Observe, Analyze, Reflect Activity 9.1
Observe, Analyze, Reflect Activity 9.1
Observe Observe a class with the use of the principles of learning given in Revisit the
Learning Essentials. I will identify evidence of applications/violations of the principles of learning. I
can cite more than one evidence per principle of learning.
Analyze
1. What principle of learning were most applied? Least applied?
Most Applied As we noticed, the teachers support active learning, where "learning is a cooperative and
collaborative process" and a student-centered approach is used, with the student taking responsibility
for their own learning and mostly collaborating with classmates. This can represent how her students
react to the way she teaches and how much they love her class. For learners, developing skills and
capacities is a gradual process rather than a one-time event.
Least Applied
In fact, there was not a single teaching principle that was not followed. As future educators, we must
likewise emphasize these principles.Throughout the lesson their is a teacher and learners interaction.
Activity 9.2 Identifying Learning Outcomes that are Aligned with Learning
Observe Observe a class, this time focusing on how the learning outcomes were stated.
Determine if the learning outcomes were achieved or not. Give evidence.
Yes No Yes No
1.
2.
3.
4.
5.
Analyze
1. Do SMART objectives make the lesson more focused?
In our own point of view through the use of SMART objectives, teachers can help their
students reach their learning goals and expectations. This helps them become more focused and
motivated to learn. The teacher teaches the applying of three domains. The set goals will make the
delivery of the lesson be well – directed and concentrated on the established aims and goals.
Observe, Analyze, Reflect
Activity 9.3 Identifying Learning Outcomes that are Aligned with Learning\
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 Learner-centered
Did the teacher lecture all the time? Were the students involved in the teaching-
learning process? How? Or were they passive
The teacher gives a lecture at the same time recipients of instruction?
giving exercises to the class.
The pupils are actively participating in the
discussion. They were engaged pupils who
actively participated in class discussions and
learning activities.
Was the emphasis mastery for the lesson for the Was the emphasis the students’ application of the
test? Prove. lesson in real life? Give proofs.
The emphasis of the lesson is likely to be There is meaningful education when pupils can
reinforced through assessments as well as when study and comprehend the subject matter and
they apply it in real life. When a teacher gives a how it will effect them in the near future.
test to a student, especially in reading practice,
she can tell if the student has mastered reading.
The instructor emphasizes to the pupils the
importance of thinking about the lesson and the
points of interest that it will bring to their lives.
Was class atmosphere competitive? Why? Was class atmosphere collaborative? Why?
Yes, where all of the pupils were actively In terms of group activities, the students are
engaged in class activities while also cooperating with one another and collaborating
participating in the class discussion. with one another. They are also assisting one
another in answering the questions given by the
teacher.
Did teacher focus only on one discipline/subject? Did teacher connect lesson to other
discipline/subjects?
A behavioral approach is one in which the
teacher emphasizes discipline prior to, during, The teacher had integrated the subject matter
and after the session. She used a variety of into other lessons, allowing the students to easily
subjects to incorporate her lecture, making it comprehend the text.
easier for the kids to understand along the
lesson process.
What teaching-learning practice show that teaching approach was:
a) constructivist- connected to past experiences of learners; learners constructed new lesson meanings
Students are given the opportunity to actively participate in class discussions by the teacher.
During the class discussion, the teacher encourages students to relate their previous experiences to
the topic and to try to link them to the new notion under discussion.
b) inquiry-based
The teacher prepared a series of questions linked to the topic matter, which she then questioned
the students about their ideas and opinions on.
c) developmentally appropriate – learning activities fit the developmental stage of children
She delivered the lessons using a variety of appropriate examples and audiovisuals connected to the
subject topic, allowing the learners or students to improve their intellectual abilities.
d) Reflective
She asked the pupils how they would apply what they had learned in their real-life settings or in the
future after they had absorbed the information.
e) inclusive – no learner was excluded; teacher taught everybody
There is no bias in the teacher's treatment of all students. She encouraged all of her students,
regardless of their differences, to actively participate in class discussions and learning activities.
f) collaborative – students worked together
She prepared activities that required collaboration, such as partner activities and group activities.
g) integrative – Lesson was multidisciplinary- e.g. in science, math concepts were taught
She is a teacher who integrates and connects several lessons to the subject matter so that the
students may learn and understand what the topic is all about.
Analyze
1. What are possible consequences of teaching purely subject matter for mastery and for the test?
The pupils will be constrained to the four corners of the classroom, and their learning will not
extend to the outside world since they will be bombarded with concepts but no application. Pupils will
study solely for the purpose of exams, and everything the teacher has taught will be forgotten quickly.
2. If you were to reteach the class, would you be teacher-centered or students-centered? Why?
If we were to teach again, we would employ the teacher-centered approach to encourage and
motivate the entire class to participate actively in class discussions and learning activities. We would
use positive reinforcement, in which we will acknowledge their responses and encourage them to
participate more.
Observe, Analyze, Reflect
Activity 10.1 Applying the Guiding Principle in the Selection and Use of
Strategies
Resource Teacher:___________________________________ School:__________________________
Grade/Year Level:___________________________________ Subject Area: _____________________
Date: __________________
Observe
Observe one class with the use of the observation sheet for greater focus then analyze my
observations with the help of the guide questions.
1. The more senses that are involved, the more E.g Teacher used video on how digestion takes
and the better the learning. place and a model of the human digestive
system.
2. Learning is an active process The teacher showed a video clip from the lesson
that was going to be discussed. She showed the
students what she wanted them to learn and
what she wanted to teach them. The teacher
allows students to interact by allowing them to
share their opinions in class concerning their
prior knowledge of the topic.
3. A non- threatening atmosphere enhance With the help of technology and its
learning incorporation into education, pupils are able to
cope with the subject more easily. This improves
their cognitive level in terms of how things are
done.
4. Emotion has the power to increase retention Students learn quickly and in their own way.
and learning. They were able to complete the lesson using
technology and a teaching technique in which
the teacher is approachable when dealing with
all of the students' questions. A period for
comments will bridge the gap between all
learners and help them address their learning
difficulties.
5. Good teaching goes beyond recall of The teacher asked a variety of questions to
information which the pupils could honestly respond
regardless of what she asked. This demonstrates
that she is an effective teacher.
6. Learning is meaningful when it is connected to The pupils acted out the situations that the
students’ every life. teacher had set up. The circumstances are
frequently observed in the daily lives of students.
7. An Integrated teaching approach is far more The teacher incorporates lessons that are
effective than teaching isolated bits of essential to her students' success. She does not
information. concentrate solely on one or a few isolated
pieces of information. She highlighted the most
significant facts and ideas in the lesson so that
the pupils would not be confused and would
comprehend it correctly.
Analyze
Observe
Observe one class with the use of the observation sheet for greater focus then analyze my
observations with the help of the guide questions.
1. Did the Teacher state the learning objectives/intended learning outcomes (ILOs) at the beginning of
the class? Did she share them with the class? How?
She presents the specific intended learning goals to the subject matter in class to discuss her
class objectives. She starts her discussion by asking the class what they discussed the other day and
what are their ideas about the lesson to be discussed.
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.
She had planned some class activities as a warm-up. She requested the students to share their
thoughts or views about the activities they were doing. I believe she has met some of her objectives
because the students are able to respond to her questions.
3. What assessment tasks did Teacher employ? Is/Are these aligned to the lesson objectives/ILOs?
A written examination is prepared by the teacher by delivering the questions that must be
answered. Because it corresponds to the lesson she is addressing, we believe it is linked with her aims.
When it comes to learning activities and assessment, her entire teaching method is based on the
targeted learning outcomes or objectives.
Analyze
1. What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?
Outcome-based Teaching and Learning (OBTL) is a student-centered education strategy in
which the program's targeted learning outcomes for students are clearly established. After that,
teaching and learning activities are carefully planned to help pupils attain these goals. This means that
everything teachers do should be directed toward what they want pupils to know, comprehend, and be
able to do. To put it another way, teachers should focus on assisting students in developing the
knowledge, abilities, and personalities that will enable them to attain the clearly specified planned
outcomes.
Activity 10.3
Applying Effective Questioning Techniques
Observe a class activity. You shall focus on the questions that the Resource Teacher asks during the
classroom discussions. Write the questions raised an identify the level of questioning.
Analyze
1. Neil Postman once said: “Children go to school as question marks and leave school as periods!”Does
this have something to do with the type of questions that teacher ask the questioning and reacting
techniques that they employ?
Teacher questions are instructional signals or stimuli that transmit to students the material
items to be learn as well as guidelines for what they should do and how they should accomplish it in
the classroom. The teacher must constantly keep in mind that one important but critical component
of the teaching and learning process is the knowledge and abilities utilized in asking various types of
questions in the classroom.
This remark by Neil Postman has something to do with the types of inquiries because it
highlights effective questioning tactics that may have an impact on the learners. That by asking
relevant questions and responding to students' ideas and opinions, we can encourage and enhance
their participation, which will improve their class performance as well as their thinking skills.
What are your thoughts on OBTL (Outcome Based Teaching and Learning)
When we say outcome based teaching and learning experience it is based on what is the result
for it can already be understood that in it self. For what I understood learner's learning's is based on the
teacher teaches, thus it would be safe to say that what I learned from my teacher is based on what is the
outcome of the teaching process done in the classroom. Furthermore, it is like the principle of the
Idealist that a child mind is like a blank white sheet of paper, that what you teach on them would be
imprinted on their mind, and the outcome of that is based on what you teach.
What are your thoughts on OBTL (Outcome Based Teaching and Learning)
As what I have learned about OBL, it is a type of teaching technique where the teachers serve
as a facilitator of learning's. It is also a student-centered way of teaching.Therefore, teachers will
prepare a different activities that are related to the lesson
Activity 11.1
Visiting the Learning Resource Center
Observe As you visit and observe the Learning Resource Center, use the observation and
guide provided. Ask the assistance of the Center staff courteously.
Impression about LRC: The school has sufficient resources to support the teaching and learning
process. Learners were taught new concepts and ideas through the use of electronic resources. The
learning resources are really beneficial to the students' learning.
Name and Signature of the Observer: Donaire, Maya , Tumubo, Marinel, and Tupas, Jhoan Mariell
Name and Signature of the Learning Resource Center In-charge:
Are the learning resources/ materials arranged properly according to their functions and
characteristics?
Yes, the learning resources/materials are organized by function so that students can
quickly access them when they need them.
Do the guidelines and procedures facilitate easy access to the materials by the teachers? Why?
Why not?
Yes, the student may simply access the computer or other resources with the help of
the instructions, and there is also an learning resource center in charge of guiding them while
utilizing.
To realize my Intended Learning Outcomes , I will work my way through these steps: Observe a class
three meetings . Video-tape allowed, if allowed. Step 2 . Describe how technology was integrated
in the lesson 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.
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?
3. Observe and take notes on how the teacher presents/ uses the learning resources.
4. Closely observe the learners’ response to the teacher’s use of learning resources. Listen to their
verbal responses. What do their responses indicate? Do their responses 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 materials? Do
their actions show attentiveness, eagerness, and understanding?
Date of Observation:
Subject Matter:
Brief Description of Teaching Approach Used by the Teacher;
The teacher uses a "Learner-Centered Approach" and a "Deductive Method" in her teaching
because she lets her students to express their topic and let them evaluate the theme before she presents
the topic based on the book. In addition, the resource teacher used casual hand raising, in which she
asks her students a series of random questions and invites responses, whether correct or incorrect.
Throughout the discussion, the resource teacher employed these tactics and strategies to teach.
Teaching Aids used Strengths Weaknesses Appropriateness of
(Enumerate in bullet the Teaching Aids
form) used
The resource teacher In terms of the laptop's The resource teacher's
can use the laptop to flaws, if the teacher decision to use a laptop
provide an excellent isn't very experienced to present her topic for
Laptop presentation on her with computers, there's that day is an
topic. It gives the a chance that a advantage for her
resource teacher a less technical breakdown because it allows her to
expensive way of will occur during the present her lesson in a
creating a visual aid discussion or more clear and
while still being in line presentation of the appealing manner for
with what millennial powerpoint. the students, and
learners are looking because her students
for. are millennials who
enjoy using technology,
they are more engaged
in the discussion.
Projector Since the screen on the The teacher's The use of a projector
laptop is too small to projector's primary in the resource
be seen to the kids in problem may be that it teacher's chosen
the last row, the pupils takes a long time to approach is appropriate
were able to read the start up, or that the because she tends to
power point projected that will be ask students for their
presentation projected utilized is in other opinions and insights
on the board thanks to rooms when the school on their topic. The use
the use of this only has one projector. of a projector is also
projector. very useful and ideal
for the students in the
last row who are more
likely to participate in
class discussions
because the teacher's
idea is projected on the
board via projector.
1. Use the Technology Integration Matrix Form to analyze the class you observed. Refer to the
Technology Integration Matrix on p. 123, in which the level of technology integration do you think the
teacher you observed operated? Why?
Based on the Technology Integration Matrix the entry, adoption, adaption, infusion, and
transformation levels were all achieved by the resource teacher. Ever since beginning of her lesson,
the resource teacher has used technology, specifically a laptop and a projector.
2. 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.
The following are the characteristics of the learning environment in the class that we had observed:
Goal-directed: the resource teacher we observed asked her pupils to answer certain questions
relating to the topic being addressed, and the questions were projected on the board.
Constructive: The laptop and projector were the main teaching aids of the resource teacher that
we observed, therefore it serves as a source of information from which the students develop their
understanding.
Authentic: The resource teacher we observed asked the kids to respond to the questions and
connect them to real-life circumstances.
Collaborative: The resource teacher in the class that we observed grouped her students so that
they could work together on the assignment that the teacher had prepared.
3. Over-all, were the learning resources used effectively? Why? Why not? Give your suggestions.
Overall, we can conclude that the resource teacher uses the learning materials well and
effectively because the students tend to interact and cooperate in her discussion and they tend to pay
attention to the projected power point presentation on the board. Our only advice is that, perhaps next
time, she should put motion on the text that needs to be highlighted, as well as more photos if possible,
to make the presentation more eye-catching.
Observe
CLASS OBSERVATION GUIDE
1. What is the lesson all about? What are the teacher’s objectives?
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 criteria discussed
in the Revisit the Learning Essentials part of this episode. Use the form below to note your analysis.
Step 2: Visit sites of MOOC providers and explore the courses offered that are relevant to PPST
domains I want to work on.
Observe
Analyze
From among the MOOCs you explored, pick at least three which you believe are the most appropriate
for you. Describe the MOOCs below.
Provider:
Content Outline:
Provider:
Content Outline:
1. Include here pictures/ illustration of the materials used by the teacher. Put your comments/
annotations about what you observed.
2. Visit www.technology.com or the 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 www.edudemic.com/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 edtechteacher.org. 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?
Observe
1. Observe what Teacher does or listen to what Teacher says to find out if the students understood the
lesson while teaching-learning is in progress.
2. Did the teacher ask the class “Did you understand”? If she did, what was the class’ response?
Yes, the teacher ask the class if they do understand the lesson being discussed and the class actively
responded yes. As the learning process happened we can really see that the students really understand
the lesson being discussed so that’s why when the teacher asked them they directly answered yes.
3. Did the students make the teacher feel or sense they did not understand the lesson or part the lesson?
How?
Yes, we guess that the teacher really feel or sense that some part of lesson brought difficulties to the
class that lead them not to understand the lesson because the class keep on asking , raising their hand
to ask the teacher what , how and why. We guess that it doesn’t cause any negative stuff but it brought
positive because there is a teacher and learner communication about the lesson.
5. Were the students given the opportunity to ask question for clarification? How was this done?
Yes the students was givn an opportunity to ask questions or clarification whenever they find
some part of lesson difficult or they might not understand what the teacher discussed. They can just
raise their hand for them to clarify and ask question and of course the teacher is very open and directly
answered for the class to understand what part of lesson gives difficulties to the class.
6. If she found out that the her/his lesson was not clearly understood? 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 (Student paired with one another)
______ Teacher gave a Module for more exercises for lesson mastery.
_/_____Teacher did re-teaching
7. If she engaged himself /herself in re-teaching, how did she do it? Did he/she use the same teaching
strategy? Describe?
Well the teacher used another teaching strategy since the first strategy that she used isn’t effective. In
re-teaching she begin the lesson with an interesting fact that will surely catch the attention of the class
and encourage connections that are meaningful and relevant that will engage students participation.
She used different learning styles and multiple intelligences. She also applied an engagement activities
for the class.
8. While re-teaching by himself/herself and or/with other students-turned tutors, did teacher check
check on students’ progress?
Yes by having a formative assessment that is used to monitor student’s learning progress to
provide ongoing feedback that can be used by teacher. Also by having an individual interaction
between you and your students that provides you some opportunities to evaluate their progress and
retention.
Analyze
1. Why should a teacher find out if students understand the lesson while teaching is in progress? It is
not better to do 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 she/he 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?
Observe
Observe a class and find out practices that reflect assessment as learning. Record your observations.
Teacher My Observation
1. Did the teacher provide 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. Did students record and report their own
learning?
4. Did teacher create criteria with students for
tasks be completed or skill to learned?
Analyze
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?
Assessment as learning gather relevant information about student performance or progress, or
to determine student interests to make judgments about their learning process. Assessment for learning
embeds assessment processes throughout the teaching and learning process to constantly adjust
instructional strategy.
Observe Observe at least 3 classes- Physical or Biological Science or Math, English, Filipino;
1
Social Science or Literature Panitikan, EsP and 1 P.E/ Computer/ EPP/ TLE.
Analyze
1. Are all the assessment tasks aligned to the learning outcomes?
Yes, all the assessment tasks are aligned to the learning outcomes.
2. What are possible consequences if teacher’s assessment tasks are not aligned to learning outcomes?
Observe
Observe classes and pay particular attention to the assessment tool used by the teacher.
With 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 Outcome Sample Test Item of Comments (Is the
Assessment Check Assessed Resource Teacher assessment tool
Tool/Paper-and Pencil (/) Here constructed in
Test accordance with
established
guidelines?)
Explain your
answer
Select Response Type
1. Alternative
Response
2. Matching Type
3. Multiple Choice
4. Others
Type of Put a Check (/) if Learning Sample Test Item Comments (Is the
Traditional Resource Teacher Outcome of Resource assessment tool
Assessment used it. Assessed Teacher constructed in
Tool/Paper-and accordance with
Pencil Test established
guidelines?)
Explain your
answer
Constructed-
Response Type
1. Completion
2. Short answer
type
3. Problem
Solving
4. Essay-restricted
5. Essay-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 essay or other written requirements, even if it is a written paper-and-pencil test, be considered
an authentic form of assessment? Explain you answer.
Activity 13.3 Observing the Use of Non-Traditional Assessment Tools and
Scoring Rubrics
Observe
Observe a classes in at least 3 different subjects and particular attention to the assessment tools
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 rubrics to the students?
Which type of rubric did the Resource Teacher use-- analytic or holistic?
Analyze
1. Between analytic and holistic rubrics 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 Teacher?
3. Will it make a difference in assessment of student work if the 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?
7. Does the Scoring Rubric in this FS Book I help you come up with better output?
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, accomplish
Observation Sheet #.
4. Put a check on the right column.
Analyze
1. With OBE in mind, which should be the basis for the selection of pieces of evidence to show that
what the students was supposed to learn was learned?
2. Scrutinize the elements of this photo. 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 About My Progress as a Learner”
2. Table of Contents with the numbered pages
3. Entries-both core (required items) and optional items (chosen by students)
4. Date 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
versions.)
6. Student’s Reflection
3. Where and when does the teacher make use of each of the 3 types of portfolio?
Show Your Learning Artifacts
Sample/s Improved Written Test, both selected-response type and supply type.
Sample/s of product and performance assessed.
Sample/s of rubric
Sample/s of a student’s reflection on his/her portfolio.
Activity 13.5 Determining the Level of Teacher’s Question
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 to written test for samples of questions in
the various levels.
4. Make tally, then get the total. Use Table 1 and Table 2 separately.
Tally and Total Rank Tally and Rank Example of of Rank Based
Score of Total Score of Assessment on Use
Cognitive Cognitive Tasks/
Processes Process Questions
(Bloom as (Kendall and Given by
revised by Marzano) Resource
Anderson and Teacher
Krathwohl)
Self- system 6-Highest E.g. Teacher
thinking asked
students:
Why is the
lesson
important to
you?
Metacognition 5
Example: 6-Highest
Creating= I
Evaluating= II 5
Analyzing= I 4 3
Applying= III 3 4
Understanding= 2 2
II
Remembering= 1 1-Lowest
IIIII
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 two highest cognitive skills - metacognitive skills
and self-system thinking.
Observe
1. Study the sample of TOS on Assessment
1.
2.
3.
4.
5.
6
Total
Analyze
1. What part must a TOS contain to ensure test content validity?
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?
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 students’ report card. Observe its content.
3. Ask permission from your Resource Teacher for an interview with him her/her and with a group of
students regarding the new grading system.
2. How do you compute grades per quarter for Grade 1-10 and Grade 11 to 12? Give example.
Grades from all student grades are added up. These result in the total score for each component.
The sum of each component is converted to percentage score. To compute the (PS), divide the raw
score by the possible score then multiply the quotient by 100%.
Percentage score are converted to weighted score to show the importance of each component .
4. What descriptors and grading scale are used in reporting progress of learners?
We used the DepEd order 8 s 2015 grading system, which includes descriptors, a grading
scale, and remarks.
5. What are the bases for learners’ promotion and retension at the end of the school year?
Learners who did not require expectation in at least two areas must enroll in remedial
sessions. To advance to the next grade level, the learner must pass.
6. What is the report on learners’ observed values?
E. Grade Computation
Show sample computations of a grade.:
In a subject of your choice from grade 1 to 6 (if you are a future elementary teacher.
In your specialization if you’re 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
Analyze
Analyze data and information gathered from the interview and from your interview and from your
review of an unused Student’s Report Card and the DepEd grading system.
1. Do the teachers and students like the new grading system? Why or why not?
When a new system is implemented in a school, it is expected that students and teachers will
provide positive and negative feedback. Teachers and students each have their own traits and
preferences. As a result, some will agree with the grading system while others would disagree. Some
teachers and students may be comfortable with the new arrangement, while others may find it
inconvenient.
It is preferable if everyone supports and participates in the new grading system, regardless of
how inconvenient it may be, because it is a directive from the head.
2. What are the good points of the new grading system according to teachers and students?
As we asked the students and our resource teacher they really have different perspective about
the new grading system , it is based on the students written works and performance though this is a
good points fro the new grading system the teacher that we interview still prefer to have the old grading
system.
3. What are teachers challenged to do this new grading system?
We think that the challenged for the teacher in this new grading is that they still prefer the old
grading system for it will really determine the students learning.
4. Do you favor the distribution of percentages of written work, performance tasks and quarterly
assessment?
Yes as it was implemented by DepEd.
5. Do you like the experience of computing the grades? Why or why not?
Yes, because calculating grades is fun as this is one of job in the future calculating our future
pupil’s grade.
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 learners’ assessment results and grades to
parents.
3. Did the 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?
The card giving/ viewing is successfully happened and all parents are happy to see that their child is
actively participating in school and also by following the safety protocols by wearing face masks and face shields.
The teacher answer the concerns of the parents in a positive way, a parent-teacher interaction is a great
opportunity for them to know the academic performance of their child, and for the teacher to answer the
questions and concerns of the parents about their child's performance.
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 school have a regular way of
reporting grades to parents?
3. What problems on grade reporting did you encounter with parents? How did you address it/them?
Name: Leni C. Rebusit
School: Pajo National High School
1. During the face to face, my way of giving feedback to my students was telling them right after their performance
because it will help them improve their weaknesses and maintain those strengths that they have.This new normal
way of teaching, I give my feedback right after checking their answers in the google classroom and I also utilized
the GC for general feed backing so everybody will know.
2. We give report to the parents at the end of every quarter.We communicate our students to informed their parents
or guarding regarding on the releasing of grade slip so they will know their performance/grades.Yes, we really
have a regular way of reporting grades to the parents/guardians.
3. So far, the problems that I encountered in reporting the grades to the parents were the following: *They were not
convinced of the grade being reflected in the grade slip so I told them to go to the subject teacher and asked about
their concerns. *They complain on the subjects that don't have grades.I also told them to go right away to the
concerned subject teachers so they will understand.
Analyze
1. What were the most common issues raised on students’ performance?
The most common issues are academic concerns, which might include issues such as learning
difficulties or disabilities, underachievement, and lack of attention from teachers.
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 results the description of the personal qualities that you have
found out. If the personal quality is not observed by you or is not revealed in your interview, write not
observed or not manifested.
Analyze
Did you learn from your observation of the teacher? Now let us analyze the information that you have
gathered.
2. Which of these qualities do you have? Do you think you can fit as good teacher someday? Why
describe yourself.
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, Seminars attendance, etc)
3. Request a co-teacher or the head (only one of the two) 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 or that of the head with your answer on the survey. In what
items do you have the same answer?
6. Show the results in a summary table.
BEED Students
_______________________________
Name and Signature of the Teacher Informant (Peer)
Or
_____________________________
Name and Signature of the Supervisor Informant (Head)
And
_________________________________
Your Name and Signature Pre-Service Teacher
Analyze
Did you learn from observation and interview on teacher’s professional competencies? Now let us
analyze the data.
2. Did your answers to the survey form coincide with the answers of the co-teacher or head of the
teacher you observed? Why?
My Teacher, My Hero
Some qualities of a great educator incorporate skills in communication, listening, collaboration, versatility, sympathy and
persistence. Other characteristics of effective teaching incorporate an engaging classroom presence, value in real-world
learning, trade of best hones and a long lasting love of learning. Good Teachers Are Strong Communicators.Good
Teachers Listen Well, Good Teachers Focus on Collaboration, Good Teachers Are Adaptable, Good Teachers Are
Engaging, Good Teachers Show Empathy, Good Teachers Have Patience, Good Teachers Value Real-World Learning,
Good Teachers Share Best Practices and Good Teachers Are Lifelong Learners.
Activity 15.1 A Day in the School Life of a Quality Teacher
Observation 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 one 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 the 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: “ A Day in School Life of a Quality Teacher”.
7. If permitted, you may include the teacher’s picture in action to your essay.
Narrative Report
Observe
Note: Observe and record observations on the following aspects as key guide to observations.
Teacher’s Major Responsibility Key guide for Observation (Carefully look for the
indicators/ behaviors of the teacher along 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.
3. Has a mastery of subject matter.
4. Sees to it that learning outcomes are achieved.
B. Management of Learning This teacher
1. Allows all the learners to participate in the
lesson.
2. Considers 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. Dismisses the class on time.
C.Administrative Work This teacher
1. Keeps records of learners attendance everyday.
2. Keeps record of formative and summative
assessment 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
Refer 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 emulation 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?
Activity 15.2 The Creation and Management of the New Learning Environment
as a Skill of the 21st Century Quality Teacher
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. Plant boxes, etc.
F. Others not included in the list.
3. Draw your vision of a classroom for the 21st centurty.
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 and Guide.
• Study the DepEd Vision and Mission statements, Core values and Mandate.
• Read the features Of the K to 12 Curriculum based on the Kto12 Curriculum Framework and 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.
6. Pragmatism - That which is The DepEd Vision in which, In K-12 Curriculum Framework
useful, that which is practical enable them to which is Making The
and that which works is what is realize their full potential and Curriculum Relevant To
good; that which is efficient and contribute meaningfully to Learners (Contextualization
effective is that which is good. building the nation shows that And Enhancement), it shows
e.g. showing a video clip on DepEd applied pragmatism as also that there is a application
mitosis is more efficient and they believe that teaching of
more effective and therefore students a things that are Pragmatism as students acquire
more practical than teacher practical for life are encourage in-depth knowledge, skills,
coming up with a visual aid by them to grow into better people. values, and attitudes through
drawing mistosis on a cartolina continuity and consistency in
or illustration board order to encourage them to
grow into better people across
in all levels.
7. Rationalism - emphasizes the The DepEd Core Values which In RA No. 10533 Sec. 5 which is
development of the learners' is Maka-Diyos, Curriculum Development, there
reasoning powers; knowledge Maka-tao, Makakalikasan and is a proof of application
comes though reason; teacher Makabansa is the of the Rationalism in which the
must develop the reasoning proof that shows that DepEd curriculum shall be relevant,
power of the learner applied rationalism responsive and research
in which they practicing only based as students is acquired
for believing what is through reason without the aid
based on reason and provides of the senses.
the primary basis
for knowledge.
8. Utilitarianism - what is good The DepEd Vision which is We In RA No. 10533 Sec. 5 which is
is that which is most useful (that dream of Filipinos who Curriculum Development, there
which brings happiness) to the passionately love their country is a proof of application
greatest number of peoples; shows that DepEd are also use of the Utilitarianism in which
utilitarianism which it The curriculum shall be culture-
advocates actions that foster sensitive in which teacher
happiness or pleasure and approach offers no sense of
opposes actions that cause what ought to constitute an
unhappiness or harm. It would educations.
be aims for the betterment of
society as a whole when
directed toward making social,
economic, or political
decisions.
9. Empiricism - source of The DepEd Vision which is In RA No. 10533 Sec. 5 which is
knowledge is through the Teachers facilitate learning and Curriculum Development, it
senses; teacher must involve the constantly nurture every learner shows that there is an
senses in teaching-learning is an evidence that DepEd use application of empiricism in
empiricism where teaching- which The curriculum shall use
learning of the students is based pedagogical approaches that
on the human senses wherein it are constructivist, inquiry-
shares the view that there is no based,
such thing as innate knowledge, reflective, collaborative and
and that instead knowledge is integrative; as teacher involves
derived from experience. the senses in teachinglearning
of the students to be able to gain
knowledge.
10. Behaviorism - behavior is The DepEd Vision which is In RA No. 10533 Sec. 5 which is
shaped deliberately by forces in Students learn in a child- Curriculum Development, it
the environ-ment and that the friendly, gender-sensitive, safe, shows that there is a
type of person and actions and motivating environment is behaviorism by which The
desired can be the product of one also a proof that DepEd curriculum shall be learner-
design; behavior is determined applied behaviorism in which centered, inclusive and
by others, rather than by the teacher provide a positive developmentally appropriate;
person's own free will; teacher reinforcement, or rewards at we teachers encourage students
must carefully shape desirable the end of the day for their good to perform desired behaviour as
behavior; drills are commonly behaviour. Whenever students they giving reward for their
used to enhance learning. perform a desired behavior, good performance.
rewards reinforce learning. they will learn to perform the
behavior on their
own.
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 b observing
what and how teacher teaches and relates to learners.
Philosophies of Education Teaching Behavior (State what the teacher said,
taught or did).
1. Essentialism — teach mastery of the basics; In what way was teacher essentialist?
curriculum is prescribed; subject matter-centered
there are universal, objective values;inculcate He/she saw to it that the students mastered basic
values; subject concepts and skills.