LEARNING EPSODE 4

Learner Diversity: The Community and Home Environment

ACTIVITY 4.1
Observing the learner’s community and home environment
ANALY Z E
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?

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 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?
LEARNING EPISODE 5
Creating an Appropriate Learning Environment

ACTIVITY 5.1
Managing Time, Space, and Learning Resources
ANALY Z E
1. Are there areas in the classrooms for specific purpose (storage of teaching aids,
books, students’ belongings, supplies, etc.)? Describe these areas. Will it make a
difference if these areas for specific purpose are not present?

2. Are there rules and procedures posted in the room? List them down. Do these rules
reinforce positive behavior?

3. Did the students participate in making the classroom rules? If the Resource Teacher
is available, ask him/her to describe the process. What’s the effect of students’
participation in rulemaking on student’s 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 a 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
1. Why do you need to enforce positive discipline?
ACTIVITY 5.2
Identifying the Different Aspects of Classroom Management
ANALY Z E
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 are they effective?

REFLECT
 1. Imagine yourself organizing your classroom in the future. In what grade year level
does 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 making the class rules? Why?

LEARNING EPISODE 6
Classroom Management and Classroom Routines

ACTIVITY 6.1
Observing Classroom Management and Routines
ANALY Z E
1. Were the routines effective in ensuring discipline and order in the class? Why? Why
not?

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

your answer.

REFLECT
1. Which of the routines will you most likely apply in your class? Why? Why not?
ACTIVITY 6.2
Listing Down Classroom Rules
ANA LY Z E
1. Analyze each given rule. What circumstances led to the formulation of the rule?

2. Are classroom rules really important?

REFLECT
1. 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.
LEARNING EPISODE 7
Physical and Personal Aspects of Classroom Management

ACTIVITY 7.1
Identifying Personal and Physical Aspects of Classroom Management
ANALY Z E
1. How does the voice of the teacher affect classroom instruction?

2. How does the punctuality of the teacher affect the classroom discipline?
.
3. Why do we need to check on the physical aspects of classroom management?

REFLECT
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.”

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

ACTIVITY 7.2
Demonstrating knowledge of positive and non-violent discipline in the management of learner
behavior.
ANALY Z E
1. How many strategies were employed by 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
1. What classroom management strategies do l need to employ to respond to diverse
types of learners?
LEARNING EPISODE 8
Close Encounter with the School Curriculum

ACTIVITY 8.1
Curricula in the School Setting
ANALY Z E
1. Which of the seven types of curriculums in the school setting is easy to find? Why?

2. Which is difficult to observe? Why

3. Are these all found in the school setting? How do curricula relate to one another?

4. Draw a diagram to show the relationship of one curriculum to the other.

Recommend
ed
Curriculum

Hidden Written
Curriculum Curriculum

Learned Taught
Curriculum Curriculum

Assessed Supported
Curriculum Curriculum
REFLECT
1. Make a reflection on the diagram that you have drawn.
ACTIVITY 8.2
The Miniscule School Curriculum: The Lesson, A Closer Look
ANALY Z E
1. How does the teacher whom you observed compare to the ideal characteristics or
competencies of global quality teachers?

2. Was the lesson implemented as planned? Described.

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

4. Can you describe the majority of students’ reactions after the lesson was taught?
Confused? Happy and eager? Contented? No reactions at all.
REFLECT
1. Based on your observations and tasks 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
ANALY Z E
1. Are the three 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
1. What lessons have you learned in developing or writing a lesson plan?

2. What value will it give to the teacher if the three components are aligned?
LEARNING EPISODE 9
Preparing for Teaching and Learning

ACTIVITY 9.1
Demonstrating an Understanding of Research-Based Knowledge Principles of Teaching and
Learning
ANALY Z E
1. What principles of learning were most applied? least applied?
Most applied

Least applied

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

REFLECT
1. From among the principles of learning, which one do you think is the most
important?
ACTIVITY 9.2
Identifying Learning Outcomes that are Aligned with Learning Competencies
ANALY Z E
1. Do SMART objectives make the lesson more focused?
REFLECT
1. Reflect on the
Lessons learned in determining SMART learning outcomes.
ACTIVITY 9.3
Distinguishing Between Inductive and Deductive Methods of Teaching
ANALY Z E
1. What are possible consequences of teaching purely subject matter for mastery and
for the test?

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

REFLECT
1. Reflect on
Principles of Teaching worth applying.
`

LEARNING EPISODE 10
The Instructional Cycle

ACTIVITY 10.1
Applying the Guiding Principles in the Selection and Use of Strategies
ANALY Z E
1. What is the best method of teaching? Is there such a thing?

REFLECT
1. Reflect on this question.
How do we select the appropriate strategy for our lessons?
ACTIVITY 10.2
Determining Outcome-Based Teaching and Learning
A NA L Y Z E
1. What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?

REFLECT
1. Reflect on the use of OBTL.
ACTIVITY 10.3
Applying Effective Questioning Techniques
ANALY Z E
1. Neil Postman once said: “Children go to school as question marks and leave school
as periods!” Does this have something to do with the type of questions that teachers
ask and the questioning and reacting techniques that they employ?

REFLECT
1. Reflect on
The importance of using various reacting techniques.

LEARNING EPISODE 11
Utilizing Teaching-Learning Resources and ICT

ACTIVITY 11.1
Visiting the Learning Resource Center
ANALY Z E
1. Are the learning resources/materials arranged properly according to their functions
and characteristics?

2. Do the guidelines and procedures facilitate easy access to the materials by the
teachers? Why? Why not?

3. What are the strengths of this Learning Resource Center?

4. What are its weaknesses?

.

5. What suggestions 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?

ACTIVITY 11.2
Observing Technology Integration in the Classroom
ANALY Z E
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 Strength Weaknesses Appropriateness
(Enumerate in bullet form) of the Teaching
Aids used

1. Use the Technology Integration Form to analyze the class you observed. Refer to the
Technology Integration Matrix on p. 123, In which level of technology integration do
you think the teacher you observed operated? Why?

2. Based on the Technology Integration Matrix, what is the characteristics of the

learning environment in the class that you observed? Point your observations that
justify your answer.

3. Over-all, were the learning resources used effectively? Why? Why not? Give your
suggestions.
REFLECT
1. Put yourself in the place of the teacher. What would you do similarly and what
would you do differently if you would teach the same lesson to the same group\p of
students? Why?
ACTIVITY 11.3
Exploring Education 4.0
ANALY Z E
ELECTRONICS RESOURCES EVALUATION FORM
Grade/Year Level
Subject Matter/Topic
(Based on the class you
observed)
Lessons
Objectives/Learning
Outcomes
Name and Describe the Put a check if the resource satisfies the Describe how
Type of electronic criterion you were to teach
Electronic resource in the class you
Resource (include observed
author/publi Accu Appr Clear Comp Motiv Orga
sher/source) rate opriat lete ating nized
e
REFLECT
1. Describe your experiences in surfing the internet for appropriate electronics
resources for the class? What made it easy? Difficult?

2. How did you choose which electronics 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 better at utilizing education 4.0 resources?
ACTIVITY 11.4
Personal Development Through MOOCS
ANALY Z E
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 career 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 learner, and as a teacher who may
someday teach a MOOC?

LEARNING EPISODE 12
Assessment FOR Learning and Assessment AS Learning (Formative Assessment)
ACTIVITY 12.1
Observing Assessment FOR Learning Practices (Formative Assessment)
ANALY Z E
1. Why should a teacher 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 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 observations, 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?

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
1. Formative assessment is tasting the soup while cooking. Reflect on this and write
your reflections.

2. Should you record results of formative assessment? Why or why not?

ACTIVITY 12.2
Observing Assessment AS Learning Practices (Self-Assessment)
ANALY Z E
1. If the student is at the heart of all assessment, then all assessment should support
student learning. Do you agree? Why or why not?

2. Does assessment AS learning have the same ultimate purpose as assessment FOR
learning?
.

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

LEARNING EPISODE 13
Assessment OF Learning
ACTIVITY 13.1
Aligning Assessment Task with the Learning Outcome
ANALY Z E
1. Are all the assessment tasks aligned to the learning outcome?

2. What are possible consequences if teacher’s assessment tasks are not aligned to
learning outcome/s? Does this affect assessment results? How?

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

REFLECT
1. Reflect on past assessments you have been through. Were they all aligned with what
your teacher taught (with learning outcomes)?

2. How did this affect your performance? As a future teacher, what lesson do you learn
from this past experience and from this observation?

ACTIVITY 13.2
Observing the Use of Traditional Assessment Tools
ANALY Z E
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 easy or other written requirements, even if it is a written paper-and-pencil

test, be considered an authentic form of assessment? Explain your answer.

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

ACTIVITY 13.3
Observing the Use of Non-traditional Assessment Tools and Scoring Rubrics
ANALY Z E
1. Between analytic and holistic rubrics which one was more used? Why do you think
that type of rubrics 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 rubrics used, which one and how?
 5. Can 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?

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

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

ACTIVITY 13.4
Scrutinizing the Types and Parts of a Portfolio
ANALY Z E
1. With OBE in mind, which should be the basis for the selection of pieces of evidence
to show that the student was supposed to learn was learned?

2. Scrutinize the elements f 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 “What My Portfolio Shows Abut 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 aural/oral and written products and revised revisions, i.e. (first drafts and
corrected/revised versions.)
6. Student’s Reflections

3. Where and when does the teacher make use of each of the 3 types of portfolios?

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

ACTIVITY 13.5
Determining the Level of Teacher’s Questions
ANALY Z E
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 question for each of the two highest skills-
metacognitive skills and self-system thinking.

REFLECT
1. If you were to rate yourself on HOTS – where will you be from a scale of 1 to 5 (5 as
highest) where will you be?

2. As a future teacher, reflect on how will you contribute to the development of

learners’ HOTS?

ACTIVITY 13.6
Analyzing a Table of Specifications
ANALY Z E
1. What parts must 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 a 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 ang kaniyang tanong? Ni-isang tanong sa
tinuro, wala! (Where did Teacher get her test? Not one of what she taught came out!)
Student B : Oo nga! Nakakainis! (You are right! How annoying!)

Did you have a similar experience? Reflect on it. Will the required use of Table of Specifications
as guide in test construction solve the problem of misaligned tests?

ACTIVITY 13.7
Computing Student’s Grades based on DepEd Grading System
ANALY Z E
1. Do the 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 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
1. In an era where the emphasis is self-directed learning and demonstration of
competencies – knowledge, skills and values learned (outcome-based-education) –
do grades really matter?

ACTIVITY 13.8
Reporting Students’ Performance
ANALY Z E
1. What are the most common issues raised on students’ performance?

2. Based on your observations and findings, what practices must be

a. maintain and
b. improved to make grades and reporting meaningful?

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