Republic of the Philippines

Bangsamoro Autonomous Region in Muslim Mindanao

MINISTRY OF BASIC, HIGHER AND TECHNICAL EDUCATION
UPI AGRICULTURAL SCHOOL
Nuro, Upi, Maguindanao

FIELD STUDY 1
Observation of Teaching-Learning
in Actual School Environment

BACHELOR IN ELEMENTARY EDUCATION IV

1st Semester A.Y. 2022-2023

MODULE 5 - 6

RODELEE C. CANILLO, Ph.D.

Field Study Coordinator

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Letter to the Field Study Student

Our Dear Students,

Welcome to the world of Field Study!

You have signed up to become teachers. Before you become qualified, you will undergo several experiences. From
theories and principles that you have learned in different professional education courses, you will gradually validate
those by actual classroom observation before you assume responsibilities as novice teachers.
This FS module is your tool, it will be your companion in Field Study 1, which will take you to the reality of what a
teacher and teaching are all about. You will verify and clarify if what you have learned from your classroom interaction
and other activities are practiced in the actual teaching-learning situation. This is the beginning of your Experiential
learning.
Field Study 1 provides activities that will allow you to master the required standards for Filipino teachers based on
the program outcomes of CHED Memorandum Order (CMO) 74-80 for all the degree programs in teacher education and
Professional Standards for Teachers (PPST).
An important aim of this module is to link theory with practice. Always remember to make connections with what
was taken up in your theory classes and what you see in actual settings.
Consider this module as your OAR, (you know … that long wooden thing shaped like a broad blade at the end, that
boatmen use to propel or row the boat). Like an oar, this module will be of help to you only when you exert effort to
learn. The oar without the boatman’s effort is of no use. The boatman without an oar also has a big problem; much like a
Field Study student who goes to the field without any clear guide or purpose.
OAR is also an acronym that represent the general pattern of the task you might expect to do in the different
episodes. After the target and the learning essentials are given per episode, you will basically:
Observe in actual settings or Orchestrate a plan, or Organize your output
Analyze the experience, and then
Reflect on the experience.
Observation makes you more keenly aware of and sensitive to the learner and the learning environment.
Orchestrating plans that lead you to create outputs uniquely your own, taps your problem solving skills and creativity.
Analyzing what you observe and do, trains you to become a critical thinker.
Reflecting on you experiences make you a lifelong learner.
Just imagine your possibilities. You can truly become a teacher who is sensitive to the need of the learner, a good
problem solver, beaming with the creativity, a critical thinker and a lifelong learner! What more could the future ask for?
You hold such great promise.
We believe in you!
Read the orientation notes on the pages that follow so you’ll have more information and be more ready to begin.
Make this Field Study course a great journey of discovery and learning! Bon voyage!

-THE AUTHORS

Orientation Notes for Field Study 1

This contains short clips of important topic related to Field Study.

What are Field Study subjects for?

Field Study 1 is the experiential course which will immerse a future teacher in actual classroom
setting where direct observation of teaching-learning episodes that apply educational theories
learned in the content pedagogy courses will be made.
This is followed by Field Study 2 where the future teacher assists and participates in guided
actual teaching-learning process. The conduct of action research begins in this course and
concludes during teaching internship.

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What are the Field Study courses?

1. Field Study 1 - Observations of Teaching-Learning in Actual School Environment

2. Field Study 2 - Participation and Teaching Assistantship
3. Practice Teaching/Teaching Internship CMO Nos.
(Source: 74,75,76,77,78,79,80,82, s. 2017)

As a Field Study student what am I expected to learn and develop?

“Intended learning outcome” refers to what you can do, accomplish, achieve or become as a result of a learning
experience”.
Learning Outcome is the heart of Outcome-based Education or OBE. To explain it simply, OBE neatly organized
or aligns what you will learn, the activities you and your teachers will work on and how you will be assessed, while
focusing on you as the learner and the ultimate outcome of what you are expected to be - a world class teacher!

In 1984, David A. Kolb wrote about his own experiential learning cycle.

Kolb’s model consists of concrete experience, reflection, formation of abstract concepts and
generalizations (conceptualization) and then testing the concept in a new situation.

-Kolb, 1884

What is the approach of this Field Study module?

As you probably read from our, Letter to the Field Study Student at the beginning of this module, our approach is
called, the OAR Approach. The metaphor of oar (sagwan in Filipino) points to the importance of having a tool or a guide
for your Field Study journey. OAR Approach #kailangankoangsagwan

In 2006, an approach used in this module was derived from all the theoretical underpinnings previously discussed.
This is the OAR approach. Living in an archipelago, Filipinos would likely have in our collective unconscious the
ancestral memory of the boat and the oar. The oar is a tool that helps the boat move into its intended direction.
We use the acronym OAR to represent the general cyclical pattern of the task the pre-service teachers are expected to do
in the different learning episodes. After the intended learning outcomes are given per episode, you, the Field Study
student will basically, Observe in an actual setting. You will then Analyze the observation data and your experience and
Reflect on the experience.

OAR is an acronym for the tasks you will do in the Field Study:

O-bserve in an actual setting.

A-nalyze the observation data and your experience.
R-eflect on the experience.

As you do the task, you sharpen your sensitivity, observation skills and critical and reflective thinking and
creativity. The fruits of reflection then affect subsequent observation and analysis, thus making the model cyclical.

Through the two Field Study courses, the FS students have repeated exposure and practice in reflective teaching that
the process becomes second nature to them.

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Notes on Observation

Observation is the core of Field Study 1. Observation experiences will make you aware of teaching attitudes, beliefs
and classroom practices that are effective in teaching and learning, by witnessing up close, experienced teachers in the
actual teaching-learning situation.

In this course, you focus on the three major objects of observation which are the:

1. environment, which serves as the context (classroom, learning spaces, activities) in which teaching, and
learning occur.
2. learners, whose growth and development, characteristic and diversity influence how they interact, how they
respond to teaching, shown in their on-task behavior.
3. teachers, who are the guide and facilitators, managers of learning, the techniques they use, their philosophy of
education, their personal and professional characteristic that influence their teaching and learning strategies.

Before and During Observation

As you go to the field to learn about the environment, the teacher and the learners, remember that OBSERVING is
NOT simply SEEING NOR LOOKING. A skilled observer learns with a purpose, focus, and intentionality.

Purpose. Before starting any field observation activity, make sure you clearly understand the intended outcomes of
the activity. Remember that you are a non-participant observer. You need to remain unobtrusive meaning, you should be
as “invisible” as you can and not to attract attention to yourself. Strive not to cause any unintended effect on the
environment, learners, and teachers.

Focus. As a Field Study student, you are often overwhelmed by many things going on as you observe. There is just
too much to see and you do not know what to observe at one time. When your purpose is clear, it is easier to tune in and
select what to observe. For example, if you are observing the behavior of the students in class, focus your observation on
the specific rows of learners at a time, rather than attempting to observe everyone at the same time. When you specify
your focus, you can pay close attention to the details.

Make your observation multi-sensorial. Use your senses. Look closely. Listen intently. Note the smell of your
surroundings, even the learner and teachers. (Discreetly, of course.)

Intentionality. In every step of the way, you are guided by the purpose as you consider details on how you will go
about your observation. Crucial here is distinctly knowing how you will record and document your observation. Choose
the best strategy from among the following to record and document efficiently:

1. Use table/matrices, checklist that you can fill out with data as you are observing. Write brief notes of the
details you see while using a checklist.
2. Have a small notebook, pad, or sticky notes ready for jotting additional notes.
3. Use apps to record you observation data.
4. Draw sketches or observational drawings.
5. Tally behaviors. Example would be noting how many time a learner got up from his or her chair
within the whole class period.
6. Make lists. An example would be making a list of words that a toddler used within a specified time.
7. Write transcripts. This strategy is useful when you pair your observation with interview or when you are
documenting what you have observed in a specific incident and you are writing an anecdotal record.
8. Use audio or video gadget/equipment to record the data with permission from the teacher and the
learner/s. Some school require parents’ consent.
9. Take picture with permission as well.

After Observation

Once you have collected your observation data, you are now ready to analyze the data. Be guided by the analysis
questions. Remember to be objective and non-judgmental. While it is important to connect what you observed with your
prior knowledge and experience, it is vital to be aware of your own biases that may affect your analysis.

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 After you have analyzed, you must now reflect on what you learned from your observation. Ponder and
contemplate and derive insights on how the experience connects to you. Express how your perspectives have been
reinforced or have been changed. Share how your Field Study experience links to your future role as a teacher.

NOW WITH YOUR TEACHER’S GUIDANCE YOU ARE READY TO DO YOUR TASKS!

Suggested Guidelines for Field Study Students

These guidelines are suggested to help Field Study students in the successful conduct of their Field Study course.
Each TEI shall address some institutional peculiarities that are not covered in these guidelines.

Field Study activities should be under supervision of the Field Study Faculty of TEI in collaboration with the Field
Study Cooperating Schools.

The Field Study students:

1. are required to accomplish successfully the activities in at least 54 hours in one semester to earn one unit.
2. secure appropriate Field Study permits and undergo orientation/briefing before they are deployed in
cooperating schools.
3. observe classes and may work with partner. A Field Study partner is one whom one can discuss and work
with after the FS experience.
4. wear official school/university uniform during the Field Study in cooperating schools.
5. demonstrate personal qualities that reflect a good image of a teacher. These qualities include courtesy,
respect, honesty, diligence, open-mindedness, critical thinking and others.
6. demonstrate proper behavior in the presence of learners, teachers, school personnel, administration and
parents.
7. request signature of the Resource Teacher or the Field Study faculty immediately after the activity has been
done.
8. are required to prepare a portfolio for every Field Study course. The FS teacher is encouraged to use a
rubric for authentic assessment of the portfolios. This rubric can be discussed with the students as part of the
orientation so they would know what criteria will be used and how portfolio will be assessed.

FIELD STUDY 1
LEARNING EPISODE 1 (The School Environment)
SPARK Your Interest
This Episode 1 provides an opportunity for students to examine and reflect on a school environment that promotes
learning and development.

TARGET Your Intended Learning Outcome

 At the end of this episode, I must be able to determine the characteristic of a school environment that is safe,
secure, and is supportive of learning (PPST 2.1.1).

REVISIT the Learning Essentials

1. A physical environment conductive 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 students.
2. Display boards can be powerful in communicating information about the learning environment. They help in
building and establishing the school culture. These boards become one way for everyone to learn about the
vision-mission, goals, and values that the school upholds.
3. As a basic part of the school’s visual environment, display boards have four general purposes:
 Decorative- They offer visual stimulation and appeal to aesthetic. They set the social and psychological
atmosphere of the school.

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  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.
 Instructional- They moved 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.

OBSERVE, ANALYZE, REFLECT

Activity 1.1 Exploring the School Campus

Resource Teacher: ____________________________ Teacher’s Signature: _________________
School:____________________________________________ Grade/Year Level:_ _______________
Subject Area:___________________ 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 characteristic 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, observation forms are provided for you to document your observations. It is
advised that you read the entire worksheet before proceeding to the school to the school site. A good understanding of
activities to be accomplished in the activity sheets will yield better learning results.

SCHOOL FACILITATES 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.

Will it contribute to the students’

Facilities / Description learning and development. Why?
Office of the Principal
Library
Counseling Room
Canteen/Cafeteria
Medical Clinic
Audio Visual/ Learning
Resource Center
Science laboratory
Gymnasium
Auditorium
Outdoor/Garden
Home Economics Room
Industrial Workshop Area
PTA OFFICE
Comfort Room for Boys
Comfort Room for Girls

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 An Observation Guide for the CLASSROOM VISIT

Read the following statements carefully. Then write your observation report on the space provided.

Guide Questions Classroom Observation Report

1) Describe the community or neighbor where
the school is found.

2) Describe the school campus. What colors do

you see? What is the condition of the
buildings?
3) Pass by the offices. What impression do you
have of these offices?
4) Walk through the school halls, the library,
the cafeteria. Look around and find out the
other facilities that the school has.

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 1. Look at the walls of the classroom. What
are posted on the walls?
2. What heroes, religious figures, lessons,
visual aids, announcement, do you see
posted?
3. Examine how the pieces of furniture
arranged. Where is the teacher’s table
located? How are the tables and chairs/
desks arranged?
4. What learning materials/equipment are
present?
5. Observe the students. How many are
occupying one room?
6. Is the room well-lit and well-ventilated?

An Observation for the CLASSROOM VISIT

Be guided by these tasks as you do your observation. Then accomplish the matrix to record your data.

CLASSROOM FACILITIES MATRIX

Description
Classroom Facilities (location, number, arrangement, condition)
1. Wall Displays
[Link]’s Table
3. Learner’s Desks

4. Blackboard
[Link] Material / Visual Aids
1. Others

Write your observation report here.

Name of the School Observed_____________________________________________

Location of the School___________________________________________________
Date to Visit___________________________________________________________

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ANALYZE

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/How
does this relates to your knowledge of facilitating learning?
_____________________________________________________________________________________
_____________________________________________________________________________________

1. Would you like to teach in the school environment you just observed? Why? Why not?
_____________________________________________________________________________________
_____________________________________________________________________________________

2. What kind of school campus is conductive to learning?

_____________________________________________________________________________________
_____________________________________________________________________________________

3. What kind of classroom is conductive to learning?

______________________________________________________________________________________
______________________________________________________________________________________

4. In the future, how can you accomplish your answer in number 3?

______________________________________________________________________________________
______________________________________________________________________________________

5. Write your additional learning and insights here.

______________________________________________________________________________________
OBSERVE, ANALYZE, REFLECT

Activity 1.2 Observing bulletin board displays

Resource Teacher: ____________________________ Teacher’s Signature: _________________
School:____________________________________________ Grade/Year Level:_ _______________
Subject Area:___________________ Date:_____________

The display board, or what we more 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. Includes 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.

An Observation Guide for BOARD DISPLAYS

Read the following carefully before you observe.

1. Go around the school and examine the board displays. How many board9displays do you see?
2. What are the displays boards found? Are they in the places where target viewers can see them?
3. 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?
Based on the questions on the observation guide, write your observation report:

Observation REPORT
(You may paste pictures of the Board displays here)

Form among the board displays that you saw, pick the one that you got most interested in. Evaluate it using the
evaluation form below.
BOARD DISPLAYS EVALUATION FORM 1

Topic of the Board Display____________________________________

Location of the Board Display in School__________________________

Check the column that indicates your rating. Write comments to back up your ratings.

4-Outstanding 3-Very Satisfactory 2-Satisfactory 1-Needs Improvement

NI S VS O
Criteria 1 2 3 4 Comments
Effective Communication
It conveys the message quickly and clearly.
Attractiveness
Colors and arrangement catch and hold interest.
Balance
Objective are arranged, so stability is perceived.
Unity
Repeated shapes or colors or use of borders hold display together.
Interactivity
The style and approach entice learners to be involved and engaged.

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 Legibility
Letters and illustration can be seen from a good distance.
Correctness
It is free from grammar errors, misspelled words, ambiguity.
Durability
It is well-constructed, items are securely attached.

Based on your suggestions, make your board display lay-out. You may present your output through any of these:
 A hand-made drawings or layout
 An electronic (computer) drawing/illustration or layout
 A collage

My Board Display Lay-out

ANALYZE

What do you think was the purpose of Board Display?

_________________________________________________________________________________________________
_________________________________________________________________________________________________

Bulletin Board Evaluated by:

Location:
Brief Description of the Bulletin Board:
EVALUATION

Strengths Weaknesses
Description of The Bulletin Board layout

Evaluation of educational content

and other aspects

Recommendation or Suggestion or improvement

Signature of Evaluator over Printed Name:

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Did the board display design reflect the likes/interests pf its target audience? Why? Why not?
_________________________________________________________________________________________________
_________________________________________________________________________________________________

Was the language used clear and simple for the target audience to understand? Why? Why not?
_________________________________________________________________________________________________
_________________________________________________________________________________________________

Was the board display effective? Why? Why not?

_________________________________________________________________________________________________
_________________________________________________________________________________________________

What suggestion can you make?

_________________________________________________________________________________________________
_________________________________________________________________________________________________

Based on your suggestion; propose an enhanced version of the display board. Use the form below.

My Proposed Board Display

Theme:
Board Title:
Rationale (Purpose):
Objectives:
Best features of my purposed bulletin enhancement:
Content Resources (Name each needed resources and give each a brief description):
Materials for aesthetic enhancement:

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 those skills?
_____________________________________________________________________________________________
____________________________________________________________________________

3. Which skills do you still need to develop? What concrete steps will you take on how you can improve on or acquire
these skills.
_____________________________________________________________________________________________
_____________________________________________________________________________________________

LINK Theory to Practice

Direction: 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. Establishes and maintains consistent standards of learner’s behavior

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2. Which facilities are present in a health-promoting school environment?
I. Canteen that sells all kind of food including junk food
II. Comfort rooms common for boys and girls
III. Sanitary drinking fountain
IV. Safe playground
A. II, III, and IV C. I and II
B. I, II, and IV D. III and IV

3. Which physical school environment supports learning?

A. Availability of flexible classroom furniture
B. Presence of spacious classroom
C. Prominence of bulletin boards in every building
D. Tall school buildings

4. Examine the bulletin board display. The bulletin board fulfills which primary purpose?
A. Instructional-interactive
B. Informational
C. Motivational
D. Decorative

5. Examine the bulletin board display. This bulletin board fulfills which primary purpose?
A. Instructional-interactive
B. Informational
C. Motivational
D. Decorative

6. Examine the bulletin board display. This bulletin board fulfills which primary purpose?
A. Instructional-interactive
B. Informational, decorative
C. Motivational, decorative
D. Instructional, informational

SHOW Your Learning Artifacts

My Personal Illustration of an Effective

School Environment

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 Let you
Creativity
Shine!

On the
opposite box,
present an
illustration
showing your
idea of an
effective
school
environment
through any of
these:

 A
Descripti
ve
Paragrap
h
 A Photo
Essay
 A Sketch
or
Drawing

A poem, song
or rap

EVALUATE Performance Task

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Evaluate Your Work Task Field Study 1, Episode 1 - The School as a Learning Environment Learning Outcome:
Determine the characteristic of a school environment that provides social, psychological, and physical environment
supportive of learning.

Name of FS Student:________________________________________ Date Submitted:_________________

Year &Section:_____________________________________Course:_______________________________
COMMENT/S TRANSMUTATION OF SCORE TO GRADE/RATING Rating: (Based on
Score 20 1-18 17 Over-all
16 Score 15 14 13-12 transmutation)
11 10 Needs
9-8Improvement
7-below
Learning Excellent Very Satisfactory Satisfactory
Grade
Episode 1.0 1.25 4 1.5 1.75 2.00
3 2.25 2.50 2.75
2 3.00 3.5 1 5.00
Accomplished 99 96
All observation 93 90 87
One (1) to two (2) 84 81 78
Three (3) observation 75 72 71-below
Four (4) or more
Observation question/tasks/ observation questions/ questions/tasks not observation
Sheet Completely answered/ tasks not answered / answered / questions/tasks/ not
accomplished accomplished. accomplished. answered /
accomplished
Analysis All question were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions
answer with depth and answers are clearly answers are not clearly were not answered;
are thoroughly connected to theories; connected to theories; answers not
grounded on theories; grammar and spelling one (1) to three (3) connected to
grammar and spelling are free from errors. grammatical / spelling theories; more than
are free from error. errors. four (4) grammatical/
spelling errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and Shallow;
supported by what were supported by what shallow; somewhat rarely supported by
observed and analyzed were observed and supported by what were what were observed
analyzed observed and analyzed and analyzed
Learning Portfolio is reflected on Portfolio is reflected Portfolio is not Portfolio is not
Artifacts in the context of the on in context of the reflected on in the reflected on in
learning outcomes; learning outcomes. context of the learning context of the
Complete, well- Complete; well outcomes. Complete; learning outcomes;
organized, highly organized, very not organized relevant not complete; not
relevant to the learning relevant the learning to the learning outcome organized, not
outcome outcome relevant
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2)
deadline deadline the deadline days or more after
the deadline

___________________________________ _________________
Signature of FS Teacher above Printed Name Date

FIELD STUDY 1
LEARNING EPISODE 2
(Learner Diversity: Developmental Characteristic, Needs and Interests)
SPARK Your Interest
Episode 2 provides me with an opportunity to observe learners of different ages and grade levels. It highlights the
differences in their characteristics and needs. As a future teacher, it is important for me to determine my learners’

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characteristics and needs so that I will be able to plan and implement learning activities and assessment that are all
developmentally appropriate.

TARGET Your Intended Learning Outcome

 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).

REVISIT the Leaning Essentials

Here are major principles of development relevant of this Episode:

1. Development is relatively orderly. Development follows directional patters 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)

OBSERVE, ANALYZE, RELFECT

Activity 2.1 Observing learner characteristics at different stages

Resource Teacher: ____________________________ Teacher’s Signature: _________________
School:____________________________________________ Grade/Year Level:_ _______________
Subject Area:___________________ Date:_____________

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.

OBSERVE
Use the observation guide and materials 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 the move, walk, run, go up the stairs,
etc.
2. Are gross movement clumsy or deliberate/smooth?
3. How about their fine motors skills? Writing, drawing, etc.
Social
1. Describe how they interact with teachers and other adult.
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 frustration?
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
Learners’ their Matrix
Development ideas. Not their language proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look evidence of their thinking skills.
3. Were
Record there
the data youopportunities for problem
gathered about solving?
the learners’ Describe how
characteristic and they
needsshowed
in thisproblem solving
matrix. This abilities.
will allow you to
compare the characteristics and needs of learners at different levels. The items under each domain are by no means
exhaustive. These are just simple indicators. You may add other aspects which you may have observed.

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 Development Preschooler Elementary High School
Domain Indicate age range of Indicate age range of Indicate age range of
children observed:_____ children observed:_____ children
observed:______
Physical
 Gross-motor skills
 Fine-motor skills
 Self-help skills
 Others
Social
 Interaction with Teachers
 Interaction with
Classmates/ friends
 Interests
 Others
Emotional
 Moods and temperament,
expression of feelings
 Emotional independence
 Others
Cognitive
 Communications Skills
 Thinking skills
 Problem-solving
 Others

ANALYZE

Write the most silent developmental characteristics of the learners you observed. Based on these characteristics,
think of implication for the teacher.

Example:
Level Salient Characteristic
Salient Characteristics Implication
Implication to the to the
Observed Observed Teaching-Learning
Teaching-Learning Process
Process
Preschool  Preschoolers like to move  Therefore, the teacher should remember to
Age range of around a lot. use music and movement activities not just in
learners PE but in all subject areas.
observed 3-4  Therefore, teachers should not expect
preschoolers to stay seated for a long period
of time.

Level

Preschool
Age range of learners observed_______
Elementary
Age range of learners observed______
High School
Age range of learners observed_______
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?
_________________________________________________________________________________________
_________________________________________________________________________________________

17
 2. Think of a teacher 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?
________________________________________________________________________________________
________________________________________________________________________________________

3. Share your other insight here.

_________________________________________________________________________________________
_________________________________________________________________________________________

LINK Theory to Practice

Direction: Read the items given below and encircle the correct answer.

1. A 14-year-old felt ignored by her crush whom she believes in 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 too 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-old are not yet capable of perspective taking and cannot take teacher’s perspective
D. teenager never listens to adult advice

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 he best consider?
A. Provide daily coloring book activities.
B. Ask children to do repeated writing drills every day.
C. Encourage children to eat independently.
D. Conduct 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 if I add three-tablespoon salt to the glass of water?” The 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

SHOW Your Learning Artifacts

Which is you favorite theory of development. How can this guide you as a future teacher? Clip some readings about
this theory and paste them here.

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 2- Learner Diversity: Developmental Characteristics, Needs, and
Interests
Learning Outcome: Determine the characteristics, needs and interests of learners from different development levels.
Name of FS Students ________________________________ Date Submitted:__________________
Year & Section:_____________________________ Course:________________________________

18
 Rating: (Based on
Learning Episode Excellent Over-all
VeryScore
Satisfactory transmutation)
Satisfactory Needs
4 3 2 Improvement
1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation question/tasks/ observation questions/ questions/tasks not observation
Sheet Completely answered/ tasks not answered / answered / questions/tasks/
accomplished accomplished. accomplished. not answered /
accomplished
Analysis All question were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation
answer with depth and answers are clearly answers are not clearly questions were
are thoroughly connected to theories; connected to theories; not answered;
grounded on theories; grammar and spelling one (1) to three (3) answers not
grammar and spelling are free from errors. grammatical / spelling connected to
are free from error. errors. theories; more
than four (4)
grammatical/
spelling errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and
supported by what were supported by what were shallow; somewhat Shallow; rarely
observed and analyzed observed and analyzed supported by what were supported by what
observed and analyzed were observed
and analyzed
Learning Portfolio is reflected on Portfolio is reflected on Portfolio is not Portfolio is not
Artifacts in the context of the in context of the reflected on in the reflected on in
learning outcomes; learning outcomes. context of the learning context of the
Complete, well- Complete; well outcomes. Complete; learning
organized, highly organized, very not organized relevant outcomes; not
relevant to the learning relevant the learning to the learning outcome complete; not
outcome outcome organized, not
relevant
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2)
deadline deadline the deadline days or more after
the deadline
COMMENT/S
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 18-19 17 16 15 14 13-12 11 10 9-8 7-below
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

STUDY 1
LEARNING EPISODE 3
(Focus on Gender, Needs, Strengths, Interests, Experiences Language, Race, Culture, Socio-economic, Status,
Difficult Circumstances and Indigenous People)

SPARK Your Interest

Episode 3 provides an opportunity to observe how differences in gender, racial, culture and religious backgrounds,
including coming from the indigenous groups influence learner behavior, interaction, and performance in school. On will

19
also analyze and reflect on the practices that teachers use in leveraging diversity in classroom. It also provides an
opportunity to observe how differences in abilities affect interaction in school and learn about strategies that teachers use
in addressing the learners’ needs towards effective teaching and learning.

TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to:

 describe the characteristics and needs of learners from diverse backgrounds;
 identify the needs of students with the different levels of abilities in the classroom;
 identify best practices in differentiated teaching to suit the varying learner needs in a diverse class (PPST
3.1.1); and
 demonstrate openness, understanding, and acceptance of the learners’ diverse needs and backgrounds.

REVISIT the Learning Essentials

Here are principles and concepts relevant to this episode:

1. Principles of Development
a. Development and learning proceed at varying rates from child to child, as well as at uneven
rate across different areas of the child’s functioning. (NAEYC 2019)
b. Development and learning are maximized when learners are challenged to achieve at a
level just above their current level of mastery, and also when they have many opportunities
to practice newly acquired skills.
c. Differentiated instruction is a student-centered approach that aims to match the learning
content, activities and assessment to the different characteristics, abilities, interests, and
needs of the learners.

2. The PPST highlighted the following factors that brings about the diversity of learners:
a. Differences in learners’ gender, needs, strengths, interests, and experiences
b. Learners’ linguistic, cultural, socio-economic and religious background
c. Learners with disabilities, giftedness, and talents
d. Learners under challenging circumstances which indulge 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 development in them sensitivity and empathy. They remember that the learners respond and perform at
different levels. The teachers assure students that their gender identity, culture and religion are respected, their
strength are recognized, and their needs will be met. These teachers declare to all that everyone has the chance
to learn and succeed. 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:

 use strategies to build a caring community in the classroom
 model respect and acceptance of different culture and religious
 bring each of the student’s home culture and language into the shared culture of the school
 provide more opportunities for cooperation than competition

3. Focus on Indigenous Peoples

A young teacher’s approach to indigenous peoples starts with a keen awareness of one’s own
identity, including one’s beliefs and cultural practices. Though serious reflection one may realize that the
self is a product of all the influences of key people in one’s life and the community, real and virtual.
Similarly, learners from indigenous groups carry with then their beliefs, views and cultural practices.
One’s attitude needs to be that openness and respect. Come is not with the view that one’s own culture is
superior, We approach with the sincere willingness and deep interests to know and understand the
indigenous people’s culture. We aim to make teaching-learning facilitative rather than imposing.
a. From your professional education subjects/courses, most likely you have discussed indigenous
peoples in the Philippines. You learned that our country has about 110 ethano-linguistic
groups, majority of which is in Mindanao, some in Northern Luzon and fewer in the Visayas.
(UNDP Philippines, 2010). they represent about 10-20% of our total population. There are two
big indigenous peoples group which have several smaller ethnic groups within them, the non-

20
 muslim groups called the Lumads in Mindanao, and the Igorots in Northern Luzon. Among
others, we have Badjaos, Ati and Tumandok, Mangyans, and Aetas.
b. Republic Act 8371 (1997), the indigenous People’s Rights Act, recognizes and protects the
rights of indigenous cultural communities (ICC) and indigenous people (IP). Our country was
admired by other nations for enacting this law. However, years later, so much still has to be
done to improve the lives of million people from indigenous groups. (Reyes, Mina and Asis,
2017)
c. Guided by RA 8371, in 2015 DepEd issued DO 32, s.2015, Adopting the Indigenous Peoples
Education (IPED) Curriculum Framework. Most useful for you as a future teacher to
remember are the 5 key Elements of an Indigenous Peoples Education Curriculum (DO 32,
s.015 enclosure,pp. 15-18):

1. Curriculum Design, Competencies and Content. Interfacing the national

curriculum with Indigenous Knowledge systems and practices (IKSPs) and
Indigenous Learning system (ILS) the design of a culturally appropriate and
responsive curriculum has the following features:
a. Anchors the learning context on the ancestral domain, the community’s word
view, and its indigenous cultural institutions.
b. Includes and respects the community’s expression of spiritually as part of the
curriculum context.
c. Affirms and strengthens indigenous cultural identity.
d. Revitalizes, regenerates, strengthens, and enriches IKSPs, ILS, and indigenous
languages.
e. Emphasizes competencies that are needed to support the development and
protection of the ancestral domain, the vitality of their culture, and the
advancement of indigenous peoples’ rights and welfare.
f. Supports the community’s efforts to discern new concepts that will contribute
to the community’s cultural integrity while enabling meaningful relations with
the boarder society.
2. Teaching Methodologies and Strategies. A culturally and responsive curriculum
employs teaching methodologies and strategies that strengthen, enrich, and
complement the community’s indigenous teaching-learning process.
3. Learning Space and Environment. A culturally appropriate and responsive
curriculum recognizes that the ancestral domain where IKSPs are experienced, lived,
and learned is the primary learning environment and learning space of indigenous
learners.
4. Learning Resources. Instructional materials, and other learning resources shall be
developed and utilized in line with the described curriculum content and
teaching-learning processes.
5. Classroom Assessment. Assessment shall be done utilizing tools appropriate to the
standards, competencies, skills, and concepts being covered. Their design and use
shall address the needs and concerns of the community and shall be developed with
their participation.

OBSERVE, ANALYZE, REFLECT

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.
Resource Teacher: ____________________________ Teacher’s Signature: _________________
School:____________________________________________ Grade/Year Level:_ _______________
Subject Area:___________________ Date:_____________

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 students diversity affects learning.

To realize the Intended Learning Outcomes , work your way through these steps:

21
 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 learners in terms of age, gender, and social and cultural diversity
Step 3. Describe the interaction that transpire 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’ interaction.

The observation form is provided for me to document my observations.

OBSERVE

An Observation Guide for the Learners’ Characteristic

Read the following carefully before you begin to [Link] write your observation report on the space provided.
1. Find out the numbers 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.
 Gender, including LGBT
 Language and cultural differences
 Differences in religion
 Socio-economic status

22
 OBSERVATION REPORT

Name of the School Observed___________________________________________________

School Address_______________________________________________________________
Date of Visit______________________________________________________________________

ANALYZE

1. Identify the persons who play key roles in the relationships and interaction in the classrooms. What roles do
that play? Is there somebody who appears to be leader, a mascot/joker, an attention seeker, a little teacher, a
doubter/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?
________________________________________________________________________________
________________________________________________________________________________

What does the teacher do to address issues like this?

________________________________________________________________________________
________________________________________________________________________________

3. How does the teacher influence the class interaction considering the individual differences of the students?
________________________________________________________________________________
________________________________________________________________________________

4. 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?

23
Activity 3.2 Observing differences among learners with disabilities, giftedness, and talents
Resource Teacher: ____________________________ Teacher’s Signature: _________________
School:____________________________________________ Grade/Year Level: _______________
Subject Area:___________________ Date:_____________

To realize the Intended Learning Outcomes, work your way through these steps.
1. Observe at least two of these classes.
a. SPED class with learners with intellectual disabilities
b. SPED class with learners 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 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 observation.

An Observe Guide for the Learners’ Characteristic

Read the following carefully before you begin to observe. Then write your observation report on the space
provided.

1. Observe the class to see the differences in abilities of the learners.

2. Try to identify the students who seem to be performing well and those that seem to be behind.
3. Validate your observation by asking the teacher about the background and needs of the learners.
4. Observe the behavior of both regular students and those with special needs. Note their dispositions,
pace in accomplishing tasks with the teacher, and interaction with others.
5. Observe the teacher’s method in addressing the individual learning needs of the students in his/her class.

OBSERVATION REPORT
Name of School Observe___________________________________________________________
School Address___________________________________________________________________
Date of Visit____________________________________________________________________

24
ANALYZE

1. Did your observation match the information given by the teacher?

_________________________________________________________________________________________
_______________________________________________________________________

2. Describe the differences in ability levels of the students in the class. What practices or strategies are done or
should be done to differentiate instruction to meet 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 differentiated instruction? If yes, describe how.
________________________________________________________________________________
________________________________________________________________________________

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?
________________________________________________________________________________
________________________________________________________________________________

OBSERVE, ANALYZE, REFLECT

Activity 3.3 Observing the school experiences of learners who belong to indigenous groups.
Resource Teacher: ____________________________ Teacher’s Signature: _________________
School:____________________________________________ Grade/Year Level:
Subject Area: _____________ Date:

To realize the Intended Learning Outcomes, work your way through these steps.
1. Ensure that you have reviewed the no. 3 Focus on Indigenous Peoples in the Learning essentials 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 Paaralan ng mga Agta, General nakar, Quezon
c. Sitio Tarukan Primary School, Capas Tarlac
d. Mangyan Center for Leaving 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, Calino, Iloilo
h. T’boli 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. Bayanihan Elementary School, Marilog, Davao
l. Lumad Bakwit School, UP Diliman, Quezon City

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, 2013. Retrieve
from: https:// [Link]/watch?v=FsMjgQNz2Y

25
 3. Write your observation report.
4. Analyze your observation data using the Indigenous Peoples Education Framework.
5. Reflect on your experience.

OBSERVE
Use the observation guide provided for you to document your observations.

An Observation Guide for Indigenous Peoples Education

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 videos. You can try to get in touch with the creator of the video and interview them two.

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 interact with respect.
2. Observe and note 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 teaching-learning process happen. Describe the learning activities they have and the
teaching strategies that the teacher uses.
6. Describe the interaction that is taking place between the teacher and learners, among the teachers,
and in the school in general.
7. What instructional materials and learning 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.

Write your observation report here.

OBSERVATION REPORT

(You may include photos here)

Name of the School Observed______________________________________________________________
School Address____________________________________________________________________________
Date of Visit_______________________________________________________________________________

OBSERVATION REPORT
(You may include photos here.)

26
ANALYZE

Curriculum Design, Competencies, and Content Answer each question based on your observation and
Interview data
1. Does the school foster a sense of belonging to one’s
ancestral domain, a deep understanding of the
community’s beliefs and practices. Cite examples
2. Does the school show respect of the community’s
expression of spiritually? How?
3. Does the school foster in indigenous learners a deep
appreciation of their identity? How?
4. Does the curriculum teach skills and competencies in
the indigenous learners that will help them develop and
protect their ancestral domain and culture?
5. Does the curriculum link new concepts and
competencies to the life experience of the community?
6. Do teaching strategies help strengthen, enrich, and
complement the community’s indigenous teaching-
process?
7. Does the curriculum maximize the use of ancestral
domain and activities of the community as relevant
settings for learning in combination with classroom-
based sessions? Cite examples.
8. Is cultural sensitivity to uphold culture, beliefs and
practices, observed and applied in the development and
use of instructional materials and learning resources?
How? (For example, Culture bearers of the Indigenous
Peoples are consulted.)
9. Do assessment practices consider community values
and culture? How?
10. Do assessment process include application of higher
order thinking skills?

What do you think can still be done to promote and uphold the indigenous peoples’ knowledge systems and
practices and rights in schools?
_____________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

REFLECT

Reflect based on your actual visit or videos that you watched.

1. What new things did you learn about indigenous peoples?

___________________________________________________________________________________
___________________________________________________________________________________

2. What did you appreciate most from your experience in visiting the school with indigenous learners? Why?
___________________________________________________________________________________
___________________________________________________________________________________

3. For indigenous learners, as a future teacher, I promise these three things:

3.1 Be open and respect indigenous peoples by _____________________________________________

________________________________________________________________________________

3.2 Uphold and celebrate their culture, beliefs and practices by ________________________________
________________________________________________________________________________

27
 3.3 Advocate foe indigenous people education by ___________________________________________
________________________________________________________________________________

SHOW Your Learning Artifacts

With the principle of individual differences in mind, what methods and strategies will you remember 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’ different ability levels.

LINK Theory to Practice

Directions: Read the item given below and encircle the correct answer.

1. Which statement on student diversity is CORRECT?

A. The teacher must do his/her best to reduce student diversity in class.
B. The less diversity of students in class, the better for the teacher and students.
C. The teacher should accept and value diversity.
D. Students diversity is purely due to students’ varied cultures.

2. Which student thinking/behavior indicates that he/she values diversity?

A. He/She regards his culture as superior to other’s cultures.
B. He/She regards his culture as inferior to other’s cultures.
C. He/She accepts the fact that all people are unique in their own way.
D. He/She emphasizes the differences among people and disregards their commonalities.

3. What is a teaching-learning implication of student diversity?

A. Compare students.
B. Make use of variety of teaching and assessment methods and activities.
C. Do homogeneous grouping for group activities.
D. Develop different standards for different student groups.

4. All are features of the Indigenous Peoples Education Curriculum, EXCEPT ____________.
A. Affirms and strengthen indigenous cultural identity
B. Makes education exclusive to the indigenous culture
C. Revitalizes, regenerates and enriches IKSPS and indigenous languages
D. Anchors the learning context on the ancestral domain, the community’s world view, and its indigenous
cultural institution

5. All are best practices in using 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 mother tongue,
is consulted with the indigenous community.
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 situations
B. Applying higher-order thinking skills and integrative understanding across subject areas
C. Using international context in the assessment standards and content faithfully without modification
D. Including community-generated assessment process that are part of indigenous learning system

7. Read the following comments by the teacher. Which of these comments will most likely make a child try harder,
rather than give up?
A. Sinuswerte ka ngayon dito sa test, ha?
B. Hindi ka talaga magaling dito sa paksang ito, ‘no?
C. Nakikita ko na kailangan mong maglaan ng mas mahabang panahon sa paksang iyo para lubos mong
maunawaan ito.
D. Nahihirapan ka sa paksang ito. Maari kitang tulungan.

28
8. Which of the following demonstrate differentiated instruction?
A. The teacher groups the learners by their ability level and makes the groups work with the same topic but
assigns a different task appropriate for each group to accomplish
B. The teacher divides the class into three heterogeneous groups and assigns the same activity for each
group to work on.
C. The teacher groups the learners by their ability level and assigns different content topics for the groups to
work on
D. The teacher groups the learners by ability levels and assigns each group a different task on the same
topic, and then requests three different teachers, each to assess on of the groups

9. Which teaching practice gives primary consideration to individual differences?

A. Allowing children to show that they learned the stages of mitosis in a at where they feel most
comfortable.
B. Allowing children to show that they learned the stages of mitosis in a way where they feel most
comfortable expect by lecturing.
C. Preparing two different sets of examination, one for the fast learners and another for the slow learners.
D. Applying two sets of different standards.

29
EVALUATE Performance Task

Evaluate Your Work Field Study 1, Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences Language,
Race, Culture, Religion, Socio-economic Status, Difficult Circumstances and Indigenous Peoples
Learning Outcomes: describe the characteristic and needs of learners from diverse backgrounds · identify the needs of
students with different levels of abilities in the classroom · identify best practices in differentiated teaching to suit the
varying learner needs in a diverse class (PPST 3.1.1) · demonstrate openness, understanding, and acceptance of the
learners’ diverse needs and backgrounds.

Name of FS Student _____________________________________Date Submitted:__________________

Year & Section:________________________________________Course:________________________

COMMENT/S Rating: (Based on

Learning Excellent Over-all Score
Very Satisfactory transmutation)
Satisfactory Needs
Episode 4 3 2 Improvement
TRANSMUTATION OF SCORE TO GRADE/RATING 1
Accomplished
Score 20 All observation
1-18 17 16One (1) 15
to two (2)14 Three (3) observation
13-12 11 10 Four
9-8 or7-below
(4) more
Observation
Grade 1.0 question/tasks/
1.25 1.5 observation
1.75 2.00 questions/
2.25 questions/tasks
2.50 2.75 not 3.00 observation
3.5 5.00
Sheet Completely answered/ tasks not answered / answered / questions/tasks/
99 96 93 90 87 84 81 78 75 72 71-below
accomplished accomplished. accomplished. not answered /
accomplished
Analysis All question were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation
answer with depth and answers are clearly answers are not clearly questions were
are thoroughly connected to theories; connected to theories; not answered;
grounded on theories; grammar and spelling one (1) to three (3) answers not
grammar and spelling are free from errors. grammatical / spelling connected to
are free from error. errors. theories; more
than four (4)
grammatical/
spelling errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and
supported by what were supported by what were shallow; somewhat Shallow; rarely
observed and analyzed observed and analyzed supported by what were supported by what
observed and analyzed were observed
and analyzed
Learning Portfolio is reflected on Portfolio is reflected on Portfolio is not Portfolio is not
Artifacts in the context of the in context of the reflected on in the reflected on in
learning outcomes; learning outcomes. context of the learning context of the
Complete, well- Complete; well outcomes. Complete; learning
organized, highly organized, very not organized relevant outcomes; not
relevant to the learning relevant the learning to the learning outcome complete; not
outcome outcome organized, not
relevant
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2)
deadline deadline the deadline days or more after
the deadline

_____________________
Signature of FS Teacher above Printed Name Date

FIELD STUDY 1
LEARNING EPISODE 4
(Learning Diversity: The Community and Home Environment)
SPARK Your Interest

30
 Episode 4 provides opportunities for you to have a more in-depth look into the factors that affect the development of
a learner. Focus will be on the early experiences and characteristic of the learner as describe be the family and other
significant others. You will also focus ho the teachers link with the community to maximize the learning and
development of students.

TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to:

 describe the influencing factors in the home environment that affects the students’ learning;
 seek advice concerning strategies that build relationship with parents/guardians and the wider community
(6.2.1); and
 identify effective strategies on how teachers can work together with the family.

REVISIT the learning Essentials

1. Urie bronfenbrenner’s bio-ecological model represents the learner within the context of layers of relationship
systems that make up the learner’s environment. The layers are:
Microsystem - Mesosystem - Exosystem - Macrosystem - Chronosystem -
includes the structure the connection the bigger social system outermost layer which the element of time,
such as one’s family, between the which includes the city includes cultural patterns of stability
school and structures in the government, the values, customs and and pacing of the
neighborhood microsystem workplace and mass laws child’s everyday
media life.

The model helps the teacher look into 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 a partnership with the
family and the community to bring out the best in every learner.

2. Baumrind’s Parenting Styles

Authoritarian. Parents are very firm with their children and expect unwavering and unquestioning obedience.
Rules are set by parents and misbehavior is met with withdrawal of affection, physical punishment of
threats.
Permissive. Parents are not firm or controlling. They have few expectations. May be warm and caring but
appear to be uninvolved and uninterested.
Reject-Neglecting. Parents are disengaged from children. Neither demanding nor responsive to their children.
Provide no structure, supervision, support or guidance.
Authoritative. Parents achieve a good blend. They are firm yet loving. Have a 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 and
lack of self-control; may they have low levels of independence and responsibility.
Rejecting-Neglecting Parents: are found to be the least competent in their over-all functioning and
adjustment.
Authoritative: 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, 2004

OBSERVE, ANALYZE, REFLECT

Activity 4.1 Observing the learner’s community and home environment

Resource Teacher: ____________________________ Teacher’s Signature: _________________
School:____________________________________________ Grade/Year Level: _______________
Subject Area: Date:

31
 To realize my Intended Learning Outcomes, I will look 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 characteristic and the community.
3. Conduct a home visit to your selected learner’s residence.
4. Interview the parents about
a) the rules they implement ate home concerning their child’s schooling.
b) the learner’s activities and behavior while at home.
5. Write the Learner’s Profile.
6. Analyze your observation and interview data.
7. Reflect on your observation experience.

OBSERVE

An Observation/Interview Guide for Home-School Link

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 the teachers and classmates (loner, shy, sociable, friendly, gets into fights,
liked by other, etc.)
 emotional moods, temperament, cries easily, loses temper, happy, shows enthusiasm, exited,
indifferent, etc.)
 cognitive (appears to understand lesson, copes with the lessons, excels, lags behind, shows reasoning
skills, turns in assignments and requirements, etc.)

Interview the Teacher

1. What are the most noticeable characteristics of the learner? (emotional disposition, behavior and
discipline, sense of responsibility, study habits, academic performance, relationship with peers,
relationship with adults, social adjustment)
2. How does the teacher communicate with the parents? How often? What do they discuss? How do
they decide of the best course of action to resolve issue or problems?
3. How does the teacher utilize resources in the community to support the teaching-learning process?
How does the teacher work with the community to meet the needs of the learners?

Interview with Parents

1. Conduct a home visit. Once there, observe the home set-up. (Home is orderly, family pictures in the
living room, etc.)
2. Use the Interview Questions on the next page. Just ask the questions with which you feel
comfortable.

Suggested Parent Interview Guide

Your teacher may ask you to use a more detailed interview guide. Be free to translate the questions, if necessary.

32
 Name of Learner:
Date of Birth:_________________________________________ Age:______
Grade/Year Level:_____________________________________ Gender:_____
Number of Siblings:_______________
Birth Order:____________________________________
Parents:___________________________________________________________________
Mother:_______________________________________ Age:_______________
Occupation:___________________ Educational Attainment:__________________________
Father:________________________________________ Age:_______________
Occupation:___________________ Educational Attainment:__________________________

Learner’s Physical Aspect:

Health
1. Mother’s Health during pregnancy with the learner:
2. Ailments or health problems of the learner as a child:
3. Age of the learner when he started to walk /talk:
4. Food preferences of the learner as child and at present:
5. Who took care of him/her as a child?
Learner’s Social Aspect:
1. Describe your child sociability (friendly, outgoing or shy, loner).
2. Who were the learner’s playmates?
3. As a child then, was he/she allowed to play outside?
4. Is he/she allowed to go out with friends?
5. Do you have rules for him/her to follow regarding going out?
6. What are theses rules?
How do you discipline your children?
1. Do you have rules in the house? What are they?
2. How do you impose the rules?
3. What are the consequences of breaking the rule?
Learner’s Cognitive Aspects:
1. What are the child’s interests?
2. What is he/she good at in school?
3. In what subject/s does he/she have difficulty?
4. How do you monitor his/her performance in school? How do you motivate his/her?
5. Do you have rules at home to help him develop good study habits?
6. What are these rules? How are they implemented?

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 attache it to this learning Episode.

THE LEARNER’S DEVELOPMENT PROFILE (Outline)

33
 The Learners’ Development Profile

Name of the Learner __________________________________________________________________

School _____________________________________________________________________________
Date of Home Visit ___________________________________________________________________
Date of Birth: Age:
Grade/Year Level: Gender:

Family Profile
Number of Siblings:
Birth Order:
Parent:
Mother:
Age:
Occupation: Educational Attainment:
Father:
Occupation: Educational Attainment:

Physical Development
In paragraph form, describe the physical development of the learner. Continue the teacher’s, parents’
responses, and your own observations.

Social Development
In paragraph form, describe the social development of the learner. Combine the teacher’s, parents’
responses, and your own observations.

Emotional-Moral Development
In paragraph form, describe the social development of the learner. Combine the teacher’s, parents’
responses, and your own observations.

Cognitive Development
In paragraph form, describe the social development of the learner. Combine the teacher’s, parents’
responses, and your own observations.

Findings
Write here your salient finding about the learners.

Conclusions
Write your conclusions after you have analyzed the impact of the school and the home on the learner’s
development. The questions in you Analysis portion of this learning Episode can help you.

Recommendation
Write your recommendations.

ANALYZE

Your findings and recommendations in the Learner Development Profile will help you answer the questions here.

1. From your home visit and interview, what do you think is the style of parenting experienced by the
learner? Explain your answer.
____________________________________________________________________________
____________________________________________________________________________

34
 2. Relating your data with what you learned from child development, what family factors do you think
contribute to the development and over-all adjustment of the learner in school?
____________________________________________________________________________
____________________________________________________________________________
3. Does the communication between the home-school have an effect on the learner? If yes, what are these
effects?
____________________________________________________________________________
____________________________________________________________________________

4. How can the teacher partner with the community to contribute to the Development and learning of the
students? Who are the people or which institutions can the teacher tap to seek advice regarding the
development and learning of students?
____________________________________________________________________________
____________________________________________________________________________
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?

_________________________________________________________________________________________________
____________________________________________________________

LINK Theory to Practice

Direction: Read the items given below and encircle the correct answer.

1. Which are the most likely kind of children raised by authoritarian parents?
I. Fearful II. Inhibited III. Hostile IV. Withdrawn
A. I and II C. II and III
B. I, II, and III D. I, II, III, and IV

2. If a child was raised by authoritative parents, how will most likely will he/she behave in class?
A. Relates well to the class
B. Is suspicious of others
C. Quarrels often with classmates
D. Has low level of independence

3. Which parenting style/s contribute/s to the development of children who have low level
of responsibility?

A. Authoritarian C. Permissive
B. Authoritative D. Neglecting and permissive

35
SHOW Your Learning Artifacts

1.
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
learner.

Then, write a few

2. statements on the space
below about your visual
H- C-
art.
O- O-
M- M-
E- M- Stick
U- with
S- N- Acrostic…
C- I-
H- T 2. Make a reflection
O- Y- acrostic about home,
O- school and community
L- link.
L-
I-
N-
K-

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 4 - Learner Diversity: The Community and Home Environment
Learning Outcomes: Describe the influencing factors in the home environment that affect the students’ learning; · seek
advice concerning strategies that build relationships with parent/guardians and the wider community (6.2.1); and ·
identify effective strategies on hoe teachers can work together with the family.

Name of FS Student ___________________________________Date Submitted: ___________________

Year & Section: _______________________________________ Course: _________________________________

_______________________________ _________________
Signature of FS Teacher above Printed Name Date

36
ANALYZE

Your findings and recommendations in the Learner Development Profile will help you answer the questions here.

1. From your home visit and interview, what do you think is the style of parenting experienced by the learner?
Explain your answer.
_______________________________________________________________________________________
_______________________________________________________________________________________

2. Relating your data with what you learned from child development, what family factors do you think contribute to the
development and over-all adjustment of the learner in school?
_______________________________________________________________________________________
_______________________________________________________________________________________

3. Does the communication between the home-school have an effect on the learner? If yes, what are these effects?
_______________________________________________________________________________________
_______________________________________________________________________________________
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?
________________________________________________________________________________
________________________________________________________________________________

37
 FIELD STUDY 1
LEARNING EPISODE 5
(Creating an Appropriate Learning Environment)
SPARK Your Interest

This learning Episode provides an opportunity to examine how classrooms are structured or designed to allow
everyone’s maximum participation for effective learning. You should be able to examine hoe 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 The Child and Adolescent Learners and Learning
Participles.

TARGET Your Intended Learning Outcome

At the end of this Episode, I must be able to:

 plan on how to manage time, space and resources; and
 provide a learning environment appropriate to the learners and conductive to learning.

REVISIT the Learning Essentials

The classroom climate that is conductive for learning is one that is non-threatening yet business-like. It is a
classroom where, when creating audio-visual presentations, the following are observed:
 Specific classroom rules and procedures are clear.
 Classroom rules and procedures are discussed within the first few days of the school.
 Students are involved in the design of rules and procedures.
 Techniques to acknowledge and reinforce acceptable behavior are employed.
 Clear limits for unacceptable behavior are established and negative consequences foe such are communicated.
 Classroom processes are democratic.

OBSERVE, ANALYZE, REFLECT

Activity 5.1 Managing Time, Space and Learning Resources

Resource Teacher:_______________________________ Teacher’s Signature:________________

School:___________________ Grade/Year Level:________________________
Subject Area:__________________ Date:___________________

OBSERVE
Observe and use the observation sheet provided for you to document your observations.

1. As you observe the class, look into the characteristic of the learners. Note their ages.
2. How many boys are there? How many girls?
3. Focus on their behavior. Are they already able to manage their own behavior?
4. Can the learners already work independently?
5. Describe their span of attention.

38
ANALYZE
Analyze and answer these questions on observed classroom management practices. It is also good to ask 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 of teaching aids, books, students’ belongings,
supplies, etc.)? Describe these areas. Will it make a difference if these areas for specific purposes are not
present?
2. Are there rules and produces 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 the students’ participation in rule-making on students’ behavior?
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 any seating arrangement? What is the basis of this arrangement? Does this help in managing the class?
6. Observe the noise level in the classroom. How is this managed?
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.

1. Why do you need to enforce positive discipline?

_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

Activity 5.2 Identifying the Different Aspects of Classroom Management

Resource Teacher:_______________________________ Teacher’s Signature:________________

School:_________________________________________Grade/Year Level:________________________
Subject Area:__________________ Date:___________________

OBSERVE
CLASSROOM MANAGEMENT MATRIX

Observe a class and accomplish the given matrix.

Aspects of Classroom Description Effect on the Learners

Management (to be filled out after you answer the
analysis questions)
1) Specific Areas in the Classroom
2) Classroom Rules
3) Classroom Producer
4) Daily Routines
5) Seating Arrangement
6) Handling misbehavior/off-task
behavior
7) Reinforcement of Positive Behavior
8) Others
9) Others
10) Others

39
ANALYZE

1. How did the classroom organization and routines affect the learners’ behavior?
___________________________________________________________________________________

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?
___________________________________________________________________________________

3. Should learners be involved in the making the class rules? Why?

___________________________________________________________________________________

Link Theory to Practice

Direction: Read the items given below and encircle the correct answer.

1. Focus on natural consequences pf students’ behavior develops more self-regulation in the students. Which of the
following teacher statements demonstrates focusing on natural consequences?
A. “Those who were noisy today during seat work will not be allowed to play games in the computer
later.”
B. “If It takes you longer to finish the seat work because time is wasted with chatting, then we won’t
have time to go to the playground anymore.”
C. “Those who are well-behaved in class will be given plus points in the quiz.”
D. If you get a grade of 95 or higher in the first two assignments, you will be exempted from the 3 rd
assignment.

2. Learners re more likely to internalize and follow classroom rules when_____________.

A. the teacher clearly explains the rules she prepared
B. the leaner know the punishments for not following the rules
C. The learner participate in the rule-making process
D. The learner gives additional points for those who follow the rules

3. For a teacher to establish and maintain consistent standards of learners’ 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 the class
C. communicate and enforce school policies and procedures clearly and consistency
D. handle behavior problems promptly and with due respect to learners’ rights

40
SHOW Your Learning Artifacts

Paste pieces of evidence of classroom rules that work in class. You may also put pictures of the physical space and
learning stations which contribute to the effective implementation of classroom management.

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 5 - Creating Appropriate Learning Environment
Learning Outcomes: Plan on how to manage time, space, and resources · Provides a learning environment appropriate to
the learners and conductive to learning.

FIELD STUDY 1
LEARNING EPISODE 6
(Classroom Management and Classroom Routines)
SAPRK Your Interests

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 and discipline to help the students
to stay calm and focused in their daily tasks.

TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to:

 identify the classroom routines set by the teacher; and
 observe how the students execute the various classroom routines.

REVISIT the Learning Essentials

Routines are the backbone of daily classroom life. They facilitate teaching and learning. Routines don’t just make
life of the teacher easier. The save valuable classroom time. Efficient routines makes it easier for students to learn and
achieve more.

Establishing routines early in the school year:

 enables you to run your daily activities run smoothly;
 ensures you to manage time effectively;
 helps you maintain order in the classroom;
 makes you more focused in teaching because you spend less time in giving directions/instruction; and
 enables you to explain to the learners what are expected of them.

OBSERVE, ANALYZE, REFLECT

Activity 6.1 Observing Classroom Management and rules

Resource Teacher:_______________________________ Teacher’s Signature:________________
School:___________________ Grade/Year Level:________________________
Subject Area:__________________ Date:___________________

41
OBSERVE

Observe the classroom routines of the Resource Teacher by accomplishing the given checklist.

Checklist on Classroom Routines

Check Yes (/) if observed and (x) if not observed.
Classroom Routines Observed (/) Not Observed (x)
1. Movement into the classroom
2. Transition in classroom activities
3. Movement out of the classroom
4. Use of lavatories / comfort room / washrooms
5. Passing of papers
6. Passing of books
7. Working with pairs/groups
8. Tardy students
9. Absent students
10. Submission/Collection of materials
11. Submission of projects
12. Asking questions during lesson
13. Asking for assistance
14. Joining classroom activities
15. Lining up
16. Walking in line
17. Fire drill/ emergencies
18. Movement between activities
19. Use of classroom supplies
20. Checking of assignments
Others, please specify.

ANALYZE

Analyze the routines set by the Resource Teacher by answering the following questions.
1. Were the routine effective discipline and order in the class? Why? Why not?
___________________________________________________________________________
____________________________________________________________________________

2. Which of those routines were systematic and consistently implemented? Explain your answer.
____________________________________________________________________________
____________________________________________________________________________

REFLECT

Reflect on the various routines observed.

1. Which of the routines will you most likely apply in your class? Why? Why not?
____________________________________________________________________________
____________________________________________________________________________

42
Activity 6.2 Listing Down Classroom Rules
Resource Teacher:_______________________________ Teacher’s Signature:________________
School:______________________________ Grade/Year Level:________________________
Subject Area:__________________ Date:___________________

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 ensure students’ engagement and focus in their classroom activities.

Classroom Rules Importance

1. E.g. Read directions well. - Ensure less error in answering the activity.
2.
3.
4.
5.
6.

ANALYZE

1. Analyze each given rule. What circumstances led to the formulation of the rule?
________________________________________________________________________________
________________________________________________________________________________

2. Are classroom reason really important?

_______________________________________________________________________________
________________________________________________________________________________

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.
___________________________________________________________________________________
___________________________________________________________________________________

SHOW Your Learning Artifacts

Take some snapshots of the classroom routines employed by the Resource Teacher which are worth emulating? Tell
something about the pictures.

EVALUATE Performance Task ( REFER TO OUR RUBRICS)

Evaluate Your Work Task, Field Study 1, Episode 6 - Classroom Management and Classroom Routines
Learning Outcome: Identify the classroom routines set by the teacher, ans Observe hoe the students execute various
classroom routines.

LINK Theory to Practice

1. What term applies to the established ways of managing a classroom into a more organized and systematic
structure?
A. Classroom routine
B. Positive discipline
C. Classroom discipline
D. Classroom management

43
2. When is best time to establish classroom routines?
A. At the start of the year
B. At the end of the class
C. At the start of the activity
D. At the start of class discussion

3. What is the primary reason for the establishment of classroom routines?

A. To ensure order
B. To eliminate stress
C. To be fair at all times
D. To control the class

4. To ensure order in the transition activities, what must be done?

A. Assign a leader.
B. Post the rules.
C. Let students work in groups.
D. Set the rules before the activity

5. What routine must be set to guarantee the safety of the students?

A. Assign a leader.
B. Let them work in pairs.
C. Let them work individually.
D. Set the do’s and dont’s in every activity.

44
 FIELDS STUDY 1
LEARNING EPISODE 7
(Physical and Personal Aspects of Classroom Management)
SPARK Your Interest

This Episode tackles classroom management and discipline. It focuses on the personal and physical aspects of
classroom management which are not central to teaching and therefore must be consistently implemented.

TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to:

 identify the two (2) aspects of classroom management; and
 determine the classroom management strategies that the Resource Teacher employed in his/her class.

REVISIT the Learning Essential

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.
Importance of Effective Classroom Management
 increases chance of students success
 paves the way for the teacher to engage students in learning
 helps create an organized classroom event
 increase instructional time
 creates consistency in the employment of rules and regulations
 aligns management strategies with school wide standards
 decrease misbehavior in the classroom
 gives student boundaries as well as consequences

Two aspects of Classroom Management.

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.

3. Physical Classroom Management consists of managing the learning environment. Attending to these physical
elements of learning environment ensures safety, security and order in the class. It includes:
3.1. ventilation
3.2. lighting
3.3. acoustics
3.4. seating arrangement
3.5. structure / design of the classroom
3.6. physical space / learning stations

Some Effective Classroom Management Strategies

1. Model to the students how to act in different situations.
2. Establish classroom guidelines.
3. Document the rules.
4. Refrain from punishing the entire class.
5. Encourage initiative from class.
6. Offer praise and rewards.

45
 7. Use non-verbal communication.
8. Take time to celebrate group effort.
9. Let students work in groups.
10. Interview students to assess their needs.
11. Address bad behavior quickly.
12. Consider peer teaching.
13. Continuously engage the students.
14. Assigns open-ended project.
15. Write group contacts.

OBSERVE, ANALYZE, REFLECT

Activity 7.1 Identifying Personal and Physical Aspects of Classroom Management

Resource Teacher:_______________________________ Teacher’s Signature________________

School:___________________ Grade/Year Level:________________________ Subject
Area:__________________ Date:___________________

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.

Aspects of Classroom Management YES NO
1. Personal Classroom Management
1.1 Is the teacher well-groomed that he/she demands respect from the learners?
1.2 Is the teacher’s voice modulated and can be heard by the entire class?
1.3 Was the teacher present in class?
1.4 Did the teacher arrive on time in class?
1.5 Does the teacher exude a positive attitude towards teaching?
2. Physical Classroom Management
2.1 Is the classroom well-ventilated?
2.2 Is the lighting good enough?
2.3 Is the classroom free from noise?
2.4 Does the seating arrangement provide better interaction?
2.5 Is the design/structure of the room inviting to classroom activities?
2.6 is the physical space / learning station clear from obstruction?

ANALYZE

Analyze the different elements of personal/physical classroom management and answer the following questions.

1. How does the voice of the teacher affect classroom instruction?

_______________________________________________________________________

2. How does the punctuality of the teacher affect classroom discipline?

_______________________________________________________________________

3. Why do we need to check on the physical aspects of classroom management?

________________________________________________________________________

REFLECT

Reflect on the aspects of personal and classroom management.

1. What does this statement mean to you as a future teacher? Explain.

“No amount of good instruction will come out without effective classroom management.”

46
 ________________________________________________________________________

2. What are your plans in ensuring effective classroom management?

________________________________________________________________________
Activity 7.2 Demonstrate knowledge of positive and non-violent discipline in the management of learner
behavior.

Resource Teacher:_______________________________ Teacher’s Signature________________

School:___________________ Grade/Year Level:___________________
Subject Area:__________________ Date:___________________

OBSERVE

Observe the classroom management strategies that your Resource Teacher employs in the classroom. You may also
conduct an interview to substantiate your observation.

Check the management strategies employed by the Resource Teacher.

Check (/) observed, put (x) if not observed and O for no opportunity to observe.

Effective Classroom Management Strategies Observed Not No Opportunity

Observed To Observed
1) Model to the students how to act in different situations.
2) Establish classroom guidelines.
3) Document the rules.
4) Refrain from punishing the entire class.
5) Encourage initiative in class.
6) Offer praise and rewards
7) Use non-verbal communication.
8) Take time to celebrate group effort.
9) Let students work in group.
10) Interview students to assess their needs.
11) Address bad behavior quickly.
12) Consider peer teaching.
13) Continuously engage the students.
14) Assign open-ended project.
15) Write group contracts.
Others (Please specify)

ANALYZE

Analyze the checklist you have accomplished and answer the given questions.

1. How many strategies were employed but the Resource Teacher? Did these contribute to 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 observation then answer the given question.

1. What classroom management strategies do I need to employ to respond to diverse types of learners?
________________________________________________________________________________

The SHOW Your Learning Artifacts

47
 Show piece(s) of evidence of learning to capture the classroom management strategies used by your Resource
Teacher.

EVALUATE Performance Task (REFER TO OUR RUBRIC)

Evaluate Your Work Task Field Study 1, Episode 7 - Physical and Personal Aspects of Classroom Management
Learning Outcome: Identify the two (2) aspects of classroom management and determine the classroom management
strategies that the Resource Teacher employed his/her class.

LINK Theory Practice

1. How will you prevent truancy among students?

A. Check attendance regularly.
B. Allocate budget for each student.
C. Improve sanctions on absentees.
D. Prepare and teach your lesson effectively at all times?

2. What will be the most effective way of dealing with non-participative students?
A. Let them do what pleases them.
B. Refer the matter to the Guidance Counselor.
C. Employ engaging and enjoyable activities.
D. Give them grade they deserve based on their performance.

3. How will you help shy and timid students in your class?
A. Treat them naturally.
B. Let them be as they are.
C. Refer them to the guidance office.
D. Encourage them to join as many activities in class.

4. How will you put to optimum use the leadership skills of your students?
A. Recognize their leadership skills.
B. Let them do what the please.
C. Refrain from calling them all the time.
D. Empower them to initiate activities in class.

5. To discipline unruly students, Teacher Helen always tells her students “Remember I am the person in authority
here. I have the power to pass or fail you.” Do you agree with Teacher Helen’s reference to power?
A. We need more data to give a categorical answer.
B. Yes, passing and failing are in hands of a teacher.
C. Yes, one may use the power given you to blackmail students.
D. No, teacher authority is not meant to be used to pass or fail students.

FIELD STUDY 1
LEARNING EPISODE 8
Understanding the School Curriculum (Close Encounter with the School Curriculum)

SPARK Your Interest

From formal begins in school. Schools are institutions established to design total learning activities appropriate for
each learner in in each grade level. Thus school have recommended curriculum which is the enhanced K to 12
curriculum. The recommended curriculum was translated into written curriculum like books, modules, teacher’s 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) in order to determine in learning took place (learned curriculum). However, there are how
many activities that happen in schools but are not deliberately planned. This refers to hidden curriculum.
A classroom teacher plans, implements and evaluates school learning activities by preparing a miniscule curriculum
called lesson plan or a learning plan. The teacher then puts life to a lesson plan by using it as a guide in the teaching-

48
learning process where different strategies can be used to achieve the learning objective or outcomes. There are many
styles of writing a lesson plan, but the necessary part 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 as a guide.
TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to:

 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; and
 analyze if the teacher aligns the objectives to subject matter, to teaching strategies and assessment

REVISIT the Learning Essential

School Curriculum: What is this about?

From a board perspective, curriculum is defined as the total learning process and outcomes as in lifelong
learning. However, school curriculum in the course limits such definition of total learning outcomes to confine to a
specific learning space called school. Schools are formal institutions of learning where two major stakeholders are
the learners and the teachers.
Basic education in the Philippines is under the Department of Education or DepEd and the recommend
curriculum is the K to 12 or Enhance Basic Education Curricula of 2013. All basic education schools offering
kindergarten (K) elementary (Grades 1 to 6) and Secondary (Grades 7-10, Junior High School and Grades 11 to 12,
Senior High School) adhere to this national curriculum as a guide in the implementation of the formal education for
K to 12.
What are the salient features of the K to 12 Curriculum? Here are the features. It is a curriculum that:
1. strengthens the early childhood education with use of the mother tongue.
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 the 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 in 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 graduate 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.

 The enhanced curriculum K to 12 curriculum is the Recommended Curriculum. It is to

be used nationwide as mandate by Republic Act 10533.
 When the curriculum writers began to write content and competency standards of the K to
12 Curriculum it became a Written Curriculum. It reflects the substance of RA 10533
or the Enhanced Basic Education Act of 2013. In the teacher’s class it is the lesson plan.
A lesson plan is a written curriculum minuscule.
 What has been written in a lesson plan has to be implemented. It is putting life to the
written curriculum, which is referred to as the Taught Curriculum. The guidance of the
teacher is very crucial.
 A curriculum that has been planned, and taught needs materials, objects, gadgets,
laboratory and many more that will help the teacher implement the curriculum. This is
referred to as the Supported Curriculum.
 In order to find out if the teacher has succeeded in implementing the lesson plan, an
assessment shall be made. It can be done in the middle or end of the lesson. The
curriculum is now called the Assessment Curriculum.

49
  The result of the assessment when successful is termed as Learned Curriculum. Learned
curriculum whether small or big indicates accomplishment of learning outcomes.
 However, there are unplanned curriculum in schools. These are not written, nor
deliberately taught but they influence learning. This include peer influence, the media,
school environment, the culture and tradition, natural calamities and many more. This
curriculum is called Hidden Curriculum or Implicit Curriculum.

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:
 know and understand the curriculum as enumerated above;
 write the curriculum to be taught;
 plan the curriculum to be implemented;
 initiate the curriculum which is being introduced;
 innovate the curriculum to make it current and updated;
 implement the curriculum that has been written and planned; and
 evaluate the written, planned and learned curriculum.

OBSERVE, ANALYZE, REFLECT

Activity 8.1 Curricula in the School Setting

It is time to look around. Discover what curriculum is operating in the school setting. Recall all the types of
curriculum mentioned earlier. Can you spot where these are found? Lets so a hunting game!

OBSERVE

Resource Teacher:_______________________________ Teacher’s Signature________________

School:___________________ Grade/Year Level:________________________
Subject Area:__________________ Date:___________________

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)
1. Written Curriculum (Teacher’s Lesson Plan)
2. Taught Curriculum (Teaching Learning Process)
3. Supported Curriculum (Subject textbook)
4. Assessed Curriculum (Assessment Curriculum)
5. Learned Curriculum (Achieved Learning Outcomes)
6. Hidden Curriculum (Media)
ANALYZE

Which of the seven types curriculum in the school setting is easy to find? Why?
Which is difficult to observe? Why?
Are these all found in the school setting? How do curricula relate to one another?
Draw a diagram to show the relationship of one curriculum to the other.

50
REFLECT
Make a reflection on the diagram that you have drawn.

Activity 8.2 The Minuscule School Curriculum: The Lesson, A Closer Look

Resource Teacher:_______________________________ Teacher’s Signature________________

School:___________________ Grade/Year Level:________________________
Subject Area:__________________ Date:___________________

OBSERVE

This activity requires a full lesson observation from Motivation to Assessment.

Procedure:
1) Secure permit to observe one complete lesson in a particular subject, in a particular grade/ year level.
2) Keep a close watch on the different components of the minuscule curriculum: the lesson
3) Follow the three major components of a curriculum (Planning, Implementing and Evaluating/
Assessing). Observe and record your observation.

Observe and Record Observation on the Following Aspects

Major Key Guide for Observation (Carefully look for the indicators/behavior of the teacher along the key
Curriculum points. Write your observation and description in your notebook.)
Components
A. Planning 1. Borrow the teacher’s lesson plan for the day. What major parts do you see? Request a copy for
your use.
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. Implemen Now it’s time to observe how the teacher implemented the prepared lesson plan. Observe closely
ting the procedure.
a. How did the teacher begin with the lesson?
b. What procedure or steps were followed?
c. How did the teachers engage with the learners?
d. Was the teacher a guide at the side?
e. Were the learners on task?/Or were they participating in the class activity?
f. Was the lesson finished within the class period?
C. Evaluatin Did the learning occur in the lesson taught? Here you make observations to find evidence of
g/ learning.
Assessing 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 characteristic or competencies of global
quality teachers?
________________________________________________________________________________

2. Was the lesson implemented as planned? Describe.

________________________________________________________________________________________

3. Can you describe the disposition of the teacher after the lesson was taught? Happy and eager? Satisfied and
contented? Disappointed and exhausted?
_________________________________________________________________________________________

51
 4.
Can you describe the majority of students’ reaction after the lesson was taught? Confused? Happy and eager?
Contented? No reactions at all?
________________________________________________________________________________
REFLECT

Based on your observations and task in Activity 2, how will you prepare your lesson plan? Make a short paragraph
on the topic.

Activity 8.3 Constructive Alignment of the Components of a Lesson Plan

Resource Teacher:_______________________________ Teacher’s Signature________________

School:___________________ Grade/Year Level:________________________
Subject Area:__________________ Date:___________________

OBSERVE

Using the diagram below, fill up the component part of a lesson plan.

I. Title of the Lesson : __________________________________________________________________

II. Subject area: _______________________________________________________________________
III. Grade Level: _______________________________________________________________________

Outcomes Teaching Method Assessment

 Fill this up  Fill this up  Fill this up

ANALYZE

Answer the following questions based on the diagram.

1. Are the components constructively aligned? Explain.

___________________________________________________________________________________

2. Will the outcomes be achieved with the teaching methods used? Why?
___________________________________________________________________________________

3. What component would tell if the outcomes have been achieved?

___________________________________________________________________________________

REFLECT

What lessons have you learned in developing or writing a lesson plan?

What value will it give to the teacher if the three components are aligned?

SHOW Your Learning Artifacts

Present an artifact for Activity 1, 2, and 3.

52
 Activity 1 Artifact
1. Present an evidence for each kind of curriculum operating in the school setting. This can
be in pictures, realia, documents or others.
Activity 2 Artifact
1. Present a sample curriculum in a form of a Lesson Plan.
Activity 3 Artifact
1. Present a matrix to show the constructive alignment of the three components of a lesson plans.
A. Example
Lesson Title:_______________________________________________________________
Subject Area:______________________________________________________________
Grade Level:______________________________________________________________

Lesson Outcomes Teaching Methods Evaluation

EVALUATE Performance Task (REFER TO OUR RUBRIC)

Evaluate Your Work Task Field Study 1, Episode 8 - Close Encounter with the Curriculum
Learning Outcomes: Identify the different curricula that prevail in the school setting
· Describe how the teacher manages the school curriculum by planning, implementing lesson through different strategies
and assessment of learning outcomes.
· Analyze if the teacher aligns the objective to subject matter, to teaching strategies and assessment.

LINK Theory to Practice

Choose the correct answer from the option given.
1. When we say curriculum it refers only to the K to 12 curriculum.
A. This statement is true.
B. This statement is not true.
C. This statement is half true.
D. This statement is silly.

2. A professional teacher should posses the following 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.

3. The influence of multimedia, peers, community tradition, advancement in technology, though not
deliberately taught in the lesson, will influence the curriculum. This referred to as _________.
A. written curriculum
B. recommended curriculum
C. implemented curriculum
D. hidden curriculum

4. Which two components of the lesson plan (as a miniscule curriculum) should be aligned?
I. Outcomes and and Assessment
II. Assessment and Teaching Methods
III. Outcomes and teaching Methods
A. I only B. II only C. III only D. I, II, and III

5. What is the most important reason why there should be constructive alignment of the components of the
curriculum?
A. For ease of correcting by the school principal.

53
 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.
FIELD STUDY 1
LEARNING EPISODE 9
(Preparing for Teaching and Learning)

SPARK Your Interest

This Episode gives emphasis on the principles of learning which must be applied to ensure quality instruction. It
also focus 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.

TARGET Your Intended Learning Outcomes

At the end of this Episode, I must able to:

 identify the teaching-learning practices that apply or violate the principles of teaching learning;
 determine the guiding principles on lesson objective/learning outcomes applied in instruction;
 judge if the lesson objective/intended learning outcomes are SMART;
 determine whether or not the intended learning outcomes are are achieved at the end of the lesson;
 observe the teaching methods used by the Resource Teacher; and
 differentiate the different methods of teaching.

REVISIT the Learning Essentials

These are the time-tested principles of teaching and learning:

1. Effective learning begins with setting clear expectations and learning outcomes.
2. Learning is an active process. “What I hear, I forget; what I see, I remember; what I do I understand.”
3. Learning is the discovery of the personal meaning of ideas. Students are given the opportunity to connect
what they learn with other concepts learned, with real world experiences and with their own lives.
4. Learning is a cooperative and a collaborative process.

A teaching method consists of systematic and orderly steps in the teaching-learning process. It is a practical
realization or application of an approach. All methods of teaching can be classified as deductive (direct) or inductive
(indirect).

DEDUCTIVE INDUCTIVE
Begins with a rule, Begins with the
generalization, Methods
concrete, experience,
abstraction and of
details, examples and
ends with concrete, Teaching
ends with a rule,
experience, details, generalization,
examples. abstraction.
Begins with a rule,

OBSERVE, ANALYZE, REFLECT

Activity 9.1 Demonstrating an Understanding of Research-Based Knowledge Principles of Teaching and

Learning

Resource Teacher:_______________________________ Teacher’s Signature________________

School:________________________________________Grade/Year Level:________________________ Subject
Area:__________________ Date:___________________

OBSERVE

54
 Observe a class with the use of the principles of learning given in Revisit the Learning Essentials. I will identify of
applications/violations of the principles of learning. I can cite more than one evidence per principle of learning.

Principles of Learning What did the Resource Teacher

do to 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

1. What principles of learning were most applied? least applied?

Most applied ____________________________________________________________________

Least applied
___________________________________________________________________

Give instances where this/these principle/s could have been applied?

________________________________________________________________________________

REFLECT

From among the principles of learning, which one do you think is the most important?
________________________________________________________________________________

Activity 9.2 Identify Learning Outcomes that are Aligned with Learning Competencies

Resource Teacher:_______________________________ Teacher’s Signature________________

School:___________________ Grade/Year Level:________________________
Subject Area:__________________ Date:___________________

OBSERVE

Observe a class, this time focusing on how learning outcomes were stated. Determine if the learning outcome/s
was/were achieved or not. Give evidence.

1. Write the learning outcomes stated in the lesson.

Learning Outcomes (SMART Achieved

Objectives?)
Yes No Yes No
1
2
3
4
5
2. Cite pieces of evidence that these learning outcomes were achieved.

1.
2.
3

55
 4
5

ANALYZE

1. Do SMART objectives make the lesson more focused?

________________________________________________________________________________

REFLECT

REFLECT ON THE
Lesson learned in determining SMART learning outcomes.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Activity 9.3 Distinguishing Between Inductive and Deductive Methods of Teaching

Resource Teacher:_______________________________ Teacher’s Signature________________

School:___________________ Grade/Year Level:_______________
Subject Area:__________________ Date:___________________

OBSERVE

I will observe one Resource Teacher with the use of this observation sheet. Using the guide questions, I shall reflect
on my observations and analysis.

Teacher-centered Standard-centered
Did teacher lecture all the time? Were students involved in the teaching-learning process? How?
Or were they mere passive recipients of instruction?

Was the emphasis on the mastery of the lesson or on Was the emphasis on the students’ application of the lesson in
the test? Prove. real life? Give proofs.

Was the class atmosphere competitive? Why? Was class atmosphere collaborative? Why?

Did teacher focus only on one discipline/subject? Did the teacher connect lesson to other disciplines/subjects?

56
What teaching-learning practice shows that teaching approach was:
a) constructivist - connected to past experiences of learners; learners constructed new lesson meanings

b) inquiry-based

c) developmentally appropriate - learning activities fit the development stage of children

d) reflective

e) Inclusive - No learner was excluded; teacher taught everybody.

f) Collaborative - Students worked together.

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 test?
___________________________________________________________________________________

2. If you were to reteach the classes you observed, would you be teacher-centered to student-centered? Why?
___________________________________________________________________________________

REFLECT

Reflect on Principle of teaching worth applying

________________________________________________________________________________
________________________________________________________________________________

LINK Theory to Practice

Direction: Encircle the letter of the correct answer.

1. Teacher Rose believes that students need not know the intended learning outcome of her 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 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 objective /intended learning outcomes must integrate 2 or 3 domains, cognitive, skill and
affective or cognitive and affective or skill ans affective.
B. Begins with the end in mind.
C. Share lesson objectives/intended learning outcomes with students.
D. Write SMART lesson objectives/intended learning outcomes.

57
 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

SHOW Your Learning Artifacts

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 the intended learning outcomes and the method used in the class.

EVALUATE Performance Task (RUBRIC)

Evaluate Your Work Task Field Study 1, Episode 9 - Preparing for Teaching and Learning
Learning Outcomes: 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 the lesson
objectives/intended learning outcomes are SMART · determine whether or not intended learning outcomes are achieved
at the end of the lesson · observe the teaching methods used by the Resource Teacher · differentiate the different methods
of teaching.

FIELD STUDY 1
LEARNING EPISODE 10
(The Instructional Cycle)

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. Likewise, this Episode dwells on types of questions, questioning and reacting
techniques that teachers make use of. The type of questions that teacher asks and their manner of questioning and
reacting to students responses have a bearing on class interaction. This Episode strengthens the theories learned in the
course, Teaching Methods ans Strategies and in other professional subjects in Education.

TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to:

 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.
 outline a lesson in accordance with outcome based teaching-learning.

REVISIT the Learning Essentials

These are the guiding principles in the selection and use of teaching methods:
1. Learning is an active process.
2. The more senses that are involved, the more and the better the learning.
3. A non-threatening atmosphere enhances learning.
4. Emotion has the power to increase retention and learning.
5. Good teaching goes beyond recall of information.
6. Learning meaningful when it is connected to students’ everyday life.

58
 7. An integrated teaching approach is far more effective than teaching isolated bits of information.

Realizing the importance of these guiding in teaching and learning, the Department of Education promotes
Standard-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 Standard-Based teaching and Assessment. CHED requires all higher education institution in the
country to go outcome-based education (OBE) in its CHED Memo 46, s. 2012. Outcome-based teaching and learning
(OBTL) is OBE applied in the teaching-learning process. It is equivalent to competency-based and standard-based
teaching and learning in the Kto12 Curriculum.
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, in OBTL you first establish your intended learning
outcomes (lesson objective). The you determine which teaching-learning activities (TLAs) and also the assessment tasks
(ATs) you will have to find out if you attained your ILO’s.
In lesson planning, the ILOs are our lesson objectives, the TLA’s are the activities we use to teach and the AT’s are
evaluation part.
OBE and OBTL are not entirely new. They are importantly new. With mastery learning of Bejamin Bloom (1971),
we were already doing OBE and OBTL.
Likewise, it is also important that teachers must be able to have a 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,

Types of Questions that Teachers Ask

1. Factual /Convergent/Closed/Low-level Who, What, Where, When questions
With one acceptable answer
2. Divergent /Open-ended/Higher-order /Conceptual Open-ended; has more than one acceptable answer
a. evaluation
b. Interference e.g. When the phone rang and Liz picked it up, she
was all smiles. What can you infer about Liz?
c. comparison
d. application
e. problem-solving
3. Affective e.g. How do you feel?

These are also some of the reacting techniques that teachers use:

1. Providing acceptance feedback

2. Providing corrective feedback
3. Giving appropriate and sincere praise
4. Repeating the answer
5. Explaining the answer / expanding the answer
6. Rephrasing the questions
7. Asking follow up questions
8. Redirecting questions to other pupils
9. Soliciting students questions
10. Encouraging through non-verbal behavior
11. Criticizing respondent for his/her answer
12. Scolding for misbehavior or for not listening
13. Overusing expressions such as “okay”, “right”

OBSERVE, ANALYZE, REFLECT

Activity 10.1 Applying hr Guiding Principles in the Selection and Use of Strategies

Resource Teacher:_______________________________ Teacher’s Signature________________

School:___________________ Grade/Year Level:________________________
Subject Area:__________________ Date:___________________

OBSERVE

59
 Observe one class with the use of observation sheet for greater focus then analyze my observation with the help of
guide questions.

1. The more senses that are involved, the more and e.g. Teacher used video on how digestion takes place
the better learning. and a model of the human digestive system.

2. Learning is an active process.

3. A non-threatening atmosphere enhances

learning.
4. Emotion has the power to increase retention and
learning.
5. Good teaching goes beyond recall of information.
6. Learning is meaningful when it is connected to
students’ everyday life.
7. An integrated approach is far more effective than
teaching bits of information.

ANALYZE

What is the best method of teaching? Is there such a thing?

________________________________________________________________________________

REFLECT

Reflect on the question. How do we select the appropriate strategy for our lesson?

Activity 10.2 Determining Outcome-Based Teaching and Learning

Resource Teacher:_______________________________ Teacher’s Signature________________

School:___________________ Grade/Year Level:________________________
Subject Area:__________________ Date:___________________

OBSERVE

Observe a class and answer the following questions.

1. Did the Teacher state the learning objectives/intended learning outcomes (ILOs) at the beginning of the class? Did
he/she share them with the class? How?

2. What teaching-learning activities (TLAs) 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 aligned to the lesson objectives ILOs?

ANALYZE

1. What are you thought about Outcome-Based Teaching and Learning (OBTL)?

REFLECT

Reflect on the use of OBTL.

Activity 10.3 Applying Effective Questioning Techniques

Resource Teacher:_______________________________ Teacher’s Signature________________

School:___________________ Grade/Year Level:________________________
Subject Area:__________________ Date:___________________

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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.

Types of Questions Examples of Questions that the Resource

Teacher Asked
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 the question marks and leave school as periods!” Does this have
something to do with the type of questions that the teacher ask and the questioning and reacting techniques that
they employ?

REFLECT

Reflect on

The importance of using various reacting techniques

SHOW Your Learning Artifacts

Show proofs of learning that you were able to gain in this Episode by interviewing at least two teachers and their
thoughts on OBTL.

EVALUATE Performance Task (RUBRIC)

Evaluate Your Work Task Field Study 1, Episode 10 - The Instructional Cycle
Learning Outcomes: · 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 · outline a lesson in accordance with outcome based
teaching-learning.

LINK Theory to Practice

Direction: Encircle the letter of the correct answer. Episode 1

1. Learning is an active process. Which one is an application of this principle?

A. Avoid drills which are out of context.
B. Teach your content from a multidisciplinary perspective.
C. Group students for work or project, that way project becomes less expensive.
D. Let the students learn the steps i8n opening a computer by making them follow the steps.

2. The more senses that are involved, the more and the better learning. Which practice is aligned with this principle?
A. Employ cooperative learning.
B. Teach using mostly verbal symbol.

61
 C. Invite parents as resource speakers in class.
D. Bring students to field trips with consent of school and parents.

3. In OBTL, upon which should my assessment be based?

A. Content C. Scope of subject matter
B. Intended learning outcome D. Teaching and learning activity

4. Which type of question will least promote interaction among students?

A. Divergent C. Convergent
B. Conceptual D. Inference

5. To obtain well-thought out answers, which questioning behavior helps?

A. Allowing sufficient time
B. Asking open-ended questions
C. Asking non-directed questions
D. Involving as many as possible

FIELD STUDY 1
LEARNING EPISODE 11
(Utilizing Teaching-Learning Resources and ICT)

SPARK Your Interest

With the lightning speed by which technology is evolving, and now with 4.0, technology continues to be an ever
significant of part of the learning environment. This episode provides an opportunity for students to examine a Learning
Resource Center or Multi-Media Center and learn about its collection, services, equipment, observe how a teacher
utilizes technology for instruction, and explore resources in the virtual learning environment. Students will analyze and
reflect on how technology, including artificial intelligence, supports the teaching-learning process.

TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to:

 Identify and classify learning resource materials in the multi-media center;
 Show skills in the positive use of ICT to facilitate the teaching-learning process (PPST 1.3.1);
 Show skills in the evaluation, selection, development, and use of a variety learning resources, including
ICT to address learning goals (PPST 4.5.1 );
 Analyze the level of technology integration in the classroom; and
 Demonstrate motivation to utilize ICT for professional development goals based on the (PPST 7.5.1).

REVISIT the Learning Essentials

UNESCO ICT Company Framework for Teachers Version 3 (ICT CFT v3, 2018)

The information and Communication Technology Competency Framework for Teachers (ICT CFT) version 3
is a comprehensive framework guide teachers’ development on the effective and appropriate use of ICT in
education. It highlights what teachers should know and do clustered in six aspects, namely: 1. Understanding ICT in
Education, 2. Curriculum ans Assessment, 3. Pedagogy, 4. Application of Digital Skills, 5. Organization
and administration, and 6. Teacher Professional Learning.

Similar to the PPST, the ICT CFT also articulated competencies in levels which guide teachers as they develop
their ICT skills from Level 1, Knowledge Acquisition to Level 2, Knowledge Deepening, and Level 3, Knowledge
Creation on Higher Education Teacher Education Curricula (2017) includes the UNESCO ICT CFT so most likely
you have tackled this in your Technology for Teaching and Learning classes.

62
 It will be good to review the UNESCO ICT CFT v3 framework as you work in this episode. The activities here
are meant for you to observe, analyze and reflect about the competencies discussed in the framework. (Access it at
[Link]
%20Competency%framework%[Link])

The Learning Resource Center

1. A school usually sets up a center that will provide valuable support to the teaching-learning process. Over
the years the name of this center has evolved. Some of the names are Audiovisual Center, Media and
Technology Resource Center, Teaching-Learning Technology Department, or Simply Learning Resource
Center.

2. With the swift development of ICT, the natural outcome was the ever-expanding interface between the
traditional library and ICT both in terms of hardware and software systems and applications.

3. Schools may have different set-ups when it comes to a Learning Resource Center (LRC). Some have
replaced the term library with LRC. Some have a separate library, LRC, and Audio Visual or Media
Center. Some only have the LRC both for teachers and students. Still some have combined their learning
resource centers with maker spaces.

4. The common purpose among these centers is to provide print, audio-visual and ICT resources to support
the teaching-learning process

5. The goals of the Center may include orienting and training teachers in the use of audiovisual and ICT
resources, working with teachers and administrators in producing instructional materials, making
available useful resources to the students, teachers, and the school community.

6. In order to support the philosophy and aims of the school, the Center must fulfill the following functions:
center of resources, laboratory of learning, agent of teaching, service agency, coordinating agency,
recreational reading center, and a link to other community resources

Technology Integration

The Technology Integration Matrix provides a comprehensive framework for you to define and evaluate
technology integration. It will provide you direction and guide you in process of achieving effective teaching with
technology, The teacher’s integration of technology in instruction can be described as progressing in 5 levels: entry,
adoption, adaptation, infusion and finally transformation.
The teacher also works at creating a learning environment that encourages and enables quality technology
integration. The interdependent characteristic of the learning environment are being active, collaborative,
constructive, authentic, and goal-directed.
The Technology Integration Matrix connects the Level of Technology Integration and the Characteristic of the
Learning Environment. Examine the matrix below. To make you understand how integration is done in each of the
levels and environment, explore the TIM website and learn from many interesting videos showing technology
integration. Go to [Link]
Observing technology integration in the classroom
Entry: The teacher Adoption: The Adaptation: The Infusion: The teacher Transformation: The
TECHNOLOGY uses curriculum teacher directs teacher encourages creates a learning teacher creates a rich
INTEGRATION content to students. students in the adaptation of tool-based environment that learning environment
MATRIX conventional use of software by allowing infuses the power of in which students
tool-based software is students to select a tool technology tools regularly engage in
available, this level is and modify its use to throughout the day activities that would
the recommended accomplish the task at and across the subject have been impossible
entry point. hand. areas. to achieve without
technology.

Active: Students are Students begin to Students have Throughout the Given ongoing access
actively engaged in Students use utilize technology opportunities to select school day, students to online resources,
using technology as a technology for drill tools to create and modify technology are empowered to students actively select
tool rather than and practice and products, for example tools to accomplish select appropriate and pursue topics
passively receiving computer based using a word specific purposes, for technology tools and beyond the limitation
information from the training. processor to create a example using colored actively apply them to of even the best school
technology. report. cells on a spreadsheet to the tasks at hand . library.
plan a garden.

63
 Collaborative: Students primarily Students have Students have Throughout the day Technology enables
Students use work alone when opportunities to opportunities to select and across subject students to collaborate
technology tools to using technology. utilize collaborative and modify technology areas, students utilize with peers and experts
collaborate with others tools, such as email, tools to facilitate technology tools to irrespective of time
rather than working in conventional ways. collaborative work. facilitate zone or physical
individually at all collaborative distances.
times. learning.

Constructive: Technology is used to Students begin to Students have Students utilize Students use
Students use deliver information to utilize constructive opportunities to select technology to make technology to
technology tools to students. tools such as graphic and modify technology connections and construct, share, and
build understanding organizers to build tools to assist them in construct publish knowledge to a
rather than simply prior knowledge and the construction of understanding across worldwide audience.
receive information. construct meaning. understanding. disciplines and
throughout the day.

Authentic: Students Students use Students have Students have Students select By means of
use technology tools to technology to opportunities to apply opportunities to select appropriate technology tools,
solve real-world compete assigned technology tool to and modify technology technology tools to student participate in
problems meaningful activities that are some content-specific tools to solve problems compete authentic outside-of-school
to them rather than generally unrelated to activities that are based on real-world tasks across projects and problem-
working on artificial real-world problems. based on the real- issues. disciplines. solving activities that
assignments. world problems. have meaning for the
students and the
community.

Goal Directed: Students receive Students have the Students use Students engage in
Students use directions, guidance, From time to time, opportunities to select technology tools to ongoing metacognative
technology tools to set and feedback from students have the and modify the use of set goals, plan activities at a level that
goals, plan activities, technology, rather opportunity to use technology tools to activities, monitor would be unattainable
monitor progress, and than using technology technology to either facilitate goal-setting, progress and evaluate without the support of
evaluate result rather tools to set goals, plan plan, monitor, or planning, monitoring, results throughout the technology tools.
than simply completing activities, monitor evaluate an activity. and evaluating specific curriculum.
assignments without progress, or self- activities.
reflection. evaluate.

(Reproduced with permission of the Florida Center for Instructional Technology, College of Education,
University of South Florida, [Link])

Evaluation of ICT Resources

The world wide wed is like an endless network of information, ever-expanding and almost limitless. Electronics
resources come in different forms like websites, webquests, blogs, social network sites, on-line courses, a wide range of
tools, and so many forms of apps.
As a future teacher, one of the skill that will be most useful for you is the ability not only to search for information
but to make decisions, as to which ones you will take and use which ones you will put aside. Aim to develop your skills
in evaluating internet resources. You will be able to choose the best resources that will help you attain your teaching-
learning objectives.

Below is a set of criteria which you can use to evaluate resources :

1. Accuracy. The resource material comes from a reliable source and is accurate, free from error and is up-to-
date.
2. Appropriateness. The resource is grade/level-appropriate. The content matches what is needed by the teacher.
3. Clarity. The resource clearly addresses the instructional goal in mind.
4. Completeness. The content is complete. It has all the information needed to be able to use them.
5. Motivation. The resource is engaging and rewarding to learners. It will encourage the active participation of
the learners.
6. Organization. The resource is logically sequenced. It clearly indicate which steps should be taken. The
procedures or processes flow smoothly.

64
 (Based on the work of Fitzgerald, Mary Ann, Lovin, Vicki, & Branch, Robert Maribe (2003). A Gateway to
Education Materials: An Evaluation of an Online Resource for Teachers and an Exploration of Users Behaviors.
Journal of Technology and Teacher Education. 11(1), 21-51).

Education 4.0

Shwab describe the 4th wave of the industrial revolution. The unprecedented speed at which technology is evolving
has disrupted many vital process that involve how we run production, business, and consequently how we teach and
learn. The following Technology trends have huge potential to transform the ways we teach and learn (UNESCO,
2018):

1. Open Educational Resources (OER). OERs are materials that can be used in teaching. And learning that do
not required payment of royalties nor license fees. There is an abundance of OERs in the form of textbooks
course materials, curriculum maps, streaming videos, multimedia apps, podcasts and many other. They can
have a significant impact on education as they are made available and easily accessible in the internet. Be sure
to explore them to help you work on this episode.
2. Social Networks. Social networks have revolutionized the way we interact, learn about things and share
information. Sites and apps such as Facebook, twitter, Instagram provide a virtual venue for teachers and
learners to work together interact among themselves and with other classroom locally and globally.
3. Mobile Technologies. Filipinos are one of the most active on the internet, and also who sends the most
number of text messages per day. This indicates the high number of mobile device users. These devices can
also be used as a learning tool by allowing teachers and students more opportunities to learn inside and even
outside the classroom.
4. The Internet of Things. IoT is a system of computing mechanisms that become built-in into many everyday
things, that allow sending and receiving data through internet. A lot of things have turned “smart.” we have
smart cars that can navigate on its own. Smart houses that monitor temperature and light. Smart TVs that
interface with the internet. Watches that send our vital signs to our doctors. All of these development can
influence the way we teach and learn.
5. Artificial Intelligence. Commonly, artificial intelligence is associated when computer or machine simulate
thinking and behavior of humans such as talking, learning, and solving problems. Virtual assistants such as
Siri, Alexa, Bixby, and Google assistant are near samples of AI. Among the others, uses of AI in education can
be in the areas of gamification and adaptive instruction for learner with special needs.
6. Virtual Reality and Augmented Reality. VR is a simulation of an environment by a computer program that
allows to visit and experience the environment virtually. In AR, images from computer programs interlay with
the actual views of the real-world, resulting in an extended, expanded, or altered view of a real-world
environment in education, among others, VR and AR programs and apps allow more exciting ways of seeing
and experiencing things that add to the motivation and engagement of learners.
7. Big Data. Through the billion of interaction and transaction are done electronically, and through the internet,
an enormous amount of data is generated and stored. The challenge is how to make sense of this data, through
analytics and research, possibly answer pertinent questions about how to make teaching and learning most
effective.
8. Coding. Coding is a skill necessary to create computer software, apps, and websites. Today, there are learning
programs that introduce coding activities as early as kindergarten. Robotics programs in the elementary and
secondary programs introduce and hone the skills of young learners. Coding helps learners develop novel ways
of exploring and trying out ideas, especially when done with problem or project-based learning approaches.
9. Ethics and privacy protection. We have repeatedly heard about quickly technology is changing and
impacting our lives. Through all this, it is crucial to ensure that human values and principle govern or guide
our use of technology. Ethical practices that protect the rights of every person need to be upheld.

9 FUNDAMENTAL SKILLS FOR 21ST CENTURY TEACHERS

1. Record and edit clips ([Link]; [Link]; [Link]; [Link])

2. Create interactive video content (Youtube video editor; [Link]; [Link]; [Link])
3. Create infographics and posters ([Link]; [Link]; [Link]; [Link])
4. Create PLN’s, connect, discover new content, and grow professionally ([Link]; [Link];
[Link]; [Link])
5. Use blogs and wikis to create participatory spaces foe students ([Link]; [Link]; [Link];
[Link])
6. Create engaging presentations ([Link]/presentation; [Link]; [Link]/docs/[Link];
[Link])

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7. Create digital portfolios ([Link]; [Link]; [Link], [Link])
8. Curate, organize and share digital resources ([Link]; [Link]; [Link]; [Link])
9. Create digital quizzes ([Link]; [Link]; [Link]; [Link])

Massive Open On-line Courses

Massive Open On-line Courses (MOOCs) are online courses open to a big group of people. Below re the basic
information about MOOCS. Let us focus on each word:

Massive
 MOOCs are on-line courses designed for large number of participants, usually larger than the number of
students that can fit s regular classroom. There can be hundreds or even be a thousand students or more.

Open
 There us mostly freedom of place, pace and time.
 Courses can be accessed by anyone anywhere as long as they have internet connection.
 Courses are open to everyone without entry qualifications.
 Some courses are for free.

Online
All aspects of the course are delivered online.

Course
The MOOC course offers a full course experience including:

 Educational content. May include video, audio, text, games, simulations, social media and animation
 Facilitation interaction among peers. Builds a learning community through opportunities to interact
 Some interaction with the teacher or academic staff
 Activities/tasks, tests, including feedback. Participants are provided with some feedback
mechanism. Can be automatically generated like quizzes, feedback, from peers or the teacher.
 Some kind of (non-formal) recognition options. It includes some kind of recognition like badges or
certificate of completion. A formal certificate is optional and most likely has to be paid for.
 A study guide/syllabus this includes instructions as to how you may learn from the materials and
interactions presented.
- Based on Definition Massive Open Online Courses v1.1 licensed under Creative Commons
Attribution 4.0

There are many MOOC providers like Edx, Coursera, Udacity, Udemy, Iversity. You will have a chance
to explore them as you go through this Episode.

OBSERVE, ANALYZE, REFLECT

Activity 1.1 Visiting the Learning Resource Center

Resource Teacher:_______________________________ Teacher’s Signature________________

School:___________________Grade/Year Level:________________________
Subject Area:__________________ Date:___________________

To realize the Intended Learning Outcomes, work through these steps:

1. Visit a school’s Learning Resource Center. Look around and see what resources and facilities are
available inside.
2. Ask the Learning Resources Center in-charge about how some equipment or facilities are used.
3. Make an inventory of its available resources and classify them according to their characteristic and
functions.

OBSERVE

As you visit and observe the Learning Resource Center, use the observation guide provided. Ask the assistance of
the Center staff courteously.

66
 An Observation Guide for a
LEARNING RESOURCE CENTER

Read the following statements carefully before you observe.

1. Go around the Learning Resource Center.

2. Find out what learning resources are present.
3. Examine and describe how the materials are arranged and how they are classified. Are they free
from dust and moisture. Are they arranged for easy access.
4. Read the guidelines/procedures for borrowing materials. Are these guidelines/procedures posted are
available for the users to refer to?
5. Familiarize yourself with the guidelines and procedures. Take photos of the center (if allowed).

After you are through with your observation, classify the resources available that you believe are most useful. Use
the activity form provided for you.

Name of Center Observed: _________________________________________________

Date of Observation: ______________________________________________________
Name of Observer:
Course / Year / School:

List of Available Learning Resources

Available Learning Characteristic and Teaching Approaches where

Resources Unique Capabilities the Resource is Most Useful
(Enumerate in bullet form)
1. Print Resources

2. Audio Resources

3. Non-electronic
Visual Resources

4. ICT Resources

Impression about the LRC:

Name and Signature of Observer:

Name and Signature of the Learning Resource Center In-charge:

ICT Competency Standards for Teachers (CHED Teacher Education Programs (2017):

ANALYZE

Are the learning resources/materials arranged properly according to their functions and characteristic?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

67
 Do the guidelines and procedures facilitate easy access to the materials by the teachers? Why? Why not?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

What are strengths of this Learning Resource Center?

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

What are its weaknesses?

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

What suggestion can you make?

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

REFLECT

1. Which of the materials in the Learning Resource Center caught your interest the most? Why?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

2. Which gadgets/materials are you already confident to use/operate?

________________________________________________________________________________
_______________________________________________________________________________
________________________________________________________________________________

3. Which ones do you feel you need to learn more about?

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

OBSERVE, ANALYZE, REFLECT

Activity 11.2 Observing Technology Integration in the Classroom

Resource Teacher:_______________________________ Teacher’s Signature________________

School:___________________ Grade/Year Level:________________________ Subject
Area:__________________ Date:___________________

To realize my Intended Learning Outcomes, I will work my way through these steps: Observe a class for three
meetings. Video-tape, if allowed. Step 2. Describe how technology was integrated in lessons and how the students were
involved. Step 3. Use the Technology Integration Matrix to analyze the technology integration done by the teacher. Step
4. Reflect on what you have learned.

OBSERVE

As you observe the class, use the observation sheets provided for you to document your observations.

Class Observation Guide

Read the following questions and instructions carefully before you observe.
1. What is the lesson about?
2. What visual aids/materials/learning resources is the teacher using?

68
 3. Observe and take notes on how the teacher presents/uses the learning resources.
4. Closely observe to the learners’ response to the teacher’s use of learning resources. Listen to their verbal
responses. What do their responses indicate? Do their response show attentiveness, eagerness, and
understanding?
5. Focus on their non-verbal responses. Are they learning and are they showing their interest in the lesson
and in the materials? Are they looking towards the direction of the teacher and the materials? Do their
actions show attentiveness, eagerness, and understanding?
OBSERVATION SHEET NO.
REPORT

Date of Observation___________________________________________________________________________
School______________________________________________________________________________________
Subject______________________________ Topic __________________________________________________

Grade/Year Level

ANALYZE

UTILIZATION OF TEACHING AIDS FORM

Grade or Year Level of Class Observed:

Date of Observation:
Subject Matter:
Brief Description of Teaching Approach Used by the Teacher:
Teaching Aids used Strengths Weakness Appropriateness of
(Enumerate in the Teaching Aids
Bullet form) used

Use the Technology Integration Form to analyze the class you observed. Refer to the Technology Integration Matrix on
the previous pages, In which level of the technology do you think the teacher you observed operated? Why?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Based on the Technology Integration Matrix, what is the characteristic of the learning environment in the class that you
observed? Point your observations that justify your answer.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

Over-all, were the learning resource used effectively? Why? Why not? Give you;r suggestions.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

69
REFLECT

1. Put your self in the place of the teacher. What would you do similarly and what would would you do differently if
you would teach the same lesson to the same group of students? Why?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

OBSERVE, ANALYZE, REFLECT

Activity 11.3 Exploring Education 4.0

Resource Teacher:_______________________________ Teacher’s Signature________________

School:___________________ Grade/Year Level:________________________ Subject
Area:__________________ Date:___________________

OBSERVE

Explore the Education 4.0 through these steps:

1. Observe a class and take note of the topic being presented.
2. Surf the net to find sites that provide support materials and/or interactive programs (web quests/games)
on the topic. Try to ask Siri, Alexa;
3. List and describe at least 5 sites/interactive programs;
4. Evaluate the materials or programs;
5. Reflect on your FS experience.

Class Observation Guide

Read the following statements carefully before you observe.

1. What is the lesson about? What are the teacher’s objectives?

____________________________________________________________________________________
____________________________________________________________________________________

2. Note the important concepts that the teacher is emphasizing. _____________________________________

____________________________________________________________________________________
____________________________________________________________________________________

3. Note the skills that the teacher is developing in the learners. ______________________________________
____________________________________________________________________________________
____________________________________________________________________________________

ANALYZE

Analyzing the information you got from observing the class, surf the internet to select electronic resources,
including OERs, social networking sites, and apps with virtual or augmented reality that will be useful in teaching the
same lesson. Evaluate the resources you found, using the set of criteria discussed in the Revisit the Learning Essential
part of this Episode. Use the form below to note your analysis and evaluation.

70
 Electronic Resources Evaluation Form
Grade/ Year Level

Subject Matter/Topic
(Based on the class you
Observed)
Lesson Objective/Learning
Outcomes

Name and Describe the Put check if the resource Describe how
Type of electronic satisfies the criterion. you can use it
Electronic resource if you were to
Resources (include teach in the
author/ class you
publisher/ observed.
source). Accurate Appropriate Clear Complete Motivating Organized

REFLECT

1. Describe your experience

in surfing the internet for
appropriate electronic
resources for the class? What made it easy? Difficult?
________________________________________________________________________________
________________________________________________________________________________

71
 ________________________________________________________________________________
2. How did you choose which electronic resources to include here? What did you consider? Explain. Which of the new
trends in Education 4.0 would you like to explore more for your work as a teacher? Why?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

3. Reflect on your technology skills. What skills do you already have, and what skills would you continue to work on
to be better at utilizing education 4.0 resources?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

OBSERVE, ANALYZE, REFLECT

Activity 11.4 Professional Development Through MOOCS

Resource Teacher:_______________________________ Teacher’s Signature________________

School:___________________ Grade/Year Level:________________________ Subject
Area:__________________ Date:___________________

OBSERVE

To realize my Intended Learning Outcomes, I will work my way through these steps.

Step 1: Review the seven domains of PPST and identify competencies I like to develop more.
Step 2: Visit sites MOOC providers and explore the courses offered that are relevant to PPST domains I
want to work on.
Step 3: Reflect on how I can continue developing my skills through MOOCS.

OBSERVE

1. Get a copy of the PPST and go over competencies.

2. On the second column, write the competencies you like to work on.
3. Search for MOOCs in the internet which are relevant to the competencies you identified. You my try
these sites:

 [Link]
 [Link]
 [Link]
 [Link]
 [Link]
maddness/

4. Indicate the MOOC provider. You might need to create an account in the different MOOC providers to
explore their MOOCs.

PPST Domain Competencies I want MOOCs related to the MOOC Provider

to work on with competency/ies
(Include a short
description)
1. Content Knowledge and
Pedagogy
2. The Learning Environment
3. Diversity of Learners
4. Curriculum and Planning
5. Assessing and Reporting
6. Community Linkages and
Professional Engagement
7. Personal Growth and
Professional Development
72
ANALYZE

From among the MOOCs you explored, pick at least three which you believe are the most appropriate for you.
Describe the MOOCs below.

1. MOOC Title ______________________________________________

Provider:
Objectives of the MOOC:
Content Outline
Why did you pick this MOOC?

2. MOOC Title _____________________________________________

Provider:
Objectives of the MOOC:
Content Outline
Why did you pick this MOOC?

3. MOOC Title_____________________________________________
Provider:
Objectives of the MOOC:
Content Outline
Why did you pick this MOOC?

REFLECT

1. How can MOOCs help you in your future careers as a professional teacher and as a lifelong learner?
_______________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

2. What did you learn from the way the providers use technology to teach in the MOOCs?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

3. How will you prepare yourself for MOOCS, as a le arner, and as a teacher who may someday teach a MOOC?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

LINK Theory to Practice

Directions: Read the items given and encircle the correct answer.

1. Mrs. Inton is evaluating a website for her Literature class. She is making sure that factual pieces of
information found on the site are well-documented, and pictures and diagrams are properly labeled. She is also
checking that there are no misspelled words nor grammar errors. Which criterion is she focusing on?
A. Appropriateness C. Motivation
B. Clarity D. Accuracy

2. Miss Castro is evaluating an early literacy app for her kindergarteners. She is making sure the app is
uncluttered in appearance, is arranged in some order of difficulty, and that icons represent what they were
intended to represent. Which criterion is she focusing?
A. Organization C. Motivation
B. Accuracy D. Appropriateness

3. Miss Tanada is evaluating an app for her Grade 8 Science Class. She is finding out whether the app taps
the skill found in the Grade 8 standards to ensure that this app will help meet her objectives. She wants to make sure
it is not too easy nor too difficult for her students. Which criterion is she focusing?

73
 A. Organization C. Accuracy
B. Accuracy D. Appropriateness

4. A Science teacher uses a PowerPoint presentation to show the classification in kingdom Animalia. The
teacher then teaches them how to use a software in making graphic organizers. Students then use this to create
their own graphic organizers to classify animals. This shows technology integration which is __________.
A. entry-constructive C. infusion-constructive
B. adoption-constructive D. transformation-constructive

5. Teacher A demonstrate how to work with a math app that provides practice in adding mixed fractions.
The students then work independently with the app to provide them sufficient practice in adding mixed fractions.
The shows technology integration which is ___________.
A. entry-active C. infusion-active
B. adoption-active D. transformation-active

6. A Grade 7 Social Studies teacher gave a project where her class in Manila will work together with Grade
7 classes in their school campuses in Visayas and Mindanao. They will create posters and a video clip to
communicate a message about peace. They will use social media to spread their peace campaign. This project
involves technology integration which is ___________.
A. entry-active C. transformation-constructive
B. adoption-constructive D. adaptation-collaborative

7. All are responsibilities of the Learning Resources/ Audio-Visual/Educational Technology Center of a

school EXCEPT__________.
A. make available technology equipment for the use of teachers and students
B. conduct training for teachers on how to use technology tools
C. work with teachers in producing instructional materials
D. accomplish the students’ technology project for them

8. The Learning Resource / Audio-Visual/ Educational Technology Center regularly provides the teacher s
list of websites, apps and instructional materials available in the city which are relevant to the different subjects they
teach. This fulfills which function?
A. Recreational reading center
B. A link to other community resources
C. Laboratory of learning
D. Center of resources

9. The Learning Resource / Audio-Visual / Educational Technology Center sponsors a seminar-workshop

for teachers and administrators on the use of the latest presenter applications. This fulfills which function?
A. Center of resources C. Coordinating agency
B. Agent of teaching D. Recreational reading center

10. MOOCs are considered massive because__________.

A. they need a big amount of computer storage to be able to avail of a course
B. they can accommodate a big number of learners
C. they can only be provided by big universities
D. they were designed and created by a group of experts

11. MOOCs are open became__________.

A. all courses are offered for free
B. courses can be accessed by anyone anywhere as long as they are connected to the
internet
C. openness to ides is a strict requirement
D. one can avail of then only during the opening of a semester

12. MOOCs are considered as a course because______________.

A. they have a guide or a syllabus that indicates content, objectives, activities, and
assessment
B. they are always given by a fully-recognized university in the world
C. they are required for a Bachelor’s degree

74
 D. they are graded

SHOW Your Learning Artifacts

1. Include here pictures/illustration of the materials used by the teacher. Put your comments/ annotations about
what you observed.
2. Visit [Link] or other teacher resource websites. Print useful instructional materials
(worksheets, visual aids, flashcards, rubrics, etc.) and include them here. Indicate how they might be useful
considering your major or area of specialization.
3. Visit [Link]/50-educationtechnology-tools-every-teacher-should-know-about/

Explore and enjoy the fantastic education tools. Try them out. Describe what you discovered and
share how these tools can be helpful to you as a teacher.

4. Visit [Link]. This a treasure box for you. Explore and share what you learned.
5. Paste an article about an example of technology gadget/material that you want to learn more about. How can
this gadget/material be useful in instruction/teaching?

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 11 - Utilizing Teaching-Learning Resources and ICT
Learning Outcomes: · Identify and classify learning resource materials in the multi-media center; · Show skills in the
positive use of ICT to facilitate the teaching-learning process (PPST 1.3.1); · Show skills in the evaluation, selection,
development, and use of a variety learning resources, including ICT to address learning goals (PPAT 4. 5. 1); · Analyze
the level of technology integration in the classroom · Demonstrate motivation to utilize ICT for professional development
goals based on the PPST (PPST 7.5.1)

FIELD STUDY 1
LEARNING EPISODE 12
(Assessment FOR Learning and Assessment AS Learning (Formative Assessment)

SPARK Your Interest

Assessment is an essential part of the instructional cycle. The instructional cycles consist of : 1) setting the intended
learning outcome/s, 2) selecting a teaching methodology, strategy and activity that are aligned to the learning outcome
and topic which are developmentally-appropriate to the learners and 3) assessment itself. Assessment is the part of the
instructional cycle that determines whether or not the intended learning outcome has been attained and so necessarily, the
assessment task must be aligned to the intended learning outcome.
In a lesson assessment, we can speak assessment for learning, assessment of learning and assessment as learning.
This episode will dwell on assessment for learning and assessment as learning. Assessment for learning is referred
to as formative assessment while assessment as learning is referred to as self-assessment.

TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to:

 demonstrate knowledge of the design and use of formative assessment; and
 explain the importance of formative assessment

DISCOVER the Learning Essentials

 In Outcome-based Teaching-Learning/Competency-based Teaching/Teaching by Objective, we ensure that the

intended outcome/competency/objective is attained at the end of the lesson and so while we are still in the process
of teaching we do check learners’ understanding and progress.

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 If we find out that the learners failed to understand prerequisite knowledge and skills, we reteach until learners’
master them. This is called FROMATIVE assessment, assessment while the learners are being formed or taught. It
is assessment in the midst of instruction.
 Formative assessment is also referred to as assessment for learning. Assessment for learning simply means we do
assessment to ensure learning.
 We do not wait foe the end of the lesson to find out learners understood the lesson or not because if it is only at the
end of the lesson that we discover that the learners did not understand the lesson, we have wasted so much time and
energy teaching presuming that everything was clear, only to find out at the end of the lesson that the learners did
not understand the lesson at all. This means we have to reteach from very beginning, something the we could have
saved ourselves from doing had we given time to find out if the lesson was understood while still teaching.
 Assessment for learning encourages peer assessment.

OBSERVE, ANALYZE, REFLECT

Activity 12.1 Observing Assessment FOR Learning Practices (Formative Assessment)

Resource Teacher:_______________________________ Teacher’s Signature________________
School:___________________ Grade/Year Level:________________________
Subject Area:__________________ Date:___________________

OBSERVE

1. Observe what Teachers does or listen to what Teacher says to find out if the students understood the lesson while
teaching-learning is in progress.

What Teacher Said Tally Total

What Teacher Did Tally Total

2. Did the teacher ask the class “Did you understand”? if she did, what was the class’ response?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

3. Did the students make the teacher feel or sense they did not understand the lesson or a part of the lesson? How?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

4. If they did, how did the teacher respond?

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
5. Were the students given the opportunity to ask questions for clarification? How was this done?

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 ___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

6. If she found out her/his lesson was not clearly understood, what did the teacher do? Did you observe any of these
activities? Please check.

__________Peer tutoring (Tutors were assigned by teacher to teach one or two classmates)
__________Each one-teach-one (Students paired with one another)
__________Teacher gave a Module for move exercises for lesson mastery
__________Teacher did re-teaching

Others, please specify__________________________________________________________________

___________________________________________________________________________________

7. If she engaged himself/herself in re-teaching, how did she do it? Did he/she use the same teaching strategy?
Describe.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

8. While re-teaching by himself/herself and/or with other students-turned tutors, did teacher check on students’
progress?
___________________________________________________________________________________
___________________________________________________________________________________
If yes, how?_________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

ANALYZE

1. Why should a teacher need to find out if students understand the lesson while teaching is in progress? Is it not better
to do a once-and-for-all assessment at the completion of the entire lesson?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

2. Why is it is not enough for a teacher to ask “Did you understand, class?” when he/she intends to check on learners’
progress?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

3. Should teacher record results of formative assessment for grading purposes? Why or why not?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

4. Based on your observation, what formative assessment practice worked?

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
5. For formative assessment, why is peer tutoring in class sometimes seen to be more effective than teacher
himself/herself doing the re-teaching or tutoring?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

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6. Could an unreasonable number of failures at the end of the term/grading period be attributed to the non-application
of formative assessment? Why or why not?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

REFLECT

 Formative assessment is tasting the soup while cooking. Reflect on this and write on your reflections.
 Should you record results of formative assessment? Why or why not?

SHOW Your Learning Artifacts

1. My Accomplished Observation Sheet

2. My Analysis
3. My Reflection
4. Snapshots of peer tutoring or other activities that show formative assessment in practice

Activity 12.2 Observing Assessment AS Learning Practices (Self-Assessment)

Resource Teacher:_______________________________ Teacher’s Signature________________

School:___________________ Grade/Year Level:________________________ Subject
Area:__________________ Date:___________________

TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to:
 demonstrate knowledge of the design and use of self-assessment; and
 explain the importance of self-assessment.

REVISIT the Learning Essentials

 Assessment as learning means assessment is a way of learning

 It is the use of an ongoing self-assessment by the learners in order to monitor their own learning.
 This is manifested when learners reflect on their own learning and make necessary adjustment so that
they achieve deeper understanding.
 Assessment as learning encourages students to take responsibility for their own learning.
 It requires students to ask questions about their learning.
 It provides ways for students to use formal and informal feedback and self-assessment to help them
understand the next steps in learning.
 It encourages self-assessment and reflection.

OBSERVE

Observe a class and find out practices that reflect assessment as learning. Record your observations.

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 Teacher My Observations
1. Did the teacher provides opportunities for the learners to
monitor and reflect on their own learning?

2. What are the proofs that students were engaged in self-

reflection, self-monitoring and self-adjustment?

3. Dis the students record and report their own learning?

4. Did teacher create criteria with the students for tasks to be

completed or skill to learned?

ANALYZE

1. If the students is at the heart of assessment, then all assessment should support students learning. Do you
agree? Why or why not?
________________________________________________________________________________
________________________________________________________________________________

2. Does assessment as learning have the same ultimate purpose as assessment for learning?
_______________________________________________________________________________
________________________________________________________________________________

REFLECT

The primary purpose of assessment is not to measure but to further learning. Reflect on your personal experiences
of assessment in school. Were you given opportunities for self-assessment? If yes, what was its impact on your learning?

SHOW Your Learning Artifacts

1. My Accomplishment Observation Sheet

2. My Analysis
3. My Reflection

LINK Theory to Practice

1. The primary purpose of assessment is to ensure learning. Which assessments are referred to?
I. Assessment as learning
II. Assessment for learning
III. Assessment of learning
A. I, II and III C. I and II
B. I and III D. II and III
2. Research shows that when students help develop questions for an assessment, and have a deeper understanding of
what they are expected to learn before they take all the assessment, they take a greater responsibility of their own
learning. Which assessment is referred to?

A. Assessment as Learning C. Assessment for Learning

B. Assessment of Learning D. Assessment in Learning

3. DepEd Order No. 8, s. 2015 states, “Assessment is a process that is used to keep track of learners’ progress in
relation to learning standards. . ., to promote self-reflection and personal accountability among students about their
own learning. . .

Which assessments are referred to by the DepEd memo?

I. Assessment as learning
II. Assessment for learning

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 III. Assessment of learning
A. I only C. I and II
B. II and III D. I, II and III

4. You check for understanding in the midst of your lesson. In which form /s of assessment are you engaged?
A. Assessment as learning C. Assessment of learning
B. Assessment for learning D. Assessment of and for learning

5. Assessment FOR learning is ongoing assessment that allows teachers to monitor students on a day-to-day basis and
modify their teaching based on what the students needs to be successful. Is this statement TRUE?
A. Yes C. Somewhat
B. No D. TRUE except the clause after and

6. It develops ans supports students’ metacognitive skills. Which is referred to?

A. Assessment as learning C. Assessment of learning
B. Assessment for learning D. Assessment in learning

7. Which form of assessment is crucial in helping students become lifelong learners?

A. Assessment of learning C. Assessment as learning
B. Assessment for learning D. Assessment in learning

8. Which is characterized by students reflecting on their own learning and making adjustment so that they achieve
deeper understanding?
A. Assessment of learning C. Assessment as learning
B. Assessment for learning D. Assessment in learning

9. Which practices are required for assessment as learning to be effective?

I. Discuss the learning outcomes with the students.
II. Create criteria with the students for the various tasks that need to be completed and/or skills that need to
be learned or mastered.
III. Provide feedback to students as they learn and ask them guiding questions to help them monitor their
own learning.
IV. Help them set goals to extend or support their learning in order to meet or fully meet the expectations.
V. Provide reference points and examples for the learning outcomes.

A. I, II and III C. III, IV, and V

B. I, III, IV, and V D. I, II, III, IV and V

10. In which type of assessment are students expected to go beyond completing the tasks assigned to them by their and
so students move from the passive learners to active owners of their own learning?
A. Assessment as learning C. Assessment of learning
B. Assessment for learning D. Assessment in learning

11. Which assessment is likened to tasting the soup while in the process of cooking the soup?
A. Assessment of learning C. Assessment in learning
B. Assessment for learning D. Assessment as learning

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 12 - Assessment FOR Learning and Assessment AS Learning
(Formative Assessment) Learning Outcomes: Demonstrate knowledge of the design and use formative assessment ·
explain the importance of formative assessment.

FIELD STUDY 1
LEARNING EPISODE 13
(Assessment OF Learning (Summative Assessment)

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SPARK Your Interest

Episode # 12 dwelt on Assessment for Learning (formative assessment) and Assessment as Learning (self-
assessment). these refer to assessment that teachers do while still teaching and students’ assessing their own learning.
Episode # 13 will be focused on Assessment of Learning. When teachers have done everything they can to help learners
attain the intended learning outcome/s, teacher subject their students to assessment for grading purposes. This is referred
to as assessment of learning which is also known as summative assessment.

Episode # 13 will be focused on 1) assessment of learning in the cognitive, psycho motor and affective domains
with the use of traditional and non-traditional assessment task and tools, 2) assessment of learning outcomes in the
different levels of cognitive taxonomy; 3) construction of assessment items with content validity; 4) Table of
Specification; 5) Portfolio 6) Scoring Rubrics, 7) The K to 12 Grading System and 8) Reporting Students’ Performance.

TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to demonstrate understanding of the design, selection, organization and
use of summative assessment strategies consistent with curriculum requirements by being able to:
 determine the alignment of assessment tools and tasks with intended learning outcomes;
 critique traditional and authentic assessment tools and tasks for learning in the context of established
guidelines on the test construction;
 evaluate non-traditional assessment tools including scoring rubrics;
 examine different types of rubrics used and relate them to assessment of student learning;
 distinguish among the 3 types of learners’ portfolio;
 evaluate a sample portfolio;
 construct assessment questions for HOTS following Bloom’s Taxonomy as revised by Anderson and
Krathwohl and Kendall’s taxonomy;
 explain the function of a Table of Specifications;
 distinguish among types of learners’ portfolios and their function;
 compute student’s’ grade based on DepEd’s grading policy;
 state the reason(s) why grade must be reported to parent; and
 describe what must be done to make grade reporting meaningful.

OBSERVE, ANALYZE, REFLECT

Activity 13. 1 Aligning Assessment Task with the Learning Outcome

Resource Teacher:_______________________________ Teacher’s Signature________________

School:___________________ Grade/Year Level:________________________ Subject
Area:__________________ Date:___________________

TARGET Your Intended Learning Outcomes

 Determine alignment of assessment task with learning outcome

 Formulate assessment task aligned with the learning outcome

REVISIT the Learning Essential

 In accordance with Outcome-Based Teaching-Learning, the learning outcome determines assessment task
 Therefore, the assessment task must necessarily be aligned to the learning outcome.

OBSERVE

 Observe at least 3 classes - 1 Physical or Biological Science or Math, English, Filipino; 1 Social Science or
Literature/Panitikan, EsP and I P.E / Computer/EPP/TLE.

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 Subject Learning Assessment Task Is the assessment If not aligned,
Outcome/s (How did Teacher tool/task aligned to improve on it.
assess the learning the learning
outcome/s?) outcome/s?
Specify.
P.E/ EPP/ TLE To dance tango Written quiz enumerate No Performance
the steps of tango in test - Let
order. student dance
tango.

Subject Learning Assessment Task Is the assessment If not aligned,

Outcome/s (How did Teacher tool/task aligned to improve on it.
assess the learning the learning
outcome/s?) outcome/s?
Specify.
Social Science.
Literature/Panitikan.
EsP

Physical/Biological
Science/Math
English/Filipino

ANALYZE

1. Are all the assessment tasks aligned to the learning outcomes?

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

2. What are the possible consequences if teacher;s assessment task are not aligned to learning outcome/s? Does this
affect assessment result? How?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

3. Why should assessment tasks be aligned to the learning outcomes?

___________________________________________________________________________________
___________________________________________________________________________________
REFLECT

 Reflect on past assessment you have through. Were they all aligned with what your teacher taught (with
learning outcomes?)
 How did this affect your performance? As a future teacher, what lesson do you learn from this experience and
from this past experience and from this observation?

LINK Theory to Practice

1. Here is a learning outcome; Describe a person by the use of a metaphor.

Here is the test item: Describe a classmate or teacher by way of a metaphor.

Is the item aligned to the learning outcome?

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 A. No C. Yes
B. Somewhat D. Yes, if teacher is not included

2. Learning Outcomes: Conduct an investigation to prove that plants can manufacture their own food.

Test item: Can plants manufacture their own? Explain your answer.

Is the test item aligned to the learning outcome?

A. No C. Yes
B. Somewhat D. Yes, if explain your answer is dropped

3. Learning Outcomes: Demonstrate the inductive method of teaching.

Test: Outline the steps of the inductive method of teaching.

Is the test item aligned to the learning outcome?

A. No C. Yes
B. Somewhat D. Yes, if teacher is not included

4. Which assessment task is aligned to this learning outcome: Compute the mean if the scores are 50, 50, 50. 48,
47, 46, 45, 44, 43, 42, 41, 40.
A. What is a mean?
B. Is a mean a measure of variability?
C. What is the mean of 50, 50, 50. 48, 47, 46, 45, 44, 43, 42, 41, 40
D. Is mean the same as average?

5. Learning Outcome:To observe subject-verb agreement as one speaks.

Test: Give the correct form of the verb.

1. Dogs (howl).
2. A cat (meow).
3. Birds (fly).

Is the test item aligned to the learning outcome?

A. No C. Yes
B. Somewhat D. Yes, there are 3 items on subject-verb agreement

6. Here is a lesson objective / intended learning outcome: “illustrate the law of supply and demand with your
original concrete example”. for content validity, which test item is aligned?
7.
A. Define the law of supply and demand and illustrate it with an example.
B. Illustrate the law of supply and demand with a drawing.
C. Illustrate law supply and demand with a concrete, original example.
D. Explain the law of supply and demand and illustrate it with a diagram.

8. Teacher B wrote this learning outcome: “ :To interpret a given quotation.” for content validity which should
she ask?

A. Interpret Nietzsche’s statement: “He who has a why to live for can bear with almost any how.”
B. Do you believe in Nietzsche’s statement: “He who has a why to live for can bear with almost any
how?”
C. What is true in Nietzsche’s statement “He who has a why to live for can bear with almost any how”?
D. Nietzsche was an atheist. Do you believe that he can give this statement “He who has a why to live
for can bear with almost any how”?

9. After teaching them the process of experimenting, Teacher J wanted his students to be able set up an
experiment to find an answer to an scientific problem. Which will he ask his students to do?
A. Set up and experiment to find out if aerial plants can also live on land.

83
 B. Can aerial plants also live on land? Research on experiment already conducted. Present your finding
in class.
C. Observe if aerial plants can survive when planted in soil. Note your observations and present them
in class.
D. Research on the answer to this scientific problem: Can aerial plants survive when transferred in soil?

10. Here is an intended learning outcome of a Health teacher: “Identify skill-related fitness and activities suitable
for the individual”. Does her test item measure this particular outcome and therefore has content validity?
Questions
1. Identify the components of Physical Fitness under the skill-related activities.
A. body composition C. flexibility
B. agility D. organic vigor
A. Yes, very much
B. Yes because it asks something about skill-related activities.
C. No.
D. No, the options have nothing to do with skill-related activities

Activity 13.2 Observing the Use of Traditional Assessment Tools

Resource Teacher:_______________________________ Teacher’s Signature________________
School:___________________ Grade/Year Level:________________________ Subject
Area:__________________ Date:___________________

TARGET Your Intended Learning Outcomes

 Critique tradition assessment and tasks for learning in the context of established guidelines on test construction

REVISVIT the Learning Essential

 Traditional assessment tools are also called paper-and-pencil tests.

 Traditional assessment tools usually measure learning in the cognitive domain.
 Traditional or paper-and-pencil test can be classified either as selected-response tests or
constructed-response/supply type of tests.
 Common examples of selected - response type of test are alternate response test (True-False, yes-no), multiple
choice and matching type of test.
 Common examples of constructed type of test are short answer, problem solving and essay.

OBSERVE

 Observe classes and pay particular attention to the assessment tool used by the teacher.
 With the teacher’s permission, secure a copy of the assessment tool.

Direction: Put a check (/) on the test which teacher used. From your teacher’s test items, give an example.
Type of Traditional Put a Learning Sample Test Item of Comments (is the assessment tool
Assessment Tool / Check(/) Outcome Resource Teacher constructed in accordance with
Paper-and Pencil Here Assessed establishment guidelines?)
Test Explain your answer.
Selected Response
Type
1. Alternate
response

2. Matching type

3. Multiple Choice

4. Others

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 Type of Traditional Put a Learning Sample Test Item of Comments (is the assessment
Assessment Tool / check (/) Outcome Resource Teacher tool constructed in
Paper-and Pencil Test If Resource Assessed accordance with
Teacher establishment guidelines?)
used it. Explain your answer.
Selected Response Type
1. Completion

2. Short answer type

3. Problem solving

4. Essay - restricted

[Link]-non-restricted

6. Others

ANALYZE

1. Which assessment tools/tasks were most commonly used by teacher? Which ones were rarely used? Why were they
rarely used?

2. Based on your answers found in the Tables above in which type of assessment tools and tasks were the Resource
Teachers most skilled in test construction? Least skilled?

3. Can an essay or other written requirements, even if it is a written paper-and-pencil test, be considered an authentic
for of assessment? Explain your answer.

REFLECT
How good are you at constructing traditional assessment tools? Which do you find most difficult to construct? Any
lesson/s learned?

LINK Theory to Practice

Here is the learning outcome to this activity: Critique traditional tools and tasks for learning in the context of
established guidelines on test construction.

1. Which assessment task is aligned to the learning outcome given above?

A. True-False Test - An assessment task must be aligned to the learning outcomes.
B. Column 1 presents the learning outcomes. Column 2 has assessments tasks. Determine alignment of
assessment with learning outcome.
C. Here are 5 test items. Evaluate them on the basis of established guidelines in test construction.
D. Is an essay more reliable than a multiple choice test?

2. What’s WRONG with this TRUE-FALSE test item?

Filipinos are sociable but lazy.
A. Opinionated C. Very short
B. Not fit for a T-F test D. Sweeping

3. Is this test item in accordance with rules on test construction?

Write everything you learned from this course.
A. No C. Somewhat
B. Yes D. No, opinionated

85
4. In a matching type of test, which should be found in the first column?
A. Options C. Distracters
B. Premises D. Jokers

5. In a multiple choice type of tests, one option among 4 was not chosen by any examinee.
What is TRUE of the option?
A. Implausible C. Plausible
B. Realistic D. Unattractive

6. The students were at a loss as to what answer to give in a completion type of test since there were many blanks.
Which is TRUE of
A. Too complex C. Over mutilated
B. Unattractive D. Implausible

Activity 13.3 Observing the Use of Non-traditional Assessment Tool and Scoring Rubrics
Resource Teacher:_______________________________ Teacher’s Signature________________
School:___________________ Grade/Year Level:________________________ Subject
Area:__________________ Date:___________________

TARGET Your Intended Learning Outcome

 Evaluate non-traditional assessment tools including scoring rubrics

REVISIT the Learning Essential

 There are learning outcomes that cannot be assessed by traditional assessment tools.
 Authentic/non-traditional/alternative assessment tools measure learning outcomes like performance and
product.
 These performance task and product are assessed by the use f scoring rubric.
 A rubric is a coherent set of criteria for student’s work that includes descriptions of levels of performance
quality on the criteria. (Brookhart, 2013)
 The main purpose of rubrics is to assess performance and products.
 There are two types of rubrics - analytic and holistic. Analytic rubrics describe work on each criterion
separately while a holistic rubric assesses a student work as a whole.
 For diagnostic purposes, the analytic rubric is more appropriate.
 For a holistic view of a product or performance, the holistic rubric will do.
 A good scoring rubric contains the criteria against which the product or performance is rated, the rating scale
and a description of the levels of performance.

OBSERVE

 Observe classes in at least 3 different subjects and pay particular attention to the assessment tool used by the
teacher.
 With teacher’s permission, secure a copy of the assessment tool.
 Study the assessment tool then accomplish Observation Sheet.
 Did your Resource Teacher explain the rubric to the students?
 Which type of rubric did the Resource Teacher use - analytic or holistic?

Authentic Assessment/ Learning Sample of Product/ How a product / Comment/s (Is the
Non-Traditional / Outcome Performance performance was scoring rubric
Alternative Assessed Assessed assessed constructed to standards?
One example of a Describe how the
product assessed. product/
(Put a photo of the performance was
product/ assessed. Which
documented was used analytic
performance in my rubric or

86
 Teaching Artifacts. holistic?
INCLUDE THE INCLUDE THE
RUBRIC IN MY RUBRIC IN MY
TEACHING TEACHING
ARTIFACTS. ARTIFACTS.

1. Product -

2. Performance

ANALYZE

1. Between analytic and holistic rubric which one was more used? Why do you think that type of rubric was used
more?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

2. Based on your answers in # 1, what can you say about the scoring rubrics made and used by the Resource Teachers?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

3. Will it make a difference in assessment of student work if teacher would rate the product or performance without
scoring rubrics? Explain.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

4. If you were to improve on one scoring rubric used, which one and how?
___________________________________________________________________________________
___________________________________________________________________________________
5. Can an essay or other written requirements, even if it is a written paper-and-pencil test, be considered an authentic
form of assessment? Explain your answer.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

6. Can rubrics help make students to become self-directed or independent learners? Do rubrics contribute to
assessment AS learning (self-assessment?) What if there were no rubrics in assessment?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

Does the Scoring Rubric in this FS Book 1 help you come up with better output?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

REFLECT

Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all the years as a student?

SHOW Your Learning Artifacts

87
 Accomplished Observation Sheet
 Observation
 Reflection
 A photo of a product assessed and a documented performance test
 Sample of scoring rubrics used by Resource Teachers - one rubric to assess a particular product and another rubric
to assess a particular performance together with your comment/s and improved version/s, if necessary.

LINK Theory to Practice

1. To pinpoint which part of the lesson needs more explanation, which scoring rubric can help?
I. Analytic
II. Holistic
A. I only C. II only
B. I and II D. No need for rubric

2. I want to know how skilled the students have become in research report. Which assessment task will be valid?
A. Make students defend research report before a panel.
B. Make students write the research report.
C. Group the students for research report writing.
D. Make students conduct an action research.

3. I want to get a global view of a student’s performance. Which rubric is most fit?
A. Analytic C. Holistic
B. Itemized D. Analytic and holistic

4. Which can prove that students are now capable of sewing after a 200-hour course?
A. Presentation of a product they have sewn
B. Operation of the sewing machine
C. Drawing a patter for a set of pajamas
D. Labeling the part of a swing machine

5. Which is the most reliable way of determining whether or not the students can now dance tango?
A. Performance test
B. Oral test
C. Written test on steps of tango
D. Written test illustrating the steps

Activity 13.4 Scrutinizing the Types and Parts of a Portfolio

Resource Teacher:_______________________________ Teacher’s Signature________________

School:___________________ Grade/Year Level:________________
Subject Area:__________________ Date:___________________

TARGET Your Intended Learning Outcomes

 Evaluate a sample portfolio

 Distinguish among 3 types of portfolio

DISCOVERING the Learning Essentials

 A portfolio is a purposeful collection of selective significant samples of students work accompanied by clear
criteria for performance which prove students effort, progress or achievement in a given area or course.
 A portfolio of student’s work work is a direct evidence of learning. But it is not a mere collection of student’s
work. The student’s reflection must accompany each output or work.

88
  A portfolio is different from a work folder, which is simply a receptacle for all work, with no purpose to the
collection. A portfolio is an international collection of work guided by learning objectives.
 Effective portfolio system are characterized by a clear picture of the student skills to be addressed, student
involvement in selecting what goes into the portfolio, use of criteria to define quality performance as a basis
for communication, and self-reflection through which students share what they think and feel about their work,
the learning and about themselves.
 There are several types of portfolio depending on purpose. They are: 1) development or growth portfolio, 2)
best work or showcase or display portfolio, and 3) assessment / evaluation portfolio.

OBSERVE

1. Ask your Resource Teacher for samples of portfolio, if any. If there are, select one best portfolio from what you
examined.
2. If none, research for a sample portfolio and include them in My Learning Artifacts.
3. Based on the sample portfolio given by your Resource Teacher/researched by you, accomplished Observation Sheet
#
4. Put a check in the right column.

What a Portfolio Includes

Elements of a Portfolio Present? Missing?
1. Clear objective - The objectives of the
lesson/unit/course are clear which serve as a bases
selection
2. Explicit guidelines for selection- What, when,
where, how are products/documented performances
selected?
3. Comprehensible criteria - the criteria against which
the portfolio is graded must be understood by the
learners
4. Selective significant pieces - The portfolio includes
only the selected significant materials.
5. Student’s reflection - There is evidence that students
reflected on their learning.
6. Evidence of students participation in selection of
content of portfolio - There is a proof that students
took part in the selection of the content of the
portfolio.
ANALYZE

1. With OBE in mind, which should be the basis for the selection of pieces of evidence to show that what
the student was supposed to learn was learned?
________________________________________________________________________________
________________________________________________________________________________

2. Scrutinize the elements of this portfolio. Based on the parts, under which type of portfolio does this
fall?

Elements of a _________ Portfolio (Which type of portfolio)

1. Cover Letter- “About the Author” and “Why My Portfolio Shows About My Progress as a Learner”
2. Table of contents with numbered pages
3. Entries-both core (required items) and optional items (chosen by students)
4. Dates on all entries to facilitate proof of growth over time.
5. Drafts of aura/oral and written products and revised revisions, i.e. (first drafts and corrected/revised version.)
6. Students Reflections

89
 3. Where and when does the teacher make use of each the 3 types of portfolio?
____________________________________________________________________________
____________________________________________________________________________

REFLECT

Have portfolios made the learning assessment process more inconvenient? Is the effort exerted on portfolios
assessment commensurate to the improvement of learning and development of learners’ metacognitive process that result
from the use of portfolio?

SHOW Your Learning Artifacts

 Sample/s of Improved Written Tests, both selected-response type and supply type.
 Sample/s of product and performance assessed
 Sample/s of a rubric
 Sample/s of students’ reflection on his/her portfolio

EVALUATE Performance Task (RUBRIC)

Evaluate Your Work Task Field Study 1, Episode 13 - Assessment OF Learning (Summative Assessment)
Learning Outcomes · determine the alignment of assessment tools and tasks with intended learning outcomes; · critique
traditional and authentic assessment tools and tasks for learning in the context of established guidelines on test
construction; · evaluate non-traditional assessment tools including scoring rubrics; · evaluate a sample portfolio; ·
distinguish among the 3 types of portfolio; · construct assessment questions for HOTS following Bloom’s Taxonomy as
revised by Anderson and Krathwohl and Kendall’s and Marzano’s taxonomy; · explain the function of a Table of
Specifications; · distinguish among types of learners’ portfolios and their function; · examine different types of rubrics
used and relate them to assessment of student learning; · compute student’s’ grade based on DepEd’s grading policy; ·
state the reason(s) why grade must be reported to parent; and · describe what must be done to make grade reporting
meaningful.
Link Theory to Practice

1. A portfolio is a synonyms to a folder or files. Is this correct?

A. No B. Somewhat C. Yes D. Sometimes

2. Which is an essential part of a portfolio?

A. Student reflection on his portfolio
B. Display portfolio for everyone to see students development
C. Artistic design to show student’s artistic talent
D. Student self-rating

3. I need to prove that I have fully develop the skill at writing a research report. Which type of portfolio is MOST
APPROPRIATE?
A. Showcase portfolio
B. Development portfolio
C. Assessment portfolio
D. Process portfolio

4. Which portfolio can prove that an improvement has taken place in the way student pronounce words?
A. Showcase portfolio
B. Development portfolio
C. Assessment portfolio
D. Process portfolio

5. I want to know if my students can now focus the microscope properly. With which portfolio am I concern?
A. Showcase portfolio
B. Development portfolio
C. Assessment portfolio
D. Process portfolio

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Activity 13. 5 Determining the Level of Teacher’s Questions
Resource Teacher:_______________________________ Teacher’s Signature________________
School:___________________ Grade/Year Level:________________________ Subject
Area:__________________ Date:___________________

TARGET Your intended Learning Outcomes

 Construct assessment questions to measure HOTS following Bloom’s and Anderson’s revised taxonomy and
Kendall’s and Marzano’s taxonomy.

REVISIT the Learning Outcomes

Table: 1.4 Example of Cognitive

91
 Cognitive Process Examples
Remembering - Producing the right information from memory
Recognizing
 Name three 19th -century century women English authors.
Recalling  Write the multiplication facts.
 Reproduce the chemical formula for carbon tetrachloride
Understanding - Make meaning from educational materials or experiences
 Translate a story problem into an algebraic equation
Interpreting  Draw a diagram of the digestive system.
 Paraphrase Jawaharlal Nehru’s tryst with destiny speech.
 Draw a parallelogram.
Exemplifying  Find an example of stream-of-consciousness style of writing.
 Name a mammal that lives in our area.
 Labels numbers odd or even.
Classifying  List the events of the Sepoy Mutiny of 1857.
 Group native animals into their proper species.
Inferring
 Explain how thee heart is like a pump.
Comparing  Compare Mahatma Gandhi to a present day leader.
 Use a Venn diagram to demonstrate how two books by Charles Dickens are similar
and different.
Explaining  Draw a diagram explaining how air pressure affects the whether.
 Provide details that justify why the French Revolution happened when and how it
did.
 Describe how interest rates affect the economy.
Applying - Use a procedure
 Add a column of two-digit numbers.
Executing  Orally read a passage in a foreign language.
 Have a student open house discussion.
 Design an experiment to see how plants grow in different kinds of soil.
Implementing  Proofread a piece of writing.
 Create a budget.
Analyzing - Break a concept down into its parts and how the parts relate to the whole
 List the important information in a mathematical word problem and cross out the
Differentiating unimportant information.
 Draw a diagram showing the major and minor characteristic in a novel.
 Place the books in the classroom library into categories
Organizing  Make a chart of often-used figurative devices and explain their affect.
 Make a diagram showing the ways plants and animals in your neighborhood interact
with each other.
 Read letter to the editor to determine the authors’ points of view about a local issue.
Attributing  Determine a character’s motivation in a novel or short story.
 Look at brochures of political candidates and hypothesize about their perspective on
issues.
Evaluating - Make judgments based on criteria and syllabus guidelines
 Participate letters in a writing group, giving peers feedback on organization and
Checking logic arguments.
 Listen to a political speech and make a list of any contradictions within the speech.
 Review a project plan to see if all the necessary steps are included.
 Judge how well a project meets the criteria of a rubric.
Critiquing  Choose the best method for solving a complex mathematical problem.
 Judge the validity of arguments for and against astrology.
Creating - Put pieces together to form something new or recognize components of a new structure.
 Given a list of criteria, list some options for improving race relations in the school.
Generating  Generate several scientific hypotheses to explain why plants need sunshine.
 Propose a set of alternatives for reducing dependence on fossil fuels that address
both economic and environmental concerns
 Come up with alternative hypotheses based on criteria.
 Make a storyboard for a multimedia presentation on insects.
Planning  Outline a research paper on Mark Twain’s views on religion.
 Design a scientific study to test the effect of different kinds of music on hen’s egg
production. 92
 Write a journal from the point of view of mountaineer.
Production  Build a habitat for pigeons.
 Put on a play based on a chapter from novel you’re reading.
(Source: Anderson, L.W and Krathwohl, D.R. 2001. A taxonomy for learning, teaching and assessing, New York:
longmans)

The new Taxonomy (Marzano and Kendall, 2007)

Level of Process Useful Verbs, Phrase, Definition

Difficulty
6 Examining The students can analyze how important specific knowledge is to
Self System Importance them.
Thinking Examining The student can examine how much they believe they can
Efficacy improve their understanding
of specific knowledge.
Examining The student can identify emotional responses associated with a
Emotional piece of knowledge
Response and determine why does associations exists.
Examining The students can examine their own motivation to improve their
Motivation understanding or competence in specific
knowledge.
5 Specifying Goals The students can set specific goals relative to knowledge and
Metacognition develop a plan for accomplishing the goal.
Process The student can self-monitor the process of achieving a goal.
Monitoring
Monitoring The student can determine how well they understand knowledge.
Clarity
Monitoring The student can determine how accurate their understanding of
Accuracy knowledge is and defend their judgment.
4 Investigating investigate; research; find out about; take the position on; what
Knowled are the differing features of; how & why did this happen; what
ge would have happened If
Utilizatio The students generates a hypothesis and uses the assertions and
n opinions of others to the hypothesis.
Experimenting experiment; generate and test; test the idea that; what would
happen if; how would you test that; how would you determine if;
how can his be explained; based on the experiment, what can be
Complexity

predicted
The student generates and tests a hypothesis by conducting
experiment and collecting data.
Problem-Solving solve; how would you overcome; adapt; develop a strategy to;
figure out way to; how will you reach your goal under these
conditions
Cognitive System

The students can accomplish a goal for which obstacle exist.

Decision-Making decide; select the best among the following alternatives; which
among the the following would be the best; what is the best way;
which of these is most suitable
The student can select among alternatives that initially appear to
be equal and defend their choice.
3 Specifying make and defend; predict; judge; deduce; what would have to
Analysis happen; develop an argument for; under what condition
The students can make and defend predictions about what might
happen.
Generalizing what conclusions can be drawn; what inferences can be made;
create a principle, generalization or rule, trace the development
of; form conclusions
The students can infer new generalizations from known
knowledge.
Analyzing Errors identify errors or problems; identify issues or misunderstanding;
assess; critique; diagnose; evaluate; edit; revise
The students can identify and explain logical or factual errors in
knowledge.

93
 Classifying classify; organize; sort; identify a broader category; identify
different types /categories
The students can identify super ordinate and subordinate
categories to which information belongs.
Matching categorize; compare & contrast; differentiate; discriminate;
distinguish; sort; create an analogy or metaphor
The students can identify similarities and differences in
knowledge.
2 Symbolizing symbolizing; depict; represent; illustrate; draw; show; use
Compreh models; diagram chart
ension The student can depict critical aspects of knowledge in a pictorial
of symbolic form.
Integrating describe how or why; describe the key parts of; describe the
effects; describe the effects; describe the relationship between;
explain ways in which: paraphrase; summarize
The student can identify the critical or essential elements of
knowledge.
1 Executing use; demonstrate; show; make; complete; draft
Retrieval The student can perform procedures without significant errors.
Recalling exemplify; name; list; label; state; describe; who; what; where;
when
The students can produce information on demand.
Recognizing recognize (from a list); select from (a list); identify (from a list);
determine if the following statements are true
The students can determine whether provided information is
accurate, inaccurate, or unknown.

Figure 10. The New Taxonomy in Detail

Source: [Link]
x3B_Marzano_New_Taxanomy_Chart_with_verb_3.[Link]

Resource Teacher:_______________________________ Teacher’s Signature________________

School:___________________ Grade/Year Level:________________________ Subject
Area:__________________ Date:___________________

OBSERVE

1. Observe a teacher in the classroom.

2. Note his/her questions both oral and written.
3. Score him/her according to the level of questions that he/she asks from remembering to creating and
metacognition and self-system thinking. You may also refer written tests for samples of questions in the
various levels.
4. Make tally, then get the total. Use Table 1 and Table 2 separately.

Table 1. Number of Questions per Level

Cognitive Processes Cognitive Process Tally of Total
(Bloom as revised Rank (and Kendall and Rank Assessment
by Anderson and Marzano) Tasks /
Krathwohl Questions
Self-system Thinking 6

Metacognition 5

Creating 6-Highest

Evaluating 5

94
 Analyzing / An 4 Analysis 3 /

Applying 3 Knowledge Utilization 4

Understanding / 2 Comprehension 2 /

Remembering / 1-Lowest Retrieval 1 ////-Example 4

Table 2. Example of Assessment Questions / Assessment Tasks

Tally and Total Tally and Total Example of Rank

Score of Cognitive Rank Score of Cognitive Rank Assessment Based
Processes (Bloom as Processes (and Tasks / Questions On
revised by Kendall and Given by Resource Use
Anderson and Marzano) Teacher
Krathwohl)
Self-system Thinking 6- e.g. Teacher asked
Highest students : Why is the
lesson important to
you?
Metacognition 5

Example: 6-
Creating = I Highest
Evaluating = I 5

Analyzing / An = II 4 Analysis 3

Applying = III 3 Knowledge 4

Utilization

Understanding = II 2 Comprehension 2

Remembering = IIII 1-Lowest Retrieval = III 1-

I Lowest
I
Rank Rank

ANALYZE

1. Which cognitive skill had the highest number of assessment questions? Lowest number?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

2. What do these (lowest and highest number of assessment questions) reveal about Resource Teacher’s level of
questions?
_______________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

3. Based on Kendall’s and Marzano’s taxonomy, which are the highest cognitive skills? Give an example of an
assessment questions for each of the highest cognitive skills- metacognitive skills and self-system thinking.
________________________________________________________________________________
________________________________________________________________________________
______________________________________________________________________________

95
REFLECT

If you were to rate yourself on HOTS - where will you be fun a scale of 1 to 5 (5 as highest) where will you be?

As a future teacher, reflect on how will you contribute to the development of learners’ HOTS?

EVALUATE Performance Task (Rubrics)

Evaluate Your Work Task Field Study 1, Episode 13 - Assessment OF Learning (Summative Assessment)
Learning Outcomes · determine the alignment of assessment tools and tasks with intended learning outcomes; · critique
traditional and authentic assessment tools and tasks for learning in the context of established guidelines on the test
construction; · evaluate non-traditional assessment tools including scoring rubrics; · evaluate a sample portfolio; ·
distinguish among the 3 types of learners’ portfolio; · construct assessment questions for HOTS following Bloom’s
Taxonomy as revised by Anderson and Krathwohl and Kendall’s taxonomy; · explain the function of a Table of
Specifications; · distinguish among types of learners’ portfolios and their function; · examine different types of rubrics
used and relate them to assessment of student learning; · compute student’s’ grade based on DepEd’s grading policy; ·
state the reason(s) why grade must be reported to parent; · and describe what must be done to make grade reporting
meaningful.

LINK Theory to Practice

1. “Is my thinking CORRECT?” asks a student himself. In which level of cognitive process is he?
A. Self-system C. Metacognition
B. Analysis D. Application

2. Formulated a 5 - item imperfect matching type of test, is a test item in the level of which cognitive
process?
A. Creating C. Self-system thinking
B. Analyzing D. Evaluating

3. Which one demonstrate self-system thinking?

A. Ask the questions “What has this lesson to do with me?
B. Critic your thinking process.
C. Come up with a solution to the given problem.
D. Relate your present lesson to past lesson.

4. Paraphrase the first stanza of Rizal’s “My Last Farewell” calls for__________.
A. analyzing
B. understanding
C. evaluating
D. applying

5. How would you rate students’ ability to reason out logically is a questions to test students’ ability to
_________.
A. engage in metacognitive
B. analyze
C. do self-system thinking
D. evaluate

Activity 13.6 Analyzing a Table of Specification

Resource Teacher:_______________________________ Teacher’s Signature________________

School:___________________
Grade/Year Level:________________________ Subject Area:__________________ Date:___________________

96
TARGET Your Intended Learning Outcomes

 Explain the function of a Table Specification

REVISIT the Learning Essential

 A Table of Specification (TOS) is a two-way chart describes the topics to be covered by a test and the number
of items or points which will be associated with each topic.
 Sometimes the types of items are describe in items of cognitive level as well.

1. Study the sample of Table of Specification on Assessment.

No. of Class Cognitive Level Total

Learning Outcome Hours
Rem Un Ap An Ev Cr
1.
1.
2.
3.
4.
5.
Total
ANALYZE

1. Which parts must a TOS contain to ensure test content validity?

2. Why is there a need for number of items per cognitive level?

3. With OBE in mind, is it correct to put learning outcome not topic in the first column? Why or why not?

4. Can a teacher have a test with content validity even without making TOS?

5. Complete the given TOS.

REFLECT

Read this conversation and reflect on teachers’ assessment practices. Write your reflections here.

Student A : Saan naman pinulot ni Teacher anf kaniyang tanong? Ni-isang tanong sa tinuro, wala!
(Where did Teacher get her test? Not one of what she taught come out!)
Student B : Oo nga! Nakakaiinis! (You are right! How annoying!)

Did you have a similar experience? Reflect on it. Will the required use of Table of Specification as guide test
construction solve the problem of misaligned tests?
SHOW Your Learning Artifacts

 Accomplished Observation Sheet

 Analysis
 Reflection
 Completed Sample TOS

LINK Theory to Practice

97
1. In Teacher R’s Table of Specification (TOS), 60 percent of the 1st grading test item are applying questions based on
Bloom’s taxonomy. A review of her test shows that 50% are remembering items, 20% are analyzing and 30% are
applying questions. Is Teacher’s test aligned with her TOS?

A. No.
B. No, her analyzing questions is supposed to be 60%
C. Yes.
D. Yes, her applying questions are also analyzing questions, too.

2. What is the function of a TOS? To ensure the __________.

A. content validity of a test C. reasonable length of a test
B. predictive validity of a test D. predictive validity of a test

3. A TOS ensures alignment of test with learning outcomes. Is the statement TRUE?
A. Very true C. False
B. Sometimes true D. Sometimes true, sometimes false

4. In a TOS, the number of hours spent on a learning outcomes determines the number of test items to be asked. Is this
CORRECT?
A. No C. Not always
B. Yes D. Depends on the level of the questions asked

5. The following are found in a TOS EXCEPT ________.

A. Teaching-Learning activities
B. Number of hours devoted to a topic
C. Cognitive level of test item
D. Number of test items

6.
“It’s just not fair. I studied everything we discussed in class about the Philippines and the things she
made a big deal about like comparing Philippines.
And to think all she asked was “What’s the capital of Singapore?

What does the conversation imply about the kind of test they took?

A. Lacks content validity

B. Has content validity
C. Lacks reliability
D. Lacks construct validity

Activity 13.7 Computing Student’s Grades based on DepEd Grading System

Resource Teacher:_______________________________ Teacher’s Signature________________
School:___________________
Grade/Year Level:________________________ Subject Area:__________________ Date:___________________

TARGET Your Intended Learning Outcomes

 Compare student’s grade DepEd grading policy

 State the new features of the latest grading system in basic education

REVISIT the Learning Essential

 With the implementation of the Enhanced Basic Education Program of 2013, more popularly known as the K
to 12 Curriculum, came a new grading system Department of Education. Refer to Appendix A for more
details.

98
  The latest grading system in basic education includes students’ performance in written test and performance
tasks, with emphasis on the latter. The quarterly exam may be a combination of written test and performance
task.

OBSERVE

A. Sample Student’s Report Card

1. Secure a sample of a Students’ Report Card from your Resource Teacher.

2. Study a sample of an unused Student’s Report Card. Observe its contents.
3. Ask permission from your Resource Teacher for an interview with him/her and with a group of students
regarding the new grading system.

B. Interview of Resource Teacher

1. What are the new features of the latest grading system? What things are you required to do with
this new grading system which you were not asked before?
2. Which do you prefer - the old or the new grading system? Why?

C. Interview of 5 Students

1. What do you like in the new grading system?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

2. Do you have problems with the new grading system? If there is, what?
___________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________

3. Does the new grading system give you a better picture of your performance? Why or why not?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

4. Which do you prefer - the old or the new grading system? Why?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

D. Review of DepEd Order # 8, s. 2015

Read DepEd Order # 8 s. 2015. You may refer to Appendix A.

Based on DepEd Order 8, s. 2015, answer the following :

1. What are the bases for grading?

2. How do you compute grade per quarter for Grades 1 to 10 and Grade 11 to 12. Give an example.
3. How do you compute grades at the end of the school year?
4. What descriptors and grading scale are used in reporting progress of the learners?
5. What are the bases for learners’ promotion and retention at the end of the school year?
6. What is the report on learners’ observed values?

C. Grade Computation
Show example computations of a grade:
 in a subject of your choice from Grades 1 to 6 (if you are a future elementary teacher)
 in your specialization if you are a high school teacher)
 Show the percentage contributions of written work, performance tasks and quarterly
assessment. Then give the descriptor. Refer to DepEd Order # 8, s. 2015.

99
ANALYZE

Analyze data and information gathered from the interview and from your review of an unused Student’s Report Cart
and DepEd grading system.

1. Do teachers and students like the new grading system? Why or why not?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

2. What are the good points of the new grading system according to teachers? According to students?
________________________________________________________________________________
________________________________________________________________________________
_______________________________________________________________________________

3. What are the teachers challenged to do by this new grading system?

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

4. Do you favor the distribution of percentages of written work, performance tasks and quarterly assessment?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

5. Did you like the experience of computing grades? Why or why not?
________________________________________________________________________________
________________________________________________________________________________
____________________________________________________________________________________

REFLECT

In an era where the emphasis is self-directed learning and demonstration of competencies - knowledge, skills and
values learned (outcomes-based education)- do grades really matter?

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 13 - Assessment OF Learning (Summative Assessment)
Learning Outcomes · determine the alignment of assessment tools and tasks with intended learning outcomes; · critique
traditional and authentic assessment tools and tasks for learning in the context of established guidelines on the test
construction; · evaluate non-traditional assessment tools including scoring rubrics; · evaluate a sample portfolio; ·
distinguish among the 3 types of learners’ portfolio; · construct assessment questions for HOTS following Bloom’s
Taxonomy as revised by Anderson and Krathwohl and Kendall’s taxonomy; · explain the function of a Table of
Specifications; · distinguish among types of learners’ portfolios and their function; · examine different types of rubrics
used and relate them to assessment of student learning; · compute student’s’ grade based on DepEd’s grading policy; ·
state the reason(s) why grade must be reported to parent; · and describe what must be done to make grade reporting
meaningful.

LINK Theory to Practice

1. Which is the percentage contribution to quarterly assessment to the grade of the student from Grades
1 to 10?
A. 15% C. 25%
B. 20% D. 30%

2. Does quarterly assessment have the same percentage weights for all subjects, for all the tracks in
Grades 11-12?
A. Yes C. Yes, only for academic track

100
 B. No D. it depends on schools

3. Which is the percentage contribution of written work to the Grade 1-10 students in Science and Math?
A. 50% C. 40%
B. 20% D. 30%

4. In MAPEH and TLE, which contribute/s heaviest to the students grades?

A. Performance Task C. Quarterly assessment
B. Written work D. Quarterly assessment and performance tasks

5. Based on the percentage contribution to the grade, what can be inferred from DepEd’s emphasis on
learning and assessment?
A. The emphasis depends on the grade level of the subjects .
B. All components are being emphasized.
C. The emphasis for all Grade 1-10 subjects is on performance tasks.
D. The emphasis is on quarterly assessment.

6. A student gets a numerical grade of 80. What is his descriptor for his level of proficiency?
A. Satisfactory C. Very Satisfactory
B. Fairly Satisfactory D. Did not meet expectations

7. I get a grade of 90. What is the descriptor?

A. Very Satisfactory C. Advance
B. Beginning D. Outstanding

8. Which is described as “did not meet expectations”?

A. Below 75% C. Below 74%
B. Below 76% D. Below 72%

9. If a students failed to meet standards, which descriptor applies?

A. Developing C. Poor
B. Beginning D. Did not meet expectations

10. How is the final grade per subject for Grades 11 and 12 obtained?
A. Get the average of the grades for the 2 Quarters
B. Get the average if the grades for the 4 Quarters
C. Get the average of the grades of all subjects for the 2 semesters
D. Get the average of the grades of all subjects for the 4 semesters.

11. Which is/are TRUE of MAPEH when it comes to grade computation?

I. The quarterly grade is the average of the quarterly grades in the four areas - Music, Arts, Physical
Educations and Health (MAPEH)
II. Individual grades are given to each area (MAPEH)
III. There is one grade for Music and Arts, PE and Health because they are related.
A. I only C. I and III
B. I and II D. II only

12. Which is TRUE of Kindergartens grades?

A. Grades are computed like grades in grade 1
B. The are numerical grades with description.
C. There are no numerical grades.
D. Remarks like Passes or Failed are used.

13. At the end of the school year, which is/are TRUE of grades?
I. The General Average is computed by dividing the sum of all final grade by the total number of learning
areas.
II. Each learning areas has equal weight in computing for the General Average.
III. The Final Grade per learning area and the General Average are reported as whole numbers.
A. I and II C. I and III
B. II and III D. I, II and III

101
 14. Who is retains in the same grade level for Grades 1 to 10? Any students who did not meet
expectations___________.
A. in three or more learning areas
B. in 2 learning areas
C. in four learning areas
D. as shown in the general average

15. What happens when a student in Grade 1 to 10 did not meet expectations in two learning areas?
A. Retained in the same grade level
B. Promoted to the next grade level after passing remedial classes for learning areas with failing mark
C. Promoted in the next grade level but has back subjects in the lower grade level
D. Is not accepted for enrollment in the school

Activity 13.8 Reporting Students’ Performance

Resource Teacher:_______________________________ Teacher’s Signature________________
School:___________________
Grade/Year Level:________________________ Subject Area:__________________ Date:___________________

TARGET Your Intended learning Outcomes

 State the reason(s) why grades must be reported to parents

 Describe what must be done to make grade reporting meaningful

REVISIT the Learning Essentials

 Grades fulfill their function if reported meaningfully to students and most of all to parents, our partners in the
education of children.
 Grades are a measures of achievement, not necessarily IQ. A students may have high IQ bu not necessarily
achieving or performing because of lack of motivation or other factors.

OBSERVE

Proceedings in a Card Distribution Day

1. Observe how cards are distributed on card Distribution Day. Describe how cards are distributed.
2. Describe how the Resource Teachers communicated learner’s assessment results and grades to parents.
3. Did parents raise questions or concerns? If yes, what were their questions/concerns?
4. How did the Resource Teacher handle their questions and concerns? What answers did he/she give?

Interview with Resource Teacher

1. How do you give feedback to your students regarding their performance? When do you give
feedback?

2. How do you report students’ performance to parents? Does the schools have regular way of reporting
grades to the parents?
3. What problems on grade reporting did you encounter with parents? How did you address it/them?

Interview with Students

1. Do you see the meaning of your grades in the School Report Card?
2. Does your grade motivate you to work harder?

Interview with Parents

102
 1. Does your child’s Report card give you a clear picture of how your child is performing?
2. If you were asked what else should be found in the Report Card, which one? Why?
3. Do you find the Card Distribution Day important? Why or Why not?
4. Any suggestion on how to make Card Distribution more meaningful?

ANALYZE

1. What were the most issues raised on students’ performance?

2. Based on your observation and findings, what practices must be
a) maintained and
b) Improved to make grade and reporting meaningful?

REFLECT

1. Grade are often a source of misunderstanding. How should I do reporting so that it will result to effective
learning?

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 13 - Assessment OF Learning (Summative Assessment)
Learning Outcomes · determine the alignment of assessment tools and tasks with intended learning outcomes; · critique
traditional and authentic assessment tools and tasks for learning in the context of established guidelines on the test
construction; · evaluate non-traditional assessment tools including scoring rubrics; · evaluate a sample portfolio; ·
distinguish among the 3 types of learners’ portfolio; · construct assessment questions for HOTS following Bloom’s
Taxonomy as revised by Anderson and Krathwohl and Kendall’s taxonomy; · explain the function of a Table of
Specifications; · distinguish among types of learners’ portfolios and their function; · examine different types of rubrics
used and relate them to assessment of student learning; · compute student’s’ grade based on DepEd’s grading policy; ·
state the reason(s) why grade must be reported to parent; · and describe what must be done to make grade reporting
meaningful.

LINK Theory to Practice

1. Why must grade be reported to parents?

I. Promote ongoing formative feedback to students
II. Ensure alignment of curriculum, instruction and assessment
III. Promote, to parents and students, credible and useful feedback
A. I only C. II only
B. I and III D. I, II and III

2. What must be done to make grade reporting meaningful?

I. The grading system must be clear to all concerned.
II. The standards and competencies are known and understood by all.
III. The grading system must be numerical.
A. I and II C. I, II and III
B. II only D. III only

3. To make grade reporting meaningful, which one must be done?

A. Announce names of the students who need to help.
B. Rank the Report Cards from highest to lowest then distribute the same according to rank.
C. Explain how the grades were computed.
D. Console parents whose children are non-performing by telling them that nobody fails.

4. What is an essential step in reporting grades to parents?

I. Explain that grades give a picture of students’ performance.
II. Explain that grades compare students’ performance against the established standards.
III. Explain that grades compare students’ performance against other students’ performance.
A. I and II C. I, II and III
B. II only D. III only

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 5. What does criterion -referenced grading mean?
A. Grading on the curve
B. Grading against standards
C. Comparing grades with average grade
D. Interpreting grade based on Men

6. What must be done to make grade meaningful?

A. Interpret grades against standards.
B. Compute grade accurately.
C. Compare individual grades against mean.
D. Compare grades of boys and girls.

FIELD STUDY 1
LEARNING EPISODE 14
The Teacher as a PERSON and as a PROFESSIONAL

SPARK Your Interest

What is really like to be a TEACHER? Why is being a TEACHER considered as one of the most respected
professional in the Philippines? What makes a teacher differently better than any other profession? What characterize a
teacher as a person and as a professional?

This Episode will provide you a chance to observe teachers in their workplace at a schools in order to answer the
questions asked?

TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to:

 describe the personal qualities and competences of effective classroom teachers; and
 enumerate the professional characteristic of practicing teachers observed as based on the professional
standards and code of ethics for the professions.

REVISIT the Learning Essentials

“My Teacher, My Hero” was a banner during the World Teachers’ Day celebrations in the Philippines in the years
past. Are Filipino teachers, real heroes? What do you think? Why?

My answer is YES! Here are my reasons.

Personal Qualities of Filipino Teachers

To be a teacher in the Philippines is a challenging profession. Teachers serve the country just like any other hero.
To be a teacher requires a lot of personal and professional qualities. These qualities make an excellent Filipino teacher an
exceptional professional.

First, the teacher must have innate qualities or attributes that are exemplary and are fitted to be teachers. These are
natural tendencies of a person. Here are some of the qualities and attributes that distinctly characterize a teacher.

Personal Qualities of Teachers and the Descriptors

Personal Qualities What the teacher IS and DOES.

 Lives with dignity that exemplifies  This teacher is honest, has integrity, self-respect and self-
self-respect, integrity and self discipline. Likewise, respected by students, peers and the
discipline community
 Takes care of one’s physical,  This teacher is physically, emotionally and mentally healthy.
emotional, and metal well-being Clean and neat, dresses appropriately and pleasant in words and in

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 action.
 Lives a life inspired by spiritual  This teacher behaves according to the personal spiritual beliefs
principles and beliefs that are not contrary to the norms, mores and tradition of the
community.
 Exhibits deep knowledge and  This teacher is mentally alert, makes correct decision, intelligent
understanding across disciplines to be able to acquire new knowledge, skills and values needed in
order to teach. She/he had the ability to learn new things, re-learn
old knowledge in new ways, and un-learn knowledge, skills and
values that are no longer applicable to the current times.
 Recognizes own strength with  This teacher sets high goals for himself/herself, but remains
humanity humble and willing to learn share success. He/She is confident of
doing task but does not consider self to be better than others all the
time.
 Perseveres in challenging situation  This teacher is calm in the midst of chaos, remains steadfast under
pressure, does not easily give up and adjusts to different situations.
 Demonstrate a natural action to work  This teacher volunteers tasks for others, always willing to share,
together with others extends help willingly, accepts responsibility, tolerant of other
people, and gives up time for the group

Not everyone has these qualities, hence not everyone can be a good teacher. As the old saying goes: “Teachers are
born but good teachers are both born and made.”

Professional Competences of Filipino Teachers

Going to teacher training institutions and earning a teaching degree mean developing a professional teacher like
you. You can only become a professional teacher if you earn a degree to teach in either elementary level or high school
level. You should also earn license to teach by passing a licensure examination for teachers. While studying in college
you are learning the ropes of becoming a professional teacher. You learn the content courses including the major or
specialization and the professional courses including the pedagogy courses. Your professional courses include
experiential learning courses that include Field Study 1, Field Study 2 and Teaching Internship. These are important in
your preparation to become professional teachers.

So what are the professional competencies that every teachers should have? You will find these in the matrix that
follow.

Professional Competencies of Filipino Teachers

Professional Competencies What the teacher DOES
 Abides by the code of ethics for the profession  This teacher practice the rules and conduct of
professional teachers.
 Masters the subject matter to be taught  This teacher masters and updates himself/herself
with subject matter content to be taught.
 Updates oneself on educational trends, policies and  This teacher keeps abreast with educational trends,
curricula policies and curricula by taking up graduate studies,
attending seminars and workshops.
 Uses teaching methods to facilitate student learning  This teacher practices different ways of teaching
appropriate to the learners and subject matter.
 Builds a support network with parents and  This teacher engages the cooperation of parents and
community stakeholders in educating the learners.
 Demonstrate knowledge, understanding of the  This teachers has substantial knowledge of the
characteristic and needs of diverse learners characteristics and needs of the learners.
 Plans, prepare and implements school curriculum  This teacher plans, prepares, implements and
responsibly innovates the day-to-day curriculum with the view
in mind that learners will learn.
 Designs, selects and utilize appropriate assessment  This teacher designs, selects and uses appropriate
strategies and tools assessment tools for, as, and, of learning.
 Provides safe, secure, fair physical and  This teacher arranges the classroom to provide safe,
psychological learning environment that supports secure psychological environment that supports and
learning encourages learning.

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  Serves beyond the call of duty  This teacher does task and works even beyond the
official time when needed.

So, it is not easy to become a professional teacher. The demand is great. A qualified professional teacher then
is like a HERO.

Now you are ready to identify if the enumerated characteristic are found among the teachers you are going to
observe.
There are two observation activities in this Episode. Activity 1 will identify the Personal Characteristic of the
Teacher and Activity 2 will identify the Professional Competencies of the Teacher.

OBSERVE, ANALYZE, REFLECT

Activity 14.1 Teacher Personal Qualities: A View from My Lenses

Resource Teacher:_______________________________ Teacher’s Signature________________
School:___________________
Grade/Year Level:________________________ Subject Area:__________________ Date:___________________
OBSERVE

Procedure:
1. Secure a permit to observe a teacher.
2. Review the list of the Personal Qualities given above.
3. Follow the code given whether you will observe by seeing only or you will observe and interview the teacher
to gather information.
4. Write down in the column of data result the description of the personal qualities that you have found out. If the
personal quality is not observe by you or is not revealed in your interview, write not observe or not
manifested.

Personal Qualities Observe (O) Data Result

Interview (I) I have found out that ….
a. Dignified Observe
b. Healthy Observe
c. Spiritual Observe
Interview
d. Knowledgeable Observe
e. Humble Observe
Interview
f. Determined Observe
Interview
g. Cooperative Observe
Interview

Activity 2 will focus on the Professional Competencies of the Teacher. You may change your sample Teacher
in Activity 1 with another teacher or you can still observe the same teacher. In case you will not change your
teacher to be observed the same teacher will be your sample for both Activity 1 and Activity 2. Aside from direct
observation, you will also do a Survey in Activity 2.

ANALYZE

Did you learn from your observation of the teacher? Now let us analyze the information that you have gathered.

Answer the following questions.

1. In activity 1, what you consider at the 3 most outstanding significant personal qualities of the teachers you
chose as your case? Why do you consider these as outstanding?
a. ____________________________________________________________________________________
____________________________________________________________________
b. ____________________________________________________________________________________
___________________________________________________________________

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 c. ____________________________________________________________________________________
___________________________________________________________________

2. Which of these qualities do you have? Do you think you can fit as a good teacher someday? Why? Describe
your self.
_________________________________________________________________________________________
_________________________________________________________________________________________
______________________________________________________________

REFLECT

Good teachers are role models, whether in school, at home or in the community. From the teachers that you had
from elementary to college, did the personal qualities that they possess, help you learn better as a student?

Identify one personal characteristic of your role model teacher that has made a great impact in your life as a learner.
Reflect and and describe how this quality influenced you.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

Activity 14.2 Is the Teacher a Professional Teacher?

Resource Teacher:_______________________________ Teacher’s Signature________________
School:___________________
Grade/Year Level:________________________ Subject Area:__________________ Date:___________________

OBSERVE

Procedure:
1. Secure a permit to observe and conduct a survey.
2. Request the following information from the teacher.
a. Name
b. LET License No
c. Evidence of Professional Growth (Masters or Doctorate, Seminar attended, etc.
3. Request a co-teacher or the head (only one of the 2) to answer the checklist/rating scale about
your sample teacher.
4. Answer the same survey instrument yourself.
5. Compare the answer of the co-teacher of that head with your answer on the survey. In what
items do you have the same answer.
6. Show the result in a summary table.

Dear ma’am/Sir:
I am a future teacher and I would like to know the characteristic of a professional teacher.
I will be very glad if you could answer the survey form about your co-teacher
_______________________________.
I will keep in confidence your identity, however, please allow me to use data in my lesson.
This is a requirement in our course, Field Study 1.

Thank you very much.

_______________________________
BEED/BSEd Students

Name of theTeacher:___________________________________________________________
PRC License No. ____________________________Grade Level Taught__________________

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 Professional Competence Does the Teacher exhibit the
competence of a professional
teacher? Check your answer
below.
1. Practices the Code of Ethics for Professional Teachers Yes No Doubtful
2. Teachers the subject matter very well with mastery
3. Keeps self updated with educational trends, policies and curricula
4. Uses varied teaching methods that facilitate learning with skill and ease
5. Engages the parents and other stakeholder to cooperate as partners partners
in educating the children
6. Teaches with compassion based on the knowledge and understanding of the
characteristic and needs of diverse learners
7. Prepares curriculum plans, implements these with innovation in every
lesson
8. Designs or selects and utilize appropriate assessment strategies and tools
foe lesson taught
9. Makes classroom atmosphere physically (arrangement) and psychologically
(friendly, inclusive) safe and secure for learning.
10. Serves willingly beyond teaching work by participating in other extra-
curricular activities when needed

_____________________________________________
Name and Signature of the Teacher Informant (Peer)

OR:
______________________________________________
Name and Signature of the Supervisor Informant (Head)

AND
_____________________________________________
Your Name and Signature (Pre-service Student)

ANALYZE

Did you learn from your observation and interview on teacher’s professional competences? Now let us analyze the
data.

Answer the following questions.

1. In Activity 2, do you consider the Teacher as a Professional Teacher? In what competencies is the
teacher Strong?____ Weak?_____ Doubtful?______ Why?

2. Did your answer to the survey form coincide with the answers of the co-teacher or head of the teacher
you observed? Why?
_______________________________________________________________________________
___________________________________________________________________________

REFLECT

Now, it is time to reflect on Activity 2.

Complete the following sentences as your reflections from the result of Activity 2.

1. As a future teacher, the results imply that I should_______________________________________

___________________________________________________________________________________
___________________________________________________________________________________

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 2. If all the teachers teaching today possess the professional characteristic and competencies as the
teacher/teachers observed then learners will be______________________________________________
___________________________________________________________________________________
______________________________________________________________________________________

SHOW Your Learning Artifacts

Show here the artifacts of this Episode.

1. Short narrative about teacher with a description of the personal qualities and professional characteristics
that you have observed. You may request a picture from the teacher.
My Teacher, My Hero

(Picture of the Teacher Observed)

Narrative (about the personal and professional characteristic of the teacher)

EVALUATE Performance Task (RUBRIC)

Evaluate Your Work Task Field Study 1, Episode 14 - The Teacher as a PERSON and as a PROFESSIONAL
Learning Outcomes: · describe the personal qualities and competences of effective classroom teachers. · enumerate the
professional characteristic of practicing teachers observed as based on the professional standards and code of ethics for
the professions.

LINK Theory to Practice

Based on Episode 1, choose the correct answer for each item.

1. Any teacher currently teaching is called a professional because he or she _____________.

I. is a licensed teacher
II. has personal qualities appropriate to be a teacher
III. possesses the characteristic given in A, B, C
A. I only B. II only C. III only D. I, II and III

2. Which of the following is a quality that is unbecoming of teacher?

A. Patience and understanding
B. Humble and open minded
C. Aggressive and dominating
D. Dignified and accommodating

3. Which statement is TRUE about the spiritually of the teacher?

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 I. Goes to church everyday
II. Gives contribution to church activities
III. Behaves according to the beliefs, mores and tradition of the community
A. I only B. II only C. III only D. I, II and III

4. What could be the best practice of a professional teacher?

A. Burns midnight candle every night writing a lesson plan
B. Utilizes knowledge of the learners characteristic while teaching
C. Expects equal performance of learners in lessons taught
D. Masters on teaching method and uses it all the time

5. The saying goes, “Many are called, but few are chosen.” How is this directly related to teachers?
A. There are are many teachers but few are qualified.
B. There are many professionals who shift to teaching.
C. Teaching is a very lucrative job.
D. The teachers assigned in the senior high school are chosen teachers.

FIELD STUDY 1
LEARNING EPISODE 15
Towards Teacher Quality: Developing a Glocal Teacher of the 21st Century

SPARK Your Interest

Moving towards teacher quality? Wanted! A Global Teacher of the 21st Century!

In 2013, a Global Status Index was determined by Varkey GEMS Foundations and revealed significant findings.
There were 21 countries surveyed which represented the major continents of the world. In most countries that
participated, it was found out like the Philippines, teaching is the most sought profession. It was comparable to being a
social worker, librarians, nursing and even doctors. Majority of the parents asked, answered that they encourage their
children to become teachers. To them, teaching is one of the most respected and trusted professions.

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 However, with the change in global landscape, the 21 st century teachers must have the competence to address the
new learning environment, the new learning contents, the processes of learning and how these are facilitated and the new
types of learners.
Hence, we need the new type of teachers, a glocal 21st century Filipino teacher.
(Global Teacher Status Index p. 123 Teaching Profession)

TARGET Your Intended Learning Outcomes

At the end of this Episode, I must able to:

 describe the personal qualities and competencies of a glocal classroom teachers of the 21 st century; and
 design a learner-centered classroom for the 21 st century learners with learning spaces that are safe, that
allows creativity and use of ICT

REVISIT the Learning Essentials

FILIPINO GLOCAL TEACHER

A survey of the ASEAN countries and beyond tends to show that there are three major responsibilities of
teachers. These are (1) Actual Teaching. (2) Management of Learning and (3) Administrative Work.

While the number of actual teaching hours per day varies all over the world, in our country, teaching in the
public schools requires six hours of actual teaching includes administrative work such as management of learning
per day. The two hours of the working day is allotted to administrative work such as scoring and recording learners
outputs, making reports, filling forms, preparing for the next day’s activity and performing other administrative
tasks. The previous Episode on the teacher, reminded us of the qualities and competencies mentioned earlier.
Teachers should be multi-literate, multi-cultural, multi-talented, innovative and creative. The future Filipino teacher
like you shall act locally but think globally.

“Teach local, reach global” means that the teachers brings diverse experiences in the classroom with the
various skills to live and work as citizens of a globally society. What teachers do in the local communities impacts
the larger community. As a global citizens, the work begins, where the teachers are, thus a “glocal” teacher.

Towards Quality Glocal Teachers

Quality teachers are characterized by different attributes and skills needed in the 21 st century education.
Partnership 21 identified (1) Global awareness, (2) Financial, economic, business and entrepreneurial literacy, and
(4) Civic and Healthy Literacy which require:

1. Learning and Innovative skills.

2. Information, Media and Technology Skills
3. Life and Skills

More specifically, quality teachers are competent teachers who can demonstrate exemplary mastery of
knowledge, skills, values and dispositions relative to the following characteristics:
1. Understand one’s own cultural identify and rootedness
2. Knows and integrates global dimensions in the subject area
3. Engages learners in the learning process
4. Uses real life local and global examples
5. Values the inputs of culturally and linguistically diverse learners
6. Models social responsibilities in local and global content
7. Encourages learners to find appropriate actions to improve local and global the conditions
and
8. Creates a learning environment that encourages creativity and innovations.

The Challenges of the Quality Glocal Teachers for the 21st Century

One of the major challenges of quality teachers is to “create a learning environment that encourages creativity
and innovation among learners.” With it, comes the management of learning in such environment. These are
required skills for a global teacher.
Majority of the current classroom provide learning spaces than can hardly prepare the 21 st century learners for
the development. Of the 21st century skills.

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 Since the 21st century classroom is learner-centered, the teacher acts as a facilitator of learning. Students no
longer study each subject in isolation, but they work on interdisciplinary projects that cover several subjects areas.
Learning is no longer for memorizing and recalling of information but on learning how to learn. Thus, classroom
designs should respond to the 21st century learning. More so, quality teachers should be changing their roles from
teaching in isolation to co-teaching, team teaching and collaboration with students and peers.
A new and creative design of classroom by the teachers is needed as well as the management of earning. These
are the two teacher qualities needed to address the new roles of teachers.
How should a new classroom be? Here are some suggestion on the six elements of a new classroom:
1. Flexibility of furniture and space
2. Collaborative learning
3. Facilitation of movement
4. Foster creativity
5. Use of technology
6. Provision of light and bright colors

With the classroom structure, a quality teacher should be able to mange learning under a very conductive
learning environment. Teacher should use effective classroom management strategies that will ensure productivity
learning.
Quality teachers should manage learning in an enhanced classroom by seeing it to it that learners are:
 organized,
 orderly,
 focused,
 attentive,
 on task, and
 are learning.

This will take much of your skill, experience and patience. The two important factors that may affect
learning management are the use of technology and the diversity of learners.

OBSERVE, ANALYZE, REFLECT

Activity 15.1 A Day in the School Life of a Quality Teacher

Resource Teacher:_______________________________ Teacher’s Signature________________

School:___________________
Grade/Year Level:________________________ Subject Area:__________________ Date:___________________

Observe 1: This activity will require you to stay in school for one school day. Special arrangement by your faculty
should be made for this purpose.
Procedure
1. Secure permit to observe a quality teacher in the school for on whole class day.
2. Shadow the teacher in the three major responsibilities.
 Actual Teaching
 Management of Learning
 Administrative Work
3. Use the key guide found in the matrix below.
4. Record data observed in your notebook. This will be your artifact.
5. If you missed seeing the evidence to the key guide, you may interview the teacher.
6. Make a narrative or essay of your answer entitled. “A Day in the School Life of a Quality Teacher”
7. If permitted, you may include the teacher’s picture in action to your essay.

OBSERVE

Note: Observe and record observations on the following aspects as key guide to observations.
Teacher’s Major Key guide for Observation (Carefully look for the indicators/behaviors of the teacher along
Responsibility the key points. Write your observations and descriptions in your notebook. This will be one
of your artifacts.)
A. Actual Teaching This teacher
1. is learner-centered.
2. acts as a facilitator of learning.

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 3. has mastery of subject matter.
4. sees to it that learning outcomes are achieved.
5. is pleasant and fai in dealing with the learners.
B. Management of This teacher
Learning 1. allows all learners to participate in the lesson.
2. consider the needs of the learners in the seating arrangement.
3. uses instructional support materials to help learners understand the lesson.
4. sees to it that learning is achieved within the period of time.
5. dismiss the class on time.
C. Administrative This teacher
Work 1. keeps records of learners attendance everyday.
2. keeps records of formative and summative tests.
3. submits reports and other documents on time.
4. does other tasks as requested by superiors.
5. cooperates with peers and staff in the cleanliness and safety of the school.

ANALYZE

Refers to the results of your observation to answer the questions that follow.

1. Which of the three responsibilities shows majority of the indicators being practiced?
A. Actual Teaching?
B. Management of Learning?
C. Administrative Work?
__________________________________________________________________________________
___________________________________________________________________________________
2. Which demonstrated behavior, do you find in the teacher that is worthy of emulations when you become a
teacher? Describe.
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

3. Which of the major responsibilities does this teacher find difficult to comply with? What are the reasons?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

4. From your perspective, would you consider this teacher as quality teacher? Why?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

REFLECT

Now, that you have spent one school day to observe this teacher, it would be good for you to reflect on all your
observations by answering reflective questions below.

1. Are you inspired to become teacher after your observation? If yes, why? if no, why not?

2. When you become a teacher in the future, how else would you better as a professional teacher?

3. What are some of the concerns that you foresee in the future as a quality teacher? Do you think you will be ready to
address these? Give at least 2 concerns.
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 4. In what aspects of the teacher’s day, would you like to congratulations the teacher you observed? Can you show your
appreciation to this teacher by sending a Thank you card? (Include this in your artifact)

Activity 15.2 The Creation and Management of the New Learning Environment as a Skill of the 21st Century
Teacher

Resource Teacher:_______________________________ Teacher’s Signature________________

School:___________________
Grade/Year Level:________________________ Subject Area:__________________ Date:___________________

This activity will allow you to develop your sense of creativity and imaginations in designing a classroom for the
21st century and determining how yo manage learning in this classroom.

OBSERVE
Procedure:
1. Draw or sketch the current classroom where you are observing.
2. Indicate and label all significant parts and furniture that you find inside including these but not
limited to:
a. Doors, windows
b. Teacher Table, Demonstration table
c. Cabinets, chalkboard, bulletin boards/display boards, etc.
d. Gadgets, equipment
e. Pant boxes, etc.
f. Others not included in the list
3. Draw your vision of a classroom for the 21st century.

A. Current Classroom I am Observing

Grade level__________

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 B. My Classroom for the 21st Century

ANLAYZE

Make a comparison of your drawings A and B. Describe the similarities and differences.
Explain why.

Features of the Present My Vision of the Future Why the similarity?

Classroom Components Classroom Why the difference?

REFLECT

Based on the task that you made, what challenges await you as a future teacher? How will you manage learning in
the future classroom? How will you prepare yourself to respond to 21st teaching-learning and become a glocal teacher?

Make a short paragraph on how will you manage teaching-learning in the 21st century classroom.

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SHOW Your Learning Artifacts

These are the artifacts that you need to file in this Episode.

1. Activity 15.1 Report on the Observation including evidence that go with it. Activity 15.1 Narrative on the
Day in the School Life of the Quality Teacher
2. Activity 15.2 Drawing of the presents classroom and a Drawing of your Vision of the Classroom for the
21st Century.
3. Activity 15.2 Narrative on how you will manage teaching-learning in the 21st Century classroom.

LINK Theory to Practice

Based on the Episodes you went through on Glocal Teacher of the 21st Century, answer the questions that follow.

1. Anywhere in the world, when you embrace teaching as a profession, you should be prepared to
do _________.
I. actual teaching
II. manage learners and learning
III. do administrative work.
A. I only B. II only C. III only D. I, II and III

2. Quality teacher is equipped with personal qualities and attributes that go beyond ordinary, that is
why in the Philippines he/she is described as_________________.

A. Teacher of the World

B. Global Teacher
C. My Teacher, My Hero
D. CNN Heroes

3. Which is one of these descriptors exemplifies a glocal teacher?

A. Teacher who has taught successfully abroad or overseas.

B. Teacher who remains to teach in community until retirement.
C. Teacher who teaches in the community but quality of teaching meets global standards.
D. On-line teacher teaching learners all over the world.

4. One of the fundamental requirements of a 21st century classroom that will address globalization
is the provision of conditions that allow___________.

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 A. collaboration, seamless use of technology,
B. use of technology, teacher-led activities, isolated subjects
C. teacher-centeredness and use of textbooks to the maximum
D. use of technology, purely lecture, need to memorize and recall

5. The new type of teacher in the 21st century are those who are_________________.
I. well travelled, global citizens, unmindful of their roots
II. multi-literate, innovative and creative, multi-cultural
III. masters of the discipline, excellent in English, multi-talented
A. I only B. II only C. III only D. I,II and III

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 15 - Towards Teachers Quality: Developing a Glocal Teacher of
the 21st Century
Learning Outcomes : · describe the personal qualities and competencies of a glocal classroom teachers of the 21 st
century; and design a learner-centered classroom for the 21 st century learners with learning spaces that are safe, that
allows creativity and use of ICT.

FIELD STUDY 1
LEARNING EPISODE 16
On Teacher’s Philosophy of Education

SPARK Your Interest

One thing asked of teacher applicants in the Department of Education is to write their philosophy of education. This
means that they have to write their concept of the nature of the learner, how that learner learns and how that learner ought
to live in order to live life meaningfully. Based on these philosophical concepts, the teacher applicants describe how they
ought to relate to the learner, what to teach and how to teach so that the learner learns and lives life happily and
meaningfully.

TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to:

 determine prevailing philosophies of education based on DepEd Vision and Mission statements, core
values and mandate, the K to 12 Curriculum Framework and Guide and RA 10533;
 cite teacher’s teaching behaviors and the philosophies of education on which these behaviors are found;
and
 articulate my philosophy of teaching.

REVISIT the Learning Essentials

We are beneficiaries of a rich philosophical heritage passed on to us by great thinkers of the past and of the present.
The way teachers relate to learners ad the way they teach are anchored on philosophies of education.
Basic documents such as the vision and mission statements, core values and mandate of the Department of
Education and the features of the K to 12 Curriculum as contained in Section 3 of RA 10533 and K to 12 Curriculum

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state the standards and the outcomes of the education towards which all curricular activities and teaching-learning should
be directed.

OBSEVRE, ANALYZE, REFLECT

Activity 16.1 Analyzing DepEd’s Philosophy of Education

Resource Teacher:_______________________________ Teacher’s Signature________________
School:___________________
Grade/Year Level:________________________ Subject Area:__________________ Date:___________________

OBSERVE

 Determine prevailing philosophies of education based on DepEd Vision and Mission statements, core values
and mandate and on the K to 12 Curriculum Framework an Guide.
 Study the DepEd Vision and Mission statements, Core values and Mandate.
 Read the features of the K to 12 Curriculum based on K to 12 Curriculum Framework an Guide and Sec 5 of
RA 10533.
 Accomplish the Table below by answering this question: Which philosophies are expressed?
 Cite relevant statements to back up an identified philosophy of education. You are given an example.

Philosophies of Education Which philosophies are expressed Which philosophies are

in the DepEd Vision, Mission expressed in the K to 12
Statements, Core Values, Curriculum Framework and
Mandate? Give proof. Guide Sec 5 RA 10533?
Give proof.
1. Essentialism - teach mastery on Essentialism - The core values of Essentialism - List of
the basic; curriculum is maka-Diyos, maka-tao, maka- standards and competencies
prescribed; subject matter - kalikasan and maka-bansa show that that learners are expected to
centered there are universal, DepEd is essentialist. DepEd attain is the subject matter that
objective values; inculcate believes in unchanging values that students are expected to learn.
values in subject matter need to be include. -Essentialist
2. Perennialism - teach those that Any proof of perennialism?
last, the classics; there are
universal values; inculcate
these universal, objectives
values
3. Progressivism - very child- Any proof of progressivism?
centered; teach those that
interest the child; one learns by
experience; earners learn by
doing so teacher teacher’s
teaching experiential; values
are subjective; no inculcation
of values since they are
subjective; instead teachers
help students clarify their
values
4. Reconstructionism - school is Any proof of reconctructionism?
agent of change; schooling is
preparing students for the
social changes; teaching is
involving the students in
discussion of moral dilemmas

5. Existentialism - Teachers teach Any proof of Existentialism?

learners to make a choice, to
make decisions and not merely
to follow the crowd; one who
does not make a choice and so

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 simply follow others do not
leave meaningful life.
6. Pragmatism - That which is Any proof of pragmatism?
useful, that which is practical
and that which works is what is
good; that which is efficient
and effective is that which is
good e.g. showing a video clip
on mitosis is more efficient and
more effective and therefore
more practical than teacher
coming up with a visual aid by
drawing mitosis on a cartolina
or illustration board.
7. Rationalism - emphasize the Any proof of rationalism?
development of the learners’
reasoning powers; knowledge
comes though reason; teacher
must develop the reasoning
power of the learner

8. Utilitarianism - what is good is Any proof of utilitarianism?

that which is most useful (that
which brings happiness) to the
greatest number of peoples;

9. Empiricism - source of Any proof of empiricism?

knowledge is through the
senses; teacher must involve
the senses in teaching-learning

10. Behaviorism - behavior is Any proof of behaviorism?

shaped deliberately by forces in
the environment and that the
type of person and actions
desired can be the product of
design; behavior is determined
by others, rather than by
person’s own free will; teacher
must carefully shape desirable
behavior; drills are commonly
used to enhanced learning
rewards reinforce learning.
11. Constructivism - Learners are Any proof of constructivism?
capable of constructing
knowledge and meaning;
teaching-learning therefore is
constructing knowledge and
meaning; teacher does not just
“tell” or dictate but ask learners
for knowledge they constructed
and meaning of lesson

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 12. Other Philosophies

Activity 16.2 Articulating My Personal Philosophy of Teaching

Resource Teacher:_______________________________ Teacher’s Signature________________
School:___________________
Grade/Year Level:________________________ Subject Area:__________________ Date:___________________

OBSERVE

 Observe how a teacher relates to every learner and how he/she proceeds with her teaching.
 Accomplish this Observation Sheet.

Here are philosophies of education. Find out which philosophies were manifested in class by observing what
and how teacher teaches and relates to learners.

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 Philosophies of Education Teaching Behavior (State what the teacher said,
taught or did)
1. Essentialism - teach mastery on the basic; curriculum is In what way was teacher essentialist?
prescribed; subject matter - centered there are universal,
objective values; inculcate values in subject matter e.g. he/she saw to it that the students mastered basic
concepts and skills.

He/she inculcated values.

2. Perennialism - teach those that last, the classics; there
are universal values; inculcate these universal,
objectives values
3. Progressivism - very child-centered; teach those that
interest the child; one learns by experience; earners
learn by doing so teacher teacher’s teaching
experiential; values are subjective; no inculcation of
values since they are subjective; instead teachers help
students clarify their values
4. Reconstructionism - school is agent of change;
schooling is preparing students for the social changes;
teaching is involving the students in discussion of moral
dilemmas
5. Existentialism - Teachers teach learners to make a
choice, to make decisions and not merely to follow the
crowd; one who does not make a choice and so simply
follow others do not leave meaningful life.
6. Pragmatism - That which is useful, that which is
practical and that which works is what is good; that
which is efficient and effective is that which is good e.g.
showing a video clip on mitosis is more efficient and
more effective and therefore more practical than teacher
coming up with a visual aid by drawing mitosis on a
cartolina or illustration board.
7. Rationalism - emphasize the development of the
learners’ reasoning powers; knowledge comes though
reason; teacher must develop the reasoning power of the
learner
8. Utilitarianism - what is good is that which is most useful
(that which brings happiness) to the greatest number of
peoples;
9. Empiricism - source of knowledge is through the senses;
teacher must involve the senses in teaching-learning
10. Behaviorism - behavior is shaped deliberately by forces
in the environment and that the type of person and
actions desired can be the product of design; behavior is
determined by others, rather than by person’s own free
will; teacher must carefully shape desirable behavior;
drills are commonly used to enhanced learning rewards
reinforce learning.
11. Constructivism - Learners are capable of constructing
knowledge and meaning; teaching-learning therefore is
constructing knowledge and meaning; teacher does not
just “tell” or dictate but ask learners for knowledge they
constructed and meaning of lesson
12. Other Philosophies
ANALYZE

1. Based on your findings and observations in Activity 16.1 and Activity 16.2, which philosophies of
education are dominant in Philippine basic schools? Why do you say so?
________________________________________________________________________________

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 ________________________________________________________________________________
________________________________________________________________________________

2. If there is one philosophy that schools and teachers should give more attention to, what should that
be and why?
________________________________________________________________________________
________________________________________________________________________________
____________________________________________________________________________

REFLECT

What is your philosophy of teaching? This describes what you believed you should teach, how you should teach and
should relate to others in school - with the learners, you colleagues, your superiors and all other stockholders. Write them
down. This is your title “My Philosophy of Teaching.”

My Philosophy of Teaching
These may be of help:

I believe that the learner…………………(concept of the learner)

I believe that I should teach the learners……. (what)

By …………. (how)

I believe that I ……… (how should you relate to learners, colleagues, superior, parents and other stockholders)

SHOW Your Learning Artifacts

Accomplish Observation Sheet
My Philosophy of Teaching

EVALUATE Performance Task (RUBRICS)

Evaluate Your Work Task Field Study 1, Episode 16 - On Teacher’s Philosophy of Education
Learning Outcomes: Determine prevailing philosophies of education based on DepEd Vision and Mission statements,
core values and mandate, the K to 12 Curriculum Framework and Guide and RA 10533 · cite teacher’s teaching
behaviors and philosophies of education on which these behaviors are founded · articulate my philosophy of teaching

LINK Theory to Practice

1. In its vision and mission statements, DepEd wants to develop learners …” whose values and competencies
enable them to realize their full potential…. “On which philosophy of education is this mission statement
anchored?
A. Existentialism C. Essentialism
B. Empricism D. Pragmatism

2. Based on the DepEd’s mission statement, “quality basic education means that students learn in a child-
friendly, gender-sensitive, safe, and motivating environment”. This implies that DepEd believes that
environment affects learning. Which philosophy of education is this?
A. Utilitarianism C. Essentialism
B. Empricism D. Behaviorism

3. Field Study 1 which is primarily observation of classes and teachers, is based on which philosophy of
education?
A. Utilitarianism C. Essentialism
B. Empiricism D. Behaviorism

4. The inclusion of logic and critical thinking as subjects in the curriculum is an offshoot of which philosophy?

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 A. Rationalism C. Existentialism
B. Utilitarianism D. Progressivism

5. It’s Valentines’ Day. The lesson is a part of human digestive system - the stomach. Students bargain with
teacher and so ask if they can discuss the heart in place of the stomach. Teacher responds “Let’s talk about the
stomach which is the lesson for today then go the heart when we are done with the stomach. Based on
philosophies of educations, which is TRUE of teacher?
A. Is essentialist in the sense that she sticked to the subject matter for the day and progressivist since
she also considered student’s interest
B. Is pragmatic because it was practical to give way to the students’ request even if she prepared for
the day’s lesson
C. Is utilitarianist because she considered both lesson useful
D. Is empircist, she used visual aids for her lesson

6. What do the DepEd vision and mission statements and core values imply about Philippines educational
system?
I. It is highly essentialist and perennialist
II. It believes in universal, objective, unchanging values
III. It is reconstructionist
A. I only C. II and III
B. I and II D. I, II and III

7. For a lesson on developing classifying skills, instead of making students bring objects to classify, teacher
considers it most practical to simplify use the students’ body parts like kinds of car lobes, kinds of hair line or
a lesson on classifying. On which philosophy is teacher’s practice anchored?
A. Pragmatism C. Utilitarianism
B. Progressivism D. Empricism

8. The history of curriculum development in the Philippines shows reduction of units in the humanities but an
increase in the natural and physical sciences. On which is this action based?
A. Perennialism C. Utilitarianism
B. Progressivism D. Empricism

9. There are a number of laws in the Philippines requiring the teaching of subject matter such as taxation and
agrarian reform, etc. This provides that schools must bring about reform in society. On which philosophy of
education is this based?
A. Perennialism C. Empricism
B. Progressivism D. Reconstructionism

10. Teacher makes use of moral dilemmas to enable students to make a stand in moral issues. Which word
CORRECTLY applies to teacher’s teaching practice?s
A. Behaviorist C. Rationalist
B. Existentialist D. Pragmatist

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