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FS1 Field-Study-I 2023 2024

Field Study 1 Module edited

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0% found this document useful (0 votes)

24 views

FS1 Field-Study-I 2023 2024

Field Study 1 Module edited

Uploaded by

Erwin Jr. Liberato

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

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

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CHAPTER I

CONTENT KNOWLEDGE AND

PEDAGOGY

1
Pedagogical Content Knowledge and Its Application
LESSON 1 across the Curriculum

This lesson will guide you in understanding content knowledge, pedagogical knowledge,
and curricular knowledge. It will help you analyze the importance of content knowledge and its
application to teaching and learning. The objectives of this lesson are the following:

1. differentiate content knowledge from pedagogical knowledge and curricular knowledge;

2. observe how teachers align the content of the lesson to the curriculum; and
3. analyze the benefits of pedagogical content knowledge.

|EDUCATIONAL THEORY

The mastery of content and comprehensive pedagogical content knowledge (PCK) of the
subject area is one of the competencies expected in a teacher education graduate (CHED 2017).
Shulman introduced PCK in 1986 and defined three categories of teacher’s knowledge that are
essential in teaching and learning. these are the following:

 Content Knowledge – the knowledge of the subject matter or academic course to be

taught or expected to be learned by students, which requires understanding of facts,
concepts, or principles.
 Pedagogical Knowledge – the knowledge of teaching, which includes methods and
strategies of formulating the subject matter to make it more comprehensible to the
learners.
 Curricular Knowledge – the knowledge of the curriculum, which is represented by full
range of programs designed for teaching a particular subject/course at a given level.

PCK is the blending of content knowledge and pedagogical knowledge that is unique
among teachers. It is the type of knowledge in which the teacher relates his or her pedagogical
knowledge to the content knowledge to make the lesson more relevant and comprehensible to
learners.

While it is important for teachers to have mastery of content and pedagogical skills, it is
also essential to have curricular knowledge to deliver the content effectively. Choppin (2009)
emphasized that the notion of curricular-context knowledge has the potential to be a tool to
explore how teachers develop and connect content knowledge in practice.

|OBSERVATION
As a teacher, you should familiarize yourself with DepEd’s K to 12 Basic Education
Curriculum.

A. Write down the information asked and answer the succeeding questions based on your
class observation.

Name of Teacher:

Date and Time of Interview:

Educational Background:

Assigned Grade and Section:

Assigned Subject/s:

Relevant Trainings Attended:

2
1. Are the teacher’s background and qualifications aligned with the subject/s he or she
assigned to teach?

2. Does he or she used K to 12 curriculum guides in preparing a lesson plan?

3. Does he or she consider the learner’s prior knowledge in designing a lesson plan?

4. Does he or she used varied teaching strategies to deliver the subject matter?

5. Does he or she conduct research in planning for his or her lessons?

|PROCESSING

A. Based on what you have observed in class, explain the importance of the different kinds
of knowledge.
1. Content knowledge
__________________________________________________________________________________________
__________________________________________________________________________________________
____________________________________________________________________________________

2. Pedagogical knowledge
__________________________________________________________________________________________
__________________________________________________________________________________________
____________________________________________________________________________________

3. Curriculum knowledge
__________________________________________________________________________________________
__________________________________________________________________________________________
____________________________________________________________________________________

B. What do you think were the strategies used by the teacher to enrich his or her mastery
of the subject matter?

3
__________________________________________________________________________________________
__________________________________________________________________________________________
____________________________________________________________________________________

C. What do you think were the strategies used by the teacher to enrich his or her
pedagogical knowledge?
__________________________________________________________________________________________
__________________________________________________________________________________________
____________________________________________________________________________________

D. What do you think were the strategies used by the teacher to augment his or her
curricular knowledge?

|REFLECTION

Complete the following:

1. I realized that
__________________________________________________________________________________________
__________________________________________________________________________________________
____________________________________________________________________________________

4. When I become a teacher, I will

4
Research-based Instruction and Principles of Teaching
LESSON 2 and learning

Research-based instruction and the principles of teaching and learning are essential in
planning instruction. This lesson is designed to help you understand how research-based
instruction and the principles of teaching and learning can improved the teacher’s pedagogical
content knowledge (PCK) and student’s learning. the objectives of this lesson are the following:

1. analyze the importance of research-based instruction and the principles of teaching and
learning;
2. observe how these can enrich teacher’s pedagogical content knowledge and improved
student’s learning;
3. recognized their effect on learners; and
4. examine how various theories and principles are applied in planning instruction.

|EDUCATION THEORY

The K to 12 curriculum shall be learner-centered, relevant, responsive, and research-

based. As stated in RA 10533 otherwise known as the Enriched Basic Education Act of 2012, it
shall promote the used of pedagogical approaches that are constructivist, inquiry-based,
reflective, collaborative, and integrative. These principles and approaches, which are typically,
derived from empirical researches, theoretical claims, practical experiences, and ideological or
philosophical beliefs shall serve as rules or guiding principles that will direct teachers in the
attainment of a particular outcome.

Research-based instruction and the principles of teaching and learning are to be taken as
a strategy and promoted the use of empirical evidences, scientific findings, theoretical claims,
quantitative data, or practical experiences to inform the content of lessons and instructional
strategies. The data on students’ poor academic performance, for example, can be analyzed to
identify the problem and determine appropriate strategies to prevent similar cases in the future.
The application of research-based instruction and the principles of teaching and learning does
not only transmit the knowledge based on existing theories and principles but also transform
these into new knowledge.

Carnegie Mellon University (2016) articulates the following research-based principles and
strategies that can make teaching effective and efficient:

1. acquiring relevant knowledge about the student and using that knowledge to inform our
course design and classroom teaching;
2. aligning the three major components of instruction: learning objectives, assessments,
and instructional activities;
3. articulating explicit expectations regarding learning objectives and policies;
4. prioritizing knowledge and skills we choose to focus on;
5. recognizing and overcoming our expert blind spots;
6. adopting appropriate teaching roles to support out learning goals; and
7. progressively refining our courses based on reflection and feedback.

In 2016, the Department of Education (DepEd) adopted the Basic Education Research
Agenda (BERA) by virtue of DepEd Order No. 39, series of 2016 to provide guidance to DepEd
and its stakeholder in the conduct of education research. It serves as a guide for education
researchers who seek to

1. build gains from existing research;

2. generate new knowledge on less explored, but priority fields of basic education;
3. systematically focus DepEd’s attention on relevant education issues; and
4. maximize available resources for research inside and outside the Department.

5
|OBSERVATION

A. Answer the following questions based on your class observation.

1. Does the school promote research culture among the teachers? How?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

2. Do the teachers undertake research activities to enhance their pedagogical

content knowledge? What are these activities?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

3. Are the teachers aware of the standards, principles, and pedagogical

approaches behind the K-12 curriculum?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

4. Do the teachers integrated research findings, empirical evidence, and theories

to support validity of content to be taught? How?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

5. Do the teachers use varied teaching approaches based on K-12 curriculum

principles? How?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

B. Check (✓) the box that corresponds to your class observation. You may write your
comments in the Remarks column.

Not
Observe
Indicators Observe Remarks
d
d
1. Administers diagnostic exam to assess the
students’ prior knowledge
2. Prepares a lesson based on the students’
needs
3. Relates the topic to students’ interest to
motivate learners
4. Contextualizes the content of the lesson
according to students’ background
5. Articulates a clear set of learning objectives
6. Provides varied activities to support leaning
objectives
7. Draws on relevant bodies of knowledge to
make the lesson more relevant
8. Reflects on teaching methodology and
strategies used for effectiveness
9. Examines the students’ previous
performance to modify learning objectives
and content of the lesson, including the
teaching strategy used
10. Aligns assessment tasks and instructional
activities with the learning objectives

6
C. What are the research-based instructional strategies applied by the cooperating teacher?
Write your answer in the space below.

|PROCESSING

Read carefully and answer the following questions based on what you have observed in class.

1. How do research-based instructional strategies enrich the pedagogical content

knowledge of teachers?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

2. How do research-based instructional strategies affect the students’ learning?

3. What do teachers need to do to improve their research skills?

|REFLECTION

Complete the following:

4. When I become a teacher, I will

LESSON 3 Positive Used of Information and Communications

7
Technology

Teachers play a critical role in supporting learners to face challenges and seize opportunities in
the digital world (UNESCO 2018). This lesson will help you ascertain how to demonstrate skills
using technology to promote quality-learning outcomes. The objectives of this lesson are the
following:

1. identify different types of information and communication technologies (ICT) for teaching
and learning;
2. observe the proper use of ICT in teaching and learning; and
3. understand how technology can improve teaching and learning.

|EDUCATION THEORY

One of the 21st century skills that students need to succeed in the information age is
literacy skill that comprises information literacy, media literacy, and technology literacy (P21
Framework for 21st Century Learning 2016). Thus, teachers should not only be equipped with
pedagogical knowledge, but also with technological knowledge to adapt to the demand of the
21st century teaching and learning. Mishra and Koehler (2006) define technological knowledge
(TK) as knowledge of different technologies from traditional materials such as books, chalk, and
blackboard to more advanced technologies like digital technologies that involve skills required to
operate hardware and software and the ability to adapt to new technologies regardless of type.
Mishra and Koehler (2006) explained that the pedagogical uses of technology require the
development of a complex situated form of knowledge called technological pedagogical content
knowledge (TPACK). The TPACK framework describes the teacher’s knowledge of technology
integration, which adds technological knowledge to Shulman’s concept of PCK. It is an overlap of
content knowledge, pedagogical knowledge, and technological knowledge as shown in figure 1.

Technological
Knowledge

Pedagogical Content
Knowledge Knowledge

Figure 1. TPACK Framework

Relatively, due to rapid development of technologies, there is a need to have a clear

vision of the role of teachers in harnessing the power of ICT in the classroom and beyond
(UNESCO 2011). Thus, the UNESCO ICT Competency Framework for Teachers (ICT-CFT) was
created to help countries develop a comprehensive national ICT competency policy and
standard. UNESCO Bangkok in partnership with the Commission on Higher Education (CHED)
addressed this vision by integrating the ICT competency standards for teachers in the revised
undergraduates’ teacher education program of 2017, which aims to build teacher education
graduates’ ability to apply ICT to promote quality, relevant, and sustainable educational
practices.

To provide public school teachers with appropriate technologies to enhance the teaching
and learning process and meet the challenges of the 21 st century, the DepEd implemented the
DepEd Computerization Program (DCP) in 2010 by virtue of DepEd Order No. 78. The objectives
of the DCP are as follows:

8
1. provide computer laboratory packages to secondary school;
2. provide e-classrooms to elementary schools;
3. provide laptop units to mobile teachers;
4. integrate ICT in the school system;
5. raise the ICT literacy of learners, pupils, schools, teachers, and school heads; and
6. reduce computer backlog in public schools.

|OBSERVATION

A. Familiarize yourself with ICT facilities and tools for teaching and learning. check if the
following items are available. Provide a description for each in the rightmost column.

Availabl Not
ICT Facilities and Tools e Available
Description
Computer Lab/Computer Room
Audio-Visual Room
Laptop/desktop
Printer
Scanner
LCD projector
Audio equipment
LCD/LED TV
Internet access
Computer hard drives and storage devices
(e.g., compact disc, flash drive/ USB,
portable drive)
Tables, mobile phones, or other mobile
devices
Others:

B. Interview the cooperating teacher. Ask the following questions.

1. Does the school have specific ICT policies and standards?
__________________________________________________________________________________________
__________________________________________________________________________________________
____________________________________________________________________________________
2. Are the teachers aware of the school’s ICT policies and standards?
__________________________________________________________________________________________
__________________________________________________________________________________________
____________________________________________________________________________________
3. Does the school provide ICT training for teachers?
__________________________________________________________________________________________
__________________________________________________________________________________________
____________________________________________________________________________________

4. Does the school provide the necessary ICT tools and digital technologies to aid teaching
and learning activities?
__________________________________________________________________________________________
__________________________________________________________________________________________
____________________________________________________________________________________
5. Are the students provided with equal opportunity to use the computers and other digital
technologies?
__________________________________________________________________________________________
__________________________________________________________________________________________
____________________________________________________________________________________

9
C. Check (✓) the box that corresponds to what you have observed in class. Write your
remarks in the last column.

Not
Observe
Competencies d
Observe Remarks
d
Domain 1: Understanding ICT in Education
Demonstrate awareness of policies affecting ICT in
education
Complies with ICT policies as they affect teaching-
learning
Contextualizes ICT policies to the learning environment

Domain 2: Curriculum and Assessment

Demonstrates an understanding of concepts, principles,
and theories of ICT systems as they apply to teaching-
learning
Evaluates digital and non-digital learning resources in
response to students' diverse needs
Develops digital learning resources to enhance
teaching-learning
Uses ICT as a tool to develop 21st century skills:
Information, Media and Technology Skills, Learning and
Innovation Skills, Life and Career Skills, and Effective
Communications Skills.
Domain 3: Pedagogy
Applies relevant technology tools for classroom
activities
Uses ICT knowledge to solve complex problems and
support student collaborative activities
Models collaboration knowledge construction in face-to-
face and virtual environments
Domain 4: Technology Tools
Demonstrates competence in the technical operations of
technology tools and systems as they apply to teaching
and learning
Uses technology tools to create new learning
opportunities to support communities of learners
Demonstrates proficiency in the use of technology tools
to support teaching and learning
Domain 5: Organization and Administration
Manages technology-assisted instruction in an inclusive
classroom environment
Exhibits leadership in shared decision-making using
technology tools
Domain 6: Teacher Professional Learning
Explores existing and emerging technologies to acquire
additional content and pedagogical knowledge
Utilizes technology tools in creating communities of
practice
Collaborates with peers, colleagues, and stakeholders to
access information in support of professional learning
Domain 7: Teacher Deposition
Demonstrates social, ethical, and legal responsibilities in
the use of technology tools and resources
Shows positive attitude towards the use of technology
tools

|PROCESSING

Read carefully and answer the following questions based on what you have observed in
class.

10
1. What are the problems or challenges in integrating ICT in teaching and learning?
________________________________________________________________________________________
________________________________________________________________________________________
______________________________________________________________________
2. What are the challenges encountered by students in using ICT tools and other forms for
digital technologies?
________________________________________________________________________________________
________________________________________________________________________________________
______________________________________________________________________
3. In what domain/s of ICT competency standards for teachers do teachers need
improvement? Why?
________________________________________________________________________________________
________________________________________________________________________________________
______________________________________________________________________

4. How will you promote the positive use of ICT to your students?

|REFLECTION

Complete the following:

1. I realized that

2. I believe that

3. I feel that

4. When I become a teacher, I will

LESSON 4 Strategies for Promoting Literacy and Numeracy

11
This lesson presents the teaching strategies that augment literacy and numeracy skills. It
will help you analyze how different strategies are employed in integrating literacy and numeracy
in teaching. The objectives of this lesson are the following:

1. define the terms "numeracy" and "literacy";

2. observe how literacy and numeracy are integrated in teaching and learning; and
3. identify strategies in promoting literacy and numeracy.

|EDUCATION THEORY

One of the target goals specified under Global Goals 4.6 is to ensure that all youth and a
sustainable proportion of adults, both men and women, achieve literacy and numeracy by 2030.
To achieve this goal, teachers who serve as forefront of teaching literacy and numeracy shoul be
equipped with knowledge on strategies that promote literacy and numeracy skills.

Literacy and numeracy skills are the foundational skills that learners need to develop to
succeed in life. These basic skills refer to the student's ability to understand the effective use of
language and communication skills (reading, writing, listening, and speaking) and mathematical
concepts (number sense, addition, subtraction, multiplication, division, decimals, fraction) that
are useful in everyday life. According to Wyatt-Smith et al. (2011), literacy and numeracy
education is core in quality learning across all phases of schooling and all curriculum areas. This
means that the teacher's role in instigating literacy and numeracy is significant to improve
student's academic performance. Knowing how literacy and numeracy are taught under the K-12
curriculum and understanding the leaner's competence are essential in identifying appropriate
strategies to promote literacy and numeracy among the students.

The following are some of the strategies that can be used to promote literacy in teaching
and learning:

1. brain storming and discussion; 7. organizing games, role playing,

2. cooperative learning drama, and charades;
3. inquiry-based learning 8. 8.using music, rhythm, and dance;
4. problem-based learning; 9. conducting experiments and
5. using visuals, semantics, and practical experience
graphic organizers, 10. storytelling; and
6. promoting journal and writing: 11. using audio and video materials.

Meanwhile, below are the strategies for building numeracy in different learning areas:

1. using concepts of time, numbers, dates, and sequencing events in teaching History,
Social Studies, Values Education, and ICT,
2. measuring distance, volume, weight, and height and using percentage and calculation in
teaching Science and Mathematics,
3. collecting, comparing, and interpreting data in teaching Science, Mathematics, Social
Studies, and TLE:
4. using graphs and diagrams in teaching Mother Tongue, English, Filipino, Values
Education, Mathematics, and TLE;
5. using game scores, dance steps, and rhythm in teaching MAPEH; and
6. using play money in teaching financial literacy in TLE, Mathematics, and Social Studies.

In 2015, the DepEd issued guidelines on the Early Language, Literacy, and Numeracy
Program: Professional Development Component (DepEd Order No. 12) in line with then President
Benigno S. Aquino II!'s ten-point agenda that "every child should be a reader by Grade 1." Its

12
primary goal is to develop the Filipino children's literacy and numeracy skills and attitudes
toward lifelong learning.

|OBSERVATION

A. For each given domain, write down the literacy strategies used by the cooperating teacher
during your class observation.

Observation Strategies
1. Oral Language
2. Phonological Awareness
3. Book and Print Knowledge
4. Alphabet Knowledge
5. Phonics and word Recognition
6. Fluency
7. Spelling
8. Writing and Composition
9. Grammar Awareness and Structure
10. Vocabulary Development
11. Reading Comprehension
12. Listening Comprehension

B. Write down the numeracy strategies used by the cooperating teacher during your class
observation in the following subjects.

Subjects Strategies
1. Language (English/Filipino/Mother Tongue)
2. Mathematics
3. Science
4. History/Araling Panlipunan/Social Studies
5. Values Education/Conduct Education
6. Computer/ICT
7. Music, Arts, Physical Education, and Health
(MAPEH)
8. Technology and Livelihood Education
9. Others:

|PROCESSING

Read carefully and answer the following questions based on what you have observed in
class.

1. How can literacy affect one's life?

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2. How important is numeracy in our daily life?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

3. How can literacy and numeracy improve the learner's academic performance?

13
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

4. In the absence of digital technologies and printed materials, what do you think are the
strategies you can use to promote literacy and numeracy?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

|REFLECTION

Complete the following:

1. I realized that

2. I believe that

3. I feel that

4. When I become a teacher, I will

Strategies for Developing Critical and Creative Thinking

LESSON 5 as well as Higher-Order Thinking Skills

This lesson will guide you in understanding how teaching strategies develop critical and
creative thinking as well as higher-order thinking skills (HOTS). The objectives of this lesson are
the following:

1. observe how teachers apply HOTS in formulating lesson objectives and assessments;

14
2. identify the strategies that enhance the students' HOTS; and
3. recognize the importance of HOTS in teaching and learning.

|EDUCATION THEORY

Higher-order thinking skills {HOTS) is a concept of learning based on cognitive processes

that are beyond the basic thinking skills classified in Bloom's taxonomy. Based on Bloom's
taxonomy of cognitive domain, thinking skills are organized into six major classes and presented
in hierarchical order (see Table 1), The hierarchical presentation suggests that learners should
master lower level thinking skills such as knowledge, comprehension, and application before they
can demonstrate HOTS such as analysis, synthesis, and evaluation. Anderson and Krathwohl
revised Bloom's taxonomy of educational objective in 2001. This led them to provide six
categories of the cognitive process dimension and related cognitive processes (see Table 1) and
offer active verbs for each level to help teachers in writing lesson objectives.

Table 1: Taxonomy of Educational Objectives: Cognitive Domain

Bloom's
Anderson and Krathwohl's Revised Taxonomy
Taxonomy
Create - put elements together to form a coherent functional
Evaluation whole; reorganize elements into a new pattern or structure
(Keywords: hypothesizing, designing, constructing)
Evaluate - make judgement based on criteria and standard
Higher Synthesis
(Keywords: checking, critiquing)
Order
Analyze: break material into its constituent parts and
determine how the parts relate to one another and to an
Analysis
overall structure or purpose
(Keywords: differentiating, organizing, attributing)
Lower Apply - carry out or use procedure in a given situation
Application
Order (Keywords: executing, implementing)
Understanding - construct meaning from instructional
messages including oral, written, and graphic communication
Comprehension
(Keywords: interpreting, exemplifying, classifying,
summarizing, inferring, comparing, explaining)
Knowledge Remember - retrieve relevant knowledge from long-term
memory
(Keywords: recognizing, recalling

Relatively, critical and creative thinking are considered to be HOTS as they require more
complex level of thinking. Critical thinking is the ability to make logical, rational, and judgment
using HOTS such as analyzing, synthesizing, and evaluating before making conclusions. Creative
thinking, on the other hand, is the ability to become resourceful, open-minded, innovative, and
adaptive in addressing problems; it involves HOTS such analyzing, designing, composing, and
constructing to generate ideas or create sometning new.

The following are some of the strategies to enhance HOTS of students as suggested by
Collins (2014):

1. teach the language and concept of higher-order thinking

2. encourage questioning and discussion to tap into particular HOTS;
3. teach subject concepts to connect students

15
4. provide scaffolding by giving student support at the beginning of the lesson such as
visuals, graphic organizers, and problem-solving tasks; and
5. encourage higher-order thinking to foster deep conceptual understanding.

|OBSERVATION

A. Ask the cooperating teacher to show his or ger lesson plan to you. Review the objectives of
each lesson in the lesson plans. Provide examples of educational objectives based on the
following HOTS:

1. Creating

2. Evaluating

3. Analyzing

B. Indicate whether the following HOTS strategies are applied during tour class observation by
checking the appropriate box. Write your remarks in the last column.

Not
Observe Remark
HOTS Strategies Observe
d s
d
1. Teaches the concepts of HOTS
2. Promotes the use of HOTE when communicating
3. Encourages question and answer during discussion
4. Uses visuals and graphic organizers to connect
concepts
5. Uses problem-solving to foster critical thinking
6. Promotes collaborative learning to generate new ideas
7. Encourages students to elaborate their answer
8. Promotes inquiry-base learning to validate ideas
9. Uses educational objectives that foster HOTS
10. Uses assessments that promotes HOTS

|PROCESSING

Read carefully and answer the following questions based on what you have observed in
class.

1. In what part of the instruction plan can teachers apply HOTS?

__________________________________________________________________________________________

16
__________________________________________________________________________________________
__________________________________________________________________________________________

2. How can HOTS improve the students' learning?

3. How important is creative and critical thinking in the 21st century workplace?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

4. What are the things that teachers need to improve on to enrich the students' HOTS?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

|REFLECTION

Complete the following:

4. When I become a teacher, I will

17
CHAPTER II

THE LEARNING ENVIRONMENT

18
LESSON 1 Learner Safety and Security

For teachers to be effective and for students to learn well, a safe and secure learning
environment should be established. The objectives of this lesson are the following:

1. identity safety and security policies and practices in a learning environment;

2. observe how safety and security policies are practiced in a learning environment; and
3. reflect on how safety and security practices impact teaching and learning.

|EDUCATION THEORY

Learning environment refers to any context in which learning is supposed to take place.
It may refer to a physical space like a classroom, laboratory, or any room. It may also refer to a
non-formal learning environment such as distance learning and online or virtual learning where
the teaching-learning process occurs (Bernard 2012). In other words, learning environment is
more than just physical components. It refers to any space where the needs of learners are
addressed, interactions occur, and relationships are established in order for learning to
effectively take place.

Environment plays a vital role in learning (Hannah 2013). For learning to take place it is
important that certain needs are met. Students will have a difficult time focusing on their studies
if their minds are preoccupied with matters other than the lesson being taught. Psychologist
Abraham Maslow formulated a hierarchy of needs. It states that each level should be fulfilled in
order to progress to the next stage. Two of the basic needs identified by Maslow are security and
safety. Students should be in an environment where they are free to move, talk, and interact
with others without compromising their physical, psychological and emotional health. This can be
done by making sure that routines are established, rules are clearly defined, and policies are
explicitly explained. Knowing what to expect provides students an opportunity to manage
behavior as they deem fit in a predictable learning environment (Burleson and Thoron 2014).

|OBSERVATION

Check (✓) 5he box that corresponds to the learning environment of the class you have
observed.

Communication Strategies for Teachers Yes No Remarks

1. is clean and orderly

2. has policies that ensure the safety and

security of students

3. has space where students can play

4. display work of students

5. allows students to freely express their

thoughts and ideas

6. gives students an opportunity to take part in

the formulation of classroom rules and
policies

7. has teachers who are calm and respectful

19
8. encourages students to explore and learn on
their own

9. gives students opportunities to correct

mistakes

10. encourages students to resolve conflicts

peacefully

|PROCESSING

Read carefully and answer the following questions based on ehat you have observed in
class.

1. What features of the learning environment have significantly contributed to the students'
learning?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

2. In your opinion, how can the school's learning environment be improved?

3. How does Maslow's theory explain the importance of security and safety ensuring that
learning will take place?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

|REFLECTION

Complete the following:

3. I feel that
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
4. When I become a teacher, I will
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

20
LESSON 2 Fair Learning Environment

This lesson emphasizes the importance of having a fair learning environment. The
objectives of this lessons are the following:

1. explain the concept of a fair learning environment;

2. discuss bow inclusive pedagogy promotes a fair learning environment, and
3. reflect on how a fair learning environment contributes to the students' academic
performance.

|EDUCATION THEORY

The goal of any teacher is to provide the students with a safe learning environment. To
make students feel safe, they should be allowed to be themselves, make mistakes, and be in an
environment that is fair. A fair learning environment does not espouse teaching that uses the
same mode of delivery for all lessons or topics. It also does not impose the same expectations for
all students. Furthermore, it does not provide students the same academic experiences all the
time. On the contrary, a fair learning environment provides students with lessons, strategies, and
challenges that will address their individual needs.

Inequalities in the classroom often occur when the teacher gives utmost importance to
academic achievements, thereby alienating other students who are not as gifted academically. A
fair learning environment uses an inclusive pedagogy where students are provided with varied
experiences, activities, and opportunities (Spratt and Florian 2013). Inclusive pedagogy as
espoused by Hart et al. (2004) promotes a fair learning environment because it gives the
students a chance to learn from a range of opportunities and experiences provided by the
teacher.

In other words, the teacher should adopt various teaching techniques to suit the different
learning capabilities of the students.

|OBSERVATION

Check (✓) the box that corresponds to your class observation and answer the succeeding
questions.

Yes No
The teacher provides students opportunities to make mistakes.
The teacher knows the students well.
The teacher provides a wide range of options from which students
can choose from in order to engage in an activity.
The students are allowed to engage in a variety of experiences to
learn a new concept or skill.
The students are encouraged to express themselves.
The teacher extends the lesson so that all students benefit from it.
The teacher utilizes various ways of determining how students learn.

1. What can you say about the learning environment?

2. How can the teacher further promote a fair learning environment?

21
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

|PROCESSING

Read carefully and answer the following questions based on what you have observed in
class.

1. What could have contributed to the presence or absence of a fair learning environment?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

2. How does a fair learning environment affect the way children learn?

|REFLECTION

Complete the following:

4. When I become a teacher, I will

22
Management of Classroom Structure and
LESSON 3
Activities

To promote an effective learning environment, teachers should be able to manage the

physical structure of the classroom and activities well. This lesson explores classroom
management as a key to effective teaching. The objectives or this lesson are the following:

1. observe how teachers manage classroom structure and activities,

2. determine how the classroom structure and activities affect the student’s participation;
and
3. learn how to effectively manage classroom structure and activities.

|EDUCATION THEORY

According to Robert Sommer (1977), the classroom layout depends on the teacher's
philosophy, objectives, activities, and priorities.

Teachers who believe that children learn best by listening usually arrange desks and
chairs in rows and columns. On the other hand, teachers who believe that students should
collaborate and communicate arrange desks and tables in clusters. Aside from the teacher's
philosophy, learning activities also affect how the physical space is set up. If the activity requires
students to work together, then there should be areas where they can work as a group. However,
if students need to do their work individually, then the chairs and tables should be arranged in
rows and columns (Fernandes et al. 2011).

Priorities and objectives also dictate how a class is structured. Gremmen, et al. (2016)
identify academic and classroom management as top considerations when determining the
appropriate class layout. Teachers most often arrange the physical structure to address the best
way students can learn. Thus, the best way for teachers to determine the ideal classroom setup
is to look into the activities that the students are engaged in. Finally, the classroom setup should
also account for behavior management who need special attention should be strategically placed
in front so that they can be attended to immediately (Earp 2017).

|OBSERVATION

A. In the box below, draw the room layout of the class you have observed.

23
B. Interview the cooperating teacher. Ask the following questions:

1. What can you say about the physical structure of your classroom?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2. What do you think are the advantages and disadvantages of this kind of physical setup?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

|PROCESSING
Based on what you have observed in class and the teacher's responses on the interview,
answer the following questions:

1. Do you think that the classroom structure is consistent with the teacher's objectives? Why?
Why not?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2. How does the classroom setup affect the students' performance and learning?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
3. If you were the teacher, what kind of classroom structure would you adopt to maximize
the students' learning?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

| REFLECTION
Complete the following:
1. I realized that
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

LESSON 4 Support for Learner Participation

24
Encouraging students to partake in class discussions and class activities is one of the
challenges encountered by teachers. This lesson shares strategies for increasing student
participation in class. The objectives of this lesson are as follows:

1. observe strategies implemented by teachers to encourage students to participate in

class; and
2. discover how the learning environment in class can increase student participation.

|EDUCATION THEORY

There are various ways to improve student participation in class discussions and
activities. First, the teacher needs the students to understand that participation is a collective
undertaking of the class and that their contribution can help in the learning process (Hollander
2002). If the students are given the opportunity to share what they know and show what they
can do, and it they are recognized for their efforts, they will realize that their contributions
matter.

Likewise, teachers should also make sure that the learning environment is conducive to
participation. The physical setup should make it easy for students to communicate with the
teacher and their classmates. Various ways of arranging the classroom layout should be explored
to make sure that the students are facing not only the teacher but also their classmates. The
teacher should also make it a point to move around the room. This will not only give the students
more opportunities to interact with the teacher, but it will also encourage students to interact
with one another. The tendency of students when the teacher is in front of the room is to direct
their questions and answers to the teacher. It is important that the teacher gives the students
the opportunity to ask or even converse with each other (Hollander 2002).

Lastly, the teacher should explore various teaching strategies to ensure that all the
students can participate actively. The teacher should make sure that the students can answer or
discuss the lesson after a concept is introduced. By anticipating this, the students are more likely
to be attentive. The teacher can also engage the students in other non-threatening activities
involving small groups, pairs, or triads. These will allow students who are not confident talking of
the whole class to participate (Hollander 2002).

|OBSERVATION

Check (✓) the box that corresponds to what you have observed in class.

Yes No
1. The teacher tells the students of his or her expectations after every
activity.
2. The teacher recognizes the effort made by the students who
participate.
3. The classroom is arranged in a way that the students can see and
communicate with each other.
4. The teacher moves around the room as he or she discusses the
lesson.
5. The teacher makes use of various teaching strategies to elicit the
students' participation.
6. The students are given the opportunity to discuss their through,
ideas, and opinions with the whole class or some classmates.

25
|PROCESSING

Read carefully and answer the following questions based on what you have observed in
class.

1. How does the teacher encourage the students to participate actively in class?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

2. What do you think is the best classroom setup to encourage the students to engage in
the activity?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

3. What strategies should the teacher use to make the students participate in class?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

|REFLECTION

Complete the following:

4. When I become a teacher, I will

LESSON 5 Management of Learner Behavior

Managing the learner's behavior properly is an immense challenge to teachers. The

learner's behavior, unless assessed with exceptionalities or with special education needs, is
basically influenced by the reaction to external stimuli, such as learning environment, classroom
activities, teacher's behavior, and even the behavior of other learners.

26
At times, the behavior of students may be unpredictable, making a situation difficult for
teachers to manage. In some instances, teachers use different pedagogical techniques to
manage learner behavior. This lesson will help you understand how teachers manage learner
behavior and how the physical and socio-emotional environments of the classroom could be
maximized to support or sustain the interest of students in learning and to manage their
behavior. More specifically, this lesson will guide you to:

1. discuss different variables that influence learner behavior in the class, and
2. identify techniques used by the teacher in managing learner behavior

|EDUCATION THEORY

The teacher uses a variety of skills and strategies to make their students become
interested and engaged in the learning process. By managing the class, the teacher is able to
fulfil his or her role better. Thus, Classroom management is essential in ensuring an effective
learning environment (Lynch 2016). The teachers need to provide a venue where the students'
potentials will be maximized to the fullest. As a manager, the teacher plays a significant role in
providing learning environment that would satisfy and meet the needs and interests of the
students.

William Glasser (1999) proposes that behavior is propelled by an inherent need to satisfy
five basic needs: the need to love and belong, the Deed to survive, the need to feel empowered,
to need to be free, and the need to be happy. Glasser's Choice Theory suggests that students
behave according to how their needs will be fulfilled and satisfied. Thus, it is essential that the
teacher established a relationship with the students to be able to address their individual needs.

B.F. Skinner (1982) suggests that the teacher manage the students' behavior through
rewards and punishment. According to Skinner, the teacher reinforce good behavior by giving
external rewards like praises, prizes, or good grades. On the other hand, if students are deprived
of rewards that they find appealing, their behavior is likewise regulated. The teacher who follows
this theory always makes sure that good behavior is acknowledged in order for that behavior to
be repeated.

In contrast, Alfie Kohn (2006) believes that students' behavior can be managed well if
they are given the opportunity to satisfy their curiosity. In this theory, Kohn suggests that
students be given the freedom to pursue concepts that interest them instead of imposing
predetermined lessons on them. When students are engaged in learning the concepts of their
choice, they become more involved in their own learning. Teachers, according to Kohn, need not
use grades or external rewards to motivate students.

|OBSERVATION
Preliminary Activity: Observe the teacher. Check the item that best describes the learning
environment.

Ye No Remarks
s
1. Does the teacher expect the students to respond
according to how the lesson was taught?

27
2. Does the teacher provide the students with opportunities
to engage in activities of their choice?
3. Does the teacher provide immediate feedback like
praises or grades?
4. Is the classroom environment arranged so that the
students can easily collaborate?
5. Is the classroom environment arranged so that the
students can freely explore their interests?
6. Does the teacher provide the students with opportunities
to succeed?
7. Does the teacher immediately correct the mistakes made
by the students?
8. Does the teacher guide the students to discover their own
mistakes?
9. Does the teacher allow the students to commit mistakes
until they are able to correct these errors on their own?
10. Is the student-teacher relationship cordial?
11. Can the students freely express their thoughts and
ideas in class?
12. Does the teacher listen to the students' ideas?

|PROCESSING
Read carefully and answer the following questions.
1. What kind of classroom management does the teacher practice? Why?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2. Do you think that the management style that the teacher is using in class contributes to
the students' learning? Why? Why not?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
3. If you were the teacher, what management style would best maximize students learning?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

|REFLECTION
Complete the following:
1. I realized that
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2. I believe that

28
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

3. I feel that

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
4. When I become a teacher, I will
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

29
CHAPTER III

DIVERSITY OF LEARNERS

30
Learners Gender, Needs, Strengths, Interests, and
LESSON 1
Experiences

Strength lies in differences, not in similarities. This lesson will guide you in understanding
your students' gender, needs, strengths, interests, and experiences. The objectives of this lesson
are the following:

1. observe how stakeholders can promote a gender-sensitive school/classroom,

2. discuss the steps in creating a student-centered classroom; and
3. determine the strengths and weaknesses of your students.

|EDUCATION THEORY

Aniekee Ezekiel once quoted that the ability to recognize and respect individual
differences is the beginning of a successful relationship. Student-teacher relationship is very
important to promote a more effective instruction. However, this will be impossible without
knowing the uniqueness and differences of your students-the heart and center of teaching and
learning.

To promote gender-sensitive classrooms, the DepEd issued DepEd Order 32, series of
2017. This policy ensures a gender-responsive physical and social environment that promotes
respect for all people and has a zero tolerance for all forms of discrimination, violence, and
abuse.

It also promotes the institutionalization of gender-responsive teaching-learning plans,

guides, processes, activities, mechanisms and measures. With this policy, we can assure that
gender stereotyping which ignores individual differences in basic education will be prevented.

To ensure that classroom learning is fun and enjoyable, the needs and interests of the
students should be the priority of every school. RA 10533 adheres to this principle by making the
curriculum learner-centered, inclusive, and developmentally appropriate. Moreover, this policy
makes education learner-oriented and responsive to the needs, cognitive and cultural capacity,
as well as the circumstances and diversity of learners, schools, and communities.

Through these policies, schools can follow a learner-centered curriculum that is anchored
in the learners' needs and interests. Barnes (2013) outlines five steps to create a progressive
student-centered classroom.

1. create ongoing projects;

2. integrate technology:
3. replace homework with engaging in-class activities;
4. eliminate rules and consequences; and
5. involve

6. students in evaluation.

31
|OBSERVATION

A. Interview the following internal school stakeholders on how they promote a gender sensitive
school/classroom. Write their responses on the lines provided below.

School principal

Department head

Cooperating teacher

Guidance counselor

B. Discuss how the following steps create a progressive, student-centered classroom.

1. Create ongoing projects.

2. Integrate technology.

3. Replace homework with engaging in-class activities.

4. Eliminate rules and consequences.

32
5. Involve students in evaluation.

C. List down 10 strengths and weaknesses of the students from the class you have observed.

Student Name Strengths Weakness

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Other comments and observations:

|PROCESSING

Read carefully and answer the following questions.

1. Based on your interviews with internal school stakeholders on how to promote a gender-
sensitive school/classroom, which of the answers is the best? Why?

2. How will you determine the strengths and weaknesses of your students?

3. Which among the steps on creating progressive, student-centered classroom is the best
step? Why?

33
4. How are you going to use the learners' needs and interests in creating a more effective
instruction?

|REFLECTION

Complete the following:

1. I realized that

2. I believe that

3. I feel that

4. When I become a teacher, I will

34
Leaners Linguistic, Cultural, Socio-economic, and
LESSON 2
Religious Backgrounds

Great teachers keep on learning to keep their minds young. This lesson will teach you to
determine the learners linguistic, cultural, socio-economic, and religious backgrounds to
understand their differences. The objectives of this lesson are the following:

1. determine the learners' linguistic, cultural, and religious backgrounds,

2. assess how teachers can address individual differences; and
3. observe how teachers give importance in differentiated instruction.

|EDUCATION THEORY

Brown-Martin (2017) mentions in his article entitled Education and the Fourth Industrial
Revolution that we are on the precipice of what the World Economic Forum calls the Fourth
Industrial Revolution. The artificial intelligence, automation, mobile supercomputing, intelligent
robots, self-driving cars, and neuro-technological brain enhancements are some of the products
of this revolution. Evidence of dramatic change is all around us and it is happening at an
exponential rate. Almost everything has been replaced by robots through artificial intelligence.
However, teachers with a heart will never be replaced by a machine.

John C. Maxwell, an American author, speaker, and pastor, quoted that students do not
care how much you know until they know how much you care. Teachers who show care to their
students will earn respect and trust from their students, which will later lead to successful
teaching and learning. Knowing your learners linguistic, cultural, socio-economic, and religious
backgrounds and adjusting the instruction based on their differences will direct you to
differentiated instruction. Differentiated means tailoring instruction to meet individual needs.
Whether teachers differentiate content, process, products, or the learning environment, the use
of ongoing assessment and flexible grouping make this a successful approach to Instruction
(Tomlinson 2000).

|OBSERVATION

A. Ask your cooperating teacher for a copy ot his or her School Form I (School Register).
Paste a copy of the School Form 1 in the box below and answer the following questions.

1. What is the grade and section that you have observed?

2. How many boys and girls are there?

3. What is the religion of the majority of the students?

35
4. What is the common mother tongue of the students?

5. Does the class have a student who belongs to an ethnic group?

B. List down 5 strategies your cooperating teacher can use to address the individual differences
(linguistic, cultural, socio-economic, and religious backgrounds) of the students.

Strategy 1: _______________________________________________________________
Strategy 2: _______________________________________________________________
Strategy 3: _______________________________________________________________
Strategy 4: _______________________________________________________________
Strategy 5: _______________________________________________________________

C. Ask the cooperating teacher about how he or she gives importance to differentiated
instruction in his or her classes.

Other comments and observations

|PROCESSING

Read carefully and answer the following questions.

1. Does the number of boys and girls affect the classroom instruction? How?

2. Does the religious background of the students affect the preparation of the lesson? How?

3. Does the mother tongue of most of the students affect the medium of instruction? How?

36
4. Do the socio-economic differences of the students affect their learning? How?

5. Are contextualization, localization, and indigenization of the curricula being done to fit
the cultural background of the students?

Reflection

Complete the following:

1. I realized that

2. I believe that

3. I feel that

4. When I become a teacher, I will

LESSON 3 Learners with Disabilities, Giftedness, and Talents

37
A teacher deals with different students with different personalities on a daily basis. This
is probably one of the greatest challenges in teaching. This lesson will guide you in
understanding the characteristics and categories of exceptional learners and how a teacher
should handle them. The objectives of this lesson are the following.

1. determine how the internal stakeholders deals with exceptional learners

2. observe how teachers use various strategies in teaching talented students, and
3. write a reflection about the film Every Child is Special.

|EDUCATION THEORY

No learner should be left behind. This is a common tagline in promoting inclusive

education, which is being implemented nationwide. In every instruction, there are students who
can easily cope with the lessons and there are students who have difficulty in understanding a
simple lesson. The latter are considered exceptional learners. Integrating exceptional learners
into the regular classroom adds further challenge to the job of teaching diverse students. Sadker
et al. (2008) categorize exceptional learners into the following:

1. students with mental retardation; 6. students with attention deficit

2. students with learning disabilities, hyperactivity disorder,
3. students with emotional disturbance 7. students with other health and
or behavi1or disorders; physical impairments
4. students with hearing and language 8. students with severe and multiple
impairments; disabilities, and
5. 5 students with visual impairments; 9. gifted and talented students.

Teaching exceptional learners offers teachers the opportunity to stretch their

imagination and creativity.

Teachers use the term "students with disabilities" to highlight the person, not the disability.
In the past, the term "handicapped students" was used. On the other hand, "gifted and talented"
refers to students with the ability to learn fast and with ease. They may also possess exemplary
ability in arts and music, sports, leadership, and the like.

|OBSERVATION

A. Interview the following internal school stakeholders on how they deal with students with
disability and gifted learners.

How do you deal with learners with disability and

Internal Stakeholders
giftedness?
Name of the School Principal:

Name of the Classroom

Adviser:

Name of the Guidance

Counselor:

B. Sit in a class with exceptional learners. Observe how the teacher uses different strategies in
teaching exceptional learners. List down five observations.

Observation 1:

38
Observation 2:

Observation 3:

Observation 4:

Observation 5:

C. Watch the film, Every Child is Special. After watching the movie, write a reflection about the
film.

_____________________________________________
(Title)

|PROCESSING

Read carefully and answer the following questions.

1. How do the answers of the school principal, classroom adviser, and guidance counselor
on dealing with exceptional learners differ from each other?

39
2. Based on your five observations on how a teacher uses a strategy in teaching learners
with disability and giftedness, which strategy is the best? Why?

3. What have you realized after watching the film Every Child is Special?

|REFLECTION

Complete the following:

1. I realized that

2. I believe that

3. I feel that

4. When I become a teacher, I will

LESSON 4 Learners in Difficult Circumstances

Stephen Covey once said that strength lies in differences, not in similarities, This lesson
enumerates the issues confronted by students who are experiencing different difficult
circumstances while enrolled in the academe. The objectives of this lesson are the following

1. list down the difficult circumstances being experienced by the students;

2. observe how teachers prepare lessons for students in difficult circumstances, and

40
3. create a poster-slogan promoting a diverse and responsive classroom.

|EDUCATION THEORY

Every student is like a runner in a race. Learners often encounter obstacles on their way
to the finish line. However, it is important to note that learning should not be hindered by any
difficult circumstances. Hence, 21st century teachers should design specíal educational lessons
and strategies to make responsive classrooms that are ready to address these difficult
circumstances.

Victor Hugo quoted that he who opens a school door, closes a prison. This just shows how
teachers can change the life of a person. The teachers are the students' second parents, and the
future of the students lies in the hands of their teachers. The most heroic task of the teacher is to
shape good citizens.

There are different difficult circumstances that the students may face while in school.
Here are some examples:

1. geographic isolation 4. urban resettlement

2. chronic Illness 5. abuse (physical, psychological,
3. displacement due to armed conflict emotional)

Addressing these difficulties is key to productive and more meaningful and more meaningful
student.

|OBSERVATION

A. Interview the students on the difficulties they encounter while enrolled in school. List down 5
difficulties on the lines provided.

1. __________________________________________________________________

2. __________________________________________________________________

3. __________________________________________________________________

4. __________________________________________________________________

5. __________________________________________________________________

B. Interview the cooperating teacher. Ask how he or she considers the different difficult
circumstances faced by the students in preparing lessons and strategies.

C. Create a poster-slogan promoting a diverse and responsive classroom.

41
|PROCESSING

A. Read carefully and answer the following questions.

1. Based on this lesson, what is the most heroic task of the teacher?

2. Among the different difficult circumstances given by the students, which is the most
complicated? Why?

B. In your own opinion, what is the best strategy to use when teaching a student with chronic
disorder?

42
|REFLECTION

Complete the following:

2. I believe that
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
3. I feel that
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
4. When I become a teacher, I will
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

43
LESSON 5 Learners from Indigenous Groups

Respect begets respect, most especially in teaching and Tearing in a diverse classroom.
This lesson will guide you in understanding the various strategies in teaching students from
different indigenous groups. The objectives of this lesson are the following:

1. determine the students who belong to indigenous groups,

2. evaluate the school programs for students from indigenous groups; and
3. observe how teachers use culturally responsive teaching strategies.

|EDUCATION THEORY

Classrooms in the 21st century are extremely different from the classrooms of the past.
One of the seven Cs in teaching and learning in the 21st century is cross-cultural understanding.
Tracing where our students came from and anticipating this in preparing the lessons is an
essential ingredient toward a successful and effective classroom instruction.

There are different indigenous groups in the country. According to the United Nations
Development Program, the Philippines is a culturally diverse country with about 14-17 million
indigenous people (IPs) belonging to 110 ethno-linguistic groups. They are mainly concentrated
in Northern Luzon (Cordillera Administrative Region, 33%) and Mindanao (61%), with some
groups in the Visayas area.

In 1997, Republic Act 8371, also known as Indigenous Peoples Right Act, was enacted.
This law recognizes and promotes all the rights of indigenous cultural communities/indigenous
people (ICCs and IPs),

IPs remain to be the most vulnerable and marginalized members of society. Many IP
communities continue to lack access to decent basic social services, have limited opportunities
to engage in the mainstream economy, and suffer social, economic, and political exclusion
(DepEd Order 62, series of 2011)

As a result, the DepEd issued DepEd Order 32, series of 2015, entitled Adopting the
Indigenous Peoples Education (PED) Curriculum Framework. The DepEd order recognizes the
right of IPs to basic education that is culturally rooted and responsive. The IPED Curriculum
Framework seeks to provide guidance to schools and other cducation programs, both public and
private, as they engage with indigenous communiies in localizing, indigenizing, and enhancing
the K to 12 curriculum based on their respective educational and social contexts.

Moreover, according to DepEd Order 62, series of 2011, the department is mandated to
provide inclusive basic education for all, and shall:

1. ensure the provision of universal and equitable access of all IPs to quality and relevant
basic education services towards functional literacy for all;
2. adopt appropriate basic education pedagogy, content, and assessment through the
integration of indigenous knowledge systems and practices (IKSPs) in all learning areas
and process;
3. provide adequate and culturally-appropriate leaning resources and environment to IP
learners;
4. strengthen the hiring, deployment, and continuous development of teachers and learning
facilitators in the implementation of the IP Education Program;
5. establish and strengthen appropriate multi-level units responsible for planning,
implementing, and monitoring IP education interventions;

44
6. expand and strengthen institutional and civil society linkages to ensure proper
coordination, knowledge-sharing, and sustainability of the IP Education Program and
7. implement stronger affirmative action to eradicate all forms of discrimination against IPs
in the Philippine educational system.

|OBSERVATION

A. Based on the class that you have observed, list down 10 students who belong to IP groups. Fill
in the information below.

Name Grade and Section IP Group Provinces

10.

B. Evaluate the school's programs for IPs by checking (✓) the box that corresponds to what you
have observed in class.

DepEd Mandates Yes No

1
Ensure the provision of universal and equitable access of all
IPs to quality and relevant basic education services towards
functional literacy for all.

2
Adopts appropriate basic education pedagogy, content, and
assessment through the integration of IKSPs in all learning
areas and process.

3
Provides adequate and culturally-appropriate learning
resources and environment to IP learners.

4
Strengthens the hiring, deployment, and continuous
development of teachers and learning facilitators in the
implementation of the IP Education Program.

45
5
Establishes and strengthens appropriate multi-level units
responsible for planning, implementing, and monitoring IP
education interventions.

6
Expands and strengthens institutional and civil society
linkages to ensure proper coordination, knowledge-sharing,
and sustainability of the IP Education Program.

7
Implements stronger affirmative action to eradicate all forms
of discrimination against IPs in the Philippine educational
system.

C. Interview the cooperating teacher. List down five culturally-responsive teaching strategies he
or she are using or students from Indigenous Groups.

Teaching Strategy 1: _______________________________________________________

Teaching Strategy 2: _______________________________________________________

Teaching Strategy 3: _______________________________________________________

Teaching Strategy 4: _______________________________________________________

Teaching Strategy 5: _______________________________________________________

Other comments and observations:

|PROCESSING

Read carefully and answer the following questions.

1. Why is it necessary to create the IPED Curriculum Framework?

2. What school program would you recommend to the school administrators to address the
needs of IPs?

46
3. Based on the list you made in the previous activity, most of the students belong to what
particular indigenous group? Why do you think so?

|REFLECTION

Complete the following:

1. I realized that

2. I believe that

3. I feel that

4. When I become a teacher, I will

47
CHAPTER IV

CURRICULUM AND PLANNING

48
Planning and Management of the Teaching and
LESSON 1
Learning Process

This lesson will guide you in understanding developmentally appropriate learning

principles and how they can be used in designing effective instruction for various types of
students. The objectives of this lesson are the following:

1. analyze developmentally appropriate learning principles;

2. observe how developmentally appropriate learning principles can be applied in teaching;
and
3. reflect on the positive benefits of applying developmentally appropriate learning
principles in teaching and learning.

|EDUCATION THEORY

Using developmentally appropriate learning principles and strategies is one of the

instructional demands for the implementation of the K to 12 curriculum as stated in Republic Act
10533, otherwise known as the Enhanced Basic Education Act of 2012. Developmentally
appropriate learning principles and strategies are based on the philosophy of learner-centered
education that focuses on responding to the nature, needs, and interests of the learners.

In the first model of curriculum development, Ralph Tyler (1949) emphasizes that
understanding the learners is one of the important sources of curriculum. Since learning is
designed for the learners, it is imperative for teachers to examine their needs, interests, learning
styles, thinking styles, abilities, exceptionalities, cultural background, socio-economic status, and
other factors. Copple and Bredekamp (2006) identify two things that teachers need to do to
ssuccessfully engage in developmentally appropriate practice in their classes: (1) meet learners
where they are, as individuals and as a group; and (2) help learners attain challenging and
achievable goals that contribute to their ongoing development and learning. For Filipino children,
the following principles of developmentally appropriate learning may be considered by the
teacher when planning and implementing instruction:

 each learner has different learning styles, thinking preferences, abilities, strengths and
weaknesses;
 have profound influence in learning
 learning should address all areas of development
 learning must be holistic;
 learning happens when the learner feels emotionally and physically secured and mentally
engaged,
 the cultural background and the family and social values of the learner influences learning:
and
 affective learning and motivation are important in promoting effective learning

|OBSERVATION

A. Check whether the following teaching and learning tools are present in the classroom that you
have observed.

Teaching Tools Present None

1. Lesson Plan
2. K to 12 Curriculum Guide
3. Teacher's Manual or Textbook
4. Reference Materials
5. Instructional Materials

49
Other teaching tools present:

B. Ask the cooperating teacher to show his or her lesson plan to you. Analyze the lesson plan by
checking the appropriate box.

Subject

Grade Level

Topic

Standards Yes No
1. The objectives are measurable and developmentally appropriate for the
grade level of the students.
2. The content is appropriate for the grade level of the students.
3. The Instructional materials needed for the lesson are identified.
4. The sequence of instruction (instructional procedure) is easy to follow
and logical.
5. The sequence of instruction follows an appropriate instructional design or
learning theory.
6. Creative learning experiences are used in the lesson.
7. Differentiated learning is used in the selection of learning activities.
8. Assessment of learning is included in the instructional procedure.

A. Check (✓) the box that corresponds to what you have observed in class. You may write further
remarks in the last column.

Developmentally Appropriate Not

Observed Remarks
Teaching Practices Observed
1. Uses different teaching strategies
2. Promotes positive classroom
environment
3. Respects the learning styles and
abilities of the learners
4. Differentiate learning activities
5. Promotes active learning
6. Uses different instructional materials
7. Uses effective motivation strategy
8. Presents the objectives of the lessons
effectively
9. Recalls prerequisite knowledge and
experiences of the learners before
proceeding to the lesson
10. Presents lesson in meaningful way

50
that is easy to understand
11. Provide clear examples to explain
concepts
12. Provides opportunity for students to
practice/apply what they learned
13. Processes questions and difficulties of
students
14. Uses learning strategies that
develops creativity and critical
thinking
15. Provides helpful feedback to help
students understand the lesson
16. Encourages students to do their best
in accomplishment each learning task
17. Promotes positive learning behavior
and values in the lesson
18. Observes professionalism in handling
students behavior
19. Shows enthusiasm and interest in
every aspect of teaching
20. Uses appropriate assessment tools to
measure learning outcomes

Other comments and observations:

|PROCESSING

Read carefully and answer the following questions.

1. What developmentally appropriate learning principles and strategies are observed in

class?

2. What are the things that need to be improved by the teacher?

51
3. How do the developmentally appropriate teaching practices improve the students
learning ability?

|REFLECTION

Complete the following:

1. I realized that

2. I believe that

3. I feel that

4. When I become a teacher, I will

52
Aligning Learning Outcomes with Learning
LESSON 2
Competencies

This lesson will guide you in understanding how important it is to ensure perfect
alignment between learning competencies and learning outcomes. The objectives of this lesson
are the following:

1. differentiate learning competencies from learning outcomes;

2. observe how teachers align learning outcomes with learning competencies; and
3. analyze how learning outcomes can be aligned with learning competencies.

|EDUCATION THEORY

The K to 12 basic education curriculum is a standards-based curriculum. This means that

it includes content standards, performance standards, and learning competencies. The DepEd
defines this set of curriculum standards as:

1. Content standards - identify and set the essential knowledge and understanding that
students should learn.
2. Performance standards - describe the abilities and skills that students are expected to
demonstrate in relation to the content standards and integration of 21st century skills.
3. Learning competencies - refer to the knowledge, understanding, skills, and attitudes that
the learners need to demonstrate in every lesson.

Curriculum alignment is important to ensure an efficient and effective implementation of the

curriculum. Alignment is done at two levels:

1. At the macro level, curriculum alignment ensures that the curriculum standards are
relevant and responsive to the needs of the students, demands and needs of the society,
and the nature of the discipline.
2. At the micro level, curriculum alignment ensures that the learning outcomes are aligned
with learning competencies prescribed in the curriculum. Learning competencies are the
basis of the teachers in developing learning outcomes, selecting topics and strategies,
and designing assessment tools

Learning outcomes are specific knowledge, skills, and values that each student needs to
master or demonstrate as a result of leaning. Learning outcomes are traditionally known as
learning objectives or instructional objectives.

|OBSERVATION

A. Answer the following questions:

1. Does the school have a copy of the whole K to 12 curriculum guide?

2. Is the curriculum guide available to all teachers?

53
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
4. Are the teachers aware of the differences between content standards, performance
standards, and learning competencies?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

B. From the lesson plans of five cooperating teachers, provide five examples of learning
outcomes based on each of the three learning domains.

C.
Knowledge

Skills

Values

Check if the learning outcomes used by the cooperating teachers in their lesson plans are
aligned with the appropriate learning competency from the K to 12 curriculum guide. Write
down some of the learning outcomes and learning competencies then check the appropriate
box that corresponds to your findings.

Learning Competency Not

Learning Outcomes Aligned
(Based on K to 12) Aligned
Lesson 1:

Lesson 2:

Lesson 3:

Lesson 4:

Lesson 5:

54
D. Check the alignment of the learning outcomes with the teaching and learning strategies used
by the corresponding teachers in their lesson plans. Write down the learning outcomes and
teaching strategies and then check the box that corresponds to your findings.

Not
Learning Outcomes Teaching Strategies Aligned
Aligned

E. Check the alignment of the learning outcomes with the assessment tools used by the
cooperating teachers in their lesson plans. Write down the learning outcomes and assessment
tools, then check the box that corresponds to your findings.

Not
Learning Outcomes Assessment Tools Aligned
Aligned

Processing

Read carefully and answer the following questions.

1. Are the teachers aware of the function of the K to 12 curriculum guide? Explain your
answer.

2. Are the teachers using the curriculum guide in planning their lesson? Explain your
answer.

3. What types of learning outcomes are emphasized in every lesson (knowledge, skills and
values)?

55
4. Are the learning outcomes of the teachers aligned with the learning competency?

5. Are the learning strategies of the teachers aligned with the learning outcomes?

6. Are the assessment tools of the teachers aligned with the learning outcomes?

Reflection

Complete the following:

4. When I become a teacher, I will

56
Relevance and Responsiveness of Learning
LESSON 3
Programs

Learning programs are essential in the implementation of the Curriculum at the school
and classroom levels. This lesson will guide you in understanding now to plan and implement
relevant and responsive learning programs for the students. The objectives of this lesson are the
following:

1. identity different learning programs available to support the curriculum,

2. observe how teachers plan and implement these learning programs, and
3. observe the effect of the different learning programs to the students.

|EDUCATION THEORY

Learning programs are designed to help the students reach the desired curriculum goals
and objectives. Each learning program is planned and implemented within the framework of
learner-centered philosophy in education. Learner-centered education 18 one of the promising
products of the progressive movement in education (Ornstein and Hunkins 1993). It refers to a
kind of education that considers the knowledge, skills, abilities, attitudes, interests, and beliefs
that learners bring into the classroom (Curtis and tarter 1996, Ornstein and Hunkins 1993). It
also pays attention to the needs, concerns, Expectations, and the natural environment of the
learners (Dewey 2001, Gandini 1997).

Since its inception in 2012, the K to 12 basic education curriculum myriad of curricular
and instructional programs were introduced to the whole education system. These learning
programs aim to support the implementation of the curriculum toward the development of a
functionally literate and holistically developed Filipinos. The following are learning programs
planned and implemented by the DepEd:

 Special Program for the Arts and sports

 Special Program for Foreign Language
 Special Science Education Project
 Curriculum for the Gifted
 Transition Curriculum for Learners with Special Education Needs
 Special Education Program
 Indigenous Peoples' Education
 Inclusion Program
 Homeroom Guidance Program

Private schools are encouraged to implement these learning programs of DepEd. In

many cases, private schools also have various programs that reflect the philosophy,
mission, and goals of the school. Some examples are

 Service learning
 Project-based learning
 Literacy Program
 Robotics and ICT Programs
 Performing Arts Programs

57
|OBSERVATION

A. Before starting your observation, it is important to read the annual plan (if private) or school
improvement plan (if public) of the school where you are assigned. Write a request letter to
the principal noted by your student teaching supervisor.

B. Based on the annual plan or the school improvement plan, what learning programs are
provided for the students?

Learning Programs Months Implemented

C. Request an interview with the teachers and the principal. Ask the following questions:

1. How does the school plan for each learning program?

2. Who are involved in planning?

3. Are the stakeholders involved in planning the different learning programs? If yes, how
are they involved?

4. How does each learning program contribute to the development of the curriculum goals?

5. How does the school monitor and evaluate the implementation of each learning
program?

58
D. If the school is private, gather the following data and information:

1. What type of curriculum is implemented?

2. What are the special features of the school's curriculum?

3. What learning programs are implemented to support the curriculum?

4. How does the leaning programs support the philosophy of the school?

E. Identify the extra- and co-curricular programs being implemented in the school.

Processing

59
Read carefully and answer the following questions.

1. How do the different learning programs support the development of the students?

2. How does each leaning program support the goals and objectives of the curriculum?

3. How does the school monitor and evaluate the implementation of each learning
program?

4. What are the challenges and problems in the implementation of each learning program?

|REFLECTION

Complete the following:

1. I realized that

2. I believe that

3. I feel that

60
4. When I become a teacher, I will

LESSON 4 Utilizing Teaching and Learning Resources and ICT

61
Learning resources are important in implementing a curriculum and supporting student
learning. This lesson will guide you in understanding how utilizing teaching and learning
resources can lead to the improved learning of the students. The objectives of this lesson are the
following:

1. identify what teaching and learning resources are available for the implementation of the
curriculum;
2. observe how teachers use teaching and learning resources to enhance their teaching and
3. observe how different teaching and learning resources can improve the students learning

|EDUCATION THEORY

Teaching and learning resources are materials used by teachers to support the
implementation of curriculum and instruction. These teaching and learning resources are in the
form of print, audio-visual materials, databases, online resources, visual aids, real-objects, ICT
tools, and other educational materials available. Teaching and learning resources are important
because they can significantly improve the learning of the students and enhance the teaching
and learning process. Teaching and learning resources support the implementation of specific
learning objectives in the lesson plan.

Since the millennial students are born into the Information Age, they have wide access to
different technologies. Thru technology particularly the internet, they gather, learn, and analyze
information. This means that education should take advantage of ICT tools to provide more
meaningful and relevant teaching experiences for the learners.

Some important features of an excellent teaching and learning resources are the
following:

1. Learner-centered – addresses the needs, interests, learning styles, and thinking styles of
the learners;
2. Values-oriented – enforces the importance of learning, sharing, and creating knowledge
to improve peoples’ lives and develop communities;
3. Process and outcomes-driven – contains activities that engage students in meaningful
and challenging learning;
4. Differentiated learning – addresses different learning needs, learning styles, and thinking
styles;
5. ICT-integrated - allows the learners to utilize technology as a learning tool (blended
learning); and
6. Excellent content - provides valid and updated content (this is for print materials like
textbooks and other references).

|OBSERVATION

A. Identify different teaching and Learning resources available in the school.

Categories Examples
Print

Audio-visual Materials

62
Assessment Tools

Learning Objectives

Visual Materials

Audio Materials

ICT-based Materials

B. Check whether the school has the following learning resources:

Library

Basic Science Laboratories

Internet Facilities

ICT Laboratory

Technology and Livelihood Education Laboratory

Audio-visual Room

Gymnasium

Clinic

Guidance Office

Speech Laboratory

Auditorium

Faculty Room

C. Observe the classroom environment.

Criteria for Observation Observed Not Observation/Comments

63
Observed
1. Classroom are conducive for
learning.
2. Classrooms have enough lighting
and ventilation.
3. Classrooms are free of any
hazard.
4. Classrooms are not crowded.
5. Classrooms are clean,

D. Analyze the lesson plans of the cooperating teachers. Examine how technology is used to
support the implementation of particular learning outcomes. Provide an example.

Instructional Materials
Learning Outcomes Topics
Needed

E. Observe how technology is used to enhance teaching and learning process.

Learning Outcomes Instructional Observation

64
Materials Used

|PROCESSING

Read carefully and answer the following questions.

1. Are there enough teaching and learning resources available in school?

2. How are these teaching and learning resources utilized in teaching and learning?

3. How do these teaching and learning resources help attain learning outcomes?

4. How do these teaching and learning resources improve the quality of students’ learning?

65
5. What teaching and learning resources are lacking in the school?

|REFLECTION

Complete the following:

1. I realized that

2. I believe that

3. I feel that

4. When I become a teacher, I will

66
CHAPTER 5

ASSESSMENT and
REPORTING

67
Design, Selection, organization, and Utilization of
LESSON 1
Assessment Strategies

Assessment is as old as education itself (Mitchell 1992). Every day, teachers assess their
students to ensure the quality of instruction. This lesson will guide you in understanding the
proper procedures in designing, organizing, and using appropriate assessment strategies. The
objectives of this lesson are the following:

1. explain the meaning of the term assessment,

2. compare diagnostic, formative, and summative assessment strategies, and
3. observe how teachers use different assessment strategies inside the class.

|EDUCATION THEORY

As defined in DepEd Order No. 8, series of 2015, assessment is a continuous process of

identifying, gathering, organizing, and interpreting quantitative and qualitative information about
what learners know and can do. Indeed, the objective and subjective information accumulated
from various assessments is valuable.

In designing and utilizing an assessment strategy, the teacher must know the purpose of
assessment.

There are three ways to assess students' learning according to purpose (edudemic.com:

1. Diagnostic assessment is given at the beginning of the school year or at the beginning of
a new unit of study. This assessment strategy attempts to quantify what students
already know about a topic.
2. Formative assessment is given throughout the learning process. This assessment
strategy seeks to determine how students are progressing through a certain learning
goal.
3. Summative assessment is given at the end of the year or unit. This assessment strategy
assesses the students’ mastery of a topic after instruction.

Through the use of various assessment strategies in our learning episodes, we can ensure
that we hone not only the cognitive domain but also the affective and psychomotor domains,
which will result in the holistic learning and development of the students.

|OBSERVATION

A. Define the meaning of assessment by completing this acronym with a word that is related to
assessment.
A–
S–
S–
E–
S–
S–
M–
E–
N–
T–

68
B. Compare diagnostic, formative, and summative assessments by completing this Venn
diagram.

Summative

Diagnostic Formative

C. Observe the assessment strategies used by your cooperating teacher in class. List down five
assessment strategies and categorize the type of each assessment strategy.

Assessment Type of Assessment

1.
2.
3.
4.
5.

D. Interview the cooperating teacher on how he or she uses the results or diagnostic formative,
and summative assessments.

1. Results of diagnostic assessments

2. Results of formative assessments

3. Results of summative assessments

|PROCESSING

Read carefully and answer the following questions.

1. What will happen if the teacher uses the same assessment strategy every day?

69
2. Which of the three assessment strategies has been used more often in class? Why do
you think so?

3. In your own opinion, which of the three assessment strategies is the most important?
Explain your answer?

4. How does assessment improve the students' learning and the teachers' performance?

|REFLECTION

Complete the following:

1. I realized that

2. I believe that

3. I feel that

4. When I become a teacher, I will

70
Monitoring and Evaluation of Learner Progress and
LESSON 2
Achievement

Monitoring the learners' progress in a vital element of high-quality education. This lesson
will guide you in understanding the importance of monitoring the students learning. progress,
and achievement. The objectives of this lesson are the following:

1. discuss the meaning of monitoring the learners’ progress;

2. observe how the teacher monitors students' progress in class, and
3. observe how the teacher evaluates the learners' achievement,

|EDUCATION THEORY

Continuous monitoring of the students' progress inside the classroom has many benefits.
By doing this, teachers collect useful data, improve instruction, ensure achievement of every
learner, and identify students at risk.

"Monitoring" is viewed by Cotton (1988) as activities pursued by the teacher to keep

track of student learning for purposes of making instructional decisions and providing feedback
to students on their progress.

Teachers carefully monitor the students’ learning and progress through the following:

 questioning students during classroom discussions to check their understanding

of the material being taught;
 going around the classroom during seatwork and engaging in one-on-one
contact with students about their work;
 assigning, collecting, and correcting homework and recording grades;
 conducting periodic reviews with students to confirm their grasp of the learning
material and identify gaps in their knowledge and understanding:
 administering and correcting tests and recording scores; and
 reviewing student performance data and using these data to make the needed
adjustments in instruction,

In addition, Gutierrez (2007) believes that if the instruction is satisfactory and

acceptable, the teacher can proceed to the next instructional objective. If the result of instruction
is unsatisfactory or unacceptable, he or she has to reteach the same lesson using different
strategies and materials. On the next page 1s the goal-oriented instructional model (GOIM) that
teachers use as a reference in monitoring the students' learning.

If formative test results are satisfactory, PROCEED

Specification of
Pre-assessment Instruction Evaluation
Objectives

If formative test
results is not
satisfactory,
RETEACH
The Goal-Oriented Instructional Model (GOIM)

71
Every learners’ should achievement should be given worth and value. The DepEd order No.
36, series of 2016, recognizes that all students have their unique strengths that need to be
identified, strengthened, and publicly acknowledged. The table below shows the academic
excellence awards given to learners who meet the following cut off grades.

Academic Excellence Award Average Grade per Quarter

1. With Highest Honors / May Pinakamataas na
98 – 100
Karangalan
2. With High Honors / May Mataas na Karangalan 95 – 97
3. With Honors / May Karangalan 90 - 94

|OBSERVATION

A. Observe how your cooperating teacher monitors the following:

1. Seatwork
Observation 1:
__________________________________________________________________________________________
__________________________________________________________________________________________
Observation 2:
__________________________________________________________________________________________
__________________________________________________________________________________________
Observation 3:
__________________________________________________________________________________________
__________________________________________________________________________________________

2. Students' comprehension during discussion

Observation 1:
__________________________________________________________________________________________
__________________________________________________________________________________________

Observation 2:
__________________________________________________________________________________________
__________________________________________________________________________________________

Observation 3:
__________________________________________________________________________________________
__________________________________________________________________________________________

Examination

Observation 1:
__________________________________________________________________________________________
__________________________________________________________________________________________

Observation 2:

72
__________________________________________________________________________________________
__________________________________________________________________________________________
Observation 3:
__________________________________________________________________________________________
__________________________________________________________________________________________

Homework

Observation 1:
__________________________________________________________________________________________
__________________________________________________________________________________________

Observation 2:
__________________________________________________________________________________________
__________________________________________________________________________________________

Observation 3:
__________________________________________________________________________________________
__________________________________________________________________________________________

|PROCESSING

Read carefully and answer the following questions.

1. Which of your observations in monitoring seatwork is the best? Why?

2. Which of your observations in monitoring students’ comprehension during class

discussion is the best? Why?

3. Which of your observations in monitoring examination is the best? Why?

4. If you are going to handle an advisory class, how are you going to make your class
awarding unique?

73
5. Which of the tips in evaluating and recognizing students’ achievement is the best? Why?

|REFLECTION

Complete the following:

1. I realized that

2. I believe that

3. I feel that

4. When I become a teacher, I will

74
LESSON 3 Feedback to Improve Learning

Learning is a two-way process. The teacher and the students both learn during and after
the instruction through feedback. This lesson will guide you in understanding the importance of
providing constructive feedback in developing the students" learning and achievement. The
objectives of this lesson are the following:

1. discuss how constructive feedback improve students’ learning

2. critique teacher's feedback on a sample student work; and
3. observe how teachers give feedback to students' performance.

|EDUCATION THEORY

Indeed, it is important that the teacher encourages and supports each student by giving
constructive feedback. Feedback can be given as a mark or grade, comments, or a mixture of the
two. You will know that if a mark is given, then it is perhaps the first and only thing that is looked
at. The comments take time to write, but should be of much greater benefit to the student in
terms of future improvements (Reece and Walker 2003).

Moreover, the learners must be given feedback about their performance. Feedback must
be specific. "Good work!" is a positive feedback and is welcome but actually is not a very good
feedback since it is not specific (Corpuz 2015). A better and more specific feedback includes
written observations and comments of the teacher on how the learners can improve their works.

The following is a checklist for giving feedback to students (Gibbs et al. 1986):

1. Keep the time short between the student writing and the feedback. Where possible make
feedback instantaneous.
2. Substantiate a grade or mark with comments both in the text for specific aspects and
with a summary at the end.
3. Balance negative comments with positive ones and ensure that negative ones are
constructive.
4. Follow-up written comments with oral feedback and aim for a dialogue.
5. Make the criteria clear to students when setting the work and give them written criteria
where possible.
6. Make further suggestions to further develop ideas.

7. Give periodic oral feedback on rough drafts.

Lack of time is one of the biggest challenges that teachers face on a regular bases and this
especially impacts feedback opportunities. You may know exactly what you want to tell you out
their work, but with time constraints and a potentially high volume of students, it can be difficult
to give them the feedback they need. With this in mind, make it your goal to work smarter, not
harder. Do not try to spend more time than you already do on feedback. Instead, make the effort
to optimize your time.

|OBSERVATION

75
A. Discuss the importance of giving constructive feedback to improve the students' learning.
Write your answer on the space below.

C. Check YES if the statement for giving feedback to students is observed. Otherwise, check NO
(adapted from Reynolds 2018).

Giving Student Feedback YES NO

1. The student feedback is educative in nature.
2. The student feedback is given in a timely manner.
3. The teacher is sensitive to the individual needs of the students.
4. The teacher anticipates the four questions. (What can the
students do? What can’t the students do? How does the student’s
work compare with that of others? How can be the student do
better?)
5. The student feedback is a reference for a skill or specific
knowledge.
6. The teacher gives feedback to keep the students “on target” for
achievement.
7. The teacher hosts a one-on-one conference.
8. The student feedback is given verbally, non-verbally or in written
form.
9. The teacher concentrates on one ability.

76
10. The teacher alternates due dates for students/classes.
11. The teacher educates the students on how to give feedback on
each other.
12. The teacher asks another adult to give student feedback.
13. The students take down notes on teacher’s verbal feedback.
14. The teacher uses a notebook to keep track the student progress.
15. The teacher returns tests, papers, or comment cards at the
beginning of the class.
16. The teacher use Post-It notes in giving written feedback.
17. The teacher gives genuine praise.
18. The teacher uses the phrase “I noticed…” in acknowledging the
student’s effort.
19. The teacher provides a model or an example.
20. The teacher invites students to give YOU feedback.

|PROCESSING

Read carefully and answer the following questions.

1. When is the right time to provide constructive feedback: during or after the students’
performance?

2. How does giving feedback help in the instructional decisions of the teacher?

3. What is the best practice of your cooperating teacher in giving feedback?

|REFLECTION

77
Complete the following:

1. I realized that

2. I believe that

3. I feel that

4. When I become a teacher, I will

Communication of Learners’ Needs, Progress, and

LESSON 4
Achievement to the Key Stakeholders

Effective communication of assessment results is one of the essential components of

assessment principles. This lesson will guide you in understanding how to properly communicate

78
the needs, progress, and achievement of the students to their parents. The objectives of this
lesson are the following:

1. discuss the essence of communicating the students’ needs to their parents,

2. write a narrative report of a parent-teacher conference; and
3. explain how the teacher communicates the students achievement.

|EDUCATION THEORY

Learning will not be successful without the help and cooperation of the key stakeholders,
the parents or guardians. According to the Code of Ethics for Professional Teachers, every
teacher shall inform the parents, through proper authorities, about the progress and deficiencies
of the learners under him, exercising utmost candor and tact in pointing out the learners’
deficiencies and in seeking the parents’ cooperation for the proper guidance and improvement of
the learners.

In DepEd Order 8, series of 2015, the summary of the learner's progress is shown
quarterly to the parents or guardians through a parent-teacher conference, in which the report
card is being discussed. A parent-teacher conference (PTC) is conducted every grading period to
ensure the effective communication of the learners' needs and progress to the key stakeholders.

The table below is used to determine the learners’ progress, which includes the grading
scale with the corresponding descriptor and remark.

Descriptor Grading Scale Remark

Outstanding 90 -100 Passed
Very Satisfactory 85 – 89 Passed
Satisfactory 80 – 84 Passed
Fairly Satisfactory 75 – 79 Passed
Did Not Meet Expectations Below 75 Failed

The prospect of a PTC can arouse intense emotions in both the teacher and the parent.
New teachers can be especially anxious about meeting parents for the first time. The reality is
that most parents really do want their children to have a positive school experience and prefer to
develop a cooperative home-school relationship.

Professionally conducted PTCs can prove a most valuable strategy for improving student
classroom behavior as well as enhancing learning (Partin 2005).

Furthermore the students' achievement can be communicated to the parents or

guardians through recognition programs conducted by the schools.

In DepEd Order 36, series of 2016, the following awards may be bestowed on the
deserving students: classroom awards, grade-level awards, and special awards.

|OBSERVATION

A. Observe how your cooperating teacher communicates the students’ needs and progress to
their parents when conducting a PTC and card distribution. Write a narrative report of the PTC
on the space provided.

NARRATIVE REPORT OF PARENT-TEACHER CONFERENCE

79
Grade and Section: _________________________

Grading Period: _________________

Date: ________________________

B. Interview the cooperating teacher. Ask for some useful tips on how he or she communicates
the students’ needs to the parents.

Tip 1:

80
Tip 2:

Tip 3:

C. Of the three useful tips given by your cooperating teacher, what is the most important?
Explain and write your answer below.

D. Help in the preparation of a school-based recognition program. Write your experience and cite
the contributions you have made to make the recognition program successful.

|PROCESSING

Read carefully and answer the following questions.

1. Why is PTC important?

2. What will you suggest to the parent of a student who got a failing mark twice in the same
subject?

81
|REFLECTION

Complete the following:

1. I realized that

2. I believe that

3. I feel that

4. When I become a teacher, I will

CHAPTER VI

82
COMMUNITY LINKAGES AND
PROFESSIONAL
ENGAGEMENT

83
Establishment of learning Environments That Are
LESSON 1
Responsive to Community Contexts

Community is considered an important resource for learning. This lesson will help you
demonstrate how the learning environment can be a source of information that is responsive to
the community contexts. The objectives of this lesson are the following:

1. analyze how the learning environment can affect student learning;

2. observe how to create a culturally responsive learning environment; and
3. observe how teachers contextualize teaching and learning activities

|EDUCATION THEORY

As the African proverb says, "It takes a village to raise a child. For every learning
institution, there is a community with prevailing culture that influences the learning environment.
Bickford and Wright (2018) define community as the social context of the students and their
environment that consists of people with a common purpose, shared values, and agreement on
learning goals.

Community can be considered a great source of knowledge, therefore, it is important to

understand its role in engaging teachers and students in learning. Meaningful learning happens
in an environment that adapts to the context of the community. Hence, learning environment
must be responsive to the community context that requires an understanding of cultural beliefs
and practices, languages, history, race, ethnicity, and perspectives from different cultural
backgrounds.

The following are suggested strategies to 1oster a learning environment that is

responsive to community context:

1. establishment of a school-community partnership to foster positive relationship and to

explore common goals that may improve School programs and policies as well as the
community;
2. promotion of cultural and traditional activities to increase the teacher's cultural
awareness and to preserve local traditions, beliefs, and values;
3. utilization of culturally responsive teaching approaches to integrate teaching and
learning practices that are within the experience and cultural frame of students; and
4. contextualization and localization of learning content and materials to create a relevant
and meaningful learning experience for the students.

|OBSERVATION

A. Conduct a survey in school. Gather the following information.

Name of School: ________________________________________________________

Address: ________________________________________________________
Date: ________________________________________________________

 Provide a brief historical background and demographic profile of the school.

84
Complete the following information.

Date established: _______________________________________________________

Total Number of Students: _______________________________________________
Total Number of Teachers: _______________________________________________
Race/Ethnicity of Students and Teachers: ____________________________________
Religion: ______________________________________________________________

 Describe the physical and psychological environment of the school:

 Provide a brief historical background and demographic profile of the community.

Complete the following information.
Date Established: _______________________________________________________
Estimated Total Population: _______________________________________________
Race/Ethnicity: _________________________________________________________
Major Source of Income: _________________________________________________
Religions: _____________________________________________________________

 Describe the Physical and psychological environment of the community:

 Identify cultural and traditional practices/beliefs within the community.

B. Interview the cooperating teacher. Ask the following questions

85
1. Does the school have active school-community partnership?

2. Who are involved in the school-community partnership?

3. Does the school engage members of the community in school activities?

4. What are the school programs/projects supported by the community?

5. What are the activities conducted by the school to raise cultural sensitivity and
awareness?

6. Does the school have community extension programs?

7. What are the programs/projects extended by the school to the community?

8. Are the teachers aware of the background of the community where the school is located?

9. How does the school promote contextualization and localization to its teachers?

10. Are the lessons contextualized?

|REFLECTION

Complete the following:

1. I realized that

86
2. I believe that

3. I feel that

4. When I become a teacher, I will

Engagement of Parents and the Wider Community in

LESSON 2
the Educative Process

The school-community partnership plays a very important role in developing and

implementing school policies, programs, and projects. This lesson will help you understand the
importance of building relationship with parents/guardians and the wider community to facilitate
involvement in the educative process. The objectives of this lesson are the following:

1. observe how teachers collaborate with parents and members of the community;
2. observe how teachers organize a parent-teacher association (PTA) meeting;
3. observe how teachers deal with parents in addressing various issues and concerns; and
4. analyze how parents and the wider community affect the educative process.

|EDUCATION THEORY

A 21st century learning environment both gives and gels support from families and the
local community ("Partnership for 21st Century” n.d.). In the Philippines, the partnership between
teachers and parents is established through the organization of a parent-teachers association
(PTA). A PIA is organized to provide a forum to discuss issues and solutions relating to the total
school program, and ensure full cooperation of parents in the implementation of such program. It
is also organized to encourage coordination with members of the community to address relevant
concerns and provide support to the school for the promotion of common interest (DepEd 2009).

According to George Lucas Foundation (cited im “Partnership for 21st Century" n.d.),
strong home-school connections result in the 1ollowing outcomes:

 children do better in school when their parents are involved in their education;
 after-school learning opportunities promote student achievement;
 community youth development programs spur academic development; and
 school that integrates community services reduces risk and promotes resilience children.

Teachers should build a good relationship with parents and the wider community improve the
learning environment. They must be equipped with necessary competency in dealing with

87
stakeholder to implement properly the school’s program and facilitate the discussion on issues
and concerns relating to the students' academic performance.

|OBSERVATION

A. Interview the principal. Ask the following questions:

1. Are teachers and parents aware of the DepEd Order No. 54, series of 2009?

2. Does the school have an active PTA?

3. How often does the PTA meet?

4. What are usual issues and concerns raised by stakeholders during PTA meetings?

5. Are the issues and concerns raised during PTS meeting/s properly addressed?

6. Does the school engage parents and members of the community in the implementation
of school programs?

7. Do parents and members of the community provide full support to school programs and
activities?

8. Describe the relationship of teachers with parents and members of the community.

B. Request permission to observe a PTA meeting. Ask permission to record the proceedings.
Prepare highlights of proceedings from the meeting using the following format.

88
Name of the School: __________________________________________________
Time of the Meeting: __________________________________________________
Venue of the Meeting: _________________________________________________
Date of the Meeting: __________________________________________________
Time of the Meeting: __________________________________________________
Attendees: __________________________________________________________

Call to Order:

Agenda Discussion Action Taken/Agreement

C. Ask help from your cooperating teacher. Identify school programs/activities that need support
from parents and community members.

School Programs/Activities Date Venue

89
|REFLECTION

Complete the following:

1. I realized that

2. I believe that

3. I feel that

4. When I become a teacher, I will

Professional ethics serves as a guide in practicing one’s profession. It encompasses personal and
professional standards of behavior. This lesson will help you demonstrate an awareness of the
existing laws
and
LESSON 3 Professional Ethics
regulations
that apply to
the teaching profession. It will help you understand the responsibilities specified in the Code of
Ethics for Professional Teachers. The objectives of this lesson are the following:

1. observe how the Code of Ethics for Professional Teachers is being practiced;
2. analyze the importance of the Code of Ethics to teachers and students; and

90
|EDUCATION THEORY

The kind of teacher you are and the way that you portray yourself matters a lot to your
employer, the community, and the stakeholders. As role models, teachers are expected to
embody good ethics, which is a fundamental requirement of a profession. Good ethics is based
on moral principles and appropriate conduct that one should observe as a professional.

Pursuant to Section 6 of RA 7836, the Code of Ethics for Professional Teachers was
promulgated by virtue of PRC Board Resolution No. 435, series of 1997. In accordance with the
preamble of the Code of Ethics for Professional Teachers, teachers are referred to as duly
licensed professionals who possess dignity and high moral values as well as technical and
professional competence in the practice of their noble profession. They strictly adhere to,
observe, and practice this set of ethical and moral principles, standards, and values (PRC 1997).

The Code of Ethics covers all public and private school teachers in basic education,
technical-vocational education, as well as no non-formal education. It articulates the professional
accountability and responsibility of teachers with the state, the community profession, the higher
authorities in the profession, the learners, the parents, the business, and as a person.

Relatively, this set of ethical standards also serves as sufficient ground for the imposition
against the erring teacher of the disciplinary action consisting of revocation of teacher’s license
or suspension from the practice of profession (PRC 2015). The teacher as a model should
religiously practice the Code of Ethics for Professional Teachers to set a good example not only
to the students but most especially in the teaching profession and the community they serve,

|OBSERVATION

Answer the following questions:

1. Does the school have a faculty manual?

2. Does the faculty manual reflect the Code of Ethics for Professional Teachers?

3. Are there provisions in the manual regarding disciplinary actions or sanctions for
misbehavior, misconduct, or unethical practices of teachers?

4. Does the school provide trainings or re-orientation for teachers regarding the Code of
Ethics for Professional Teachers?

91
B. Review the Code of Ethics for Professional Teachers. Identify which of the ethical standards
promotes the enhancement of the teachers’ competency in terms of the following:

Knowledge

Skills

Attitude

|PROCESSING

A. Read carefully and answer the following questions.

1. What is the importance of the Code of Ethics to teachers?

2. How does the Code of Ethics influence the personal life of a teacher?

3. How does the Code of Ethics influence a teacher's competence?

4. In what aspect does the teacher need improvement?

5. How will you promote the Code of Ethics to fellow teachers?

B. Write an essay about the characteristics of an ideal teacher.

92
|REFLECTION

Complete the following:

1. I realized that

2. I believe that

93
3. I feel that

4. When I become a teacher, I will

LESSON 4 School Policies and Procedures

School policies and procedures serve as the operational guidelines of a school. This
lesson will help you demonstrate knowledge and understanding of school policies and procedures
to foster harmonious relationship with the wider school community. The objectives of this lesson
are the following:

1. analyze the importance of school policies and p

2. observe how school policies and procedures are implemented; and
3. analyze how school policies and procedures are developed.

|EDUCATION THEORY

94
The whole operation of a school lies in school policies and procedures. The school
administrator and teachers should be guided with the school's policies and adhere to the
procedures and guidelines for the successful implementation of school programs and projects.

School policies and procedures help schools in establishing rules and guidelines in the
operation and implementation of school programs and projects. It upholds the school's vision,
mission, goals and objectives that serve as a guide for school administrators, teachers, and
students in their everyday life on campus. School policies define the processes within the school
including the interaction among the school, leaners, parents, and members of the wider
community.

Some of the important factors considered in establishing a school policy are the provision
for the following:

1. safety and security; 11. guidance and counselling;

2. use of school facilities and 12. students with additional needs;
equipment; 13. disciplinary actions;
3. admission and retention; 14. administrative sanctions;
4. graduation; 15. faculty development;
5. teaching and learning; 16. human resource;
6. grading system; 17. quality assurance;
7. school fees; 18. community linkage;
8. school uniforms; 19. gender and development; and
9. educational trips; 20. academic records.
10. medical and dental services;

policies and procedures are developed at the institutional level. However, for private schools
in basic education, a set of minimum requirements is provided in the manual of regulations for
private basic education per DepEd Order No. 88, series of 2010, for their compliance. The manual
of regulation serves as a guide for private schools in basic education in implementing their
programs to ensure that the implementation anchored in the mandate of the DepEd.

|OBSERVATION

A. Interview the cooperating teacher. Ask the following questions

1. Does the school have policies and procedures?

2. When did the school establish these policies and procedures?

3. Who were involved in the crafting of the school policies and procedures?

95
4. Are the provisions of these policies and procedures in accordance with DepEd policies?

5. Does the school conduct consultation with parents prior to the approval and
implementation of the school policies and procedures?

6. Does the school implement the school policies and procedures?

7. Are the teachers aware all of the school policies and procedures?

8. Do school officials, teachers, and staff adhere to the school policies and procedures?

9. Are students and parents aware of the school policies?

10. Does the school conduct annual orientation on the school policies

B. Request help from your cooperating teacher. Explain the procedure on how school policies are
developed.

96
C. Request a copy of the school policies and procedures. Identify the important provisions
specified in the policies.

1. __________________________________________________________________________________________
2. __________________________________________________________________________________________
3. __________________________________________________________________________________________
4. __________________________________________________________________________________________
5. __________________________________________________________________________________________
6. __________________________________________________________________________________________
7. __________________________________________________________________________________________
8. __________________________________________________________________________________________
9. __________________________________________________________________________________________
10. __________________________________________________________________________________________

|PROCESSING

Read carefully and answer the following questions.

1. What is the importance of school policies and procedures to teachers and students?

2. What is the most important aspect to consider when developing a school policy?

3. What is the importance of stakeholders’ consultation when formulating a policy?

4. In the event that a problem occurs in the absence of school policy, what should a teacher
do to address the problem?

97
5. What are the things that the school needs to improve?

|REFLECTION

Complete the following:

1. I realized that

2. I believe that

3. I feel that

4. When I become a teacher, I will

Chapter VII

98
Personal Growth and Professional
Development

99
LESSON 1 Philosophy of Teaching

This lesson will help you understand that teachers’ practices are guided by beliefs and
values. These beliefs and values from part of the teachers’ philosophy of teaching. This lesson
will focus on the different philosophies of teaching. The objectives of this lesson are the
following:

1. identity the different philosophies of teaching; and

2. determine the teaching philosophy that can address the needs or the 21st century
learners.

|EDUCATION THEORY

How a teacher views teaching and learning is dependent on exposure, culture, and
training (Pajares 1992). Teachers’ practices in the classroom are basically an offshoot of
education and exposure. All these experiences form part of beliefs that become a basis of the
teacher’s philosophy.

The teaching philosophy influences content and pedagogy. Teaching philosophies can be
categorized into two: teacher-centered and student- or learner-centered. Teacher-centered
philosophy underscores the relevance of teachers in education. This kind of philosophy places an
emphasis on the teachers’ role in transmitting knowledge, skills, attitudes, and values. Teachers
who believe in this philosophy use tests to determine if the objectives are met. Essentialism and
Perennialism are two examples of a teacher-centered philosophy. Essentialism advocates the
teaching or basic skills in order to train the mind. These skills gradually become complex as
students’ progress to the next level. Core knowledge in different disciplines is essential and the
teachers should use lectures, memorization, drills, and assessment. Perennialism, on the other
hand, focuses on developing critical thinking skills, mastery of content in a sequential order and
reasoning skills (Lynch 2016).

Student- or learner-centered philosophy puts emphasis on how students learn. Teachers

focus on individual needs of students to make sure that they will benefit from the teaching-
learning process. Teachers who adhere to this philosophy focuses on maximizing the potential of
the students in order to equip them with knowledge, skills, and attitudes that will help them face
and overcome the challenges of the real world. Since teachers and students plan together the
relevant concepts to be taught and the way these concepts will be leaned, classes are less
structured and are more focused on problem-solving skills.

Progressivism, existentialism, and social reconstructionism are examples of a student-

centered philosophy. Progressivism believes in equipping students with the ability to learn
through hands-on engagement. Teachers are regarded as facilitators rather than a source of
information. Small group discussions and learning centers dominate the progressive classroom.
Existentialism, on the other hand, believes in giving the students opportunities to learn concepts
that interest them. Teachers who believe in existentialism believe that students should be able
to find meaning in whatever it is that they are learning. Thus, the classroom is equipped with
things that are of interest to students. Since students learn better when they have interest in the
subject matter, a typical existentialist classroom will have students learning different topics at
different rates. Social reconstructionism believes that schools can contribute to solving social
problems. Teachers who believe in social reconstructionism will engage students in projects or
activities that will enable them to address a social issue and create an impact in society (Lynch
2016).

100
In responding to the needs of the 21st century learners, a student- or learner-centered
philosophy is essential so that communication, creativity, collaboration, critical thinking, and
problem-solving skills will be developed.

|OBSERVATION

Observe a teacher for two weeks. Please write your observations on the following:

1. Classroom Layout

2. Teaching Methodology

3. Assessment

4. Materials

Other comments and observations

|PROCESSING

Read carefully and answer the following questions.

1. What do you think is the teaching philosophy of the teacher that you have observed?

2. Cite the reasons for your answer in the previous question.

101
3. How does the teacher’s philosophy of teaching impact the learners?

|REFLECTION

Complete the following:

1. I realized that

2. I believe that

3. I feel that

4. When I become a teacher, I will

102
LESSON 2 Dignity of Teaching as a Profession

This lesson will guide you in determining the qualities of a teacher, which promote and
contribute to the dignity of the teaching profession. More specifically, the objectives of this
lessons are the following:

1. discover personal traits of a good teacher; and

2. discuss professional traits that teachers should possess.

|EDUCATION THEORY

Teachers play a big role in the lives of students. Thus, teachers should possess personal
and professional qualities that will help students succeed in school and develop the love for
learning.

Pearson (2018) conducted a study to determine the personal qualities that students are
looking for in a teacher. Based on this study, students aged 15-19 cite the following
characteristics of effective teachers: relates well with students, nurturing, understanding, and
kind: knows students well, committed to the profession; and engages students in learning in
order to motivate them. In other words, students are not really focused on how much knowledge
the teachers can share, but are more concerned with how teachers can connect and establish a
relationship with them. This just goes to show that when teachers are able to establish a rapport
with students, it will be easier for students to learn (Peterson-DeLuca 2016).

In terms of professional qualities, effective teachers possess the following characteristics: taking
time to listen and help students, manages class well, collaborate with other professionals to
share expertise, constantly seeks ways to grow professionally, uses appropriate instructional
methods, has mastery of content, and is decisive (Goldberg 2003). These professional qualities
reveal that effective teachers go beyond the call of duty. Teachers should continue to update self
with knowledge a skills for the good of their students.

Observation

Observe a class. List down the personal and professional qualities of the cooperating
teacher, which, you think, contribute to the development of the students.

1. Personal qualities

2. Professional qualities

|PROCESSING

103
Read carefully and answer the following questions.

1. What do you think are the best qualities of the teacher that you have observed? Why?

2. How can the teacher continue to grow personally and professionally?

|REFLECTION

Complete the following:

1. I realized that

2. I believe that

3. I feel that

4. When I become a teacher, I will

104
LESSON 3 Professional Links with Colleagues

To grow professionally, teachers need to connect with other educators. This lesson will
understand the value of collaborating with other teachers. More specifically, this lesson will guide
you to:

1. discover the importance of collaborating with other teachers; and

2. discuss ways on how to link with other educators.

|EDUCATION THEORY

It is a recognized fact that teachers need to collaborate with one another to grow
professionally. Collaboration among teachers means working together to reflect on practices and
improve teaching (DuFour 2005). In recent years, schools have emphasized the need for
students to collaborate. In the same manner, educational leaders have also seen the importance
of collaboration in professional development (Robbins and Alvy 2003).

A study by Peterson in 2002 reveals that collaboration with colleagues is more significant
than short-term workshops or seminars. The reason behind this is that short-term workshops
may inspire teachers for a moment but will have little impact on the way they teach. However,
when teachers are given the opportunity to work together for a period of time, they establish a
relationship that can greatly impact the way they teach. When teachers share practices,
reflections, and experiences with colleagues whom they have been working with for quite some
time, they tend to learn more.

Thus, conversing about professional practice 1s necessary as it provides novice teachers

some kind of mentoring. It also allows seasoned teachers to renew their interest in teaching as
they are given the opportunity to share their expertise (Williams 2010).

If schools do not provide opportunities for collaboration, teachers need to look for
opportunities to link with colleagues. It is important to note that before professional relationships
can be established, teachers have a forge personal relationships with other teachers. There are
various ways of connecting with colleagues. First, find time to talk to colleagues. Second, ask
them about their experiences in the classroom. Ask for advice and listen to how they were able
to address similar concerns. Third, volunteer to work on a project with other teachers. The more
you engage yourself in projects, the more you will learn not only about the working style of your
colleagues but also about lessons on commitment, passion, and hard work.

|OBSERVATION

A. Ask the cooperating teacher if you can volunteer as shadow teacher for a day. List, down ways
on how the teacher borates with other teachers.

B. Interview the cooperating teacher. Ask the following questions:

105
1. In what ways do you collaborate with your colleagues?

2. Why do you need to collaborate with your colleagues?

3. What do you think are the advantages of collaborating with colleagues? What are the
disadvantages?

|PROCESSING

Read carefully and answer the following questions.

1. Do you think that linking with colleagues is important in teaching? Why? Why not?

2. How does collaborating with other teachers impact the students?

3. If you were the teacher, how will you collaborate with your colleagues?

|REFLECTION

Complete the following:

106
1. I realized that

2. I believe that

3. I feel that

4. When I become a teacher, I will

107
Professional Reflection and Learning to Improve
LESSON 4
Practice

To grow professionally, teachers need to reflect on their own practice. This lesson will
guide you in discovering the value of reflecting on your own practices to improve teaching. More
specifically, this les8On will help you to:

1. discover how reflecting on one own's practice can improve teaching and
2. determine various ways to engage in reflective practice.

|EDUCATION THEORY

People do not learn from experiences unless they reflect on these experiences (Dewey
1933). One of the ways in which teachers can improve the way they teach is to reflect on their
own practice. Reflective practice is a term used when teachers study their own experiences to
improve the Way they teach. It is a deliberate act to think about past, present, and future actions
in order to improve teaching (Harvey et al. 2016).

There are various ways of reflecting on one’s practice. This can be done using an
autobiography, student evaluation, per observation, and research (Brookfield 1995).
Autobiography is a way of documenting practices. This can be done in the form of journal writing,
portfolio, and other forms of writing that teachers can use to reflect on their practices in class.

Students are the direct recipients of teaching. They are 1m the best position to gauge
how teachers perform in class and how effectively they teach. Thus, student evaluations, which
can be done formally or informally, can best inform teachers about their practices. Peer
observation can inform teachers about the practices that they need to keep and improve.
Through peer observation, teachers can learn the best practices of their colleagues, ponder on
their own practices, and determine the ways to improve these practices. In trying to improve
their own practices, the teachers can also resort to studying researches and theories. Teachers
are guided on how practices can be further improved based on the result of studies conducted.

|INTERVIEW

A. Interview the cooperating teacher. Ask the following questions:

1. How do you evaluate your practices in the classroom?

2. Do you think it is necessary to evaluate one's own practices? Why or why not?

3. If given a choice, what do you think is the best way that you can do to help improve your
own practices?

|PROCESSING

108
Read carefully and answer the following questions.

1. How does the teacher reflect on her own practices?

2. What can you say about the way the teacher reflects on her own practices?

3. How do you think reflective practice can be further reinforced in schools?

|REFLECTION

Complete the following:

1. I realized that

2. I believe that

3. I feel that

4. When I become a teacher, I will

109

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