Professional Documents
Culture Documents
Fs1 Humanag Edit
Fs1 Humanag Edit
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 celebrate 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.
0|Page
OBSERVE, ANALYZE, REFLECT
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
As you move around, observation form is provided for you to document your
observation. It is advised that you read entire worksheet before proceeding to the social site. A
good understanding of the activities and tasks to be accomplished in the activity sheets will yield
better learning results
1|Page
Library / Their library is good as high It will gives so much
school library. They have contribution to the students
different books more on learning and development as it
"Kuwentong Pambata" and provides information that they
different subject books such as need and everything they want to
mathematics book, science, know, either assignments or task
english, filipino, arpan, etc. The can be found in the library.
library truly has positive vibes Answers of their questions can
for learning as it os a quit place be found in there also as library
that is good for the student to has complete books of every
study and learn. elementary subjects.
Counseling Room
Canteen Cafeteria / The canteen area is good and has It gives contribution also to the
enough space for the children to pupils as foods will be seen in
sit and eat. The foods are also that place. Foods that are
good for the pupils and everyone necessary for children and
can buy because of its affordable makes their brain functions well.
prizes. This place is also good for
answering because the canteen
area is big and no one pupils are
allowed to play and make
unnecessary noise.
Medical Clinic
Audio Visual/
Learning
Resource Center
Science
Laboratory
Gymnasium / Though they just have a small It also contributes to the pupils
gymnasium or stage, their learning and development as
teaching can’t be compared to contests and awards event are to
the learning thought by the be held in there. Everyone knew
teachers. It doesn’t matter how that awards are the pupils’
big the gymnasium is, what happiness that makes them more
matter the most is how the pupils eager to study and learn because
learn. of the awards given to them.
2|Page
Auditorium
Outdoor/ Garden / They have a very amazing It contribute a lot as it help the
garden full of different colors. I pupils to have peace of mind and
can say that the school is a not be distracted by any outdoor
friendly environment in which noise. Pupils can relieve stress
everything you see is flowers by just seeing the environment.
and trees.
Home Economics
Room
Industrial
Workshop Area
PTA Office
Comfort Room
for Boys
Comfort Room / The comfort room is good but It can also contribute to pupils
for Girls they just have fuse comfort learning and development as it is
room. No comfort room for girls part of our everyday living in
only or boys only. But at least which we through waste and
they have comforts room in clean them after.
every classroom.
3|Page
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 community or Everything you see is green. A very eco-friendly school
neighbourhood where the school is that is away from pollution and danger.
found.
2. Describe the school campus. The campus is well-built and sturdy. You can also see
What colours do you see? What is different colors from the garden itself down to the campus
the condition of the buildings? designs, “I love MCS". Everything is colorful and is good
for the eyes. They have a friendly and welcoming
environment that make us more comfortable.
3. Pass the offices. The offices are good and are attractive. I can say that it is
What impression do you have of well-maintain because of their so good to the eyes offices.
these offices?
4. Walk through the school’s halls, There is no other facilities so far. All I see is offices,
the library. The cafeteria. Look classroom, libraries and canteen. No other than that.
around and find out the other
facilities that the school has.
4|Page
Resource Teacher: __________DIANE G. KO_______________ Teacher’s Signature:
________________
School: ___MANDIH CENTRAL SCHOOL___________________________________
Grade/Year Level: _KINDERGARTEN_________________
Subject Area: _______________________________ Date:
__________________________________
1. Wall Display There is only a few wall display such as VISION and MISSION. I didn't see
more wall display maybe because of the "Baklas" that been stated by Sara
Duterte.
2. Teacher’s Ma'am Diane's table is very neat and clean. Well- organized also. Laptop and
Table printer are well arrange beside her table.
3. Learner’s Learner's desks are very beautiful with a Hello Kitty theme. I can say that the
Desk learner's desks are matching with their seats.
8. Utensils, As stated above, the utensils are been well-arranged in a cabinet. She has a
Kitchen nice sink in her classroom.
materials
9. Health care Ma'am Diane has special a cabinet with first aid kit in it. She has also a hand
wash soap, one in a sink and one stored in a cabinet.
5|Page
10. Cleaning Cleaning materials are in a divan in which the broomstick, dustpan, and many
materials more are stored.
I can say that Ma'am Diane has a very fabulous room that I have seen. It is also the reason why I
stay in Ma'am Diane's classroom because I really love her room and I am so inspired by it. Beyond
that appreciation, I also wonder how much it cost have fully tiles classroom. Not just a tiles
classroom but also a tiles learner's table. Then Ma'am Joyce said that it is because of the solicitation
and with Ma'am Diane's own money also.
In overall, I am so lucky that I was assigned in Ma'am Diane's classroom and of course, I am so
blessed knowing the kind-hearted teacher. I mean, they are all kind but Ma'am Diane is very kind,
humble, and generous.
ANALYZE
●How do the school campus and the classroom in particular impact the learning of the students
going to school? What are your conclusions?
Upon seeing the school campus, I can conclude that learning is well progress because of its
eco-friendly environment with their so beautiful classroom. I believed that learning started from
what the environment is. No doubt, learners in Mandih Central School do really have different
skill that been enhanced by so kind, so talented, and so creative teachers with so humble principal.
No wonder how they have so talented pupils because I do believe that pupils talents and skills are
been influence by their teachers.
●How does this relate to your knowledge of child and adolescent development? How does tips this
relate to your knowledge of facilitating learning?
6|Page
This really helps me a lot because I now have ideas on how to handle different pupil’s behavior,
characteristics, and personality. Aside from that, I have now an idea on how to teach properly and
I am looking forward to apply my learning from my observation when the demonstration comes.
Speaking of child and adolescent development, I can say that the observation is very effective at
it helps me understand how wide the children’s imagination and curiosity are. They may ask for
personal questions and I cannot say lies instead answered them with truth and explain how it
become and that they will experience the same too when they get older.
REFLECT
1. Would you like to teach in the school environment you just observed? Why and Why not?
Answer: I really want to teach in the school environment where I just observed because I
really love eco-friendly environment. I really love nature that is why I manifest that I will
be assign in the same school in my internship.
I just really love their school. I feel so alive and felt no stress in there because of their so
calm and refreshing environment.
If God will allow me to become a teacher in the future, I will do same as what Ma'am Diane
did, I will also make solicitation letter and give it to the municipal officials to gain money
for the beautification of my classroom. It is not bad to dream for a beautiful classroom
convenient for learning as long as I am not asking parents for money.
7|Page
5. Write your additional learnings and insights here.
I also learned that having a good personality males you a good teacher. But being good
sometimes let the pupils not obeying you. I learned that not all time we must show kindness
or be gentle, sometimes I must treat pupils as I a strict teacher to make them obey and learn.
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
3. Propose enhancements to make the display more effective.
OBSERVE
As you look around and examine board display, use the observation guide and forms
provided for you to document your observation.
8|Page
An Observation Guide for BOARD DISPLAYS
2. Where are the display boards found? Are they in places where target viewers can see them?
Answer: The display board found is the District Board and yes, it was in the place where
the target viewers or the people can see.
3. What are the displays about? What key messages do they convey? What images and
colours do you see? How are the pieces of information and images arranged?
Answer: The display is all about information needed for the teachers to know and be aware
of. Specifically, on what the schools event does the school has in month or day. The pieces
are arranged accordingly day to day.
4. What materials were used in making the displays? Are borders used?
Answer: They only use bond papers. I don’t see any borders used.
5. Do you notice some errors? (misspelled words, grammar inconsistencies and the like)
Answer: I didn’t see any errors, misspelled words, and grammar inconsistencies.
7. Think about what got your attention. Why did I get your attention?
Answer: Maybe the glasses that are used to store the papers got my attention. It get my
attention as it is catchy and attractive.
Based on the questions on the observation guide, write your observation report:
9|Page
Observation REPORT
While walking around the school campus, first thing I saw is the District Bulletin that can
be seen in front of the Principal's office in which it has papers with so many important
information. The papers are not readable that's why I need to go nearer to read it. The color
I saw is just a mere white and black. After the district bulletin, there is this posters that
catches my attention and was posted at the back of the principal's office door.
It is very colorful, clear, and is understandable also. The two are both posted in the area
where can be easy found. The posted images can be seen below.
The first picture is a reminder on what to do and what is right to do while entering the
campus. It has so many colors that usually catches my attention and the reminders are truly
understandable and easy to apply.
From among the board display that you saw, pick one that you got most interested in. Evaluate it
using the evaluation from below.
10 | P a g e
BOARD DISPLAYS EVALUATION FORM1
Topic of the Board Display: COVID 19 PROTOCOL INSIDE SCHOOL
Location of the Board Display in School: In front of the Principals’ hall way
Check the column that indicates your rating. Write comments to back up your
ratings.
Evaluation
Strengths Weaknesses
11 | P a g e
Description of the Bulletin Good for spreading Not so readable.
Board layout information.
Evaluation of educational
content and other aspects From 1-5, I can say that the Not so readable.
educational content is 5 as it
was stated clearly and easy to
understand.
Based on your suggestions, make your board display lay- out. You may present your outputs
through any of these:
A hand- made drawing or layout
And electronic (computer) drawing/ illustration or layout
A collage
12 | P a g e
My Board Display Lay- out
ANALYZE
Answer: I think the purpose of board display is to display the important information that helps to
easily spread the important information. It is because board display is the effective tool for
communication and learning.
•Did the board display design reflect the likes/ interest of its target audience? Why? Why not?
Answer: It doesn't matter if the board display doesn't reflect to the likes/ interest of the target
audiences because board display was design to spread information and to communicate not to seek
the target audience interest. But behind that, I can say that the District bulletin of the school doesn't
reflect the likes of the audience because as for me, I didn't like it. That is why I said it doesn't
13 | P a g e
reflect to the audience interest/likes. But it's not a big deal though as long as the information is
loud and clear.
•Was the language used clear and simple for the target audience to understand? Why? Why not?
Answer: Yes! The language used was clear and simple enough to be understand by the audience.
They reach the proper way of spreading information. Using of proper and understandable language
gives impact to the audience because information can be easily spread when it is understandable.
Answer: Board display is very effective especially in spreading news or information as teachers
or pupils usually likes to read.
Answer: As an aspirant teacher, I don't have anything to suggest because I don't have any
experiences in making board display.
Based on your suggestions, propose an enhanced version of the display board. Use the form below.
My Proposed Board Display
Theme:
Read More, Know More
Board Title: The Inspirational Bulletin
Rationale:
(Purpose)For the pupils to be inspired and attract attentions.
Objectives:
To improve pupils skills.
To change and inspire the pupils to learn.
To add more learnings.
14 | P a g e
Attractive- with its youthful design, and creative use of materials, my board display will attract
attention and eye-catchy.
Effective Communication- the information will be easily conveyed.
Materials for aesthetic enhancement:
Colored Papers- as the background of the label
Printed Labels- these will classify the info/materials posted.
REFLECT
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.
Answer: Five skills that a teacher should have to be able to come up with effective board
displays are:
1. Observable - observe on how to conceive the presentation, and impact the teachers
want to develop in the audience's mind.
2. Critical Thinking - to analyze, evaluate, and reflect on the concept about the information
to be posted.
3. Creativity - creative in the field of art and originality is considered to be a sufficient
condition for this.
4. Excellent grammar skills
5. Communication skills- teacher must know that words combined with visual content can
often communicate more the words alone.
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?
Answer: The skill that I already have is Observable. It is because I observe first before I
react and conclude. I am not a type of person who act without having experience or
background information.
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?
Answer: I think, the skill that I need to develop is the Excellent grammar skills, it is
because I don’t really have skills in grammar and not yet fluent in this language.
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.s Builds many professional linkages
D. Establishes and maintains consistent standard of learner’s behaviour
15 | P a g e
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
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?
A. Instructional- interactive
B. Informational
C. Motivational
D. Decorative
6. Examine the bulletin board display. This bulletin board fulfils which primary purpose?
A. Instructional- interactive
B. Informational
C. Motivational
D. Decorative
16 | P a g e
SHOW Your Learning Artifacts
17 | P a g e
Analysis All questions All questions Questions were Four (4) or more
were answered were answered not answered observation
completely, completely, completely, questions were not
answers are depth answers are answers are not answered. Answers
and are clearly clearly nit connected to
thoroughly connected to connected to theories; more than
grounded on theories, theories one (1) four (4)
theories; grammar and to (3) grammatical/
grammar and spelling are free grammatical/ spelling errors.
spelling are free from errors. spelling wrong
from error.
Reflection Profound and Clear but lacks Not so clear Unclear and
clear supported depth supported and shallow, shallow, rarely
by what were by what were somewhat supported by what
observed and observed and supported by were observed and
analyzed. analyzed. what were analyzed.
observed and
analyzed
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in the reflected on in reflected on in reflected on in the
context of the the context of the the context of context of the
learning learning the learning learning outcomes;
outcomes. outcomes. outcomes. not complete, not
Complete, well Complete well Complete not organized, not
organized highly organized very organized very relevant.
relevant to the relevant to the to relevant to the
learning the learning to the learning
outcome. outcome 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
COMMENTS
Rating
(Based on
OVER ALL
SCORE transmutation)
18 | P a g e
FIELD STUDY 1 LEARNING EPISODE
FS 1 2 Learner Diversity: Developmental
Characteristic, Needs and Interests
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.
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
(proximodistal)
3. All domains of developmental and learning physical, social and emotional, and
cognitive- are important, and they are closely interrelated. (NAEYC, 2009)
Activity 2.1
Observation learner characteristics at different stages
19 | P a g e
Resource Teacher: ___________DIANE G. KO______ Teacher’s Signature: ________________
School: ___MANDIH CENTRAL SCHOOL___ Grade/Year Level:___KINDERGARTEN__
Subject Area: _______________________________ Date: ________________________
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 behaviour. 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.
20 | P a g e
Development Pre-schooler Elementary High School
Domain Indicate age range Indicate age range of Indicate age range of
of children children observed: 8 children observed: 14
observed: 3 to 5 to 12 to 16
Physical •They usually • They are very hard- •Some of them showed
Gross-motor skills move a lot. They headed that needs shyness. But shows
want to play and you to be angry for energy after class.
they mostly so them to obey. They
alive full of energy. do not move around
They felt no but they talk nonstop
tiredness even they with their friends.
are running
nonstop.
•They mostly
Interactions with interact with their •Interacting with their • Interacting with their
Classmates/friends friends and classmates and classmates are so
classmates. They friends are common common as it is the
unite especially to them because they way of knowing and
when they have interact with them understanding what
activities because anytime and that their classmate been
they loves to share makes them so noisy. through. That is also
their things to those their way of having
who do not have friends.
anything to use
•Their interest is
mostly having
activities and •Their field of interest
•Their interests are
Interests watching television are activities such as
most likely in books. It
when snack time drawings, and even is because they
Others comes. singing. prioritize their
achievements.
Emotional • They have • Their moods are • Some really have
Moods and temperament, different moods and constant and have different moods
expression of feelings I say a weather- strong foundation of including those who
weather moods. It is liveliness. are shy persons. This is
because they will be also the time where
happy but later on, they felt emotional
some will be crying about their grades and
and the other side some other feelings for
are making trouble. their special person.
They have changing
21 | P a g e
moods,
temperament, and
expression of
feelings.
Others
ANALYZE
Write the most salient developmental characteristics of the learners you observed. Based on these
characteristics think of implications for the teacher.
Example:
Level Salient Characteristics Implications to the Teaching-
Observed Learning Process
22 | P a g e
Preschool Pre-schoolers like to Therefore, the teacher
Age range of learners move around a lot. should remember to use
observed 3-4 music and movement
activities not just in PE but
in all subject areas.
Therefore, teachers should
not expect pre-schoolers to
stay seated for a long period
of time.
Preschool • Loves activities especially the • A teacher must prepare activities that
Age range of learners color and matching or connect catches their interests.
observed _5-6_ activities.
High School • Loves board work • A teacher must prepare more board
Age range of learners work.
observed: 14 to 16
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?
Answer: I didn't recall any experiences while observing. I don’t have any similarities to
the learners I observed. Maybe because I am not a participative pupil before or it's just I
have a low memory.
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?
Answer: A teacher that I will not forget is my grade 5 teacher who gives her extra lunch
because I don’t have anything to eat. I will never forget her kindness because of her, I
23 | P a g e
managed to be kind and generous to the other people also. She became my inspiration to
give what I have without expecting in return.
Directions: Read the items given below and encircle the correct answer.
1. A 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 favourite 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 colouring book activities.
B. Ask the children to do repeated writing drills everyday.
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 teachers?
Clip some readings about this theory and paste them here.
24 | P a g e
-Vygotsky's social development theory asserts that a child's cognitive development and learning
ability can be guided and mediated by their social interactions. His theory (also called Vygotsky's
Socio-cultural theory) states that learning is a crucially social process as opposed to an independent
journey of discovery
25 | P a g e
to the learning the learning
outcome outcome
Submission Submitted before Submitted Submitted a day Submitted two (2)
the deadline before the after the deadline days or mote after
deadline the deadline
COMMENTS
Rating
(Based on
OVER ALL
SCORE transmutation)
26 | P a g e
FIELD STUDY 1 LEARNING EPISODE
FS 1 3 Focus on Gender, Needs, Strengths,
Interests Experiences Language,
Race, Status, Difficult
Circumstances, and Indigenous
Peoples
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.
27 | P a g e
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
28 | P a g e
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.
29 | P a g e
OBSERVE, ANALYZE, REFLECT
5.
Observation differences among learners’ gender, needs, strengths, interests,
Activity 3.1
and experiences; and differences among learners’ linguistic, cultural, socio-
economic, religious backgrounds and difficult circumstances.
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
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. Do the learners cooperative with or
compete against each other?
4. Who among the students participate actively? Who among them ask for most help?
30 | P a g e
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:
OBSERVATION REPORT
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?
31 | P a g e
Answer: Upon observing, kindergarten pupils mostly are the attention seeker. They need
attention and they ask for attention. Usually they tell how their day is going on. They also
show what they have bring either foods, new crayons or colors and how they got reward
because of the star they get. There's this one girl who is talkative and her personality is
different from other children. She is very alive, and she is smart also. She often show her
new things and keep on disturbing her seatmates.
On the other hand, she is very talented. She won the folk dance contest together with her
classmates and school mates. I realized that every hard headed pupil has talents that needs
to unseal and needs to show.
2. What makes the learners assume these roles? What factors affect their behaviour?
Answer: The kindergarten pupils always loves to do activities and no one ever stand to be
their leader. They all just want to be appreciated especially on their little effort. I think,
this is normal to a children and all we need to do is to guide them and put them in right
way and influence them with positivity.
3. 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?
Answer: I do notice that there was this pupil who is in another table alone. He is not
talkative and doesn't socialize with his classmates. I thought, he is just a timid person. Later
on I notice that he socialize playing with his classmates. But then focus on learning
especially in learning time.
I can't say that he is rejected because everyone is welcome and accepted to learn and to be
taught good manners, writing, reading, and even counting. Everyone are allowed to attend
the class, maybe he just need time to build his confidence to socialize.
Answer: The teacher usually let him do what he likes instead of forcing him to interact
with his classmates. The teacher understand him and give him space.
5. What does the teacher influence the class interaction considering the individual differences
of the students?
Answer: We all know that a teacher is a role model to the young mind pupils. The pupils
will be influence by the teacher on how the teacher teach them and put lesson unto them to
be learn. Either the teacher do their best to teach or just a teacher who only gives instruction
and let the pupils do without guiding them.
On the other hand, no teacher wants to have a slow learner, they usually do their best and
put effort just to give the pupils the learnings they deserve to learn. But a slow learner
doesn't how good are you as a teacher, it is just a way on how creative are you are to put
action on how to deal with slow learner and make them progress. It will show how flexible
you are influencing the pupils.
32 | P a g e
6. What strategies does the teacher use to maximize the benefits of diversity in the classroom?
How does the teacher leverage diversity?
Answer: The teacher usually get to know her pupils, she maintain consistent good
communication, acknowledge and respect every student, practice cultural sensitivity, and
incorporate diversity in the lesson plan.
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?
Answer: Being in a classroom males me feel happy as I see kids participating. Even
if I felt tired, my tiredness will fade whenever I see how happy the kids are. My heart
was filled with so much joy watching the kids sharing laughter, sharing snacks and
sharing their things whenever they have activities to do.
I can say that no tiredness felt whenever there are kids around. They are noisy, yes! But
it doesn't matter at all as long as they are enjoying and is interested to learn with their
classmate.
That is why I conclude that being in the classroom, I felt the oneness, the unity among
the learners, the teacher to learners and of course me with the teacher and the learners.
33 | P a g e
Observing differences among learners with disabilities, giftedness, and
Activity 3.2
talents
Resource Teacher: ______DIANE G. KO____ Teacher’s Signature: ________________
School: MANDIH CENTRAL SCHOOL Grade/Year Level: __________________
Subject Area: ____________________ Date: __________________________________
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.
OBSERVATION REPORT
ANALYZE
Answer: Yes!
34 | P a g e
Name of the School Observed: MANDIH CENTRAL SCHOOL
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.
Answer: Every pupils have different abilities. Some are slow learner and some are fast
learner. To meet the needs of every different pupils, a teacher must provide activities that
suits to everybody. Teaching strategies must be used.
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 differentiated instruction?
If yes, describe how.
Answer: Some methods used in handling students’ differences are progressive task,
flexible-pace learning, and collaborative learning. They are just some that been used to
meet their capabilities. The teacher uses differentiated instruction by providing different
task and activities.
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?
Answer: When I was in high school, I recall that I helped my classmates by explaining
how to calculate and what steps to do to achieve answer. I can say that my teacher uses
peer to peer teaching and that makes her effective.
2. What dispositions and traits will you need as a future teacher to meet the needs of the
learners?
Answer: Ethical action and communication, prioritize the well-being of students then
respect for diversity of others, must have good relationship towards children and
knows how to manage time.
35 | P a g e
OBSERVE, ANALYZE,
REFLECT
Activity 3.3
Observing the school experiences of learners who belong to indigenous groups.
OBSERVE
36 | P a g e
If you are observe, read watching videos you searched, instead of actually visiting a
school, have these question in mind as you are watching the videos. You can try to get
in touch with the creator of the videos and interview them too.
1. Before you observe, read about the specific IP group in the school you will visit.
Know their norms and customary greetings. This will help you help blend in the
school community and interact with respect.
2. Observe and note the different parts areas of the school environment. How are
learning spaces arranged?
3. What activities do they do in these different areas of the school?
4. Who are the people who manage the school? Who are involved in teaching the
learners?
5. Observe how the teaching-learning process happen. Describe the learning activities
they have and the teaching strategies that the teachers uses.
6. Describe the interaction that is taking place between the teacher and learners, among
the teachers, and in the school in general.
7. What instructional materials and learning resources are they using?
8. Interview the teacher and principal about the curriculum. Find out the curriculum
goals. You can use the questions found on the Analysis part of this activity.
OBSERVATION REPORT
Everything went well with goals, aspiration and unity to pursue learning.
37 | P a g e
ANALYZE
What do you think can still be done to promote and uphold the indigenous people knowledge
systems and practices and rights in school?
Answer: Giving so much importance with one's ancestral may help to promote ang uphold the
indigenous people knowledge systems and practices and right in school. Implementing rules and
regulations that foster respect to everyone. They may differ in beliefs and culture but will be
unites with respect and love to each and everyone.
REFLECT
2. What did you appreciate most from your experiences in visiting the school with
indigenous learners? Why?
Answer: I do appreciate every effort they give to learn and to preserve their ancestral. I
observed that the Indigenous people are so warm-hearted and very friendly. They have so
much respect to each and everyone.
Aside from that, I also learned that treating everybody with respect and equality makes
peace and unites everyone with love.
-By being mindful of and respectful of my choice of words and actions. Allowing
every of my students, particularly my Indigenous pupils, to share their thoughts on a
particular lesson, even if it conflicts with their beliefs, and treating them with
respect.
3.2 Uphold and celebrate their culture, beliefs and practices by showing respect with
their culture, beliefs and practices.
3.3 Advocate for indigenous peoples education by promoting and supporting all the IP
in our country.
38 | P a g e
Curriculum Design, Competencies, and Answer each question based on your
Content observation and interview data.
1. Does the school foster a sense of •Yes! I remember that Ma'am Joyce corrected
belonging to one’s ancestral me about leading a prayer. She said that I
domain, a deep understanding of must not say, "In the name of the father”, it is
the community’s beliefs and to give respect to those who have different
practices? Cite examples beliefs, culture and religion. The school
literally foster and respect one's ancestral and
understanding diversity of different beliefs
and cultures.
2. Does the school show respect of • Yes, they are! As stated above, the school
the community’s expression of has a very big respect of community's
spirituality? How? expression of spirituality. By welcoming and
letting them interact to children who doesn't
have the same beliefs and let them unite
through learning and friendship.
3. Does the school foster in the • Yes, they are! Mostly of the children in the
indigenous learners a deep school are Indigenous people. They foster
appreciation of their identity? indigenous learners and treated them fair and
How? neutral. No more no less, they are all treated
equally.
4. Does the curriculum teach skills • As for the kindergarten, they do not focus
and competencies in the on teaching the kids on how to protect and
indigenous learners that will help develop their ancestral. Instead the teacher is
them develop and protect their more focus on teaching them how to properly
ancestral domain and culture? read and write as they are young minds that
needs to much guide and assistance.
5. Does the curriculum link new • I can't say that the curriculum really link
concepts and competencies to the new concepts and competences to the life
life experience of the community? experiences of the community as I am more
focus on observing a classroom. But maybe
yes.
6. Do the teaching strategies help • Yes they are! It is because of teaching
strengthen, enrich, and strategies really helps strengthen, enrich, and
complement the community’s complement community's Indigenous
indigenous teaching-process? teaching-process. Stated are the way to enrich
effective learning towards the pupils. Either
to give importance of their ancestral’s or to
develop it.
7. Does the curriculum maximize Yes, whenever their tribes have an important
the use of the ancestral domain meeting, those students who have learnt and
and activities of the community as continue to grow in a particular traditional art
relevant settings for learning in form will put on a performance for the people
combination with classroom- in the community.
based sessions? Cite examples.
39 | P a g e
9. Do assessment practices consider • Yes! But if I think of the kindergarten
community values and culture? assessment, they are more likely to focus on
How? the progress of every child not with the
development of their culture but it value their
progress as a learner.
10. Do assessment practices consider •Yes! But if I think of the kindergarten
community values and culture? assessment, they are more likely to focus on
How? the progress of every child not with the
development of their culture but it value their
progress as a learner.
-By allowing Indigenous pupils to blend gives them with an exclusive learning
environment, freedom of expression, respect, enjoyment while studying,
encouragement of intergroup contact, and discrimination-free learning.
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
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.
40 | P a g e
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.
41 | P a g e
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.
42 | P a g e
the learning to the learning
outcome outcome
Submission Submitted before Submitted before Submitted a Submitted two (2)
the deadline the deadline day after the days or mote after
deadline the deadline
COMMENTS
Rating
OVER ALL (Based on
SCORE transmutation)
43 | P a g e
FIELD STUDY 1 LEARNING EPISODE
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.
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 the includes the city includes stability and
family, school microsytem government, the cultural values, pacing of the
and wokplace and the customs and child’s
neighborhood mass media laws everyday life.
The model helps the teacher look into every aspects 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.
44 | P a g e
Permisive. 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.
Permisive 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.
-Bases on Child Development by Santrock, 2004.
45 | P a g e
OBSERVE, ANALYZE, REFLECT
Activity 4.1
Observing the learner’s community and home environment
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)
46 | P a g e
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 witch your
feel comfortable.
47 | P a g e
Emotional-Moral
1. What are your expectations of your child?
3. Does your child go to you when she/he feels down or has a problem?
5. Do you have rules at home to help him develop good study habits?
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.
48 | P a g e
The Learner’s Development Profile
Name of the Learner:________ ___________________
School:_____________ ______________________
Date of Home
Visit:____________________________________________________________________
Date of Birth:______________________________ Age:_____________________
Grade/Year Level:________________________ Gender: _________________
Family Profile
Number of Siblings:___________
Birth Order:_____________
Parent
Mother:_________________________
Age:______ Occupation:_____________________ Educational Attainment:___________
Father:__ _______________________
Age: Occupation_______________________ Educational attainment:___________
Physical Development
In paragraph form, describe the physical development of the learner. Combine the teacher’s,
parents’ responses and your own observation.
Social Development
In paragraph form, describe the social development of the learner. Combine the teacher’s,
parents’ responses and your own observation.
Emotional-Moral Development
In paragraph form, describe the emotional-moral development of the learner. Combine the
teacher’s, parents’ responses and your own observation.
Cognitive Development
In paragraph form, describe the cognitive development of the learner. Combine the teacher’s,
parents’ responses and your own observation.
Findings
Write here your salient findings about the learner.
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.
Recommendations
Write your recommendation.
49 | P a g e
ANALYZE
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.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
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?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
REFLECT
1. Reflect on your own development as a child. What type of parenting did you
experience? How did it affect you?
50 | P a g e
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Directions: Read the items given below and encircle the correct answer.
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
51 | P a g e
1
Color Your
2.
H – HUMBLE C —CARING
World…
0 – OPTIMISTIC
O— ORGANIZED L–UCID 1. Make an artistic,
M– colorful, and
MALEFECIENT M– MERCIFUL I–DEAL creative visual
E – ELIGIBLE expression of
M– MAGNEFECIENT N–URTURE
your insights or
S – SERVICE feelings about
U– UNITY K–KNOWLEDGEABLE
C– the home and
COOPERATIVE N– NOURISH school and
H – HONESTY
I– INSPIRE community to
O – OPEN- the learner.
MINDED T– TOGETHERNESS
O– Then, write a few
Y–ES WE CAN!
OPPORTUNITY statements on
L - LOVING the space below
school your
visual art.
Stick
With
Acrostic…
2. Make a reflection
acrostic about
the home, school
and community
link.
52 | P a g e
Accomplished All One (1) to Three (3) Four (4) or more
observation observation two (2) observation observation questions/
Sheet questions observation questions/ tasks not answered/
tasks questions/ tasks not accomplished.
completely tasks not answered/
answered/ answered/ accomplished
accomplished accomplishe
d
Analysis All questions All Questions Four (4) or more
were questions were not observation questions
answered were answered were not answered.
completely, answered completely, Answers nit connected
answers are completely, answers are to theories; more than
depth and are answers are not clearly four (4) grammatical/
thoroughly clearly connected to spelling errors.
grounded on connected theories one
theories; to theories, (1) to (3)
grammar and grammar grammatical/
spelling are and spelling spelling
free from are free wrong
error. from errors.
Reflection Profound and Clear but Not so clear Unclear and shallow,
clear lacks depth and shallow, rarely supported by
supported by supported somewhat what were observed
what were by what supported by and analyzed.
observed and were what were
analyzed. observed observed and
and analyzed
analyzed.
Learning Portfolio is Portfolio is Portfolio is Portfolio is not reflected
Artifacts reflected on in reflected on not reflected on in the context of the
the context of in the on in the learning outcomes; not
the learning context of context of the complete, not
outcomes. the learning learning organized, not relevant.
Complete, outcomes. outcomes.
well Complete Complete not
organized well organized
highly organized very relevant
relevant to very to the to the
the learning relevant to learning
outcome. the to the outcome
learning
outcome
Submission Submitted Submitted Submitted a Submitted two (2) days
before the before the day after the or mote after the
deadline deadline deadline deadline
COMMENTS
Rating
(Based on
OVER ALL
SCORE transmutation)
53 | P a g e
Score 20 19- 17 16 15 14 13-12 11 10 9-8 7- below
18
Grad 1.0 1.2 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
e 5
99 96 93 90 87 84 81 78 75 72 71- below
54 | P a g e
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 established and
negative consequences for such are communicated.
Classroom practices are democratic.
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.
ANSWER: 4 TO 6
3. Focus on their behavior. Are they able to manage their own behavior?
Answer: NO!
4. Can the learners already work independently?
Answer: NO!
55 | P a g e
ANALYZE
Analyze the 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?
Answer: The areas are well-presented and does describe peace environment with effective
learning because of how organized they are. It will surely make differences as they are
specific purposes for the learners.
2. Are there rules and procedures posted in the room? List them down. Do these rules reinforce
positive behaviour?
ANSWER: Yes! Some rules are the following:
1. Raise your hand if you want to speak.
2. No talking during classes.
3. Prohibit vandalism.
This rules reinforce positive behaviour as it reflect to pupils’ personalities and
characteristics.
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?
Answer: The pupils participated in making the classroom rules as they are oblige to follow.
The students know how to respect and obey the rules, as well as to follow it with their
willingness in a positive manner.
4. What are the daily routines done by the Resource Teacher? (Prayer, Attendance, Assignment
of monitors, Warm-Up Activities, etc.) How are they done?
Answer: The teachers’ daily routine is prayer, singing the national anthem, exercise, and
recalling lessons tackled yesterday.
5. Is there a seating arrangement? What is the basis of this arrangement? Does this help in
managing the class?
Answer: There is no seating arrangement. It helps pupils to socialize more.
7. If a learner is not following instruction or is off-task, what does the Resource Teacher do?
Describe the behavior strategy used.
REFLECT
Reflection as a the
8. What does future Teacher.
Resource Teacher do to reinforce positive behaviors? (behavior strategies)
1. Why do you need to enforce positive discipline?
56 | P a g e
Answer: To ensure the classroom peace and order and for the pupils to be trained. This will
help the teacher to effectively manage the classroom. Positive discipline must be
implemented or enforce among pupils in order to positively address problems that may
develop in the classroom without being too harsh on learners.
Activity 5.2
Identifying the Different Aspects of Classroom Management
Resource Teacher: __DIANE G. KO_________________ Teacher’s Signature: ________________
School: MANDIH CENTRAL SCHOOL_ Grade/Year Level: __KINDERGARTEN_______
Subject Area: _______________________________ Date: __________________________________
OBSERVE
CLASSROOM MANAGEMENT MATRIX
Observe a class and accomplish the given matrix.
Effect on the Learners
Aspects of Classroom Description (to be filled out after you
Management answered the analysis
questions)
1. Specific Areas in the The classroom is set up These makes the pupils more
Classroom beautifully with high technology interesting and excited in
and a calm environment for the learning.
pupils ‘effective learning.
2. Classroom Rules The classroom rules are highly The rules encourage the pupils
implemented and well- to be responsible and behave
established. properly.
3. Classroom Procedures The classroom procedures are This allows pupils to learn
properly taught and modelled. passive and comfortable
manner.
4. Daily Routines Are well established. These ensure the standards are
being maintained.
5. Seating Arrangements No seating arrangement. For the pupils to interact and
socialize.
6. Handling misbehavior/off- The misbehave pupil handled This does not put the pupil into
task behavior and dealt calmly and politely by harm but rather discipline them.
the teacher.
7. Reinforcement of Positive It increases their confidence, Positive behaviour
Behavior regulates their behaviour, and reinforcement is appropriate,
reduces negative behaviour. effective, and catalyzes positive
outcomes.
ANALYZE
1. How did the classroom organization and routines affect the learner’s behavior?
Answer: Classroom organization and routine have a favourable impact on pupils’
behaviour by making them more responsible and assisting them in better managing
their learning. It also boosts their self -esteem, regulates their behaviour, and foster
positive classroom relationship.
57 | P a g e
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?
Answer: The following theories and principle must be considered by the teacher
while establishing classroom organization and routines.
3. Which behavior strategies were effective in managing the behavior of the learners?
In motivating students? Why were they effective?
Answer: The following are some behavioural strategies that a teachers can employ
effectively manage students behaviour or motivate them.
---Set up new learner-centered classroom atmosphere where pupils can be more
independent and self-reliant.
---Develop classroom expectations, or simply classroom rules, that students can
follow.
REFLECT
ANSWER: I can say that I see myself in a kindergarten level as I am more happy and
passionate in teaching young minds. Kids are my source of energy and I’m
comfortable with.
2. Make a list of the rules you are likely to implement in this level. Why would you
choose these rules?
Answer: 1. Teach them with virtue of timeliness, be on time.
2. Respect is a universal rule that everyone should learn.
3. Follow directions, rules and regulation.
I chose this rules as I likely want them to walk in a right path with dignity, respect and
self-reliant.
Answer: Yes! ___In order to help them develop leadership abilities and understand the
importance of taking responsibility for their action and behaviour.
58 | P a g e
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
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: ANGELYN C. RECESIO Date Submitted:____________________
Year and Section: BEED 4D Course: __BEED___________________
59 | P a g e
Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement
3 1
4 2
Accomplished All observation One (1) to two Three (3) Four (4) or more
Observation Sheet questions/tasks observation observation observation
completely questions/tasks not questions/tasks not questions/tasks not
answered/accomplished. answered/accomplishe answered/accomplis answered/accomplished.
d. hed.
Analysis All questions were All questions were Questions were not For (4) or more observation
answered completely; answered completely; answered questions were not
answers are with depth answers are clearly completely; answers answered completely;
and are thoroughly connected to theories; are not clearly answers are clearly
grounded on theories; grammar and spelling connected to connected to theories; more
grammar and spelling are are free from error. theories; one (1) to than four (4) grammatical
free from error. three (3) errors.
grammatical/spelling
errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow; rarely
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 in Portfolio is reflected on Portfolio is not Portfolio is not reflected on
the context of the in the context of the reflected on in the 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 relevant organized, very Complete; not and not relevant to the
to the learning outcome. relevant to the learning organized, relevant learning outcome.
outcome. to the learning
outcome.
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days or
deadline. deadline. the deadline. more after the deadline.
60 | P a g e
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.
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.
61 | P a g e
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 ✔️
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 ✔️
17. Fire drill / emergencies ✔️
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?
Answer: Yes! By doing so, pupils will be reminded of what they would do in
every class. It also aids students in being discipline and orderly in their approach
to their study, even if there are lapses from time to time.
62 | P a g e
Answer: Transitioning between activities, submitting materials, submitting
projects, asking for help, and participating in a class activities are all routines that
were observe or implemented in a systematic and consistent manner.
REFLECT
Activity 6.2
Listing Down Classroom Rules
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. Read directions well. Ensures less error in answering
activities.
2. Requesting approval for a personal Respecting the teacher who is in charge.
need.
3. Raise your hand if you want to speak. Respect the teachers’ right to discipline.
4. Listen and do not speak when the Respect the teachers’ dignity.
teacher is speaking.
5. Always wear your uniform. The virtue of responsibility is being
promoted.
6. Prohibit vandalism. Avoid unnecessary movement in a
classroom.
7. Clean as you go. Exercising the classroom cleaning
maintenance.
63 | P a g e
ANALYZE
1. Analyze each given rule. What circumstances led to the formulation of the rule?
Answer: Most of the time, pupils who are not guided directed by the rules are
irresponsible and constantly makes mistakes; in order to avoid such scenarios, rules
are being developed for pupils for a brighter future.
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.
Answer:
Almost all of the rules I’ve faced throughout my observation career had been the
same, and I’ll follow the same rules as my teachers. It simply differences in how the
rules are implemented. The regulations will be obeyed very well if they adequately
implemented and vice versa if they are not.
Take some snapshots of the classroom routines employed by the Resource Teacher
which are worth emulating. Tell something about the pictures.
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
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: ANGELYN C. RECESIO Date Submitted:
____________________
Year and Section: BEED 4D Course: _____BEED_________________________
3 1
4 2
Accomplished All observation One (1) to two Three (3) Four (4) or more
Observation Sheet questions/tasks observation observation observation
completely questions/tasks not questions/tasks not questions/tasks not
answered/accomplished. answered/accomplishe answered/accomplis answered/accomplished.
d. hed.
Analysis All questions were All questions were Questions were not For (4) or more observation
answered completely; answered completely; answered questions were not
answers are with depth answers are clearly completely; answers answered completely;
and are thoroughly connected to theories; are not clearly answers are clearly
grounded on theories; grammar and spelling connected to connected to theories; more
grammar and spelling are are free from error. theories; one (1) to than four (4) grammatical
free from error. three (3) errors.
grammatical/spelling
errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow; rarely
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 in Portfolio is reflected on Portfolio is not Portfolio is not reflected on
the context of the in the context of the reflected on in the 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 relevant organized, very Complete; not and not relevant to the
to the learning outcome. relevant to the learning organized, relevant learning outcome.
outcome.
65 | P a g e
to the learning
outcome.
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days or
deadline. deadline. the deadline. more after the deadline.
LEARNING EPISODE
FS 1 7
Physical and Personal Aspects of
Classroom Management
66 | P a g e
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 misbehaviour in the classroom
Gives student boundaries as well as consequences
Ref. http://www.ehow.com
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.
67 | P a g e
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
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.
68 | P a g e
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
Analyze the different elements of personal/physical classroom management and answer the
following questions.
1. How does the voice of the teacher affect classroom instruction?
Answer: The voice of the teacher affect the classroom instruction as it based how calm
or how fierce the voice is in giving instruction in a classroom. It is when the pupils got
afraid and obey on what the teacher instruct to avoid punishment cause of their
action.
Answer: Punctuality of the teacher affect classroom discipline as the teacher is the
leading light for the pupils to emulate. As a teacher, she must naturally induces such
a response.
Answer:
We need to check the physical aspects of the classroom as it can help to prevent and
avoid behaviour issues as well as promote and make the learning progress and
effective.
REFLECT
Answer: No amount of good instruction will come out effectively without classroom
management as pupils will relay only on what they think is good and they want to do
in a classroom. The instruction will not be properly and effectively implemented if
there is no classroom management because a group without manager is useless and
only has less chance to improve.
69 | P a g e
Identifying
Activity 7.2 Personal and Physical Aspects of Classroom Management
Resource Teacher: ___DIANE G. KO______________________ Teacher’s Signature: ________________
School: ____MANDIH CENTRAL SCHOOL____Grade/Year Level: ____KINDERGARTEN___________
Subject Area: _______________________________ Date: __________________________________
OBSERVE
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.
Answer: There are many strategies employed by the resource teacher and it surely
contributes to a better classroom management. It is because by obeying the rules and
70 | P a g e
by using strategies for the pupils to obey are the way to effectively manage the
classroom.
2. What were not used by the Resource Teacher? Were these important? What should
have been used instead? Explain.
Answer:
I can say that all possible strategies needed for the pupils are been used by the
resource teacher. I can’t say that the resource teacher is lacking of strategies it is
because kids usually requires little and not so many strategies.
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?
Evaluate Your Work Field Study 1. Episode 7. Physical and Personal Aspects of
Classroom Management
Learning Outcome: Determining the characteristics of a school environment that provides
social, psychological and physical environment supportive of learning.
71 | P a g e
completely, answered completely, questions were not
answers are depth completely, answers are answered. Answers
and are answers are not clearly nit connected to
thoroughly clearly connected to theories; more than
grounded on connected to theories one four (4)
theories; grammar theories, (1) to (3) grammatical/
and spelling are grammar and grammatical/ spelling errors.
free from error. spelling are spelling wrong
free from
errors.
Reflection Profound and Clear but lacks Not so clear Unclear and shallow,
clear supported by depth and shallow, rarely supported by
what were supported by somewhat what were observed
observed and what were supported by and analyzed.
analyzed. observed and what were
analyzed. observed and
analyzed
Learning Artifacts Portfolio is Portfolio is Portfolio is not Portfolio is not
reflected on in the reflected on in reflected on in reflected on in the
context of the the context of the context of context of the
learning the learning the learning learning outcomes;
outcomes. outcomes. outcomes. not complete, not
Complete, well Complete well Complete not organized, not
organized highly organized very organized very relevant.
relevant to the relevant to the relevant to the
learning outcome. to the learning to the learning
outcome 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
COMMENTS
Rating
(Based on
OVER ALL
SCORE transmutation)
72 | P a g e
LINK THEORY TO PRACTICE
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.
73 | P a g e
FS 1 8 Close Encounter with the School
Curriculum
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 curriculum. 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
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:
75 | P a g e
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.
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.
76 | P a g e
3. Taught Curriculum
(Teaching Learning
Process)
5. Assessed Curriculum
(Assessment Process)
6. Learned Curriculum
(Achieved Learning
Outcomes)
7. Hidden Curriculum
(Media)
ANALYZE
Which of the seven types of curriculum in the school setting is easy to find? Why?
ANSWER: T written curriculum is easy to find as it can be seen in the teachers table.
Which is difficult to observe? Why?
Answer: I think, hidden curriculum is the curriculum that is really difficult to observe. It is
because I didn’t see it upon going around the school campus and even in classrooms.
Are these all found in the school setting? How do curricula relate to one another?
Answer: not all curriculum are found in school setting. They relate to each other as they only
have one goal. The goal to improve and enhance learning towards learners.
Draw a diagram to show the relationship of one curriculum to the other.
77 | P a g e
REFLECT
Make a reflection on the diagram that you have drawn.
Activity 8.2 The Miniscule School Curriculum: The Lesson, A Closer Look
Resource Teacher: __DIANE G. KO_______________________ Teacher’s Signature: ________________
School: ___MANDIH CENTRAL SCHOOL Grade/Year Level: __KINDERGARTEN_______________
Subject Area: _______________________________ Date: __________________________________
OBSERVE
78 | P a g e
Major Curriculum Key Guide for Observation (Carefully look for the
Components indicators/behavior 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
Assessing observations 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?
3. Can you describe the disposition of the teacher after the lesson was taught? Happy
and eager? Satisfied and contented? Disappointed and exhausted?
79 | P a g e
Answer: I can say that the teacher is happy and felt relieved after the lesson was
taught. I can see happiness in her face and satisfied of her way of teaching as she
effectively manage to deliver the lesson so well.
4. Can you describe the majority of student’s reactions after the lesson was taught?
Confused? Happy and eager? Contented? No reactions at all.
Answer: I can say that the pupils are happy and is contented from their activities.
Aside from that, they are so lively and take the lesson seriously.
REFLECT
Based on your observation and tasks in activity 2 how will you prepare your lesson plan?
Make a short paragraph on the topic.
Answer: I will prepare my lesson plan neatly and well-planned. Before that, I will identify
first the learning objectives and plan specific activities suits for my pupils. I will make sure
that the lesson and the activities I made is good and effective.
Activity 8.3
Comctructive Alignment of the Components of a Lesson Plan
Resource Teacher: __DIANE G. KO_______________________ Teacher’s Signature: ________________
School: __MANDIH CENTRAL SCHOOL____________________________________ Grade/Year Level:
__KINDERGARTEN ________________
Subject Area: _______________________________ Date: _________________________________
OBSERVE
Using the diagram below fill up the components parts of a lesson
I. Title of the Lesson: Family Tree
II. Subject area: : Kindergarten English
III. Grade Level: : Kindergarten
ANALYZE
80 | P a g e
Answer the following questions based on the diagram.
The pupils are able to The teacher will use The teacher will
know what the family has. They discussion method and check their work and
will learn about family gives example using the paste their work in the
members. smart television. pupils’ notebook.
Answer: Yes, it is because if the assessment is in line with the goal, the pupils learning
are more likely reached the desired outcome. That’s why I can say that the three
components are aligned.
2. Will the outcomes be achieved with the teaching methods used? Why?
Answer: Yes, because the teacher has supplied corresponding strategies of the lesson
on the diagram.
Answer: the component that would tell if the outcome have been achieved is the
Assessment. The teacher can determine whether the learning outcomes are being met
in this component by seeing how big their score is.
REFLECT
What value will it give to the teacher if the three components are aligned?
Answer: I think, the value that the teacher will have if the three components are aligned is
the value of success as she provides lessons and teaches the pupils effectively.
81 | P a g e
SHOW Your Learning Artifacts
Activity 2 Artifact
1. Present a sample curriculum in a form of a Lesson Plan.
Activity 3: Artifact
1. Present a matrix to show the constructive alignment of the three components of a
lesson plan.
a. Example:
Lesson Title: WRITING NUMBER 4
Subject Area: MATH
Grade Level: KINDERGARTEN
82 | P a g e
Name of FS Student: ANGELYN C. RECESIO Date Submitted: ____________________
Year and Section: BEED 4D Course: ___BEED__________________________
83 | P a g e
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
84 | P a g e
FIELD STUDY 1 LEARNING EPISODE Understanding the School Curriculum
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.
85 | P a g e
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).
INDUCTIVE
DEDUCTIVE
Begins with the
Begins with a rule, Methods concrete,
generalization, of experience,
abstraction and Teaching details,
ends with concrete, examples and
experience, details, ends with a
examples rule,
generalization,
abstraction.
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.
S
86 | P a g e
ANALYZE
Principles of Learning What did the Resources Teachers do to
apply the principle of learning
1. Effective learning begins with the Before the class discussion begun, the
setting of clear and high expectations teacher usually do her routine. Prayer,
of learning outcomes. singing of the national anthem, exercise
and review of the past lesson. Then she
introduces what topic they will be tackling.
2. Learning is an active process During the discussion, she manage to take
her activities to be given to the pupils and
she make sure that no one is left behind.
Least Applied
Answer: the collaborative work is something I can say that was least applied. It is
because it is not necessary for them to collaborate in every task. They can work on
their task independently.
REFLECT
From among the principles of learning, which one do you think is the most important?
Answer: As for my own understanding, the most important principle of learning is the
active learning as it will be the process for the pupils to learn with discussion and uses
87 | P a g e
of example to clearly deliver the lesson and make it more understandable. Then
makes sure that the pupils are participating and interacting during the discussion and
introducing lesson they will learn in a day.
Activity 9.2
Identify Learning Outcomes that are Aligned with Learning Comptencies
Resource Teacher: _DIANE G. KO________________________ Teacher’s Signature: ________________
School: MANDIH CENTRAL SCHOOL___Grade/Year Level: _KINDERGARTEN______________
Subject Area: _______________________________ Date: _________________________________
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.
88 | P a g e
1. The teacher will ask why she uses instructional materials for giving examples.
2. The pupils will able to differentiate and compare the use of instructional
materials in teaching.
ANALYZE
REFLECT
Reflect on the
Answer: Upon learning how to determine SMART learning outcomes, I found out that the
best technique to determine is to ask yourself first on what is the most important things a
pupil should know, be able to do, or value after completing the lesson.
I also realize that, to know whether you come up with the desired learning outcomes or not
you must be flexible because not all the time the desired learning outcome will be meet but
you’re your flexibility, you will come up with an effective teaching if the pupils interact and
participate.
89 | P a g e
Resource Teacher: ____DIANE G. KO_____________________ Teacher’s Signature: ________________
School: __MANDIH CENTRAL SCHOOL_ Grade/Year Level: _KINDERGARTEN_________________
Subject Area: _______________________________ Date: _________________________________
OBSERVE
I will observe one Resource Teacher with the use of this observation sheet. Using
the guide questions, I shall reflect on my observations and analysis.
Teacher-centered Student-centered
Did teacher lecture all the time? Were students involved in the teaching-
learning process? How? Or were they mere
passive recipients of instruction?
-To be honest, the teacher doesn’t have -Yes, the pupils are involved in the teaching
to talk all the time as the lesson is so process because of their participation,
easy to understand. But I can say that cooperation, and collaboration to work as
she also allow the pupils to talk, answer one to accomplish the task given.
and give their ideas.
Was the emphasis on the mastery of the Was the emphasis on the students’
lesson or on the test? Prove. application of the lesson in real life? Give
Proofs.
- I can say that the emphasis is on the -Yes, there is time a teacher ask for examples
test because the desired outcome will that can relate in real-life situations such us
be seen through test. counting from number 1 to number 10 then
how they apply it while they are in their
houses.
Was class atmosphere competitive? Was class atmosphere collaborative? Why?
Why?
-I can say that the class atmosphere is -Yes, the class atmosphere is collaborative. I
not competitive as they are enjoying can ay the joy in their faces while they
and not competing. collaborate to finish task.
Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? discipline subjects?
-Yes, the teacher focuses on one -Yes, because by writing number 4, the
subject or lesson as she teaches teacher also teaches how to count them.
kindergarten. Many subjects are connected by a one lesson.
90 | P a g e
b) Inquiry-based
Answer: A learning technique that stresses the learners’ role in the process
rather than the teacher telling them what they need to know.
d) Reflective
Answer: A cycle that must be repeated and through more own understanding
and ideas are written.
ANALYZE
1. What are possible consequences of teaching purely subject matter for mastery and for
the test?
Answer: I think, the consequences of teaching purely subject matter is it may lead to
a wide breath of material being covered, exposing pupils to a variety ofnew ideas and
experiences. But with kindergarten, teaching purely subject is not implemented as
they need more easy task for their young minds.
2. If you were to reteach the classes you observed, would you be teacher-centered or
student-centered? Why?
Answer: If I would reteach a class, I will be student-centered as I will be more focus on
the pupils by dividing the lesson into parts for them to easily understand and catch up
the lesson. They are my priority.
REFLECT
Reflect on
91 | P a g e
Principles of teaching worth applying
Learning is the process that should be
used in a cooperative approach. This encourages pupils to work and learn hard
independently while yet collaborating because they are working together. It also helps
them to teach unity and it aids in the development of social skills and self- confidence
in all pupils.
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?
92 | P a g e
A. Evaluating C. Applying
B. Synthesizing 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
93 | P a g e
SHOW Your Learning Artifacts
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
94 | P a g e
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: ANGELYN C. RCESIO Date Submitted: ____________________
Year and Section: BEED4D Course: ______BEED_______________
3 1
4 2
Accomplished All observation One (1) to two Three (3) Four (4) or more
Observation Sheet questions/tasks observation observation observation
completely questions/tasks not questions/tasks not questions/tasks not
answered/accomplished. answered/accomplishe answered/accomplis answered/accomplished.
d. hed.
Analysis All questions were All questions were Questions were not For (4) or more observation
answered completely; answered completely; answered questions were not
answers are with depth answers are clearly completely; answers answered completely;
and are thoroughly connected to theories; are not clearly answers are clearly
grounded on theories; grammar and spelling connected to connected to theories; more
grammar and spelling are are free from error. theories; one (1) to than four (4) grammatical
free from error. three (3) errors.
grammatical/spelling
errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow; rarely
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 in Portfolio is reflected on Portfolio is not Portfolio is not reflected on
the context of the in the context of the reflected on in the 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 relevant organized, very Complete; not and not relevant to the
to the learning outcome. relevant to the learning organized, relevant learning outcome.
outcome. to the learning
outcome.
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days or
deadline. deadline. the deadline. more after the deadline.
FS 1 10
The Instructional Cycle
95 | P a g e
SPARK YOUR INTEREST
V
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.
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 Commisssion 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
96 | P a g e
(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 AT’s 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
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”
\
OBSERVE, ANALYZE, REFLECT
Activity 10.1
Applying the Guiding Principles in the Selection and Use of
Strategies
Resource Teacher: ___DIANE G. KO______________ Teacher’s Signature: ________________
97 | P a g e
School: MANDIH CENTRAL SCHOOL Grade/Year Level: _KINDERGARTEN________
Subject Area: _______________________________ Date: _________________________________
OBSERVE
Observe one class with the use of the observation sheet for greater focus then
analyze my observations with the help of the guide questions.
1. The more senses that are involved, e.g Teacher used a video on how
the more and the better the learning. digestion takes place and a model of the
human digestive system.
2. Learning is an active process. -The smart television gives big impact in
teaching as it helps the teaching lighting
the weight of teaching. By providing
videos, the teacher can easily show what
she wants to teach.
3. A non-threatening atmosphere -I can say that the atmosphere is calm
enhances learning. and a good environment for teaching
and leads to effective learning.
4. Emotion has the power to increase -The pupils can pick up information
retention and learning. rapidly at their own pace. They will
finish the lesson by the use of the
technology, more appropriate for
learning and less hassle.
5. Good teaching goes beyond recall of -The teacher used to ask the recollection
information. of information and learning then
evaluate their comprehension
afterwards.
6. Learning is meaningful when it is -I totally agree with this statement, as
connected to students’ everyday life. kindergarten are mostly interested in a
lesson where can be use and apply in
everyday life. Teacher usually provide
activities that connects lesson to the real
life situation.
7. An integrated teaching approach is -The teacher doesn’t teach broad topics,
far more effective that teaching instead she focuses on dividing lesson
isolated bits of information. and focused only to one.
ANALYZE
98 | P a g e
REFLECT
Reflect on this question.
Answer: We can select appropriate strategy for our lesson by ensuring that the
teaching objectives, learning outcomes, and the pupils are well centered for the
lesson.
Activity 10.2
Determining Outcome-Based Teaching and Learning
Resource Teacher: ___DIANE G. KO______________ Teacher’s Signature: ________________
School: _MANDIH CENTRAL SCHOOL_Grade/Year Level: _KINDERGARTEN_______
Subject Area: _______________________________ Date: _________________________________
OBSERVE
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.
Answer: The only teaching activities she use the class activity either individual
or by group. And I think, it help her to attain the lesson objectives as it can be
consider as effective method of giving task
3. What assessment task/s did teacher employ? Is/her these aligned to the
Lesson objectives/ILOs?
Answer: I can say that it was aligned to her lesson objectives and the only
assessment task is her checking the pupils’ activities.
ANALYZE
Answer: OBTL is concerned with curriculum design and ensuring the contents,
delivery, activities, assessments are all aligned to help facilitates pupils to
attain specific intended learning outcomes.
99 | P a g e
REFLECT
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
2. Divergent/ higher- How can you show to them that they are welcome in
order/open- school?
ended/conceptual
e. Problem solving In what ways will you able to help your parents?
3. Effective What will you feel if you lend someone a helping hand?
100 | P a g e
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?
Answer: In kindergarten, children are so curious about what they saw that is
new to them. They will have so much questions about it but as a teacher, you
must answer them truthfully. That makes them leave school with period. In
other word, satisfaction.
REFLECT
Reflect on
The importance of using various reacting techniques
Answer: Reacting techniques are essential when giving feedback whether or
not the response is correct. Recognizing and applauding good comments. It is
a good idea in reacting or giving feedbacks. Be true and truthful for the owner
to grow and improve.
Show proofs of learning that you were able to gain in this Episode by interviewing at
least two teachers on their thoughts on OBTL.
101 | P a g e
EVALUATE Performance Task
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: ANGELYN C. RECESIO Date Submitted: ____________________
Year and Section: BEED 4D Course: __BEED_________
4 3 2 1
Accomplished All observation One (1) to two Three (3) observation Four (4) or more
questions/tasks observation questions/tasks not observation
Observation
completely questions/tasks not answered/accomplished. questions/tasks not
Sheet answered/accomplished. answered/accomplished. answered/accomplished.
Analysis All questions were All questions were Questions were not For (4) or more
answered completely; answered completely; answered completely; observation questions
answers are with depth answers are clearly answers are not clearly were not answered
and are thoroughly connected to theories; connected to theories; completely; answers are
grounded on theories; grammar and spelling one (1) to three (3) clearly connected to
grammar and spelling are free from error. grammatical/spelling theories; more than four
are free from error. errors. (4) grammatical errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and shallow; Unclear and shallow;
supported by what were supported by what were somewhat supported by rarely supported by what
observed and analyzed. observed and analyzed. what were observed and were observed and
analyzed. analyzed.
Learning Portfolio is reflected on Portfolio is reflected on Portfolio is not reflected Portfolio is not reflected
in the context of the in the context of the on in the context of the on in the context of the
Artifacts
learning outcomes; learning outcomes; learning outcomes; learning outcomes; not
Complete; well- Complete; well- Complete; not organized, complete; not organized,
organized, highly organized, very relevant relevant to the learning and not relevant to the
relevant to the learning to the learning outcome. outcome. learning outcome.
outcome.
Submission Submitted before the Submitted on the Submitted a day after the Submitted two (2) days
deadline. deadline. deadline. or more after the
deadline.
__MARY
GRACE J. TOBIAS _____ __12/15/2023__
Signature of FS Teacher above Printed Name Date
102 | P a g e
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 this 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
103 | P a g e
FIELD STUDY 1 LEARNING EPISODE
FS 1 11 Utilizing Teaching-Learning
Resource and ICT
104 | P a g e
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.
105 | P a g e
Adoption: the teacher directs Adoption: the teacher Infusion: the teacher Transformation: the
Entry: the teacher uses technology students in the conventional encourages adaptation creates a learning teacher creates a rich
to deliver curriculum content to use of tool-based software. If of tool-based software environment that learning environment in
students. such software is available, this by allowing students to infuses the power of which students
Technology level is the recommended select a tool and modify technology tools regularly engage in
Integration Matrix entry point. its use to accomplish throughout the day and activities that would
that task at hand. across subject areas. have been impossible to
achieve without
technology.
Active: students are Students use technology for drill Students begin to utilize Students have Throughout the school Given ongoing access to
actively engaged in using and practice and computer-based technology tools to create opportunities to select day, students are online resources,
technology as a tool training. products, for example using a and modify technology empowered to select students actively select
rather than passively word processor to create a tools to accomplish appropriate technology and pursue topics
receiving information report. specific purposes, for tools and actively apply beyond the limitations
from the technology. example using colored them to the task at of even the best school
cells on a spreadsheet hand. library.
to plan a garden.
Collaborative: students Students primarily work alone Students have opportunities Students have Throughout the day and Technology enables
use technology tools to when using technology. to utilize collaborative tools, opportunities to select across subject areas, students to collaborate
collaborate with others such as email, in conventional and modify technology students utilize with peers and experts
rather than working ways. tools to facilitate technology tools to irrespective of time
individually at all times. collaborative work. facilitate collaborative zone or physically
learning. distances.
Constructive: students Technology is used to deliver Students begin to utilize Students have Students utilize Students use technology
use technology tools to information to students. constructive tools such as opportunities to select technology to make to construct, share, and
build understanding graphic organizers to build and modify technology connections and publish knowledge to a
rather than simply upon prior knowledge and tools to assist them in construct worldwide audience.
receive information. construct meaning. the construction of understanding across
understanding. disciplines and
throughout the day.
Authentic: students use Students used technology to Students have opportunities Students have Students select By means of technology
technology tools to solve complete assigned activities that to apply technology tool to opportunities to select appropriate technology tools, students
real-world problems are generally unrelated to real- some content-specific and modify technology tools to complete participate in outside-
meaningful to them world problems. Without the activities that are based on tools to solve problems authentic tasks across of-school projects and
rather than working on support of technology tool real-world problems. based on real-world disciplines. problem-solving
artificial assignments. issues. activities that have
meaning for the
students and the
community.
Goal Directed: Students Students receive directions, From time to time, students Students have Students use Students engage in
use technology tools to guidance, and feedback from have the opportunity to use opportunities to select technology tools to set ongoing metacognitive
set goals, plan activities, technology, rather than using technology to either plan, and modify the use of goals, plan activities, activities at a level that
monitor progress, and technology tools to set goals, plan monitor, or evaluate an technology tools to monitor progress, and would be unattainable
evaluate results rather activities, monitor progress or self- activity. facilitate goal-setting, evaluate results without the support of
than simply completing evaluate. planning, monitoring, throughout the technology tools.
assignments without and evaluating specific curriculum.
reflection. activities.
106 | P a g e
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 most 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 these 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 interaction 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
107 | P a g e
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.
108 | P a g e
Massive Open On-line Courses
Massive Open On-line Courses (MOOCs) are online courses open to a big group
of people. Below are 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.
\
OBSERVE, ANALYZE, REFLECT
109 | P a g e
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.
110 | P a g e
3. Non-electronic Visual -these traditional materials When the teacher
Resources are some of the most basic employs both direct
-pictures resources that are available. and indirect methods
-white board of instruction, these
-blackboard materials are quite
-Whiteboard pens beneficial.
4. ICT Resources -the teachers and pupils These tools are
wealth of knowledge and flexible, allowing
-smart tv teaching resources via the them to be used in a
internet. variety of educational
methods and
approaches.
Impression about the LRC:
ANALYZE
111 | P a g e
What suggestion can you make?
Answer: I can suggest to have a larger room so that the other technologies and
equipment can be stored and arrange properly. They are very important in teaching
as they are the teachers’ tools that is why I suggest to have bigger room. This may
help to make the pupils participate more and more eager to learn independently.
REFLECT
1. Which of the materials in the Learning Resource Center caught you interest
the most? Why?
Answer: The only material that caught my attention is the smart tv in which
has a very cute Hello Kitty boarder and was place at the center of the
blackboard. I think that it will give so much contribution to the teacher and the
learner and yes, it really is.
112 | P a g e
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?
3. Observe and take notes on how the teacher presents/uses the learning
resources.
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?
ANALYZE
113 | P a g e
The teacher uses the
following:
Smart Television Less hassle and Pupils will get The smart
lightened the eight bored if the video television support
of the teachers’ presentation is the teacher in
work and can repeating. presenting the
surely attract the topic. It effectively
pupils’ attention. gather and caught
the attention of
the pupils.
Printed Activities Used for the pupils No weaknesses at The likes of the
activities. More all. pupils are also the
appropriate and excitement and
catches the like of eager to learn.
the pupils. They are happier
in the activities.
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?
Answer: The teacher was motivated to use the resource of the lesson because they
were suited for achieving the days’ learning objectives.
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.
Answer: We all know that, using the instructional materials is not difficult because
technology and even the printed activities can attract the pupils’ attention.
Over-all, were the learning resources used effectively? Why? Why not? Give your
suggestions.
REFLECT
1. Put yourself in the place of the teacher. What would you do similarly and what
would you do differently if you would teach the same lesson to the same group
of students? Why?
114 | P a g e
Answer: Upon experiencing actual teaching, I can say that I will make my
discussion livelier and will make the activities more colourful. As colours attracts
attention.
OBSERVE
115 | P a g e
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 KINDERGARTEN
Subject Matter/Topic Alphabet Sounds
(Based on the class you observed)
REFLECT
1. Describe your experience in surfing the internet for appropriate electronic for the
class? What made it easy? Difficult?
2.
Answer: Upon surfing the internet, I found out so many electronic gadgets that can be
use for learning and teaching the class. But sadly, the only electronic that is available is
the smart tv, and laptop. I don't owe this things but the school have it.
116 | P a g e
3. 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?
Answer: I chose the electronic stated above from what I think is essential and what a
school can afford. I did not choose the other electronics because I only choose what the
school has. It doesn't matter of the school don not have enough or hightech electronics,
what matter the most is the learning taught by teachers.
4. 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?
Answer: I have the skills of making word and powerpoint presentation . I think that I can
use it in teaching. The skill that I want to enhance is Excel making. This is the skill I am not
really good at but willing to enhance and learn more.
OBSERVE
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
117 | P a g e
PPST Domain Competencies I MOOCs related to the MOOC
want to work on competencies Providers
(include a short
description)
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: Time and Stress Management
Provider: COURSERA
Objectives of the MOOC: a. To learn how to identify and overcome time wasters
b. to define procrastination
c. to discuss the importance of delegation; and
118 | P a g e
d. to identify stressors and describe effective coping
measures.
Provider: COURSERA
Provider: COURSERA
119 | P a g e
Content Outline: a. what it means to be a professional
b. developing a personal philosophy of teaching.
REFLECT
1. How can MOOCs help you in your future career as a professional teacher and as a
lifelong learner?
Answer: MOOC can help me in my future career as a professional teacher and
lifelong learner by allowing me to learn on a budget.
2. What did you learn from the way the providers use technology to teach in the
MOOCs?
Answer: Despite the fact that technology is always evolving, the learner experience is
both enjoyable and rewarding.
3. How will you prepare yourself for MOOCs, as a learner, and as a teacher who may
someday teach MOOCs?
Answer: Teacher can observe how other educators operate through MOOC. I’ve
always believed that observing other educators can provide valuable insight.
Directions: Read the items given below and encircle the correct answer.
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
120 | P a g e
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 students 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?
121 | P a g e
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
1. Include here pictures/illustration of the materials used by the teacher. Put your
comment annotations about what you observed
3. Visit www.education.com/50-educationtechnology-tools-every-teacher-shuold-
know-about/
Explore and enjoy the fantastic education tools. Try them out. Describe what you
discovered and share how these tools can be helpful to you, as a teacher
4. Visit edtechteacher.org. This a treasure box for you. Explore and share what you
learned
122 | P a g e
5. Paste an article about an example of technology gadget/material that you want to
learn more about. How can this gadget/material be useful in
instructional/teaching?
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: ANGELYN C. RECESIO Date Submitted:
____________________
Year and Section: BEED 4D Course:
____BEED_________________________
__________________________________________________________________________ _____________________________________
123Signature
| P a gofeFS Teacher above Printed Name Date
Comments: Over-all Rating:
Scores (Based on
Transmutation)
FS 1 12
Assessment FOR Learning and
Assessment AS Learning
(Formative Assessment)
SPARK YOUR INTEREST
124 | P a g e
Demonstrate knowledge of the design and use of formative assessment; and
Explain the importance of formative assessment.
\
OBSERVE, ANALYZE,
REFLECT
Observing Assessment FOR Learning Practices (Formative
Activity 12.1
Assessment)
Resource Teacher: ___DIANE G. KO____________ Teacher’s Signature: ________________
School: ____MANDIH CENTRAL SCHOOL______ Grade/Year Level: __KINDERGARTEN___
Subject Area: _______________________________ Date: _________________________________
OBSERVE
1. Observe what Teacher does or listen to what Teacher says to find out
if the students understood the lesson while teaching-learning is in progress.
What Teacher Said Tally Total
125 | P a g e
"Cut the picture and paste 3 3
it on the family tree"
2. Did the teacher ask the class “Did you understand”? If she did, what was the
class’ response?
Answer: The class response is "Yes ma'am!"
3. Did the students make the teacher feel or sense they did not understand the
lesson or a part of the lesson? How?
Answer: Yes! The pupils ask again on how to do it properly.
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
126 | P a g e
7. If she engaged himself/herself in re-teaching, how did she do it? Did he/she
use the same teaching strategy? Describe.
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?
Answer: Re-teaching is good but the good news is, the kindergarten activities are so
easy and easy to understand. So, no re-teaching happened. But despite of no re-
teaching, the pupils does have progress especially in writing and making their
activities done.
2. Why is not enough for a teacher to ask “Did you understand, class? “When
he/she intends to check on learners’ progress?
Answer: Maybe because the teacher wants to know if the pupils really understand
the instruction to ensure the effectiveness of his teaching.
3. Should teacher record results for formative assessment for grading purposes?
Why or Why not?
Answer: Yes! It is because it plays a big role in grading the learners.
127 | P a g e
REFLECT
Formative assessment is tasting the soup while cooking. Reflect on this and
write your reflections.
Answer: This is to test whether the given recipe is well made or not. To ensure the
effectiveness and the success of what has been doing.
Should you record results of formative assessment? Why or why not?
Answer: All types of assessment should be record as it help pupils to get their
grades bigger and passed.
128 | P a g e
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 • Yes, the teacher usually compliment
opportunities for the learners to the pupils work and let the pupils feel
monitor and reflect on their own and reflect that they made a good job.
learning?
2. What are proofs that students • They are more sensitive and exerts
were engaged in self-reflection, effort in their activities without other
self-monitoring and self- peoples' help.
adjustment?
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?
Answer: Yes, I agree! It because through assessment, the pupils learning are
shown. Whether they have progress or not. So, assessment really gibes impact to
the pupils’ progress in learning and with that all assessment done, we can
conclude that the student is learning and developing its potential.
2. Does assessment as learning have the same ultimate purpose as assessment
for learning?
129 | P a g e
Answer: Yes, they have! They all made for the monitoring of their progress.
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?
Answer: The school usually gives chances for those who have low grades and wait for
the learners’ development and the progress of the result.
I, myself can say that I experienced it and through self-assessment, I managed to make
progress and learn more. This gives so much impact to me because I learned and I got
inspire, motivated, and determined to learn, to develop and to make progress. To show
that an average student like me can make achievements also.
130 | P a g e
answer are clearly clearly not answered;
with depth connected to connected to answers not
and are theories; theories one (1) connected to
thoroughly grammar and to three (3) theories; more
grounded on spelling are free grammatical/sp than four (4)
theories; from errors. elling errors. grammatical/s
grammar and pelling errors.
spelling are
free from
error.
Reflectio Profound and Clear but lacks Not so clear and Unclear and
n clear; depth; shallow; shallow; rarely
supported by supported by somewhat supported by
what were what were supported by what were
observed and observed and what were observed and
analyzed. analyzed. observed and analyzed.
analyzed.
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in reflected on in reflected on in reflected on in
the context of the context of the context of the context of
the learning the learning the learning the learning
outcomes; outcomes. outcomes. outcomes; not
complete well- Complete; well Complete; not complete; not
organized, organized, very organized, organized, not
highly relevant to the relevant to the relevant.
relevant to the learning learning
learning outcome. outcome.
outcome.
Submissi Submitted Submitted on Submitted a day Submitted two
on before the the deadline. after the (2) days or
deadline. deadline. more after the
deadline.
COMMENT/S Over-all Score Rating (Based on
transmutation)
99 96 93 90 87 84 81 78 75 72 71-
below
131 | P a g e
_____MARY GRACE J. TOBIAS_______ ___________
Signature of FS Teacher above Printed Name Date
132 | P a g e
6. It develops and supports students’ metacognitive skills. Which is referred to?
A. Assessment of learning
B. Assessment for learning
C. Assessment of learning
D. Assessment in learning
7. Which form of assessment is crucial in helping students become lifelong
learners?
A. Assessment of learning
B. Assessment for learning
C. Assessment as learning
D. Assessment in learning
8. Which is characterized by students reflecting on their own learning and making
adjustment so that they achieve deeper understanding?
A. Assessment of learning
B. Assessment for learning
C. Assessment as learning
D. Assessment in 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
B. Assessment for learning
C. Assessment of learning
D. Assessment in learning
11. Which assessment is likened to tasting the soup while in the process of cooking
the soup?
A. Assessment of learning
B. Assessment for learning
C. Assessment of learning
D. Assessment in learning
133 | P a g e
FIELD STUDY 1 LEARNING EPISODE
FS 1 13
Assessment Of Learning
(summative assessment)
134 | P a g e
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.
135 | P a g e
Subjects Learning Assessment Is the If not aligned,
Outcomes Task (How did assessment improve on it.
Teacher assess tool/task
the learning aligned to the
outcome/s? learning
Specify. outcome/s
.
Activity 13.1 Aligning Assessment Task with the Learning Outcome
Resource Teacher: _____DIANE G. KO Teacher’s Signature: ________________
School: ___MANDIH CENTRAL SCHOOL_____ Grade/Year Level: __KINDERGARTEN____
Subject Area: _______________________________ Date: _________________________________
OBSERVE
136 | P a g e
Subjects Learning Assessment Is the If not
Outcome/s Task (How did assessment aligned,
Teacher tool/task improve on
assess the aligned to it.
learning the
outcome/s? learning
Specify. outcome/s?
Social Science, Not align to
Literature/Panitikan. EsP what I
observed
ANALYZE
2. What are possible consequences if teacher’s assessment tasks are not aligned to
learning outcome/s Does this affect assessment results? How?
Answer: If the teachers’ assessment is not align to the learning outcome, then the
she/ he is not an effective teacher. It means that the pupils didn’t catch up the lesson
and needs to re-teach.
REFLECT
137 | P a g e
Besides on past assessments you have been through. Were they aligned with what
your teacher taught (with learning outcomes?
Answer: Upon recalling, I can say that my teachers’ type of assessment was align to
the learning outcome. It is not good when the assessment doesn’t align as it will gives
confusion to the pupils.
How did this affect your performance? As a future teacher, what lesson do you learn
from this past experience and from this observation?
Answer: This affect me in positive way. As a future teacher, I can used this experience
as basis on what to do to make my teaching effective and ensure the learning of my
pupils.
A. No C. Yes
B. Somewhat D. Yes, if teacher is not included
A. No C. Yes
B. Somewhat D. Yes, if explain your answer is dropped
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
138 | P a g e
D. Is the mean the same as average?
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 why to live for can bear with almost
any how.”
B. Do you believe in Nietzsche’s statement “He who has a why to live for can bear with
almost any how”?
C. What is true in Nietzsche’s statement “He who has a why 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?
139 | P a g e
B. Yes because it asks something about skill-related activities
C. No
D. No, the options have nothing to do with skill-related activities.
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.
140 | P a g e
Type of Traditional Put a Learning Sample Test Comments to the
Assessment Tool/ Check Outcome item of assessment tool
Paper-and Pencil (/) Assessed Resource constructed in
Test Here Teacher accordance with
established
guidelines?
Explain your
answer.
Selected Response
Type
1. Alternate response
4. Others
141 | P a g e
4. Essay – None
restricted
6. Others
ANALYZE
1. Which assessment tools/tasks were most commonly used by teacher? Which one
were rarely used? Why were they rarely used?
Answer: Upon observing, the only assessment used is the matching type only. The teacher
rarely use the other types of assessment as they are not applicable for the kids.
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?
Answer: The only answer is matching type. It is because it is the only assessment that is
easier and help the kids/pupils engaged and doesn't feel bored. The teacher is skillful but
she only use matching type assessment as it the only applicable to test young minds.
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.
Answer: Yes it is! They can be considered as authentic form of assessment as it will show
what they learn and own understanding about the topic. But sadly, this is not be found in
kindergarten.
REFLECT
How good are you at constructing traditional assessment tools? Which do you find
most difficult to construct? Any lesson/s learned?
142 | P a g e
The idea to lie just get impress and get good grades. I am stating truth, the whole truth.
Maybe I can learn if there is a teacher who is willing to teach. As for now, I am more focus
on learning.
Here is the learning outcome of this Activity: Critique traditional tools and tasks for
learning in the context of established guidelines on test construction.
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
143 | P a g e
Activity 13. 3 Observing the Use of Non-Traditional Assessment Tools
and Scoring Rubrics
Resource Teacher: ____DIANE G. KO Teacher’s Signature: ________________
School: ___MANDIH CENTRAL SCHOOL_____ Grade/Year Level: _KINDERGARTEN
Subject Area: _______________________________ Date: _________________________________
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.
OBSERVE
144 | P a g e
Observe classes in at least 3 different subjects and pay particular attention to the
assessment tool used by the teacher.
With teacher’s permission, secure a copy of the assessment tool.
Study the assessment tool then accomplish Observation Sheet.
Did your Resource Teacher explain the rubric to the students?
What type of rubric did the Resource Teacher use – analytic or holistic?
ANALYZE
145 | P a g e
1. Between analytic and holistic rubrics which one was more used? Why do you think
that type of rubric was used more?
Answer: Upon observing, holistic rubrics were commonly used than analytic rubric
since holistic rubric is easier than the other one. It is easier to construct and made the
evaluating simple. Holistic rubrics analyse the output as whole.
2. Based on your answers in # 1, what can you say about the scoring rubrics made and
used by the Resource Teachers?
Answer: I can say that, the scoring rubrics made and used by the Resource Teachers
is appropriate for the performance that was being evaluated. It was right and fair.
3. Will it make a difference in assessment of student work if teacher would rate the
product or performance without scoring rubrics? Explain.
Answer: Yes! It is because criteria or rubrics should always be used especially in
evaluating a performance to make it fair and equal.
4. If you were to improve on one scoring rubric used, which one and how?
Answer: I will surely improve and make the poster rubric more appropriate and
simple.
REFLECT
Are authentic assessment tools and task new? Reflect on your experiences of tests for
all the years as a student.
146 | P a g e
Answer: I can say that they are not really new to me as I saw some assessment tools
used in my high school years. But maybe, there are some new innovation in the works
that can assist more pupils to learn that I didn’t notice. Assessment is likely a partner
to every pupils as they are the step to process the progress of every pupils’
performance and development in learning.
1. To pinpoint which part of the lesson needs more explanation, which scoring rubric
can help?
I. Analytic
II. Holistic
A. I only C. II only
B. I and II D. No need for rubric
2. I want to know how skilled the students have become in research report. Which
assessment task will be valid?
A. Make students defend research report before a panel.
B. Make students write the research report
C. Group the students for research report writing
D. Make students conduct an action research.
3. I want to get a global view of a student’s performance. Which rubric is most fit?
A. Analytic C. Holistic
B. Itemized D. Analytic and holistic
4. Which can prove that students are now capable of sewing after a 200-hour course?
A. Presentation of a product they have sewn
B. Operation of the sewing machine
C. Drawing a pattern for a set of pajamas
D. Labelling the parts of a sewing machine
147 | P a g e
5. Which is the most reliable way of determining whether or not the student can now
dance tango?
A. Performance test
B. Oral test
C. Written test on steps of tango
D. Written test illustrating the steps
148 | P a g e
There are several types of portfolio 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.
149 | P a g e
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?
Answer: The activities or task matched the objectives that are included in the portfolio to
determine whether the students learned what they were expected to learn served as the
basis for the selection of pieces of evidence to demonstrate what the student was
supposed to learn was reached and achieved.
2. Scrutinize the elements of this portfolio, based on the parts, under which type of
portfolio does this fall?
1. Cover Letter- “About the Author” and “What My Portfolio Shows About My Progress
as a Learner”
5. Drafts of aural/oral and written products and revised revisions, i.e. (first drafts and
corrected/revised versions.)
6. Student’s Reflections
3. Where and when does the teacher make use of each of the 3 types of portfolio?
Answer: When they want to know how students grow or change over time, how to
help pupils develop process skills like self-evaluation and goal-setting. Portfolio was
used to showcase the achievements of he pupils and to identify the strength and
weaknesses of the pupils.
150 | P a g e
REFLECT
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 a rubric
Sample/s of students’ reflection on his/her portfolio
151 | P a g e
Accompli All One (1) two (2) Three (3) Four (4) more
shed observation observation observation observation
Observat questions questions/tasks questions/tasks questions/task
ion Sheet tasks not not s not
completely answered/acco answered/acco answered/acco
answered/acc mplished. mplished mplished.
omplished
Analysis All questions All questions Questions were Four (4) or
were were answered not answered more
answered completely; completely; observation
completely answers are answers are not questions were
answer are clearly clearly not answered;
with depth connected to connected to answers not
and are theories; theories one (1) connected to
thoroughly grammar and to three (3) theories; more
grounded on spelling are free grammatical/sp than four (4)
theories; from errors. elling errors. grammatical/s
grammar and pelling errors.
spelling are
free from
error.
Reflectio Profound and Clear but lacks Not so clear and Unclear and
n clear; depth; shallow; shallow; rarely
supported by supported by somewhat supported by
what were what were supported by what were
observed and observed and what were observed and
analyzed. analyzed. observed and analyzed.
analyzed.
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in reflected on in reflected on in reflected on in
the context of the context of the context of the context of
the learning the learning the learning the learning
outcomes; outcomes. outcomes. outcomes; not
complete well- Complete; well Complete; not complete; not
organized, organized, very organized, organized, not
highly relevant to the relevant to the relevant.
relevant to the learning learning
learning outcome. outcome.
outcome.
Submissi Submitted Submitted on Submitted a day Submitted two
on before the the deadline. after the (2) days or
deadline. deadline. more after the
deadline.
COMMENT/S Over-all Score Rating (Based on
transmutation)
152 | P a g e
Score 20 19- 17 16 15 14 13- 11 10 9-8 7-
18 12 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
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
153 | P a g e
Activity 13.5 Determining the Level of Teacher’s Questions
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
154 | P a g e
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.
The New Taxonomy (Marzano and Kendall, 2007)
155 | P a g e
Experimentin experiment; generate
g 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.
156 | P a g e
3 Specifying make and defend;
Analysis predict; judge; deduce;
what would have to
happen; develop an
argument for; under
what conditions
The student can make
and defend predictions
about what might
happen.
157 | P a g e
Matching Categorize; compare &
contrast; differentiate;
discriminate;
distinguish; sort; create
an analogy or metaphor.
The student can identify
similarities and
differences in
knowledge.
158 | P a g e
identify (from a list);
determine if the
following statements are
true
The students can
determine whether
provided information is
accurate, inaccurate or
unknown.
OBSERVE
159 | P a g e
Table 1. Number of Questions per Level
Creating 6-
Highes
t
Evaluating 5
Analyzing/An 4 Analysis 3 /
Applying 3 Knowledge 4
Utilization
Understanding 2 Comprehensio 2 /
/ n
Remembering/ 1- Retrieval 1 ////-Example
Lowest
Metacognition 5
Example: 6-
Creating = I Highest
160 | P a g e
Evaluating = I 5
Analyzing / An 4 Analysis 3
= II
Applying = III 3 4
Knowledge
Utilization
Understanding 2 Comprehension 2
= II
Rank Rank
ANALYZE
1. Which cognitive skill had the highest number of assessment questions? Lowest
number?
Answer: There is only this Remembering as the highest number, and other cognitive skills
falls lowest because as far as I observed. The teacher doesn’t use it to the pupils in
kindergarten.
2. What do these (lowest and highest number of assessment questions) reveal about
Resource Teacher’s level of questions?
Answer: We all know that teacher have different skills and I believed that Ma'am Diane
also possess this skills but I understand why I don’t see it while observing because we
can't give difficult assessment for the children. So I can't answer more about the question.
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.
Answer: The highest cognitive skills according to Kendall's and Marzano's taxonomy is the
Self-system Thinking. The examples are
161 | P a g e
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?
Answer: I will rate myself from 1 to 4. It is because I don't have enough confidence that
I am now knowledgeable and smart. I am just an average student that is why I am just
rating myself in level where I think my skills belong.
Accomplis All observation One (1) two (2) Three (3) Four (4) more
hed questions tasks observation observation observation
Observatio completely questions/tasks not questions/tasks not questions/tasks
n Sheet answered/accom answered/accompli answered/accompl not
plished shed. ished answered/accomp
lished.
Analysis All questions All questions were Questions were Four (4) or more
were answered answered not answered observation
completely completely; completely; questions were
answer are with answers are clearly answers are not not answered;
depth and are connected to clearly connected answers not
thoroughly theories; grammar to theories one (1) connected to
162 | P a g e
grounded on and spelling are to three (3) theories; more
theories; free from errors. grammatical/spelli than four (4)
grammar and ng errors. grammatical/spell
spelling are free ing errors.
from error.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; supported shallow; shallow; rarely
by what were by what were somewhat supported by what
observed and observed and supported by what were observed
analyzed. analyzed. were observed and and analyzed.
analyzed.
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in reflected on in the reflected on in the reflected on in the
the context of the context of the context of the context of the
learning learning outcomes. learning outcomes. learning
outcomes; Complete; well Complete; not outcomes; not
complete well- organized, very organized, complete; not
organized, relevant to the relevant to the organized, not
highly relevant learning outcome. learning outcome. relevant.
to the learning
outcome.
Submissio Submitted before Submitted on the Submitted a day Submitted two (2)
n the deadline. deadline. after the deadline. days or more after
the deadline.
COMMENT/S Over-all Score Rating (Based on
transmutation)
99 96 93 90 87 84 81 78 75 72 71-
below
A. Self-sytem C. Metacognition
B. Analysis D. Application
163 | P a g e
2. Formulate a 5-item imperfect matching type of test, is a test item in the level of which
cognitive process?
4. Paraphrase the first stanza of Rizal’s “My Last Farewell” calls for ________________.
A. analysing
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. analyse
C. do-self-system thinking
D. evaluate
Cognitive Level
164 | P a g e
Learning Outcomes No.
of
Class Rem Un Ap An Ev Cr
Hours
1. Activity accomplishment 30 1-5 Very Very
mins. good/ Good
good
2. learn to read and write 1 5 or 5–3 5 or 3
hour 3 stars stars
star
3.
4.
5.
6.
Total
ANALYZE
3. With OBE in mind, is it correct to put learning outcome not topic in the first column? Why or
why not?
Answer: Yes! An OBE must be in the first column not the topic as it provides precise targeted
goals.
4. Can a teacher have a test with content validity even without making TOS?
Answer: No! A teacher must have TOS as a test can be valid it is based on the specifications table
that has been prepared.
REFLECT
Read this conversation and reflect on teachers’ assessment practices. Write your reflections here.
Student A. : Saan naman pinulot ni Teacher ang kaniyang tanong? Ni-isang tanong sa tinuro,
wala! ( Where did teacher get her test? Not one of what she taught came out!)
Student B. Oo nga! Nakakaiinis! (You are right! How annoying!”)
Did you have a similar experience? Reflect on it. Will the required use of Table of Specifications
as guide in test construction solve the problem of misaligned tests?
Answer: As far as I remember, I can relate to the statements above. It is because there is this teacher
who never attended classes and if she does, she discussed only scenarios and experience of her.
Days after, she will be having class with examination paper and what makes frustrating is that the
questions are never been discussed.
165 | P a g e
As a student, we don’t have choice but to accept the fact that we got low grades.
1. In Teacher R’s Table of Specification (TOS), 60 percent of the 1st grading test items are applying
questions based on Bloom’s taxonomy. A review of her test shows that 50% are remembering
items,
20% are analysing questions and 30% are applying questions.
Is Teacher’s test aligned with her TOS?
A. No.
B. No, her analysing questions is supposed to be 60%.
C. Yes.
D. Yes, her applying questions are also analysing questions, too.
3. A TOS ensures alignment of test with learning outcomes. Is the statement TRUE?
A. very true
B. Sometimes true
C. False
D. Sometimes 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
B. Yes
C. Not always
D. Depends on the level of the questions asked
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?
166 | P a g e
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
OBSERVE
2. Which do you prefer- the old or the new grading system? Why?
C. Interview of 5 students
1. What do you like in the new grading system?
2. Do you have problems with the new grading system? If there is, what?
3. Does the ne grading system give you a better picture of your performance? Why or why
not?
4. Which do you prefer- the old or the new grading system? Why?
167 | P a g e
EVALUATE Performance Task
168 | P a g e
supported by supported by somewhat supported by
what were what were supported by what were
observed and observed and what were observed and
analyzed. analyzed. observed and analyzed.
analyzed.
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in reflected on in reflected on in reflected on in
the context of the context of the context of the context of
the learning the learning the learning the learning
outcomes; outcomes. outcomes. outcomes; not
complete well- Complete; well Complete; not complete; not
organized, organized, very organized, organized, not
highly relevant to the relevant to the relevant.
relevant to the learning learning
learning outcome. outcome.
outcome.
Submissi Submitted Submitted on Submitted a day Submitted two
on before the the deadline. after the (2) days or
deadline. deadline. more after the
deadline.
COMMENT/S Over-all Score Rating (Based on
transmutation)
99 96 93 90 87 84 81 78 75 72 71-
below
169 | P a g e
2. Does quarterly assessment have the same percentage weights for all the subjects; for
all the tracks in Grade 11-12?
A. Yes C. Yes, only for the academic track
B. No D. It depends on schools.
3. Which is the percentage contribution of written work to the grade of the Grade 1-10
student in Science and Math?
A. 50% C. 40%
B. 20% D. 30%
5. Based om percentage contribution to the grade, what can be inferred from the
DepEd’s emphasis on learning and assessment?
A. The emphasis depends on the grade level of the subjects
B. All components are being emphasized
C. The emphasis for all Grade 1-10 subjects is on performance tasks.
6. A student’s gets a numerical grade of 80. What is his descriptor for his level of
proficiency?
A. Satisfactory C. Very Satisfactory
B. Beginning D. Outstanding
10. How is the final grade per subject for Grade 11 and 12 obtained?
A. Get the average of the grades for the 2 Quarters
B. Get the average of the grades for the 4 Quarters
C. Get the average of the grades of all the subjects for the semesters
D. Get the average of the grades of all the subjects for the 4 semesters
170 | P a g e
A. Grades are computed like the grades in Grade 1
B. There are numerical grades with descriptions.
C. There are no numerical grades.
D. Remarks like Passed and Failed are used.
13. At the end of the school year, which is/are TRUE of grades?
I. The General Average is computed by dividing the sum of all final grades by the total
number of learning areas.
II. Each learning area has equal weight in computing for the General Average.
III. The Final Grade per learning area and the General Average are reported as whole
numbers.
A. I and II C. I and III
B. II and III D. I, II and III
14. Who is retained in the same grade level for Grade 1 to 10? Any students who did not
meet expectations ________________________________________.
A. in three or more learning areas
B. in 2 learning areas
C. in four learning areas
D. as shown in the general average
15. What happens when a student in Grade 1 to 10? Any students who did not meet
expectations in two learning areas?
A. Retained in the same grade level
B. Promoted to the next grade level after passing remedial classes for learning areas
with failing mark
C. Promoted in the next grade level but has back subjects in the lower grade level
D. Is not accepted for enrollment in the school
171 | P a g e
TARGET YOUR INTENTED LEARNING OUTCOME
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
1. Observe how cards are distinguished on Card Distribution Day. Describe how cards
are distributed.
Answer: It occurs at the end of the quarter, when parents are informed of their
children’s progress and the teacher provides feedback on the pupils’
performance at school.
2. Describe how the Resource Teachers communicated learners’ assessment results and
grades to parents.
Answer: The parent-teacher conference is where the resource teacher
communicates. The teacher asked for a meeting to inform them how their
children cooperates and participate in the classroom.
3. Did parents raise questions or concerns? If yes, what were their questions/concerns?
Answer: As I observed, the teachers’ feedback about the pupils’ progress were
all positive. Parents doesn’t so much question about it instead they are happy
knowing their children are interested in learning.
4. How did the Resource Teacher handle their questions and concerns? What answers
did he/she give?
172 | P a g e
Answer: As stated above, they doesn’t have question about their children’s
participation in class. They instead venerates the teacher for being so kind and
understanding to their children.
1. How did you give feedback to your students regarding their performance? When do
you give feedback?
Answer: The pupils where I am teaching doesn’t ask regarding their performances.
The kids never mind it, all I do is record their performance.
2. How do you report students’ performance to parents? Does the school have a regular
way of reporting grades to parents?
Answer: I report the pupils’ performance to the parents by having a meeting. The
school doesn’t have a regular way of reporting grades to the parents, it’s up to me
when I am going to report.
3. What problem on grade reporting did you encounter with parents? How did you
address it/them?
1. Do you see the meaning of your grades in the School Report Card?
Answer: Yes! I like big grades in school.
Answer: Yes!
1. Does your child’s Report Card give you a clear picture of how your child is
performing?
Answer: Upon seeing on my child’s report card, I felt different emotion. Happy
and contented, I am happy knowing how my child performed in class and
contented on what grade my child has.
2. If you were asked what else should be found in the Report Card, which one? Why?
Answer: I will ask no more because what I want to see was already on the
Report Card.
3. Do you find the Card Distribution Day important? Why or why not?
173 | P a g e
Answer: Yes! It signifies how smooth the flow of distributing Report Card gives
peace of mind.
ANALYZE
Answer: the parents must be aware on how their children perform in class so that
they will have a hint and will not except a high grades.
REFLECT
1. Grades are often source of misunderstanding. How should I do reporting so that it will
result to effective learning?
Answer: In kindergarten, grades never become the reason of me and the parents
misunderstanding. We both respect each other and they are very welcoming and
contented to what grades their children has.
174 | P a g e
learning ; compute students’ grade based on DepEd’s grading policy ; state the
reason(s) why grades must be reports to parts and describe what must be done to
make grade reporting meaningful.
175 | P a g e
more after the
deadline.
COMMENT/S Over-all Score Rating (Based on
transmutation)
99 96 93 90 87 84 81 78 75 72 71-
below
176 | P a g e
4. What is an essential step in reporting grades to parents?
I. Explain that grades give a picture of students’ performance.
II. Explain that grades compare students’ performance against the established
standards.
III. Explain that grades compare students’ performance against other students’
performance.
A. I and II C. I, II and III
B. II only D. III only
177 | P a g e
A. Grading on the curve C. Comparing grades with average grade
B. Grading against standards D. Interpreting grades based on Mean
178 | P a g e
FIELD STUDY 1 LEARNING EPISODE Knowing the Quality teacher
FS 1 14
The Teacher as a
PERSON and as a
PROFESSIONAL
“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.
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.
\
OBSERVE, ANALYZE, REFLECT
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 respect everyone inside and
outside the classroom.
b. Healthy Observe • The teacher is well-dressed and she
appeared very healthy to us.
c. Spiritual Observe • The teacher shows good moral toward
Interview pupils in a way that bring peace to each
and everyone.
d. Knowledgeable Observe • The teacher is flexible and
knowledgeable enough about particular
subject.
e. Humble Observe • The teacher show how to be humble and
Interview have patience.
f. Determined Observe • The teacher is determined to teach the
Interview pupils and ready to take the risk for the
pupils to learn and develop their skills that
will impact when they grow older.
g. Cooperative Observe • The teacher shows cooperativeness
Interview towards pupils and us observers.
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) Humble
b) Determined
c) Spiritual
Explaination : I must say that these three are the most outstanding significant
personal qualities of a teacher. It is because a teacher must be humble as well as
determined to teach because they say that being a teacher is also being a hero to
the children.
Specifically, a teacher must have to be spiritual because a children’s behavior will
be trained and influence on how good the teacher is spiritually. If a teacher has a
good spiritual then the children will be guided to a path where everyone thinks of
humbleness, kindness, and respect.
2. Which of these qualities do you have? Do you think you can fit as a good teacher
someday? Why? Describe yourself.
Answer: I will say that have these Humble quality and spiritually. I can say that I am now
here in these level because I managed to be humble and good towards everybody even
sometimes got judge and mocked by my own relatives.
REFLECT
I can say that being humble and God-fearing are enough to face battle on earth because
I believe that when you are humble, the Lord will be pleased and will blessed you
according to His own will. I also have this determination in which I am determined to finish
this Field study of mine even with the use of Cellular Phone only. Nobody beats when you
are determined to do so and finish everything with faith and action.
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?
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.
Answer: A teacher is flexible and knowledgeable. But no one can beat a teacher who is
humble, kind and God-fearing.
A grade 5 teacher of mine has these three characteristics that I adore the most. She
became my inspiration and maybe the reason I grow humble, kind, God-fearing and even
generous.
I believe that what you see when you younger gives impact and will influence on what to
become when you get older or in the future. I am so proud that despite of not being an
achiever on my elementary days, I managed to grow according to the Lord's will and with
the guidance of this teacher that influence me through my younger years.
And now, as an aspiring teacher, I will show them these three personalities and think that
maybe in future, I will influence some pupils to be humble, kind, determined and God-
fearing.
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.
Answer the following statements based on your OBSERVATION of the teacher. Check
Yes or No or Doubtful.
Professional Competencies 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.
OR:
ANGELYN C. RECESIO
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?
Answer: I can say that the teacher is considered as a Professional Teacher. It is because
she passed all the standards professional competencies strongly without doubtful.
2. Did your answers to the survey form coincide with the answers of the co-teacher or
head of the teacher you observed?
Why?
Answer: Yes it is! Upon seeing the survey, there are some part that has the same answer
and may appear coincidentally.
REFLECT
2. If all the teachers teaching today possess the professional characteristics and
competencies as the teacher/teachers observed, then learners will be
Answer: More knowledgeable and smart. They will possess strong minds and wide
imaginations in the future. But even the teacher possess everything the professional
characteristics and competences, there will be time that they will encounter slow
learners. So, even how good you are, all you can do is teach and guide them accordingly
not forcing them to learn as fast as they can because we can't deny the fact that they are
a person with special needs and guide.
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.
FS1 15
Developing a Global
Teacher of the 21ST Century
FS 1 1
and revealed significant findings. There THE were SCHOOL ENVIRONMENT
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 21st 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)
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
7.
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.
\
OBSERVE, ANALYZE, REFLECT
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 Major Key guide for Observation (carefully look for the
Responsibility indicators/behaviors of the teacher along the key
points. Write your observations and description in
your notebook. This will be one of your artifacts)
A. Actual Teaching This teacher
1. Is learner-centered
2. Acts as a facilitator of learning
3. Has mastery of subject matter
4. Sees to it that learning outcomes are achieved
5. Is pleasant and fair in dealing with the learners
B. Management of This teacher
Learning 1. Allows all learners to participate in the lesson
2. Considers the needs of the learners in the seating
arrangement
3. Uses instructional support materials to help learners
understand the lesson
4. Sees to it that learning is achieved within the period of
time
5. Dismisses the class on time
C. Administrative This Teacher
Work 1. Keeps records of the learners’ attendance everyday
2. Keeps record of formative and summative test
3. Submits reports and other documents on time
4. Does other tasks as requested by superior
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?
2. Which demonstrated behavior, do you find in the teacher that is worthy of emulation
when you become a teacher? Describe.
Answer:
3. Which of the major responsibilities does this teacher find difficult to comply with?
What are the reasons?
Answer:
4. From your perspective, would you consider this teacher as quality teacher? Why?
Answefr:
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?
Answer: Yes! I am even more motivated to become a teacher after r watching her. I
become more interesting in teaching profession and inspired to do my best to become
one of them.
The pupils enthusiasm to learn what they need to know and the teachers teaching
methods and strategies gave me the impression that teaching is not easy as pealing
apple, it is a serious task and profession.
2. When you become a teacher in the future, how else would you do better as a
professional teacher?
Answer: I will surely pay attention to the lesson and activities at hand and focus to find
ways in which the pupils are surely learning while making effort to improve the process
of the learning progress. I won't be scared to take risk and get the chance to make the
lesson more engaging and will draw the pupils’ hidden skills and talent.
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.
Answer: a. Pupils diversity
b. Multigrade teaching
Explanation: These two are the concerns I forsee in the future and I can say that I can
address these concerns as far as I am able to make actions with the help of the parents.
Pupils diversity, it is because sometimes they do not understand other children because
they differ in dialect and culture but with my guidance and assistance, I will help them
understand that no matter what they differ, they will be treated equally.
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)
Answer: If given a chance, I would like to thank Ma'am Diane for being such a good and
humble teacher to me. I adore her a lot.
ACTIVITY 15 .2 The Creation and Management of the New Learning
Environment as a Skill of the 21st Century Quality Teacher
Resource Teacher: ____DIANE G. KO__ Teacher’s Signature: ________________
School: _MANDIH CENTRAL SCHOOL_______ Grade/Year Level: __KINDERGARTEN_
Subject Area: _______________________________ Date: _______________________________
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__kindergarten__
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
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.
SHOW YOUR LEARNING ARTIFACTS
These are the artifacts that you need to file in this Episode.
1. Activity 15.1 Report on the Observations including evidence that go with it.
Activity 15.1 Narrative on the Day in the School Life of the Quality Teacher
2. Activity 15.2 drawing of the present classroom and a drawing of your Vision of the
Classroom for the 21st Century.
3. Activity 15.2 Narrative on how you will manage teaching-learning in the 21st Century
classroom.
2. Quality teacher is equipped with personal qualities and attributes that go beyond
ordinary that is why in the Philippines he/she is described as _______.
A. Teacher of the World
B. Global Teacher
C. My Teacher, My Hero
D. CNN Heroes
4. One of the fundamental requirements of a 21st century classroom that will address
globalization is the provision of conditions that allows ________.
A. Collaboration, seamless use of technology, flexible student groupings
B. Use of technology, teacher-led activities, isolated subjects
C. Teacher-centeredness and use of textbooks to the maximum
D. Use of technology, purely lecture, need to memorize and recall
5. The new type of teachers in the 21st century are those who are ____________.
I. Well-travelled, global citizens, unmindful of their roots
II. Multi-literate, innovative and creative, multi-cultural
III. Master of the discipline, excellent in English, multi-talented
A. I only B. II only C. III only D. I, II and III
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 21st 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.
FS 1 16
On Teacher’s
Philosophy of
Education
OBSERVE
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.
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?
2. If there is one philosophy that schools and teachers should give more attention to,
what should that be and why?
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
by ………(how)
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
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.
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. Empricism
A. Perennialism C. Utilitarianism
B. Progressivism D. Empricism
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. Empricism
B. Progressivism D. Reconstructionism
10. Teacher make 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