0% found this document useful (0 votes)

189 views185 pages

Field Study 2: Teaching Assistantship Guide

Uploaded by

Ukay Finds

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as DOCX, PDF, TXT or read online on Scribd

0% found this document useful (0 votes)

189 views185 pages

Field Study 2: Teaching Assistantship Guide

Uploaded by

Ukay Finds

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as DOCX, PDF, TXT or read online on Scribd

ACKNOWLEDGMENT

(PST’s Own Word)

PREFACE

(PST’s Own Word)

Table of Content

(Make your own TOC)

Course Title Field Study 2- Participation and Teaching Assistantship
Course Description: This course is a continuation of Field Study 1. It is school
based and allows a pre-service student to participate and
assist in a limited actual teaching-learning activities that
relate to assessment of learning, preparation of instructional
materials, preparation of the bulletin boards, and other
routines in the classroom. A portfolio which will contain
sample lesson or learning plans and demonstration teaching
at least one subject content area will be required. An action
research shall be encouraged to start in this course and
conclude during the Internship.
Course credit 3 units
Contact hours 3 hours/Week
Pre-requisite All professional and major/s specialization subjects
Grading System Criteria/ Weight Rater
Components
Attendance 10% Cooperating
Teacher
Reflective Journal 20% College
Supervisor
Professional 30% College
Portfolio Supervisor
Self-made test 20% Cooperating
Teacher
Lesson Plan 20% Cooperating
Teacher
Total 100%
Qualification Requirements

To ensure that the students who will undergo practice teaching are mentally and physically ready,
they must submit the following requirements to the practicum coordinator in an electronic copy
thru email before deployment; however, if the situation warrants, a hard copy of the requirements
must be submitted.

For FS 1 & 2

▪ Certificate of Enrollment

▪ Medical Certificate
- A pregnant student must secure a medical certificate certified and endorsed as fit to
undergo practice teaching by a licensed obstetrician-gynecologist.
▪ Notarized Parent's Consent

▪ TEIs must require FSSs and PTs to secure a Certificate of Readiness for Teaching Internship
from the TEIs' Health Clinic and Guidance and Counseling Office, certifying their physical and
emotional fitness to undergo the internship.

Field Study Calendar of Activities

Activities Schedule Person in charge/involve

Planning of Activities for the 1st August 16, 2022 All practicum coordinators
semester 2022-2023
(9am via gmeet)

FS supervisors’ meeting August 19, 2022 Practicum coordinators & FS

(Meeting for activities to be supervisors
(9am via gmeet)
conducted for the 1st semester)

MOA Signing (Sept 7, 2022 @9:00am) All Practicum Coordinators

Sending of communication (Sept. 9, 2022) All Practicum Coordinators

letter to DepEd Division office

Sending of communication September 12-13, 2022 All FS Supervisors

letter per School District/
Cooperating Schools

Conduct of Pre-deployment FS September 12, 2022 @9:00am All Practicum Coordinators

Orientation to Field Study
Students (FSSs)
AR Orientation Afternoon 1:30pm Research Coordinator

FS Deployment September 14- November 16, All FS Supervisors

2022 (12hrs/week)

Action Research observation September 14-30, 2022 FS Supervisors

period

Action Research Title Proposal October 3-7, 2022 FS Supervisors & Advisers

FS exit conference November 16, 2022 All Coordinators & FS

Supervisors

Action Research Outline November 21-25, 2022 All Coordinators & Supervisors
defense

Submission of FS Portfolio December 2, 2022 All FS Supervisors

Pinning Ceremony December 13, 2022 All Coordinators & Supervisors

VII. ROLES AND RESPONSIBILITIES

A. Role of Cooperating School (Teacher Education Department)

1. Cooperating School

1.1. Program Head (PH)

The duties and responsibilities of principals are:

a. assign the FSSs/PTs to a qualified CT in coordination with the school or designated PH;
b. conduct a regular conference with the CT with regards to the performance of the FSSs/PTss;
c. coordinate with the PS of the FSSs/PTs; and
d. ensure that FSSs/PTs is not allowed to substitute for teachers on leave.

Specifically, they shall:

a.a. conduct an orientation to the FSSs/PTss on the rules and regulations of the school;
a.b. orient FSSs/PTs to the school environment (personnel, policies, and
building);
a.c. monitor pre-service teaching performance, including observations whenever possible;
a.d. communicate with the CT and PS about the progress and concerns of FSSs/PTss;
a.e. arrange a schedule for FSSs/PTss to participate in professional development workshops
and programs in the school whenever possible;
a.f. as much as possible, be present during the final demonstration of the FSSs/PTss along with
the CT, PS and the PC; and
a.g. coordinate with the PS should there be issues and problems concerning the FSSs/PTss.

3.2. Cooperating Teachers

The Cooperating Teacher (CT) shall;

a.a. introduce the FSSs/PTss to students and inform them of the FSSs/PTs's teaching
responsibilities;
a.b. orient FSSs/PTs to classroom rules and procedures, including emergency procedures;
a.c. guide FSSs/PTs in planning, providing instruction and evaluating instruction to meet the
needs of all students, including students with linguistic and cultural differences and students who
have special learning needs;
a.d. orient and teach the FSSs/PTss of the format of the lesson plan that their school is using
since the FSSs/PTss may have a different format of a lesson plan from their institution;
a.e. coordinate with the PS should some problems and issues concerning the FSSs/PTs;
a.f. inform the PS of the progress of the FSSs/PTs;
a.g. observe the FSSs/PTss daily and provide formative evaluations of FSSs/PTs during
collaborative conferences;
a.h. participate in an online classroom demonstration with the PS so that they can share
feedback, compliments and constructive criticisms for the improvement of the FSSs/PTs's
performance;
a.i. attend the final observation and give ratings of the FSSs/PTss along with the CT, PS, PC and
PH;
a.j. collaborate with the FSSs/PTs regularly to share information, knowledge, and expertise;
a.k. provide constructive feedback with specific suggestions for improving teaching
effectiveness;
a.l. assist the FSSs/PTs in using self-reflection to support professional growth;
a.m. model effective teaching methods and strategies;
a.n. support FSSs/PTs in assuming full responsibilities of the teaching role;
a.o. check and approve the FSSs/PTs's daily, weekly and unit plans if needed;
a.p. include the FSSs/PTs in all class and school activities whenever possible; and
a.q. give fair and reasonable scores on the rating sheets of the FSSs/PTss during classroom
observations and final demonstrations.

B. ROLE OF THE TEI

1. Program Head

The TEI Program Head shall:

a. ensure that the PS deploy FSSs/PTs to their respective CT;

b. provide a flexible incentive system to personnel (CT and/or PH) involved in practice
teaching as stipulated in the Learning Continuity Plan (LCP); and
c. approve the virtual pinning ceremony for the FSSs/PTss;
d. conduct observation on the final demonstration of the FSSs/PTss.
1. Program Coordinator
The Program Coordinator shall:

a. review applications for admission to student teaching to verify that students have met the
requirements and all grades are complete;
b. receive and review evaluation of the performance of FSSs/PTss from PC, CT, and PS;
c. coordinate with PC in the conduct of pinning ceremony for the FSSs/PTss prior to the
deployment;
d. coordinate with PC and PS in the deployment of FSSs/PTss;
e. coordinate with PC in monitoring issues and concerns of the PS and FSSs/PTs in their
cooperating schools; and
f. facilitate a conference with the PH and PC on the misconduct of the FSSs/PTss.

2. Practicum Coordinator
The Practicum Coordinator shall;

a.a. arrange school placements;

a.b. conduct a pre-deployment orientation with the FSSs/PTs to review roles and
responsibilities;
a.c. receive and review evaluation of FSSs/PTss from CT and PS;
a.d. coordinate with PS in monitoring issues and concerns of the FSSs/PTss in their cooperating
schools; and
a.e. attend and observe the final demonstration of FSSs/PTss.
3. College Supervisors

The College Supervisors shall;

a. conduct orientation meetings so that expectations of both parties are made clear to all
concerned;
b. coordinate with the PH regarding the activities and practice teaching needs of the
FSSs/PTss;
c. orient the FSSs/PTs of their offline classwork and arrange schedules for observations;
d. observe instruction and confer with a FSSs/PTs, providing verbal and written feedback
about teaching performance;
e. regularly cooperate with the PH and CT regarding the performance of the FSSs/PTs;
g. submit written reports whenever requested by the PH regarding the following:

• progress/performance of FSSs/PTss;

• problems/difficulties met by the FSSs/PTss; and

• solutions/actions taken to solve the problem.

h. facilitate the conduct of a virtual pinning ceremony for the FSSs/PTs prior to the
deployment;
k. facilitate the awarding of tokens and certificates to cooperating teachers;

l. facilitate the conduct of post-conference; and

m. evaluate the performance of the FSSs/PTs and submit a report of grades to the PC.

3. Role of Pre-Service Teachers

The Pre-service Teachers shall:

a. demonstrate through their teaching the competence in the performance standards of the
teacher education program;

b. confer and collaborate with the CT daily to review performance and to plan instruction and other
classroom activities;

c. develop written instructional plans under the direct supervision of the CT;

d. plan, implement, and evaluate instruction daily;

e. maintain a daily lesson plan, complete with activities and actual plans;

f. submit weekly CA signed by the CT;

g. communicate and confer with the PS regularly;

h. attend all school activities, including grade or department meetings, faculty meetings,
professional development workshops and programs, and parent/teacher conferences whenever
requested.

i. submit lesson plans approved by the CT to the PS one week before the lesson discussion
according to the scheduled date.

j. prepare a portfolio that contains artifacts selected in consultation with the professionals
who have guided them through the student teaching experience.

k. conduct classroom-based action research;

l. uphold all rules and regulations that govern practice teaching, confidentiality, social media,
and conduct. Failure to do so will result in the termination of practice teaching.

m. project a good image as a FSSs/PTs at all times by observing:

• code of ethics

• proper dress code

CHAPTER I
Action
Research
LESSON 1 Understanding Action Research

Guided Practice

A. Preliminary Activity: Answer the following questions:

1. Does the school have a research agenda?

2. What are included in the school's research agenda? Is there a policy for teachers
to conduct action research?

3. Is there a policy for teachers to conduct action research?

4. What is the focus of their action research?

5. Is there available funding for this action research?

B. Analysis of Action Research

Examine the previous action research conducted by the teachers. Supply the
information needed in the table below:

Needed Information Data

1. How many action research are conducted
each year?
2. How many teachers are doing action
research?
3. What are the topics of their action
research?
4. How many action research were published
or presented in a conference?
5. How many action research were funded by
the school or an outside agency?

a. Conduct an Interview. Ask the following questions:

1. Are you aware of the action research process?

2. What prompted you to conduct action research?

3. What are your action research topics?

4. Do you have enough time to conduct action research?

5. Are there incentives for teachers who conduct action research?

6. How did action research improve your teaching practices?

7. How did action research enhance students' learning?

8. How did you disseminate the results of your action research?

Processing
Examine the data you have gathered. Answer the following questions:
1. Do the school and the teachers have a research culture?

2. Are the teachers aware of the process in conducting action research?

3. How did action research improve the teaching and learning practices in the
school?

4. What are the things that could be done to encourage the teachers to conduct
action research?

Reflection

Write your reflection by completing the following statements:

 I realized that:
________________________________________________________________

________________________________________________________________

 I believe it is essential to:

________________________________________________________________

 From now on, I am determined to:

________________________________________________________________

________________________________________________________________
LESSON 2 Purposes of Action Research

Guided Practice

A. Interview some teacher-researchers using the following questions. Summarize

their responses and write them on the space provided after each question.
1. Who influenced you to conduct action research?
________________________________________________________________

________________________________________________________________

2. What prompted you to conduct action research?

________________________________________________________________

3. What was your experience when you conducted your first action research?
________________________________________________________________

________________________________________________________________

4. How do you disseminate the results of your action research to other teachers?
________________________________________________________________

________________________________________________________________

________________________________________________________________
5. How does action research help you as a teacher?
________________________________________________________________

________________________________________________________________

6. What are the lessons you learned from your action research experiences?
________________________________________________________________

________________________________________________________________

B. Interview the principal using these questions. Write his/her answers in the space
below.
1. How did action research improve the research culture of the teachers?
________________________________________________________________

________________________________________________________________

2. What are the positive benefits of action research to your school?

________________________________________________________________

________________________________________________________________
3. How did action research develop school performance?
________________________________________________________________

________________________________________________________________

4. How did action research improve the quality of students' learning?

________________________________________________________________

5. What curricular and instructional innovations were developed as a result of action

research?
________________________________________________________________

________________________________________________________________

C. Analyze sample action research in school. Read each action research carefully.
Select at least five action research. Identify the purposes of each research.

Title of Action Research Purposes

Processing

Examine the data you have gathered. Answer the following questions:

Questions Answers

1. How many action research aimed to

improve the curriculum content?

2. How many research aimed to

improve instruction?

3. How many action research aimed to

improve students' behavior and

motivation?

4. How many research aimed to

improve teaching practices?

5. How many action research were done

collaboratively?

6. How many action research were

disseminated in conferences,
seminars, or publications in journals?

7. What percentage of teachers are

doing action research?

8. How many teachers think that

research are helpful?

Do you think action research helped develop a culture of excellence among

teachers and students? Explain your answer.

______________________________________________________________________

Reflection

Write your reflection by completing the following statements:

 I realized that:
________________________________________________________________

________________________________________________________________

 I believe it is essential to:

________________________________________________________________

 From now on, I am determined to:

________________________________________________________________

________________________________________________________________
LESSON 3 Selecting Topics and Questions for Action Research

Guided Practice

A. Preliminary Activity. Examine all the available action research conducted within
the past two years. Write the titles and the research questions for each title in the
table below.

Title of Research Research Questions

B. Interview the teacher-researcher using these questions. Summarize and write
their answers in the space below.
a. How did you select your topics for action research?
________________________________________________________________

________________________________________________________________

b. What prompted you to embark on these topics?

________________________________________________________________

c. How did you select the questions for your action research?
________________________________________________________________

________________________________________________________________

d. How long did you conduct your action research?

________________________________________________________________

________________________________________________________________
e. What challenges and problems did you encounter while conducting your action
research?
________________________________________________________________

________________________________________________________________

Processing

Examine the data you have gathered. Answer the following questions:

1. Do the topics reflect the educational issues and problems encountered in school?

2. Are the research questions aligned with the research topics?

3. What could be done to help teachers improve topic selection and the
development of good research questions?

Reflection

Write your reflection by completing the following statements:

 I realized that:
________________________________________________________________

________________________________________________________________

 I believe it is essential to:

________________________________________________________________

 From now on, I am determined to:

________________________________________________________________

________________________________________________________________
LESSON 4 Action Research Process

Guided Practice

A. Preliminary Activity. Analyze previous action research. Look at the alignment

between the following parts of the research.

Research Topics Research Questions Methodology Data Needed

B. Evaluate a sample action research based on the following criteria:

Parts of the Research Comments

Introduction
 Are the background and rationale clear and
logical?
 Is there enough theoretical background
provided for the action research?
 Do the research questions reflect the variables
based on the topic?
 Is the study significant?
Review of Literature and Studies
 Is there enough study to support the research?
 Does the study include findings of previous
research?
 Is there a logical presentation of literature and
studies?
 Is there no plagiarism?
Methodology
 Is the methodology appropriate for the study?
 Does the study observe ethical considerations
in dealing with the research participants?
 Are the research tools validated?
 Are the data collection procedures clear?
 Is the data analysis procedure valid?
Results of the Study
 Is the presentation of results logical and based
on the research questions?
 Is the statistical analysis valid?
 Are the results triangulated with the review of
related literature and studies?
Conclusions and Recommendations
 Are the conclusions supportive of the results?
 Are the recommendations made based on the
results of the study?
 Are the recommendations helpful for solving
educational issues?

Processing

Examine the data you have gathered. Explain your answers to the following questions:

1. Did the action research done follow the standard format?

2. Are the teachers aware of the standards to be followed in conducting action

research?

3. What could be done to help teachers improve the way they conduct action
research?

Reflection

Write your reflection by completing the following statements:

 I realized that:
________________________________________________________________

________________________________________________________________

________________________________________________________________
 I believe it is essential to:
________________________________________________________________

________________________________________________________________

 From now on, I am determined to:

________________________________________________________________

________________________________________________________________
LESSON 5 Using Action Research to Improve Teaching and Learning
Practices

Guided Practice

A. Analyze the results of the previous action research conducted in the school.
Identify the recommendations made and what actions were done in relation to
the recommendations.

Title of the Study Recommendations Action Taken

B. List school programs and policies that were developed as a result of the action
research.

School Programs

School Policies
C. List the titles of action research that were disseminated to other teachers and
schools.

Title of Action Research Type of Dissemination

(Presented in a faculty meeting, presented in a
conference, or published)
Processing

Examine the data you have gathered. Answer the following questions:

1. Are the results of the action research fully utilized for school improvement?

2. Are the results of the action research disseminated to teachers and other
schools?

3. What could be done to help teachers utilize and disseminate results of their
action research?

Reflection

Write your reflection by completing the following statements:

 I realized that:
________________________________________________________________

________________________________________________________________

 I believe it is essential to:

________________________________________________________________

________________________________________________________________
 From now on, I am determined to:
________________________________________________________________

________________________________________________________________

________________________________________________________________
CHAPTER II
Instructional
Planning
LESSON 1 Determining the Nature of Instructional Planning

Guided Practice

A. Directions: Interview your cooperating teacher. List down five (5) preparation tips

being done by the teacher in planning for a successful classroom instruction.

1. ________________________________________________________________

________________________________________________________________

2. ________________________________________________________________

________________________________________________________________

3. ________________________________________________________________

________________________________________________________________

4. ________________________________________________________________

________________________________________________________________

5. ________________________________________________________________

________________________________________________________________

B. Directions: Through the help of your cooperating teacher, determine how many
minutes or hours does your cooperating teacher prepare the following elements
of instructional planning.
1. How many minutes or hours does your cooperating teacher take to prepare a

lesson plan? Why does it take your cooperating teacher that long?

________________________________________________________________

________________________________________________________________
2. How many minutes or hours does your cooperating teacher prepare the learning
activities for effective instruction? Why does it take your cooperating teacher that
long?
________________________________________________________________

________________________________________________________________

3. How many minutes or hours does your cooperating teacher prepare the
instructional materials needed? Why does it take your cooperating teacher that
long?
________________________________________________________________

________________________________________________________________

Processing

Examine the data you have gathered. Answer the following questions:

A. In your own words, how will you define instructional planning?

B. Which among the tips on instructional planning is the most difficult to follow? Why

do you think so?

C. What will happen if the teacher did not prepare for the classroom instruction?
D. Which among the given tips above is the most important? Why?

Reflection

Write your reflection by completing the following statements:

 I realized that:

________________________________________________________________

 I believe it is essential to:

________________________________________________________________

 From now on, I am determined to:

________________________________________________________________

________________________________________________________________
LESSON 2 Formulating the Instructional Objectives
Guided Practice

A. With the guide of your cooperating teacher, write six (6) instructional objectives

composed of behavior and content following the revised Bloom's Taxonomy.

Instructional Objective 1 (Remembering):

________________________________________________________________

Instructional Objective 2 (Understanding):

________________________________________________________________

Instructional Objective 3 (Applying):

________________________________________________________________

Instructional Objective 4 (Analyzing):

________________________________________________________________

Instructional Objective 5 (Evaluating):

________________________________________________________________

Instructional Objective 6 (Creating):

________________________________________________________________
B. Download the DepEd Curriculum Guide. Select one (1) learning competency for

each component of the revised Bloom's Taxonomy. Encircle the behavior and

box the content in each learning competency.

Learning Competency 1 (Remembering):

________________________________________________________________

Learning Competency 2 (Understanding):

________________________________________________________________

Learning Competency 3 (Applying):

________________________________________________________________

Learning Competency 4 (Analyzing):

________________________________________________________________

Learning Competency 5 (Evaluating):

________________________________________________________________

Learning Competency 6 (Creating):

________________________________________________________________
Processing

Examine the data you have gathered. Answer the following questions:

1. What difficulty have you encountered in formulating the instructional objectives

using the revised Bloom's Taxonomy?

2. What are the components of the DepEd Curriculum Guide? Enumerate and
explain each.

3. Which is easier to use in constructing the instructional objectives, Bloom's

Taxonomy or the DepEd Curriculum Guide? Why?

Reflection

Write your reflection by completing the following statements:

 I realized that:

________________________________________________________________

 I believe it is essential to:

________________________________________________________________

________________________________________________________________
 From now on, I am determined to:

________________________________________________________________

________________________________________________________________
LESSON 3 Writing Your Lesson Plan

Guided Practice

A. With the permission of your cooperating teacher, paste a sample daily or detailed

lesson plan. Answer the following questions below.

1. What are the parts of the sample detailed or daily lesson plan?
2. Which among the basic parts of a lesson plan does the sample lesson plan

include?

3. What are the other parts of the sample lesson plan which is not included in the

basic parts of the lesson plan?

B. Interview your school principal. Ask the following questions:

1. What is the importance of writing a lesson plan?

________________________________________________________________

2. When do the teachers write the lesson plan, daily or weekly? Why?

________________________________________________________________

3. How do they check, evaluate, and monitor the lesson plans of the teachers?

________________________________________________________________

________________________________________________________________
C. With the guidance of your cooperating teacher, write a detailed lesson plan about

the next topic for the class. Paste your detailed lesson plan here.

Processing

Examine the data you have gathered. Answer the following questions:

1. What is the importance of writing a lesson plan?

2. In preparing the lesson plan, which part is the most difficult to prepare?
3. Which do you think is the most important part of a lesson plan? Why?

Reflection

Write your reflection by completing the following statements:

 I realized that:

________________________________________________________________

 I believe it is essential to:

________________________________________________________________

 From now on, I am determined to:

________________________________________________________________

________________________________________________________________
LESSON 4 Selecting Appropriate Teaching Strategies

Guided Practice

A. Observe your cooperating teacher in one of his/her classes. List ten (10)

teaching strategies that he/she used and determine the level of participation of

the students.

Teaching Strategy Level of Participation

10.

B. Explain the guiding principles in selecting and using appropriate teaching

strategies.
1. Learning is an active process.
________________________________________________________________

________________________________________________________________

2. The more senses that are involved in learning, the more and the better learning

________________________________________________________________

3. Emotion has the power to increase retention and learning.

________________________________________________________________

4. Learning is meaningful when it is connected to students' everyday life.

________________________________________________________________

5. Good teaching goes beyond recall of information.

________________________________________________________________

6. An integral teaching approach is far more effective than teaching isolated bits of

information.
________________________________________________________________

________________________________________________________________

Processing

Examine the data you have gathered. Answer the following questions:

1. Based on your observations, what is the common level of participation of the

students to the teaching strategies used by the teacher?

2. Which among the guiding principles of selecting and using teaching strategies is
the most important? Why?

3. Why do teachers need to use various teaching strategies?

Reflection

Write your reflection by completing the following statements:

 I realized that:

________________________________________________________________

________________________________________________________________
 I believe it is essential to:

________________________________________________________________

 From now on, I am determined to:

________________________________________________________________

________________________________________________________________
LESSON 5 Selecting Appropriate Instructional Materials

Guided Practice

A. List the top 10 most used instructional materials of your cooperating teacher in

his/her classes.

Top 1: ___________________________________________________________

Top 2: ___________________________________________________________

Top 3: ___________________________________________________________

Top 4: ___________________________________________________________

Top 5: ___________________________________________________________

Top 6: ___________________________________________________________

Top 7: ___________________________________________________________

Top 8: ___________________________________________________________

Top 9: ___________________________________________________________

Top 10: __________________________________________________________

B. Evaluate an instructional material (IM) used by your cooperating teacher using

the checklist below.

Evaluation of Instructional Material

Preview YES NO N/A

1. Did your cooperating teacher check in advance:

(a) that he/she has not used too many IMs;
(b) that he/she has not used too few IMs; and
(c) that his/her instructional materials worked?
Presentation

2. Can the IM be seen or heard?

3. It is used for too long or not long enough?
4. Is the instruction clear (Does it aid learning)?
Design

5. Will it work (blackout, bulbs, leads)?

6. Is there a logical sequence?
7. Is the time for use about right?
8. Can it be misinterpreted?
9. Is there enough or too much variety?
10. Is there enough or too much color?
11. Is it well made?
Use

12. Has your cooperating teacher invited the cooperation

of the students?
13. Does it attract attention?
14. Has your cooperating teacher decided how it will be
introduced?
15. Does it supplement verbal information?
16. Does it hold attention?
17. Is it challenging for the students?
18. Does it consolidate learning?

C. Explain the guiding principles in selecting and using instructional materials.

1. All instructional materials are aids to instruction. They do not replace the teacher.

________________________________________________________________

2. Choose the instructional material that best suits your instructional objectives.

________________________________________________________________

3. If possible, use a variety of tools.

________________________________________________________________

4. Check out your instructional material before class starts to be sure it is working

properly.

________________________________________________________________

________________________________________________________________
Processing

Examine the data you have gathered. Answer the following questions:

1. What is the importance of using appropriate instructional materials in the class?

2. What common instructional materials does your cooperating teacher use in

his/her classes?

3. Do the top 10 most used instructional materials of your cooperating teacher use
more than one sense?

Reflection

Write your reflection by completing the following statements:

 I realized that:
________________________________________________________________

________________________________________________________________

 . I believe it is essential to:

________________________________________________________________

________________________________________________________________
 From now on, I am determined to:

________________________________________________________________

________________________________________________________________
CHAPTER III
Instructional
Resources
LESSON 1 Understanding Instructional Resources

Guided Practice

A. Preliminary Activity: Find answers to the following questions.

1. Does the school have library facilities?

2. Does the library contain textbooks and other reference materials?

3. Do teachers and students have access to the library resources?

4. Do teachers have a copy of the K to 12 curriculum guides?

5. Do teachers have a copy of the teacher's guide?

6. Do teachers have access to the Internet?

7. Do teachers have access to technology tools?

8. Does the school provide training of teachers in the use of varied instructional
resources?
B. Request permission to conduct an interview with teachers. Identify the
instructional resources used by teachers in teaching and learning.
1. What are the types of instructional resources used by teachers to motivate
learners about the lesson?
________________________________________________________________

________________________________________________________________

2. What are the types of instructional resources used by teachers in the delivery of
the content of the lessons?
________________________________________________________________

________________________________________________________________

3. What types of instructional resources are used by teachers in the assessment of

students' academic performance?
________________________________________________________________

________________________________________________________________

4. What are the types of resources used by teachers in practical applications?

________________________________________________________________

________________________________________________________________
Processing

Review the data you have gathered carefully. Answer the following questions:

1. How essential is the use of varied instructional resources to teaching and

learning?
________________________________________________________________

________________________________________________________________

2. Aside from the K to 12 Curriculum Guide and Teachers' Guide, what is the most
essential instructional resource?
________________________________________________________________

________________________________________________________________

3. In the absence of available instructional resources, what is the best thing that a

teacher should do to support teaching and learning activities?

________________________________________________________________

Reflection

Write your reflection by completing the following statements:

 I realized that:
________________________________________________________________

________________________________________________________________

________________________________________________________________
 I believe it is essential to:
________________________________________________________________

________________________________________________________________

 From now on, I am determined to:

________________________________________________________________

________________________________________________________________
LESSON 2 Educational Researches and Literatures

Guided Practice

A. Preliminary Activity. Look for research journals and literatures that can be used
as instructional resources for your chosen field of specialization or major. Write
down your answers on the columns provided on the next page:
1. TEXTBOOKS

Name of Author's Year Published Title of the Publisher City of

(write N.D. if there Book Publication
is no date
indicated)
2. RESEARCH JOURNALS

Name of Author's Year Published Title of the Publisher City of

(write N.D. if there Research Publication
is no date
indicated)

B. Request permission to conduct a survey. Request teachers to help you identify

resources where you can access education research and literatures. Write down
your answers below:
C. Find answers to the following questions:
1. Do teachers use educational research journals and literatures to support the
teaching and learning activities?
________________________________________________________________

________________________________________________________________

2. What are the challenges faced by teachers in using educational research and
literatures?
________________________________________________________________

________________________________________________________________

3. Does the school promote the use of research-based materials and textbooks to
support instruction?
________________________________________________________________

________________________________________________________________

4. Are the teachers' instructional plans informed by research?

________________________________________________________________

________________________________________________________________
Processing

Review the data you have gathered. Answer the following questions:

1. How do educational research and literatures help improve the content of the
lesson?
________________________________________________________________

________________________________________________________________

2. How do educational researches and literatures differ from other types of

instructional resources?
________________________________________________________________

________________________________________________________________

3. How do teachers benefit from using these types of instructional resources?

________________________________________________________________

Reflection

Write your reflection by completing the following statements:

 I realized that:
________________________________________________________________

________________________________________________________________

________________________________________________________________
 I believe it is essential to:
________________________________________________________________

________________________________________________________________

 From now on, I am determined to:

________________________________________________________________

________________________________________________________________
LESSON 3 Digital Media Resources

Guided Practice

A. Preliminary Activity. Conduct a survey of digital media used by teachers in

teaching and learning activities. Write your answers below.

B. Perform the following activities.

1. Create a short video clip about a specific lesson using ICT tools. Write your
experience in creating the video in the space provided below:
2. Prepare presentation slides regarding a specific topic using PowerPoint or other
presentation softwares. Describe the process of creating presentation slides.

3. Visit the DepEd Learning Portal through https://rmds.deped.gov.ph/k_to_12.

Check and observe how the learning portal is designed. Describe your
experience in accessing information from the portal. Write down your observation
below.
4. Using Google or other search engines, look for Open Educational Resources
online and try to download an e-book. List down the websites where you
downloaded the materials below.
Processing

Review the data you have gathered carefully. Answer the following questions:

1. How does digital media impact student learning?

________________________________________________________________

2. What are the advantages and disadvantages of using digital media in teaching
and learning? Write down your answers below:

Advantages Disadvantages

Other comments:
______________________________________________________________________

______________________________________________________________________

Reflection

Write your reflection by completing the following statements:

 I realized that:
________________________________________________________________

________________________________________________________________

 I believe it is essential to:

________________________________________________________________

 From now on, I am determined to:

________________________________________________________________

________________________________________________________________
LESSON 4 Graphic Organizers as Resources for Visual Presentation

Guided Practice

A. Find answers to the questions indicated in the following forms of graphic

organizers.
1. Tables can be used for brainstorming and the assessment of learners' prior
knowledge about the topic.

Topic: Graphic Organizers_______________________________

List anything that comes in your mind about the topic:

 _______________________________________________________________
 _______________________________________________________________
 _______________________________________________________________
 _______________________________________________________________
 _______________________________________________________________
How will you use graphic organizers in teaching?
 _______________________________________________________________
 _______________________________________________________________
 _______________________________________________________________
 _______________________________________________________________
 _______________________________________________________________

What do you think are the benefits of using graphic organizers?

Processing

Draw a concept map about graphic organizers. Identify the benefits of using graphic
organizers in student learning.
Reflection

Write your reflection by completing the following statements:

 I realized that:
________________________________________________________________

________________________________________________________________

 I believe it is essential to:

________________________________________________________________

 From now on, I am determined to:

________________________________________________________________

________________________________________________________________
LESSON 5 Teacher-made Instructional Resources

Guided Practice

A. Conduct a survey of instructional resources developed and produced by

teachers. List down your answers below.

B. Describe how teacher-made resources are developed.

C. Identify the challenges faced by teachers in developing and producing teacher-
made resources.

Processing

Review the data you gathered carefully. Answer the following questions:

1. What is the primary consideration in developing and producing teacher-made

resources?
________________________________________________________________

________________________________________________________________

2. How do students benefit from teacher-made resources?

________________________________________________________________

3. How will you promote the use of teacher-made resources?

________________________________________________________________

________________________________________________________________
Reflection

Write your reflection by completing the following statements:

 I realized that:
________________________________________________________________

________________________________________________________________

 I believe it is essential to:

________________________________________________________________

 From now on, I am determined to:

________________________________________________________________

________________________________________________________________
CHAPTER IV
Instructional
Strategies
LESSON 1 Constructivist Teaching

Guided Practice

Observe actual classes using the following constructivist teaching and learning
practices.

Constructivist Teaching Practices Observed Not Observed Other Comments

1. Active learning strategies

2. Meaningful learning activities

3. Effective questioning strategies

4. Real-life and concrete examples

5. Cooperative learning activities

6. Problem-solving activities

7. Active investigation

8. Integrative learning activities

9. Practice and feedback activities

10. Effective motivation techniques

11. Generalizations are provided by

students

12. Positive classroom atmosphere

13. Lessons and activities are interesting

14. Students are encouraged to take an

active role in learning

15. Experiential learning activities

16. Varied learning activities

17. Students' views are respected

18. Positive learning environment

19. Linking ideas and concepts with real-

life experiences

20. Modeling positive behavior

21. Available learning materials

22. Learning styles are respected

23. Differentiated learning strategies

Provide a narrative observation report on how teachers are using constructivist teaching
and learning in their classes.

Subject:
Topic:
Observation:
Subject:

Topic:

Observation:

Processing

Examine carefully the data you have gathered. Answer the following questions:

1. Does the teacher employ constructivist teaching-learning approaches?

2. How do students respond to constructivist activities?

3. How did constructivist teaching improve the teaching and learning practices in
the school?

4. What things could be done to encourage the teachers to use constructivist

teaching learning approaches?
Reflection

Write your reflection by completing the following statements:

 I realized that:
________________________________________________________________

________________________________________________________________

 I believe it is essential to:

________________________________________________________________

 From now on, I am determined to:

________________________________________________________________

________________________________________________________________
LESSON 2 Differentiated Learning

Guided Practice

Observe actual classes using the following differentiated teaching and learning
practices.

Differentiated Teaching and Observed Not Observed Other Comments

Learning Practices
1. Varied learning activities based
on the learning styles of
students
2. Respect of individual
differences
3. Objectives are designed based
on the abilities of the students
4. Objectives consider the level of
students
5. Topics are modified based on
learners needs and background
6. Learning activities are designed
to help every student learn
7. Assessment results are used to
improve instruction
8. Provision for individual and
collaborative learning
9. Lessons are developmentally
appropriate
10. Uses various assessment tools
Provide a narrative observation report on how teachers are using constructivist teaching
and learning in their classes.

Subject:

Topic:

Observation:

Subject:

Topic:

Observation:
Subject:

Topic:

Observation:

Subject:

Topic:

Observation:
Processing

Examine carefully the data you have gathered. Answer the following questions:

1. Does the teacher employ differentiated teaching-learning approaches?

2. How do students respond to differentiated teaching and learning activities?

3. What are the challenges met by teachers in the implementation of differentiated

teaching and learning?

4. How does differentiated teaching and learning improve students' learning?

Reflection

Write your reflection by completing the following statements:

 I realized that:
________________________________________________________________

________________________________________________________________

 I believe it is essential to:

________________________________________________________________

________________________________________________________________
 From now on, I am determined to:
________________________________________________________________

________________________________________________________________

________________________________________________________________
LESSON 3 Integrated Teaching and Learning

Guided Practice

Observe classes and provide sample curriculum themes that are used by teachers.

Title of Research Research Questions

Provide a narrative observation report on how teachers are using integrated
teaching and learning in their classes.

Subject:

Topic:

Observation:

Subject:

Topic:

Observation:
Subject:

Topic:

Observation:

Subject:

Topic:

Observation:
Processing

Examine carefully the data you have gathered. Answer the following questions:

1. Does the teacher use integrated teaching-learning approaches?

2. How do students respond to integrated teaching and learning activities?

3. What are the challenges met by teachers in the implementation of integrated

teaching and learning?

4. How does integrated teaching and learning improve students' learning?

Reflection

Write your reflection by completing the following statements:

 I realized that:
________________________________________________________________

________________________________________________________________

 I believe it is essential to:

________________________________________________________________

________________________________________________________________
 From now on, I am determined to:
________________________________________________________________

________________________________________________________________

________________________________________________________________
LESSON 4 Cooperative Learning

Guided Practice

Observe classes and provide examples of cooperative learning activities that are
used by teachers in their classes.

Subjects Cooperative Learning Activities

Provide a narrative observation report on how teachers are using cooperative
learning in their classes.

Subject:

Topic:

Observation:

Subject:

Topic:

Observation:
Subject:

Topic:

Observation:

Subject:

Topic:

Observation:
Processing

Examine carefully the data you have gathered. Answer the following questions:

1. Does the teacher use cooperative learning approaches?

2. How do students respond to cooperative learning activities?

3. What are the challenges met by teachers in the implementation of cooperative

learning?

4. How does cooperative learning improve students' learning?

Reflection

Write your reflection by completing the following statements:

 I realized that:
________________________________________________________________

________________________________________________________________

 I believe it is essential to:

________________________________________________________________

________________________________________________________________
 From now on, I am determined to:
________________________________________________________________

________________________________________________________________

________________________________________________________________
LESSON 5 Problem-based Learning

Guided Practice

Observe classes and provide examples of problem-based learning activities that

are used by teachers in teaching various topics.

Topics Problem-based Learning Activities

Provide a narrative observation report on how teachers are using cooperative
learning in their classes.

Subject:

Topic:

Observation:

Subject:

Topic:

Observation:
Subject:

Topic:

Observation:

Subject:

Topic:

Observation:
Processing

Examine carefully the data you have gathered. Answer the following questions:

1. Does the teacher use problem-based learning approaches?

2. How do students respond to problem-based learning activities?

3. What are the challenges met by teachers in the implementation of problem-

based learning?

4. How does problem-based learning improve students' learning?

Reflection

Write your reflection by completing the following statements:

 I realized that:
________________________________________________________________

________________________________________________________________

 I believe it is essential to:

________________________________________________________________

________________________________________________________________
 From now on, I am determined to:
________________________________________________________________

________________________________________________________________

________________________________________________________________
CHAPTER V
Classroom
Management
LESSON 1 Understanding Classroom Management

Guided Practice

A. Preliminary Activity: Answer the following questions:

1. List down ways on how you manage a class.
________________________________________________________________

________________________________________________________________

2. What classroom management model do you adhere to? Why?

________________________________________________________________

Processing

Examine your answers. Answer the following questions:

1. What classroom management model appeals to you most? Why?

________________________________________________________________

2. What things do teachers need to consider in managing the class?

________________________________________________________________

________________________________________________________________
Reflection

Write your reflection by completing the following statements:

 I realized that:
________________________________________________________________

________________________________________________________________

 I believe it is essential to:

________________________________________________________________

 From now on, I am determined to:

________________________________________________________________

________________________________________________________________
LESSON 2 Importance of Classroom Management

Guided Practice

Interview a teacher. Ask the following questions:

1. Is classroom management important? Why? Why not?

________________________________________________________________

2. How does classroom management affect students?

________________________________________________________________

3. How does classroom management affect teachers?

________________________________________________________________

Processing

Examine the data you have gathered. Answer the following questions:

Questions Answers
1. How important is classroom
management to the teaching-learning
process?
2. Aside from optimizing learning, how else
does classroom management affect
students?
3. How can teachers fully benefit from
classroom management?

Reflection

Write your reflection by completing the following statements:

 I realized that:
________________________________________________________________

________________________________________________________________

 I believe it is essential to:

________________________________________________________________

 From now on, I am determined to:

________________________________________________________________

________________________________________________________________
LESSON 3 Classroom Management and Discipline

Guided Practice

Interview a teacher. Summarize his/her response and write it on the space provided
after each question.

1. How do you manage your class?

________________________________________________________________

2. What is the greatest challenge that you have encountered so far in terms of
classroom management?
________________________________________________________________

________________________________________________________________

3. What do you think are the essential considerations in managing the class?
________________________________________________________________

________________________________________________________________

Processing

Examine the data you have gathered. Answer the following questions:

Questions Answers
1. What can you say about classroom
management?
2. How can teacher effectively implement
classroom management?

Reflection

Write your reflection by completing the following statements:

 I realized that:
________________________________________________________________

________________________________________________________________

 I believe it is essential to:

________________________________________________________________

 From now on, I am determined to:

________________________________________________________________

________________________________________________________________
LESSON 4 How to Effectively Manage a Class

Guided Practice

A. Preliminary Activity. Observe and examine all the strategies implemented by your
cooperating teacher to ensure that the class is managed well. Write your
observations and its implications below.

Classroom Management Strategies Reasons for Implementation

B. Interview your cooperating teacher using these questions. Summarize and write
his/her answers in the space below.
1. How did you choose the classroom management strategies that you have
implemented?
________________________________________________________________

________________________________________________________________

2. What prompted you to use this these strategy/strategies?

________________________________________________________________

3. What are the challenges and problems you encountered while choosing the most
effective strategy for managing your class?
________________________________________________________________

________________________________________________________________

4. What is the most essential consideration that teachers need to effectively

manage the class?
________________________________________________________________

________________________________________________________________

________________________________________________________________
Processing

Examine the data you have gathered. Answer the following questions:

1. What should be the main consideration of teachers in choosing a strategy to

manage a class?

2. How can teachers effectively manage a class?

Reflection

Write your reflection by completing the following statements:

 I realized that:
________________________________________________________________

________________________________________________________________

 I believe it is essential to:

________________________________________________________________

 From now on, I am determined to:

________________________________________________________________

________________________________________________________________
LESSON 5 Establishing an Effective Classroom Management Plan

Guided Practice

A. Interview a teacher. Write the responses on the table below.

How do you make your classroom Cite reasons

management plan?

Processing

Examine the data you have gathered. Answer the following questions:

1. What can you say about how the teacher formulated her classroom management
plan?

2. Do you think that these plans are helpful in managing the class? Why? Justify.
Reflection

Write your reflection by completing the following statements:

 I realized that:
________________________________________________________________

________________________________________________________________

 I believe it is essential to:

________________________________________________________________

 From now on, I am determined to:

________________________________________________________________

________________________________________________________________
CHAPTER VI
Assessment
Of Learning
LESSON 1 Determining the Nature of Assessment

Guided Practice

A. Direction: Interview your cooperating teacher about the purpose of assessment.

List 5 purposes why he/she is assessing his/her students.

Assessment Purpose 1: _______________________________________________

_______________________________________________

Assessment Purpose 2: _______________________________________________

_______________________________________________

Assessment Purpose 3: _______________________________________________

_______________________________________________

Assessment Purpose 4: _______________________________________________

_______________________________________________

Assessment Purpose 5: _______________________________________________

_______________________________________________

B. Direction: Explain the importance of each assessment principle briefly.

1. Address learning targets or curriculum goals.
________________________________________________________________

________________________________________________________________

________________________________________________________________
2. Provide efficient feedback on instructions.
________________________________________________________________

________________________________________________________________

3. Use a variety of assessment procedures.

________________________________________________________________

4. Ensure that assessment is valid, reliable, and fair.

________________________________________________________________

5. Keep record of assessment.

________________________________________________________________

6. Interpret and communicate results of assessment meaningfully.

________________________________________________________________

________________________________________________________________
C. Directions: Evaluate using the scale below if your cooperating teacher is
practicing the assessment principles. Check the appropriate column of your
answer.

5-Always Observes 2-Rarely Observes

4-Often Observes 1-Never Observes

3-Sometimes Observes

Assessment Principles 5 4 3 2 1
1 Address learning targets or curriculum goals.
2 Provide efficient feedback on instructions.
3 Use a variety of assessment procedure.
4 Ensure that assessment is valid, reliable, and
fair.
5 Keep record of assessment.
6 Interpret and communicate results of
assessment meaningfully.

D. Directions: Compare norm-referenced assessment and criterion-referenced

assessment. Write your answer on the Venn diagram below.

Norm-referenced Criterion-referenced
Processing

Examine the data you have gathered. Answer the following questions:

1. Based on the five (5) purposes of assessing students given by your cooperating
teacher, which is the most important?

2. Which among the six assessment principles is the most important for you?
Explain your answer.

3. Which approach is more applicable in a 21st century classroom, norm-referenced

assessment or criterion-referenced assessment? Why?

Reflection

Write your reflection by completing the following statements:

 I realized that:
________________________________________________________________

________________________________________________________________

 I believe it is essential to:

________________________________________________________________

________________________________________________________________
 From now on, I am determined to:
________________________________________________________________

________________________________________________________________

________________________________________________________________
LESSON 2 Preparing for Assessment

Guided Practice

A. Directions: Ask for a copy of a sample table of specifications from your

cooperating teacher. Paste it below.
B. Direction: Create a one-way table of specifications for a quarterly examination.

Objective Number of Number Percentage Item

Recitation of Items of Items Placement
Days
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
TOTAL

Processing

Examine the data you have gathered. Answer the following questions:

1. Why is it important to prepare and plan before you assess?

________________________________________________________________

________________________________________________________________
2. What are the different features of the table of specifications of your cooperating
teacher? State each feature.
________________________________________________________________

________________________________________________________________

3. What is the most difficult part in creating a table of specifications? Why?

________________________________________________________________

4. What will happen to the test if the teacher does not prepare a table of
specifications?
________________________________________________________________

________________________________________________________________

Reflection

Write your reflection by completing the following statements:

 I realized that:
________________________________________________________________

________________________________________________________________

 I believe it is essential to:

________________________________________________________________

________________________________________________________________
 From now on, I am determined to:
________________________________________________________________

________________________________________________________________

________________________________________________________________
LESSON 3 Writing Good Test Items

Guided Practice

A. Direction: Check what you have learned about constructing good test items.
Complete the K-W-L table below.

What I Know... What I Want to Know... What I Learned...

B. Directions: Ask for a copy of a quarterly test from your cooperating teacher. Paste the
sample quarterly examination and evaluate the test items using the checklist below.
General Rules in Writing Test Items (Gonzales 2007) Observed Not
Observed
1. The test item should match the desired learning outcome or
competency. It should measure the behavior and content of an
instructional objective.
2. There should be only one correct or best answer that experts
generally agree. Avoid answers that need a lot of argumentation
or debate.
3. The language used in all the items should be simple, clear, and
definite.
4. The test items should present a clear and definite task. No
ambiguous term should be used.
5. The test items should follow acceptable rules of grammar, Correct
usage, proper use of capitalization and punctuation marks should
be observed. Subject-verb agreement must be correct.
6. All items of the same type should be grouped together. All true-
false items should be grouped together.
7. The test items should be arranged from the easiest to the most
difficult. If easy items are placed at the beginning of a test the
students are motivated to answer the next succeeding items.

B. Directions: Formulate five (5) select type and five (5) supply type test items.
Follow the general rules in writing test items.

Five (5) select type Five (5) supply type

Processing
Examine the data you have gathered. Answer the following questions:
1. Which is easier to construct, select type items or supply type items?
________________________________________________________________

________________________________________________________________

2. Which is easier to check, select type items or supply type items?

________________________________________________________________

3. Which is more objective, select type items or supply type items? Why?
________________________________________________________________

________________________________________________________________

4. How do you ensure fairness and objectivity in checking essay type items?
________________________________________________________________

________________________________________________________________

________________________________________________________________
Reflection

Write your reflection by completing the following statements:

 I realized that:
________________________________________________________________

________________________________________________________________

 I believe it is essential to:

________________________________________________________________

 From now on, I am determined to:

________________________________________________________________

________________________________________________________________
LESSON 4 Creating and Using Rubrics

Guided Practice

A. Directions: Ask your cooperating teacher for a copy of any rubric that he/she is
using. Paste and evaluate the rubric.

1. What activities does the sample rubric intend to measure?

2. How many criteria are there? Are the criteria enough to measure the task?

3. What is the highest possible score?

4. Are descriptive and numerical values of the rubric aligned?

B. Directions: Ask your cooperating teacher regarding an upcoming class activity.

Create a rubric for the class activity and try to use it in grading the students'
product or performance.

Processing

Examine the data you have gathered. Explain your answers to the following questions:

1. What is the main purpose of using a rubric?

________________________________________________________________

________________________________________________________________
2. What will happen if the teacher will not use a rubric in grading a performance
task of the students?
________________________________________________________________

________________________________________________________________

3. What will you advice to the teachers who are not using rubrics in assessing
students' product and performance?
________________________________________________________________

________________________________________________________________

Reflection

Write your reflection by completing the following statements:

 I realized that:
________________________________________________________________

________________________________________________________________

 I believe it is essential to:

________________________________________________________________

 From now on, I am determined to:

________________________________________________________________

________________________________________________________________
LESSON 5 Preparing a Learning Portfolio

Guided Practice

A. Directions: Interview your cooperating teacher. List five (5) purposes why
teachers ask students to prepare a learning portfolio.
1. ________________________________________________________________