1

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

Name: ANGELICA MITCH M.

NATIVIDAD
Course/Year: BPED 4TH YEAR
Subject Teacher: ROSELYN CARAG

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FS 1
LEARNING EPISODE 1

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

The Learning Essentials

1. A physical environment conducive for learning is one that has consistent

Practices that:
o keep the school safe, clean, orderly and free from distraction,
o maintain facilities that provide challenging activities; and
o address the physical, social and psychological needs of the students

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

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

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

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 Instructional- They move students to respond and participate through

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

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

Resource Teacher: ________________ Teacher’s Signature_______________

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

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

steps:

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

a) Descriptive paragraph b) Photo essay

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

As you move around the campus, observations forms are provided

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

SCHOOL FACILITIES OBSERVATION CHECKLIST

Familiarized yourself with the different areas and facilities of the school.
Check the column to their availability. Give a brief description of those that

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are available, and say how each will contribute to the students' learning and
development.

Facilities Date Description Will it contribute to

the student’s
learning
development? Why?
The office is organized
Office of the and welcoming, serving
Principal as the administrative hub Yes, it promotes effective
of the school where school management and
policies are made and communication, which is
communication with essential for creating a
parents is facilitated. supportive learning
Yes, it fosters a love for
Library A well-stocked library reading, critical thinking,
with a variety of books, and independent
computers, and study research skills among
areas that encourage students, essential for
reading and research. academic success.
Yes, it provides students
Counseling Room A private space designed with access to guidance
for student counseling and support, helping
and support services, them navigate academic
promoting mental health pressures and personal
and well-being. challenges, which is
Yes, it encourages social
Canteen/Cafeteria interaction and provides
A lively space where nutritious meals that
students gather to eat support students'
and socialize, offering a physical health and well-
variety of healthy meal being, essential for
options. effective learning.
Yes, it ensures students'
Medical Clinic health needs are met
A small clinic staffed by a promptly, allowing them
nurse, equipped to to focus on their studies
handle minor health without health-related
issues and emergencies. distractions.
A facility equipped with
Audio multimedia resources Yes, it enhances learning
Visual/Learning such as projectors, through technology
Resource Center computers, and integration, catering to
educational software for different learning styles
interactive learning and making lessons more
experiences. engaging and effective.
A modern lab with Yes, it allows students to
Science equipment for apply theoretical
Laboratory experiments in various knowledge in practical
scientific disciplines, settings, fostering critical
promoting hands-on thinking and inquiry-

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based learning essential

learning. for science education.
Yes, it encourages
Gymnasium A spacious indoor facility physical activity and
for physical education teamwork among
classes and sports students, contributing to
activities, promoting their overall health and
fitness and teamwork. social skills development.
Yes, it provides a
Auditorium platform for students to
A large venue for school showcase their talents
events such as and develop public
assemblies, speaking skills while
performances, and promoting school unity
presentations that fosters through shared
community spirit. experiences.
Yes, it promotes
Outdoor/Garden environmental awareness
Green spaces that offer and provides a calming
areas for relaxation and space for students to
informal gatherings, unwind or engage in
enhancing the school's outdoor learning
aesthetic appeal. activities.
Yes, it prepares students
Home Economics A fully equipped kitchen for real-life challenges by
Room and classroom space teaching them essential
where students learn life life skills that promote
skills such as cooking, independence and
budgeting, and nutrition. responsibility.
A practical space Yes, it provides students
Industrial equipped with tools for with vocational skills that
Workshop Area hands-on learning in can lead to future career
technical subjects like opportunities while
woodworking or fostering creativity and
electronics. problem-solving abilities.
Yes, it strengthens the
PTA Office An office dedicated to the partnership between
Parent-Teacher parents and teachers,
Association activities that enhancing student
facilitate parental support systems through
involvement in school increased parental
events and decision- engagement in
making processes. educational initiatives.
Yes, maintaining hygiene
Comfort Room is crucial for student
(boys) comfort; clean facilities
Clean facilities providing contribute positively to
privacy for male students the overall school
during school hours. environment.
Clean facilities providing Yes, similar to the boys'
Comfort Room privacy for female comfort room; hygiene is
(girls) students during school vital for student comfort;

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clean facilities enhance

the overall school
hours. experience.

Others (please
specify)

An Observation Guide for the CLASSROOM VISIT

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

Guide Questions Classroom Observation Report

Tuguegarao City, located in the province of Cagayan, is a

1. Describe the community or vibrant and bustling urban center known for its rich cultural
neighborhood where the heritage and strong educational emphasis. The community
school is found surrounding Tuguegarao City Science High School (TCSHS)
is characterized by a mix of residential areas, local businesses,
and educational institutions. The residents are generally
supportive of educational initiatives, fostering an environment
that values academic excellence. The city is also known for its
warm climate and scenic landscapes, which contribute to a
lively atmosphere conducive to learning.
The TCSHS campus is visually appealing, featuring a blend of
2. Describe the school modern architecture and traditional Filipino design elements.
campus. What colors do you The predominant colors on the campus include bright blue and
see? What is the conditions white, symbolizing purity and knowledge. The buildings are
of the buildings well-maintained, showcasing a commitment to providing a
conducive learning environment. Classrooms are spacious and
equipped with essential learning tools, reflecting the school's
dedication to excellence in education. The landscaping
includes green spaces that offer students areas for relaxation
and informal gatherings.
The administrative offices at TCSHS exude professionalism
3. Pass by the offices. What and organization. Upon entering, one notices the neat
impression do you have of arrangement of documents and educational materials, which
these offices reflects the school's efficient management practices. The staff
members are approachable and dedicated, often seen engaging
with students and parents alike. This open-door policy fosters
a sense of community and support within the school

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environment, reinforcing TCSHS's reputation as a nurturing

institution for gifted students.
As I walked through the school halls, I observed vibrant
4. Walk through the school student artwork displayed on the walls, showcasing their
halls, the library, and the creativity and achievements in various subjects. The library is
cafeteria. Look around and well-stocked with a diverse range of books and resources that
find out the other facilities cater to students' academic needs, providing a quiet space for
that the school has study and research. The cafeteria is bustling with students
enjoying their meals together, promoting social interaction
among peers. Additionally, TCSHS boasts facilities such as
science laboratories equipped with modern technology,
computer rooms for digital learning, and recreational areas
that encourage physical activity and teamwork among
students.

Resource Teacher: ________________ Teacher’s Signature_______________

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

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

- The walls of the classroom are adorned with posters of national heroes like
José Rizal and Andres Bonifacio, as well as visuals of important religious
figures. Educational charts and infographics on subjects such as math and
science provide quick reference points, while a bulletin board displays
announcements and student achievements.

2. Examine how the pieces of furniture are arranged. Where is the teacher's
table located? How are the tables and chairs/ desks arranged?
- The teacher’s table is located at the front of the classroom, allowing for
easy visibility and interaction with students. Student desks are arranged in
clusters, promoting collaboration and facilitating group activities while
maintaining a clear line of sight to the teacher.

3. What learning materials/equipment are present?

- The classroom is equipped with essential learning materials, including a
whiteboard for notes and a projector for multimedia presentations.
Bookshelves filled with textbooks and science kits for hands-on learning
enhance the educational experience.

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

- Approximately 40 students occupy the classroom, creating an engaging

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atmosphere for discussions and collaborative work. This arrangement allows for
both peer interaction and individual attention from the teacher.

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

- The room is well-lit with natural light from large windows, complemented by
sufficient artificial lighting for cloudy days. It is also well-ventilated, with windows
that can be opened to provide fresh air circulation, ensuring a comfortable learning
environment.

An Observation Guide for the CLASSROOM VISIT

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

CLASSROOM FACILITIES MATRIX

Classroom Facilities Description

(location, number, arrangement,
condition)

The classroom walls are adorned with a variety of

1. Wall display educational displays, including posters of national
heroes such as José Rizal and Andres Bonifacio,
which are strategically placed to inspire students.
Additionally, there are visual aids related to current
lessons, such as infographics on the water cycle
and mathematical concepts, enhancing the
learning environment and reinforcing key topics.
The teacher's table is located at the front of the
2. Teacher’s Table classroom, positioned centrally to allow for easy
visibility and interaction with all students. It is in
good condition, providing ample space for teaching
materials and resources, which facilitates effective
lesson delivery and classroom management.
The learner's desks are arranged in clusters
3. Learner’s Desk throughout the classroom, promoting
collaborative learning and group discussions.
Each desk is in satisfactory condition, allowing

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students to work comfortably while fostering

an interactive learning atmosphere.
The blackboard is situated at the front of the
4. Blackboard classroom, easily accessible for both the
teacher and students. It is well-maintained,
with a smooth writing surface that supports
clear visibility since they are using white board
for all learners during instruction and
interactive activities.
The classroom is equipped with a variety of
5. Learning learning materials, including textbooks,
Materials/Visual Aids reference books on shelves, and science kits
for hands-on experiments. Visual aids such as
charts and diagrams are prominently displayed
around the room, supporting diverse learning
styles and enhancing student engagement in
various subjects.

Write your observation here.

Name of the School Observed: ______________________________________________

Location of the School: _____________________________________________________
Date to visit: ____________________________________________________________

How do the school campus and the classroom in particular impact the learning of
the students going to school? What are your conclusions?
- The school campus and classroom environment significantly impact student
learning by creating a conducive atmosphere for engagement and
interaction. A well-designed classroom that incorporates natural light, flexible
seating arrangements, and educational displays fosters a sense of belonging

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and motivation among students, ultimately enhancing their academic

performance and emotional well-being. Research indicates that elements
such as classroom design, lighting, and the arrangement of furniture can
influence students' focus, behavior, and overall learning experiences, making
the physical environment a critical factor in educational success.

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

- From my knowledge of child and adolescent development, it is clear that

students thrive in environments that support their social, emotional, and
cognitive needs. Facilitating learning requires creating spaces where students
feel safe, respected, and encouraged to express themselves; this aligns with
developmental theories emphasizing the importance of positive relationships
and supportive environments in promoting effective learning. Understanding
these principles allows educators to design classrooms that not only address
academic goals but also nurture the holistic development of each student.

1. Would you like to teach in the school environment you just observed? Why?
- Yes, I would like to teach in the school environment I just observed because it fosters a positive
and engaging atmosphere for both students and teachers. The presence of well-maintained
facilities, supportive staff, and a vibrant community dedicated to academic excellence creates an
ideal setting for effective teaching and learning.

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

- A conducive school campus is one that provides a safe, inclusive, and stimulating environment
for students. Key features include accessible facilities, green spaces for relaxation and outdoor
learning, well-equipped classrooms, and areas that promote social interaction among students,
all of which contribute to a holistic educational experience.

3. What kind of classroom is conducive to learning?

- A classroom conducive to learning is one that is organized, well-lit, and equipped with diverse
learning materials that cater to various learning styles. It should also encourage collaboration

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through flexible seating arrangements, provide a welcoming atmosphere with positive displays,
and maintain a respectful environment where students feel comfortable participating and
expressing their ideas.

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

- In the future, I can accomplish my vision of a conducive classroom by incorporating flexible
seating options that allow for group work and individual study. Additionally, I will prioritize
creating an inviting space with relevant educational displays and resources while fostering a
culture of respect and open communication among students to enhance their overall learning
experience.

5. Write your additional learning and insights here.

- My observations have reinforced the importance of the physical environment in education and
its impact on student engagement and achievement. I have learned that creating a supportive
classroom atmosphere goes beyond physical arrangements; it involves cultivating relationships,
understanding student needs, and adapting teaching strategies to ensure all learners feel valued
and motivated to succeed. This holistic approach is essential in facilitating effective learning
outcomes.

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observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

ACTIVITY 1.2 Observing bulletin board displays

Resource Teacher: ________________ Teacher’s Signature_______________

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

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

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

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

An Observation Guide for BOARD DISPLAYS

Read the following carefully before you observe.

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

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

report:

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

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

Evaluate it using the evaluation form below.

BOARD DISPLAYS EVALUATION FORM

Topic of the Board Display _________________________________

Loaction of the Board Display in School _______________________

Check the column that indicates your rating.write comments to

back up your ratings

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

Improvement

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

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

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

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

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

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

Bulletin Board Evaluated by:

Location:
Brief Description of the Bulletin Board:

Evaluation

Strengths Weaknesses
Description of the
Bulletin Board Layout

Evaluation of
Educational content
and other aspects

Recommendations/Suggestions for improvement

Signature of Evaluator over Printed Name:

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

MY BOARD DISPLAY LAY-OUT

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

- The purpose of the board display was to serve as an educational tool
that enhances student learning and engagement. By showcasing
important information, such as key concepts from lessons, inspirational
figures, and current events, the display aims to stimulate curiosity and
foster a sense of community within the classroom. It acts as a visual
reminder of what students are learning and encourages them to take
pride in their academic environment.

Did the board display design reflect the likes/interest of its target audience?
Why? Why not?
- Yes, the board display design seemed to reflect the interests of its
target audience—students. The use of vibrant colors, engaging visuals,
and relatable themes likely resonates with young learners, making the
content more appealing. Additionally, incorporating elements like
student artwork or achievements can create a sense of ownership and
pride among students, further connecting them to the material
presented.

Was the language used clear and simple for the target audience to
understand? Why? Why not?
- The language used on the board display was clear and simple, making
it accessible for students. It avoided overly complex terminology and
instead utilized straightforward phrases that effectively communicated
key ideas. This clarity is essential in ensuring that all students,
regardless of their reading level or background knowledge, can grasp
the information being presented.

Was the board display effective? Why? Why not?

- Yes, the board display was effective in its role as an educational
resource. It not only provided relevant information but also engaged
students visually, which can enhance retention and understanding. The
combination of visual aids with clear language helps cater to different
learning styles, making it a valuable tool for reinforcing classroom
lessons.

What suggestions can you make?

- To enhance the effectiveness of the board display further, I would suggest
incorporating interactive elements, such as QR codes that link to additional

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resources or videos related to the topics displayed. This could encourage

students to explore subjects more deeply and engage with technology in
their learning process. Additionally, rotating content regularly would keep
the display fresh and continuously relevant to current lessons or events,
maintaining student interest over time.

1. Name at least five skills that a teacher should have to be able to come
up with effective board display. Elaborate on why each skill is needed.
- Five skills that a teacher should have to create effective board displays
include creativity, communication skills, aesthetic skills, organizational skills,
and analytical skills. Creativity is essential because it allows teachers to design visually
appealing displays that capture students' attention and convey information effectively;
without creativity, a board display may fail to engage its audience. Communication skills
are vital for articulating ideas clearly and concisely, ensuring that the messages on the
display are easily understood by students. Aesthetic skills help in creating harmonious
and balanced designs that not only attract attention but also enhance comprehension of
the material presented. Organizational skills are necessary for arranging information
logically and neatly, making it easier for students to navigate the content. Lastly,
analytical skills enable teachers to assess the needs of their audience and tailor the display
accordingly, ensuring relevance and effectiveness.

2. Which skills do you still need to develop?

- The skills I still need to develop include aesthetic skills and analytical skills. While I have
a good grasp of creativity and communication, I recognize that my ability to create
visually striking designs could use improvement, as well as my capacity to analyze what
will resonate best with my target audience.

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

these skills?
- To improve my aesthetic skills, I plan to engage in online courses focused on graphic
design and visual communication, which will provide me with techniques for creating
more impactful displays. Additionally, I will seek feedback from peers on my designs to
identify areas for improvement. To enhance my analytical skills, I will practice by
observing existing board displays in various educational settings and reflecting on their
effectiveness in conveying messages. I will also conduct informal surveys among
students to gather insights about their preferences regarding visual learning materials.

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FS 1
LEARNING EPISODE 2
LEARNRES DIVERSITY:
DEVELOPMENTAL,
CHARACTERISTICS, NEEDS AND
INTEREST
INTENDED LEARNING OUTCOME
 At the end of this Episode, I must be able to describe the characteristics
needs, interest of learner from different development.

The Learning Essentials

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

1. Development is relatively orderly. Development follows directional patterns such

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

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observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

ACTIVITY 2.1 Observing learner characteristics at different

stages

Resource Teacher: ________________ Teacher’s Signature_______________

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

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

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

An Observation Guide for the Learners' Characteristics

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

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

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

Emotional

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1. Describe the emotional disposition or temperament of the learners.

(happy, sad, easily cries, mood-shifts
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they self-
conscious?

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

Learner’s Development Matrix

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

Development Preschool Elementary High College

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

Fine-motor skills

Self-help skills

Others
Social
Interaction with
Teachers

Interaction with
Classmates/friends

Interests

Others
Emotional
Moods and
temperament,
expression of feelings

Emotional
independence

Others
Cognitive

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Communication Skills

Thinking skills
Problem-solving

Others

Write the most salient developmental characteristics of the learners

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

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

Level Salient Implication to the

Characteristics Teaching-Learning
Process
Preschooler
Age range of learners
observed:____

Elementary
Age range of learners
observed:____

High School
Age range of learners
observed:____

College
Age range of learners
observed:____

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1. While you were observing the learners, did you recall your own experiences
when you were at their age what similarities or differences do you have with the
learners you observed?
While observing the learners, I was reminded of my own experiences at their age, particularly in
terms of the excitement and curiosity that comes with learning new concepts. Like the students I
observed, I often found myself engaged in group activities and discussions, which fostered a
sense of camaraderie and collaboration. However, one notable difference is the increased
reliance on technology in today’s classrooms; while I had access to some digital tools, the
current learners seem to integrate technology into their daily learning in a way that significantly
enhances their educational experience.

2. Think of a teacher you cannot forget for positive or negative reasons. How did
she/he help or not help you with your needs (physical, emotional, social, and
cognitive)? How did it affect you?
One teacher I cannot forget is my high school English teacher, who had a profound impact on my
development. She was incredibly supportive, always encouraging us to express our thoughts and
feelings through writing, which helped me build confidence in my cognitive abilities.
Additionally, she was attentive to our emotional needs, often checking in with students who
seemed overwhelmed or stressed. This nurturing approach not only made me feel valued but also
motivated me to strive for academic excellence. Conversely, there were moments when her
feedback could be overly critical, which sometimes left me feeling discouraged; however, it
ultimately taught me resilience and the importance of constructive criticism.

3. Share your other insights here.

Reflecting on my observations and experiences has reinforced the idea that effective teaching
goes beyond just delivering content; it involves understanding and addressing the diverse needs
of students. Every learner brings unique backgrounds and perspectives into the classroom, and it
is crucial for educators to create an inclusive environment that fosters growth in all areas—
physical, emotional, social, and cognitive. Moreover, I’ve realized that building strong
relationships with students can significantly enhance their learning experiences. As I move
forward in my teaching journey, I aim to incorporate these insights by being more attuned to my
students’ individual needs and creating a supportive atmosphere where they feel empowered to
learn and grow.

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

INTENDED LEARNING OUTCOME

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

 describe the characteristics and needs of learners from diverse

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

REVISIT the Learning Essentials

Here are principles and concepts relevant to this episode:

1. Principles of Development
a. Development and learning proceed at varying rates from child to
child, as well as at uneven rates across different areas of the child's
functioning. (NAEYC 2019)
b. Development and learning are maximized when learners are
challenged to achieve at a level just above their current level of

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

 27

mastery, and also when they have many opportunities to practice

newly acquired skills.
c. Differentiated instruction is a student-centered approach that aims
to match the learning content, activities and assessment to the
different characteristics, abilities, interests and needs of the
learners.

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

Effective teachers are knowledgeable about how issues related to the

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

Teachers who celebrate and leverage student diversity in the classroom:

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

3. Focus on Indigenous Peoples

A young teacher's approach to indigenous peoples starts with a keen
awareness of one’s own identity, including one's beliefs and cultural
practices. Through serious reflection one may realize that the self is a
product of all the influences of key people in one's life and the community,
real and virtual. Similarly, learners from indigenous groups carry with them
their beliefs, views and cultural, practices. One's attitude needs to be that of
openness and respect. Come in not with the view that one's own culture is
superior, we approach with the sincere willingness and deep interest to know
and understand the indigenous peoples' culture. We aim to make teaching-
learning facilitative rather than imposing.

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 28

a. From your professional education subjects/courses, most likely you

have discussed indigenous peoples in the Philippines. You learned
that our country has about 110 ethno-linguistic groups, majority of
which is in Mindanao, some in Northern Luzon and fewer in the
Visayas. (UNDP Philippines, 2010). They represent about 10-20% of
our total population. There are two big indigenous peoples groups
which have several smaller ethnic groups within them, the non-
muslim groups called the Lumads in Mindanao, and the Igorots in
Northern Luzon. Among others, we have the Badjaos, Ati and
Tumandok, Mangyans, and Aetas.

b. Republic Act 8371 (1997), the Indigenous Peoples' Rights Act,

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

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

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

a. Anchors the learning context on the ancestral domain, the

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

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2. Teaching Methodologies and Strategies. A culturally appropriate and

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

3. Learning Space and Environment. A culturally appropriate and

responsive curriculum recognizes that the ancestral domain where
IKSPs are experienced, lived, and learned is the primary learning
environment and learning space of indigenous learners.

4. Learning Resources. Instructional materials, and other learning

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

5. Classroom Assessment. Assessment shall be done utilizing tools

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

observe
OBSERVE, ANALYZE, REFLECT

reflect analyze

ACTIVITY 3.1 Observing differences among learner’s gender,

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

Resource Teacher: ________________ Teacher’s Signature_______________

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

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

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 30

To realize the Intended Learning Outcomes, work your way through

these steps:
Step 1. Observe a class in different parts of a school day. (Beginning of
the day, class time, recess, etc.)
Step 2. Describe the characteristics of the learners in terms of age,
gender, and social and cultural diversity.
Step 3. Describe the interaction that transpires inside and outside the
classroom.
Step 4. Interview your Resource Teacher about the principles and
practices that she uses in dealing with diversity in the
classroom.
Step 5. Analyze the impact of individual differences on learners'
interactions. The observation form is provided for me to
document my observations.

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An Observation Guide for the Learners'

Characteristics

Read the following carefully before you begin to observe. Then write your
observation report on the space provided on the next page.
1. Find out the number of students. Gather data as to their ages,
gender, racial groups, religious, and ethnic backgrounds.
During class:
1. How much interaction is there in the classroom? Describe how the
students interact with one another and with the teacher. Are there
groups that interact more with the teacher than others.
2. Observe the learners seated at the back and the front part of the
room. Do they behave and interact differently?
3. Describe the relationship among the learners. Do the learners
cooperate with or compete against each other?
4. Who among the students participate actively? Who among them ask
for most help?
5. When a student is called and cannot answer the teacher’s question,
do the classmates try to help him? Or do they raise their hands, so
that the teacher will call them instead?

Outside class:
1. How do the students group themselves outside class? Homogeneously,
by age?
by gender? by racial or ethnic groups? By their interests? Or are the
students in mixed social groupings? If so, describe the groupings.
2. Notice students who are alone and those who are not interacting.
Describe their behavior.
Interview the teachers and ask about their experience about learners in
difficult Circumstances. Request them to describe these circumstances and
how it has affected the learners. Ask about the strategies they use to help
these learners cope.
Ask the teachers about strategies they apply to address the needs of
diverse students due to the following factors:
 Gender, including LGBT
 Language and cultural differences
 Differences in religion
 Socio-economic status

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 32

OBSERVATION REPORT

Name of the School Observed: __________________________

School Address: ________________________________________

Date of Visit: ________________________________________

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

What makes the learners assume these roles? What factors affect their
behavior?
- In the classroom, various students play key roles that shape the dynamics of
relationships and interactions. For instance, there is often a class leader who
facilitates discussions and helps manage group activities, ensuring that everyone
stays on task. Additionally, a mascot or joker may emerge, using humor to lighten
the mood and foster a positive atmosphere, while an attention seeker might
engage in disruptive behavior to gain recognition from peers and the teacher. There
are also little teachers who assist classmates in understanding lessons,
demonstrating a willingness to help others, and doubters or pessimists who may
express skepticism about the material being taught. These roles often stem from
individual personality traits, social dynamics, and the classroom environment; factors
such as peer influence, teacher interactions, and personal experiences can
significantly affect how students behave and assume these roles.

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

What does the teacher do to address issues like this?

- During my observation, I noticed a student who appeared somewhat left out due to
their quieter demeanor and reluctance to participate in group activities. While not
overtly rejected, they were often overlooked by their peers, who tended to focus on
more outgoing classmates.To address this issue, the teacher implemented strategies
to foster inclusivity, such as structuring group activities that required all students to
contribute and encouraging discussions about the importance of including everyone.
The teacher also checked in with quieter students, offering support and prompting
them to share their thoughts. These actions helped create a classroom culture where
every student feels valued and respected, ultimately strengthening the overall
community.

3. How does the teacher influence the class interaction considering the
individual differences of the students?
- The teacher influences class interaction by recognizing and accommodating the
individual differences of students. By employing differentiated instruction, the teacher
tailors lessons to meet diverse learning needs, allowing students to engage with the
material in ways that resonate with their unique learning styles. This approach
encourages participation from all students, fostering a collaborative environment where
everyone feels valued and included.

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4. What strategies does the teacher use to maximize the benefits or

diversity in the classroom? How does the teacher leverage diversity?
- To maximize the benefits of diversity in the classroom, the teacher uses strategies such as
culturally responsive teaching and cooperative learning. By incorporating materials that
reflect the diverse backgrounds of students and encouraging group work, the teacher
leverages diversity to enhance learning experiences. This not only promotes
understanding and respect among students but also allows them to learn from each other's
perspectives, enriching the educational environment for everyone involved.

1. How did you feel being in that classroom? Did you feel the sense of
oneness or unity among the learners and between the teacher and the
learner?
- Being in that classroom, I felt a strong sense of oneness and unity
among the learners and between the teacher and the students. The
atmosphere was warm and welcoming, with students actively engaging
with one another during discussions and group activities. It was
evident that the teacher fostered a supportive environment where
every student felt encouraged to participate, contributing to a
collective sense of belonging. This positive dynamic not only enhanced
the learning experience but also created a community where students
felt comfortable expressing themselves and collaborating with their
peers. Overall, the interactions reflected a cohesive classroom culture
that prioritized inclusivity and mutual respect.

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Observing differences among learners with

ACTIVITY 3.2
disabilities, giftedness and talents

Resource Teacher: ________________ Teacher’s Signature_______________

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

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

1. Observe at least two of these classes.

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

Use observation guide provided for you to document your observations.

An Observation Guide for the Learners' Characteristics

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

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

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

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 36

OBSERVATION REPORT

Name of the School Observed: ____________________________________________________

School Address: _________________________________________________________________

Date of Visit: ___________________________________________________________________

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

 37

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

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________

2. Describe the differences in ability levels of the students in the class?

What practices or strategies are done or should be done to
differentiate instruction to meet the needs of the learners
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________

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

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

1. Recall the time when you were in elementary or high school.

Recall the high and low achievers in your class. How did your
teacher deal with differences in abilities? Was your teacher
effective?
- Reflecting on my time in elementary and high school, I remember that there were distinct
high and low achievers in my class. My teacher addressed these differences in abilities by
implementing differentiated instruction, offering additional support to struggling students
while providing advanced materials for those who excelled. This approach allowed all
students to learn at their own pace and helped create an inclusive environment. While my
teacher was generally effective in managing these differences, there were times when
certain students still felt overlooked, particularly those who needed more individualized
attention. Overall, though the strategies employed were beneficial, there was room for
improvement in ensuring that every student received the support they needed.

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 38

2. What dispositions and traits will you need as a future teacher to

meet the needs of the learners?
- As a future teacher, I will need several key dispositions and traits to effectively meet the
needs of my learners. First, empathy is essential; understanding the diverse backgrounds
and challenges my students face will enable me to connect with them on a personal level.
Additionally, flexibility will be crucial in adapting my teaching methods to accommodate
various learning styles and abilities. Patience is another important trait, as it allows me to
provide the necessary support without rushing students through their learning processes.
Furthermore, a strong sense of collaboration will help me work effectively with
colleagues and parents to create a supportive educational environment. Lastly,
maintaining a growth mindset will encourage both myself and my students to view
challenges as opportunities for development, fostering resilience and a love for learning.

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observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

OBSERVING THE SCHOOL EXPERIENCES OF

ACTIVITY 3.3
LEARNERS WHO BELONG TO INDIGENOUS
GROUPS
Resource Teacher: ________________ Teacher’s Signature_______________
School: _________________________
Grade/Year Level: ________________ Subject Area: _______ Date: _____

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

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

a. Ujah School of Living Traditions, Hungduan, Ifugao

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

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

permission from these schools before you visit.

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 40

If an actual visit is not feasible, consider a "virtual visit" through social

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

DepEd Indigenous Peoples Education Office. National Indigenous Month

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

3. Write your observation report.

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

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

AN OBSERVATION GUIDE FOR INDIGENEOUS PEOPLES EDUCATION

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

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

1. Before you observe, read about the specific IP group in the school you will
visit.
Know their norms and customary greetings. This will help you blend in the
school community and interact with respect.
2. Observe and note the different parts or areas of the school environment. How
are learning spaces arranged?
3. What activities do they do in these different areas of the school?
4. Who are the people who manage the school? Who are involved in teaching
the
Learners?
5. Observe how the teaching-learning process happen. Describe the learning
activities they have and the teaching strategies that the teacher uses.
6. Describe the interaction that is taking place between the teacher and learners,
among the teachers, and in the school in general.
7. What instructional materials and learning resources are they using?
Field Study 1 Observation of Teaching-Learning in Actual School Environment
 41

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

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 42

OBSERVATION REPORT

(You may include photos in here)

Name of the School Observed: ____________________________________________________

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

Date of Visit: ___________________________________________________________________

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

 43

Curriculum Design, Answer each question based on

Competencies, and Content your observation and interview data

1. Does the school foster a sense of Yes, the school fosters a sense of belonging to
belonging to one's ancestral domain, a one's ancestral domain and a deep understanding of
deep understanding of the community's the community's beliefs and practices. For
beliefs and practices? Cite examples example, students participate in local cultural
events and celebrations that highlight traditional
customs, allowing them to connect with their
heritage and understand its significance in their
daily lives.
2. Does the school show respect of the The school shows respect for the community's
community's expression of spirituality? expression of spirituality by incorporating local
how? spiritual practices into its curriculum and school
activities. This is evident through moments of
reflection or prayer during assemblies, where
students are encouraged to share their beliefs and
experiences, promoting an inclusive atmosphere.
3. Does the school foster in the indigenous The school fosters a deep appreciation of identity
learners a deep appreciation of their in indigenous learners by integrating lessons that
identity? How? emphasize their cultural history and values.
Activities such as storytelling sessions led by
community elders help students connect with their
roots and develop pride in their heritage.
4. Does the curriculum teach skills and Yes, the curriculum teaches skills and
competencies in the indigenous learners competencies that empower indigenous learners to
that will help them develop and protect develop and protect their ancestral domain and
their ancestral domain and culture? culture. This includes lessons on sustainable
practices related to land management, as well as
workshops focused on cultural preservation,
equipping students with the knowledge necessary
to advocate for their rights.
5. Does the curriculum link new concepts The curriculum effectively links new concepts and
and competencies to the life experience of competencies to the life experiences of the
the community? community by addressing local issues within
lessons. For instance, science classes might explore
environmental challenges faced by the community,
making learning relevant and applicable to
students' lives.
6.Do the teaching strategies help Teaching strategies employed in the classroom
strengthen, enrich, and complement the help strengthen and complement the community's
community's indigenous teaching- indigenous teaching processes by integrating
process ? traditional knowledge with modern educational
practices. This might involve using local languages
in instruction or applying culturally relevant
examples in problem-solving activities.
7.Does the curriculum maximize the use of The curriculum maximizes the use of the ancestral

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 44

the ancestral domain and activities of the domain by incorporating field trips to significant
community as relevant settings for cultural sites or involving students in community-
learning in combination with classroom- led projects that allow them to learn in real-world
based sessions? Cite examples. contexts. For example, students might engage in
conservation efforts within their ancestral lands,
linking classroom learning with practical
application.
8. Is cultural sensitivity to uphold culture, Cultural sensitivity is observed in the development
beliefs and practices, observed and of instructional materials by consulting culture
applied in the development and use of bearers from Indigenous Peoples to ensure that
instructional materials and learning resources accurately reflect their beliefs and
resources? How? (For example, Culture practices. This approach not only respects cultural
bearers of the Indigenous Peoples are
heritage but also encourages higher-order thinking
consulted.) Application of higher order
thinking skills? skills as students analyze and reflect on their own
cultures.
9 Do assessment practices consider Assessment practices consider community values
community values and culture? How? and culture by including criteria that reflect local
norms and expectations. For instance, assessments
may involve group projects that emphasize
collaboration and respect for differing viewpoints,
aligning with community values of cooperation.
10. Do assessment processes include Yes, assessment processes include the application
application of higher order thinking skills? of higher-order thinking skills by encouraging
students to analyze, evaluate, and create based on
what they have learned. This could be
demonstrated through project-based assessments
where students must apply critical thinking to solve
real-life problems related to their community or
culture.

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

- To promote and uphold indigenous people’s knowledge systems, practices, and

rights in schools, several key strategies can be implemented. First, integrating
indigenous knowledge into the curriculum is essential, ensuring that local beliefs
and histories are reflected in educational content. Actively engaging with
indigenous communities by collaborating with local elders for workshops can
enrich learning experiences and strengthen school-community ties. Additionally,
adopting culturally responsive teaching methods that respect diverse
backgrounds—such as storytelling and experiential learning—can enhance
student engagement. Supporting language preservation through bilingual
education further helps maintain cultural identity. Schools should also advocate
for policies that protect indigenous rights and ensure the effective implementation
of frameworks like the Indigenous Peoples Education (IPEd) Curriculum
Framework. Finally, adapting assessment practices to reflect indigenous values
allows students to demonstrate their understanding in meaningful ways. By

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 45

implementing these strategies, schools can create inclusive environments that

honor indigenous heritage and empower learners.

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

1. What new things did you learn about indigenous peoples?
- During my visit to the school with indigenous learners, I learned that indigenous peoples possess
rich cultural traditions and knowledge systems that are deeply connected to their ancestral
lands and communities. I discovered how their ways of knowing encompass not only historical
narratives but also sustainable practices that have been passed down through generations.
Additionally, I gained insight into the challenges they face in preserving their identity and rights
in contemporary society, including the importance of education that respects and integrates
their cultural heritage.

2. What did you appreciate most from your experience in visiting the
school with indigenous learners? Why?
- What I appreciated most from my experience visiting the school with indigenous learners was
witnessing the strong sense of community and belonging among the students. It was inspiring to
see how the school actively incorporated indigenous culture into daily activities, fostering an
environment where students felt proud of their heritage. The engagement of local elders in the
educational process highlighted the value placed on traditional knowledge and reinforced the
importance of intergenerational learning. This experience deepened my understanding of how
education can be a powerful tool for cultural preservation and empowerment.

3. For indigenous learners, as a future teacher, I promise these three

things:
3.1 be open to and respect indigenous peoples by
I will be open to and respect indigenous peoples by actively
listening to their voices and incorporating their perspectives into
my teaching practices, ensuring that their cultural knowledge is
valued and recognized in the classroom.

3.2 Uphold and celebrate their culture, belief and practices by

- I will uphold and celebrate their culture, beliefs, and practices by
integrating culturally relevant materials into the curriculum, organizing
events that highlight indigenous traditions, and creating a classroom
environment that honors diversity.

3.3 Advocate for indigenous peoples education by

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

 46

- I will advocate for indigenous peoples' education by promoting policies that support
culturally responsive teaching, collaborating with indigenous communities to develop
educational resources, and raising awareness about the importance of preserving
indigenous rights and knowledge within the broader educational framework.

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

INTENDED LEARNING OUTCOME

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

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

The Learning Essentials

1. Urie Bronfenbrenner’s biological model presents the learner within the

context of layer of relationship system that make up the learner’s
environment. The layers are:

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

 47

Microsystem Mesosystem Exosystem Macrosystem Chronosyste

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

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

2. Baumrind's Parenting Styles

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

Permissive. Parents are not firm or controlling. They have few

expectations. May be warm and caring but appear to be uninvolved
and uninterested.

Rejecting-Neglecting. Parents are disengaged from children. Neither

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

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

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

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

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independence and responsibility.

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

in their over-all functioning and adjustment.

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

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

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observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

OBSERVING THE LEARNER’S COMMUNITY

ACTIVITY 4.1 AND HOME ENVIRONMENT

Resource Teacher: ________________ Teacher’s Signature_______________

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

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

these steps:

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

USE THE ACTIVITY FORM FOR YOU TO DOCUMRNT YOUR

OBSERVATIONS

An Observation/Interview Guide for Home School

Link

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

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

of the domains of development:

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 physical-body built and height (thin, chubby, underweight,

overweight), level of physical activity (fast, slow, lethargic,
active, etc.)
 social-interaction with teachers and classmates (loner, shy,
sociable, friendly, gets into fights, liked by others, etc.)
 emotional moods, temperament, cries easily, loses temper,
happy, shows enthusiasm, excited, indifferent, etc.)
 cognitive (appears to understand lessons, copes With the
lessons, excels, lags behind, shows reasoning skills, turns in
assignments and requirements, etc.)

Interview the Teacher

1. What are the most noticeable characteristics of the learner?

(emotional disposition, behavior and discipline, sense of
responsibility, study habits, academic performance, relationship
with peers, relationship with adults, Social adjustment)
2. How does the teacher communicate with the parents? How often?
What do they discuss? How do they decide of the best course of
action to resolve issues or problems?
3. How does the teacher utilize resources in the community to support
the teaching-learning process? How does the teacher work with the
community to meet the needs of the learners?

Interview with Parents

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

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Suggested Parent Interview Guide

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

Learner’s Physical Aspect:

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

Emotional-Moral
1. What are your expectations of your child?
2. How do you provide a nurturing environment for your child?
3. Does your child go to you when she/he feels down or has a problem?
What do you do to meet his/her emotional needs?
4. What do you do when he/she is not successful in something?

How do you discipline your children?

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

Learner's Cognitive Aspect:

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

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

THE LEARNER’S DEVELOPMENT PROFILE (OUTLINE)

The Learner’s Development Profile

Name of the Learner: __________________________________________________

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

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

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

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

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

Cognitive Development
In paragraph form, describe the cognitive development of the learner. Combine

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the teacher's, parents' responses, and your own observations.

Findings
Write here your salient findings about the learner.

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

Recommendations
Write your recommendations.

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

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

Based on my home visit and interview, the learner appears to experience an authoritative
style of parenting. This conclusion is drawn from the balanced approach exhibited by the
parents, who provide both support and structure. They encourage open communication
and actively engage with their child's education, demonstrating warmth and
responsiveness while also setting clear expectations for behavior and academic
performance. This parenting style typically fosters independence and self-regulation in
children, which is reflected in the learner’s confidence and motivation in school.

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2. Relating your data with what you learned from child development, what family
factors do you think contribute to the development and over-all adjustment of
the learner in school?
Several family factors contribute to the development and overall adjustment of the learner in
school. A stable home environment characterized by emotional support and consistent routines
helps the learner feel secure, which is crucial for academic success. Additionally, parental
involvement in school activities—such as attending meetings or helping with homework—can
enhance the learner's motivation and engagement. Furthermore, exposure to diverse experiences,
such as cultural activities or community events, enriches the learner’s social skills and broadens
their understanding of the world.

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

learner? If yes, what are these effects?
Yes, communication between home and school significantly affects the learner. Positive
communication fosters a supportive network that enhances the learner's confidence and academic
performance. When parents are informed about school activities, policies, and their child’s
progress, they can provide better support at home. Conversely, a lack of communication can lead
to misunderstandings or disengagement from both parents and teachers, potentially hindering the
learner’s adjustment and performance in school.

4. How can the teacher partner with the community to contribute to the
development and learning of the students? Who are the people or which
institutions can the teacher tap to seek advice regarding the development and
learning of students?
Teachers can partner with the community to contribute to students' development and learning by
collaborating with local organizations, cultural groups, and educational institutions. Engaging
with community leaders, such as elders or local activists, can provide valuable insights into
culturally relevant teaching practices that resonate with students’ backgrounds. Additionally,
partnerships with local businesses or non-profits can offer resources for extracurricular activities
or mentorship programs. Teachers can also seek advice from child development specialists or
educational psychologists within the community to address specific learning needs or behavioral
concerns of students. By leveraging these connections, teachers can create a more holistic
educational experience that supports student growth both academically and socially.

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1. Reflect on your own development as a child. What type of parenting

did you experience?
Reflecting on my own development as a child, I experienced a combination of authoritative and
supportive parenting. My parents provided a nurturing environment that encouraged open
communication and independence while also setting clear expectations for behavior and
academic performance. They were actively involved in my education, attending school events
and helping with homework, which fostered a sense of responsibility and motivation in me. This
balanced approach allowed me to develop self-confidence and resilience, as I felt both supported
and challenged to reach my potential.

2. As a future teacher, how would you establish good homeschool

collaboration? How can you work well with the parents? How can you
help them? How can they help you?
As a future teacher, I would establish good homeschool collaboration by fostering open lines of
communication with parents from the outset. This can be achieved through regular updates via
newsletters, emails, or parent-teacher conferences that keep families informed about classroom
activities and their child's progress. To work well with parents, I would encourage their
involvement in the classroom by inviting them to participate in events or volunteer opportunities,
creating a sense of community and shared responsibility for their children's education. I can help
parents by providing resources or workshops on topics such as effective study habits or
supporting their child's learning at home. In turn, parents can assist me by sharing insights about
their child's strengths, interests, and any challenges they may face, allowing me to tailor my
teaching strategies to better meet their needs. By building this collaborative relationship, we can
create a supportive network that enhances the educational experience for students.

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FS 1
LEARNING EPISODE 5

CREATING AN APPROPRIATE LEARNING

ENVIRONMENT
INTENDED LEARNING OUTCOME

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

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

The Learning Essentials

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

 Specific classroom rules and procedures are clear.

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

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observe
OBSERVE, ANALYZE, REFLECT

reflect analyze

MANAGING TIME. SPACE AND LEARNING

ACTIVITY 5.1
RESOURCES

Resource Teacher: ________________ Teacher’s Signature_______________

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

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

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

- The learners in my class are predominantly 14 to 15 years old,

typical for this educational stage. They exhibit a diverse range of
interests and abilities, reflective of TCSHS’s reputation for excellence
in science and mathematics. The school attracts intellectually gifted
students, which is evident in their enthusiasm and engagement
during lessons.

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

- In my class, there are 17 boys and 22 girls, making a total of 39

students.

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

- The students generally demonstrate an ability to manage their own

behavior effectively. Most of them show respect towards each other

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and the learning environment. They are capable of self-regulation

during class activities, although occasional distractions do occur,
typical for this age group. Encouragingly, they respond well to
reminders about classroom expectations.

4. Can the learners already work independently?

- The learners are developing their ability to work independently.
Many students can complete assignments without constant
supervision and show initiative in group projects. However, some still
require guidance, especially when tackling complex tasks or
unfamiliar topics. This balance between independence and support is
crucial for their growth.

5. Describe their span of attention.

- The span of attention among my students varies; on average, they
can focus for about 15 to 20 minutes before needing a break or
change in activity. During engaging lessons or interactive activities,
their attention can extend beyond this range. Incorporating varied
teaching methods helps maintain their interest and keeps them
actively involved in learning.

Analyze and answer these questions on observed classroom

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

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

- In my observations at Tuguegarao City Science High School, I noted that

the classroom is organized with designated areas for specific purposes, such
as storage for teaching aids, books, and students’ belongings. The presence
of these areas significantly contributes to a clutter-free environment, which
enhances focus and learning; without them, disorganization could hinder
both teaching and student engagement.

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2. Are there rules and procedures posted in the room? List them down. Do
these rules reinforce positive behavior?
- The classroom rules are prominently displayed and include guidelines such
as respecting others, raising hands before speaking, staying on task, and
being prepared for class. These rules effectively reinforce positive behavior
by fostering an atmosphere of respect and accountability among students.

3. Did the students participate in making the classroom rules? If the

Resource Teacher is
available, ask him/her to describe the process. What's the effect of student’s
participation in rule-making on student's behavior?
- Students actively participated in creating the classroom rules during
the first week of school through a guided discussion led by the
Resource Teacher. This involvement not only empowers students but
also increases their commitment to following the rules, as they feel a
sense of ownership over their classroom environment.

4.What are the daily routines done by the Resource Teacher? (prayer,
attendance, assignment of monitors, warm-up activities, etc.) How are they
done?
- Daily routines in the classroom include prayer, attendance taking,
assigning monitors for various tasks, and engaging warm-up activities.
These routines provide structure to the day and help students
transition smoothly into learning activities, setting a positive tone for
the class.

5.Is there a seating arrangement? What is the basis of this arrangement?

Does this help managing the class?
- The seating arrangement consists of clusters of four desks, which
encourages collaboration and peer interaction during group work. This
arrangement not only facilitates easier monitoring by the teacher but also
enhances student engagement through teamwork.

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

- The noise level in the classroom is generally well-managed, with the
Resource Teacher using non-verbal cues like raising her hand to signal
when it’s time to quiet down. Additionally, she employs a timer during
discussions to help maintain appropriate noise levels while keeping
students focused on their tasks.

7. If a learner is not following instruction or is off-task, what does the

Resource Teacher do? Describe the behavior strategies used.
- When a student is off-task, the Resource Teacher employs strategies
such as verbal reminders and redirecting attention through targeted

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questions. For persistent off-task behavior, she addresses issues

privately after class to avoid embarrassing students and to encourage
better focus in future lessons.

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

(behavior strategies)
- To reinforce positive behaviors, the Resource Teacher utilizes praise and recognition
for students who adhere to classroom expectations. She also implements a points
system where students can earn rewards for consistent good behavior, further
motivating them to engage positively in the learning environment.

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Reflection as a future teacher

1. Why do you need to enforce positive discipline?
________________________________________________________________________
________________________________________________________________________
___________________________________________________

IDENTIFYING THE DIFFERENT ASPECTS OF

ACTIVITY 5.2 CLASSROOM MANAGEMENT

Resource Teacher: ________________ Teacher’s Signature_______________

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

CLASSROOM MANAGEMENT MATRIX

Observe a class and accomplish the given matrix.
Aspects of Description Effect of the
Classroom Learners
Management (to be filled out after you
answer the analysis question)
1. Specific Areas in the Designated areas for Promotes organization and
classroom teaching aids, supplies, reduces distractions,
and personal belongings. enhancing focus.
2. Classroom Rules
Clear rules regarding Encourages accountability
respect, participation, and and positive interactions
preparedness. among students.
3. Classroom Procedures Provides structure, helping
Established procedures for students understand
transitions and activities. expectations.
4. Daily Routines Consistent routines such Creates a predictable
as prayer, attendance, and environment that supports
warm-ups. learning readiness.

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5. Seating arrangement Enhances teamwork and

Clusters of desks to peer learning opportunities
facilitate collaboration. among students.
6. Handling
misbehavior/off-task Use of verbal reminders Helps students refocus on
behavior and private discussions for tasks without disrupting
redirection. the class environment.
7. Reinforcement of Motivates students to
Positive Behavior Praise, recognition, and a engage positively and
points system for good reinforces desired
behavior. behaviors.

1. How did the classroom organization and routines affect the learners’
behavior?
- The organization of the classroom and established routines
significantly improved learners' behavior by providing a structured
environment where expectations were clear. Students were more
focused and engaged in their tasks because they understood what was
required of them at each stage of the lesson.

2. What should the teacher have in mind when she/he designs the
classroom organization and routines? What theories and principles
should you have in mind?
- When designing classroom organization and routines, a teacher should
consider principles from behaviorism, which emphasizes reinforcement
of positive behaviors, as well as constructivist theories that promote
student engagement through collaborative learning environments.
Additionally, understanding developmental psychology is crucial to
create age-appropriate routines that cater to students' needs.

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

the learners? In motivating students? Why were they effective?
- Effective behavior strategies included verbal reminders for off-task
behavior and positive reinforcement through praise and rewards for
good conduct. These strategies were effective because they
encouraged students to remain engaged while also fostering a sense of
accomplishment when they adhered to classroom expectations.

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Reflect on the following and write your insights.

1. Imagine yourself organizing your classroom in the future. In what level
do you see yourself? What routines and procedures would you consider
for this level? Why?
- In my future classroom, I envision myself teaching at the middle school
level, where I would implement routines such as daily check-ins to
assess student well-being, structured group work sessions to promote
collaboration, and clear transitions between activities to maintain
engagement. These routines are crucial at this developmental stage as
they help establish a sense of stability while encouraging social
interaction.
2. Make the list of the rules you are likely to implement in this level. Why
would you choose these rules?
- I would implement rules such as:
 Respect everyone in the classroom.
 Raise your hand before speaking.
 Stay focused on your work.
 Come prepared with materials.
I chose these rules because they promote a respectful learning
environment, encourage active participation, ensure that students remain
engaged in their tasks, and prepare them for academic responsibilities.

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

- Yes, learners should be involved in making class rules because this
participation fosters a sense of ownership and responsibility towards
their behavior in the classroom. When students contribute to rule-
making, they are more likely to understand the importance of these
guidelines and adhere to them consistently, leading to a more
harmonious learning environment.

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SHOW Your Learning Artifacts

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

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FS 1
LEARNING EPISODE 6

CLASSROOM MANAGEMENT AND

CLASROOM ROUTINES

INTENDED LEARNING OUTCOME

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

 identify the classroom routines set by the teacher; and

 observe how the students execute the various classroom routines

The Learning Essentials

Routines are the backbone of daily classroom life. They facilitate

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

 Establishing routines early in the school year:

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

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observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

OBSERVING CLASSROOM MANAGEMENT AND

ACTIVITY 6.1
ROUTINES

Resource Teacher: ________________ Teacher’s Signature_______________

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

Observe the classroom routines of the Resource Teacher by accomplishing

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

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18. Movement between activities /

19. Use of classroom supplies /
20. Checking of assignments /
Others, please specify.

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

1. Were the routines effective in ensuring discipline and order in the class? Why?
Why not?
- The routines observed in the classroom were indeed effective in ensuring
discipline and order. The structured approach to classroom management, such
as having clear procedures for entering and exiting the classroom, transitioning
between activities, and submitting materials, created a predictable environment
for students. This predictability helps reduce anxiety and confusion, allowing
students to focus more on their learning rather than on navigating the logistics of
the classroom. Additionally, routines like passing papers and working in pairs
were executed smoothly, which minimized disruptions and maintained a sense of
order throughout the lesson. However, some routines, such as lining up and
walking in line, were not observed. The absence of these specific routines may
have contributed to occasional moments of chaos during transitions. Overall,
while most routines were effective in maintaining discipline, the lack of certain
systematic procedures could lead to inconsistencies in student behavior during
transitions.

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

your answer.

- Several routines were systematic and consistently implemented throughout

my observations. For instance, the movement into the classroom was
orderly; students entered calmly and took their seats without unnecessary
noise or disruption. Similarly, the transition between classroom activities was
managed with clear verbal cues from the Resource Teacher, who would
signal when it was time to shift focus or begin a new task. This consistency
allowed students to anticipate changes and respond appropriately.
Additionally, routines such as asking questions during lessons and working
with pairs/groups were also systematically integrated into daily activities.
The Resource Teacher encouraged student participation by fostering an
environment where questions were welcomed, reinforcing engagement and
collaboration among peers. These consistent practices not only promoted
discipline but also enhanced student involvement in their learning process.

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Overall, the systematic implementation of these routines contributed

significantly to maintaining an organized and respectful classroom
atmosphere.

Reflect on the various routines observed.

1. Which of the routines will you most likely apply in your class? Why? Why not?
In my future classroom, I will most likely apply several routines that I observed
during my time at Tuguegarao City Science High School, particularly those
related to classroom entry and exit, transitioning between activities,
and student participation in discussions. Classroom Entry and Exit:
Establishing a routine for how students enter and exit the classroom is crucial for
setting a positive tone at the beginning and end of each lesson. I believe that
having students enter quietly, take their seats promptly, and prepare for the day’s
activities fosters an environment conducive to learning. This routine minimizes
disruptions and helps students mentally transition into the learning mindset.
Transitioning Between Activities: I found the systematic approach to
transitioning between activities very effective. Using verbal cues or signals to
indicate when it’s time to change tasks keeps students focused and reduces
downtime. This practice not only maintains engagement but also teaches
students to be responsive to changes in the classroom environment, which is a
valuable skill for their overall development. Student Participation in
Discussions: Encouraging students to ask questions and participate actively
during lessons is another routine I intend to implement. This not only promotes
critical thinking but also empowers students to take ownership of their learning.
By creating an open atmosphere where questions are welcomed, I can enhance
student engagement and foster a collaborative learning environment. Overall,
these routines contribute to a structured yet dynamic classroom atmosphere that
supports effective teaching and learning. By incorporating them into my own
practice, I aim to create a classroom environment where students feel respected,
engaged, and motivated to learn.

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Listing Down Classroom Rules

ACTIVITY 6.2

Resource Teacher: ________________ Teacher’s Signature_______________

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

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

Classroom rules are imperative and must be reinforced for learners"

safety and security. Rules also teach discipline and self-control. Rules
eliminate stress and will provide a more pleasant, secured and non-
threatening environment. Rules ensure the students' engagement and focus
in their classroom activities.

Classroom Rules Importance

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

activity.

Fosters a safe and supportive

2. Respect others. learning environment.
Encourages orderly communication
and gives everyone a chance to
3. Raise your hand before speaking. participate.
Promotes focus and productivity
4. Stay on task. during lessons.
Ensures that students have the
necessary tools for learning,
5. Come prepared with materials. minimizing disruptions.

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

1. Read directions well: This rule likely emerged from past experiences where students
misunderstood assignments, leading to errors and frustration. By emphasizing the importance of
reading directions carefully, the Resource Teacher aims to reduce confusion and enhance
student performance.
2. Respect others: This rule is fundamental in any classroom setting, as it promotes a culture of
kindness and acceptance. It was likely formulated in response to instances of disrespect or
bullying, recognizing that a respectful environment is essential for effective learning.
3. Raise your hand before speaking: This rule helps manage classroom discussions and ensures that
all voices are heard without chaos. It probably developed from previous experiences where
students interrupted each other, leading to confusion and a lack of structure during
conversations.
4. Stay on task: The need for this rule arises from observations of students becoming easily
distracted during lessons. By encouraging students to remain focused, the Resource Teacher
aims to maximize learning time and minimize disruptions.
5. Come prepared with materials: This rule is crucial for maintaining an efficient classroom
environment. It likely stems from instances where students were unprepared, causing delays in
activities and disrupting the flow of lessons.

2. Are classroom rules really important?

Classroom rules are indeed important as they establish a framework for behavior
that promotes safety, security, and respect among students. They teach
discipline and self-control, which are essential skills for academic success and
personal development. Furthermore, rules help eliminate stress by providing
clear expectations, allowing students to feel secure in their learning environment.

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Reflect on the various classroom rules set by the resource Teacher.

Will you have the same rules? What rules are you going to employ? Explain
your answer.
- Reflecting on the various classroom rules set by the Resource Teacher,
I recognize the importance of having similar guidelines in my own
classroom. I would adopt rules such as "Respect others," "Raise your
hand before speaking," and "Stay on task," as they are foundational to
creating a positive learning atmosphere. However, I might also
consider incorporating additional rules that emphasize collaboration
and responsibility, such as "Work cooperatively with classmates" and
"Take responsibility for your actions." These rules would not only
promote individual accountability but also encourage teamwork among
students, which is vital in today’s collaborative learning environments.
In conclusion, while I will maintain many of the same rules observed in
my practice teacher's classroom, I will also adapt them to fit my
teaching style and the specific needs of my future students, ensuring a
supportive and engaging classroom environment for all learners.

SHOW Your Learning Artifacts

Take some snapshots of the classroom routines employed by the

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

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

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

 Identify the two aspects of classroom management; and

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

The Learning Essentials

Classroom management refers to the wide variety of skills and

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

Ref: http://www.ehow.comn

Two aspects of Classroom Management.

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1. Personal Classroom Management consists of managing your own self to

ensure order and discipline in your class. It includes:
1.1 voice
1.2 personal grooming
1.3 attendance
1.4 punctuality
1.5 personal graciousness

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

of your class

2. Physical Classroom Management consists of managing the learning

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

Some Effective Classroom Management Strategies

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

Ref. prodigygame.com

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observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

IDENTIFYING PERSONAL AND PHYSICAL

ACTIVITY 7.1
ASPECTS OF CLASSROOM MANAGEMENT

Resource Teacher: ________________ Teacher’s Signature_______________

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

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

Aspects of Classroom Management YE NO

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

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Analyze the different elements of personal/physical classroom

management and answer the following questions
1. How does the voice of the teacher affect the classroom instructions?
- Yes, the voice of the teacher is an essential factor so that the students can attain and understand the lessons.
2. How does the punctuality of the teacher affect classroom discipline?

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

management?
- The environment or surrounding of the classroom can affect the
learnings of students. If the classroom is dirty and noisy, it will distract
the student to learn that can lead to zero learning.
-

Reflect on the aspect of personal and classroom management.

1. What does the statement mean to you as a future teacher? Explain.
“No amount of good instruction will come out without effective
classroom management”
- A teacher can’t deliver an instruction or lesson even how good it is or
how prepared the teacher is, if there’s no classroom management then
it is useless. Classroom management is important as how the teachers
should deliver the lesson, it must be planned and organize.
2. What are your plans in ensuring effective classroom management?
- - I will establish clear expectations and routines while building positive
relationships with my students. Additionally, I will incorporate engaging
instructional strategies and use proximity control to maintain student
engagement and address off-task behavior promptly.

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

Resource Teacher: ________________ Teacher’s Signature_______________

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

Observe the classroom management strategies that your Resource

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

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Analyze the checklist you have accomplished and answer the given
questions:
1. How many strategies were employed by the Resource Teacher? Did
these contribute to the better classroom management? Explain your
answer.
- The Resource Teacher employed ten strategies, which significantly
contributed to better classroom management by promoting a
structured environment where students understood expectations and
felt encouraged to participate actively in their learning process. The
use of modeling behavior, establishing guidelines, and addressing
misbehavior quickly helped maintain discipline while fostering a
positive atmosphere.

2. What were not used by the Resource Teacher? Were these important?
What should have been used instead? Explain.
- The strategies not observed included encouraging initiative from
students, celebrating group efforts, interviewing students for their
needs, considering peer teaching, assigning open-ended projects, and
writing group contracts. These strategies are important as they
promote student agency, collaboration, and deeper engagement with
learning tasks; incorporating them could enhance student motivation
and ownership over their education.

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

given question.

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

respond to diverse types of learners?
- To effectively respond to diverse types of learners, I plan to employ
differentiated instruction techniques that cater to various learning
styles and abilities within my classroom. This includes using varied
instructional methods such as visual aids for visual learners, hands-on
activities for kinesthetic learners, and discussions for auditory learners.
Additionally, I will implement flexible grouping strategies that allow
students to work in different configurations—pairs, small groups, or
independently—based on their needs for specific tasks or projects. By

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fostering an inclusive environment that values each student's unique

contributions and learning preferences, I aim to create a supportive
atmosphere where all learners can thrive academically and socially.

SHOW Your Learning Artifacts

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

management strategies used by your Resource Teacher.

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FS 1
LEARNING EPISODE 8
CLOSE ENCOUNTER WITH THE
SCHOOL CURRICULUM

INTENDED LEARNING OUTCOME

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

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

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

The Learning Essentials

School Curriculum: What is this about?

From a broad perspective, curriculum is defined as the total learning

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

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

 The enhanced curriculum K to12 curriculum is the

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

 A curriculum that has been planned, and taught needs materials,

objects, gadgets, laboratory and many more that will help the
teacher implement the curriculum. This is referred to as the
Supported Curriculum.
 In order to find out if the teacher has succeeded in implementing
the lesson plan, an assessment shall be made. It can be done in

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

So what will be the roles and responsibilities of the teacher in the

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

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observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

CURRICULA IN THE SCHOOL SETTING

ACTIVITY 8.1

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

Resource Teacher: ________________ Teacher’s Signature_______________

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

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

Type of Curriculum Where Found Description

1. Recommended The K to 12 Guidelines are
Curriculum (K to comprehensive documents
12 Guidelines) outlining the educational
framework, including key
learning areas and
competencies expected
from students. They serve
as a foundational guideline
Department of Education for curriculum
(DepEd) office, DepEd implementation across
website schools.
2. Written Curriculum Teacher’s file or school The written curriculum is
(Teacher's administration office represented in lesson
Lesson Plan) plans created by teachers,
detailing objectives,
activities, and assessments
aligned with the
recommended curriculum.
These documents provide
a roadmap for daily

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instruction.
3. Taught Curriculum The taught curriculum is
(Teaching observed during class
Learning Process) sessions where teachers
implement lesson plans
through lectures, group
work, and hands-on
activities, demonstrating
how content is delivered to
Classroom during lessons students.
4. Supported Curriculum Supported curriculum
(Subject includes textbooks and
textbook) supplementary materials
that provide content and
resources needed for
teaching and learning.
These materials are
essential for helping
students grasp concepts
Classrooms, library effectively.
5. Assessed Curriculum The assessed curriculum is
(Assessment Process) evident during quizzes,
tests, and projects that
evaluate student
understanding and
mastery of the subject
matter, providing feedback
Classroom during on their learning
assessments outcomes.
6. Learned Curriculum The learned curriculum
(Achieved reflects what students
Learning Outcomes) have internalized through
their assignments,
projects, and assessments,
showcasing their
understanding and skills
Student work samples and acquired throughout the
assessments course.
7. Hidden Curriculum The hidden curriculum
(Media) encompasses the implicit
lessons learned through
interactions, media
exposure, and classroom
culture that influence
student behavior and
School environment, media attitudes beyond formal
used in lessons instruction.

Which of the seven types curriculum in the school setting is easy to find? Why?

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- The recommended curriculum (K to 12 Guidelines) is typically the easiest type

of curriculum to find in a school setting. It is formally documented and made
available through the Department of Education (DepEd) offices, their official
website, and distributed to schools for implementation. This curriculum serves as
a foundational framework that outlines the educational goals, subjects, and
competencies expected from students, making it accessible for teachers and
administrators.
Which is difficult to observe? Why?
- The hidden curriculum is often the most difficult type of curriculum to observe
directly. It encompasses the implicit lessons, values, and social norms that
students learn through the school culture and environment rather than through
explicit teaching. Because it is not formally documented or planned, it can be
challenging to identify and assess how these unspoken rules and expectations
influence student behavior and attitudes.

Are these all found in the school setting? How do curricula relate to one another?
- Yes, all seven types of curriculums can be found in a school setting, albeit in
varying degrees of visibility and accessibility. The different types of curriculum
are interrelated and collectively contribute to a comprehensive educational
experience. The recommended curriculum informs the written curriculum, which
guides the taught curriculum. The supported curriculum provides resources for
both teaching and learning, while the assessed curriculum evaluates the
effectiveness of both the taught curriculum and the learned outcomes. The
hidden curriculum subtly influences all aspects by shaping students' attitudes and
behaviors within the educational environment.

Draw a diagram to show the relationship of one curriculum to the other.

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Recommended Curriculum
↓
Written Curriculum
↓
Taught Curriculum
↓
Supported Curriculum
↓
Assessed Curriculum
↓
Learned Curriculum
↓
Hidden Curriculum

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Make a reflection on the diagram that you have drawn.

- In this diagram, each type of curriculum flows into the next, illustrating how they build upon
one another to create a holistic educational framework. The hidden curriculum operates
alongside these types but does not follow a linear path; instead, it permeates all interactions
within the school environment, influencing how students engage with each aspect of their
education.

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THE MINISCULE SCHOOL CURRICULUM: THE

ACTIVITY 8.2 LESSON, A CLOSER LOOK

Resource Teacher: ________________ Teacher’s Signature_______________

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

This activity requires a full lesson observation from Motivation to

Assessment,

Procedure:

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

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

Observe and Record Observation on the Following Aspects

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

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

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

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c. How did the teacher engage the learners?

d. Was the teacher a guide at the side?
e. Were the learners on task?/ Or were they
participating in the class activity?
f. Was the lesson finished within the class period?

c. Did learning occur in the lesson taught? Here you make

Evaluating/Assessin observations to find evidence of learning.
g a, Were the objectives as learned outcomes achieved?
b. How did the teacher assess/evaluate it?
c. What evidence was shown? Get pieces of evidence.

Write a paragraph based on the data you gathered using these key
questions?
1. How does the teacher whom you observed compare to the ideal characteristics
or competencies of global quality teachers?
- The teacher I observed exemplified many of the ideal characteristics of global
quality teachers, including strong subject knowledge, effective communication
skills, and a commitment to student engagement. She demonstrated adaptability
by modifying her teaching strategies to meet the diverse needs of her students,
fostering an inclusive learning environment. Additionally, her ability to create
meaningful connections between the lesson content and real-world applications
resonated with students, enhancing their understanding and interest in the
subject matter.

2. Was the lesson implemented as planned? Describe.

- Yes, the lesson was implemented as planned. The teacher followed her lesson
plan closely, starting with a clear introduction that outlined the objectives for the
day. She utilized a variety of instructional strategies, including group work and
interactive discussions, which kept students engaged throughout the lesson.
Transitions between activities were smooth, and she effectively managed time to
ensure that all planned content was covered without feeling rushed.

3. Can you describe the disposition of the teacher after the lesson was taught?
Happy and eager? Satisfied and contented? Disappointed and exhausted?
- After the lesson was taught, the teacher appeared satisfied and contented. She
took a moment to reflect on the students' engagement and understanding during
the class and expressed happiness about their active participation. Her positive
demeanor suggested that she felt accomplished in achieving her lesson
objectives and fostering a productive learning environment.

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4. Can you describe the majority of students' reactions after the lesson was taught?
Confused? Happy and eager? Contented? No reactions at all.
- The majority of students reacted positively after the lesson was taught; they were
happy and eager to share their thoughts and ask questions. Many students actively
participated in the follow-up discussion, indicating that they were not only engaged but
also understood the material well. Their enthusiasm suggested that they appreciated
the lesson and were motivated to continue exploring the topic further.

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

Make a short paragraph on the topic.

- I will prepare my lesson plan by incorporating a variety of instructional strategies that
promote student engagement and cater to diverse learning styles. I will begin with a clear
set of objectives aligned with the curriculum standards, ensuring that students understand
what they are expected to learn. The lesson will include interactive elements such as
group discussions and hands-on activities to foster collaboration and critical thinking.
Additionally, I will integrate formative assessments throughout the lesson to gauge
student understanding and provide timely feedback. By creating a structured yet flexible
lesson plan, I aim to cultivate an inclusive learning environment where all students feel
motivated and supported in their learning journey.

ACTIVITY 8.3
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CONSTRUCTIVE ALIGNMENT OF THE COMPONENTS OF A LESSON

PLAN

Resource Teacher: ________________ Teacher’s Signature_______________

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

Using the diagram below fill the component part of s

lesson plan
I. Title of the Lesson: ________________________________________
II. Subject Area: ____________________________________________
III. Grade/Year level: __________________________________________

Teaching
Outcomes Assessment
Method

Fill this up Fill this up Fill this up

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Answer the following questions based on the diagram.

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

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

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

________________________________________________________________
_______________________________________________________________
________________________________________________________________

What lessons have you learned in developing or writing a lesson

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

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SHOW Your Learning Artifacts

Learning Artifacts for Activity 1-3

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

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

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

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

Lesson Outcomes Teaching Methods Evaluation

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FS 1
LEARNING EPISODE 9

PREPARING FOR TEACHING AND

LEARNING

INTENDED LEARNING OUTCOME

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

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

The Learning Essentials

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

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

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

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

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

observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

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

Observe a class with the use of the principles of learning

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

Principles of Learning What did the Resource Teacher

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do to apply the principle of

learning?

1. Effective learning begins with the The Resource Teacher clearly

setting of clear and high outlined the lesson objectives at the
expectations of learning outcomes. beginning of the class, stating what
students were expected to learn and
achieve by the end of the lesson.
This included specific skills related
to physical fitness and health
awareness.
2. Learning is an active process. The teacher engaged students in
hands-on activities, such as group
exercises and interactive
discussions, allowing them to
actively participate in their learning
rather than passively receiving
information.
3. Learning is the discovery of The teacher encouraged students to
personal meaning and relevance of relate health concepts to their own
ideas. lives by discussing their dietary
habits and fitness routines,
prompting them to reflect on
personal experiences and how they
connect to the lesson content.
4. Learning is a cooperative and a Students were divided into small
collaborative process. Learning is groups for collaborative projects
enhanced in an atmosphere of where they worked together to
cooperation and collaboration. create presentations on different
aspects of nutrition and exercise,
fostering teamwork and peer
learning.

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

MOST APPLIED
- The principle that was most applied was Learning is an active
process. The Resource Teacher effectively engaged students through
hands-on activities and discussions that encouraged participation.

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LEAST APPLIED
- The principle that was least applied was Learning is a cooperative
and collaborative process. While there were some group activities,
not all students were fully engaged in collaboration, as some groups
worked more independently than collaboratively.

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

- To enhance cooperation, the teacher could have implemented
structured roles within groups (e.g., leader, note-taker, presenter) to
ensure that all students participated actively in their group discussions
and projects

From one of the principles of learning, which one do yo think is the

most important?
- I believe that Effective learning begins with the setting of clear and
high expectations of learning outcomes is the most important principle.
When students understand what is expected of them and have clear
goals to aim for, they are more likely to take ownership of their
learning process. Clear objectives provide direction and motivation,
helping students focus their efforts on achieving specific outcomes,
which ultimately enhances their engagement and success in the
classroom.

IDENTIFYING LEARNING OUTCOMES THAT

ACTIVITY 9.2 ARE ALLIGNED WITH LEARNING
COMPETENCIES

Resource Teacher: ________________ Teacher’s Signature_______________

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

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

Learning Outcomes (Smart Achieved

Objectives)
Yes No Yes No
1
2
3
4
5

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

1.

2.

3.

4.

5.

Do a smart objectives make the lesson more focused?

________________________________________________________________________
________________________________________________________________________
___________________________________________________

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_________________________________________________________________

Reflect on the Lesson learned in determining SMART learning

outcomes.
________________________________________________________________________
________________________________________________________________________
___________________________________________________
_________________________________________________________________

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DISTINGUISHING BETWEEN INDUCTIVE AND

ACTIVITY 9.3 DEDUCTIVE METHODS OF TEACHING

Resource Teacher: ________________ Teacher’s Signature_______________

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

I will observe one Resource Teacher with the use of this observation sheet.
Using the guide questions, I shall reflect on my observations and analysis.
Teacher-centered Student-centered
Did the teacher lecture all the time? Were students involved in the
teaching-learning process? How? Or
were they mere passive recipients of
instruction?

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

Was class atmosphere competitive? Was class atmosphere

Why? collaborative? Why?

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

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What teaching-learning practice shows that teaching approach was:

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

b) inquiry-based

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

d) reflective

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

f) collaborative - Students worked together.

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

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1. What are possible consequences of teaching purely subject matter for

mastery and for the test?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________

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

Reflect on Principles of teaching worth applying.

_____________________________________________________________________________
______________________________________________________________________
_______________________________________________________________

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SHOW Your Learning Artifacts

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

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FS 1
LEARNING EPISODE 10

THE INSTRUCTIONAL CYCLE

INTENDED LEARNING OUTCOME

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

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

The Learning Essentials

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

Realizing the importance of these guiding principles in teaching and

learning, the

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Department of Education promotes Standards-and Competency-Based

teaching with its K to 12 Curriculum Guide. The Technical Education Skills
Development Authority (TESDA) has been ahead of DepEd and the
Commission on Higher Education (CHED) in the practice of Competency
Standards-Based teaching and Assessment. CHED requires all higher
education institutions in the country to go outcome-based education (OBE) in
its CHED Memo 46, s. 2012. Outcome based teaching and learning (OBTL) is
OBE applied in the teaching-learning process. It is equivalent to competency-
based and standards-based teaching and learning in the Kto12 Curriculum.
When you apply OBTL you see to it that the teaching-learning activities
(TLAs) and in turn the Assessment Tasks (ATs) are aligned with the intended
learning outcomes. In other words, in OBTL you first establish your intended
learning outcomes (lesson objectives). Then you determine which teaching-
learning activities (TLAs) and also the assessment tasks (ATS) you will have
to use to find out if you attained your ILO's.

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

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

Likewise, it is also important that teachers must be able to have a

mastery of the art of questioning and reacting techniques to ensure the
effective delivery of instruction.

These are the types of questions that teachers ask.

Types of Questions that Teachers As

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

level With one acceptable answer

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

/Higher- acceptable
order/Conceptual answer

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

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d. application

e. problem-solving

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

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

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observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

APPLYING THE GUIDING PRINCIPLES IN THE

ACTIVITY 10.1 SELECTION AND USE OF STRATEGIES

Resource Teacher: ________________ Teacher’s Signature_______________

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

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

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

2. Learning is an active process. Students were actively engaged in

discussions, group activities, and
practical demonstrations during the
lesson. They participated in role-
playing scenarios related to health
topics, which encouraged them to
apply what they learned in a
dynamic way.
3. A non-threatening atmosphere The classroom environment was
enhances learning supportive; the teacher encouraged
questions and provided positive
reinforcement, making students feel
comfortable sharing their thoughts
and ideas without fear of judgment.
4. Emotion has the power to The teacher effectively linked health
increase retention and learning. topics to real-life situations, which
heightened emotional engagement
among students. Emotional
connections can significantly
increase retention and
understanding, as students are

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more likely to remember information

that resonates with their personal
experiences
5. Good teaching goes beyond recall Good teaching transcends mere
of information. recall of facts; it involves critical
thinking and application of
knowledge. The lessons encouraged
students to analyze health-related
scenarios rather than just memorize
information, fostering a deeper
understanding of concepts
6. Learning is meaningful when it is Lessons were designed to connect
connected to students' everyday academic content with students'
life. daily lives, making learning
meaningful. When students see the
relevance of what they are learning,
they are more likely to engage
deeply with the material
7. An integrated teaching approach The use of an integrated teaching
is far approach was evident as various
more effective than teaching subjects were interconnected within
isolated bits of information the lessons. This method proved
more effective than teaching
isolated bits of information, as it
helped students see the bigger
picture and understand how
different concepts relate to one
another

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

- The question of the "best" teaching method is complex and may not
have a definitive answer. Effective teaching often involves a blend of
strategies tailored to meet diverse student needs and learning styles.
Research suggests that evidence-based practices—such as active
learning, clear lesson goals, and formative assessments—tend to yield
significant improvements in student outcome. Ultimately, the most
effective method is one that fosters engagement, encourages critical
thinking, and connects learning to real-life contexts.

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Reflect on this question.

How do we select the appropriate strategy for our lessons?
- Selecting the appropriate strategy for lessons involves several key
considerations. First, understanding student needs is crucial;
recognizing diverse learning styles and differentiating instruction can
help tailor approaches to engage all learners effectively. Setting clear
learning objectives guides the choice of strategies that align with
desired outcomes, such as using active learning techniques to foster
participation. Incorporating evidence-based practices, like blended
learning, enhances engagement and allows for self-paced exploration.
Flexibility is essential; being responsive to student feedback during
lessons enables adjustments to improve understanding. Finally,
reflective practice after each lesson helps educators identify what
worked and what didn’t, fostering continuous improvement in teaching
methods. By integrating these elements, teachers can create engaging
and effective learning experiences that meet the needs of all students.

ACTIVITY 10.2 DETERMINING OUTCOMES BASED TEACHING

AND LEARNING

Resource Teacher: ________________ Teacher’s Signature_______________

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

Observe a class and answer the following questions.

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

outcomes (LOs) at the beginning of the class? Did he/she share
them with the class? How?
- Yes, the teacher clearly stated the learning objectives at the
beginning of the class. She shared them with the students by writing
them on the board and verbally explaining each objective. This
approach ensured that all students understood what they were
expected to learn by the end of the lesson, fostering a sense of
purpose and direction.

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2. What teaching-learning activities (TLAs) did he/she use? Did these

TLAs help him/her attain his/her lesson objectives/ ILOs? Explain
your answer.
- The teacher employed a variety of teaching-learning activities,
including group discussions, interactive demonstrations, and role-
playing exercises. These TLAs effectively supported the lesson
objectives by actively engaging students in the learning process.
For instance, during a discussion on health topics, students
collaborated in small groups to analyze case studies, which
reinforced their understanding of real-world applications. The
hands-on nature of the activities allowed students to apply
theoretical concepts practically, thereby meeting the intended
learning outcomes.
3. What assessment task/s did teacher employ? Is/Are these aligned to
the lesson objectives/ ILOs?
- The teacher used formative assessments such as quizzes and group
presentations to evaluate student understanding throughout the
lesson. These assessment tasks were aligned with the lesson
objectives, as they required students to demonstrate their
knowledge and application of the concepts discussed. The quizzes
provided immediate feedback on individual comprehension, while
group presentations encouraged collaboration and deeper analysis
of health topics.

What are your thoughts about Outcome-Based Teaching and Learning

(OBTL)?
- Outcome-Based Teaching and Learning (OBTL) is an effective
educational approach that emphasizes aligning teaching methods and
assessments with clearly defined learning outcomes. I appreciate that
OBTL focuses on what students should be able to do by the end of a
lesson or course, promoting accountability for both educators and
learners. This approach encourages active engagement and critical
thinking, as students are not merely memorizing information but are
required to apply their knowledge in meaningful ways.

Reflect on the use of OBTL

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- I believe it fosters a more student-centered learning environment

where learners take ownership of their educational journey. By clearly
defining expected outcomes, teachers can design lessons that are
more relevant and engaging for students. Additionally, OBTL
encourages continuous assessment and feedback, which can help
identify areas for improvement and support personalized learning
paths. Overall, OBTL enhances educational effectiveness by ensuring
that all teaching efforts are directed toward achieving specific,
measurable outcomes that benefit student learning.

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ACTIVITY 10.3 APPLYING EFFECTIVE QUESTIONING

TECHNIQUES

Resource Teacher: ________________ Teacher’s Signature_______________

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

Observe a class activity. You shall focus on the

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

Types of Question Examples of Questions that the

Resource Teacher Asked
1. Factual/ Convergent Closed/ Low  "What are the main
level
components of a
healthy diet?"

2. Divergent/ Higher -order/ Open-

ended/
Conceptual

a. evaluation  "How would you evaluate

the impact of nutrition on
physical performance?"

b. inference  "What can we infer about

the relationship between
exercise and mental
health?"

c. comparison  "How does aerobic

exercise differ from
anaerobic exercise in
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terms of benefits?"

d. application  "How would you apply

what you've learned
about health to create
a personal fitness
plan?"

e. problem-solving "What strategies can

we develop to
encourage our peers
to adopt healthier
lifestyles?
3. Affective "How do you feel when you participate
in physical activities?"

Neil Postman once said: "Children go to school as question marks and

leave school as Periods!” Does this have something to do with the type of
questions that teachers ask and the questioning and reacting techniques
that they employ?
- Neil Postman’s assertion that "children go to school as
question marks and leave school as periods" highlights the
critical role that teachers' questioning techniques play in
shaping students' intellectual curiosity. The types of
questions posed by teachers significantly influence how
students engage with learning. When educators primarily
ask closed-ended questions, they may limit students'
exploration and critical thinking, leading to a more rigid
understanding of concepts. In contrast, open-ended
questions encourage students to think deeply, explore
various perspectives, and maintain their natural curiosity
throughout their educational journey.

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Reflect on the importance of using various reacting techniques

- Utilizing a variety of questioning techniques is essential for fostering a rich

learning environment. Diverse questioning strategies not only enhance
student engagement but also promote critical thinking and creativity. Open-
ended and affective questions encourage students to express their thoughts
and feelings, facilitating discussions that deepen understanding and
connection to the material. Additionally, employing higher-order questions
helps develop problem-solving skills and encourages students to apply their
knowledge in real-world contexts. By creating a classroom atmosphere
where questioning is valued, teachers can cultivate lifelong learners who
remain inquisitive and engaged long after they leave school.

- SHOW Your Learning Artifacts

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

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FS 1
LEARNING EPISODE 11

UTILIZING TEACHING-LEARNING
RESOURCES AND ICT

INTENDED LEARNING OUTCOME

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

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

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

The Learning Essentials

UNESCO ICT Competency Framework for Teachers Version 3 (ICT CFT

v3, 2018) The Information and Communications Technology Competency
Framework for Teachers (ICT
CFT) version 3 is a comprehensive framework guide teachers' development
on the effective and appropriate use of ICT in education. It highlights what
teachers should know and do clustered in six aspects, namely: 1.
Understanding ICT in Education, 2. Curriculum and Assessment, 3. Pedagogy,
4. Application of Digital Skills, 5. Organization and administration, and 6.
Teacher Professional Learning.

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Similar to the PPST, the ICT CFT also articulated competencies in levels
which guide teachers as they develop their 1CT skills from Level 1,
Knowledge Acquisition, to Level 2, Knowledge Deepening, and Level 3,
Knowledge Creation. The Commission on Higher Education Teacher
Education Curricula (2017) includes the UNESCO ICT CFT so most likely you
have The activities here are meant for you to observe, analyze and reflect
about the competencies
tackled this in your Technology for Teaching and Learning classes.
It will be good to review the UNESCO ICT CFT v3 framework as you
work in this episode. discussed in the framework. (Access it
at https://www.open.edu/openlearncreate/pluginfile.
php/306820/mod_resource/content/2/UNESCO%20ICT%20Competency
%20Framewor %20V3. pdf)

The Learning Resource Center

1. A school usually sets up a center that will provide valuable support to

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

Technology Integration

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The Technology Integration Matrix provides a comprehensive

framework for you to define and evaluate technology integration. It will
provide you direction and guide you in the process of achieving effective
teaching with technology. The teacher's integration of technology in
instruction can be described as progressing in 5 levels: entry, adoption,
adaptation, infusion and finally transformation.
The teacher also works at creating a learning environment that
encourages and enables quality technology integration. The interdependent
characteristics of the learning environment are being active, collaborative,
constructive, authentic, and goal-directed.
The Technology Integration Matrix connects the Levels of Technology
Integration and the Characteristics of the Learning Environment. Examine
the matrix below. To make you understand how integration is done in each
of the levels and environment, explore the TIM website and learn from the
many interesting videos showing technology integration. Go to
http:/fcit. usf.edu/matrix/matrix.php

Observing Technology Integration in the Classroom

Levels of Technology Integration into the curriculum
Adaptation: The Transformation: The
Adoption: The Infusion: The
teacher teacher creates à
teacher directs teacher creates
encourages rich
students in the a learning
Technology Entry: The teacher uses
conventional use of
tool- based
adaptation of
tool-based
environment
that infuses the
learning
environment In

Integration technology to deliver

Curriculum content to
software. If such
software is
software by
allowing students
power of
technology
which students
regularly engage in

Matrix students.
available, this level
is the
to select a tool
and modify its use
tools throughout
the day and
activities that would
have been
to impossible to
recommended across subject
accomplish the achieve without
entry point. areas
task at hand technology.

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

Throughout the Technology enables

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

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

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 124

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

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

(Reproduced with permission of the Florida Center for Instructional

Technology, College of Education, University of South Florida, fcit.usf.edu)

Evaluation of ICT Resources

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

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

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

1S accurate, free from error and is up-to-date.
2. Appropriateness. The resource is grade/level-appropriate. The
content matches what is needed by the teacher.
3. Clarity. The resource clearly addresses the instructional goals in
mind.
4. Completeness. The content is complete. It has all the information
needed to be able to use them.
5. Motivation. The resource is engaging and rewarding to learners. It
will encourage the active participation of the learners.
6. Organization. The resource is logically sequenced. It clearly
indicates which steps should be taken. The procedures or processes
flow smoothly.

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

Education 4.0
Shwab described the 4th wave of the industrial revolution. The
unprecedented speed at which technology is evolving has disrupted many
vital processes that involve how we run production, businesses and
consequently how we teach and learn. The following Technology trends have
huge potential to transform the ways we teach and learn (UNESCO, 2018):
1. Open Educational Resources (OER). OERs are materials that can be
used for teaching and learning that do not require payment of royalties nor
license fees. There is an abundance of OERs in the form of textbooks course
materials, curriculum maps, streaming videos, multimedia apps, podcasts,
and many others. They can have a significant impact on education as they
are made available and easily accessible in the internet. Be sure to explore
them to help you work on this episode
2. Social Networks. Social networks have revolutionized the' way we interact,
learn about things and share information. Sites and apps such as facebook,
twitter, Instagram provide a virtual venue for teachers and learners to work
together interact among themselves and with other classrooms locally and
globally
3. Mobile Technologies. Filipinos are one of the most active on the internet,
and also one who sends the greatest number of text messages per day. This
indicates the high number of mobile device users. These devices can also be
used as a learning tool by allowing teachers and students more opportunities
to learn inside and even outside the classroom.
4. The Internet of Things. lot is a system of computing mechanisms that
become built-in into many everyday things, that allow sending and receiving
data through the internet. A lot of things have turned "smart." We have
smart cars that can navigate on its own. Smart houses that monitor
temperature and light. Smart TVs that interface with the internet. Watches
that send our vital signs to our doctors. All of these development can
influence the way we teach and learn.
5. Artificial Intelligence. Commonly, artificial intelligence is associated
when computers or machine simulate thinking and behaviors of humans
such as talking, learning and solving problems. Virtual assistants such as Siri,
Alexa, Bixby and Google assistant are near samples of Al. Among others,

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uses of Al in education can be in the areas of gamificationand adaptive

instruction for learners with special needs.

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

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

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

8. Coding. Coding is a skill necessary to create computer software, apps,

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

9. Ethics and privacy protection. We have repeatedly heard about how

quickly technology is changing and impacting our lives. Through all this, It is
crucial to ensure that human values and principles govern or guide our use
of technology. Ethical practices that protect the rights of every person need
to be upheld.

“Fundamental Digital skills for 21st

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

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Create PLNs, Use blogs and Create

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

Create digital Curate, organize and Create digital quizzes

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

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Massive Open On-line Courses

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

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observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

ACTIVITY 11.1 VISITING THE LEARNING RESOURCE CENTER

Resource Teacher: ________________ Teacher’s Signature_______________

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

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

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

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

An Observation Guide for a

LEARNING RESOURCE CENTER

Read the following statements carefully before you observe.

1. Go around the Learning Resource Center.

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

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5. Familiarize yourself with the guidelines and procedures. Take photos

of the center (if allowed).

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

Name of Centered Observed:

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

LIST OF AVAILABLE LEARNING RESOURCES

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

2. Audio Resources  Educational

podcasts
 Audiobooks
 Music for learning
activities

3. Non electronic  Charts and

Visual Resources posters
 Flashcards
 Models and
manipulatives

4. ICT Resources  Computers and tablets

 Interactive whiteboards
 Educational software
and applications

Impression about the LRC

- The Learning Resource Center is well-organized, providing a diverse

range of materials that cater to various learning styles. It fosters an
engaging environment for both teachers and students, encouraging

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exploration and collaboration.

Name and Signature of Observer

Name and Signature of the Learning Resource Center In-charge

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

their functions and characteristics?
- Yes, the learning resources are organized by type and function, making
it easy to locate specific materials based on teaching needs. Print
resources are grouped together, while audio and visual materials are
clearly labeled, facilitating efficient access.

2. Do the guidelines and procedures facilitate easy access to the

materials by the teachers? Why? Why not?
- Yes, the guidelines are clear and straightforward, allowing teachers to
easily understand how to check out materials and where to find them.
The layout is intuitive, minimizing time spent searching for resources.

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

- The strengths include a wide variety of resources that cater to different
learning styles, a welcoming atmosphere that encourages
collaboration, and well-trained staff who are ready to assist both
teachers and students.
4. What are its weaknesses?
- One weakness is that some resources may be outdated or in need of
replacement. Additionally, there may be limited access to certain ICT
resources during peak usage times, which can hinder effective
planning.
5. What suggestions can you make?
- I suggest regularly updating the collection of resources to include
current materials and technologies. Additionally, implementing a

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reservation system for high-demand ICT resources could improve

accessibility.

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1. Which or the materials in the Learning Resource Center caught your interest the
most? Why?
- The interactive whiteboard caught my interest because it offers dynamic ways to
engage students through multimedia presentations and collaborative activities,
enhancing the learning experience.

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

- I am confident in using computers and basic educational software, as well as
operating audio equipment for presentations.

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

- I feel I need to learn more about using interactive whiteboards effectively, particularly
in creating engaging lessons that incorporate technology seamlessly into teaching.

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observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

OBSERVING TECHNOLOGY INTEGRATION IN

ACTIVITY 11.2
THE CLASSROOM

Resource Teacher: ________________ Teacher’s Signature_______________

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

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

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

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

Class Observation Guide

Read the following questions and instructions carefully before you

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

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OBSERVATION SHEET NO.REPORT

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

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UTILIZATION OF TEACHING AIDS FORM

Grade/Year Level of Class Observed:

Date of Observation:

Subject Matter:

Brief Description of Teaching Approach Used by the teacher:

Teaching Aids Strengths Weaknesses Appropriateness

used of Teaching Aids
(Enumarate in bullet Used
form)

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

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

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

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

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observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

ACTIVITY 3.1 EXPLORING EDUCATION 4.0

Resource Teacher: ________________ Teacher’s Signature_______________

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

Explore Education 4.0 through these steps:

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

Class Observation Guide

Read the following statements carefully before you observe.

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

____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________

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

____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________

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

____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________

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

Electronic Resources Evaluation Form

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

Lesson Objectives/Learning
Outcomes

Name and Describe Describe

Type of the how you
Electronic electroni can use it
Resource c if you
(include Put a check if the resource satisfies the criterion. were to
Author teach in
publisher the class
source). you
observed
Accurat Appropria Clear Complet Motivatin Organize
e te e g d

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1. Describe your experience in surfing the internet for appropriate

electronic resources for the class? What made it easy? Difficult?
____________________________________________________________________________
____________________________________________________________________________
_______________________________________________________

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

What did you consider?
____________________________________________________________________________
____________________________________________________________________________
_______________________________________________________

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

4. Reflect on your technology skills. What skills do you already have,

and what skills would you continue to work on to be better at
utilizing education 4.0 resources?
____________________________________________________________________________
____________________________________________________________________________
_______________________________________________________

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

INTENDED LEARNING OUTCOME

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

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

The Learning Essentials

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

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have saved ourselves from doing had we given time to find out if the
lesson was understood while still teaching.
 Assessment for learning encourages peer assessment.

observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

OBSERVING ASSESSMENT FOR LEARNING

ACTIVITY 12.1 PRACTICES (FORMATIVE ASSESSMENT)

Resource Teacher: ________________ Teacher’s Signature_______________

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

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

What Teacher Said Tal Tot

ly al

"Can someone explain what we just discussed?"

"How does this concept relate to your own experiences?"

"Who can summarize the main points?"

"If you’re confused, raise your hand."

"Let’s take a moment to think about this."

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2. Did the teacher ask the class "Did you understand"? If she did, what
was the class response?
- Yes, the teacher asked the class, "Did you understand?" The class
responded with mixed reactions; some students nodded affirmatively,
while others looked uncertain or remained silent. This indicated that
not all students felt confident in their understanding.

3. Did the students make the teacher feel or sense they did not
understand the lesson or a part of the lesson? How?
- Yes, several students made it clear that they did not fully understand
parts of the lesson. For instance, some students furrowed their brows,
whispered to each other, or hesitated to answer questions.
Additionally, a few students raised their hands but did not respond
when called upon, suggesting they were unsure of their answers.
4. If they did, how did the teacher respond?
- When the teacher sensed confusion among the students, she paused
the lesson and encouraged them to ask questions. She acknowledged
their uncertainty and reassured them that it was okay to seek
clarification. The teacher then revisited the key concepts and provided
additional examples to clarify the material.
5. Were the students given the opportunity to ask questions for
clarification? How was this done?
- Yes, students were given opportunities to ask questions for
clarification. The teacher created an open forum by saying, "Feel free
to ask about anything that isn’t clear." She also encouraged students
to discuss their thoughts with a partner before sharing with the class,
which fostered a collaborative environment.
6. If she found out that her/his lesson was not clearly understood, what did
teacher do? Did you observe any of these activities? Please check.
____/____ Peer tutoring (Tutors were assigned by teacher to teach one or two
classmates
____/___ Each- one-teach-one (Students paired with one another)
____/__ Teacher gave a Module for more exercises for lesson mastery
____/____ Teacher did re-teaching
________ Others, please specify.

7. If she engaged himself/herself in re-teaching, how did she do it? Did

he/she use the same teaching strategy? Describe.
- During re-teaching, the teacher used a different strategy by incorporating
visual aids and interactive activities instead of relying solely on lecture-
based instruction. She engaged students in group discussions and hands-on
activities related to MAPEH topics, which helped reinforce understanding.

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

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

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- Yes, while re-teaching, the teacher checked on students' progress by asking

follow-up questions and observing their participation in group activities. She
also used quick formative assessments like thumbs-up/thumbs-down signals
to gauge understanding in real-time.

1. Why should a teacher find out if students understand the lesson

while teaching is in progress? It is not better to do a once-and-for-
all assessment at the completion of the entire lesson?
- It is crucial for teachers to assess understanding during instruction
because it allows for immediate feedback and adjustments to teaching
strategies. Waiting until the end of a lesson can lead to wasted time if
misconceptions are not addressed promptly.

2. Why is not enough for a teacher to ask "Did you understand, class?"
when he/she intends to check on learners' progress?
- This question often elicits superficial responses; students may feel
pressured to say yes even if they do not fully comprehend the
material. More specific questions or interactive assessments are
needed to gauge true understanding.

3. Should teacher record results of formative assessment for grading

purposes? Why or why not?
- Formative assessments should not typically be recorded for grading
purposes because their primary function is to inform instruction and
support learning rather than evaluate student performance. They are
meant for feedback and improvement rather than final evaluation.

4. Based on your observations, what formative assessment practice

worked?
- Peer tutoring was particularly effective, as it allowed students to
explain concepts in their own words and learn from one another’s
perspectives, enhancing comprehension and retention.

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

be more effective than teacher himself/herself doing the re-teaching or
tutoring?
- Peer tutoring can be more effective because students often feel
more comfortable asking questions of their peers than of teachers.
Additionally, explaining concepts reinforces understanding for both
the tutor and the tutee, fostering collaborative learning.

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

period be attributed to the non-application of formative assessment? Why or
why not?
- Yes, a lack of formative assessment can lead to higher failure rates as
it prevents teachers from identifying and addressing learning gaps
throughout the instructional process. Without ongoing assessment,
misconceptions may accumulate without correction.

 Formative assessment is tasting the soup while cooking. Reflect on this

and write your reflections.

- Formative assessment can be likened to "tasting the soup while

cooking." Just as a chef check seasoning throughout the cooking
process to ensure flavor balance, teachers must continuously assess
student understanding during lessons to ensure comprehension and
engagement. By incorporating formative assessment practices into
teaching, educators can make timely adjustments that enhance
learning outcomes.

 Should you record results of formative assessment? Why or why not?

- Regarding whether results of formative assessments should be
recorded: While formative assessments are primarily for guiding
instruction rather than grading, keeping informal records can help
teachers track trends in student understanding over time and inform
future lesson planning without penalizing students for initial
misunderstandings. This approach fosters a growth mindset where
learning is viewed as an ongoing process rather than a final product.

SHOW Your Learning Artifacts

1. My Accomplished Observation Sheet

2. My Analysis

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3. My Reflection

4. Snap Shots of peer tutoring or other activities that show formative

assessment in practice

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OBSERVING ASSESSMENT AS LEARNING

ACTIVITY 3.1 PRACTICES (SELF-ASSESSMENT)

Resource Teacher: ________________ Teacher’s Signature_______________

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

INTENDED LEARNING OUTCOME

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

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

The Learning Essentials

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

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

Observe a class and find out practices that reflect assessment as

learning. Record your observations.

Teacher My Observation

1. Did teacher provide Yes, the teacher provided multiple

opportunities opportunities for learners to monitor and
for the learners to monitor and reflect on their own learning. At the end
reflect on their own learning? of the lesson, she asked students to write
a brief reflection on what they learned
and how they could apply it in their lives.
Students demonstrated engagement in

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2. What are proofs that students self-reflection by discussing their

were engaged in self-reflection, reflections in small groups. They shared
self- monitoring and self- insights about what they found
adjustment? challenging and what strategies they
could use to improve. Additionally, some
students adjusted their approaches to
practice based on feedback received
during peer discussions.

3. Did students record and report Yes, students were encouraged to record
their own learning? their learning in journals. They reported
their progress during class discussions,
highlighting areas of strength and
aspects they wished to work on further.
4. Did teacher create criteria with Yes, the teacher involved students in
the creating criteria for tasks. For a group
students for tasks to be project, students collaborated to develop
completed or skill to learned? a rubric that outlined expectations for
performance, which helped them
understand the standards they needed to
meet.

1. If the student is at the heart of all assessment, then all assessment

should support student learning. Do you agree? Why or why not?

- Yes, I agree that all assessment should support student learning

because assessments are most effective when they guide students
toward deeper understanding and mastery of content. When
assessments focus solely on measuring performance without
considering the learning process, they can create anxiety and
discourage students from taking risks in their learning. By prioritizing
assessments that foster growth and provide constructive feedback,
educators can empower students to take ownership of their learning
journey.

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

assessment for learning
- While both assessment as learning and assessment for learning aim to
enhance student understanding, they serve slightly different purposes.
Assessment for learning focuses on gathering information to inform
teaching practices and improve student outcomes throughout the

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instructional process. In contrast, assessment as learning emphasizes

self-assessment and reflection by students, encouraging them to
monitor their own progress and take responsibility for their learning.
Ultimately, both approaches contribute to a comprehensive
understanding of student development but emphasize different
aspects of the learning process.

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

learning. Reflect on your personal experiences of assessment in school. Were
you given opportunities for self-assessment? If yes, what was its impact on
your learning?
- Reflecting on my personal experiences with assessment in school, I
realize that opportunities for self-assessment were invaluable. In some
classes, I was encouraged to evaluate my own work against set criteria
or reflect on my understanding after completing assignments. This
practice had a significant impact on my learning; it helped me identify
my strengths and areas needing improvement, fostering a sense of
ownership over my educational journey.Self-assessment also
encouraged me to set personal goals based on my reflections, which
motivated me to engage more deeply with the material. It shifted my
perspective from viewing assessments merely as evaluations of my
performance to seeing them as tools for growth and development. This
mindset not only improved my academic performance but also instilled
a lifelong habit of self-reflection that I continue to apply in various
aspects of my life today.

SHOW Your Learning Artifacts

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1. My Accomplished Observation Sheet

2. My Analysis

3. My Refection

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

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

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

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observe

reflect analyze OBSERVE, ANALYZE, REFLECT

ALIGNING ASSESSMENT TASK WITH THE

ACTIVITY 13.1 LEARNING OUTCOMES

Resource Teacher: ________________ Teacher’s Signature_______________

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

INTENDED LEARNING OUTCOME

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

The Learning Essentials

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

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

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

Subjects Learning Assessment Task Is the assessment If not aligned,

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

Social Science. Analyze Written essay Yes, as it

Literature/
Panitikan. themes in a discussing requires
EsP literary the themes. critical
piece. thinking and
analysis.
Physical/ Solve Multiple- Yes, as it
Biological

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Science/Math/ quadratic choice quiz directly

English/Filipino
equations. on solving assesses the
equations. ability to
solve
quadratic
equations.

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

- Not all assessment tasks are aligned with the learning outcomes. For
example, the P.E assessment task of a written quiz does not align with
the practical skill of dancing tango, which requires a performance-
based assessment to accurately measure student competence.
2. What are possible consequences if teacher's assessment tasks are not
aligned to learning outcome/s? Does this affect assessment results?
How?
- If assessment tasks are not aligned with learning outcomes, students
may become confused about what is expected of them, leading to
frustration and disengagement. This misalignment can result in
inaccurate assessment results, as students may perform well on
assessments that do not reflect their actual understanding or skills
related to the intended learning outcomes.

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

- Assessment tasks should be aligned with learning outcomes to ensure
that they accurately measure what students are expected to learn.
This alignment helps reinforce student understanding and skills,
providing a clear pathway for both teaching and learning, and
ultimately leads to improved educational outcomes.

 Reflect on past assessments you have been through. Were they all
aligned with what your teacher taught (with learning outcomes?)
- I realize that many were not fully aligned with what my teachers
taught, leading to confusion regarding expectations and content focus.
This misalignment often affected my performance negatively, as I
struggled with assessments that did not accurately reflect my
understanding of the material.

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 How did this affect your performance? As a future teacher, what lesson
do you learn from this past experience and from this observation?
- As a future teacher, I have learned the importance of ensuring that
assessments are closely aligned with learning outcomes and
instructional strategies. This observation reinforces my commitment to
designing assessments that genuinely reflect what I want my students
to learn, thereby enhancing their educational experience and success.

ACTIVITY 13.2 OBSERVING THE USE OF TRADITIONAL TOOLS

Resource Teacher: ________________ Teacher’s Signature_______________

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

INTENDED LEARNING OUTCOME

 Critique traditional assessment tools and tasks for learning in the

context of established guidelines on test construction

The Learning Essentials

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

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

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

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

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

Selected Response Type

1.Alternate / "Is eating fruits Yes, this item is clear
response and vegetables and directly assesses
type
Identify healthy? knowledge of healthy
healthy habits (Yes/No)" eating.
2. Matching / "Match the
nutrient to its Yes, this format
Match food source: A) effectively tests the
nutrients with Vitamin C 1) student's ability to
their sources Oranges" connect concepts.
3. Multiple Choice / "Which of the
following is a
benefit of regular
exercise? Yes, multiple-choice
Understand A) Increased items are well-
effects of heart rate B) structured to assess
exercise on Improved mood understanding of health
health C) Both A and B" benefits.
4. Others

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

Constructed- Response Type

1. Completion / "Complete
the
sentence: Yes, this item
Regular assesses
physical knowledge and "Complete the
activity encourages sentence: Regular
helps to recall of key physical activity helps
________." concepts. to ________."
2. Short answer / "What are Yes, this "What are two benefits
type two benefits question allows of maintaining a
of for concise balanced diet?"
maintaining responses and

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a balanced demonstrates
diet?" understanding.
3. Problem
solving

4. Essay - / "Discuss the Yes, this essay

restricted importance prompt
of mental encourages
health in critical thinking "Discuss the
adolescents and depth of importance of mental
." understanding. health in adolescents."
5. Essay-non-
restricted

6. Others

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

Which ones were rarely used? Why were they rarely used?

- The most commonly used assessment tools were multiple-choice

questions and short answer types, as they are efficient for assessing
knowledge quickly and can cover a wide range of content. In contrast,
problem-solving tasks were rarely used due to their complexity and the
time required for both students to complete them and teachers to
grade them.

2. Based on your answers found in the Tables above in which type of

assessment tools and tasks were the Resource Teachers most skilled in
test construction? least skilled?
- The Resource Teachers appeared most skilled in constructing selected
response types, such as multiple-choice and matching questions, as
these items were well-structured and aligned with learning outcomes.
They seemed least skilled in constructing problem-solving
assessments, which may require more detailed rubrics and clear
expectations.

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

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

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- Yes, essays can be considered an authentic form of assessment

because they require students to synthesize information, articulate
their thoughts clearly, and demonstrate critical thinking skills related
to health topics. Essays allow for deeper exploration of concepts
beyond simple recall.

How good are you at constructing traditional assessment tools? Which do

you find most difficult to construct? Any lesson/s learned?
- I believe I am fairly proficient at constructing traditional assessment
tools, particularly multiple-choice questions and short answer items,
which I find straightforward to create. However, I find constructing
effective essay prompts most challenging due to the need for clarity in
expectations and grading criteria. This experience has taught me the
importance of aligning assessments with learning outcomes to ensure
they effectively measure student understanding and skills.

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OBSERVING USE OF NON-TRADITIONAL

ACTIVITY 13.3 ASSESSMENT TOOLS AND SCORING RUBIRICS

Resource Teacher: ________________ Teacher’s Signature_______________

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

INTENDED LEARNING OUTCOME

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

 Evaluate non-traditional assessment tools including scoring rubrics

The Learning Essentials

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

 Observe classes in at least 3 different subjects and pay particular

attention to the assessment tool used by the teacher.
 With teacher's permission, secure a copy of the assessment tool.
 Study the assessment tool then accomplish Observation Sheet.
 Did your Resource Teacher explain the rubric to the students?
 Which type of rubric did the Resource teacher use analytic or holistic?

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

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

1. Product Photo of
a
student’
s
artwork Photo of a
depictin Yes, the rubric student’s
ga clearly outlined artwork
local criteria and depicting a
traditio performance local
n. levels. tradition.
2. Performan Dance Yes, the
ce one of rubric
the The performance provided a
dances was assessed using comprehensi
under a holistic rubric ve view of
social that considered performance
dance overall execution, quality.
(Cha- rhythm, and
cha) expression.

1. Between analytic and holistic rubrics which one was more used? Why
do you think that type of rubric was used more?
- Analytic rubrics were more commonly used because they allow for
detailed feedback on specific criteria, helping students understand
their strengths and areas for improvement in their work.

2. Based on your answers in # 1, what can you say about the scoring
rubrics made and used by the Resource Teachers?
- The scoring rubrics created by the Resource Teachers were well-
structured and aligned with learning outcomes, providing clear criteria

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for assessment that facilitated student understanding and

improvement.

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

would rate the product or performance without scoring rubrics?
Explain.
- Yes, assessing without scoring rubrics can lead to subjective
evaluations that may not accurately reflect student performance.
Rubrics provide consistency and transparency in grading, ensuring that
students receive fair assessments based on defined criteria.

4. If you were to improve on one scoring rubric used, which one and
how?
- I would improve the analytic rubric used for the art project by adding
specific descriptors for each level of performance to clarify
expectations further and guide students in their creative process.

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

paper-and-pencil test, be considered an authentic form of
assessment? Explain your answer.
- Yes, essays can be considered an authentic form of assessment as
they require students to synthesize information, articulate their
thoughts clearly, and demonstrate critical thinking skills related to the
subject matter.

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

independent learners? Do rubrics contribute to assessment AS
learning (self-assessment?) What if there were no rubrics in
assessment?
- Yes, rubrics can empower students to become self-directed learners by
providing clear expectations and criteria for success. They facilitate
self-assessment, allowing students to reflect on their work against
established standards. Without rubrics, students may lack guidance on
how to evaluate their performance or understand what is expected of
them.

7. Does the Scoring Rubric in this FS Book 1 help you come up with
better output?
- Yes, the scoring rubric in this FS Book 1 provides clear guidelines that
help me focus my efforts on meeting specific criteria, ultimately
leading to improved quality in my outputs.

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Are authentic assessment tools and tasks new? Reflect on your experiences
of tests for all the years as a student.
- Are authentic assessment tools and tasks new? Reflect on your
experiences of tests for all the years as a student.
Authentic assessment tools are not entirely new; however, they have
gained more prominence in recent educational practices as educators
recognize the importance of measuring real-world skills and
competencies rather than rote memorization. Throughout my years as
a student, I encountered various forms of assessments—many focused
solely on traditional testing methods like multiple-choice questions or
essays that assessed knowledge rather than application. These
experiences highlighted the need for assessments that engage
students actively and reflect their abilities to apply what they have
learned in meaningful ways. As I transition into teaching, I see the
value of incorporating authentic assessments that promote critical
thinking and creativity while providing opportunities for students to
demonstrate their learning in diverse formats.

SHOW Your Learning Artifacts

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

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

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ACTIVITY 13.5

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DETERMINING THE LEVEL OF TEACHER’S QUESTIONS

Resource Teacher: ________________ Teacher’s Signature_______________

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

INTENDED LEARNING OUTCOME

 Construct assessment questions to measure HOTS following Bloom’s

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

The Learning Essentials

Table: 1.4 Example of Cognitive Activities

Cognitive Processes Examples

Remembering - Produce the right information from memory

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

Understanding - Make meaning from educational materials or

experiences

Interpreting  Translate a story problem into an algebraic

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

Exemplifying  Draw a parallelogram.

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

Classifying  Label numbers odd or even.

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

Inferring

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Comparing  Explain how the heart is like a pump.

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

Explaining  Draw a diagram explaining how air pressure

affects the weather.
 Provide details that justify why the French
Revolution happened when and
 Describe how interest rates affect the
economy.
Applying - Use a procedure

Executing  Add a column of two-digit numbers.

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

Implementing  Design an experiment to see how plants

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

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

Organizing  Place the books in the classroom library into

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

Attributing  Read letters to the editor to determine the

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

Evaluating - Make judgments based on criteria and syllabus guidelines

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Checking  Participate in a writing group, giving peers

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

Critiquing  Judge how well a project meets the criteria

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

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

a new structure

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

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

Planning  Make a storyboard for a multimedia

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

Producing  Write a journal from the point of view of

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

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

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THE NEW TAXONOMY (MARZANO AND KENDALL, 2007)

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

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The student can produce information in demand

recognizing Recognized; select;; identify; determine if the following statement are
true
The student can determine whether provided information is accurate,
inaccurate or unknown

Figure 10. The New Taxonomy In Detail

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

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 170

Resource Teacher: ________________ Teacher’s Signature_______________

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

1. Observe a teacher in the classroom.

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

Table 1. Number of Questions per Level

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

Metacognition 5

Creating 6-
highest
Evaluating 5

Analyzing/An 4 Analysis 3 /

Applying 3 Knowledge 4
Utilization
Understandin 2 Comprehension 2 /
g/

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

/

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Table 2. Examples of Assessment Questions / Assessment Tasks

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

Self-system 6- e.g.Teacher
Thinking highest asked students
Why is the lesson
important to
you?

Metacognitio 5
n

Example: 6-
Creating highest

Evaluating=I 5

Analyzing/ An=II 4 Analysis

Applying=III 3 Knowledge
Utilization
Understanding= 2 Comprehensi
II on

Remembering=III 1- Retrieval=III
II lowest

Rank Rank

1. Which cognitive skill had the highest number of assessment

questions? Lowest number?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________

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

questions) reveal about Resource Teacher's level of questions?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________

3. Based on Kendall's and Marzano's taxonomy, which are the highest

cognitive skills? Give an example of an assessment question for
each of the two highest cognitive skills- metacognitive skills and
self-system thinking.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________

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

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

learners HOTS?

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ACTIVITY 13.6 ANALYZING A TABLE OF SPECIFICATION

Resource Teacher: ________________ Teacher’s Signature_______________

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

INTENDED LEARNING OUTCOME

 Explain the function of a Table of Specification

The Learning Essentials

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

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

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

Learnin No. of Total

g Class Cognitive Level
Outcom Hours
e Rem Un Ap An Ev Cr
1

Total

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

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

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

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

5. Complete the given TOS

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

your reflection here.

StudentA: Saan naman pinulot ni Teacher ang kaníyang tanong? Ni isang

tanong na
tinuro, wala! (Where did Teacher get her test? Not one of what she taught
came out)

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

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

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COMPUTING STUDENT’S GRADES BASED ON

ACTIVITY 13.7 DEPED GRADING SYSTEM

Resource Teacher: ________________ Teacher’s Signature_______________

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

INTENDED LEARNING OUTCOME

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

The Learning Essentials

 With the implementation of the Enhanced Basic Education Program of

2013, more popularly known as the K to 12 Curriculum, came a new grading
system of the Department of Education.
 The latest grading system in basic education includes students' performance in
written tests and performance tasks, with emphasis on the latter. The quarterly
exam may be a combination of written test and performance task.

A. Sample Students' Report Card

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

B. Interview of Resource Teacher

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

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

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

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

1. What are the bases for grading?

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

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

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

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

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

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

INTENDED LEARNING OUTCOME

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

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

The Learning Essentials

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

My answer is YES! Here are my reasons.

Personal Qualities of Filipino Teachers

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

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person. Here are some of the qualities and attributes that distinctly
characterize a teacher.

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Personal Qualities of Teachers and the Descriptors

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

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

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

Lives a life inspired by This teacher behaves according to the personal

spiritual principles and spiritual beliefs that are not contrary to the norms,
beliefs mores and tradition of the community.

Exhibits deep knowledge This teacher is mentally alert, makes correct

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

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

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

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

Demonstrates a natural This teacher volunteers tasks for others, always

action to work together willing to share, extends help willingly, accepts
with others responsibility, tolerant of other people, and gives up
time for the group.

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

Professional Competences of Filipino Teachers

Going to teacher training institutions and earning a teaching degree

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

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

Professional Competencies of Filipino Teachers

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

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

great. A qualified professional teacher then is like a HERO.
Now you are ready to identify if the enumerated characteristics are
found among the teachers you are going to observe.
There are two observation activities in this Episode. Activity l will
identify the Personal Characteristics of the Teacher and Activity 2 will
identify the Professional Competencies of the Teacher.

observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

ACTIVITY 14.1 TEACHER PERSONAL QUALITIES: A VIEW

FROM MY LENSES

Resource Teacher: ________________ Teacher’s Signature_______________

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

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

Personal Qualities Observe (O) Data Results

Interview (1) I have found out that

a. Dignified Observe

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b. Healthy Observe

c. Spiritual Observe
Interview

d. Knowledgeable Observe

e. Humble Observe
Interview

f. determined Observe

Interview

g. Cooperative Observe
Interview

Activity 2 will focus on the Professional Competencies of the Teacher.

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

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

Answer the following questions.

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

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

a. _____________________________________________________________________

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b. _____________________________________________________________________
c. _____________________________________________________________________

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

Good teachers are role models, whether in school, at home or in the

community. From the teachers that you had from elementary to college, did
the personal qualities that they possess, help you learn better as a student?

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

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Now, it is time to reflect on Activity 2.

Complete the following sentences as your reflections from the results of

Activity 2.

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

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

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

and competencies as the teacher/teachers observed then learners will be
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

SHOW Your Learning Artifacts

Show here the artifacts of this Episode.

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

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My Teacher, My Hero

(Picture of the Teacher Observed)

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

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

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

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 describe the personal qualities and competencies of a glocal classroom

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

The Learning Essentials

FILIPIN0 GLOCAL TEACHER

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

"Teach local, reach global" means that the teacher brings diverse
experiences in the classroom with the various skills to live and work as
citizens of a global society. What
in the local communities impacts the larger community, As global citizens,
the work begins, where the teachers are, thus a "glocal" teacher.

Towards Quality Glocal Teachers

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

More specifically, quality teachers are competent teachers who can

demonstrate exemplary mastery of knowledge, skills, values and dispositions
relative to the following characteristics:
1. Understands one's own cultural identify and rootedness
2. Knows and integrates global dimensions in the subject area
3. Engages learners in the learning processes
4. Uses real life local and global examples
5. Values the inputs of culturally and linguistically diverse learners

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6. Models social responsibilities in local and global content

7. Encourages learners to find appropriate actions to improve local and
global the conditions, and
8. Creates a learning environment that encourages creativity and
innovations.

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

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

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

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

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

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

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 focused,
 attentive,
 on task, and
 are learning.

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

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observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

A DAY IN THE SCHOOL LIFE OF A QUALITY

ACTIVITY 15.1 TEACHER

Resource Teacher: ________________ Teacher’s Signature_______________

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

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

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

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Note: Observe and record observations on the following aspects as key

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

A. Actual Teaching This teacher

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

B. Management of Learning This teacher

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

C. Administrative Work This teacher

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

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

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

of emulation when you become a teacher? Describe.
__________________________________________________________________
__________________________________________________________________
________________________________________________

 Which of the major responsibilities does this teacher find dificult to

comply with? What are the reasons?
__________________________________________________________________
__________________________________________________________________
________________________________________________

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

teacher? Why?
__________________________________________________________________
__________________________________________________________________
________________________________________________

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

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

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

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

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ACTIVITY 15.2

Resource Teacher: ________________ Teacher’s Signature_______________

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

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

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

A. Current Classroom I am Observing

Grade/Year level __________

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B. My Classroom for the 21st Century

Make a comparison of your drawings A and B. Describe the similarities and

differences.
Explain why.
Features of the Present My Vision of the Future Why the similarity?
Classroom Components Classroom Why the difference?

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

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SHOW Your Learning Artifacts

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

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FS 1
LEARNING EPISODE 16
ON TEACHERS PHILOSOPHY EDUCATION

INTENDED LEARNING OUTCOME

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

 determine prevailing philosophies of education based on DepEd Vision

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

The Learning Essentials

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

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

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observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

ACTIVITY 16.1 ANALYZING DEPED’S PHILOSOPHY OF

EDUCATION

Resource Teacher: ________________ Teacher’s Signature_______________

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

 Determine prevailing philosophies of education based on DepEd Vision

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

Philosophies of Education Which philosophies Which philosophies are

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

1 Essentialism- teach mastery Essentialism The Essentialism - List of

of the basics; Curriculum is core values of maka- standards and
prescribed; subject matter - Diyos, maka-tao, competencies
centered there are universal, maka-kalikasan and that learners are
objective values; inculcate maka- expected to

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values in subject matter bansa show that attain is the subject

DepEd is matter that students are
essentialist. DepEd expected to learn.
believes in - Essentialist
unchanging values
that need to be
inculcated.

2. Perennialism - teach those Any proof of

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

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more practical than teacher

coming up with a visual aid by
drawing mistosis on a cartolina
or illustration board

7. Rationalism - emphasizes Any proof of

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

8. Utilitarianism - what is good Any proof

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

10. Behaviorism - behavior is Any proof of

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

11. Constructivism -Learners Any proof of

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

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ACTIVITY 16.2 ARTICULATING MY PHILOSOPHY OF

TEACHING

Resource Teacher: ________________ Teacher’s Signature_______________

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

- Observe how a teacher relates to every learner and how he/she

proceeds with her teaching.
- Accomplish this Observation Sheet.

Here are philosophies of education. Find out which philosophies were

manifested in class by observing what and how teacher teaches and relates
to learners.

Philosophies of Education Teaching Behavior (State what the

teacher said, taught or did).

1. Essentialism - teach mastery of the In what way was teacher essentialist?

basics; curriculum is prescribed; subject e.g. He/she saw to it that the students
matter-centered there are universal, mastered basic concepts and skills
objective values; inculcate values; subject
he/she inculcated values
2. Perennialism- teach those that last, the
classics; there are universal values;
inculcate
these universal, objective values
3. Progressivism very child-centered; teach
those that interest the child; one learns by
experience; learners learn by doing so
teacher
teacher's teaching is experiential; values
are
Subjective; no inculcation of values since
they
are subjective; instead teachers help
students
clarify their values
4. Reconstructionism - school is agent of
change; schooling is preparing students for
the social changes; teaching is involving the
students in discussions of moral dilemmas

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5. Existentialism - Teachers teach learners

to
make a choice, to make decisions and not
merely to follow the crowd; one who does
not
make a choice and so simply follow others
do
not leave meaningful life

6. Pragmatism That which is useful, that

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

7. Rationalism - emphasizes the

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

8. Utilitarianism what is good is that which

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

9. Empiricism source of knowledge is

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

10. Behaviorism - behavior is shaped

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

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11. Constructivism- Learners are capable of

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

12. Other Philosophies

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1. Based on your findings and observations in Activity 16.1 and

Activity 16.2, which philosophies of education are dominant in
Philippine basic schools? Why do you say so?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_____________________________________________

2. If there is one philosophy that schools and teachers should give

more attention to, what should that be and why?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_____________________________________________

What is your philosophy of teaching? This describes what you

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

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

superior, parents, and others)

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SHOW Your Learning Artifacts

Accomplished Observation sheets

My philosophy of Teaching

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