FS1 Mae

Henry Mae R.
Icawat
BTVTED IV-B FSM
Dr. Margarita N. Sto Domingo

FS1- INSTRUCTOR
PREFACE
“To be teacher in the right sense is to be a learner. Instruction begins when
you, the teacher, learn from the learner’s, one of the very nice saying and insights
we’ve learned, from our FS instructor. And the quotation means, that as a future
teacher, we must practice to put ourselves in their place so that we may understand
what they understanding and the way the students understand it. The portfolio
serves as a partial fulfillment for the requirements in one of our subjects, FS1.
The focus of Field Study 1 is observation of the learners, school structure, and the
community. Since this is the first time the student teachers are being exposed to the
school environment, they are expected to take note of the school and classroom
facilities and the organizational set-up of the school.
Field Study 1 will introduce student observes to the learner’s behavior in the
different phases of development, school environment, and the school community. It
offers them the opportunity and prospects for career developments they observe the
school facilities, the teachers, the parents, and the students.
The observation provides avenues to enhance the communication skills as
they exchange ideas with their group or partner, with the cooperating teacher, with
students, and with the parents. This observation includes the way teacher interact
with each other, with the students, with the parents, and other stakeholders.
ACKNOWLEDGEMENT
First and foremost, I would like to thank our Almighty God for giving me the
strength to get through this, and for giving me knowledge and wisdom to successfully
made this portfolio.
With deepest gratitude and appreciation, I humbly give thanks to the people
who help me in making this portfolio a possible one. To my family for providing and
supporting me financially and morally. To my Boyfriend who offered a helping hand
and pushed me to get through this. This will not be possible without their continuous
support and for just being there in times of need.
I would also like to extend my sincerest thanks to Oas Polytechnic School for
accommodating us and letting us stay through our journey. To my school where I
continuously growing up as Bachelor of Technical- Vocational Teacher Education
Major in Food Service Management (Oas Community College), and my instructor for
making this observation happened in the most convenient and possible way, and for
continuously sharing her knowledge and wisdom.
And last but definitely not the least, I would like to express my profound
gratitude and deep regards to my Cooperating Teacher, Ma’am Ivy A. Vicera for her
exemplary guidance, wisdom knowledge, and constant encouragement throughout
our observation.
CURRICULUM VITAE
Name: Henry Mae R. Icawat

Nickname: Mai- Mai
Age: 22
Date of Birth: March 17, 2001
Address: Zone 2- San Juan, Oas, Albay
Civil Status: Single
Citizenship: Filipino
Cellphone No. 09972635807
Email Address: [email protected]
Mother’s Name: Maricel R. Icawat
Occupation: House Wife
Father’s Name: Alejandre M. Icawat jr.
Occupation: Laborer
EDUCATIONAL BACKGROUND
Elementary: San Juan Elementary School
(San Juan, Oas, Albay)
Secondary: San Juan High School
(San Juan, Oas, Albay)
Tertiary: Oas Community College
(Calzada, Oas, Albay)
Table of Contents
Title Page …………………………………………………………………………………………………….......................... I
Preface ………………………………………………………………………………………………………........................... II
Acknowledgement …………………………………………………….………………………………..........................
III
Curriculum Vitae ……………………………………………………….………………………………..........................
IV
Table of contents ……………………………………………………………............................................................. V
FIELD STUDY
1 The School Environment
LEARNING
EPISODE 1
FIELD STUDY
1 Learners Diversity: Development Characteristics, Needs and
LEARNING Interests
EPISODE 2
FIELD STUDY
1 Focus on Gender, Needs, Strengths, Interests, Experiences
LEARNING Language, Race, Culture, Religion, and Indigenous Peoples
EPISODE 3
FIELD STUDY
1 Learner Diversity: The Community and Home Environment
LEARNING
EPISODE 4
FIELD STUDY
1 Creating an Appropriate Learning Environment
LEARNING
EPISODE 5
FIELD STUDY
1 Classroom Management and Classroom Routines
LEARNING
EPISODE 6
FIELD STUDY
1
Physical and Personal Aspects of Classroom Management
LEARNING
EPISODE 7
FIELD STUDY Close Encounter with the School Curriculum
1
LEARNING
EPISODE 8
FIELD
STUDY 1 Preparing for Teaching and Learning
LEARNING
EPISODE 9
FIELD
STUDY 1 The Instructional Cycle
LEARNING
EPISODE 10
FIELD
STUDY 1 Utilizing Teaching- Learning Resources and ICT
LEARNING
EPISODE 11
FIELD
STUDY 1 Assessment FOR Learning and Assessment AS Learning (Formative
LEARNING Assessment)
EPISODE 12
FIELD
STUDY 1 Assessment OF Learning
LEARNING
EPISODE 13
FIELD
STUDY 1 The Teacher as a Person and as a Professional
LEARNING
EPISODE 14
FIELD
STUDY 1 Towards Teacher Quality: Developing a Glocal Teacher of the 21st
LEARNING Century
EPISODE 15
FIELD On Teachers Philosophy of Education
STUDY 1
LEARNING
EPISODE 16
Appendices
Appendix A – Documentation
Appendix B – DTR
Appendix C – Evaluation
Appendix D – Certificate of Completion for Field Study 1
Learning
FIELD STUDY 1 Episode
The School
1 Environment
FS 1
SPARK Your Interest
This Episode 1 provides an opportunity for students to examine and reflect on a school
environment that promotes learning and development.
TARGET Your Intended Learning Outcomes
 At the end of this Episode, I must be able to determine the characteristics of a

school environment that is safe, secure, and is supportive of learning (PPST
2.1.1).
REVISIT the learning Essentials
1. A physical environment conductive for learning is one that has consistent practices
that:
 Keep the school safe, clean, orderly and free from distraction;
 Maintain facilities that provide challenging activities; and
 Address the physical, social and psychological needs of the students.
2. Display boards can be powerful in communicating information about the learning

environment. They help in building and establishing the school culture. These boards
become one way for everyone to learn about the vision- mission, goals and values
that the school uploads.
3. As a basic part of the school’s visual environment, display boards have four general
purposes:
 Decorative- They offer visual stimulation and appeal to aesthetics. They set
the social and psychological atmosphere of the school.
 Motivational- They encourage students to perform better and have greater
confidence. An example would be the display of students’ outputs that show
that each output is recognized and valued. The bulletin board help celebrates
the learners’ growth and progress.
 Informational- They are used as a strategy to readily disseminate information.

 Instructional- They move students to respond and participate through
interactive displays. They get students to think about and communicate their
learnings.
4. The set of criteria for evaluating bulletin board displays includes effective
communication, attractiveness, balance, unity, interactivity, legibility, correctness,
and durability.
OBSERVE, ANALYZE, REFLECT
Activity 1.1 Exploring the School Campus
Resource Teacher: IVY VICERA Teacher’s Signature: __________

School: OAS POLYTECHNIC SCHOOL Grade/Year Level: 7-MAGALANG
Subject Area: TLE-7 Date: OCTOBER 17, 2023
To realize the Intended Learning Outcome, work my way through these steps:
1. Visit a school. Look around into facilities and support learning areas in the campus,
then in the classroom.
2. Observe and use the checklist as you move around the school premises.
3. Analyze your gathered data about the school environment.
4. Reflect on the characteristics of a school environment that promotes learning.
5. Present your idea of a good environment through and of these:
a) Descriptive paragraph b) Photo essay
b) Sketch or drawing c) Poem, song or rap
OBSERVE
SCHOOL FACILITIES OBSERVATION CHECKLIST

Familiarize yourself with the different areas and facilities of the school. Check the column to
indicate their availability. Give a brief description of those that are available, and say how
each will contribute to the students’ learning and development.
Facilities ̷ Description Will it contribute to the

student’s learning and
Development? Why?
̷ • The Office of the Principal or Basically, the office of the
Office of the the Dean’s office is available. principal is where the
Principal It has complete facilities, head of the school work
tables and desks, desktop and and accomplishes his/her
a couch where the visitors of roles and responsibilities.
the principal can lay by. This means that
everything that the
principal/dean do, from
planning, organizing and
determining educational
plans to implementing
programs and activities,
take place in that office.
̷ • The library was filled with Students that use the
Library signs asking for silence. library learn how to use
•The library's rules and information effectively.
regulations were posted on the Additionally, this location
wall. supports and directs
• They have numerous books, them as they do tasks,
educational resources, and research reports, read
records. historical accounts,
• Their books and records are analyze data, and more.
thoughtfully organized by
subject.
̷ • The Counseling Room is A clean and non-stressful
Counseling Room where the students go when surrounding of the
they have problems and need counselling room could
some advice. provide a good result
during student’s
consultations and as their
psychological health were
taken care of, it will no
longer affect their studies.
̷ • The Canteen is located As the canteen cafeteria
Canteen/Cafeteria beside the classroom building sells lots of different
of the school; food that is foods and mostly among
being sold is nutritious and there were nutritious,
healthy. during recess time
students will have
refreshments and take a
break from their classes
to eat some food that can
help them boost their
energy to study and free
from brain draining.
̷ • The Medical Clinic is located School medical clinic
Medical Clinic beside of HE room it is where could help students to
the students who are sick take care of their health
settle by until a parent attend when they were feeling
his/her child. sick during school hours.
Physical health of the
student should be always
taken care of for them to
study well.
Audio Visual/ x N/A As of now, they do not
Learning Resource have an Audio Visual/
Center Learning Resource
Center.
̷ • The gymnasium was Students’ gatherings are
Gymnasium spacious and could important in the school.
accommodate a As their gymnasium is
open air, the environment
is not suffocating even
there were lots of
students
/ • A large, well-kept space An auditorium is an
Auditorium • The stage is in the center. important gathering place
for everything from
routine announcements
to special performances.
What all these occasions
have in common is that
you want the students or
attendees to hear what's
coming from the stage
clearly.
/ • Outside the classrooms, Gardens can contribute
Outdoor/ Garden there is a small garden. to refresh the minds of
• neat and tidy the students when they
were studying. Having
healthy plants on the
garden could help the
students to have a
peaceful and refreshing
environment when they
were stress in their
academics.
/ •The home economics room is Their classroom serves
Home Economics an office of the TLE Teachers as their H.E.L.E. room
Room where they perform their
various activities.
Industrial Workshop × • Industrial Workshop Area is As of now, they do not
Area not available. have an Industrial
Workshop Area.
̷ • Theres no available PTA PTA meeting happened
PTA Office office. However, parents’ in the classroom of
teachers’ meetings are most specific students.
likely being held in a
classroom.
/ • The Comfort Room for Boys Comfort room are very
Comfort Room for is separated from the Girls. important in a school,
Boys because students tend to
urinate every day. It is a
biological need of a
students as it is
addressed by having
comfort rooms it could
help them feel
comfortable when
studying.
Comfort Room for / • The Comfort Room for Girls Comfort room are very
Girls is maintained clean for important in a school,
hygienic purposes. because students tend to
urinate every day. It is a
biological need of a
students as it is
addressed by having
comfort rooms it could
help them feel
comfortable when
studying.
Others: Computer / • They have Computer Students have their ICT
Laboratory Laboratory as a requisite for subjects which teach
the Elective Computer subject. them parts of the
computer external and
internal as well as the
features, software or hard
ware. With this computer
laboratory students could
have a hands-on learning
and not only learn from
descriptions and lessons
given on the books.
An Observation Guide for the CLASSROOM VISIT

Read the following statement carefully. Then write your observation report on the space
provided.
Guide Question Classroom Observation Report

1. Describe the Observing the community where the school is found, the
community or neighborhood seems secured and safe as it is being
neighborhood where monitored by the local government unit. The Oas
the school is found. Polytechnic School is located at Ilaor Norte, Oas Albay, it
is beside the Pan-Philippine high way, Oas, Albay a
convenience stores are found near it, the OPS is walking
distance from Oas North Central School.
2. Describe the school The school campus has a lot of students and it is
campus. What colors composed of old and new buildings, a wide space
do you see? What is interactive activities, accessible facilities, office and
the condition of the services. The color that dominates the campus on the
buildings? external view, Beige (light shade) and green colors,
Green for the color of the school, the walls are painted
Beige (light shade) and Green for the plants and trees
around and inside the school premises. As you entered
each classroom, your eyes will be so amused for so
many colors painted on the walls, such as paintings,
murals, charts, posters, quotations and famous sayings.
The buildings are in good condition and very well taken
care of by the members of Oas Polytechnic School.
3. Pass the offices. What While passing by the offices, I observed that the offices
impression do you are very suitable and appropriate for both the members
have of these offices? of the school (faculty & students) as well as the visitors.
It’s very accommodating, well arranged and formal.
4. Walk through the The school halls are clean, the floors are shiny and well-
school’s halls, the polished, the school cafeteria is very clean and has
library. The cafeteria. appetizing atmosphere.
Look around and find
out the other facilities
that the school has.
1. Look at the walls of the classroom. What are posted on the walls? What
heroes, religious figures, lessons, visual aids, announcement, do you see
posted?
 In some rooms, the walls have bulletin boards, school announcements, and
infographics about health and safety protocols. You can also find their school
vision and mission posted in every classroom.
2. Examine how the pieces of furniture are arranged. Where is the teacher’s
table located? How are the tables and chairs/ desks arranged?
 Teacher’s table is located in front of the classroom. Adjacent to the door and in
front of the students’ desk.
 Chalkboard in front of the classroom.
 Students’ desks are placed at the center.
3. What learning materials/ equipment are present?

 Chalk
 chalkboard
 printer
 visual aids
 laptop
 Books and learning materials
4. Observe the students. How many are occupying one room?
 It has 40 students in one room
5. Is the room well- lit and well- ventilated?

Some rooms are properly ventilated, and for the students, each room has four
ceiling fans and one stand fan for teachers. But there's a room that doesn’t have
ceiling fans, I think because it is new.
An Observation Guide for the CLASSROOM VISIT
Be guided by these tasks as you do your observation. Then accomplish the matrix to record
your data.
CLASSROOM FACILITIES MATRIX
Classroom Facilities Description

(Location, number, arrangement, condition)
1. Wall Display They only have inspirational and motivational quotes and
sayings also the mission and vision.
2. Teacher’s Table The teacher’s table is located in front of her students to
have a better view of the students and also to monitor
them.
3. Learner’s Desk The learner’s desks are properly arranged but it is not
well in a good condition.
4. Blackboard The blackboard is just enough for the class, even the
students at the back can clearly see what’s written or
posted on the board. The height of the board is enough
for the students when they do some board works.
5. Learning Materials/ The learning materials used are chalk and manila papers.
Visual Aids. Learning
Materials/ Visual Aids.
6. Comfort Room The comfort room is located at the back of the classroom.
Write your observation report here.
Name of the School Observes: Oas Polytechnic School
Location of the School: Ilaor Norte, Oas, Albay
Date to Visit: October 17, 2023
In my own observation of the classroom, the facilities in the classroom are really
helpful in encouraging students to learn, in my opinion. The classroom is not
particularly warm or comfy for studying. The room's surroundings and atmosphere
are not particularly appealing, although it is well-ventilated. There are a few
educational and informational displays but no wall displays. 30 to 40 students can
be comfortably seated in each room while maintaining personal space. Some of
the student armchairs don't seem well perhaps because they are beautiful
ancient. The outdoors trees and vegetation could be seen from inside the room
through the window. The school is conductive to learning-which matters the most.
ANALYZE
How do the school campus and the classroom in particular impact the learning of the
students going to school? What are your conclusions?
Students' classrooms are the school grounds and the classroom. As an outcome,
what makes up these two may have an immediate impact on how well children learn.
Students will begin to consider skipping school if the setting is poor in the classroom
and school. For instance, there are schools nowadays that are particularly cost-
conscious, where the ratio of students to chairs is insufficient, causing some kids to
sit on the floor. I therefore draw the following conclusion from this example: If a
student is not at ease or content with a certain school, he or she will become lazy
and skip class, but if the student is at ease or satisfied with the amenities of a school,
he/she will be more eager to attend school.
How does this relate to your knowledge of child and adolescent development/ How does tips
this relate to your knowledge of facilitating learning?
As future educator, by these instances I will know that there are many factors that
can affect the student to attend and not to attend school. And by knowing such
factors, I can adjust to what my students will need.
REFLECT
1. Would you like to teach in the school environment you just observed? Why? and why
not?
Maybe yes. Although the surroundings not being overly calm but being covered in
beautiful pastures that brighten the day and provide a cool and cozy environment, the
educational environment is quite approachable.
2. What kind of school campus is conductive to learning?
A classroom that is conducive to learning is a classroom with proper chairs,
functioning electric fans for the ease of students, all other facilities that will greatly
contribute for the attainment of knowledge of the students and most especially an
expert teacher by profession and by heart.
3. What kind of classroom is conductive to learning?
Warm and well lit, well ventilated, desk is organized and functional, surroundings is
clean and bring positivity among students.
4. In the future, how can you accomplish your answer in number 3?
To accomplish a classroom that is conductive to learning, I will make sure that the
room is clean through encouraging the students to take a part in cleaning the room.
Through this, I am also helping the students to be aware of their duties and
responsibilities and helping them develop discipline and cooperation in working in
their classmates.
5. Write your additional learnings and insights here.

For now, I will study hard so that I can be a good teacher in the future. If I have good
grades and right experiences, I have no doubts that I can accomplish to become a
compassionate teacher by mind, heart and soul.
Activity 1.1 Observing bulletin board display

The display board, or what we more commonly refer to as bulletin board, is one of the most
readily available learning resources
To achieve the Intended Learning Outcomes, work your way through these steps;
1. Examine for bulletin board display. Includes the samples of those found at the
entrance, lobby, hallway and classroom
2. Pick one and evaluate the display
An Observation Guide for BOARD DISPLAYS
Read the following carefully before you observe.

1. Go around the school and examine the board display. How many board displays do you
see?
2. Where are the display boards found? Are they in places where target viewers can see
them?
3. Go around the school and examine the board display. How many board displays do you
see?
4. Where are the display boards found? Are they in places where target viewers can see
them?
5. What are the displays about? What key messages do they convey? What images and
colors do you see? How are the pieces of information and images arranged?
6. What materials were used in making the displays? Are borders used?
7. Do you notice some errors? (Misspelled words, grammar inconsistencies and the like)
8. Are the messages clear and easily understood?
9. Think about what got your attention. Why did I get your attention?
3. Propose enhancements to make the display more effective.
OBSERVE Observation REPORT

From among the board display that you saw, pick one that you got most interested in.
Evaluate it using the evaluation from below.
BOARD DISPLAYS EVALUATION FORM

Topic of the Board Display: IMPORTANT INFORMATION AND ANNOUCEMENT
Location of the Board Display in School: OUTSIDE THE CLASSROOM
Check the column that indicates your rating. Write comments to back up your
ratings.
4- Outstanding 3- Very Satisfactory 2- Satisfactory 1- Needs Improvements

NI S VS O
Criteria 1 2 3 4 Comments
Effective The separation of the information displayed at

Communication ✓ the board is properly divided. It can make the
It conveys the target viewer to easily read the information
message quickly posted.
and clearly.
Attractiveness ✓ Its attractiveness is outstanding. The color
Colors and used is vibrant and appealing to the eyes.
arrangement catch
and hold interest
Balance ✓ The arrangement is very good. Its sections
Objects are have the same size and proper distances that
arranged so use different shapes and borders. The design
stability is is consistent with the use of shapes.
perceived.
Unity ✓ The legibility is satisfactory because you need
Repeated shapes to be near to it, to be able to read the posted
or colors or use of information
boarders hold
display together.
Interactivity ✓ The correctness is outstanding as it is free
The style and from any errors.
approach entice
learners to be
involved and
engage.
Legibility ✓ Its durability is very satisfactory because it is
Letters and securely attached and couldn’t be easily flown
illustrations can be away.
seen from a good
distance
Correctness ✓ The correctness is outstanding as it is free
It is free from from any errors.
grammar errors,
misspelled words,
and ambiguity.
Durability ✓ Its durability is very satisfactory because it is
It is well- securely attached and couldn’t be easily flown
constructed; items away.
are secretly
attached.
Bulletin Board Evaluated by: HENRY MAE R. ICAWAT

Location: OAS POLYTECHNIC SCHOOL
 Brief Description of the Bulletin Board:
The display board is about the announcements, organizational charts, vision
mission and goals of the school.
EVALUATION
Strengths Weaknesses
Description of It is well-decorated and Some of the letters are not
the Bulletin Board informative. Images were legible in a distance.
layout clear and the color used in
decorating is appealing to
the eyes.
Evaluation of It is full of information Its arrangement is not
educational content about the announcements, properly done.
and other aspects organizational charts,
vision mission and goals of
the school and its properly
posted.
Recommendations or Suggestions for improvement:
Make the letters a little bigger and legible. Put some latest news and more educational
related information.
Signature of Evaluator over Printed Name: HENRY MAE R. ICAWAT
Based on your suggestions, make your board display layout. You may present your outputs
through any of these:
 A hand- made drawing or layout

 And electronic (computer) drawing/ illustration or layout
 A collage
My Board Display Layout
ANALYZE
What do you think was the purpose of the board display?

The purpose of board displays is to disseminate information about good character
and be a good role model in class as a student. It could inform the students about
what will you choose to be? In a positive and encouraging way.
Did the board display design reflect the likes/ interest of its target audience? Why? Why not?
With the board theme, I think it reflects the interest of its target audience who are the
students. Board display should be eye catcher and this is what this board display,
Students don’t want a board displays that is full of text and the board displays at that
school is looks interactive.
Was the language used clear and simple for the target audience to understand? Why? Why
not?
Yes, language used is clear and simple where students could easily understand. It is
in English language but it didn’t use flowery.
Was the board display effective? Why? Why not?

Yes, board displays are effective because it provides a way to introduce new
information or displays student works and it should be engaging and informational to
be more effective. If the display boards were dull, it will not be that effective like the
decorated one.
What suggestions can you make?
School should continue making displays boards because even if it is only hanging in
the wall or in particular places, it has a good impact to students learning.
Based on your suggestions, propose an enhanced version of the display board. Use the
form below.
My Proposed Board Display
Theme: What will you choose to Be?

Board Title: Be (a good character) Bulletin Board
Rationale:
(Purpose)
To Inform the students about their moral character, with the board display,
making an announcement effectively is easier. Convenience, effectiveness and
engagement are what board display can offer. It also guarantees that every information
will be conveyed to a large number of audiences. The enhanced board display of the good
character aims to improve the behavior/character of the students and it gives information
that is beneficial to the students and the campus community.
Objectives:
To be able to create and design an enhance version of the board display
which is more attractive, clear and well-arranged and secured.
Best features of my proposed bulletin enhancement:
The best feature of my proposed bulletin enhancement is the use of glass as
its cover. In this way, the postings on the bulletin board are protected from any form of
damage and vandalism.
Content Resources (Name each needed resource and give each a brief description):
- Cartolina – the background of the whole board
- Colored papers- as the background of the labels
- Printed labels – these will classify the information/materials posted
- Pictures- for enhancement
- Glue and tape- to attach the materials
Materials for aesthetic enhancement:
 New bulletin board with glass cover
ANALYZE
1. Name at least five skills that a teacher should have to be able to come up with
effective board displays. Elaborate on why each skill is needed.
Creative - A teacher should be creative to be able to design an attractive display
board
Resourceful- A teacher should be resourceful so that he/she could use
raw materials in designing.
Critical Thinking skills- A teacher must analyze, evaluate and reflect on the
concept about the information to be posted.
Excellent grammar skills- A teacher should always proof read everything that need to be
posted to avoid grammatical errors that might lead to misinformation.
Organizational skills- A teacher should know how to contrast, group and arrange
information or content in a meaningful way.
2. Which of the skills you named in #1 do you already have? Recall your past
experience in making board displays. How do you practice these skills?
Among the abilities listed on number 1 that I already possess are creativity,
resourcefulness, critical thinking, and organizational skills. As I think back to my
previous experience in creating board displays, I can see that I have been
imaginative in designing because I studied making paper crafts that we used for the
borders; I am quite resourceful because I used old boxes to glue into the paper for
elevation to make emphasis; I can also analyses and evaluate information to be
posted so that the design be relative to it; and lastly, I have the organizational skill to
group and arrange information in the most possible and meaningful way.
3. Which skills do you still need to develop? What concrete steps will you take on how
you can improve on or acquire these skills?
I need to work on improving my grammar so that I can evaluate anything that needs
to be posted and feel comfortable using the English language in public. When
speaking, I occasionally lose confidence because I run out of English words and
believe my grammar is incorrect. I'm watching English films and listening to
audiobooks to learn these skills.
LINK Theory to Practice
Directions: Read the items given and encircle the correct answer.
1. With the PPST as guide, an ideal learning environment should have the following
characteristics, EXCEPT ______________________.
A. The learning environment promotes fairness.
B. Is safe and conductive for learning
C. Builds many professional linkages
D. Establishes and maintains consistent standard of learner’s behavior
2. Which facilities are present in a health- promoting school environment?
I. Canteen that sells all kind of food including junk food
II. Comfort rooms common for boy and girls
III. Sanitary drinking fountains
IV. Safe playground
A. II, III and IV
B. I, II, III, and IV
C. I and II
D. III and IV
3. Which physical school environment supports learning?
A. Availability of flexible classroom furniture
B. Presence of spacious classrooms
C. Prominence of bulletin boards in every building
D. Tall school buildings
4. Examine the bulletin board display. This bulletin board fulfills which primary
purpose?
A. Instructional- interactive
B. Informational
C. Motivational
D. Decorative
5. Examine the bulletin board display. This bulletin board fulfils which primary
purpose?
B. Informational
C. Motivational
D. Decorative
6. Examine the bulletin board display. This bulletin board fulfils which primary
purpose?
B. Informational
C. Motivational
D. Decorative
SHOW Your Learning Artifacts
My Personal Illustration of an Effective

School Environment
EVALUATE Performance Task
Evaluate Your Work Field Study 1, Episode - 1 The School as a learning Environment.
Learning Outcome: Determining the characteristics of a school environment that provides social,
psychological and physical environment supportive of learning.
Name of FS Student: HENRY MAE R. ICAWAT Date Submitted: _____________
Year and Section: IV – B __ Course: BTVTED FSM
Learning Episode Excellent Very Satisfactory Satisfactory Need Improvement

4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
observation Sheet questions tasks observation questions/ observation observation questions/
completely answered/ tasks not answered/ questions/ tasks not tasks not answered/
accomplish accomplished. answered/ accomplished.
accomplished
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely, answered completely, answered observation questions
answers are depth and answers are clearly completely, answers were not answered.
are thoroughly connected to theories, are not clearly Answers nit connected to
grounded on theories; grammar and spelling connected to theories; more than four
grammar and spelling are free from errors. theories one (1) to (4) grammatical/ spelling
are free from error. (3) grammatical/ errors.
spelling wrong
Reflection Profound and clear Clear but lacks depth Not so clear and Unclear and shallow,
supported by what were supported by what shallow, somewhat rarely supported by what
observed and analyzed. were observed and supported by what were observed and
analyzed. were observed and analyzed.
analyzed
Learning Artifacts Portfolio is reflected on Portfolio is reflected on Portfolio is not Portfolio is not reflected
in the context of the in the context of the reflected on in the on in the context of the
learning outcomes. learning outcomes. context of the learning outcomes; not
Complete, well Complete well learning outcomes. complete, not organized,
organized highly organized very Complete not not relevant.
relevant to the learning relevant to the to the organized very
outcome. learning outcome relevant to the to the
learning outcome
Submission Submitted before the Submitted before the Submitted a day Submitted two (2) days or
deadline deadline after the deadline mote after the deadline
COMMENT/S
Rating
(Based on
OVER ALL
SCORE transmutation)
TRANSMUTATION OF SCORE TO GRADE/ RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7- below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
Signature of FS Teacher Above Printed Name Date
Learning Learner Diversity:

Developmental
FS 1 2
Characteristics, Needs
and Interests.
SPARK Your Interest
Episode 2 provides me with an opportunity to observe learners of different ages and

grade levels. It highlights the differences in their characteristics and needs. As a future
teacher, it is important for me to determine my learners’ characteristics and needs so that I
will be able to plan and implement learning activities and assessment that are all
developmentally appropriate.
 At the end of this Episode, I must be able to determine the characteristics,

need and interests of learners from different developmental levels. (3.1.1).
REVISIT the Learning Essentials
Here are major principles of development relevant to this Episode:
1. Development is relatively orderly. Development follows directional patterns such as,

from the head to the toe (cephalocaudal), and from the center of the body then
outwards (proximodorsal)
2. Development takes place gradually.
3. All domains of developmental and learning physical, social and emotional, and
cognitive- are important, and they are closely interrelated. (NAEYC, 2009)
4. Developmental proceeds toward greater complexity, self-regulation, symbolic or

representational capabilities. (NAEYC, 2009)
Activity 2.1 Observation learner characteristics at different stages

To realize the Intended Learning Outcomes, I will work your way through these steps:
Step 1 Observe 3 groups of learners from different levels (preschool, elem., and high
school).
Step 2 Describe each of the learner based on my observations.
Step 3 Validate my observation by interviewing the learners.
Step 4 compares them in terms of their interests and needs.
OBSERVE
Use the observation guide and matrices provided for you to document your observations.
An Observation Guide for the Learners’ Characteristics

Read the following statements carefully. Then write your observation report on the
provided space. Your teacher may also recommend another observation checklist if
a more detailed observation is preferred.
Physical
1. Observe their motor skills how they carry themselves, how they move, walk, run,
go up the stairs, etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their motor skills? Writing, drawing, etc.
Social
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What do they talk about? What are their
concerns?
Emotional
1. Describe the emotional disposition or temperament of the learners. (happy, sad,
easily cries, mood-shifts)
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they self-
conscious?
Cognitive
1. Describe their ability to use words to communicate their ideas. Note their language
proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for
evidence of their thinking skills.
3. Were there opportunities for problem solving? Describe how they showed problem
solving abilities.
Learners’ Development Matrix

Record the data you gathered about the learners’ characteristics and needs in
this matrix. This will allow you to compare the characteristics and needs for learners at
different levels. The items under each domain are by no means exhaustive. These are just
sample indicators. You may add others aspects which you may have observed.
Development Preschooler Elementary High School

Domain Indicate age range Indicate age range Indicate age range
of children of children observed: of children
observed: 5-6 8-12 observed: 13-16
Physical They are energetic They are interactive They are more
Gross-motor skills and playful, likes to and participative in engaged in playing
walk around and run outdoor activities. sports and outdoor
Fine-motor skills back and forth. They They also show activities interests
are also dependent good skills in them especially
Self-help skills to elderly when drawing or molding team or group
opening a bottle, with clay. activities. Their
Others opening an umbrella drawing and writing
or carrying their skills became finer
books. too.
Social They are friendly, Attachments start o They start to build
Interaction with they share almost develop when they circle of friends and
Teachers every little discovery are closer to their always enjoy be-ing
they had to the peers. They play with their peers.
Interactions with class. They also with their friends They’ve learned to
Classmates/friends offer something like esp. with the same cooperate with
food or snacks with gender. others on working
Interests their classmates. out a task.
Others
Emotional They easily get They can now Mood shifts occur in
Moods and upset when express their almost every
temperament, something feelings, emotions, situation. Although
expression of happened isn’t what ideas and even they are now
feelings they are expecting imagination. They confident in sharing
but they are gaily can contradict their feelings with
Emotional and often show someone’s opinion other, they still find
independence positive emotion to- or simply tell that it hard to deal with
ward others. But what the other frustrations.
Others they easily cry when people say isn’t true
they are hurt or or unbelievable.
someone showed a
negative attitude
Cognitive They copy or imitate They start They are now
Communication skills what the adults are memorizing the logical in making
showing to them alphabet and their decisions
Thinking skills especially when knowing how to write although sometimes
they think that a almost every letter in they still need
Problem-solving certain action is fun it. They can read but guidance from
or it causes them to still struggle in there.
Others feel great emotion. comprehending what
they’ve read and
memorizing little
details.
ANALYZE
Write the most salient developmental characteristics of the learners you observed. Based on
these characteristics think of implications for the teacher.
Level Salient Characteristics Implications to the

Observed Teaching-Learning
Process
Preschool They imitate or copy adult’s • Therefore, the teacher
Age range of learners action. must show good acts to pre-
observed 3-4 schools.
• Therefore, the teacher
must correct if a child has
copied a wrong action from
adults. He/she must explain
to the child what’s wrong
with what they’ve shown.
Elementary They are more interactive in • Therefore, the teacher

Age range of learners playing outdoor games. should incorporate
observed 5-7 performance-based
activities in every lesson
High School Mood shifts occur in almost • Therefore, teachers must

Age range of learners every situation. be patient in dealing with
observed 11-15 high schools as they are
now in adolescent period
which is a critical stage.
Understanding is needed.
REFLECT
1. While you were observing the learners, did you recall your own experiences when
you were their age? What similarities or differences do you have with the learners
you observed?
As I watched these students’ study, I could see the young myself. Like a typical pre-
school, I was animated and cheerful in class. I enjoy grabbing everyone's attention.
However, I prefer to play alone most of the time and never wish to play with others.
As I get better grades, I begin to love conversing with others, discussing my
preferences and telling them about most of my fantasies. In elementary school, I
didn't have many friends who could cheer me up while I was being harassed or
bullied. I was a total sap at the moment. I couldn't take being let down. I was hard to
talk to. Like all teenagers, I experienced mood swings frequently in high school.
However, with my parents' and instructors' assistance, some of the close friends I
had, I was able to manage my emotions well especially when being mad.
2. Think of a teacher you cannot forget for positive or negative reasons. How did she/he
help or not help you with your needs (physical, emotional, social, and cognitive)?
How did it affect you?
As I have mentioned above, I only had few friends. And this what bothers my Grade
6 teacher, because I am not the friendly type. She often tells me to start making
friends and being nice with others. I am not mean, but I was really unapproachable
that time. My teacher told my brother about it and he really helped me to at least feel
comfortable with others. And because of her, I started to make new friends and to
feel comfortable with others.
3. Share your other insights here.
4 . Dealing with diverse learners is a difficult
job. Teachers must understand that these
5. differences are factors that influence learner’s performance. A teacher must be able
to re-
6. spond with their needs no matter how diverse they are. Teachers need to modify
every strat-
7. egies or approaches they use
8 . Dealing with diverse learners is a difficult
job. Teachers must understand that these
9. differences are factors that influence learner’s performance. A teacher must be able
to re-
10. spond with their needs no matter how diverse they are. Teachers need to modify
every strat-
11. egies or approaches they use
Dealing with diverse learners is a difficult job. Teachers must understand that
differences are factors that influence learner’s performance. A teacher must be able
to respond with their needs no matter how diverse they are. Teachers need to
modify every strategy or approaches they use these when dealing with different
group of learners. But the most important thing is that the teacher must accept these
differences and influence other students to feel confident with themselves because
they are unique.

Directions: Read the items given below and encircle the correct answer.
1. 1A 14-year-old felt ignored by her crush whom she believes is her one true
love.
She is crying incessantly and refuses to listen and accept sound advice that the
teacher is offering. Her refusal to accept is because
_____________________________.
A. She thinks what she feels is too special and unique, that no one has left like
this before
B. The teenager’s favorite word is “no” and she will simply reject everything the
teacher says
C. 14-year-olds are not yet capable of perspective taking and cannot take the
teacher’s perspective
D. Teenagers never listen to adult advice
2. A preschool teacher is thinking about how best to develop the fine motor skills
of the 4-year-olds. Which of the following should he best consider?
A. Provide daily coloring book activities.
B. Ask the children to do repeated writing drills every day.
C. Encourage children to eat independently.
D. Conduct a variety of fun and challenging activities involving hand muscles
daily.
3. Science Teacher Rita showed her class a glass of water with an egg in it. She
asked the class: “What happen to the egg if I add three- tablespoon salt to the
glass of the water?” this is hypothesis formulation. What can you infer about
cognitive developmental stage of Teacher Rita’s class?
A. Formal operational stage

B. Concrete operational stage
C. Pre-operational stage
D. Between concrete and formal operational stage

Which is your favorite theory of development. How can this guide you as a future teacher?
Clip some readings about this theory and paste them here.
Development influences learning. As we go through different stages of life, our human

skills and abilities strengthens and increases. These different stages will give us
developmental pat-terns that will enable our body and brain perform a certain task. How
we learn and respond to tasks varies in every stages. And this is what Jean Piaget’s
Cognitive Development Theory emphasizes. Piaget’s theory simply tells us that we move
through different stages of mental development. This is why our learning ability,
comprehension and acquiring of knowledge is different when we are young and when we
reach adulthood. Starting from birth to adult, our intelligence changes. Using this a tool to
understand better students will help me realize that differentiated and modified responses
in terms of instruction, assessing and developing learning materials is important.
Children are naturally diverse especially in mental abilities. Through cognitive
development theory, I will be able to identify their individual needs and respond to these
needs appropriately.

Evaluate Your Work Field Study 1, Episode - 2 Learner Diversity: Developmental Characteristics, Needs,
and Interests.
Learning Outcome: determine the characteristics, need and interests of learners from different developmental
levels. (3.1.1).
Name of FS Student: HENRY MAE R. ICAWAT Date Submitted: __________

Year and Section: IV – B Course: BTVTED FSM

4 3 2 1
accomplished
spelling wrong
analyzed
learning outcome
COMMENT/S Rating
(Based on
OVER ALL

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7- below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
Learning Focus on Gender, Needs,

FIELD STUDY 1 Episode Strengths, Interests
Experiences Language, Race,
3
Status, Difficult
Circumstances, and
Indigenous Peoples
FS 1
SPARK Your Interest
Episode 3 provides an opportunity to observe how differences in gender, racial,

cultural, and religious backgrounds, including coming from indigenous groups influence
learner behavior, interaction, and performance in school. One will also analyze and reflect on
practices that teachers use in leveraging diversity in the classroom. It also provides an
opportunity to observe how differences in abilities affect interaction in school and learn about
strategies that teachers use in addressing the learners’ needs toward effective teaching and
learning.
At the end of this Episode, I must be able to:

 Describe the characteristics and needs of learners from diverse backgrounds;
 Identify the needs of students with different levels of abilities in the classroom;
 Identify best practices in differentiated teaching to suit the varying learner
needs in a diverse class (PPST 3.1.1); and
 Demonstrate openness, understanding, and acceptance of the learners’
diverse needs and backgrounds.
Here are principles of concepts relevant to this Episode:

1. Principles of Development
a. Development and learning proceed at varying rate from child to child, as
well as at uneven rates across different areas of the child’s functioning.
(NAEYC 2019)
b. Development and learning are maximized when learners are challenged to
achieve at a level just above their current level of mastery, and also when
they have many opportunities to practice newly acquired skills.
c. Differentiated instruction is a student-centered approach that aims to
match the learning content, activities and assessment to different
characteristics, abilities, interests, and needs of the learners.
2. The PPST highlighted the following factors that bring about the diversity of learners:
a. Differences in learners’ gender, needs, strengths, interests, and
experiences
b. Learners’ linguistic, cultural, socio-economic and religious backgrounds
c. Learners with disabilities, giftedness, and talents
d. Learners under challenging circumstances which include geographic
isolation, chronic illness, displacement due to armed conflict, urban
resettlement or disaster, child abuse and child labor.
Effective teachers are knowledgeable about how issues related to the factors
mentioned affect learners. The teachers develop in them sensitivity and empathy. They
remember that the learners respond and perform at different levels. The teachers assure the
students that their gender identity, culture and religion are respected, their strengths
are recognized, and their needs will be met. These teachers declare to all that everyone
has the chance to learn and succeed. They create a learning community where everyone
can work together and contribute regardless of their abilities, capacities and circumstances.
Teachers who celebrate and leverage student diversity in the classroom:
 Use strategies to build a caring community in the classroom

 Model respect and acceptance of different cultures and religions
 Bring each of the student’s home culture and language into the shared culture
of the school
 Provide more opportunities for cooperation than competition
3. Focus on Indigenous Peoples

A young teacher’s approach to indigenous peoples starts with a keen
awareness of one’s own identity, including one’s beliefs and cultural practices.
Through serious reflection one may realize that the self is a product of all influences
of key people in one’s life and the community, real and virtual. Similarly, learners
from indigenous groups carry with them their beliefs, views and cultural practices.
One’s attitude needs to be that of openness and respect. Come in not with the view
that one’s own culture is superior, we approach with the sincere willingness and deep
interest to know and understand the indigenous peoples’ culture. We aim to make
teaching-learning facilitative rather than imposing.
a. From your professional education subjects/courses, most likely you have
discussed indigenous peoples in the Philippines. You learned that our country
has about 110 ethno-linguistic groups, majority of which is in Mindanao, some
in Northern Luzon and fewer in the visayas. (UNDP Philippines, 2010). They
represent about 10-20% of our total population. There are two big indigenous
people’s groups which have several smaller ethics groups within them, the non-
Muslim groups called the Lumads in Mindanao, and the Igorots in Northern
Luzon. Among others, we have the Badjaos, Ati and Tumandok, Mangtans and
Aetas.
b. Republic Act 8371 (1997), the Indigenous Peoples’ Rights Act, recognizes and
protects the rights of indigenous cultural communities (ICC) and indigenous
peoples (IP). Our country was admired by other nations for enacting this law,
however, years later, so much still has to be done to improve the lives of millions
of people from indigenous groups. (Reyes, Mina and Asis, 2017)
c. Guided by RA 8371, in 2016 DepEd issued DO 32, s.2015, Adopting the
Indigenous Peoples Education (IPED) Curriculum Framework. Most useful
for you as a future teacher to remember are the 5 Key Elements of Indigenous
Peoples Education Curriculum (DO 32, s.2015 enclosure, pp. 15-18):
1. Curriculum Design, Competencies and Content. Interfacing the national
curriculum with indigenous knowledge systems and practices (IKSPs) and
Indigenous Learning system (ILS) the design of a culturally appropriate and
responsive curriculum has the following features:
a. Anchors the learning context on the ancestral domain, the community’s
world view, and its indigenous cultural institutions.
b. Includes and respects the community’s expression of spirituality as part of
the curriculum context.
c. Affirms and strengthens indigenous cultural identity.
d. Revitalizes, regenerates, strengthens, and enriches IKSPs, ILS, and
indigenous languages.
e. Emphasize competencies that are needed to support the development
and protection of the ancestral domain, vitality their culture, and the
advancement of indigenous peoples’ right and welfare.
f. Supports the community’s cultural integrity while enabling meaningful
relations with the broader society.
2. Teaching Methodologies and Strategies. A culturally appropriate and
responsive curriculum employs teaching methodologies and strategies that
strengthen, enrich, and complement the community’s indigenous teaching-
learning process.
3. Learning Space and Environment. A culturally appropriate and responsive
curriculum recognizes that the ancestral domain where IKSPs are
experienced, lived, and learned is the primary learning environment and
learning space of indigenous learners.
4. Learning Resources. Instructional materials, and other learning resources
shall be developed and utilized in line with the described curriculum content
and teaching-learning processes.
5. Classroom Assessment. Assessment shall be done utilizing tools
appropriate to the standards, competencies, skills, and concepts being
covered. Their design and use shall address the needs and concerns of the
community and shall be developed with their participation.

The learners’ differences and the type of interaction they bring surely affect the quality of
teaching and learning. This activity is about observing and gathering data to find out how
student diversity affects learning.
To realize the Intended Learning Outcomes, work your way through these steps:
Step 1. Observe a class in different parts of a school day. (Beginning of the day, class time,
recess, etc.)
Step 2. Described the characteristics of the learners in terms of age, gender, and social and
cultural diversity.
Step 3. Describe the interaction that transpires inside and outside the classroom.
Step 4. Interview your Resource Teacher about the principles and practices that she uses in
dealing with diversity in the classroom.
Step 5. Analyze the impact of individual differences on learners’ interactions.
The observation form is provided for me to document my observation.
OBSERVE
An observation Guide for the Learners’ Characteristics
Read the following carefully before you begin to observe. Then write your
observation report on the space provided on the next page.
1. Find out the number of students. Gender data as their ages, gender, racial groups,
religious, and ethnic backgrounds.
During class:
1. How much interaction is there in the classroom? Describe how the students
interact with one another and with the teachers. Are there groups that interact
more with the teacher than others.
2. Observe the learners seated at the back and the front part of the room. Do they
behave and interact differently?
3. Describe the relationship among the learners. Does the learner’s cooperative with
or compete against each other?
4. Who among the students participate actively? Who among them ask for most
help?
5. When a student is called and cannot answer the teacher’s question, do the
classmates try to help him? Or do they raise their hands, so that the teacher will
call them instead?
Outside class:
1. How do the students group themselves outside class? Homogeneously, by age?
By gender? By racial or ethnic groups? By their interests? Or are the students in
mixed social groupings? If so, describe the groupings.
2. Notice students who are alone and those who are not interacting. Describe their
behavior.
Interview the teachers and ask about their experience about learners in difficult
circumstances. Request them to describe these circumstances and how it has affected the
learners. Ask about the strategies they use to help these learners cope.
Ask the teachers about strategies they apply to address the needs of diverse students due
to following factors:
 Gender, including LGBT
 Language and cultural differences
 Differences in religion
 Socio-economic status
OBSERVATION REPORT
Name of the School Observed: Oas Polytechnic School

School Address: Ilaor Norte, Oas Albay
Date of Visit: October 18, 2023
OBSERVATION REPORT
Name of the School Observed: CNSC College of Education Laboratory High School
School Address: Daet, Camarines Norte
Date of Visit: September 6, 2021
There are a total of 42 students in the class, 19 boys and 23 girls with age ranges from 16
to 19. 80% of the class are Roman Catholic while the rest have different Christian religion.
Their height goes from 4’11 to 6’3 and about 10% are bi-racial.
During Class:
The class is very noisy and competitive, the smart students compete which answer is the
most valid and correct answer. While the others just wait until they are done. But debating
is the class’s most favorite activity.
Some of the students answer, but some don’t, but they just raise up and the teacher help
them answer. The teacher obviously calls out the students behind because she knows
that these kids are not paying attention.
The quiet students or the ones who are quiet in general do their normal students’ stuff,
some listened to music, some stayed back played games on their phone, while others
watch anime and read their books.
Outside Class:
The students group themselves based on their interests, some are interested in K-POP
and Foreign Pop Culture, others are grouped because they came from the same
section/school previously and some are in the groups with same gender.
A student who’s not interacting with anyone is the transferee from other school. The
student is still waiting for someone to approach him first, and still trying to learn his new
environment.
ANALYZE
1. Identify the person who plays key roles in the relationships and interactions in the
classrooms. What roles do they play? Is there somebody who appears to be the
leader, a mascot/joker, an attention seeker, a little teacher, a doubter/pessimist?
There was a joker in the class who’s always kidding and joking. He hangs around
with every classmate, asks for food because he’s lazy. There was also a top student
who also serves as the leader of the class always try to tell the class to keep quiet
although not all listen to her. There was also a student who acts as the secretary of
class even though she’s really not. The teacher always asks her to write the
assignments on the board, collect printing fees and the one who write the names of
the naughty students.
What makes the learners assume these roles? What factors affect their behavior?
What influences them to assume these roles are their peers, their belief that they
would be better to be this way, people’s reaction that somehow satisfy them and
their teachers’ meaningful feedback.
2. Is there anyone you observed who appear left out? Are students who appear
“different?” Why do they appear different? Are they accepted or rejected by the
others? How is this shown?
There was no student who I’ve observe being left out or different. The students
celebrate differences and create bond with each other.
3. What does the teacher do to address issues like this?
The teacher influences the students to be supportive of each other and to respect
each other’s’ differences by being mindful and careful of their words, and to be
available for each other as friends who are willing to help and be their emotional
support. In addition, the teacher encourages the students accept and appreciate
each other’s opinion and belief about a certain matter, as well as their interest,
hobbies and preferences.
4. What the teacher influences the class interaction considering the individual
differences of the students?
The teacher makes sure that she is aware of students’ individual differences through
understanding their backgrounds, learning styles, hobbies and interest. The teacher
establishes friendly relationship with her students and encouraging them to be open
for communication while fostering respect in the classroom by letting them to talk
about their cultural backgrounds. The teacher also tries to integrate celebration of
cultural differences in every lesson in any way activities that allow the student
activities that allow the students learn about each other’s culture such as sharing,
role playing etc.
REFLECT
1. How did you feel being in the classroom? Did you feel a sense of oneness or
unity among the learners and between the teacher and the learner?
As I was observing the classroom, although the students are individually different
from each other, their unity regarding acceptance and appreciation of each other
had made me feel comfortable. How the teacher manages diversity in the classroom
is a sign that she is very effective in developing teaching strategies that promotes
awareness and creating connection with diverse cultures. Evidently, the students are
empathetic and open-minded about diverse backgrounds which helped them
understand each other well. Students demonstrating confidence and independence
in the class is also a sign that the teacher is effective in fostering cultural sensitivity
in the classroom. The way they care for each other and how openly they
communicate with their teacher and how they become united in collaboration
activities made me feel a sense of oneness in the classroom.

To realize the Intended Learning Outcomes, I will work your way through these steps.
1. Observe at least two of these classes.
a. SPED class with learners with intellectual disabilities
b. SPED class with learners with physical disabilities
c. SPED class for the gifted and talented
d. A regular class with inclusion of learners with disabilities
2. Note the needs of the learners that the teachers should address.
3. Interview the teachers to find out more about the learners.
4. Write your observation report
5. Analyze your observation data
6. Reflect on your experience.
OBSERVE
Read the following carefully before you begin to observe. Then write your observation
report on the space provided.
1. Observe the class to see the differences in abilities of the learners.

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

School Address: ILAOR NORTE, OAS ALBAY
Date of Visit: OCTOBER 18, 2023
OBSERVATION
REPORT
Name of the School
Observed: CNSC College
of Education Laboratory
High School
School Address: Daet,
Camarines Norte
Date of Visit: September 6,
2021
SPED Class with intellectual disabilities
The class is composed of students with intellectual disabilities. There is a student who’s
not paying attention to the teacher, he was sitting at the back and talking with his
seatmate. When the teacher was presenting a video, everybody became excited and
started clapping their hands. They were a bit noisy. One student is very energetic as she
keeps on clapping her hands and stomping her feet while he is watching the video. While
some are watching the video, others were just looking at their classmates and doing their
own stuff like playing with their pens. When the teacher was asking a question, one
student raised her hand to answer and the rest of the class raised their hands too. When
the student answered correctly the question, she was extremely happy and giggled for her
small achievement. Even though there is only one student who’s participative of the class,
the teacher tries to encourage others to at least share their answer or let them read. The
students interact well with their teacher and classmates during the discussion. According
to the teacher, her students experience
difficulty in understanding new information, have slow cognitive processing time and have
difficulty in comprehending abstract concepts. To respond to the learners’ needs, the
teacher uses clear and simple language, uses visual aids and employ various teaching
strategies.
A regular class with inclusion of learners with low vision students
As I observe the class, there are 5 students with low vision. 3 girls who are wearing
glasses are far-sighted while 1 boy have astigmatism and the other boy is near sighted.
Although they have minimal problems with their vision, they are still participative of the
class. In fact, 2 of them were top students of the class. There were no special treatment or
biasness in the class but the teacher ensures that the needs of the students we’re
provided. For example, the teacher created an effective seat plan considering the
students’ needs. As much as possible, the teacher encourages the class to be confident
and to be the leaders of their own. She gives everybody an opportunity to lead in every
class activity and celebrate oneness in the class.
ANALYZE
1. Did your observation match the information given by the teacher?

Based on the teacher’s given information, the observations I had and jotted down
matched what she had given, in terms of the students’ needs, performance and how
she handles their needs and how she tries to develop activities that would suit the
needs of her students.
2. Describe the differences in ability levels of the students in the class? What practices
or strategies are done or should be done to differentiate instruction to meet the needs
of the learners.
Evidently, the class is composed of diverse students with different levels of abilities.
These abilities vary in terms of their current knowledge and skills, independence
level and etc. Some lower-ability students are struggling to understand the lesson
while others who can independently learn by themselves are considered as higher-
ability students. Having these kinds of students in the class need effective strategies
to respond to their varying needs. For example, the teacher may use a differentiated
instruction through structuring his/her lesson plan in various phases such as review
phase, inquiry phase, comprehension phase and application phase. Other
instructional strategies are peer interaction groups, collaboration activities etc.
3. Describe the methods used by the teacher in handling the students’ differences in
abilities. How did the student respond to the teacher? Did the teacher use
differentiate instruction? If yes, describe how.
As I have observed, the teacher uses multiple means of presenting the topic. She
utilizes various tools and materials to aid her discussion such as video, textbooks
and multimedia. She also provides different ways for students to express their
learning such as writing, art or presentation. In addition, she allows them to work
with their peers for an effective way of learning and employs performance-based
activities and authentic assessment.
REFLECT
1. Recall the time when you were in elementary or high school. Recall the high and low
achievers in your class. How did your teacher deal with differences in abilities? Was
your teacher effective?
During elementary in Grade 6, I remember some of my classmates were still
struggling how to read fluently in English language. What my teacher did was, she
assigned a study buddy for each student who’s having hard time to read and let their
study buddy help them. As one of the study buddies, I helped my classmate in
reading a book every recess or lunch time. My teacher constantly monitors us, and
the progress that my classmates are making. For me, it is very effective. She helps
the low achiever students improve their weakness while letting the high achievers
share their knowledge and skills through assisting their classmates.
2. What dispositions and traits will you need as a future teacher to meet the needs of
the learners?
As a future teacher, I will be needing the following dispositions and traits to respond
to my learners’ needs:
 Expectation that I will be handling a classroom with students with wider-
ability levels.
 Additional time and effort to meet the needs of the learners.
 Continuous innovation and brainstorming of effective strategies and
approaches in handling students with different levels of abilities.
 Effective communication to establish good relationship with students while
being a good listener for them.
 Focus on collaboration along with the belief that this is more effective than
letting the students’ liabilities
 Flexibility and Adaptability in changing and evolving environment.
 Empathetic teacher who understands what her students backgrounds,
needs and interest.
 Lifelong learners who continuously seeks for what is best for students.

To realize the Intended Learning Outcomes, I will work your way through these steps.
1. Ensure that you have reviewed the no. 3 focused on Indigenous Peoples in the
Learning essentials of Episode 3.
2. Observe in a school with a program for IP learners. Below are some suggested
schools:
a. Ujah School of Living Traditions, Hungduan, Ifugao
b. Sentrong Paaralan ng mga agta, General Narak, Quezon
c. Sitio Tarukan Primary School, Capas Tarlac
d. Mangyan Center for Learning and Development, Naujan, Oriental Mindoro
e. Paaralang Mangyan na Angkop sa Kulturang Aalagaan (PAMANAKA), San Jose
Occidental Mindoro
f. Tubuanan Ati Learning Center, Balabag, Boracay Island
g. Balay Turu-an Schools of Living Traditions, Brfy Garangan and Brgy. Agcalaga,
Calinog, Iloilo
h. T’boli School of Living Traditions, Lake Sebu, South Cotabato
i. Daraghuyan-Bukidnon Tribal Community School,Dalwagan, Malaybalay,
Bukidnon
j. Talaandig School of Living Traditions, Lantapan, Bukidnon
k. Bayanihan Elementary School, Marilog, Davao
l. Lumad Bakwit School, UP Diliman, Quezon City
Please note: Ensure proper coordination of your college/university to obtain permission from
these schools before you visit.
If an actual visit is not feasible, consider a “Virtual Visit” through social media. And if still not
feasible consider a “virtual” field study through watching Indigenous Peoples in the
Philippines videos. There are several available at Youtube. You can start with this video by
Dep Ed:
3. Write your observation report.
4. Analyze your observation data using the Indigenous Peoples Education Framework.
5. Reflect on your experience
OBSERVATION REPORT
Name of the School Observed: Flora Primary School
Address: Maruglu, Capas, Tarlac
Date of Visit: Virtual Visit on October 18, 2023
“We want to learn so we cannot be deceived by other people.” – This is the main goal of
IP students in Capas, Tarlac on why they want to pursue learning.
Flora Primary School in Maruglu, Capas, Tarlac is a school exclusively for Aeta-Magantsi
students or commonly known as Negritos. There are more or less 50 students in the
school with only 3 teachers. With the travel conditions, the students contact hours with the
teachers are 4 days.
Each classroom has mixed of different grade level students. One classroom is composed
of Grade 4 and Grade 5 students due to the lack of teachers and the facility. However, the
class are very interactive as they participate in every class discussion. They are very
determined to learn amidst the inadequacy learning materials such as books. One student
said that they are using a Grade 4 textbooks instead of Grade 5 textbooks because the
rainy season hinders the delivery of the books to their school. Teachers are also
resourceful and creative with their instructional materials. Even though they find it hard to
teach using chalk and board only, they still find ways on how to teach the lesson
effectively. For example, one teacher shared his idea that he used pebbles from the river
to teach addition or multiplication. Furthermore, they are adhering to the indigenized
curriculum. One teacher shared his challenge in teaching alphabets based on the words
that we commonly associate with the letter. Instead of teaching letter “A” using apple, he
uses those words that are more familiar to the students.
The challenge in the curriculum is also a factor that affects the progress of the students’
learning. Indigenous Peoples Education Curriculum Framework is not utilized in this
school because it is not yet distributed to them. So, they resort to the Old Curriculum
Framework. But the time frame in this curriculum is not applicable with the IP students’
ability level. Sometimes, one topic covers 3 days.
No matter how eager and effective a teacher is, the problem with the lack of food affects
the students’ performance in the school which makes it hard for teachers to achieve their
objectives which is to help the IP students to learn better.
ANALYZE
Curriculum Design, Competencies, and Answer each question based on your
Content observation and interview data.
1. Does the school foster a sense One particular example in how the school foster
of belonging to one’s ancestral the sense of belonging to Aeta’s belief and
domain, a deep understanding practices is when, one of the teachers is
of the community’s beliefs and teaching the Aeta’s traditional dance. This
practices? Cite examples dance is part of the Aeta’s tradition and the
teacher, as part of the school, demonstrated an
example of deep understanding of what the
Aetas value in their culture.
2. Does the school show respect Unfortunately, this certain aspect was not
of the community’s expression shown in the video.
of spirituality? How?
3. Does the school foster in the The school shows a deep appreciation of Aeta’s
indigenous learners a deep identity through encouraging the students to
appreciation of their identity? learn their traditional practices and helping
How? them value their culture through integrating
such concepts in the discussion.
4. Does the curriculum teach skills According to one of the teachers they are not
and competencies in the adhering to the IPED curriculum but instead
indigenous learners that will they use the old curriculum framework. This
help them develop and protect means that the skills and competencies that the
their ancestral domain and learners need to develop are more generalized
culture? and do not specifically emphasize their tribe’s
ancestral domain and culture.
5. Does the curriculum link new Yes. Although they are using the old curriculum,
concepts and competencies to still, it links new concepts and competencies to
the life experience of the the life experience of the community.
community?
6. Do the teaching strategies help The “indigenized” strategies that the teachers
strengthen, enrich, and employ in teaching the topics complement the
complement the community’s Aeta’s teaching-process which makes the
indigenous teaching-process? learning more effective.
7. Does the curriculum maximize One particular example on this aspect, is the
the use of the ancestral domain integration of cultural dance of the Aeta in
and activities of the community classroom activities that highlights the concept
as relevant settings for learning of preserving and valuing one’s culture and
in combination with classroom- tradition.
based sessions? Cite examples.
8. Is cultural sensitivity to uphold Unfortunately, this particular aspect was not
culture, beliefs and practices, shown in the video.
observed and applied in the
development and use of
instructional materials and
learning resources? How? (For
example, culture bearers of the
indigenous peoples are
consulted)
9. Do assessment practices The assessment practices that the teachers
consider community values and employ consider community values and culture
culture? How? through ensuring that the assessments are
culturally-sensitive and regards their culture
specifically in the language, tools that are
available in the community and the concepts
that are relevant to the group’s background.
10. Do assessment practices As I have observed, the activities employed by
consider community values and the teachers contributes to the students’
culture? How? development of critical thinking skills through
using real-life concepts/problems that the
students need to solve.
What do you think can still be done to promote and uphold the indigenous people knowledge
systems and practices and rights in schools?
Based on what I have gathered from the video of Aeta students in Tarlac, the
following are my suggestions regarding the knowledge systems and practices and
rights of indigenous peoples in the Flora Primary School:
1. The DepEd Division of Tarlac must ensure that the IPED curriculum is distributed
in the mountain schools including those schools that are exclusively for IP students.
2. The DepEd Division of Tarlac must arrange effective strategies for teachers who
are struggle travelling from their houses to the mountain schools without sacrificing
the contact hours of students with their teachers.
3. The DepEd Division of Tarlac should hire more teachers to teach in indigenous
people and provide them appropriate compensation.
4. The DepEd Division of Tarlac must provide modern instructional materials for the
teachers to use and learners’ materials such as textbooks.
5. The curriculum for indigenous framework should emphasize valuing of culture and
tradition of the indigenous peoples through integrating real-life concepts in each
lesson
ANALYZE
Reflect based on your actual visit or videos that you watched.

1. What new things did you learn about indigenous peoples?
The students are more concerned with the harsh possibility that they may be fooled
if they don’t study than focusing on their dreams and aspirations as learners. I also
learned that, there are numerous factors that affect the students’ performance in
class so teachers as well as the parents of these students should be aware of these
challenges and as much as possible, find way to at least solve the problem. For
instance, the lack of food which greatly affect the students
2. What did you appreciate most from your experiences in visiting the school with
indigenous learners? Why?
I admire the teachers in teaching in Oas Polytechnic School in terms of their
determination to teach the students no matter how difficult the situation is. I
appreciate their effort to travel 5-6 hours just to teach the students, and most
importantly they never give up on helping these students achieve their dreams. For
them, teachers are the only heroes that will help the students claim they’re to
education.
3. For indigenous learners, as future teacher, I promised these three things:
3.1 Be open and respect indigenous peoples by
Be open to respect indigenous peoples by being culturally-sensitive and effective
communicator, who influence other people to be appreciative of indigenous people
and lead in upholding their rights
3.2 Uphold and celebrate their culture, beliefs and practices by
Uphold and celebrate their culture, beliefs and practices by integrating celebration of
cultures activities in every lesson, and maximizing the use various teaching
strategies that consider diversity and inclusion among students.
3.3 Advocate for indigenous peoples’ education by
Advocate for indigenous people’s education by continuously supporting of
developing and enhancing IPED curriculum, sharing meaningful suggestions to the
head members of Department of Education/Commission on Higher Education
regarding how we can improve the curriculum that suits well the needs of IP student.

With the principles of individual differences in mid, what methods and
strategies will you remember in the future to ensure that you will be able to meet the need of
both the high and low achievers in your class? Make a collection of strategies in how to
address the student’s different ability levels.
RECOGNIZE.
Recognize their
different levels of
abilities. Study well
their learning styles.
STRATEGIZE.
EVALUATE.
Plan how will you
Assess your students’ respond well with their
performance after you varying needs. Ask,
applied your strategies THE 5 KEYS TO
research and read existing
and see if it was effective SUCCESSFULLY
studies about handling
or not. MANAGE A
effectively diverse
CLASSROOM WITH
students.
VARYING ABILITY
LEVELS
APPLY.
SYNTHESIZE.
Utilize your gathered
knowledge in lesson Combine gathered
planning, developing of knowledge and think
materials. Brainstorming about how will you
activities and apply these on your
assessments. students.

Directions: Read the items given below and encircle the correct answer
1. Which statement on student diversity is CORRECT?
A. The teacher must do his/her best to reduce student diversity in class.
B. The less the diversity of students in class, the better for the teacher and
students.
C. The teacher should accept and value diversity.
D. Student diversity is purely due to student’s varied cultures.
2. Which student thinking/ behavior indicates that he/she values diversity?

A. He/She regards his culture as superior to other’s cultures.
B. He/She regards his culture as inferior to other’s cultures.
C. He/She accepts the fact that all people are unique in their own way.
D. He/She emphasizes he differences among people and disregards their
commonalities.
3. What is teaching-learning implications of student diversity?

A. Compare students.
B. Make use of a variety of teaching and assessment methods and activities.
C. Do homogenous grouping for group activities.
D. Develop different standards for different students’ groups.
4. All are features of the Indigenous People Education Curriculum, EXCEPT

A. Affirms and strengthen indigenous cultural identity
B. Makes education exclusive to the indigenous culture
C. Revitalizes, generates and enriches IKSPS and indigenous languages
D. Anchor the learning context on the ancestral domain, the community’s world
view, and its indigenous cultural institutions.
5. All are best practices in using learning resources for indigenous learners, EXCEPT
______
A. Culturally generated learning resources only include indigenous group’s
artifacts, stories, dances, songs, and musical instruments.
B. The language used in instructional materials, especially in primary years,
which highlight mother tongue, is consulted with the indigenous community.
C. Cultural sensitivity and protocols are observed in development and use of
instructional materials.
D. The indigenous community’s property rights are upheld in publishing learning
resources.
6. All are best practices for assessment in the Indigenous Peoples Education
Framework EXCEPT. ___________
A. Including the practice of competencies in actual community and family
situations
B. Applying higher-order thinking skills and integrative understanding across
subject areas.
C. Using international context in the assessment standards and content faithfully
without modification.
D. Including community-generated assessment processes that are part of
indigenous learning system.
7. Read the following comments by the teacher. Which of these comments will most
likely make a child try harder, rather than give up?
A. Sinuwerte ka ngayon ditto sa test, ha?
B. Hindi ka talaga mgaling dito sa paksang ito,’no?
C. Nakikita ko na kailangan momg maglaan ng mas mahabang panahon sa
paksang ito para lubos mong maunawaan ito.
D. Nahihirapan ka sa paksang ito. Maari kitang tulungan.
8. Which of the following demonstrate differentiated instruction?

A. The teacher groups the learners by their ability level and makes the groups
work with the same topic but assign a different task appropriate for each
group accomplish.
B. The teacher divides the class inti three heterogeneous groups and assigns
the same activity for each group to work on
C. The teacher groups the learners by the ability levels and assigns different
contents topics for the groups to work on.
D. The teacher groups the learners by the ability levels and assigns each group
a different tack on the same topic, and then request three different teachers,
each to assess one of the groups.
9. Which teaching practices gives primary consideration to individual differences?

A. Allowing children to show that they learned the stages of mitosis in a way
where they feel most comfortable.
B. Allowing children to show that they learned the stages of mitosis in a way
where they feel most comfortable except by lecturing.
C. Preparing two different sets of examination, one for the learners and another
for the slow learners.
D. Applying two sets of different standards.
Evaluate Your Work Field Study 1, Episode - 3 Focus on Gender, Needs, Strengths, Interests,
Experiences Language, Race, Culture, Religion, Socio-Economic Status, Difficult
Circumstances, and Indigenous Peoples
Learning Outcomes: Describe the characteristics and needs of learners from diverse backgrounds •
Identify the needs of students with different levels of abilities in the classroom • Identify best practices
in differentiated teaching to suit the varying learner needs in a diverse class (PPST 3.1.1) • and
Demonstrate openness, understanding, and acceptance of the learners’ diverse needs and
backgrounds.
Name of FS Student: HENRY MAE R. ICAWAT Date Submitted: ________________

Year and Section: IV-B Course: BTVTED FSM

4 3 2 1
accomplished
spelling wrong
analyzed
learning outcome
COMMENT/S
Rating
(Based on
OVER ALL

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7- below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
Learning Learner Diversity:

The Community
FS 1 4
and Home
Environment
SPARK Your Interest
Episode 4 provides opportunities for you to have a more in-depth look into the factors that
affect the development of a learner. Focus will be on the early experiences and
characteristics of the learner as described by the family and other significant others. You will
also focus how the teacher links with the community to maximize the learning and
development of students.

 Describe the influencing factors in the home environment that affect the student’s
learning;
 Seek advice concerning strategies that build relationships with parent’s/ guardian and
the wider community (6.2.1); and
 Identify effective strategies on how teachers can work together with the family.
1. Urie Bronfenbrenner’s bio-ecological model presents the learner within the context of
layers of relationship systems that make up the learner’s environment. The layers
are:
Microsystem- Mesosystem- Exosystem- Macrosystem- Chronosystem-

Includes the The connection The bigger social Outermost The element of
structure such between the system which layer which time, patterns of
as one’s structures in includes the city includes stability and
family, school the government, the cultural values, pacing of the
and microsystem workplace and customs and child’s everyday
neighborhood the mass media laws life.
The model helps the teacher look into every aspect in the learner’s environment to
understand his behavior. The teacher’s important role is not to replace what is missing at
home (if any), but to work so that the school becomes an environment that welcomes and
nurtures families. The teacher works to create a partnership with the family and the
community to bring out the best in every learner.
2. Baumrind’s Parenting Styles
Authoritarian Parents are very firm with their children and except unwavering
and unquestioning obedience. Rules are set by parents and misbehavior is met with
withdrawal of affection, physical punishment or threats.
Permissive. Parents are not firm or controlling. They have few expectations.
Maybe warm and caring but appear to be involved and uninterested.
Rejecting-Neglecting. Parents are disengaged from children. Neither
demanding nor responsive to children. Provide no structure, supervision, support or
guidance.
Authoritative. Parents achieve a good blend. They are firm yet loving. Have
clear and reasonable expectations and limits for their children. Treat children with
respect and warmth. Make children understand consequence of their behavior.
Children of:
Authoritarian Parents: are often unhappy, fearful, withdrawn, inhibited, hostile,
and aggressive. They have low self-esteem and difficulty with peers.
Permissive Parents: believe that their parents do not care for them. They are
often impulsive, aggressive and lack self-control; may they have low levels of
independence and responsibility.
Rejecting-Neglecting Parents: are found to be least competent in their over-all
functioning and adjustment.
Authoritative Parents: are socially competent, self-reliant, and have greater
ability to show self-control. They have higher self-esteem and are better adjusted.
-Based on Child Development by Santrock, 2004.

To realize my Intended Learning Outcomes, I will work your way through these steps.
1. Select a learner from the class which you have previously observed.
2. Interview the teacher about the learner’s characteristics and the community.
3. Conduct a home visit to your selected learner’s residence.
4. Interview the parents about
a. the rules they implement at home concerning their child’s schooling
b. the learner’s activities and behavior while at home.
5. Write the Learner’s Profile.
6. Analyze your observation and interview data.
7. Reflect on your observation experiences.
OBSERVE
Read the following carefully before you begin to observe/interview. Then write
your observation report on the space provided.
The learner
1. Make the general observation of the learner. Describe him/her in each of the
domains of development:
 Physical-body built and height (thin, chubby, underweight, overweight), level
of physical activity (fast, slow, lethargic, active etc.)
 Social-interaction with teachers and classmates (loner, shy, sociable,
friendly, gets into fights, liked by others etc.)
 Emotional moods temperament, cries easily, loses temper, happy, shows
enthusiasm, excited, indifferent, etc.)
 Cognitive (appears to understand lessons, copes with the lesson, excels,
lags behind, shows reasoning skills, turns in assignments and requirements,
etc.)
Interview the teacher
1. What are the most noticeable characteristics of the learner? (Emotional disposition,
behavior and discipline, sense of responsibility, study habits, academic
performance, relationship with peers, relationship with adults, social adjustment)
2. How does the teacher communicate with parents? How often? What do they
discuss? How do they decide of the best course of action to resolve issues or
problems?
3. How does the teacher utilize resources in the community to support the teaching-
learning process? How does the teacher work with the community to meet the needs
pf the learners?
Interview with Parents
1. Conduct a home visit. Once there, observe the home set-up. (Home is orderly,
family pictures in the living room etc.
2. Use the Interview Question on the next page. Just ask the question with which your
feel comfortable.
Suggested Parents Interview Guide
Your teacher may ask you to use a more detailed interview guide. Be free to translate
the questions, if necessary.
Name of Learner: Eizea Peconcillos
Date of Birth: September 5, 2008 Age: 15__

Grade/Year Level: 10- Mapataguyod Gender: Female_
Number of Siblings: 5_
Birth Order: 3
Parents!
Mother: Marv Rose Peconcillos Age: 39 Occupation: House Wife
Educational Attainment: High School Graduate
Father: Eric Peconcillos Age: 42 Occupation: Laborer
Educational attainment: High School Graduate
Learner’s Physical aspect:

Health
1. Mother’s health during pregnancy with the learner
 The learner’s mother was healthy and delivered Eizea by Cesarian Section
2. Ailments or health problems of the learner as a child
 According to her mother, Eizea is healthy
3. Age of the learner when he started to walk/talk
 Eizea started talking/walking at the age of 2 years old.
4. Food preferences of the learner as a child and at present
 Eizea likes dry/fried foods and vegetables.
5. Who took care of him/her as a child?
 Her mother and father
Learner’s Social Aspect:

1. Describe your child’s sociability (friendly, outgoing or shy, loner)
 According to her mother Eizea is a quiet and shy
2. Who were the learner’s playmates?
 Neighbor’s and classmates
3. As a child then, was he/she allowed to play outside?
 Yes, but Eizea choose not to go outside
4. Is he/she allowed to go out with friends?
 Yes, as long as it’s only outside the house
5. Do you have rules for him/her to follow regarding going out?
 Yes
6. What are these rules?
 Time limit and don’t go too far
Emotional-Moral
1. What are your expectations of your child?
 For her to finish her studies so that she can help her siblings. According to her
mother.
2. How do you provide a nurturing environment for your child?
 By talking to her
3. Does your child go to you when she/he feels down or has a problem?
 Her low grades.
4. What do you do when he/she is not successful in something?
 Motivate her
How do you discipline your child?

1. Do you have rules in the house? What are they?
 Yes, to help doing the household chores before playing
2. How do you impose the rules?
 Making time to do the chores
3. What are the consequences of breaking the rules?
 She’s not allowed to watch TV and used cellphone
Learner’s Cognitive Aspect:

1. What are the child’s interests?
 Playing Badminton and hangout with her friends
2. What is he/she good at in school?
 She is good at playing Badminton and Dancing
3. In what subject/s does he/she have difficulty?

 In Math subject
4. How do you monitor his/her performance in school? How do you motivate
him/her?
 By asking her how’s her day and by scanning her notes. We motivate her by
saying that she has rewards after.
5. Do you have rules at home to help him develop good study habits?
 Values Discipline
6. What are these rules? How are they implemented?
 That is she do well at school she will get a new phone as a reward
After you have gathered all necessary data. Write the learner’s development profile using the
outline below. Type the profile on a separate sheet and attached it to this learning Episode.
THE LEARNER’S DEVELOPMENT PROFILE (outline)
Name of the Learner: Eizea Peconcillos

School: Oas Polytechnic School
Date of Home Visit: November 11, 2023
Date of Birth: September 5, 2008 Age: 15
Grade/Year Level: 10- Mapagtaguyod Gender: Female
Family Profile
Number of Siblings: 5
Mother: Marv Rose Peconcillos Age: 39 Occupation: House Wife
Educational Attainment: High School Graduate
Father: Eric Peconcillos Age: 42 Occupation: Laborer
Educational attainment: High School Graduate
Physical Development
In paragraph form, describe the physical development of the learner. Combine the
teacher’s, parents’ responses and your own observation.
The physical development of the child was improving as time passed by she
is keeping being a healthy and strong child.
Social Development
In paragraph form, describe the social development of the learner. Combine the
The children social development was great she friendly, outgoing and
approachable to everyone.
Emotional-Moral Development
In paragraph form, describe the emotional-moral development of the learner. Combine
the teacher’s, parents’ responses and your own observation.
She can manage and control her feelings; she is good at keeping her
emotions toward the others.
Cognitive Development
In paragraph form, describe the cognitive development of the learner. Combine the
The child’s cognitive development is improving and she can do her task and
assignments independently.
Findings
Write here your salient findings about the learner.
The child’s growth development is improving and developing with the help of
her teacher and parent.
Conclusions
Write your conclusions after you have analyzed the impact of the school and the home
on the learner’s development. The questions in the Your Analysis portion of this learning
episode can help you.
Therefore, I conclude that, the child’s personal and academic development
always depends on how their parents and teachers affect them as a child.
The school has a great impact with the child development that is why it is
really important to always monitor them.
Recommendations
Write your recommendation.
As a future educator I recommend that they should keep what they are doing
in order to support the child’s needs.
ANALLYZE
Your findings and recommendations in the Learner Development Profile will help you answer
the questions here.
1. From your home visit and interview, what do you think is the style of parenting
experienced by the learner? Explain your answer.
Parents of the learner knows when to say NO or YES to her and even being
consistent on their decision as parent. You cannot sense of favoritism as they
spend equal attention to them.
2. Relating your data with what you learned from child development, what family
factors do you think contribute to the development and over-all adjustment of
the learner in school?
If the parents support their children on their educational needs, for sure the
children will perform well better than others. It can motivate a child to be a
good performer at school because they knew within their selves that they his
parents is always at his back in danger or in victory.
3. Does the communication between the home-school have an effect on the
learner? If yes, what are these effects?
Yes. Because education begins at home. Parents were always the best
teacher of their children. It is good that parents should be responsible and
vigilant enough to guide their children into a better education.
4. How can the teacher partner with the community to contribute to the
development and learning of the student? Who are the people or which
institutions can the teacher tap to seek advice regarding the development and
learning of students.
Teachers are the one who can help the students to enhance and develop.
Teachers sometimes ask the parents and teaching staff regarding the
development and learning of the students.
REFLECT
1. Reflect on your own development as a child. What type of parenting did you
experience? How did it affect you?
When I was a child, my mother is the one who contrite in our study. Guiding
my assignments, projects and other school activities. This inspires me to
teach others also and share my knowledge like my mother did.
2. As a future teacher, how would you establish good home-school collaboration? How
can you work well with the parents? How can you help them? How can they help
you?
Parent has an important role in their child’s learning development. If I will
become a teacher someday, I will choose to call up the attention of every
parent and have a seminar in regards to their children’s needs:
psychologically and emotionally.
LINK THEORY TO PRACTICE
1. Which are most likely the kind of children raised by authoritarian parents?
I. fearful
II. inhibited
III. hostile
IV. withdrawn
A. I and II C. II and III
B. I, II and III D. I, II, III and IV
2. If a child was raised by authoritative parents, how will most likely will he/she
behave in class?
A. Relates well to classmates
B. Is suspicious of others
C. Quarrels often with classmates
D. Has low level of independence
3. Which parenting style/s contribute/s to the development of children who have
low level of responsibility?
A. Authoritarian
B. Authoritative
C. Permissive
D. Neglecting and Permissive

Color Your
World…
1.
1. Make an artistic,
colorful, and
creative visual
expression of
your insights or
EVALUATE Performance Task feelings about
the home and
school and
community to the
learner. Then,
write a few
statements on
the space below
school your
visual art. Stick
with Acrostic…
2. 2. Make a reflection
acrostic about
H -onorable C - aring the home, school
0 - pportunity O – rganized and community
M – otivation. M - erciful link.
E – ducate M – agnificent
U – nique
S – trive N – ourish
C – onsistent I – nspire
H – appy T – ogetherness
O – ptimism Y – es we can!
O – pen minded
L - oving
L – ucid
I – deal
N – urture
K – ind
hearted
Evaluate Your Work Field Study 1, Episode - 4 – Learner Diversity: The Community and Home Environment
Learning Outcomes: Describe the influencing factors in the home environment that affect the student’s learning; • Seek advice
concerning strategies that build relationships with parent’s/ guardian and the wider community (6.2.1); •and
Identify effective strategies on how teachers can work together with the family
Name of FS Student: HENRY MAE R. ICAWAT Date Submitted _____________

Year and Section: IV -B Course: BTVTED FSM
4 3 2 1
accomplished
answered completely, answered completely, answered observation questions were
answers are depth and answers are clearly completely, answers not answered. Answers nit
are thoroughly connected to theories, are not clearly connected to theories; more
grounded on theories; grammar and spelling connected to than four (4) grammatical/
grammar and spelling are free from errors. theories one (1) to spelling errors.
are free from error. (3) grammatical/
spelling wrong
Reflection Profound and clear Clear but lacks depth Not so clear and Unclear and shallow, rarely
supported by what supported by what shallow, somewhat supported by what were
were observed and were observed and supported by what observed and analyzed.
analyzed. analyzed. were observed and
analyzed
Learning Artifacts Portfolio is reflected on Portfolio is reflected Portfolio is not Portfolio is not reflected on
in the context of the on in the context of reflected on in the in the context of the
learning outcomes. the learning context of the learning outcomes; not
Complete, well outcomes. Complete learning outcomes. complete, not organized,
organized highly well organized very Complete not not relevant.
learning outcome
Submission Submitted before Submitted Submitted a Submitted two (2)
the deadline before the day after the days or mote after
deadline deadline the deadline
COMMENT/S
Rating
(Based on
OVER ALL

Score 20 19-18 17 16 15 14 13-12 11 10 9- 7- below
8
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71- below
Learning Creating an
Appropriate
FS 1 5
Learning
Environment
SPARK Your Interest
This learning Episode provides an opportunity to examine how classrooms are

structured or designed to allow everyone’s maximum participation for effective learning. You
should be able to examine how classroom management practices affect learning. This
Episode enhances the application of the theories learned in the following professional
subject such as Facilitating Learner-Centered Teaching and The Child and Adolescent
Learners and Learning Principles.

 Plan how to manage time, space, and resources; and
 Provide a learning environment appropriate to the learners and conducive to
learning.
The classroom climate that is conducive for learning is one that is non-threatening yet
business-like. It is a classroom where, when creating audio-visual presentations, the
following are observed:
 Specific classroom rules and procedures are clear.

 Classroom rules and procedures are discussed within the first few days of the school.
 Students are involved in the design of rules and procedures.
 Techniques to acknowledge and reinforce acceptable behavior are employed.
 Clear limits for unacceptable behavior are established and negative consequences
for such are communicated.
 Classroom processes are democratic
Activity 5.1 Managing Time, Space, and Learning Resources

OBSERVE
Observe and use the observation sheet provided for you to document tour observations.
1. As you observe the class, look into the characteristics of the learners. Note
their ages.
2. How many boys are there? How many girls?
3. Focus on their behavior. Are they able to manage their own behavior?
4. Can the learners already work independently?
5. Describe their span of attention.
The class is composed of Grade 7 students with varied characteristics. From how I
observe them, they are very participative in the class, they always share their ideas
and they are competitive. Their age ranges from 13-15 years old. There are 10 boys
and 20 girls. Although, they are a bit of noisy, their attitudes toward learning are
commendable. They are also respectful when approaching their teachers and
classmates. They are also eager to learn and try their best to give an in-depth answer
in oral activities. Their behavior shows how they are still young and still need guidance
from their teacher and parents. About 50% of the class are not paying attention, but
the rest of the class are focused, and jotting down notes from their teachers’
discussion. When working on their activities, they can accomplish it independently but
mostly prefer to work with their peers.
ANALYZE
Analyze and answer these questions on observed classroom management

practices. It is also good to ask the teacher for additional information, so you can validate
your observation. Write your notes below; then organize your data in the Table that follows.
1. Are the areas in the classroom for specific purposes (storage of teaching aids,
books, students’ belongings, supplies, etc.) describe the areas. Will it make a
difference if these areas for specific purposes are not present?
 The classroom set up is just a typical and traditional Philippine high-school

style where there is a blackboard in front of the room and a table in the
center front. The row of seats is occupying the whole space of the room
with only minimal spaces left for other areas. There is a small cabinet in the
left side of the classroom near the window. It is where some of the old
projects/outputs of previous students are there.
2. Are there rules and procedures posted in the room? List them down. Do these
rules reinforce positive behavior?
Some of the class rules posted in the room are:
 1RULE - Please wear a mask always before entering a classroom.
 2RULE – Body temperature check.
 3RULE – Please clean your hands with soap and hand sanitizer.
 4RULE – Practice social 2 meters away.
 5RULE – Distinct and clean frequently touched objects and Surfaces.
 6RULE - Avoid touching your eyes, nose, mouth and face.
 7RULE – Don’t share personal items with your friends.
 8RULE – Cover your mouth and nose sneeze.
 9RULE – Stay at home if you’re not feeling well.
3. Did the students participate in making the classroom rules? If the resource teacher
is available, ask him/her to describe the process. What’s the effect of students’
participation in rule-making on students’ behavior?
 According to the teacher, the students participated in establishing the

classroom rules through notation headed by the classroom president with
the guidance of the teacher. Students who are involved in creating the rules
are most-likely to become disciplined and responsible who conforms on the
rules positively
4. What are the daily routines done by the Resource Teacher? (Prayer, Attendance,
Assignment of monitors, Warm-Up Activities, etc.) How are they done?
 To start the class, the teacher greets the students and ask a representative
from the class to lead the prayer. Then, she asks everybody how they are
doing. Usually, students say they are doing good. She let them be seated
that starts to prepare her presentation (chalk, and visual aid). She also
records the attendance through calling the students’ last name. After that,
she proceeds with the lesson by a motivational activity.
5. Is there a seating arrangement? What is the basis of this arrangement? Does this
help in managing the class?
 The class were seated alphabetically from A to Z. But in the case of

students with difficulties in sight or hearing, she lets them be seated in
front. Using this arrangement, the teacher easily identify the absent
students. This also help her to recognize a student’s name especially in
oral recitation.
6. Observe the noise level in the classroom. How is this managed?
 In a high school classroom, noise level is quite high as students like to talk
a lot with their seatmates. During the discussion, all students are very
participative and everyone want to share their answers. However, the
teacher remains calm in telling them to lower their voices. She tells them
that that are also other classes that they can disturb with their loud noises.
7. If a learner is not following instruction or is off-task, what does the Resource

Teacher do? Describe the behavior strategy used.
 There are who do not follow instructions especially when working on their
tasks. The teacher still accepts their output but reminds them to pay
attention to the instruction because she will not accept their output anymore
if they made the same mistake again. This helps them learn from their
mistake and be attentive to the teacher’s instructions.
8. What does the Resource Teacher do to reinforce positive behaviors? (behavior

strategies)
The following are the strategies used by the teacher to reinforce positive behavior:
 Let them establish classroom rules.
 Address problems in a friendly manner. She doesn’t scold them, instead
talks to them calmly.
 Celebrate achievements through praising them.
 Give rewards or incentives to motivate them strive harder.
 Make the class discussion engaging and fun.
 Incorporate activities that promote collaboration and peer teaching.
REFLECT
Reflection as a future Teacher.

1. Why do you need to enforce positive discipline?
 Enforcing a positive discipline is essential in managing the classroom well. Even
though the students are well-mannered, there are unpredictable situations that would
challenge the teachers’ patience. There is a need to enforce a positive discipline
among students to positively address the conflicts that may arise in the classroom
without being too harsh on students. Students will not think negatively about
themselves and this will eliminate unwanted behaviors or reactions from students.
This will also help the teacher inculcate positive values among students. In addition,
students will be responsible for their actions, to be rational, and critical and decide
smartly in different situations
Activity 5.2 Identifying the Different Aspects of Classroom Management

CLASSROOM MANAGEMENT MATRIX

Observe a class and accomplish the given matrix.
Aspects of Classroom Description Effect on the Learners
Management (to be filled out after you
answered the analysis
questions)
1. Specific Areas in the The classroom is traditional These make them feel safe
Classroom set-up with table in the back and comfortable in their
for students’ belongings and learning spaces.
reading corner in the back.
2. Classroom Rules The classroom rules are The rules help them to
well established and become responsible and
effective. well-mannered.
3. Classroom The classroom procedures These enables them learn

Procedures are carefully taught and portably and comfortably.
modeled.
4. Daily Routines Daily routines are well- These maintain consistent
established. standards.
5. Seating The seating arrangement is This leads them learn better

Arrangements well-implemented and help and participate in the class
learners to be attentive well
6. Handling The Teacher handles the This does not threaten the
misbehavior/off-task misbehavior calmly and learners instead motivates
behavior politely. them to do better next time.
7. Reinforcement of Reinforcement of positive It increases their
Positive Behavior behavior is appropriate, confidence, regulates their
effective and catalyzes behavior and reduce
favorable result. negative behavior
ANALYZE
1. How did the classroom organization and routines affect the learner’s behavior?
 It makes the student more alert with their actions. They tend to be organized also,
they’ll be able to prioritize the things that they have to do in order or them to follow
the schedule and be mindful with the things that they will do.
2. What should the teacher have in mind when she/he designs the classroom
organization and routines? What theories and principles should you have in mind?
 She should consider first the things that will help the students be more organized and
also considering the time that she will have for her students to talks, ask and
question about how they are. Also, take time to seek for the misbehavior in class in
order for them to think that each move they are taking with are being monitored
despite the freedom that you as a teacher gave to them.
3. Which behavior strategies were effective in managing the behavior of the learners?
In motivating students? Why were they effective?
 For me, the positive one because, this will give the student te courage to pursue the
things that you have said to the students because you are able to talk to them in way
that they will never ever felt like they are being mistreated too much. This will give
them a big effect in regards to their performance.
REFLECT
1. Imagine yourself organizing your classroom in the future. In what grade level do you
see yourself? What routines and procedures would you consider for this level why?
 In the near future, I see myself teaching junior high school students in my English
class. I will start my class through a prayer, which for me is very important. To be
followed by asking them about how they are doing, are they happy, what do they feel
about our subject, etc. These questions will help me determine the current status of
students regarding learning my classes. I can also find out easily the strategies that I
need to carry out to address their needs if they ever shared to me what do they feel
about learning my subject. Then of course, the usual procedures like attendance,
motivational activity and actual discussion with constant posing of questions to check
their comprehension.
2. Make a list of the rules you are likely to implement in this level. Why would you
choose these rules?
 The rules that I would most-likely to implement in this group of students are the
following:
1. Be on time. – To help them realize the value of punctuality.
2. Be respectful. – A common rule that everyone should learn.
3. Follow Directions. – To remind them that through following directions, thing will
work well.
4. Keep Quiet. Raise your hand if you want to speak. – To minimize loud noises.
5. No foods/gums/drinks while in class discussion. – It is disrespectful for teachers if
the students are eating while they are discussing.
6. Ask questions. – To normalize raising queries if the concepts are not clear for
them. And also, to avoid them from making wrong outputs.
3. Should learners be involved in making the class rules? Why?
 Students need to be involved in the making of classroom rules to help them develop
their leadership skills as well as make them understand the value of being
responsible in their own action and behavior. It also allows for collaboration between
students and teachers in agreeing on the rules that they need to establish. But,
making the rules should be guided by the teachers as they are the one who knows
the guidelines and how to facilitate well in discussing the rules to include.
Direction: Read the items given below and encircle the correct answer.
1. Focusing on natural consequences of students’ behavior develops more self-
regulation in the students. Which of the following teacher statements demonstrates
focusing on natural consequences?
A. “Those who were noisy today during seatwork will not be allowed to play
games in the computer later”
B. “If it takes you longer to finish the seatwork because time is wasted with
chatting, then we won’t have time to go to the playground anymore”
C. “Those who are well-behaved in class will be given plus 5 points in the
quiz”
D. If you get grade of 95mor higher in the first two assignment, you will be
exempted from the third assignment.
2. Learners are more likely to internalize and follow classroom rules when______.
A. The teacher clearly explains the rules she prepared
B. The learners know the punishments for not following the rules
C. The learners participate in the rule-making process
D. The teacher gives additional points for those who follow the rules
3. For a teacher to establish and maintain consistent standards of learners’ behavior,

they should do all EXCEPT ____________________________.
A. Give immediate feedback to reinforce appropriate behavior of learners
B. Be open to exceptions each time a learner misbehaves in class
C. Communicate and enforce school policies and procedures clearly and
consistently
D. Handle behavior problems promptly and with due respect to learners’
rights
Paste pieces of evidences of classroom rules that work in class. You may also put pictures
of the physical space and learning stations which contribute to the effective implementation
of classroom management.
Evaluate your work task Field Study 1, Episode 5 – Creating an Appropriate Learning Environment
Learning Outcomes: Plan on how to manage time, space, and resources • Provide a learning environment appropriate to the
learners and conducive to learning.
Name of FS Student: HENRY MAE R. ICAWAT Date Submitted: __________

Year and Section: IV- B Course: BTVTED FSM
4 3 2 1
accomplished
spelling wrong
analyzed
learning outcome
COMMENT/S
Rating
(Based on
OVER ALL

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7- below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
Learning Classroom
Management and
FS 1 6
Classroom
Routines
SPARK Your Interest
This Episode focuses on the classroom structure and routines performed by teachers in
class to provide a safe, friendly non-threatening and caring environment. Effective classroom
routines ensure order and discipline to help the students to stay calm and focused on their
daily tasks.

 Identify the classroom routines set by the teacher; and
 Observe how the students execute the various classroom routines.
Routines are the backbone of daily classroom life. They facilitate teaching and learning
Routines don’t just make the life of the teacher easier. They save valuable classroom time.
Efficient routines make it easier for students to learn and achieve more.
Establishing routines early in the school year:
 Enable you to run your daily activities run smoothly;

 Ensure you to manage time effectively;
 Helps you maintain order in the classroom;
 Makes you more focused in the teaching because you spend less time in
giving directions/instructions; and
 Enables you to explain to the learners what are expected of them.
Activity 6.1 Observing Classroom Management and Routines

OBSERVE
Observe the classroom routines of the Resource Teacher by accomplishing

the given checklist.
CHECKLIST ON CLASSROOM ROUTINES
Check Yes (√) if observed and (x) if not observed.
Classroom Routines Observed Not Observed

(√) (x)
1. Movement into the classroom ̷
2. Transition in classroom activities ̷
3. Movement out of the classroom ̷

4. Use of lavatories / comfort room / washrooms ̷
5. Passing of papers ̷
6. Passing of books ̷
7. Working with pairs/groups ̷
8. Tardy students x
9. Absent students ̷
10. Submission/Collection of Materials ̷

11. Submission of Projects ̷
12. Asking questions during lessons ̷
13. Asking for assistance ̷

14. Joining classroom activities ̷
15. Lining up ̷
16. Walking in line x
17. Fire drill / emergencies x

18. Movement between classroom activities ̷
19. Use of classroom supplies ̷
20. Checking of assignments ̷
ANALYZE
Analyze the routines set by the Resource Teacher by answering the following questions.
1. Were the routines effective in ensuring discipline and order in the class? Why?
Why not?
2. Yes, it is a proof that

setting routines to the
class develops self-
respect and self-
discipline.
3. And for them to take
their studies seriously so
to have a high grade.
4. Yes, it is a proof that
setting routines to the
class develops self-
respect and self-
discipline.
5. And for them to take
their studies seriously so
to have a high grade.
 Yes, it is a proof that setting routines to the class develops self-respect
and self- discipline, and for them to take their studies seriously to have a
high grade.
2. Which of those routines were systematic and consistently implemented? Explain

your answer.
 The “asking question during lesson” This routine touched me because
when the teacher asked a question to the learners. She is encouraging
them to answer with a clue or a follow-up question hitting the same
answer.
REFLECT
Reflect on the various routines observed.

1. Which of the routines will you most likely apply in your class? Why? Why not?
 The “asking question during lesson” This routine touched me because
when the teacher asked a question to the learners. She is encouraging
them to answer with a clue or a follow-up question hitting the same
answer.
Listing Down Classroom Rules

Activity 6.2

OBSERVE
Observe a class and list down rules formulated by the Resource Teacher. Cite
the importance of these rules.
Classroom rules are imperative and must be reinforced for learners’ safety and
security. Rules also teach discipline and self-control. Rules eliminate stress and will provide
a more pleasant, secured and non-threatening environment. Rules ensure the students’
engagement and focus on their classroom activities.
Classroom Rules Importance
1. E.g., Read directions well - Ensures less error in answering the activity.
- To reduce interruptions and distractions in
Be on time. the class
- To enhance the students time
management skill.
- Build trust among students and teachers.
Be respectful - Establish harmonious relationship with
each other.
- Minimizes errors or mistakes in the
Follow Instructions student’s outputs.
- To allow a free from distraction in
Keep Quiet discussion.
- For the students to understand well the
lesson.
No food during class - To reduce distractions.
ANALYZE
1. Analyze each given rule. What circumstances led to the formulation of the rule?
 Students may have attending late in the class which reduces their time for
their learnings. May have developed misunderstanding between their
peers or teachers that caused conflict or serious issues. Students may
have been making a lot of mistakes in their outputs causing them to get
lower grades.
2. Are classroom rules really important?

 Yes, it is essential in the class because not just it eliminates possible
misconduct of students but it shapes their behavior, discipline and
improves their learning. It also helps them become responsible and aware
of what the dos and don’ts in the class.
REFLECT
Reflect on the various classroom rules set by the Resource Teacher. Will you have
the same rules? If not, what rules are you going to employ? Explain your answer.
 I will definitely employ the classroom rules set by my resource teacher

because, I saw how responsible the students are with their actions, they
are well-behaved and disciplined.
Take some snapshots of the classroom routines employed by the Resource Teacher which
are worth emulating.

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

A. At the start of the year
B. At the end of the classroom
C. At the start of the activity
D. At the start of class discussion
3. What is the primary reason for the establishment of classroom routine?

A. To ensure order
B. To eliminate stress
C. To be fair all times
D. To control the class
4. To ensure order in the transition activities, what must be done?

A. Assign a leader.
B. Post the rules.
C. Let students work in groups.
D. Set the rules before the activity.
5. What routine must be set to guarantee the safety of the students?

A. Assign a leader.
B. Let them work in pairs.
C. Let them work individually
D. Set the dos and don’ts in every activity

Evaluate your work task Field Study 1, Episode 6 –Classroom Management and Classroom Routines
Learning Outcomes: Identify the classroom routines set by the teacher; and observe how the students execute
the various classroom routines.
Name of FS Student: HENRY MAE R, ICAWAT Date Submitted ________

Year and Section: IV -B Course: BTVTED FSM

4 3 2 1
accomplished
spelling wrong
analyzed
learning outcome
COMMENT/S
Rating
(Based on
OVER ALL

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7- below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
Learning Physical and

Personal Aspects of
7
Classroom
Management
FS 1
SPARK Your Interest
This Episode tackles classroom management and discipline. It focuses on the personal and
physical aspects of classroom management which are central to teaching and therefore
must be consistently implemented.

 Identify the two (2) aspects of classroom management; and
 Determine the classroom management strategies that the Resources Teacher
employed in his/her class.
Classroom management refers to the wide variety of skills and techniques that
teachers use to keep students organized, orderly, focused, attentive on tasks and
academically productive in class.
Ref: edglossary.org
Importance of Effective Classroom Management
 Increases chance of student success

 Paves the way for teacher to engage students in learning
 Helps create an organized classroom environment
 Increases instructional time
 Creates consistency in the employment of rules and regulations
 Aligns management strategies with school wide standards
 Decrease3 misbehavior in the classroom
 Gives student boundaries as well as consequences
Ref. http://www.ehow.com
Two aspects of Classroom Management.
1. Personal Classroom Management consist of managing your own self to ensure order
and discipline in your class. Includes:
1.1 Voice
1.2 Personal grooming
1.3 Attendance
1.4 Punctuality
1.5 Personal graciousness
Managing yourself as a teacher contributes to the order and well-being of your class.
2. Physical Classroom Management consists of managing the learning environment.
Attending to these physical elements of the learning environment ensures the safety,
security and order in the class. It includes:
3.1 Ventilation
3.2 Lighting
3.3 Acoustics
3.4 Seating arrangement
3.5 Structure/ design of the classroom
3.6 Physical space/ learning stations
Some Effective Classroom Management Strategies
1. Model to the students how to act in different situations.
2. Establish classroom guidelines.
3. Documents the rules.
4. Refrain from punishing the entire class.
5. Encourage initiative from class.
6. Offer praise and rewards.
7. Use non-verbal communication.
8. Take time to celebrate group effort.
9. Let students work in groups.
10. Interview students to assess their needs.
11. Address bad behavior quickly.
12. Consider peer teaching.
13. Continuously engage the students.
14. Assign open-ended project.
15. Write group contracts.
Ref. prodigygame.com
Activity 7.1 Identifying Personal and Physical Aspects of Classroom

Management
OBSERVE
Observe a class and interview the Resource Teacher. Ask how the personal
and physical aspects of classroom management ensur4e proper classroom management
and discipline.
Check if these aspects were observed in the classroom.
Aspects of Classroom Management YES NO
1. Personal Classroom Management
1.1 Is the teacher well-groomed that he/she demands respect from the ̷
learners?
1.2 Is the teacher’s voice modulated and can be heard by the entire class? ̷
1.3 Was the teacher present in class? ̷
1.4 Did the teacher arrive on time in class? ̷
1.5 Does the teacher exude a positive attitude towards teaching? ̷
2. Physical Classroom Management
2.1 Is the classroom well-ventilated? ̷
2.2 Is the lighting good enough? ̷
2.3 Is the classroom free from noise? ̷
2.4 Does the seating arrangement provide better interaction? ̷
2.5 Is the design/structure of the room inviting to classroom activities? ̷
2.6 Is the physical space / learning station clear from obstruction? ̷
ANALYZE
1. How does the voice of the teacher affect classroom instruction?

Modulated voice can affect the learning of the students in a positive way in terms in
conveying message and information. They can hear all what their teacher discusses
about their lesson and with this the students will think to talk since they clearly hear
their teacher. Speaking with your students using a direct and sincere tone will help
them to trust and meet your expectation
2. How does the punctuality of the teacher affect classroom discipline?
Punctuality of the teacher affects the classroom discipline because a teacher is a
role model for the students. They are the ones who is being looked up by their
students and this will affect them that to become a professional it is needed to
become punctual at all the times.
3. Why do we need to check on the physical aspects of classroom management?
We need to check the physical aspects of the classroom management because it is
one of the most important for the students to become comfortable while they are
learning. Having the best physical classroom elements in the learning environment
would ensure the safety and order in class.
REFLECT
Reflect on the aspects of personal and classroom management.

1. What does this statement mean to you as a future teacher? Explain. “No amount of
good instruction will come out without effective classroom management.”
The meaning of the statement “No amount of good instruction will come out without
effective classroom management.” Even a school has a good classroom rule it
useless if the teacher or the one who implemented it is not following. Teachers’
behavior will always reflect with her student’s behavior because they could see that
their teacher is not following the implemented rules it will reflect them that it is good
to do not follow the said rules that is why teachers’ behavior shows that she follows
the rules for her students to follow it also.
2. What are your plans in ensuring effective classroom management?
In order for us as a future teacher to ensure the effective and efficient classroom
management, we all should possess all the qualities of being a good teacher and
also attained all personal classroom managements elements and requirements such
being punctual, having a modulated voice and well-groomed. And we should also
ensure that the physical classroom management have good ventilation, lighting, and
etc.
Activity 7.2 Identifying Personal and Physical Aspects of Classroom

Management
OBSERVE
Observe the classroom management strategies that your Resources Teacher

employs in the classroom. You may also conduct an interview to substantiate your
observation.
Check the management strategies employed by the Resources Teacher.
Check (√) observed, put an (×) if not observed and о for no opportunity to observe.
Effective Classroom Management Strategies Observed Not No
Observed opportunity
to observe
1. Model to the students how to act in different ̷
situations.
2. Establish classroom guidelines. ̷
3. Documents the rules. O
4. Refrain from punishing the entire class. ̷
5. Encourage initiative from class. ̷
6. Offer praise and rewards. O
7. Use non-verbal communication. ̷
8. Take time to celebrate group effort. O
9. Let students work in groups. ̷
10. Interview students to assess their needs. ̷
11. Address bad behavior quickly. ̷
12. Consider peer teaching. ̷
13. Continuously engage the students. ̷
14. Assign open-ended project. ̷
15. Write group contracts. ̷
Other (please specify)
ANALYZE
Analyze the checklist you have accomplished and answer the given questions:
1. How many strategies were employed by the Resource Teacher? Did these contribute
to better classroom management? Explain your answer.
 There are many strategies that are employed by the Resource Teacher and
these strategies are useful and contributed to have a better classroom
management. Maybe because as a teacher you play the role of being a good
role model to your students you should always show them respects,
generosity, kindness and authority in order for them to treat you also like that
and for the classroom to achieve the effective implementation.
2. What were not used by the Resource Teacher? Were these important? What should
have been used instead? Explain.
 I interview my Resource Teacher, ma’am Ivy she said that the classroom
management are somehow the same with what she implemented and she
also said that it is all important and effective for better teaching and learning.
REFLECT
As a future teacher, reflect on the observations then answer the given question.
1. What classroom management strategies do I need to employ to respond to diverse
types of learners?
 The classroom management strategies that I need to employ to respond the

diverse types of learners are, interviewing them to assess them their needs,
let them work as a group in order for them to come up with their differences
and start.
Evaluate Your Work Task Field Study 1, Episode 7 – Physical and Personal Aspects of Classroom Management
Learning Outcome: Identify the two (2) aspects of classroom management and determine the classroom
management strategies that the Resource Teacher employed in his/her class.
Name of FS Student: HENRY MAE R. ICAWAT Date Submitted ________

Year and Section: IV- B Course: BTVTED FSM
4 3 2 1
observation Sheet questions tasks observation observation observation questions/
completely questions/ tasks not questions/ tasks tasks not answered/
answered/ answered/ not answered/ accomplished.
accomplish accomplished. accomplished
Analysis All questions were All questions were Questions were Four (4) or more
answered answered not answered observation questions
completely, answers completely, answers completely, were not answered.
are depth and are are clearly answers are not Answers nit connected
thoroughly grounded connected to clearly connected to theories; more than
on theories; theories, grammar to theories one (1) four (4) grammatical/
grammar and and spelling are free to (3) grammatical/ spelling errors.
spelling are free from from errors. spelling wrong
error.
Reflection Profound and clear Clear but lacks Not so clear and Unclear and shallow,
supported by what depth supported by shallow, rarely supported by
were observed and what were observed somewhat what were observed
analyzed. and analyzed. supported by what and analyzed.
were observed
and analyzed
Learning Artifacts Portfolio is reflected Portfolio is reflected Portfolio is not Portfolio is not reflected
on in the context of on in the context of reflected on in the on in the context of the
the learning the learning context of the learning outcomes; not
outcomes. Complete, outcomes. learning complete, not
well organized highly Complete well outcomes. organized, not relevant.
relevant to the organized very Complete not
learning outcome. relevant to the to organized very
the learning relevant to the to
outcome the learning
outcome
Submission Submitted before the Submitted before Submitted a day Submitted two (2) days
deadline the deadline after the deadline or mote after the
deadline
COMMENT/S
Rating
(Based on
OVER ALL

Score 20 19- 17 16 15 14 13-12 11 10 9-8 7-
18 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
1. How will you prevent truancy among students?

A. Check attendance regularly.
B. Allocate budget for each student.
C. Improve sanctions on absentees.
D. Prepare and teach your lessons effectively at all times.
2. What will be the most effective way of dealing with non-participative students?
A. Let them do what pleases them.
B. Refer the matter to the guidance counselor.
C. Employ engaging and enjoyable activities.
D. Give them the grades they deserve based on their performance.
3. How will you help the shy and timid students in your class?
A. Treat them naturally.
B. Let them be as they are.
C. Refer them to the Guidance Office
D. Encourage them to join as many activities in class.
4. How will you put to optimum use the leadership skills of your students?
A. Recognize their leadership skills.
B. Let them just do what they please.
C. Refrain from calling them all the time.
D. Empower them to initiate activities in class.
5. To discipline unruly students, teacher Helen always tells her students “Remember I
am the person in authority here. I have the power to pass or fail you.” Do you agree
with Teacher Helen’s reference to power?
A. We need more data to give a categorical answer.
B. Yes, passing and failing are in the hands of a teacher.
C. Yes, one may use the power given you to blackmail students.
D. No, teacher authority is not meant to be used to pass or fail students.
Learning
FIELD STUDY 1 Episode Close Encounter
with the School
FS 1 8
Curriculum
SPARK Your Interest
Formal education begins in school. Schools are institutions established to resign total
learning activities appropriate for each learner in each grade level. Thus, schools have
recommended curriculum which is the enhanced K to 12 curriculums. The recommended
curriculum was translated into written curriculum like books, modules, teachers’ guides and
lesson places which are the basis of the taught curriculum. A teacher who implements the
curricula needs support materials (support curriculum) to enhance teaching and learning so
that the written and the taught curricula can be assessed (assessed curriculum) in order to
determine if learning took place (learned curriculum). However, there are so many activities
that happen in school but are not deliberately planned. This refers to the hidden curriculum.
A classroom teacher plans, implements and evaluates school learning activities by
preparing a miniscule curriculum called a lesson plan or a learning plan. The teacher then
puts life to a lesson plan by using it as a guide in the teaching-learning process where
different strategies can be used to achieved the learning objectives or outcomes. There are
many styles of writing a lesson plan, but the necessary parts of elements such as (a)
Learning Outcomes (b) Subject Matter (c) Teaching-Learning Strategies, and (d) Evaluation
of Assessment should always be included.
All of these elements should be aligned so that at the end of the teaching-
learning episode, learning will be achieved with the classroom teacher as a guide.
At the end of this episode. I must be able to:

 Identify the different curricula that prevail in the school setting;
 Describe how the teacher manages the school curriculum by planning, implementing
lesson through different strategies and assessment of learning outcomes; and
 Analyze if the teacher aligns the objectives to subject matter, to teaching strategies
and assessment.
School Curriculum: What is this about?

From a broad perspective, curriculum is defined as the total learning process and
outcomes as in lifelong learning. However, school curriculum in this course limits such
definition of total learning outcomes to com fine to a specific learning space called school.
School are formal institutions of learning where the two major stakeholders are the learners
and the teachers.
Basic education in the Philippines is under the Department of Education or DepEd
and the recommended curriculum in the K-12 or Enhanced Basic Education Curricula of
2013. All basic education schools offering kindergarten (K) elementary (Grades 1 to 6) and
secondary (Grades 7-10, Junior High School and Grades 11to 12, Senior High School)
adhere to this national curriculum as a guide in the implementation of the formal education
for K to 12.
What are the salient features of the K to 12 Curriculum? Here are the features. It is a
curriculum that:
1. Strengthen the early childhood education with the use of the mother tongue.
2. Makes the curriculum relevant to the leaners. The use of contextualized lessons and
addition of issue like disaster preparedness, climate change and information and
communication technology (ICT) are included in the curriculum. Thus, in-depth
knowledge, skills and values, attitude through continuity and consistency across every
level and subject.
3. Builds skills in literacy. With the use of mother tongue as the main language in studying
and learning tools from K to 1Grade 3, learners will become ready for higher level skills.
4. Ensures unified and seamless learning. The curriculum is designed in a spiral
progression where the students learn first the basic concepts, while they study the
complex ones in the next grade level. The progression of topics matches with the
development and cognitive skills. This process strengthens the mastery and retention.
5. Gears up for the future. It is expected that those who finished education in Grade 12 will
be ready for college or tech voc careers. Their choice of careers will be defined when
they go to Grade 11 to 12.
6. Nurtures a fully developed youth. Beyond the K to 12 graduate the learner will be ready
to embark on different career paths for a lifetime.
You will recall that a school curriculum is of many types for the Kindergarten to Grade 12 in
the country.
 The enhanced curriculum K to 12 curriculum is the Recommended
Curriculum. It is to be used nationwide as mandated by Republic Act 10533.
 When the curriculum writers began to write the content and competency
standards of the K to 12 Curriculum it became a Written Curriculum. It
reflects the substance of RA 10533 or enhanced Basic Education Act of 2013.
In the teacher’s class it is the lesson plan. A lesson plan is a written
curriculum in miniscule.
 What has been written in a lesson plan has to be implemented. It is putting
life to the written curriculum, which is referred to as the Taught Curriculum.
The guidance of the teachers is very crucial.
 A curriculum that has been planned, and taught needs materials, objects,
gadgets, laboratory and many more that will help the teacher implement the
curriculum. This is referred to as the Supported Curriculum.
 In order to find out if the teacher has been succeeded in implementing the
lesson plan, an assessment shall be made. It can be done in the middle or
end of the lesson. The curriculum is now called the Assessed Curriculum.
 The result of the assessment when successful is termed as Learned
Curriculum. Learned curriculum whether small or big indicates
accomplishment of learning outcomes.
 However, these are unplanned curriculum in schools. These are not written,
nor deliberately taught but they influence learning. These includes peer
influence, the media, school environment, the culture and tradition, natural
calamities and may more. This curriculum is called Hidden Curriculum or
Implicit Curriculum.
So what will be the roles and responsibilities of the teacher in the relations with the school
curriculum, especially in the K to 12 or enhanced curriculum for the basic education?
Teachers then should be multi-talented professionals who:
 Know and understand the curriculum as enumerated above;

 Write the curriculum to be taught;
 Plan the curriculum to be implemented;
 Initiate the curriculum which is being introduced;
 Innovate the curriculum to make it current and updated;
 Implement the curriculum that has been written and planned; and
 Evaluate the written, planned and learned curriculum.
Activity 8.1 Curricula in the School Setting
It’s time to look around. Discover what curriculum is operating in the school setting. Recall
the types of curriculum mentioned earlier. Can you spot where these are found? Lets do a
hunting game.
OBSERVE

1. Locate where you can find the following curriculum in the school setting. Secure a
copy make observation of the process and record your information in the matrix
below. Describe your observations.
Type of curriculum Where found Description

1. Recommended Curriculum  Basic Education It is recommended by scholars,
(K to 12 Guidelines) (DEPED) non-scholars and professional
 Higher Education organizations.
(CHED)
 Vocational Education
(TESDA)
2. Written curriculum  Syllabus Documents based on the
(Teacher’s Lesson Plan)  Module recommended curriculum.
 Books
 Lesson plans
 Course of study
3. Taught Curriculum Teachers always deliver Strategies and styles used by the
(Teaching Learning their lesson. teacher for effective learning.
Process)
4. Supported Curriculum  ICT Laboratory A curriculum that has been

(Subject Textbook)  Science Laboratory planned, and taught needs
Etc. materials, objects, gadgets,
laboratory and many more that
will help the teacher implement
the curriculum
5. Assessed Curriculum Standardized test It used to measure the students’
(Assessment Process)  State test performance.
 Teacher-made test
6. Learned Curriculum The result of the Small or big accomplishment of
(Achieved Learning assessment of the learning outcomes.
Outcomes) students.
7. Hidden Curriculum (Media)  Socialization Unplanned curriculum in schools.

 Peer sharing These are not written, nor
 Brainstorming deliberately taught but they
influence learning. This includes
peer influence, the media, school
environment, the culture and
tradition, natural calamities and
may more.
ANALYZE
Which of the seven types of curriculums in the school setting is easy to find? Why?
Among the seven types of curriculums in the school the following are easy to be
found, Recommended Curriculum (K to 12 Guidelines) Basic Education (DEPED), Higher
Education (CHED) and Vocational Education (TESDA). Written curriculum (Teacher’s Lesson
Plan) Syllabus, Module, Books and Lesson plans. Course of study Taught Curriculum
(Teaching Learning Process) Teachers always deliver their lesson. Supported Curriculum
(Subject Textbook) ICT Laboratory, Science Laboratory Etc. Assessed Curriculum
(Assessment Process) Standardized test, State test and Teacher-made test. And Learned
Curriculum (Achieved Learning Outcomes) The result of the assessment of the students
Which is difficult to observe? Why?

Among the seven types of curriculums in the school the difficult to observe is the Hidden
Curriculum (Media) because it was the unintended curriculum. It defines what students learn
from physical environment and it is only applied to any learning outcomes that are not
expressly design in a lesson plan.
Are these all found in the school setting? How do curricula relate to one another?
Yes, the relationship between the curricula and to one another is they both serve to enhance
each other. We all know that curriculum is the foundation of education and the curriculum is
what makes the school education quality stands out.
Draw a diagram to show the relationship of one curriculum to the other.
REFLECT
Make a reflection on the diagram that you have drawn.

The relationship between the curricula and to one another is they both serve to
enhance each other in order for the school to reach its objective as a school that has
a quality education. Curriculum is one of the most important instruments used by the
school. It provides us a method we use to do in teaching.
Activity 8.2 The Miniscule School Curriculum: The Lesson, A Closer Look

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

Procedure:
1. Secure permit to observe one complete lesson in a particular subject, in a particular
grade/year level.
2. Keep a close watch on the differenr components of the miniscule curriculum: the
lesson
3. Follow the three major components of a curriculum (Planning, Implementing and
Evaluating/Assessing). Observe and record your observation.
Observe and Record Observation on the following Aspects
Major Curriculum Key Guide for Observation (Carefully look for the indicators/behavior
Components of the teacher along the key points. Write your observation and
description in your notebook.)
A. Planning 1. Borrow the teacher’s lesson plan for the day. What major parts do
you see? Request a copy for your use.
Answer the following questions:
a. What are the lesson objectives/learning outcomes?
b. What are included in the subject matter?
c. What procedure or method will the teacher use to implement
the plan?
d. Will the teacher assess or evaluate the lesson? How will this
be done?
B. Implementing Now it’s time to observe how the teacher implemented the prepared
lesson plan. Observe closely the procedure.
a. How did the teacher begin the lessson?
b. What procedure or steps were followed?
c. How did the teacher enaged the learners?
d. Was the teacher a guide at the side?
e. Were the learners on task?/ or were they participating in the
class activity?
f. Was the lesson finished within the th class preriod?
C. Evaluating/ Did learning occur in the lesson taught? Here you make observations
Assessing to find evidence of learning.
a. Were the objectives as learned outcomes achieved?
b. How did the teacher assess/ evaluate it?
c. What evidence was shown? Get pieces of evidence.
ANALYZE
Write a paragraph based on the date you gathered using these key questions?
1. How does the teacher whom you observe compare to the ideal characteristics or
competencies of global quality teachers?
The teacher facilitates and inspire the students to learn, she works with her student to create
new learning opportunities. She uses data and measurements to support students’ learning
and program developments.
2. Was the lesson implemented as planned? Describe.

The lesson was planned before the class discussion. Her lesson plan shows the possible
interactions of the students, it also writes the following activities and list of question that the
students should answer and comply during class hour.
3. Can you describe the disposition of the teacher after the lesson was taught? Happy
and eager? Satisfied and contented? Disappointed and exhausted?
It shows that the teacher is glad and satisfied because she knows the she delivered her
lesson clearly and properly according to her lesson plan and she also know that the students
will enjoy and participate the discussion.
4. Can you describe the majority of student’s reactions after the lesson was taught?
Confused? Happy and eager? Contented? No reactions at all.
The majority of the students’ reaction after their lesson was happy and contented with the
information given by their teacher. They gave their focus and attention with the given
activities, while they are learning they also enjoy.
REFLECT
Based on your observation and tasks in activity 2 how will you prepare your lesson plan?
Make a short paragraph on the topic.
I will prepare my lesson based on the given curriculum. Aside from its parts, the lesson should
build a prior lesson and flawlessly flow in the next. Alongside from the major components of
Connctructive
the curriculum, there are some Alignment
guidelinesoftothe Components
follow. Each partsofhave
a Lesson
its ownPlan
important
aspects that in to its construction. A lesson plan should consider what types of learners she is
going to teach, the activities should be a based on the learners’ abilities and skills. Lesson
should have the following, subject matter, objectives, specific learning activities, organize
lesson and assessment for students’ learning.
Activity 8.3

OBSERVE
Using the diagram below fill up the component’s parts of a lesson

I. Title of the Lesson:
II. Subject area:
III. Grade Level:
Outcomes Teaching Method Assessment
 Use simple presen

tense of verbs in a  There will be  Short quiz with
sentences. lectures and only a few
 Appreciate the use discussion, questions are
of simple present then group given throughout
tense the session and
ANALYZE
Answer the following questions based on the diagram.

1. Are three components constructively aligned? Explain.
Yes, the three components are constructively aligned from setting the learning outcomes,
down to what methods and strategies to be use in order to achieve the set objectives, and
what type of assessment that shall be used to measure the learning’s of the students.
2. Will the outcomes be achieved with the teaching methods used? Why?
Yes, the expected outcomes were achieved because the methods and strategies that the
teacher uses are effective and related to the topic. It is basically when we think an outcome
has achieved through this teaching method.
3. What component would tell if the outcomes have been achieved?

The assessment and evaluation part of the lesson plan will tell if the students meet the
expected outcomes by getting a passing and above average scores.
REFLECT
What lesson have you learned in developing or writing a lesson plan?

The lesson that I have learned in developing and writing a lesson plan is that we need to use
the alignment of the three components so that we are able to come up with an idea to achieve
our expected outcome in our lesson plan. We need to think a plan that will be based on the
students’ knowledge and abilities for them to meet the expectations we needed and we
needed to use methods and strategies that the students will enjoy as well as to learn.
What value will it give to the teacher if the three components are aligned?
The value of success will be gained by the teacher if she used to align three components to
her lesson plan. Achieving an objective, we set by delivering the lesson efficiently and
learning the students effectively.

Learning Artifacts for Activity 1 & 2
Present an artifact for Activity 1 & 2
Activity 1 Artifact
1. Present evidence for each kind of curriculum operating in the school setting. This can
be in pictures, realia, documents or others.
Activity 2 Artifact
1. Present a sample curriculum in a form of a Lesson Plan.

Evaluate your work task Field Study 1, Episode 8 – Close Encounter with the School Curriculum
Learning Outcomes: Identify the different curricula that prevail in the school setting • Describe how the teacher manages the
school curriculum by planning, implementing lesson through different strategies and assessment of learning outcomes. •
Analyze if the teacher aligns the objectives to subject matter, to teaching strategies and assessment.
Name of FS Student: HENRY MAE R. ICAWAT Date Submitted

________________
4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more observation
observation questions tasks observation questions/ observation questions/ tasks not answered/
Sheet completely answered/ tasks not answered/ questions/ tasks not accomplished.
accomplish accomplished. answered/
accomplished
Analysis All questions were All questions were Questions were not Four (4) or more observation
answered completely, answered completely, answered questions were not answered.
answers are depth and answers are clearly completely, answers Answers nit connected to
are thoroughly connected to theories, are not clearly theories; more than four (4)
grounded on theories; grammar and spelling connected to grammatical/ spelling errors.
grammar and spelling are free from errors. theories one (1) to
spelling wrong
supported by what were supported by what shallow, somewhat supported by what were
observed and analyzed. were observed and supported by what observed and analyzed.
analyzed. were observed and
analyzed
Learning Artifacts Portfolio is reflected on Portfolio is reflected on Portfolio is not Portfolio is not reflected on in
in the context of the in the context of the reflected on in the the context of the learning
learning outcomes. learning outcomes. context of the outcomes; not complete, not
Complete, well Complete well learning outcomes. organized, not relevant.
organized highly organized very Complete not
learning outcome
COMMENT/S
Rating
(Based on
OVER ALL

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7- below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71- below

Choose the correct answer from the options given.
1. When we say school curriculum it refers only to the K to 12 curriculums.

A. This statement is true.
B. This statement is not true.
C. This statement is half true.
D. This statement is silly.
2. A professional teacher should possess the following skills to address the need for a
curricularist EXCEPT one. Which one is NOT?
A. Knower of the curriculum
B. Believer of the curriculum
C. Implementer of curriculum
D. Writer of the curriculum.
3. The influence of multimedia, peers, community tradition, advancement in technology, though
not deliberately taught in the lesson, will influence the curriculum. This is referred to as
____________.
A. Written curriculum
B. Recommended curriculum
C. Implemented curriculum
D. Hidden curriculum
4. Which two components of the lesson (as a miniscule curriculum) should be aligned?
I. Outcomes and Assessment
II. Assessment and Teaching Method
III. Outcomes and Teaching Method
A. I only
B. B. II only
C. C. III only
D. D. I, II, III
5. What is the most important reason why there should be constructive alignment of the
components of the curriculum?
A. For ease of correcting by the school principal
B. To assure that each component contributes to the attainment of the learning outcomes.
C. As a required template when starting to write a lesson plan.
D. As a model of other lesson plans written and published.
Learning
FIELD STUDY 1 Episode Preparing for
Teaching and
FS 1 9
Learning
SPARK Your Interest
This episode gives emphasis on the principles of learning which must be applied to
ensure quality instruction. It also focuses on the intended learning outcomes which set the
direction of the lesson. They must be (SMART) Specific, Measurable, Attainment, Realistic,
and Time-bound) formulated in accordance with time-tested principles. It also determines the
teaching method used by the Resource Teacher whether (inductive or inductive) which is the
practical realization or application of an approach. This episode dovetails with the course on
Facilitating Learner-Centered Teaching.

At the end of this episode, I must be able to:
 Identify the teaching-learning practices that apply or violate the principles of teaching
learning;
 Determine the guiding principles on lesson objectives/learning outcomes applied in
instruction;
 Judge if lesson objectives/intended learning outcomes are SMART;
 Determine whether or not the intended learning outcomes are achieved at the end of
the lesson.
 Observe the teaching methods used by the Resource Teacher; and
 Differentiate the different methods of teaching.
These are the time-tested principles of teaching and learning

1. Effective learning begins with setting clear expectations and learning outcomes.
2. Learning is an active process. “What I hear, I forget; what I see, I remember; what I
do, I understand”
3. Learning is the discovery of the personal meaning of ideas. Students are given the
opportunity to connect what they learn with the other concepts learned, with real
world experiences and with their own lives.
4. Learning is cooperative and a collaborative process.
A teaching method consist of systematic and orderly steps in the teaching-learning process.
It is the practical realization of an approach. All methods of teaching can be classified either
deductive (direct) or inductive (indirect).
DEDUCTIVE INDUCTIVE
Begins with a rule, Methods Begins with the

generalization, concrete, experience,
abstraction and ends
of details, examples and
with concrete, Teaching ends with a rule,
experience, details, generalization,
examples abstraction.
Managing Time, Space, and Learning Resources

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.
Principles of Learning What did the Resources Teachers do to

apply the principle of learning
1. Effective learning begins with the setting To apply this principle of learning, the teacher
of clear and high expectations of learning must present her lesson in a creative way via
outcomes. projector regarding to what is her learning out
2. Learning is an active process To apply this principle of learning, the teacher
let her students participates and interacts
with the learning process.
3. Learning is the discovery of personal To apply this principle of learning, the teacher
meaning and relevance of ideas. asked her students to share their thoughts
and ideas regarding the topic.
4. Learning is cooperative and collaborative To apply this principal learning, the teacher
process. Learning is enhanced in an must group her students and gave them an
atmosphere of cooperation and activity related to the topic. Each group will
collaboration. analyze and do brainstorm. The students in
every group will participate and cooperate
happily to their task.
ANALYZE
1. What principles of learning were most applied? Least applied?
Most Applied
 As what I have observed the most applied principles of learning are the, “Learning is
the discovery of personal meaning and relevance of ideas” and “Learning in an
active process” it is where the students have a chance to participate and cooperate
with the discussion with their teacher.
Least Applied
 The least applied principles of learning are the, “Effective learning begins with the
setting of clear and high expectations of learning outcomes” sometimes the teacher
is not well prepared with their visual aids so the students did not catch their
attentions.
Give instances where this/these principles /s could have been applied?
- Learning is the discovery of personal meaning and relevance of ideas and Learning
in an active process.
Example: before the teacher start the discussion, she will ask a few questions which
is related to the topic and let the students give their ideas and thoughts so the
teacher will start the discussion with the given thoughts and idea of the students and
the active learning process will be applied.
- Effective learning begins with the setting of clear and high expectations of learning
outcomes.
Example: the preparation of the teacher for her visual materials.
- Learning is cooperative and collaborative process. Learning is enhanced in an
atmosphere of cooperation and collaboration.
- Example: the students will work together to finish and accomplish a certain task
given by their teacher
REFLECT
From among the principles of learning, which one do you think is the most important?
 Principles of learning are the guidelines for the ways for the teacher achieve his/her
learning outcomes. For me the most important principle among the principles of
learning is the “Learning is an Active Process” because the learnings of the students
will always depend on how their teacher will discuss and elaborate the topic, if the
teacher did not explain the topic very well the students will not learn from her but if
the teacher is well prepared and knows.
Activity 9.2 Identify Learning Outcomes that are Aligned with Learning
Comptencies
OBSERVE
Observe a class, this time focusing on how the learning outcomes were stated.
Determine if the learning outcome/s was/were achieved or not. Give evidence.
Write the learning outcomes stated in the lesson.
Learning Outcomes (SMART Achieved
Objectives)
Yes No Yes No
1. Define the form of passive voice construction. ̷ ̷
2. Convert a sentence from active voice to ̷ ̷
passive voice.
3. Write sentences in passive voice in simple ̷
tenses. ̷
4. Explain the use of correct voice. ̷ ̷
Cite pieces of evidence that these learning outcomes were achieved.

1. In the presentation stage, students start sharing their ideas and thoughts with their
topic before the teacher starts the discussion.
2. During the discussion, the students will elaborate the ideas and thoughts given their
classmates and the teacher will also give examples to support if the given ideas were
correct.
3.After discussion, the teacher assigned the students to write a sentence in the passive
4. In the presentation stage, the students will watch a video clip related on Activity 9.2
140 passive constructing sentences.
ANALYZE
Do SMART objectives make the lesson more focused?
 For me, SMART objectives help the lesson become more focused to its goals
because the teacher will set objectives with specific, measurable, achievable,
realistic and timely. With these the teacher will be aware and guided on what are the
desirable outcomes.
REFLECT
Reflect on the Lesson learned in determining SMART learning outcomes
 I have learned from the lesson in determining SMART learning outcomes is that,
making a learning outcome it should follow the SMART (specific, measurable,
achievable, realistic and timely) because it will really help us to stay focus on, we
desire to achieve and it will also help the students to develop their learning process.
And it makes the learning outcomes clear and organized
Activity 9.3 Distinguishing Between Inductive and Deductive

Methods of Teaching
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 Student-centered
Did teacher lecture all the time? Were students involved in the teaching-learning
 No, the teacher to give time her process? How? Or were they mere passive
students to understand the recipients of instruction?
previous lesson before starting  Yes, the students were involved in the
new lesson teaching-learning process.
Was the emphasis on the mastery of the Was the emphasis on the students’ application of
lesson or on the test? Prove. the lesson in real life? Give Proofs.
 No, the emphasis on the mastery  Yes, the teacher let them make their own
was on the lesson because the sample.
teacher made sure that the
students learned and cope with
the discussion.
Was class atmosphere competitive? Was class atmosphere collaborative? Why?
Why?  Yes, the teacher groups the students so
 No, the teacher let them work that they collaborate and brainstorm their
with their group. ideas together with their group mates.
Did teacher focus only on one Did teacher connect lesson to other discipline
discipline/subject? subjects?
 Yes, the teacher only focuses in  No, the teacher only focuses on the main
one subject during the class hour. subject.
What teaching-learning practice shows that teaching approach was:

a) Constructivist – connected to past experiences of learners; learners constructed new
lesson meanings.
 During the class discussion, the teacher let her students think about their past
experiences related to the topic.
b) Inquiry-based
 The teacher posed questions to the students about the topic to encourage her students
to think independently and the question was subjective.
c) Developmentally appropriate – learning activities fit the developmental stage of children
 The teacher’s nurture the child’s development.
d) Reflective
 Reflective teaching includes thinking about, remembering and evaluating a teaching
experience.
e) Inclusive – No learner was excluded; teacher taught everybody.
 The teacher will let her students learn and no one will be excluded. All students have
the opportunity to learn.
f) Collaborative – Students work together.
 The teacher will let her students to work together as a group-mates.
ANALYZE
1. What are possible consequences of teaching purely subject matter for mastery and for
the test?
 The possible consequences of teaching purely subject matter for mastery and for the
test is that the students will not extend their knowledge regarding the particular topic
because the teacher limit their concept of learnings.
2. If you were to reteach the classes you observed, would you be teacher-centered or
student-centered? Why?
 If I were to reteach a class, I would still use the students-centered approach because
as a teacher I’m here for them to facilitate and correct them if they commit mistakes.
REFLECT
Reflect on
Principles of Teaching worth applying
 As a future teacher, the principles of teaching are worth applying because it is really
important to us to improve ourselves and the process of learning on our students.
These principles promote us to excellence in terms in teaching and learning the
students. It also enhanced the students’ engagement through effective teaching.
Direction: Encircle the letter of the correct answer.

1. Teacher Rose believes that students need not know the intended learning outcome of
her lesson. She proceeds to her learning activities at once without letting them know
what they are supposed to learn for the day. Principle of learning does Teacher Rose
negate?
A. Effective learning begins with setting clear expectations and learning outcomes.
B. Learning is an active process.
C. Learning is the discovery of the personal meaning of ideas.
D. Learning is a cooperative and a collaborative process.
2. Teacher Lil avoids drill out of context. She gives-world Math problems for students to
drill on. Teacher Lil is very much convinced of which principle of learning?
A. Learning is an active process.
B. Learning is the discovery of the personal meaning of ideas.
C. Learning is a cooperative and a collaborative process.
D. Effective learning begins with setting clear expectations and learning outcomes.
3. For Meaningful teaching and learning, it is best to connect the lesson to the life of
students by integrating a relevant value in the lesson. Which principle is applied?
A. Lesson objectives/intended learning outcomes must integrate 2 or 3 domains –
cognitive, skill and affective or cognitive and affective or skills and affective.
B. Begin with the end in mind.
C. Share lesson objectives/intended learning outcomes with students.
D. Write SMART lesson objectives/intended learning outcomes.
4. Teacher Ruben wanted his students to rate their own work using the scoring rubric
which he explained to the class before the students began with their task. Based on
revised Bloom’s taxonomy, in which level of cognitive processing are the students?
A. Evaluation
B. Synthesizing
C. Applying
D. Analyzing
5. You are required to formulate your own philosophy of education in the course, The
Teaching Profession. Based on Bloom’s revised taxonomy, in which level of cognitive
processing are you?
A. Analyzing
B. Applying
C. Creating
D. Evaluating
Post proofs of learning that you were able to gain in this Episode. You may attach the lesson
plan(s) used by your Resources Teacher to show the intended learning outcomes and the
method used in class.
Evaluate Your Work Task Field Study 1, Episode 9 - Preparing for Teaching and Learning
Learning Outcomes: Identify the teaching-learning practices that apply or violate the principles of teaching learning •
determine the guiding principles on lesson objectives/learning outcomes applied in instruction • judge if lesson
objectives/intended learning outcomes are SMART • determine whether or not the intended learning outcomes are achieved at
the end of the lesson • observe the teaching methods used by the Resource Teacher; and • differentiate the different methods
of teaching.

________________

4 3 2 1
accomplished
spelling wrong
analyzed
learning outcome
COMMENT/S
Rating
(Based on
OVER ALL

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7- below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71- below
Learning
FIELD STUDY 1 Episode The
Instructional
FS 1 10
Cycle
SPARK Your Interest
This Episode centers on the guiding principles in the selection and use of teaching methods.
It will also tackle lesson development in the OBTL way. The K to 12 curriculum and teacher
education curriculum are focused on outcomes. Likewise, this Episode dwells on types of
questions, questioning and reacting techniques that teachers make use of. The type of
questions that teachers ask and their manner of questioning and reacting to student
responses have a bearing on class interaction. This Episode strengthens the theories
learned in the course, Teaching Methods and Strength and in other professional subjects in
Education.

 identify the application of some guiding principles in the selection and use of teaching
strategies.
 Determine whether or not the lesson development was in accordance with outcomes
based teaching and learning.
 Identify the Resource Teacher’s questioning and reacting techniques.
 Outline a lesson in accordance with outcome teaching-learning.
These are the guiding principles in the selection and use of teaching methods:
1. Learning is an active process.
2. The more sense that are involved, the more and the better the learning.
3. A non-threatening atmosphere enhance learning.
4. Emotion has the power to increase retention and learning.
5. Good teaching goes beyond recall of information.
6. Learning is meaningful when it is connected to students’ everyday life.
7. An integrated teaching approach is far more effective than teaching isolated bits of
information.
Realizing the importance of these guiding principles in teaching and learning, the
Department of Education promotes Standards-and Competency-Based teaching with its K to
12 Curriculum Guide. The Technical Education Skills Development Authority (TESDA) has
been ahead of DepED and the Commission on Higher Education (CHED) in the practice of
Competency Standards-Based teaching and Assessment. CHED requires all higher
education institution in the country to go outcome-based education (OBE) in its memo 46, s.
2012. Outcome-based teaching and learning (OBTL) is OBE applied in the teaching-learning
process. It is equivalent to competency-based and standards-based teaching and learning in
the Kto12 Curriculum.
When you apply OBTL you see to it that the teaching-learning activities (TLAs) and in
turn the Assessment Tasks (ATs) are aligned with the intended learning outcomes. In other
words, in OBTL you first establish your intended learning outcomes (lesson objectives).
Then you determine which teaching-learning activities (TLAs) and also the assessment tasks
(ATs) you will have to use to find out if you attained your ILOs.
OBE and OBTL are not entirely new. They are importantly new. With mastery
learning of teach and the ATs are the evaluation part.
Likewise, it is also important that teachers must be able to have a mastery of the art
of questioning and reacting techniques to ensure the effective delivery of instructions.
These are the types of questions that teachers ask.
Types of Questions that Teachers Ask
1. Factual/Convergent/Low-level Who, What, Where, When questions

With one acceptable answer
2. Divergent/Open-ended/High-level/ Open-ended; has more that one
Higher-order/Conceptual acceptable answer
a) Evaluation
b) Inference e.g. When the phone rang and Liz picked
it up, she was all smiles. What can you
infer about Liz.
c) Comparison
d) Application
e) Problem-solving
3. Affective e.g. How do you feel?
These are also some of the reading techniques that teachers use:
1. Providing acceptance feedback
2. Providing corrective feedback
3. Giving appropriate and sincere praise
4. Repeating the answer
5. Explaining the answer/expanding the answer
6. Rephrasing the question
7. Asking follow-up questions
8. Redirecting questions to other pupils
9. Soliciting student questions
10. Encouraging through non-verbal behavior
11. Criticizing respondent for his/her answer
12. Scolding for misbehavior or for not listening
13. Overusing expressions such as “okay”, “right”
Activity 10.1 Applying the Guiding Principles in the Selection and Use of
Strategies

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, e.g. The teacher used a video on how digestion
the more and the better the learning. takes place and a model of the human digestive
system
2. Learning is an active process. The teacher gives a group activity.
3. A non-threatening atmosphere The teacher gives them a time allotment for them
enhances learning. to prepare their answer.
4. Emotion has the power to increase Emotions of the students help them to focus and
retention and learning. make them think critically.
5. Good teaching goes beyond recall of The teacher asks the students about the topic
information. last time to know if they remember the previous
topic.
6. Learning is meaningful when it is The teacher let the students do the activity so
connected to students’ everyday life. that they can show what they have learned.
7. An integrated teaching approach is far The teacher discusses another topic that relates
more effective than teaching isolated their subject.
bites of information.
ANALYZE
What is the best method of teaching? Is there such a thing?
 The best method and strategy that a teacher may use was to get the attentions and
interests of the students so that the students will learn what about they discuss.
REFLECT
Reflect on this question.
How do we select the appropriate strategy for our lesson?
 We do select an appropriate strategy for our lesson if we based our learning process
with the skills and abilities of the student so that will keep on catching up what we
have discussed.
Activity 10.2 Determining Outcome-Based Teaching and Learning

OBSERVE
Observe a class and answer the following questions.

1. Did the teacher state the learning objectives/intended learning outcomes (ILOs) at
the beginning of the class? Did he/she share them with the class? How?
 Yes, the teacher reads it and explains it in front.
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.
 The teacher gives a group activity and does questioning during and after the
discussion of lesson so that the students will easily understand their topic.
3. What assessment task/s did teacher employ? Is/her these aligned to the lesson
objectives/ILOs?
 The teacher gives the students an activity which is reporting.
ANALYZE
1. What are your thoughts about Outcomes-Based Teaching and Learning (OBTL)?
 An outcome-based teaching and learning or OBTL aims the students to learn and
have enough skills. It helps the students to become prepare in order for them to
achieve their goals and objectives.
REFLECT
Reflect on the use of OBTL.
 Outcome based teaching and learning or OBTL is important and useful for all the
teacher because it set goals for making the students learn.
Activity 10.3 Applying Effective Questioning Techniques

OBSERVE
Observe a class activity. You shall focus on the questions that the Resource Teacher
asks during the classroom discussion. Write the questions raised and identify the level of
questions.
Types of Question Examples of Questions that the Resource Teacher

Asked
1. Factual/convergent The teacher asked the what, when, who, where and when
Closed/low level questions from the learner. One example that I’ve heard
“What are the measuring devices?”
2. Divergent/ higher- The teacher asked their opinions or deeper intellectual
order/open-ended/co thought about the “Used of smoked house”.
nceptual
3. Evaluation The teacher asked about their idea of uses of measuring
devices.
4. Inference She asked what they can infer about the “Used of smoked
house”.
5. Comparison She asked about what is the difference of measuring cup
and measuring spoon.
6. Application She asked how they can relate and apply their learning
using the measuring devices.
7. Problem solving She let the students to illustrate/draw the different
measuring devices.
8. Effective She asked what they learn about measuring devices.
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 teachers ask
and the questioning and reacting techniques that they employ?
 Yes, asking questions to the students and teacher is important because it addresses
queries that the students don’t understand in their discussion so the teacher will
know if she explains and discuss the topic.
REFLECT
Reflect on
The importance of using various reacting techniques

 Reacting techniques is one of the best ways to address the questions of the students so that
they will truly understand the topic that have discuss by their teacher.
Show proofs of learning that you were able to gain in this Episode by interviewing at least
two teachers on their thoughts on OBTL.
 The interview was done through the use of technology and messenger application in mobile
phone. I messaged my two teachers when I was in high school, asking a permission to
conduct a quick interview through chat about their thoughts of "outcomes - based teaching
and learning". I find out that they have the same thought about the OBTL, in which its focused
is not on the teacher intends to teach but on what is the outcome from the learner intended to
be. Also, they said that it is important that the activities or assessment we gave to the learners
are aligned to the learning outcome.
Evaluate Your Work Task Field Study 1, Episode 10- The instructional cycle
Evaluate Outcomes: identify the application of some guiding principles in the selection and use of teaching strategies.
Determine whether or not the lesson development was in accordance with outcome-based teaching and learning. Identify the
Resource Teacher’s questioning and reacting techniques. Outline a lesson in accordance with outcome-based teaching-
learning.
Name of FS Student: HENRY MAE R. ICAWAT Date Submitted ________________

4 3 2 1
accomplished
spelling wrong
analyzed
learning outcome
COMMENT/S
Rating
(Based on
OVER ALL

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7- below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71- below
Direction: Encircle the letter of the correct answer. Episode 1

1. Learning is an active process. Which one is an application of this principle?
A. Avoid drills which are out of context
B. Teach your content from a multidisciplinary perspective
C. Group students for work or project, that way project becomes less expensive
D. Let students learn the steps in opening a computer by making them follow
the steps.
2. The more senses that are involved, the more and the better the learning. Which
practice is aligned with these principles?
A. Employ cooperative learning
B. Teach using mostly verbal symbols
C. Invite parents as resource speakers in class
D. Bring students to field trips with consent of the school and parents
3. In OBTL, upon which school my assessment be based?

A. Content
B. Intended learning
C. Scope of subject matter
D. Teaching and learning activity
4. Which type of question will least promote interaction among student?

A. Divergent
B. Conceptual
C. Convergent
D. Inference
5. To obtain well-thought-out answers, which questioning behavior helps?
A. Allowing sufficient time
B. Asking open-minded questions
C. Asking non-directed questions
D. Involving as many as possible
Learning
FIELD STUDY 1 Episode Utilizing Teaching-
Learning Resource
FS 1 1
and ICT
1
SPARK Your Interest
With the lightning speed by which technology is involving, and now with 4.0, technology
continues to be an ever-significant part of the learning environment. This episode provides an
opportunity for students to examine a Learning Resources Center or Multi-Media Center and learn
about its collection, service, equipment, observe how a teacher utilizes technology for instruction, and
explore resources in the virtual learning environment. Students will analyze and reflect on how
technology, including artificial intelligence, supports the teaching-learning process.
 Identify and classify learning resource materials in the multi-media center;

 Show skills in the positive use of ICT to facilitate the teaching-learning process (PPST 1.3.1);
 Show skills in the evaluation, selection, development, and use of a variety learning resources,
including ICT to address learning goals (PPST 4.5.1);
 Analyze the level of technology integration in the classroom; and
 Demonstrate motivation to utilize ICT for professional development goals based on the PPST
(PPST 7.5.1)
The Information and Communication Technology Competency Framework for Teachers

(ICTCFT) version 3 is a comprehensive framework guide teachers’ development on the effective and
appropriate use of ICT in education. It highlights what teachers should know and do clustered in six
aspects, namely: 1. Understanding ICT in Education, 2. Curriculum and Assessment, 3. Pedagogy, 4.
Application of Digital Skills, 5. Organization and Administration, 6. Teacher Professional Learning.
Similar to the PPST, the ICT CFT also articulated competencies in levels which guide
teachers as they develop their ICT skills from Level 1, Knowledge Acquisition, to Level 2, Knowledge
Deepening, and Level 3, Knowledge Creation. The Communication on Higher Education Teacher
Education Curricula (2017) includes the UNESCO ICT CFT so most likely you have tackled this in
your Technology for Teaching and Learning classes.
It will be good to review the UNESCO ICT CFT v3 framework as you work in this episode.
The activities here are meant for you to observe, analyze and reflect about the competencies
discussed in the framework.
The Learning Resource Center
1. A school usually sets up a center that will provide valuable support to the teaching-learning process.
Over the years the name of this center has evolved. Some of the names are Audiovisual Center, Media
and Technology Resource Center, Teaching-Learning Technology Department, Or Simply Learning
Resource Center.
2. With the swift development of ICT, the natural outcomes was the ever-expanding interface between the
traditional library and ICT both in term of hardware and software system and application.
3. School may have different set-up when it comes to a Learning Resource Center (LRC). Some have
replaced the term library with LRC. Some have a separate library, LRC, and Audio Visual or Media
Center. Some only have the LRC both for teachers and students. Still some have combined their
learning resource center with maker space.
4. The common purpose among these centers is to provide print, audio visual and ICT resources to
support the teaching-learning process.
5. The goals of the Center may include orienting and training teachers in the use of audiovisual and ICT
resources, working with teachers and administrators in producing instructional materials, making
available useful resources to the students, teachers, and the school community.
6. In order to support the philosophy and aims of the school, the Center must fulfill the following function:
center of resources, laboratory of learning, and agent of teaching, service agency, coordinating agency,
recreational reading center, and a link to other community resources.
Technology Integration
The Technology Integration Matrix provides a comprehensive framework for you to define and
evaluate technology integration. It will provide you direction and guide you in the process of achieving effective
teaching with technology. The teacher’s integration of technology in instruction can be described as progressing
in 5 levels: entry, adoption, adaptation, infusion and finally transformation.
The teacher also works at creating a learning environment that encourages and enables quality
technology integration. The interdependent characteristics of the learning environment are being active,
collaborate, constructive, authentic, and goal-directed.
The technology integration matrix connects the levels of technology integration and the characteristics
of the learning environment. Examine the matrix below. To make you understand how integration is done in each
of the levels and environment, explore the TIM website and learn from the many interesting videos showing
technology integration.
Observing technology integration in the classroom

Technology Integration Matrix Levels Of Technology Integration into The Curriculum
Adoption: the teacher directs students Adoption: the teacher Infusion: the teacher creates a Transformation: the teacher
Entry: the teacher uses technology to deliver in the conventional use of tool-based encourages adaptation of learning environment that creates a rich learning
Characteristics of the Learning Environment
curriculum content to students. software. If such software is available, tool-based software by infuses the power of environment in which students
this level is the recommended entry allowing students to select a technology tools throughout regularly engage in activities
point. tool and modify its use to the day and across subject that would have been
accomplish that task at hand. areas. impossible to achieve without
technology.
Active: students are actively Students use technology for drill and practice Students begin to utilize technology Students have opportunities Throughout the school day, Given ongoing access to
engaged in using technology as and computer-based training. tools to create products, for example to select and modify students are empowered to online resources, students
a tool rather than passively using a word processor to create a technology tools to select appropriate technology actively select and pursue
receiving information from the report. accomplish specific purposes, tools and actively apply them topics beyond the limitations
technology. for example using colored to the task at hand. of even the best school
cells on a spreadsheet to plan library.
a garden.
Collaborative: students use Students primarily work alone when using Students have opportunities to utilize Students have opportunities Throughout the day and Technology enables students
technology tools to collaborate technology. collaborative tools, such as email, in to select and modify across subject areas, to collaborate with peers and
with others rather than working conventional ways. technology tools to facilitate students utilize technology experts irrespective of time
individually at all times. collaborative work. tools to facilitate collaborative zone or physically distances.
learning.
Constructive: students use Technology is used to deliver information to Students begin to utilize constructive Students have opportunities Students utilize technology to Students use technology to
technology tools to build students. tools such as graphic organizers to to select and modify make connections and construct, share, and publish
understanding rather than build upon prior knowledge and technology tools to assist construct understanding knowledge to a worldwide
simply receive information. construct meaning. them in the construction of across disciplines and audience.
understanding. throughout the day.
Authentic: students use Students used technology to complete Students have opportunities to apply Students have opportunities Students select appropriate By means of technology tools,
technology tools to solve real- assigned activities that are generally unrelated technology tool to some content- to select and modify technology tools to complete students participate in
world problems meaningful to to real-world problems. Without the support of specific activities that are based on technology tools to solve authentic tasks across outside-of-school projects and
them rather than working on technology tool real-world problems. problems based on real-world disciplines. problem-solving activities that
artificial assignments. issues. have meaning for the students
and the community.
Goal Directed: Students use Students receive directions, guidance, and From time to time, students have the Students have opportunities Students use technology tools Students engage in ongoing
technology tools to set goals, feedback from technology, rather than using opportunity to use technology to either to select and modify the use to set goals, plan activities, metacognitive activities at a
plan activities, monitor progress, technology tools to set goals, plan activities, plan, monitor, or evaluate an activity. of technology tools to facilitate monitor progress, and level that would be
and evaluate results rather than monitor progress or self-evaluate. goal-setting, planning, evaluate results throughout unattainable without the
simply completing assignments monitoring, and evaluating the curriculum. support of technology tools.
without reflection. specific activities.
(Reproduced with permission of the Florida Center for Instructional Technology, College of education, University
of South Florida, fcit.usf.edu)
Evaluation of ICT Resources
The World Wide Web is like an endless network of information, ever-expanding and almost limitless.
Electronic resources come in different forms like websites, web quests, blogs, social network sites, on-line
courses, a wide range of tools, and so many forms of apps.
As a future teacher, one of the skills that will be most useful for you is the ability not only to search for
information but to make decisions, as to which ones you will take internet resources. You will be able to choose
the best resources that will help you attain you teaching-learning objectives.
Below is a set of criteria which you can use to evaluate:
1.
Accuracy- the resource material comes from a reliable source and is accurate, free from error and
is up-to-date.
2. Appropriateness- the resource is grade/level-appropriate. The content matches what is needed by
the teacher.
3. Clarity- the resource clearly addresses the instructional goals in mind.
4. Completeness- the content is complete. It has all the information needed to be able to use them.
5. Motivation- the resource is engaging the rewarding to learners. It will encourage the active
participation of the learners.
6. Organization- the resource is logically sequenced. It clearly indicates which steps should be taken.
The procedures or processes flow smoothly.
(Based on the work of Fitzgerald, Mary Ann, Lovin, Vicki, and Branch, Robert Maribe (2003). A gateway to
Educational Materials: An Evolution of an Online Resource for Teachers and an Exploration of User Behaviors.
Journal of Technology and Teacher Education. 11 (1), 21-51).
Education 4.0
Shwab described the 4th wave of the industrial revolution. The unprecedented speed at which
technology is involving has disrupted many vital processes that involve how we run production, businesses and
consequently how we teach and learn. The following Technology trends have huge potential to transform
the ways teach and learn (UNESCO, 2018):
1. Open Educational Resource (OER). OERs are materials that can be used for teaching and learning
that do not require payment of royalties nor license fees. There is an abundance of OERs in the form of
textbooks course materials, curriculum maps, streaming videos, multimedia apps, and many others.
They can have a significant impact on education as they are made available and easily accessible in the
internet. Be sure to explore them to help you work on this episode.
2. Social Networks. Social networks have revolutionized the way we interact, learn about things and
share information. Sites and apps such us Facebook , twitter, Instagram provide a virtual venue for
teacher and learners to work together interact among themselves and with other classrooms locally and
globally.
3. Mobile Technologies. Filipinos are one of the most active on the internet, and also one who send the
greatest number of text message per day. This indicates the high number of mobile device users. These
devices can also be used as a learning tool by allowing teachers and students more opportunities to
learn inside and even outside the classroom.
4. The Internet of Things. Lot is a system of computing mechanism that built-in into many everyday
things, that allow sending and receiving data through the internet. A lot of things have turned “smart”.
We have smart cars that can navigate on its own. Smart houses that monitor temperature and light.
Smart TVs that interface with the internet. Watches that send our vital signs to our doctor. All of this
development can influence the way we teach and learn.
5. Artificial Intelligence. Commonly, artificial intelligence is associated when computers or machine
simulate thinking and behavior of humans such as talking, learning and solving problems. Virtual
assistants such as Siri, Alexa, Bixby and Google assistant are near samples of AI. Among others, uses
of AI in Education can be in the areas of gamification and adaptive instruction for learners with special
needs.
6. Virtual Reality and Augmented Reality. VR is a simulation of an environment by a computer program
that allows a person to visit and experience the environment virtually. In AR, images form computer
programs interlay with the actual views of the real-word, resulting in an extended, expanded, or altered
view of a real-world environment. In education, among others, VR and AR programs and apps allow
more exciting ways of seeing and experiencing things that add to the motivation and engagement of
learners.
7. Big Data. Through the billions of interactions and transaction are done electronically, and through the
internet, an enormous amount of data is generated and sorted. The challenge is how sense of this data,
through analytics and research pertinent questions about how to make teaching and learning most
effective.
8. Coding. Coding is a skill necessary to create computer software, apps, and websites. Today, there are
learning programs that introduce coding activities as early as kindergarten. Robotics programs in the
elementary and secondary programs introduce and hone the skills of young learners. Coding helps
learners develop novel ways of exploring and trying out ideas, especially when done with the problem or
project-based learning approaches.
9. Ethics and privacy protection. We have repeatedly heard about how quickly technology is changing
and impacting our lives. Through all this, It is crucial to ensure that human values and principles govern
or guide our use of technology. Ethical practices that protect the rights of every person need to be
upheld.
Massive Open On-line Courses
Massive Open On-line Courses (MOOCs) are online courses open to a big group of people. Below is
the basic information about MOOCS. Let us focus on each word:
Massive
 MOOCs are on-line courses designed for large number of participants, usually larger than the number of
students that can fit a regular classroom. There can be hundreds or even be a thousand or more.
Open
 There is mostly freedom of place, pace and time.

 Courses can be accessed by anyone anywhere as long as they have internet connection.
 Courses are open to everyone without entry qualifications.
 Some courses are for free.
Online
All aspects of the courses are delivered online.
Course
The MOOC of offers a full course experience including:
 Educational content. May include video, audio, text, games, simulations, social media and animation
 Facilitation interaction among peers. Builds a learning community through opportunities to internet
 Some interaction with the teacher or academic stuff
 Activities/tasks, tests, including feedback. Participants are provided with some feedback mechanism.
Can be automatically generated like quizzes, feedback from peers or the teacher
 Some kind of (non-formal) recognition options. It includes some kind of recognition like badges or
certificate of completion. A formal certificate is optional and the most likely has to be paid for.
 A study guide/syllabus. This includes instructions as to how you may learn from the materials and
interactions presented.
- Based on Definition Massive Open Online Courses v1.1 licensed under Creative Commons Attribution
4.0
There are many MOOC providers like Edx, Coursera, Udacity, Udemy, Ivercity.
You will have a chance to explore them as you go through this Episode
Activity 11.1 Visiting the Learning Resource Center

School: OAS POLYTECHNIC SCHOOL Grade/Year Level: 10- MAPAGTAGUYOD
Subject Area: TLE-CSS Date: OCTOBER 26, 2023
To realize the Intended Learning Outcomes, work through these steps:
1. Visit a school’s Learning Resource Center. Look around and see what resources
and facilities are available inside.
2. Ask the Learning 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 and function.
OBSERVE
As you visit and observe the Learning Resource Center, use the observation 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 resources are present
3. Examine and describe how the materials are arranged and how they are classified.
Are they free from dust and moisture? Are they arranged for easy access?
4. Read the guidelines for the users to refer to?
5. Familiarize yourself with guidelines and procedures. Take photos of the center (if
allowed).
After you are through with your observation, classify the resources available that you believe
are most useful. Use the activity form provided for you.
Name of Center Observed: LIBRARY AND COMPUTER LABORATORY
Date of Observation: OCTOBER 26, 2023
Name of Observer: HENRY MAE R. ICAWAT
Course/Year/School: BTVTED FAM IV-B
List of Available Learning Resources
Available Learning Resources Characteristics and Unique Teaching Approaches

(Enumerate in bullet form) Capabilities where the Resource is Most
Useful
1. Print Resources Most the books are new and Inquiry-based learners
 Journal some are old but in good
 Books condition the same as the
 Magazines magazines, journal and
newspaper
 Newspaper
2. Audio Resources These items will be useful for Student-centered approach.
 Lapel discussing in a larger number of
 Speaker audiences.
 Microphone
3. Non-electronic Visual Blackboards are big enough; the Teacher- centered approach.
Resources chalk supply are enough and the
 Blackboards pictures are color and pleasing to
 Pictures the eyes.
 Chalk
4. ICT Resources All teachers have their own Inquiry-based learners
 Computers personal laptops. Printer and
 Laptop projector are useful for the
 Printer teacher for easy and convenient
 projector job.
Impression about the LRC: The LRC of the school is complete and well-maintained.
Name and Signature of Observer:

HENRY MAE R. ICAWAT
Name and Signature of the Learning Resource Center in-charge:

IVY A. VICERA
ICT Competency Standards for Teachers (CHED Teacher Education Programs (2017)):
ANALYZE
Are the learning resource/materials arranged properly according to their functions and
characteristics?
 Yes, the learning materials and resources are well arranged according to it
specifications and subjects.
Do the guidelines and procedures facilitate easy access to the materials by the teachers?
Why? Why not?
 Yes, there are guidelines and procedures. It was well explained before they can
access the materials and resources.
What are the strengths of this Learning Resource Center?
 The strengths of having a Learning Resource Center where the school has the
availability of the needs of the teachers and students such materials and resources
that can be use in teaching.
What are its weaknesses?
 I don’t see any weaknesses of the Learning Resource Center

What suggestion can you make?
 The things that I want to suggest is make it available for the students so that they
can access the books that their use in their discuss.
REFLECT
1. Which of the materials in the Learning Resource Center caught you interest the
most? Why?
 The laptops because it is really useful for all the teachers to have their personal.
2. Which gadgets/materials are you already confident to use/operate?
 Since I’m a 21 st century students I’ am confident to use and operate laptop,

computer, lapel, books, speaker, microphone and etc.….
3. Which ones do you feel you need to learn more about?
 The things that I need to learn more is using a computer.
Activity 11.2 Observing Technology Integration in the Classroom

Resource Teacher: IVY VICERA Teacher’s Signature:
________________
School: OAS POLYTECHNIC SCHOOL Grade/Year Level: 10-
MAPAGTAGUYOD
Subject Area: TLE-CSS Date: 0CTOBER 26, 2023
To realize my Intended Learning Outcomes, I will work my way through these
steps: Observe a class for three meetings. Video-tape, if allowed. Step 2. Describe how
technology was integrated in the lesson and how the students were involved. Step 3. Reflect
on what you have learned.
OBSERVE
As you observe the class, use the observation sheets provided for you to document your
observation.
Class Observation Guide

Read the following questions and instructions carefully before you observe.
1. What is the lesson about?
2. What visual aids/learning resource is the teacher using?
3. Observe and take notes on how the teacher presents/uses the learning resources.
4. Closely observe the learner’s response to the teacher’s use of learning resources.
Listen to their verbal responses. What do their responses indicate? Do their
response attentiveness, eagerness, and understanding?
5. Focus on their non-verbal responses. Are they learning and are they interest in the
in the lesson and in the materials? Are they looking towards the direction of the
teacher and the materials? Do their action show attentiveness, eagerness, and
understanding?
OBSERVATION SHEET NO. 1

REPORT

School: OAS POLYTECHNIC SCHOOL
Subject: TLE COMPUTER SYSTEM SERVING
Topic: ICT
Grade/Year Level: 10-MAPAGTAGUYOD
ANALYZE
UTILIZATION OF TEACHING AIDS FORM
Grade or Year Level of Class Observed: 10-CSS
Subject Matter: Connecting Peripherals of a personal computer
Brief Description of Teaching Approach used by the Teacher:
 The teacher used the approach of students-centered and lipped classroom because the teacher
thinks that by using these two approaches the learning will be active and not boring
Class discussion using Google meet.
Teaching Aids used Strengths Weaknesses Appropriateness of the

(Enumerate in bullet Teaching Aids used
form)
 Computer and - It is a new - The students - It is really appropriate
projector for way to share in the back of thar when using a
power point the the class will computer as a
presentation information to not see the teaching aids it must
the students presentation the projector as a
 Pictures or a properly. partner so that the
modernized - There is a students in the back
book to possibility can also see clearly
exact. that the to the presentation.
- It can help learner will - Use not just only one
students to misinterpret picture for a specific
visualize the the picture. matter.
important
points of
discussion.
Use the Technology Integration Form to analyze the class you observed. Refer to the
Technology Integration Matrix on p. 123, in which level of technology integration do you think
the teacher you observed operated? Why?
 Entry, because the teacher uses different types of technologies to teach the
students.
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 you answer.
 Active, because the students also used the technologies to support their own
learning. They use technologies to give their thoughts and ideas to their teacher
based on their topic.
Over-all, were the learning resources used effectively? Why? Why not? Give your
suggestions.
 Yes, because it helps both the teacher and students to do their discussion even, they
are not inside the school.
REFLECT
1. Put yourself in the place of the teacher. What would you do similarly and what would
you do differently if you would teach the same lesson to the same group of students?
Why?
 I will do the same because today it is really convenient to use those kinds of methods
in teaching.
Activity 11.3 Exploring Education 4.0

________________
School: OAS POLYTECHNIC SCHOOL Grade/Year Level: 10-CSS
Subject Area: TLE-CSS Date: 0CTOBER 26, 2023\
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 ope-source
4. Evaluate the materials or programs;
5. Reflect on your FS experience
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 part of this
Episode. Use the form below to note your analysis and evaluation.
Electronic Resources Evaluation Form
Grade/Year Level GRADE 10
Subject Matter/Topic Identifying Literary Devices
(Based on the class you
observed)
Lesson Objectives/Learning Explain how the elements specific to genre contribute to the theme of particular
Outcome literary selection.
Name and Describe the Put a check if the resource satisfies the criterion Describe how you
Type of electronic can use it if you
Electronic resource were to teach in the
Resource (include class you observed
author/publisher/
source) Accurate Appro Clear Complete Motivating Organ
priate ized If I will use a
According to the ̷ ̷ ̷ ̷ ̷ ̷ computer in the
Computer GCF global, a class that I have
computer is an observe. I will also
electronic device use a projector so
that manipulates that my students
information or can see my
data. It has the presentation
ability to store, properly and clear.
retrieve and
process data.
REFLECT
1. Describe your experience in surfing the internet for appropriate electronic for the class?
What made it easy? Difficult?
 My experienced surfing the internet for appropriate electronic was not that difficult as
a 21st century learner, I’ am aware about on how to use those electronics.
2. How did you choose which electronic resources to include here? What did you consider?
Explain. Which of the new trends in Education 4.0 would you like to explore more for
your work as a teacher? Why?
 I choose those electronic devices which is suited and useful to the lesson.
Electronics that is accessible for a teacher and students and it will help both the
teacher and students to make the teaching and learning convenient.
3. Reflect on your technology skills. What skills do you already have, and what skills would
you continue to work on to be better at utilizing education 4.0 resources?
 For me the technology skills that I already have are being information literate and
technology literate such using Microsoft office, convert document in multiple formats,
uploading videos and pictures, accessing news and article and etc. In order for me to
be better at utilizing education resources, I will study hard on how to enhance my
skills and also, I will get some information that may be useful for me to be better at
using the technology as a mode and way of teaching.
Activity 11.4 Professional Development through MOOCS

________________
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 for MOOCs in the internet which is relevant to the competencies you
identified. You may try these sites:
4. Indicate the MOOC provider. You might need to create an account in the
different MOOC providers to explore their MOOCs.
PPST Domain Competencies I want MOOCs related to the MOOC Providers

to work on competency/ies
(include a short
description)
1. Content Positive use of ICT Information and edX
knowledge and Communication
Pedagogy Technology (ICT)
Accessibility- It teaches
students ICT
Accessibility and the
principles of ICT design
2. The learning Organizing the Happiness and edX
Environment learning environment Resilience st work- this
online program gives
introduction to happiness
in companies and
organizations
3. Diversity of How to help students Understanding Diversity Futurelearn4
Learners understand diversity and Inclusion- this
course explores diversity
and aims to support
learners to create more
inclusive and open
environments.
4. Curriculum and Understanding University Teaching- The Coursera
Planning curriculum course is design for-
coursera academic
teachers and learners
who are planning to get
involved in university
teaching.
5. Assessing and Understanding the Student Self- edX
Reporting proper use of assessment- Developing
assessment in your strengths- this
determining the career development
knowledge of student course will help students
to assess their strengths
and interests so they can
strategize their career
opportunities.
6. Community Teacher-parent The teacher and social Coursera
Linkage and relationship and emotional learning
Professional (SEL) Specialization-
Engagement this series of online
courses teaches how to
connect emotionally with
students and the school
community.
7. Personal Master the Philosophy and Critical edX
Growth and philosophy of thinking- this course
Professional teaching teaches how to think
Development with clarity and rigor;
how to identify, analyze
and construct cogent
arguments and how to
think solutions to the
central problems of
philosophy.
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: The brain targeted teaching model of 21st century schools.
Provider: Coursera http://www.coursera.org/learn/teaching-learning
Objectives of the MOOC: Describe how emotional and physical learning
environments affect learning.
Content Outline:
Session 1 and 2: Course overview, Introduction, Brain-Targeted Teaching Model
Session 3 and 4: The emotional climate for learning
Session 5 and 6: The physical learning environment
Session 7 and 8: The learning unit design
Why did you pick this MOOC? I must give my best to sustain my capability in honing
the students in becoming better students/citizens through techniques,
assessments and evaluations that I can give and offer them.
2. MOOC Title: Foundations for Teaching and Learning 8

Objectives of the MOOC: Put the ideas and concepts together that are practical
value to the teaching and learning in school.
Content Outline:
 Developing appropriate relationships with your students.

 Developing positive working relationships with
colleagues.
 Understanding the importance of family partnerships in
children’s learning.
 Developing positive working relationships with families
and the wider community.
Why did you pick this MOOC? I want my students to look at me as their role model.
3. MOOC Title: Foundations for Teaching and Learning 2

Objectives of the MOOC: Understand being a teacher.
Content Outline:
Week 1: what is teacher?
Week 2: myself and my learning
Week 3: influences on my learning
Week 4: impacts on my learning
Week 5: how do I learn?
Why did you pick this MOOC? I will be able to find out the reason why I want to
become a teacher.
REFLECT
1. How can MOOCs help you in your future career as a professional teacher and as a
lifelong learner?
MOOC’s can help me in my future job by keeping me informed about new
information that will be found and revise in the future because the field and
profession I choose was always changing as time passed by.
2. What did you learn from the way the providers use technology to teach in the MOOCs?
The things that I have learned from the way the providers use technology to teach in
the MOOC’s were that, they want education to be available to everyone. These
technology suppliers continued to assist all the teachers and as well as the future
teacher to improve and develop.
3. How will you prepare yourself for MOOCs, as a learner, and as a teacher who may
someday teach MOOCs?
As a learner and as a future teacher I will prepare myself by continuing to pursue
education. I can also prepare by maintaining my mental and emotional stability while
determining my motivation to study and achieve my goals in life.
1. Mrs. Inton is evaluating a website for her Literature class. She is making sure that factual
pieces of information found on the site are well-documented, and pictures and diagrams
are properly labeled. She is also checking that there are no misspelled words nor
grammar errors. Which criterion is she focusing on?
A. Appropriateness
B. Clarity
C. Motivation
D. Accuracy
2. Miss Castro is evaluating an early literacy app for her kindergarteners. She is making
sure the app is uncluttered in appearance, is arranged in some order of difficulty, and
that icons represent what they were intended to represent. Which criterion is she
focusing on?
A. Organization
B. Accuracy
C. Motivation
D. Appropriateness
3. Miss Tanada is evaluating an app for her Grade 8 Science class. She is finding out
whether the app taps the skills found in the Grade 8 standards to ensure that this app will
help meet her objectives. She wants to make sure it is not too easy nor too difficult for
her students. Which criterion is she focusing on?
A. Organization
B. Accuracy
C. Currency
D. Appropriateness
4. A Science teacher uses a PowerPoint presentation to show the classification in kingdom
Animalia. The teacher then teaches them how to use a software in making graphic
organizer. Students then use this to create their own graphic organizers to classify
animals. This shows technology integration which is _____________.
A. Entry-constructive
B. Adoption-constructive
C. Infusion-constructive
D. Transformation-constructive
5. Teacher A demonstrates how to work with a math app that provides practice in adding
mixed fractions. The students then work independently with the app to provide them
sufficient practice in adding mixed fructions. This shows technology integration which is
____________.
A. Entry-active
B. Adoption-active
C. Infusion-active
D. Transformation-active
6. A Grade 7 Social teacher gave a project where her class in Manila will work together with
other Grade 7 classes in their school campus in Visayas and Mindanao. They will create
posters and a video clip to communicate a message about peace. They will use social
media to spread their peace campaign. This project involves technology integration
which is___________.
A. Entry-active
B. Adoption-constructive
C. Transformation-constructive
D. Adaptation-collaborative
7. All are responsibilities of the Learning Resource/ Audio-Visual/ Educational Technology

Center of a school EXCEPT___________.
A. Make available technology equipment for the use of teachers and
students
B. Conduct training for teachers in instructional materials
C. Work with teachers in producing instructional materials
D. Accomplish the student’s technology project for them
8. The Learning Resource/ Audio-visual/ Educational Technology Center regularly provides

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

seminar-workshop for teachers and administrators on the use of the latest presenter
applications. This fulfills which function?
A. Center of resources
B. Agent of teaching
C. Coordinating agency
D. Recreational reading center
10. MOOCs are considered massive because______________.
A. They need a big amount of computer storage to be able to avail of a
course
B. They can accommodate a big number of learners
C. They can only be provided by big universities
D. They were designed and created by a big group of experts
11. MOOCs are open because____________

A. All courses are offered for free
B. Courses can be accessed by anyone anywhere as long as they are
connected to the internet
C. Openness to ideas is a strict requirement
D. One can avail of them only during the opening of a semester
12. MOOCs are considered as a course because_________________.
A. They have a guide or a syllabus that indicates content, objectives,
activities, and assessment
B. They are always given by a fully-recognized university in the world
C. They are a requirement for a Bachelor’s degree
D. They are graded
Evaluate Your Work Task Field Study 1, Episode 11- Utilizing Teaching-Learning Resources and ICT
Learning Outcomes: • Identify and classify learning resource materials in the multi-media center; • Show skills in the positive
use of ICT to facilitate the teaching-learning process (PPST 1.3.1); • Show skills in the evaluation, selection, development, and
use of a variety learning resources, including ICT to address learning goals (PPST 4.5.1); • Analyze the level of technology
integration in the classroom; • Demonstrate motivation to utilize ICT for professional development goals based on the PPST
(PPST 7.5.1).
Name of FS Student: HENRY MAE R. ICAWAT Date Submitted _____________

Year and Section: IV - B Course: BTVTED FSM
4 3 2 1
accomplished
spelling wrong
analyzed
learning outcome
COMMENT/S
Rating
(Based on
OVER ALL

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7- below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
Learning
FIELD STUDY 1 Episode Assessment FOR
Learning and
Assessment AS Learning
FS 1 1
(Formative Assessment)
SPARK Your Interest
Assessment in an essential part of the instructional cycle. The instruction cycle

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

 Demonstrate knowledge of the design and use of formative assessment; and
 Explain the importance of formative assessment.
DISCOVER the Learning Essentials
 In Outcome-based Teaching-Learning/Competency-based Teaching/Teaching by

Objective, we ensure that the intended outcome/competency/objective is attained at the
end of the lesson and so while we are still in the process of teaching, we do check
learners’ understanding and progress.
 If we found out that the learners failed to understand prerequisite knowledge and skills
we reteach until learners’ master them. This is called FORMATIVE assessment,
assessment while the learners are being formed or taught. It is assessment in the midst
of instruction.
 Formative assessment is also referred to as assessment for learning. Assessment for
learning simply means we do assessment to ensure learning.
 We do not wait for the end of the lesson to find out if learners understood the lesson or
not because if it is only at the end of the lesson that we discover that the learners did
not understand the lesson, we have wasted so much time and energy teaching
presuming that everything was clear, only to find out that end of the lesson that the
learners did not understand the lesson at all. This means that we have to reteach from
the very beginning something that we could have saved ourselves from doing had we
given time to find out if the lesson was understood while still teaching.
 Assessment for learning encourages peer assessment.
Activity 12.1 Observing Assessment FOR Learning Practices (Formative

Assessment)

________________
MAPAGTAGUYOD
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
“Do you understand?” IIII 4
“Did you get?” IIIII 5
“Any question?” III 3
“Do you have any I 1
clarification?”
What Teacher Did Tally Total
 The teacher asked if they III 3
understand have been
discussed III 3
 The teacher repeats the
explanations IIIII 5
 The teacher gives more
example about the topic.
2. Did the teacher ask the class “Did you understand”? If she did, what was the class’s
response?
 YES, the teacher said that three times, after asking her student “did you understand?” if
her student’s response negative, she will explain again a certain part of the lesson to
clarify it.
3. Did the students make the teacher feel or sense they did not understand the lesson
or a part of the lesson? How?
 Students somehow make their teacher feel that they did not understand some part of
the lesson by keep on asking the teacher give more examples.
4. If they did, how did the teacher respond?

 The teacher will re-teach the part of the lesson that students did not understand and
added more examples for them to clearly understand their lesson.
5. Were the students given the opportunity to ask questions for clarification? How was
this done?
 Yes, their teacher is always asking them if there is “any questions and clarifications
please raise your hand.”
6. If she found out that her/his lesson was not clearly understood, what did teacher do?
Did you observe any of these activities? Please check.
______ Peer tutoring (Tutor were assigned by teacher to teach one or two classmates
______ Each-one-teach-one (Students paired with one another)
______ Teacher gave a Module for more exercises for lesson mastery
___̷__ Teacher did re-teaching
Others, please specify:
7. If she engaged himself/herself in re-teaching, how did she do it? Did he/she use the
same teaching strategy? Describe.
 The teacher formulates new strategy and method to re-teach the lesson in an easiest
and clearest ways for the students to understand the lesson.
8. While re-teaching by himself/herself and / or with other students-turned tutors, did
teacher check on students’ progress? If yes, how?
 The teacher will check the progress and development by giving the students an
assessment to measure if they already learned the lesson.
ANALYZE
1. Why should a teacher find out if students understand the lesson while teaching is in
progress? It is not better to do a once-and-for-all assessment at the completion of the
entire lesson?
 In order for the teachers to determine that the strategies and methods they use and
applies are effective or not. It is not better to do a once-and-for-all assessment because
students’ ability and knowledge only depends if the lesson was clearly discussed that is
why is it better to give them an assessment after the discussion.
2. Why is not enough for a teacher to ask “Did you understand, class? “When he/she
intends to check on learners’ progress?
 It is because there is a chance and possibility that the students did not clearly
understand the lesson.
3. Should teacher record results for formative assessment for grading purposes? Why or
why not?
 No, because formative assessment is not intended for grading purpose.

4. Based on your observations, what formative assessment practice worked?
 Giving an activity or task before and after the discussion is the effective way to
determine if the students understand the lesson.
5. For formative assessment, why is peer tutoring in class sometimes seen to be more
effective than teacher himself/herself doing the re-teaching or tutoring?
 The students can speak their own ideas and thoughts easily with their classmates.
They are not shy and afraid on getting some correction from their classmates and stay
focus and cooperative with them.
6. Could an unreasonable number of failures at the end of the term/grading period be
attributed to the non-application of formative assessment? Why or why not?
 Yes, because when a teacher successfully applied the formative assessment, failure to
achieve learning and its objectives at the end of term can be avoided. Because as soon
as possible you’ll be able to reteach and fix that the learners will fully understand what
are being taught.
REFLECT
 Formative assessment is tasting the soup while cooking. Reflect on this and
write your reflections.
Formative assessment is an assessment conducted for monitoring learners progress
throughout the lesson. It is like tasting the soup while cooking, because you are
adding spices and ingredients to achieved desired tastes, just like when teaching
formative assessment allows you to prepare the learners on achieving the learning
goals.
 Should you record results of formative assessment? Why or why not?

No, because formative assessment is used to monitor students’ progress and status
learning.
Snapshots of peer tutoring or other activities that show formative assessment in practice.
Activity 12.2 Observing Assessment AS Learning Practices (Self-Assessment)

________________
MAPAGTAGUYOD
At the end of this Episode, 1 must be able to:

 Demonstrate knowledge of the design and use of self-assessment; and
 Explain the importance of self-assessment.

 Assessment as learning means assessment is a way of learning

 It is the use of an ongoing self-assessment by the learners in order to monitor their own
learning.
 This is manifested when learners reflect on their own learning and make necessary
adjustment so that they achieve deeper understanding.
 Assessment as learning encourages students to take responsibility for their own
learning.
 It requires students to ask question about their learning.
 It provides ways for students to use formal and informal feedback and self-assessment
to help them understand the next steps in learning.
 It encourages self-assessment and reflection.
OBSERVE

Observe a class and find out practices that reflect assessment as learning. Record your
observations.
Teacher My Observation
1. Did teacher provide opportunities for Yes, the teacher gives them time to speak their
the learners to monitor and reflect ideas and thoughts.
on their own learning?
2. What are proofs that students were Students are engaged in discussion; they are
engaged in self-reflection, self- actively participating and cooperating to
monitoring and self-adjustment? answers their teacher’s question.
3. Did students record and report their Yes, they are aware because their teacher
own learning? always gives them additional points.
4. Did teacher create criteria with the Yes, the teacher always creates a criterion to
students for tasks to be completed let her student know how she will grade them.
or skill to learned?
ANALYZE

1. If the student is at the heart of all assessment, then all assessment should support
students learning. Do you agree? Why or why not?
I agree because the goal of the teacher is to let students learned and developed their
skills and knowledge so all the assessment must support to their learning for them to
be able to relate to the assessment.
2. Does assessment as learning have the same ultimate purpose as assessment for
learning?
Assessment of learning is a way to see if the students understand and can do while
assessment for learning is a way to see what a teacher can do in response.

REFLECT

The primary purpose of assessment is not to measure but to further learning.
Reflect on your personal experiences of assessment in school. Were you given opportunities
for self-assessment? If yes, what was its impact on your learning?
Yes, based on my experiences of assessment in school we are given opportunities
to assess ourselves based on our records and ask what grade we deserve. Self-
assessment helps me to determine what are the things that I need to practice and
what are things that I need to practice and what are things that I should learn.
1. My Accomplished Observation Sheet

2. My Analysis
3. My Reflection
Evaluate Your Work Task Field Study 1 Episode 12- Assessment FOR Learning and Assessment AS Learning (Formative
Assessment) Learning Outcome Demonstrate knowledge of the design and use of formative assessment. Explain the
importance of formative assessment.
Name of FS Student: HENRY MAE R. ICAWAT Date Submitted __________


4 3 2 1
accomplished
spelling wrong
analyzed
learning outcome
COMMENT/S
Rating
(Based on
OVER ALL

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7- below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
1. The primary purpose of assessment is to ensure learning. Which assessments are

referred to?
I. Assessment as learning
II. Assessment for learning
III. Assessment of learning
A. I, II and III
B. I and III
C. I and II
D. II and III
2. Research shows that when students help develop questions for an assessment, and
have a deeper understanding of what they are expected to learn before they take the
assessment, they take a greater responsibility of their own learning. Which assessment
is referred to?
A. Assessment as learning
B. Assessment of learning
C. Assessment for learning
D. Assessment in learning
3. DepEd Order No. 8, s. 2015 states, “Assessment is a process that is used to keep track
of learners’ progress in relation to learning standards…., to promote self-reflection and
personal accountability among students about their own learning. Which assessments
are referred to by the DepEd memo?
I. Assessment as learning
II. Assessment for learning
III. Assessment of learning
A. I only
B. II and III
C. I and II
D. I, II and III
4. You check for understanding in the midst of your lesson. In which form/s of assessment
are you engaged?
A. Assessment as learning for learning
B. Assessment of learning
C. Assessment of and for learning
5. Assessment FOR learning is ongoing assessment that allows teachers to monitor

students on a day-to-day basis and modify their teaching based on what the students
need to be successful. Is this statement TRUE?
A. Yes
B. No
C. Somewhat
D. TRUE except the clause after and
6. It develops and supports students’ metacognitive skills. Which is referred to?

A. Assessment of learning
B. Assessment for learning
C. Assessment of learning
7. Which form of assessment is crucial in helping students become lifelong learners?

C. Assessment as learning
8. Which is characterized by students reflecting on their own learning and making

adjustment so that they achieve deeper understanding?
C. Assessment as learning
9. Which practices are required for assessment as learning to be effective?

I. Discuss the learning outcomes with the students.
II. Create criteria with the students for the various tasks that need to be
completed and/or skills that need to be learned or mastered.
III. Provide feedback to students as they learn and ask them guiding questions to
help them monitor their own learning.
IV. Help them set goals to extend or support their learning as needed in order to
meet or fully meet the expectations.
V. Provide reference points and examples for the learning outcomes.
A. I, II and III
B. I, III, IV and V
C. III, IV and V
D. I, II, III, IV, and V
10. In which type of assessment are students expected to go beyond completing the tasks
assigned to them by their teacher and so students move from the passive learners to
active owners of their own learning?
A. Assessment as learning
11. Which assessment is likened to tasting the soup while in the process of cooking the
soup?
Learning
FIELD STUDY 1 Episode Assessment of
Learning
FS 1 1
(Summative Assessment)
3
SPARK Your Interest
Episode # 12 dwelt on Assessment for Learning (formative assessment) and

Assessment as Learning (self-assessment). These refer to assessment that teachers do
while still teaching and student’s assessing their own learning. Episode # 13 will be focused
on Assessment of Learning. When teachers have done everything, they can to help learners
attain the intended learning outcome/s, teachers subject their students to assessment for
grading purposes. This is referred to as assessment of learning which also known as
summative assessment is.
Episode # 13 will be focused on 1) assessment of learning in the cognitive,
psychomotor and affective domains with the use of traditional and non-traditional
assessment tasks and tools, 2) assessment of learning outcomes in the different levels of
cognitive taxonomy; 3) construction of assessment items with content validity; 4) Table of
Specifications; 5) Portfolio, 6) Scoring Rubrics, 6) The K to 12 Grading System and 7
Reporting Students’ Performance.

At the end of this Episode, I must be able to demonstrate understanding of the design,
selection, organization and use of summative assessment strategies consistent with
curriculum requirements by being able to:
 determine the alignment of assessment tools and tasks with intended learning outcomes;
 critique traditional and authentic assessment tools and tasks for learning in the context of
established guidelines on test construction;
 evaluate non-traditional assessment tools including scoring rubrics;
 examine different types of rubrics used and relate them to assessment of student learning;
 distinguish among the 3 types of learner’s portfolio;
 evaluate a sample portfolio;
 construct assessment questions for HOTS following Bloom’s Taxonomy as revised by
Anderson and Krathwohl and Kendall’s and Marzano’s taxonomy;
 explain the function of a Table Specifications;
 distinguish among types of learners’ portfolios and their functions;
 compute students’ grade based on DepEd’s grading policy;
 state the reason(s) why grades must be reported to parents; and
 Describe what must be done to make grade reporting meaningful.
Activity 13.1 Aligning Assessment Task with the Learning Outcome

________________
Subject Area: TLE-CSS Date: NOVEMBER 6, 2023
 Determine alignment of assessment task with learning outcome

 Formulate assessment task aligned with the learning outcome

 In accordance with Outcome-Based Teaching-Learning, the learning outcome determines

assessment task.
 Therefore, the assessment tsk must necessarily be aligned to the learning outcome. In
accordance with Outcome-Based Teaching-Learning, the learning outcome determines
assessment task.
OBSERVE
 Observe at 3 classes – 1 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 Is the If not aligned,

Outcomes Task (How did assessment improve on it.
Teacher tool/task
assess the aligned to the
learning learning
outcome/s? outcome/s
Specify.
PE/ EPP/ TLE To dance Written quiz- No Performance
tango Enumerate the test – Let
steps of tango students dance
in order. tango.
Social Science, Nag iisa-isa Asking Yes
Literature/Panitikan. ang mga uri questions
EsP ng kalamidad during the
na class
nararanasan discussion
sa ating
bansa.
Physical/Biological To use By letting the Yes
Science/Math/ punctuation students
English/Filipino marks construct a
correctly. sentence with
the correct
usage of
punctuation
marks.
ANALYZE
1. Are all the assessment tasks aligned to the learning outcome?

Yes, all the assessment tasks are related to the learning outcomes.
2. What are possible consequences if teacher’s assessment tasks are not aligned to learning
outcome/s Does this affect assessment results? How?
It may cause confusion and misunderstanding to the side of the students and it may
cause for not achieving what was the learning outcomes.
3. Why should assessment task be aligned to the learning outcomes?

The assessment tasks should be aligned to the learning outcomes to attain the
objectives of the lesson, and also have an organized lesson and it will achieve only if
the intended learning outcomes are aligned in assessment learning process.
REFLECT
 Reflect on past assessments you have been through. Were they aligned with what your
teacher taught (with learning outcomes?
In my experiences, all the assessments that I have encountered was anchored and
align to the learning outcomes. As a learner it is helpful because I have an idea on
what things do I need to focus. And I realize that the proper construction of learning
outcomes is really important to make the students aware on they are going to
achieve at the end of the discussion.
 How did this affect your performance? As a future teacher, what lesson do you learn from
this past experience and from this observation?
It affects my performance in terms of making myself ready for the discussion and I
can assess my performance based on the learning outcomes given by our teacher.
And as a future teacher, I learned being a teacher you should be able to see the
outcomes in order for you to prepare a lesson better.
1. Here is a learning outcome: Describe a person by the use of a metaphor
Here is the test item: Describe a classmate or teacher by way of a metaphor.

Is the test item aligned to the learning outcome?
A. No C. Yes
B. Somewhat D. Yes, if teacher is not included
2. Learning outcome: Conduct an investigation to prove that plants can manufacture their own
food.
Test item: Can plants manufacture their own food? Explain your answer.
A. No C. Yes
B. Somewhat D. Yes, if explain your answer is dropped
3. Learning outcome: Demonstrate the inductive method of teaching
Test: Outline the steps of the inductive method of teaching.

A. No C. Yes
B. Somewhat D. Yes, if teacher is not included
4. Which assessment task is aligned to this learning outcome: Compute the mean if the scores
are 50, 50, 50, 48, 47, 46, 45, 44, 43, 42, 41, 40.
A. What is a mean?
B. Is mean a measure of variability?
C. What is the mean of 50, 50, 50, 48, 47, 46, 45, 44, 43, 42, 41, 40
D. Is the mean the same as average?
5. Learning Outcome: To observe subject-verb agreement as one speaks.
Test: Give the correct form of the verb

1. Dogs (howl)
2. A cat (meow)
3. Birds (fly)
Is the test aligned to the learning outcome?

A. No C. Yes
B. Somewhat D. Yes, there are 3 items on subject-verb agreement
6. Here is a lesson objective/s intended learning outcome. “illustrate the law of supply and
demand with your original concrete examples”. For concrete validity, which test item is
aligned?
A. Define the law of supply and demand and illustrate it with an example.
B. Illustrate the law of supply and demand with a drawing
C. Illustrate the law of supply and demand with a concrete, original example.
D. Explain the law of supply and demand and illustrate it with a diagram.
7. Teacher B wrote this learning outcome: “To interpret a given quotation.” For content validity
which should she ask?
A. Interpret Nietzsche’s statement: “He who has a way to live for can bear with almost any
how.”
B. Do you believe in Nietzsche’s statement “He who has a way to live for can bear with almost
any how”?
C. What is true in Nietzsche’s statement “He who has a way to live for can bear with almost any
how”?
D. Nietzsche’s was an atheist. Do you believe that he can give this statement “He who has a
why to live for can bear with almost any how”?
8. After teaching them the process of experimenting, Teacher J wanted to be able set up an
experiment to find an answer to a scientific problem. Which will he ask his students to do?
A. Set up and experiment to find out if aerial plants can also live on land
B. Can aerial plants also live on land? Research on experiments already conducted. Present
your finding in class.
C. Observe if aerial plants can survive when planted in soil. Note your observation and present
them in class.
D. Research on the answers to this scientific problem: Can aerial plans survive when
transferred in soil?
9. Here is an intended learning outcome of a Health teacher. “Identify skill-related fitness and
activities suitable for the individual”. Does her test item measure this particular outcome and
therefore has content validity?
Question
1. Identify the components of Physical Fitness under the skill-related ativities.
A. body composition C. flexibility
B. agility D. organic vigor
A. Yes, very much.

B. Yes, because it asks something about skill-related activities
C. No
D. No, the options have nothing to do with skill-related activities.
Activity 13.2 Observing the Use of Traditional Assessment Tools
Resource Teacher: IVY A. VICERA Teacher’s Signature:

________________
School: OAS POLYTECHNIC SCHOOL Grade/Year Level: 7-MAUNAWAIN
Subject Area: TLE-7 Date: NOVEMBER 7, 2023
 Critique traditional assessment tools and tasks for learning in the context of
established guidelines on test construction

 Traditional assessment tools are also called paper-and-pencil tests.

 Traditional assessment tools usually measure learning in the cognitive domain
 Traditional or paper-and-pencil tests can be classified either as selected-response
test or constructed-response/supply type of tests.
 Common examples of selected – response type of tests are alternate response test
(True-False, yes-no), multiple choice and matching type of test.
 Common examples of constructed-response type of test are short answer, problem
solving and essay.
OBSERVE
 Observe classes and pay particular attention to the assessment tool used by the teacher.
 With teacher’s permission, secure a copy of the assessment tool.
Direction: Put a check (/) on the test which teacher used. From your teacher’s test items,
give an example.
Type of Traditional Put a Learning Sample Test item of Comments to the

Assessment Tool/ Check Outcome Resource Teacher assessment tool
Paper-and Pencil Test (√) Assessed constructed in
Here accordance with
established guidelines?
Explain your answer.
Selected Response
Type
1. Alternate response ̷ Understanding Conjunction is a It measures students’
word used to connect level of proficiency in a
clauses or sentences subject as opposed to
or to coordinate the student’s level of
words in same knowledge.
clause.
2. Matching type ̷ Define the (Picture) woman who The assessment is
following is bending her body related to the learning
movements outcomes
3. Multiple choice ̷ Remembering The teacher asks you The students will just
to measure the recall what they have
temperature of the discussed and pick the
thawed chicken right answer.
which of the following
devices will you use?
A. Psychrometer
B. Thermometer
C. Refractometer
D. Salinometer
Type of Traditional Put a Learning Outcome Sample Test item Comments to the
Assessment Tool/ Check Assessed of Resource assessment tool
Paper-and Pencil Test (√) Teacher constructed in
Here accordance with
established guidelines?
Explain your answer.
Constructed-Response
Type
1.Completion NOT OBSERVED NOT NOT OBSERVED
OBSERVED
2.Short answer type ̷ Describing the What can you tell The assessment is
picture. about the related to the learning
picture? outcomes.
3.Problem Solving Applying/Evaluating How to use tools The assessment is
̷ and equipment in related to the learning
preparing a outcomes.
product.
4.Essay - restricted ̷ Creating/Evaluating Write a short It is constructed in

essay about how accordance with the
important the guidelines because
correct usage of students will just have to
measuring tools. point out the important of
using measuring tools.
ANALYZE
1. Which assessment tools/tasks were most commonly used by teacher? Which one were
rarely used? Why were they rarely used?
Matching type and short answer are the most commonly used by the teacher while
restricted essay was rarely maybe because students aged 13-15 could not
understand how to write essays.
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?
The assessment tools that the teacher was skilled the is the matching type and least
skilled is the matching type and least skilled is problem solving.
3. 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.
I think it can be considered as an authentic assessment because it shows the
creativity and skills of the students.
REFLECT
How good are you at constructing traditional assessment tools? Which do you find most
difficult to construct? Any lesson/s learned?
I think there are more things that I need to know about constructing traditional
assessment tools. I think the most difficult to construct was problem-solving and non-
restricted and restricted essays.

Here is the learning outcome of this Activity: Critique traditional tools and tasks
for learning in the context of established guidelines on test construction.
1. Which assessment task is aligned to the learning outcome given above?
A. True-False test – An assessment task must be aligned to the learning outcome.
B. Column 1 present the learning outcomes. Column 2 has the assessment tasks. Determine
alignment with learning outcome.
C. Here are 5 items. Evaluate them on the basis of established guidelines in test construction.
D. In an essay more reliable than a multiple-choice test.
2. What’s WRONG with this TRUE-FALSE test item?

Filipinos are sociable but lazy.
A. Opinionated C. Very Smart
B. Not fit for T-F test D. Sweeping
3. In this test item in accordance with rules on test construction?

Write everything you learned from this course.
A. No C. Somewhat
B. Yes D. No, opinionated
4. In a matching type of test, which should be found in the first column?

A. Options C. Distracters
B. Premises D. Unattractive
5. In a multiple-choice type of test, one option among 4 was not chosen by any examinee.
What is TRUE of that option?
A. Implausible C. Plausible
B. Realistic D. Unattractive
6. The students were at a loss as to what answer to give in a completion type of test since
there were so many blanks. Which is TRUE of the test item?
A. Too complex C. Over mutilated
B. Unattractive D. Implausible
Activity 13.3 Observing the Use of Non-Traditional Assessment Tools and

Scoring Rubrics

________________
 Evaluate non-traditional assessment tools including scoring rubrics

 There are learning outcomes that cannot be assessed by traditional assessment tools.
 Authentic/ non-traditional /alternative assessment tools measure learning outcome like
performance and product.
 These performance task and product are assessed by the use of scoring rubric.
 A rubric is a coherent set of criteria for student’s work that includes descriptions of levels of
performance quality on the criteria. (Brookhart, 2013)
 The main purpose of rubrics is to assess performances and products.
 There are two types of rubrics – analytic and holistic. Analytic rubrics describe work on each
criterion separately while a holistic rubric assesses a student work as a whole.
 For diagnostic purposes, the analytic rubric is more appropriate.
 For a holistic view of a product or performance, the holistic rubric will do.
 A good scoring rubric contains the criteria against which the product or performance is rated,
the rating scale and a description of the levels of performance.
ANALYZE
1. Between analytic and holistic rubrics which one was more used? Why do you think that type
pf rubric was used more?
Holistic rubric, it is not easy to use by just giving marks to the learner’s performance.
2. Based on your answers in # 1, what can you say about the scoring rubrics made and used
by the Resource Teachers?
The resource teacher uses a holistic rubric. It was clear and be easily to understand
by the students.
3. Will it make a difference in assessment of student work if teacher would rate the product or
performance without scoring rubrics? Explain.
It may be possible to not assess the students’ performances because it can hard for
the teacher to give them grades fairly.
4. If you were to improve on one scoring rubric used, which one and how?
It may be really difficult for me to improve a scoring rubric but for me I want to
improve the creativity and the grammar because it will help the students to become
better.
5. Can you essay or other written requirements, even if it is paper-and-pencil test, be

considered an authentic form of assessment? Explain your answer.
No, because authentic assessment is can be measure through actual performance.
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?
Yes, a rubric contributes to assessment because it will serve as a guide on giving
grades.
7. Does the Scoring Rubric in this FS Book I help you come up with better output?
Yes, because I’ am able to suit my performance based on the standards given by the
teachers
REFLECT
Are authentic assessment tools and task new? Reflect on your experiences of tests for all
the years as a student.
Authentic assessment is not a new task because when I start studying authentic
assessment is used by our teacher to grade our activities and essays fair and equal.
Activity 13.4 Scrutinizing the Type and Parts of a Portfolio

________________
 Evaluate a sample portfolio

 Distinguish among the 3 types of portfolios
DISCOVER
 the Learning Essentials
 A portfolio is a purposeful collection of selective significant samples of student work

accompanied by clear criteria for performance with prove student effort, progress or
achievement in a given area or course.
 A portfolio of student’s work is direct evidence of learning. But is not a mere collection of
student’s work. The student’s reflection must accompany each output or work
 A portfolio is different from a work folder, which is simply a receptacle for all work, with no
purpose to the collection. A portfolio is an international collection of work guided by learning
objectives.
 Effective portfolio systems are characterized by clear picture of the student skills to be
addressed, student’s involvement in selecting what goes into the portfolio, use of criteria to
define quality performance as basis for communication, and self-reflection through which
students share they think and feel about their work, their learning and about themselves.
 There are several types of portfolios depending on purpose. They are: 1) development or
growth portfolio, 2) best work or showcase or display portfolio, and 3) assessment/evaluation
portfolio.
OBSERVE
1. Ask your Resource Teacher for samples of portfolio, if any, if there are, select one best
portfolio from what you examined.
2. If none, research for a sample portfolio and include them in My Learning Artifacts.
3. Based on the sample portfolio given by your Resource Teacher/ researched by you,
accomplish Observation Sheet #
4. Put a check in the right column.
What a Portfolio Includes
Elements of a Portfolio Present? Missing?

1. 1. Clear objectives – The objectives of the lesson/unit/course are ̷
clear which serve as a bases for selection
2. 2. Explicit guidelines for selection – what, when, where, how are ̷
products/documented performances selected?
3. 3. Comprehensible criteria – the criteria against which the portfolio ̷
is graded must be understood by the learners.
4. 4. Selective significant pieces – The portfolio includes only the ̷
selected significant materials.
5. 5. Student’s reflection – There is evidence that students reflected ̷
on their learning.
6. 6. Evidence of student participation in selection of content of ̷
portfolio – There is proof that students took apart in the selection of
the content of the portfolio.
ANALYZE
1. With OBE in mind, which should be the basis for the selection of pieces of evidence to show
that what the student was supposed to learn was learned?
Students’ Reflection
 The activities or words that are appropriate for the objectives and the objectives
should meet on those activities that are included in the portfolio to assess if the
students learned what they were supposed to learn are the foundation for the
selection of pieces of evidence to demonstrate that the students learned what they
were supposed to learn.
2. Scrutinize the elements of this portfolio, based on the parts, under which type of portfolio
does this fall?
 This portfolio can be classified as a development or growth portfolio based on the
characteristics listed above.
Elements of a DEVELOPMENT/GROWTH Portfolio (Which type of portfolio?)

1. 1. Cover Letter – “About the author” and “What my portfolio Shows About My Progress as a
Learner”
2. 2. Table of Contents with numbered pages
3. 3. Entries-both core (required items) and optional items (chosen by students).
4. Dates on all entries to facilitate proof of growth over time.
5. 5. Drops of aural/oral and written products and revised revisions, i.e. (first drafts and
corrected/revised versions.)
6. 6. Student’s Reflection
3. Where and when does the teacher make use of each of the 3 types of portfolios?
 First is the development/growth which is used by teachers to determine whether or
not their children are changing and developing. The showcase/display portfolio is the
next step, in which students demonstrate their abilities in a certain area. It’s a typical
product or service task. The other is the assessment evaluation portfolio, which is
when the teacher reviews or evaluates the students prior learning and then gives
them the same activity to see if their objectives are reached.
REFLECT
Have portfolios made the learning assessment process more inconvenient? Is the
effort exerted on portfolio assessment commensurate to the improvement of learning and
development of learner’s metacognitive process that result from the use of portfolio?
 The portfolio evaluation facilities the learning assessment process since it allows you
to see if your pupils are making progress and developing through various types of
portfolio, Yes, the effort put into portfolio assessment is commensurate with the
improvement in learning and development of learners metacognitive processes that
come as a result of the students’ progress and development, particularly the
metacognitive processes that occur during the process of creating and completing
the portfolio.
 Sample/s of Improved Written Tests, both selected-response type and supply type.
 Sample/s of product and performance and performance assessed
 Sample/s of students’ reflection on his/her portfolio
Evaluate Your Work Task Field Study 1, Episode 13 – Assessment OF Learning (Summative Assessment)
Learning Outcomes determine the alignment of assessment tools and tasks with intended learning outcomes;
critique traditional and authentic assessment tools and tasks for learning in the context and established
guidelines on test construction; evaluate non-traditional assessment tools including scoring rubrics; evaluate a
sample portfolio; distinguish among the three types of portfolio; construct assessments questions for HOTS
following Bloom’s Taxonomy as revised by Anderson and Krathwohl and Kendall’s and Marzano’s Taxonomy;
Explain the function of table of specification; distinguish among types of learner’s portfolios and their functions;
examine different types of rubrics used and relate to assessment of learning; compute student’s grades based on
DepEd’s grading Policy; state the reason(s) why grades must be reported to parents and describe what must be
done to make grade reporting meaningful.


4 3 2 1
observation Sheet questions tasks observation questions/ observation questions/ tasks not answered/
completely answered/ tasks not answered/ questions/ tasks not accomplished.
accomplished
answers are depth and answers are clearly completely, answers Answers nit connected to theories;
are thoroughly connected to theories, are not clearly more than four (4) grammatical/
grounded on theories; grammar and spelling connected to spelling errors.
spelling wrong
supported by what were supported by what shallow, somewhat supported by what were observed
observed and analyzed. were observed and supported by what and analyzed.
analyzed
Learning Artifacts Portfolio is reflected on Portfolio is reflected on Portfolio is not Portfolio is not reflected on in the
in the context of the in the context of the reflected on in the context of the learning outcomes;
learning outcomes. learning outcomes. context of the not complete, not organized, not
Complete, well Complete well learning outcomes. relevant.
learning outcome
Submission Submitted before the Submitted before the Submitted a day Submitted two (2) days or mote
deadline deadline after the deadline after the deadline
COMMENT/S
Rating
(Based on
OVER ALL

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7- below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71- below
1. A portfolio is synonymous to a folder of files. Is this CORRECT?

A. No C. Yes
B. Somewhat D. Sometimes
2. Which is an essential part of portfolio?

A. Student’s reflection on his portfolio
B. Display portfolio for everyone to see student development
C. Artistic design to show student’s artistic talent
D. Student’s self-rating
3. I need to prove that I have fully developed the skill at writing a research report. Which type of
portfolio is MOST APPROPRIATE?
A. Showcase Portfolio C. Development Portfolio
B. Development Portfolio D. Process Portfolio
4. Which portfolio can prove that an improvement has taken place in the way students
pronounce words?
A. Showcase Portfolio C. Assessment Portfolio
B. Development Portfolio D. Process Portfolio
5. I want to know if my students can now focus the microscope properly. With which portfolio
am I concerns?
A. Showcase portfolio C. Assessment Portfolio
B. Development portfolio D. Process Portfolio
Activity 13.5 Determining the Level of Teacher’s Questions

________________
 Construct assessment questions to measure HOTS following Bloom’s and

Anderson’s revised taxonomy and Kendall’s and Marzano’s taxonomy.

Table: 1.4 Example of Cognitive Activities

Cognitive Processes Examples
Remembering – Produce the right information from memory
Recognizing
Recalling • Name three 19th – century women English authors

• Write the multiplication facts
• Reproduce the chemical formula for carbon tetrachloride.
Understanding – Make meaning from educational materials or experiences
Interpreting • Translate a story problem into an algebraic equation.
• Draw a diagram of the digestive system.
• Paraphrase Jawaharlal Nehru’s tryst with destiny speech
Exemplifying • Draw a parallelogram
• Find an example of stream-of-consciousness style of writing.
• Name a mammal that lives in our area.
Classifying • Label numbers odd or even
• List the events of the Sepoy Mutiny of 1857.
• Group native animals into their proper species
Inferring
Comparing • Explain how the heart is like a pump.
• Compare Mahatma Gandhi to a present-day leader
• Use a Venn diagram to demonstrate how two books by Charles
Dickens are similar and different.
Explaining • Draw a diagram explaining how air pressure affects the weather
• Provide details that justify why the French Revolution happened when
and how it did.
• Describe how interest rates affect the economy.
Applying – Use a procedure
Executing • Add a column of two-digit numbers.
• Orally read a passage in a foreign language.
• Have a student open house discussion.
Implementing • Design an experiment to see how plants grow in different of soil.

• Proofread a piece of writing
• Create a budget
Analyzing – Break a concept down into its parts and describe how the parts relate to the
Differentiating • List the important information in a mathematical word and cross out
the unimportant information
• Draw a diagram showing the major and minor characters in a novel.
Organizing • Place the books in the classroom library into categories
• Make a chart of often-used figurative devices and explain their effect.
• Make a diagram showing the ways plants and animals in your
neighborhood interact with each other.
Attributing • Read letters to the editors to determine the authors’ point of view
about local issue.
• Determine a character’s motivation in a novel or short story.
• Look at brochures of political candidates and hypothesize about their
perspective issue.
Evaluating – Make judgements based on criteria and syllabus guidelines

Checking • Participate in a writing group, giving peers feedback on organization
and logic arguments.
• Listen to a political speech and make a list of any contradictions
within the speech.
• Review a project plan to see if all the necessary steps are included.
Critiquing • Judge how well a project meets the criteria of a rubric.
• Choose the best method for solving a complex mathematical equation
• Judge the validity of arguments for and against astrology.
Creating – put pieces together to form something new or recognize components of a new structure.
Generating • Given a list of criteria, list some options for improving race relations in
the school.
• Generate several scientific hypotheses to explain why plants need
sunshine.
• Propose a set of alternatives for reducing dependence on fossil fuels
that address both economic and environmental concerns.
• Come up with alternative hypotheses based on the criteria.
Planning • Make a storyboard for the multimedia presentation on insects.
• Outline a research paper on Mark Twain’s views on religion.
• design a specific study to test the effect of different kinds of music on
hens’ egg production.
Producing • Write a journal from the point of view of mountaineer
• Build a habitat for pigeons
• Put on a play based on a chapter form a novel you’re reading.
The New Taxonomy (Marzano and Kendall, 2007)

Level of Difficulty Process Useful Verbs, Phrases, Definition
6 Examining The student can analyze how important specific knowledge is to them.
Self-System Thinking Importance
Examining Efficacy The student can examine how much they believe they can improve their understanding of specific knowledge.
Examining Emotional The student can identify emotional responses associated with a piece of knowledge and determine why those associations exist.
Response
Examining Motivation The students can examine their own motivation to improve their understanding or competence in specific knowledge.
5 Specifying Goals The student can set specific goals relative to knowledge and develop plan for accomplishing the goal.
Metacognition
Process Monitoring The student can self-monitor the process of achieving a goal.
Monitoring Clarity The student can determine how well they understand knowledge.
Monitoring Accuracy The student can determine how accurate their understanding of knowledge
Investigating investigate; research; find out about; take a position on; what are the differing features of; how & why did this happen; what would have
4 happened if the student generates a hypothesis and uses the assertions and opinions of others to test the hypothesis.
Knowledge Utilization
Experimenting experiment; generate and test; test the idea that; what would you determine if; how can this be explained; based on the experiment, what
can be predicted. The student generates and tests a hypothesis by conducting an experiment and collecting data.
Cognitive System
Problem-Solving solve; how would you overcome; adapt: develop a strategy to; figure out a way to; will you reach your goal under these conditions. The
student can accomplish a goal for which obstacle exist.
Decision-Making decide; select the best among the following alternatives; which among the following would be the best; what is the best way; which of these
is most suitable. The student can select among alternatives that initially appear to be equal and defend their choice.
3 Specifying make and defend; predict; judge; deduce; what would have to happen; develop an argument for; under what conditions
Analysis The student can make and defend predictions about what might happen.
Generalizing What conclusions can be drawn; what inferences can be made; create a principle, generalization or rule; trace the development of; form
conclusions. The student can infer new generalizations from known knowledge.
Analyzing Errors Identify errors or problems; identify issues or misunderstanding; assess; critique; diagnose; evaluate; edit; revise. The student can identify
and explain logical or factual errors in knowledge.
Classifying Classify; organize; sort; identify a broader category; identify different types/ categories.
The student can identify super ordinate and subordinate categories to which information belongs. Classify; organize; sort; identify a broader
category; identify different types/ categories.
The student can identify super ordinate and subordinate categories to which information belongs.
Matching Categorize; compare & contrast; differentiate; discriminate; distinguish; sort; create an analogy or metaphor.
The student can identify similarities and differences in knowledge.
2 Comprehension Symbolizing Symbolize; depict; represent; illustrate; draw; show; use models; diagram chart.
The student can depict critical aspects of knowledge in a pictorial of symbolic form.
Integrating Describe how or why; describe the key parts of; describe the effects; describe the relationship between; explain ways in which; paraphrase;
summarize.
The student can identify the critical or essential elements of knowledge.
1 Retrieval Executing Use; demonstrate; show; make; complete; draft. The student can perform procedures without significant errors.
Recalling Exemplify; name; list; label; state; describe; who; what; where; when. The students can produce information on demand.
Recognizing Recognize (from a list); select from (a list); identify (from a list); determine if the following statements are true
The students can determine whether provided information is accurate, inaccurate or unknown.
Figure 10. The New Taxonomy in Detail

________________
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 tests for
samples of questions in the various levels.
4. Make tally, then get the total. Use Table 1 and Table 2 separately.
Table 1. Number of Questions per Level
Cognitive Cognitive Tally of Assessment

Processes (Bloom Processes (and Tasks/Questions
as revised by Rank Kendall and Rank Tota
Anderson and Marzano) l
Krathwohl)
Self-system 6
Thinking
Metacognition 5
Creating 6-Highest
Evaluating 5 /// 3
Analyzing/An 4 Analysis 3 ///// 4
Applying 3 Knowledge 4 ////// 6
Utilization
Understanding/ 2 Comprehension 2 /// 3
Remembering/ 1-Lowest Retrieval 1 //// 4
Table 2. Examples of Assessment Questions/Assessment Tasks
Tally and Total Tally and Total Example of Rank

Score of Cognitive Score of Assessment Based
Processes (Bloom Cognitive Tasks/ on Use
as revised by Rank Processes (and Rank Questions
Anderson and Kendall and Given by
Krathwohl) Marzano) Resource
Teacher
Self-system 6- e.g. Teacher
Thinking Highest asked
students. Why
is the lesson
important to
you?
Metacognition 5
Example: 6-
Creating = I Highest
Evaluating = I 5
Analyzing / An = II 4 Analysis 3
Applying = III 3 Knowledge 4

Utilization
Understanding = III 2 Comprehension 2
Remembering = IIII 1-Lowest Retrieval = III 1-Lowest

=I
Rank Rank
ANALYZE
1. Which cognitive skill had the highest number of assessment questions? lowest number?
 The highest number of assessment questions in cognitive skills is the creating while
the lowest was remembering.
2. What do these (lowest and highest number of assessment questions) reveal about Resource
Teacher’s level of questions?
 The question might not relatable to students.
3. Based on Kendall’s and Marzano’s taxonomy, which are the highest cognitive skills? Give an
example of an assessment question for each of the two highest cognitive skills-
metacognitive skills and self-system thinking.
 Metacognitive skills and self-system thinking are the greatest cognitive skills to which
the teacher asks the pupils questions that reflect the knowledge they have gained
and the lessons they have learned. And the students will explain why learning is
effective.
REFLECT
If you were to rate yourself on HOTS – where will you be from a scale of 1 to 5 (5 as highest)
where will you be?
 If I’m going to rate my HOTS, I will rate myself of 3 because I know myself that I need
to learn more to develop my HOTS, for now, I’m working on it to achieve the highest
scale of HOTS because as a future teacher someday it will help me if I achieved it.
As a future teacher, reflect on how will you contribute to the development of learners’
HOTS?
 As a future teacher I will contribute to the development of my learners HOTS by
giving them a fair question in their exams or quizzes. I will always use my cognitive
skills of Bloom’s Taxonomy to distribute properly the questions, and also, I’m going to
allow my students to share their knowledge and connect it to real-life situation during
our discussion so that they will develop their skills in problem solving.
Learning Outcomes determine the alignment of assessment tools and tasks with intended learning outcomes;
critique traditional and authentic assessment tools and tasks for learning in the context and established
guidelines on test construction; evaluate non-traditional assessment tools including scoring rubrics; evaluate a
sample portfolio; distinguish among the three types of portfolio; construct assessments questions for HOTS
following Bloom’s Taxonomy as revised by Anderson and Krathwohl and Kendall’s and Marzano’s Taxonomy;
Explain the function of table of specification; distinguish among types of learner’s portfolios and their functions;
examine different types of rubrics used and relate to assessment of learning; compute student’s grades based on
DepEd’s grading Policy; state the reason(s) why grades must be reported to parents and describe what must be
done to make grade reporting meaningful.

________________

4 3 2 1
accomplished
spelling wrong
analyzed
learning outcome
COMMENT/S
Rating
(Based on
OVER ALL

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7- below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71- below
1. “Is my thinking CORRECT?” ask a student to himself.

In which level of Cognitive process is he?
A. Self-system C. Metacognition
B. Analysis D. Application
2. Formulate a 5 –item imperfect matching type of test, is a test item in the level of which cognitive process?
A. Creating C. Self-system thinking
B. Analyzing D. Evaluating
3. Which one demonstrates self-system thinking?

A. Ask the question “What has this lesson to do with me?”
B. Critic your thinking process.
C. Come up with the solution to the given problem.
D. Relate your present lesson to past lessons.
4. Paraphrase the first stanza of Rizal’s “My last Farewell” calls for ___________
A. Analyzing
B. Understanding
C. Evaluating
D. Applying
5. How would you rate students’ ability to reason out logically is a question to test students’ ability
to_______________?
A. Engage in metacognition
B. Analyze
C. Do self-system thinking
D. Evaluate
Activity 13.6 Analyzing a Table of Specification

________________
 Explain the function of Table of Specification

 A table of specification (TOS) is a two-way chart which describes the topics to be

covered by a test and the number of items or points which will be associated with
each topic.
 Sometimes the type of items are described in terms of cognitive level as well\
ANALYZE
1. What parts must a TOS contain to ensure test content validity?

To ensure the test content validity, a TOS must contain the equal distribution of
questions in every item of cognitive level.
1. Why is there a need for number of items per cognitive level?
To maintain the fairness of questions in every cognitive level and also to be fair in
every student.
3. With OBE in mind, is it correct to put learning outcome not topic in the first column? Why
or why not?
In my opinion, it is important to put first the learning outcomes because it is need to
consider the output of students.
2. Can a teacher have a test with content validity even without making TOS
Yes, the teacher can have a test question with content validity even without making
TOS but it is not reliable.
REFLECT
Read this conversation and reflect on teachers’ assessment practices. Write your reflection
here.
Student A: Saan naman pinulot ni Teacher and kaniyang tanong? Ni-isang tanong sa
tinuro, Wala! (Where did Teacher get her test? Not one of what she taught came out!)
Student B: Oo nga! Nakakainis! (You are right! How annoying!”)
Did you have a similar experience? Reflect on it. will the required use of Table of
Specifications as guide in test construction solve the problems of misaligned tests?
 Yes, I had the same experience, when I was in senior high school, I experienced
during exams that there are some questions that are not connected to the lesson
which teacher discussed. So, to finish the exam, I just answered it by my stock
knowledge without knowing if it is correct or not. In this can, maybe the teacher did
not make a TOS for the basis of making his/her test questions
1. In Teacher R’s Table of Specifications (TOS), 60 percent of the 1 st grading test items are
applying questions based on Bloom’s Taxonomy. A review of her test shows that 50% are
remembering items, 20% are analyzing questions and 30% are applying questions. Is
Teacher’s test aligned with her TOS?
A. No
B. No, her analyzing question is supposed to be 60%
C. Yes
D. Yes, her applying questions are also analyzing questions, too.
2.s What is a function of a TOS?
A. content validity C. reasonable length of test
B. predictive validity D. predictive validity of a test
3. A TOS ensures alignment of test with learning outcomes. Is the statement is TRUE?
A. Very true C. False
B. Sometimes true D. Sometime true, sometimes false
4. In a TOS, the number of hours spent on a learning outcome determines the number of
test items to be asked. Is this CORRECT?
A. No C. Not always
B. Yes D. Depends on the level of the question asked
5. The following are found in a TOS EXCEPT________________.
A. Teaching-Learning activities
B. Number of hours devoted to a topic
C. Cognitive level of test items
D. Number of test items
6 ” It’s just not fair. I studied everything we discussed in class about the Philippines
and the things she made a big deal about, like comparing the Philippines
And to think all she asked was ‘What’s the capital of Singapore?
What does the conversation imply about the kind of test they took?
A. Lacks content validity
B. Has content validity
C. Lacks reliability
D. Lacks construct validity
Activity 13.7 Computing Student’s Grade based on DepEd Grading System

________________
 Compute student’s grade based on the DepEd’s grading policy

 State the new features of the latest grading system in basic education
REVISIT
 With the implementation of the Enhanced Basic Education Program of 2013, more
popularly known as K-12 Curriculum, came a new grading system of the Department
of Education. Refer to Appendix A for more details.
 The latest grading system in basic education includes students’ performance in
written tests and performance tasks, which emphasis on the latter. The quarterly
exam may be a combination of written tests and performance task.
OBSERVE
A. Sample Students’ 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 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?
According to my resource teacher, compared to the former knowledge, progress,
understanding and performances or KPUP grading system, the latest will use fewer
grading system components and new transmutation table.
2. Which do you prefer – the old or the new grading system? Why?
As per my resource teacher, she preferred the new curriculum, Because the new
grading Scheme has been implemented with the goal of reducing misclassification of
students based on grades. It will put an end to unhealthy competitive behavior
among top achiever cultural pressures and give the student more freedom.
C. Interview of 5 Students
1. What do you like in the new grading system?

According to them, what they like in the new grading system is that, it goes both
ways.
2. Do you have problems with the new grading system, if there is, what?
They actually don’t have problems with the new grading system.
3. Does the new grading system give you a better picture of your performance? Why
or why not?
The students preferred the new grading system, because it is no longer zero based.
Because of that there is no chance they get a failing grade as long as they will study.
D. Review of DepEd Order #8, s. 2015
Read DepEd Order #8 s. 2015. You may refer to Appendix A.

Based on DepEd Order 8, s. 2015, answer the following:
1. What are the bases for grading?
All grades will be based on the weighted raw scores of the learners “summative
assessments, The minimum grade needed to pass a specific learning area is 60,
which is transmuted to 75 in the report card, The lowest mark that can appear on the
report card is 60 for quarterly grades and final grades.
2. How do you compute grades per quarter for Grades 1 to 10 and Grades 11 to 12?
Give an example.
In a grading period, there is one quarterly assessment but there should be instances
for students to produce written work and to demonstrate what they know and can do
through performance tasks. But these must be spread out over the quarter and used
to assess learners’ skills after each unit has been taught.
3. How do you compute grades at the end of the school year?
According to my resource teacher she will sum up the quarterly grades of her
students from first to fourth grading to compute the final grades of every student in
different subject.
4. What descriptors and grading scale are used in reporting progress of learners?
The learners report card
5. What are the bases for learners’ promotion and retention at the end of the school
year?
The bases for learners’ promotion are when the students get a higher grade after
computing the overall of her grades from first to last quarter but if she got a below 75
grades the she not going to promote.
6. What is the report on learners’ observed values?
The report on learners observed values will depend on the behavior of every student
inside or outside of the classroom.
ANALYZE
1. Do teachers and students like new grading system? Why or why not?
Yes, teachers and students like the new grading system. For teachers, they believed
that it will put an end to unhealthy competitive behavior among top achievers. It will
alleviate cultural pressures and give the students more freedom. For students, they
said: it is no longer zero based, Because of that there is no chance they get a failing
grade as long as they will study.
2. What are the good points of the new grading system according to teachers? According to
students?
For teachers, the good points of the new grading system are that they no longer have
to give failing grades to the students who do not excel too much in performances but
excelled when it comes to written outputs and quarterly assessments. The same with
the student sentiments.
3. What are the teachers challenged to do by this new grading system?
The teachers are challenged on how they would be able to give a not failing grades
to the students who do not excel in written and performances but passing in the
quarterly assessment.
Learning Outcomes determine the alignment of assessment tools and tasks with intended learning outcomes; critique
traditional and authentic assessment tools and tasks for learning in the context and established guidelines on test construction;
evaluate non-traditional assessment tools including scoring rubrics; evaluate a sample portfolio; distinguish among the three
types of portfolio; construct assessments questions for HOTS following Bloom’s Taxonomy as revised by Anderson and
Krathwohl and Kendall’s and Marzano’s Taxonomy; Explain the function of table of specification; distinguish among types of
learner’s portfolios and their functions; examine different types of rubrics used and relate to assessment of learning; compute
student’s grades based on DepEd’s grading Policy; state the reason(s) why grades must be reported to parents and describe
what must be done to make grade reporting meaningful.
Name of FS Student: HENRY MAE R. ICAWAT_ Date Submitted

________________

4 3 2 1
accomplished
spelling wrong
analyzed
learning outcome
COMMENT/S
Rating
(Based on
OVER ALL

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7- below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71- below
Activity 13.8 Reporting Student’s Information

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

 Describe what must be done to make grade reporting meaningful
REVISIT
 Grades fulfill their function if reported meaningfully to students and most of all to
parents, our partners in the education of the children.
 Grades are a measure of achievement, not necessarily IQ. A student may have high
IQ but not necessarily achieving or performing because of lack of motivation or other
factors.
OBSERVE
Proceedings in a Card Distribution Day
1. Observe how cards are distinguished on Card Distribution Day. Describe how cards are
distributed.
Distribution card will be done. The teacher calls the name of each student and tell
the parents about the students’ performance and behavior.
2. Describe how the Resource Teachers communicated learners’ assessment results and
grades to parents.
Through planning a meeting where a parents can consult the teacher about their
child’s performance and behavior.
3. Did parents raise questions or concerns? If yes, what were their questions/concerns?
She always asked the students if they learned.
4. How did the Resource Teacher handle their questions and concerns? What answers did
he/she give?
The teacher only gives the right and appropriate answers.
Interview with Resource Teacher
1. How did you give feedback to your students regarding their performance? When do you give
feedback?
Teachers gives feedback by explaining to the students that she is focusing on
helping them to understand assessment of their learning.
2. How do you report students’ performance to parents? Does the school have a regular way of
reporting grades to parents?
Every end of the grading period teacher organized a meeting for parents.
3. What problem on grade reporting did you encounter with parents? How did you address
it/them?
Low grades of their child and it is discussed by the teacher to the parents privately
after the meeting and present some evidence to show them.
Interview with Students
1. Do you see the meaning of your grades in the School Report Card?
 Yes
2. Does knowing your grade motivate you to work harder?
 Yes
Interview with Parents
1. Does your child’s Report Card give you a clear picture of how your child is performing?
 Yes
2. If you were asked what else should be found in the Report Card, which one? Why?
 Exam grades for the awareness of the students and parents to know if they have
learned or not.
3. Do you find the Card Distribution Day important? Why or why not?
 It is important because this is the day where a students and parents and teachers
have a chance to talk to each other.
4. Any suggestion on how to make Card Distribution more meaningful?

 None
ANALYZE
1. What were the most common issues raised on students’ performance?

The most common issues raised on students’ performance was being not
cooperative and bad behavior.
2. Based on your observations and findings, what practices must be

a) maintaining and
b) improved to make grades and
REFLECT
1. Grades are often source of misunderstanding. How should I do report so that it will result to
effective learning?
 As a future teacher I will do a reporting with a given evidence so that the parents and
the students will understand why I give them a grade like that.
Learning Outcomes determine the alignment of assessment tools and tasks with intended learning outcomes; critique
traditional and authentic assessment tools and tasks for learning in the context and established guidelines on test construction;
evaluate non-traditional assessment tools including scoring rubrics; evaluate a sample portfolio; distinguish among the three
types of portfolio; construct assessments questions for HOTS following Bloom’s Taxonomy as revised by Anderson and
Krathwohl and Kendall’s and Marzano’s Taxonomy; Explain the function of table of specification; distinguish among types of
learner’s portfolios and their functions; examine different types of rubrics used and relate to assessment of learning; compute
student’s grades based on DepEd’s grading Policy; state the reason(s) why grades must be reported to parents and describe
what must be done to make grade reporting meaningful.

4 3 2 1
accomplished
spelling wrong
analyzed
learning outcome
COMMENT/S
Rating
(Based on
OVER ALL

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7- below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71- below
Learning
FIELD STUDY 1 Episode The Teacher as a
PERSON and as a
FS 1 14
PROFESSIONAL
SPARK Your Interest
What is really like to be a TEACHER? Why is being a TEACHER considered as one

of the most respected professionals in the Philippines? What makes a teacher differently
better than any other profession? What characterize a teacher a teacher as a person and as
a professional?
This Episode will provide you a chance to observe teachers in their own workplace at
school in order to answer the questions asked.

 Describe the personal qualities and competences of effective classroom teachers;
and
 Enumerate the professional characteristics of practicing teachers observed as based
on the professional standards and code of ethics for the profession.
“My Teacher, My Hero” was a banner during the World Teacher’s Day celebration in
the Philippines in the years past. Are Filipino teachers, real heroes? What do you think?
Why?
My answer is YES! Here are my reasons.
Personal Qualities of Filipino Teachers

To be a teacher in the Philippines is a challenging profession. Teachers serve the
country just like any other hero. To be a teacher requires a lot of personal and professional
qualities. These qualities make an excellent Filipino teacher an exceptional professional.
First, the teacher must have innate qualities or attributes that are exemplary and are
fitted to be teachers. These are natural tendencies of a person. Here are some of the
qualities and attributes that distinctly characterized a teacher.
Personal Qualities of Teachers and the Descriptors
Personal Qualities What the teacher IS and DOES

Lives with dignity that  This teacher is honest, has integrity, self-respect and self-
exemplifies self-respect, discipline. Likewise, respected by students, peers and the
integrity and self-discipline community.
Takes care of one’s physical, This teacher is physically, emotionally and mentally healthy.
emotional and mental well- Clean and neat, dresses appropriately and pleasant in words
being and in action.
Lives a life inspired by  This teacher behaves according to the personal spiritual
spiritual principles and beliefs beliefs that are not contrary to the norms, mores and tradition
of the community.
Exhibits deep knowledge and This teacher is mentally alert, makes correct decision,
understanding across intelligent to be able to acquire new knowledge, skills and
disciplines values needed in order to teach. She/he has the ability to
learn new things, re-learn old knowledge in new ways, and
un-learn knowledge, skills and values that are no longer
applicable to the current times.
Recognizes own strength  This teacher sets high goals for himself/herself, but remains
with humility humble and willing to share success. He/she is confident of
doing task but does not consider self to be better than others
all the time.
Perseveres in challenging  This teacher is calm in the midst of chaos, remains steadfast
situation under pressure, does not easily give up and adjust to different
situations.
Demonstrates a natural  This teacher volunteers’ tasks for others, always willing to
action to work together with share, extends help willingly, accepts responsibility, tolerant
others of other people, and gives up time for the group.
Not everyone has these qualities, hence not everyone can be a good teacher. As the
old saying goes; “Teachers are born but good teachers are both born and made.”
Professional competence of Filipino Teachers
Going to teacher training institutions and earning a teaching degree mean developing
a professional teacher like you. You can only become a professional teacher if you earn a
degree to teach in either elementary level or high school level. You should also earn license
to teach by passing a licensure examination for teachers. While studying in college you are
learning the ropes of becoming a professional teacher. You learn the content courses
including the major or specialization and the professional courses including the pedagogy
courses. Your professional courses include experimental learning courses that include Field
Study 1, Field Study 2 and Teaching Internship. These are Important in your preparation to
become professional teachers.
So, what are the professional competencies that every teacher should have? You will
find these in the matrix that follow.
Professional Competencies of Filipino Teachers
Professional Competencies What the Teacher DOES

 Abides by the code of ethics for the  This teacher practices the rules and
profession conduct of professional teachers.
 Masters the subject matter to be  This teacher masters and updates
taught himself/ herself with subject matter
content to be taught.
 Updates oneself on educational  This teacher keeps abreast with
trends, policies and curricula educational trends, policies and
curricula by taking up graduate
students, attending seminars and
workshops.
 Uses teaching methods to facilitate  This teacher practices different ways
students learning of teaching appropriate to the
learners and the subject matter.
 Builds a support network with  This teacher engages the
parents and community cooperation of parents and stake
holders in educating the learners.
 Demonstrates knowledge,  This teacher has substantial
understanding of the characteristics knowledge of the characteristics and
and needs of diverse learners. needs of the learners.
 Plans, prepares and implements  This teacher plans. Prepares,
school curriculum responsibly. implements and innovates the day-
to-day curriculum with the view in
mind that learners will learn.
 Designs, selects and utilize  This teacher designs, selects and
appropriate assessment strategies uses appropriate assessment tools
and tools. for, as and of learning.
 Provides safe, secure, fair physical  This teacher arranges the classroom
and psychological learning to provide safe, secure
environment that supports learning psychological environment that
supports and encourages learning.
 Serves beyond the call of duty  This teacher does task and works
even beyond the official time when
needed.
So, it is not easy to become a professional teacher. The demand is great. A qualified
professional teacher then is like a HERO.
Now you are ready to identify if the enumerated characteristics are found among the
teachers you are going to observe.
There are two observation activities in this Episode. Activity 1 will identify the
Personal Characteristics of the Teacher and Activity 2 will identify the Professional
Competencies of the Teacher.
Activity 14.1 Teacher Personal Qualities: A View from My Lenses

________________
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 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) Data Results

Interview (i) I have found out that…
a. Dignified Observe The teacher had a fair treatment.
b. Healthy Observe The teacher has a good personal hygiene.

c. Spiritual Observe The teacher gives importance in spiritual
Interview matter.
d. Knowledgeable Observe The teacher mastered her lesson.
e. Humble Observe The teacher humbly corrects her students
Interview when they commit mistakes.
f. Determined Observe The teacher loves she was doing.
Interview
g. Cooperative Observe The teacher is always approachable and
Interview always listens to the student needs
Activity 2 will focus on the Professional Competencies of the Teacher. You may
change your sample Teacher in Activity 1 with another teacher or you can still observe the
same teacher. In case you will not change your teacher to be observed the same teacher will
be your sample for both Activity 1 and Activity 2. Aside from direct observation, you will also
do a survey in Activity 2.
ANALYZE
Did you learn from your observation of the teacher? Now let us analyze the
information that you have gathered.
Answer the following questions.
1. In Activity 1, what 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.) Determine - The teacher loves she was doing.
b.) Knowledgeable – The teacher mastered her lesson.
c.) Dignified - The teacher had a fair treatment
2. Which of these qualities do you have? Do you think you can fit as a good teacher someday?
Why? Describe yourself.
I think the qualities that I already had are, spiritual, dignified, determine, cooperative
and humble. For me, I can say that I can fit this job since it was my dream job.
REFLECT
Good teachers are role models, whether in school, at home or in the community. From
the teachers that you had from elementary to college, did the personal qualities that they
possess help you learn better as a student?
Yes
Identify one personal characteristics of your model teacher that has made a great impact
in your life as a learner. Reflect and describe how this quality influenced you.
My model teacher is a quality teacher, the quality of a teacher that I want the most
was being optimistic. She always encourages us that we can do it, she always us
strength to not give up and keep on reaching our goals in life.
Activity 14.2 Is the Teacher a Professional Teacher?

________________
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 attended, etc.)
3. Request a co teacher or the head (only one of the 2) to answer the checklist/ rating scale
about your sample teacher.
4. Answer the same survey instrument yourself.
5. Compare the answer of the co teacher 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 could answer the survey from about your co-
teacher IVY A. VICERA
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.

___HENRY MAE R. ICAWAT____
BTVTED/BSED Student
Name of Teacher: IVY A. VICERA

PRC License No. 1230648 Grade Level Taught: Grade 7-10
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 of a professional
teacher? Check your answer
below.
Yes No Doubtful
1. Practice the Code of Ethics for Professional Teachers ̷
2. Teachers the subject matter very well with mastery. ̷
3. Keep yourself updated with educational trends, ̷
policies and curricula.
4. Uses varied teaching methods that facilitate learning ̷
with skill and ease
5. Engage the parents and other stake holders to ̷
cooperate as partners in educating the children.
6. Teachers with compassion based on the knowledge ̷
and understanding of the characteristics and needs of
diverse learners
7. Prepares curriculum plans, implements these with ̷
innovation in every lesson.
8. Designs or selects and utilizes appropriate ̷
assessment strategies and tools for lessons taught.
9. Makes classroom atmosphere physically ̷
(arrangement) and psychologically (friendly, inclusive)
safe and secure for learning.
10. Serves willingly beyond teaching work by ̷
participating in other extra-curricular activities when
needed.
_________________________________________________
Name and Signature of the Teacher Informant (Peer)
OR:
_________________________________________________________________
Name and Signature of the Supervisor Informant (Head)
AND
___ HENRY MAE R. ICAWAT _____________
Your Name and Signature (Pre-Service Students)
ANALYZE
Did you learn from your observation and interview on teacher’s professional
competences? Now let us analyze the data.
Answer the following questions.
1. In activity 2, do you consider the Teacher as a Professional Teacher? In what competencies
is the teacher Strong? ___________Doubtful? __________ Why?
Teacher has strong competencies because she applies all the required
competencies as a teacher. These will help her to be an effective and efficient
teacher.
2. Did your answers to the survey form coincide with the answers of the co-teacher or head of
the teacher you observed?
Why?
Yes, the result on my survey to the resource teacher was the same as the co-
teacher.
REFLECT
Now, it is time to reflect on Activity 2.

Complete the following sentences as your reflections from the results of Activity 2.
1. As a future teacher, the results imply that I should
As a future teacher, the results imply that I should be prepared and developed my
skills and abilities for me to be a good and effective teacher. I must prepare myself in
handling diverse students and be able to provide their needs as students
2. If all the teachers teaching today possess the professional characteristics and competencies
as the teacher/teachers observed, then learners will learn easily and will be more interested
to learn. It will also help them increase.

Show here the artifacts of this Episode
1. Short narrative about the teacher with a description of the personal qualities and
professional characteristics that you have observed. You may request a picture from the
teacher.
“My Teacher, My Hero”
The teacher that I have been observed was Ms. IVY A. VICER she is a TLE teacher at
Oas Polytechnic School. A kind and beautiful teacher, she is dedicated, hands on,
determined, and knowledgeable. She’s the ideal 1+1 combo smart and adorable You can
really see by the way she acts and teach that she is an efficient and proficient teacher,
very competent teacher because of her skills, she also applies more techniques and
strategies in order to provide the students’ needs and has an organized plan for teaching.
“To this end, the greatest assets of a school are the personality of the teacher”
- John Strachan
Evaluate Your Work Task Field Study 1, Episode 14- The Teacher as a Person and as a PROFESSIONAL.
Learning Outcomes: describe the personal qualities and competencies of effective classroom teachers
⋅enumerate the professional characteristics of practicing teachers observed as based on the professional
standards and code of ethics for the profession.


4 3 2 1
accomplished
spelling wrong
analyzed
learning outcome
COMMENT/S
Rating
(Based on
OVER ALL

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7- below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
Based on Episode 1, choose the correct answer for each item.

1. Any Teacher currently teaching is called a professional because he or she
_____________.
I. is a licensed teacher
II. has personal qualities appropriate to be a teacher
III. possesses the characteristics given in A, B, C.
A. I only B. II only C. III only D. I, II, and III
2. Which of the following is a quality that is unbecoming of teacher?

A. Patience and understanding
B. Humble and open minded
C. Aggressive and dominating
D. Dignified and accommodating
3. Which statement is TRUE about the spirituality of the teacher?

I. Go to church everyday
II. Gives contribution to church activities
III. Behaves according to the beliefs, more and tradition of the community
A. I only B. II only C. III only D. I, II, and III
4. What could be the best practice of a professional teacher?
A. Burns midnight candle every night writing a lesson plan

B. Utilizes knowledge of the learners’ characteristics while teaching
C. Expects equal performance of learners in lesson taught
D. Masters one teaching method and uses it all time
5. The saying goes “Many are called but few are chosen.” How is this directly to teachers?
A. There are many teachers but few are qualified.

B. There are many professionals who shift to teaching.
C. Teaching is a very lucrative job.
D. The teachers assigned in the senior high school are the chosen teachers.
Learning
FIELD STUDY 1 Episode Towards Teacher
Quality: Developing
FS 1 1
a Global Teacher of
the 21ST Century
5
SPARK Your Interest
Moving towards teacher quality? Wanted! A global teacher of the 21st century!
In 2013, a Global Status Index was determined by Varkey GEMS Foundation and
revealed significant findings. There were 21 countries surveyed which represented the major
continents of the world. In most countries that participated, it was found out that like the
Philippines, teaching is the most sought profession. It was comparable to being a social
worker, librarians, nursing and even doctors. Majority of the parents asked, answered that
they encourage their children to become teachers. To them, teaching is one of the most
respected and trusted profession.
However, with the change in global landscape, the 21 st century teachers must have
the competence to address the new learning environment, the new learning contents, the
processes of learning and how these are facilitated and the new types of learners.
Hence, we need the type of teachers, a glocal 21st century Filipino teacher.
(Global Teacher Status Index p. 123 Teaching Profession)

 Describe the personal qualities and competencies of a glocal classroom teachers of the 21 st
century; and
 Design a learner-centered classroom for the 21st century learners with learning spaces that
are safe, that allows creativity and use of ICT.
FILIPINO GLOCAL TEACHER

A survey of ASEAN countries and beyond tends to show that there are three major
responsibilities of teachers. These are (1) Actual Teaching. (2) Management of Learning and
(3) Administrative Work.
While the number of actual teaching hours per day varies all over the world, in our
country, teaching in the public schools requires six hours of actual teaching, that includes
administrative work such as management of learning per da. The two hours of the working
day is allotted to administrative work such as scoring and recording learners’ outputs,
making reports, filling forms, preparing for the next day’s activity and performing other
administrative tasks. The previous episode on the teacher, reminded us of the qualities and
competencies mentioned earlier. Teachers should be multi-literate, multi-cultural, multi-
talented, innovative and creative. The future Filipino teacher like you shall act locally but
think globally.
“Teach local, reach global” means that the teacher brings diverse experiences in the
classroom with the various skills to live and work as citizens of a global society. What
teachers do in the local communities impacts the larger community. As global citizens, the
work begins, where the teachers are, thus a “global” teacher.
Towards Quality Glocal teachers
Quality teachers are characterized by different attributes and skills needed in the 21 st
century education. Partnership 21 identified (1) Global awareness, (2) Financial, economic,
business and entrepreneurial literacy, and (4) Civic and Health Literacy which require:
1. Learning and Innovative Skills
2. Information, Media and Technology Skills
3. Life and Career Skills
More specifically, quality teachers are competent teachers who can demonstrate
exemplary mastery of knowledge, skills, values and dispositions relative to the following
characteristics:
1. Understand one’s own cultural identity and rootedness
2. Knows and integrates global dimensions in the subject area
3. Engages learners in the learning processes
4. Uses real life local and global examples
5. Values the inputs of culturally and linguistically diverse learners
6. Models’ social responsibilities in local and global content
7. Encourage learners to find appropriate actions to improve local and global the conditions,
and
8. Creates a learning environment that encourages creativity and innovations.
The Challenges of the Quality Glocal Teachers for the 21st Century
One of the major challenges of quality teachers is to “create a learning environment
that encourages creativity and innovations among learners.” With it, comes the management
of learning in such environment. These are required skills for a global teacher.
Majority of the current classrooms provides learning spaces that can hardly prepare
the 21st century learners for the development of the 21st century skills.
Since the 21st century classroom is learner-centered, the teacher acts as a facilitator
of learning. Students no longer study each subject in isolation, but they work on
interdisciplinary projects that cover several subject areas. Learning is no longer for
memorizing and recalling of information but on learning how to learn. Thus classroom
designs should respond to the 21st century learning. More so, quality teachers should be
changing their roles from teaching in isolation to co-teaching, team teaching and
collaboration with students and peers.
A new and creative design of classrooms by the teachers is needed as well as the
management of learning. These are the two teacher qualities needed to address the new
roles of teachers.
How should a new classroom be? Here are some suggestions on the sex elements
of a new classroom:
1. Flexibility of furniture and space
2. Collaborative learning
3. Facilitation of movement
4. Foster creativity
5. Use of technology
6. Provision of light and bright colors
With the classroom structure, a quality teacher should be able to manage learner
under a very conducive learning environment. Teacher should use effective classroom
management strategies that will ensure productive learning.
Quality teacher should manage learning in an enhanced classroom by seeing it to it
that learners are:
- Organized,
- Orderly,
- Focused,
- Attentive,
- On task, and
- Are learning.
This will take much of your skills, experience and patience. The two important factors
that may affects learning management are the use of technology and the diversity of
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 data observed in your notebook. This will be your artifacts.
5. If you missed seeing the evidence to the key guide, you may interview the teacher.
6. Make a narrative or essay of your entitled: “A Day in the School Life of a Quality Teacher”.
7. If permitted, you may include the teacher’s picture in action to you essay.
OBSERVE
Note: observe and record observations on the following aspects as key guide
to observations.
Teacher’s Key guide for Observation (carefully look for the indicators/behaviors
Major of the teacher along the key points. Write your observations and
Responsibility description in your notebook. This will be one of your artifacts)
A. Actual This teacher
Teaching 1. Is learner-centered
2. Acts as a facilitator of learning
1. 3. Has mastery of subject matter
2. 4. Sees to it that learning outcomes are achieved
3. 5. Is pleasant and fair in dealing with the learners
B. This teacher
Management1. 1. Allows all learners to participate in the lesson
of Learning 2. 2. Considers the needs of the learners in the seating arrangement
3. Uses instructional support materials to help learners understand the
lesson
3. 4. Sees to it that learning is achieved within the period of time
4. 5. Dismisses the class on time
C. This Teacher
Administrative1. 1. Keeps records of the learners’ attendance everyday
Work 2. 2. Keeps record of formative and summative test
3. 3. Submits reports and other documents on time
4. 4. Does other tasks as requested by superior
5. 5. Cooperates with peers and staff in the cleanliness and safety of the
school
ANALYZE
Refer to the result of your observation to answer the questions that follows.
1. Which of the three responsibilities shows majority of the indicators being practiced?
A. Actual Teaching?
B. Management of Learning?
C. Administrative Work?
Actual teaching because the teacher has shown his mastery about the subject, he
entertains all the students’ needs and he also applies the learner-centered approach
in teaching.
2. Which demonstrated behavior, do you find in the teacher that is worthy of emulation when
you become a teacher? Describe.
She is always approachable and cooperative. He always gives time in entertaining
the queries of the students. As a future educator this is the behavior that I need to
practice and improve because it will make my teaching more effective.
3. Which of the major responsibilities does this teacher find difficult to comply with? What are
the reasons?
Administrative work is the most difficult to comply because sometimes students’ fail
to pass their activities and work outputs on time so it will result in delaying the reports
of students.
4. From your perspective, would you consider this teacher as quality teacher? Why?
Yes, she is a quality teacher because he was able to teach his students effectively
through applying different methods and strategies in order for her to achieve her
objectives.
REFLECT
Now, that you have spent one school day to observe this teacher, it would be good for you to
reflect on all your observations by answering reflective question below.
1. Are you inspired to become a teacher after your observation? If yes, why? If no, why not?
Yes, I was inspired. My interest in teaching students increase, the willingness of the
students and the determination of the teachers makes me realizes that I ‘am very
proud to the profession what I have chosen.
2. When you become a teacher in the future, how else would you do better as a professional
teacher?
Try something new in teaching. The students will always look on how the teacher
teaches them.
3. What are some of the concerns that you foresee in the future as a quality teacher? Do
you think you will be ready to address these? Give at least 2 concerns.
limited teaching resources
difficulty handling students’ behavioral problems
I think I need to prepare myself for these because I know that I’ am not ready to
encounter these kinds of problem.
4. In what aspects of the teacher’s day, would you like to congratulate the teacher you
observed? Can you show your appreciation to this teacher by sending a Thank you card?
(include this in your artifact)
I would congratulate the teacher I have observed based on behavioral aspects as she
shows to us how humble considerate and determined she is, despite of all struggles
we are facing right now.
Activity 15.2 The Creation and Management of the New Learning Environment
as a Skill of the 21st Century Quality Teacher

________________
This activity will allow you to develop your sense of creativity and imagination in
designing a classroom for the 21st century and determining how to manage learning in this
classroom.
OBSERVE
Procedure:
1. Draw or sketch the current classroom where you are observing.

2. Indicate and label all significant parts and furniture that you find inside including these but
not limited to:
a. Doors, windows
b. Teachers 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 century.
A. Current Classroom I am Observing

Grade Level 7- MAUNAWAIN
B. My Classroom for the 21st Century
ANALYZE
Make a comparison of your drawing A and B. Describe the similarities and differences.
Explain why.
Features of the Present My Vision of the Future Why the similarities? Why
Classroom Components Classroom the differences
 Ample space for  Wide classroom  The present
class space classroom seems to
 Have boards and  Have long table for be an ordinary
white screen demonstration and classroom, while my
 Have lights and fan, activities vision of the future
also Electric outlets.  Have its own set of classroom is
 Small teachers tables per student futuristic and
table. place in each student considers the
seats when they learners need in a
need to use it 21st century
 Have a big wide classroom and how
screen or televisions is education
implemented by that
time.
REFLECT
Based on the task that you made, what challenges await you as a future teacher?
How will you manage learning in the future classroom? How will you prepare yourself to
respond to 21st teaching-learning and become a glocal teacher?
Make a short paragraph on how will you manage teaching-learning in the 21st century
classroom.
In the 21st century classroom, I will manage teaching-learning by first knowing and
analyzing the individual differences and backgrounds so I will be able to plan my lessons
and how it will be implemented in the classroom setting. I will prepare myself to deal with
the new breed learners, wherein technology takes place in education, so starting today, I
will explore more about different uses of technologies in education in order to cater the
needs of my future learners. In the present era, I will give attention on how I am going to
develop 21st century literacies and skills of the learners, and it should with me I myself
must at least possess any of those literacies and skills in order for me to impart it to them
and makes learning a meaningful experiences.
ANSWER:
1. A
2. C
3. C
4. A
5. B
Evaluate Your Work Task Field Study 1, Episode 15- Towards Teacher Quality: Developing a Glocal Teacher
of the 21st Century
Learning Outcomes: describe the personal qualities and competencies of glocal classroom teachers of the 21 st century; and
design a learner-centered classroom for the 21st century learners with learning spaces that are safe, that allows creativity and
use of ICT.
Name of FS Student: HENRY MAE R. ICAWAT_ Date Submitted ________________


4 3 2 1
accomplished
spelling wrong
analyzed
learning outcome
COMMENT/S
Rating
(Based on
OVER ALL

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7- below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
Learning
FIELD STUDY 1 Episode On Teacher’s
Philosophy of
FS 1 1
Education
6
SPARK Your Interest
One thing asked of teacher applicants in the Department of Education is to write their
philosophy of education. This means that they have to write their concept of the nature of the
learner, how that learner learns and how that learner ought to live life meaningfully. Based
on these philosophical concepts, the teacher applicants describe how they ought to relate to
the learner, what to teach and how to teach so that the learner learns and lives life happily
and meaningfully.
At the end of these Episode, I must be able to:

 Determine prevailing philosophies of education based on DepEd Vision and Mission
statements, core values and mandate, K to 12 Curriculum Framework and Guide and RA
10533;
 Cite teacher’s teaching behaviors and the philosophies of education on which these
behaviors are founded; and
Articulate my philosophy of teaching.
We’ are beneficiaries of a rich philosophical heritage passed on to us by great

thinkers of the past and of the present. The way teachers relate to learners and the way they
teach are anchored on philosophies of education.
Basic documents such as the vision and mission statements, core values and mandate of
the Department of Education and the features of the K to 12 Curriculum as contained in
Section 3 of RA 1053 and the K to 12 Curriculum Guide are manifestations or expressions of
the philosophies of education of the country. They state the standards and the outcomes of
education towards which all curricular activities and teaching-learning should be directed
Activity 16.1

________________
OBSERVE
 Determine prevailing philosophies of education based on DepEd Vision and Mission

statements, core values and mandate 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 K to 12 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 expressed in the K to 12
Vision, Mission Curriculum and Guide and
Statements, Core Values, Sec 5 of RA 10533?
Mandate? Give proof. Give proof.
1. Essentialism-teach Essentialism- The core Essentialism - List of
mastery of the basics; values of maka-Diyos, standard that learners are
curriculum is prescribed; maka-tao, maka-kalikasan expected to attain is the
subject matter- centered and mak-bansa show that subject matter that students
there are universal, DepEd is essentialist. are expected to learn.
objective values; inculcate DepEd believes in uncaging - Essentialist
values in subject matter values that need to
inculcated.
2. Perennialism- teach Any proof of Perennialism? The students needed to
those that last, the classics; DepED applied acquire in depth knowledge,
there are universal, perennialism I which skills, values and attitudes
objective values students learn in a child- through consistency across
friendly, gender-sensitive, all levels.
safe and motivating
environment.
3. Progressivism- very Any proof of progressivism? Curriculum development,
child-centered; teach those The DepED Vision, they learner- centered, inclusive
that interest the child; one consistently develop to be and developmentally
learner by experience; better. DepED believes that curricula are required
learners learn by doing so students learn by doing as demonstrating that
teacher’s teaching is well as by being taught. Progressivism is used.
experiential; values are
subjective; no inculcation of
values since they are
subjective; instead, teachers
help students clarify their
values
Philosophies of Education Which Philosophies are Which Philosophies are

expressed in the DepEd expressed in the K to 12
Vision, Mission Curriculum and Guide and
Statements, Core Values, Sec 5 of RA 10533?
Mandate? Give proof. Give proof.
4. Reconstructionism- Any proof of The DepEd shall formulate
school is agent of change; Reconstructionism? the design and details of
schooling is preparing DepEd mission cites that enhanced basic education
students in discussion of values and competencies curriculum. It shall work with
moral dilemmas enable them to realize their the commission on higher
full potential and contributes education (CHED) to craft
meaningfully in building the harmonized basic and
nation. They also formulate, tertiary curricula for the
implements, and global competitiveness of
coordinates policies, plans, Filipino graduates.
and programs for basic
education.
5. Existentialism - Teachers Any proof of existentialism? The curriculum shall be
teach learners to make a Administrators and staff, as flexible enough to enable ad
choice, to make decisions steward of institution, ensure allow school to localize,
and not merely to follow the an enabling and supportive indigenize and enhance the
crowd; one who does not environment for effective same based on their
make a choice and so learning to happen respective educational and
simply follow others do not existentialist. social context.
leave meaningful life
6. Pragmatism- That which Any proof of pragmatism? The curriculum shall use the
is useful, that which is Administrators and staff, as spiral progression approach
practical and that which steward of institutions, to ensure mastery of
works is what is good; that ensure an enabling and knowledge and skills after
which is efficient and supportive environment for each level. DepEd wants to
effective is that which is effective learning to happen. develop learners.” Whose
good. E.g. showing a video Promoting the right of every values and competencies
clip on mitosis is more Filipino to equality and enable them to realize their
efficient and more effective equitable basic education. full potential…” On which
and therefore more practical philosophy of education is
than teacher coming up with this mission statement
a visual aid by drawing anchored?
mitosis on a cartolina or
illustration board.
7. Rationalism- emphasizes Any proof of Rationalism? The curriculum shall be
the development of the The DepEd core values culture- sensitive: reasoning
learner’s reasoning powers; allows the learners to powers; knowledge comes
knowledge comes though express themselves and through reason; teacher
reason; teacher must give a valid reason for their must develop the reasoning
develop the reasoning actions or behaviors. power of the learner; The
power of the learner curriculum shall be
contextualizing and global.
8. Utilitarianism- what is Any proof of Utilitarianism? The curriculum shall be
good is that which is most Teachers facilitate learning learner-centered, inclusive
useful (that which brings and constantly nurture every and developmentally
happiness) to the greatest learner. appropriate; The curriculum
number of peoples; shall be relevant responsive
and research-based.
9. Empiricism – source of Any proof of Empiricism? List of standard and
knowledge is through the Students learn in a child competencies that allows
senses; teacher must friendly, gender-sensitive, students to practices all
involve the senses in safe, and motivating their senses and develop
teaching-learning. environment. their skills.
11. Constructivism- learners Any proof of The curriculum shall use
are capable of constructing Constructivism? pedagogical approaches
knowledge and meaning; Family, community, and that are constructivist,
teacher does not just “tell” or other stakeholders are inquiry-based, reflective,
dictate but asks learners for actively engaged and share collaborative and integrative
knowledge they construct responsibility for developing
and meaning of lesson lifelong learners. Provides
for the establishment and
maintenance of a complete,
adequate, and integrated
system of basic education
relevant to the goals of
national development.
DepEd as Constructivist.
Activity 16.2 Articulating My Personal Philosophy of Teaching

________________
OBSERVE
 Observe how teacher relates to every learner and how he/she proceeds with her teaching.
 Accomplish this Observation Sheet.
Here are philosophies of education. Find out which philosophies were manifested in class by
observing what and how teacher teaches and relates to learners.
Philosophies of Education Teaching Behavior (State what the

teacher said, taught or did).
1. Essentialism- tech mastery of the basics; The teacher imparted the values
curriculum is prescribed; subject matter centered necessary in life. She taught knowledge
there are universal, objective values; inculcate and skills that is useful even outside the
values; subject school.
2. Perennialism- teach those that last, the classics; The teacher imparted the values
there are universal values; inculcate these necessary in life, He taught knowledge
universal, objective values and skills that is useful even outside the
school
3. Progressivism- very child-centered; teach those The teacher implements learner centered
that interest the child; one learns by experience; classroom; he makes them learn through
learners learn by doing so teacher teacher’s experience
teaching is experiential; values are subjective;
instead, teachers help students clarify their values.
4. Reconstructionism- school is agent of change; The teacher focuses in the instruction on
schooling is preparing students for the social major social and economic issues with
changes; teaching is involving the students in the goal of solving them.
discussions of moral dilemmas
5. Existentialism- Teachers teach learners to make Classroom debates generate deep
a choice, to make decisions and not merely to personal though on one’s convictions
follow the crowd; one who does not make a choice and stimulates awareness.
and so simply follow others do not leave
meaningful life
6. Pragmatism- That which is useful, that which is The scientific method-which emphasizes
practical and that which works is what is good; that the need to act on concepts by testing
which is efficient and effective is that which is good. them-is used to organize instruction
e.g. showing a video clip on mitosis is more around problem-solving.
efficient and more effective and therefore more
practical than teacher coming up with a visual aid
by drawing mitosis on a cartolina or illustration
board
7. Rationalism- Emphasizes the development of the The teacher asks HOTS questions that
learners’ reasoning powers; knowledge comes requires the students to think critically
though reason; teacher must develop the reasoning and logically, and not only answers
power of the learner based on the notebook. He always
follows up his questions with why and
how.
8. Utilitarianism- what is good is that which is most The teacher considers the decision of
useful (that which brings happiness) to the greatest majority before implementing something
number of peoples; in class.
9. Empiricism- source of knowledge is through the The teacher makes the learning
senses; teacher must involve the senses in environment active, where in students
teaching- learning does not only listen to what is being
discussed but also able to use all their
senses in the process of learning.
10. Behaviorism- behavior is shaped deliberately Teachers always do review of the
by forces in the environment and that the type of previous lesson; he organized rules and
person and actions desired can be the product of routines. Collaborating and consulting
design; behavior is determined by others, rather the students.
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 The teacher creates a meaningful
constructing knowledge and meaning; teaching – learning tasks and performance where
learning therefore is constructing knowledge and the students will be able to apply what
meaning; teacher does not just “tell” or dictate but they have learned.
asks learners for knowledge they construct and
meaning of lesson
ANALYZE
1. Based on your findings and observations in Activity 16.1 and Activity 16.2, which
philosophies of education are dominant in Philippine basic schools? Why do you say so?
According to the findings, Filipino preservice teachers adhered to a high level of
progressivism educational philosophy and a high level of existentialist and
reconstructionism orientation. They also demonstrate strong commitment to the
ideologies of postmodernism and existentialism.
2. If there is one philosophy that schools and teachers should give more attention to, what
should that be and why?
I think if there is one philosophy that a school should give more attention is the
constructivism philosophy in education, because the learners must be able to
construct their own knowledge and develop their own skill, constructing is also a way
of learning, through this, they will be able to gain a lasting and meaningful knowledge
in life, Schools should not rely on books and to what is being told to them only. They
should help students to widen their learnings.
REFLECT
What is your philosophy of teaching? This describes what you believed you should
teach, how you should teach and how you should relate to others in school- with the
learners, your colleagues, your superiors and all other stakeholders. Write them down. This
is your title, “My Philosophy of Teaching”
My Philosophy of Teaching
A good teacher has a powerful trust in the future. I know I may not see the rewards of
my hard work as teacher, just like a tree seed that I planted I will never see the tress in
all its beauty. A competent teacher must be a knowledgeable about her subject
matters and must be creative to teach their students in using different types of
methods and strategies. As a future teacher I will be more passionate about what
profession I have chosen.
Evaluate Your Work Field Study 1. Episode 16 On Teacher’s Philosophy of Education

Learning Outcome: Determine prevailing philosophies of education based on DepEd Vision and Mission
statements core values and mandate the K to 12 Curriculum Framework and Guide and RA 10533. Cite
teacher’s teaching behavior and the philosophies of education on which these behaviors are founded. Articulate
my philosophy of teaching
Name of FS Student: HENRY MAE R. ICAWAT_ Date Submitted ________________


4 3 2 1
accomplished
spelling wrong
analyzed
learning outcome
COMMENT/S
Rating
(Based on
OVER ALL

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7- below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
LINK
\\\ Theory to Practice
1. In its vision and mission statements, DepEd wants to develop learners….” Whose values and competencies enable them to realize their full
potential…. “On which philosophy of education is this mission statement anchored?
A. Existentialism C. Essentialism
B. Empiricism D. Pragmatism
2. Based on the DepEd’s mission statement, quality basic education means that the students learn in a child-friendly, gender sensitive, safe, and
motivating environment”. This implies that DepEd believes that environment affects learning. Which philosophy of education is this?
A. Utilitarianism C. Essentialism
B. Empiricism D. Behaviorism
3. Field Study 1 which is primarily observation of classes and teachers, is based on which philosophy of education?
A. Utilitarianism C. Essentialism
B. Empiricism D. Behaviorism
4. The inclusion of logic and critical thinking as subjects in the curriculum is an offshoot of which philosophy?
A. Rationalism C. Essentialism
B. Utilitarianism D. Progressivism
5. It’s Valentines’ Day. The lesson is a part of human digestive system- the stomach. Students bargain with teacher and so ask if they can discuss
the heart in place of the stomach. Teacher responds “Let talk about the stomach which is the lesson for today then go to the heart when we are
done with stomach. Based on philosophies of education, which is TRUE of teacher?
A. Is essentialist in the sense that she stickled to the subject matter for the day and progressivist since she also considered students’ interest.
B. Is pragmatic because it was practical to give way to students’ request even, she prepared for the day’s lesson.
C. Is utilitarianist because she considered both lessons useful
D. Is empiricist, she used visual aids for her lesson.

6. What do the DepEd vision and mission statements and core values imply about Philippine educational system?
I. It is highly essentialist and perennialism.

II. It believes in universal, objective, unchanging values.
III. It is reconstructionist
A. I only C. II and III
B. I and III D. I, II and III
7. For a lesson on developing classifying skills, instead of making students’ body parts like kind of ear lobes, kinds of hair line or a lesson on
classifying. On which philosophy is teacher’s practice anchored?
A. Pragmatism C. Utilitarianism
B. Progressivism D. Empiricism
8. The history of curriculum development in the Philippines shows reduction of units in the humanities but an increase in the natural and physical
sciences. On which thought is this action based?
A. Perennialism C. Utilitarianism
B. Progressivism D. Empiricism
9. There are a number of laws in the Philippines requiring the teaching of subject matter such taxation and agrarian reform, etc. This proves that
schools must bring about reform in society. On which philosophy of education is this based?
A. Perennialism C. Empiricism
B. Progressivism D. Reconstructionism
10. Teacher makes used of moral dilemmas to enable students to make a stand in moral issues. Which word CORRECTLY applies to teacher’s
teaching practice?
A. Behaviorist C. Rationalist
B. Existentialist D. Pragmatist
APPENDICES
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Henry Mae R.

Dr. Margarita N. Sto Domingo

Name: Henry Mae R. Icawat

TARGET Your Intended Learning Outcomes

 At the end of this Episode, I must be able to determine the characteristics of a

REVISIT the learning Essentials

2. Display boards can be powerful in communicating information about the learning

OBSERVE, ANALYZE, REFLECT

Activity 1.1 Exploring the School Campus

Resource Teacher: IVY VICERA Teacher’s Signature: __________

SCHOOL FACILITIES OBSERVATION CHECKLIST

Facilities ̷ Description Will it contribute to the

An Observation Guide for the CLASSROOM VISIT

Guide Question Classroom Observation Report

3. What learning materials/ equipment are present?

4. Observe the students. How many are occupying one room?

 It has 40 students in one room

5. Is the room well- lit and well- ventilated?

Classroom Facilities Description

Write your observation report here.

Name of the School Observes: Oas Polytechnic School

Location of the School: Ilaor Norte, Oas, Albay

Date to Visit: October 17, 2023

5. Write your additional learnings and insights here.

Activity 1.1 Observing bulletin board display

Resource Teacher: IVY VICERA Teacher’s Signature: __________

An Observation Guide for BOARD DISPLAYS

Read the following carefully before you observe.

3. Propose enhancements to make the display more effective.

OBSERVE Observation REPORT

BOARD DISPLAYS EVALUATION FORM

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

Effective The separation of the information displayed at

Bulletin Board Evaluated by: HENRY MAE R. ICAWAT

Signature of Evaluator over Printed Name: HENRY MAE R. ICAWAT

 A hand- made drawing or layout

What do you think was the purpose of the board display?

Was the board display effective? Why? Why not?

Theme: What will you choose to Be?

LINK Theory to Practice

SHOW Your Learning Artifacts

My Personal Illustration of an Effective

EVALUATE Performance Task

Learning Episode Excellent Very Satisfactory Satisfactory Need Improvement

TRANSMUTATION OF SCORE TO GRADE/ RATING

Signature of FS Teacher Above Printed Name Date

Learning Learner Diversity:

Episode 2 provides me with an opportunity to observe learners of different ages and

TARGET Your Intended Learning Outcomes

 At the end of this Episode, I must be able to determine the characteristics,

REVISIT the Learning Essentials

Here are major principles of development relevant to this Episode:

1. Development is relatively orderly. Development follows directional patterns such as,

2. Development takes place gradually.

4. Developmental proceeds toward greater complexity, self-regulation, symbolic or

OBSERVE, ANALYZE, REFLECT

Activity 2.1 Observation learner characteristics at different stages

Resource Teacher: IVY VICERA Teacher’s Signature: __________