Module 3

Lesson 1 Classroom Management Skills and Styles

Lesson 2 Enriching the Teaching and Learning Experiences

Lesson 3 Communication Skills: Enhancement with Buddy and Mentor

Module 3 Target Learning Outcomes:

Lesson 1 Classroom Management Skills and Styles

At the end of this lesson, you will:

 identify the cooperating teacher’s style of managing his/her class;

 acquaint with the classroom routine established by the teacher to
maximize. time
for teaching – learning activities; and
 identify the classroom routine established by the teacher on how a
classroom is
organized and managed through making a reflection paper.

ACTIVITY- Let’s Read These

Activity: Observation Guide:

Classroom Mangement Style

Observation Guide:
Observe and checked your mentor’s classroom management skills while
facilitating teaching and learning process. These management skills include:
 a. Routine activities to ensure classroom discipline such as
 checking of attendance
 seating arrangement
 handling materials and devices
 classroom courtesies
b. Monitoring of the learner’s behaviour and the teacher’s
response to the various forms of student behaviour.

Classroom management. Write your notes below, and then organize your data
in the table that follows.

1. Are the areas in the classroom for specific purposes (storage of teaching
aids, books, students, belongings, supplies, etc.) Describe these areas.

2. Are the rules and procedures posted in the room? List them down.
No, but I asked the teacher about their rules and before starting the class,
students are expected to be attentive and respectful while the teacher is
discussing. During class, they should participate actively and follow classroom
etiquette. When leaving the room, students should wait for the teacher's
instructions, maintain order, and leave in an orderly manner.
3. Is there a seating arrangement? What is the basis of this arrangement?
The seating arrangement is designed to promote a positive learning atmosphere.
Students with compatible behaviours are seated together to minimize disruptions
and encourage a focused learning environment. Additionally, considering IQ levels
helps tailor teaching approaches, ensuring that students with similar cognitive
abilities can engage with the material effectively. This thoughtful arrangement
aims to enhance collaboration, understanding, and overall class dynamics.

My Checklist for Effective Classroom Management

This will be accomplished while you observe the teacher’s management styles.

Classroom Management Skills YES NO An example of this

is ......
 1. The teacher checked attendance
using the learners name in assigning
their proper seat plan.
2.There was definite place for storage
of materials needed and used in the
classroom.
3. There was a system observed on
how students enter/ leave the
classroom.
4. The teacher inter acted positively
and effectively with the learners.
5. The teacher used some techniques
to control disruptive behavior of the
learners.
6. The teacher was fair, minded and
consistent in dealing with the learners
in appropriate behavior.
7.The teacher has an effective
approach in grouping learners for
different learning activities.
8. Classroom was structured to
enhance learning (display boards,
lights, ventilation, etc.)
9. Board work, visual aids, and
instructional materials were prepared
ahead of time.
10.The teacher was flexible in his/her
time management.
11. The teacher-maintained order and
discipline in classroom.
12. The teacher was flexible in his/her
time management
13. The teacher used non-threatening
styles of discipline.
14. There is a provision for safety and
security of students.
15. The teacher reinforced students for
appropriate behavior and refrained
from using physical punishment.

ANALYSIS – Let’s Analyze

After observation you are ready to answer the following questions.

1. What kind of classroom management does the teacher practice? Why?

 2. Do you think that the management style that the teacher is using in class
contributes to the students learning? Why? Why not?

Yes, a teacher's management style in the classroom has a big impact on the
learning objectives of the students. The general classroom atmosphere, student
participation, and the efficiency of instruction delivery are all impacted by the
management style. Students' total learning experience is significantly impacted by
the management style of the teacher. It affects how students behave, the
classroom atmosphere, and how successful teaching strategies are. An effective
learning environment is created by a well-balanced and student-centerd
management style, which also fosters favorable conditions for student
performance.

3. If you were the teacher, what management style would best maximize
student learning?
Maximizing student learning in the classroom requires effective management, and
various scenarios are suitable for various management approaches. Still, it's
usually advisable to combine multiple strategies. When praising and rewarding
excellent behavior and academic accomplishments, use positive reinforcement.
This can involve giving students verbal praise, diplomas, or other types of
acknowledgment in order to foster a pleasant learning atmosphere that inspires
them to achieve. Be sensitive to the unique needs of each student and modify
your management and instruction methods as necessary. Acknowledge that every
student is different and may need a different strategy to behavior control and
learning. Keep lines of communication with students open and productive.
Encourage them to share their ideas and worries, and offer helpful criticism.
Positive relationships between teachers and students are facilitated by clear
communication. In the end, there may be a difference in the best management
style.
ABSTRACTION – Let’s Conceptualize
.
Read on!
 Classroom management is defined as the “administration or direction of
activities with special reference to such problems as discipline, democratic
techniques, use and care of supplies and reference materials, the physical
features and the social relationship of learners” in the classroom (Good,
Dictionary of Education)

Management of a classroom includes the organizations of its physical

conditions as well as the use of materials of instruction. Classroom routines that
can be established to save time, effort and resources may include seating
arrangement to facilitate checking of attendance, distributing and returning of
instructional materials, entering and leaving the room and observing classroom
courtesy. The way the classroom teacher interacts with the learners and the way
learners interact with their mentor and with one another is an attribute of a healthy
environment conducive for learning.

Good classroom management establishes an atmosphere that permits activities to

be carried out efficiently and economically. A well - organized classroom is
conducive for mental development because the teaching and learning process
becomes enjoyable and interesting under favorable conditions.

Let’s Build on: After reading please be guided by these questions and write
your responses after each guide question.

1. What kind of classroom management do you want to practice? Why?

As a teacher, the choice of classroom management style depends on various

factors, including the age group of students, the nature of the subject matter, and
the overall classroom environment. Different teachers may prefer or find success
with different management styles. For me, I would choose the Behavioural
Management, since involves students in decision-making and rule-setting
processes. Since, it fosters a sense of ownership and responsibility among
students. Collaboration empowers students to contribute to the classroom
community, promoting a positive and engaged learning environment. The choice
of a specific classroom management style depends on the teacher's personal
philosophy, the characteristics of the students, and the educational context. Often,
a combination of strategies from different styles may be most effective in
addressing the complexities of classroom dynamics. The key is to be adaptable
and responsive to the needs of the students while maintaining a positive and
conducive learning environment.
2.How important is classroom management to the teaching-learning
process? Why/ Why not?

Classroom management is critically important to the teaching-learning process

for several reasons. Classroom management is foundational to the teaching-
learning process as it creates the conditions necessary for effective instruction,
student engagement, and the development of a positive and supportive learning
community. A well-managed classroom allows both teachers and students to
focus on the core goal of education: meaningful and impactful learning
experiences.

CHECKLIST FOR EFFECTIVE CLASSROOM MANAGEMENT:

Observe your Cooperating teacher’s management styles Below is a list of
principles on classroom management backed up by research as cited by James
H. Stronge in his book “Qualities of Effective Teachers” (2002)

Always Usually Sometim Seldom Never

Observ Observ es Observe Observ
Principles on classroom
ed ed Observed d ed
Management
5 4 3 2 1
1. My CT consistently
applies proactive discipline
as the crux of effective
classroom management
 2. My CT establishes
routines for all daily tasks
and needs.
3. My CT orchestrates
smooth transitions and
continuity of momentum
throughout the day.
4. My CT strikes a balance
between variety and
challenge in students’
activities.
5. My CT, as classroom
manager, is aware of all
actions and activities in the
classroom.
6. My CT resolves minor
inattention and disruption
before they become major
disruptions.
7. My CT reinforces positive
behavior.
8. My CT treats minor
disturbance calmly.
9. My CT works out a
physical arrangement of
chairs that facilitates an
interactive teaching-learning
process.
10. My CT makes good use
of every instructional
moment. He/she minimizes
discipline time to maximize
instructional time.

APPLICATION – Let’s Apply

Reflection: The following questions will guide you how to observe based on actual
action of a mentor. The responses to these questions will be written in the
individual’s reflective journal.

1. Identify at least three indicators of consistent classroom management used

by the teacher and how well was the teacher able to facilitate learning?
 2. What constitute a conducive physical learning environment? How can a
teacher come up with a physical environment that is supportive of learning?

3. Why is establishing routines considered an effective practice in classroom

management?

4. What routines can be established for an efficient and effective teaching-

learning process?

5.To what extent does knowledge on the stages of development help the
teacher in managing the class to have an effective teaching-learning?

Closure
Well done! So, you have successfully completed the activities and tasks for
lesson 1. It is expected that you have gained insights and meaningful experience
in lesson 1. Now, you are already prepared to move to lesson 2 of this module.
So? Enjoy and keep working.
Module 3.
Lesson 2 Enriching the Teaching and Learning Experiences

Learning Outcomes:

At the end of this lesson, you will:

1. identify the different methods, and strategies used by the cooperating

teachers in the classroom through observation; and

2. identify the teaching strategies, activities, assignment and instructional

materials used by the teacher.

ACTIVITY- Let’s Draw

Activating Prior Knowledge

In pairs, discuss the KWL chart on Teaching Strategies.

What I know about What do I want to know What I learned about

Teaching Strategies about Teaching Strategies Teaching Strategies

ANALYSIS – Let’s Analyze

Processing:

1. What is the main purpose of using strategies in teaching?

The main purpose of using strategies in teaching is to enhance the effectiveness of
the teaching-learning process and to facilitate meaningful and impactful learning
experiences for students. Teaching strategies are intentional methods, approaches,
or techniques employed by educators to convey information, engage students, and
promote understanding. the main purpose of using teaching strategies is to optimize
the learning experience for students by engaging them, addressing diverse needs,
and facilitating the acquisition of knowledge and skills in a meaningful and
memorable way. Strategic teaching enhances the overall educational process and
contributes to the development of well-rounded and motivated learners.

2. What will happen if the teacher will not apply teaching strategies?
If a teacher does not apply teaching strategies and relies solely on traditional or
ineffective methods, several potential consequences may arise, negatively impacting
the teaching-learning process. Without effective teaching strategies, students may
become disinterested and disengaged in the learning process. Passive teaching
methods, such as lecturing without interaction, can lead to boredom and lack of
motivation among students. Teaching strategies are designed to facilitate
understanding and retention of information. Without these strategies, students may
struggle to grasp complex concepts, leading to a surface-level understanding that
hinders critical thinking and application of knowledge. Effective teaching strategies
often encourage students to think critically, analyse information, and apply
knowledge in real-world situations. Without these strategies, students may miss out
on opportunities to develop essential critical thinking skills. Not applying effective
teaching strategies can result in a less effective and engaging learning experience for
students. It may hinder their academic progress, limit the development of essential
skills, and contribute to an overall less dynamic and meaningful educational
environment.

ABSTRACTION – Let’s Conceptualize

1. Observe a class

2. In the table below, list the teaching methodologies and strategies, instructional
materials, and assessment tools used by your cooperating teacher.
A. Teaching Methods & B. Instructional C. Assessment Tools
 Strategies Materials
1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.
5. 5. 5.

During your classroom observation, provide examples of the following competencies

you observe as demonstrated by your cooperating teacher.

COMPETENCY EXAMPLES OBSERVED

1. Provides lessons with variety of
learning experiences.
2. Designs or selects learning
experiences suited to the
different kind of learners.
3. Adopt strategies to address
needs of differently-able students.

4. Identifies varied method and

strategies used in the learning
environment.
5. Selects, prepares and utilizes
instructional materials appropriate
to the learners and to the objects
of the lesson.
6. Engages and sustains learner’s
interest in the subject through the
use of appropriate audio-visual
materials.
7. Provides varied enrichment
activities to nurture the desire for
further learning.
8. Creates stress-free environment

9. Encourages free expression of

ideas.
10.Recognizes that every learner
has strength and worth as a
person.

APPLICATION – Let’s Apply

Reflective journal:
1. What best practices should the teacher apply to make teaching-learning more
meaningful?

2. How can excellent physical condition of the classroom compensate for a hostile
psychological climate?

3. What routines can be established for an efficient and effective teaching-learning

process?

4. Based in your observation, what makes the learner feel afraid, uneasy, and
uncomfortable in the class? If you were the teacher what are the ways you can
do or not do in the classroom in order to produce a healthy, conducive
atmosphere for learning?

Closure
My applause to you! Well done. You have just finished Lesson 2. In this
lesson you learned about the, different methods, teaching strategies and instructional
materials used by the Teacher. In the next lesson, you will learn how to enhance
speaking skills through interactive communication with the buddy and cooperating
teacher.
 Module 3
Lesson 3 Communication Skills: Enhancement with Buddy and Mentor

Learning Outcomes
At the end of this lesson, you will:

1. enhance speaking skills through interactive communication with the

buddy and their cooperating teacher;
2. recognize and appreciate the importance and use of clear, coherent
and concise interactive communication with the buddy and mentor;
and
1. identify an assessment on communication skills through listing in the self-
assessment tool.

ACTIVITY- Lets Read These

a. Identify the verbal and non-verbal form of communications used by

teachers and students in the classroom.
Verbal Non-verbal Remarks
Teachers

Students

ANALYSIS – Let’s Analyze

Communication embraces the variety of behaviors, processes and technologies by

which meaning is transmitted or derived from information (Encyclopedia of Knowledge,
International Edition, 2002). The term is used to describe diverse activities: conversation,
exchange of views, opinions or ideas, expression of feelings and emotional state of a
person. This focused observation on communication is specifically aimed at how the
language, verbal or non-verbal is used as a medium of interpersonal communication
between and among the pre-service teachers, the mentor and the learners.

There are several important elements of classroom management and one is being
a good communicator. The teacher establishes effective communication which includes
verbal and non-verbal behaviors. The teacher can also communicate clearly in a logical
way using language that learners can understand.
B. Check ( / ) the box that corresponds to what you have observed in class.
Write you remarks in the last column.
Communication Strategies for Teachers Observed Not Remarks
Observed
1. Use a tone that is honest and tactful
2. Thinks before choosing words that are
appropriate to the situation and non-
inflammatory.
3. Speaks clearly in turn, never interrupting the
speaker
4. Demonstrates in oral communication.
5. When taking on a listening role, make eye
contact and focus on the speaker

ABSTRACTION – Let’s Conceptualize

Other comments and observations

Processing:

APPLICATION

CHECKLISTS FOR COMMUNICATION SKILLS

This time you will assess your Cooperating teacher communication skill on the areas
specified in the checklist by his/her mentor. Your cooperating teacher will also rate
his/her own buddy.

Direction: Check the appropriate box that will assess your own communication skills
and that of your buddy as you interact with your buddy and the cooperating teacher.

Part I- Self Assessment TooI buddy/CT

Always Usually Sometimes Seldom Never

Communication Skill Observed Observed Observed Observed Observed
5 4 3 2 1

1. Consistently uses
correct grammar

2. Uses language in
effective ways
that enhance the
meaning of the
message.

3. Listens attentively
and interacts with
buddy and
cooperating
teacher.
 4. Expresses thought
fluently.
5. Responds
appropriately to
both verbal and
non-verbal
messages.
6. Uses appropriate
vocabulary

Read carefully and answer the following questions based on what you have
observed in class.

1.How important are the verbal and non-verbal forms of communications to the
teachers?
Teachers need to be excellent in both verbal and nonverbal communication as they
each have a specific but related role to play in establishing productive learning and
teaching settings. Teachers mostly communicate with pupils verbally in order to
impart instruction and information. The level to which students comprehend the
subject matter is influenced by the effectiveness, coherence, and clarity of verbal
communication. Asking questions, stimulating class debates, and encouraging critical
thinking are all examples of verbal communication. Properly formulated questions
promote student involvement, critical thinking, and participation. Giving students
verbal feedback is crucial for evaluating their development. Giving students timely,
constructive verbal criticism helps them see their areas of strength and growth, which
promotes a growth mindset. On the other hand, nonverbal clues like posture,
gestures, and facial expressions can provide a lot of information. Teachers' body
language can communicate enthusiasm, approachability, and engagement,
influencing the overall classroom atmosphere. Non-verbal communication reflects
teachers' emotions and attitudes. Expressing empathy, encouragement, and
enthusiasm non-verbally can positively impact students' emotional well-being and
motivation. Both verbal and non-verbal forms of communication are indispensable
tools for teachers. Effective communication, both in what is said and how it is
conveyed non-verbally, is fundamental to creating a positive, inclusive, and engaging
learning environment. Teachers who master these communication skills are better
equipped to facilitate student understanding, foster meaningful connections, and
promote overall student success.

2. How verbal and non-verbal forms of communication affect the students’ learning?
3. What forms of communication to the teachers and students need to improve on?

Write your reflection by completing the following statements:

 I realized that:

 I believe it is essential to:

 From now on, I am determined to:

Closure

Well done! You have completed the last module of Classroom Management
Skills in the Teaching Learning Process. Indeed, you just have a meaningful journey
as you commence your field study experience.

This time you will begin to observe the importance of interaction between
teacher-learner within the classroom because it can determine the learning
opportunities that students get. Not only that, classroom observation encourages
colleagues to collaborate to improve teacher practice and student learning.
This module contains the following lessons entitled:

Lesson 1. Observations on the Use of Traditional and Alternative

Assessments

Lesson 2. Observations on the Use of Formative Assessments and

Summative
Assessments towards Holistic Assessment

Lesson 3. Observations On Summative Assessments

Module 4
Lesson 1. Observations on the Use of Traditional and Alternative Assessments

Learning Outcomes
At the end of this lesson, you will:

 identify the general classifications and types and of assessments used by the
classroom teacher in assessing students’ learning in observations of the
actual teaching-learning episodes;
 analyze the general classifications of assessments used by the teacher in
terms of how, when, and why they are used in the teaching-learning episodes
observed;
 reflect about personal learning experiences in terms of the dialogue between
theory and practice; and,
 identify on how to make the assessment activities through writing an
observation on selected the teaching episode.

ACTIVITY – Lets read These

You are to observe at least three (3) continuous teaching-learning episodes to

check out on the assessments the teacher uses to assess the learning competencies
for a set of related topics with a view to putting them under the two general
classifications of assessment: traditional assessments and alternative assessments.
Please accomplish the following templates to guide your observation notes and
reflections.

A. Template for Teaching-Learning Episode 1:

What are the intended learning outcomes for this teaching-learning episode?
What are the assessments used by the teacher to assess these intended learning
outcomes?

What assessments are considered traditional assessments?

What assessments are considered alternative assessments?

Template for Teaching-Learning Episode 2:

What are the intended learning outcomes for this teaching-learning episode?

What are the assessments used by the teacher to assess these intended learning
outcomes?

What assessments are considered traditional assessments?

What assessments are considered alternative assessments?

 C. Template for Teaching-Learning Episode 3:

What are the intended learning outcomes for this teaching-learning episode?

What are the assessments used by the teacher to assess these intended learning
outcomes?

What assessments are considered traditional assessments?

What assessments are considered alternative assessments?

ANALYSIS – Let’s Analyze

From your observation notes of the three (3) teaching-learning episodes, analyze the
data by accomplishing the following templates.

A. Template 1: Analysis on Traditional Assessments

Review all the types of traditional assessments that you were able to note down in
your observation templates. When were they conducted? In which part of the
entire teaching-learning process were they given by the teacher?

Why were they conducted by the teacher? What is the purpose of giving them?
Were they helpful in achieving the intended learning outcomes? In what
manner were they helpful?

Recalling the theories, principles, and concepts you learned on traditional

assessments, were the assessments appropriately used? Did they serve their
purpose? Elaborate your answer.

B. Analysis Template on Alternative Assessments

Review all the types of alternative assessments that you were able to note down in
your observation templates. When were they conducted? In which part of the
entire teaching-learning process where they were given by the teacher?

Why were they conducted by the teacher? What is the purpose of giving them?

Were they helpful in achieving the intended learning outcomes? In what

manner were they helpful?
 Recalling the theories, principles, and concepts you learned on alternative
assessments, were the assessments appropriately used? Did they serve their
purpose? Elaborate your answer.

ABSTRACTION - Let’s Conceptualize

In your Assessment 1 and Assessment 2 courses, you learned the theories,

principles, and concepts on assessing learning. Primarily, you learned that there are
two general types of assessment: traditional and alternative. Traditional
assessments are known as pen-and-paper tests which may be in forms of multiple
choice, true-false, matching type, and supply items, among others. These may
measure both the lower-order and the higher-order thinking skills. On the other
hand, there are alternative assessments which assess products and performances,
and therefore would require rubrics as assessment tools. These products and
performances demonstrate what students can do with what they know. You also
learned that assessments should be holistic in that they should be able to assess
both the lower-order and the higher-order thinking in the cognitive domain, and the
skills and attitudes in the psychomotor and affective domains.
Your observations of the three (3) teaching-learning episodes and the
templates that you accomplished guided your thoughts in linking these learned
theories, principles, and concepts to their actual classroom applications. It is hoped
that you were able to validate good practices from these observations and reflect on
a solid stance for your actual practice in the future.

APPLICATION

Choose one teaching episode from among the three (3) that you observed. If
you were to redo the assessment plans, how will you prepare the assessment
activities? What theory, principle, or concept on traditional and alternative
assessments would dictate your decision? Please elaborate your response.

Closure
Congratulations for successfully finishing Lesson 1! Lesson 2 on
Observations on the Use of Formative Assessments is coming your way!
Module 4
Lesson 2. Observations on the Use of Formative Assessments and Summative
Assessments towards Holistic Assessment

Learning Outcomes
At the end of this lesson, you will:

 identify the formative assessments used by the classroom teacher in

assessing students’ learning in his/her observations of the actual teaching-
learning episodes;
 analyze the formative assessments used by the teacher in terms of how these
are used to make assessment holistic;
 evaluate the formative assessments used against the learning competencies
through the constructive alignment lens;
 identify learning experiences in terms of how the assessment of learning
theories which are previously learned are applied in the actual teaching and
learning episodes observed through a reflection; and
 make reflections by showing on how to improve based on the observed
practice.

ACTIVITY – Lets read These

You are to observe at least three (3) continuous teaching-learning episodes to

see the formative assessments the teacher uses to assess the learning
competencies for a set of related topics. Please accomplish the following templates
to guide your observation notes and reflections.

A. Template for Teaching-Learning Episode 1:

What is the subject area and the grade level of learners observed?

In what grading period or quarter is the teaching-learning episode for?

What are the content standards set for the grading period or quarter for this subject
and grade level?
What are the performance standards set for the grading period or quarter for this
subject and grade level?

Write the Unit Number and Title for this teaching-learning episode observation.

Write the Lesson Number and Title for this teaching-learning episode observation.

What are the learning competencies intended to be developed by the learners?

Label each competency according to the cognitive domain of the Revised Bloom’s
Taxonomy.

Describe the formative assessments used by the teacher for each of the learning
competencies.

B. Template for Teaching-Learning Episode 2:

What is the subject area and the grade level of learners observed?
In what grading period or quarter is the teaching-learning episode for?

What are the content standards set for the grading period or quarter for this subject
and grade level?

What are the performance standards set for the grading period or quarter for this
subject and grade level?

Write the Unit Number and Title for this teaching-learning episode observation.

Write the Lesson Number and Title for this teaching-learning episode observation.

What are the learning competencies intended to be developed by learners?

Label each competency according to the cognitive domain of the Revised Bloom’s
Taxonomy.

Describe the formative assessments used by the teacher for each of the learning
competencies.
 C. Template for Teaching-Learning Episode 3:

What is the subject area and the grade level of learners observed?

In what grading period or quarter is the teaching-learning episode for?

What are the content standards set for the grading period or quarter for this subject
and grade level?

What are the performance standards set for the grading period or quarter for this
subject and grade level?

Write the Unit Number and Title for this teaching-learning episode observation.

Write the Lesson Number and Title for this teaching-learning episode observation.

What are the learning competencies intended to be developed by learners?

 Label each competency according to the cognitive domain of the Revised Bloom’s
Taxonomy.

List down the formative assessments used by the teacher for each of the learning
competencies.

ANALYSIS – Let’s Analyze

From your observation notes of the three (3) teaching-learning episodes,

please share your analysis in terms of the formative assessments used by the
teacher. Reflect your insights in the following template:
Analysis Template
What formative assessments were used by the teacher? What levels of
thinking in the cognitive domain were assessed by these assessments? Please
complete this data set:
LEARNING COMPETENCY

REVISED BLOOM’S TAXONOMY (RBT) LEVEL,

FORMATIVE ASSESSMENT

In what way/s are these formative assessments appropriate in assessing the

intended learning competencies? Were they able to assess the learning
competencies?

Analyze the formative assessments and their respective learning competencies

using the constructive alignment framework. What are their strengths and
weaknesses?
 In what way/s do they contribute to the development of the learning
competencies?

In what ways do the formative assessments contribute to the delivery of the final
performance tasks and the attainment of the content and performance
standards?

Is holistic assessment applied in these teaching-learning episodes? In what way?

What theories in assessing learning support this assessment practice by the

teacher?

ABSTRACTION - Let’s Conceptualize

You previously learned that for assessments to be effective, they must be

holistic. They must serve the three (3) functions: assessing for learning, assessing
as learning, and assessing of learning. Formative assessments are assessments for
learning and as learning. They are used to prepare students for the summative
assessment (assessment of learning).
The crucial element of formative assessments is feedback. It will inform
instruction, and it will also allow learners to reflect on what they still need to do to
improve their skills.
 The diagrams below are the concrete representations of the functions of

assessment as assessment for and as learning. It also shows the importance of

feedback.
Your observations of the three (3) teaching-learning episodes and the
templates that you accomplished guided your thoughts in linking these learned
theories, principles, and concepts to their actual classroom applications. It is hoped
that you were able to validate good practices from these observations and reflect on
a solid stance for your actual practice in the future relative to designing formative
assessments.

APPLICATION

Choose one teaching episode from among the three (3) that you observed. If
you were to redo the assessment plans, how will you prepare the formative
assessment activities?
Closure You have accomplished Lesson 2! Congratulations for a job well done!
Brace yourself for the Lesson 3 on Observations on Summative Assessment. This is
the last lesson for this module.
Module 4
Lesson 3. Observations On Summative Assessments

Learning Outcomes
At the end of this lesson, you will:

 identify the summative assessments used by the classroom teacher in

assessing students’ learning in observations of the actual teaching-learning
episodes;
 analyze the summative assessments used by the teacher in terms of how
these are used to make assessment holistic;
 evaluates the summative assessments used against the learning
competencies and standards through the constructive alignment lens;
 make a reflection about learning experiences in terms of how the assessment
of learning theories which are previously learned and applied in the actual
teaching and learning episodes observed;
 make a reflection showing on how to improve the observed practice; and
 make a compilation of case portfolio showing all the outputs submitted.

ACTIVITY – Lets read These

You are to observe at least three (3) weekly final teaching-learning episodes
to see the summative assessments the teacher uses to assess what the students
can do with what they know. Please accomplish the following templates to guide
your observation notes and reflections.

A. Template for the Final Teaching-Learning Episode 1:

What is the subject area and the grade level of learners observed?

In what grading period or quarter is the teaching-learning episode for?

What are the content standards set for the grading period or quarter for this subject
and grade level?
What are the performance standards set for the grading period or quarter for this
subject and grade level?

Write the Unit Number and Title for this teaching-learning episode observation.

Write the Lesson Number and Title for this teaching-learning episode observation.

What are the summative assessments used by the teacher?

What is being assessed for each summative assessment?

What is the purpose for assessing it? What is the assessment tool used?

Is it graded or ungraded? Why do you think so?

B. Template for the Final Teaching-Learning Episode 2:

What is the subject area and the grade level of learners observed?
In what grading period or quarter is the teaching-learning episode for?

What are the content standards set for the grading period or quarter for this subject
and grade level?

What are the performance standards set for the grading period or quarter for this
subject and grade level?

Write the Unit Number and Title for this teaching-learning episode observation.

Write the Lesson Number and Title for this teaching-learning episode observation.

What are the summative assessments used by the teacher?

What is being assessed for each summative assessment?

What is the purpose for assessing it? What is the assessment tool used?

Is it graded or ungraded? Why do you think so?

C. Template for Final Teaching-Learning Episode 3:

What is the subject area and the grade level of learners observed?

In what grading period or quarter is the teaching-learning episode for?

What are the content standards set for the grading period or quarter for this subject
and grade level?

What are the performance standards set for the grading period or quarter for this
subject and grade level?

Write the Unit Number and Title for this teaching-learning episode observation.

Write the Lesson Number and Title for this teaching-learning episode observation.

What are the summative assessments used by the teacher?

What is being assessed for each summative assessment?

What is the purpose for assessing it? What is the assessment tool used?

Is it graded or ungraded?
ANALYSIS – Let’s Analyze

From your observation notes of the three (3) final teaching-learning

episodes, please share your analysis in terms of the summative assessments
used by the teacher. Reflect your insights in the following template:

Analysis Template

Do you think these summative assessments are appropriate? Why or why not?

In what ways do the summative assessments contribute to the delivery of the final
performance tasks and the attainment of the content and performance standards?

Is holistic assessment applied in these teaching-learning episodes? In what way?

What theories in assessing learning support this assessment practice by the

teacher?

ABSTRACTION - Let’s Conceptualize

Summative assessments are assessments of learning. These are used

to evaluate learning and are graded. They may be given after a unit of topics
or a cluster of competencies are developed by the learners to check what they
can do with what they know . They are customarily given at the end of the
grading period to constitute the periodical or quarterly examination. They may
come in forms of traditional or objective type of test. Otherwise, they come as
products or performances to be assessed using rubrics.
APPLICATION
If you were to redo the summative assessment plans, how will you prepare them?
What should they be and why?

Closure
As a final output for this module, you are asked to put together all your
outputs from Lessons 1-3. Create a portfolio out of these outputs to show
your reflections of the entire process and the things you learned every step of
the way. You should be able to reflect also on how these observation
episodes helped you become a better designer of assessment activities with
respect to the learning competencies.