Professional Documents
Culture Documents
FS 401 PORTFOLIO
Observation of Teaching-Learning with actual School Environment
First Semester, Academic Year 2023-2024
VEVERLIE R. MONTALES
Pre-Service Teacher
SUBMITTED TO:
TABLE OF CONTENTS
Page
PART I: PRELIMINARIES
Title Page 1
Table of Contents 2
Acknowledgment 3
Introduction 4
PART V: Documentation/Appendices
Pictures 115
Veverlie R. Montales FS 401 Portfolio 3
ACKNOWLEDGEMENT
INTRODUCTION
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AUTOBIOGRAPHY
LEARNING
FIELD STUDY 1
EPISODE
FS 1 1
SPARK Your Interest
This episode 1 provides an opportunity for students to examine and reflect on a school
environment that promotes learning and development.
• At the end of this episode, I must be able to determine the characteristics of a school
environment that is safe, secure, and is supportive of learning (PPST 2.1.1).
1. A physical environment conducive for learning is one that has consistent practices that:
• Keep the school safe, clean, orderly and free from distraction;
• Maintain facilities that provide challenging activities; and
• Address the physical, social, and psychological needs of the students.
3. As a basic part of the school’s visual environment, display boards have for general
purposes:
• Decorative- they offer visual stimulation and appeal to aesthetics. They set the social
and psychological atmosphere of the school.
• Motivational - they encourage students to perform better and have greater confidence.
An example would be the display of students’ outputs that show that each output is
recognized and valued. The bulletin boards help celebrate the learners’ growth and
progress.
• Informational - they are used as a strategy to readily disseminate information.
• Instrumental - they move students to respond and participate through interactive
displays. They get students to think about and communicate their learning.
4. The set of criteria for evaluating bulletin board displays includes effective communication,
attractiveness, balance, unity, interactivity, legibility, correctness, and durability.
Veverlie R. Montales FS 401 Portfolio 6
Date:
To realize the Intended Learning Outcome, work my way through these steps:
1. Visit a school, look into facilities and support learning areas in the campus, then in the
classroom.
2. Observe and use the checklist as you move around the school premises.
3. Analyze your gathered data about the school environment.
4. Reflect on the characteristics of a school environment that promotes learning.
5. Present your idea of a good school environment through any of these:
a) Descriptive paragraph b) Photo essay
c) Sketch or drawing d) Poem, song or rap
OBSERVE
As you move around the campus, observations forms are provided for you to document
your observations. It is advised that you read the entire worksheet before proceeding to the school
site. A good understanding of the activities and tasks to be accomplished in the activity sheets will
yield better learning results.
SCHOOL FACILITIES OBSERVATION CHECKLIST
Familiarize yourself with the different areas and facilities of the school. Check the column
to indicate their availability. Give a brief description of those that are available, and say how each
will contribute to the students learning and development.
Office of the
Principal
Library
Counseling
Room
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Canteen/Cafe
teria
Medical
Clinic
Audio
Visual/Learni
ng Resource
Center
Science
Laboratory
Gymnasium
Auditorium
Outdoor/Gar
den
Veverlie R. Montales FS 401 Portfolio 8
Home
Economics
Room
Industrial
Workshop
Area
PTA Office
Comfort
Room for
Boys
Comfort
Room for
Girls
Playground
ICT Room
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Washing
Area
1. Describe the
community or
neighborhood where
the school is found.
1. Look at the walls of the classroom. What are posted on the walls? What “I entered
heroes, religious figures, lessons, visual aids, announcements, do you the
see posted? classroom
with the
conviction
2. Examine how the pieces of furniture are arranged. Where is the teachers
table located? How are the tables and chairs/desks arranged? that it was
crucial for
me and
every other
3. What learning materials/equipment are present? student to
be an
active
4. Observe the students. How many are occupying one room? participant,
not a
passive
5. Is the room well-lit and well-ventilated?
consumer.
Learning is
a place
where
paradise
can be
created.”
-Bell
Hooks,
Teaching
to
Transgress
. NY:
Routledge,
1994.
Veverlie R. Montales FS 401 Portfolio 11
Description
Classroom Facilities
(Location, number, arrangement, condition)
1. Wall Display
2. Teacher’s Table
3. Learner’s Desks
4. Blackboard
5. Learning Materials/
Visual Aids
6. Comfort Room
7. Reading Area
9. Art Area
⦁Seeing patterns
⦁organization of parts
⦁recognition of hidden
meanings
⦁identification of
components
⦁Question Cues:
Analyze, separate,
order, explain, connect,
classify, arrange,
divide, compare, select,
explain, infer (Bloom’s
ANALYZE Taxonomy)
How do the school campus and the classroom in particular impact the learning of
the students going to school? What are your conclusions?
How does this relate to your knowledge of child and adolescent development?
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REFLECT
1. Would you like to teach in the school environment you just observed?
Why? Why not?
The display board, or what we are commonly refer to as bulletin board, is one of the most
readily available and versatile learning resources.
To achieve the Intended Learning Outcomes, work your way through these steps: 1.
Examine for bulletin board displays. Include samples of those found at the entrance, lobby,
hallways and classrooms. 2. Pick one and evaluate the display. 3. Propose enhancements to make
the display more effective.
OBSERVE
As you look around and examine board displays, use the observation guide and forms
provided for you to document your observations.
1. Go around the school and examine the board displays. How many board displays do you
see?
2. Where are the display boards found? Are they in places where target viewers can see
them?
3. What is the display about? What key message do they convey? What images and color
do see? How are the pieces of information and images arranged?
4. What are the displays about? What key messages do they convey? What images and
colors do you see? How are the pieces of information and images arranged?
6. Do you notice some errors? (Misspelled words, grammar inconsistencies and the like)
8. Think about what got your attention. Why did it get you attention?
Based on the questions on the observation guide, write you observation report:
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Observation REPORT
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From among the board displays that you saw, pick the one that you got most interested in
Evaluate it using the evaluation form below.
Check the column that indicates your rating. Write comments to buck up your
ratings.
NI S VS O
Criteria Comments
1 2 3 4
Effective
communication
It conveys the
message easily and
clearly
Attractiveness
Color and
arrangement catch
and hold interest.
Balance
Unity
Repeated shapes or
colors or use of
borders display
together.
Interactivity
Legibility
Letters and
illustration can be
seen from a good
distance.
Correctness
It is free from
grammar errors,
misspelled words, and
ambiguity.
Durability
It is well-constructed;
items are securely
attached.
Location:
EVALUATION
Strengths Weaknesses
Evaluation of educational
content, and other aspects
Based on your suggestions, make your board display lay-out. You may present your output
through any of these:
• A hand-made drawing or layout
• An electronic (computer) drawing/illustration or layout
• A collage
SCHOOL
ABANG SUIZO INTEGRATED SCHOOL DEPED
LOGO BULLETIN BOARD LOGO
ANALYZE
Did the board display design reflect the likes/interest of its target audience? Why? Why not?
Was the language used clear and simple for the target audience to understand? Why? Why not?
Based on your suggestions, propose an enhanced version of the display board. Use the form below.
Board Title:
Rationale :( Purpose)
Objectives:
Content Resources (Name each needed resources and give each a brief description):
REFLECT
1. Name at least five skills that a teacher should have to be able to come up with effective board
displays. Elaborate on why each skill is needed.
2. Which of the skills you named in # 1 do you already have? Recall your past experiences in
making board displays. How do you practice these skills?
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3. Which skills do you need to develop? What concrete steps will you take on how you can
improve on or acquire these skills?
Directions: Read the items given below and encircle the correct answer.
1. With the PPST as guide, an ideal learning environment should have the following
characteristics, EXCEPT ____________.
A. the learning environment promotes fairness
B. is safe and conducive for learning
C. builds many professional linkages
D. establish and maintain consistent standards of learner’s behavior
A Descriptive Paragraph
A Photo Essay
A Sketch or Drawing
Evaluate Your Work Task, Field Study 1 – The School as a Learning Environment
Learning Outcome: Determine the characteristics of a school environment that provides social,
psychological, and physical environment supportive of learning.
Very Needs
Learning Excellent Satisfactory
Satisfactory Improvement
Episode 4 2
3 1
All observation One (1) to two Three (3) Four (4) or more
questions/tasks (2) observation observation observation
completely questions/tasks questions/tasks questions/tasks
answered/ not answered/ not answered/ not answered/
accomplished. accomplished. accomplished.
Accomplished
Analysis All questions All questions Questions were Four (4) or more
were answered were answered not answered observation
completely; completely; completely; questions were
Veverlie R. Montales FS 401 Portfolio 23
answers are with answers are answers are not not answered;
depth and are clearly clearly answers not
thoroughly connected to connected to connected to
grounded on theories; theories; one (1) theories; more
theories; grammar and to three (3) than four (4)
grammar and spelling are free grammatical/ grammatical/
spelling are free from errors. spelling errors. spelling errors.
from error.
Reflection Profound and Clear but lacks Not to clear and Unclear and
clear; supported depth; supported shallow; shallow; rarely
by what were by what were somewhat supported by
observed and observed and supported by what were
analyze. analyzed. what were observed and
observed and analyzed.
analyzed.
Comments Rating
(Based on
Over-all
transmutation)
score
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
_______________________________________________ __________________
Signature of FS Teacher above Printed Name Date
Veverlie R. Montales FS 401 Portfolio 24
LEARNING
FIELD STUDY 1
EPISODE
Learner Diversity
• At the end of this Episode, I must be able to describe the characteristics, needs and interests
of learners from different developmental levels. (3.1.1).
1. Development is relatively orderly. Development follows directional patterns such as, from the
head to the toe (cephalocaudal), and from the center of the body then outwards (proximodistal).
2. Development takes place gradually.
3. All domains of development and learning physical, social and emotional, and cognitive are
important, and they are closely interrelated, (NAEYC, 2009).
4. Development proceeds toward greater complexity, self-regulation, symbolic or representational
capabilities, (NAEYC, 2009).
To realize the Intended Learning Outcomes, I will work your way through these steps.
Step 1 Observe 3 groups of learners from different levels (preschool, elem., and high school).
Step 2 Describe each of the learners based on my observations.
Step 3 Validate my observation by interviewing the learners.
Step 4 Compare them in terms of their interests and needs.
Veverlie R. Montales FS 401 Portfolio 25
OBSERVE
Use the observation guide and matrices provided for you to document your observations.
An Observation Guide for the Learners Characteristics
Read the following statements carefully. Then write your observation report on the provided space.
Your teacher may also recommend another observation checklist if a more detailed observation is
preferred.
Physical
1. Observe their gross motor skills how they carry themselves, how they move, walk, run, go up the stairs,
etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motors skills? Writing, drawing, etc.
Social
1. Describe how they interact with teachers and other adults.
2 Note how they also interact with peers. What do they talk about? What are their concerns?
Emotional
1. Describe the emotional disposition or temperament of the learners (happy, sad, easily cries, mood
shifts).
2. How do they express their wants needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they self-conscious?
Cognitive
1. Describe their ability to use words to communicate their ideas. Note their language proficiency.
2 Describe how they figure out things. Do they comprehend easily Look for evidence of their thinking
skills.
3.Were there opportunities for problem solving? Describe how they showed problem solving abilities.
Record the data you gathered about the learners’ characteristics and needs in this matrix. This will
allow you to compare the characteristics and needs of learners at different levels. The interns under
each domain are by no means exhaustive. These are just sample indicators. You may add other aspects
which you may have observed.
Self-help skills
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Others
Social
Interaction with
Teachers
Interaction with
Classmate/friends
Interests
Others
Emotional
Moods and
temperament,
expression of feelings
Emotional
independence
Others
Cognitive
Communication
Skills
Thinking skills
Problem-solving
Others
ANALYZE
Write the most salient developmental characteristics of the learners you observed. Based on these
characteristics, think of implications for the teacher.
Example:
Level Salient Characteristics Implications to the
Observed Teaching-Learning Process
Preschool
Age range of learners
observed 3-4
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Elementary
Age range of
learners observed
5-12
High School
Age range of
learners observed
13-UP
REFLECT
1. While you were observing the learners, did you recall your own experiences when you were their
age? What similarities or differences do you have with the learners you observed?
2. Think of a teacher you cannot forget for positive or negative reasons. How did she/he help or not
help you with your needs (physical, emotional, social and cognitive)? How did it affect you?
Directions: Read the items given below and encircle the correct answer.
1. A 14-year-old felt ignored by her crush whom she believes is her one true love. She is crying
incessantly and refuses to listen and accept sound advice that the teacher is offering. Her refusal to
accept is because_____________.
A. she thinks what she feels is to special and unique, that no one has felt like this before
B. the teenager's favorite word is “no”, and she will simply reject everything the teacher says
C. 14-year-olds are not yet capable of perspective taking and cannot take the teacher's
perspective
D. teenagers never listen to adult advice help or it affect
2. A preschool teacher is thinking about how best to develop the fine motor skills of the 4-year-olds.
Which of the following should be best consider?
A. Provide daily coloring book activities
B. Ask the children to do repeated writing drills everyday
C. Encourage children to eat independently,
D. Conduct a variety of fun and challenging activities involving hand muscles daily.
3. Science Teacher Rita showed her class a glass of water with an egg in it. She asked the class: "What
happens to the egg 1 add three-tablespoon salt to the glass of water?” This is hypothesis formulation.
What can you infer about the cognitive developmental stage of Teacher Rita's class?
A. Formal operational stage
B. Concrete operational stage
C. Pre-operational stage
D. Between concrete and formal operational stage
Which is your favorite of development. How can this guide you as a future teacher? Clip some
readings about this theory and paste them here.
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Evaluate Your Work Task. Field Study 1: Episode 2: Learner Diversity: Developmental Characteristics, Needs,
and Interests
Learning Outcome: Determine the characteristic, needs and interests of learners from different developmental
levels.
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation Sheet questions/tasks observation questions/tasks not observation
completely questions/tasks answered/accomplished questions/tasks not
answered/accomplished completely . answered/accomplishe
. answered/accomplished. d.
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely, answered completely, answered completely, observation questions
answers are with depth answers are clearly answers are not clearly were not answered,
and are thoroughly connected on theories, connected to theories; answers not connected
grounded on theories, grammar and spelling One (1) to three (3) to theories, more than
grammar and spelling are free from error. grammatical spelling four (4) grammatical
are free from error. errors. spelling errors.
Reflection Profound and clear; Clear but lacks depth, Not so clear and Unclear and shallow,
supported by what were supported by what were shallow, somewhat rarely supported by
observed and analyzed. observed and analyzed. supported by what were what were observed
observed and analyzed. and analyzed.
Learning Artifacts Portfolio is reflected on Portfolio is reflected on Portfolio is not Portfolio is not
in the context of the in the context of the reflected on in the reflected on in the
learning outcomes; learning outcomes; context of the learning context of the learning
Compete, well Compete, well outcomes; Compete, outcomes; not
organized, highly organized, very relevant not organized, relevant compete, not
relevant to the learning to the learning outcome. to the learning organized, not
outcome. outcome. relevant.
Submission Submitted before the Submitted on the Submitted a day after Submitted two
deadline deadline the deadline (2) days or more after
the deadline
COMMENTS Rating:
Over-all Score (Based on
transmutation)
_________________________________________ ________________
Signature of FS Teacher above Printed Name Date
Veverlie R. Montales FS 401 Portfolio 30
LEARNING
FIELD STUDY 1 Focus on Gender, Needs, Strengths, Interests,
EPISODE
Experiences Language, Race Culture, Religion, Socio-
economic Status, Difficult Circumstances, and
FS 1 3 Indigenous Peoples
Episode 3 provides an opportunity to observe how differences and gender, racial, cultural
and religious backgrounds, including coming from indigenous groups influence learner behavior,
interaction, and performance in school. One will also analyze and reflect on practices that teachers
used in leveraging diversity in the classroom. It also provides an opportunity to observe how
differences in abilities affect interaction in school and learn about strategies that teachers used in
addressing the learners needs toward effective teaching and learning.
2. The PPST highlighted the following factors that bring about the diversity of learners:
a. Differences in learners’ gender, needs, strengths, interests, and experiences
b. Learners' linguistic cultural socioeconomic and religious backgrounds
c. Learners with disabilities, giftedness, and talents
d. Learners under challenging circumstances which include geographic isolation,
chronic illness, displacement due to armed conflict, urban resettlement or disasters,
child abuse, and child labor.
Effective teachers are knowledgeable about how issues related to the factors mentioned
affect learners. The teachers develop in them sensitivity and empathy. They remember that the
learners respond and perform at different levels. The teachers assure the students that their gender
identity, culture and religion are respected, their strengths are recognized, and their needs
will be met. These teachers declare to all that everyone has the chance to learn and succeed.
Veverlie R. Montales FS 401 Portfolio 31
They create a learning community where everyone can work together and contribute regardless of
their abilities, capacities and circumstances.
Teachers who celebrate and leverage student diversity in the classroom:
Activity 3.1 Observing differences among learners' gender, needs, strengths, Interests, and
experiences; and differences among learners' linguistic, cultural, socio-
economic, religious backgrounds, and difficult circumstances.
The learners' differences and the type of interaction they bring surely affect the quality of
teaching and learning. This activity is about observing and gathering data to find out how student
diversity affects learning.
To realize the Intended Learning Outcomes, work your way through these steps:
Step 1. Observe a class in different parts of a school day. (Beginning of the day, class time, recess,
etc.)
Step 2. Describe the characteristics of the learners in terms of age, gender, and social and cultural
diversity.
Step 3. Describe the interaction that transpires inside and outside the classroom
Step 4. Interview your Resource Teacher about the principles and practices that she uses in dealing
with diversity in the classroom.
Step 5. Analyze the impact of individual differences on learners’ interactions.
The observation form is provided for me to document my observations.
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OBSERVE
Read the following carefully before you begin to observe. Then write your observation report on
the space provided on the next page.
1. Find out the number of students. Gather data as to their ages, gender, racial groups religious,
and ethnic backgrounds.
During class:
1. How much interaction is there in the classroom! Describe how the students interact with one
another and with the teacher. Are there groups that interact more with the teacher than others.
2. Observe the learners seated at the back and the front part of the room. Do they behave and
interact differently?
3. Describe the relationship among the learners. Do the learners cooperate with or compete against
each other?
4. Who among the students participate actively? Who among them ask for most help?
5. When a student is called and cannot answer the teacher's question, do the classmates try to help
him? Or do they raise their hands, so that the teacher will call them instead?
Outside class:
1. How do the students group themselves outside class? Homogeneously, by age, by gender? By
racial or ethnic groups? By their interests? Or are the students in mixed social groupings? If so,
describe the groupings.
2. Notice students who are alone and those who are not interacting. Describe their behavior.
Interview the teachers and ask about their experience about learners in difficult circumstances.
Request them to describe these circumstances and how it has affected the learners. Ask about
the strategies they use to help these learners cope.
Ask the teachers about strategies they apply to address the needs of diverse students due to the
following factors
OBERVATION REPORT
School Address
Date of Visit
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ANALYZE
1. Identify the persons who play key roles in the relationships and in and interactions in the
classroom. What roles do they play? Is there somebody who appears to be the leader, a
mascot/joker, as attention seeker, a little teacher, a double pessimist?
What makes the learners assume these roles? What factors affect their behavior!
2. Is there anyone you observed who appear left out? Are students who appear “different?” Why
do they appear different? Are they accepted or rejected by the others? How is this shown?
How does the teacher influence the class interaction considering the individual differences of the
students?
3. What strategies does the teacher use to maximize the benefits of diversity in the classroom?
How does the teacher leverage diversity!
REFLECT
1. How did you feel being in that classroom? Did you feel a sense of oneness or unity among
the learners and between the teacher and the learner?
Veverlie R. Montales FS 401 Portfolio 36
Activity 3.2 Observing differences among learners with disabilities, giftedness, and talents.
To realize the Intended Learning Outcomes, work your way through these step.
1. Observe at least two of these classes
a. SPED class with learners with intellectual disabilities
b.SPED class with acts with physical disabilities
c. SPED class for the gifted and talented
d.a regular class with inclusion of learners with disabilities
2. Note the needs of the learners that the teacher should address
3. Interview the teachers to find out more about the learners.
4. Write your observation report
5. Analyze your observation data
6. Reflect on your experience
OBSERVE
Use the observation guide provided for you to document your observations
Read the following carefully before you begin to observe. Then write your observation report
on the space provided
OBSERVATION REPORT
School Address:
Date of Visited
ANALYZE
2. Describe the differences inability level of the students in the class? What practices or strategies
are done or should be done to differentiate instruction to meet the needs of the learners?
3. Describe the methods used by the teacher in handling the students’ differences in abilities.
How did the students respond to the teacher? Did the teacher use differentiate instruction? If
yes, describe how?
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REFLECT
1. Recall the time when you were in elementary or high school. Recall the high and low
achievers in your class. How did your teacher deal with differences in abilities? Was your
teacher effective?
2. What dispositions and traits will you need as a future teacher to meet the needs of the
learners?
Activity 3.2 Observing the school experiences of learners who belong to Indigenous groups.
To realize the Intended Learning Outcomes, work your way through these steps.
1. Ensure that you have reviewed the no. 3 Focused on Indigenous peoples in the Learning
essentials of Episode 3.
2. Observe in a school with a program for IP learners. Below are some suggested schools:
a. Ujah School of Living Traditions, Hungduan, Ifugao
b. Sentrong Pamang mga Agta. General Nakar, Quezon
c. Sitio Tarukan Primary School, Capas Tarlac
d. Mangyan Center for Learning and Development, Naujan, Oriental Mindoro
e. Paaralang Mangyan na Angkop sa Kulturang aalagaan (PAMANAKA), San Jose
Occidental Mindoro
f. Tubuanan Ati Learning Center, Balabag, Boracay Island
g. Balay Turun-an Schools of Living Traditions, Brgy Garangan and Brgy. Agcalaga,
Calinog. Iloilo
h. Tboli School of Living Traditions, Lake Sebu, South Cotabato
i. Daraghuyan-Bukidnon Tribal Community School, Dalwangan, Malaybalay,
Bukidnon
j. Talaandig School of Living Traditions, Lantapan, Bukidnon
k. Bayaniban Elementary School, Marilog, Davao
l. Lumad Bakwit School, UP Diliman, Quezon City
Veverlie R. Montales FS 401 Portfolio 39
Please note: Ensure proper coordination of your college/university to obtain permission from these
schools before you visit.
If an actual visit is not feasible, consider a "virtual visit through social media. And if still not
feasible consider a "virtual field study through watching Indigenous Peoples in the Philippines
videos. There are several available at Youtube. You can start with this video by DepEd:
DepEd Indigenous Peoples Education Office National Indigenous Month (October) Video.
Retrieved, 2013 from: https://www.com/watch?v=FsMjgQN2Y
OBSERVE
Use the observation guide provided for you to document your observations.
Read the following carefully before you begin to observe. Then write your observation report
on the space provided
If you are watching videos you searched, instead of actually visiting a school, have these
question in mind as you are watching the videos. You can try to get in touch with the creator of
the videos and interview them too.
1. Before you observe, read about the specific IP group in the school you will visit. Know
their norms and customary greetings. This will help you blend in the school Community
and act with respect
2. Observe and not the different parts or areas of the school environment. How are learning
spaces arranged?
3. What activities do they do in these different areas of the school?
4. Who are the people who manage the school? Who are involved in teaching the learners?
5. Observe how the teaching-learning process happen. Describe the learning activities they
have and the caching strategies that the teacher uses.
6. Describe the interaction that is taking place between the teacher and learners, among the
teacher, and in the school in general
7. What instructional materials and learning resources are they using?
8. Interview the teacher or principal about the curriculum. Find out the curriculum goals.
You can use the questions found on the Analysis part of this activity
Veverlie R. Montales FS 401 Portfolio 40
OBSERVATION REPORT
School Address:
Date of Visit
Veverlie R. Montales FS 401 Portfolio 41
ANALYZE
Curriculum Design,
Competencies and Content
Answer each question based on your observation and interview
data
What do you think can still be done to promote and uphold the indigenous people’s
knowledge system and practices and rights in schools?
REFLECT
2. What did you appreciate most from your experience in visiting the school with indigenous
learners? Why?
With the principle of individual differences in mind, what methods and strategies will
you member in the future to ensure that you will be able to meet the needs of both the high
and low achievers in your class? Make a collection of strategies on how to address the
students' difference ability levels.
Teaching Strategies
• Invest time in getting to know each of my students so that I will be able to know their
strengths, weaknesses, interests, and objectives in life for me to build rapport and respond
to their needs since they are all different from each other.
• Reduce pressure impose to them but rather make motivating and enjoying activities for
them to have fun while learning.
• Allow the use of Filipino and English language for recitations or question and to answer
inquiry so that all my students will be given an opportunity to share their ideas, learnings,
and opinions with less pressure.
• Vary the subject related activities and tasks into individual, group, and pair work so that
students have an opportunity to interact, communicate, forms relationship and learn from
their classmates for them to be able to relate with one another.
• Pay close attention to the low achievers in class and conduct a counseling to discover their
problems, difficulty and even hindrances to their focus in learning so as a teacher one will
be able to address it accordingly.
• Use different teaching methods and style such as direct instruction, flipped classroom,
kinesthetic learning, differentiated instruction, inquiry-based learning, exploratory
learning, game-based learning, and students-center learning to match the multiple
intelligence of the students: verbal-linguistic, logical-mathematical, intrapersonal,
interpersonal, and naturalistic.
• Use different learning resources such as:
➢ Written materials like textbooks, magazines, newspapers, journals, thesis, etc.
➢ Digital materials like pictures, videos, documentaries, gifts etc.
➢ Internet resources search engines like Google, Encarta, online websites, articles,
e-books etc.
➢ Actual experience such as visiting museums, other schools, science centrums,
gallery, work immersion, etc.
• Provide an inclusive learning environment for all the students to feel that they are belong
and cared despite of their individual differences.
• Make sure that there is no discrimination and to treat everyone with fairness and equality.
Veverlie R. Montales FS 401 Portfolio 44
Directions: Read the items given below and encircle the correct answer.
4. All are features of the Indigenous Peoples Education Curriculum, EXCEPT _______.
5. All are best practices in using learning resources for indigenous learners, EXCEPT ____.
A. Culturally generated learning resources only include indigenous group's artifacts,
stories, dances, songs, and musical instruments.
B. The language used in instructional materials, especially in primary years, which
highlight
C. Cultural sensitivity and protocols are observed in development and use of
instructional materials
D. The indigenous community's property rights are upheld in publishing learning
resources
6. All are best practices for assessment in the Indigenous Peoples Education Framework.
EXCEPT ________.
A. Including the practice of competencies in actual community and family situation.
B. Applying higher order thinking skills and integrative understanding across subject
areas.
C. Using informational context in the assessment standards and content faithfully
without modification
D. Including community-generated assessment processes that are part of indigenous
learning system
Veverlie R. Montales FS 401 Portfolio 45
7. Read the following comment by the teacher. Which of these comments will most likely
make a child try harder, rather than give up?
Very Needs
Learning Excellent Satisfactory
Satisfactory Improvement
Episode 4 2
3 1
Accomplished All observation One (1) to two Three (3) Four (4) or more
Observation questions/tasks (2) observation observation observation
Sheet completely questions/tasks questions/tasks not questions/tasks
answered/ not answered/ answered/ not answered/
accomplished. accomplished. accomplished.
Accomplished
Analysis All questions All questions Questions were not Four (4) or more
were answered were answered answered observation
completely; completely; completely; questions were
answers are with answers are answers are not not answered;
depth and are clearly clearly connected answers not
thoroughly connected to to theories; one (1) connected to
grounded on theories; to three (3) theories; more
theories; grammar and grammatical/ than four (4)
grammar and spelling are free spelling errors. grammatical/
spelling are free from errors. spelling errors.
from error.
Reflection Profound and Clear but lacks Not to clear and Unclear and
clear; supported depth; shallow; somewhat shallow; rarely
by what were supported by supported by what supported by
observed and what were were observed and what were
analyze. observed and analyzed. observed and
analyzed. analyzed.
score (Based on
transmutation)
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
_______________________________________________ __________________
Signature of FS Teacher above Printed Name Date
Veverlie R. Montales FS 401 Portfolio 48
LEARNING
FIELD STUDY 1
EPISODE
Learner Diversity: The Community and Home
Environment
FS 1 4
Episode 4 provides opportunities for you to have more in-depth look into the factors that affect the
development of a learner. Focus will be on the early experiences and characteristics of the leaner as
described by the family and other significant others. You will also focus how the teacher links with
the community to maximize the learning and development of students.
The model helps the teacher investigate every aspect in the learner's environment to understand
his behavior. The teacher's important role is not to replace what is missing at home (if any), but to
work so that the school becomes an environment that welcomes and nurtures families. The teacher
works to create work to create a partnership with the family and the community to bring out the best
in every learner.
Authoritarian. Parents are very firm with their child and expect unwavering and unquestioning
obedience. Rules are set by parents and misbehavior is met with withdrawal of affection, physical
punishment or threats.
Permissive. Parents are not firm or controlling. They have few expectations. May be warm and caring
but appear to be uninvolved and uninterested.
Veverlie R. Montales FS 401 Portfolio 49
Rejecting-Neglecting. Parents are disengaged with children. Neither demanding nor responsive to
children. Provide no structure, supervision, support or guidance.
Authoritative. Parents achieve a good blend. They are firm yet loving. Have clear and reasonable
expectations and limits for their children. Treat children with respect and warmth. Make children
understand consequence of their behavior.
Children of:
Authoritarian Parents; are often unhappy, fearful, withdrawn, inhibited, hostile and aggressive.
They have low self-esteem and difficulty with peers.
Permissive Parents: believe that their parents do not care for them. They are often impulsive,
aggressive luck self-control that they have low levels of independence and responsibility.
Rejecting-Neglecting Parents; are found to be the least competent in their overall functioning and
adjustment.
Authoritative Parents: are socially competent, self-reliant, and have greater ability to show self-
control. They have higher self-esteem and are better adjusted.
-Based on Child Development by Santrock 2001
To realize my Intended Learning Outcomes, I will work my way through these steps:
1. Select a learner from the class which you have previously observed.
2. Interview the teacher about the learner's characteristics and the community.
Use the activity form provided for you to document your observations.
Read the following carefully before you begin to observe/interview. Then write your
observation report on the space provided.
The Learner
1. Make a general observation of the learner. Describe him/her in each of the domains of
development
• physical- body built and height (thin, chubby, underweight, overweight), level of physical
activity (fast, slow, lethargic, active, etc.)
• social interaction with teachers and classmates (loner, shy, sociable, friendly, get into fights,
liked by others, etc.)
• emotional moods, temperament, cries easily, loses temper, happy, shows enthusiasm,
excited, indifferent, etc.)
• cognitive (appears to understand lessons cope with the lessons, excel, lags, shows reasoning
skills, turn in assignments and requirements, etc.)
Mother:
Age:
Occupation:
Educational Attainment:
Father:
Occupation:
Educational Attainment:
Health
Emotional-Moral
1. What are your expectations of your child?
3. Does your child go to you when she/he feels down or has a problem? What do you do to meet
his/her emotional needs?
4. How do you monitor his/her performance in school? How do you motivate him/her?
5. Do you have rules at home to help him develop good study habits?
After you have gathered all the necessary data, Write the learner’s development profile
using the outline below. Type the profile on a separate sheet and attached it to this learning episode.
Family Profile
Number of Siblings:
Birth Order:
Parent
Mother:
Age:
Occupation:
Educational Attainment:
Father:
Occupation:
Educational Attainment:
Physical Development
Veverlie R. Montales FS 401 Portfolio 53
Social Development
Emotional-Moral Development
Cognitive Development
Findings
Conclusions
Recommendations
ANALYZE
Your findings and recommendations in the Learner Development Baumrind's Parenting Styles
Profile will help you answer the questions here.
Authoritarian. Parents are very
firm with their child and expect
unwavering and unquestioning
1. From your home visit and interview, what do you think is the obedience. Rules are set by parents
style of parenting experienced by the learner? Explain your and misbehavior is met with
answer. withdrawal of affection, physical
punishment or threats.
Permissive. Parents are not firm or
controlling. They have few
expectations. May be warm and
caring but appear to be uninvolved
and uninterested.
Veverlie R. Montales FS 401 Portfolio 54
2. Relating your data with what you learned from child Rejecting-Neglecting. Parents are
disengaged with children. Neither
development, what family factors do you think contribute to the
demanding nor responsive to
development and over-all adjustment of the learner in school? children. Provide no structure,
supervision, support or guidance.
Authoritative. Parents achieve a
good blend. They are firm yet
loving. Have clear and reasonable
expectations and limits for their
children. Treat children with
respect and warmth. Make
children understand consequence
3. Does the communication between the home-school influence of their behavior.
the learner? If yes, what are these effects?
Children of:
Authoritarian Parents; are often
unhappy, fearful, withdrawn,
inhibited, hostile and aggressive.
They have low self-esteem and
difficulty with peers.
Permissive Parents: believe that
4. How can the teacher partner with the community to contribute their parents do not care for them.
to the development and learning of the students? Who are the They are often impulsive,
aggressive luck self-control that
people or which institutions can the teacher tap to seek advice
they have low levels of
regarding the development and learning of students independence and responsibility.
Rejecting-Neglecting Parents;
are found to be the least competent
in their overall functioning and
adjustment.
Authoritative Parents: are
socially competent, self-reliant,
and have greater ability to show
self-control. They have higher
self-esteem and are better
adjusted.
-Based on Child Development by
Sontrock 2001
REFLECT
1. Reflect on your own development as a child. What type of parenting did you experience? How
did it affect you?
2. As a future teacher, how would you establish good home-school collaboration? How can you work
well with the parents? How can you help them? How can they help you?
Veverlie R. Montales FS 401 Portfolio 55
Directions: Read the items given below and encircle the correct answer
1. Which are most likely the kind of children raised by authoritarian parents?
I. Fearful
II. Inhibited
III Hostile
IV. Withdrawn
2. If a child was raised by authoritative parents, how will most likely will he/she behave in class?
3. Which parenting styles contribute/s to the development of children who have low level of
responsibility?
A. Authoritarian
B. Authoritative
C. Permissive
D. Neglecting and permissive
Veverlie R. Montales FS 401 Portfolio 56
Color Your
World…
1. Make an artistic,
colorful, and creative
visual expression of
your insights or
feelings about the
influence of the
home and school and
community to the
learners.
Stick
with
Acrostic…
2. make a reflection
acrostic about the
home, school and
community.
Veverlie R. Montales FS 401 Portfolio 57
________________
Signature of FS Teacher above Printed Name Date
Veverlie R. Montales FS 401 Portfolio 58
LEARNING
FIELD STUDY 1
EPISODE
FS 1 5
SPARK Your Interest
This learning Episode provides an opportunity to mine how classrooms are structured or designed
to allow everyone's maximum participation for effective learning. You should be able to examine how
classroom management practices affect learning. This Episode enhances the application of the theories
learned in the following professional subject such as Facilitating learner Centered-Teaching and The
Child and Adolescent Learners and Learning Principles
.
TARGET Your Intended Learning Outcome
OBSERVE
Observe and use the observation sheet provided for you to document your observations
1. As you observe the class, investigate the characteristics of the learners. Note their
ages.
2. Focus on their behavior. Are they already able to manage their own behavior?
ANALYZE
Analyze and answer these questions on observed classroom management practices. It is also good
to ask the teacher for additional information, so you can validate your observation. Write your
notes below; and then organize your data in the Table that follows.
1. Are there areas in the classroom for specific purposes (storage age of teaching aids, books,
students' belongings, supplies, etc.). Describe these areas. Will it make a difference is these
areas for specific purposes are not present?
2. Are there rules and procedures posted in the room? List them down. Do these rules reinforce
positive behavior?
3. Did the students participate in making the classroom rules? If the Resource Teacher is
available, ask him/her to describe the process. What's the effect of student’s participation in
rulemaking on student's behavior?
Veverlie R. Montales FS 401 Portfolio 60
4. What are the daily routines done by the Resource Teacher? (Prayer, attendance, assignment
of monitors, warm-up activities, etc.) How are they done?
5. Is there a seating arrangement? What is the basis of this arrangement? Does this help in
managing the class?
7. If a learner is not following instruction or is off task, what does the Resource Teacher do?
Describe the behavior strategies used.
8. What does the Resource Teacher do to reinforce positive behaviors? (Behavior strategies)
REFLECT
Reflection as a future teacher
Activity 5.2 Identifying the Different Aspects of Classroom Management Resource Teacher
OBSERVE
CLASSROOM MANAGEMENT MATRIX
2. Classroom Rules
3. Classroom Procedures
4 Daily Routines
5. Seating Arrangement
6. Handling misbehavior/off-
task behavior
7. Reinforcement of Positive
Behavior
ANALYZE
1. How did the classroom organization and routines affect the learners' behavior?
Veverlie R. Montales FS 401 Portfolio 62
2. What should the teacher have in mind when she/he designs the classroom organization and
routines? What theories and principles should you have in mind?
3. Which behavior strategies were effective in managing the behavior of the learners? In
motivating students? Why were they effective?
REFLECT
Reflect on the following and write your insights.
1. Imagine yourself organizing your classroom in the future. In what grade year level do you see
yourself? What routines and procedures would you consider for this level. Why?
2. Make a list of the rules you are likely to implement in this level. Why would you choose these
rules?
2. Learners are more likely to internalize and follow classroom rules when _________.
A. the teacher clearly explains the rules she prepared
B. the learners know the punishments for not following the rules
C. the learners participate in the rule-making process
D. the teacher gives additional points for those who follow the rules
3. For a teacher to establish and maintain consistent standards of learner’s behavior, they should do all
EXCEPT ___________.
A. give immediate feedback to reinforce appropriate behavior of learners
B. be open to exceptions each time a learner misbehaves in class
C. communicate and enforce school policies and procedures clearly and consistently
D. handle behavior problems promptly and with due respect to learners' rights
Paste pieces of evidence of classroom rules that work in class. You may also put pictures to the of
the physical space and learning stations which contribute to the effective implementation of classroom
management.
Veverlie R. Montales FS 401 Portfolio 64
Evaluate Your Work Task. Field Study 1: Episode 5: Creating an Appropriate Learning
Environment
Learning Outcome: Plan on how to manage time space, and resources. Provide a learning environment
appropriate to the learners and conducive to learning.
_________________________________________ ________________
Signature of FS Teacher above Printed Name Date
Veverlie R. Montales FS 401 Portfolio 65
LEARNING
FIELD STUDY 1
EPISODE Classroom Management and Classroom Routines
FS 1 6
This Episode focuses on the classroom structure and routines performed by teachers in
class to provide a safe, friendly non-threatening and caring environment. Effective classroom
routines ensure order and discipline to help the students to stay calm and focused in their daily
tasks.
Routines are the backbone of daily classroom life. They facilitate teaching and learning
routines don't just make the life of the teacher easier. The save valuable classroom time. Efficient
routines make it easier for students to learn and achieve more.
OBSERVE
Observe the classroom of the Resource Teacher by accomplishing the given checklist
Checklist on Classroom Routines
5. Passing of papers
6. Passing of books
8. Tardy students
9. Absent students
15. Lining up
ANALYZE
Analyze the routines set by the Resource Teacher by answering the following questions.
1. Were the routines effective in ensuring discipline and order in the class? Why? Why
not?
2. Which of those routines where systematic and consistently implemented? Explain your
answer.
REFLECT
1. Which of the routine will you most likely apply in your class? Why? Why not?
Veverlie R. Montales FS 401 Portfolio 68
OBSERVE
Observe a class and list down the classroom rules formulated by the Resource Teacher.
Cite the importance of these rules.
Classroom rules are imperative and must be reinforced for learners' safety and security.
Rules also teach discipline and self-control. Rules eliminate stress and will provide a more
pleasant, secured and non-threatening environment. Rules in sure the students' engagement and
focus in their classroom activities.
ANALYZE
1.Analyze each given rules. What circumstances led to the formulation of the to the k rule?
REFLECT
Reflect on the various classroom rules set by the Resource Teacher. Will you have the same
rules? If not, what rules are you going to employ? Explain your answer.
Take some snapshot of the classroom routines employed by the Resource Teacher which are
worth emulating. Tell something about the pictures.
Veverlie R. Montales FS 401 Portfolio 70
Evaluate Your Work Task, Field Study 1 – Classroom Management and Classroom Routines
Learning Outcome: Identify the classroom routines set by the teacher; and observe how the
students execute the various classroom routines.
Very Needs
Learning Excellent Satisfactory
Satisfactory Improvement
Episode 4 2
3 1
Accomplished All observation One (1) to two Three (3) Four (4) or more
Observation questions/tasks (2) observation observation observation
Sheet completely questions/tasks questions/tasks questions/tasks
answered/ not answered/ not answered/ not answered/
accomplished. accomplished. accomplished.
Accomplished
Analysis All questions All questions Questions were Four (4) or more
were answered were answered not answered observation
completely; completely; completely; questions were
answers are with answers are answers are not not answered;
depth and are clearly connected clearly connected answers not
thoroughly to theories; to theories; one connected to
grounded on grammar and (1) to three (3) theories; more
theories; spelling are free grammatical/ than four (4)
grammar and from errors. spelling errors. grammatical/
spelling are free spelling errors.
from error.
Reflection Profound and Clear but lacks Not to clear and Unclear and
clear; supported depth; supported shallow; shallow; rarely
by what were by what were somewhat supported by
observed and observed and supported by what were
analyze. analyzed. what were observed and
observed and analyzed.
analyzed.
Comments Rating
Over-all (Based on
score transmutation)
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
_______________________________________________ __________________
Signature of FS Teacher above Printed Name Date
Veverlie R. Montales FS 401 Portfolio 72
1. What term applies to the established ways of managing a classroom into more organized and
systematic structure?
A. Classroom routine
B. Positive discipline
C. Classroom discipline
D. Classroom management
B. To eliminate stress
C. To be always fair
A. Assign a leader
A. Assign a leader
FS 1 7 of Classroom
Management
This Episode tackles classroom management and discipline. It focuses on the personal
physical aspects of classroom management which are central to teaching and therefore must be
consistently implemented.
Classroom management refers to the wide variety of skills and techniques that teachers use
to keep students organized, orderly, focused, attentive on tasks and academically productive in
class.
1. Personal Classroom Management consists of managing your own self to ensure order
and discipline in your class. It includes:
1.1 . voice
1.2 . personal grooming
1.3 . attendance
1.4 . punctuality
1.5 . personal graciousness
Managing yourself as a teacher contributes to the order and well-being of your class.
OBSERVE
Observe a class and interview the Resource Teacher. Ask how the personal and physical
aspects of classroom management ensure proper classroom management and discipline. Check if
these aspects were observed in the classroom.
1.2 Is the teacher’s voice modulated and can be heard by the entire class?
ANALYZE
Analyze the different elements of personal/physical classroom management and answer the
following questions?
REFLECT
Reflect on the aspects of personal and classroom management.
OBSERVE
Observed the classroom management strategies that your Resource Teacher employs in
the classroom. You may also conduct an interview to substantiate your observation.
Check (/) observed, put an (X) if not observed and 0 for no opportunity to observed.
Veverlie R. Montales FS 401 Portfolio 77
ANALYZE
Analyze the checklist you have accomplished and answer the given questions.
1. How many strategies were employed by the Resource Teacher? Did these contribute better
classroom management? Explain your answer.
2. What were not used by the Resource Teacher? Were these important? What should have
been used instead? Explain.
REFLECT
As a future teacher, reflect on the observation then answer the given question.
Evaluate Your Work Task. Field Study 1: Episode 7: Physical and Personal Aspects of Classroom
Management
Learning Outcome: identify the two (2) classroom management; and determine the classroom
management strategies that the Resource Teacher employed in his/her class.
_________________________________________ ________________
Signature of FS Teacher above Printed Name Date
Veverlie R. Montales FS 401 Portfolio 80
3. How will you help the shy and timid students in your class? A. Treat them
naturally.
B. Let them be as they are.
4. How will you put to optimum use the leadership skills of your students? A.
C. Yes, one may use the power given you to blackmail students.
LEARNING
FIELD STUDY 1
EPISODE
Understanding the School Curriculum
Formal education begins in school. Schools are institutions established to design total learning
activities appropriate for each team in each grade level. Thus, schools have recommended curriculum
which is the enhanced K to 12 curricula. The recommended curriculum was translated into written
curriculum like books, modules, teachers' guides, and lesson plans which are the basis of the taught
curriculum. A teacher who implements the curricula needs support materials (support curriculum) to
enhance teaching and learning so that the written and the taught curricula can be assessed (assessed
curriculum) to determine if learning took placed (learned curriculum). However, there are so many
activities that happen in schools but are not deliberately planned. This refers to the hidden curriculum.
A classroom teacher plans, implements, and evaluates school learning activities by preparing a
miniscule curriculum called a lesson plan or a learning plan. The teacher then puts life to lesson plan
by using it as a guide in the teaching-learning process where different strategies can be used to achieve
the learning objectives or outcomes. There are many styles of writing a less plan, but the necessary
parts or elements such as (a) Learning Outcomes (b) Subject Matter (c) Teaching --Learning
Strategies, and (d) Evaluation or Assessment should always be included.
All of these elements should be aligned so that at the end of the teaching-learning episode, learning
will be achieved with the classroom teacher is a guide.
1. strengthens the early childhood education with the use of the mother tongue,
Veverlie R. Montales FS 401 Portfolio 82
2. makes the curriculum relevant to the learners. The use of contextualized lessons and addition
of issues like disaster preparedness, climate change and information and communication
technology (ICT) are included in the curriculum. Thus, in-depth knowledge, skills and values,
attitude through continuity and consistency across every level and subject,
3. builds skills in literacy. With the use of Mother Tongue as the main language in studying and
learning tools from K to Grade 3, learners will become ready for higher level skills,
4. ensures unified and seamless learning. The curriculum is designed in a spiral progression
where the students learn first the basic concepts, while they study the complex ones in the next
grade level. The progression of topics matches with the developmental and cognitive skills.
This process strengthens the mastery and retention,
5. gears up for the future. It is expected that those who finish basic education in Grade 12 will be
ready for college or tech voc careers. Their choice of careers will be defined when they go to
Grade 11 and 12,
6. nurtures a fully developed youth. Beyond the K to 12 graduates the learner will be ready to
embark on different career paths for a lifetime. You will recall that a school curriculum is of
many types for the kindergarten to Grade 12 in the country.
So, what will be the roles and responsibilities of the teacher in the relations with the school
curriculum, specifically in the K to 12 or the enhanced curriculum for basic education?
Teachers then should be multi-talented professionals who
• implement the curriculum that has been written and planned; and
OBSERVE
1. Locate where you can find the following curriculum in the school setting. Secure a copy, make
observations of the process, and record your information in the matrix below. Describe your
observations.
Type of Curriculum Where found Description
1. Recommended
Curriculum (K to 12
guidelines)
2. Written Curriculum
(Teacher’s Lesson Plan)
3. Taught Curriculum
(Teaching Learning Process)
4. Supported Curriculum
(Subject textbook)
5. Assessed Curriculum
(Assessment Process)
6. Learned Curriculum
(Achieved Learning
Outcomes)
7. Hidden Curriculum
(Media)
Veverlie R. Montales FS 401 Portfolio 84
ANALYZE
Which of the seven types of curriculums in the school setting is easy to find? Why?
Are these all found in the school setting? How do curricula relate to one another?
REFLECT
Make a reflection on the diagram that you have drawn.
Activity 8.2 The Miniscule School Curriculum: The Lesson, A closer Look
OBSERVE
This activity requires a full les observation from Motivation to Assessment.
Procedure:
1. Secure permit to observe one complete lesson in a particular subject, in particular grade/year
level.
2. Keep a close watch on the different components of the miniscule curriculum: the lesson
3. Follow the three major components of a curriculum (Planning. Implementing and Evaluating/
Assessing. Observe and record your observation.
Major Curriculum Key Guide for Observation (Carefully look for the
Components indicators/behavior of the teacher along the key points. Write your
observation and description in your notebook.)
A. Planning 1. Borrow the teacher's lesson plan for the day. What major parts do
you see? Request a copy for your use.
Answer the following questions:
a. What are the lesson objectives/learning outcomes?
b. What are included in the subject matter?
c. What procedure or method will the teacher use to implement the
plan?
d. Will the teacher assess or evaluate the lesson? How will this be
done?
B. Implementing Now it's time to observe how the teacher implemented the prepared
lesson plan Observe closely the procedure.
a. How did the teacher begin the lesson?
b. What procedure or steps were followed?
Veverlie R. Montales FS 401 Portfolio 85
C. Evaluating/Assessing Did learning occur in the lesson taught? Here you make observations
to find evidence of learning.
a. Were the objectives as learned outcomes achieved?
b. How did the teacher assess/evaluate it?
c. What evidence was shown? Get pieces of evidence
ANALYZE
Write a paragraph based on the data you gathered using these key questions?
1. How does the teacher whom you observed compare to the ideal characteristics or
competencies of global quality teachers?
3. Can you describe the disposition of the teacher after the lesson was taught? Happy and
eager? Satisfied and contented? Disappointed and exhausted?
4. Can you describe most students' reactions after the lesson was taught? Confused? Happy
and eager? Contented? No reactions at all.
REFLECT
Based on your observations and tasks in Activity 2 how will you prepare your lesson plan?
Make a short paragraph on the topic.
Veverlie R. Montales FS 401 Portfolio 86
OBSERVE
Using the diagram below fill up the component parts of a lesson plan
ANALYZE
Answer the following questions based on the diagram.
2. Will the outcomes be achieved with the teaching methods used? Why?
REFLECT
What value will it give to the teacher if the three components are aligned?
Veverlie R. Montales FS 401 Portfolio 87
Activity 2: Artifact
I. Learning Objectives:
1. Distinguish the types of speech style. (EN11/120C-Ifj-17)
2. Identify social situations in which each speech style is appropriate to use. (EN11/120C-Ifj-
18)
3. Give the appropriate language forms to be used in a particular speech style. (EN11/12C-
Ifj_19)
I. Learning Activities
a. Review:
- What was our lesson yesterday?
- What are the Types of Speech Content?
- Compare Interpersonal and Intrapersonal Context?
Veverlie R. Montales FS 401 Portfolio 88
b. Motivation:
Do you believe that the way we speak shows our attitude? Why?
c. Activity:
How will you say “Happy Birthday” to your:
a. girlfriend / boyfriend
b. Mother / Father
c. Teacher Adviser
d. friend
d. Situational Analysis:
* Why do you differ with our style when talking to different persons?
* Why is it necessary to have an appropriate language or a vocabulary to be
used or observed when we are engaging ourselves in communication?
f. Abstraction:
* When can we say that a speech is formal?
* What would be our appropriate vocabulary to be observed when we are
talking to our school principal?
g. Application
Grouping of the class into 3 and each group will be given one task to
Make. Let them report afterwards.
II. Evaluation
Direction: Identify the type of style appropriate for the following situations.
1. talking to a costumer or psychiatrist
2. delivering campaign speeches
3. talking and laughing about memorable experiences
4. having a one-on-one conversation with a loved one
5. delivering an oratorical speech
III. Assignment:
What are the Types of Speech Act?
Demonstrated by:
RICHIE G. FACIOLAN
Teacher Applicant
Veverlie R. Montales FS 401 Portfolio 89
Activity 3: Artifact
16. Present a matrix to show the constructive alignment of the three components of a lesson
plan.
a. Example:
IV. Lesson Title: Ang mga Paraan ng Pakikipaglaban ng mga Pilipino para sa Kalayaan Laban
sa Hapon
Evaluate Your Work Task. Field Study 1: Episode 8: Close Encounter with the School Curriculum
Learning Outcome: Identify the different curricula that prevail in the school setting. *Describe how the
teacher manages the school curriculum by planning, implementing lessons through different
strategies and assessment of learning outcomes.
*Analyze if the teacher aligns the objectives to subject matter, to teaching strategies and assessment.
_________________________________________ ________________
Signature of FS Teacher above Printed Name Date
Veverlie R. Montales FS 401 Portfolio 91
2. A professional teacher should skills to address the need for a curricularist EXCEPT one. Which
one is NOT?
A. Knower of the curriculum
B. Believer of the curriculum
C Implementer of the curriculum
D. Writer of the curriculum
4. Which two components of the lesson plan (as a miniscule curriculum) should be aligned?
I. Outcomes and Assessment
II. Assessment and Teaching Methods
III. Outcomes and Teaching Methods
5. What is the most important why there should be constructive alignment of the components of
the curriculum?
A. For case of correcting by the school principal
B. To assure that each component contributes to the attainment of the learning outcomes
C. As a required template when starting to write a lesson plan
D. As a model of other lesson plans written and published
Veverlie R. Montales FS 401 Portfolio 92
LEARNING
FIELD STUDY 1
EPISODE
FS 1 9
SPARK Your Interest
This Episode gives emphasis on the principles of learning which must be applied to ensure
quality instruction. It also focuses on the intended learning outcomes which set the direction of the
lesson. They must be (SMART) Specific, Measurable, Attainable, Realistic and Time-bound) and
formulated in accordance with time-tested principles. It also determines the teaching method used
by the Resource Teacher whether (inductive or deductive) which is the practical realization or
application of an approach. This episode dovetails with the course on Facilitating Learner-
Centered Teaching.
DEDUCTIVE INDUCTIVE
Begins with a rule, Begins with the
generalization, Methods concrete, experience
abstraction and ends Of details, examples
with concrete, Teaching and ends with a rule,
experience, details generalization
examples abstraction
OBSERVE
Observe class with the use of the principles of learning given in Revisit the Learning Essentials. I
will identify evidence of applications/violations of the principles of learning. I can cite more than
one evidence per principle of learning.
What did the Resource Teacher do to
Principles of Learning apply the
principle of learning
1. Effective learning begins with the
setting of clear and high expectations
of learning outcomes
2. Learning is an active process
3. Learning is the discovery of personal
meaning and relevance of ideas
4. Learning is a cooperative and a
collaborative process. Learning is
enhanced in an atmosphere of
cooperation and collaboration
ANALYZE
Most Applied
Least Applied
REFLECT
From among the principles of learning, which one do you think is the most important?
Activity 9.2 Identifying Learning Outcomes that are aligned with Learning Competencies
Resource Teacher: Teacher's Signature: _________
School: Grade/Year Level:
Date: _________________
OBSERVE
Observe class, this time focusing on how the learning outcomes were stated. Determine if
the learning outcome/s was/were achieved or not. Give evidence.
(SMART
Achieved
Learning Outcomes Objectives)
YES NO YES NO
1. Analyzing pictures
2. Sketch and paint a mural using
colors and shapes
3. Make a paragraph from picture
presented
4. Paints a landscape using colors
and shape
5. The pupils will need to comply their requirement as their projects on time, the
project is making a task.
Veverlie R. Montales FS 401 Portfolio 95
ANALYZE
Reflect on the
OBSERVE
I will observe one Resource Teacher with the use of this observation sheet. Using the guide
questions, I shall reflect on my observation and analysis.
Teacher-centered Student-centered
Did teacher lecture all the time? Were students involved in the teaching-
learning process? How? Were they mere
passive recipients of instruction?
Was the emphasis on the mastery of the Was the emphasis on the students’ application
lesson or on the test? Prove. of the lesson in real life? Give proofs.
Was class atmosphere competitive? Why? Was class atmosphere collaborative? Why?
Veverlie R. Montales FS 401 Portfolio 96
Did teacher focus only on one Did teacher connect lessons to other
discipline/subject? disciplines/subjects?
b) Inquiry-based
d) Reflective
g) Integrative- Lesson was multidisciplinary- e.g. In Science, Math concepts were taught
ANALYZE
1. What are possible consequences of teaching purely subject matter for mastery and for the
test?
2. If you were to reteach the classes you observed, would you be teacher-centered or
student-centered? Why?
Veverlie R. Montales FS 401 Portfolio 97
REFLECT
Reflect on
Principles of teaching worth applying
1. Teacher Rose believes that students need not know the intended learning outcome of the
lesson. She proceeds to her learning activities at once without letting them know what they
are supposed to learn for the day. Which principle of learning does Teacher Rose negate
a. Effective learning begins with setting clear expectations and learning Outcomes
b. Learning is an active process
c. Learning is the discovery of the personal meaning of ideas
d. Learning is a cooperative and a collaborative process
2. Teacher Lil avoids drills out of context. She gives real-world Math problems for students to
drill on. Teacher Lil is very much convinced of which principle of learning?
a. Learning is an active process
b. Learning is the discovery of the personal meaning of ideas.
c. Learning is a cooperative and collaborative process
d. Effective learning begins with setting clear expectations and learning outcomes
3. For meaningful teaching and learning, it is best to connect the lesson to the life of students by
integrating a relevant value in the lesson. Which principle is applied?
a. Lesson objectives intended learning outcomes must integrate 2 or 3 domains-
cognitive, skill and affective or cognitive and affective or skill and affective.
b. Begin with the end in mind.
c. Share lesson objectives /intended learning outcomes with students.
d. Write SMART lesson objectives intended learning outcomes
4. Teacher Ruben wanted his students to rate their own work using the scoring rubric which he
explained to the class before the students began with their task. Based on revised Bloom's
taxonomy, in which level of cognitive processing are the students?
A. Evaluating C. Applying
B. Synthesizing D. Analyzing
5. You are required to formulate your own philosophy of education in the course, The
Teaching Profession. Based on Bloom's revised taxonomy, in which level of cognitive
processing are you?
A. Analyzing C. Creating
B. Applying D. Evaluating
Post proofs of learning that you were able to gain in this Episode. You may attach the
lesson plan (s) used by your Resource Teacher to show intended learning outcomes and the
method used in class.
Veverlie R. Montales FS 401 Portfolio 98
Evaluate Your Work Task. Field Study 1: Episode 9: Preparing for Teaching and Learning
Learning Outcome: Identify the teaching-learning practices that apply or violate the principles of
teaching learning; determine the guiding principles on lesson objectives/learning outcomes applied
in instruction; judge if lesson objectives/intended learning outcomes are SMART; determine
whether or not the intended learning outcomes are achieved at the end of the lesson; observe the
teaching methods used by the Resource Teacher and differentiate the different methods of
teaching.
_________________________________________ ________________
Signature of FS Teacher above Printed Name Date
Veverlie R. Montales FS 401 Portfolio 99
LEARNING
FIELD STUDY 1
EPISODE
FS 1 10
SPARK Your Interest
This Episode centers on the guiding principles in the selection and use of teaching methods.
It will also tackle lesson development in the OBTL way. The K to 12 curriculum and teacher
education curriculum are focused on outcomes, standards, and competencies. This means that
lessons must be delivered with focus on outcomes. Likewise, this Episode dwells on types of
questions, questioning and reacting techniques that teachers make use of. The type of questions
that teachers ask and their manner of questioning and reacting to student responses have a bearing
on class interaction. This Episode strengthens the theories learned in the course, Teaching
Methods, and Strategies and in other professional subjects in Education.
Realizing the importance of these guiding principles in teaching and learning, the
Department of Education promotes Standards and Competency-Based teaching with its K to
12 Curriculum Guide. The Technical Education Skills Development Authority (TESDA) has
been ahead of DepEd and the Commission on Higher Education (CHED) in the practice of
Competency.
When you apply OBTL, you see to it that the teaching-learning activities (TLAs) and in
turn the Assessment Tasks (ATs) are aligned with the intended learning outcomes. In other
words, is OBTL you first establish your intended learning outcomes (lesson objectives). Then
you determine which teaching learning activities (TLAs) and also assessment tasks (ATs) you
would have to use to find out if you attained your ILO’s.
In lesson planning, the ILOs are our lesson objectives, the TLAs’ are the activities we use
to teach and the ATs are the evaluation part.
OBE and OBTL are not entirely new. They are importantly new. With mastery learning of
Benjamin Bloom (1971), we were already doing OBE and OBTL.
Likewise, it is also important that teachers must be able to have the mastery of the art of
questioning and reacting techniques to ensure the effective delivery of instruction.
These are the types of questions that teachers ask.
These are also some of the reacting techniques that teachers use:
Activity 10.1 Applying the Guiding Principles in the Selection and Use of Strategies
OBSERVE
Observe one class with the use of the observation sheet for greater focus then analyze my
observation with the help of the guide questions.
3. A non-threatening atmosphere
enhances learning.
ANALYZE
REFLECT
OBSERVE
Observe a class and answer the following questions.
1. Did the teacher state the learning objectives/intended learning outcomes (ILOs)
beginning of the class? Did he/she share them with the class? How?
2. What teaching-learning activities (TLEs) did he/she use? Did these TLAs help him/her
attain his/her lesson objectives/ILOs? Explain your answer.
3. What assessment task/s did teacher employ? Is/are these align to the lesson
objectives/ILOs?
ANALYZE
What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?
REFLECT
OBSERVE
Observe a class activity. You shall focus on the questions that the Resource Teacher asks
during the classroom discussion. Write the questions raised and identify the level of
questioning.
1. Factual/Convergent/Closed/Low
level
2. Divergent /Higher order/Open-
ended/Conceptual
a. evaluation
b. inference
c. comparison
d. application
e. problem-solving
3. Affective
ANALYZE
1. Neil Postman once said: “Children go to school as question marks and leave school as
periods! “Does this have something to do with the type of questions that teachers ask
and the questioning and reacting techniques that they employ?
REFLECT
Reflect on
The importance of using various reacting techniques
Show proofs of learning that you were able to gain in the Episode by interviewing at least two teachers
on their thoughts on OBTL.
Veverlie R. Montales FS 401 Portfolio104
Evaluate Your Work Task. Field Study 1: Episode 10: The Institutional Cycle
Learning Outcome: Identify the application of some guiding principles in the selection and use of
teaching strategies; determine whether or not the lesson development was in accordance with
outcome-based teaching and learning; identify the Resource Teacher's questioning and reacting
techniques; and outline a lesson in accordance with outcome based teaching-learning.
_________________________________________ ________________
Signature of FS Teacher above Printed Name Date
Veverlie R. Montales FS 401 Portfolio 105
2. The more senses that are involved, the more and the better the learning which practice is
aligned with this principle?
A. Employ cooperative learning.
B. Teach using mostly verbal symbol.
C. Invite parents as resource speaker in class.
D. Bring students to field trips with consent of school and parents.