Observe, Analyze, Reflect Activity 9.1

Observe, Analyze, Reflect
Activity 9.1 Demonstrating an Understanding of Resource -Based Knowledge

Principles of Teaching and Learning
Resource Teacher:___________________________________ School:__________________________

Grade/Year Level:___________________________________ Subject Area: _____________________
Date: __________________
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.
Principles of Learning What did the Resource Teacher do to apply the

principle of learning
1. Effective learning with the setting of clear and The teacher uses a projector to show her
high expectations of learning outcomes. planned learning outcomes for the topics.
2. Learning is an active process. The teacher encouraged the pupils to participate
actively in class discussions and participate in
educational learning activities.
3. Learning is the discovery of personal meaning The teacher allows students to generate and
and relevance of ideas. express their thoughts on the subject, as well as
discuss it in front of the class.
4. Learning is a cooperative and collaborative The teacher does a group task exercise in which
process. Learning is enhanced in an atmosphere of pupils are placed to peer groups and must
cooperation and collaboration. debrief their final opinions. The pupils are eager
to ask questions, communicate with one another,
share ideas, discuss, and collaborate in order to
comprehend the readings.
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.
Give instances were these principles could have been applied?

An accurate education in which pupils learn lessons that they can apply in real-life situations.
Teachers must prepare students to be more mindful of how they will apply what they have learned in
class to their everyday lives. Learnings that would not stop at the four corners of the classroom, but
would extend outside of it, where they might be able to compete for something as a result of the
knowledge they gained, allowing them to elevate their many aspects in terms of abilities and talents.
Activity 9.2 Identifying Learning Outcomes that are Aligned with Learning

Date: __________________
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.
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.
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.
Activity 9.3 Identifying Learning Outcomes that are Aligned with Learning\

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 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.
Activity 10.1 Applying the Guiding Principle in the Selection and Use of
Strategies
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
What is the best method of teaching? Is there a such thing?

We believe that there is no best of teaching. We feel that those who devised the approaches
and tactics likewise believe that there is no such thing as the best teaching method. Teachers employed
a variety of strategies to meet the needs of the students.
For groups of pupils that are mildly intellectually challenged, experienced teachers frequently
use the deductive method. Teachers may use the inductive method with groups of cognitively oriented
students on occasion. There is no best method since there is no best individual who could think of one
that would truly meet and cater to all of the pupils' needs, interests, and learning styles. As a result,
teachers must use a variety of strategies to ensure that pupils are well-fed. Furthermore, each method
has disadvantages that may impair learners' cognitive abilities.
Activity 10.2 Determining Outcome-Based Teaching and Learning

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. 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

Date: __________________
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.
Types of Question Examples of Questions that the Resource

Teacher Asked
1.Factual/Convergent/Closed/Low-level What are the occupations that provide service in
the community?
2. Divergent/Open-ended/High-level/Higher- Who are those people who gives service to the
order/Conceptual community?
a. evaluation Do you like the topic being discussed?
b. inference Who can answer about how many people who
give service to the community are being
discussed?
c. comparison How did you distinguish those different people
with different profession that helps the
community?
d. application Draw occupation that provides service to your
community and explain how each helps you this
occupation.
e. Problem-solving In what way they provide service to the

community?
3.Affective If you are one of those people who give service
to the community how would you feel?
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.
Show Your Learning Artifacts

Show your proofs of learning that you were able to gain in this Episode by interviewing at least two (2)
teachers on their thoughts on OBTL.
Name of Teacher: Lloyd Gregor A. Otadoy________

School: ZEFMNHS
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.
Name of Teacher: Leni C. Rebusit________

School: Pajo National High School
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
Resource Teacher:___________________________________ School:Bagong Silang E/S

Date: __________________
To realize the Intended Learning Outcomes, work though 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 Resource 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 characteristics.
Observe As you visit and observe the Learning Resource Center, use the observation and
guide provided. Ask the assistance of the Center staff courteously.
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 resource 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 of materials. Are these guidelines/
procedures posted are available for the users to refer it?
5. Familiarize yourself with guidelines and procedures. Take photos of the center (if allowed).
After you are 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 Observation:
Name of Observer:
Course/ Year/ School:
List of Available Learning Resources
Available Learning Characteristics and Unique Teaching Approaches
Resources Capabilities where the Resource is
(Enumerate in bullet form) Most Useful
1. Print Resources Students can use printed It is beneficial not only to
 Visual Aids resources to help them in their students but also to teachers
 Folders study. because it has a lot of
 Documents information that can assist
 Bond papers them.
 Books
2. Audio Resources When students were in the These materials can assist
 Speaker computer lab or in their pupils in improving their
 Telephone classroom, they may utilize the auditory skills.
 speaker to discuss and present
audio or video presentations so
that they can clearly hear and
understand the video being
presented.
3. Non-electronic Visual Materials that assist the teacher The teacher can use these tools
Resources in discussing the topic with the to aid in classroom discussion.
 Tarpaulin class. Learners can use instructional
 Posters resources to gain practical
 White board experience that will help them
 build skills and concepts and
work in a number of ways.
4. ICT Resources Computers assist students with Students can benefit from the
 Computer their assignments or projects, resources in their study.
 Television while the projector assists the
 Projector teacher in presenting the lesson
so that all of the students can
view the information properly.
Television for educational
programming that can develop
young children's socialization
and learning skills.
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.
What are the strengths of this Learning Resource Center?

Their LRS is too big that can utilize many students and it is properly ventilated
because it is air-conditioned, as well as clean and dust-free.
Analyze
What are its weaknesses?
We guess that the only weakness of their LRC is about the internet connection so the
students cannot use it to get information and to avoid lag.
What suggestions can you make?

We suggested that they need to take an action with their internet connection for the
student so that it will not take time to them when they are searching something that is related
their studies.
Activity 11.2 Observing Technology Integration in the Classroom
Resource Teacher:________________________________________ School: ____________________

Grade/ Year/ Level: ______________________________________ Subject Area: ________________
Date: _________________________
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.
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?
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?
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: https://www.youtube.com/watch?v=9Y3KCDtHzt8&t=884s
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.
Activity 11.3 Exploring Education 4.0
Resource Teacher: ___________________________________ School: ___________________

Grade/ Year Level: __________________________________ Subject Area: ______________
Date: _______________
Explore 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 open-source sites/ interactive programs; from open-source
4. Evaluate the materials or programs;
5. Reflect on your FS experiences.
Observe
CLASS OBSERVATION GUIDE
Read the following statements carefully before you observe.
1. What is the lesson all 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 criteria discussed
in the Revisit the Learning Essentials part of this episode. Use the form below to note your analysis.
Electronic Resources Evaluation Form

Grade/ Year Level
Subject Matter/ Topic (Based on the class you
observed)
Lesson Objectives/ Learning Outcomes
Name and Describe the Put a check if the resource satisfies the Describe
Type of electronic criterion. how you can
Electronic resource (include use it if you
Resource author/ publisher/ were to teach
source). in the class
you
observed.
Accura Appr Clear Comp Moti Or

te opria lete vatin gan
te g ize
d
Activity 11.4 Professional Development Through MOOCS
Resource Teacher: ___________________________________ 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 of 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 the competencies.

2. On the second column, write the competencies you like to work on.
3. Search a MOOCS in the internet which are relevant to the competencies you identified. You may try
these sites:
 www.teachthough.com/list-75-moocs-teachers-students/



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 to MOOCs related to the MOOC Provider

work on 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
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:
Content Outline:
3. MOOC Title: _____________________________________
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?
Activity 12.1 Observing Assessment FOR Learning Practices (Formative

Assessment)

Date: _________________
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.
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?
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.
4. If they did, how did the teacher respond?

The teacher responded by rephrasing it, giving another explanation, putting it in real worlds terms,
and she showed an examples for the class to totally understand.
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?
Activity 12.2 Observing Assessment AS Learning Practices (Self- Assessment)

Date: _________________
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.
Activity 13.1 Aligning Assessment Task with the Learning Outcomes

Date: _________________
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.
Subjects Learning Assessment Task (How did Is the If not not

Outcomes Teacher assess the learning assessment aligned,
outcome/s? Specify. tool/task improve on
aligned to it.
the learning
outcome/s?
P.E/EPP/TLE To dance tango Written quiz. Enumerate the No Performance
steps of tango in order. test. Let
students dance
tango.
Social Science Nakapagpapakita  Written quiz Yes
or Literature ng iba’t ibang kilos  Enumerate the good
Panitikan, EsP na nagpapakita ng traits in respecting
paggalang sa others.
kaklase o kapwa
bata
Physical or Identify changes in  Written quiz Yes
Biological materials that are  Write a poem on how
Science or useful or harmful they can help
Math, to the prevent/minimize the
English, environment. harmful effects of the
Filipino changes materials to the
environment.
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?
3. Does this affect assessment results? How?
4. Why should assessment tasks be aligned to the learning outcomes?
Activity 13.2 Observing the Use of Traditional Assessment Tools

Date: _________________
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

Date: _________________
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?
Authentic Learning Sample of How a product/ Comment/s (Is the

Assessment/ Non- Outcome Product/ performance was scoring rubric
Traditional/ Assessed Performance assessed constructed
Alternative Assessed according to
standards?
One example of a Describe how the
product assessed. product/
(Put a photo of performance was
the product/ assessed. Which
documented was used analytic
performance in rubric or holistic
My Teaching rubric?
Artifacts. INCLUDE THE
INCLUDE THE RUBRIC IN MY
RUBRIC IN MY TEACHING
TEACHING ARTIFACTS.
ARTIFACTS.
1. Product-
2. Performance
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?
Activity 13.4 Scrutinizing the Types and Parts of a Portfolio

Date: _________________
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.
Elements of a Portfolio Present? Missing?

1. Clear objectives- The
objectives of the lesson/ unit/
course are clear which serve as
bases for 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 student
participation in selection of
content of portfolio - There is
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 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?
 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

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 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.
Table 1. Number of Question per Level
Cognitive Rank Cognitive Rank Tally of Total

Processes Processes Assessment
(Bloom as (Kendall and Tasks/
revised by Marzano) Questions
Anderson and
Krathwohl)
Self- system 6
thinking
Metacognition 5
Creating 6- Highest
Evaluating 5
Analyzing 4 Analysis 3 /
Applyuing 3 Knowledge 4
Utilization
Understanding 2 Comprehension 2 /
Remembering 1- Lowest Retrieval 1 ////- Example4
Table 2. Example of Assessment Question/ Assessment Task
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.
Activity 13.6 Analyzing a Table of Specifications

Date: _________________
Revisit the Learning Essentials

 A table of specifications (TOS) is a two-way chart which describes the topics to be covered by a
test and the number.
 Sometimes the types of items are described in terms of cognitive level as well.
Observe
1. Study the sample of TOS on Assessment
Learning Outcome Number Cognitive Level Total

of Class
Hours Rem Un Ap An Ev Cr
1.
2.
3.
4.
5.
6
Total
Analyze
1. What part 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 a TOS?
5. Complete the given TOS.
Activity 13.7 Computing Student’s Grades based on Deped Grading System

Date: _________________
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.
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?
Name of the Resource Teacher: Ms. Maria Linda Petronia Baillo

School: Camotes Visayan Insttitute
1. New features of the latest grading system are only 2 , its not really new but only a revised form for the
new normal which the pandemic made. Its primary goal is to grade the students based on 1. Written results
and 2. Performance results of there Modular learning. Students are required to submit weekly Self-learning
Modules with their answers sheets on different subjects.
2. I still prefer the old one, for it will really determine the students learning. And also, students at risk of
failing can still pass if the can comply on certain papers they are lacking..
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?
Name: Jhyla Arguedo
1.What i like about the new grading system is that, it minimizes misclassification of students on the basis of marks. Students
would compare their scores/grades especially elementary pupils and high school students that cause them to feel pressured
and insecure. Although there are still few who are experiencing that, students are still striving hard.
2. No, the new grading system reduced societal pressure and provided us, learners with more flexibility.
3. Yes, because i participate in every written works, performance tasks and quarterly assessments. That, i guess gave me a
better picture of my performance. I may not be as competitive as the others can be but I am doing what I can do in my own
pace.
4. The new grading system, because a better grading system would build in incentives for students to aim high, work hard,
and do our best.
Name: Kim Fabroa

1. What I like about the new grading system is it can reduce pressure among the students to get higher grades and can
enhance the flexibility of learning.
2. I don't have any problem about the new grading system.
3. For me is yes because it gives us new perception on how we manage our performance at its best. The scaling or rating of
each was adjusted and that becomes more advantageous where our final classified.
4. In my preferences, the old grading system it is. It can help me as a student to strive harder, to always learn to be more
independent in my studies and always set a goal and hit the point.
Name: Ella Mae Daan

1. The things that I like in this new grading system is If I'm tired I can rest and sleep
2. Sometimes, because it is hard to analyze with just looking to the modules
3. I don't things so because my performance doesn't appear or can be seen in writing
4. I still prefer the old one because I'm used to it and in old grading system I can ask teachers in person on what I don't
understand in the lesson
Name: Cyrille Jane Donaire

1. What I like about the new grading system is that can minimize misclassification of students on the basis of marks.
2. No
3. Yes, because it leads to a focus on a better learning environment. It also provides more flexibility to the learners.
4.I do prefer
Name: on theB.new
Jhiyann grading system because it is a better way that let's the students know how they're doing, if they do
Mayo
better and their
1. It reduce workspressure
societal are improving
and provide the learner with more flexibility.More focus and stress free learning.
2. Yes,Skills are not tested equally
3. Yes,Because it motivates me to learn.
4. The new grading system.Because it is an advantage for us,since it focuses on the developing of skills.And students are
highly engaged in any activities.
D. Review of DepEd Order #18, 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 best bases for grading?

Grading is based on assessments, projects, and student recitation, among other things. You
can determine the student's appropriate ranking based on this information.
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 .
3. How do you compute grades at the end of the school year?

The general average is calculated by dividing the total number of learning areas by the sum
of all final grades. Each learning area is given the same amount of weight.
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?
MARKING NON-NUMERICAL RATING

AO Always Observed
RO Rarely Observed
SO Sometimes Observed
NO Not Observed
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.
Activity 13.8 Reporting Students’ Performance

Date: _________________
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.
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 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.
Interview with Student/s

1. Do you see the meaning of your grades in the School Report Card?
2. Does knowing your grade motivate you to work harder?
Name: Jhiyann B. Mayo

1. Yes , because I work hard for it. I strive so that I can be able to have a higher grades. Even if it’s so hard
during this time, I stay patient to my studies. I do all the activities and performance task in my module so that
I can have a good grades.
2. Yes, when there is a subject that I got an average grades. I try to excel on this subject to be able to got
higher grade next time. I put more focus and study more. It helps me to be more motivated to perform well.
Interview with Parents
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?
Name: Ma. Yanessa B. Mayo

1. Yes, because I see my child’s progress. And I see that my child is working really hard on her studies.
She is very eager to learn , to be able to excel on the subjects and I think she got a higher grades, she
deserves this because of her motivation towards her studies.
2. Progressive format so that I can provide information on how the student is being helped in school and
how the parents can assists at home.
3. Yes I am able to informed about my child’s progress and develop a plan for the future.
4. In this time of pandemic, I think it is better to distribute the report card through digital form. This
system can also be used in other ways to increase the return on investment and improve school/ parents
communications.
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.
2. Based on you observations and findings, what practices must be

a) Maintained and
b) Improved to make grades and reporting meaningful
Improved to make grades and reporting meaningful.
Activity 14.1 Teacher Personal Qualities: A View from My Lenses

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 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.
Personal Qualities Observe (O) Date Results

Interview (I) I have found out that……
A. Dignified
A. Healthy
B. Spiritual
C. Knowledgeable
D. Humble
E. Determined
G, Cooperative
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’ll not
change your teacher to be observed the same teacher will be your sample for both Activity 1 and 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 the activity1, what do you consider as the 3 most outstanding significant personal qualities of the
teacher you chose as your case? Why do you consider these as outstanding?
a)
b)
c)
2. Which of these qualities do you have? Do you think you can fit as good teacher someday? Why
describe yourself.
Activity 14.2 Is the Teacher a Professional Teacher?

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, 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.
Competencies of the Professional Teacher: A Special Case

Dear Ma’am/Sir:
I am a future teacher and I would like to know the characteristics of a professional teacher. I will be very
glad if you cold answer the survey form about your co-teacher__________________________.
I will keep in confidence your identity, however, please allow me to use the data in my lesson. This is a
requirement in our course, Field Study 1.
Thank you very much,
BEED Students
Name of the Teacher: _____________________________________________________

PRC License No. _____________________________ Grade Level Taught___________
Answer the following statements based on your observation of the teacher. Check Yes or No or
Doubtful
Professional Competence Does the Teacher exhibit

the competence a
professional teacher?
Check your answer below
Yes No Doubt
ful
1. Practices the Code of Ethics for Professional Teachers
2. Teaches the subject matter very well mastery.
3. Keeps self updated with educational trends, policies and curricula
4. Uses varied teaching methods that facilitate learning with the learning
5. Engages the parents and other stakeholders to cooperate as partners in
educating the children.
6. Teaches with compassion based on the knowledge and understanding
of the characteristics and needs of diverse learners.
7. Prepare curriculum plans, implements these with innovation in every
lesson
8. Designs or selects and utilizes appropriate assessment strategies and
tools for lesson taught.
9. Make 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 Teacher
Analyze
Did you learn from observation and interview on teacher’s professional competencies? 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 answers to the survey form coincide with the answers of the co-teacher or head of the
teacher you observed? Why?
Show you Learning Artifacts

Show here the artifacts of this Episode.
1. Show narrative about the teacher with a description of the personal qualities and professional
characteristics that you observed. You mat request from the teacher.
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

Date: _________________
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

Date: _________________
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.
A. Current Classroom I am Observing

Grade Level _____________
B. My Classroom for the 21st Century

Make a comparison of your drawings A and B. Describe the similarities and differences. Explain why.
Features of the Present My Vision of the Feature Why the similarity? Why the
Classroom Components Classroom difference?
Activity 16.1 Analyzing DepEd’s Philosophy of Education

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 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.
Philosophies of Education Which philosophies are Which philosophies are

expressed in the DepEd Vision, expressed in the K to 12
Mission Statements, Core Curriculum Framework and
Values, Mandate? Give proof. Guide and Sec 5 of RA 10533?
Give proof.
1. Essentialism - teach mastery Essentialism - The core values Essentialism - List of standards
of the basics; curriculum is of maka-Diyos, maka-tao, and competencies that learners
prescribed; subject matter maka-kalikasan and maka- are expected to attain is the
-centered there are universal, bansa show that DepEd is subject matter that students are
objective values; inculcate essentialist. DepEd believes in expected to learn. - Essentialist
values in subject matter unchanging values that need to
be inculcated.
2. Perennialism - teach those The Deped Mission in which In K-12 Curriculum Framework
that last, the classics; there are Students learn in a child- which is Making The
universal values; inculcate these friendly, gender-sensitive, safe, Curriculum Relevant To
universal, objective values and motivating environment Learners (Contextualization
shows that DepEd applied And Enhancement), Students
perennialism to their DepEd needed to acquire in-depth
Mission as they believes that if knowledge, skills, values, and
the learners engage with this attitudes through continuity and
kind of environment, it is consistency across all levels
possible that they become a and subjects in order to bring a
friendly and good citizen of our good values and characteristic
country in the future as they to their future from what they
bring a good values that they are learned in schools.
learned in schools.
3. Progressivism - very child- The DepEd vision in which, as a In RA No. 10533 Sec. 5 which is
centered; teach those that learner-centered institution, the Curriculum Development, The
interest the child; one learns by DepEd continuously improves curriculum shall be learner-
experience; learners learn by itself to better serve its centered,inclusive and
doing so teacher teacher 's stakeholders shows that DepEd developmentally appropriate;
teaching is experiential; values is progressivism. DepEd which it show that
are subjective; no inculcation of believes in learners learn by progressivism is applied in this
values since they are subjective; doing as well as if we teach of law.
instead teachers help students what they are interested.
clarify their values
4. Reconstructionism - school is The DepEd mission in which, In K-12 Curriculum Framework
agent of change; schooling is administrator and staffs, as which is Making The
preparing students for the social stewards of the institution, Curriculum Relevant To
changes; teaching is involving ensure as enabling and Learners
the students in discussions of supportive environment for (Contextualization And
moral dilemmas effective learning to happen Enhancement), it shows that
shows that DepEd is there is an application of
reconstructionism. DepEd Reconstructionism in which
believes in teaching is involving there is a discussions on the
the students in discussion of students about the issues
moral dilemmas in order to such as Disaster Risk Reduction
understand the implications of (DRR), Climate Change
one's action. Adaptation, and Information
& Communication Technology
(ICT) are included in the
enhanced curriculum.
5. Existentialism - Teachers The DepEd mission in which, In K-12 Curriculum Framework

teach learners to make a choice, teachers facilitate learning and which is Gearing Up For The
to make decisions and not constantly nurture every learner Future (Senior High
merely to follow the crowd; one shows that DepEd is School) it shows that there is a
who does not make a choice and existentialism. DepEd believes proof of Existentialism that use
so simply follow others do not that society should not restrict which students may have a
leave meaningful life an individual's life or actions freedom to choose a
and these restrictions inhibit specialization based on
free will and the development of aptitude, interests, and school
that person's potential. capacity. The choice of career
track will
define the content of the
subjects a student will take in
Grades 11 and 12. SHS subjects
fall under either the Core
Curriculum or specific Tracks.
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.
11. Constructivism —Learners The DepEd Mission which is In K-12 Curriculum

are capable of constructing Teachers facilitate learning and Framework, it shows that there
knowledge and meaning; constantly nurture every learner is a constructivism in which it
teaching —learning therefore is show also that DepEd is using encourage students to consider
constructing knowledge and constructivism as they help this to share their valuable
meaning; teacher does not just learners to construct knowledge knowledge and experiences as
"tell" or dictate but asks learners rather than just passively take the learner.
for knowledge they construct in information. As students
and meaning of lesson experience the world and reflect
upon those
experiences, it helps to build
their own representations and
incorporate new information
into their pre-existing
knowledge.
Activity 16.2 Articulating My Personal Philosophy of Teaching

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 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.
He/she inculcated values.

2. Perennialism — teach those that last, the Teach students to think rationally and develop
classics; there are universal values; inculcate these minds that can think critically.
universal, objective values
3. Progressivism - very child-centered; teach Teachers try making school interesting and useful
those that interest the child; one learns by by planning lessons that provoke curiosity. In a
experience; learners learn by doing so teacher progressivist school, students are actively
teacher's teaching is experiential; values are learning.
subjective; no inculcation of values since they are
subjective; instead teachers help students clarify
their values
4. Reconstructionism - school is agent of change; Contains a teacher who involves the students in
schooling is preparing students for the social discussions of moral dilemmas to understand the
changes; teaching is involving the students in implications of one's actions.
discussions of moral dilemmas
5. Existentialism - Teachers teach learners to Teacher encourages individual creativity and
make a choice, to make decisions and not merely imagination more than copying and imitating
to follow the crowd; one who does not make a established models.
choice and so simply follow others do not leave
meaningful life
6. Pragmatism - That which is useful, that which Pragmatic teacher is focused heavily on having
is practical and that which works is what is good; students impact the world.
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 mistosis on a cartolina or
illustration board
7. Rationalism - emphasizes the development of Teach the class of truths exists that the intellect
the learners' reasoning powers; knowledge comes can grasp directly.
though reason; teacher must develop the
reasoning power of the learner
8. Utilitarianism - what is good is that which is The teacher will do whatever it takes to make sure
most useful (that which brings happiness) to the that the majority of the class is succeeding
greatest number of peoples; academically.
9. Empiricism - source of knowledge is through Children in the class can only learn through
the senses; teacher must involve the senses in physical experience.
teaching-learning
10. Behaviorism - behavior is shaped deliberate! Teachers use behaviorism to show students how
by forces in the environment and that the Y type they should react and respond to certain stimuli.
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 enhance learning, rewards
reinforce learning.
11. Constructivism — Learners are capable of Teachers become facilitators who provide
constructing knowledge and meaning; teaching — experiences and aid students in completing tasks
learning therefore is constructing knowledge and to create knowledge.
meaning; teacher does not just "tell" or dictate but
asks learners for knowledge they construct and
meaning of lesson
12. Other Philosophies

Observe, Analyze, Reflect Activity 9.1

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Observe, Analyze, Reflect

Activity 9.1 Demonstrating an Understanding of Resource -Based Knowledge

Resource Teacher:___________________________________ School:__________________________

Principles of Learning What did the Resource Teacher do to apply the

Give instances were these principles could have been applied?

Resource Teacher:___________________________________ School:__________________________

1. Write the learning outcomes stated in the lesson.

2. Cite pieces of evidence that these learning outcomes were achieved.

Resource Teacher:___________________________________ School:__________________________

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

Activity 10.2 Determining Outcome-Based Teaching and Learning

Resource Teacher:___________________________________ School:__________________________