FS-1-Module-1-16
FS-1-Module-1-16
LEARNING MODULE
IN
FIELD STUDY 1
OBSERVATIONS OF TEACHING – LEARNING IN
ACTUAL SCHOOL ENVIRONMENT
Compiled by:
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.
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.
Library
Counseling Room
Canteen/Cafeteria
Medical Clinic
Audio Visual/Learning
/Resource Center
Science Laboratory
Gymnasium
Auditorium
Outdoor/Garden
PTA Office
Read the following statements carefully. Then write your observation provided. Attach
picture/s.
2. Describe the
school campus. What
colors do you see?
What is the condition
of the buildings?
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?
4. What learning materials/equipment are present? Observe the students. How many are
occupying one room?
Be guided by these tasks as you do your observation. Then accomplish the data.
2. Teacher's Table
3. Lerner's Desks
4. Blackboard
5. Learning Materials
/ Visual Aids
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?
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.
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?
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)
7. Think about what got your attention. Why did it get your attention?
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.
Check the column that indicates your rating. Write comments to back up your ratings.
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
Location:
EVALUATION
Strength Weaknesses
s
Description of the
Bulletin Board layout
Evaluation of
educational
content. and other
aspects
Based on your suggestions, make your board display lay-out. You may present your out
through any of these:
ANALYZE
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?
Based on your suggestions, propose an enhanced version of the display board. Use the form
below.
Theme:
Board Title:
Rationale: (Purpose)
Objectives:
Content Resources (Name each needed resource and give each a brief
description):
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.
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
deadline
COMMENT/S Over-all Score Rating: (Based
on Transmutation)
Date:
Signature of FS Teacher above Printed Name
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,
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.
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.
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
ANALYZE
Write the most salient developmental characteristics of the learners you observed. Based on
these characteristics, think of implications for the teacher.
Example:
Elementary
Age range of
learners observed
High School
Age range of
learners observed
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?
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?
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?
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.
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
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
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.
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
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?
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
OBSERVATION REPORT
Date of Visit:
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?
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?
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?
Activity 3.2 Observing differences among learners with disabilities, giftedness, and talents
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.
Read the following carefully before you begin to observe. Then write your observation
report on the space provided.
OBSERVATION REPORT
Date of Visit
ANALYZE
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?
Activity 3.3 Observing the school experiences of learners who belong to indigenous groups.
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
DepEd Indigenous Peoples Education Office. National Indigenous Month (October) Video, 2013. Retrieve
from: https://www.youtube.com/watch?v=FsMjgQNz2Y
OBSERVE
Use the observation guide provided for you to document your observations.
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.
OBSERVATION REPORT
School Address
Date of Visit
OBSERVATION REPORT
ANALYZE
What do you think can still be done to promote and uphold the indigenous people’s
knowledge systems and practices and rights in schools?
REFLECT
2. What did you appreciate most from your experience in visiting the school with
indigenous learners? Why?
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.
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
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
Activity No. 4.1 Observing the learner’s community and home environment
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.
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.)
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.
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
5. Do you have rules for him/ her to follow regarding going out?
Emotional-Moral
1. What are your expectations of 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?
5. Do you have rules at home to help him develop good study habits?
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.
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
Cognitive Development
Findings
Conclusions
Recommendations
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?
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?
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
2. If a child was raised by authoritative parents, how will most likely will he/she behave in
class?
A. Authoritarian C. Permissive
B. Authoritative D. Neglecting and Permissive
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-
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
learning
outcome.
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
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?
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?
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.
3. Focus on their behavior. Are they already able to manage their own behavior?
ANALYZE
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?
REFLECT
OBSERVE
CLASSRROOM MANAGEMENT MATRIX
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
FS 1 – Obsevations of Teaching – Learning in Actual School
LEARNING MODULE SURIGAO DEL NORTE STATE UNIVERSITY
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
2. Make a list of the rules you are likely to implement in this level. Why would you
choose these rules?
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.
Evaluate Your Work Tank Field Study 1. Episode 5 – Creating an Appropriate Learning
Environment
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.
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
OBSERVE
Observe the classroom routines of the Resource Teacher by accomplishing the given
checklist.
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
1. Which of the routines will you most likely apply in your class? Why? Why not?
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.
ANALYZE
1. Analyze each given rule. What circumstances led to the formulation of the rules?
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.
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.
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.
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
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.
ANALYZE
Analyze the different elements of personal/ physical classroom management and answer
the following question.
REFLECT
Activity 7.2 Demonstrating Knowledge of positive and no-violent discipline in the management of
learner behavior.
OBSERVE
Observe the classroom management strategies that your Resource Teacher employs in
the classroom. You may also conduct an interview to substantiate your observation.
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.
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.
Diri natapos
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.
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.
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
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.
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)
ANALYZE
Which of the seven type’s curriculum in the school setting is easy to find?
Are these all found in the school setting? How do curricula relate to one
other.
REFLECT
Activity 8.2 The Miniscule School Curriculum: The Lesson, A Closer Look
OBSERVE
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.
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?
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.
OBSERVE
Outcomes
Teaching Assessment
Method
Fill this up
ANALYZE
2. Will the outcomes be achieved with the teaching methods used? Why?
REFLECT
plan? What value will it give to the teacher if the three components
are aligned?
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:
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.
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.
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
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.
ANALYZE
Least
applied
REFLECT
From among the principles of learning, which one do you think is the most important?
Activity 9.2 Identify Learning Outcomes that are Aligned with Learning Competencies
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.
2.
3.
4.
5.
1.
2.
3.
4.
5.
ANALYZE
REFLECT
Reflect on the
Lessons learned in determining SMART learning
outcomes.
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?
b.) inquiry-based
d.) reflective
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
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.
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.
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.
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
Activity 10.1 Applying the Guiding Principles in the Selection and Use of Strategies
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.
ANALYZE
REFLECT
OBSERVE
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
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.
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
Show proofs of learning that you were able to gain in this Module by interviewing at
least two teachers on their thoughts on OBTL.
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.
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.
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
OBSERVE
As you visit and observe the Learning Resource Center, use the observation guide provided.
Ask the assistance of the Center staff courteously.
After you are through with your observation, classify the resources available that you
believe are most useful. Use the activity form provided for you.
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
:
Name and Signature of the Learning Resource Center In-charge:
ICT Competency Standards for Teachers (CHED Teacher Education Programs (2017):
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?
REFLECT
1. Which of the materials in the Learning Resource Center caught your interest the most?
Why?
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.
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?
Date of Observation
School
Subject Topic
ANALYZE
Date of Observation:
Subject Matter:
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?
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?
OBSERVE
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.
REFLECT
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?
OBSERVE
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
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.
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:
2. MOOC Title
Provider:
Objectives of the MOOC:
Content Outline:
3. MOOC Title
Provider:
Objectives of the MOOC:
Content Outline:
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?
1. Include here pictures/illustration of the materials used by the teacher. Put your
comments/annotation about what you observed.
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.
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)
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
outcome.
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
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.
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?
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
7. If she engaged himself/herself in re-teaching, how did she do it? Did he/she use the
same teaching strategy? Describe.
8. While re-teaching by himself/herself and /or with other students-turned tutors, did
teacher check on students’ progress?
If yes, how?
ANALYZE
1. Why should a teacher find out if students understand the lesson while teaching is in
progress? It is not better to do a once-and-for-all assessment at the completion of the
entire lesson?
2. Why is not enough for a teacher to ask “Did you understand, class?” when he/she
intends to not?
3. Should teacher record results of formative assessment for grading purposes? Why or
why not?
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?
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?
2. My Analysis
3. My Reflection
4. Snapshots of peer tutoring or other activities that show formative assessment n practice
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?
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?
2. My Analysis
3. My Reflection
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.
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.
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
OBSERVE
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
ANALYZE
2. What are possible consequences if teacher’s assessment tasks are not aligned to
learning outcome/s? Does this affect assessment results? How?
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?
Critique traditional assessment tools and tasks for learning in the context of
established guidelines on test construction
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.
2. Matching type
3. Multiple Choice
4. Others
3. Problem solving
4. Essay – restricted
5. Essay-non-
restricted
6. Others
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?
REFLECT
How good are you at constructing traditional assessment tools? Which do you find most
difficult to construct? Any lesson/s learned?
Activity 13.3 Observing the Use of Non-traditional Assessment Tools and Scoring Rubrics
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?
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?
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?
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.
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.
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?
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?
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
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.
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.
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
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.
Source:http://www.greatschoolspartership.org/wp-content/uploads/2014/06/
x3B_Marzano_New_Taxonomy_Chart_with_verbs_3.16.121.pdf
OBSERVE
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
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?
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.
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.
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
2.
3.
4.
5.
6.
Total
ANALYZE
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?
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?
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
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
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?
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.
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?
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
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.
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.
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
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
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?
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?
1. Do you see the meaning of your grades in the School Report Card?
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?
ANALYZE
REFLECT
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.
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.
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
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.
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.
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.
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.
__________________
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
OR:
M
Name and Signature of the Supervisor Informant (Head)
AND
Ma__________
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
My Teacher, My Hero
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.
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.
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
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
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
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.
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.
5. cooperates with peers and staff in the cleanliness and safety of the school.
ANALYZE
Refer to the results of your observation to answer the questions that follow.
1. Which of the three responsibilities shows majority of the indicators being practiced?
A. Actual Teaching?
B. Management of Learning?
C. Administrative Work?
2. Which demonstrated behavior, do you find in the teacher 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)
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.
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
ANALYZE
Make a comparison of your drawings A and B. Describe the similarities and differences. Explain why.
REFLECT
FS 1 – Obsevations of Teaching – Learning in Actual School
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.
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.
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.
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
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
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
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
example.
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.
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.
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.
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
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:
by
I believe that I
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
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.
FS 1 – Obsevations of Teaching – Learning in Actual School
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
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
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