident confident and confident confident
while presenting the demeanor while demeanor while demeanor while demeanor while
lesson. presenting the presenting the presenting the presenting the
lesson. lesson. lesson. lesson.
Demonstrates an Demonstrates an Demonstrates a

Demonstrates a
Demonstrates a superior above-average adequate/average below-average
very poor ability
ability to use creative and ability to use ability to use ability to use
Method of to use creative
effective teaching creative and creative and creative and
Presentation and effective
methods during the effective teaching effective teaching effective teaching
teaching methods
lesson. methods during methods during methods during
during the lesson.
the lesson. the lesson. the lesson.
Speaks using an
adequate/average Speaks using a Speaks using a
Speaks using an
volume level and below-average poor volume level
Speaks using a superior above-average
with adequate volume level and and is very
volume level and clarity. volume level and
clarity. Also speaks is difficult to difficult to
Voice Also speaks without the with clarity. Also
without using many understand. understand.
repetition of words or speaks without
repetitious words Speaks using Speaks using
phrases. using repetition of
or phrases. many repetitious many repetitious
words or phrases.
words or phrases. words or phrases.
Demonstrates a
Demonstrates an Demonstrates an
below above Demonstrates a
above-average adequate/average
Demonstrates a superior average ability to very poor ability
ability to maintain ability to maintain
ability to maintain eye maintain eye to maintain eye
eye contact with eye contact with
Visual Contact contact with the class/
the class/ the class/ contact with the contact with the
audience throughout the class/ audience class/ audience
audience audience
lesson. throughout the throughout the
throughout the throughout the
lesson. lesson.
lesson. lesson.
Demonstrates an
Demonstrates an Demonstrates a Demonstrates a
adequate/
Demonstrates a superior above-average below-average very poor ability
Evidence of average ability to
ability to organize and ability to organize ability to organize to organize and
Preparation organize and
execute the lesson. and execute the and execute the execute the
execute the
lesson. lesson. lesson.
lesson.
The logical
The logical
The logical progression of the The logical
progression of the
progression of the lesson topics is progression of the
The logical progression of lesson topics is
lesson topics is demonstrated lesson is
the lesson topics is demonstrated
demonstrated below- demonstrated
demonstrated with with
Orderly Sequence with above- average with poor
superior mastery. The average/adequate
average mastery. competency. The competency. The
lesson easily flows well competency. The
The lesson easily lesson does not lesson does not
from topic to topic. lesson adequately
flows well from adequately flow adequately flow
flows from topic to
topic to topic. from topic to from topic to topic.
topic.
topic.
Module 2 28
The teacher The teacher The teacher
demonstrates demonstrates demonstrates The teacher
The teacher demonstrates above-average average below-average demonstrates
Professional superior professionalism professionalism in professionalism in professionalism in poor,
Appearance and in terms of his/her attire terms of his/her terms of his/her terms of his/her unprofessional
Conduct and conduct throughout attire and conduct attire and conduct attire and conduct attire and conduct
the lesson. throughout the throughout the throughout the throughout the
lesson. lesson. lesson. lesson.
The teacher has an The teacher has The teacher has a

above-average an below-average The teacher has a
ability to adequate/average ability to very poor ability
effectively use ability to effectively use to effectively use
The teacher has a superior audiovisual aids effectively use audiovisual aids audiovisual aids
ability to effectively use to enhance audiovisual aids to enhance
to enhance to enhance
audiovisual aids to learning during a learning during a
Use of Audio- learning during a learning during a
enhance learning during a lesson. The lesson. The
lesson. The lesson. The
Visuals/ lesson. &/or The teacher teacher teacher
teacher teacher
Demonstrations demonstrates a superior demonstrates an demonstrates a
demonstrates an demonstrates a
ability to organize and above-average below-average
above-average very poor ability
conduct in-class ability to organize ability to organize
ability to organize to organize and
activities/demonstrations. and conduct in- and conduct in-
and conduct in- conduct in-class
class activities class activities class activities activities and
and and and demonstrations.
demonstrations. demonstrations. demonstrations.
Adopted from shorturl.at/xTWY4

TOTAL: ______________________ __________________

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

Present the video to your FST for viewing and review.
C. 2nd Teaching Demonstration and Recording

Work on the following individual tasks:
1. Coordinate with your STE in the conduct and recording of the 2 nd teaching
demonstration.
2. Conduct a 15 to 20 minute-teaching demonstration following the suggestions
of the FST as indicated in the review of the 1st teaching demonstration video.
3. Capture the 2nd teaching demonstration on a video recording device.
4. Produce a 10–15-minute video that highlights the important parts of your
teaching demonstration.
.
Present the 2nd teaching demonstration video to your FST for final evaluation.
Module 2 29
Episode 4: Preparing and Administering Summative
Tests
I. Intended Learning Outcomes: Prepare and administer summative

tests.
A. Writeshop on Summative Tests Construction with Table of Specifications
1. Inquire from your STE on how and when to construct and administer summative
tests.
2. Determine the competencies/lessons to be covered.
3. Design the summative test with TOS in MS Word and Google Form/LMS use
in the field.
4. Follow the guidelines in test construction.
5. Be guided with the guidelines and rubrics below because it is used for rating
your summative tests.
PRINCIPLES OF HIGH-QUALITY ASSESSMENT

By: Rosita De Guzman-Santos, PhD
Clarity of Learning Targets

Assessment can be made precise, accurate, and dependable only if what is to be
achieved is clearly stated and feasible. To this end, we consider learning targets
involving knowledge, reasoning, skills, products, and effects. Learning targets
need to be stated in behavioral terms or terms which denote something which can
be observed through the behavior of the students. Thus, the objective “to
understand the concept of buoyancy” is not stated in behavioral terms. It is not
clear how one measures “understanding”. On the other hand, if we restate the
target as “to determine the volume of water displaced by a given object
submerged”, then we can easily measure the extent to which a student
understands “buoyancy”.
Appropriateness of Assessment Methods

Once the learning targets are set, it is now necessary to determine an appropriate
assessment procedure or method. The following are the general categories of
assessment methods or instruments:
1. Written-Response Instruments
Written-response instruments include objective tests (multiple-choice, true-
false, matching, or short answer), essays, examinations, and checklists.
Module 2 30
Objective tests are appropriate for assessing the various levels of the
hierarchy of educational objectives. Multiple-choice tests in particular can
be constructed in such a way as to test higher-order thinking skills. Essays,
when properly planned, can test the student’s grasp of the higher level of
cognitive skills particularly in the areas of application analysis, synthesis,
and judgment. However, when the essay question is not sufficiently precise
and when the parameters are not properly defined, there is a tendency for
the students to write irrelevant and unnecessary things just to fill in the blank
spaces.
2. Product Rating Scales

The teacher is often tasked to rate products. Examples of products that are
frequently rated in education are book reports, maps, charts, diagrams,
notebooks, essays, and creative endeavors of all sorts. An example of a
product rating scale is the classic ‘handwriting’ scale used in the California
Achievement Test, Form W (1957). There are prototype handwriting
specimens of pupils and students (of various grades and ages). The sample
handwriting of a student is then moved along the scale until the quality of
the handwriting sample is most similar to the prototype handwriting. To
develop a product rating scale for the various products in education, the
teacher must possess prototype products over his/her years of experience.
3. Performance test
One of the most frequently used measurement instruments is the checklist.
A performance checklist consists of a list of behaviors that make up a certain
type of performance (e.g., using a microscope, typing a letter, solving a
Mathematics performance, and so on). It is used to determine whether or
not an individual behaves in a certain (usually desired) way when asked to
complete a particular task. If a particular behavior is present when an
individual is observed, the teacher places a check opposite it on the list.
4. Oral Questioning
The traditional Greeks used oral questioning extensively as an assessment
method. Socrates himself, considered the epitome of a teacher, was said to
have handled his classes solely based on questioning and oral interactions.
Oral questioning is an appropriate assessment method when the objectives

are: (a) to assess the student’s stock knowledge and/or (b) to determine the
student’s ability to communicate ideas and coherent verbal sentences.
While oral questioning is indeed an option for assessment, several factors
need to be considered when using this option. Of particular significance are
the student’s state of mind and feelings, anxiety, and nervousness in making
oral presentations which could mask the student’s true ability.
5. Observation and Self Reports

A tally sheet is a device often used by teachers to record the frequency of
student behaviors, activities, or remarks. How many high school students
Module 2 31
follow instructions during the fire drill, for example? How many instances of
aggression or helpfulness are observed when elementary students are
observed in the playground? In the class of Mr. Sual in elementary statistics,
how often do they ask inference questions? Observational tally sheets are
most useful in answering these kinds of questions.
A self-checklist is a list of several characteristics or activities presented to

the subjects of a study. The individuals are asked to study the list and place
a mark opposite the characteristics which they possess or the activities in
which they have engaged for a particular length of time. Self-checklists are
often by teachers when they want to diagnose or appraise the performance
of the students from the point of view of the students themselves.
Observation and self-reports are useful supplementary assessment

methods when used in conjunction with oral questioning and performance
tests. Such methods can offset the negative impact on the students brought
about by their fears and anxieties during the oral questioning or when
performing an actual task under observation. However, since there is a
tendency to overestimate one’s capability, it may be useful to consider
weighing self-assessment and observational reports against the result of
oral questioning and performance tests.
Properties of Assessment Methods

The quality of the assessment instrument and method used in education is very
important since the evaluation and judgment that the teacher gives on a student
are based on the information, he obtains using these instruments. Accordingly,
teachers follow several procedures to ensure that the entire assessment process
is valid and reliable.
Validity had traditionally been defined as the instrument’s ability to measure what
it purports to measure. We shall learn in this section that the concept has, of recent,
been modified to accommodate several concerns regarding the scope of this
traditional definition. Reliability, on the other hand, is defined as the instrument’s
consistency. The following are the properties of assessment methods:
1. Validity
The validity, in recent years, has been defined as referring to the
appropriateness, correctness, meaningfulness, and usefulness of the
specific conclusions that the teacher reaches regarding the teaching-
learning situation. Content validity refers to the content and format of the
instrument. How appropriate is the content? How comprehensive? Does the
instrument logically get the intended variable or factor? How adequately
does the sample of items or questions represent the content to be
assessed? Is the format appropriate? The format and content must be
consistent with the definition of the variable or factor to be measured. Some
criteria for judging content validity are given as follows:
1.1 Do the students have adequate experience with the type of task posed
by the item?
Module 2 32
1.2 Did the teacher cover sufficient material for most students to be able to
answer the item correctly?
1.3 Does the item reflect the degree of emphasis received during
instructions?
2. Reliability
The reliability of an assessment method refers to consistency. It is also a
term that is synonymous with dependability or stability.
Stability or internal consistency as reliability measures can be estimated in

several ways. The split-half method involves scoring two halves (usually,
odd items versus even items) of a test separately for each person and then
calculating a correlation coefficient for the two sets of scores. The coefficient
indicates the degree to which the two halves of the test provide the same
results and hence, describes the internal consistency of the test. The
reliability of the test is calculated using what is known as the Spearman
Brown prophecy formula.
3. Fairness
An assessment procedure needs to be fair. this means many things. First,
students need to know exactly what the learning targets are and what
method assessment will be used. If students do not know what they are
supposed to be achieved, then they could get lost in the maze of concepts
being discussed in class. Likewise, students have to be informed how their
progress will be assessed to allow them to strategize and optimize their
performance.
Second, assessment has to be viewed as an opportunity to learn rather than

an opportunity to weed out poor and slow learners. The goal should be that
of diagnosing the learning process rather than the learning object.
Third, fairness also implies freedom from teachers-stereotyping. Some

examples of stereotyping include boys are better than girls in Mathematics
or girls are better than boys in language. Such stereotyped images and
thinking could lead to unnecessary and unwanted biases in the way that the
teachers assess their students.
4. Practicality and Efficiency

Another quality of a good assessment procedure is practicality and
efficiency. An assessment procedure should be practical in the sense that
the teacher should be familiar with it, does not require too much time, and
is in fact, 'implementable. A complex assessment procedure tends to be
difficult to score and interpret results in a lot of misdiagnoses or too long a
feedback period which may render the test inefficient.
Module 2 33
5. Ethics in Assessment
The term "ethics" refers to questions of right and wrong. When teachers
think about ethics, they need to ask themselves if it is right to assess a
specific knowledge or investigate a certain question. 'Are there some
aspects of the teaching-learning situation that should not be assessed?
Here are some situations in which assessment may not be called for:
• Requiring students to answer a checklist of their sexual fantasies;
• Asking elementary pupils to answer sensitive questions. without
consent of their parents;
• Testing the mental abilities, of pupils, using an instrument whose
validity and reliability are unknown;
When a teacher thinks about ethics, the basic question to ask in this regard
is: "Will any physical or psychological harm come to anyone as a result of
the assessment or testing?" Naturally, no teacher would; want, this to
happen to any of his/ her students.
Webster defines ethical (behavior) as ‘conforming to the standards of
conduct of a given profession or group." What teachers consider ethical is
therefore largely a matter of agreement among them. Perhaps, the most
important ethical consideration of all is the fundamental responsibility of a
teacher to do all in his or her power to ensure that participants in the
assessment program are protected from physical psychological harm, the
discomfort of danger that may arise due to the testing procedure. For
instance, a teacher who wishes to test a student's physical endurance may
ask students to climb a very steep mountain thus endangering them
physically!
Test results and assessment results are confidential results. Such should
be known only by the student concerned and the teacher. Results should
be communicated to the students in such a way that other students would
not have information about any specific member of the class.
The third ethical issue in assessment is deception. Should students be
deceived? There are instances in which it is necessary to conceal the
objective 'of the assessment from the students to ensure fair and impartial
results. When this is the case, the teacher has a special, responsibility to
(a) determine whether the use of such techniques is justified by the
educational value of the assessment, (b) determine whether alternative
procedures are available that do not make use of concealment and (c)
ensure that students are provided with sufficient explanation as soon as
possible.
Finally, the temptation to assist certain individuals in class during
assessment or testing is ever-present. In this case, it is best if the
teacher/does not administer the test himself if he believes that such a
concern may, at a later time, be considered unethical.
Module 2 34
Planning a Test and Construction of Table of Specifications (TOS)
The important steps in planning for a test are:
1. Identifying test objectives
An objective test, if it is to be comprehensive, must cover the various levels
of Bloom's taxonomy. Each objective consists of a statement of what is to
be achieved and, preferably, by how many percent of the students.
Example. We want to construct a test on the topic: "Subject-Verb Agreement
in English" for a Grade V class. The following are typical objectives.
• Knowledge. The students must be able to identify the subject and
the verb in a given sentence.
• Comprehension. The students must be able to determine, the
appropriate form of a verb to be used given the subject of a sentence.
• Application. The students must be able to write sentences
observing rules on subject-verb agreement.
• Analysis. The students must be able to break down a given
sentence into its subject and predicate.
• Synthesis. The students must be able to formulate rules to be
followed regarding the subject-verb agreement.
2. Deciding on the type of objective test to be prepared

The test objectives dictate the kind of objective tests that will be designed
and constructed by the teacher. For instance, for the first four (4) levels, we
may want to construct a multiple-choice type of test while for application and
judgment, we may opt to give an essay test or a modified essay test.
3. Preparing a Table of Specifications (TOS)

Deciding on the type of objective test. Preparing a table of specifications
(TOS). A table of specifications or TOS is a test map that guides the teacher
in constructing a test. The TOS ensures that there is a balance between
items that test lower-level thinking skills and those which test higher-order
thinking skills.
4. Constructing the draft test items

The actual construction of the test items follows the TOS. As a general rule,
it is advised that the actual number of items to be constructed in the draft
double the desired number of items, for instance, if there are five (5)
knowledge level items to be included in the final test form, then at least ten
(10) knowledge level items should be included in the draft. The subsequent
test try-out and item analysis will most likely eliminate many of the
constructed items in the draft (either they are too difficult, too easy, or
nondiscriminatory), hence, it will be necessary to construct more items than
will be included in the final test form.
Module 2 35
5. Try-out and validation
The test draft is tried out to a group of pupils or students. The purpose of
this try-out is to determine the: (a) item characteristics through item analysis
and (b) characteristics of the test itself-validity, reliability, and practicality.
Rubric for Test Preparation

5 4 3 2 1
Criteria OUTSTANDING VERY SATISFACTORY SATISFACTORY FAIRLY SATISFACTORY DID NOT MEET Total
EXPECTATIONs
TOS is not
TOS is complete, TOS is somewhat not complete, with no
TOS is complete,
focused on TOS is complete, complete, with evidence of HOTS
with evidence of
HOTS items, and with some evidence little evidence of
HOTS items, and items, and does
reflects an of HOTS items, and HOTS items and with
reflects a correct not reflect a
TOS accurate
proportion of
reflects a correct minor discrepancies
correct
proportion of proportion of items on a proportion of
items for each proportion of
items for each for each curricular items for each
curricular content items for each
curricular content taught. curricular content
taught. curricular content
content taught. taught.
taught.
All directions are Directions are not

Most directions Directions are Some directions are
specific and specific and are
Directions easily
are specific and specific and easily specific and easily
difficult to
easily understood. understood. understood.
understood. understand.
The test is The test is not

The test is fairly
creatively and The test is neatly The test is creatively packaged
Test packaged well and
neatly packaged packaged and free packaged and with creatively and
with minor
Packaging and free from from distractive minor distractive neatly and with
distractive
distractive elements. elements. many distractive
elements.
elements. elements.
The test has no The test has more

The test has no more than two than four
misspellings misspellings and/or The test has three The test has 3-4 misspellings
Mechanics and/or grammatical misspellings and/or misspellings and/or and/or
grammatical errors. grammatical errors. grammatical errors. grammatical
errors. errors.
The tests are The tests are The tests are not
The tests are
highly reflective mostly reflective The tests are reflective of the
somehow reflective
of the curricular of the curricular reflective of the curricular
of the curricular
Appropriateness contents and contents and are curricular contents
contents and based
contents and are
based on grade- based on grade- and based on grade- based on grade-
on grade-level
level learning level learning level learning goals. level-learning
learning goals.
goals. goals. goals.
TOTAL: ______________________ __________________

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Module 2 36
Present your summative tests to the FST for review.
C. Test Revision
Revise the summative tests following the suggestions of your FST as indicated in
the review.
D. Administer the Summative Test and make an Item Analysis

Administer the summative tests and make an item analysis following the guidelines
below.
Administering the Test By:

Rosita De Guzman-Santos, PhD
A test possesses good quality of administering the test when it is suitable in format
when the materials are easy to assemble and handle, when directions to the pupils
and students are clear and complete, and when the examiner can use the test
without undue effort in the measurement of learner’s behavior.
To facilitate the administration of tests, and only a competent person can
administer standardized tests. On the other hand, ordinary achievement tests can
be administered by experienced classroom teachers. The teachers have a
thorough knowledge of the administration of the test to make the whole
administration effective. process It is desirable that a test is administered in an
environment familiar to the students. For instance, the student's classroom. It is
undesirable to give tests just before and after a holiday, school party, athletic meet,
literary-musical contest, and many others.
Item Analysis
The teacher normally prepares a draft of the test. Such a draft is subjected to item
analysis and validation to ensure that the final version of the test would be useful
and functional. First, the teacher tries out the draft test to a group of students of
similar characteristics as the intended test takers (try-out phase). From the try-out
group, each item will be analyzed in terms of its ability to discriminate between
those who know and those who do not know and also its level of difficulty (item
analysis phase). The item analysis will provide information that will allow the
teacher to decide whether to revise or replace an item (item revision phase). Then,
finally, the final draft of the test is subjected to validation if the intent is to make use
of the test as a standard test for the particular unit or grading period. We shall be
concerned with these concepts in this Chapter.
There are two important characteristics of an item that will be of interest to the
teacher. These are (a) item difficulty and (b) discrimination index. We shall learn
how to measure these characteristics and apply our knowledge in deciding on the
item in question. The difficulty of an item or item difficulty is defined as the number
of students who can answer the item correctly divided by the total number of
students. Thus:
Module 2 37
Item difficulty = number of students with the correct answer The item
difficulty is usually expressed in percentage.
Example: What is the item difficulty index of an item if 25 students are unable
to answer it correctly while 75 answered it correctly?
Here, the total number of students is 100, hence, the item difficulty index is
75/100 or 75%.
One problem with this type of difficulty index is that it may not indicate that the item
is difficult (or easy). A student who does not know the subject matter will naturally
be unable to answer the item correctly even if the question is easy. How do we
decide based on this index whether the item is too difficult or too easy? The
following arbitrary rule is often used in the literature:
Range of Difficulty Index Interpretation Action

0-0.25 Difficult Revise of discard
0.26-0.75 Right difficulty Retain
0.76-above Easy Revise or discard
Difficult items tend to discriminate between those who know and those who do not
know the answer. Conversely, easy items, cannot discriminate between these two
groups of students. We are therefore interested in deriving a measure that will tell
us whether an item can discriminate between these two groups of students: Such
a measure is called an index of discrimination.
An easy way to derive such a measure is to measure how difficult an item is
concerning those in the upper 25% of the class and how difficult it is for those in
the lower 25% of the class. If the upper 25% of the class found the item easy yet
the lower 25% found it difficult, then the item can discriminate properly between
these two groups. Thus:
Index of discrimination DU - DL
Example: Obtain the index of discrimination of an item if the upper 25% of
the class had a difficulty index of 0.60 (i.e., 60% of the upper 25% got the
correct answer) while the lower 25% of the class had a difficulty index of
0.20.
Here, DU = 0.60 while DL = 0.20, thus index of discrimination = .60 - .20 =
.40.
Theoretically, the index of discrimination can range from -1.0 (when DU=0 and
DL=1) to 1.0 (when DU = 1 and DL = 0). When the index of discrimination is equal
to -1, then this means that all of the DU =0 and DL = %3D lower 25% of the
students got the correct answer while all of the upper 25% got the wrong answer.
In a sense, such an index discriminates correctly between the two groups but the
item itself is highly questionable. Why should the bright ones get the wrong answer
and the poor ones get the right answer? On the other hand, if the index of
Module 2 38
discrimination is 1.0, then this means that all of the lower 25% failed to get the
correct answer while all of the upper 25% got the correct answer. This is a perfectly
discriminating item and is the ideal item that should be included in the test. From
these discussions, let us agree to discard or revise all items that have a negative
discrimination index for although they discriminate correctly between the upper and
lower 25% of the class, the content of the item itself may be highly dubious. As in
the case of the index of difficulty, we have the following rule of thumb:
Index Range Interpretation Action
-1.0 to -.50 Can discriminate but item is Discard

questionable
-5.5 to 0.45 Non-discriminating Revise
0.46 to 1.0 Discriminating item Include
Basic Item Analysis Statistics

The Michigan State University Measurement and Evaluation Department reports
several item statistics which aid in evaluating the effectiveness of an item. The first
of these is the index of difficulty which MSU (http//www.msu.edu/dept/) defines as
the proportion of the total group who got the item wrong. “Thus, a high index
indicates a difficult item and a low index indicates an easy item. Some item
analysts prefer an index of difficulty which is the proportion of the total group who
got an item right. This index was obtained by marking the PROPORTION RIGHT
option on the item analysis header sheet. Whichever index is selected is shown as
the INDEX OF DIFFICULTY on the item analysis print-out. For the classroom
achievement tests, most test constructors desire items with indices of difficulty no
lower than 20 nor higher than 80, with an average index of difficulty from 30 or 40
to a maximum of 60.
The INDEX OF DISCRIMINATION is the difference between the proportion of the
upper group who got an item right and the proportion of the lower group who got
the item right. This index is dependent upon the difficulty of an item. It may reach
a maximum value of 100 for an item with an index of difficulty of 50, that is. when
100% of the upper group and none of the lower group answer the item correctly.
For items of less than or greater than 50 difficulty, the index of discrimination has
a maximum value of less than 100. Interpreting the Index of Discrimination
document contains a more index detailed discussion of the of discrimination."
(http//www.msu.edu/dep).
More Sophisticated Discrimination Index
Item discrimination refers to the ability of an item to differentiate among students
based on how well they know the material being tested. Various hand calculation
procedures have traditionally been used to compare item responses to total test
scores using high and low-scoring groups of students. Computerized analyses
provide a more accurate assessment of the discrimination power of items because
Module 2 39
they take into account the responses of all students rather than just high and low
scoring groups.
The item discrimination index provided by ScorePak® is a Pearson Product
Moment correlation between student responses to a particular item and total
scores on all other items on the test. This index is the equivalent of a point-biserial
coefficient in this application. It provides an estimate of the degree to which an
individual item is measuring the same thing as the rest of the items.
Because the discrimination index reflects the degree to which an item and the test
as a whole are measuring a unitary ability or at- tribute, values of the coefficient
will tend to be lower for tests measuring a wide range of content areas than for
more homogeneous tests. Item discrimination indices must always be interpreted
in the context of the type of test which is being analyzed. Items with low
discrimination indices are often ambiguously worded and should be examined.
Items with negative indices should be examined to determine why a negative value
was obtained. For example, a negative value may indicate that the item was
miskeyed, so that students who knew the material tended to choose an unkeyed,
but correct, response option.
Tests with high internal consistency consist of items with mostly positive
relationships with a total test score. In practice, the values of the discrimination
index will seldom exceed .50 because of the different shapes of the item and total
score distributions. ScorePak® classifies item discrimination as "good" if the index
is above .30; “fair" if it is between .10 and.30; and "poor" if it is below .10. A good
item has a good discriminating ability and has a sufficient level of difficulty (not too
difficult nor too easy). In the two tables presented for the levels of difficulty and
discrimination, there is a little area of intersection where the two indices will
coincide (between 0.56 to 0.67) which represents the good items in a test. (Source:
Office of Educational Assessment, Washington DC, USA http://
www.washington.edu/oea/services/scanning_scoring/scoring/item_analysis).
At the end of the Item Analysis report, test items are listed according to their
degrees of difficulty (easy, medium, hard) and discrimination (good, fair, poor).
These distributions provide a quick overview of the test and can be used to identify
items that are not performing well and which can perhaps be improved or
discarded.
E. Final Presentation and Evaluation
Present the summative tests with TOS and item analysis to your FST for final
evaluation.
Module 2 40
Episode 5: Conducting Intervention Session
I. Intended Learning Outcomes: Conduct an intervention session.

II. Materials: Module, Laptop/Desktop, Printer, Bond Papers, Video Recording
Device
A. 1st Intervention Session and Recording
Work on the following individually or as a group (3-5 members based on the type
and nature of the intervention session needed):
1. Inquire from your STE on the conduct and record an intervention session in
terms of:
1.1 Type and delivery mode of intervention session to be conducted
1.2 Number and names of students who will participate
1.3 Schedule of the intervention session
1.4 Intervention session guide
Nature of Type Tasks Assignment

Intervention
Academic Remedial/Enrichment Group
Social-emotional Behavioral Individual
2. Conduct the intervention session following the guidelines.

3. Capture on a video recording device the intervention session.
4. Be guided with the guidelines and rubrics below because it is the basis for the
evaluation of your video on the intervention session.
DepEd Guidelines on the Conduct of Remedial, Advancement, and

Enrichment Classes During Summer 2020
DepEd Order No. 51, s.2020
The Department of Education (DepEd) issued DepEd Memorandum (DM) No.

42. s. 2020 titled Guidelines for the Remainder of School Year 2019-2020 in
Light of COVID-19 Measures, which enforced directives designating the week
of March 16-20 as examination week in all DepEd schools for any remaining
4th Quarter Examinations. In areas where classes have been suspended by
the relevant national or local authorities for the week of March 16-20. the 4th
Quarter Examination shall no longer be administered. A grading formula for the
Module 2 41
computation of the final grade for the 4th quarter has been provided in the same
issuance.
Guidelines on the computation of final grades, reporting of learner’s progress,
and promotion of learners at the end of the school year are stipulated in DepEd
Order (DO) No. 8, s. 2015 titled Policy Guidelines on Classroom Assessment
for the K to 12 Basic Education Program.
On the other hand, the implementing guidelines for the conduct of remedial
classes during summer for learners with learning gaps or subject area/s
deficiencies are provided for in DO 13. s. 2018 titled Implementing Guidelines
on the Conduct of Remedial and Advancement Classes During Summer for the
K to 12 Basic Education Program. The remedial lessons can be made in the
form of a tutorial, mentoring, coaching, or other ways of delivering the organized
learning experiences, whichever is applicable in the context of the learner. DO
13, s. 2018 also allows for the use of a combination of face-to-face, modular,
or online learning as delivery modes of instruction depending on the learner’s
profile. However, in compliance with Executive Order No. 112 issued by the
President of the Philippines on April 30. 2020. where physical classes are
suspended in basic education during Enhanced Community Quarantine (ECQ)
and General Community Quarantine (GCQ), and when any person below 21
years old shall remain in their residences at all times, distance learning modality
shall be utilized, until there is a decision or regulation by the proper authorities
permitting learners and teachers to leave their home for school purposes.
This Department issues the following guidelines to assist schools in
determining the learning modality for remediation and enrichment classes that
are suited to the unique health situation/context of their community. School
heads (SHs) shall decide on the specific details of such classes, subject to the
approval of their respective school’s division superintendent (SDS).
For SHS Learners only
a. Advancement classes. School may offer advancement classes to SHS
learners who:
i. would like to pursue their work immersion before the start for SY
20202021: or ii. would like to take advanced subjects before SY 2020-2021
so that more attention or focus shall be given to their work immersion in the
succeeding semester.
Learners may only take advancement classes for three subjects within the six
weeks and shall do so voluntarily.
In delivering distance learning. Modular Learning in print or digital format shall
be adopted using Self-Learning Modules (SLMs) or Alternative Delivery Mode
(ADM) self-instructional modules on competencies in subject area/s where the
learner failed. Schools shall consider the learners' access to home-based
internet before utilizing an online platform to deliver these SLMs. Learners with
internet connectivity at home are also encouraged to access enrichment
activities and other interactive resources through
http://commons.deped.gov.ph. When learners and teachers are already
Module 2 42
permitted to leave their homes for school purposes, the face-to-face learning
delivery shall be included in the options, subject to compliance with minimum
health standards as will be issued by DepEd or other appropriate authority.
Assignment of public-school teachers to handle remedial, advancement, or
enrichment classes in any of the aforementioned modalities shall be subject to
the grant of service credits following DO 53. s. 2003 titled Updated Guidelines
on the Grant of Vacation Service Credits to Teachers), and DO 5. s. 2004 titled
Eligibility of Remedial Instruction Classes for Grant of Vacation Service Credits.
Teachers who volunteer their services to facilitate summer remedial,
enrichment, and advancement classes shall be given priority.
SDSs, supervisors, and SHs of both public and private schools are enjoined to
exercise prudence in making decisions on learner remediation particularly
during this period of a health crisis. Attainment of learning standards without
putting anyone’s health in peril shall remain a top priority of the Department.
For clarifications or inquiries, please contact the Office of the Director IV,
Bureau of Learning Delivery. 5th Floor. Bonifacio Building. Department of
Education Central Office. DepEd Complex. Meralco Avenue. Pasig City
through email at bld.od@deped.gov.ph or telephone numbers (02) 8636-6540
and (02) 8637-4347.
Immediate dissemination of this Memorandum is desired.
Rubric for Intervention Session

Dimensions 3 2 1 Total
VERY SATISFACTORY SATISFACTORY NEEDS IMPROVEMENT
Demonstrates strong ability in Demonstrates an ability to develop Does not sufficiently

establishing rapport with the and deepen the rapport with the develop and deepen the
student. Adept in conveying student by displaying positive rapport with the student.
Establishing rapport positive regard, respect, regard, respect, warmth,
warmth, non-judgmental nonjudgmental attitude, empathy,
attitude, empathy, authenticity, authenticity, and congruence.
and congruence.
Demonstrates a strong ability Demonstrates the use of a range of The range of skills used
to utilize a wide range of intervention skills including was too narrow and/or
Intervention skills intervention skills effectively skills were incorrectly
and appropriately. applied.
Demonstrates strong ability in Demonstrates the ability to Does not demonstrate

creating and maintaining clear maintain structure, focus, and the ability to maintain
Structure and direction structure and productive focus direction of the session, structure, focus, and
on the session. proceeding through defined direction of the session.
of the session
stages, and can end the session
effectively.
Demonstrates strong ability to Adequately explores and reflects Does not actively,
attend to student’s feelings, student’s expression of feelings, accurately, and/or
content, and meaning as content, or meaning sufficiently explore and
Attention to feelings, demonstrated by accurate and reflect student’s
content, and meaning effective reflection, expression of feelings,
exploration, and content, or meaning.
summarization.
Adapted from: https://bit.ly/3chv2A0
TOTAL: ______________________ __________________
Module 2 43
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

Present the video on the conduct of the intervention session to your FST for review.
C. 2nd Intervention Session and Video Recording

Work on the following:
1. Inquire from your STE the conduct and recording of a 2nd intervention session in
terms of:
1.1 Type and delivery mode of intervention session to be conducted
1.2 Number and names of students who will participate
1.3 Schedule of the 2nd intervention session
1.4 Intervention session guide
2. Conduct a 2nd intervention session following suggestions of the FST as
indicated in the review.
3. Capture on a video recording device the 2nd intervention session and edit it to
highlight important parts of the intervention session.

Present the 2nd intervention session video to your FST for final evaluation
Module 2 44
Module 3: Overview
This Photo by LNU-ILS
Description: Module 3 is designed to provide you with a learning experience and

exposure in the preparation of school forms, the conduct of parent-teacher
activities, and assistance in undertaking action research. Episode 1 is
focused on the Accomplishment of School Forms. Episode 2 dwells on
Home-School Partnership. Episode 3 emphasizes Participation in Action
Research.
Purpose: The purpose of this module is for you to assist a teacher in accomplishing the
school forms, the conduct of parent-teacher activities, and participation in
action research.
Keywords and concepts: School Forms, Home-School Partnership, Simulation,
Parent-Teacher meetings
1. accomplished school forms in a PowerPoint file;
2. video recording and attendance on participation in a parent-teacher
homeroom meeting; and
3. assistantship output in the conduct of action research
Module 3 45
Episode 1: Accomplishing School Forms
I. Intended Learning Outcome: Assist in accomplishing sample school forms.

II. Materials: Module, Online Resources, Cellphone/Laptop, Videos
A. Workshop
1. Coordinate with STE to browse and analyze the suggested school forms in
LIS and LMS.
1.1 Enhanced Basic Education Information System (EBEIS)
1.2 Learner Information System (LIS) with data on:
1.2.1 Learner Reference Number (LRN)
1.2.3 Transferred in
1.2.4 Transferred out
1.2.5 Moved in
1.2.6 Moved out
1.2.7 Temporarily enrolled
1.3 School Form 1 (SF1) School Register
1.4 School Form 2 (SF2) Daily Attendance Report of Learner
1.5 School Form 3 (SF3) Books Issued and Returned
1.6 School Form 4 (SF4) Monthly Learner’s Movement and
Attendance
1.7 School Form 5 (SF5) Report on Promotion and Level of
Proficiency
1.8 School Form 6 (SF6) Summarized Report on Promotion and
Level of Proficiency
1.9 School Form 9 (SF9) Report Card (formerly 138)
1.10 School Form 10 (SF10) Learner’s Permanent Academic Record
(formerly Form 137)
1.11 CS Form 48 (DTR)
2. Be guided with the rubrics below because it is used for rating your completed
DepEd forms.
Module 3 46
Rubrics for Completion of DepEd Forms
Criteria 4 3 2 1 Total
EXCELLENT GOOD FAIR POOR
All the required Lacking 1-2 forms. Lacking 3-4 forms. Lacking 5 or more
forms are Most of the forms Some of the forms are forms and few forms
Completeness submitted and are are filled out not filled out are filled out
filled out completely. completely. completely.
completely.
All the information Some information Most of the The information on

on the forms is on the forms is not information on the the forms is all
Accuracy accurate. accurate. forms is not accurate. erroneous.
The forms are The forms are The forms are neat but The forms appear
presented in a presented in a neat not properly sloppy and
neat, clear, and organized organized. unorganized.
Neatness and organized manner manner that is
Organization that is very easy easy to read.
and interesting to
read.
No spelling and With few spelling With some spelling Spelling and grammar
grammar errors. and grammar and grammar errors. are mostly
Mechanics errors. erroneous.
TOTAL: ______________________ __________________

Comments/Suggestions:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Present in a PowerPoint the sample school forms required by your FST for review.
C. School Form Revision

Revise indicating the necessary corrections of the school forms based on the
suggestions given by the FST as indicated in the review.

Present your revised accomplished forms to your FST for final evaluation.
Module 3 47
Episode 2: Conducting Meetings with Parents
I. Intended Learning Outcome: Participation in parent-teacher activities.

II. Materials: Module, Online Resources, Video Recording Device
(cellphone/Laptop, camera)
A. 1st Meeting with Parents and Recording

1. Coordinate with the STE for the conduct and
scheduling of
GPTA/HRPTA/face-to-face/Virtual Meetings.
2. Participate in the conduct of GPTA/HRPTA meetings and video the
proceedings.
3. Follow the guidelines or dos and don’ts in conducting parent-teacher activities
such as meetings.
4. Be guided with the guidelines and rubrics below because it is the basis for
rating the video on your participation in parent-teacher activities.
REVISED GUIDELINES GOVERNING PARENTS-TEACHERS ASSOCIATIONS

(PTAs) AT THE SCHOOL LEVEL
DepEd Order No. 54, s. 2009
I. General Policy
1. Every elementary and secondary school shall organize a Parents
Teachers Association (PTA) to provide a forum for the discussion of
issues and their solutions related to the total school program and to
ensure the full cooperation of parents in the efficient implementation of
such program.
Every PTA shall provide mechanisms to ensure proper coordination with

the members of the community, provide an avenue for discussing
relevant concerns and provide assistance and support to the school for
the promotion of their common interest. Standing, committees may be
Module 3 48
created within the PTA organization to coordinate with community
members. Regular fora may be conducted with local government units,
civic organizations, and other stakeholders to foster unity and
cooperation.
2. As an organization operating in the school, the PTA shall adhere to all
existing policies and implementing guidelines issued or hereinafter may
be issued by the Department of Education.
The PTA shall serve as a support group and as a significant partner of
the school whose relationship shall be defined by cooperative and open
dialogue to promote the welfare of the students.
II. Organization of PTAs at the School Level
1. Membership in a PTA is limited to parents or in their absence the

guardian, of duly enrolled students, and teachers in a given school.
For this purpose, a guardian is hereby defined as any of the following: a)

an individual authorized by the biological parent/s to whom the care and
custody of the student have been entrusted; b) a relative of the student
within the fourth degree of consanguinity or affinity provided that said
relative has the care and custody over the child; c) an individual
appointed by a competent court as the legal guardian of the student; or
d) in case of an orphan, the individual/institution who has the care and
custody of the student. A teacher-member refers to homeroom advisers,
subject teachers, and non-teaching personnel.
2. Within fifteen (15) days from the start of the school year the Homeroom
Adviser and the Parents/Guardians shall organize the Homeroom PT A
with the approval of the School Head.
3. The elected presidents of the Homeroom PTAs and their respective

Homeroom Advisers shall elect the Board of Directors within thirty (30)
days from the start of the school year. The Board of Directors shall
immediately elect from among themselves the executive officers of the
PTA on the same day of their election to the Board.
4. The official name of the PTA shall bear the name of the school (example:
Parents-Teachers Association of Rizal High School or Rizal High School
Parents-Teachers Association).
5. For representation in the Local School Board and other purposes, the
schools’ PTAs within a municipality or city, or province shall federate and
select from among the elected Presidents their respective officers. The
president-elect shall sit as representative of the Federation to the said
Local School Board.
Module 3 49
III. General Assembly
1. The General Assembly shall be composed of all parents of enrolled

students at the school, Board of Directors and Officers of the PTA,
School Head, Homeroom Advisers, Subject-Teachers, and Non-
Teaching Personnel.
2. The General Assembly shall be convened by the PTA Board of Directors

immediately after the PTA has been organized. The General Assembly
shall be convened as may be necessary but in no case less than twice
a year. The Board shall coordinate with the School Head as to the time,
venue, and other details of the General Assembly.
3. The General Assembly shall be a venue for the presentation and

discussion of the PTA’s programs, projects, financial statements,
reports, and other matters.
4. The General Assembly may invite or consult with other members of the
community such as local government officials and civic organizations to
solicit their support or active participation in school activities.
IV. Board of Directors and Officers
1. The administration of the affairs and management of activities of the PTA

is vested with the Board of Directors and its officers under these
guidelines or their respective Constitution and By-Laws, if any, which
shall adhere to the following:
a. The Board of Directors shall be composed of fifteen (15) members who
shall elect from among themselves the association’s executive officers;
namely: President, Vice-President, Secretary, Treasurer, Auditor, or
other equivalent positions, who shall oversee the day-to-day activities of
the associations;
b. Parent-members shall comprise two-thirds (2/3) and teacher members
one-third (1/3) of the Board of Directors;
c. A teacher-member cannot hold any position in the PTA except as a
member of the Board of Directors or as Secretary;
d. The School Head shall not serve as a member of the Board of
Directors but as an adviser to the PTA;
e. The term of office of the Board of Directors and its Officers shall be one
(1) year from the date of the election. In no case shall a PTA
Board Director serve for more than two (2) consecutive terms;
f. In case of vacancy in the Board of Directors as a result of expulsion,
resignation, or death, the vacancy shall be filled, for the unexpired term
of the office, by a majority vote of the Board of Directors from among the
Module 3 50
Presidents of Homeroom PTAs in a special meeting called for such
purpose.
g. Among the committees that may be formed to handle specific activities
of the PTAs are: a) Committee on Finance; b) Committee on Programs
and Projects; c) Audit Committee; d) Election Committee; e) Grievance
Committee; f) Ways and Means Committee; g) Committee on External
and Community Affairs;
h. The heads of the committees shall preferably come from the Board of
Directors, Homeroom Presidents and Homeroom Advisers; and
i. The PTA may or may not be incorporated with the Securities and
Exchange Commission (SEC). If incorporated, the registered entity shall,
as far as practicable, be used in the organization of the PTA by the
elected Board of Directors. In any event, the formal notification by the
elected Board of Directors outlined below and the issuance of the
Certificate of Recognition by the School Head shall be the operative act
to recognize the PTA.
V. Recognition and Monitoring of PTAs
1. There shall be only one PTA that will operate in a school which shall be
recognized by the School Head upon formal notification in writing by the
elected Board of Directors. The recognition shall be valid for one year
from the date of the election.
2. Together with the formal notification in writing, the elected Board of

Directors shall submit Oaths of Office of the Board of Directors and
Officers (Enclosure No. 1) including a list of directors and officers.
3. A Division PTA Affairs Committee shall be created in the Division Office

to be composed of the following:
Chairperson – Schools Division Superintendent Members:
Assistant Schools Division Superintendent
Division Administrative Officer
Division Education Supervisor (In-Charge of PTA)
Division PESPA President (Elementary) or Division NAPSSHI
President (Secondary)
President of the Division Federation of PTA
President of the Division Federation of SSG
4. The Division PTA Affairs Committee shall monitor the activities of the
PTAs and their compliance with reports and other requirements,
arbitrate disputes, and settle matters that may be submitted to it for
resolution, especially on PTA representation issues.
Module 3 51
VI. Privileges of Recognized PTAs
1. A PTA is authorized to collect voluntary contributions from parents/guardian-

members once it has been duly recognized and given a Certificate of
Recognition by the School Head (Enclosure No. 2). Such collections,
however, shall be subject to pertinent issuances of the DepEd and/or existing
pertinent ordinances of the local government unit concerned, if any.
2. In addition, a duly recognized PTA shall have the following privileges:
a. The use of any available space within the school premises as its office
or headquarters, provided, that costs pertinent to electricity, water,
and other utilities shall be for the account of the PTA; provided,
however, that should the school need such space, the PTA shall so
vacate the space immediately. The maintenance and improvement of
the office shall be under the School Improvement Plan;
The DepED may allow the PTA to construct a building or structure

within the school premises for its office, provided, however, that the
PTA shall donate such building or structure and other permanent
fixtures to the school. Any improvement made on such building,
structure, or fixture that cannot be removed from such building or
structure without causing damage thereto shall be deemed the
property of the school. A written agreement shall be executed before
the improvement or construction. A Deed of Donation shall also be
executed by and between the PTA and the school immediately after
the completion of the improvement or construction;
b. Representation in the School Governing Council
c. Authorization to undertake fund-raising activities to support the

school’s academic and co-curricular programs, projects, and
activities subject to pertinent DepEd guidelines;
d. Participation in the school’s inspection and acceptance committee

and as an observer in the school’s procurement activities subject to
the provisions of R.A. No. 9184; and
e. Collaboration in relevant school activities.
VII. Activities
All PTA activities within the school premises or which involve the school, its
personnel, or students shall be with prior consultation and approval of the
School Head.
Module 3 52
VIII. Financial Matters
1. Policy on Collection of Contributions
Cognizant of the need of an organization for adequate funds to sustain

its operations, a duly recognized PTA may collect voluntary financial
contributions from members and outside sources to enable it to fund and
sustain its operation and the implementation of its programs and projects
exclusively for the benefit of the students and the school where it
operates. The PTA’s programs and projects shall be in line with the
School Improvement Plan (SIP).
Such collections shall be made by the PTA subject to the following

conditions:
a. The contributions should be a reasonable amount as may be determined
by the PTA Board of Directors;
b. Non-payment of the contributions by the parent member shall not be a
basis for non-admission or non-issuance of clearance(s) to the child by
the school concerned;
c. The contributions shall be collected by the PTA Treasurer on a per
parent-member basis regardless of the number of their children in
school;
d. No collection of PTA contributions shall be done during the enrollment
period; and
e. No teacher or any school personnel shall be involved in such collection
activities.
If collection of the School Publications Fee, Supreme Student
Government (SSG) Developmental Fund, and other club
membership fees and contributions is coursed through the PTA as
requested by the concerned organization, the amount collected shall
be remitted immediately to the school, SSG, or other student
organizations concerned on the day it was collected. The pertinent
organization shall deposit the funds with a reputable bank on the next
banking day under the organization’s account. No service fee shall
be charged against any student organization by the PTA.
Non-compliance or any violation of the aforementioned conditions

shall be a ground for the cancellation of the PTA’s recognition and/or
the filing of appropriate charges as the case may be.
2. Safekeeping of Funds
All collections of contributions or proceeds of fundraising activities shall

be deposited in a reputable banking institution as determined by the
Board of Directors. The PTA’s Treasurer or a duly authorized
Module 3 53
representative shall undertake the collection and shall issue official
receipts/acknowledgment receipts.
In no case shall any school official or personnel be entrusted with the

safekeeping and disbursement of collections made by the PTA. All
disbursements of funds shall be in accordance with generally accepted
accounting and auditing rules and regulations.
All disbursements shall be accompanied by appropriate resolutions

indicating thereof the purposes for which such disbursements are made.
No cash advances shall be allowed without valid liquidation of previous cash

advances.
3. Financial Statement Report
The books of accounts and other financial records of the PTA shall be
made available for inspection by the School Head and/or the Division
PTA Affairs Committee at any time.
An Annual Financial Statement signed jointly by the PTA President,

Treasurer and Auditor shall be submitted to the School Head not later
than thirty (30) days after the last day of classes. Such financial
statements shall be audited by an external and independent auditor,
posted in the PTA Bulletin Board, and presented to the General
Assembly during the next school year.
The PTA shall also submit to the School Head not later than November
30, a mid-school year financial statement report ending October 30 duly
audited and signed by the members of the PTA’s audit committee.
Failure to submit such a financial statement report shall be a ground for

the cancellation of the recognition of the PTA by the Division PTA Affairs
Committee upon the recommendation of the School Head.
4. Transparency and Accountability
For purposes of transparency and accountability, all documents

pertaining to the operations of the PTA shall be open to public
examination.
PTA is required to install a PTA Bulleting Board outside of its office where
announcements, approved resolutions, required reports, and financial
statements shall be posted.
Module 3 54
IX. Prohibited Activities and Sanctions
1. PTAs are prohibited from:

a. Interfering in the academic and administrative management and
operations of the school, and the DepED, in general;
b. Engaging in any partisan political activity within school premises;
c. Operating a canteen/school supplies store, or being a concessionaire
thereof inside the school or nearby premises, or offering these services
to the school as its client either directly or indirectly;
d. Selling insurance, pre-need plans, or similar schemes or programs to
students and/or their parents; and
e. Such other acts or circumstances are analogous to the foregoing.
2. PTA Officers and members of the Board of Directors are prohibited from
collecting salaries, honoraria, emoluments, or other forms of
compensation from any of the funds collected or received by the PTA.
3. PTAs shall have no right to disburse or charge any fees as service fees
or percentages against the amount collected pertinent to the School
Publication Fee, Supreme Student Government (SSG) Developmental
Fund, and other club membership fees and contributions.
4. In no case shall a PTA or any of its officers or members of the Board of

Directors call upon students and teachers for purposes of investigation or
disciplinary action.
5. The recognition of any PTA shall be canceled by the Division PTA Affairs
Committee upon the recommendation of the School Head concerned for
any violation of the above-mentioned prohibited activities and these
Guidelines.
Thereafter, the School Head may call for a special election to replace the
Board of Directors of the PTA whose recognition was canceled. Criminal,
civil, and/or administrative actions may be taken against any member or
officer of the Board of the PTA who may appear responsible for failure to
submit the necessary annual financial statements or for failure to account
for the funds of the PTA.
X. Transitory Provision
Existing and duly recognized PTCAs and their Federations shall no longer
be given recognition effective School Year 2009-2010. They shall cease
operation at the end of School Year 2008-2009 and be given until June 30,
2009, to dissolve, wind up their activities, submit their financial reports, and
turn over all documents to the School Heads and Schools Division
Superintendents, respectively.
Module 3 55
XI. Repealing Clause
All existing DepEd Memoranda, Orders, and other administrative issuances
of similar nature which are inconsistent with this Order are hereby deemed
repealed and superseded accordingly. Strict implementation of this Order
is directed.
Rubric for Participation in Conducting Meetings with Parents

3 2 1
Dimensions VERY SATISFACTORY NEEDS Total
SATISFACTORY IMPROVEMENT
Before the meeting
1. Participation during the discussion on the purpose and

schedule of the meeting
2. Assistance in sending notice of meeting

3. Assistance in preparation of materials/documents for the meeting
a. Report cards/student outputs/financial
report/etc.
b. Powerpoint presentation
b.1 Agenda
b.2 issues/concerns/reminders
c. Venue/meeting link
d. Attendance/google form
During the meeting
1. Assistance in checking of attendance.

2. Participation in welcoming the parents.
3. Participation in the discussion of
issues/concerns/reminders.
After the meeting
1. Participation in the evaluation of the meeting.
2. Assistance in making a follow-up.

TOTAL: ______________________ __________________

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Module 3 56
Present the video on your participation in GPTA/HRPTA meeting to your STE for
review.
C. 2nd Meeting with Parents and Recording

1. Coordinate with the STE for the conduct and scheduling of 2nd
GPTA/HRPTA/face-to-face/Virtual Meeting.
2. Participate in the conduct of the 2nd GPTA/HRPTA meeting and video the
proceedings.
3. Follow the suggestion of the FST in the conduct of meetings with parents as
indicated in the review.
4. Produce a 10–15-minute video on the 2nd meeting proceedings that highlights
your participation

Present your 10–15-minute video on the GPTA/HRPTA meeting to your FST for
final evaluation.
Module 3 57
Episode 3: Participating in Action Research
I. Intended Learning Outcome: Assist the STE in the conduct of action research.
II. Materials: Module, Online Resources, cellphone/Laptop, camera, printer
A. Workshop
Work on the following as a group:
1. Inquire from the STE how you could assist in the conduct of action
research.
2. Participate in the conduct of action research.
3. Follow the directions given by the STE.
4. Be guided with the rubrics below because it is the basis for rating your
participation in the conduct of action research.
Rubrics for the Assistantship in the Conduct of Action Research

5 4 3 2 1
Criteria OUTSTANDING VERY SATISFACTORY FAIRLY DID NOT MEET Total
Flexibility
Made effort to meet what was needed for the
project.
Communication
Communicates to STE and groupmates in the
accomplishment of tasks.
Ethics
Demonstrate integrity in his/her work.
Meeting Attendance
Able to attend on time all meetings
Task Accomplishment
The Assistant can accomplish assigned tasks.
Adapted from https://bit.ly/3lJj70K

TOTAL: ______________________ __________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Module 3 58
Confer with FST for review of your participation in the conduct of action research.
C. Revision
Show evidence of revision on your participation in the conduct of action research
to FST.
D. Final Presentation
Show evidence of your involvement/participation in the conduct of action research
to FST for final evaluation.
Module 3 59
References
Books
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63

PROF ED 112 Field Study 2 Course Module MLGT

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PROF ED 112 Field Study 2 Course Module MLGT

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Jocelyn R.

Field Study 2 is a continuation of Field Study 1. It is school-based and allows a pre-

What is a course module? A course module is a self-learning instructional material or a

1. Workshop/Writeshop. This is the utilization of knowledge and skill in the conduct

3. Revision. This is the modification/improvement of the output based on the

JOCELYN R. BAYRANTE, LPT, MAT, MASpEd

I _______________________ of ________________ affirm to adhere to this Honor Code.

Course Syllabus vi-xiv

MODULE 1: LEARNING ENVIRONMENT 1-15

Episode 1. Structuring Classroom 2

Episode 2. Managing Classroom Routines and Discipline 7

Episode 3. Designing Program and Certificates for School Activity 14

MODULE 2: TEACHING-LEARNING PROCESS 16-44

MODULE 3: OTHER TEACHERS’ TASKS 45-59

This Photo by Unknown Author is licensed under CC BY-NC

I. Intended Learning Outcome: Produce a physical classroom

DEPED GUIDELINES ON CLASSROOM STRUCTURING

Educational Facilities Manual 2010 (Revised Edition of the 2007 Handbook,

Every classroom shall be suitably structured and decorated to make the

The regular classroom may be ideally structured in the following manner:

Rubric for Classroom Structuring

The bulletin The bulletin The bulletin

The work is visually

Comments & Suggestions:

I. Intended Learning Outcomes: Produce a video on the management of classroom

II. Materials: Module, Video Recording Device (cellphone/laptop/desktop),

III. Learning Activities:

A. 1st Classroom Management Participation and Video Recording

Effective Classroom Management

The Critical Role of the Teacher as Classroom Manager

Functions Performed by an Effective Teacher

Importance of Effective Classroom Management

Rules and Procedures

• Effective classroom management needs good rules and procedures

Designing Rules and Regulations

Consequences versus Punishment

• There should be a healthy balance bet. negative consequences for

High Involvement Low Involvement

• The authoritative style is characterized by behavioral principles, high

Characteristics of Effective Behaviour Managers

Rubric for Managing Classroom

Rules, Routines, Procedures

D. Final Presentation and Evaluation

I. Intended Learning Outcomes: Design a program and certificates for a school

II. Materials: Module, Laptop/Desktop, Printer, Specialty Paper III.

III. Learning Activities:

A. Writeshop in Designing a Program and Certificates for a School Activity.

B. Presentation and Review

D. Final Presentation and Evaluation

Description: Module 2 is designed to provide you with an authentic learning experience

I. Intended Learning Outcomes: Design a lesson plan.

A. Writeshop on Designing a Lesson

Preparation for The K To 12 Basic Education Curriculum.

DepEd Order No. 42, s.2016. Policy Guidelines on Daily Lesson

Objectives are clearly Objectives are Objectives are

The behavior assessed The behavior

The lesson plan

Adapted from shorturl.at/czH08

Comments & Suggestions:

B. Presentation and Review

D. Final Presentation and Evaluation

I. Intended Learning Outcomes: Produce instructional materials.

II. Materials: Module, Laptop/Desktop, Printer, Bond Papers

III. Learning Activities:

I _______ of affirm to adhere to this Honor Code.

TOTAL: ____

TOTAL: ____