LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION

LEARNING MODULE
IN

FIELD STUDY 1
OBSERVATIONS OF TEACHING – LEARNING IN
ACTUAL SCHOOL ENVIRONMENT

Compiled by:

RONITA E. TALINGTING, PhD

Professor 3

MARIVEL M. CATACUTAN, MAEd

Assistant Professor 4

AILYN B. CABA, MAMT

Associate Professor 1

MA.CRISANTA S. VASQUEZ, MIE

Instructor 1

LEONIELYN G. MALICAY, PhD

Associate Professor II

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OBSERVE, ANALYZE, REFLECT

Activity 1.1 Exploring the School Campus

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

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

1. Visit a school. Look into facilities and support learning areas in the campus, then in
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

OBSERVE

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

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

Facilities / Description Will it contribute

students' learning and
development? Why

Office of the Principal

School

Library

Counseling Room

Canteen/Cafeteria

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Medical Clinic

Audio Visual/Learning
/Resource Center

Science Laboratory

Gymnasium

Auditorium

Outdoor/Garden

Home Economics Room

Industrial Workshop Area

PTA Office

Comfort Room for Boys

Comfort Room for Girls

Others (Please specify.)

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An Observation Guide for the CLASSROOM VISIT

Read the following statements carefully. Then write your observation provided. Attach
picture/s.

Guide Question Classroom Observation Report Documentation

1. Describe the
community or
neighborhood where
the school is found.

2. Describe the
school campus. What
colors do you see?
What is the condition
of the buildings?

3. Pass by the offices.

What impression do
you have of these
offices?

4. Walk through the

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

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Resource Teacher: Teacher's Signature:

School: Grade Year Level:
Subject Area: Date:

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

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

3. What learning materials/equipment are present?

4. What learning materials/equipment are present? Observe the students. How many are
occupying one room?

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

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An Observation Guide for the CLASSROOM VISIT

Be guided by these tasks as you do your observation. Then accomplish the data.

CLASSROOM FACILITIES MATRIX

Classroom Facilities Description Documentation

(location, number, arrangement,
condition)
1. Wall Displays

2. Teacher's Table

3. Lerner's Desks

4. Blackboard

5. Learning Materials
/ Visual Aids

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Write your observation report here.

Name of the School Observed

Location of the School

Date to Visit

ANALYZE

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

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

REFLECT

1. Would you like to teach in the school environment you just observed? Why? Why not?

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

3. What kind of classroom is conducive to learning?

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

5. Write your additional learning and insights here.

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OBSERVE, ANALYZE, REFLECT

Activity 1.2 Observing bulletin board displays

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

This 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.

OBSERVE

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

An Observation Guide for BOARD DISPLAYS

Read the following carefully before you observe.

1. Go around the school and examine the board displays, How many board
displays do you see?

2. Where are the display boards found? Are they in places where target
viewers can see them?

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3. What are the displays about? What key messages do they convey? What
images and colors do you see? How are the pieces of information and images
arranged?

4. What materials were used in making the displays? Are borders used?

5. Do you notice some errors? (misspelled words, grammar inconsistencies and the like)

6. Are the messages clear and easily understood?

7. Think about what got your attention. Why did it get your attention?

8. Take a photo of the display boards(if allowed).

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

Observation REPORT
(Paste pictures of the Board displays
here.)

From among the board displays that you saw, pick the one that you got most interested
in.
Evaluate it using the evaluation form below.

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BOARD DISPLAYS EVALUATION FORM

Topic of the board Display

Location of the Board Display in School

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

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

Criteria N S VS O Comments
I 2 3 4
1
Effective
Communication
It conveys
the message
quickly and clearly.
Attractiveness
Colors and

arrangement
catch and hold
interest
Balance
Objects are
arranged, so
stability is
perceived
Unity
Repeated shapes
or colors or
use of
borders hold
display together.
Interactivity The
style and The
approach
entice learners to
be involved and
engaged
Legibility
Letters and
illustrations can be
seen from a good
distance.
Correctness
It is free
from grammar
errors,
misspelled

words, ambiguity
Durability
It is well-
constructed, items
are
securely
attached

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Bulletin Board Evaluated by:

Location:

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Brief Description of the Bulletin Board:

EVALUATION

Strength Weaknesses
s

Description of the
Bulletin Board layout

Evaluation of
educational
content. and other
aspects

Recommendations or Suggestions for improvement

Signature over Printed Name:

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Based on your suggestions, make your board display lay-out. You may present your out
through any of these:

 A hand-made drawing or layout

 An electronic (computer) drawing illustration or layout
 A collage

My Board Display Lay-out

ANALYZE

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

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

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

4. Was the board display effective? Why? Why not?

5. What suggestions can you make?

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

My Proposed Board Display

Theme:

Board Title:

Rationale: (Purpose)

Objectives:

Best features of my proposed bulletin enhancement:

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

Materials for aesthetic enhancement:

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FS 1 – Obsevations of Teaching – Learning in Actual School

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

REFLECT

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

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

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

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SHOW Your Learning Artifacts

My Personal Illustration of an Effective School Environment

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EVALUATE Performance Task

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

Name of FS Student: Date Submitted:

Year & Section: Course:

Learning Excellent Very Satisfactory Satisfactory Needs

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

Learning Portfolio is Portfolio is Portfolio is Portfolio is not

Artifacts reflected on in reflected on in not reflected reflected on in
the context of the context of on in the the context of
the learning the learning context of the learning
outcomes; outcomes. the learning outcomes not
Complete, well Complete; well outcomes. complete; not
organized, organized, very Complete: organized, not
highly relevant relevant to the not relevant
to the learning learning organized.
outcome. outcome. relevant to
the
learning
outcome.
Submission Submitted Submitted on Submitted a Submitted two
before the the deadline. day after the (2) days or
deadline. deadline. more after the

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deadline
COMMENT/S Over-all Score Rating: (Based
on Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9- 7 below
8
Grad 1 1.25 1.5 1.7 2.0 2.2 2.50 2.7 3.0 3.5 5.00
e 5 0 5 5 0
99 96 93 90 87 84 81 78 75 72 71 below

Date:
Signature of FS Teacher above Printed Name

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

OBSERVE, ANALYZE, REFLECT

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.

OBSERVE

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, run, go up the stairs, etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motor skills? Writing, drawing, etc.

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

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

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Learners' Development Matrix

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

Development Preschooler Elementary High School

Domain Indicate age Indicate age Indicate ago
range of children range of children range of children
observed observed observed
Physical
Gross-motor

skill Fine-

motor skills

Self-help skills

Others

Social
Interaction
with
Teachers

Interaction with
Classmates/friends

Interests

Others

Emotional

Moods and
temperamen
t, expression
of feelings

Emotional
independence

Others

Cognitive

Communication

Skills Thinking

skills Problem-

solving

Others

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ANALYZE

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

Example:

Level Implications to the Teaching-

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

Level Salient Characteristics Implications to the Teaching-

Observed Learning Process
Preschool
Age range of
learners observed

Elementary
Age range of
learners observed

High School
Age range of
learners observed

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REFLECT

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

2. Think of a teacher you cannot forget for positive or negative reasons. How did
she/he help or not help you with your needs (physical, emotional, social, and
cognitive)? How did it affect you?

3. Share your other insights here.

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

LINK Theory to Practice

Directions: Read the items given below and encircle the correct answer.

1. A 14-year-old felt ignored by her crush whom she believes is her one true love. She is
crying incessantly and refuses to listen and accept sound advice that the teacher is
offering. Her refusal to accept is because .

A. she thinks what she feels is too special and unique, that no one has felt like this before
B. the teenager's favorite word is "no," and she will simply reject everything the teacher says
C. 14-year-olds are not yet capable of perspective taking and cannot take the teacher's
perspective
D. teenagers never listen to adult advice

2. A preschool teacher is thinking about how best to develop the fine motor skills of the 4-
year-olds. Which of the following should he best consider?

A. provide daily coloring book activities.

B. ask the children to do repeated writing drills everyday.
C. encourage children to eat independently.
D. conduct a variety of fun and challenging activities involving hand muscles daily.

3. Science Teacher Rita showed her class a glass of water with an egg in it. She asked the
class: "What happens to the egg if I add three- tablespoon salt to glass of water?” This is
hypothesis formulation. What can you infer about the cognitive developmental stage of
teacher Rita’s class?

A. Formal operational stage

B. Concrete operational stage
C. Pre – occupational stage
D. Between concrete and formal operational stage.

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

SHOW Your Learning Artifacts

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

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

EVALUATE Performance Task

Evaluate Your Work Tank Field Study 1. Episode 2- Learner Diversity: Developmental
Characteristics, Needs and Interests

Learning Outcome: Determine the characteristics, needs and interests of learners from
different developmental levels

Name of FS Student: Date Submitted:

Year & Section: Course:

Learning Excellent Very Satisfactory Satisfactory Needs

Episode 4 3 2 Improvement
1
Accomplished One (1) to two Three (3) Four (4) or
Observation All observation (2) observation observation more
Sheet questions/tasks questions/ tasks questions/ questions/tasks
completely not answered / tasks not not answered /
answered/ accomplished. answered accomplished
accomplished. accomplished.

Analysis All questions All questions Questions Four (4) or

were answered were answered were not more
completely; completely answered observation
answers are answers clearly completely questions were
with depth and connected to answers are not answered
are thoroughly theories; not clearly answers not
grounded on grammar and connected to connected to
theories; spelling are free theories; one theories more
grammar and from errors. (1) than four (4)
spelling are free to three (3) grammatically
from error. grammatical spelling errors.
spelling
errors.
Reflection Profound and Clear but lacks Not so clear Unclear and
clear; depth; and shallow, shallow rarely
supported by supported by somewhat supported by
what were what were supported by what were
observed and observed and what were observed and
analyzed. analyzed. observed and analyzed
analyzed.

Learning Portfolio is Portfolio is Portfolio is Portfolio is not

Artifacts reflected on in reflected on in not reflected reflected on in
the context of the context of on in the the context of
the learning the learning context of the learning
outcomes; outcomes. the learning outcomes not
Complete, well Complete; well outcomes. complete; not
organized, organized, very Complete: organized, not
highly relevant relevant to the not relevant
to the learning learning organized.
outcome. outcome. relevant to
the learning
outcome.

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Submission Submitted Submitted on the Submitted a Submitted two

before the deadline. day (2)
deadline. after the days or more
deadline. after the
deadline
COMMENT/S Over-all Score Rating: (Based
on Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9- 7 below
8
Grad 1 1.25 1.5 1.7 2.0 2.2 2.50 2.7 3.0 3.5 5.00
e 5 0 5 5 0
99 96 93 90 87 84 81 78 75 72 71 below

Date:
Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching –
Learning in Actual School Environment, Lorimar Publishing Inc.

www.google.com
www.yourarticlelibrary.com

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OBSERVE, ANALYZE, REFLECT

Activity 3.1 Observing differences among learners’ gender, needs, strengths, interests, and
experiences; and differences among learners’ linguistic, cultural, socio-economic, religious
backgrounds, and difficult circumstances.

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

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.

OBSERVE

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 complete against each other?

4. Who among the students participate actively? Who among them ask for most
help?

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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 culture differences
 Differences in religion
 Socio-economic status

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OBSERVATION REPORT

Name of the School Observed:

School Address:

Date of Visit:

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

ANALYZE

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

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

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

What does the teacher do to address issues like this?

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

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

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

REFLECT

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

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

Activity 3.2 Observing differences among learners with disabilities, giftedness, and talents

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

To realize the Intended Learning Outcomes, work your way through these steps.
1. Observe at least two of these classes.
a. SPED class with learners with intellectual disabilities
b. SPED class with learners with physical disabilities
c. SPED class for the gifted and talented
d. a regular class with inclusion of learners with disabilities
2. Note the needs of 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.

OBSERVE

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

An Observation Guide for the Learners’ Characteristics

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

1. Observe the class to see the differences on 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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OBSERVATION REPORT

Name of the School Observed

School Address

Date of Visit

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY
LEARNING
MODULE

ANALYZE

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

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

3. Describe the methods used by the teacher in handling the students’ differences in
abilities. How did the students respond to the teacher? Did the teacher use
differentiated instruction? If yes, describe how.

REFLECT

1. Recall the time when you were in elementary or high school. Recall the high and low
achievers in your class. How did your teacher deal with differences in abilities? Was
your teacher effective?

2. What dispositions and traits will you need as a future teacher to meet the needs of the
learners?

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OBSERVE, ANALYZE, REFLECT

Activity 3.3 Observing the school experiences of learners who belong to indigenous groups.

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

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

1. Ensure that you have reviewed the no.3 Focused on Indigenous Peoples in the
Learning essentials of Episode 3.
2. Observe in a school with a program for IP learners. Below are some suggested schools:
a. Ujah School of Living Traditions, Hungduan, Ifugao
b. Sentrong Paaralan ng mga Agta, General Nakar, Quezon
c. Sitio Tarukan Primary School, Capas Tarlac
d. Mangyan Center for Learning and Development, Naujan, Oriental Mindoro
e. Paaralang Mangyan na Angkop sa Kulturang Aalagaan (PAMANAKA), San Jose
Occidental Mindoro
f. Tubuanan Ati Learning Traditions, 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.
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 DepEd:

DepEd Indigenous Peoples Education Office. National Indigenous Month (October) Video, 2013. Retrieve
from: https://www.youtube.com/watch?v=FsMjgQNz2Y

3. Write your observation report.

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

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OBSERVE

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

An Observation Guide for Indigenous Peoples Education

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

If you are watching videos you search, instead of actually visiting a school, have these
questions 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 interest 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 happens. 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?
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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Write your observation report here.

OBSERVATION REPORT

(You may include photos here.)

Name of the School Observed

School Address

Date of Visit

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OBSERVATION REPORT

(You may include photos here.)

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ANALYZE

Curriculum Design, Answer each question based on your

Competence, and Content observation and interview
data.
1. Does the school foster a
sense of belonging to one’s
ancestral domain, a deep
understanding of
the community’s beliefs and
practices? Cite examples.
2. Does the school show respect
of
the community’s expression
of spirituality? How?

3. Does the school foster in the

indigenous learners a
deep
appreciation of their
identity?
How?
4. Does the curriculum teach
skills and
competencies in
the indigenous
learners that will help them
develop and protect their
ancestral domain and
culture?
5. Does the curriculum link new
concepts and competencies
to
the life experience of
the community?

6. Do the teaching strategies

help strengthen,
enrich,
and
complement the
community’s indigenous
teaching-process?
7. Does the curriculum
maximize the use of the
ancestral domain and
activities of the community
as relevant settings for
learning in
combination which
classroom- based sessions?
Cite examples.
8. Is cultural sensitivity to
uphold culture, beliefs and
practices, observed and
applied in the development
and use
of instructional
materials
and learning
resources? How? (For
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example, Culture bearers of

the Indigenous Peoples
are
consulted.)
9. Do assessment
practices
consider community values
and culture? How?

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10. Do assessment processes

include application of higher
order thinking skills?

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

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REFLECT

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

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

2. What did you appreciate most from your experience in visiting the school with
indigenous learners? Why?

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

3.1Be open to and respect indigenous peoples by

3.2Uphold and celebrate their culture, beliefs and practices by

3.3Advocate for indigenous peoples education by

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SHOW Your Learning Artifacts

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

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EVALUATE Performance Task

Evaluate Your Work Tank Field Study 1. Episode 3- Focus on Gender, Needs, Strengths,
Interests, Experiences Language, Race, Culture, Religion, Socio-economic Status, Difficult
Circumstances, and Indigenous Peoples

Learning Outcomes: 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 (PPST 3.1.1)
 Demonstrate openness, understanding, and acceptance of the learners’ diverse
needs and backgrounds

Name of FS Student: Date Submitted:

Year & Section: Course:

Learning Excellent Very Satisfactory Satisfactory Needs

Episode 4 3 2 Improvement
1
Accomplished One (1) to two Three (3) Four (4) or
Observation All observation (2) observation observation more
Sheet questions/tasks questions/ tasks questions/ questions/tasks
completely not answered / tasks not not answered /
answered/ accomplished. answered accomplished
accomplished. accomplished.

Analysis All questions All questions Questions Four (4) or

were answered were answered were not more
completely; completely answered observation
answers are answers clearly completely questions were
with depth and connected to answers are not answered
are thoroughly theories; not clearly answers not
grounded on grammar and connected to connected to
theories; spelling are free theories; one theories more
grammar and from errors. (1) than four (4)
spelling are free to three (3) grammatically
from error. grammatical spelling errors.
spelling
errors.
Reflection Profound and Clear but lacks Not so clear Unclear and
clear; depth; and shallow, shallow rarely
supported by supported by somewhat supported by
what were what were supported by what were
observed and observed and what were observed and
analyzed. analyzed. observed and analyzed
analyzed.

Learning Portfolio is Portfolio is Portfolio is Portfolio is not

Artifacts reflected on in reflected on in not reflected reflected on in
the the on in the
context of context of the the context context of the
the learning learning of the learning
outcomes. learning

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outcomes; Complete; well outcomes. outcomes

Complete, well organized, very Complete: not not
organized, relevant to the organized. complete;
highly relevant learning relevant to the not
to the learning outcome. learning organized,
outcome. outcome. not relevant

Submission Submitted Submitted on the Submitted a Submitted two

before the deadline. day (2)
deadline. after the days or more
deadline. after the
deadline
COMMENT/S Over-all Score Rating: (Based
on Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9- 7 below
8
Grad 1 1.25 1.5 1.7 2.0 2.2 2.50 2.7 3.0 3.5 5.00
e 5 0 5 5 0
99 96 93 90 87 84 81 78 75 72 71 below

Date:
Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching –
Learning in Actual School Environment, Lorimar Publishing Inc.

www.google.com
www.yourarticlelibrary.com

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OBSERVE, ANALYZE, REFLECT

Activity No. 4.1 Observing the learner’s community and home environment

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. 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.

OBSERVE

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

An Observation/Interview Guide for Home-School Link

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

The Learner
1. Make a general observation of the learner. Describe him/her in each of the
domains of development:
 physical-body built and height (thin, chubby, underweight, overweight),
level of physical activity (fast, slow, lethargic, active, etc.)
 socio-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

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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.

Suggested Parent Interview Guide

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

Name of Learner:
Date of Birth Age

Grade/Year Level

Gender Number of Siblings

Birth Order
Parents
Mother
Age Occupation Educational
Attainment

Father Occupation Educational Attainment

Learner’s Physical Aspect:

Health
1. Mother’s Health during pregnancy with the learner:

2. Ailments or health problems of the learner as a child:

3. Age of the learner when he started to walk/talk:

4. Food preferences of the learner as a child and at present:

5. Who took care of him/her as a child?

Learner’s Social Aspect:

1. Describe your child’s sociability (friendly, outgoing or shy, loner).

2. Who were the learner’s playmates?

3. As a child then, was he/she allowed to play outside?

4. Is he/she allowed to go out with friends?

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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?

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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?

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

THE LEARNER’S DEVELOPMENT PROFILE (Outline)

The Learners’ Development Profile

Name of the Learner

School
Date of Home Visit
Date of Birth Age
Grade/Year Level Gender

Family Profile
Number of
Siblings:
Birth Order:
Parent
Mothe
r:
Age:
Occupation: Educational Attainment:
Father:
Occupation: Educational Attainment:

Physical Development

Social Development

Emotional-Moral Development

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Cognitive Development

Findings

Conclusions

Recommendations

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ANALYZE

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

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

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

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

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?

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MODULE SURIGAO DEL NORTE STATE UNIVERSITY
 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

REFLECT

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

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

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LINK Theory to Practice

Directions: Read the items given below and encircle the correct answer.

1. Which are most likely the kinds of children raised by authoritarian parents?

I. Fearful
II. Inhibited
III. Hostile
IV. Withdrawn

A. I and II C. II and III

B. I, II and III D. I, II, III, and IV

2. If a child was raised by authoritative parents, how will most likely will he/she behave in
class?

A. Relates well to classmates

B. Is suspicious of others
C. Quarrels often with classmates
D. Has low level of independence

3. Which parenting style/s contribute/s to the development of children who have

low level of responsibility?

A. Authoritarian C. Permissive
B. Authoritative D. Neglecting and Permissive

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SHOW Your Learning Artifacts

Color Your
1. World…

1. Make an artistic,
colorful,

and
creative visual
expression of
your insights or
feelings about
the influence of
the home and
school

and community
to the learner.

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

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

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EVALUATE Performance Task

Evaluate Your Work Tank Field Study 1. Episode 4 – Learner Diversity: The Community
and Home Environment

Learning Outcomes: 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 (6.2.1); and
 Identify effective strategies on how teachers can work together with the family

Name of FS Student: Date Submitted:

Year & Section: Course:

Learning Excellent Very Satisfactory Satisfactory Needs

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

Learning Portfolio is Portfolio is Portfolio is Portfolio is not

Artifacts reflected on in reflected on in not reflected reflected on in
the context of the context of on in the the context of
the learning the learning context of the learning
outcomes; outcomes. the learning outcomes not
Complete, well Complete; well outcomes. complete; not
organized, organized, very Complete: organized, not
highly relevant relevant to the not relevant
to the learning learning organized.
outcome. outcome. relevant to
the

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FS 1 – Obsevations of Teaching – Learning in Actual School

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learning
outcome.

Submission Submitted Submitted on the Submitted a Submitted two

before the deadline. day (2)
deadline. after the days or more
deadline. after the
deadline
COMMENT/S Over-all Score Rating: (Based
on Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9- 7 below
8
Grad 1 1.25 1.5 1.7 2.0 2.2 2.50 2.7 3.0 3.5 5.00
e 5 0 5 5 0
99 96 93 90 87 84 81 78 75 72 71 below

Date:
Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching –
Learning in Actual School Environment, Lorimar Publishing Inc.

www.google.com
www.yourarticlelibrary.com

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

ANALYZE

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

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

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

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

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

REFLECT

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

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

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

OBSERVE, ANALYZE, REFLECT

Activity 5.1 Managing Time, Space and Learning Resources

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

OBSERVE

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

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

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

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

4. Can the learners already work independently?

5. Describe their span of attention.

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ANALYZE

Analyze and answer these questions on observed classroom management practices.

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

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

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

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

4. What are the daily routines done by the Resource Teacher? (prayer, attendance,
assignment of monitors, warm-up activities, etc.) How are they done?

5. Is there a seating arrangement? What is the basis of this arrangement? Does this
help in managing the class?

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

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

Teacher do? Describe the behavior strategies used.

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

strategies)

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REFLECT

Reflection as a future teacher.

1. Why do you need to enforce positive discipline?

Activity 5.2 identifying the different Aspects of Classroom Management

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

OBSERVE
CLASSRROOM MANAGEMENT MATRIX

Observe a class and accomplish the given matrix.

Effect on the Learners

Aspects of Classroom
Description (to be filled out after you
Management
answer the analysis
questions)
1. Specific Areas in the
Classroom

2. Classroom Rules

3. Classroom Procedures

4. Daily Routines

5. Seating Arrangement

6. Handling
misbehavior/off- task
behavior
7. Reinforcement of Positive
Behavior

8. Others

9. Others

10. Others
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ANALYZE

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

2. What should the teacher have in mind when she/he designs the classroom
organization and routines? What theories and principles should you have in mind?

3. Which behavior strategies were effective in managing the behavior of the learners? In
motivating
students? Why were they effective?

REFLECT

Reflect on the following and write your insights.

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

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

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

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

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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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

EVALUATE Performance Task

Evaluate Your Work Tank Field Study 1. Episode 5 – Creating an Appropriate Learning
Environment

Learning Outcomes: Plan on how to manage time, space, and resources

 Provide a learning environment appropriate to the learners and conducive to learning

Name of FS Student: Date Submitted:

Year & Section: Course:

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

Learning Portfolio is Portfolio is Portfolio is Portfolio is not

Artifacts reflected on in reflected on in not reflected reflected on in
the context of the context of on in the the context of
the learning the learning context of the learning
outcomes; outcomes. the learning outcomes not
Complete, well Complete; well outcomes. complete; not
organized, organized, very Complete: organized, not
highly relevant relevant to the not relevant
to the learning learning organized.
outcome. outcome. relevant to
the learning
outcome.

FS 1 – Obsevations of Teaching – Learning in Actual School

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

Submission Submitted Submitted on the Submitted a Submitted two

before the deadline. day (2)
deadline. after the days or more
deadline. after the
deadline
COMMENT/S Over-all Score Rating: (Based
on Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9- 7 below
8
Grad 1 1.25 1.5 1.7 2.0 2.2 2.50 2.7 3.0 3.5 5.00
e 5 0 5 5 0
99 96 93 90 87 84 81 78 75 72 71 below

Date:
Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching –
Learning in Actual School Environment, Lorimar Publishing Inc.

www.google.com
www.yourarticlelibrary.com

FS 1 – Obsevations of Teaching – Learning in Actual School

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

OBSERVE, ANALYZE, REFLECT

Activity 6.1 Observing Classroom Management and Routines

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

OBSERVE

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

Checklist on Classroom Routines

Check Yeas ( ) if observed and ( ) if not observed.

Classroom Routines Observed ( ) Not Observed ( )

1. Movement into the classroom
2. Transition in classroom activities
3. Movement out of the classroom
4. Use of lavatories / comfort room /
washrooms
5. Passing of papers
6. Passing of books
7. Working with pairs / groups
8. Tardy students
9. Absent students
10. Submission of projects
11. Submission of projects
12. Asking questions during lessons
13. Asking for assistance
14. Joining classroom activities
15. Lining up
16. Walking in line
17. Fire drill / emergencies
18. Movement between activities
19. Use of classroom supplies
20. Checking of assignments
Others, please specify.
21.
22.
23.
24.
25.

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

ANALYZE

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

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

REFLECT

Reflect on the various routines observed.

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

FS 1 – Obsevations of Teaching – Learning in Actual School

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

Activity 6.2 Listing Down Classroom Rules

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

OBSERVE

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

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

Classroom Rules Importance

1. E.g. Read directions well. - Ensures less error in answering the
activity.
2. -
3. -
4. -
5. -
6. -

ANALYZE

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

2. Are classrooms rules really important?

FS 1 – Obsevations of Teaching – Learning in Actual School

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

REFLECT

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

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.

FS 1 – Obsevations of Teaching – Learning in Actual School

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

EVALUATE Performance Task

Evaluate Your Work Tank Field Study 1. Episode 6 – Classroom Management and Classroom
Routines

Learning Outcome: Identify the classroom routines set by the teacher; and Observe how the
students execute the various classroom routines.

Name of FS Student: Date Submitted:

Year & Section: Course:

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

Learning Portfolio is Portfolio is Portfolio is Portfolio is not

Artifacts reflected on in reflected on in not reflected reflected on in
the context of the context of on in the the context of
the learning the learning context of the learning
outcomes; outcomes. the learning outcomes not
Complete, well Complete; well outcomes. complete; not
organized, organized, very Complete: organized, not
highly relevant relevant to the not relevant
to the learning learning organized.
outcome. outcome. relevant to
the learning
outcome.

FS 1 – Obsevations of Teaching – Learning in Actual School

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

FS 1 – Obsevations of Teaching – Learning in Actual School

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

Submission Submitted Submitted on the Submitted a Submitted two

before the deadline. day (2)
deadline. after the days or more
deadline. after the
deadline
COMMENT/S Over-all Score Rating: (Based
on Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9- 7 below
8
Grad 1 1.25 1.5 1.7 2.0 2.2 2.50 2.7 3.0 3.5 5.00
e 5 0 5 5 0
99 96 93 90 87 84 81 78 75 72 71 below

Date:
Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching –
Learning in Actual School Environment, Lorimar Publishing Inc.

www.google.com
www.yourarticlelibrary.com

FS 1 – Obsevations of Teaching – Learning in Actual School

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

OBSERVE, ANALYZE, REFLECT

Activity 7.1 Identifying Personal and Physical Aspects of Classroom Management

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

OBSERVE

Observe a class and interview the Resource Teacher. Ask how the personal and
physical aspects of classroom management ensure proper classroom management and
discipline.

Check of these aspects were observed in the classroom.

Aspects of Classroom Management YES NO

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

ANALYZE

Analyze the different elements of personal/ physical classroom management and answer
the following question.

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

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

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

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

REFLECT

Reflect on the aspects of personal and classroom management.

1. What does this statement mean to you as a future teacher? Explain.

“No amount of good instruction will come out without effective classroom management.”

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

FS 1 – Obsevations of Teaching – Learning in Actual School

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

Activity 7.2 Demonstrating Knowledge of positive and no-violent discipline in the management of
learner behavior.

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

OBSERVE

Observe the classroom management strategies that your Resource Teacher employs in
the classroom. You may also conduct an interview to substantiate your observation.

Check the management strategies employed by the Resource Teacher.

Check ( ) observed, put an ( ) if not observed and O for no opportunity to observe.

Not No Opportunity
Effective Classroom Management Strategies Observed
Observed to Observe
1. Model to the students how to act in different
situations.
2. Establish classroom guidelines.
3. Document the rules.
4. Refrain from punishing the entire class.
5. Encourage initiative from class.
6. Offer praise and rewards.
7. Use non-verbal communication.
8. Take time to celebrate group effort.
9. Let students work in groups.
10. Interview students to assess their needs.
11. Address bad behavior quickly.
12. Consider peer teaching.
13. Continously engage the students.
14. Assign open-ended project.
15. Write group contracts.
Others (Please specify)
16.
17.
18.
19.
20.

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

ANALYZE

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

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

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

REFLECT

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

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

types of learners?

FS 1 – Obsevations of Teaching – Learning in Actual School

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

SHOW Your Learning Artifacts

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

strategies used by your Resource Teacher.

Diri natapos

FS 1 – Obsevations of Teaching – Learning in Actual School

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

EVALUATE Performance Task

Evaluate Your Work Tank Field Study 1. Episode 7 – Physical and Personal Aspects of
Classroom Management

Learning Outcome: Identify the two (2) aspects of classroom management and determine
the classroom management strategies that the Resource Teacher employed in his/her
class.

Name of FS Student: Date Submitted:

Year & Section: Course:

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

Learning Portfolio is Portfolio is Portfolio is Portfolio is not

Artifacts reflected on in reflected on in not reflected reflected on in
the context of the context of on in the the context of
the learning the learning context of the learning
outcomes; outcomes. the learning outcomes not
Complete, well Complete; well outcomes. complete; not
organized, organized, very Complete: organized, not
highly relevant relevant to the not relevant
to the learning learning organized.
outcome. outcome. relevant to
the learning
outcome.

FS 1 – Obsevations of Teaching – Learning in Actual School

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

Submission Submitted Submitted on the Submitted a Submitted two

before the deadline. day (2)
deadline. after the days or more
deadline. after the
deadline
COMMENT/S Over-all Score Rating: (Based
on Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9- 7 below
8
Grad 1 1.25 1.5 1.7 2.0 2.2 2.50 2.7 3.0 3.5 5.00
e 5 0 5 5 0
99 96 93 90 87 84 81 78 75 72 71 below

Date:
Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching –
Learning in Actual School Environment, Lorimar Publishing Inc.

www.google.com
www.yourarticlelibrary.com

FS 1 – Obsevations of Teaching – Learning in Actual School

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

OBSERVE, ANALYZE, REFLECT

Activity 8.1 Curricula in the School Setting

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

OBSERVE

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

Type of Curriculum Where Found Description

1. Recommended
Curriculum (K to 12
Guidelines)

2. Written Curriculum
(Teacher’s Lesson Plan)

3. Taught
Curriculum
(Teaching
Learning
Process)
4. Supported Curriculum
(Subject textbook)

5. Assessed Curriculum
(Assessment Process)

6. Learned
Curriculum
(Achieved
Learning
Outcomes)
7. Hidden Curriculum
(Media)

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

ANALYZE

Which of the seven type’s curriculum in the school setting is easy to find?

Why? Which is difficult to observe? Why?

Are these all found in the school setting? How do curricula relate to one

another? Draw a diagram to show the relationship of one curriculum to the

other.

FS 1 – Obsevations of Teaching – Learning in Actual School

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

REFLECT

Make a reflection on the diagram that you have drawn.

FS 1 – Obsevations of Teaching – Learning in Actual School

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

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

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

OBSERVE

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

Procedure:
1. Secure permit to observe one complete lesson in a particular subject, in a particular
grade/ year level.
2. Keep a close watch on the different components of the miniscule curriculum: the lesson
3. Follow the three major components of a
curriculum (Planning, Implementing and Evaluating/Assessing). Observe and
record your observation.

Observe and Record Observation on the Following Aspects

Key Guide for Observation (Carefully look for the indicators/
Major Curriculum
behavior of the teacher along the key points. Write your
Components
observation and description in your notebook.)
A. Planning 1. Borrow the teacher’s lesson plan for the day. What major
parts do you see? Request a copy for your use.
Answer the following questions:
a. What are the lesson objectives/learning outcomes?
b. What are included in the subject matter?
c. What procedure or method will the teacher use to
implement the plan?
d. Will the teacher assess or evaluate the lesson? How will
this be
done?
B. Implementing Now it’s time to observe how the teacher implemented the
prepared lesson plan. Observe closely the procedure.
a. How did the teacher begin the lesson?
b. What procedure or steps were followed?
c. How did the teacher engage the learners?
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/Assessing observations to find evidence of learning.
a. Were the objectives as learned outcomes achieved?
b. How did the teacher assess/evaluate it?
c. What evidence was shown? Get pieces of evidence.

FS 1 – Obsevations of Teaching – Learning in Actual School

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

ANALYZE

Write a paragraph based on the data you gathered using these key questions.

1. How does the teacher whom you observed compare to the ideal characteristics or
competencies of global quality teachers?

2. Was the lesson implemented as planned? Describe.

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

4. Can you describe the majority of student’s reactions after the lesson was taught?
Confused? Happy and eager? Contented? No reactions at all.

REFLECT

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

FS 1 – Obsevations of Teaching – Learning in Actual School

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

Activity 8.1 identifying Personal and Physical Aspects of Classroom Management

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

OBSERVE

Using the diagram below fill up the component parts of a lesson

I. Title of the Lesson:
II. Subject are:
III. Grade Level:

FS 1 – Obsevations of Teaching – Learning in Actual School

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

Outcomes
Teaching Assessment
Method

Fill this up

Fill this up Fill this up

FS 1 – Obsevations of Teaching – Learning in Actual School

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

FS 1 – Obsevations of Teaching – Learning in Actual School

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

ANALYZE

Answer the following questions based on the diagram.

1. Are the three components constructively aligned? Explain.

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

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

REFLECT

What lessons have you learned in developing or writing a lesson

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

are aligned?

FS 1 – Obsevations of Teaching – Learning in Actual School

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

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, realia, documents or others.

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

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

Learning Outcomes Teaching Methods Evaluatio

n

FS 1 – Obsevations of Teaching – Learning in Actual School

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1. Episode 8 – Close Encounter with the School Curriculum

Learning Outcome: 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.
 Analyze if the teacher aligns the objectives to subject matter, to teaching
strategies and assessment.

Name of FS Student: Date Submitted:

Year & Section: Course:

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

Learning Portfolio is Portfolio is Portfolio is Portfolio is not

Artifacts reflected on in reflected on in not reflected reflected on in
the context of the context of on in the the context of
the learning the learning context of the learning
outcomes; outcomes. the learning outcomes not
Complete, well Complete; well outcomes. complete; not
organized, organized, very Complete: organized, not
highly relevant relevant to the not relevant
to the learning learning organized.
outcome. outcome. relevant to
the
learning
outcome.

FS 1 – Obsevations of Teaching – Learning in Actual School

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

Submission Submitted Submitted on the Submitted a Submitted two

before the deadline. day (2)
deadline. after the days or more
deadline. after the
deadline
COMMENT/S Over-all Score Rating: (Based
on Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9- 7 below
8
Grad 1 1.25 1.5 1.7 2.0 2.2 2.50 2.7 3.0 3.5 5.00
e 5 0 5 5 0
99 96 93 90 87 84 81 78 75 72 71 below

Date:
Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching –
Learning in Actual School Environment, Lorimar Publishing Inc.

www.google.com
www.yourarticlelibrary.com

FS 1 – Obsevations of Teaching – Learning in Actual School

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

OBSERVE, ANALYZE, REFLECT

Activity 9.1 Demonstrating an Understanding of Research-Based Knowledge Principles of

Teaching and Learning

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

OBSERVE

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

What did the Resource Teacher do to apply

Principles of Learning
the principle of learning
1. Effective learning begins with the
setting of clear and high expectations
of learning outcomes.

2. Learning is an active process.

3. Learning is the discovery of personal

meaning and relevance of ideas.

4. Learning is a cooperative and a

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

FS 1 – Obsevations of Teaching – Learning in Actual School

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

ANALYZE

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

Most applied

Least
applied

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

REFLECT

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

FS 1 – Obsevations of Teaching – Learning in Actual School

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

Activity 9.2 Identify Learning Outcomes that are Aligned with Learning Competencies

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

OBSERVE

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

1. Write the learning outcomes stated in the lesson.

(SMART Objectives?) Achieved

Learning Outcomes Yes No Yes No
1.

2.

3.

4.

5.

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

1.

2.

3.

4.

5.

FS 1 – Obsevations of Teaching – Learning in Actual School

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

ANALYZE

1. Do SMART objectives make the lesson more focused?

REFLECT

Reflect on the
Lessons learned in determining SMART learning
outcomes.

FS 1 – Obsevations of Teaching – Learning in Actual School

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

Activity 9.3 Distinguishing Between Inductive and Deductive Methods of Teaching

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

OBSERVE

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

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

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

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

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

What teaching-learning practice shows that teaching approach was:

a.) constructivist – connected to past experiences of learners; learners constructed new
lesson meanings

b.) inquiry-based

c.) developmentally appropriate – learning activities fit the developmental stage of

children

d.) reflective

FS 1 – Obsevations of Teaching – Learning in Actual School

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

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

f.) collaborative – Students worked together.

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

ANALYZE

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

Reflect on Principles of teaching worth

applying

FS 1 – Obsevations of Teaching – Learning in Actual School

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

SHOW Your Learning Artifacts

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

FS 1 – Obsevations of Teaching – Learning in Actual School

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1. Episode 9 – Preparing for Teaching and Learning

Learning Outcomes: identify the teaching-learning practices that apply r 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.
 differentiate the different methods of teaching.

Name of FS Student: Date Submitted:

Year & Section: Course:

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

Learning Portfolio is Portfolio is Portfolio is Portfolio is not

Artifacts reflected on in reflected on in not reflected reflected on in
the context of the context of on in the the context of
the learning the learning context of the learning
outcomes; outcomes. the learning outcomes not
Complete, well Complete; well outcomes. complete; not
organized, very Complete: not

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

organized, relevant to the organized. organized,

highly relevant learning relevant to the not relevant
to the learning outcome. learning
outcome. outcome.

Submission Submitted Submitted on the Submitted a Submitted two

before the deadline. day (2)
deadline. after the days or more
deadline. after the
deadline
COMMENT/S Over-all Score Rating: (Based
on Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9- 7 below
8
Grad 1 1.25 1.5 1.7 2.0 2.2 2.50 2.7 3.0 3.5 5.00
e 5 0 5 5 0
99 96 93 90 87 84 81 78 75 72 71 below

Date:
Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching –
Learning in Actual School Environment, Lorimar Publishing Inc.

www.google.com
www.yourarticlelibrary.com

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

OBSERVE, ANALYZE, REFLECT

Activity 10.1 Applying the Guiding Principles in the Selection and Use of Strategies

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

OBSERVE

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

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

3. A non-threatening atmosphere enhances

learning.

4. Emotion has the power to increase

retention
and learning
5. Good teaching goes beyond recall of
Information

6. Learning is meaningful when it is

connected
to students’ everyday life.
7. An integrated teaching approach is far
more
effective than teaching isolated bits of
information.

ANALYZE

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

REFLECT

Reflect on this question.

How do we select the appropriate strategy for our
lessons?

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

Activity 10.2 Determining Outcome-Based Teaching and Learning

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

OBSERVE

Observe a class and answer the following questions.

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

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

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

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

ANALYZE

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

REFLECT

Reflect on the use of OBTL.

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

Activity 10.3 Applying Effective Questioning Techniques

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

OBSERVE

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

Types of Question Examples of Questions that the Resource Teacher Asked

1. Factual / Convergent
Closed
/ Low level
2. Divergent / Higher-
order /
Open-ended / Conceptual
a. evaluation

b. inference

c. comparison

d. application

e. problem-solving

3. Affective

ANALYZE

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

REFLECT

Reflect on The importance of using various reacting

techniques

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

SHOW Your Learning Artifacts

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

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1. Episode 10 – The Instructional Cycle

Learning Outcomes: 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.

Name of FS Student: Date Submitted:

Year & Section: Course:

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

Learning Portfolio is Portfolio is Portfolio is Portfolio is not

Artifacts reflected on in reflected on in not reflected reflected on in
the context of the context of on in the the context of
the learning the learning context of the learning
outcomes; outcomes. the learning outcomes not
Complete, well Complete; well outcomes. complete; not
organized, organized, very Complete: organized, not
highly relevant relevant to the not relevant
to the learning learning organized.
outcome. outcome. relevant to
the learning
outcome.

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Submission Submitted Submitted on the Submitted a Submitted two

before the deadline. day (2)
deadline. after the days or more
deadline. after the
deadline
COMMENT/S Over-all Score Rating: (Based
on Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9- 7 below
8
Grad 1 1.25 1.5 1.7 2.0 2.2 2.50 2.7 3.0 3.5 5.00
e 5 0 5 5 0
99 96 93 90 87 84 81 78 75 72 71 below

Date:
Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching –
Learning in Actual School Environment, Lorimar Publishing Inc.

www.google.com
www.yourarticlelibrary.com

FS 1 – Obsevations of Teaching – Learning in Actual School

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

OBSERVE, ANALYZE, REFLECT

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 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.

OBSERVE

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

An Observation Guide for a

LEARNING RESOURCE CENTER

Read the following statements carefully before you observe.

1. Go around the Learning Resource Center.

2. Find out what learning resources are present.
3. Examine and describe how the materials are arranged and how they are classified.
Are they free from dust and moisture? Are they arranged for easy access?
4. Read the guidelines/procedures for borrowing of materials. Are these
guidelines/procedures posted are available for the users to refer to?
5. Familiarize yourself with the guidelines and procedures. Take photos of the center (if
allowed).

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

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Name of Center Observed:

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

List of Available Learning Resources

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

2. Audio Resources




3. Non-electronic Visual
Resources




4. ICT Resources




Impression about the LRC:

Name and Signature of Observer

:
Name and Signature of the Learning Resource Center In-charge:

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ICT Competency Standards for Teachers (CHED Teacher Education Programs (2017):

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ANALYZE

Are the learning resources/materials arranged properly according to their functions and
characteristics?

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

What are the strengths of this Learning Resource Center?

What are its weaknesses?

What suggestions can you make?

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REFLECT

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

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

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

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Activity 11.2 Observing Technology Integration in 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.

OBSERVE

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

Class Observation Guide

Read the following questions and instructions carefully before you observe.
1. What is the lesson 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?

OBSERVATION SHEET NO.

REPORT

Date of Observation
School
Subject Topic

Grade/ Year Level:

ANALYZE

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

UTILIZATION OF TEACHING AIDS FORM

Grade or Year Level of Class Observed:

Date of Observation:

Subject Matter:

Brief Description of Teaching Approach Used by the Teacher:

Teaching Aids used Appropriateness of

(Enumerate in Strengths Weaknesses the Teaching Aids
bullet form) used

Use the Technology Integration Form to analyze the class you observed. Refer to the
Technology Integration Matrix on p. 130, in which level of technology integration do you
think the teacher you observed operated? Why?

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

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

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

REFLECTION

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

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

Activity 11.3 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 provided 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.

OBSERVE

Class Observation Guide

Read the following statements carefully before you observe.

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

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

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

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

ANALYZE

Analyzing the information you got from observing the class, surf the internet to select
electronic resources, including OERs, social networking sites, and apps with virtual or
augmented reality 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 Module. 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 Describe Put a check if the resource satisfies the criterion. Describ
and e
Type of the how
you
Electroni electroni can use
c c
Resource resource it if you
(include were to
author/ teach in
publishe the
r/ class
source). you
observe
.
Accurat appropriat Clear Complet Motivatin Organize
e e e g d

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

REFLECT

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

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

2. How did you choose which electronic resources to include here? What did you
consider? Explain. Which of the new trends in Education 4.0 would you like to explore
more for your work as a teacher? Why?

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

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

Activity 11.4 Professional Development Through MOOCS

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

OBSERVE

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

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

OBSERVE

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

2. On the second column, write the competencies you like to work on.

3. Search for MOOCs in the internets which are relevant to the competencies you
identified. You may try these sites:

 http://ww/teachthought.com/technology/list-750-moocs-teachers-students/
 http://www.educationworld.com/a_curr/moocs-best-teachers-free-online-courses.shtml
 http://www.forbes.com/sites/skollworldforum/2013/06/10/moocs-for-
teachers-theyre- learners-too/
 https://www.mooc-list.com/categories/teacher-professional-developement
 http://ww2.kqed.org/mindshift/2013/04/30/new-online-teacher-training-
program-joins- mooc-madness/

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

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

MOOCs related to
Competencies I the
PPST Domain MOOC Provider
want to work competency/ies
on (Include a short
description)
1. Content
Knowledge and
Pedagogy

2. The Learning
Environment

3. Diversity
of
Learners

4. Curriculum and
Planning

5. Assessing and
Reporting
6. Community
Linkages
and
Professiona
l
Engagement
7. Personal Growth
and Professional
Development

ANALYZE

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

1. MOOC Title
Provider:
Objectives of the MOOC:

Content Outline:

Why did you pick up this MOOC?

2. MOOC Title
Provider:
Objectives of the MOOC:

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Content Outline:

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

Why did you pick up this MOOC?

3. MOOC Title
Provider:
Objectives of the MOOC:

Content Outline:

Why did you pick up this MOOC?

REFLECT

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

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

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

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

SHOW Your Learning Artifacts

1. Include here pictures/illustration of the materials used by the teacher. Put your
comments/annotation about what you observed.

2. Visit www.teachnology.com or other teacher resource websites. Print useful

instructional materials (worksheets, visual aids, flashcards, rubrics, etc.) and include
them here. Indicate how they might be useful considering your major or are of
specialization.

3. Visit www.edudemic.com/50-educationtechnology-tools-every-teacher-should-know-
about/

Explore and enjoy the fantastic education tools. Try them out. Describe what you
discovered and share how these tools can be helpful to you as a teacher.

4. Visit edtechteacher.org. This a treasure box for you. Explore and share what you
learned.

5. Paste an article about an example of technology gadget/material that you want to

learn more about. How can this gadget/material be useful in instruction/teaching?

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1. Episode 11 – Utilizing Teaching-Learning Resources
and ICT

Learning Outcomes: 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
(PPST 1.3.1); *Show skills in the evaluation, selection, development, and use of a variety
learning resources, including ICT to address learning goals (PPST 4.5.1); * Analyze the level
of technology integration in the classroom * Demonstration motivation to utilize ICT for
professional development goals based on the (PPST 7.5.1)

Name of FS Student: Date Submitted:

Year & Section: Course:

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

Learning Portfolio is Portfolio is Portfolio is Portfolio is not

Artifacts reflected on in reflected on in not reflected reflected on in
the context of the context of on in the the context of
the learning the learning context of the learning
outcomes; outcomes. the learning outcomes not
Complete, well Complete; well outcomes. complete; not
organized, organized, very Complete: organized, not
highly relevant relevant to the not relevant
to the learning learning organized.
outcome. outcome. relevant to
the

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

learning
outcome.

Submission Submitted Submitted on the Submitted a Submitted two

before the deadline. day (2)
deadline. after the days or more
deadline. after the
deadline
COMMENT/S Over-all Score Rating: (Based
on Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9- 7 below
8
Grad 1 1.25 1.5 1.7 2.0 2.2 2.50 2.7 3.0 3.5 5.00
e 5 0 5 5 0
99 96 93 90 87 84 81 78 75 72 71 below

Date:
Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching –
Learning in Actual School Environment, Lorimar Publishing Inc.

www.google.com
www.yourarticlelibrary.com

FS 1 – Obsevations of Teaching – Learning in Actual School

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

OBSERVE, ANALYZE, REFLECT

Activity 7.1 identifying Personal and Physical Aspects of Classroom Management

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

OBSERVE

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

What Teacher Said Tall Tota

y l

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

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

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

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

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

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

Others, please specify

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

8. While re-teaching by himself/herself and /or with other students-turned tutors, did
teacher check on students’ progress?

If yes, how?

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ANALYZE

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

2. Why is not enough for a teacher to ask “Did you understand, class?” when he/she
intends to not?

3. Should teacher record results of formative assessment for grading purposes? Why or
why not?

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

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

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

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

REFLECT

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

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

SHOW Your Learning Artifacts

1. My Accomplished Observation Sheet

2. My Analysis

3. My Reflection

4. Snapshots of peer tutoring or other activities that show formative assessment n practice

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

Activity 12.2 Observing Assessment AS Learning Practices (Self-Assessment)

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

TARGET Your Intended Learning Outcomes

At the end of this Module, student must be able to:

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

REVISIT 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

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

Teacher My Observation
1. Did teacher provide opportunities for
the learners to monitor and reflect on
their own learning?

2. What are proofs that students were

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

3. Did students record and report their

own learning?

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

4. Did teacher create criteria with the

students for tasks to be completed or
skill to learned?

ANALYZE

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

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

REFLECT

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

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SHOW Your Learning Artifacts

1. My Accomplished Observation Sheet

2. My Analysis

3. My Reflection

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EVALUATE Performance Task

Evaluate Your Work Task Field Study 1. Episode 12 – Assessment FOR Learning and
Assessment AS Learning (Formative Assessment)

Learning Outcome: Demonstrate knowledge of the design and use of formative assessment
* explain the importance of formative assessment.

Name of FS Student: Date Submitted:

Year & Section: Course:

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

Learning Portfolio is Portfolio is Portfolio is Portfolio is not

Artifacts reflected on in reflected on in not reflected reflected on in
the context of the context of on in the the context of
the learning the learning context of the learning
outcomes; outcomes. the learning outcomes not
Complete, well Complete; well outcomes. complete; not
organized, organized, very Complete: organized, not
highly relevant relevant to the not relevant
to the learning learning organized.
outcome. outcome. relevant to
the learning
outcome.

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Submission Submitted Submitted on the Submitted a Submitted two

before the deadline. day (2)
deadline. after the days or more
deadline. after the
deadline
COMMENT/S Over-all Score Rating: (Based
on Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9- 7 below
8
Grad 1 1.25 1.5 1.7 2.0 2.2 2.50 2.7 3.0 3.5 5.00
e 5 0 5 5 0
99 96 93 90 87 84 81 78 75 72 71 below

Date:
Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching –
Learning in Actual School Environment, Lorimar Publishing Inc.

www.google.com
www.yourarticlelibrary.com

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

OBSERVE, ANALYZE, REFLECT

Activity 13.1 Aligning Assessment Task with the Learning Outcome

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

TARGET Your Intended Learning Outcomes

 Determine alignment of assessment task with learning outcome

 Formulate assessment task aligned with the learning outcome

REVISIT 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

 Observe at least 3 classes – 1 physical or Biological Science or Math, English,

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

Assessment Is the
Task (How did assessment
Learning Teacher assess tool/ task If not aligned,
Subjects
Outcomes the learning aligned to the improve on it.
outcome/s? learning
Specify. outcome/s?
P.E/ EPP/ TLE To dance tango Written quiz – No Performance
Enumerate the test
steps of tango – Let
in order students
dance tango.
Social

Science.
Literature/
Panitikan. EsP

Physical/
Biological
Science/Math/
English/Filipino

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ANALYZE

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

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

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

REFLECT

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

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Activity 13.2 Observing the Use of Traditional Assessment Tools

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

TARGET Your Intended Learning Outcome

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

REVISIT the Learning Essentials

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

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

OBSERVE

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

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

Comments (Is the

Put a assessment tool
Type of Traditional
chec Learning Sample Test Item constructed in
Assessment
k( ) Outcome of Resource accordance with
Tool/Paper- and
Her Assessed Teacher established
Pencil Test e guidelines?)
Explain your
answer
Selected Response Type
1. Alternate response

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2. Matching type

3. Multiple Choice

4. Others

Put Comments (Is the

a assessment tool
Type of Traditional
chec Learning Sample Test Item constructed in
Assessment Tool/Paper-
k ( ) Outcome of Resource accordance with
and Pencil Test
if Assessed Teacher established
Resource guidelines?)
Teache Explain your
r used answer
it
Selected Response Type
1. Completion

2. Short answer type

3. Problem solving

4. Essay – restricted

5. Essay-non-
restricted

6. Others

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ANALYZE

1. Which assessment tools/tasks were most commonly used by teacher? Which ones
were rarely used? Why were they rarely used?

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

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

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

REFLECT

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

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Activity 13.3 Observing the Use of Non-traditional Assessment Tools and Scoring Rubrics

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

TARGET Your Intended Learning Outcome

 Evaluate non-traditional assessment tools including scoring rubrics

REVISIT 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

 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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Sample of
How a
Product /
product /
Performance
performance
Assessed
was assessed
Comment/s (Is
One example of a
Authentic Describe how the scoring
Assessment Learning product assessed.
the product / rubric
Outcome (Put a photo of the
/ Non-Traditional / performance was constructed
Assessed product /
Alternative assessed. Which according to
documented
was used standards?
performance in My
analytic
Teaching Artifacts.
rubric or
INCLUDE THE
holistic
RUBRIC IN MY
rubric?
TEACHING
INCLUDE THE
ARTIFICATS.
RUBRIC IN MY
TEACHING
ARTIFICATS.
1. Product –

2. Performance

ANALYZE

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

2. Based on your answers in no. 1, what can you say about the scoring rubrics made
used by the Resource Teachers?

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3. Will it make a difference in assessment of student work if teacher would rate the
product or performance without scoring rubrics? Explain.

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

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

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

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

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

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

REFLECT

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

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SHOW Your Learning Artifacts

 Accomplished Observation Sheet

 Observations
 Reflection
 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 other rubric to assess a particular performance together with
your comment/s and improved version/s, if necessary.

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

Activity 13.4 Scrutinizing the Types and Parts of a Portfolio

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

TARGET Your Intended Learning Outcomes

 Evaluate a sample portfolio

 Distinguish among the 3 types of portfolio

DISCOVER the Learning Essentials

 A portfolio is a purposeful collection of selective significant samples of student work

accompanied by clear criteria for performance which prove student effort, progress
or achievement in a given area or course.
 A portfolio of student’s work is a direct evidence of learning. But it is not a mere
collection of student’s work. The student’s reflection must accompany each output or
work.
 A portfolio is different from a work folder, which is simply a receptacle for all work, with
no purpose to the collection. A portfolio is an intentional collection of work guided by
learning objectives.
 Effective portfolio systems are characterized by a clear picture of the student skills to
be addressed, student involvement in selecting what goes into the portfolio, use of
criteria to define quality performance as a basis for communication, and self-
reflection through which students share what they think and feel about their work,
their learning and about themselves.
 There are several types of portfolio depending on purpose. They are: 1) development
or growth portfolio, 2) best work or showcase or display portfolio, and 3) assessment /
evaluation portfolio.

OBSERVE

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

What a Portfolio Includes

Elements of a Portfolio Present? Missing?
1. Clear objectives – The
objectives of the lesson/unit/

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

course are clear which

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

ANALYZE

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

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

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Elements of a Portfolio (Which type of Portfolio?)

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

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

REFLECT

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

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SHOW Your Learning Artifacts

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

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1. Episode 13 – Assessment OF Learning (Summative
Assessment)

Learning Outcomes: 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; * evaluate a sample portfolio; *
distinguish among the 3 types of 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; * examine different types of rubrics used
and relate them to assessment of student learning; * 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.

Name of FS Student: Date Submitted:

Year & Section: Course:

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

Learning Portfolio is Portfolio is Portfolio is Portfolio is not

Artifacts reflected on in reflected on in not reflected reflected on in
the the on in the
context of context of the the context context of the
the learning learning of the learning
outcomes. learning

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

outcomes; Complete; well outcomes. outcomes

Complete, well organized, very Complete: not not
organized, relevant to the organized. complete;
highly relevant learning relevant to the not
to the learning outcome. learning organized,
outcome. outcome. not relevant

Submission Submitted Submitted on the Submitted a Submitted two

before the deadline. day (2)
deadline. after the days or more
deadline. after the
deadline
COMMENT/S Over-all Score Rating: (Based
on Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9- 7 below
8
Grad 1 1.25 1.5 1.7 2.0 2.2 2.50 2.7 3.0 3.5 5.00
e 5 0 5 5 0
99 96 93 90 87 84 81 78 75 72 71 below

Date:
Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching –
Learning in Actual School Environment, Lorimar Publishing Inc.

www.google.com
www.yourarticlelibrary.com

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

Activity 13.5 Determining the Level of Teacher’s Questions

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

TARGET Your Intended Learning Outcome

 Construct assessment questions to measure HOTS following Bloom’s and Anderson’s
revised taxonomy and Kendall’s and Marzano’s taxonomy.

REVISIT the Learning Essentials

Table: 1.4 Example of Cognitive Activities

Cognitive Processes Examples

Remembering – Produce the right information from memory
Recognizing
Recalling  Name three 19th –century women English authors.
 Write the multiplication facts.
 Reproduce the chemical formula for carbon tetrachloride
Understanding – Make meaning from educational materials or experiences
Interpreting  Translate a story problem into an algebraic equation.
 Draw a diagram of the digestive system.
 Paraphrase Jawaharlal Nehru’s tryst with destiny speech.
Exemplifying  Draw a parallelogram
 Find an example of stream-of-consciousness style of writing.
 Name a mammal that lives in our area.
Classifying  Label numbers odd or even.
 List the events of the Sepoy Mutiny of 1857.
 Group native animals into their proper species.
Inferring
Comparing  Explain how the heart is like a pump.
 Compare Mahatma Gandhi to a present day leader.
 Use a Venn diagram to demonstrate how two books by Charles
Dickens are similar and different.
Explaining  Draw a diagram explaining how air pressure affects the
weather.
 Provide details that justify why the French Revolution
happened when and how it did.
 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.

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Implementing  Design an experiment to see how plants grow in different kinds

of soil.
 Proofread a piece of writing.
 Create a budget.
Analyzing – Break a concept down into its parts and describe how the parts relate to the whole
Differentiating  List the important information in a mathematical word problem
and cross out the unimportant information.
 Draw a diagram showing the major and minor characters in a
novel.
Organizing  Place the books in the classroom library into categories.
 Make a chart of often-used figurative devices and explain their
effect.
 Make a diagram showing the ways plants and animals
in your neighborhood interact with each other.
Attributing  Read letters to the editor to determine the authors’ points of
view about a local issue.
 Determine a character’s motivation in a novel or short story.
 Look at brochures of political candidates and hypothesize
about their perspectives on issues.
Evaluating – Make judgments based on criteria and syllabus guidelines
Checking  Participate in a writing group, giving peers feedback on
organization and logic of arguments.
 Listen to a political speech and make a list of any
contradictions within the speech.
 Review a project plan to see if all the necessary steps are
included.
Critiquing  Judge how well a project meets the criteria of a rubric.
 Choose the best method for solving a complex mathematical
problem.
 Judge the validity of arguments for and against 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 hens’ 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 Difficulty Process Useful Verbs, Phrases, Definitions
6 Examining Importance The student can analyze how important specific knowledge is to
Self-System Thinking them.
Examining Efficacy The student can examine how much they believe they can improve
their
understanding of specific knowledge.
Examining Emotional Response The student can identify emotional responses associated with a
piece of
knowledge and determine why those associations exist.
Examining Motivation The student can examine their own motivation to improve their
understanding
or competence in specific knowledge
5 Specifying Goals The student can set specific goals relative to knowledge and
Metacognition develop a plan
for accomplishing the goal.
Process Monitoring The student can self-monitor the process of achieving a goal.
Monitoring Clarity The student can determine how well they understand knowledge.
Monitoring Accuracy The student can determine how accurate their understanding of
knowledge is
and defend their judgment.
Complexity

4 Investigating Investigate; research; find out about; take a position on; what are
Knowledge the differing features of; how & why did this happen; what would
Utilization have happened if
The student generates a hypothesis and uses the 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 an
experiment
and collecting data.
Problem-Solving solve; how would you overcome; adapt; develop a strategy to;
figure out a way to; how will you reach your goal under these
conditions
The student can accomplish a goal for which obstacles exist.
Decision-Making decide; select the best among the following alternatives; which
among the following would be the best; what is the best way;
which of these is most suitable
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
Analysis happen; develop an argument for; under what conditions
The student can make and defend predictions about what might
happen.
Generalizing what conclusions can be drawn; what inferences can be made;
create a principle, generalization or rule; trace the development of;
Cognitive System

form conclusions
The student can infer new generalizations from known knowledge.
Analyzing Errors identify errors or problems; identify issues 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 Categories; 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;
Comprehension diagram 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
Retrieval The student can perform procedures without significant errors.
Recalling exemplify; name; list; label; state; describe; who; what; where;
when
The student can produce information on demand.
Recognizing Recognize (from a list); select from (a list); identify (from a list);
determine if the following statements are true
The student can determine whether provided information is
accurate,
inaccurate or unknown.

Figure 10. The New Taxonomy in Detail

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

Source:http://www.greatschoolspartership.org/wp-content/uploads/2014/06/
x3B_Marzano_New_Taxonomy_Chart_with_verbs_3.16.121.pdf

FS 1 – Obsevations of Teaching – Learning in Actual School

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

OBSERVE

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

Tall of
Cognitive Processes Cognitive Processes
Assessment
(Bloom as revised by Rank (and Kendall and Rank Total
Tasks /
Anderson and Krathwohl) Marzano)
Questions
Self-system Thinking 6
Metacognition 5
Creating 6-
Highest
Evaluating 5
Analyzing / An 4 Analysis 3 /
Applying 3 Knowledge Utilization 4
Understanding / 2 Comprehension 2 /
Remembering / 1- Retrieval 1 /// - Example 4
Lowest

Table 2. Examples of Assessment Questions / Assessment Tasks

Tally and Total

Tally and Total
Score of Cognitive Example of Rank
Score of Cognitive
Processes (Bloom Assessment Tasks / Base
Rank Processes (and Rank
as revised by Questions Given by d on
Kendall and
Anderson and resource Teacher Use
Marzano)
Krathwohl)
e.g. Teacher asked
students: Why is
Self-system 6-
Thinking Highest the lesson
important to
you?
Metacognition 5
Example:
6-
Creating = I Highest
Evaluating = I 5
Analyzing / An = II 4 Analysis 3
Applying = III 3 Knowledge 4
Utilization

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

Understanding = II 2 Comprehension 2 /
1- 1-
Remembering = IIII Lowest Retrieval = III Lowest /// - Example
I I
Rank Rank

ANALYZE

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

2. What do these (lowest and highest number of assessment questions) reveal about
Resource Teacher’s level of questions?

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

REFLECT

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?

FS 1 – Obsevations of Teaching – Learning in Actual School

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1. Episode 13 – Assessment OF Learning (Summative
Assessment)

Learning Outcomes: 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; * evaluate a sample portfolio; *
distinguish among the 3 types of 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; * examine different types of rubrics used
and relate them to assessment of student learning; * 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.

Name of FS Student: Date Submitted:

Year & Section: Course:

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

Learning Portfolio is Portfolio is Portfolio is Portfolio is not

Artifacts reflected on in reflected on in not reflected reflected on in
the the on in the
context of context of the the context context of the
the learning learning of the learning
outcomes. learning

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

outcomes; Complete; well outcomes. outcomes

Complete, well organized, very Complete: not not
organized, relevant to the organized. complete;
highly relevant learning relevant to the not
to the learning outcome. learning organized,
outcome. outcome. not relevant

Submission Submitted Submitted on the Submitted a Submitted two

before the deadline. day (2)
deadline. after the days or more
deadline. after the
deadline
COMMENT/S Over-all Score Rating: (Based
on Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9- 7 below
8
Grad 1 1.25 1.5 1.7 2.0 2.2 2.50 2.7 3.0 3.5 5.00
e 5 0 5 5 0
99 96 93 90 87 84 81 78 75 72 71 below

Date:
Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching –
Learning in Actual School Environment, Lorimar Publishing Inc.

www.google.com
www.yourarticlelibrary.com

FS 1 – Obsevations of Teaching – Learning in Actual School

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

Activity 13.6 Analyzing a Table of Specifications

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

TARGET Your Intended Learning Outcome

 Explain the function of a Table of Specifications

REVISIT the Learning Essentials

 A Table of Specification (TOS) is a two-way chart which 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.

No. of Cognitive Level

Learning Outcome Total
Class Rem Un Ap An Ev Cr
Hours
1.

2.

3.

4.

5.

6.

Total

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

ANALYZE

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

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

3. With OBE in mind, 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.

REFLECT

Read this conversation and reflect on teachers’ assessment practices. Write your
reflections
here.

Student A: Saan naman pinulot ni Teacher and kaniyang tanong? Ni-isang tanong sa tinuro,
wala! (Where did Teacher get her test? Not one of what she taught came out!)
Student B: Oo nga.! Nakakaiinis! (You are right! How annoying!”)

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

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

SHOW Your Learning Artifacts

 Accomplished Observation Sheet

 Analysis
 Reflection
 Completed Sample TOS

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

Activity 13.7 Computing Student’s Grades based on DepEd Grading System

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

TARGET Your Intended Learning Outcomes

 Compute student’s grade based on DepEd’s grading policy

 State the new features of the latest grading system in basic education

REVISIT 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. Refer to Appendix A for more details.
 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.

OBSERVE

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 student regarding the new grading system.

B. Interview of Resource Teacher

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

C. Interview of 5 Students

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

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

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 no. 8, s. 2015

Read DepEd Order no. 8, s. 2015. You may refer to Appendix A.

Based on DepEd Order 8, s. 2015, answer the following:

1. What are the bases for grading?

2. How do you compute grades per quarter for Grades 1 to 10 and Grades 11 to 12.
Give an example.
3. How do you compute grades at the end of the school year?
4. What descriptors and grading scale are used in reporting process of learners?
5. What are the bases for learners’ promotion and retention at the end of the school year?
6. What is the report on learners’ observed values?

E. Grade Computation
Show sample computations of a grade:

 In a subject of your choice from Grades 1 to 6 (if you are a future elementary
teacher)
 In your specialization if you are a high school teacher
 Show the percentage contributions of written work, performance tasks and
quarterly assessment. Then give the descriptor. Refer to DepEd Order no. 8,
s. 2015.

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

ANALYZE

Analyze data and information gathered from the interview and from your review of an
unused Student’s Report Card and the DepEd grading system.

1. Do teachers and students like the new grading system? Why or why not?

2. What are the good points of the new grading system according to teachers?
According to students?

3. What are teachers challenged to do by this new grading system?

4. Do you favor the distribution of percentages of written work, performance tasks and
quarterly assessment?

5. Did you like the experience of computing grades? Why or why not?

REFLECTION

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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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1. Episode 13 – Assessment OF Learning (Summative
Assessment)

Focused on: 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; * evaluate a sample portfolio; * distinguish among the 3 types of
portfolio ; * construct assessment questions for HOTS following Bloom’s Taxonomy as
revised by Anderson and Krathwohl and kendall’s and Mrazano’s taxonomy; * explain the
function of a Table of Specifications; * distinguish among types of learners’ portfolios and
their functions; * examine different types of rubrics used and relate them to assessment of
student learning; * 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.

Name of FS Student: Date Submitted:

Year & Section: Course:

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

Learning Portfolio is Portfolio is Portfolio is Portfolio is not

Artifacts reflected on in reflected on in not reflected reflected on in
the the on in the
context of context of the the context context of the
the learning learning of the learning
outcomes. learning

FS 1 – Obsevations of Teaching – Learning in Actual School

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

outcomes; Complete; well outcomes. outcomes

Complete, well organized, very Complete: not not
organized, relevant to the organized. complete;
highly relevant learning relevant to the not
to the learning outcome. learning organized,
outcome. outcome. not relevant

Submission Submitted Submitted on the Submitted a Submitted two

before the deadline. day (2)
deadline. after the days or more
deadline. after the
deadline
COMMENT/S Over-all Score Rating: (Based
on Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9- 7 below
8
Grad 1 1.25 1.5 1.7 2.0 2.2 2.50 2.7 3.0 3.5 5.00
e 5 0 5 5 0
99 96 93 90 87 84 81 78 75 72 71 below

Date:
Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching –
Learning in Actual School Environment, Lorimar Publishing Inc.

www.google.com
www.yourarticlelibrary.com

FS 1 – Obsevations of Teaching – Learning in Actual School

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

Activity 13.8 Reporting Students’ Performance

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

TARGET Your Intended Learning Outcomes

 State the reason(s) why grades must be reported to parents

 Describe what must be done to make grade reporting meaningful

REVISIT the Learning Essentials

 Grades fulfill their function if reported meaningfully to students and most of all to
parents, our partners in the education of children.
 Grades are a measure of achievement, not necessarily IQ. A student may have high
IQ but not necessary achieving or performing because of lack of motivation or other
factors.

OBSERVE

Proceedings in a Card Distribution Day

1. Observe how cards are distributed on Card Distribution Day. Describe how cards are
distributed.
2. Describe how the Resource Teachers communicated learners’ assessment results
and grades to parents.
3. Did parents raise questions or concerns? If yes, what were their questions/concerns?
4. How did the Resource Teacher handle their questions and concerns? What answers
did he/she give?

Interview with Resource Teacher

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

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

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

Interview with Students

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

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

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

Interview with Parents

1. Does your child’s Report Card give you a clear picture of how your child is performing?

2. If you were asked what else should be found in the Report Card, which one? Why?

3. Do you find the Card Distribution Day important? Why or why not?

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

ANALYZE

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

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

a) maintained and
b) improved to make grades and reporting meaningful?

REFLECT

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

will result to effective learning?

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1. Episode 13 – Assessment OF Learning (Summative
Assessment)

Learning Outcomes: 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; * evaluate a sample portfolio; *
distinguish among the 3 types of portfolio ; * construct assessment questions for HOTS
following Bloom’s Taxonomy as revised by Anderson and Krathwohl and kendall’s and
Mrazano’s taxonomy; * explain the function of a Table of Specifications; * distinguish among
types of learners’ portfolios and their functions; * examine different types of rubrics used
and relate them to assessment of student learning; * 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.

Name of FS Student: Date Submitted:

Year & Section: Course:

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

Learning Portfolio is Portfolio is Portfolio is Portfolio is not

Artifacts reflected on in reflected on in not reflected reflected on in
the the on in the
context of context of the the context context of the
the learning learning of the learning
outcomes. learning

FS 1 – Obsevations of Teaching – Learning in Actual School

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

outcomes; Complete; well outcomes. outcomes

Complete, well organized, very Complete: not not
organized, relevant to the organized. complete;
highly relevant learning relevant to the not
to the learning outcome. learning organized,
outcome. outcome. not relevant

Submission Submitted Submitted on the Submitted a Submitted two

before the deadline. day (2)
deadline. after the days or more
deadline. after the
deadline
COMMENT/S Over-all Score Rating: (Based
on Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9- 7 below
8
Grad 1 1.25 1.5 1.7 2.0 2.2 2.50 2.7 3.0 3.5 5.00
e 5 0 5 5 0
99 96 93 90 87 84 81 78 75 72 71 below

Date:
Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching –
Learning in Actual School Environment, Lorimar Publishing Inc.

www.google.com
www.yourarticlelibrary.com

FS 1 – Obsevations of Teaching – Learning in Actual School

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

OBSERVE, ANALYZE, REFLECT

Activity 14.1 Teacher Personal Qualities: A view from My Lenses

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

OBSERVE

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

Personal Qualities Observe (O) Data Results

Interview (I) I have found out that ……
a. Dignified Observ
e

b. Healthy Observ
e

c. Spiritual Observe
Interview

d. Knowledgeable Observ
e

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 2.

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

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

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

b.

c.

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

REFLECT
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.

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

Activity 14.2 Is the Teacher a Professional Teacher?

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:

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

Competencies of the Professional Teacher: A Special Case

Dear Ma’am/Sir:
I am a future teacher and I would like to know the characteristics of a professional
teacher. I will be very glad if you could answer the survey form about your co-teacher,
__________
I will keep in confidence your identity, however, please allow me to use the data in my
lesson. This is a requirement in our course, Field Study 1.
Thank you very much.

__________________

Name of the Teacher:

PR License No.:
Grade Level Taught:

Answer the following statements based on your OBSERVATION of the teacher. Check Yes or No or
Doubtful.
Does the Teacher exhibit the
competence of a professional
Professional Competence teacher? Check your answer
below.
Yes No Doubtful
1. Practices the Code of Ethics for Professional
Teachers
2. Teaches the subject matter very well with mastery
3. Keeps self-updated with educational trends,
policies and
curricula
4. Uses varied teaching methods that facilitate learning
with skill
and ease
5. Engages the parents and other stakeholders to
cooperate as

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

partners in educating the children

6. Teachers with compassion based on the
knowledge and understanding of the
characteristics and needs of diverse
learners
7. Prepares curriculum plans, implements these with
innovation
in every lesson
8. Designs or selects and utilizes appropriate
assessment
strategies and tools for lessons taught
9. Makes classroom atmosphere physically
(arrangement) and psychologically (friendly,
inclusive) safe and secure for
learning
10. Serves willingly beyond teaching work by
participating in other
extra-curricular activities when needed

Name and Signature of the Teacher Informant (Peer)

OR:
M
Name and Signature of the Supervisor Informant (Head)

AND
Ma__________

Your Name and Signature (Pre-service Student)

ANALYZE
Did you learn from your observation and interview on teacher’s professional competences? Now let us
analyze the data. Answer the following questions
1. In Activity 2, do you consider the Teacher as a Professional Teacher? In what competencies is the
teacher Strong? Weak? Doubtful? Why?

3. Did your answer to the survey form coincide with the answers of the co-teacher or head of the
teacher you observed? Why?

REFLECT
Now, it is time to reflect on Activity 2.

Complete the following sentences as your reflections from the results of Activity 2.
1. As a future teacher, the results imply that I should

2. If all the teachers teaching today possess the professional characteristics and competencies as the

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

teacher/teachers observed then learners will be

SHOW Your Learning Artifacts

Show here the artifacts of this Module.

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

My Teacher, My Hero

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1. Episode 14: The Teacher as a PERSON and as a
PROFESSIONAL

Learning Outcomes: 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.

Name of FS Student: Date Submitted:

Year & Section: Course:

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

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

Submission Submitted before Submitted on the Submitted a day Submitted two (2) days or
the deadline. deadline. after the more after the deadline
deadline.
COMMENT/S

Over-all Score Rating: (Based

on Transmu

tati
on)
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 below

Signature of FS Teacher above Printed Name Date

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching – Learning in Actual
School Environment, Lorimar Publishing Inc.

www.google.com www.yourarticlelibrary.com

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

LEARNING MODULE No. 15

Course Title : Observations of Teaching – Learning In Actual School Environment

Topic : Towards Teacher Quality: Developing a Global Teacher of the 21st Century
Time
Resource Teacher: Teacher's Signature:
School: Grade/Year Level:
Subject Area: Date:
Frame : 1 hour
Objectives : At the end of the class, the students are able to:
a. describe the personal qualities and competencies of a global classroom teachers of the 21st
century; and
b. design a learner-centered classroom for the 21st century learners with learning spaces that are safe, that
allows creativity and use of ICT.

OBSERVE, ANALYZE, REFLECT

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

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.

OBSERVE
Note: Observe and record observations on the following aspects as key guide to observations.

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

Teacher’s Major Key guide for Observation (Carefully look for the indicators/behaviors of the
Responsibility teacher along the key points. Write your observations and description in your
notebook. This will be one of
your artifacts.)
A. Actual Teaching This teacher
1. is learner-centered.

2. acts as a facilitator of learning.

3. has mastery of subject matter.

4. sees to it that learning outcomes are achieved.

5. is pleasant and fair in dealing with the learners.

B. Management of This teacher
Learning 1. allows all learners to participate in the lesson.

2. considers the needs of the learners in the seating arrangement.

3. uses instructional support materials to help learners understand the lesson.

4. sees to it that learning is achieved within the period of time.

5. dismiss class on time.

C. Administrative This teacher

Work 1. keeps records of learners’ attendance every day.

2. keeps record of formative and summative tests.

3. submits reports and other documents on time.

4. does other tasks as requested by superiors.

5. cooperates with peers and staff in the cleanliness and safety of the school.

ANALYZE
Refer to the results of your observation to answer the questions that follow.

1. Which of the three responsibilities shows majority of the indicators being practiced?
A. Actual Teaching?
B. Management of Learning?
C. Administrative Work?

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

2. Which demonstrated behavior, do you find in the teacher is worthy of emulation when you
become a teacher? Describe.

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

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

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

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

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

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

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

OBSERVE, ANALYZE, REFLECT

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

OBSERVE
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.

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

B. Procedure:
Current Classroom I am Observing
Grade level_________
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
notlimited 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

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

A. My Classroom for the 21st Century

ANALYZE
Make a comparison of your drawings A and B. Describe the similarities and differences. Explain why.

Features of the Present My Vision of the Future Why the similarity?

Classroom Components Classroom Why the difference?

REFLECT
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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

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

SHOW Your Learning Artifacts

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

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1. Episode 15 – Towards Teacher Quality: Developing a
Global Teacher of the 21st Century

Learning Outcomes: describe the personal qualities and competencies of global classroom teachers of the
21st century; and design a learner-centered classroom for the 21 st century learners with learning spaces that
are safe, that allow creativity and use of ICT.

Name of FS Student: Date Submitted:

Year & Section: Course:

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

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

Learning Portfolio is reflected Portfolio is Portfolio is not Portfolio is not

Artifacts on in the context of reflected on in the reflected on in reflected on in the
the learning context of the the context of context of the
outcomes; learning the learning learning outcomes
Complete, well outcomes. outcomes. not complete; not
organized, highly Complete; well Complete: not organized, not
relevant to the organized, very organized. relevant
learning outcome. relevant to the relevant to the
learning outcome. learning
outcome.

Submission Submitted before Submitted on the Submitted a day Submitted two (2) days or
the deadline. deadline. after the more after the deadline
deadline.
COMMENT/S

Over-all Score Rating: (Based

on Transmu

tati
on)
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 below

Signature of FS Teacher above Printed Name Date

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching – Learning in
Actual School Environment, Lorimar Publishing Inc.

www.google.com www.yourarticlelibrary.com

FS 1 – Obsevations of Teaching – Learning in Actual School

 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Date:
LEARNING MODULE No. 16

Course Title : Observations of Teaching – Learning In Actual School Environment

Topic : On Teacher’s Philosophy of Education
Time Frame : 1 hour
Objectives : At the end of the class, the students are able to:
a. 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;
b. cite teacher’s teaching behaviors and the philosophies of education on
which these behaviors are founded; and
c. articulate my philosophy of teaching.

OBSERVE, ANALYZE, REFLECT

Activity 16.1 Analyzing DepEd’s Philosophy of Education

OBSERVE
 Determine prevailing philosophies of education based on DepEd Vision and Mission
statements, core values and mandate and on the K to 12 Curriculum Framework and Guide.
 Study the DepEd Vision and Mission statements, Core values and Mandate.
 Read the features of the K to 12 Curriculum based on the K to 12 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

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

example.

Which philosophies are Which philosophies are expressed in

expressed in the DepEd the K to 12 Curriculum Framework and
Philosophies of Education Vision, Mission Statements, Guide and Sec 5 of RA 10533?
Core Values, and Mandate? Give proof.
Give poof.
1. Essentialism – teach Essentialism – the core values Essentialism – List of standards and
mastery of the basics; of maka-Diyos, maka-tao, competencies that learners are
curriculum is prescribed; maka-kalikasan and maka- expected to attain is the subject matter
subject matter – bansa show that DepEd that students are expected to learn. –
centered there are believes in unchanging values Essentialist
universal, objective that need to be inculcated.
values; inculcate
values in subject matter
2. Perennialism – teach Any proof of Perennialism?
those that last, the
classics; there are
universal values;
inculcate these
universal,
objective values
3. Progressivism – very Any proof of Progressivism?
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

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

4. Reconstructionism – Any proof of

school is agent of Reconstructionism?
change; schooling is
preparing students for
the social changes;
teaching is involving
the students in
discussion of moral
dilemmas

5. Existentialism – Teachers Any proof of Existentialism?

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 Any proof of Pragmatism? Individuals are equipped with the
which is useful, that information, media and technology skills,
which is practical and learning and innovation skills, life and
that which works is what career skills, and communication skills
is good; that which is necessary to tackle the challenges and
efficient and effective is take advantage of the opportunities of the
that which is good. 21st century.

7. Rationalism – Any proof of Rationalism? The curriculum adheres to inquiry-based

emphasizes the learning where learning puts a premium
development of the on questioning, investigating, proving,
learners’ reasoning probing, explaining, predicting, and
powers; knowledge establishing connections of evidences.
comes though reason;
teacher must develop
the reasoning
power of the learner
8. Utilitarianism – what is Any proof of Utilitarianism? K-12 program introduces programs and
good is that which is projects that aim to expand and improve
most useful (that which the delivery of basic education in the
brings happiness) to country.
the greatest
number of peoples;

9. Empiricism – source of Any proof of Empiricsm? Information and Communication

knowledge is through Technology competencies have been
the senses; t e a c h e r integrated into the curriculum to equip
must involve the senses learners with skills that will enable them to
in teaching-learning cope up with the technological demands
of our time.

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

10. Behaviorism – behavior Any proof of Behaviorism? DepEd’s mission is to strengthen the
is shaped deliberately values of the Filipino people, develop a
by forces in the strong sense of nationalism, develop
environment and that productive citizens who contribute to the
the type of person and building of a progressive, just, and
actions desired can be humane society, ensure environmental
the product of design; sustainability, and cultivate global
behavior is determined partnerships for development.
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 – Any proof of Constructivism? The curriculum shall use pedagogical
learners are capable of approaches that are constructivist,
constructing knowledge inquiry-based, reflective, collaborative,
and meaning; teaching differentiated, and integrative.
– learning therefore is
constructing knowledge
and meaning; teacher
does not just “tell” or
dictate but asks learners
for knowledge t h e y
construct
and meaning of lesson.

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:

OBSERVE, ANALYZE, REFLECT

Activity 16.2 Articulating My Personal Philosophy of Teaching

OBSERVE

 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.

Teaching Behavior (State what the teacher said, taught

Philosophies of Education
or did).
1. Essentialism – teach mastery of the In what way was teacher essentialist?
basics; curriculum is prescribed;
subject matter- centered there are e.g. He/she saw to it that the students mastered basic
universal, objectives values; concepts and skills.
inculcate values; subject
He/she inculcate 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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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

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.
7. Rationalism – emphasizes the
development of the learners’
reasoning powers; knowledge
comes though reason; teacher
must develop the reasoning power
of the learner
8. Utilitarianism – what is good is that
which is most useful (that which
brings happiness) to the greatest
number of peoples;
9. Empiricism – source of knowledge
is through the senses; teacher
must involve the senses in
teaching-learning
10. Behaviorism – behavior is shaped
deliberately by forces in the
environment and that the type of
person and actions desired can be
the product of design; behavior is
determined by others, rather than
by person’s own free will; teacher
must carefully shape desirable
behavior; drills are commonly used
to enhance learning, rewards
reinforce learning.
11. Constructivism – learners are
capable of constructing knowledge
and meaning; teaching – learning
therefore is constructing
knowledge and meaning; teacher
does not just “tell” or dictate but
asks learners for knowledge they
construct and meaning of lesson.

ANALYZE

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?

REFLECT

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

What is your philosophy of teaching? This describes what you believed you should teach, how you should
teach and how you should relate to others in school – with the learners, your colleagues, your superiors and
all other stakeholders. Write them down. This is your title, “My Philosophy of Teaching.”

My Philosophy in Teaching
These may be of help:

I believe that the learner

I believe that I should teach the learners

by

I believe that I

SHOW Your Learning Artifacts

Accomplished Observation Sheets

My Philosophy of Teaching

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 LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1. Episode 16 - On Teacher’s Philosophy of Education

Learning Outcomes: 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 *
articulate my philosophy of teaching

Name of FS Student: Date Submitted:

Year & Section:

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

learning outcome. relevant to the

learning outcome.

Submission Submitted before Submitted on the Submitted a day Submitted two (2) days or
the deadline. deadline. after the more after the deadline
deadline.
COMMENT/S

Over-all Score Rating: (Based

on Transmu

tatio
n)
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 below

Signature of FS Teacher above Printed Name Date

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching – Learning in
Actual School Environment, Lorimar Publishing Inc.

www.google.com www.yourarticlelibrary.com

FS 1 – Obsevations of Teaching – Learning in Actual School