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The document provides guidance for observing a school environment to determine the characteristics that promote learning, including facilities that are safe, clean, and support student needs as well as classrooms that have displays to motivate students and provide information. Students are instructed to use checklists to document their observations of the school facilities and classrooms to analyze how the environment impacts learning and development.

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0% found this document useful (0 votes)

246 views

FS 1

Uploaded by

Arlyn Gamiao

Available Formats

Download as DOCX, PDF, TXT or read online on Scribd

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1

FS 1
LEARNING EPISODE 1

THE SCHOOL
ENVIRONMENT
INTENDED LEARNING OUTCOME

 At the end of this episode, I must be able to determine the characteristics of a school
environment that is safe, secure and is supportive learning.

The Learning Essentials

1. A physical environment conducive for learning is one that has consistent Practices that:
o keep the school safe, clean, orderly and free from distraction,
o maintain facilities that provide challenging activities; and
o address the physical, social and psychological needs of the students

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

environment. They help in building and establishing the school culture. These boards
become one way for everyone to learn about the vision-mission, goals, and values that
the school upholds.

3. As a basic part of the school's visual environment, display boards have. four general
purposes:
 Decorative- They offer visual stimulation and appeal to aesthetics. They set the social
and psychological atmosphere of the school.
 Motivational- They encourage students to perform better and have greater confidence.
 An example would be the display of students' outputs that show that each output is
recognized and valued. The bulletin boards help celebrate the learners' growth and
progress.
 Informational- They are used as a strategy to readily disseminate information.

Field Study 1 Observation of Teaching-Learning in Actual School Environment

 Instructional- They move students to respond and participate through interactive

displays. They get students to think about and communicate their learning

4. The set of criteria for evaluating bulletin board displays includes effective
communication.
Attractiveness, balance, unity, interactivity, legibility,
correctness, and durability.
ACTIVITY 1.1 Exploring the School Campus

Resource Teacher: __ Teacher’s Signature_

School: _________________________

Grade/Year Level: ____________ Subject Area: _ Date: ___

To realize the Intended Learning Outcome, work my way through these steps:

1. Visit a school. Look into facilities and support learning areas in the campus, then
in the classroom.
2. Observe and use the checklist as you move around the school premises.
3. Analyze your gathered data about the school environment.
4. Reflect on the characteristics of a school environment that promotes learning.
5. Present your idea of a good school environment through any of these

a) Descriptive paragraph b) Photo essay

c) Sketch or drawing d) Poem, song or rap

As you move around the campus, observations forms are provided for you to
document your observations. It is advised that you read the entire worksheet before
proceeding to the school site. A good understanding of the activities and tasks to be
accomplished in the activity sheets will yield better learning results

SCHOOL FACILITIES OBSERVATION CHECKLIST

Familiarized yourself with the different areas and facilities of the school. Check the
column to their availability. Give a brief description of those that are available, and say
how each will contribute to the students' learning and development.

Facilities Date Description Will it contribute to

Field Study 1 Observation of Teaching-Learning in Actual School Environment

the student’s learning

development? Why?

Office of the Principal

Library

Counseling Room

Canteen/Cafeteria

Medical Clinic

Audio Visual/Learning
Resource Center

Science Laboratory

Gymnasium

Auditorium

Outdoor/Garden

Home Economics
Room

Industrial Workshop
Area

PTA Office

Comfort Room (boys)

Field Study 1 Observation of Teaching-Learning in Actual School Environment

Comfort Room (girls)

Others (please
specify)

An Observation Guide for the CLASSROOM VISIT

Read the following statements carefully. Then write your observation report on the
space provided.

Guide Questions Classroom Observation Report

1. Describe the community or

neighborhood where the school
is found

2. Describe the school campus.

What colors do you see? What
is the conditions of the
buildings

3. Pass by the offices. What

impression do you have of
these offices

4. Walk through the school halls,

the library, and the cafeteria.
Look around and find out the
other facilities that the school
has

Field Study 1 Observation of Teaching-Learning in Actual School Environment

Resource Teacher: __ Teacher’s Signature_

School: _________________________

Grade/Year Level: ____________ Subject Area: _ Date: ___

1. Look at the walls of the classroom. What are posted on the walls? What
heroes, religious figures, lessons, visual aids, announcements, do you
see posted?

2. Examine how the pieces of furniture are arranged. Where is the teacher's
table located? How are the tables and chairs/ desks arranged?

3. What learning materials/equipment are present?

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

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

Field Study 1 Observation of Teaching-Learning in Actual School Environment

An Observation Guide for the CLASSROOM VISIT

Be Guided by these task as you do your observation. Then accomplish the matrix to record your
data.

CLASSROOM FACILITIES MATRIX

Classroom Facilities Description

(location, number, arrangement, condition)

1. Wall display

2. Teacher’s Table

3. Learner’s Desk

4. Blackboard

5. Learning Materials/Visual
Aids

10.

Field Study 1 Observation of Teaching-Learning in Actual School Environment

Write your observation here.

Name of the School Observed: ______________________________________________

Location of the School: _____________________________________________________

Date to visit: ____________________________________________________________

How do the school campus and the classroom in particular impact the learning of the students
going to school? What are your conclusions?

How does this relate to your knowledge of child and adolescent development/How does this
relate to your knowledge of facilitating learning?

Field Study 1 Observation of Teaching-Learning in Actual School Environment

1. Would you like to teach in the school environment you just observed? Why?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

2. What kind of school campus is conducive to learning?

3. What kind of classroom is conducive to learning?

4. In the future, how can you accomplish your answer in number 3?

5. Write your additional learning and insights here.

Field Study 1 Observation of Teaching-Learning in Actual School Environment

observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

ACTIVITY 1.2
Observing bulletin board displays

Resource Teacher: __ Teacher’s Signature_

School: _________________________

Grade/Year Level: ____________ Subject Area: _ Date: ___

The display board, or what we more commonly refer to as bulletin board, is one
of the most readily available and versatile learning resources.

To achieve the Intended Learning Outcomes, work your way through these steps:
1. Examine for bulletin board displays. Include samples of those found at the
entrance, lobby, hallways and classrooms
2. Pick one and evaluate the display.
3. Propose enhancements to make the display more effective

As you look around and examine board displays, use the observation guide and
forms provided for you to document your observations.

An Observation Guide for BOARD DISPLAYS

Read the following carefully before you observe.

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

Field Study 1 Observation of Teaching-Learning in Actual School Environment

Base on the questions on the observation guide, write your observation report:

Observation REPORT
(You may paste pictures of the Board displays here.)

Field Study 1 Observation of Teaching-Learning in Actual School Environment

From among the board displays that you saw, pick the one that you got most
interested in.

Evaluate it using the evaluation form below.

BOARD DISPLAYS EVALUATIO FORM

Topic of the Board Display _________________________________

Loaction of the Board Display in School _______________________

Check the column that indicates your rating.write comments to back up

your ratings

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

Criteria NI VS S O Comments
1 2 3 4
Effective
Communication
It conveys the
message quickly and
clearly.
Attractiveness
Colors and arrange
ment catch and hold
interest.

Balance
Objects are ar-
ranged, so stability is
perceived.

Unity
Repeated shapes
or colors or use of
borders hold display
together.

Interactivity
The style and
approach
entice learners to
be involved and
engaged.

Field Study 1 Observation of Teaching-Learning in Actual School Environment

Legibility
Letters and illustra-
tions can be seen
from a good
distance
Correctness
It is free from
grammar errors,
misspelled words,
ambiguity.

Durability
It is well-constructed,
items are securely
attached.

Bulletin Board Evaluated by:

Location:
Brief Description of the Bulletin Board:

Evaluation

Strengths Weaknesses
Description of the Bulletin
Board Layout

Evaluation of Educational
content and other aspects

Recommendations/Suggestions for improvement

Signature of Evaluator over Printed Name:

Field Study 1 Observation of Teaching-Learning in Actual School Environment

Based on your suggestions, make your board display layout. You may present your
output through any of these:
 A hand-made drawing or layout
 An electronic (computer) drawing/illustration or layout
 A collage

MY BOARD DISPLAY LAY-OUT

Field Study 1 Observation of Teaching-Learning in Actual School Environment

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

Did the board display design reflect the likes/interest of its target audience? Why? Why
not?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Was the language used clear and simple for the target audience to understand? Why?
Why not?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Was the board display effective? Why? Why not?

What suggestions can you make?

Field Study 1 Observation of Teaching-Learning in Actual School Environment

1. Name at least five skills that a teacher should have to be able to come up with
effective board display. Elaborate on why each skill is needed.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

2. Which skills do you still need to develop?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

3. What concreate steps will you take on how to improve on or acquire these skils?

Field Study 1 Observation of Teaching-Learning in Actual School Environment

FS 1
LEARNING EPISODE 2
LEARNRES DIVERSITY:
DEVELOPMENTAL,
CHARACTERISTICS, NEEDS AND
INTEREST
INTENDED LEARNING OUTCOME

 At the end of this Episode, I must be able to describe the characteristics needs, interest
of learner from different development.

The Learning Essentials

Here are major principles of development relevant to, this Episode:

1. Development is relatively orderly. Development follows directional patterns such as, from the
head to the toe (cephalocaudal), and from the center of the body then outwards
2. Development takes place gradually.
3. All domains of development and learning physical, social and emotional, and cognitive- are
important, and they are closely interrelated. (NAEYC, 2009)
4. Development proceeds toward greater complexity, self-regulation, symbolic or
representational capabilities. (NAEYC, 2009)

Field Study 1 Observation of Teaching-Learning in Actual School Environment

observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

ACTIVITY 2.1 Observing learner characteristics at different stages

Resource Teacher: __ Teacher’s Signature_

School: _________________________

Grade/Year Level: ____________ Subject Area: _ Date: ___

To realize the Intended Learning Outcomes, I will work your way through these steps:
Step 1 Observe 3 groups of learners from different levels (preschool, elem., and high school).
Step 2 Describe each of the learners based on my observations.
Step 3 Validate my observation by interviewing the learners.
Step 4 Compare them in terms of their interests and needs.

Use the observation guide and matrices provided for you to document your
observations.

An Observation Guide for the Learners' Characteristics

Read the following statements carefully. Then write your observation report on the
provided space. Your teacher may also recommend another observation checklist if a more
detailed observation is preferred.

Physical
1. Observe their gross motor skills how they carry themselves, how they move, walk,
and run, go up the stairs, etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motors skills? Writing, drawing, etc.

Social
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What do they talk about? What are their
concerns?

Emotional
1. Describe the emotional disposition or temperament of the learners. (happy, sad,
easily cries, mood-shifts

Field Study 1 Observation of Teaching-Learning in Actual School Environment

2. How do they express their wants/needs? Can they wait?

3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they self-conscious?

Cognitive
1. Describe their ability to use words to communicate their ideas. Note their language
proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for evidence
of their thinking skills.
3. Were there opportunities for problem solving? Describe how they showed problem
solving abilities.

Learner’s 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 item under each domain are by no means exhaustive. These are
just sample indicators. You may add other aspects which you may have observed.

Development Preschooler Elementary High School College

Indicate the age Indicate the age Indicate the age Indicate the age
Domain range of children range of children range of student range of student
observed:___ observed:___ observed:___ observed:___
Physical
Gross-motor skills

Fine-motor skills

Self-help skills

Others
Social
Interaction with Teachers

Interaction with
Classmates/friends

Interests

Others
Emotional
Moods and temperament,
expression of feelings

Emotional independence

Others
Cognitive
Communication Skills

Thinking skills
Problem-solving

Others

Field Study 1 Observation of Teaching-Learning in Actual School Environment

Write the most salient developmental characteristics of the learners you

observed. Based on these characteristics, think of implications for the teacher.

Example:
Level Salient Implication to the Teaching-
Characteristics Learning Process
Preschooler  Preschooler like to  Therefore, the teacher should
age range of learners observed:_3-4_ move around a lot remember to used music and
movement activities not just in PE
but in all subject areas
 Therefore, the teacher should not
expect preschooler to stay seated
for a long period of time

Level Salient Implication to the Teaching-

Characteristics Learning Process
Preschooler
Age range of learners observed:____

Elementary
Age range of learners observed:____

High School
Age range of learners observed:____

College
Age range of learners observed:____

Field Study 1 Observation of Teaching-Learning in Actual School Environment

1. While you were observing the learners, did you recall your own experiences
when you were at their age what similarities or differences do you have with the
learners you observed?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

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?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

3. Share your other insights here.

Field Study 1 Observation of Teaching-Learning in Actual School Environment

FS 1
LEARNING EPISODE 3
FOCUS ON GENDER, NEEDS, STRENGTH,
INTEREST, EXPERIENCES LANGUAGE, RACE,
CULTURE, RELIGION, SOCIO-ECONOMIC
STATUS, DIFFICULT CIRCUMSTANCES AND
INDIGENOUS PEOPLES

INTENDED LEARNING OUTCOME

At the end of this Episode, I must be able to:

 describe the characteristics and needs of learners from diverse backgrounds

 identify the needs of students with different levels of abilities in the classroom
 identify best practices in differentiated teaching to suit the varying learner needs
in a diverse class and
 demonstrate openness, understanding, and acceptance of the learners' diverse
needs and backgrounds.

REVISIT the Learning Essentials

Here are principles and concepts relevant to this episode:

1. Principles of Development
a. Development and learning proceed at varying rates from child to child, as well
as at uneven rates across different areas of the child's functioning. (NAEYC
2019)
b. Development and learning are maximized when learners are challenged to
achieve at a level just above their current level of mastery, and also when
they have many opportunities to practice newly acquired skills.
c. Differentiated instruction is a student-centered approach that aims to match
the learning content, activities and assessment to the different characteristics,
abilities, interests and needs of the learners.

Field Study 1 Observation of Teaching-Learning in Actual School Environment

2 The PPST highlighted the following factors that bring about the diversity of
learners:
a. Differences in learners' gender, needs, strengths, interests, and experiences
b. Learners' linguistic, cultural, socio-economic and religious backgrounds
c. Learners with disabilities. giftedness, and talents
d Leaners under challenging circumstances which include geographic isolation,
chronic illness, displacement due to armed conflict, urban resettlement or
disasters, child abuse, and child labor.

Effective teachers are knowledgeable about how issues related to the factors
mentioned affect learners. The teachers develop in them sensitivity and empathy. They
remember that the learners respond and perform at different levels. The teachers
assure the students that their gender identity culture and religion are respected, their
strengths are recognized, and their needs will be met. These teachers declare to all that
everyone has the chance to learn and succeed. They create a learning community
where everyone can work together and contribute regardless of their abilities, capacities
and circumstances.

Teachers who celebrate and leverage student diversity in the classroom:

 use strategies to build a caring community in the classroom
 model respect and acceptance of different cultures and religions
 bring each of the student's home culture and language into the shared culture of
the school
 provide more opportunities for cooperation than competition

3. Focus on Indigenous Peoples

A young teacher's approach to indigenous peoples starts with a keen awareness
of one’s own identity, including one's beliefs and cultural practices. Through serious
reflection one may realize that the self is a product of all the influences of key people in
one's life and the community, real and virtual. Similarly, learners from indigenous
groups carry with them their beliefs, views and cultural, practices. One's attitude needs
to be that of openness and respect. Come in not with the view that one's own culture is
superior, we approach with the sincere willingness and deep interest to know and
understand the indigenous peoples' culture. We aim to make teaching-learning
facilitative rather than imposing.
a. From your professional education subjects/courses, most likely you have
discussed indigenous peoples in the Philippines. You learned that our country
has about 110 ethno-linguistic groups, majority of which is in Mindanao,
some in Northern Luzon and fewer in the Visayas. (UNDP Philippines, 2010).
They represent about 10-20% of our total population. There are two big
indigenous peoples groups which have several smaller ethnic groups within
them, the non-muslim groups called the Lumads in Mindanao, and the

Field Study 1 Observation of Teaching-Learning in Actual School Environment

Igorots in Northern Luzon. Among others, we have the Badjaos, Ati and
Tumandok, Mangyans, and Aetas.

b. Republic Act 8371 (1997), the Indigenous Peoples' Rights Act, recognizes
and protects the rights of indigenous cultural communities (ICC) and
indigenous peoples (IP). Our country was admired by other nations for
enacting this law. However, years later, so much still has to be done prove
the lives of millions of people from indigenous groups. (Reyes, Mina and Asis,
2017)
c. Guided by RA 8371, in 2015 DepEd issued DO 32, s.2015, Adopting the
Indigenous Peoples Education (IPED) Curriculum Framework, Most useful for
you as a future teacher to remember are the 5 Key Elements of an
Indigenous Peoples Education Curriculum (DO 32, s.2015
enclosure.pp.15-18):

1. Curriculum Design, Competencies and Content. Interfacing the national

curriculum with Indigenous Knowledge systems and practices (IKSPs) and
Indigenous Learning systems (ILS) the design of a culturally appropriate and
responsive curriculum has the following features:

a. Anchors the learning context on the ancestral domain, the community's world
view, and its indigenous cultural institutions.
b. Includes and respects. The community's expression of spirituality as part of
the curriculum context.
c. Affirms and strengthens indigenous cultural identity.
d. Revitalizes, regenerates, strengthens, and enriches IKSPs, ILS, and indigenous
languages.
e. Emphasizes competencies that are needed to support the development and
protection of the ancestral domain, the vitality of their culture, and the
advancement of indigenous peoples' rights and welfare.
f. Supports the community's efforts to discern new concepts that will contribute
to the community's cultural integrity while enabling meaningful relations with
the broader society.

2. Teaching Methodologies and Strategies. A culturally appropriate and

responsive
curriculum employs teaching methodologies and strategies that strengthen,
enrich, and complement the community's indigenous teaching-learning
process.

3. Learning Space and Environment. A culturally appropriate and responsive

curriculum recognizes that the ancestral domain where IKSPs are

Field Study 1 Observation of Teaching-Learning in Actual School Environment

experienced, lived, and learned is the primary learning environment and

learning space of indigenous learners.

4. Learning Resources. Instructional materials, and other learning resources shall

be developed and utilized in line with the described curriculum content and
teaching- learning processes

5. Classroom Assessment. Assessment shall be done utilizing tools appropriate to

the
standards, competencies, skills, and concepts being covered. Their design and
use shall address the needs and concerns of the community and shall be
developed with their participation.

observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

ACTIVITY 3.1 Observing differences among learner’s gender,

needs, strengths, interest, and experiences; and
differences among learner’s linguistics, cultural, socio-economic, religious
backgrounds and difficult circumstances.

Resource Teacher: __ Teacher’s Signature_

School: _________________________

Grade/Year Level: ____________ Subject Area: _ Date: ___

The learners’ differences and the type of interaction they bring surely affect the
quality of teaching and learning. This activity is about observing and gathering data to
find out how student diversity affects learning.

To realize the Intended Learning Outcomes, work your way through these
steps:
Step 1. Observe a class in different parts of a school day. (Beginning of the day,
class time, recess, etc.)
Step 2. Describe the characteristics of the learners in terms of age, gender, and
social and cultural diversity.
Step 3. Describe the interaction that transpires inside and outside the classroom.

Field Study 1 Observation of Teaching-Learning in Actual School Environment

Step 4. Interview your Resource Teacher about the principles and practices that
she uses in dealing with diversity in the classroom.
Step 5. Analyze the impact of individual differences on learners' interactions. The
observation form is provided for me to document my observations.

Field Study 1 Observation of Teaching-Learning in Actual School Environment

An Observation Guide for the Learners' Characteristics

Read the following carefully before you begin to observe. Then

write your observation report on the space provided on the next page.

1. Find out the number of students. 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.
2. Observe the learners seated at the back and the front part of the room. Do
they behave and interact differently?
3. Describe the relationship among the learners. Do the learners cooperate with
or compete against each other?
4. Who among the students participate actively? Who among them ask for most
help?
5. When a student is called and cannot answer the teacher’s question, do the
classmates try to help him? Or do they raise their hands, so that the teacher
will call them instead?

Outside class:
1. How do the students group themselves outside class? Homogeneously, by age?
by gender? by racial or ethnic groups? By their interests? Or are the students in
mixed social groupings? If so, describe the groupings.

2. Notice students who are alone and those who are not interacting. Describe their
behavior.
Interview the teachers and ask about their experience about learners in difficult
Circumstances. Request them to describe these circumstances and how it has affected
the learners. Ask about the strategies they use to help these learners cope.

Ask the teachers about strategies they apply to address the needs of diverse
students due to the following factors:
 Gender, including LGBT
 Language and cultural differences
 Differences in religion
 Socio-economic status

Field Study 1 Observation of Teaching-Learning in Actual School Environment

OBSERVATION REPORT

Name of the School Observed: __________________________

School Address: ________________________________________

Date of Visit: ________________________________________

Field Study 1 Observation of Teaching-Learning in Actual School Environment

1. Identify the persons who play key roles in the relationships and interactions in
the classroom
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?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

What makes the learners assume these roles? What factors affect their behavior?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

2. Is there anyone you observed who appear left out'? Are students who appear
"different?" Why do they appear different? Are they accepted or rejected by the
others? How is this shown?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

What does the teacher do to address issues like this?

3. How does the teacher influence the class interaction considering the individual
differences of the students?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

4. What strategies does the teacher use to maximize the benefits or diversity in
the classroom? How does the teacher leverage diversity?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Field Study 1 Observation of Teaching-Learning in Actual School Environment

1. How did you feel being in that classroom? Did you feel the sense of oneness or
unity among the learners and between the teacher and the learner?

Field Study 1 Observation of Teaching-Learning in Actual School Environment

Observing differences among learners with

ACTIVITY 3.2
disabilities, giftedness and talents

Resource Teacher: __ Teacher’s Signature_

School: _________________________

Grade/Year Level: ____________ Subject Area: _ Date: ___

To realize the Intended Learning Outcomes, work your way through these steps

1. Observe at least two of these classes.

a. SPED class with learners with intellectual disabilities
b. SPED class with learners with physical disabilities
c. SPED class for the gifted and talented
d. a regular class with inclusion of learners with disabilities
2. Note the needs of the learners that the teacher should address.
3. Interview the teachers to find out more about the learners.
4. Write your observation report
5. Analyze your observation data
6. Reflect on your experience.

Use observation guide provided for you to document your observations.

An Observation Guide for the Learners' Characteristics

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

1. Observe the class to see the differences in abilities of the learners.

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

Field Study 1 Observation of Teaching-Learning in Actual School Environment

OBSERVATION REPORT

Name of the School Observed: ____________________________________________________

School Address: _________________________________________________________________

Date of Visit: ___________________________________________________________________

Field Study 1 Observation of Teaching-Learning in Actual School Environment

1. Did your observation match the information given by the teacher?

2. Describe the differences in ability levels of the students in the class? What
practices or strategies are done or should be done to differentiate instruction
to meet the needs of the learners
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

3. Describe the methods used by the teacher in handling the students’

differences in abilities. How did the students respond to the teacher? Did the
teacher used the differentiated instruction? If yes, described how
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

1. Recall the time when you were in elementary or high school. Recall the
high and low achievers in your class. How did your teacher deal with
differences in abilities? Was your teacher effective?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. What dispositions and traits will you need as a future teacher to meet the
needs of the learners?
_____________________________________________________________
_____________________________________________________________

Field Study 1 Observation of Teaching-Learning in Actual School Environment

_____________________________________________________________
_____________________________________________________________

observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

OBSERVING THE SCHOOL EXPERIENCES OF

ACTIVITY 3.3
LEARNERS WHO BELONG TO INDIGENOUS
GROUPS
Resource Teacher: ________________ Teacher’s Signature_______________
School: _________________________

Grade/Year Level: ____________ Subject Area: _ Date: ___

To realize the Intended Learning Outcomes, work your way through these steps.

1. Ensure that you have reviewed the no. 3 Focused on Indigenous Peoples in the
Learning essentials of Episode 3.
2. Observe in a school with a program for IP learners. Below are some suggested
schools:

a. Ujah School of Living Traditions, Hungduan, Ifugao

b. Sentrong Paaralan ng mga Agta, General Nakar, Quezon
c. Sitio Tarukan Primary School, Capas Tarlac
d. Mangyan Center for Learning and Development, Naujan, Oriental Mindoro
e. Paaralang Mangyan na Angkop sa Kulturang Aalagaan (PAMANAKA), San Jose
Occidental Mindoro
f. Tubuanan Ati Learning Center, Balabag, Boracay Island
g. Balay Turun-an Schools of Living Traditions, Brgy Garangan and Brgy. Agcalaga,
Calinog, Iloilo
h. T'boli School of Living Traditions, Lake Sebu, South Cotabato
i. Daraghuyan-Bukidnon Tribal Community School, Dalwangan, Malaybalay, Bukidnon
j. Talaandig School of Living Traditions, Lantapan, Bukidnon
k. Bayanihan Elementary School, Marilog, Davao
l. Lumad Bakwit School, UP Diliman, Quezon City

Please note: Ensure proper coordination of your college/university to obtain permission

from these schools before you visit.

Field Study 1 Observation of Teaching-Learning in Actual School Environment

If an actual visit is not feasible, consider a "virtual visit" through social media.
And if still not feasible consider a "virtual" field study through watching
Indigenous Peoples in the Philippines videos. There are several available at
Youtube. You can start with this video by Dep Ed:

DepEd Indigenous Peoples Education Office. National Indigenous Month (October)

Video, 2013. Retrieve from: https://
www.youtube.com/watch?v=FsMigONz2Y

3. Write your observation report.

4. Analyze your observation data using the Indigenous Peoples Education Framework.
5. Reflect on your experience.

Use the observation guide provided for you to document your observation.

AN OBSERVATION GUIDE FOR INDIGENEOUS PEOPLES EDUCATION

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

If you are watching videos you searched, instead of actually visiting a school, have
these question in mind as you are watching the videos. You can try to get in touch With
the creator of the videos and interview them too.

1. Before you observe, read about the specific IP group in the school you will
visit.
Know their norms and customary greetings. This will help you blend in the
school community and interact with respect.
2. Observe and note the different parts or areas of the school environment. How
are learning spaces arranged?
3. What activities do they do in these different areas of the school?
4. Who are the people who manage the school? Who are involved in teaching
the
Learners?
5. Observe how the teaching-learning process happen. Describe the learning
activities they have and the teaching strategies that the teacher uses.
6. Describe the interaction that is taking place between the teacher and learners,
among the teachers, and in the school in general.
7. What instructional materials and learning resources are they using?

Field Study 1 Observation of Teaching-Learning in Actual School Environment

8. Interview the teacher or principal about the curriculum. Find out the curriculum
goals. You can use the questions found on the Analysis part of this activity

Field Study 1 Observation of Teaching-Learning in Actual School Environment

OBSERVATION REPORT

(You may include photos in here)

Name of the School Observed: ____________________________________________________

(You may include photos in here)
School Address: _________________________________________________________________

Date of Visit: ___________________________________________________________________

Field Study 1 Observation of Teaching-Learning in Actual School Environment

Curriculum Design, Answer each question based on your

Competencies, and Content observation and interview data

1. Does the school foster a sense of belonging to

one's ancestral domain, a deep understanding of
the community's beliefs and practices? Cite
examples

2. Does the school show respect of the

community's expression of spirituality? how?

3. Does the school foster in the indigenous

learners a deep appreciation of their identity?
How?

4. Does the curriculum teach skills and

competencies in the indigenous learners that will
help them develop and protect their ancestral
domain and culture?

5. Does the curriculum link new concepts and

competencies to the life experience of the
community?

6.Do the teaching strategies help strengthen,

enrich, and complement the community's
indigenous teaching-process ?

7.Does the curriculum maximize the use of the

ancestral domain and activities of the community
as relevant settings for learning in combination
with classroom-based sessions? Cite examples.

8. Is cultural sensitivity to uphold culture, beliefs

and practices, observed and applied in the
development and use of instructional materials
and learning resources? How? (For example,
Culture bearers of the Indigenous Peoples are
consulted.) Application of higher order thinking
skills?

9 Do assessment practices consider community

values and culture? How?

10. Do assessment processes include application

of higher order thinking skills?

Field Study 1 Observation of Teaching-Learning in Actual School Environment

What do you think can still be done to promote and uphold the indigenous
people’s knowledge systems and practices and rights in schools?

Reflect based on your actual visit or video that you watched.

1. What new things did you learn about indigenous peoples?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

2. What did you appreciate most from your experience in visiting the school with
indigenous learners? Why?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. For indigenous learners, as a future teacher, I promise these three things:
3.1 be open to and respect indigenous peoples by
____________________________________________________________
____________________________________________________________
____________________________________________________________
3.2 Uphold and celebrate their culture, belief and practices by
____________________________________________________________
____________________________________________________________
____________________________________________________________
3.3 Advocate for indigenoue peoples education by
____________________________________________________________
____________________________________________________________
____________________________________________________________

Field Study 1 Observation of Teaching-Learning in Actual School Environment

FS 1
LEARNING EPISODE 4
LEARNER DIVERSITY: THE COMMUNITY
AND HOME ENVIRONMENT

INTENDED LEARNING OUTCOME

At the end of this Episode, I must be able to:

 describe the influencing factors in the home environment that affect the
students' learning,
 seek advice concerning strategies that build relationships with parents/guardians
and the wider community; and
 identify effective strategies on how teachers can work together with the family.

The Learning Essentials

1. Urie Bronfenbrenner’s biological model presents the learner within the context of
layer of relationship system that make up the learner’s environment. The layers
are:

Microsystem Mesosystem Exosystem Macrosystem Chronosystem

includes the the connection the bigger social Outermost layer the element of
structure between the system which which includes time, patterns of
Such as one's structures in the includes the city cultural values, stability and
family, school microsystem government, the CustomS and pacing of the
and workplace and laws child's everyday
neighborhood the mass media life.

Field Study 1 Observation of Teaching-Learning in Actual School Environment

The model helps the teacher look into every aspect in the learner's environment
to understand his behavior. The teacher's important role is not to replace what is
missing at home (if any), but to work so that the school becomes an environment that
welcomes and nurtures families. The teacher works to create a partnership with the
family and the community to bring out the best in every learner.

2. Baumrind's Parenting Styles

Authoritarian. Parents- are very firm with their children and expect unwavering
and unquestioning obedience. Rules are set by parents and misbehavior is met
with withdrawal of affection, physical punishment or threats

Permissive. Parents are not firm or controlling. They have few expectations.
May be warm and caring but appear to be uninvolved and uninterested.

Rejecting-Neglecting. Parents are disengaged from children. Neither

demanding nor responsive to children. Provide no structure, supervision, support
or guidance.

Authoritative. Parents achieve a good blend. They are firm yet loving. Have
clear and reasonable expectations and limits for their children. Treat children
with respect and warmth. Make children understand consequence of their
behavior.

Children of:
Authoritarian Parents: are often unhappy, fearful, withdrawn, inhibited,
hostile and aggressive. They have low self-esteem and difficulty with peers.

Permissive Parents: believe that their parents do not care for them. They are
often impulsive, aggressive and lack self-control; may they have low levels of
independence and responsibility.

Rejecting-Neglecting Parents: are found to be the least competent in their

over-all functioning and adjustment.

Authoritative Parents: are socially competent, self-reliant, and have greater

ability to show self-control. They have higher self-esteem and are better
adjusted.
-Based on Child Development by Santrock, 2004.

Field Study 1 Observation of Teaching-Learning in Actual School Environment

observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

OBSERVING THE LEARNER’S COMMUNITY AND

ACTIVITY 4.1
HOME ENVIRONMENT

Resource Teacher: __ Teacher’s Signature_

School: _________________________

Grade/Year Level: ____________ Subject Area: _ Date: ___

To realize my Intended Learning Outcomes, I will work my way through these

steps:

1. Select a learner from the class which you have previously observed.
2. Interview the teacher about the learner's characteristics and the community.
3. Conduct a home visit to your selected learner's residence.
4. Interview the parents about
a. the rules they implement at home concerning their child's schooling.
b. the learner's activities and behavior while at home.
5. Write the Learner's Profile.
6. Analyze your observation and interview data.
7. Reflect on your observation experience.

USE THE ACTIVITY FORM FOR YOU TO DOCUMRNT YOUR OBSERVATIONS

An Observation/Interview Guide for Home School Link

Read the following carefully before you begin to observe/interview.

Then write your observation report on the space provided.
The Learner

1. Make a general observation of the learner. Describe him/her in each of the

domains of development:
 physical-body built and height (thin, chubby, underweight, overweight),
level of physical activity (fast, slow, lethargic, active, etc.)

Field Study 1 Observation of Teaching-Learning in Actual School Environment

 social-interaction with teachers and classmates (loner, shy, sociable,

friendly, gets into fights, liked by others, etc.)
 emotional moods, temperament, cries easily, loses temper, happy, shows
enthusiasm, excited, indifferent, etc.)
 cognitive (appears to understand lessons, copes With the 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, behavior and discipline, sense of responsibility, study habits,
academic performance, relationship with peers, relationship with adults,
Social adjustment)
2. How does the teacher communicate with the parents? How often? What do
they discuss? How do they decide of the best course of action to resolve
issues or problems?
3. How does the teacher utilize resources in the community to support the
teaching-learning process? How does the teacher work with the community to
meet the needs of the learners?

Interview with Parents

1. Conduct a home visit. Once there, observe the home set-up. (Home is
orderly, family pictures in the living room, etc.)
2. Use the Interview Questions on the next page. Just ask the questions with
which you feel comfortable.

Field Study 1 Observation of Teaching-Learning in Actual School Environment

Suggested Parent Interview Guide

Name of Learner:________________________________________________
Date of Birth:___________________________________________________
Grade/Year level: _______________________________________________
Number of Siblings:______________________________________________
Birth Order:____________________________________________________
Parents:
Father:___________________ Age:_________ Occupation:_____________
Mother::__________________ Age:_________Occupation:______________

Learner’s Physical Aspect:

Health
1. Mother's Health during pregnancy with the learner:
2. Ailments or health problems of the learner as a child:
3. Age of the learner when he started to walk/talk:
4. Food preferences of the learner as a child and at present:
5. Who took care of him/her as a child?
Learner's Social Aspect:
1. Describe your child's sociability (friendly, outgoing or shy, loner).
2. Who were the learner's playmates?
3. As a child then, was he/she allowed to play outside?
4. Is he/she allowed to go out with friends?
5. Do you have rules for him/ her to follow regarding going out?
6. What are these rules?

Emotional-Moral
1. What are your expectations of your child?
2. How do you provide a nurturing environment for your child?
3. 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?
4. What do you do when he/she is not successful in something?

How do you discipline your children?

1. Do you have rules in the house? What are they?
2. How do you impose the rules?
3. What are the consequences of breaking the rules?

Learner's Cognitive Aspect:

1. What are the child's interests?
2. What is he/she good at in school?
3. In what subject/s does he/she have difficulty?
4. How do you monitor his/her performance in school? How do you motivate
him/her?
5. Do you have rules at home to help him develop good study habits?
6. What are these rules? How are they implemented?

Field Study 1 Observation of Teaching-Learning in Actual School Environment

After you have gathered all the necessary data. Write the learner’s
development profile using the outline below. Type the profile on a separate sheet and
attached it to this learning episode.

THE LEARNER’S DEVELOPMENT PROFILE (OUTLINE)

The Learner’s Development Profile

Name of the Learner: __________________________________________________

School: ______________________________________________________________
Date of Home Visit: ____________________________________________________
Date of Birth: ________________________ Age: ____________________________
Grade/Year Level: ____________________Gender: ___________________________

Family Profile
Number Of Siblings:
Birth Order:
Parent:
Father:
Age:
Occupation: Educational Attainment:
Mother:
Age:
Occupation: Educational Attainment:

Physical Development
in paragraph form, describe the physical development of the learner. Combine the teacher's,
parents' responses, and your own observations.

Social Development
In paragraph form, describe the social development of the learner. Combine the teacher's,
parents' responses, and your own observations.

Emotional-Moral Development
In paragraph form, describe the emotional-moral development of the learner. Combine the
teacher's, parents' responses, and your own observations.

Field Study 1 Observation of Teaching-Learning in Actual School Environment

Cognitive Development
In paragraph form, describe the cognitive development of the learner. Combine the teacher's,
parents' responses, and your own observations.

Findings
Write here your salient findings about the learner.

Conclusions
Write your conclusions after you have analyzed the impact of the school and the
home on the learner's development. The questions in the Your Analysis portion of this
learning Episode can help you.

Recommendations
Write your recommendations.

Your findings and recommendations in the Learner Development Profile will help you
answer the questions here.

1. From your home visit and interview, what do you think is the style of parenting
experienced by the learner? Explain your answer?

2. Relating your data with what you learned from child development, what family
factors do you think contribute to the development and over-all adjustment of
the learner in school?

Field Study 1 Observation of Teaching-Learning in Actual School Environment

3. Does the communication between the home-school have an effect on the

learner? If yes, what are these effects?

4. How can the teacher partner with the community to contribute to the
development and learning of the students? Who are the people or which
institutions can the teacher tap to seek advice regarding the development and
learning of students?

1. Reflect on your own development as a child. What type of parenting did you
experience?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

2. As a future teacher, how would you established good homeschool collaboration?

How can you work well with the parents? How can you help them? How can they
help you?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Field Study 1 Observation of Teaching-Learning in Actual School Environment

FS 1
LEARNING EPISODE 5

CREATING AN APPROPRIATE LEARNING

ENVIRONMENT
INTENDED LEARNING OUTCOME

At the end of this Episode, I must be able to:

 Plan on how to manage time
 Provide a learning environment appropriate to the learners and conducive
learning.

The Learning Essentials

The classroom climate that is conducive for learning is one that is non-
threatening yet business-like. It is a classroom where, when creating audio-visual
presentations, the following are observed:

 Specific classroom rules and procedures are clear.

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

Field Study 1 Observation of Teaching-Learning in Actual School Environment

observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

ACTIVITY 5.1 MANAGING TIME. SPACE AND LEARNING

RESOURCES

Resource Teacher: __ Teacher’s Signature_

School: _________________________

Grade/Year Level: ____________ Subject Area: _ Date: ___

Observe and use the observation sheet provided for you to document your
observations.

1. As you observe the class, look into the characteristics of the learners. Note
their ages.

2. How many boys are there? How many girls?

3. Focus on their behavior. Are they already able to manage their own behavior?

4. Can the learners already work independently?

5. Describe their span of attention.

Field Study 1 Observation of Teaching-Learning in Actual School Environment

Analyze and answer these questions on observed classroom management

practices. It is also good to ask the teacher for additional information, so you can
validate your observation. Write your notes below; and then organize your data in the
Table that follows.

1. Are there areas in the classroom for specific purposes (storage of teaching aids,
books, students belongings, supplies, etc.)? Describe these areas. Will it make a
difference if the areas for specific purposes are not present?

2. Are there rules and procedures posted in the room? List them down. Do these rules
reinforce positive behavior?

3. Did the students participate in making the classroom rules? If the Resource Teacher
is
available, ask him/her to describe the process. What's the effect of students
participation in rule-making on student's behavior?

4. What are the daily routines done by the Resource 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 this arrangement? Does this
help managing the class?

6. Observe the noise level in the classroom. How is this managed?

7. If a learner is not following instruction or is off-task, what does the Resource Teacher
do? Describe the behavior strategies used.

8. What does the Resource Teacher do to reinforce positive behaviors? (behavior

strategies)

Field Study 1 Observation of Teaching-Learning in Actual School Environment

Reflection as a future teacher

1. Why do you need to enforce positive discipline?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

IDENTIFYING THE DIFFERENT ASPECTS OF

ACTIVITY 5.2 CLASSROOM MANAGEMENT

Resource Teacher: __ Teacher’s Signature_

School: _________________________

Grade/Year Level: ____________ Subject Area: _ Date: ___

CLASSROOM MANAGEMENT MATRIX

Observe a class and accomplish the given matrix.

Aspects of Classroom Description Effect of the Learners

Management (to be filled out after you answer
the analysis question)
1. Specific Areas in the
classroom
2. Classroom Rules
3. Classroom Procedures
4. Daily Routines
5. Seating arrangement
6. Handling misbehavior/off-
task behavior
7. Reinforcement of Positive
Behavior

Field Study 1 Observation of Teaching-Learning in Actual School Environment

1. How did the classroom organization and routines affect the learners’ behavior?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

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?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

3. Which behavior strategies were effective in managing the behavior of the

learners? In motivating students? Why were they effective?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Reflect on the following and write your insights.

1. Imagine yourself organizing your classroom in the future. In what level do you
see yourself? What routines and procedures would you consider for this level?
Why?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Field Study 1 Observation of Teaching-Learning in Actual School Environment

2. Make the list of the rules you are likely to implement in this level. Why would you
choose these rules?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

3. Should learners be involved in making the class rules? Why?

SHOW Your Learning Artifacts

Paste pieces of evidence of classroom rules that work in class. You may also put
pictures of the physical space and learning stations which contribute to the effective
implementation of classroom management.

Field Study 1 Observation of Teaching-Learning in Actual School Environment

FS 1
LEARNING EPISODE 6

CLASSROOM MANAGEMENT ANDCLASROOM

ROUTINES

INTENDED LEARNING OUTCOME

At the end of this Episode, I must be able to:

 identify the classroom routines set by the teacher; and

 observe how the students execute the various classroom routines

The Learning Essentials

Routines are the backbone of daily classroom life. They facilitate teaching and
learning. Routines don't just make the life of the teacher easier. They save valuable
classroom time. Efficient routines make it easier for students to learn and achieve more.

 Establishing routines early in the school year:

 enables you to run your daily activities run smoothly;
 ensures you to manage time effectively;
 helps you maintain order in the classroom;
 makes you more focused in teaching because you spend less time in giving
directions/instructions; and
 enables you to explain to the learners what are expected of them.

Field Study 1 Observation of Teaching-Learning in Actual School Environment

observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

ACTIVITY 6.1 OBSERVING CLASSROOM MANAGEMENT AND

ROUTINES

Resource Teacher: __ Teacher’s Signature_

School: _________________________

Grade/Year Level: ____________ Subject Area: _ Date: ___

Observe the classroom routines of the Resource Teacher by accomplishing the given
checklist.
CHECKLIST ON CLASSROOM ROUTINES
Check Yes ( ) if observed and (x) if not observed.
Classroom Routines Observed ( ) Not Observed (x)
1. Movement into the classroom
2. Transition in classroom activities
3. Movement out of the classroom
4. Use of lavatories/ comfort room/washrooms
5. Passing of papers
6. Passing of books
7. Working with pairs/groups
8. Tardy students
9. Absent students
10. Submission/Collection of materials
11. Submission of projects
12. Asking questions during lessons
13. Asking for assistance
14. Joining classroom activities
15. Lining up
16. Walking in line
17. Fire drill/ emergencies
18. Movement between activities

Field Study 1 Observation of Teaching-Learning in Actual School Environment

19. Use of classroom supplies

20. Checking of assignments
Others, please specify.

Analyze the routines set by the Resource Teacher by answering the following
questions.

1. Were the routines effective in ensuring discipline and order in the class? Why?
Why not?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

2. Which of those routines were systematic and consistently implemented?

Explain your answer.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Reflect on the various routines observed.

1. Which of the routines will you most likely apply in your class? Why? Why not?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Field Study 1 Observation of Teaching-Learning in Actual School Environment

Listing Down Classroom Rules

ACTIVITY 6.2

Resource Teacher: __ Teacher’s Signature_

School: _________________________

Grade/Year Level: ____________ Subject Area: _ Date: ___

Observe a class and list down the classroom rules formulated by the Resource
Teacher. Cite the importance of these rules.

Classroom rules are imperative and must be reinforced for learners" safety and
security. Rules also teach discipline and self-control. Rules eliminate stress and will
provide a more pleasant, secured and non-threatening environment. Rules ensure the
students' engagement and focus in their classroom activities.

Classroom Rules Importance

1. E.g. Read directions well. - Ensures less error in answering the

activity.

Field Study 1 Observation of Teaching-Learning in Actual School Environment

1. Analyze each given rule. What circumstances led to the formulation of the rule?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

2. Are classroom rules really important?

Reflect on the various classroom rules set by the resource Teacher. Will you have
the same rules? What rules are you going to employ? Explain your answer.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Field Study 1 Observation of Teaching-Learning in Actual School Environment

SHOW Your Learning Artifacts

Take some snaphots of the classroom routines employed by the Resource

Teacher which are worth emulating. Tell something about the pictures.

Field Study 1 Observation of Teaching-Learning in Actual School Environment

FS 1
LEARNING EPISODE 7
PHYSICAL AND PERSONAL ASPECTS OF
CLASSROOM MANAGEMENT
INTENDED LEARNING OUTCOME

At the end of this Episode, I must be able to:

 Identify the two aspects of classroom management; and

 Determine the classroom management strategies that the Resource Teacher
employed in his/her class.

The Learning Essentials

Classroom management refers to the wide variety of skills and techniques that
the teacher use to keep students organized, orderly, focused, attentive on task and
academically productive in class.
Importance of Effective Classroom Management
 increases chance of student success
 paves the way for the teacher to engage students in learning
 helps create an organized classroom environment
 increases instructional time
 creates consistency in the employment of rules and regulations
 aligns management strategies with school wide standards
 decreases misbehavior in the classroom
 gives student boundaries as well as consequences

Ref: http://www.ehow.comn

Field Study 1 Observation of Teaching-Learning in Actual School Environment

Two aspects of Classroom Management.

1. Personal Classroom Management consists of managing your own self to ensure order
and discipline in your class. It includes:
1.1 voice
1.2 personal grooming
1.3 attendance
1.4 punctuality
1.5 personal graciousness

Managing yourself as a teacher contributes to the order and well-being of your

class

2. Physical Classroom Management consists of managing the learning environment.

Attending to these physical elements of the learning environment ensures the safety,
security and order in the class. It includes:
3.1.ventilation
3.2 lighting
3.3 acoustics
3.4 seating arrangement
3.5 structure/ design of the classroom
3.6 physical space/ learning stations

Some Effective Classroom Management Strategies

1. Model to the students how to act in different situations.
2. Establish classroom guidelines.
3. Document the rules.
4. Refrain from punishing the entire class.
5. Encourage initiative from class.
6. Offer praise and rewards.
7. Use non-verbal communication.
8. Take time to celebrate group effort.
9. Let students work in groups
10. Interview students to assess their needs.
11. Address bad behavior quickly.
12. Consider peer teaching.
13. Continuously engage the students.
14. Assign open-ended project.
15. Write group contracts.

Ref. prodigygame.com

Field Study 1 Observation of Teaching-Learning in Actual School Environment

observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

ACTIVITY 7.1 IDENTIFYING PERSONAL AND PHYSICAL ASPECTS

OF CLASSROOM MANAGEMENT

Resource Teacher: __ Teacher’s Signature_

School: _________________________
Grade/Year Level: ________________ Subject Area: _______ Date: _____

Observe a class and interview the Resource Teacher. Ask how the personal and
physical aspects of classroom management ensure proper classroom management and
discipline.
Check if these aspects were observed in the classroom.

Aspects of Classroom Management YES NO

1. Personal Classroom Management
1.1 Is the teacher well-groomed that he/she demands respect from the learners?
1.2 Is the teacher's voice modulated and can be heard by the entire class?
1.3 Was the teacher present in class?
1.4 Did the teacher arrive on time in class?
1.5 Does the teacher exude a positive attitude towards teaching?
2. Physical Classroom Management
2.1 Is the classroom well-ventilated?
2.2 Is the lighting good enough?
2.3 Is the classroom free from noise?
2.4 Does the seating arrangement provide better interaction?
2.5 Is the design/structure of the room inviting to classroom activities?
2.6 Is the physical space/ learning station clear from obstruction?

Field Study 1 Observation of Teaching-Learning in Actual School Environment

Analyze the different elements of personal/physical classroom management and

answer the following questions
1. How does the voice of the teacher affect the classroom instructions?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

2. How does the punctuality of the teacher affect classroom discipline?

3. Why do we need to check the physical aspects of classroom management?

Reflect on the aspect of personal and classroom management.

1. What does the statement mean to you as a future teacher? Explain.
“No amount of good instruction will come out without effective classroom
management”
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Field Study 1 Observation of Teaching-Learning in Actual School Environment

3. What are your plans in ensuring effective classroom management?

Field Study 1 Observation of Teaching-Learning in Actual School Environment

DEMONSTRATING KNOWLEDGE OF
ACTIVITY 7.2
POSITIVE AND NON-VIOLENT DISCIPLINE
IN THE MANAGEMENT OF LEARNER
BEHAVIOR

Resource Teacher: __ Teacher’s Signature_

School: _________________________
Grade/Year Level: ________________ Subject Area: _______ Date: _____

Observe the classroom management strategies that your Resource Teacher

employs in the classroom. You may also conduct an interview to substantiate your
observation.
Check the management strategies employed by the Resource Teacher.
Check ( ) Observed, put an (x) if not observed and O for no opportunity to
observe.
Effective Classroom Management Strategies Observed Not No
Observed Opportunity
to Observed
1. Model to the students how to act in different
situations.
2. Establish lassroom guidelines.
3 Document the rules.
4. Refrain from punishing the entire class.
5. Encourage initiative from class.
6. Offer praise and rewards
7. Use non-verbal communication.
8. Take time to celebrate group effort.
9. Let students work in groups.
10. Interview students to assess their needs.
11. Address bad behavior quickly.
12. Consider peer teaching.
13. Continuously engage the students.
14. Assign open-ended project.
15. Write group contracts.
Others (Please specify)

Field Study 1 Observation of Teaching-Learning in Actual School Environment

Analyze the checklist you have accomplished and answer the given questions:
1. How many strategies were employed by the Resource Teacher? Did these
contribute to the better classroom management? Explain your answer.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

2. What were not used by the Resource Teacher? Were these important? What
should have been used instead? Explain.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

As a future teacher, reflect on the observations then answer the given

question.

1. What classroom management strategies do I need to employ to respond to

diverse types of learners?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Field Study 1 Observation of Teaching-Learning in Actual School Environment

SHOW Your Learning Artifacts

Show piece(s) of evidence of learning to capture the classroom

management strategies used by your Resource Teacher.

Field Study 1 Observation of Teaching-Learning in Actual School Environment

FS 1
LEARNING EPISODE 8
CLOSE ENCOUNTER WITH THE SCHOOL
CURRICULUM

INTENDED LEARNING OUTCOME

At the end of this Episode, I must be able to:

 identify the different curricula that prevail in the school setting;

 describe how the teacher manages the school curriculum by planning,
implementing lessons through different strategies and assessment of learning
outcomes; and
 analyze if the teacher aligns the objectives to subject matter, to teaching
strategies and assessment.

The Learning Essentials

School Curriculum: What is this about?

From a broad perspective, curriculum is defined as the total learning process and
outcomes as in lifelong learning. However, school curriculum in this course limits such
definition of total learning outcomes to confine to a specific learning space called
school. Schools are formal institutions of learning where the two major stakeholders are
the learners and the teachers. Basic education in the Philippines is under the
Department of Education or DepEd and the recommended curriculum is the K-12 or
Enhanced Basic Education Curricula of 2013. All basic education schools offering
kindergarten (K) elementary (Grades 1 to 6) and Secondary (Grades 7-10, Junior High
School and Grades 11 to 12, Senior High School) adhere to this national curriculum as a
guide in the implementation of the formal education for K to 12.
Field Study 1 Observation of Teaching-Learning in Actual School Environment
70

What are the salient features of the K to12 Curriculum? Here are the features. It
is a curriculum that:
1. strengthens the early childhood education with the use of the mother tongue.
2. makes the curriculum relevant to the learners. The use of
contextualized lessons and addition of issues like disaster preparedness,
climate change and information and of communication technology (ICT) are
included in the curriculum. Thus, in-depth knowledge, skills and values,
attitude through continuity and consistency across every level and subject.
3. builds skills in literacy. With the use of Mother Tongue as the main
language in studying and learning tools from K to Grade 3, learners will
become ready for higher level skills.
4. ensures unified and seamless learning. The curriculum is designed in a
spiral progression where the students learn first the basic concepts, while they
study the complex ones in the next grade level. The progression of topics
matches with the developmental and cognitive skills. This process strengthens
the mastery and retention.
5. gears up for the future. It is expected that those who finish basic education
in Grade 12 will be ready for college or tech voc careers. Their choice of
careers will be defined when they go to Grade 11 and 12.
6. nurtures a fully developed youth. Beyond the K to 12 graduate the learner
will be ready to embark on different career paths for a lifetime. You will recall
that a school curriculum is of many types for the Kindergarten to Grade 12 in
the country.

 The enhanced curriculum K to12 curriculum is the Recommended

Curriculum. It is to be used nationwide as mandated by Republic Act
10533.
 When the curriculum writers began to write the content and competency
standards of the K to 12 Curriculum it became a Written Curriculum. It
reflects the substance of RA 10533 or the Enhanced Basic Education Act of
2013. In the teacher's class it is the lesson plan. A lesson plan is a written
curriculum in miniscule.
 What has been written in a lesson plan has to be implemented. It is
putting life to the written curriculum, which is referred to as the Taught
Curriculum. The guidance of the teacher is very crucial.

 A curriculum that has been planned, and taught needs materials, objects,
gadgets, laboratory and many more that will help the teacher implement
the curriculum. This is referred to as the Supported Curriculum.
 In order to find out if the teacher has succeeded in implementing the
lesson plan, an assessment shall be made. It can be done in the middle or
end of the lesson. The curriculum is now called the Assessed Curriculum.

Field Study 1 Observation of Teaching-Learning in Actual School Environment

 The result of the assessment when successful is termed as Learned

Curriculum. Learned curriculum whether small or big indicates
accomplishment of learning outcomes.
 However, there are unplanned curriculum in schools. These are not
written, nor deliberately taught but they influence learning. These include
peer influence, the media, school environment, the culture and tradition,
natural calamities and many more. This curriculum is called Hidden
Curriculum or Implicit Curriculum.

So what will be the roles and responsibilities of the teacher in the relations with
the school curriculum, specifically in the K to 12 or the enhanced curriculum for basic
education? Teachers then should be multi talented professionals who:
 know and understand the curriculum as enumerated above;
 write the curriculum to be taught
 plan the curriculum to be implemented;
 initiate the curriculum which is being introduced;
 innovate the curriculum to make it current and updated;
 implement the curriculum that has been written and planned; and
 evaluate the written, planned and learned curriculum.

Field Study 1 Observation of Teaching-Learning in Actual School Environment

observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

ACTIVITY 8.1 CURRICULA IN THE SCHOOL SETTING

It’s time to look around. Discover what curriculum is operating in the school setting.
Recall the types of curriculum mentioned earlier. Can you spot where these are found?

Resource Teacher: __ Teacher’s Signature_

School: _________________________
Grade/Year Level: ________________ Subject Area: _______ Date: _____

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

Type of Curriculum Where Found Description

1. Recommended Curriculum
(K to
12 Guidelines)
2. Written Curriculum
(Teacher's
Lesson Plan)
3. Taught Curriculum
(Teaching
Learning Process)
4. Supported Curriculum
(Subject
textbook)
5. Assessed Curriculum
(Assessment Process)
6. Learned Curriculum
(Achieved
Learning Outcomes)
7. Hidden Curriculum (Media)

Field Study 1 Observation of Teaching-Learning in Actual School Environment

Which of the seven types curriculum in the school setting is easy to find? Why?
Which is difficult to observe? Why?
Are these all found in the school setting? How do curricula relate to one another?
Draw a diagram to show the relationship of one curriculum to the other.

Field Study 1 Observation of Teaching-Learning in Actual School Environment

Make a reflection on the diagram that you have drawn.

Field Study 1 Observation of Teaching-Learning in Actual School Environment

THE MINISCULE SCHOOL CURRICULUM: THE LESSON,

ACTIVITY 8.2 A CLOSER LOOK

Resource Teacher: __ Teacher’s Signature_

School: _________________________
Grade/Year Level: ________________ Subject Area: _______ Date: _____

This activity requires a full lesson observation from Motivation to Assessment,

Procedure:

1.Secure permit to observe one complete lesson in a particular subject, in a particular

grade year level.
2. Keep a close watch on the different components of the miniscule curriculum: the
lesson
3. Follow the three major components of a curriculum (Planning, Implementing and
Evaluating/Assessing). Observe and record your observation.

Observe and Record Observation on the Following Aspects

Major Curriculum Key Guide for Observation (Carefully look for the
Components indicators/behavior of the teacher along the key points. Write your
observation and description in your notebook.)

A. Planning 1. Borrow the teacher's lesson plan for the day. What major parts
do you see? Request a copy for your use.
Answer the following questions:
a. What are the lesson objectives/learning outcomes?
b. What are included in the subject matter?
c. What procedure or method will the teacher use to implement
the plan?
d. Will the teacher assess or evaluate the lesson? How will this
be done?

B. Implementing Now it's time to observe how the teacher implemented the
prepared lesson plan. Observe closely the procedure.
a. How did the teacher begin the lesson?
b. What procedure or steps were followed?
c. How did the teacher engage the learners?

Field Study 1 Observation of Teaching-Learning in Actual School Environment

d. Was the teacher a guide at the side?

e. Were the learners on task?/ Or were they participating in the
class activity?
f. Was the lesson finished within the class period?

c. Evaluating/Assessing Did learning occur in the lesson taught? Here you make
observations to find evidence of learning.
a, Were the objectives as learned outcomes achieved?
b. How did the teacher assess/evaluate it?
c. What evidence was shown? Get pieces of evidence.

Write a paragraph based on the data you gathered using these key questions?
1. How does the teacher whom you observed compare to the ideal characteristics
or competencies of global quality teachers?
________________________________________________________________
________________________________________________________________
________________________________________________________________

2. Was the lesson implemented as planned? Describe.

________________________________________________________________
________________________________________________________________
________________________________________________________________

3. Can you describe the disposition of the teacher after the lesson was taught?
Happy and eager? Satisfied and contented? Disappointed and exhausted?
________________________________________________________________
________________________________________________________________
________________________________________________________________

4. Can you describe the majority of students' reactions after the lesson was taught?
Confused? Happy and eager? Contented? No reactions at all.
________________________________________________________________
________________________________________________________________
________________________________________________________________

Field Study 1 Observation of Teaching-Learning in Actual School Environment

Based on your observations and tasks in Activity 2 how will you prepare your lesson
plan?

Make a short paragraph on the topic.

Field Study 1 Observation of Teaching-Learning in Actual School Environment

CONSTRUCTIVE ALIGNMENT OF THE

ACTIVITY 8.3
COMPONENTS OF A LESSON PLAN

Resource Teacher: __ Teacher’s Signature_

School: _________________________
Grade/Year Level: ________________ Subject Area: _______ Date: _____

Using the diagram below fill the component part of s lesson plan
I. Title of the Lesson: ________________________________________
II. Subject Area: ____________________________________________
III. Grade/Year level: __________________________________________

Outcomes Teaching Method Assessment

Fill this up Fill this up Fill this up

Field Study 1 Observation of Teaching-Learning in Actual School Environment

Answer the following questions based on the diagram.

1. Are the three components constructively aligned? Explain.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

2. Will the outcomes be achieved with the teaching methods used? Why?
________________________________________________________________
________________________________________________________________
________________________________________________________________

3. What component would tell if the outcomes have been achieved?

________________________________________________________________
_______________________________________________________________
________________________________________________________________

What lessons have you learned in developing or writing a lesson plan?

What will it give to the teacher if the three components are aligned?

Field Study 1 Observation of Teaching-Learning in Actual School Environment

SHOW Your Learning Artifacts

Learning Artifacts for Activity 1-3

Present an artifact for Activity 1, 2, and 3.

Activity 1 Artifact
1. Present an evidence for each kind of curriculum operating in the school setting. This
can be in pictures, documents or others.

Activity 2: Artifact
1. Present a sample curriculum in a form of a Lesson Plan.

Field Study 1 Observation of Teaching-Learning in Actual School Environment

Activity 3: Artifact
Present a matrix to show the constructive alignment of the three components of
a lesson plan.
a. Example:
Lesson Title: _____________________________________________________
Subject Area: _____________________________________________________
Grade Level: _____________________________________________________

Lesson Outcomes Teaching Methods Evaluation

Field Study 1 Observation of Teaching-Learning in Actual School Environment

FS 1
LEARNING EPISODE 9

PREPARING FOR TEACHING AND LEARNING

INTENDED LEARNING OUTCOME

At the end of this Episode, I must be able to:

 identify the teaching-learning practices that apply or violate the principles of
teaching learning
 determine the guiding principles on lesson objectives/learning outcomes applied
in instruction;
 judge if lesson objectives/intended learning outcomes are SMART;
 determine whether or not the intended learning outcomes are achieved at the
end of the lesson;
 observe the teaching methods used by the Resource Teacher; and
 differentiate the different methods of teaching.

The Learning Essentials

These are the time-tested principles of teaching and learning:

1. Effective learning begins with setting clear expectations and learning
outcomes
2. Learning is an active process. "What I hear, I forget; what I see, I remember
what I do, I understand."
3. Learning is the discovery of the personal meaning of ideas. Students are given
the opportunity to connect what they learn with other concepts learned, with
real world experiences and with their own lives.
4. Learning is a cooperative and a collaborative process.

Field Study 1 Observation of Teaching-Learning in Actual School Environment

A teaching method consists of systematic and orderly steps in the teaching-

learning process. It is the practical realization or application of an approach. All methods
of teaching can be classified either as deductive (direct) or inductive (indirect).

INDUCTIVE
DEDUCTIVE
Begins with the
Begins with a rule, Methods concreate, experience,
generalization, of details, examples
abstraction and ends Teaching and ends with a rule,
with concreate, generalization,
experience, details, abstraction
examples

observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

DEMONSTRATING AN UNDERSTANDING OF
ACTIVITY 9.1
RESEARCH-BAESD KNOWLEDGE PRINCIPLES OF
TEACHING AND LEARNING
Resource Teacher: ________________ Teacher’s Signature_______________
School: _________________________
Grade/Year Level: ________________ Subject Area: _______ Date: _____

Observe a class with the use of the principles of learning

given in Revisit the Learning Essentials. I will identify evidence of applications/violations
of the principles of learning. I can cite more than one evidence per principle of learning.

Field Study 1 Observation of Teaching-Learning in Actual School Environment

Principles of Learning What did the Resource Teacher do to

apply the principle of learning?

1. Effective learning begins with the

setting of clear and high expectations of
learning outcomes.

2. Learning is an active process.

3. Learning is the discovery of personal

meaning and relevance of ideas.

4. Learning is a cooperative and a

collaborative process. Learning is
enhanced in an atmosphere of
cooperation and collaboration.

1. What principles of learning were most applied? least applied?

MOST APPLIED
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

LEAST APPLIED
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Give instances where this/these principle/s could been applied.

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Field Study 1 Observation of Teaching-Learning in Actual School Environment

From one of the principles of learning, which one do yo think is the most
important?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

IDENTIFYING LEARNING OUTCOMES THAT ARE

ACTIVITY 9.2
ALLIGNED WITH LEARNING COMPETENCIES

Resource Teacher: __ Teacher’s Signature_

School: _________________________
Grade/Year Level: ________________ Subject Area: _______ Date: _____

Observe a class, this time focusing on how the learning outcomes were stated.
Determined if the learning outcomes was/were achieved or not. Give evidence.
1. Write the learning outcomes stated in the lesson.

Learning Outcomes (Smart Achieved

Objectives)
Yes No Yes No
1
2
3
4
5

Field Study 1 Observation of Teaching-Learning in Actual School Environment

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

Do a smart objectives make the lesson more focused?

Reflect on the Lesson learned in determining SMART learning outcomes.

Field Study 1 Observation of Teaching-Learning in Actual School Environment

DISTINGUISHING BETWEEN INDUCTIVE AND

ACTIVITY 9.3
DEDUCTIVE METHODS OF TEACHING

Resource Teacher: __ Teacher’s Signature_

School: _________________________
Grade/Year Level: ________________ Subject Area: _______ Date: _____

I will observe one Resource Teacher with the use of this observation sheet. Using the
guide questions, I shall reflect on my observations and analysis.

Teacher-centered Student-centered
Did the teacher lecture all the time? Were students involved in the teaching-
learning process? How? Or were they
mere passive recipients of instruction?

What was the emphasis on the mastery Was the emphasis on the students’
of the lesson application of the lesson in real life? Give
proofs.

Was class atmosphere competitive? Why? Was class atmosphere collaborative?

Why?

Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? disciplines/ subjects?

Field Study 1 Observation of Teaching-Learning in Actual School Environment

What teaching-learning practice shows that teaching approach was:

a) Constructivist-connected to past experiences of a learners; learners
constructed new lesson meanings

b) inquiry-based

c) developmentally appropriate - learning activities fit the developmental stage of children

d) reflective

e) inclusive No learner was excluded; teacher taught everybody.

f) collaborative - Students worked together.

8) integrative- Lesson was multidisciplinary - e.g. In Science, Math concepts were taught

Field Study 1 Observation of Teaching-Learning in Actual School Environment

1. What are possible consequences of teaching purely subject matter for mastery
and for the test?
_______________________________________________________________________
_______________________________________________________________________
____________________________________________________________________

2. If you were to reteach the classes you observed, would you be teacher-centered
or student-centered? Why?
_______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________

Reflect on Principles of teaching worth applying.

Field Study 1 Observation of Teaching-Learning in Actual School Environment

SHOW Your Learning Artifacts

Post proofs of learning that you were able to gain in this Episode. You may attach the
lesson plan (s) used by your Resource Teacher to show the intended learning outcomes
and the method used in class.

Field Study 1 Observation of Teaching-Learning in Actual School Environment

FS 1
LEARNING EPISODE 10

THE INSTRUCTIONAL CYCLE

INTENDED LEARNING OUTCOME

At the end of this Episode, I must be able to:

 identify the application of some guiding principles in the selection and use of
teaching strategies.
 determine whether or not the lesson development was in accordance with
outcome-based teaching and learning.
 identify the Resource Teacher's questioning and reacting techniques.
 outline a lesson in accordance with outcome based teaching-learning.

The Learning Essentials

These are the guiding principles in the selection and use of teaching methods:
1. Learning is an active process.
2. The more senses that are involved, the more and the better the learning.
3. A non-threatening atmosphere enhances learning.
4. Emotion has the power to increase retention and learning.
5. Good teaching goes beyond recall of information.
6. Learning is meaningful when it is connected to students' everyday life.
7. An integrated teaching approach is far more effective than teaching isolated
bits of information.

Realizing the importance of these guiding principles in teaching and learning, the
Department of Education promotes Standards-and Competency-Based teaching with its
K to 12 Curriculum Guide. The Technical Education Skills Development Authority
(TESDA) has been ahead of DepEd and the Commission on Higher Education (CHED) in
the practice of Competency Standards-Based teaching and Assessment. CHED requires
Field Study 1 Observation of Teaching-Learning in Actual School Environment
92

all higher education institutions in the country to go outcome-based education (OBE) in

its CHED Memo 46, s. 2012. Outcome based teaching and learning (OBTL) is OBE
applied in the teaching-learning process. It is equivalent to competency-based and
standards-based teaching and learning in the Kto12 Curriculum.
When you apply OBTL you see to it that the teaching-learning activities (TLAs)
and in turn the Assessment Tasks (ATs) are aligned with the intended learning
outcomes. In other words, in OBTL you first establish your intended learning outcomes
(lesson objectives). Then you determine which teaching-learning activities (TLAs) and
also the assessment tasks (ATS) you will have to use to find out if you attained your
ILO's.

In lesson planning, the ILOs are our lesson objectives, the TLA's are the activities
we use to teach and the AT's are the evaluation part.

OBE and OBTL are not entirely new. They are importantly new. With mastery
learning of Benjamin Bloom (1971), we were already doing OBE and OBTL

Likewise, it is also important that teachers must be able to have a mastery of the
art of questioning and reacting techniques to ensure the effective delivery of
instruction.

These are the types of questions that teachers ask.

Types of Questions that Teachers As

1. Factual /Convergent/Closed /Low-level Who, What, Where, When questions

With one acceptable answer

2. Divergent /Open-ended/High-level Open-ended; has more than one acceptable

/Higher- answer
order/Conceptual

a. evaluation
b. inference e.g. When the phone rang and Liz picked it
up, she was all smiles. What can you infer
about
Liz?
c. comparison

d. application

e. problem-solving

3. Affective e.g. How do you feel?

Field Study 1 Observation of Teaching-Learning in Actual School Environment

These are also some of the reacting techniques that teachers use:
1. Providing acceptance feedback
2. Providing corrective feedback
3. Giving appropriate and sincere praise
4. Repeating the answer
5. Explaining the answer/ expanding the answer
6. Rephrasing the question
7. Asking follow up questions
8. Redirecting questions to other pupils
9. Soliciting student questions
10. Encouraging through non-verbal behavior
11. Criticizing respondent for his/her answer
12. Scolding for misbehavior or for not listening
13. Overusing expressions such as "okay", "right

Field Study 1 Observation of Teaching-Learning in Actual School Environment

observe

reflect analyze
OBSERVE, ANALYZE, REFLECT

APPLYING THE GUIDING PRINCIPLES IN THE

ACTIVITY 10.1
SELECTION AND USE OF STRATEGIES

Resource Teacher: __ Teacher’s Signature_

School: _________________________
Grade/Year Level: ________________ Subject Area: _______ Date: _____

Observe one class with the use of the observation sheet for greater focus then analyze
my observations with the help of the guide questions.

1. The more senses that are involved, the e.g. Teacher used video on how digestion
more and the better the learning. takes place and a model of the human
digestive system.

2. Learning is an active process.

3. A non-threatening atmosphere
enhances learning

4. Emotion has the power to increase

retention and learning.

5. Good teaching goes beyond recall of

information.

6. Learning is meaningful when it is

connected to students' everyday life.

7. An integrated teaching approach is far

more effective than teaching isolated bits
of information

Field Study 1 Observation of Teaching-Learning in Actual School Environment

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

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Reflect on this question.

How do we select the appropriate strategy for our lessons?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

ACTIVITY 10.2 DETERMINING OUTCOMES BASED TEACHING AND

LEARNING

Resource Teacher: __ Teacher’s Signature_

School: _________________________
Grade/Year Level: ________________ Subject Area: _______ Date: _____

Observe a class and answer the following questions.

1. Did the Teacher state the learning obiectives/intended learning outcomes

(LOs) at the beginning of the class? Did he/she share them with the class?
How?
_______________________________________________________________
_______________________________________________________________

Field Study 1 Observation of Teaching-Learning in Actual School Environment

_______________________________________________________________
_______________________________________________________________
2. What teaching-learning activities (TLAs) did he/she use? Did these TLAs help
him/her attain his/her lesson objectives/ ILOs? Explain your answer.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

3. What assessment task/s did teacher employ? Is/Are these aligned to the
lesson objectives/ ILOs?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?-
_______________________________________________________________
_______________________________________________________________

Reflect on the use of OBTL

_______________________________________________________________
_______________________________________________________________

Field Study 1 Observation of Teaching-Learning in Actual School Environment

ACTIVITY 10.3 APPLYING EFFECTIVE QUESTIONING TECHNIQUES

Resource Teacher: __ Teacher’s Signature_

School: _________________________
Grade/Year Level: ________________ Subject Area: _______ Date: _____

Observe a class activity. You shall focus on the questions

that the Resource Teacher asks during the classroom discussion. Write the questions
raised and identify the level of questioning.

Types of Question Examples of Questions that the

Resource Teacher Asked
1. Factual/ Convergent Closed/ Low level

2. Divergent/ Higher -order/ Open-ended/

Conceptual

a. evaluation

b. inference

c. comparison

d. application

e. problem-solving

3. Affective

Field Study 1 Observation of Teaching-Learning in Actual School Environment

Neil Postman once said: "Children go to school as question marks and leave
school as Periods!” Does this have something to do with the type of questions that
teachers ask and the questioning and reacting techniques that they employ?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

Reflect on

The importance of using various reacting techniques

Field Study 1 Observation of Teaching-Learning in Actual School Environment

SHOW Your Learning Artifacts

Show proofs of learning that you were able to gain in this Episode by
interviewing at least two teachers on their thoughts on OBTL.

Field Study 1 Observation of Teaching-Learning in Actual School Environment

100

FS 1
LEARNING EPISODE 11

UTILIZING TEACHING-LEARNING RESOURCES

AND ICT

INTENDED LEARNING OUTCOME

At the end of this Episode, I must be able to:

 identify and classify learning resource materials in the multi-media center;

 show skills in the positive use of ICT to facilitate the teaching-learning process
 show skills in the evaluation, selection, development, and use of a variety
learning
 resources, including ICT to address learning goals;
 analyze the level of technology integration in the classroom; and
 demonstrate motivation to utilize ICT for professional development goals.

The Learning Essentials

UNESCO ICT Competency Framework for Teachers Version 3 (ICT CFT v3, 2018)
The Information and Communications Technology Competency Framework for Teachers
(ICT
CFT) version 3 is a comprehensive framework guide teachers' development on the
effective and appropriate use of ICT in education. It highlights what teachers should
know and do clustered in six aspects, namely: 1. Understanding ICT in Education, 2.
Curriculum and Assessment, 3. Pedagogy, 4. Application of Digital Skills, 5. Organization
and administration, and 6. Teacher Professional Learning.
Similar to the PPST, the ICT CFT also articulated competencies in levels which
guide teachers as they develop their 1CT skills from Level 1, Knowledge Acquisition, to
Level 2, Knowledge Deepening, and Level 3, Knowledge Creation. The Commission on
Higher Education Teacher Education Curricula (2017) includes the UNESCO ICT CFT so

Field Study 1 Observation of Teaching-Learning in Actual School Environment

101

most likely you have The activities here are meant for you to observe, analyze and
reflect about the competencies
tackled this in your Technology for Teaching and Learning classes.
It will be good to review the UNESCO ICT CFT v3 framework as you work in this
episode. discussed in the framework. (Access it
at https://www.open.edu/openlearncreate/pluginfile.
php/306820/mod_resource/content/2/UNESCO%20ICT%20Competency%20Framewor
%20V3. pdf)

The Learning Resource Center

1. A school usually sets up a center that will provide valuable support to the
teaching-learning process. Over the years the name of this center has evolved.
Some of the names are Audiovisual Center, Media and Technology Resource
Center, Teaching-Learning Technology Department, or Simply Learning
Resource Center
2. With the swift development of ICT, the natural outcome was the ever-
expanding interface between the traditional library and ICT both in terms of
hardware and software systems and applications.
3. Schools may have different set-ups when it comes to a Learning Resource
Center (LRC). Some have replaced the term library with LRC. Some have a
separate library, LRC, and Audio Visual or Media Center. Some only have the
LRC both for teachers and students. Still some have combined their learning
resource centers with maker spaces.
4. The common purpose among these centers is to provide print, audio-visual and
ICT resources to support the teaching-learning process
5. The goals of the Center may include orienting and training teachers in the use
of audiovisual and ICT resources, working with teachers and administrators in
producing instructional materials, making available useful resources to the
students, teachers, and the school community.
6. In order to support the philosophy and aims of the school, the Center must
fulAl the following functions: center of resources, laboratory of learning, agent
of teaching, service agency, coordinating agency, recreational reading center,
and a link to other community resources

Technology Integration
The Technology Integration Matrix provides a comprehensive framework for
you to define and evaluate technology integration. It will provide you direction and
guide you in the process of achieving effective teaching with technology. The teacher's
integration of technology in instruction can be described as progressing in 5 levels:
entry, adoption, adaptation, infusion and finally transformation.

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The teacher also works at creating a learning environment that encourages and
enables quality technology integration. The interdependent characteristics of the
learning environment are being active, collaborative, constructive, authentic, and goal-
directed.
The Technology Integration Matrix connects the Levels of Technology Integration
and the Characteristics of the Learning Environment. Examine the matrix below. To
make you understand how integration is done in each of the levels and environment,
explore the TIM website and learn from the many interesting videos showing
technology integration. Go to http:/fcit. usf.edu/matrix/matrix.php

Observing Technology Integration in the Classroom

Levels of Technology Integration into the curriculum
Adaptation: The Infusion: The Transformation: The
Adoption: The teacher
teacher encourages teacher creates a teacher creates à rich
Technology Entry: The teacher uses
directs students in the
conventional use of
adaptation of
tool-based software
learning
environment that
learning environment
In which students
Integration technology to deliver
Curriculum content to
tool- based software.
If such software is
by allowing students
to select a tool and
infuses the power
of technology
regularly engage in
activities that would
Matrix students. available, this level is
the recommended
modify its use to
accomplish the task
tools throughout
the day and across
have been impossible
to achieve without
entry point.
at hand subject areas technology.

Students have
Throughout the
opportunities to
school day, Given ongoing access
Students begin to select and modify
Active: Students are actively engaged in students are to online resources,
utilize technology tools technology tools to
using Students use technology for empowered to students actively
to create products, for accomplish specific
Characteristics of Learning
technology as a tool rather
than passively receiving information from
drill and practice and
computer based training.
example using a word purposes, for
select appropriate
technology tools
Select and pursue
topics beyond the
processor to create a example using
Environment
the technology.
report. colored cells on a
and actively apply imitations of even the
them to the tasks best school library.
spreadsheet to plan
at hand.
a garden

Throughout the
Students have
day and across Technology enables
Students have opportunities to
subject areas, students to collaborate
Collaborative: Students use technology Students primarily work opportunities to utilize select and
students utilize with peers and experts
tools to collaborate with others rather alone when using collaborative tools, modify technology
technology tools to irrespective of time
than working individually at all times. technology. such as email, in tools to facilitate
facilitate zone or physical
conventional ways. collaborative
collaborative distances.
work
learning.

Students utilize
Students begin to Students have technology
Constructive: Students utilize constructive opportunities to to make Students use
use technology tools to Technology is used to tools such ass select and modify connections and technology to
build understanding rather deliver information to graphic organizers to technology tools Construct construct, share, and
than simply receive students. build upon prior to assist them in the understanding publish knowledge to a
information, knowledge and construction of across disciplines worldwide audience.
construct meaning understanding. and throughout the
day.

By means of
Students have Students have technology tools,
Students select
opportunities to apply opportunities to students participate
Authentic: Students use Students use technology to appropriate
technology tools to select and modify in outside-of-school
technology tools to solve real-world complete assigned activities technology tools to
some content-specific technology tools to projects and problem-
problems meaningful to them rather than that are generally unrelated complete authentic
activities that are solve problems solving activities that
working on artificial assignments. to real-world problems. tasks across
based on real- world based on real-world have meaning for the
disciplines.
problems. issues. students and the
community.

Goal Directed: Students Students receive From time to time, Students have Students use Students engage in
use technology tools to set directions, guidance, and students have the opportunities to technology tools to ongoing metacognitive
goals, plan activities, feedback from technology, opportunity to use select and modify set goals, plan activities at a level
monitor progress, and rather than using technology technology to either the use of activities, monitor that Would be
evaluate results rather than tools to set goals, plan plan, monitor, or technology tools to progress, and unattainable without
simply completing activities, monitor progress, evaluate an activity. facilitate goal evaluate results the support of
assignments without or self- setting, planning, throughout the technology tools.
reflection evaluate monitoring, and curriculum.
evaluating specific
activities

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(Reproduced with permission of the Florida Center for Instructional Technology, College
of Education, University of South Florida, fcit.usf.edu)

Evaluation of ICT Resources

The world wide web is 1liké an endless network of information, ever-expanding
and almost limitless. Electronic resources come in different forms like websites, web
quests, blogs, social network sites, on-line courses, a wide range of tools, and so many
forms of apps.
As a future teacher, one of the skills that will be most useful for you is the ability
not only to search for information but to make decisions, as to which ones you will take
and use and which ones you will put aside, Aim to develop your skills in evaluating
internet resources. You will be able to choose the best resources that will help you
attain your teaching-learning objectives.

Below is a set of criteria which you can use to evaluate resources

1. Accuracy. The resource material comes from a reliable source and 1S

accurate, free from error and is up-to-date.
2. Appropriateness. The resource is grade/level-appropriate. The content
matches what is needed by the teacher.
3. Clarity. The resource clearly addresses the instructional goals in mind.
4. Completeness. The content is complete. It has all the information needed to
be able to use them.
5. Motivation. The resource is engaging and rewarding to learners. It will
encourage the active participation of the learners.
6. Organization. The resource is logically sequenced. It clearly indicates which
steps should be taken. The procedures or processes flow smoothly.

(Based on the work of Fitzgerald, Mary Ann, Lovin, Vicki, & Branch, Robert Maribe (2003). A
Gateway to Educational Materials: An Evaluation of an Online Resource for Teachers and an Exploration
of User Behaviors. Journal of Technology and Teacher Education. 11(1), 21-51).

Education 4.0
Shwab described the 4th wave of the industrial revolution. The unprecedented
speed at which technology is evolving has disrupted many vital processes that involve
how we run production, businesses and consequently how we teach and learn. The
following Technology trends have huge potential to transform the ways we teach and
learn (UNESCO, 2018):

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1. Open Educational Resources (OER). OERs are materials that can be used for
teaching and learning that do not require payment of royalties nor license fees. There is
an abundance of OERs in the form of textbooks course materials, curriculum maps,
streaming videos, multimedia apps, podcasts, and many others. They can have a
significant impact on education as they are made available and easily accessible in the
internet. Be sure to explore them to help you work on this episode
2. Social Networks. Social networks have revolutionized the' way we interact, learn
about things and share information. Sites and apps such as facebook, twitter,
Instagram provide a virtual venue for teachers and learners to work together interact
among themselves and with other classrooms locally and globally
3. Mobile Technologies. Filipinos are one of the most active on the internet, and also
one who sends the most number of text messages per day. This indicates the high
number of mobile device users. These devices can also be used as a learning tool by
allowing teachers and students more opportunities to learn inside and even outside the
classroom.
4. The Internet of Things. loT is a system of computing mechanisms that become
built-in into many everyday things, that allow sending and receiving data through the
internet. A lot of things have turned "smart." We have smart cars that can navigate on
its own. Smart houses that monitor temperature and light. Smart TVs that interface
with the internet. Watches that send our vital signs to our doctors. All of these
development can influence the way we teach and learn.
5. Artificial Intelligence. Commonly, artificial intelligence is associated when
computers or machine simulate thinking and behaviors of humans such as talking,
learning and solving problems. Virtual assistants such as Siri, Alexa, Bixby and Google
assistant are near samples of Al. Among others, uses of Al in education can be in the
areas of gamificationand adaptive instruction for learners with special needs.

6. Virtual Reality and Augmented Reality. VR is a simulation of an environment by

a computer program that allows a person to visit and experience the environment
virtually. In AR, images from computer programs interlay with the actual views of the
real-word, resulting in an extended, expanded, or altered view of a real-world
environment. In education, among others, VR and AR programs and apps allow more
exciting ways of seeing and experiencing things that add to the motivation and
engagement of learners.

7. Big Data. Through the billions of interactions and transactions are done
electronically, and through the internet, an enormous amount of data is generated and
stored. The challenge is how to make sense of this data, through analytics and
research, possibly answer pertinent questions about how to make teaching and learning
most effective.

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8. Coding. Coding is a skill necessary to create computer software, apps, and websites.
Today, there are learning programs that introduce coding activities as early as
kindergarten. Robotics programs in the elementary and secondary programs introduce
and hone the skills of young learners. Coding helps learners develop novel ways of
exploring and trying out ideas, especially when done with problem or project-based
learning approaches.

9. Ethics and privacy protection. We have repeatedly heard about how quickly
technology is changing and impacting our lives. Through all this, It is crucial to ensure
that human values and principles govern or guide our use of technology. Ethical
practices that protect the rights of every person need to be upheld.

“Fundamental Digital skills for 21st Century

Teachers”
Record and edit Create Create
audio clips interactive infographics and
video content posters
 Soundcloud.com  You tube video Editor  Piktochart.com
 Audioboom.com  Wevideo.com  Canva.com
 Vocaroo.com  Magisgto.com  Drawings.google.com
 Clyp.it  Animoto.com  Thinglink.com

Create PLNs, Use blogs and Create

connect, discover wikis to create engaging
new content and participatory presentation
grow spaces
professionally  Blogger.com  Docs.google.com
 Twitter.com  Wordpress.com  Haikudeck.com
 Facebook.com  Edublogs.org  Zoho.com/docs/show.html
 Plus.google.com  Wikispaces.com  Prezi.com
 Linkedin.com

Create digital Curate, organize and Create digital quizzes

portfolio share digital resources
 Flipquiz.me
 Web.seesaw.me  Diigo.com  Riddle.com
 Silk.co  Scoop.it  Quizalize.com
 Sites.google.com  Educlipper.net  Testmaz.com
 Weebly.com  Edshelf.com

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Massive Open On-line Courses

Massive Open On-line Courses (MOOCs) are online courses open to a big group
of people. Below are the basic information about MOOCS. Let us focus on each word:
Massive
 MOOCs are on-line courses designed for large number of participants,
usually larger than the number of students that can fit a regular
classroom. There can be hundreds or even be a thousand students or
more.
Open
 There is mostly freedom of place, pace and time.
 Courses can be accessed by anyone anywhere as long as they have
internet connection
 Courses are open to everyone without entry qualifications.
 Some courses are for free.
Online
 All aspects of the course are delivered online.
Course
The MOOC course offers a full course experience including
 Educational content. May include video, audio, text, games, simulations, social
media and animation
 Facilitation interaction among peers. Builds a learning community through
opportunities to interact
 Some interaction with the teacher or academic staff
 Activities/tasks, tests, including feedback. Participants are provided with some
feedback mechanism. Can be automatically generated like quizzes, feedback
from peers or the teacher.
 Some kind of (non-formal) recognition options. It includes some kind of
recognition like badges or certificate of completion. A formal certificate is
optional and most likely has to be paid for.
 A study guide/syllabus. This includes instructions as to how you may learn from
the materials and interactions presented.

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observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

ACTIVITY 11.1 VISITING THE LEARNING RESOURCE CENTER

Resource Teacher: __ Teacher’s Signature_

School: _________________________
Grade/Year Level: ________________ Subject Area: _______ Date: _____

To realize the Intended Learning Outcomes, work through these steps:

1. Visit a school's Learning Resource Center. Look around and see what
resources and facilities are available inside.
2. Ask the Learning Resource Center in-charge about how some 'equipment or
facilities are used.
3. Make an inventory of its available resources and classify them according to
their characteristics and functions.

As you visit and observe the Learning Resource Center use the observation guide
provided,
Ask the assistance of the Center staff courteously.

An Observation Guide for a

LEARNING RESOURCE CENTER

Read the following statements carefully before you observe.

1. Go around the Learning Resource Center.

2. Find out what learning resources are present.
3. Examine and describe how the materials are arranged and how they are
classified. Are they free from dust and moisture? Are they arranged for easy
access?
4. Read the guidelines/procedures for borrowing of materials. Are these
guidelines procedures posted are available for the users to refer to?

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5. Familiarize yourself with the guidelines and procedures. Take photos of the
center (if allowed).

After you are through with your observation, classify the resources available that
you believe are most useful. Use the activity form provided for you.

Name of Centered Observed:

Date of Observation:
Name of Observer:
Course/Year/School:

LIST OF AVAILABLE LEARNING RESOURCES

Available Learning Characteristics and Teaching Approaches
Resources (Enumerate in Unique capabilities where the Resource is
bullet form) Most Useful
1. Print Resources

2. Audio Resources

3. Non electronic Visual

Resources

4. ICT Resources
Impression about the LRC

Name and Signature of Observer

Name and Signature of the Learning Resource Center In-charge

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1. Are the learning resources/materials arranged properly according to their

functions and characteristics?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

2. Do the guidelines and procedures facilitate easy access to the materials by the
teachers? Why? Why not?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

3. What are the strengths of this Learning Resource Center?

4. What are its weaknesses?

5. What suggestions can you make?

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1. Which or the materials in the Learning Resource Center caught your interest the
most? Why?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

2. Which gadgets/materials are you already confident to use/operate?

3. Which ones do you feel you need to learn more about?

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observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

OBSERVING TECHNOLOGY INTEGRATION IN THE

ACTIVITY 11.2
CLASSROOM

Resource Teacher: __ Teacher’s Signature_

School: _________________________
Grade/Year Level: ________________ Subject Area: _______ Date: _____

To realize my Intended Learning Outcomes, I will work my way through

these steps: Observe a class for three meetings. Video-tape, if allowed. Step 2.
Describe how technology was integrated in the lessons and how the students were
involved. Step 3. Use the Technology Integration Matrix to analyze the technology
integration done by the teacher. Step 4. Reflect on what you have learned.

As you observe the class, use the observation sheets provided for you to document
your
observations.

Class Observation Guide

Read the following questions and instructions carefully before you observe.
1. What is the lesson about?
2. What visual aids/materials/learning resources is the teacher using?
3. Observe and take notes on how the teacher presents/uses the learning
resources.
4. Closely observe the learners' response to the teacher's use of learning
resources. Listen to their verbal responses. What do their responses indicate?
Do their responses show attentiveness, eagerness, and understanding?
5. Focus on their non-verbal responses. Are they learning and are they showing
their interest in the lesson and in the materials? Are they looking towards the
direction of the teacher and the materials? Do their actions show attentiveness,
eagerness, and understanding?

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OBSERVATION SHEET NO.REPORT

Date of Observation:
School:
Subject:
Topic:
Grade/Year Level:

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UTILIZATION OF TEACHING AIDS FORM

Grade/Year Level of Class Observed:

Date of Observation:

Subject Matter:

Brief Description of Teaching Approach Used by the teacher:

Teaching Aids used Strengths Weaknesses Appropriateness of

(Enumarate in bullet form) Teaching Aids Used

Use the Technology Integration Form to analyze the class you observed. Refer to the
Technology Integration Matrix on page 100, in which level of technology integration do
you think the teacher you observed operated? Why?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

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Based on the Technology Integration Matrix, what isa the characteristic of the learning
environment in the class that you observed? Point your observation that justify your
answer.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Over-all, were the learning resources used effectively? Why not? Give your suggestions.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Put yourself in the place of the teacher. What would you do similarly and what would
differently if you would teach the same lesson to the group of students? Why?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

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observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

ACTIVITY 3.1 EXPLORING EDUCATION 4.0

Resource Teacher: __ Teacher’s Signature_

School: _________________________
Grade/Year Level: ________________ Subject Area: _______ Date: _____

Explore Education 4.0 through these steps:

1. Observe a class and take note of the topic being presented.
2. Surf the net to find sites that provide support materials and/or interactive
programs (web quests/games) on the topic. Try to ask Siri, Alexa;
3. List and describe at least 5 open-source sites/interactive programs; from
open-source
4. Evaluate the materials or programs
5. Reflect on your FS experience.

Class Observation Guide

Read the following statements carefully before you observe.

1. What is the lesson about? What are the teacher's objectives?

2. Note the important concepts that the teacher is emphasizing.

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3. Note the skills that the teacher is developing in the learners.

Analyzing the information you got from observing the class, surf the internet to
select electronic resources, including OERs, social networking sites, and apps with
virtual or augmented reality that will be useful in teaching the same lesson. Evaluate
the resources you found, using the set of criteria discussed in the Revisit the Learning
Essentials part of this Episode. Use the form below to note your analysis and
evaluation.

Electronic Resources Evaluation Form

Grade/ Year Level
Subject Matter/Topic
(Based on the class you
observed)

Lesson Objectives/Learning
Outcomes

Name and Describe Describe

Type of the how you
Electronic electronic can use it if
Resource (include you were to
Put a check if the resource satisfies the criterion.
Author teach in the
publisher class you
source). observed

Accurate Appropriat Clear Complet Motivating Organized

e e

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1. Describe your experience in surfing the internet for appropriate electronic

resources for the class? What made it easy? Difficult?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. How did you choose which electronic resources to include here? What did you
consider?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

3. Explain. Which of the new trends in Education 4.0 would you like to explore
more for your work as a teacher? Why?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

4. Reflect on your technology skills. What skills do you already have, and what
skills would you continue to work on to be better at utilizing education 4.0
resources?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

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observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

ACTIVITY 3.1 PROFESSIONAL DEVELOMENT THROUGH MOOCS

Resource Teacher: __ Teacher’s Signature_

School: _________________________
Grade/Year Level: ________________ Subject Area: _______ Date: _____

To realize my Intended Learning Outcomes, I will work my way through these steps.

Step 1: Review the seven domains of PPST and identify competencies I like to
develop more.
Step 2: Visit sites of MOOC providers and explore the courses offered that are
relevant to PPST domains I want to work on.
Step 3: Reflect on how I can continue developing my skills through MOOCS.

1. Get a copy of the PPST and go over the competencies.

2. On the second column, write the competencies you like to work on.
3. Search for M0Cs in the internet which are relevant to the competencies you
identified.

You may try these sites

 http://www.teachthought.com/technology/list-75-moocs-teachers-
students/
 http://www.educationworld.com/a curr/moocs-best-teachers-free-online-
courses. shtml
 http://www.forbes.com/sites/skollworldforum/2013/06/10/moocs-for-
teachers-theyre-learners-too/

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 https://www.mooc-list.com/categories/teacher-professional-development
 http://ww2.kqed.org/mindshift/2013/04/30/new-online-teacher-training-
program-joins-mooc-madness/

4. Indicate the MOOC provider. You might need to create an account in the different
MOOC providers to explore their MOOCs.

PPST Domain Competencies I want MOOCs related to the MOOC Provider

to work on competency/ies
(Include a short
description)

1. Content
Knowledge and
Pedagogy

2. The Learning
Environment

3. Diversity of
Learners

4. Curriculum and
Planning

5. Assessing and
Reporting

6. Community
Linkages and
Professional
Engagement

7. Personal Growth
and Professional
Development

From among the MOOCs you explored, pick at least three which you believe are the
most appropriate for you. Describe the MOOCs below.

1. MOOC Title: ______________________________________________________

Provider: _____________________________________________________

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Objectives of the MOOC:

Content Outline

Why did you pick this MOOC?

2 MOOC Title: ______________________________________________________

Provider: _____________________________________________________
Objectives of the MOOC:

Content Outline

Why did you pick this MOOC?

3. MOOC Title:______________________________________________________
Provider: _____________________________________________________
Objectives of the MOOC:

Content Outline

Why did you pick this MOOC?

1. How can MOOCs help you in your future career as a professional teacher and as
a lifelong learner?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

2. What did you learn from the way the providers use technology to teach in the
MOOCS?

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_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

3. How will you prepare yourself for MOOCS, as a learner, and as a teacher who may
someday teach a MOOC?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

SHOW Your Learning Artifacts

1. Include here pictures/illustration of the materials used by the teacher. Put your
comments/ annotations about what you observed.
2. Visit www.teachnology.com or other teacher resource websites. Print useful
instructional materials (worksheets, visual aids, flashcards, rubrics, etc.) and
include them here. Indicate how they might be useful considering your major or
area of specialization.
3. Visit www.edudemic.com/50-educationtechnology-tools-every-teacher-should-
know-about/
Explore and enjoy the fantastic education tools. Try them out. Describe what you
discovered and share how these tools can be helpful to you. As a teacher
4. Visit edtechteacher.org. This a treasure box for you. Explore and share what you
learned.
5. Paste an article about an example of technology gadget/material that you want to
learn more about. How can this gadget/material be useful in
instruction/teaching?

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FS 1
LEARNING EPISODE 12
ASSESSTMENT FOR LEARNING AND
ASSESSMENT AS LEARNING (FORMATIVE
ASSESSTMENT)

INTENDED LEARNING OUTCOME

At the end of this Episode, I must be able to:

 demonstrate knowledge of the design and use of formative assessment, and
 explain the importance of formative assessment.

The Learning Essentials

 In Outcome-based Teaching-Learning/Competency-based Teaching/Teaching by

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

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observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

OBSERVING ASSESSMENT FOR LEARNING

ACTIVITY 12.1 PRACTICES (FORMATIVE ASSESSMENT)

Resource Teacher: __ Teacher’s Signature_

School: _________________________
Grade/Year Level: ________________ Subject Area: _______ Date: _____

1. Observe what Teacher does or listen to what Teacher says to find out if the
students understood the lesson while teaching learning is in progress.

What Teacher Said Tally Total

2. Did the teacher ask the class "Did you understand"? If she did, what was the
class response?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

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3. Did the students make the teacher feel or sense they did not understand the
lesson or a part of the lesson? How?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

4. If they did, how did the teacher respond?

5. Were the students given the opportunity to ask questions for clarification? How
was this done?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

6. If she found out that her/his lesson was not clearly understood, what did teacher
do? Did you observe any of these activities? Please check.
________ Peer tutoring (Tutors were assigned by teacher to teach one or two
classmates
________ Each- one-teach-one (Students paired with one another)
________ Teacher gave a Module for more exercises for lesson mastery
________ Teacher did re-teaching
________ Others, please specify.

7. If she engaged himself/herself in re-teaching, how did she do it? Did he/she use
the same teaching strategy? Describe.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

8. While re-teaching by himself/herself and /or with other students-turned tutors,

did teacher check on students" progress? If yes, how?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

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1. Why should a teacher find out if students understand the lesson while
teaching is in progress? It is not better to do a once-and-for- all assessment
at the completion of the entire lesson?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

2. Why is not enough for a teacher to ask "Did you understand, class?" when
he/she intends to check on learners' progress?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

3. Should teacher record results of formative assessment for grading purposes?

Why or why not?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

4. Based on your observations, what formative assessment practice worked?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

5. For formative assessment, why is peer tutoring in class sometimes seen to

be more effective than teacher himself/herself doing the re-teaching or
tutoring?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

6. Could an unreasonable number of failures at the end of the term/grading

period be attributed to the non-application of formative assessment? Why or
why not?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

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 Formative assessment is tasting the soup while cooking. Reflect on this and write
your reflections.
 Should you record results of formative assessment? Why or why not?

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SHOW Your Learning Artifacts

1. My Accomplished Observation Sheet

2. My Analysis

3. My Reflection

4. SnapShots of peer tutoring or other activities that show formative assessment

in practice

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OBSERVING ASSESSMENT AS LEARNING

ACTIVITY 3.1 PRACTICES (SELF-ASSESSMENT)

Resource Teacher: __ Teacher’s Signature_

School: _________________________
Grade/Year Level: ________________ Subject Area: _______ Date: _____

INTENDED LEARNING OUTCOME

At the end of this Episode, I must be able to:

 demonstrate knowledge of the design and use of self-assessment; and
 explain the importance of self-assessment

The Learning Essentials

 Assessment as learning means assessment is a way of learning.

 It is the use of an ongoing self-assessment by the learners in order to monitor
their own learning.
 This is manifested when learners reflect on their own learning and make
necessary adjustments so that they achieve deeper understanding.
 Assessment as learning encourages students to take responsibility for their own
learning.
 It requires students to ask questions about their learning.
 It provides ways for students to use formal and informal feedback and self-
assessment to help them understand the next steps in learning
 It encourages self-assessment and reflection.

Observe a class and find out practices that reflect assessment as learning.
Record your observations.

Teacher My Observation

1. Did teacher provide opportunities

for the learners to monitor and reflect
on their own learning?

2. What are proofs that students were

engaged in self-reflection, self-

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monitoring and self-adjustment?

3. Did students record and report their

own learning?

4. Did teacher create criteria with the

students for tasks to be completed or
skill to learned?

1. If the student is at the heart of all assessment, then all assessment should
support student learning. Do you agree? Why or why not?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

2. Does assessment as learning have the same ultimate purpose as assessment for
learning

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

The primary purpose of assessment is not to measure but, to further learning.

Reflect on your personal experiences of assessment in school. Were you given
opportunities for self-assessment? If yes, what was its impact on your learning?

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SHOW Your Learning Artifacts

1. My Accomplished Observation Sheet

2. My Analysis

3. My Refection

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FS 1
LEARNING EPISODE 13
PEOPLES ASSESSMENT OF LEARNING
(SUMMATIVE ASSESSMENT)

INTENDED LEARNING OUTCOME

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

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observe

reflect analyze OBSERVE, ANALYZE, REFLECT

ALIGNING ASSESSMENT TASK WITH THE LEARNING

ACTIVITY 13.1 OUTCOMES

Resource Teacher: __ Teacher’s Signature_

School: _________________________
Grade/Year Level: ________________ Subject Area: _______ Date: _____

INTENDED LEARNING OUTCOME

 Determine alignment of assessment task with learning outcome
 Formulate assessment task aligned with the learning outcome

The Learning Essentials

 In accordance with Outcome-Based Teaching-Learning, the learning outcome
determines assessment task.
 Therefore, the assessment task must necessarily be aligned to the learning
outcome.

Observe at least 3 classes - I Physical or Biological Seience or Math, English, Filipino; 1

Social Science or Literature/Panitikan, EsP and 1 P. E/ Computer /EPP/TLE.

Subjects Learning Assessment Task Is the assessment If not aligned,

Outcome/s (How did Teacher tool/task aligned to improve on it
assess the learning the learning
outcomes? outcomes?
Specify.
P.E/ EPP/TLE To dance tango Written quiz- No Performance test-
Enumerate the steps Let students dance
of tango in order. tango

Social Science.
Literature/Panitikan.
EsP

Physical/Biological
Science/Math/
English/Filipino

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1. Are all the assessment tasks aligned to the learning outcome?

2. What are possible consequences if teacher's assessment tasks are not aligned to
learning outcome/s? Does this affect assessment results? How?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

3. Why should assessment tasks be aligned to the learning outcomes?

 Reflect on past assessments you have been through. Were they all aligned with
what your teacher taught (with learning outcomes?)
 How did this affect your performance? As a future teacher, what lesson do you
learn from this past experience and from this observation?

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ACTIVITY 13.2 OBSERVING THE USE OF TRADITIONAL TOOLS

Resource Teacher: __ Teacher’s Signature_

School: _________________________
Grade/Year Level: ________________ Subject Area: _______ Date: _____

INTENDED LEARNING OUTCOME

 Critique traditional assessment tools and tasks for learning in the context of
established guidelines on test construction

The Learning Essentials

 Traditional assessment tools are also called paper-and-pencil tests.

 Traditional assessment tools usually measure learning in the cognitive domain.
 Traditional or paper-and-pencil tests can be classified either as selected-response
tests or constructed-response/supply type of tests.
 Common examples of selected -response type of tests are alternate response
test (True-False, yes-no), multiple choice and matching type of test.
 Common examples of constructed-response type of test are short answer,
problem solving and essay

 Observe classes and pay particular attention to the assessment tool used by the
teacher.
 With teacher's permission, secure a copy of the assessment tool.

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Direction: Put a check (on the test which teacher used. From your teacher's test items,
give an example.

Type of Put a Learning Sample Test item of Comments (ls the assessment tool
Traditional Check Outcome Resource Teacher constructed in accordance with
established guidelines?)
Assessment Tool/ ( ) Assessed
Explain your answer
Paper and Pencil Here
Test

Selected Response Type

1.Alternate response
type

2. Matching

3. Multiple Choice

4. Others

Constructed- Response Type

1. Completion

2. Short answer
type

3. Problem solving

4. Essay - restricted

5. Essay-non-
restricted

6. Others

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1. Which assessment tools/tasks were most commonly used by teacher? Which

ones were rarely used? Why were they rarely used?

2. Based on your answers found in the Tables above in which type of assessment
tools and tasks were the Resource Teachers most skilled in test construction?
least skilled?

3. Can an essay or other written requirements, even if it is a written paper-and-

pencil test, be considered an authentic form of assessment? Explain your answer.

How good are you at constructing traditional assessment tools? Which do you find most
difficult to construct? Any lesson/s learned?

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OBSERVING USE OF NON-TRADITIONAL

ACTIVITY 13.3 ASSESSMENT TOOLS AND SCORING RUBIRICS

Resource Teacher: __ Teacher’s Signature_

School: _________________________
Grade/Year Level: ________________ Subject Area: _______ Date: _____

INTENDED LEARNING OUTCOME

At the end of this Episode, I must be able to:

 Evaluate non-traditional assessment tools including scoring rubrics

The Learning Essentials

 There are learning outcomes that cannot be assessed by traditional assessment
tools.
 Authentic/non-traditional /alternative assessment tools measure learning
outcomes like performance and product.
 These performance task and product are assessed by the use of scoring rubric.
 A rubric is a coherent set of criteria for student's work that includes descriptions
of levels of performance quality on the criteria. (Brookhart, 2013)
 The main purpose of rubrics is to assess performances and products.
 There are two types of rubrics analytic and holistic. Analytic rubrics describe
work on each criterion separately while a holistic rubric assesses a student work
as a whole.
 For diagnostic purposes, the analytic rubric is more appropriate.
 For a holistic view of a product or performance, the holistic rubric will do.
 A good scoring rubric contains the criteria against which the product or
performance is rated, the rating scale and a description of the levels of
performance.

 Observe classes in at least 3 different subjects and pay particular attention to the
assessment tool used by the teacher.
 With teacher's permission, secure a copy of the assessment tool.
 Study the assessment tool then accomplish Observation Sheet.
 Did your Resource Teacher explain the rubric to the students?
 Which type of rubric did the Resource teacher use analytic or holistic?

Field Study 1 Observation of Teaching-Learning in Actual School Environment

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Authentic Learning Sample of Product How a product/ Comment/s (ls

Assessment/ Outcome Performance performance was the scoring rubric
Non-Traditional/ Assessed Assessed assessed constructed
Alternative according to
One example of a Describe how the product standard?)
product assessed. performance was
(Put a photo of assessed. Which
the product was used analytic
documented rubric or holistic rubric?
performance in INCLUDE
My Teaching THE RUBRIC IN MY
Artifacts. TEACHING
ARTIFACTS.

1. Product

2. Performanc
e

1. Between analytic and holistic rubrics which one was more used? Why do you
think that type of rubric was used more?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. Based on your answers in # 1, what can you say about the scoring rubrics
made and used by the Resource Teachers?
________________________________________________________________
________________________________________________________________
________________________________________________________________

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3. Will it make a difference in assessment of student work if teacher would rate

the product or performance without scoring rubrics? Explain.
________________________________________________________________
________________________________________________________________
________________________________________________________________

4. If you were to improve on one scoring rubric used, which one and how?
________________________________________________________________
________________________________________________________________
________________________________________________________________

5. Can an essay or other written requirements, even if it is a written paper-and-

pencil test, be considered an authentic form of assessment? Explain your
answer.
________________________________________________________________
________________________________________________________________
________________________________________________________________

6. Can rubrics help make students to become self-directed or independent

learners? Do rubrics contribute to assessment AS learning (self-assessment?)
What if there were no rubrics in assessment?
________________________________________________________________
________________________________________________________________
________________________________________________________________

7. Does the Scoring Rubric in this FS Book 1 help you come up with better
output?
________________________________________________________________
________________________________________________________________
________________________________________________________________

Are authentic assessment tools and tasks new? Reflect on your

experiences of tests for all the years as a student.
________________________________________________________________
________________________________________________________________
________________________________________________________________

Field Study 1 Observation of Teaching-Learning in Actual School Environment

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________________________________________________________________

SHOW Your Learning Artifacts

 A photo of a product assessed and a documented performance test

 Samples of scoring rubrics used by Resource Teachers - one rubric to assess a
particular product and another rubric to assess a particular performance together
with your comment/s and improved version/s, if necessary.

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ACTIVITY 13.5 DETERMINING THE LEVEL OF TEACHER’S QUESTIONS

Resource Teacher: __ Teacher’s Signature_

School: _________________________
Grade/Year Level: ________________ Subject Area: _______ Date: _____

INTENDED LEARNING OUTCOME

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143

 Construct assessment questions to measure HOTS following Bloom’s and

Anderson’s revised taxonomy and Kendall’s and Manzano’ Taxonomy

The Learning Essentials

Table: 1.4 Example of Cognitive Activities

Cognitive Processes Examples

Remembering - Produce the right information from memory

Recognizing
Recalling  Name three 19th-century women English authors.
 Write the multiplication facts.
 Reproduce the chemical formula for carbon
tetrachloride.

Understanding - Make meaning from educational materials or experiences

Interpreting  Translate a story problem into an algebraic

equation.
 Draw a diagram of the digestive system.
 Paraphrase Jawaharlal Nehru's tryst with destiny
speech.

Exemplifying  Draw a parallelogram.

 Find an example of stream-of-consciousness style
of writing.
 Name a mammal that lives in our area.

Classifying  Label numbers odd or even.

 List the events of the Sepoy Mutiny of 1857.
 Group native animals into their proper species.

Inferring

Comparing  Explain how the heart is like a pump.

 Compare Mahatma Gandhi to a present day leader.
 Use a Venn diagram to demonstrate how two
books by Charles Dickens are Similar and different.

Explaining  Draw a diagram explaining how air pressure affects

the weather.
 Provide details that justify why the French
Revolution happened when and
 Describe how interest rates affect the economy.

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144

Applying - Use a procedure

Executing  Add a column of two-digit numbers.

 Orally read a passage in a foreign language.
 Have a student open house discussion.

Implementing  Design an experiment to see how plants grow in

different kinds of soil.
 Proofread a piece of writing
 Create a budget.

Analyzing - Break a concept down into its parts and describe how the parts relate to the
whole
Differentiating  List the important information in a mathematical
word problem and cross out the unimportant
information.
 Draw a diagram showing the major and minor
characters in a novel.

Organizing  Place the books in the classroom library into

categories.
 Make a chart of often-used figurative devices and
explain their effect.
 Make a diagram showing the ways plants and
animals in your neighborhood interact with each
other.

Attributing  Read letters to the editor to determine the authors'

points of view about a local issue.
 Determine a character's motivation in a novel or
short story.
 Look at brochures of political candidates and
hypothesize about their perspectives on issues.

Evaluating - Make judgments based on criteria and syllabus guidelines

Checking  Participate in a writing group, giving peers

feedback on organization and logic of arguments.
 Listen to a political speech and make a list of any
contradictions within the speech.
 Review a project plan to see if all the necessary
steps are included.

Critiquing  Judge how well a project meets the criteria of a

rubric.
 Choose the best method for solving a complex
mathematical problem.
 Judge the validity of arguments for and against

Field Study 1 Observation of Teaching-Learning in Actual School Environment

145

astrology.

Creating- Put pieces together to form something new or recognize components of a new
structure

Generating  Given a list of criteria, list some options for

improving race relations in the school.
 Generate several scientific hypotheses to explain
why plants need sunshine.
 Propose a set of alternatives for reducing
dependence on fossil fuels that address both
economic and environmental concerns.
 Come up with alternative hypotheses based on
criteria.

Planning  Make a storyboard for a multimedia presentation

on insects.
 Outline a research paper on Mark Twain's views on
religion.
 Design a scientific study to test the effect of
different kinds of music on hen’s egg production.

Producing  Write a journal from the point of view of

mountaineer.
 Build a habitat for pigeons.
 Put on a play based on a chapter from a novel
you're reading.

(Source: Anderson, L.W and Krathwohl, D.R. 2001. A taxonomy for learning, teaching and
assessing, New York: longmans)

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THE NEW TAXONOMY (MARZANO AND KENDALL, 2007)

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

Figure 10. The New Taxonomy In Detail

Source: http://www.greatschoolspartnership.org/wp-content/uploads/2014/06/
x3B_Marzano_New_Taxonomy_ Chart_with_verbs_3.16.121.pdf

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147

Resource Teacher: __ Teacher’s Signature_

School: _________________________
Grade/Year Level: ________________ Subject Area: _______ Date: _____

1. Observe a teacher in the classroom.

2. Note his/her questions both oral and written.
3. Score him/her according to the level of questions that he/she asks from
remembering to creating and metacognition and self-system thinking. You
may also refer to written tests for samples of questions in the various levels.
4. Make tally, then get the total. Use Table 1 and Table 2 separately.

Table 1. Number of Questions per Level

Cognitive
Processes Tally of
Cognitive Processes
(Bloom a Assessment
Rank (and Kendall and Rank Total
revised by Task/Question
Marzano)
Anderson and s
Krathwohl)
Self-thinking 6

Metacognition 5

Creating 6-highest

Evaluating 5

Analyzing/An 4 Analysis 3 /

Applying 3 Knowledge Utilization 4

Understanding/ 2 Comprehension 2 /

Remembering/ 1-lowest Retrieval 1 ////-example 4

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Table 2. Examples of Assessment Questions / Assessment Tasks

Example of
Tally and Total Tally and Total
Assessment
Score of Cognitive Score Rank of
Tasks /Questions Rank
Processes (Bloom as Cognitive
Rank Rank Given by Based Based
revised by Anderson Processes
Rank Resource on use
and Krathwohl) (and Kendall and
Teacher
Marzano)

Self-system 6-highest e.g.Teacher asked

Thinking students
Why is the lesson
important to
you?

Metacognition 5

Example: 6-highest
Creating

Evaluating=I 5

Analyzing/ An=II 4 Analysis

Applying=III 3 Knowledge
Utilization
Understanding= II 2 Comprehension

Remembering=IIIII 1-lowest Retrieval=III

Rank Rank

1. Which cognitive skill had the highest number of assessment questions?

Lowest number?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

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2. What do these (lowest and highest number of assessment questions) reveal

about Resource Teacher's level of questions?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

3. Based on Kendall's and Marzano's taxonomy, which are the highest cognitive
skills? Give an example of an assessment question for each of the two highest
cognitive skills- metacognitive skills and self-system thinking.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

If you were to rate yourself on HOTS - where will you be from a scale of 1 to 5 (5 as
highest) where will you be?

As a future teacher, reflect on how will you contribute to the development of learners
HOTS?

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ACTIVITY 13.6 ANALYZING A TABLE OF SPECIFICATION

Resource Teacher: __ Teacher’s Signature_

School: _________________________
Grade/Year Level: ________________ Subject Area: _______ Date: _____

INTENDED LEARNING OUTCOME

 Explain the function of a Table of Specification

The Learning Essentials

 A Table of Specification (TOS) is a two-way chart hich describes the topics to be

covered by a test and the number of items or points which will be associated
with each topic.
 Sometimes the types of items are described in terms of cognitive level as well.

1. Study the sample of Table of Specifications on Assessment.

Learning No. of Total

Outcome Class Cognitive Level
Hours
Rem Un Ap An Ev Cr
1

Total

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1. What parts must a TOS contain to ensure test content validity?

2. Why is there a need for number of items per cognitive level?

3. With OBE in mind, is it correct to put learning outcome not topic in the first
column? Why or why not?

4. Can a teacher have a test with content validity even without making a TOS?

5. Complete the given TOS

Read this conversation and reflect on teachers' assessment practices. Write your
reflection here.

StudentA: Saan naman pinulot ni Teacher ang kaníyang tanong? Ni isang tanong
na
tinuro, wala! (Where did Teacher get her test? Not one of what she taught came out)

Student B: Oo nga.! Nakakaiinis! (You are right! How annoying!")

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Did you have a similar experience? Reflect on it. Will the required use of Table of
Specifications as guide in test construction solve the problem of misaligned tests?
_________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

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COMPUTING STUDENT’S GRADES BASED ON

ACTIVITY 13.7
DEPED GRADING SYSTEM

Resource Teacher: __ Teacher’s Signature_

School: _________________________
Grade/Year Level: ________________ Subject Area: _______ Date: _____

INTENDED LEARNING OUTCOME

 Compute student’s grade based on DepEd’s grading system policy

The Learning Essentials

 With the implementation of the Enhanced Basic Education Program of 2013,

more popularly known as the K to 12 Curriculum, came a new grading system of
the Department of Education.
 The latest grading system in basic education includes students' performance in
written tests and performance tasks, with emphasis on the latter. The quarterly
exam may be a combination of written test and performance task.

A. Sample Students' Report Card

1. Secure a sample of a Students' Report Card from your Resource Teacher.
2. Study a sample of an unused Student's Report Card. Observe its contents.
3. Ask permission from your Resource Teacher for an interview with him/her and
with a group students regarding the new grading system.

B. Interview of Resource Teacher

1. What are the new features of the latest grading system? What things are you
required to do with this new grading system which you were not asked
before?
2. Which do you prefer - the old or the new grading system? Why?

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C. Interview of 5 Students
1. What do you like in the new grading system?
2. Do you have problems with the new grading system? If there is, What?
3. Does the new grading system give you a better picture of your performance?
Why or why not?
4. Which do you prefer - the old or the new grading system? Why?

D. Review of DepEd Order # 8, s. 2015

Read DepEd Order # 8 s. 2015. You may refer to Appendix A. Based on DepEd Order 8,
s. 2015, answer the following

1. What are the bases for grading?

2. How do you compute grades per quarter for Grades l to 10 and Grades 11 to
12. Give an example.

Analyze data and information gathered from the interview and from your review of a
used Student's Report Card and the DepEd grading system.

 Do teachers and students like the new grading system? Why or why not
 What are the good points of the new grading system according to teachers?
according to students?
3. What are teachers challenged to do by this new grading system?
4. Do you favor the distribution of percentages of written work, performance tasks
and quarterly assessment?
5. Did you like the experience of computing grades? Why or why not?

In an era where the emphasis is self-directed learning and demonstration of

competencies - knowledge, skills and values learned (outcomes-based education)- do
grades really matter?

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155

FS 1
LEARNING EPISODE 14
THE TEACHER AS A PERSON AND AS A
PROFESSIONAL

INTENDED LEARNING OUTCOME

At the end of this Episode, I must be able to:

 describe the personal qualities and competences of effective classroom teachers;
 enumerate the professional characteristics of practicing teachers observed as
based on the professional standards and code of ethics for the profession.

The Learning Essentials

"My Teacher, My Hero" was a banner during the World Teachers' Day celebration
in the Philippines in the years past. Are Filipino teachers, real heroes? What do you
think? Why?

My answer is YES! Here are my reasons.

Personal Qualities of Filipino Teachers

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

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Personal Qualities of Teachers and the Descriptors

Personal Qualities What the teacher IS and DOES
Lives with dignity that This teacher is honest, has integrity, self-respect and self-
exemplifies self-respect, discipline. Likewise, respected by students, peers and the
integrity and self community.
discipline

Takes care of one's This teacher is physically, emotionally and mentally

physical, emotional and healthy. Clean and neat, dresses appropriately and
mental well-being pleasant in words and in action.

Lives a life inspired by This teacher behaves according to the personal spiritual
spiritual principles and beliefs that are not contrary to the norms, mores and
beliefs tradition of the community.

Exhibits deep knowledge This teacher is mentally alert, makes correct decision,
and understanding across intelligent to be able to acquire new knowledge, skills and
disciplines values needed in order to teach. She/he has the ability to
learn new things, re-learn old knowledge in new ways, and
un-learn knowledge, skills and values that are no longer
applicable to the current times.

Recognizes own strength This teacher sets high goals for himself/herself, but
with humility remains humble and willing to share success. He/She is
confident of doing task but does not consider self to be
better than others all the time.

Perseveres in challenging This teacher is calm in the midst of chaos, remains

situation steadfast under pressure, does not easily give up and
adjusts to different situations.

Demonstrates a natural This teacher volunteers tasks for others, always willing to
action to work together share, extends help willingly, accepts responsibility,
with others tolerant of other people, and gives up time for the group.

Not everyone has these qualities, hence not everyone can be a good teacher. As the old saying
goes: “teachers are born but good teachers are both born and made”

Professional Competences of Filipino Teachers

Going to teacher training institutions and earning a teaching degree mean

developing a professional teacher like you. You can only become a professional teacher
if you earn a degree to teach in either elementary level or high school level. You should
also earn a license to teach by passing a licensure examination for teachers. While
studying in college you are learning the ropes of becoming a professional teacher. You

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learn the content courses including the major or specialization and the professional
courses including the pedagogy courses. Your professional courses include experiential
learning courses that include Field Study 1, Field Study 2 and Teaching Internship.
These are important in your preparation to become professional teachers.
So what are the professional competencies that every teacher should have? You
will find these in the matrix that follow.

Professional Competencies of Filipino Teachers

Professional Competencies What the teacher DOES
Abides by the code of ethics for the This teacher practices the rules and conduct
profession of professional teachers.
Masters the subject matter to be taught This teacher masters and updates
himself/herself with subject matter content to
be taught.
Updates oneself on educational trends, This teacher keeps abreast with
policies and curricula educational trends, policies and curricula
by taking up graduate studies, attending
seminars and workshops.
Uses teaching methods to facilitate This teacher practices different ways of
student learning teaching appropriate to the learners and the
subject matter.
Builds a support network with parents and This teacher engages the cooperation of
This teacher engages the cooperation of parents and stakeholders in educating the
community learners.
Demonstrates knowledge, understanding This teacher has substantial knowledge
of the characteristics and needs of of the characteristics and needs of the
diverse learners learners
Plans, prepares and implements school This teacher plans, prepares, implements
Curriculum responsibly and innovates the day-to-day curriculum
with the view in mind that learners will learn.
Designs, selects and utilize appropriate This teacher designs, selects and uses
assessment strategies and tools appropriate assessment tools for, as, and of
learning.
Provides safe, secure, fair physical and This teacher arranges the classroom
psychological learning environment that to provide safe, secure psychological
supports learning environment that supports and
encourages learning.
Serves beyond the call of duty This teacher does task and works even
beyond the official time when needed.

So, it is not easy to become a professional teacher. The demand is great. A

qualified professional teacher then is like a HERO.
Now you are ready to identify if the enumerated characteristics are found among
the teachers you are going to observe.

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158

There are two observation activities in this Episode. Activity l will identify the
Personal Characteristics of the Teacher and Activity 2 will identify the Professional
Competencies of the Teacher.

observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

ACTIVITY 14.1 TEACHER PERSONAL QUALITIES: A VIEW FROM

MY LENSES

Resource Teacher: __ Teacher’s Signature_

School: _________________________
Grade/Year Level: ________________ Subject Area: _______ Date: _____

Procedure:
1. Secure a permit to observe a teacher.
2. Review the list of the Personal Qualities given above.
3. Follow the code given whether you will observe by seeing only or you will
observe and interview the teacher to gather information.
4. Write down in the column of data results the description of the personal qualities
that you have found out. If the personal quality is not observed by you or is not
revealed in your interview, write not observed or not manifested.

Personal Qualities Observe (O) Data Results

Interview (1) I have found out that

a. Dignified Observe

b. Healthy Observe

c. Spiritual Observe

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159

Interview

d. Knowledgeable Observe

e. Humble Observe
Interview

f. determined Observe

Interview

g. Cooperative Observe
Interview

Activity 2 will focus on the Professional Competencies of the Teacher. You may
change your sample Teacher in Activity 1 with another teacher or you can still observe
the same teacher. In case you will not change your teacher to be observed the same
teacher will be your sample for both Activity 1 and Activity 2. Aside from direct
observation, you will also do a Survey in Activity 2.

Did you learn from your observation of the teacher? Now let us analyze the
information that you have gathered.

Answer the following questions.

1. In Activity 1, what do you consider as the 3 most outstanding significant

personal qualities of the teacher you chose as your case'? Why do you consider
these as outstanding?

a. _____________________________________________________________________
b. _____________________________________________________________________
c. _____________________________________________________________________

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160

2. Which of these qualities do you have? Do you think you can fit as a good teacher
someday? Why? Describe your self.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Good teachers are role models, whether in school, at home or in the community.
From the teachers that you had from elementary to college, did the personal qualities
that they possess, help you learn better as a student?

Identify one personal characteristic of your model teacher that has made a great
impact in your life as a learner. Reflect and describe how this quality influenced you.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Now, it is time to reflect on Activity 2.

Complete the following sentences as your reflections from the results of Activity 2.

1. As a future teacher, the results imply that I should

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2. If all the teachers teaching today possess the professional characteristics and
competencies as the teacher/teachers observed then learners will be
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

SHOW Your Learning Artifacts

Show here the artifacts of this Episode.

Short narrative about the teacher with a description of the personal qualities and
professional characteristics that you have observed. You may request a picture from the
teacher.
My Teacher, My Hero

(Picture of the Teacher Observed)

Narrative (about the personal and professional characteristics of the teacher)

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162

FS 1
LEARNING EPISODE 15
TEACHER QUALITY: DEVELOPING A GLOCAL
TEACHER OF THE 21ST CENTURY

INTENDED LEARNING OUTCOME

At the end of this Episode, I must be able to:

 describe the personal qualities and competencies of a glocal classroom teachers

of the 21st century; and
 design a learner-centered classroom for the 21s century learners with learning
spaces that are safe, that allows creativity and use of ICT.

The Learning Essentials

FILIPIN0 GLOCAL TEACHER

A survey of the ASEAN countries and beyond tends to show that there are three
major responsibilities of teachers. These are (1) Actual 'Teaching. (2) Management of
Learning and (3) Administrative Work.
While the number of actual teaching hours per day varies all over the world, in our
country, teaching in the public schools requires six hours of actual teaching that
includes administrativeas management of learning per day. The work such management
of learning. Two hours of the working day is allotted to administrative work such as
scoring and recording learners outputs, making reports, filling forms, preparing for the
next day's activity and performing other administrative tasks. The previous Episode on
the teacher, reminded us of the qualities and competencies mentioned earlier. The
teacher should be multi-literate, multi-cultural, multi-talented, innovative and creative.
The future Filipino like you shall act locally but think globally.

"Teach local, reach global" means that the teacher brings diverse experiences in
the classroom with the various skills to live and work as citizens of a global society.
What

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163

in the local communities impacts the larger community, As global citizens, the work
begins, where the teachers are, thus a "glocal" teacher.

Towards Quality Glocal Teachers

Quality teachers are characterized by different attributes and skills needed in the
21" century education. Partnership 21 identified (1) Global awareness, (2) Financial,
economic, business and entrepreneurial literacy, and (4) Civic and Health Literacy which
require:
1. Learning and Innovative skills.
2. Information, Media and Technology Skills
3. Life and Career Skills

More specifically, quality teachers are competent teachers who can demonstrate
exemplary mastery of knowledge, skills, values and dispositions relative to the following
characteristics:
1. Understands one's own cultural identify and rootedness
2. Knows and integrates global dimensions in the subject area
3. Engages learners in the learning processes
4. Uses real life local and global examples
5. Values the inputs of culturally and linguistically diverse learners
6. Models social responsibilities in local and global content
7. Encourages learners to find appropriate actions to improve local and global the
conditions, and
8. Creates a learning environment that encourages creativity and innovations.

The Challenges of the Quality Glocal Teachers for the 21st Century

One of the major challenges of quality teachers 1s to "create a learning

environment that encourages creativity and innovation among learners. Win 1, comes
the management of learning in such environment. These are required skills for a global
teacher.
Majority of the current classrooms provide leaning spaces that can hardly
prepare the 21st century learners for the development of the 21st century skills.
Since the 21st century classroom is learner-centered, the teacher acts as a facilitator of
learning. Students no longer study each subject in isolation, but they work on
interdisciplinary projects that cover several subject areas. Learning is no longer for
memorizing and recalling of information but on learning how to learn. Thus classroom
designs should respond to the 21 st century learning. More so, quality teachers should
be changing their roles from teaching in isolation to co-teaching, team teaching and
collaboration with students and peers.

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164

A new and creative design of classrooms by the teachers is needed as well as the
management of learning. These are the two teacher qualities needed to address the
new roles or teachers.

How should a new classroom be? Here are some suggestions on the six elements
or a new classroom:
1. Flexibility of furniture and space
2. Collaborative learning
3. Facilitation of movement
4. Foster creativity
5. Use of technology
6. Provision of light and bright colors

With the classroom structure, a quality teacher should be able to manage

learning under a very conducive learning environment. Teacher should use effective
classroom management strategies that will ensure productive learning.
Quality teachers should manage learning in an enhanced classroom by seeing it
to it that learners are:
 organized,
 orderly,
 focused,
 attentive,
 on task, and
 are learning.

This will take much of your skill, experience and patience. The two important
factors that may affect learning management are the use of technology and the
diversity of learners.

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165

observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

A DAY IN THE SCHOOL LIFE OF A QUALITY

ACTIVITY 15.1 TEACHER

Resource Teacher: __ Teacher’s Signature_

School: _________________________
Grade/Year Level: ________________ Subject Area: _______ Date: _____

Observation 1: This activity will require you to stay in school for one school
day. Special arrangement by your faculty should be made for this purpose.

Procedure
1. Secure permit to observe a quality teacher in the school for one whole class day.
2. Shadow the teacher in the three major responsibilities.
 Actual Teaching
 Management of Learning
 Administrative Work
3. Use the key guide found in the matrix below.
4 Record data observed in your notebook. This will be your artifact.
5. If you missed seeing the evidence to the key guide, you may interview the
teacher.
6. Make a narrative or essay of your answer entitled:" A Day in the School Life of a
Quality Teacher"
7. If permitted, you may include the teacher's picture in action to your essay.

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166

Note: Observe and record observations on the following aspects as key guide to
observations.
Teacher's Major Responsibility Key guide for Observation (Carefully look
for the indicators/behaviors of the teacher
along the key points. Write your
observations and description in your
notebook. This will be one of your
artifacts.)

A. Actual Teaching This teacher

1. is learner-centered. Acts as a
facilitator of learning.
2. has mastery of subject matter.
3. sees to it that learning outcomes are
achieved.
4. is pleasant and fair in dealing with
the learners.

B. Management of Learning This teacher

1. allows all learners to participate in
the lesson.
2. considers the needs of the learners
in the seating arrangement.
3. uses instructional support materials
to help learners understand the
lesson.
3. sees to it that learning is achieved
within the period of time.
4. dismisses the class on time.

C. Administrative Work This teacher

1. keeps records of learners attendance
everyday.
2. keeps record of formative and
summative tests.
3. submits reports and other documents
on time.
4. does other tasks as requested by
superiors.
5. cooperates with peers and staff in
the cleanliness and safety of the
school.

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167

Refer to the results of your observation to answer the questions that follow.
 Which of the three responsibilities shows majority of the indicators being
practiced?
A. Actual Teaching?
B. Management of Learning?
C. Administrative Work?
____________________________________________________________
____________________________________________________________
____________________________________________________________

 Which demonstrated behavior, do you find in the teacher that is worthy of

emulation when you become a teacher? Describe.
____________________________________________________________
____________________________________________________________
____________________________________________________________

 Which of the major responsibilities does this teacher find dificult to comply with?
What are the reasons?
____________________________________________________________
____________________________________________________________
____________________________________________________________

 From your perspective, would you consider this teacher as quality teacher? Why?
____________________________________________________________
____________________________________________________________
____________________________________________________________

Now, that you have spent one school day to observe this teacher, it would be
good for you to reflect on all your observations by answering reflective questions below.
Are you inspired to become a teacher after your observation? If yes, why? If No, Why not

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168

When you become a teacher in the future, how else would you do better as a
professional teacher?

What are some of the concerns that you foresee in the future as a quality teacher? Do
you think you will be ready to address these? Give at least 2 concerns.

In what aspects of the teacher s day, would you like to congratulate the teacher you
observed? Can you show your appreciation to this teacher by sending a Thank you
card? (Include this in your artifact)

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169

ACTIVITY 15.2

Resource Teacher: __ Teacher’s Signature_

School: _________________________
Grade/Year Level: ________________ Subject Area: _______ Date: _____

This activity will allow you to develop your sense of creativity and imagination in
designing
a classroom for the 21st century and determining how to manage learning in this
classroom.

Procedure
1. Draw or sketch the current classroom where you are observing.
2. Indicate and label all significant parts and furniture that you find inside including
these but not limited to:
a. Doors, windows
b. Teacher Table, Demonstration table
c. Cabinets, chalkboard, bulletin boards/display boards, etc.
d. Gadgets, equipment
e. Plant boxes, etc.
f. Others not included in the list
3. Draw your vision of a classroom for the 21st century.

A. Current Classroom I am Observing

Grade/Year level __________

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170

B. My Classroom for the 21st Century

Make a comparison of your drawings A and B. Describe the similarities and differences.
Explain why.
Features of the Present My Vision of the Future Why the similarity?
Classroom Components Classroom Why the difference?

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171

Based on the task that you made, what challenges await you as a future
teacher? How will you manage learning in the future classroom? How will you prepare
yourself to respond teaching-learning and become a glocal teacher?
Make a short paragraph on how will you will manage teaching-learning in the
21st century classroom.

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172

SHOW Your Learning Artifacts

These are the artifacts that you need to file in this Episode.
1. Activity 15.1 Report on the Observations including evidence that go with it.
Activity 15.1 Narrative on the Day in the School Life of the Quality Teacher
2. Activity 15.2 Drawing of the present classroom and a Drawing of your Vision
of the Classroom for the 21 Century.
3. Activity 15.2 Narrative on how you will manage teaching-learning in the 21st
Century classroom.

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173

FS 1
LEARNING EPISODE 16
ON TEACHERS PHILOSOPHY EDUCATION

INTENDED LEARNING OUTCOME

At the end of this Episode, I must be able to:

 determine prevailing philosophies of education based on DepEd Vision and

Mission
 statements, core values and mandate, the K to 12 Curriculum Framework and
Guide and RA 10533;
 cite teacher's teaching behaviors and the philosophies of education on which
these behaviors are founded; and
 articulate my philosophy of teaching.

The Learning Essentials

We are beneficiaries of a rich philosophical heritage passed on to us by great

thinkers of the past and of the present. The way teachers relate to learners and the
way they teach are anchored on philosophies of education.
Basic documents such as the vision and mission statements, core values and
mandate of the Department of Education and the features of the K to 12 Curriculum as
contained in Section 3 of RA 10533 and the K to 12 Curriculum Guide are
manifestations or expressions of the philosophies of education of the country. They
state the standards and the outcomes of education towards which all curricular
activities and teaching-learning should be directed.

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174

observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

ACTIVITY 16.1 ANALYZING DEPED’S PHILOSOPHY OF EDUCATION

Resource Teacher: __ Teacher’s Signature_

School: _________________________
Grade/Year Level: ________________ Subject Area: _______ Date: _____

 Determine prevailing philosophies of education based on DepEd Vision and

Mission
statements, core values and mandate and on the K to 12 Curriculum Framework
and Guide
 Study the DepEd Vision and Mission statements, Core values and Mandate.
 Read the features of the K to 12 Curriculum based on the Kto12 Curriculum
Framework and Guide and Sec 5 of RA 10533.
 Accomplish the Table below by answering this question: Which philosophies are
expressed?
 Cite relevant statements to back up an identified philosophy of education. You
are given an example.

Philosophies of Education Which philosophies are Which philosophies are

expressed in the DepEd expressed in the K to 12
Vision, Mission Curriculum Framework and
Statements, Core Guide and Sec 5 of RA
Values, Mandate? Give 10533?
proof. Give proof.

1 Essentialism- teach mastery of Essentialism The core Essentialism - List of

the basics; Curriculum is values of maka-Diyos, standards and competencies
prescribed; subject matter - maka-tao, maka- that learners are expected to
centered there are universal, kalikasan and maka- attain is the subject matter
objective values; inculcate bansa show that DepEd that students are expected to
values in subject matter is essentialist. DepEd learn.
believes in unchanging - Essentialist
values that need to be

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175

inculcated.

2. Perennialism - teach those that Any proof of

last, the classics; there are perennialism?
universal values; inculcate these
universal, objective values
3. Progressivism very child- Any proof of
centered; teach those that interest progressivism?
the child; one learns by
experience; learners learn by doing
so teacher teacher's teaching is
experiential; values are subjective;
no inculcation of values
since they are subjective; instead
teachers help students clarify their
values
4. Reconstructionism - school is Any proof of
agent of change; schooling is reconstructionism?
preparing students for the social
changes; teaching is involving the
students in discussions of moral
dilemmas
Existentialism Teachers teach Any proof of
learners to make a choice, to make existentialism?
decisions and not merely to follow
the crowd; one who does not make
a choice and so simply follow
others do not leave meaningful life
6. Pragmatism That which is Any proof of
useful, that which is practical and pragmatism?
that which Works is what is good;
that which is efficient and effective
is that which is good. e.g. showing
a video clip on mitosis is more
efficient and more effective and
therefore more practical than
teacher coming up with a visual aid
by drawing mistosis on a cartolina
or illustration board

7. Rationalism - emphasizes the Any proof of

development of the learners rationalism?
reasoning powers; knowledge
comes though reason; teacher
must develop the reasoning power
of the learner

8. Utilitarianism - what is good is Any proof

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176

that which is most useful (that utilitarianism?

which brings happiness) to the
greatest number of peoples;
9. Empiricism source of knowledge Any proof empiricism?
is through the senses; teacher
must involve the senses in
teaching-learning

10. Behaviorism - behavior is Any proof of

shaped deliberately by forces in the behaviorism?
environment and that the type of
person and actions desired can be
the product of design; behavior is
determined by others, rather than
by person's Own free will; teacher
must carefully shape desirable
behavior; drills are commonly used
to enhance learning. Rewards
reinforce learning.

11. Constructivism -Learners are Any proof of

capable of constructing knowledge constructivism?
and meaning; teaching learning
therefore is constructing
knowledge and meaning; teacher
does not just "tell or dictate but
asks learners for knowledge they
construct and meaning of lesson
12. Other Philosophies

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177

ACTIVITY 16.2 ARTICULATING MY PHILOSOPHY OF TEACHING

Resource Teacher: __ Teacher’s Signature_

School: _________________________
Grade/Year Level: ________________ Subject Area: _______ Date: _____

- Observe how a teacher relates to every learner and how he/she proceeds with
her teaching.
- Accomplish this Observation Sheet.

Here are philosophies of education. Find out which philosophies were manifested in
class by observing what and how teacher teaches and relates to learners.

Philosophies of Education Teaching Behavior (State what the teacher

said, taught or did).

1. Essentialism - teach mastery of the basics; In what way was teacher essentialist?
curriculum is prescribed; subject matter-centered e.g. He/she saw to it that the students mastered
there are universal, objective values; inculcate basic concepts and skills
values; subject
he/she inculcated values
2. Perennialism- teach those that last, the
classics; there are universal values; inculcate
these universal, objective values
3. Progressivism very child-centered; teach
those that interest the child; one learns by
experience; learners learn by doing so teacher
teacher's teaching is experiential; values are
Subjective; no inculcation of values since they
are subjective; instead teachers help students
clarify their values
4. Reconstructionism - school is agent of
change; schooling is preparing students for
the social changes; teaching is involving the
students in discussions of moral dilemmas
5. Existentialism - Teachers teach learners to
make a choice, to make decisions and not
merely to follow the crowd; one who does not
make a choice and so simply follow others do
not leave meaningful life

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178

6. Pragmatism That which is useful, that which

is practical and that which works is what is
good; that which is efficient and effective is that
which is good. e.g. showing a video clip on
mitosis is more efficient and more effective and
therefore more practical than teacher coming
up with a visual aid by drawing mistosis on a
cartolina or illustration board

7. Rationalism - emphasizes the development

of the learners' reasoning powers; knowledge
comes though reason; teacher must develop
the reasoning power of the learner

8. Utilitarianism what is good is that which is

most useful (that which brings happiness) to
the greatest number of peoples;

9. Empiricism source of knowledge is through

the senses; teacher must involve the senses in
teaching-learning

10. Behaviorism - behavior is shaped deliberately

by forces in the environment and that the
type of person and actions desired can be
the product of design; behavior is determined
by others, rather than by person's own free
will; teacher must carefully shape desirable
behavior; drills are commonly used to enhance
learning, rewards reinforce learning.

11. Constructivism- Learners are capable of

constructing knowledge and meaning; teaching
-learning therefore is constructing knowledge
and meaning; teacher does not just "tell" or
dictate but asks learners for knowledge they
construct and meaning of lesson

12. Other Philosophies

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179

1. Based on your findings and observations in Activity 16.1 and Activity 16.2,
which philosophies of education are dominant in Philippine basic schools?
Why do you say so?

2. If there is one philosophy that schools and teachers should give more
attention to, what should that be and why?

What is your philosophy of teaching? This describes what you belived you
should teach, how you should teach and how you should relate to others in
school – with the learners, your colleagues, your superiors and all other
stakeholders. Write the down. This is your title. : “My Philosophy of
Teaching”
My Philosophy of Teaching
These may be of help:
I believe that the learner… (concept of the learner)
Ibelieve that I should teach the learners… (what)
By… (how)

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180

I believe that I … (how should you relate to learners, colleagues, superior,

parents, and others)

Field Study 1 Observation of Teaching-Learning in Actual School Environment

181

SHOW Your Learning Artifacts

Accomplished Observation sheets

My philosophy of Teaching

Field Study 1 Observation of Teaching-Learning in Actual School Environment

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