Sample/s of Improved Written Tests, both selected-response type and supply
type.
SELECTED RESPONSE
Supply Type
Sample/s of Product and Performance Assessed
Sample/s Rubric
Sample/s of students reflection on his/her portfolio
Page 223
FEATURES OF THE MY VISION OF THE WHY THE SIMILARITY?
PRESENT CLASSROOM FUTURE CLASSROOM WHY THE DIFFERENCE?
The present classroom has My future classroom will be The similarity comes from
basic facilities such as more organized, spacious, the same goal—to create a
chairs, a board, and a small and child-friendly. I envision safe and meaningful
learning corner. The teacher using digital tools such as a learning environment for
uses traditional instructional TV, projector, or tablet for students. The difference is
materials like charts and interactive lessons. The based on my desire to
manila paper. Technology is room will also have colorful improve what I experienced
limited, and the room is learning stations, flexible and provide a more modern,
sometimes crowded, but it is seating, and materials that engaging, and updated
still functional and support different learning classroom setup that
conducive to learning. styles. supports 21st-century
learning.
Page 172
During the Parent-Teacher Conference, many parents shared that they noticed improvements
in their children’s reading skills, especially because of the daily “pabasa” practice every
uwian. They appreciated that the teacher required the learners to bring a short reading task
home, as it helped the children become more confident and fluent. Some parents also
mentioned that at first, their children struggled to read aloud, but through consistent
practice, they became more comfortable.
A few parents requested if the “pabasa” could continue regularly so they can also monitor
their children’s progress at home. The teacher addressed this by assuring them that daily
reading assignments would still be part of the routine. The teacher also encouraged parents
to guide their children during the “pabasa” and reminded them that even a few minutes of
reading each day can greatly help strengthen literacy skills.
Overall, the comments were positive, and the teacher responded by continuing the reading
program and giving simple reading materials suited to the students’ level.
Page 229-230
Philosophies of Education Which philosophies are Which philosophies
expressed in the DepEd expressed in the K to 12
Vision, Mission Curriculum Framework
Statement, Core Values, and Guide and Sec 5 of
Mandates? Give proof. RA 10533? Give proof.
1. ESSENTIALISM – DepEd emphasizes the core K to 12 provides a prescribed
“Teach mastery of the values of maka-Diyos, maka- list of standards and
basics; curriculum is tao, maka-kalikasan, and competencies all learners
prescribed; subject matter– maka-bansa, which are must master, reflecting
centered; there are universal values that must essentialist belief in mastery
universal, objective values; be inculcated—showing of subject matter.
inculcate values in subject essentialism.
matter.”
2. PERENNIALISM – DepEd promotes timeless Subjects like Araling
“Teach those that last, the values such as respect, Panlipunan and Filipino
classics; there are universal honesty, and responsibility, preserve cultural heritage
values; inculcate these which reflect perennialist and classical knowledge,
universal, objective values.” universal values. supporting perennialism.
3. PROGRESSIVISM – DepEd promotes learner- K–12 integrates performance
“Very child-centered; teach centered teaching and active tasks, hands-on activities,
those that interest the child; learning experiences where and inquiry-based learning,
one learns by experience; students learn by doing— which align with
learners learn by doing so progressivist in nature. progressivism.
teacher’s teaching is
experiential; values are
subjective; no inculcation of
values since they are
subjective; instead teachers
help students clarify their
values.”
4. RECONSTRUCTIONISM – Programs like Brigada EsP and AP include
“School is agent of change; Eskwela, community discussions on real social
schooling is preparing involvement, and lessons on issues and encourage
students for the social social responsibility reflect students to participate in
changes; teaching is reconstructionism. community improvement.
involving the students in
discussions of moral
dilemmas.”
5. EXISTENTIALISM – Learners are encouraged to Reflection activities in EsP
“Teachers teach learners to express opinions, make and English help learners
make a choice, to make decisions, and choose make personal choices and
decisions and not merely to actions—reflecting understand their identity.
follow the crowd; one who existentialist principles.
does not make a choice and
so simply follow others do
not leave meaningful life.”
6. PRAGMATISM – DepEd supports the use of Use of multimedia, real-life
“That which is useful, that practical and effective applications, and technology
which is practical and that teaching strategies and tools in learning reflects pragmatic
which works is what is good; that improve learning and practical teaching.
that which is efficient and outcomes.
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 – DepEd highlights critical Higher Order Thinking Skills
“Emphasizes the thinking and problem-solving (HOTS) are emphasized in
development of the learners’ skills, promoting reasoning. lessons and assessments.
reasoning powers;
knowledge comes through
reason; teacher must
develop the reasoning power
of the learner.”
8. UTILITARIANISM – DepEd aims to provide The curriculum prepares
“What is good is that which relevant and quality students for employability
is most useful (that which education that benefits all and productivity, which
brings happiness) to the learners, serving the greater benefits society at large.
greatest number of peoples.” good.
9. EMPIRICISM – Teachers use visuals, Science and MTB-MLE
“Source of knowledge is demonstrations, emphasize observation,
through the senses; teacher manipulatives, and sensory hands-on experiments, and
must involve the senses in activities to improve sensory learning.
teaching-learning.” understanding.
10. BEHAVIORISM – Classroom discipline, Drills in reading/math,
“Behavior is shaped/my routines, rewards, positive reinforcement, and
forces in the environment reinforcement, and clear structured learning
and that the type of person rules reflect behaviorist environments support
and actions desired can be strategies. behaviorist principles.
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 enhance
learning; rewards reinforce
learning.”
11. CONSTRUCTIVISM – DepEd promotes interactive Project-based learning,
“Learners are capable of learning where students inquiry tasks, and
constructing knowledge and build understanding through performance assessments
meaning; teaching-learning experiences. show constructivist teaching.
therefore is constructing
knowledge and meaning;
teacher does not just ‘tell’ or
dictate but asks learners for
knowledge they construct
and meaning of lesson.”
Page 231
Philosophies of Education Teaching Behavior (State what the
teacher said, taught or did).
1. ESSENTIALISM – The teacher focused on helping students
“Teach mastery of the basics; curriculum is master the basic concepts of the lesson.
prescribed; subject matter–centered; there She repeated important information and
are universal, objective values; inculcate corrected answers to ensure understanding.
values in subject matter.” She also reminded students of proper
behavior while learning.
2. PERENNIALISM – The teacher emphasized values such as
“Teach those that last, the classics; there respect and discipline while discussing the
are universal values; inculcate these lesson. She connected the topic to lessons
universal, objective values.” that students should remember and apply
throughout life.
3. PROGRESSIVISM – The teacher allowed students to share their
“Very child-centered; teach those that Ideas and experiences related to the topic.
interest the child; one learns by experience; She encouraged group work and hands-on
learners learn by doing so teacher’s activities, letting learners explore instead of
teaching is experiential; values are just listening.
subjective; no inculcation of values since
they are subjective; instead teachers help
students clarify their values.”
4. RECONSTRUCTIONISM – The teacher related the lesson to real-life
“School is agent of change; schooling is situations and asked students what they
preparing students for the social changes; would do in certain scenarios. She
teaching is involving the students in encouraged them to think about community
discussions of moral dilemmas.” issues and possible solutions.
5. EXISTENTIALISM – The teacher allowed students to express
“Teachers teach learners to make a choice, their personal opinions freely. She
to make decisions and not merely to follow encouraged them to choose their own
the crowd; one who does not make a choice answers and justify their thinking instead of
and so simply follow others do not leave copying others.
meaningful life.”
6. PRAGMATISM – The teacher used practical examples and
“That which is useful, that which is practical real-life situations to explain the lesson. She
and that which works is what is good; that used simple materials and strategies that
which is efficient and effective is that which made the lesson easier for students to
is good e.g. showing a video clip on mitosis understand.
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 – The teacher asked “why” and “how”
“Emphasizes the development of the questions to develop the students’
learners’ reasoning powers; knowledge reasoning. She guided them to think
comes through reason; teacher must logically when answering rather than
develop the reasoning power of the guessing.
learner.”
8. UTILITARIANISM – The teacher chose activities that helped the
“What is good is that which is most useful whole class participate. She organized the
(that which brings happiness) to the lesson in a way that most students could
greatest number of peoples.” succeed and benefit from the task.
9. EMPIRICISM – The teacher used pictures, objects, and
“Source of knowledge is through the visual examples to explain the lesson. She
senses; teacher must involve the senses in let students observe, listen, and interact
teaching-learning.” with materials to help them understand
better.
10. BEHAVIORISM – The teacher used praise, stickers, and
“Behavior is shaped/my forces in the positive reinforcement. She practiced drills
environment and that the type of person and repeated exercises until students
and actions desired can be the product of showed the correct behavior or answer.
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
enhance learning; rewards reinforce
learning.”
11. CONSTRUCTIVISM – The teacher asked open-ended questions
Learners are capable of constructing that made students think and build their
knowledge and meaning; teaching-learning own understanding. She allowed students
therefore is constructing knowledge and to explore ideas and explain concepts in
meaning; teacher does not just ‘tell’ or their own words.
dictate but asks learners for knowledge
they construct and meaning of lesson.
1. Which philosophies are dominant in Philippine basic schools?
Why?
Progressivism, behaviorism, and constructivism are the most dominant.
Many teachers use group activities and hands-on tasks (progressivism),
apply drills and reinforcement (behaviorism), and encourage students to
discover knowledge through activities (constructivism). These approaches
match the current K–12 learner-centered curriculum.
2. If there is one philosophy schools should focus on more, what
should it be and why?
Schools should give more attention to constructivism because it helps
students become active, independent learners. It encourages critical
thinking, problem-solving, and deeper understanding rather than
memorization. This philosophy also prepares students for real-life situations.