EPISODE 1

SCHOOL CAMPUS AND COMMUNITY VISIT

Target Competencies
At the end of this activity, the student will be competent in determining a school environment that
provides social, psychological and physical environment supporting of learning.
Specific Tasks
1. Visit a school. Look into its facilities and areas that support learning (i.e. classroom, library,
playground, canteen, gym, etc)
2. Accomplish the checklist as you move around the school premises
3. Based on your gathered data in the checklist, describe the school environment
4. Make a reflection on the characteristics of the school environment that promote learning
5. Present your idea of a good school environment through:

A descriptive paragraph
A photo essay
A sketch or drawing
A poem, song or rap

6. A general observation of the campus and the classroom is an exciting way to start your observation.
As you move around the campus, jot down your notes on the following:

Describe the community or the neighborhood where the school is found

Describe the school campus. What colors do you see? What is the condition of the building?
Pass by the offices. What impression do you have of these offices?
Read the bulletin boards. What information do you find there?
Walk through the walls, the library, and the cafeteria. Look around and find out the other
facilities that the school has.

REMEMBER: The purpose observation is to provide opportunity for you to relate theory to actual practice.
To help you do this, remember to:
Know and understand what exactly you need to observe
Study the observation guides, listen to your FS teacher and ask questions to be sure all is clear to
you.
Have paper and pen ready to jot down details
Carefully separate facts from interpretations
Accomplish the checklists/forms ASAP so that the details are still fresh in your mind.

Activity Form No. 1

SCHOOL FACILITIES CHECKLIST
Name of the School Observed: Camp Vicente Lim National High School
School Address: Camp Vicente Lim, Brgy. Mayapa, Calamba City
Familiarize yourself with the different areas and facilities of the school. Check the column to indicate
their availability. Give a brief description of those that are available on the last column.
Facilities

Available

Not
Available

Description

Office of the Principal

A large room and all things are organized

Library

A large room, also serve as faculty room of

teachers.

Counseling Room
Canteen/Cafeteria

Spacious and the foods are affordable.

Medical Clinic

Audio-Visual/Media Center

Reading Center

Speech Laboratory

Science Laboratory

Gymnasium

Auditorium

Home Economics Room

Industrial Workshop Room

PTA Office

Comfort Rooms Boys

Needs proper maintenance

Comfort Rooms Girls

Needs proper maintenance

Others (Specify):

Activity Form 1

Observation Guide for the CLASSROOM VISIT

Be guided by these tasks as you do your observation. Then accomplish the matrix to record your
data.
1. Look at the walls of the classroom. What are posted on the walls? What heroes, religious, figures,
visual aids, and announcements do you see posted?
2. Examine how the furniture is arranged? Where is the teacher's table located? How are the tables
and chairs/desk arranged?
3. What learning materials/equipments are present?
4. Observe the students. How many are occupying one room?
5. Is the room well-lighted and well-ventilated?
CLASSROOM FACILITIES MATRIX
Classroom Facilities
1. Wall Displays
2. Teacher's Table

Description
(Location, number, arrangement, condition, etc.)
The walls are painted white and bulletins are posted.

3. Learner's Desk

The teachers table located at the front of the

classroom.
The learners desk is made of wood.

4. Chalkboards/Whiteboards

There is only one chalkboard.

5. Learning Materials/Visual Aids

Books are properly arranged in shelves at the back

of the classroom.
There is only one electric fan available.

6. Electric Fan

YOUR ANALYSIS
How do the school campus and the classroom in particular impact on the learning of the students going to
school? What are your conclusions?
The school campus and the classroom have a huge impact on the learning of the students because school is
the place where students learn. They were teachers who serve as a guide and educator who give learning as
well as the environment.
How does this relate to your knowledge of child and adolescent development? How this relate to your
knowledge of facilitating learning?
In relation to my previous knowledge of child and adolescent development, pupils learn easily if they were
exposed to a friendly atmosphere, free from distractions and noises. They could easily learn if every
meeting teacher uses variety and novelty of learning materials and motivate them always. In connection to
my previous subject facilitating learning that in doing our tasks as a teacher I should follow the methods
and techniques that are best for students to learn and see to it that it is effective.

YOUR REFLECTIONS

1. Would you like to teach in the school environment you just observed? Why? Why not?
I would like to teach to the school that I have just observed because the foundation of education here is
good, since the pupils are few, I can focus on them and give them proper attention.
2. What kind of school campus is conducive to learning?
A certain school can be considered conducive to learning if it has complete facilities such as standard size
classrooms, laboratories and library. The surroundings are clean, well- maintained and free from any
pollutions.
3. What kind of classroom is conducive to learning?
Conducive classrooms is well-ventilated accomplish, has proper lighting, properly decorated and the
furnitures are properly arranged. The colors must not hurt eyes and has cooling effect.
4. In the future, how can you accomplish your answer in number 3?
I could accomplish my plans in the classroom plans in the classroom by engaging the parents in the
beautification of the classroom. Creativity and resourcefulness should exert in order to make my classroom
conducive to learning. Classroom management should be applied too.
5. Write your additional learning and insights here.
I realized that every learner needs a learning environment that would help in processing effectively their
knowledge and skills together with the guide of teachers.

LET YOUR CREATIVITY SHINE

Present an illustration showing your idea of an effective school environment through:
1. A descriptive paragraph
3. A Photo Essay
2. Sketch or drawing
4. A Poem, Song or Rap

Prepared by:
Higoy, Melicyn M.
BSEDMT 4-1

Prof. Cabrera
Subject Facilitator
AY 2015-2016

EPISODE 2

ON LEARNERS DEVELOPMENT AND ENVIRONMENT

My Tools
Use the activity form 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 check-list if a more detailed observation is preferred.
Physical
1. Observe their gross 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 fine 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, moodshifts)
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they self-conscious?
Cognitive
1. Describe their ability to use words to communicate their ideas. Note their language proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for evidence of their thinking
skills.
3. Were there opportunities for problem solving? Describe how did they show
problem solving abilities.

Learners Development Matrix

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

Development Domain

Physical
Gross-motor skills

High School
Indicate age range of children observed

Fine-motor skills
-

She already knows how to dance.

She knows how to write poems, letters essays, stories,
etc.
Shes doing all things by himself.

Self-help skills
Others
Social
Interaction with Teachers
Interaction With
Classmates/friends

She is competitive in the class. She loves to talk with

his teacher.
She has many friends because she is friendly.

Interests
Others
Emotional Moods and
temperament, expression of
feelings

She gets easily annoyed if someone teases her.

She already knows how to manage her
emotions/feelings.

Others
Cognitive
Communication Skills

Thinking skills

She is friendly to everyone and really communicates

well.
She thinks very well and loves problem-solving.

Emotional independence

Problem-solving
Others
My Analysis
Write the most salient developmental characteristics of the learners you observed. Based on these
characteristics, think of implications for the teacher.
Level

Salient Characteristics Observed

Implications to the TeachingLearning Process

High School
Age range of Learners
Observed

High school students like

to talk and mingle with
others.

Therefore, teachers should

remember to have some
activities that will help the
students in socializing with
others.

My Reflections
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?
There are a lot of similarities and differences I remembered. The similarities are playing with my
classmates, sometimes not listening to the teacher, running inside the classroom, etc. The difference is
when I was a child, when I got warned by the teacher, I immediately behave unlike the kids nowadays
who are so stubborn and not listening to what their teachers says.
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?
I remember my adviser when I was in first year high school. We have periodical test tomorrow and I
was worried because I cant review in the night. We have no electricity in our house. She gave an
emergency light and in that way I said to myself that I will bring back my gratitude to her by studying
hard.
3. Share your other insights here.
Children are still developing and constructing knowledge so in terms of teaching, we should discuss
topics that are relevant or appropriate to their cognitive level. Learners must not force to perform tasks that
are beyond their current cognitive capabilities. This learning will be applied to my teaching profession
someday in facilitating learning of the children soon I will become a teacher.

My Portfolio
Which is your favorite theory of development? How can this guide you as a future teacher?
Clip some readings about this theory and paste them here.

Erik Eriksons Theory: Psychosocial Development

I choose Eriksons theory because it is indeed true that personality is determined by experiences
during childhood and adulthood. Development has a series or stages where it is determined by crisis. As a
person grows up, she/she will acquire and construct knowledge and different characteristics that fit on
his/her age depending on the stage he/she belongs.

EPISODE 3

CLASSROOM MANAGEMENT AND LEARNING

Activity Form No. 1

CLASSROOM MANAGEMENT MATRIX

Grade/Year Level: Grade 8

Aspect of Classroom
Management

Section: Pilot
Description

Effects on the Learners (to be

filled up after you answer the
analysis questions)

1. Specific Areas in the

Classroom

Books and students

belongings are properly
arranged.

The pupils are comfortable

inside the classroom since the
areas are well arranged.

2. Classroom Rules

The classroom policy is

posted in the wall.

This will help the pupils to be

reminded when they do a
certain kind of mistake.

3. Classroom Procedures

The procedures are clear to the The learning of the students

students and its also effective will be more productive
to the learning of the students because of the procedures
implemented.

4. Daily Routines

Sometimes, daily routines are

followed but sometimes there
are routines that are not
followed and forgotten too

Students will be guided of

what they will do in the whole
period of class. There will be
no hassle or problems if all is
organized.

5. Seating Arrangement

The seating arrangement of

students is according to their
surnames alphabetically

The pupils are comfortable in

their seating arrangement

6. Handling Misbehavior/ offtask Behavior

The teacher will first tell the

student about his/her behavior
then if he/she is still not
listening, he/she will warn the
student instead of scolding.
The teacher gives compliment
and honour to the learner for
showing positive behaviour in

The learner will realize that

he/she is wrong about her
behavior, and then she/he will
not repeat his/her behavior
again.
Because of this, the student
will strive hard in order to be
admire by his/her teacher and

7. Reinforcement of Positive

the class.

classmates.

Behavior
Your Analysis
1. How did the classroom organization and routines affect the learners behaviour?
The classroom organization and routines affects the learners behavior because if the classroom and the
routines are organized then the student will be interested to learn. It will provide a good atmosphere for the
students to learn because they know that all is well-organized so everything will go well. Good classroom
organization and good classroom routine can produce productive students.
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?
The teacher should think what will be the outcome of his/her designed organization and routines. It must
have a desirable and effective effect to the learning of the students. The teacher must have the knowledge in
organizing and implementing procedures so that everything will go well. The teacher must apply all the
teaching principles he/she had learned, the techniques, methods, strategies, approach, etc. and all the
theories that h/she know because it might help him/her in facilitating learning. If all of that will be realized,
then there will be a good effective classroom for the students.
3. Which behavior strategies were effective in managing the behavior of the learners? In motivating
students? Why were they effective?
The behavior strategy that is effective in managing the behavior of the learners is giving them positive
reinforcements if they are doing well in the class. In this way, the learners will be motivated in participating
the class and will repeat their positive behaviors. Giving them encouraging remarks like very good or
giving them rewards is one of the main reasons why students are motivated.
Your Reflections
1. Imagine yourself organizing the classroom in the future. In what grade/year level do you see yourself?
What routines and procedures would you consider for this level? Why?
If I am going to organize my classroom in the future, I will choose the secondary level specifically the grade
10. I choose grade 10 because this stage where students decide what will they be on the future. I will make
some routines that I know will be effective to them and procedures that will surely make the classroom
organized and conducive to learning. I will provide a permissive and stimulating atmosphere to get the
attention of the learners to raise questions and I will create a desirable environment through the use of a
variety of instructional materials.
2. Make a list of the rules you are likely to implement in this level. Why would you choose these rules?
If I am going to make rules, my rules are: students are strictly advised to wear their proper uniforms,
observe proper etiquette, speak kindly and respectfully to each other, take care of the classroom equipment,
late comers should not be tolerated, everyone must pay attention if someone is talking at the front,, and so
on and so forth. I choose these rules because the rules are not commonly observed and followed by the
students nowadays so I want it to be back and train them in order for them to be disciplined.
3. Should learners be involved in making the class rules? Why?

Yes, because its one way of the learners to express their opinions or point of views about the classroom
rules. This can be done the classroom is democratic and all are open to share and speak out, however the
students should know their limits because teachers are still higher than them. It depends on the teacher if
he/she will let his/her students be involved in making the class rules or the teacher will alone establish the
rules because for him/her, the classroom must be autocratic.
An Observation Guide for the CLASSROOM VISIT

Be guided by these questions as you do your observation of the classroom management. It is also good to
ask the teacher for additional information so you can verify your observation. Write your notes below and
then organize your data in the table that follows.

1. Are there areas in the classroom for the specific purposes (storage of teaching aids, books, students
belongings, supplies, etc.)
2. Are there rules and procedures posted in the room?
3. Did the students participate in making the classroom rules?
4. What are the daily routines that are done by the teacher? (Prayer, attendance, assignment of monitors,
warm-up activities, etc.) How are they done?
5. Is there a seating arrangement? What is the basis of the arrangement?
6. Observe the noise level in the classroom, how is this managed?
7. If learner is not following instructions or is off-tasks, what does the teacher do? (Behavior strategies)
8. What does the teacher do to positive behaviors? (Behavior strategies)

Observation Notes:
There are areas in the classroom for specific purposes like a cabinet for teaching aids, a table for
student belongings and a book shelves for books. There are rules posted in the wall, rules in making the
classroom clean all the time. The pupils are behaving in the manner they should. The teacher starts the class
with warm-up activities. By letting the pupils greet good morning to everyone, and after that they will pray
then sing an action song. The seating arrangement is arranged by groups. The class is noisy but
manageable by the teacher. Whenever the learner is not following instructions, the teacher will repeat the
instruction and reconstruct it to make it more understandable. The teacher reinforced the learner for
showing positive behaviour by saying Ok, very good answer.

EPISODE 4
INDIVIDUAL DIFFERENCES AND LEARNERS INTERACTION
(Focusing on differences in gender, racial, religious background)
Activity Form No. 1
OBSERVATION REPORT
Grade/Year Level: Grade 7

Section: Pilot

An Observation Guide for the INDIVIDUAL DIFFERENCES AND LEARNERS INTERACTION

Read the following carefully before you begin to observe. Then write your observation report on the
space provided on the next page.

Find out the number of students. Gather data as to their ages, gender, racial groups , religious and
ethnic backgrounds.
During Class:
1. How much interaction is there in the classroom? Describe how the students interact with
one another and with the teacher. Are there groups that interact more with the teacher
than others?
As I observed the classroom, I can say that the interaction is quite good because there is learning and
rapport established in the room. The students more interact to each other when they are grouped. The
interaction of the students to the teacher is by participating in classroom activities and talking to their
teacher during free time.
2. Observe the learners seated at the back and the front part of the room. Do they behave and
interact differently?
The students seated at the back sometimes dont listen to their teacher and they are the noisemakers
in the class. On the other side, the students seated at the front are focused on listening to the discussions
of the teachers. There are interactions among the learners if they are grouped by their teacher.
3. Describe the relationship among the learners. Do they cooperate with or compete against
each other?
The relationship among the learners is good because I can see that the students are united and they
are cooperating with each other. Sometimes, there is competition because I know its for the sake of their
grades but most of time they are really helping each other especially when they find the
questions/problems so hard.
4. Which students participate actively? Which students ask for most help?
The students who participate actively in the class are those students who are seated in the front.
Theyre more focused and attentive in listening to their teacher so they get higher scores when they have
quiz. The students seated at the back needs help because they dont understand the lessons always.
5. When a student is called and cannot answer the teachers question, do the classmates try
to help him? Or they raise their hands so that the teacher will call them instead?
When a student cannot answer the teachers question, sometimes his/her other classmates will help
him/her by telling him/her the answer but most of his/her classmates are competitive and raises their
hands so that the teacher will call them instead. The cooperation/unity and competition of the students
in the room is balanced.
Outside Class:
1. How so the students group themselves outside class? Homogenously, by age? By gender?
By racial or ethnic groups? Or are the students in mixed social groupings? If so, describe
the groupings.

After the class, the students will separate and go to their groups. Most of the, are by age and genders
and some of them are in mixed social groupings, from other section mingles with the other sections.
Theyre enjoying their groups.
2. Describe how the learners interact with each other? What do they talk about?
In the classroom, the interaction of the learners to each other is not so active. I observed that those
students seated at the back have their own business while student seated at the front sometimes dont
interact at students at the back. Their common topic is about trending topic from social media.

YOUR ANALYSIS
1. Identify the persons who play key roles in the relationship 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?
In terms of relationships and interactions in the classroom, I can see that all is having a good
relationship and interaction with each other. They talk to each other, laugh, play, study, etc. If there is no
teacher involved in the interaction, there are students who appear to be the entertainer of the class. He
jokes and makes the class laugh, then after that, they will tease and talk to each other and I can see it
that theyre having fun. If everything goes wrong, of course there is a little teacher who will manage the
class and ensures that interaction must be good and favourable
2. Are students coming from the minority group accepted or rejected by the others? How is this
shown?
In the classroom, I can see that the students are all equal to each other and respecting each other.
They dont care whether what minority group you came from or what religious or racial background you
are as long as you belong to the classroom, you are accepted. The students are not choosing who they
want to talk, they are interacting well in the class and so the teacher.
3. How does the teacher influence the class interaction considering the individual
differences of the students?
The teacher can influence the class interaction by considering the individual differences of the
students. In this way, the students are acknowledged that they have individual differences in the
classroom. Everyone can accept and understand each other and through this, they will interact more
because interacting with each other can help them know more about their classmates. Its natural that
we have our individual differences because we came from different social and cultural backgrounds so it
is understandable that everyone has unique differences from others that will cause others to be
interested and mingle to them. If everyone is interested to each other, then interaction happens.
4. What factors influence the grouping of learners outside the classroom?
When the class is done, I can see students grouping outside the classroom. They grouped themselves
by their age and gender. Boys go with boys and girls go with girls. They also grouped accordingly to
their interests like those students who loves to play games and go outside and also those students who
wants to study will group themselves and just stay in the room.

YOUR REFLECTIONS
How did you feel being in that classroom? Did you feel a sense of oneness or unity among the
learners and between the teacher and the learner?
Every time Im in the classroom, I feel good observing them because students are really good to me
and theyre respecting me even though were just in the same age and Im still in the first year and not their
practice teacher. I feel sense of oneness/unity among the learners and between the teacher and the learners.
Learners unite when there are groupings or in every questions or problems that they find difficult to solve.
The teacher and the learners unite when you can see that the classrooms atmosphere is good and favorable
because you can see that everyone is participating and active in the class.
In the future, how would you want the learners in your classroom to interact? How will you make
this happen?
In the future, I will establish effective procedures or strategies that can be a way to develop rapport
and interaction in the classroom. I must be creative in creating these strategies in order to have an desirable
outcome. I must use some techniques, methods, styles and approaches to make my plans work. I must put
into my mind that interaction is one of the most important things in the classroom and it should be observed
every day. I can make this by encouraging the students to participate and interested during class
discussions, grouping them to establish unity and camaraderie and of course making myself approachable
to the so they will not hesitate to come to me whenever they have problems or concerns. If this all will be
realize, then there is an effective and good interaction in the classroom.
How will you encourage all learners, regardless of religious, ethnic or racial background, to interact and
participate?
I could encourage all learners regardless of religious, ethnic or racial background to interact and
participate by initiating co-curricular activities/experiences that are aimed to promote diversity awareness
such as Linggo ng wika, cultural shows and intramurals, exposing them to other students with diverse
backgrounds and experiences also serves to help students focus on their awareness of themselves.

EPISODE 5
INDIVIDUAL DIFFERENCES AND LEARNERS INTERACTION
(Focusing on different levels of abilities)
An Observation Guide for the INDIVIDUAL DIFFERENCES
Read the following carefully before you begin to observe. Then write your observation report on the space
provided on the next page.
1. Observe the class to see the difference in abilities of the learners.
2. Try to identify the students who seem to be performing well and those that seem to be behind.
3. Validate your observations by asking the teacher about the background (family, socio-economic,
presence of some learning disability, etc.) of these children.

4. Observe the behavior of both the high-achieving and low-achieving learners. Note their dispositions,
pace in accomplishing tasks, interaction with teacher, and interaction with others.
5. Observe the teachers method in addressing the individual learning needs of the students in his/her
class.
Activity Form No. 1
OBSERVATION REPORT
Grade/Year Level: Grade 7

Section: Pilot

YOUR ANALYSIS
1. Did your observation match the information given by the teacher? Were you able to correctly identify
who among the students performed well and who did not? What behavior helped you identify them?
(volunteering to answer, responding to teachers directions, etc.)
Yes, some of my information matches the information given to me by the teacher. I was able to correctly
identify who among the students who performed well and those who are not and it is obvious to identify
them anyway because you can see it by how the student participates in the class, how he/she socialized or
what scores did he/she gets from quizzes, oral recitation, etc. The students who are performing well are
participative and active while those who didnt are just quiet and they are shy.
2. Describe the differences in ability levels of the students in the class. Is there a wide gap between
students who are performing well and those that are not?
The gap between the students who are performing well and those who are not is sot so far because even
though the low achievers sometimes cant cope with their lessons, they are trying to understand and ope
with their lessons and I can see that eagerness to learn in their faces. The ability levels of the high achievers
are quite different from the low achievers based on how they perform in the class.
3. Describe the methods used by the teacher in handling the students differences in abilities. How did the
students respond to the teacher?
The method that the teacher used in handling the students differences in abilities is by assessing those low
achievers to cope with their lessons. She want that everyone must participate and be active in the class
especially to the low achievers. The teacher also applies method and techniques that she knows that will be
effective or fits the capabilities of her students and also in order for the students to respond productively to
the teacher and as what I see, the students follow their teacher and theyre trying to cooperate and
participate so I can say that theyre
YOUR REFLECTIONS

Recall the time when you were in the 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?
When Im in my third and fourth year, I have the same classmates. I can recognize those who are high
achievers and low achievers. Most of the high achievers are girls and the low achievers are boys. When
there is groupings in the class, our teacher will assign those high achievers in every group so that those who
are low achievers can cope with the lessons and it is also fair because the students group is balanced (high
and low achievers are grouped together), Every time when the problem is hard, she will just call those
intelligent students to answer while those low achievers will just sit on their seats doing nothing. However,
there are also times that those slow learners will be tutored by those intelligent students. This method is
sometimes kind of effective because I can see that the slow learners are doing well in answering the topics. I
can also say that our teacher is effective because she is trying her best in dealing differences in abilities.

With the principle of individual differences in mind, what methods and strategies will you remember in the
future to ensure that you will be able to meet the needs of both the high and low achievers in your class?
I will practice the law of exercise, wherein I will practice more often the best strategies that will motivate
the learners to learn, law of readiness that I must be prepared all the time and law of association or
belongingness that I will treat my students equally whether they are fast or slow learners.
How will you encourage all learners, regardless of religious, ethnic or racial background, to interact and
participate?
I could encourage all learners regardless of religious, ethnic or racial background to interact and
participate by initiating co-curricular activities/experiences that are aimed to promote diversity awareness
such as Linggo ng wika, cultural shows and intramurals, exposing them to other students with diverse
backgrounds and experiences also serves to help students focus on their awareness of themselves.

EPISODE 6
HOME- SCHOOL LINK
An Observation Guide for the HOME-SCHOOL LINK
Read the following carefully before you begin to observe. Then write your observation report on the
provided space.
1. Make a general observation of the learner. Describe him in each of the domains of the
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, likes by others, etc)
Emotional moods (temperament, cries easily, loses temper, happy, shows,
enthusiasms, excited, indifferent, etc.)
Cognitive (appears to understand lessons, copes with the lessons, excels, lags behind,
shows reasoning skills, turns in assignments and requirements, etc)

Interview the Teacher:

1. What are the most noticeable characteristics of the learner? (emotional disposition, behaviour
and discipline, sense of responsibility, study abits, academic performance relationship with
adults, social adjustment)
2. How does the teacher communicate with the parents? How often? What do they discuss?
Agree on?
Interview with Parents:
1. Conduct a home visit. Once there, observe the home set-up. (Home is orderly, family pictures
in the living room)
2. Use the interview questions on the next page. Just ask the questions with which you feel
comfortable.

Activity form No. 1

OBSERVATION REPORT

GRADE/YEAR LEVEL: Grade 7

SECTION: Pilot

YOUR ANALYSIS:
1. From your home visit and interview, what do you think is the style of parenting experienced by the
learner? Explain your answer.
When I interviewed the learner her mother when I visited their home, I think the style of parenting
experienced by the learner is authoritative. Her parents are kind of firm but theyre loving to their child. The
rules are not so firm because they know that if they will be strict to their child, theres a possibility that the
child will turn against them. So they show support to the child in everything, in school, in any other
activities in their place, etc. They show care to their child, for example, she is not yet home and its already
late, her parents will worry and call her if where she is and what is she doing in late hours. Can say that
the parents are very supportive to the child.
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?
Relating with what I learned from child development, family is one of the main factors that will
contribute to the development and over-all adjustment of the learner. If his/her family is okay and supportive
to the childs schooling, then the child will be socially competent, self-reliant, and will have a greater ability

to show self-control because they know that in times when they have problem, he/she knows that he/she has
a family who can help him/her in his/her adjustment and development in school.
3. Does the communication between the home-school have an effect on the learner? If yes, what are these
effects?
Yes, home-school communication is good because it can be a greater help in the schooling of the
child. The child will be guided in his/her behavior both in school and home. If there are any problems in
school or home, then the child will be corrected or assist by their parents or teacher. The effects of this is the
child will be monitored well whether he/she is in the school or home because school-home has a connection
and the actions will be taken by their teachers/parents.
YOUR REFLECTIONS
Reflect on your own development as a child. What type of parenting did you experience? How did it affect
you?
My parents are not so strict. They let me decide but they give me conditions. I feel trust from them
with this parenting I experienced from them.
As a future teacher, how would you establish good home-school collaboration? How can you work well with
the parents? How can you help them? How can they help you?
As a future teacher, I will establish good home-school collaboration by ensuring that my students
will apply what they learned in the school to their homes, that my students will feel that school is their
second home, and parents are connected to the school so whether there are problems with their child,
they can immediately respond to guide and assist their child. I can work well with the parents by having
a meeting wherein we will discuss some matters about the needs of the school, problems, behaviors, and
performance of their child in school. By those, I can help them to know whether their child needs
guidance or something. All I want to the parents is to monitor their child not just in their school
performance but also their etiquettes and behaviors in their home. Teachers and parents must unite and
cooperate in terms of the childs schooling. They should be updated of the childs god and wrong
behaviors. If these will all be realised, then we will not have problem/trouble in dealing with the
learner/child.

REFLECTION ACTIVITIES
1. Make an artistic, colourful and creative visual expression of your insights or feelings about the
influence of the home and school to the learner. Then, write a few statements about your visual
art.

2. Make a reflection acrostic about the Home and School Link:

H- ome is the first step
O-f
M-ans
E-ducation
S-ome parents and teachers
C-ommunicate and cooperate to
H-ave an
O-rganized and productive characteristics
O-f the
L-earners
L- earn to
I-ncrease and develop communication of parents and teachers to have a
N-ice learning environment for the learners in order for them to have
K-nowledge and more learnings.

SUGGESTED PARENT INTERVIEW GUIDE

NAME OF THE LEARNER: Zoren M. Magampon
DATE OF BIRTH: March 15, 2000

PLACE OF BIRTH: Calamba City AGE: 15 yrs. old

GRADE/YEAR LEVEL: Grade 10 GENDER: Male

NUMBER OF SIBLINGS:5

BIRTH ORDER: 4th

FATHERS NAME: Rodrigo Magampon

AGE: 50 yrs. old

OCCUPATION: Jeepney Driver

MOTHERS NAME: Adelina Magampon

EDUCATIONAL ATTAINMENT: Undergraduate

AGE: 48 yrs. old

OCCUPATION: Sewer

EDUCATIONAL ATTAINMENT: Undergraduate

LEARNERS PHYSICAL ASPECT:

HEIGHT: 150 cm.

WEIGHT: 46 kg.

HEALTH CONDITION DURING CHILDHOOD: Healthy

AT PRESENT: Healthy

MOTHERS HEALTH DURING PREGNANCY WITH THE LEARNER: Healthy

AILMENTS OR HEALTH PROBLEMS OF THE LEARNER AS A CHILD: None
AGE OF THE LEARNER WHEN HE/SHE STARTED TO WALK: 1 yr. old
FOOD PREFERENCE OF THE LEARNER AS A CHILD AND AT PRESENT: fried chicken, cake
WHO TOOK CARE OF HIM/HER AS A CHILD? His parents
LEARNERS SOCIAL ASPECT:
Describe your childs sociability (friendly, outgoing, or shy, loner, etc)
Zoren is friendly, he loves to mingle with other people.
Who were the learners playmates during childhood? At present?
During childhood, his playmates are our neighbourhood. Today, he is with his classmates.
As a child then was he/she allowed playing outside?
He was allowed to play outside but it has limitations.
At present, is he/she allowed to go out with friends?
He is allowed to go out with his friends but there are also conditions.
Do you have rules for him/her to follow regarding going out? What are these rules?
Yes, he must go home early and always notified me where he is.
EMOTIONAL MORAL ASPECT:
What are your expectations of your child?
I expected him to focus on his studies and to be successful.
How do you provide a nurturing environment for your child?
I support him in every decision and actions he always made.

Does your child go to you when she/he feels down or has a problem? What do you do to meet his/her
emotional needs?
Yes, my child goes to me when he feels down or has a problem. He shares it to me and I comfort him by
using comforting words and I also give advice.
What do you do when he/she is not successful in something?
Motivate him to be persistent that he must keep on going so that in the next try, he will succeed and not fail.
How do you discipline your children?
I disciplined him by telling him the things I want and dont want to happen.
Do you have rules in the house? What are they?
Yes, I have rules in the house like Zoren must be attentive in his studies, in going out with his friends, he
must not go home late, he must also clean his room and do his assign household chore.
How do you impose the rules?
I imposed these rules by reminding him.
What are the consequences of breaking the rules?
If he breaks the rules, he will be warned of his behaviour but if he repeats the same mistake, thats the time
to take some actions.
LEARNERS COGNITIVE ASPECT:
What are the childs interests?
His interests are music and playing guitar. He also loves the subject Mathematics.
What is he/she good at in school?
He is an outstanding student in his school for being leader and journalist.
In what subjects/s does he/she have difficulty?
He has difficulty in English.
How do you monitor his/her performance in school? How do you motivate him/her?
I monitor him by checking his grades and asking him if hes doing his homeworks and projects. I motivate
him by encouraging him to continue his good behaviours.
Do you have rules at home to help him develop good study habits? What are these rules? How are they
implemented?
Yes, for example Zorens exam is fast approaching. I will tell him to focus first on studying for the exam. No
watching of television and going out with friends.

EPISODE 1
PRINCIPLES OF LEARNING
Class Observed: Grade 7

Subject: Mathematics

Teacher Observed: Mrs. Marilyn Nuno

A. Observed at least 3 different classes. Pay close attention to what the teacher does to teach and what the
learners do to learn. Accomplish this matrix during your observation.

Principles of learning
1. Learning is an experience which
occurs inside the learner and is
activated by the learner.
2. Learning is the discovery of the
personal meaning and relevance of
ideas.
3. Learning is a consequence of
experience.

4. Learning is a cooperative and

collaborative process.

5. Learning is an evolutionary process.

6. Learning is sometimes a painful

process.

7. One of the richest resources or the

learning is the learner himself.

8. The process of learning is an

emotional as well as intellectual.

9. The process of problem solving and

the learning are highly unique and
individual.

Teaching/Learning Behavior of the

Teachers/Learners as Proof of Application of
the Principles of Learning
Teacher lets the learners do the learning
activity E.g. Pupil writes the solutions instead
of Teacher writing for them.
a good number of students shared their
insights about the topic
Listening from the answers of the students,
they have shared really something significant
and relevant to the topic at hand.
The teacher provides group activities for the
students are being able to learn by having the
chance to share their own ideas and work
together with groups.
The teacher was patient enough to draw
important thoughts and ideas, which is time
consuming if the students do it by themselves.
Learning is like a step-by-step process.
I can see the frustration painted in the faces
of several students who were not able to
answer the question correctly.
The teacher let the discussion centred with
the learners ideas and experiences rather
than her thought only. The students were
given chances to share their learning through
the proper used of art of questioning.
There was the emphasis on definition of
terms, relating it previous knowledge, and
explaining the ideas conveyed by the author.
These things are necessary but there is also a
need to enkindle their emotions so as to make
an impact or to increase the probability of
retention.
Multiple intelligences were being considered
by the teacher. Vicarious activities and
materials are being provided and utilized to
cope with learning styles of different
individual.

My Analysis

From the observation made, which learning principle was applied most?

The teacher applied the principle of learning being a social process. She made the pupils interact with one
another through group works and activities.
Which learning principle was applied least or not at all applied?
The process of learning is emotional as well as intellectual was I think to be the least applied because as
part of this principle, the teachers wont able to determine other factors that could affect their learning such
as if they had eaten their breakfast or not? Or are they happy or sad?
Do you agree with these principles of teaching? Or have you discovered that they are not always correct?
Yes, I agree on those principles of learning because as Ive observed different teachers applications of the
principles were always been effective.

My Reflections

Lessons I have learned from my observations on the classroom application of the principles of learning.
Based on what I had observed, the Resource teacher really adheres to the different learning principles. Even
though some principles are not clearly shown on the way she teach, still I can see that her teaching is
effective because of the principles of learning that she applied together with the strategies and methods she
used. She grouped the students, she let her students do tasks individually and after that present it to the
class, she let the students answer her questions based on their prior knowledge, experiences and their own
meaning/words and also she just not teach the students intellectually but also emotionally. Seeing how these
things are applied, I can say that the Resource teacher definitely shown to me what a real and true teacher
is and with that I can see that the learners are learning effectively and productively in the class.

Peace Concept On Focus: Collaboration/ Participation/Cooperation

Cite instance/s when students were encouraged to ask questions, to talk about and reflect on what they
learned.
Peace Concept on Focus:
Collaboration/Participation/Cooperation
Students should be able to provide opportunities to the learners to participate and collaborate with others in
classroom activities through strategies that allow more learners engagement and cooperation.

My Portfolio

Scribe at least 5 principles of learning in your own words and explain briefly.
Principles of Learning in My Own Words

1.
2.
3.
4.

No two individuals learn in the same way.

Learning is socializing and sharing ideas with others.
Learning is a lifelong process.
Learning involves rewards and punishments.

5. Learning is reflecting, understanding and applying the essence of ideas and meanings in their lives.

EPISODE 2
LESSON OBJECTIVES AS MY GUIDING STAR
Class Observed: Grade 9

Subject: Mathematics

Guiding Principles in Determining

Formulating Learning Objectives

1. Begin with the end of mind.

2. Share lesson objective with students.

and Teaching Behavior/swhich Prove/s Observance

of the Guiding Principle
1. The Resource Teacher began her lesson by
starting her objective.

2.
The Resource teacher begins with a
statement and clarification of the lesson
objective. The teacher also encourages the
students to make lesson objectives on their own.

3. Lesson objectives must be in the 2 or 3 3. The Resource teacher not only show or state
domains cognitive, skill and affective or the definition of paraphrasing (cognitive) but
cognitive and affective or skill and affective.
also she encourage the students to share their
feelings by choosing a line of the song that they
just sung (affective).

4. Work on significant and relevant lesson 4. The Resource teachers objectives is kinda
objectives.
relevant to the students daily life. She gives
examples that the students can relate with.

5. Lesson objectives must lead to the 5. The Resource teacher not just gave them
development of critical and creative thinking.
written task but she also asked orally to the
student. Through this, students can develop
critical thinking and creative thinking.

My Reflections
Some once said: There are dull teachers, dull textbooks, dull films but no dull subjects. Do you agree?
Write down your reflections.
I agree with this statement because the subjects whom we are taking are all interesting the only thing
that is making it dull is the way they are delivered to us. The dullness of subjects is because of teachers who
dont know how to deliver their lessons in an interesting way. Dull films also are the reason why some
subjects become uninteresting. So in sum I can say that there are no dull subjects in fact it is the way that
these subjects are delivered that will show or become that reason whether the subject is delivered
interestingly or uninteresting.

How should you organize subject matter so that your teaching will always be fresh and interesting?
I should know and study my subject matter.

Peace Concept On Focus: Collaboration/ Participation/Cooperation

Cite instance/s when students were encouraged to ask questions, to talk about and reflect on what they
learned.
Peace Concept on Focus:
Collaboration/Participation/Cooperation
Students should be able to provide opportunities to the learners to participate and collaborate with others in
classroom activities through strategies that allow more learners engagement and cooperation.

EPISODE 3
ORGANIZING CONTENT FOR MEANINGFUL LEARNING

Class Observed: Grade 9

Subject: Mathematics

A. Observed a class and identify the lesson objectives, learning activities, instructional materials, and
assessment tools employed by the teacher. Accomplish the matrix below.

Subject Matter

1. Mathematics

Theories of
learning applied
by the teacher

Lesson
Objectives
Develop the skill
of
adding
fractions.

Law
Readiness

of

Learning
Activities and
Instructional
Materials
Board Work
flash cards
chalk
black board
eraser

Assessment
Tools
Through board
works,
seat
works and home
works.

B1. Complete the matrix.

Guiding Principles in Determining and
Formulating Learning Objectives

1. Begin with the end of mind.

2. Share lesson objective with students.

Teaching Behavior/s which Prove/s

Observance of the Guiding Principle
Teacher ensures that her lesson objectives are
SMART. She said that excellent lesson
objectives must be Specific, Measurable,
Attainable, Result Oriented and Time-Bound.

Imparts her lesson objectives including plans

and purpose of lesson for her students.

3. Lesson objectives must be in the 2 or 3 The lesson is holistic and complete because it
domains cognitive, skill and affective.
dwells on knowledge, skills, and values.
The teacher asked her students on what is
their point of view about the topic. Some
4. Work on significant and relevant lesson students raised their hands and gave their
objectives.
own thoughts, ideas, and comments and after
that, she raised again a question and she
asked her students.
5. Lesson objectives must lead to the
development of critical and creative The teacher gave a problem to solve.
thinking.
B2.

After observation, write down what you think was/were the teachers lesson objective/s.

Develop the skill of adding fractions.

B3.
Ask permission from your teacher for you to copy her lesson objectives for the days lesson. Copy it
here then compare it your answer in B2. Are they the same? Different? Why?
To develop skills in adding fractions. Yes, they are the same.
B4.

Did you the lesson objective SMART? Why or Why not?

No because it just a basic skills.
My Reflections

Are lesson objectives truly the guiding star in the development of a lesson? Or a lesson objectives
sometimes forgotten as the lesson develops?
Learning objectives are of key importance when creating lesson plans. They provide students with
information about what they are going to be learning while giving them an indication of how their learning
will be measured. There are a few rules to writing excellent learning objectives that should be followed.
Unfortunately, many teachers do not spend the time to create effective, measurable lesson objectives before
they write their lesson plans. We know that once you started making the objectives specific and measurable
you will found that you were able to use them like a blueprint to keep you on task as you teach your lessons
in class.

EPISODE 4
PRINCIPLES IN THE SELECTION AND USE OF TEACHING STRATEGIES
Class Observed: Grade 7

Subject: Mathematics

B. Observed a class and identify the principles in the selecting and using of strategies. Use the matrix
below.
1. Complete the matrix.
Guiding Principles in the Selection and Use of
Strategies
1. Learning is an active process.

Teaching Behavior/s of the Resource Teacher

that Applies the Principles

2.

The teacher gave a group activity.

The teacher encourages the students to

2. The more senses are involve, the more and participate well in the class or in a discussion
the better the learning.
and answer correctly the problems on the
workbook.
3. A non threatening environment enhances The teacher gave praises and encouragement
to the students.
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 the students everyday life.

The teacher gave jokes related to the

topic/lesson and so students were able to
construct an idea regarding the lesson.
The teacher taught the procedure to the
students on how to store the answer using
calculator.
The teacher gave examples related to the
problem in relation to our daily lives.

7. An integrated teaching approach is far

The teacher asked volunteer students to solve

more effective than teaching isolated bits
on the board so that he will test the ability of
of information.
the student.
After observation, write down what you think was/were the teachers best method. Why?
I think the best method is when the teacher gave examples related to the problem into our daily lives
because it connects students on their own and they can easily cope up because it is associated to them.
My Portfolio
From the list of principles in #1, choose one principle and illustrate it by means of visual representation.

EPISODE 5
ON TEACHING APPROACHES AND METHODS
Class Observed: Grade 7

Subject: Mathematics

C. Observed a class and identify the principles in the selecting and using of strategies. Use the matrix
below.
Teaching Methods and
Strategies

Instructional Materials Used

Assessment Tools
questioning

1. Inductive/ Deductive

Chalk and board

Scientific Calculator

Rubrics on reporting

2. Reporting

Pentel pen and manila paper

Scientific Calculator
Chalk and board
Scientific Calculator

Giving of assignments and

quizzes

Chalk and board

Scientific Calculator

Rubrics on board work

Problem
3. Solving
Board
4. Exercises
My Insights/Reflections

1. What principles in teaching-learning were commonly applied in the class you have observes?
The teacher applied the principle of learning being a social process. She made the pupils interact with one
another through group works and activities.
2. What instructional materials were used in teaching?
Chalk and board
Scientific Calculator
Marker and Manila paper
3. Which of the principles in teaching facilitate the cognitive, meta-cognitive and positive motivational
processes of learning?
In the cognitive aspect, wherein the intellectual operation from the lower level of simple recall of
information to more complex one and the high- level of thinking process. It includes the students ability to
recognize and recall the information taught; understand the meaning of the information; how to use the
information; to generate new ideas and knowing the worth of the idea.

In the metacognitive aspect, includes the learners awareness of the information; having the interest of
the subject matter; showing tentative belief on the value; and demonstrating consistent beliefs and
behaviors that will relate their way of life.
In the positive motivational process of learning, involves the pupils all in all coordination;
communication of ones ideas and feelings.
Peace Concept on Focus: Collaboration/ Participation/Cooperation
Scribble a brief reflection of your feelings and insights from your observation experience. The observations
made on the principles of teaching and learning are shared with a fellow FS student to share insights and
draw a common conclusions as to applicability and effectiveness according to given context and type of
learners. This sharing is meant to critique the observations in a friendly mode.
Based on what I had observed, the Resource teacher really adheres to the different learning
principles. Even though some principles are not clearly shown on the way she teach, still I can see that her
teaching is effective because of the principles of learning that she applied together with the strategies and
methods she used. She grouped the students, she let her students do tasks individually and after that present
it to the class, she let the students answer her questions based on their prior knowledge, experiences and
their own meaning/words and also she just not teach the students intellectually but also emotionally. Seeing
how these things are applied, I can say that the Resource teacher definitely shown to me what a real and
true teacher is and with that I can see that the learners are learning effectively and productively in the class.

EPISODE 6
ON LESSON DEVELOPMENT
Class Observed: Grade 8

Subject: Mathematics

Observed a teachers manner of questionings and reacting techniques to his/her students. Identify those that
promote interaction.
1. Score the teacher every time s/he demonstrates any of the following questioning behaviors.
Questioning Behavior

Tally of Use

Frequency

1. Varying types of questions

III

2. Asking non-directed questions

IV

XVII

17

4. Rephrasing

II

5. Sequencing logically

III

6. Requiring abstract thinking

II

7. Asking open-minded questions

III

8. Allowing sufficient wait time

II

9. Involving as many as possible

XXXX

20

3. Calling on non-volunteers

2. Write samples of Questions asked under each type.

Type of Questions
1. Convergent Questions

2. Divergent Questions

3. Low-Level Questions

Sample Questions Asked

Which is smaller, 5/16 or 3/8?

What different strategies can we use to solve

the problem?

9 3 = ?

4. High-Level Questions

How could you simplify this equation: 9x + 27y

= 153?

3. Reacting Techniques: Score the teacher every time s/he makes use of any of the techniques.
Reacting Behavior

Tally of Use

Frequency

1. Providing acceptance feedback

XXX

15

2. Providing corrective feedback

XX

10

3. Giving appropriate praise

XII

12

4. Repeating the answer

VI

5. Explaining the answer

VII

II

VIII

8. Redirecting questions to other pupils

III

9. Soliciting students questions

IX

10. Encouraging through non-verbal behavior

III

11. Criticizing responding student for his/her answer

II

12. Scolding for misbehavior or not listening

IV

13. Overusing expressions suck as Okay, Right, etc.

6. Rephrasing the questions

7. Asking follow-up questions

My Analysis

1. Which questioning and reacting techniques encouraged teacher-student interactions? Which one did not?
The best way to encourage student-teacher interaction is simply to ask questions. Students will
respond to questions and experiments.
2. Children go to school as question marks and leave schools as period, Does this have something to do
with a teachers questioning and reacting techniques? Why or why not?
In the classroom settings, teacher questions are defined as instructional cues or stimuli that convey to
students the content elements to be learned and directions for what they are to do and how they are to do it.
The teacher must always put in mind that the knowledge and skills used in asking different types of questions
in a classroom is one important but critical aspect of the teaching and learning process.

My Portfolio

I promote class interaction by my favorable remarks. Here are ten examples of expressions I must use to
inspire my student to be involved in class interaction.
1. Good job!

2.

Very Good

3. Hello! Hi! Good morning! Good

afternoon!
4.

Great! Very well done!

5. Yes, thats right. Thats it!

6. Not quite right, try again.
7. Nice work!
8. Thats nearly right. Thats better!
9. Brilliant! Excellent! Wonderful!
10. Today Im happy with you
.11
.12
.13
.14
.15
.16
.17
.18
.19
.20
.21
.22
.23
.24
.25
.26
.27
.28
.29
.30
.31
.32
.33
.34
.35
.36
.37
.38
.39
.40
.41

42.

43.EPISODE 1
44.THE SCHOOLS LEARNING RESOURCE CENTER
45. My Tool
46.
As you visit and observe a learning resource center relative to your field of
specialization in your respective cooperating school, use activity forms provided for you to document
your observation. Ask the assistance of the one manning the center courteously.
47.
48. LEARNING RESOURCE CENTER
49. Camp Vicente Lim NHS Computer Laboratory
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
61.
62.
63.
64. In a paragraph of not less than 100 words, describe the learning resource center observed. Kindly
include its characteristics and functionalities.
65.
After your observation, classify the resources available in the learning resource center.

The learning resources/materials were arranged carefully for the convenience of the students. As an
example for the Computer-Based Learning Module (CBLM) of Computer Hardware Servicing, it was
put inside a divider located inside the designated training area together with various CBLMs, books
and other relevant items and materials that can be used anytime. The location as well as the
arrangements of the materials provides the students with the advantage of accessing these during
trainings.
66.
67.

1. Name of Center Observed: Camp Vicente Lim NHS Computer Laboratory

2. Date of Observation : August 1, 2015
3. Name of Observer: Higoy, Melicyn

4.
5. List of Available Learning Resources

6.
11. Teaching
7. Available Learning
8. Resources
1. Print Resources
12. Reference books

13.

2. Audio

Visual

Resources

Cassette
16. Audio Tapes
17.
Compact Disc
18.

9. Characteristics and
10. Unique Capabilities
14. Organized and maintained,

wide range of updated

reference books; Update
important information for
subject matter

19. Commonly used for

entertainment purposes. It could

also be used for the presentation
of the reports and discussions

3. Non-electronic Visual

27. These materials can keep for

Resources
21.
Models
22.
Charts
23.
Mock-ups
24.
Board Displays
25.
Flashcards
26.

a long period. It is good for

display purposes that gives
information to the students

4. ICT Resources
31.
32.
33.

35.

Computers
Overhead Projectors
Televisions
34.

36. Its application gives the

students a global way of

learning experiences. Files
can be kept for a long
period.

Approaches
where the
Resource is Most
Useful
15. Students
mastery of their
lessons, inquirybased
approaches, and
research-based
teaching
20. Letting
the
student explore the
elements of an audio
production could be an
effective
teaching
approach because it
develops
listening
skills of students.
28. Experiential
learning could
be a teaching
approach where
resources most
useful.
29.
It could be
inductive,
learner centered
and activity
oriented. The
emphasis in
experiential
learning was on
the process of
learning and not
on the product.
30.
37. Direct
instruction was
highly teacher
directed and was
commonly used.
This
includes
methods such as
lectures,
questioning,
explicit teaching

69. My Analysis
1. What are the strengths of this Learning Resource Center?
70.
The strengths of the resource centre are computers always available during school
days and students can use it for their research or based assignments, preparation of the hand-outs
and any other computer based works.
71.
2. What are its weaknesses?
72.
Some computers are not working properly thats why it needs maintenance.
73.
3. What suggestions can you make?
74.
I suggest that the ICT resources should be given proper care and maintenance
because severe viruses were saved in the computer file system. That's why most of the students and
teachers do not inject their flash drives to avoid any file corruption and spreading of the viruses.
75. My Reflections
1. Which of the materials in the Learning Resource Center caught your interest the most? Why?
76. The internet and the computer, it is more convenient and much easier in research and in
making reports. It is broader and more presentable.
2. Which gadgets/materials are you already confident to use/operate? Why?
77.
The books, computer, projector and other materials that were related to multimedia
presentation were the gadgets or materials that give me a strong confidence and belief in my own ability
to use or operate it.
78.
3. Which ones do you feel you need to learn more about? Why?
79. I need to learn more on how to make a prezi, video presentation and video editing.
80. My Portfolio
81.
After seeing all the available resources in your field of specialization, you may be
thinking of other resources that you can add to the collection of the learning center that you have
observed. What material can you improvise to support instruction? How can this be useful in
instruction or teaching?
82. IMPROVISED INSTRUCTIONAL MATERIAL
83. Simulations
84.
85.
86.
87.
88.
89.
90.
91.
92.
93.
94.
95.
96.
97.
98.
Computer simulation is the discipline of designing a model of an actual or theoretical
physical system, executing the model on a digital computer, and analyzing the execution output.
Simulation embodies the principle of ``learning by doing'' --- to learn about the system we must first
build a model of some sort and then operate the model. The use of simulation is an activity that is as
natural as a child who role plays. Children understand the world around them by simulating (with
toys and figurines) most of their interactions with other people, animals and objects. As adults, we
lose some of this childlike behavior but recapture it later on through computer simulation.
.99

.100
.101
.102
.103
.104
.105
.106
.107
.108
.109
.110
.111
.112
.113
.114
.115
.116
.117
.118
.119
.120
.121
.122
.123
.124
.125
.126
.127
.128
.129
.130
.131
.132
.133
134.

136.
137.
138.
139.

135.
EPISODE 2
BULLETIN BOARD DISPLAY

My Tool

140. As you observe the class, use activity forms provided for you to document your
observation. Be sure to ask permission from your resource teacher to observe his/her class on a time
convenient to him/her. Courteously clarify and discuss with him/her the purpose of the observation.
141.
142.
UTILIZATION OF TEACHING AIDS
143.
144.
The teachers lesson is about quadratic formula. Her approach is individualized. She
provides handouts and answering sheets for each student.
145.
146. After your observation, accomplish the given form.
147.
148.
UTILIZATION OF TEACHING AIDS FORM
149.
150.
Grade of the Class Observed: Grade 9

151.
Date of Observation: August 6, 2015
152.
Subject Matter: Mathematics
153.
Description of the Teaching Approach Used by the Teacher:
154.
The teaching approach used by the teacher is the individualized teaching
approach the students read the descriptions on the visual aids and the teacher
discuss to the students. After that, the teacher gives the students some examples on
what she discussed about.
155.
156.
157.
158.
159.
163.
Com
ments on
the
161.
Str
162.
We
160.
Teaching Aids
Appropriate
engths
aknesses
ness of the
Teaching
Aids
1. Visual-aids
166.
Th
169.
The
167.
It
164.
e
visual aid
will be
students
assists the
only weak
can
teacher in
if the
understa
delivering
teacher
nd the
her lesson
writes the
content
and it
words not
on the
catches the
clear to
visual
attention of
the
aids
the students
students
165.
because
rather than
and if the
of
books.
content is
legibility
not
.
clearly
stated.
168.
170.
2. Hand-outs
172.
Th
173.
It
174.
The
171.
e
will be
hand-outs
teacher
weak if
is a great
summari
the
tool for
zes the
teacher
teachers
topics in
didnt
but the
the
summariz
disadvanta
hande the
ge is that
outs
topics in
the students
which
the handcant focus
are good
outs
eagerly in
for the
the teacher.
students

and
answeri
ng
sheets to
assess
the
knowled
ge
acquired
by them.

175.
176.
177.
My Analysis
178.
179.
4. What do you think prompted the teacher in utilizing the teaching materials/aids?
180.
181. I think the teacher prompted to choose the materials that she/he used, so that they can
teach their lessons to the students effectively through the use of the materials. The teacher should
choose the right materials for their students, so that they can easily understand the lesson what all is
about. The students can take down notes, lessen very carefully, and participate well in the class.
Through the help of these materials the students can learned and enhance their learning skills. The
interaction between the teacher and the students, the exchanging of ideas or informations in the
classrooms are important. Without the materials, the students cannot easily understand the lesson
and less improvement of their learning process. The teaching aids are important, especially for the
learning process of the student.
182.
5. What difficulties did the teacher experience in utilizing the materials/aids? How can this be
managed?
183.
184. The difficulties did the teacher experienced is the students is lack of interest in her class
because of the materials or learning resources that she used. It did not catch the attention of the
students. This can be managed by using other materials or learning resources that make the students
get their attention and made it interesting.
185.
6. Were the learning materials/aids used effectively? Why? Why not?
186.
187. No, because the resources or materials are limited to the students and it cannot occupy the
total number of the students. And lack of learning facilities and equipment, are also one of the
reason of having a none effectively used of the materials in the school.
188.
My Reflections
189.
4. Assume the responsibility of guiding the students in accomplishing the identified learning tasks in
teaching the same lesson. With respect to the utilization of the teaching materials/aids, what would
you do similarly and differently? Why?

190.
191.

As a future teacher, I will give my best to create a good and effective materials/ learning

resource to make my discussion more interesting to my students. To make my discussion more

effective, I should used or create a PowerPoint presentation instead of a visual aids because it can
really catch the attention of the students. It can also help them to take down notes the most
important words from the presentation. I will also be more creative in presenting my lesson in the
class so that my students will listen attentively and they will not felt bored during my discussion. I
will also use some strategies to make my discussion be more effective in my students.
192.
193.
My Portfolio
194. After seeing how teaching devices/aids are used to support instruction and guide the
student in performing various learning tasks, you are now ready to come up with your own teaching
device appropriate to a specific learning task.
195.
196.
197.
UTILIZATION OF INSTRUCTIONAL DEVICE IN TEACHING MATHEMATICS
198.
199.
CHALK AND BOARD
200.
201.
202.
Chalk and board is the most available instructional material which can be used in presenting
new lesson. It is very useful to show solutions of the different mathematical problems systematically.
203.
204.
.205
.206
.207
.208
.209
.210
.211
.212
.213
.214
.215
.216
.217
.218
.219
.220
.221
.222
.223
.224
.225

226.
227.
228.

EPISODE 3
SEE AND SAY

Paper Works! (Preparing Hand-outs)

45. Hand-out Planning Guide

What topic do I like to work on?
For what grade or year level is my handout?
What components do I include in my outline?
What type of graphic organizers/flow-charts/schemas do I need to use?
What references do I use?
46. HAND-OUT PLAN
47. Subject Matter: Mathematics
48. Grade/Year Level: Grade 7
49. Outline:

1.
2.
3.
4.
5.

50. Real Numbers

51.
52. Real numbers are numbers that can be found on the number line. This includes both
the rational and irrational numbers. This tutorial explains real numbers and gives some
great examples. In mathematics, a real number is a value that represents a quantity along
a continuous line. The adjective real in this context was introduced in the 17th century
by Descartes, who distinguished between real and imaginary roots of polynomials.
53.
54. The real numbers include all the rational numbers, such as the integer 5 and the
fraction 4/3, and all the irrational numbers such as 2 (1.41421356, the square root of
two, an irrational algebraic number) and all transcendental numbers such as
(3.14159265, a transcendental number). Real numbers can be thought of as points on
an infinitely long line called the number line or real line, where the points corresponding
to integers are equally spaced. Any real number can be determined by a possibly infinite
decimal representation such as that of 8.632, where each consecutive digit is measured
in units one tenth the size of the previous one. The real line can be thought of as a part
of the complex plane, and complex numbers include real numbers.
55.
229.
230.
231.
232.
233.
234.
235.
236.
237.
238.

56. Hand-out Plan (cont)

57. Type of Graphic Organizers/flow-chart/schema to use:
58.

R
eferences:
http://msdoddsmathematicsclasses.weebly.com/uploads/1/7/1/5/17156268/2753814_orig
.png
239.
240.

MY ANALYSIS

241.

After working on your handout, answer the following questions:

242.

What are the good features of a handout?

243.
244.
245.
246.
247.
248.

It was detailed and informative.

Which of these features are present in the handout I made?
It was organized and informative.
Which features are not present in the handout I made?
All features are present in my handout. It contains all details and diagrams.
MY REFLECTIONS

1. What difficulties, if any did you encounter in making the handouts? How did you overcome them?

249.
The difficulties that I encounter are how to make it informative and detailed. By using other
references, it helps me to organize the proper handout.
250.
251.

2. What tips can you give teachers regarding preparation of handouts?

Handout should be :-

1) with all necessary points but short.

2) it should have all important data so that later on nobody can say that something was missing from
handout.
3) it should have diagrams.
4)it should have very big or complicated language. It should easy to read and understand. Every
particular thing should be very clear, up to the point and understandable.
5) After giving the handout you must also guide the students a few things related to handouts. Like if
you have underlined something then you must tell them that things underlined/highlighted are most
important.
6) Data which is very important. Must be underlined or highlighted.
252.
253.
254.
255.
256.
257.
258.
259.
260.
261.
262.
263.
264.
265.
266.
267.
268.
269.
270.
271.
272.

273.
274.
275.

277.

276.
EPISODE 4
THE TOOLS OF THE TRADE (TEACHING AIDS BANK)
278.
279.

280.

MY TOOL
281. As you prepare the slide presentation, use the activity form below.
282.

59. Title of my Presentation : From Square Numbers to Square Roots

60.
61. Objectives:

To know the differences of square numbers to square roots.

To convert square numbers to square roots.
62. Subject Matter/Topic: Mathematics/ Square Numbers and Square Roots

63.
64. Enhancement (Check appropriate box)

65.
66.

Graphics

69.

Animation

Music

67.

68.

Voice

70.

Narration
Stylish

73.

Sound Effect

72.

Font

71.

Hyperlink
Others, Please

specify
74. ____________________
_____

75. Description of Appropriate Use:

76.
77.

The presentation will be used as a tool in teaching-learning process. Specifically

it will help in delivery of the lesson more effective. It is also a form of Information
Communication Technology integration in the classroom.

78.
79. Presentation Storyboard: (The story board was printed on separate pages)

80.
81. Slide 1

85. Slide 2

82.

87. Slide 3
88.

89. Slide 4
90.

99. Slide 7
100.

101.
Slide 8
102.

86.
83.
84.
91. Slide 5

92.
93.
94.

97. Slide 6
98.

95.

96.
103.

104.
105.
106.

Slide 9

109.
110.

Slide
10

111.
112.

Slide
11

113.
114.

Slide
12

284.
285.

MY ANALYSIS
286. After working on your slide presentation, answer the following questions:

287.
288.
5. What are the good features of a slide presentation?
289.
Keep it Simple
Limit bullet points & text
Limit transitions & builds (animation)
Use high-quality graphics
Have a visual theme, but avoid using PowerPoint templates
Use appropriate charts
Use color well
Choose your fonts well
Use video or audio
6. Which of these features are present in the slide presentation you made?
290.
Keep it Simple
Limit bullet points & text
Limit transitions & builds (animation)
Use high-quality graphics
Use color well
Choose your fonts well
291.
7. Which features are not present in the slide presentation you made?
292.
Use video or audio
293.
294.
MY REFLECTIONS
295.
1. What difficulties, if any, did you encounter in making the slide presentation? How did you overcome
them?
296.
Preparing a presentation entails planning and time is one of the factors to consider. For a
busy life of a teacher preparing presentations should be done ahead of time so that your
presentation will be done in accordance to what you have planned.
297.
298.
299.
300.
.301

302.
303.

EPISODE 5

PAPER WORKS! (PREPARING HAND-OUTS)

115.
Hand-out Planning Guide
6. What topic do I like to work on?
7. For what grade or year level is my handout?
8. What components do I include in my outline?
9. What type of graphic organizers/flow-charts/schemas do I need to use?
10. What references do I use?
116.
HAND-OUT PLAN
117.
Subject Matter: Mathematics
118.
Grade/Year Level: Grade 7
119.
Outline:

Real Numbers
121.
122.
Real numbers are numbers that can be found on the number line. This includes
both the rational and irrational numbers. This tutorial explains real numbers and gives
some great examples. In mathematics, a real number is a value that represents a quantity
along a continuous line. The adjective real in this context was introduced in the 17th
century by Descartes, who distinguished between real and imaginary roots of
polynomials.
123.
124.
The real numbers include all the rational numbers, such as the integer 5 and the
fraction 4/3, and all the irrational numbers such as 2 (1.41421356, the square root of
two, an irrational algebraic number) and all transcendental numbers such as
(3.14159265, a transcendental number). Real numbers can be thought of as points on
an infinitely long line called the number line or real line, where the points corresponding
to integers are equally spaced. Any real number can be determined by a possibly infinite
decimal representation such as that of 8.632, where each consecutive digit is measured
in units one tenth the size of the previous one. The real line can be thought of as a part
of the complex plane, and complex numbers include real numbers.
125.
120.

304.
305.
306.
307.
308.
309.
310.
311.
312.
313.

Hand-out Plan (cont)

Type of Graphic Organizers/flow-chart/schema to use:
126.

127.
128.

R
eferences:
http://msdoddsmathematicsclasses.weebly.com/uploads/1/7/1/5/17156268/2753814_orig
.png
314.
315.

MY ANALYSIS

316.

After working on your handout, answer the following questions:

317.

What are the good features of a handout?

318.
319.
320.
321.
322.
323.

It was detailed and informative.

Which of these features are present in the handout I made?
It was organized and informative.
Which features are not present in the handout I made?
All features are present in my handout. It contains all details and diagrams.
MY REFLECTIONS

2. What difficulties, if any did you encounter in making the handouts? How did you overcome them?

324.
The difficulties that I encounter are how to make it informative and detailed. By using other
references, it helps me to organize the proper handout.
325.
326.

2. What tips can you give teachers regarding preparation of handouts?

Handout should be :-

1) with all necessary points but short.

2) it should have all important data so that later on nobody can say that something was missing from
handout.
3) it should have diagrams.
4)it should have very big or complicated language. It should easy to read and understand. Every
particular thing should be very clear, up to the point and understandable.
5) After giving the handout you must also guide the students a few things related to handouts. Like if
you have underlined something then you must tell them that things underlined/highlighted are most
important.
6) Data which is very important. Must be underlined or highlighted.
327.
328.
329.
330.
331.
332.
333.
334.
335.
336.
337.
338.
339.
340.
341.
342.
343.
344.
345.

346.
347.
348.

349.
350.
351.
352.

EPISODE 6

SLIDESHOW BIZ (SLIDE PRESENTATIONS)

SLIDE PRESENTATION PREPARATION ACTIVITY FORM

129.

Title of my Presentation : From Square Numbers to Square Roots

130.
Objectives:
To know the differences of square numbers to square roots.
To convert square numbers to square roots.

131.

132.

Subject Matter/Topic: Mathematics/ Square Numbers and Square Roots

133.
134.

Enhancement (Check appropriate box)

135.
136.

137.

Music

Graphics

140.

139.

Effect
145.

Sound

Others,

141.

Voice Narration

Animation
142.

Hyperlink

138.

Please specify
144.
_______________
__________

143.

Stylish Font
Description of Appropriate Use:

146.
The presentation will be used as a tool in teaching-learning process.
Specifically it will help in delivery of the lesson more effective. It is also a form of
Information Communication Technology integration in the classroom.
148.
149.
Presentation Storyboard: (The story board was printed on separate pages)
150.
151.
Slide 1
155.
Slide 2
157.
Slide 3
159.
Slide 4
158.
160.
152.
147.

156.
153.
154.
161.

Slide 5

162.
163.
164.

167.
Slide 6
168.

169.
Slide 7
170.

171.
Slide 8
172.

165.

166.
173.

174.
175.
176.

Slide 9

179.
180.

Slide
10

181.
182.

Slide
11

183.
184.

Slide
12

354.

MY ANALYSIS
355. After working on your slide presentation, answer the following questions:

356.
357.
8. What are the good features of a slide presentation?
358.
Keep it Simple
Limit bullet points & text
Limit transitions & builds (animation)
Use high-quality graphics
Have a visual theme, but avoid using PowerPoint templates
Use appropriate charts
Use color well
Choose your fonts well
Use video or audio
9. Which of these features are present in the slide presentation you made?
359.
Keep it Simple
Limit bullet points & text
Limit transitions & builds (animation)
Use high-quality graphics
Use color well
Choose your fonts well
360.
10. Which features are not present in the slide presentation you made?
361.
Use video or audio
362.
363.
MY REFLECTIONS
364.
2. What difficulties, if any, did you encounter in making the slide presentation? How did you overcome
them?
365.
Preparing a presentation entails planning and time is one of the factors to consider. For a
busy life of a teacher preparing presentations should be done ahead of time so that your
presentation will be done in accordance to what you have planned.
366.
367.
368.
369.
370.

371.
372.

EPISODE 7

MY E-WORLD (WEBSITES)

373.
374.

My Analysis
375.
Grade/
Yea

376.

Grade 8

377.

r
Lev
el
of
the
Cla
ss
378.
Topic
(of
the
clas
s
you
obs
erv
ed)
381.
Objecti
ves
of
the
less
on
384.
Name
of
Ele
ctro
nic
Res
our
ce
387.
Websit
e:

396.

379.

Plane Figures

380.

382.

To be familiar with different plane figures

383.

385.

Description of the Electronic Resource

388.
www.beaconlearningcenter.com/Weblessons/Plane
Figures/default.htm

390.
Games
(on
line
)

391.
http://www.sheppardsoftware.com/mathgames/earl
ymath/shapes_shoot.htm

393.
Webqu
est:

394.

http://zunal.com/webquest.php?w=56837

386.

How
it can be
used in the
class you
observed

389.
To
know the
concepts of
the lesson
392.
To
have
mastery in
learning the
different
plane
figures
395.
To
apply what
they have
learn

397.

MY REFLECTIONS

1. Describe your experience in surfing the internet for appropriate electronic resource class? Did you
find it easy or difficult?
398. Based on the experiences I had surfing the internet looking for appropriate electronic
resources, I found it very easy. Since I was in high school, I was gradually exposed to the internet.
Every now and then, drove by my own curiosity, I spent hours to explore the wonders of this
information highway. Through those learning experiences, it gave and equipped me with the right
knowledge and skills to utilize and maximize the benefits it brought to us this generation. With the
help of computers and other internet-capable devices, I could easily access and browse the web,
choose among thousands of different resources readily available in a few clicks.
2. How did you choose which electronic resources to include here? What did you consider? Explain.
399. Before deciding which electronic resources to include in the activity, I came with some
factors to consider. These are the following:
400.
401. Availability Is it readily available in the classroom and the surrounding community?
402. Accessibility Is it accessible for the students? Speaking of electronic resources on the net,
does the classroom have an internet connection?
403. Practicability is it practical for the students to use this kind of electronic resource? It is
expensive or cheap?
404. Suitability Is it suitable for their age and intellectual capacity and ability?
405. Objective-matching does the electronic resource matches the objectives of the lesson/topic?
Is it related to the instruction given by the teacher?
3. Reflect on your technology skills. What skills do you already have and what skills would you
continue to work on to be better at utilizing electronic resources?
I am proficient in terms of my basic and mid-level computer skills. Thats the most important
.406
thing I need for me to utilize and maximize the electronic resources around me especially those over
the internet. With regards to various electronic devices and gadgets, I know how utilize and make use
of them. Aside from that, I have some skill in photography and digital arts.I do graphics and photo
editing with computer applications like Adobe Photoshop and Illustrator. As of now, I am currently
studying web-design. I could sense that I have the potential to master this skill soon. That is why;
despite of its complexity and sophistication, I am still very eager to learn it as a whole. I know
learning is a never ending process. There are still a lot of things in life that I must learn and
.understand
407.

My Portfolio

408.
Visit www.teachnology.com or other teacher resource websites. Print useful instructional
materials (worksheets, visual aids, flash cards, rubrics, etc.) and include them here. Indicate how
they might be useful considering your major or area of specialization.
409.
410.

It can give us many resources that may useful in our specialization in teaching Mathematics.
.411
.412
.413
.414
.415
.416

.417
.418
.419
.420
.421
.422
.423
.424
.425
.426
.427
.428
.429
.430
.431
.432
.433
.434
.435
.436
.437
.438
.439
.440
.441
.442
.443
.444
.445
.446
.447
.448
.449
.450
.451
.452
.453
.454
.455
.456
.457
.458
.459
.460
.461
.462
.463
.464
.465
.466
.467

468.
469.
470.

476.

471.
472.
473.
474.
475.
EPISODE 1
CONCEPTS, NATURE AND PURPOSES OF THE CURRICULUM
477.

478.
Specific Tasks:
479.
1. Visit the School. Interview the school community and ask views about the traditional/progressive
curriculum.
480.
2. Inquire on the type of curriculum used in their school.
481.
3. Request for a sample of their curriculum: Scope/Sequence Chart; Teaching Guides; Sample Lesson
Plan.
482.
483.
484.
A. Interview an administrator and a faculty member. Get their ideas/views of the Traditional
and Progressive curriculum. Write the similarities and differences of the two. Then write your
personal insights.
485.
Similarities and Differences of the Traditional and Progressive Curriculum
.486
.487
:Progressive Curriculum
:Traditional Curriculum
.488
.489
Student-Centered
Teacher Dominant
.490
More on Reasoning and
More on memorization
.491
open-ended questions
for mastery
.492
Performance test
Paper & pencil test
.493
:Similarities
Task-Focused
Skill-Focused
.494
Rules are Student and

Rules
are
Teacher
.495
Teacher-Students interaction
.496
Teacher Structured
Structured
Both have ways of
Focused on the process
Focused on the learning .497
measuring & evaluating
.498
of the learning
outcomes
learning
.499
A lot of effort from the
outcomes
both include assignment and
.500
Less teacher talking
teacher with giving
classroom management
.501
time
information (Spoon
both aim for students to
.502
Focused on the
.503
Feeding)
learn
.504
Focused on Defining
application of the
.505
acquired information
and Recall of
.506
Students Selfinformation
.507
External Evaluation
Evaluation
.508
Public Criteria
Hidden Criteria (the
.509
(Rubrics)
teacher dont need to
.510
More on group
show the students how .511
.512
activities
they are being graded)
.513
More on Reflection
More on individual
.514
work
.515
.516
.517

.518
Types of Curriculum
H .529
i
d
d
e
n

L
e
a
r
n
e
d

.528

As
ses
se
d

.527

.537

.536

.535

.545

.544

.543

.553

.552

.551

.561

.560

.559

.569

.568

.567

.577

.576

.575

.585

.584

.583

.593

.592

.591

Su
ppo
rte
d

.526

.534

.542

.550

.558

.566

.574

.582

.590

.521

T .525
a
u
g
h
t

W
r
i
t
t
e
n

.524

.533

.532

.541

.540

.549

.548

.557

.556

.565

.564

.573

.572

.581

.580

.589

.588

Recomme
nded

.523

Subj
ect
Are
a

.519
.520

.531

Engl
ish

.530

.539

Mat
h

.538

.547

Scie
nce

.546

.555

Com
puter

.554

.563

C.L.
.E

.562

.571

T.L.
.E

.570

.579

MA
PEH

.578

.587

Filip
ino

.586

594.
595.
I checked all of the types for all subjects because, all of them are:
596.
1. Recommended by DepEd.
597.
2. Written documents (UBD).
598.
3. Implemented by the teacher, therefore they are taught.
599.
4. Aided by materials such as computers in computer education and for the other subjects it
includes the use of textbooks, writing books and other materials.
600.
5. Using evaluation meaning there is assessment.
601.
6. Learned by the students.
602.
7. Every teacher conveys awareness about the real life aside from the subjects coverage of
lessons even though how short a sentence it was it still serves a good purpose for the students even
though it was unplanned.

My Enriching Activities
If you are to design a curriculum for your own school, what are the things you need to consider?
.Accomplish the graphic organizer below

.603
.604
.605

Strategies/
Methods to
be used
Best
instructional
materials for
teaching

The learners
needs and
interest

Things I
Need to Do
to Consider
in
Preparing
My Schools
Curriculum

The support of
my personnel,
teachers and
other staff of my
institution

The schools
Vision, Mission
and Core Values

.606
.607
:ANALYSIS
.608
609.
1. Why do we need to consider the traditional and progressive points of view of curriculum?
610.
611.
So that we should transfer the traditional one to progressive. Nowadays, there is really a
need to have a progressive curriculum because todays generation is far different from that of the
past. We must need to suit the needs of the time. Everything is changing yet it has a good outcome
for everyone.
612.
613.
2. How do the different educational philosophies relate to the curriculum in the schools you
visited? Cite Examples/Situations?
614.
615.
Educational philosophies are related to the school Ive been observed for they have a quality
education.. Aside from engaging to activities that enhance the learning of the students, the teachers
also mold them to be good citizens through formation.
616.
617.
3. Why is there a need to revise the curriculum from time to time?
618.
619.
There is a need to revise the curriculum from time to time for us to suit the needs of time. We
should go on with the flow of life and we should revise it now because curriculum in the past is not
anymore very effective or suited for todays generation.
620.
621.
MY PORTFOLIO: Draw pictures of Traditional School and Progressive School.
.622
623.
624.
625.

626.
627.
628.
629.
630.
631.
632.
633.
634.
635.
636.
637.
638.
639.
640.
641.
642.
.643
.644
.645
.646
.647
.648
.649
.650
.651
.652

654.

653.
EPISODE 2
WHATS THE CURRICULUM MADE OF?
655.
(COME, LETS TALK)

656.
657.
For this concept, go through the following steps:

658.
659.
1. Visit a school and find out how they attain the aims of elementary, secondary and tertiary education
2. Interview a school administration/faculty about how they concretize their schools vision and goals
into the curriculum
3. Interview one or two students and ask them their schools vision/mission
4. Record the different methods/strategies that they employed to attain their schools objectives
660.
661.
A. Visit a school or get a copy of the schools brochure. Copy the schools vision, mission and goals on
this page
662.
663. MY OBSERVATION REPORT
664.
665.
School Observed: Makiling National Highschool
666.
VISION: We dream of Filipinos who passionately love their country and whose values and
competencies enable them to realize their full potential and contribute meaningfully to building the
nation.
667.
As a learner-centered public institution, the Department of Education continuously improves
itself to better serve its stakeholders.
668.

669.

MISSION: To protect and promote the right of every Filipino to quality, equitable, culture-

based, and complete basic education where:

670.
Students learn in a child-friendly, gender-sensitive, safe, and motivating environment.
671.
Teachers facilitate learning and constantly nurture every learner.
672.
Administrators and staff, as stewards of the institution, ensure an enabling and supportive
environment for effective learning to happen.
673.
Family, community, and other stakeholders are actively engaged and share responsibility for
developing life-long learners.
674.
675.
GOALS: The Makiling National High School believes that the student is the main target of
the learning Process. His talent and potential must be fully developed, so that he can be a useful
and productive citizen of the country.
676.
677.
MY ANALYSIS
678.

1. How important is the schools vision, mission and goals in designing the curriculum?

It is important in designing the curriculum because it will serve as trademark of the school. These
are what the school needs to accomplish. They have vision, mission and goals so that the school
.will be able to maintain their objectives and standards in school

.679
.680

681.
2. What methods and strategies were employed by the school community to realize these
goals?
The methods and strategies were employed is through activities that suited to the vision, mission
and goals of the school. The school community does their best just to make sure that the curriculum
of their school should be effective to the students. And to achieve this, they will serve first as the
model to the students. They are the one who will first apply the vision, mission and goals of the
.school in their day-to-day lives

.682

.683
3. How did the students manifest that they have internalized their vision, mission and goals?

684.
685.
Through engaging themselves in the different activities that the school has implemented. If they
follow the rules and regulations of the school that even though they are outside of the school, or
they are already graduated, still they did not forget the vision, mission and goals that they previous
school had. And if the students still apply these thing in real-life situation, not only inside the
.classroom or campus
687.

MY PORTFOLIO

688.

Paste the Schools brochure on this page

689.
690.
691.
692.
693.
694.

.686

695.
696.
697.
698.
699.
700.
701.
702.
703.
704.
705.
706.
707.
708.
709.
710.

MY OBSERVATION REPORT

711.
712.
(Describe how the teacher communicates the lesson and how the learners are responding to
the teacher. Take note of the manner the teacher accepts or rejects the responses of the learners. You
may present your observations through direct quotes from the teachers and in the learners in the
dialogue)
713.
714.
Student-to-Teacher Interaction Patterns: They interact to their teacher very kind and
obedient. They are all rising their hands, they are all want to answer the question and if the subject
is English they cannot speak any Filipino language. They are good in answering in English
language; all are participating and answering the question of their teachers.
715.
Teacher-to-Student Interaction Patterns: Teacher interacts to their students full of patient.
Teacher called all of the students before the class will end. Teacher called it one by one to answer
the question. Teacher motivates his students and easily gets their interest. She speak respectful to
their students and she always smile until she feel angry because of the talkative students. They have
the good interaction between the students and the teachers.
716.

Personal Reflections on the Dialogue

717.
Dialogue and substantive conversation is important. High school students love to discuss.
Many students just want to be heard, so kids will start repeating what someone else has said just so
they can get class participation recognition. They realize that if they don't keep the conversation
going, we might actually (can you imagine this!) get back to doing some work! One of the

downsides is that some kids will use this time to take a mental vacation. While everyone else is
contributing to the dialogue, someone will shut down. You could try all you want to draw the
student into the conversation, but if he's unwilling it becomes a distraction and ruins the flow of the
dialogue. Yes, dialogue is important, but the teacher has to control the amount of time dedicated to
it so that it doesn't turn into an escape.
718.

YOUR ANALYSIS

719.
How important are the dialogue and substantive conversation in the classroom in terms of
students learning?
720.
Theoretically, they're very important because they enable the teacher to see if the students are
capable of analyzing and synthesizing material. The reality of the situation is that it can become a
vehicle for students to avoid more class work.
721.
What learning benefits could teachers and students draw from intentional classroom
dialogue?
They can find out how other people live and how education is handled in that country. They can
learn about other cultures and how the culture itself is related to educational methodologies.
Teachers can learn new techniques and may also benefit by getting an idea about students in their
.own classes that come from that culture
723. New ideas always come about through dialogue with other people, other cultures, and other
.nations

.722

.723
.724
.725
.726
.727
.728

729.

730.
731.

WHATS NEW IN TEACHING AND LEARNING?

732.

733.

EPISODE 3

(TELL ME)

For this concept, go through the following steps:

1. Write your ideas on teaching and learning.

2. Observe a class and write your insights on teaching and learning.
3. Critique the information from the curriculum theory and practice through observation of the :
a. Learning Environment
b. Subject matter
c. Library Resources
734.
735.
736.
MY OBSERVATION REPORT
737.

185.
186.

Learning
Environment

187.

189.

Subject Matter/s
188.

Library and/or Internet

Resources

Covered
Classroom with
195.
196.
good ventilation.
Mathematics
None
191.
45 students: 1
classroom
192.
1 chair: 1
student
193.
Bulletins
194.
738.
Observe a class, record the situations where these
behavioral learning theories are applied in real classroom work.
190.

739.
BEHAVIORAL LEARNING THEORIES
emphasize observable behavior such as new skills, knowledge or attitudes which can be
demonstrated.
740.
When the teacher gives activity such as research work,
experimentations, demonstration of a certain thing and the like. This will help the teacher to
examine the learners behavior for the certain activity.
741.
COGNITIVE LEARNING THEORIES
unobservable mental processes are used to learn and remember new information or acquire skills.
742.
This is seen during recitation, quizzes, exams, projects,
etc. wherein, the teacher could be able to measure the learning capacity of an individual.
743.
his discovery of the environment.

DISCOVERY LEARNING individual learns from

744.
Learning by Doing. This is seen during the
experimentation, thesis, research and the like. Wherein the students are able to explore and could
get ideas out of what they saw in their surroundings/environment.
745.
involved in their own learning.

RECEPTION LEARNING learners are actively

746.
We could say that it will be seen during performances
like drama, role plays, poem, reciting, singing, etc. The learners are actively participating and
learn a lot through mingling with others.
747.
If the activities are on their needs or their capacity to
do such thing. And if it is based on their skills and abilities.
748.

MY ANALYSIS

749.
meaning to the curriculum.

Explain why teaching and learning give life and

750.
Teaching and learning give life and meaning to the
curriculum because this is the process wherein the teacher and the students interact with each other

interchangeably or vice versa. If there is an effective teaching-learning process, its really a big
help to the curriculum. Its a big honor because each complements and supplements each other. The
value placed in teaching will reap the same value in learning. Thus, a good curriculum can be
judged by the kind if teaching and the quality of learning derived from it.
751.

Why should teachers know about curriculum design?

752.
A curriculum outlines the big ideas, not the methods
(that's in reference to another poster).The curriculum comes from the state department. It tells the
teachers what is to be taught at any grade level and subject area. No one else should be involved.
Teachers teach what their responsibility to teach is legally. Methods, on the other hand . . . how that
curriculum is presented to the students . . . many people need input into that: district board
personnel, principals, teachers, teachers' assistants, parents, students, etc. Whatever is deemed to
be best practice should be practiced for the good of the students.
.753
754.
755.
756.
757.
758.
759.
760.
.761
.762
.763
.764
.765
.766
.767
.768
.769
.770
.771
772.
773.
774.

775.
EPISODE 4
LETS CRAFT THE CURRICULUM

776.
778.
779.

777.
Calendar of Activities:
Official school calendar for School Year 2015-2016
May

780.

4-10 Palarong Pambansa

781.

18-23 Brigada Eskwela

801.
January 2016
802.
4 Resumption of Classes
803.
7-8 3rd Quarter Examinations
804.
23 Distribution of Cards/PTC
805.
30 Early Registration Day

782.

25-29 Oplan Balik Eskwela

783.

784.

June

1 Beginning of Classes for SY

2015-16

785.
786.

19 - Rizal's Birth Anniversary

20 1st Parent-Teacher Conference
(or PTC) (Saturday)
787.

August

788.

6-7 1st Quarter Examinations

789.

15 Distribution of Cards/PTC

790.
26 National Career Assessment
Examination (NCAE) for Kto12 Grade 9
791.
792.
793.

October

5 World Teachers Day

806.
March 2016
807.
2 National Achievement Test (NAT)
(Secondary Grade 10)
808.
2-4 4th Quarterly Examinations
(Final Examinations) for Grade 6 and 10
809.
17-18 4th Quarterly Examinations
for Grades 1-5 and Grades 7-9
810.
April 2016
811.
1 Graduation
812.
Last day of classes
813.
4-8 Distribution of Cards
814.
11 Start of Summer Classes
815.
May 2016
816.
Palarong Pambansa
817.
16-21 Brigada Eskwela
818.
21 End of Summer Classes and
Final Examinations
819.
23-27 Oplan Balik Eskwela
820.

15-16 2nd Quarter Examinations

794.

24 Distribution of Cards/PTC

795.
26-30 Mid-year assessment and
INSET/Semestral Break (for students only)
796.
797.

November

15 Philippine Educational
Placement Test (PEPT) Luzon
798.
799.
800.
821.

823.
824.

2-4 4th Quarterly Examinations

(Final Examinations) for Grade 6

822.

825.
826.
827.

AWARDS GIVEN:

828.

Unang Gantimpala

829.

Sabayang Pagbigkas

830.

DMMC Institute of Health Sciences

831.

Tanuan, Batangas

832.

Agosto 22, 2014

833.
834.

MY ANALYSIS

835.

How important is involvement of all stakeholders of the schools programs and activities?

836.
Family and society involvement is a powerful influence on the success of the school's programs
and activities. When families are involved in school's programs and activities, they can help in giving
brilliant ideas on how the programs and activities be more intellectual. Their outmost support can
make their children cooperate well in school. They can also help in covering the little some of expenses
in the programs and activities. The school budget is barely enough to cover core academic programs.
Very little is left for enrichment programs and many times are left out of the budget. In addition of
paying for programs, maintenance and upgrades for the schools are rarely covered by the school's
budget. Many times, schools manage to maintain their facilities by support and donations from the
community. This also helps to make the children more interested in their studies and demonstrate more
positive attitudes and behaviors. For these reasons, increasing family involvement in school is an
important goal for schools, particularly those serving low-income and other students at risk of failure.
837.
What specific principle of curriculum development justifies the importance of cooperation and
collaboration among all stakeholders of the school?
838.
Stakeholders have the power to grant or decline all programs in the school. If they do not get
involved in the activities and programs, there are probably no activities that will be implemented at all.
It is important they participate in the planning so they would find out if the activity or program
proposed is necessary or not. Since they hold the highest position, they are the one who allocate the
budget for the proposals. Stakeholders need to understand perfectly the goals of these proposals
because if not, they could just turn down a very important program because of the high cost. Or
sometimes, it could go the other way around, they could implement unnecessary programs because of
low cost, it does not only waste effort but time and money as well. Also, by being involved in these
events, parents see how much the school is dedicated for their childrens learning. This is a positive
point for the school. If everyone in the school is involved in the learning of the students, it reflects a
good school.
839.

Examine the Basic Education Curriculum. What aspects do you want to modify. Why?

840.
The Basic Education Curriculum that was mentioned from the facts that I did read contains a
very concise and direct way of handling students in relation to their own learning, it almost cover all
aspect of developing the kids into a rightful citizen of the Philippines. However, from all that details

given in the said curriculum, I guess there is something that should be addressed that I want it to be
modified in this kind of curriculum. I wanted to give an indication on the objective of this curriculum.
841.

What curriculum models do you prefer? Why?

842.
I will choose Learner-Centered Design because among the progressive educational
psychologists, the learner is the center of the educative process. This emphasis is very strong in the
elementary level, however, more concern has been placed on the secondary and even the tertiary levels.
843.
844.

CONCEPT ON FOCUS: INTERCONNECTEDNESS

845.
Discuss with your FS classmates your thoughts on Cooperation and Collaboration among
schools stakeholders. Then write down your thoughts as well as those of your classmates.
846.

All life forms on earth are connected to each

847.
848.
849.

850.

This is recognition that

each one of us, being members

of the society needs other people for our own needs.

851.
852.

853.

other for mutual support.

No one can claim that he does not need

other people to survive as a human person.

REFLECTION:

854.
Write your own insights on the following Curriculum Design/Models: What do I like BEST in
this curriculum designs?
855.
856.
857.
858.
859.
860.
861.
862.
863.
864.
865.
866.
867.

868.
869.
870.

MY PORTFOLIO

871.
Make an illustration of any of the three curriculum design models. Be sure to incorporate the
salient features of the design.
.872
.873
.874
.875
.876
.877
.878
.879
.880
.881
.882
.883
.884
.885
.886
.887
.888
.889
.890
.891
.892
.893
.894
.895
.896
.897
.898
.899
.900
.901
.902
.903
.904
.905
.906
.907
.908
.909
.910
.911
.912

913.

EPISODE 5

914.

WHATS THE BASIC OF THE CURRICULUM?

915.

For this concept, go through the following steps:

916.

1. Examine a curriculum.

917.

2. Identify dimensions of the curriculum.

918.

3. Give some situation samples of each dimension.

919.
A. Borrow a curriculum from the school near your place. Accomplish the samples to show the
dimensions of curriculum design. Write a brief explanation about your answer.
920.
BALANCE OR BASIC- Equitable assignment of content, time, experiences and other
elements.
921.

Write the contents in one (1) subject area for first grading period.

922.
Earth Science is one year introductory course for basic earth science, offers three times a weak
to first year high school students science high schools.
923.

First Grading Period

924.

INTRODUCTION

925.

A. Branches of Earth Science

926.

B. Realms of the Earth.

927.

I. Meteorology

928.

1. Elements of Weaher

929.

2. Earths Atmosphere

930.

3. Biogeochemical Cycle

931.

4. Weather conditions in the Philippines

932.

ARTICULATION- Curriculum is arranged vertically and horizontally.

933.
VERTICAL ARTICULATION- Write a sample content of one (1) topic in a subject area from
level to level or grade to grade.
GRADE 3

.936

Apply arithmetic 3.1

operations to solve
problems
Apply Arithmetic 3.2
operations to
Fractions

GRADE 2
.939

Add and 2.1

Subtract
Decimals
.942Multiply and 2.2
Divide decimals

.935

GRADE 1

.934

.938

Add and 1.1

Subtract integers

.937

.941

Multiply and 1.2

Divide Integers

.940

Define Rational 3.3

and Irrational
Numbers
Understand Basic 3.4
Rules of Exponents

.945 recognize 2.3

Negative
Numbers
.948

.944

.943

.947

.946
.949

950.
951.
HORIZONTAL ARTICULATION- Association happens among or between elements that
happens at the same time.
952.

Example:

953.

Social Studies in grade six is related to science in grade six

954.
SCOPE- The contents, topics, learning experiences and organizing threads of an
educational plan.
955.

Write sample topics in a subject area that shows this dimension.

1. General Subject: History of Western Music

956. Specific Topic: Renaissance musical instruments
2. Module 1 Curriculum : Concepts, nature and purposes\
957. Lesson 1. Concepts, Nature and purposes of curriculum
958. Lesson 2. Elements/Components of Curriculum\
959. Lesson3. Teaching learning process and curriculum development
960.
961.

SEQUENCE- Content and experiences are arranged in a hierarchical order.

962.

Write a topic arranged from simple to complex.

963.

Main Lesson: Blooms Taxonomy

964.
965.
966.
967.
968.
969.
970.
971.
972.
973.
974.
975.
976.
977.
978.
979.
980.

I. Knowledge
a. definition
b. sample verbs
c. sample behaviors
II. Comprehension
a. definition
b. sample verbs
c. sample behaviors
III. Application
a. definition
b. sample verbs
c. sample behaviors
IV. Analysis
a. definition
b. sample verbs
c. sample behaviors
V. Synthesis

981.
982.
983.
984.
985.
986.
987.
988.
989.
990.

a. definition
b. sample verbs
c. sample behaviors
VI. Evaluation
a. definition
b. sample verbs
c. sample behaviors

991.

Write sample topics in a subject area and the specific subjects/topics interconnected with them.

INTEGRATION- Everything is integrated and interconnected.

992.
In the basic Education Curriculum (BEC) a cluster of subjects is assigned under MAKABAYAN.
These include among others, Social Studies, Physical Education, Health and HELE. In its
implementation, MAKABAYAN subjects may choose to have a common theme.
993.
CONTINUITY- Vertical repetition and recurring approaches of the content provide
continuity.
994.
Write examples of topics in a subject area where content is organized in a spiral fashion
increasing in breadth and depth.
995. When I was in grade 1, the lesson in living things is repeated in the next grade level with higher
complexity, a construction should be made. In high school, the same content heading as living things is
included but linked to the content taken in the elementary level.
996.

MY ANALYSIS

997.

1. Why is there a need an articulate the lessons from grade school to high school?

998.
There is a need to articulate the lessons from grade school to high school because this can
provide for a continuous flow of knowledge. There must be consistency and fluency during this period
of transition. In addition to that, educators must be sure to prove the conceptual base and experiences
needed so that students will be able to understand new and more difficult concepts. Research also has
verified the importance of building on students prior knowledge when helping them learn new
concepts.
999.

MY REFLECTION

1000.

As a teacher, I need to understand fully well the dimensions of curriculum design because

I believe that no individual including teachers can predict the future with any certainty. Teachers
therefore need to plan their curriculum according to the more likely future their students face while at
.the same time acknowledging that the students have a future
It will also be beneficial for teachers to understand fully the dimensions of curriculum design in
.order for her to internalize the curriculum that her school is using

.1001

.1002
.1003
.1004
.1005
.1006

.1007
.1008

1009.
1010.
1011.

EPISODE 6

WHATS NEW IN THE CURRICULUM?

Objectives:

1. Visit DepEd or interview school administrators on various curricular issues and concerns.
2. Interview faculty members on the merits and demerits of these innovations.
3. Write insights/reflections on these innovations.
1012.
1013. MY OBSERVATION REPORT
A. Interview school officials, faculty members, or read education journals and magazines to complete the
matrix.
My Insights
The BEC
has its own
advantages
which is the
reduction of
time
allocated in
values
.education
It is the
teachers
obligation to
integrate
values
to
every
lesson, may
it be science,
.math, etc

.1017

Disadvantages
.1016
Advantages
.1015
Curricular
.1014
(Demerits)
(Merits)
Innovations
.1022 BEC will
.1020 Develop
.1018
1. 2002 BASIC
reduce
the
students into
EDUCATIO
number of hours
skilled
N
devoted to social
Filipinos
CURRICUL
studies
and
capable
of
UM
values education
working
and continue the
creatively in a
use of defective
rapidly
.textbooks
changing
.1023 Vacancy of
.1021
.world
.job is lesson
Helps the
.1019
country
complete in an
era
of
.globalization

.1028
According
to my
research on
Policy
Implications
, targeting
has to be
reconsidered
sample

The project
only focused on
the elementary
.level

.1027

Access to
equality
elementary
has been
.achieved
Advocate
principal
empowerment
in the entire
education

.1025

.1026

2. THIRD
ELEMENTA
RY
EDUATION
PROGRAM
(TEEP)
.1024

shows poor
facility
schools in
Non- TEEP
areas
The
program
lasted only
for 6 years.
Although it
contributed
to
some
changes but
a
much
better
curriculum
innovation
must
be
.done

.component
Enhancing the basic
education is
urgent
.1033 Limited
.1030
3. Secondary
.and critical
divisions were
Education
International participants of
Improvement
test
.the projects
and
results
management
Development
consistently
Therefore I conclude that the K-12 program
.211
.capacityhas its
Program
show Filipino
(SEDIP)
.1029
Initial
.1031
lagging
own pros and cons. I firmly believe that before making a
.212
results showed
way behind
stand
gains
and
best
on the K to 12 program, each of us must carefully study the
.213 practically
practices have
everybody
possible effects or impact of this curriculum innovations
to
.214
been
else in the
the
replicated in
.world
.learners
.215
other divisions
In my own views, the Philippinewhich
Government
.216
wereis not
not
yet equipped with the necessary requirements to run the K
.217
participants in
to 12 program effectively. I just hope that
Department of
.218
.thethe
project
.Books
.197
the drop .198
rates will
DO
WE REALLY
increase
.199
.1032
NEED
TO
because
Strengthened
extra the
two planning
.200
INNOVATE
THE
.years
CURRICULUM
and

Education will be responsive to pending problems of K to 12

.program will be facing in the future

.219

.220

.201
.202
.203
.204
.205
.206
.207
.208
.209

.210

.1034
.1035
.1036
.1037

1038.
Select one innovation and complete the discussion web below. Interview Education students to
get their ideas on curricular innovations.
.1039YES

NO

.1040
.1041
.1042
.1043
.1044
.1045
.1046
.1047
.1048
.1049
.1050
.1051
My Conclusions
.1053
.1054

.1052

.1055
.1056
.1057
.1058
.1059
.1060
.1061
.1062
.1063
.1064
.1065
.1066
.1067
.1068
.1069
.1070
.1071
.1072
.1073
.1074
.1075
.1076
.1077

1079.
1080.
F
OCUS

1088.
L
inking
1089.
C
urricul
um
1090.
I
nstructi
on and
1091.
A
ssessm
ent

1081.
IC
1082.

1078. EPISODE 7
THE WH- OF THE CURRICULUM

SPECIF
TASKS

1092.
CHECK
POINTS
1093.
1094.
Visit a
school and
choose a class
to be observed.
Then arranged
with the
teacher that
you are going
to conduct a
class
observation.

1083.
LE
ARNING
1084.
EV
IDENCE

1085.
DOM
AI
N

1106.
Rec
ords of
Observati
ons from
teachers

1107.
Curric
ul
u
m

1086.
COM
PETENCI
ES
1087.
PER
FORMAN
CE
INDICAT
ORS
1108.
Deliv
er accurate
and updated
content
knowledge
using
appropriate
methodolog
ies,
approaches,
and
pedagogies

1095.
1096.
Take
note of the
different
learning
environment
provided in the
lesson plan for
specific
subject area.
Generate
information on
the following:
1097.
a.
Objectives
1098.
b.
Strategies
1099.
c.
Assessment
tools used
1100.
1101.
Find out
whether or not
strategies are
aligned with
the objectives
and
assessment of
learning. Make
a matrix of
information
from the
observation
made.
1102.
1103.
Reflect
on your FS
experience and
share thoughts,
insights and
feelings in
class
1104.
1105.
Examine
the assessment

tools used by
critiquing
whether or not
it is a product
based or
performance
based.
1109.
1111.
1112.
1113.
1114.
1115.
1116.
1117.
1118.

1110.
MY ANALYSIS REPORT
(Analysis of the Topic, Learning Activities and Assessment used in Relation to Curriculum
Elements)

1119.
1120.
1121.
1122.
1123.
1124.
1125.
1126.
1127.
1128.
1129.
1130.
1131.
1132.
1133.
1134.
1135.
1136.
1137.
1138.
1139.
1140.
1141.
1142.
1143.
1144.
1145.
1146.
1147.
1148.
1149.
1150.
1151.
1152.
1153.
1154.
1155.
1156.
1157.
1158.
1159.
1160.
1161.
1162.
1163.
1164.
1165.

221.

OBJ
ECTIVES
222.
223.
224.
(Writ
e down the
Teacher's
Learning
Objectives)
225.

226.

238.
239.

265.

240.

To

define
participles
241.
To
differentiat
e present
from past
participle
242.
243.
To
give
examples
for each
type of
participle
244.
245.
246.
247.
248.
249.
250.
251.
252.
253.
254.
255.
256.
257.
258.
259.
260.
261.
262.

STR
ATEGIES
227.
228.
229.
(Des
cribe the
Strategies
used by the
teacher)

230.

ASS
ESSMEN
T
231.
232.
233.
(Des
cribe the
assessment
method/s &
tools used)

Disc
overy
method
was used as
a teaching
method. It
was best
suited to
the students
and it was
highly
effective to
achieve the
objectives
and it
benefits the
students
needs and
interests.

266.

The
assessment
method
used was
seatwork
and a short
quiz. The
intent was
to measure
the
retention of
the students
and to give
opportunity
to the
students to
practice
their
acquired
skills.

RE
MARKS
235.
236.
237.
(Writ
e your
personal
judgment
on the
Objective,
Strategies
and
Assessment
)
267.
The
formulated
objectives
were
observable
to the
behaviors
of the
students.
The
selected
teaching
method
was
appropriate
and
applicable
to the
objectives.
The
selected
assessment
method
was
appropriate
because it
perfectly fit
on the
objectives,
teaching
methods
and to the
needs and
interest of
students.
234.

1166.
MY TOOLS:
1167.
1168.
1. Explain ways on how to effectively implement the curriculum. Interview the school
administrator/principal. State the roles of the following in curriculum implementation:
1169.
1170.
1171.
1172.
1173.
Learner:
by being a
good follower
of the rules of
a curriculum.
Faculty
Menbers:
by having unity
to each other.
teach the
children the
Do's and
Don'ts.

Parents:
by supporting
their children
to engage in
whatever
activities of
curriculum.

Curriculum
Implentation
Administrators:
by making
rules and
regualtions
that will help
the children to
be better
personds.

Other
Stakeholders:
help the
curriculum to
be more
effective for
the
improvement
of it.

Community
Members:
they are
partners of the
school. They
give also
support to the
school.

1174.
1175.
1176.
2. Visit the Learning Resource Center of a school. Interview the media/learning resource staff.
How does technology help in the delivery of curriculum?
1177.
1178.
Technology is a big help. It is the symbol of how the curriculum is progressive. If the schools
have lots of technologies/ high-tech for a better teaching, this will entertain the students to stay in the
school. Through technologies, it helps the students to acquire knowledge from them.
1179.
1180.
3. Interview a faculty member or an administrator. Ask what criteria they used in evaluation
their school curriculum.

1181.
1182.
Ive asked one faculty member, she said that every year the administration give evaluation
sheets and lets the students answer it. so that they will know if they will change some of strategies of a
curriculum.
1183.
1184.
YOUR ANALYSIS
1185.
1186.
Why do teachers need to align the objectives, strategies and assessment to the topic/s discussed
in classroom?
1187.
1188.
Assessments should reveal how well students have learned what we want them to learn while
instruction ensures that they learn it. For this to occur, assessments, learning objectives, and
instructional strategies need to be closely aligned so that they reinforce one another.
1189.
1190.
How should teachers align their objectives, strategies, and assessment? Suggest some strategies.
1191.
1192.
To ensure that these three components of your course are aligned, ask yourself the following
questions:
Learning objectives: What do I want students to know how to do when they leave this course?
Assessments: What kinds of tasks will reveal whether students have achieved the learning objectives I
have identified?
Instructional strategies: What kinds of activities in and out of class will reinforce my learning
objectives and prepare students for assessments?
1193.
1194.
1195.
YOUR REFLECTION
1196.
1197.
What has been your most meaningful experience in this activity 4? What makes it meaningful to
you?
1198.
1199.
How could such an experience help you become a better teacher?
1200.
1201.
Well first and foremost I would like to thank the reality the teachers, classmates, and the
institution that I had hold this observation. This question marks the most difficult question I ever
answered of all the field study units so when it comes to the meaningful experience being observed also
by my cooperating teacher is worth a great wonderful experience since through wandering the
sacrifices and hindrances in this subject I stood as holding myself as a teacher in response to the
observation and comments of the faculty and it helped me a lot ascertaining that this profession that I
taken is the right choice. And as the end of all F.S. and episode as well those experience will reflect in
time and there will come that the episodes that I took will reiterate on my in service time.
1202.
1203.
1204.
1205.
1206.
1207.
1208.
1209.
1210.
1211.
1212.

1213.
1214.
1215.
1216.
1217.
1218.
1219.
1220.

MY PORTFOLIO: Write an acronym for curricular assessment.

ttainable

pecific

tudent-centered

nvironmental-concerned

tandardized

yntactic correctnesss

easurable

valuative

orm-reference

ime bound
.1221
.1222
.1223
.1224
.1225
.1226
.1227

.1228
.1229
.1230
.1231
.1232
.1233
.1234
.1235
1236.
1237.
1238.
1239.

Polytechnic University of the Philippines

1240.

Sto. Tomas Branch

1241.

Sto. Tomas, Batangas

1242.
1243.
1244.

1245.

FIELD STUDY FORMS

1246.
1247.
1248.

1249.
1250.

In Partial Fulfillment

of the Requirements for the Degree

1251.

Bachelor of Secondary Education

1252.

Major in Mathematics
1253.
1254.
1255.
1256.

1257.

by:

Higoy, Melicyn M.
1258.
1259.

1260.
1261.

Submitted to:

Prof. Resylyn Z. Cabrera

1262.
1263.
1264.

October 2015

1265.
1266.
1267.

ACKNOWLEDGMENT

1268.
1269.

Gratitude is one of the least articulate of the emotions especially when it is deep.

1270.

I would like to explicit my greatest appreciation to the following individuals who

contributed a lot in the completion of this journal:

1271.

To the very respectable facilitators, Prof. Ginalyn Panghulan, Prof. Glenn Dela Cueva

and Prof. Resylyn Cabrera, for their unceasing support in guiding me, for their concepts, patience and
constant concern that pushed me through to make this paper unique.
1272.

To my dearest students, for imparting their precious time and cooperation along with their

effort in actively participating in class during my observation period.

1273.

To my lovable friends and classmates, for sharing their ideas and insights and who never

left my side and supported me along the process.

1274.

I am deeply indebted to my dearest parents, brothers and sisters, for their undying support

and for their understanding during the time of my absence for the completion of this journal.
1275.

And most especially, I thank God Almighty for the enumerable blessings and greatest

glories He has bestowed upon me.

1276.

Thanks to all of you!

1277.
1278.
1279.
1280.
1281.
1282.
1283.
1284.

1285.
1286.
1287.
1288.
1289.

TABLE OF CONTENTS

1290.
1292.
TITLE

1294.
ACKNOWLEDGEMENT
...
1296.
TABLE OF CONTENTS
.
1298.
INTRODUCTION

1300.
MISSION/VISION

1302.
1304.
FIELD STUDY
1. LEARNERS DEVELOPMENT AND ENVIRONMENT
1307.
Episode 1: School Campus and Community Visit
..
1309.
Episode 2: On Learners Development and Environment
....
1311.
Episode 3: Classroom Management and Learning
....
1313.
Episode 4: Individual Differences and Learners
Interaction
1315. (focusing on differences in gender, racial, religious
background)
1317.
Episode 5: Individual Differences and Learners
Interaction
1319. (focusing on different levels of abilities)
..
1321.
Episode 6: Home-School Link
..
1323.
Certificate of Completion
.
2. EXPERIENCING THE TEACHING LEARNING PROCESS
1326.
Episode 1: Principles of Learning
...
1328.
Episode 2: Lesson Objectives As My Guiding Star
...
1330.
Episode 3: Organizing Content For Meaningful Learning
...
1332.
Episode 4: Guiding Principles in the Selection and Use of
Strategies ..
1334.
Episode 5: On Teaching Approaches and Methods

1291.
PA
1293.
i
1295.
ii
1297.
iii
1299.
1
1301.
2
1303.
1305.
1306.
1308.
1310.
1312.
1314.
1316.
1318.
1320.
1322.
1324.
1325.
1327.
1329.
1331.
1333.
1335.

..
1336.
Episode 6: On Lesson Development

1338.
Episode 7: Effective Questioning and Reacting Techniques
.
1340.
Certificate of Completion
.
3. TECHNOLOGY IN THE LEARNING ENVIRONMENT
1343.
Episode 1: The Schools Learning Resource Center
..
1345.
Episode 2: Bulletin Board Display
...
1347.
Episode 3: See and Say
..
1349.
Episode 4: The Tools of the Trade (Teaching Aids Bank)
..
1351.
Episode 5: Paper Works! (Preparing Hand-outs)
.
1353.
Episode 6: Slideshow Biz (Slide Presentation)
..
1355.
Episode 7: My E-World (Websites)
..
1357.
Certificate of Completion
.
4. EXPLORING THE CURRICULUM
1360.
Episode 1: Concepts, Nature and Purposes of the
Curriculum
1362.
Episode 2: Whats the Curriculum Made Of? (Come, Lets
Talk) ....
1364.
Episode 3: Whats New in Teaching and Learning? (Tell
Me) .
1366.
Episode 4: Lets Craft the Curriculum
...
1368.
Episode 5: Whats the Basic of the Curriculum?
...
1370.
Episode 6: Whats New in the Curriculum?
..
1372.
Episode 7: The WH- Of the Curriculum

1374.
Certificate of Completion .

5. LEARNING ASSESSMENT AND EVALUATION OF LEARNING

1377.
Episode 1: My Assessment List

1379.
Episode 2: My ATM Card (Available Tests and Measures)

1381.
Episode 3: My Assessment List

1383.
Episode 4: Work Me On ...
................

1337.
1339.
1341.
1342.
1344.
1346.
1348.
1350.
1352.
1354.
1356.
1358.
1359.
1361.
1363.
1365.
1367.
1369.
1371.
1373.
1375.
1376.
1378.
1380.
1382.
1384.

1385.
Episode 5: Build Me Up ...
.................
1387.
Certificate of Completion ...
..............
6. ON BECOMING THE 21st CENTURY TEACHER
1390.
Episode 1: The Teacher As A Person in Society
.........
1392.
Episode 2: The Teachers Philosophy of Education
...
1394.
Episode 3: The Teacher in a School Setting

1396.
Episode 4: The Teacher in the Community Setting
...
1398.
Episode 5: The Global Teacher of the 21st Century
...
1400.
Episode 6: The Teacher as a Professional .
..
1402.
Certificate of Completion
.
1404.
1406.
APPENDICES
1408. Appendix A

1410. Appendix B

1412.
1413.
1414.
1415.
1416.
1417.
1418.
1419.
1420.
1421.
1422.
1423.
1424.
1425.
1426.
1427.
1428.
1429.
1430.
1431.
1432. INTRODUCTION
1433.
1434.
1435.
1436.

1386.
1388.
1389.
1391.
1393.
1395.
1397.
1399.
1401.
1403.
1405.
1407.
1409.
1411.

1437. Setting new directions is one of the primary concerns of Teacher Education Institutions
(TEI). To respond to this call of making the curriculum alive and dynamic, students are given
opportunities of first hand encounters in the real world of teaching and learning. Giving them a wide
array of activities and opportunities in the field will help them actualize the theories into practice. The
activities also respond to the need of future teachers in handling the K to 12. The learning experiences
embedded in every lesson were intended to create meaningful and rewarding encounters to ensure that
the students will feel the joy of teaching and learning.
1438. Field Study Forms are focused on the following: 1. The Learners Development and
Environment 2. Experiencing the Teaching-Learning Process 3. Technology in the Learning
Environment 4. Exploring the Curriculum 5. Learning Assessment and Evaluation of Learning 6. On
Becoming the 21st Century Teacher.
1439. These Field Studies employ highly interactive and meaningful activities, promote higherorder thinking skills, anchored on the National Competency-Based Teacher Standards (NCBTS), allow
Opportunities to dwell on the wonders of practice teaching at its best, reinforce theories learned in the
classroom and unfold many possibilities in the etaching-learning process.
1440.
1441.
1442.
1443.
1444.
1445.
1446.
1447.
1448.
1449.
1450.
1451.
1452.
1453.
1454.

1455. MISSION
1456.
1457. To provide quality education through a well-planned curriculum, well-disciplined, highly
competitive, high performing students with competent, dedicated and committed teacher with the
assistance of supportive stakeholders.
1458.
1459.
1460.
1461. VISION
1462.
1463. Enhancement of potentials and enrichment of values of every individual to meet the demands
and challenges of globally competitive race in the new era through the development of 21st century.
1464.
1465.
1466.
1467.
1468.
1469.
1470.
1471.
1472.
1473.
1474.
1475.
1476.

1477.

1478. FIELD
STUDY 1
1479.
1480. LEARNERS
DEVELOPMENT
AND
ENVIRONMENT
1481.
1482.

1483.
1484. FIELD
STUDY 2
1485.
1486. EXPERIENC
ING THE
TEACHING
LEARNING
PROCESS

1487.
1488.
1489.
1490. FIELD
STUDY 3
1491.
1492. TECHNOLO
GY IN THE

LEARNING
ENVIRONMENT
1493.
1494.
1495.
1496. FIELD
STUDY 4
1497.

1498. EXPLORIN
G THE
CURRICULUM
1499.
1500.
1501.
1502.
1503. FIELD
STUDY 5

1504.
1505. LEARNING
ASSESSMENT
AND
EVALUATION OF
LEARNING
1506.
1507.

1508. FIELD
STUDY 6
1509.
1510. ON
BECOMING THE
st
21 CENTURY
TEACHER
.1511