FIELD LEARNING

The School
STUDY 1 EPISODE
Environment
FS 1 1
Activity 1.1 E x p l o r i n g 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 area in the campus, then 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 social 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

OBSERVE
As you move around the campus, observation 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
Familiarize yourself with the different areas and facilities of the school. Check the column to
indicate their availability. Give a brief description of those that are available and say how each
will contribute to the students learning and development.
Will it contribute to the
Facilities / Description student’s learning and
development? Why?

Office of the
Principal

Library

Counseling Room

Science Laboratory

Gymnasium

1
 Auditorium

Outdoor/Garden

Home Economics
Room

Industrial Workshop
Area

PTA Office

Comfort Room
for Boys

Comfort Room
for Girls

Others
(Please Specify)

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 An Observation Guide for the CLASSROOM VISIT
Read the following statements carefully. Then write your observation report on the space
provided.
Guide Question 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
condition of the buildings?

3. Pass by the offices. What impression

do you have of these offices?

4. Walk through the school halls, the

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

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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, announcement, 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?

An Observation Guide for the CLASSROOM VISIT

Be guided by these tasks as you do your observation. Then accomplish the matrix to record your
data.
CLASSROOM FACILITIES MATRIX

Classroom Facilities Description

(location, umber, arrangement, condition)
1. Wall displays
2. Teacher’s table
3. Learner’s desks
4. Blackboard
5. Learning materials/Visual aids
6.
7.
8.
9.
10.

4
Write your observation report here.

Name of the School Observed

Location of the School

Date of Visit

ANALYZE

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

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

5
REFLECT

1. Would you like to teach in the school environment of child and adolescent
development? How does this relate to your knowledge of facilitating learning?

2. What kind of school campus of 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 learnings and insights here.

Activity 1.2 Observing bulletin board displays

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

6
 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.

OBSERVE

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 displays
do you see?

2. Where are the displays 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 photo of the display boards (if allowed).

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

Observation REPORT
(You may paste pictures of the Board displays here.)
From among the board displays that you saw, pick the one that you got the most interested in.

7
evaluate it using the evaluation from below.

BOARD DISPLAYS EVALUATION FORM

Topic of the Board Display

Location 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

NI S VS O
Criteria 1 2 3 4 Comments
Effective Communication
It conveys the message quickly
and clearly.
Attractiveness
Color and arrangement catch and
hold interest.
Balance
Objects are arranged, 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.

Legibility
Letters and illustrations 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.

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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 or
Suggestions for
improvement

Signature of Evaluator over Printed Name:

9
Based on your suggestions, make your board display lay-out. You may present your output
through any of these:
 A hand-made drawing or layout
 And electronic (computer) drawing/illustration or layout
 A collage

My Board Display Layout

10
ANALYZE

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

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

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

11
Was the board display effective? Why? Why not?

What suggestions can you make?

12
 Based on your suggestions, propose an enhanced version of this display board. Use the form
below.
Theme:

Board Title:

Rationale:
(Purpose)

Objectives:

Best features of my proposed bulletin enhancement:

Content Resources (Name each needed resource and give each a brief description):

Materials for aesthetic enhancement:

My Proposed Board Display

13
REFLECT
1. Name at least five skills that a teacher should have to be able to come up with
effective board displays. Elaborate on why each skill is needed.

2. Which of the following skills you named # 1 do you already have? Recall your past
experiences in making board displays. How do you practice these skills?

3. Which skills do you still need to develop? What concrete steps will you take on how
you can improve on or acquire these skills?

14
SHOW Your Learning Artifacts
EVALUATE Performance Task
Let your creativity
shine! My Personal Illustration of Effective
Evaluate Your Work School Environment
Field Study 1,
Episode
On the opposite1 –box,
The
School as a Learning
present an illustration
Environment
showing your idea of
Learning
an effective Outcome:
school
Determine
environment the
through
any ofcharacteristics,
these: of a
school environment
 A Descriptive
thatParagraph
provides social,
psychological,
A Photo Essayand
physical
 A Sketch or
environment
Drawing
supportive of
A poem, song or rap
learning.
Name of FS
Student: Date Submitted:
Year and Section: Course:
Learning Excellent Very Satisfactory Needs
Episode (4) Satisfactory 2 Improvement
(3) 1
Accomplished All observation One (1) to two Three (3) Four (4) or
Observation questions/tasks (2) observation more
Sheet completely observation questions/tasks observation
answered/accomplished questions/ not answered/ questions/
. tasks not accomplished. accomplished.
answered/
accomplished.
Analysis All questions were All questions Questions Four (4) or
answered completely; were were not more
answers are with depth answered answered observation
and are thoroughly completely; completely; questions were
grounded on theories; answers are answers are not answered;
grammar and spelling clearly not clearly answers not
are free from error. connected to connected to connected to
theories; theories; one theories; more
grammar and (1) to three (3) than four (4)
spelling and grammatical/ grammatical
free from spelling errors. spelling errors.
errors.
Reflection Profound and clear; Clear but Not so clear Unclear and
supported by what were lacks depth; and shallow; shallow; rarely
15
 observed and analysed supported by somewhat supported by
what were supported by what were
observed and what were observed and
analysed observed and analysed.
analysed
Learning Portfolio is reflected on Portfolio is Portfolio is not Portfolio is not
Artifacts in the context of the reflected on in reflected on in reflected on in
learning outcomes; the context of the context of the context of
Complete, well- the learning the learning the learning
organized, highly outcomes. outcomes. outcomes; not
relevant to the learning Complete; Complete; not complete; not
outcome well- organized, organized, not
organized, relevant to the relevant
very relevant learning
to the learning outcome
outcome

16
 FIELD LEARNING Learner Diversity:
STUDY EPISODE Developmental
Characteristics,
1 2 Needs and
Interests
Submission Submitted before the Submitted on Submitted a Submitted (2)
deadline the deadline day after the days or more
deadline after the
deadline
COMMENT/S Over-all Score Rating:
(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

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

Signature of FS Teacher above Printed Name Date

Activity 2. 1 Observing learner characteristics at different stages

Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: Date:

17
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 interest and needs.

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

An Observation Guide for the Learner’s 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, run, go up the stair, etc.
2. Are gross movements clumsy or deliberates/smooth?
3. How about their fine motor skills? Writing, drawing, etc.
Social
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What do they talk about? What are their concerns?
Emotional
1. Describe the emotional disposition or temperament of the learners. (happy, sad, easily cries, mood-shifts)
2. How do they express their wants/needs? Can they wait?

3. Describe the emotional disposition or temperament of the learners. (happy, sad, easily cries, mood-shifts)
4. How do they express their wants/needs? Can they wait?
5. How do they handle frustrations?
6. 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 the opportunities for problem solving? Describe how they showed problem solving abilities.

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

Development Preschooler Elementary High School

Domain Indicate age range of Indicate age range of Indicate age range of
children observed: children observed: children observed: -

Physical
Gross-motor skills

Fine-motor skills

Self-help skills

Others

Social
Interaction with
Teachers

Interaction with
Classmates/friends

Interests

Others

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Emotional
Moods and
temperament,
expression of
feelings

Emotional
independence

Others

Cognitive
Communication
Skills

Thinking Skills
Problem-Solving

Others

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ANALYZE

Write the most salient developmental characteristics of the learners you observed. Based on these
characteristics, think of implications for the teacher.
Example:

Level Salient Implication to the Teaching-

Characteristics Learning Process
Observed
Preschool  Preschoolers like  Therefore, the teacher should
Age range of to move around a remember to use music and
learners lot. movement activities not just in
observed 3-4 PE but in all subject areas.
 Therefore, teachers should not
expect preschoolers to stay
seated for a long period of time.

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 Level Salient Implication to the Teaching-Learning
Characteristics Process
Observed
Preschool
Age range of
learners
observed

Elementary
Age range of
learners
observed

High School
Age range of
learners
observed

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REFLECT

1. While you were observing the learners, did you recall your own experiences when you were their
age? What similarities 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 insights here.

23
SHOW Your Learning Artifacts

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

24
EVALUATE Performance Task

Evaluate Your Work Field Study 1, Episode 1 – The School as a Learning Environment
Learning Outcome: Determine the characteristics, of a school environment that provides social,
psychological, and physical environment supportive of learning.

Name of FS Student Date Submitted

Year and Section Course

Learning Excellent Very Satisfactory Needs

Episode (4) Satisfactory 2 Improvement
(3) 1
Accomplished All observation One (1) to two Three (3) Four (4) or
Observation questions/tasks (2) observation more
Sheet completely observation questions/tasks observation
answered/accomplished. questions/ not answered/ questions/
tasks not accomplished. accomplished.
answered/
accomplished.
Analysis All questions were All questions Questions Four (4) or
answered completely; were were not more
answers are with depth answered answered observation
and are thoroughly completely; completely; questions were
grounded on theories; answers are answers are not answered;
grammar and spelling clearly not clearly answers not
Submission Submitted before the Submitted on Submitted a Submitted (2)
are free from error. connected to connected to connected to
Reflection deadline
Profound and clear; the deadline
Clear but day
Not after
so the
clear days or more
Unclear
theories; theories; one theories;and
more
supported by what were lacks depth; deadline
and shallow; after the
grammar and (1) to three (3) shallow;
than fourrarely
(4)
observed and analysed supported by somewhat deadline
supported by
spelling and grammatical/ grammatical
COMMENT/S Over-all
what were Scoresupported by Rating:
what were
free from spelling errors. spelling errors.
observed (Based onand
errors. and what were observed
analysed observed and transmutation)
analysed.
analysed
Learning Portfolio is reflected on Portfolio is Portfolio is not Portfolio is not
Artifacts in the context of the reflected on in reflected on in reflected on in
learning outcomes; the context of the context of the context of
TRANSMUTATION
Complete, well- OFlearning
the SCORE TOthe GRADE/RATING
learning the learning
Score 20 19-18 17highly16
organized, 15outcomes.
14 13-12 11
outcomes. 10 outcomes;
9-8 not 7-
relevant to the learning Complete; Complete; not complete; not Belo
outcome well- organized, organized, notw
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00 25
organized, relevant to the relevant
99 96 93 90 87very relevant
84 81learning
78 75 72 71-
to the learning outcome Belo
outcome w
 FIELD LEARNING Focus On Gender, Needs,
STUDY EPISODE Strengths, Interests,
Experiences Language, Race,

1 3 Culture, Religion, Socio-

economic Status, Difficult
Circumstances, And
Indigenous Peoples
Signature of FS Teacher above Printed Name Date

Actitvity 3.1 Observing differences among learner’s gender, needs, strengths, interests, and

26
experiences; and differences among learners’ linguistic, cultural, socio-economic, religious
backgrounds, and difficult circumstances.

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:

The learners’ different 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 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.
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.

27
 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 the groups that interact more with the
teacher than other.

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 them? Or do they raise their hands, so that the teacher will
call them instead?

Outside class:
• How do the students group themselves outside class? Homogeneously, by age?
By gender? By racial or ethnic group? By their interests? Or are the students in
mixed social groupings? If so, describe their groupings.
• Notice students who are alone or who are not interacting. Describes 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

28
OBSERVE

OBSERVATION REPORT

Name of the School Observed

School Address

Date of Visit

29
ANALYZE

1. Identify the persons who play key roles in the relationships and interactions in the
classrooms. What roles do they play? Is there somebody who appears to the leader,
a mascot/joker, an attention seeker, a little teacher, a doubter/pessimist?

What makes the learners assume these roles? What factors affect they behavior?

2. Is there anyone 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?

30
 What does the teacher do to address issues in life?

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 of diversity in
the classroom? How does the teacher leverage diversity?

31
 REFLECT

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

32
Activity 3.2 Observing differences among learners with 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 theses 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.
OBSERVE
Use the 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?

33
 OBSERVATION REPORT

Name of the School Observed

School Address

Date of Visit

34
ANALYZE

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 use
differentiated instruction? If yes, describe how.

35
REFLECT

1. Recall the time when you were in elementary or high school. Recall the high and low
achievers in your class. How did your teachers 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?

36
 OBSERVE, ANALYZE, REFLECT

Activity 3.3 Observing the school experiences of 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 (PAMANAK), San
Jose Occidental Mindoro
f. Tubuanan Ati Learning Center, Balabag, Boracay Island
g. Balay Turun-an of Living Traditions, Brgy Garangan and Brgy. Agcalaga, Calinog,
Iloilo
h. T’boli school of Living Traditions, Lake Sebu, Sount 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.
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=FsMjgQNz2Y
3. Write your observation report.
4. Analyze your observation data using the Indigenous Peoples Education Framework.
5. Reflect on your experience.

37
OBSERVE

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

An Observation Guide for Indigenous 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 around?
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 process resources are they using?
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.

38
Write your observation report here.
OBSERVATION REPORT

(You may include photos here.)

Name of the School Observed

School Address
Date of Visit

39
40
OBSERVATION REPORT

(You may include photos here.)

41
ANALYZE

Curriculum Design, Answer each question based on your observation and

Competencies, and Content 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 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-basted
sessions? Cite
examples.
42
 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).
9. Do assessment practices
consider community
values and culture? How?
10. Do assessment processes
include higher order
thinking skills?

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

43
 REFLECT

Reflect based on your actual visit or videos 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

44
3.2 Uphold and celebrate their culture, beliefs and practices by

3.3 Advocate for indigenous people’s education by

45
 SHOW Your Learning Artifacts

With the principle of individual differences in mind, what methods and strategies will
you remember in the future to ensure that you will be able to meet the needs of both the high
and low achievers in your class? Make a collection of strategies on how to address the students’
different ability levels

46
 EVALUATE Performance Task

Evaluate Your Work Field Study 1, Episode 1 – The School as a Learning Environment
Learning Outcome: Determine the characteristics, of a school environment that provides social,
psychological, and physical environment supportive of learning.

Name of FS Student Date Submitted

Year and Section Course

Learning Excellent Very Satisfactory Needs

Episode (4) Satisfactory 2 Improvement
(3) 1
Accomplished All observation One (1) to two Three (3) Four (4) or
Observation questions/tasks (2) observation more
Sheet completely observation questions/tasks observation
answered/accomplished. questions/ not answered/ questions/
tasks not accomplished. accomplished.
answered/
accomplished.
Analysis All questions were All questions Questions Four (4) or
answered completely; were were not more
answers are with depth answered answered observation
and are thoroughly completely; completely; questions were
grounded on theories; answers are answers are not answered;
grammar and spelling clearly not clearly answers not
are free from error. connected to connected to connected to
theories; theories; one theories; more

47
 grammar and (1) to three (3) than four (4)
spelling and grammatical/ grammatical
free from spelling errors. spelling errors.
errors.
Reflection Profound and clear; Clear but Not so clear Unclear and
supported by what were lacks depth; and shallow; shallow; rarely
observed and analysed supported by somewhat supported by
what were supported by what were
observed and what were observed and
analysed observed and analysed.
analysed
Learning Portfolio is reflected on Portfolio is Portfolio is not Portfolio is not
Artifacts in the context of the reflected on in reflected on in reflected on in
learning outcomes; the context of the context of the context of
Complete, well- the learning the learning the learning
organized, highly outcomes. outcomes. outcomes; not
relevant to the learning Complete; Complete; not complete; not
outcome well- organized, organized, not
organized, relevant to the relevant
very relevant learning
to the outcome
learning
outcome
Submission Submitted before the Submitted on Submitted a Submitted (2)
deadline the deadline day after days or more
the deadline after the
deadline
COMMENT/S Over-all Score Rating:
(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

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

48
Signature of FS Teacher above Printed Name Date

FIELD LEARNING Learner

STUDY EPISODE Diversity: The
Community and
1 4 Home
Environment
Activity 4.1 Observing the learner’s community and 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.

49
 OBSERVE

Use the activity form provided for you to document your observations.

An Observation/Interview Guide for Home-School Link

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

write 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.)
 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, 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.

50
Suggested Parent Interview Guide
Your teacher may ask you to use a more detailed interview guide. Be free to
translate the questions, if necessary.

Name of Learner:
Date of Birth: Age:
Grade/Year Level: Gender:
Number of Siblings:
Birth Order:
Parents:
Mother:
Age: Occupation: Educational Attainment:
Father: Occupation: Educational Attainment:

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 or 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?

51
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?

52
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 Learners' Development Profile

Name of the Learner
School
Date of Home
Visit
Date of Birth: Age:
Grade/Year Level: Gender:

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

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

53
ANALYZE

Your findings and recommendations in the Learner Development Profile will help
you answer the questions here.
1. From your home visit and interview, what do you think is the style of
parenting experienced by the learner? Explain your answer.

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

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?

54
55
REFLECT

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

2. As a future teacher, how would you establish good home-school collaboration? How
can you work well with the parents? How can you help them? How can they help you?

56
 SHOW Your Learning Artifacts

Col1or Your
World… 1.

1. Make an
artistic,
colorful, and
creative visual
expression of
your insights
or feelings
about the
influence of
the home and
school and
community to
the learner.

Then, write a
few statements
on the space
below about
your visual art.

Stick with
Acrostic… 2. H– C-
O- O-
M- M-
E- M–
U–
N-
2. Make a I-
reflection T-
acrostic about Y-
the home,
school, and
community S- L-
link. C- I-
H- N-
O- K-
O-
L-

57
 ANALYZE

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

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

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

3. Does the communication between the home-school have an effect on the learner? If yes,
what are these effects?

58
REFLECT

1. Reflect on your own development as a child, what type of parenting did you
experience? How did it affect you?

2. As a future teacher, how would you establish good home-school collaboration? How
can you work well with the parents? How can you help them? How can they help you?

59
 EVALUATE Performance Task

Evaluate Your Work Field Study 1, Episode 1 – The School as a Learning Environment
Learning Outcome: Determine the characteristics, of a school environment that provides social,
psychological, and physical environment supportive of learning.

Name of FS Student Date Submitted

Year and Section Course

Learning Excellent Very Satisfactory Needs

Episode (4) Satisfactory 2 Improvement
(3) 1
Accomplished All observation One (1) to two Three (3) Four (4) or
Observation questions/tasks (2) observation more
Sheet completely observation questions/tasks observation
answered/accomplished questions/ not answered/ questions/
. tasks not accomplished. accomplished.
answered/
accomplished.
Analysis All questions were All questions Questions Four (4) or
answered completely; were were not more
answers are with depth answered answered observation
and are thoroughly completely; completely; questions were
grounded on theories; answers are answers are not answered;
grammar and spelling clearly not clearly answers not
are free from error. connected to connected to connected to
theories; theories; one theories; more
grammar and (1) to three (3) than four (4)
spelling and grammatical/ grammatical
free from spelling errors. spelling errors.
errors.
Reflection Profound and clear; Clear but Not so clear Unclear and
supported by what were lacks depth; and shallow; shallow; rarely
observed and analysed supported by somewhat supported by
what were supported by what were
observed and what were observed and
analysed observed and analysed.
analysed
Learning Portfolio is reflected on Portfolio is Portfolio is not Portfolio is not
Artifacts in the context of the reflected on in reflected on in reflected on in
learning outcomes; the context of the context of the context of

60
 Complete, well- the learning the learning the learning
organized, highly outcomes. outcomes. outcomes; not
relevant to the learning Complete; Complete; not complete; not
outcome well- organized, organized, not
organized, relevant to the relevant
very relevant learning
to the outcome
learning
outcome
Submission Submitted before the Submitted on Submitted a Submitted (2)
deadline the deadline day after days or more
the deadline after the
deadline
COMMENT/S Over-all Score Rating:
(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

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

Signature of FS Teacher above Printed Name Date

61
FIELD STUDY LEARNING Creating an
EPISODE
Appropriate
1 5 Learning
Environment

Acitvity 5.1 Managing Time, Space and Learning Resources

Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: Date:

OBSERVE
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.

62
63
ANALYZE

Analyze and answer these questions on observed classroom management practices. It is also
good to ask the teacher for additional information, so you can validate your observation. Write your
notes below; 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 these 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
in 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)

64
 REFLECT

Reflection as a future teacher.

1. Why do you need to enforce positive discipline?

ACTIVITY 5.2 Identifying the Different Aspects of Classroom Management

Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: Date:

OBSERVE
CLASSROOM MANAGEMENT MATRIX

Observe a class and accomplish the given matrix.

Aspects of Classroom Description Effect on the Learners

Management (to be filled out after you
answer the analysis questions)
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

65
Behavior
8. Others

9. Others
10. Others

ANALYZE
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? motivating students? Why were they effective?

REFLECT

Reflect on the following and write your insights.

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

66
67
2. Make a 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?

68
SHOW Your Learning Artifacts

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

69
 EVALUATE Performance Task

Evaluate Your Work Field Study 1, Episode 1 – The School as a Learning Environment
Learning Outcome: Determine the characteristics, of a school environment that provides social,
psychological, and physical environment supportive of learning.

Name of FS Student Date Submitted

Year and Section Course

Learning Excellent Very Satisfactory Needs

Episode (4) Satisfactory 2 Improvement
(3) 1
Accomplished All observation One (1) to two Three (3) Four (4) or
Observation questions/tasks (2) observation more
Sheet completely observation questions/tasks observation
answered/accomplished questions/ not answered/ questions/
. tasks not accomplished. accomplished.
answered/
accomplished.
Analysis All questions were All questions Questions Four (4) or
answered completely; were were not more
answers are with depth answered answered observation
and are thoroughly completely; completely; questions were
grounded on theories; answers are answers are not answered;
grammar and spelling clearly not clearly answers not
are free from error. connected to connected to connected to
theories; theories; one theories; more
grammar and (1) to three (3) than four (4)
spelling and grammatical/ grammatical
free from spelling errors. spelling errors.
errors.
Reflection Profound and clear; Clear but Not so clear Unclear and
supported by what were lacks depth; and shallow; shallow; rarely
observed and analysed supported by somewhat supported by
what were supported by what were
observed and what were observed and
analysed observed and analysed.
analysed
Learning Portfolio is reflected on Portfolio is Portfolio is not Portfolio is not
70
 Artifacts in the context of the reflected on in reflected on in reflected on in
learning outcomes; the context of the context of the context of
Complete, well- the learning the learning the learning
organized, highly outcomes. outcomes. outcomes; not
relevant to the learning Complete; Complete; not complete; not
outcome well- organized, organized, not
organized, relevant to the relevant
very relevant learning
to the outcome
learning
outcome
Submission Submitted before the Submitted on Submitted a Submitted (2)
deadline the deadline day after the days or more
deadline after the
deadline
COMMENT/S Over-all Score Rating:
(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

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

Signature of FS Teacher above Printed Name Date

71
 FIELD STUDY LEARNIN Classroom
G Management
EPISODE and Classroom
Routines
1 6
Activity 6.1 Observing Classroom Management and Routines

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:

OBSERVE

Observe the classroom routines of the Resource Teacher by accomplishing the given checklist.

Checklist on Classroom Routines

Check Yes (/) if observed and (x) if not observed.

Classroom Routines Observed () Not Observed ()

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

72
 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
19. Use of classroom
supplies
20. Checking of assignments
Others, please specify
21.
22.
23.
24.
25

ANALYZE

Analyze the routines set by the Resource Teacher by answering the following questions.
1. Were the routines effective in ensuring discipline and order in the class? Why? Why not?

2. Which of those routines were 'systematic and consistently implemented? Explain your answer.

73
 REFLECT
Reflect on the various routines observed.
1. Which of the routines will you most likely apply in your class? Why? Why not?

Activity 6.2 Listing Down Classroom Rules

Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: Date:

OBSERVE
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.
2.
3.
4.
5.
6.

74
 ANALYZE
1. Analyze each given rule. What circumstances led to the formulation of the rule?

2. Are classroom rules really important?

REFLECT

Reflect on the various classroom rules set by the Resource Teacher. Will you have the
same rules? If not, what rules are you going to employ? Explain your answer.

75
SHOW Your Learning Artifacts

Take some snapshots of the classroom routines employed by the Resource Teacher which
are worth emulating. Tell something about the pictures.

76
 EVALUATE Performance Task

Evaluate Your Work Field Study 1, Episode 1 – The School as a Learning Environment
Learning Outcome: Determine the characteristics, of a school environment that provides social,
psychological, and physical environment supportive of learning.

Name of FS Student Date Submitted

Year and Section Course

Learning Excellent Very Satisfactory Needs

Episode (4) Satisfactory 2 Improvement
(3) 1
Accomplished All observation One (1) to two Three (3) Four (4) or
Observation questions/tasks (2) observation more
Sheet completely observation questions/tasks observation
answered/accomplished. questions/ not answered/ questions/
tasks not accomplished. accomplished.
answered/
accomplished.
Analysis All questions were All questions Questions Four (4) or
answered completely; were were not more
answers are with depth answered answered observation
and are thoroughly completely; completely; questions were
grounded on theories; answers are answers are not answered;
grammar and spelling clearly not clearly answers not
are free from error. connected to connected to connected to
theories; theories; one theories; more
grammar and (1) to three (3) than four (4)
spelling and grammatical/ grammatical
free from spelling errors. spelling errors.
errors.
Reflection Profound and clear; Clear but Not so clear Unclear and
supported by what were lacks depth; and shallow; shallow; rarely
observed and analysed supported by somewhat supported by
what were supported by what were
observed and what were observed and
analysed observed and analysed.
analysed

77
 Learning Portfolio is reflected on Portfolio is Portfolio is not Portfolio is not
Artifacts in the context of the reflected on in reflected on in reflected on in
learning outcomes; the context of the context of the context of
Complete, well- the learning the learning the learning
organized, highly outcomes. outcomes. outcomes; not
relevant to the learning Complete; Complete; not complete; not
outcome well- organized, organized, not
organized, relevant to the relevant
very relevant learning
to the outcome
learning
outcome
Submission Submitted before the Submitted on Submitted a Submitted (2)
deadline the deadline day after days or more
the deadline after the
deadline
COMMENT/S Over-all Score Rating:
(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

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

Signature of FS Teacher above Printed Name Date

78
 FIELD LEARNING Physical and
EPISODE
STUDY Personal Aspects
of Classroom
1 7 Management
Activity 7.1 Personal and Physical Aspects of Classroom Management
Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: Date:

OBSERVE

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 class in time?
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?

79
ANALYZE
Analyze the different elements of personal/physical classroom management and answer
the following questions.

1. How does the voice of the teacher affect classroom instruction?

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

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

REFLECT
Reflect on the aspects of personal and classroom management.
1. What does this statement mean to you as a future teacher? Explain.
“No amount of good instruction will come out without effective classroom management.”

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

80
Activity 7.2 Demonstrating knowledge of positive and non-violent discipline in the
management of learner behavior.

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:

OBSERVE

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 Opportunity
Observed to Observe
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.
Others (Please specify)
16.
17.
18.
19.
20.

81
 ANALYZE

Analyze the checklist you have accomplished and answer the given questions:

1. How many strategies were employed by the Resource Teacher? Did these contribute
to better classroom management? Explain your answer.

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

REFLECT
As a future teacher, reflect on the observations then answer the given question.
1. What classroom management strategies do I need to employ to respond to diverse
types of learners.

82
SHOW Your Learning Artifacts
Show piece(s) of evidence of learning to capture the classroom management strategies used by
the Resource Teacher.

83
 EVALUATE Performance Task

Evaluate Your Work Field Study 1, Episode 1 – The School as a Learning Environment
Learning Outcome: Determine the characteristics, of a school environment that provides social,
psychological, and physical environment supportive of learning.

Name of FS Student Date Submitted

Year and Section Course

Learning Excellent Very Satisfactory Needs

Episode (4) Satisfactory 2 Improvement
(3) 1
Accomplished All observation One (1) to two Three (3) Four (4) or
Observation questions/tasks (2) observation more
Sheet completely observation questions/tasks observation
answered/accomplished. questions/ not answered/ questions/
tasks not accomplished. accomplished.
answered/
accomplished.
Analysis All questions were All questions Questions Four (4) or
answered completely; were were not more
answers are with depth answered answered observation
and are thoroughly completely; completely; questions were
grounded on theories; answers are answers are not answered;
grammar and spelling clearly not clearly answers not
are free from error. connected to connected to connected to
theories; theories; one theories; more
grammar and (1) to three (3) than four (4)
spelling and grammatical/ grammatical
free from spelling errors. spelling errors.
errors.
Reflection Profound and clear; Clear but Not so clear Unclear and
supported by what were lacks depth; and shallow; shallow; rarely
observed and analysed supported by somewhat supported by
what were supported by what were
observed and what were observed and
analysed observed and analysed.
analysed
Learning Portfolio is reflected on Portfolio is Portfolio is not Portfolio is not

84
 Artifacts in the context of the reflected on in reflected on in reflected on in
learning outcomes; the context of the context of the context of
Complete, well- the learning the learning the learning
organized, highly outcomes. outcomes. outcomes; not
relevant to the learning Complete; Complete; not complete; not
outcome well- organized, organized, not
organized, relevant to the relevant
very relevant learning
to the outcome
learning
outcome
Submission Submitted before the Submitted on Submitted a Submitted (2)
deadline the deadline day after the days or more
deadline after the
deadline
COMMENT/S Over-all Score Rating:
(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

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

Signature of FS Teacher above Printed Name Date

85
 FIELD LEARNING Understanding
EPISODE
STUDY the School
Curriculum
1 8 Close Encounter
with the School
Curriculum

ActiCurricula in the School Setting

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

OBSERVE
Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: Date:
1. 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 observations.
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)

86
 5. Assessed Curriculum
(Assessment Process)
6. Learned Curriculum
(Achieved Learning
Outcomes)
7. Hidden Curriculum (Media)

ANALYZE

Which of the seven types of curriculums 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.

87
88
REFLECT
Make a reflection on the diagram that you have drawn.

89
Activity 8.2 The Miniscule School Curriculum: The Lesson, A Closer Look

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:

OBSERVE
This activity requires a full lesson observation from Motivation to Assessment
Procedure:
1. Secure permit to observe one complete lesson in a particular subject, in a
particular grade/year level.
2. Keep a close watch on the 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 on your notebook.)
A. Planning 1. Borrow the teachers 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 learning objectives/learning outcomes?
b. What are included in the subject matter?
c. What procedure of 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 procedures.
a. How did the teacher begin the lesson?
b. What procedure or steps were followed?
c. How did the teacher engage the learners?
d. Was the teacher a guide at the side?
e. Were the learners on task? /Or were they participating in
the class activity?
f. Was the lesson finished within the class period?
C. Evaluating 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.

90
ANALYZED

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?

REFLECT

Based on your observations and task in Activity 2 how will you prepare your lesson plan? Make
a short paragraph on the topic.

91
Activity 8.3 Constructive Alignment of the Components of a Lesson Plan

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:

OBSERVE

Using the diagram below fill up the component parts of a lesson plan
I. Title of the Lesson:
II. Subject Area:
III. Grade Level:

Teaching Method Assessment

Outcomes

Fill this up Fill this up

Fill this up

92
ANALYZE

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 method used? Why?

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

REFLECT

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

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

93
SHOW Your Learning Artifacts

Learning Artifacts for Activity 1-3

Present an artifact for activity 1, 2 and 3.

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

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

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

Lesson Outcomes Teaching Methods Evaluation

94
EVALUATE Performance Task

Evaluate Your Work Field Study 1, Episode 1 – The School as a Learning Environment
Learning Outcome: Determine the characteristics, of a school environment that provides social,
psychological, and physical environment supportive of learning.

Name of FS Student Date Submitted

Year and Section Course

Learning Excellent Very Satisfactory Needs

Episode (4) Satisfactory 2 Improvement
(3) 1
Accomplished All observation One (1) to two Three (3) Four (4) or
Observation questions/tasks (2) observation more
Sheet completely observation questions/task observation
answered/accomplished. questions/ s not questions/
tasks not answered/ accomplished.
answered/ accomplished.
accomplished.
Analysis All questions were All questions Questions Four (4) or
answered completely; were were not more
answers are with depth answered answered observation
and are thoroughly completely; completely; questions were
grounded on theories; answers are answers are not answered;
grammar and spelling clearly not clearly answers not
are free from error. connected to connected to connected to
theories; theories; one theories; more
grammar and (1) to three (3) than four (4)
spelling and grammatical/ grammatical
free from spelling errors. spelling errors.
errors.
Reflection Profound and clear; Clear but Not so clear Unclear and
supported by what were lacks depth; and shallow; shallow; rarely
observed and analysed supported by somewhat supported by
what were supported by what were
observed and what were observed and
analysed observed and analysed.
analysed
Learning Portfolio is reflected on Portfolio is Portfolio is not Portfolio is not
Artifacts in the context of the reflected on in reflected on in reflected on in
learning outcomes; the context of the context of the context of
Complete, well- the learning the learning the learning
organized, highly outcomes. outcomes. outcomes; not

95
 relevant to the learning Complete; Complete; not complete; not
outcome well- organized, organized, not
organized, relevant to the relevant
very relevant learning
to the learning outcome
outcome
Submission Submitted before the Submitted on Submitted a Submitted (2)
deadline the deadline day after days or more
the deadline after the
deadline
COMMENT/S Over-all Score Rating:
(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

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

Signature of FS Teacher above Printed Name Date

96
 FIELD STUDY LEARNING Preparing for
EPISODE Teaching and
Learning
1 9
Activity 9.1 Demonstrating an understanding of Research-Based Knowledge Principles of
Teaching and Learning

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:

OBSERVE

Observe a class with the use of the principles of learning given in Revisit the learning
Essentials. I will identify evidence of applications/violations of the principles of learning. I can
cite more than one evidence per principle of learning.

Principles of Learning What did the Resource Teacher do to

apply the principles 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 idea.
4. Learning is a cooperative and
collaborative process. Learning is enhanced
in an atmosphere of cooperation and
collaboration.

97
ANALYZE

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

Most applied

Least applied

Give instances where this/these principle/s could have been applied?

REFLECT

From among the principles of learning, which one do you think is the most important?

98
Activity 9.2 Identifying Learning Outcomes that are Aligned with Learning Competencies

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:

OBSERVE

Observe a class, this time focusing on how the learning outcomes were stated. Determine
if the learning outcome/s was/were achieved or not? Give evidence.

1. Write the learning outcomes stated in the lesson.

Learning Outcomes (SMART Objectives?) Achieved

Yes No Yes No
1.
2.
3.
4.

5.

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

1.

2.

3.

4.

5.

99
ANALYZE

1. Do SMART objectives make the lesson more focused?

REFLECT

Reflect on the

Lessons learned in determining SMART learning outcomes

100
Activity 9.3 Distinguishing Between Inductive and Deductive Methods of Teaching

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:
OBSERVE

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

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

Was the emphasis on the mastery of the Was the emphasis on the students’ application
lesson or on the test? Prove. of the lesson in real life? Give proofs.

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

101
Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? disciplines/subjects?

What teaching-learning practice shows that teaching approach was:

a) Constructivist - connected to the past experiences of 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

g) INTEGRATIVE – Lesson was multidisciplinary – e.g. In Science, Math concepts

were taught

102
ANALYZE

1. What are possible consequences of teaching purely/subject matter for mastery ad for
the test?

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

REFLECT

Reflect Principles of Teaching worth applying on

103
 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
methods used in class.

104
 EVALUATE Performance Task

Evaluate Your Work Field Study 1, Episode 1 – The

Learning Outcome: Determine the characteristics, of a school environment that provides social,
psychological, and physical environment supportive of learning.

Name of FS Student Date Submitted

Year and Section Course

Learning Excellent Very Satisfactory Needs

Episode (4) Satisfactory 2 Improvement
(3) 1
Accomplished All observation One (1) to two Three (3) Four (4) or
Observation questions/tasks (2) observation more
Sheet completely observation questions/task observation
answered/accomplished. questions/ s not questions/
tasks not answered/ accomplished.
answered/ accomplished.
accomplished.
Analysis All questions were All questions Questions Four (4) or
answered completely; were were not more
answers are with depth answered answered observation
and are thoroughly completely; completely; questions were
grounded on theories; answers are answers are not answered;
grammar and spelling clearly not clearly answers not
are free from error. connected to connected to connected to
theories; theories; one theories; more
grammar and (1) to three (3) than four (4)
spelling and grammatical/ grammatical
free from spelling errors. spelling errors.
errors.
Reflection Profound and clear; Clear but Not so clear Unclear and
supported by what were lacks depth; and shallow; shallow; rarely
observed and analysed supported by somewhat supported by
what were supported by what were
observed and what were observed and
analysed observed and analysed.
analysed
Learning Portfolio is reflected on Portfolio is Portfolio is not Portfolio is not
Artifacts in the context of the reflected on in reflected on in reflected on in
learning outcomes; the context of the context of the context of
Complete, well- the learning the learning the learning
organized, highly outcomes. outcomes. outcomes; not
relevant to the learning Complete; Complete; not complete; not
outcome well- organized, organized, not
105
organized, relevant to the relevant

106
 very relevant learning
to the learning outcome
outcome
Submission Submitted before the Submitted on Submitted a Submitted (2)
deadline the deadline day after days or more
the deadline after the
deadline
COMMENT/S Over-all Score Rating:
(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

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

Signature of FS Teacher above Printed Name Date

107
 FIELD LEARNING
STUDY EPISODE The
Instruction
1 10 al Cycle

Activity 10.1 Applying the Guiding Principles in the Selection and Use of Strategies
Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: Date:

OBSERVE

Observe one class with the use of the observation sheet for greater focus then analyze the
observation with help of guide questions.
1. The more senses that are involved, e.g. Teacher used video on how digestion
the more and the better the learning. takes place and a model of the human
digestive system
2. Learning is an active process.
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 effectively than teaching
isolated bits of information.

108
ANALYZE
What is the best method of teaching? Is there such a thing?

REFLECT
Reflect on this question?
How do we select the appropriate strategy for our lessons?

109
Activity 10.2 Determining Outcome-Based Teaching and Learning
Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: Date:

OBSERVE
Observe a class and answer the following questions.

1. Did the Teacher state the learning objectives/intended learning outcomes? (ILOs) at
the beginning of the class? Dis he/she share them with the class? How?

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 aligned with objectives to the
lesson objectives? ILOs?

110
ANALYZE
1. What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?

REFLECT
Reflect on the use of OBTL.

111
Activity 10.3 Applying Effective Questioning Techniques
Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: Date:
OBSERVE

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

ANALYZE
1. Neil Postman once said: “Children go to school as a question mark and leave school as
periods1” does this something to do with the type of question that teachers ask and the
questioning and reacting techniques that they employ?

112
REFLECT
Reflect on
The importance of using various reacting techniques

113
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.

114
 EVALUATE Performance Task

Evaluate Your Work Field Study 1, Episode 1 – The School as a Learning Environment
Learning Outcome: Determine the characteristics, of a school environment that provides social,
psychological, and physical environment supportive of learning.

Name of FS Student Date Submitted

Year and Section Course

Learning Excell Very Satisfactory Needs

Episode ent Satisfactory 2 Improvement
(4) (3) 1
Accomplished All observation One (1) to two Three (3) Four (4) or more
Observation questions/tasks (2) observation observation
Sheet completely observation questions/tasks questions/
answered/accomplish questions/ not answered/ accomplished.
ed. tasks not accomplished.
answered/
accomplished.
Analysis All questions were All questions Questions Four (4) or more
answered completely; were were not observation
answers are with answered answered questions were
depth and are completely; completely; not answered;
thoroughly grounded answers are answers are answers not
on theories; grammar clearly not clearly connected to
and spelling are free connected to connected to theories; more
from error. theories; theories; one than four (4)
grammar and (1) to three (3) grammatical
spelling and grammatical/ spelling errors.
free from spelling errors.
errors.
Reflection Profound and clear; Clear but Not so clear Unclear and
supported by what lacks depth; and shallow; shallow; rarely
were observed and supported by somewhat supported by
analysed what were supported by what were

115
 observed and what were observed and
analysed observed and analysed.
analysed
Learning Portfolio is reflected on Portfolio is Portfolio is not Portfolio is not
Artifacts in the context of the reflected on in reflected on in reflected on in
learning outcomes; the context of the context of the context of
Complete, well- the learning the learning the learning
organized, highly outcomes. outcomes. outcomes; not
relevant to the learning Complete; Complete; not complete; not
outcome well- organized, organized, not
organized, relevant to the relevant
very relevant learning
to the learning outcome
outcome
Submission Submitted before the Submitted on Submitted a Submitted (2)
deadline the deadline day after days or more
the deadline after the deadline
COMMENT/S Over-all Score Rating:
(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

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

Signature of FS Teacher above Printed Name Date

116
 FIELD STUDY LEARNING Utilizing
EPISODE Teaching-
Learning
1 11 Resources and
ICT
Activity 11.1 Visiting the Learning Resource Center

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:

OBSERVE

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

An Observation Guide for a

LEARNING RESOURCE CENTER
Read the following statements carefully before you observe.
1. Go around the Learning Resource Center
2. Find out what learning resources are present
3. Examine and describe how the materials are arranged and how they are classified.
Are they free from dust and moisture? Are they arranged for easy access?
4. Read the guidelines/procedure for borrowing of materials. Are
these guidelines/procedures posted are available for the users to
refer to?
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.

117
Name of Center Observed:
Date of Observation:
Name of Observer:
Course/Year/School:

LIST OF AVAILABLE LEARNING RESOURCES

Available Learning Characteristics and Unique Teaching Approaches

Resources Capabilities where the Resource is Most
(Enumerate in bullet form) 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:

118
ANALYZE
Are the learning resources/materials arranged properly according to their function and
characteristics?

Do the guidelines and procedures facilitate easy access to the materials by the teacher? Why?
Why not?

What are the strengths of this Learning Resource Center?

What are its weaknesses?

What suggestion can you make?

119
REFLECT
1. Which of the materials in the Learning Resources 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?

120
Activity 11. 2 Observing Technology Integration in the Classroom
Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: Date:

OBSERVE

As you observe the class, use the observation sheets provided for you to document
your observations.
Class Observation Guide
Read the following questions and instructions carefully before you observe.
1. What is the Lesson all 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 material? 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

OBSERVATION SHEET NO.

REPORT
Date of Observation
School
Subject Topic

Grade/Year Level

121
ANALYZE
UTILIZATION OF TEACHING AIDS FORM
Grade or Year Level of Class Observed:
Date of Observation
Subject Matter
Brief Description of Teaching Approach Used by the Teacher

Teaching Aids Strengths Weakness Appropriateness of

Used the Teaching Aids
(Enumerate in used
bullet form)

Use the Technology Integration Form to analyze the class you observed. Refer to the
Technology Integration Matrix on p. 123, in which level of technology integration do you think
the teacher you observed operated? Why?

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

122
Overall, were the learning resources used effectively? Why? Why not? Give your suggestions.

REFLECT

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

123
Activity 11.3 Exploring Education 4.0
Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: Date:

OBSERVE

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.

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

124
ANALYZE
Analyzing the information, you got from observing the class, surf the internet to select electronic
resources, including OERs social networking sites, and apps with virtual or augmented reality thar
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)
Lessons
Objectives/Learning
Outcomes
Name Describe Put a check if the resource satisfies the criterion Des
and Type the crib
of electronic e
Electroni resource how
c (include you
Resource author/ can
publisher use
/ it if
source). you
wer
e to
teac
h in
the
clas
s
you
obs
erve
d.
Accurate Appropriate Clea Complete Motivatin Orga-
r g nized

125
126
REFLECT
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?
Explain. Which of the new trends in Education 4.0 would you like to explore mor for
your work as a teacher? Why?

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

127
Activity 11. 4 Professional Development Through MOOCS
Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: Date:

OBSERVE

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

2. On the second column, write the competencies you like to work on.
3. Search for MOOGs in the internet which are relevant to the competencies you identified.
PPST Domain Competencies I Want to Work On MOOCS MOOC
related to the Provider
competencies
(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

128
 ANALYZE

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

1. MOOC Title
Provider:

Objectives of the MOOC:

Content Outline

Why did you pick this MOOC?

2. MOOC Title

Provider:

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?

129
REFLECT

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?

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

130
SHOW Your Learning Artifacts

1. Include
2. Visit
3. Visit

4. Visit
5. Paste

131
EVALUATE Performance Task

Evaluate Your Work Field Study 1, Episode 1 – The School as a Learning Environment

Learning Outcome: Determine the characteristics, of a school environment that provides social,
psychological, and physical environment supportive of learning.

Name of FS Student Date Submitted

Year and Section Course

Learning Excellent Very Satisfactory Needs

Episode (4) Satisfactory 2 Improvement
(3) 1
Accomplished All observation One (1) to two Three (3) Four (4) or
Observation questions/tasks (2) observation more
Sheet completely observation questions/tasks observation
answered/accomplished questions/ not answered/ questions/
. tasks not accomplished. accomplished.
answered/
accomplished.
Analysis All questions were All questions Questions Four (4) or
answered completely; were were not more
answers are with depth answered answered observation
and are thoroughly completely; completely; questions were
grounded on theories; answers are answers are not answered;
grammar and spelling clearly not clearly answers not
are free from error. connected to connected to connected to
theories; theories; one theories; more
grammar and (1) to three (3) than four (4)
spelling and grammatical/ grammatical
free from spelling errors. spelling errors.
errors.
Reflection Profound and clear; Clear but Not so clear Unclear and
supported by what were lacks depth; and shallow; shallow; rarely
observed and analysed supported by somewhat supported by
what were supported by what were
observed and what were observed and
analysed observed and analysed.
analysed

132
 Learning Portfolio is reflected on Portfolio is Portfolio is not Portfolio is not
Artifacts in the context of the reflected on in reflected on in reflected on in
learning outcomes; the context of the context of the context of
Complete, well- the learning the learning the learning
organized, highly outcomes. outcomes. outcomes; not
relevant to the learning Complete; Complete; not complete; not
outcome well- organized, organized, not
organized, relevant to the relevant
very relevant learning
to the outcome
learning
outcome
Submission Submitted before the Submitted on Submitted a Submitted (2)
deadline the deadline day after the days or more
deadline after the
deadline
COMMENT/S Over-all Score Rating:
(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19- 17 16 15 14 13- 11 10 9-8 7-
18 12 Belo
w
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00

99 96 93 90 87 84 81 78 75 72 71-
Belo
w

Signature of FS Teacher above Printed Name Date

133
FIELD STUDY LEARNING Assessment
EPISODE FOR Learning
and Assessment
1 12 AS Learning
(Formative
Assessment)
Activity 12. 1 Observing Assessment FOR Learning Practices (Formative Assessment)
Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: Date:
OBSERVE

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

134
 What Teacher Did Tally Total

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

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 clarifications? 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

135
 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?

ANALYZE

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

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?

136
 5. For formative assessment, why is peer tutoring in class sometimes seen to be more
effective that teacher himself/herself doing the re-teaching or tutoring?

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

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

REFLECT

 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?

137
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

138
Activity 12. 2 Observing Assessment AS Learning Practices (Self-Assessment) Resource
Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: Date:
OBSERVE
Observe a class and find out practices that reflect assessment as learning. Record your
observations.
TEACHER MY OBSERVATION
1. Did teacher provide opportunities for
the learners to monitor and reflect on
their own learning?

2. What are the proofs that students

were engaged in self-reflection, self-
monitoring and self-adjustment?

3. Did students record and report their

own learning?

4. Did teacher create criteria with the

students for tasks to be completed or
skill to learned?

139
ANALYZE
1. If the students are at the heart of all assessment, then all assessment should support
students learning. Do you agree? Why or why not?

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

REFLECT

The primary purpose of assessment is not to measure but to further learning. Reflect on your
personal experiences of assessment in school. Were you given opportunities for self-assessment?
If yes, what was its impact on your learning?

140
SHOW Your Learning Artifacts

1. My Accomplished Observation Sheet

2. My Analysis
3. My Reflection

141
 EVALUATE Performance Task

Evaluate Your Work Field Study 1, Episode 1 – The School as a Learning Environment
Learning Outcome: Determine the characteristics, of a school environment that provides social,
psychological, and physical environment supportive of learning.

Name of FS Student Date Submitted

Year and Section Course

Learning Excellent Very Satisfactory Needs

Episode (4) Satisfactory 2 Improvement
(3) 1
Accomplished All observation One (1) to two Three (3) Four (4) or
Observation questions/tasks (2) observation more
Sheet completely observation questions/tasks observation
answered/accomplished. questions/ not answered/ questions/
tasks not accomplished. accomplished.
answered/
accomplished.
Analysis All questions were All questions Questions Four (4) or
answered completely; were were not more
answers are with depth answered answered observation
and are thoroughly completely; completely; questions were
grounded on theories; answers are answers are not answered;
grammar and spelling clearly not clearly answers not
are free from error. connected to connected to connected to
theories; theories; one theories; more
grammar and (1) to three (3) than four (4)
spelling and grammatical/ grammatical
free from spelling errors. spelling errors.
errors.
Reflection Profound and clear; Clear but Not so clear Unclear and
supported by what were lacks depth; and shallow; shallow; rarely
observed and analysed supported by somewhat supported by
what were supported by what were
observed and what were observed and
analysed observed and analysed.
analysed
Learning Portfolio is reflected on Portfolio is Portfolio is not Portfolio is not

142
Artifacts in the context of the reflected on in reflected on in reflected on in
learning outcomes; the context of the context of the context of
Complete, well- the learning the learning the learning
organized, highly outcomes. outcomes. outcomes; not
relevant to the learning Complete; Complete; not complete; not
outcome well- organized, organized, not
organized, relevant to the relevant
very relevant learning
to the outcome
learning
outcome
Submission Submitted before the Submitted on Submitted a Submitted (2)
deadline the deadline day after the days or more
deadline after the
deadline
COMMENT/S Over-all Score Rating:
(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

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

Signature of FS Teacher above Printed Name Date

143
 FIELD LEARNING Assessment OF
STUDY EPISODE Learning
(Summative
1 13 Assessment)

Activity 13.1 Aligning Assessment Task with the Learning Outcome

Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: Date:

OBSERVE

 Observe at least 3 classes- 1 Physical or Biological Science or Math, English, Filipino;

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

SUBJECTS LEARNING ASSESSMENT Is the If not

OUTCOME/S TASK (How did assessment aligned,
teacher assess the tool/ task improve on
learning assigned to it.
outcome/s? the
Specify learning
outcome/s?
P.E/EPP/TLE To dance tango Written quiz. No Performance
Enumerate the test- Let
steps of tango in students
order. dance tango.

144
Social Science.
Literature
/Panitikan.
EsP

145
 Physical/Biological
Science/Math
English/Filipino

ANALYZE

1. Are all the assessment task aligned to the learning outcomes?

2. What are the possible consequences if teacher’s assessment 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

 Reflect on past assessment 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?

146
Actvity 13. 2 Observing the Use of Traditional Assessment Tools
Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: Date:
OBSERVE

 Observe classes and pay particular attention to the assessment tool used by the teacher.
 With teacher’s permission, secure a copy of the assessment tool.
Direction: Put a check (✔) on the test which teacher used. From your teacher’s test items, give
an example.
Type of Put a Learning Outcomes Sample Test Comments (Is the
Traditional check Assessed Items of assessment tool
assessment tool/ (✔) Resource constructed in
Paper and Here Teacher accordance with
pencil test established
guidelines?)
Explain your answer.
Selected
Response type
1.Alternate
response

2.Matching type

3.Multiple
Choice

4.Others

147
 Type of Put a check (✔) Learning Sample Test Comments (Is the
Traditional if resource Outcomes Items of assessment tool
assessment teacher used it Assessed Resource constructed in
tool/ Paper and Teacher accordance with
pencil test established
guidelines?)
Explain your
answer.
Constructed-
Response type
1.Completion

2.Short answer
type

3.Problem
solving

4.Essay-
restricted

5.Essay-non
restricted

6.Others

148
ANALYZE
1. Which assessment tools/tasks were most commonly used by teacher which one
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 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.

REFLECT

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

149
Activity 13. 3 Non-traditional Assessment Tools and Scoring
Rubrics

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:

OBSERVE

 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 rubric to the students?
 Which type of rubric di that Resource Teacher use- analytic or holistic?
Authentic Learning Sample of Product/ How product/ Comment/s (is
assessment/ Outcome Performance performance was the scoring rubric
non- Assessed Assessed assessed constructed
traditional according to
/Alternative One example of a standards.
product assessed. Describe how the
(Put a photo of the product/
product/ performance was
documented assessed. Which
performance in My was used analytic
Teaching Artifacts. rubric or holistic
INCLUDE THE rubric?
RUBRIC IN MY INCLUDE THE
TEACHING RUBRIC IN MY
ARTIFACTS TEACHING
ARTIFACTS

1.Product

2.Performanc
e

150
151
ANALYZE
1. Between analytic and holistic rubrics which one was more used? Why do you think
that type of rubric was used more?

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

3. Will it make difference in assessment of students 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 written paper-and-pencil test,

be considered and 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?

Does the Scoring Rubric is this FS BOOK 1 help you come up with better output?

152
REFLECT
Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all the
years as student.

153
SHOW Your Learning Artifacts

 Accomplished Observation Sheet

 Observations
 Reflections
 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 comments/s and improved version/s, if necessary.

154
Activity 13.4 Scrutinizing the Types and Parts of a Portfolio
Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: Date:
OBSERVE

1. Ask your Resource Teacher for samples of portfolio, if any. If there are, select one
best portfolio from what you examined.
2. If none, research for a sample portfolio and include them My Learning Artifacts.
3. Based on the sample portfolio given by your Resource Teacher/ researched by
you, accomplish a Observation Sheet #
4. Put a check in right column.

What a Portfolio Includes

Elements of a Portfolio Present? Missing?
1. Clear objectives- The objectives
of the lesson/unit course are clear
which serve as a bases for
selection.
2. Explicit guidelines for
selection- What, when where, how
are products/documented
performances selected.
3. Comprehensible criteria- the
criteria against which the portfolio
is graded must be understood by
the learners.
4. Selective significant pieces- The
portfolio includes only selected
significant materials.
5. Students reflection- There is
evidence that students reflected on
their learning.
6. Evidence of student’s
participation in selection of
content of portfolio- There is
proof that students took part in the
selection of the content of the
portfolio.

155
ANALYZE

1. Which OBE in mind, which should be the basis for then selection of pieces of evidence
to show that what the students was supposed to learn was learned?

2. Scrutinize the elements of this portfolio. Based on the parts, under which type of
portfolio odes this fall?

Elements of a Portfolio (Which type of portfolio?)

1. Cover Letter- “About the Author” and “What My Portfolio about My Progress as a
learner.
2. Tables of Contents with numbered pages.
3. Entries- both core (required items) and optional items (chosen by students).
4. Dates on all entries to facilitate proof of growth over time.
5. Drafts of aural/ oral and written products and revised revisions i.e (first drafts and
corrected/revised versions.)
6. Student’s Reflections

3. Where and when does the teacher make use of each of the 3 types of portfolio?

156
REFLECT

Have portfolios made the learning assessment process more inconvenient? Is the effort exerted
on portfolio assessment commensurate to the improvement of learning and development of
learner’s metacognitive process that result from the use of portfolio?

157
SHOW Your Learning Artifacts

 Sample/s of Improved Written Test, both selected-response type and supply type.
 Sample/s of product and performance assessed
 Sample/s of a rubric
 Sample/s of students’ reflection on his/her portfolio

158
Activity 13. 5 Determining the Level of Teacher’s Questions
Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: Date:

OBSERVE

1. Observe s 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 remebering 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 Rank Cognitive Rank Tally of Total

processes processes (and Assessment
(Bloom as Kendall and Tasks/
revised by Marzano) Questions
Anderson
and
Krathworl
Self- system 6
Thinking

Metacognition 5

Creating 6-
Highest
Evaluating 5

Analyzing/An 4 Analysis 3 /

Applying 3 Knowledge 4
Utilization
Understanding/ 2 Comprehension 2 /

Remembering / 1-Lowest Retrieval 1 ////- Example 4

159
Table 2. Examples of Assessment Questions/ Assessment Tasks
Tally and Rank Tally and Rank Examples of Rank Based
Total Score of Total Score of Assessment on Use
Cognitive Cognitive Tasks/
Processes processes (and Questions
(Bloom as Kendall and Given by
revised by Marzano) Resource
Anderson and Teacher
Kwathwohl)
Self- system 6- e.g.,
Thinking Highest Teacher
asked
student:
Why is the
lesson
important to
you?
Example: Metacognition 5
Creating= I

Evaluating=I 5-Highest

Analyzing / 5
An= II
Applying-III 4 3

Understanding- 3 4
II

Remembering= 2 2
IIII

1-Lowest 1-Lowest
I I
Rank Rank

160
ANALYZE

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

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

about Resource Teacher’s level of questions?

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

161
REFLECT

If you were to rate yourself on HOTS- where will you be a 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 learner’s HOTS?

162
Activity 13. 6 Analyzing a Table of Specifications
Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: Date:

REVISITING THE LEARNING ESSENTIALS

Learning No. of Cognitive Level Total

Outcome Class
s Hours
Rem Un Ap An Ev Cr

1.

2.

3.

4.

5.

6.

Total

163
ANALYZE
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, it is 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.

164
REFLECT
Read these conversations and reflect on teacher’s assessment practices. Write your reflection
here.

Student A: Saan naman pala pinulot ni Teacher ang kaniyang tanong? Ni isang tanong sa
tinuro, wala? (Where did Teacher get her test? Not one of what she taught came out!)

Student B: Oo nga! Nakakainis! (You are right! How annoying!

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

165
SHOW Your Learning Artifacts

 Accomplished Observation Sheet

 Analysis
 Reflections
 Completed Sample TOS

166
Activity 13. 7 Computing Student’s Grades based on DepEd Grading System Resource
Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: Date:

OBSERVE
A. SAMPLE STUDENTS REPORT CARD

1. Secure a sample of a Student’s Report Card from your Resource Teacher.

2. Study a sample of an unused Student’s Record Card. Observe in contents.
3. Ask permission from your Resource Teacher for an interview with him/her and with
a group student 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 grading system which you were not asked before?

2. Which do you prefer- the old or the new grading system? Why?

C. INTERVIEW OF 5 STUDENTS

1. What do you like in the new grading system?

2. Do you have problems with the new grading system? If there is, what?

3. Does the new grading system give you a better picture of your performance? Why
or why not?

167
168
 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 1 to 10 and grades 11 to 12. Give
an example.

3. How do you compute grades at the end of the school year?

4. What descriptions and grading scale are used in reporting progress of learners?

5. What are the bases for learners’ promotion and retention at the end of the school year?

6. What is the report on learners’ observed values?

E. GRADE COMPUTATION
Show sample computations of a grade:
 In a subject of your choice from grade 1 to 6 (if you are a future elementary teacher)
 In your specialization if you are a high school teacher)
 Show the percentage contributions of written work, performance tasks and
quarterly assessment. Then give the descriptor. Refer to DepEd Order # 8, s. 2015.

169
ANALYZE
Analyze data and information gathered from the interview and from your review of an unused
Student’s Report Card and the DepEd grading system.
1. Do teachers and students like the new grading system? Why or why not?

2. 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?

REFLECT

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?

170
Activity 13.8 Proceedings in a Card Distribution Day

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:

OBSERVE
Proceedings in a Card Distribution Day
1. Observe how cards are distributed on Card Distribution Day. Describe how cards
are distributed.

2. Describe how the Resource Teachers communicated learners’ assessment results

and grades to present.

3. Did parents raise questions or concerns? If yes, what were their questions/ concerns?

4. How did the Resource Teacher handle their questions and concerns? What answers
did he/she give?

Interview with Resource Teacher

1. How do you give feedback to your students regarding their performance? When do
you give feedback?

2. How do you report student’s performance to parents? Does the school have a regular
way of reporting grades to parents?

3. What problems on grade reporting did you encounter with parents? How did you
address it/them?

Interview with Students

1. Do you see the meaning of your grades in the School Report Card?

2. Does knowing your grade motivate you to work harder?

171
Interview with Parents
1. Does your child’s Report Card give you a clear picture of your child is performing?

2. If you were asked what else should be found in the Report Card, which one? Why?
3. Do you find the Card Distribution Day important? Why or why not?

4. Any suggestion on how to make Card Distribution more meaningful?

ANALYZE

1. What were the most common issues raised on students’ performance?

2. Based on your observations and findings, what practices must be

a) Maintained and

b) Improved to make grades and reporting meaningful?

REFLECT

1. Grades are often a source of misunderstanding. How should I do reporting so that

it will result to effective learning?

172
 EVALUATE Performance Task

Evaluate Your Work Field Study 1, Episode 1 – The School as a Learning Environment
Learning Outcome: Determine the characteristics, of a school environment that provides social,
psychological, and physical environment supportive of learning.

Name of FS Student Date Submitted

Year and Section Course

Learning Excellent Very Satisfactory Needs

Episode (4) Satisfactory 2 Improvement
(3) 1
Accomplished All observation One (1) to Three (3) Four (4) or
Observation questions/tasks two (2) observation more
Sheet completely observation questions/tasks observation
answered/accomplished questions/ not answered/ questions/
. tasks not accomplished. accomplished.
answered/
accomplished.
Analysis All questions were All questions Questions Four (4) or
answered completely; were were not more
answers are with depth answered answered observation
and are thoroughly completely; completely; questions were
grounded on theories; answers are answers are not answered;
grammar and spelling clearly not clearly answers not
are free from error. connected to connected to connected to
theories; theories; one theories; more
grammar and (1) to three (3) than four (4)
spelling and grammatical/ grammatical
free from spelling errors. spelling errors.
errors.
Reflection Profound and clear; Clear but Not so clear Unclear and
supported by what were lacks depth; and shallow; shallow; rarely
observed and analysed supported by somewhat supported by
what were supported by what were
observed and what were observed and
analysed observed and analysed.
analysed
Learning Portfolio is reflected on Portfolio is Portfolio is not Portfolio is not

173
Artifacts in the context of the reflected on in reflected on in reflected on in
learning outcomes; the context of the context of the context of
Complete, well- the learning the learning the learning
organized, highly outcomes. outcomes. outcomes; not
relevant to the learning Complete; Complete; not complete; not
outcome well- organized, organized, not
organized, relevant to the relevant
very relevant learning
to the learning outcome
outcome
Submission Submitted before the Submitted on Submitted a Submitted (2)
deadline the deadline day after days or more
the deadline after the
deadline
COMMENT/S Over-all Score Rating:
(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

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

Signature of FS Teacher above Printed Name Date

174
FIELD LEARNING Knowing the
STUDY EPISODE Quality Teacher
The Teacher as a
1 14 PERSON and as a
PROFESSIONAL

Activity 14.1 Teacher Personal Qualities: A View from my Lenses

Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: Date:

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

a. Dignified Observe

b. Healthy Observe

c. Spiritual Observe
Interview

175
 d. Observe
Knowledgeable

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.

ANALYZE

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

Answer the following Questions.

1. In Activity 1, what do you consider as the 3 most outstanding significant personal
qualities of the teacher you chose as your case? Why do you consider these as
outstanding?
a.

b.

c.

176
REFLECT

Good teachers are the role models, whether in school, at home or in the
community. From the teachers that you had from elementary to college, did the personal
qualities that they possess, help you learn better as a student?
Identify one personal characteristics of your model teacher that has made a great
impact in your life as a learner. Reflect and describe how this quality influenced you.

177
Activity 14.2 Is the Teachers a Professional Teacher?
Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: Date:
OBSERVE
Procedure:
1. Secure a permit to observe and conduct a survey
2. Request the following information from the teacher:
a. Name
b. LET License No
c. Evidence of Professional Growth (Masters or Doctorate, Seminars attended,
3. Request a co-teacher or the head (only one of the 2) to answer the
checklist/rating scale about your sample teacher.
4. Answer the same survey instrument yourself.
5. Compare the answer of the co teacher or that of the head with your answer on the
survey. In what items do you have the same answer?
6. Show the results in a summary table.

Name of the Teacher:

PRC License No. Grade level Taught:
Answer the following statements based on your OBSERVATIONS of the teacher. Check Yes or
No or Doubtful.
Does the Teacher exhibit the
Professional Competence competence of a
professional teacher? Check
your answer below.
1. Practices the Code of Ethics for Professional Teachers Yes No Doubtful
2. Teaches the subject matter very well with mastery
3. Keeps self updated with educational trends, policies and
curricula
4. Uses varied teaching methods that facilitate learning with
skill and ease

178
5. Engages the parents and other stakeholders to cooperate as
partners in educating the children
6. Teaches with compassion based on the knowledge and
understanding of the characteristics and needs of diverse learners
7. Prepares curriculum plans, implements these with innovation
in every lesson
8. Designs or selects and utilizes appropriate assessment
strategies and tools for lesson taught
9. Make classroom atmosphere physically (arrangement) and
psychology (friendly, inclusive)safe and secure for learning
10. Serves willingly beyond teaching work by participating in
other extracurricular activities when needed

Name and Signature of the Teacher Information (Peer)

OR:

Name and Signature of the Supervisor Information (Head)

AND

Your Name and Signature (Pre-Service Student)

179
ANALYZE

Did you learn from your observation and interview on teacher’s professional competences? Now let
us analyze the data.

Answer the following questions

1. In Activity 2, do you consider the Teacher as a Professional Teacher? In
what competencies is the teacher Strong? Weak?
Doubtful? Why?
2. Did you answer to the survey from coincide with the answers of the co-teacher or head
of the teacher you observed?
Why?

REFLECT
Now, it is time to reflect on Activity 2
Complete the following sentences as your reflections from the results of Activity 2.
1. As a future teacher, the result imply that I should

2. If all the teachers teaching today possess the professional characteristics

and competencies as the teacher/s observed then learners will be

180
SHOW Your Learning Artifact
Show here the artifacts of this Episode.
1. Short narrative about the teacher with a description of the personal qualities and
professional characteristics that you have observed. You may request a picture from the
teacher.

181
 EVALUATE Performance Task

Evaluate Your Work Field Study 1, Episode 1 – The School as a Learning Environment
Learning Outcome: Determine the characteristics, of a school environment that provides social,
psychological, and physical environment supportive of learning.

Name of FS Student Date Submitted

Year and Section Course

Learning Excellent Very Satisfactory Needs

Episode (4) Satisfactory 2 Improvement
(3) 1
Accomplished All observation One (1) to two Three (3) Four (4) or
Observation questions/tasks (2) observation more
Sheet completely observation questions/tasks observation
answered/accomplished. questions/ not answered/ questions/
tasks not accomplished. accomplished.
answered/
accomplished.
Analysis All questions were All questions Questions Four (4) or
answered completely; were were not more
answers are with depth answered answered observation
and are thoroughly completely; completely; questions were
grounded on theories; answers are answers are not answered;
grammar and spelling clearly not clearly answers not
are free from error. connected to connected to connected to
theories; theories; one theories; more
grammar and (1) to three (3) than four (4)
spelling and grammatical/ grammatical
free from spelling errors. spelling errors.
errors.
Reflection Profound and clear; Clear but Not so clear Unclear and
supported by what were lacks depth; and shallow; shallow; rarely
observed and analysed supported by somewhat supported by
what were supported by what were
observed and what were observed and
analysed observed and analysed.
analysed

182
Learning Portfolio is reflected on Portfolio is Portfolio is not Portfolio is not
Artifacts in the context of the reflected on in reflected on in reflected on in
learning outcomes; the context of the context of the context of
Complete, well- the learning the learning the learning
organized, highly outcomes. outcomes. outcomes; not
relevant to the learning Complete; Complete; not complete; not
outcome well- organized, organized, not
organized, relevant to the relevant
very relevant learning
to the learning outcome
outcome
Submission Submitted before the Submitted on Submitted a Submitted (2)
deadline the deadline day after the days or more
deadline after the
deadline
COMMENT/S Over-all Score Rating:
(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

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

Signature of FS Teacher above Printed Name Date

183
 FIELD LEARNING Towards Teacher
STUDY EPISODE Quality:
Developing a
1 15 Glocal Teacher
of the 21st
Century

Activity 15.1 A Day in the School Life of a Quality Teacher

Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: Date:
OBSERVE
Note: Observe and record observations on the following aspects as key guide to observations.
Teacher’s Major Key guide for Observation (Carefully look for the indicators/
Responsibility behaviors of the teacher along the key points. Write your
observations and description in your notebook. This will be one
of your artifacts.)

A. Actual Teaching This Teacher

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

B. Management of 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.
4. sees to it that learning is achieved within the period of time.
5. dismisses the class on time.

184
185
 C. Administrative Work This teacher
1. keeps records of learners attendance every day.
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.

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

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

emulation when you become a teacher? Describe.

3. Which of the major responsibilities does this teacher find difficult to comply
with? What are the reasons?

186
 4. From your perspective, would you consider this teacher as quality teacher? Why?

REFLECT

Now, that you have spent one school day to observe this teacher, it would be good
for you to reflect on all your observations by answering reflective questions below.

1. Are you inspired to become a teacher after your observation? If yes, why? If No, why not?

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

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

187
4. In what aspects of the teacher’s day, would you like to congratulate the teacher you
observed? Can you show your appreciation to this teacher by sending a Thankyou
card? (Include this in your artifact)

188
Activity 15.2 The Creation and Management of the New Learning Environmrnt as a Skill of the 21st
Century Quality Teacher

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:

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

A. Current Classroom I am
Observing Grade level

189
ANALYZE

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 Classroom Why the difference?
Components

190
REFLECT

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

191
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 Social Life of the Quality
Teacher

2. Activity 15.2 Drawing of the process classroom and a Drawing of your Vision of the
Classroom for the 21st Century.

3. Activity 15.2 Narrative on how you manage teaching-learning in the 21st Century
classroom.

192
 EVALUATE Performance Task

Evaluate Your Work Field Study 1, Episode 1 – The School as a Learning Environment
Learning Outcome: Determine the characteristics, of a school environment that provides social,
psychological, and physical environment supportive of learning.

Name of FS Student Date Submitted

Year and Section Course

Learning Excellent Very Satisfactory Needs

Episode (4) Satisfactory 2 Improvement
(3) 1
Accomplished All observation One (1) to two Three (3) Four (4) or
Observation questions/tasks (2) observation more
Sheet completely observation questions/tasks observation
answered/accomplished. questions/ not answered/ questions/
tasks not accomplished. accomplished.
answered/
accomplished.
Analysis All questions were answered All questions Questions Four (4) or
completely; answers are with were were not more
depth and are thoroughly answered answered observation
grounded on theories; completely; completely; questions were
grammar and spelling are free answers are answers are not answered;
from error. clearly not clearly answers not
connected to connected to connected to
theories; theories; one theories; more
grammar and (1) to three (3) than four (4)
spelling and grammatical/ grammatical
free from spelling errors. spelling errors.
errors.
Reflection Profound and clear; supported Clear but Not so clear Unclear and
by what were observed and lacks depth; and shallow; shallow; rarely
analysed supported by somewhat supported by
what were supported by what were
observed and what were observed and
analysed observed and analysed.
analysed

193
 Learning Portfolio is reflected on in the
Portfolio is Portfolio is not Portfolio is not
Artifacts context of the learning reflected on in reflected on in reflected on in
outcomes; Complete, well- the context of the context of the context of
organized, highly relevant to the learning the learning the learning
the learning outcome outcomes. outcomes. outcomes; not
Complete; Complete; not complete; not
well- organized, organized, not
organized, relevant to the relevant
very relevant learning
to the learning outcome
outcome
Submission Submitted before the deadline Submitted on Submitted a Submitted (2)
the deadline day after days or more
the deadline after the
deadline
COMMENT/S Over-all Score Rating:
(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19- 17 16 15 14 13- 11 10 9-8 7-
18 12 Belo w

Grad 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
e
99 96 93 90 87 84 81 78 75 72 71-
Belo w

Signature of FS Teacher above Printed Name Date

194
 FIELD LEARNING
STUDY EPISODE On Teacher’s
Philosophy of
1 16 Education

Activity 16.1 Analyzing DepEd’s Philosophy of Education

Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: Date:

OBSERVE

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

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

195
 Philosophies of Education Which philosophies are Which philosophies
expressed in the DepEd expressed in the K to
Vision, Mission 12 Curriculum
Statements, Core Values, Framework and Guide
Mandate? and Sec 5 of RA
Give proof. 10533? Give proof.
1. Essentialism – each mastery of Essentialism – The core
the basics; curriculum is prescribed. values of maka-Diyos, maka-
Subject matter – centered there are tao, maka-kalikasan, and
universal, objective values; maka-bansa show that DepEd
inculcate values in subject matter is essentislist. DepEd
believes in unchanging values
that need to be inculcated.
2. Perennialism – teach those that Any proof of perennialism?
last, the classics; there are universal
values; inculcate these universal
objective values
3. Progressivism – very child- Any proof of progressivism?
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

196
 of values since they are subjective,
instead teachers help students
clarify their values
4. Reconstructionism – school is Any proof of
agent of change; school is preparing reconstructionism?
students for the social changes;
teaching is involving the students in
discussion of moral dilemmas
5. Existentialism – teachers teach Any proof of existentialism?
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
6. Pragmatism – That which is Any proof of pragmatism?
useful, that which is practical and
that which works is what 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 a visual aid by
drawing mistosis on a cartolina
or illustration board

197
Activity 16.2 Articulating My Personal Philosophy of Teaching
Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: Date:
OBSERVE

 Observe how a teacher relates to every learner and 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 – each mastery of the basics; In what way was teacher essentialist?
curriculum is prescribed;
Subject matter – centered there are universal, e.g. He/She saw to it that the students
objective values; inculcate values in subject matter mastered basic concepts and skills.

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;
school is preparing students for the social changes;
teaching is involving the students in discussion of
moral dilemmas

198
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

6. Pragmatism – That which is useful, that which is

practical and that which works is what 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 a visual aid by
drawing mistosis on a cartolina or illustration
board

7. Rationalism – emphasizes the development of

the learners’ reasoning powers; knowledge come
through 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 people;

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 action desired can be the product of
design; behavior is determined by others, rather
than by persons 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

199
 meaning of lesson.

12. Other philosophies

ANALYZE

1. Based on your findings and observations in your 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?

200
REFLECT

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

201
 SHOW YOUR LEARNING ARTIFACTS

Accomplished Observation Sheets

My Philosophy of Teaching

202
 EVALUATE Performance Task

Evaluate Your Work Field Study 1, Episode 1 – The School as a Learning Environment
Learning Outcome: Determine the characteristics, of a school environment that provides social,
psychological, and physical environment supportive of learning.

Name of FS Student Date Submitted

Year and Section Course

Learning Excellent Very Satisfactory Needs

Episode (4) Satisfactory 2 Improvement
(3) 1
Accomplished All observation One (1) to two Three (3) Four (4) or
Observation questions/tasks (2) observation more
Sheet completely observation questions/tasks observation
answered/accomplished. questions/ not answered/ questions/
tasks not accomplished. accomplished.
answered/
accomplished.
Analysis All questions were All questions Questions Four (4) or
answered completely; were were not more
answers are with depth answered answered observation
and are thoroughly completely; completely; questions were
grounded on theories; answers are answers are not answered;
grammar and spelling clearly not clearly answers not
are free from error. connected to connected to connected to
theories; theories; one theories; more
grammar and (1) to three (3) than four (4)
spelling and grammatical/ grammatical
free from spelling errors. spelling errors.
errors.
Reflection Profound and clear; Clear but Not so clear Unclear and
supported by what were lacks depth; and shallow; shallow; rarely
observed and analysed supported by somewhat supported by
what were supported by what were
observed and what were observed and
analysed observed and analysed.
analysed

203
Learning Portfolio is reflected on Portfolio is Portfolio is not Portfolio is not
Artifacts in the context of the reflected on in reflected on in reflected on in
learning outcomes; the context of the context of the context of
Complete, well- the learning the learning the learning
organized, highly outcomes. outcomes. outcomes; not
relevant to the learning Complete; Complete; not complete; not
outcome well- organized, organized, not
organized, relevant to the relevant
very relevant learning
to the learning outcome
outcome
Submission Submitted before the Submitted on Submitted a Submitted (2)
deadline the deadline day after days or more
the deadline after the
deadline
COMMENT/S Over-all Score Rating:
(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19- 17 16 15 14 13- 11 10 9-8 7-
18 12 Belo
w
Grad 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
e

99 96 93 90 87 84 81 78 75 72 71-
Belo
w

Signature of FS Teacher above Printed Name Date

204