FS 1 INTRODUCTION

Field Study 1 is the first step of educational reform and ladder that

centerpiece the quality education that promotes an experiential learning towards

the students and to the aspiring teachers to be. The focus of FS 1 or Field Study 1

is to equip the students enrolled in the education course with knowledge, skills,

work ethics and necessary values to enable them to become effective as an agent

of change.

Furthermore, the students of BTVTED degree program has undergone

consultation and mentoring with their FS instructor before they seek for a partner

cooperating teacher in order for them to complete their portfolio making and other

evidences of a successful learning though there is a gap when it comes to the

prevalent issue of pandemic and health emergency crisis of this time which is the

Covid-19.

On the other hand, the students are capable of finding alternative ways in

order to materialize the observation of teaching and learning in an actual school

environment by having it done through online and virtual mentoring matched with

the assistance and guided knowledge and shared experiences of the cooperating

teacher. Indeed, 21st century learners and aspiring teachers are flexible amidst of

crisis and making a step for a systematic observational inquiry that is focused with

the partnership with a cooperating teacher, the learners, the teachers behavior and

school community.

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 FS 1 RATIONALE

Field Study 1 is a pre-requisite for Field Study 2 this is an episode that

gradually introduces a student intern towards a specific teaching challenges

and observation that further prepares a pre-service teacher towards the

forthcoming internship. It is a requirement because it follows a developmental

sequence of data-based learning experiences with a focus towards observing a

cooperating teacher and other related key areas inside the school and

classroom learning.

Since there is no face-to-face practicum that will be happening, virtual

learning tools will become utilized matched with a guided observation and

structured interview component. The entirety of field study 1 is composed of pre

and post conferences depending on the episode given by the cooperating

teacher and its observation themes that ignites the learning and observing

experience of the student intern in the field of education and its process.

Consequently, according to the NCBTS and Ched Memorandum Order

no.30 series of 2004, field study 1 serves as the theoretical framework for all

institutions offering a teacher education degree programs that must provide a

synthesis of all aspects of cognitive, affective, and psychomotor domains and

its elements towards in the field of teaching and learning. It is also associated

with the consideration of a student-centered curriculum and a constructivist

platform that serves as a timely response to the quality and standardized

learning.

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 FS 1 COURSE DESCRIPTION

Field Study 1 or the Observations of Teaching-Learning in Actual School

Environment is a three (3) unit course, and the pre-requisite requires all major and

professional courses and its specialization subjects. Further, FS 1 is an

experiential course which will immerse a future teacher to actual classroom

situation and learning environment where direct observation of teaching learning

episodes that focuses on the application of educational theories learned in content

and pedagogy courses will be made. Observations on learner’s behaviour,

motivation, teacher’s strategies of teaching, classroom management, assessment

in learning, and among others shall be given emphasis and at the end of this

course subject a portfolio is required.

The field study subject allows the prospective teachers to experience

directly or vicariously classroom teachings before they finally go to the field of

teaching. It draws a rationale from the National Competency-Based Teacher

Standards (NCBTS) as contained in Commission on Higher Education (CHED)

Memorandum order 74 series of 2017 and CMO, No. 30 series of 2014. Thus,

Field Study 1 has an issuance necessitated with an examination and enrichment of

the teacher education curriculum and an important aspect of the program.

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DepEd’s National Competency Based Teacher Standards

NCBTS defines effective teaching as being able to help all types of students
learn the different learning goals in the curriculum. The NCBTS provides a single
framework that shall define effective teaching in all aspects of a teacher’s
professional life and in all phases of teacher development.

Domain 1. Social Regard for Learning (SRFL)

The SRFL domain focuses on the ideal that teachers serve as positive and
powerful role models of the value in the pursuit of different efforts to learn. The
teacher’s action, statements, and different types of social interactions with students
exemplify this ideal.

Domain 2. Learning Environment (LE)

This domain focuses on importance of providing a social, psychological, and

physical environment within which all students, regardless of their individual
differences in learning, can engage in the different learning activities and work
towards attaining high standards of learning.

Domain 3. Diversity of Learners (DOL)

The DOL domain emphasizes the ideal that teachers can facilitate the
learning process even with diverse learners, by recognizing and respecting
individual differences and by using knowledge about their differences to design
diverse sets of learning activities to ensure that all learners can attain the desired
learning goals.

Domain 4. Curriculum (Curriculum)

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 The curriculum domain refers to all elements of the teaching-learning
process that work in convergence to help students understand the curricular goals
and objectives, and to attain high standards of learning defined in the curriculum.
These elements include the teacher’s knowledge of subject matter and the learning
process, teaching-learning approaches and activities, instructional materials and
learning resources.

Domain 5. Planning, Assessing & Reporting (PAR)

This domain refers to the alignment of assessment and planning activities.

In particular, the PAR focuses on the (1) use of assessment data to plan and revise
teaching-learning plans; (2) integration of assessment procedures in the plan and
implementation of teaching-learning activities, and (3) reporting of the learners’
actual achievement and behavior.

Domain 6. Community Linkages (CL)

The LC domain refers to the ideal that classroom activities are meaningfully
linked to the experiences and aspirations of the learners in their homes and
communities. Thus, this domain focuses on teachers’ efforts directed at
strengthening the links between schools and communities to help in the attainment
of the curricular goals.

Domain 7. Personal Growth & Professional Development (PGPD)

The PGPD domain emphasizes the ideal that teachers value having a high
personal regard for the teaching profession, concern for professional development,
and continuous improvement as teachers.

Philippine Professional Standards for Teachers (PPST)

DepEd Order No. 42, s. 2017- NATIONAL ADOPTION AND IMPLEMENTATION

OF THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS

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 Professional standards for teachers The Philippine Government has
consistently pursued teacher quality reforms through a number of initiatives. As a
framework of teacher quality, the National Competency-Based Teacher Standards
(NCBTS) was institutionalized through CHED Memorandum Order No. 52, s. 2007
and DepEd Order No. 32, s. 2009. It emerged as part of the implementation of the
Basic Education Sector Reform Agenda (BESRA) and was facilitated by drawing
on the learning considerations of programs, such as the Basic Education
Assistance for Mindanao (BEAM), the Strengthening Implementation of Visayas
Education (STRIVE) project and the Third Elementary Education Project (TEEP).

The K to 12 Reform (R.A. 10533) in 2013 has changed the landscape of

teacher quality requirements in the Philippines. The reform process warrants an
equivalent supportive focus on teacher quality – high quality teachers who are
properly equipped and prepared to assume the roles and functions of a K to 12
teachers.

The Philippine Professional Standards for Teachers, which is built on

NCBTS, complements the reform initiatives on teacher quality from pre-service
education to in-service training. It articulates what constitutes teacher quality in the
K to 12 Reform through well-defined domains, strands, and indicators that provide
measures of professional learning, competent practice, and effective engagement.
This set of standards makes explicit what teachers should know, be able to do and
value to achieve competence, improved student learning outcomes, and eventually
quality education. It is founded on teaching philosophies of learner-centeredness,
lifelong learning, and inclusivity/inclusiveness, among others. The professional
standards, therefore, become a public statement of professional accountability that
can help teachers reflect on and assess their own practices as they aspire for
personal growth and professional development.

Teacher quality in the Philippines

The Philippine Professional Standards for Teachers defines teacher quality

in the Philippines. The standards describe the expectations of teachers’ increasing
levels of knowledge, practice, and professional engagement. At the same time, the
standards allow for teachers’ growing understanding, applied with increasing

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sophistication across a broader and more complex range of teaching/learning
situations.

The following describes the breadth of 7 Domains that are required by teachers
to be effective in the 21st Century in the Philippines. Quality teachers in the
Philippines need to possess the following characteristics:

 Recognize the importance of mastery of content knowledge and its

interconnectedness within and across curriculum areas, coupled with a
sound and critical understanding of the application of theories and principles
of teaching and learning. They apply developmentally appropriate and
meaningful pedagogy grounded on content knowledge and current
research. They display proficiency in Mother Tongue, Filipino and English to
facilitate the teaching and learning process, as well as exhibit the needed
skills in the use of communication strategies, teaching strategies and
technologies to promote high-quality learning outcomes.
 Provide learning environments that are safe, secure, fair and supportive in
order to promote learner responsibility and achievement. They create an
environment that is learning-focused, and they efficiently manage learner
behavior in a physical and virtual space. They utilize a range of resources
and provide intellectually challenging and stimulating activities to encourage
constructive classroom interactions geared towards the attainment of high
standards of learning.
 Establish learning environments that are responsive to learner diversity.
They respect learners’ diverse characteristics and experiences as inputs to
the planning and design of learning opportunities. They encourage the
celebration of diversity in the classroom and the need for teaching practices
that are differentiated to encourage all learners to be successful citizens in a
changing local and global environment.
 Interact with the national and local curriculum requirements. They translate
curriculum content into learning activities that are relevant to learners and
based on the principles of effective teaching and learning. They apply their
professional knowledge to plan and design, individually or in collaboration
with colleagues, well-structured and sequenced lessons that are

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 contextually relevant, responsive to learners’ needs and incorporate a range
of teaching and learning resources.
 Apply a variety of assessment tools and strategies in monitoring, evaluating,
documenting, and reporting learners’ needs, progress and achievement.
They use assessment data in a variety of ways to inform and enhance the
teaching and learning process and programs. They provide learners with the
necessary feedback about learning outcomes that informs the reporting
cycle and enables teachers to select, organize and use sound assessment
processes.
 Establish school-community partnerships aimed at enriching the learning
environment, as well as the community’s engagement in the educative
process. They identify and respond to opportunities that link teaching and
learning in the classroom to the experiences, interests and aspirations of the
wider school community and other key stakeholders. They understand and
fulfill their obligations in upholding professional ethics, accountability, and
transparency to promote professional and harmonious relationships with
learners, parents, schools, and the wider community.
 Value personal growth and professional development and exhibit high
personal regard for the profession by maintaining qualities that uphold the
dignity of teaching such as caring attitude, respect, and integrity. They value
personal and professional reflection and learning to improve their practice.
They assume responsibility for personal growth and professional
development for lifelong learning.

The 7 Domains collectively comprise 37 strands that refer to more specific

dimensions of teacher practices.

Domain 1, Content Knowledge and Pedagogy, is composed of seven strands:

1. Content knowledge and its application within and across curriculum areas
2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as other higher-
order thinking skills
6. Mother Tongue, Filipino and English in teaching and learning
7. Classroom communication strategies
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Domain 2, Learning Environment, consists of six strands:
1. Learner safety and security
2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior

Domain 3, Diversity of Learners, consists of five strands:

1. Learners’ gender, needs, strengths, interests and experiences
2. Learners’ linguistic, cultural, socio-economic, and religious backgrounds
3. Learners with disabilities, giftedness, and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups

Domain 4, Curriculum and Planning, includes five strands:

1. Planning and management of teaching and learning process

2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT

Domain 5, Assessment and Reporting, is composed of five strands:

1. Design, selection, organization and utilization of assessment strategies
2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of learner needs, progress, and achievement to key
stakeholders
5. Use of assessment data to enhance teaching and learning practices and
programs

Domain 6, Community Linkages and Professional Engagement, consists of four

strands:
1. Establishment of learning environments that are responsive to community
contexts
2. Engagement of parents and the wider school community in the educative
process
3. Professional ethics
4. School policies and procedure

Domain 7, Personal Growth and Professional Development, contains five strands:

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1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goals

SCHEDULE OF ACTIVITIES

GOOGLE MEET SESSION CLASSES

DATE: AUGUST 25, 2021
LINK: meet.google.com/myI-cmk-uno

DATE: SEPTEMBER 9, 2021

LINK: meet.google.com/ryx-bese-ogj

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DATE: SEPTEMBER 16, 2021
LINK: meet.google.com/taw-jpvu-off

FIRST GROUP FOR REPORTING

DATE: SEPTEMBER 30, 2021
LINK: meet.google.com/kfi-rweh-wyn
TITLE OF THE REPORT: THE CLASSROOM FOR LEARNING

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 SECOND GROUP FOR REPORTING
DATE: OCTOBER 02, 2021
LINK: https://meet.google.com/qtj-npgw-izn
TITLE OF THE REPORT: FLASHBACK AS LEARNERS

THIRD GROUP FOR REPORTING

DATE: OCTOBER 07, 2021
LINK: https://meet.google.com/jqt-zstk-fme
TITLE OF THE REPORT: UNDERSTANDING THE LEARNERS

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 INTRODUCTION TO PORTFOLIO MAKING
DATE: OCTOBER 07, 2021
LINK: https://meet.google.com/jqt-zstk-fme

FOURTH GROUP FOR REPORTING

DATE: OCTOBER 07, 2021
LINK: https://meet.google.com/jqt-zstk-fme
TITLE OF THE REPORT: LEARNERS DEVELOPMENT AND INSTRUCTION

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 FIFTH GROUP FOR REPORTING
DATE: OCTOBER 14, 2021
LINK: https://meet.google.com/zgw-bmjq-ned
TITLE OF THE REPORT: THE TEACHER AS A CLASSROOM MANAGER

SIXTH GROUP FOR REPORTING

DATE: OCTOBER 14, 2021
LINK: https://meet.google.com/zgw-bmjq-ned
TITLE OF THE REPORT: THE TEACHER AS A FACILITATOR OF ASSISTED
LEARNING

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 SEVENTH GROUP FOR REPORTING

DATE: OCTOBER 21, 2021

LINK: https://meet.google.com/gzf-tcnn-gbi
TITLE OF THE REPORT: THE TEACHER AS AN IMPLEMENTER OF
PURPOSEFUL ASSESSMENT
MIDTERM EXAM OCTOBER 21, 2021

EIGTH GROUP FOR REPORTING

DATE: OCTOBER 22, 2021

LINK: https://meet.google.com/bhf-xeqdjfy
TITLE OF THE REPORT: THE TEACHER AS AN EFFECTIVE ADMINISTRATOR

CONSULTATION FOR PORTFOLIO MAKING

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Date: NOVEMBER 4, 2021
LINK: https://meet.google.com/nfi-euno-cqr

Date: December 02, 2021

LINK: meet.google.com/mvb-qraw-ovu

SCHEDULE OF ACTIVITIES
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 Venue/ Site/ Activity Details
Time Observation
Frame
1st Google Online class Class The school for the
meet discussion by learners as their learning
3hours/ the teacher environment was tackled. As
day well as describing the school’s
programs for meeting the
6:00-9:00 developmental requirements of
PM students.
2nd Google Online class Class The classroom as
meet discussion by learning environment for the
3hours/ the teacher student nurtures their
day developmental stage.
6:00-9:00
PM
3rd Google Online class Class Flashback as learners will
meet discussion by draw similarities and
3hours/ the teacher differences of learner’s
day characteristics across domains
and stages of development.
6:00-9:00
PM
4th Google Online class Class Understanding the
meet discussion by learners was the highlight of
3hours/ the teacher this episode. BEEd and BSED
day students was emphasized with
their cognitive developmental
6:00-9:00 aspect.
PM
5th Google Online class Class Applying knowledge of
meet discussion by learner’s cognitive
3hours/ the teacher characteristics to instructional
day strategies is the main objective
of the learner’s development
6:00-9:00 and instruction.
PM
6th Google Online class Class The importance of a
meet discussion by teacher as a classroom
3hours/ the teacher manager is one of the
day effective learning strategies
and is vital in the teaching-
learning engagement.
6:00-9:00
PM
7th Google Online class Class The teacher as a
meet discussion by facilitator of assisted
3hours/ the teacher learning or guided
day participation in the classroom
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 requires scaffolding in order to
6:00-9:00 support the students as they
PM grow in independence as a
learner.
8th Google Online class Class The teacher as an
meet discussion by implementor of purposeful
3hours/ the teacher assessment identify ways in
day which assessment ca be used
for teaching and learning.
6:00-9:00
PM
9th Google Online class Class Drawing lessons from good
meet discussion by test administration practices is
3hours/ the teacher one of the task of a teacher as
day an effective administrator.

6:00-9:00
PM
10th Google Online class Class Observing the school
meet discussion by community as a learning
3hours/ the teacher resource offers many
day opportunities for purposeful
learning experience that
connect the basic skills taught
6:00-9:00 in the school with application in
PM the context of the community.

Total 30 Hours

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 COOPERATING TEACHER’S PROFILE

Name: NOSRAH S. MUSTAPHA, LPT

Gender: FEMALE
Age: 25
Address: PRK. 3, HIJO, MACO, DAVAO DE ORO
Birth of date: SEPTEMBER 28, 1996
Place of birth: PRK. 3, HIJO, MACO, DAVAO DE ORO
Citizenship: FILIPINO
Religion: ISLAM
Motto in Life: “NOTHING WORTH HAVING COMES EASY”
School Rank/Position: TEACHER I
Years in teaching service: 3 YEARS
First Teaching Assignment: PANGI NATIONAL HIGH SCHOOL

EDUCATIONAL BACKGROUND

Elementary: HIJO ELEMENTARY SCHOOL

Year Graduated: 2008

High School: ATTY. ORLANDO S. RIMANDO NATIONAL HIGH SCHOOL

Year Graduated: 2013

College: UNIVERSITY OF MINADANAO TAGUM CAMPUS

Year Graduated: 2017

Awards and Distinctions: Seminars Attended:

 Consistent Honor Student *21st Century Teaching and
learning
 Outstanding Teacher Awardee *The JOYS of Teaching

 Best SSG Adviser Awardee

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 PRE-SERVICE TEACHER’S CURRICULUM VITAE

Name: BLAZE R. QUIBAN

Gender: FEMALE
Age: 21
Address: PRK. 9-B, FEEDER ROAD 3,
BARANGAY TIBAL-OG STO.TOMAS
DAVAO DEL NORTE
Birth of date: MARCH 26, 2000
Place of birth: KAPALONG EMERGENCY
HOSPITAL, DAVAO DEL NORTE
Citizenship: FILIPINO
Religion: ROMAN CATHOLIC
Father’s Name: FORTUNATO M. QUIBAN SR.
Mother’s Name: ROSALINA R. QUIBAN

EDUCATIONAL BACKGROUND

Elementary: STO.TOMAS CENTRAL ELEMENTARY SCHOOL SPED CENTER

Year Graduated: 2006-2012

Junior High School: STO. TOMAS NATIONAL HIGH SCHOOL

Year Graduated: 2012-2016

Senior High School: UNIVERSITY OF MINDANAO TAGUM COLLEGE

Year Graduated: 2016-2018

College: STO. TOMAS COLLEGE OF AGRICULTURE, SCIENCES AND

TECHNOLOGY
Year Graduated: 2018-PRESENT

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THE SCHOOLS VISION AND MISSION

THE SCHOOL CONTEXT

SCHOOL VISION

We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.

As a learner-centered public institution,

the Department of Education
continuously improves itself
to better serve its stakeholders.

Pangarap naming mga Pilipino

na may masintang pag-ibig
sa kanilang bansa
na ang kanilang pagpapahalaga
at kakayahan ay nagdudulot sa kanila
na matanto ang kanilang buong potensyal
ay makabuluhang makatulong sa pagbuo ng bansa.

Bilang isanag pampublikong institusyon

na nakasentro sa mag-aaral
ang Kagawaran ng Edukasyon
ay patuloy na magpapabuti ng kanilang sarili
upang mas mahusay na mapagsilbihan
ang kanyang mga Stakeholders.

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 MISSION

To protect and promote the right of every Filipino to quality, equitable, culture-
based, and complete basic education where:

Students learn in a child-friendly, gender-sensitive, safe, and motivating

environment.
Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure an enabling and
supportive environment for effective learning to happen.
Family, community, and other stakeholders are actively engaged and share
responsibility for developing life-long learners.

Upang protektahan at itaguyod ang karapatang bawat Pilipino sa kalidad,

pagkakapantay-pantay, cultural-based, at kumpletong pangunahing edukasyon
kung saan:

Ang mga Mag-aaral ay matuto sa isang pala-kaibigan, sensitibo sa pangkasarian,

ligtas, at nakapapapasiglang kapaligiran.
Pinangangasiwaan ng Guro ang pag-aaral at patuloy na pangangalaga sa bawat
mag-aaral.
Ang mga Administrador at mga kawani, tulad ng mga katiwala ng mga institusyon,
ay sinisiguro ang isang gumagana at sumusuportang kapaligiran para sa
epektibong pag-aaral.
Ang bawat pamilya, komunidad, at iba pang mga Stakeholders ay aktibong
nakikibahagi sa responsibilidad para sap ag-unlad ng mag-aaral habambuhay.

SCHOOL GOALS
(CORE VALUES)

Maka-Diyos
Maka-tao
Makakalikasan
Makabansa

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 I. BACKGROUND

HISTORY AND BACKGROUND

Education is a highly valued commodity by the people of Pangi, Maco,

Davao De Oro, and they have been dreaming of having.

Secondary school right in their barangay due to the obvious economic

reasons and challenges of relying on subsistence farming as main source of family
income. Sending the children to high school means added cost of transportation,
and they have no money for daily fare, the students are left with the option of
traversing the dirt road inland to the mother school, braving the regular banana
plantation sprays. Though the elementary graduates are eager to enroll in high
school, few are able to survive up to fourth year graduation; they stop schooling
and seek employment at low salary rates.

THE LOCATION
Barangay Pangi has a modest population of 3,300 more or less, but few are
currently enrolled during that school year (2012-2013) at the mother school, as
attested the first batch were only 5 out of 42 enrollees were transferred to the
Pangi Extension class, proof of the incidence of many out of school youth in the
area.

Pangi National High School is located in Purok Mangosteen, Barangay

Pangi, Maco, Davao De Oro. It is almost one-hectare lot under a Usufruct
Agreement with the Pangi Elementary School who is the owner of the lot. It sits on
a flat terrain at the back of the elementary school and bordered by the Marsman
Drysdale Rio-Vista Agri Ventures Inc. Banana plantation and the private lot of Mr.
& Mrs. Manantan.

On May 16, 2013, The Provincial personnel conducted s subdivision survey

of the school lot witnessed by Mr. Agan, The Pangi Elementary School PTA
President, Mrs. Gracell Francisco, a teacher of Pangi Elementary School, The first
general PTA officers then namely; Mrs. Fe Ocana, the Pangi National High School

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Gen. PTA President, Mrs. Corazon Tocmo, the Pangi National High School Gen
PTA Treasurer and Mrs. Josie lyn Dela Cuesta, the former School- In- Charge of
Pangi National High School. This resulted in the clear boundaries of the two
schools and provided a distinct basis of school site development and future plans.

Mrs. Fe Ocana, the first General PTA resident is also instrumental in the
making of the School Site Development Plan document by her untiring effort in
coordinating with the ever-supportive LGU of Maco officials and the expertise of
the municipal engineering office personnel.

THE INITIAL STEPS

After a series of initial meetings with the elementary school parents with
their PTA Officials; Mr. Dario Senon and Mrs. Evangeline Luna, the Pangi
Elementary School Principal, Dr. Ramel C. Tuba and the barangay issued a
resolution requesting the Department of Education for the creation of the Pangi
National High School. This ultimately led to the former Brgy. Captain Fervencio
Apit to the Municipal School Board Meeting.

The Bayanihan sa Paaralan Social Orientation during the joint elementary

and secondary school PTA assembly was led on Sunday, June 9, 2013 in the
Pangi Elementary School Social Hall by the couple- tandem Hon. Raul
Timogtimog, the Municipal Gawad-Kalinga Coordinator and Mrs. Arceli
Timogtimog, the Provincial Administrator on Program Implementation and
Chairperson of Gawad-Kalinga Compostela Valley Programs. The Gawad build
officially started the construction on June 28, 2013. The unity and harmonious
relationship of the LGU, the barangay and the PTA was proven where Hon. Mayor
Arthur Carlos Voltaire Rimando readily spearheaded the land preparation of the
school site by sending heavy equipment machineries to clear the area and filling
the building construction site with fifteen (15) loads of sand and gravel.

July 12, 2013, is an unforgettable day of for Pangi National High school, for
it officially received its first two-classroom building in the blessing and turnover
ceremony from the Gawad-Kalinga sponsorship of the Provincial Government
headed then by Arturo T. Uy. The classrooms were erected in the amazing record

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of fourteen (14) days through the Filipino value of Bayanihan spirit of hand in hand
helping one another. The teachers saw with their own eyes the miracle of
volunteering for a noble cause when the elementary and high parents by every
section; the officers and staff of the nearby Marsman Drysdale Rio-Vista Agri-
Ventures Inc. (MDRVAVI) banana plantation ; the Purok leaders and their
members; the Municipal officials and the Barangay officials of the two barangays,
Pangi and Anibongan; the graduating class, teachers and the principal of the
mother school Anibongan National High School; the barangay health personnel,
the private citizens of the locality; the various agencies of Davao De Oro,
particularly the Provincial Health Department, the project supervisor Mrs. Loi
Zamora and her team; the Provincial Health Department, the project supervisor
Mrs. Loi Zamora and her team; the Provincial BJMP and the policemen, these
people all lent their time, finances and effort to build the first building of the Pangi
High School extension then, now Pangi National High School.

The newly elected then barangay Captain (late) Hon. Gregorio Ramos and
his councilors are instrumental in the continuing development of the school for
when they saw the need for another set of classrooms, they readily pledged their
support. Hon. Ramos led the teachers and his barangay officials to pay the very
generous Governor Arturo Uy a visit on January 6, 2014 for a request of the
second building and sometime early in March 2014, the officers of the Davao
Hardware Association dropped by for an ocular inspection of the area together with
the Provincial Governor. These two new classrooms have their own toilets.
Construction promptly began on March 13, 2014, was finished after the Brigada
Eskwela in May 2014. The people of Pangi, particularly the students are feeling
truly grateful to Davao Hardware Association because they responded just in time
for the opening of classes for SY 2014-2015.

THE MODEST GROWTH

The pioneer PTA officers for the first Grade 7-Banaue SY 2012-2013 were
Mrs. Fe D. Ocana-President, Mrs. Villanueva O. Balbin-Vice President, Ms. Jivina
Bacote- Treasurer, Mrs. Marilen Corowan- Secretary. These women believed in
the power of their dreams for their children and proved their mettle in the months
that followed.

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 The election of the first set ever of General PTA officers and BOD for 2013-
2014 was held on June 15, 2013, and the first General PTA assembly for the
school was also held on the same date. In the following years of operation, the
student population grew and was added with another grade levels. Now on its ninth
year of operation, the early enrolment data for SY 2020-2021 shows another
increase of population, totaling to three hundred plus (300+) including Taglawig
extension and senior high school.

ETHOS
Education for All (EFA) which means, providing free and accessible basic
education to all Filipino children, thus prompted the Barangay Officials of Barangay
Pangi, headed by then Punong Barangay (late) Gregorio Ramos and then Dr.
Ramil C. Tuba, Pangi Elementary School principal respectively to lobby at the
Sanguniang Bayan session last May 2012 and requested the Municipal Mayor for
possible opening of a high school thereat. It was on June 3, 2013 that the first-
year level started their classes with 42 students as an extension of Anibongan
National High School. On December 9, 2016, Anibongan National High school-
Pangi Extension was given recognition as national high school separated from the
mother school to be known as Pangi National High School. The School first
operated then with (2) two (LSB)Local School Board- paid Teachers I namely; Gina
L. Barol and Hazel A. Lagulos headed by Josielyn Dela Cuesta – TIC. Ms Dela
Cuesta is then assigned to Maco National High School which gave way to the
leadership of Roy C. Bacalso.

Currently, Pangi National High School caters 300 plus students with 17
hardworking teaching staff for which this school improvement plan is addressed to
headed by Marcelin P. Alicarte Jr. – TIC. The school is presently implementing and
following the New Normal Modality of Education; Modular (printed) and sometimes
adopted Blended Learning. The school has a wide area suitable for outdoor sports
activities in which an avenue to train students achieving higher level and bigger
space for crop production. Apparently, the school has its ‘Gulayan sa Paaralan’
and aimed to become an agricultural learning hub.

Page | 26
 As a nine-year old school, it faces various problems and difficulty that
includes the insufficient number of classrooms to cater the fast-growing number of
students. Meanwhile, the school also has the urgent needs to construct perimeter
fence to secure the students’ safety as well the school property since there were
many instances that trespassers were visible in the vicinity and perhaps causes
troublesome. Furthermore, the lack of perimeter fence can contribute to the higher
rate of cutting classes among the students since they can access anywhere around
the premises to go out.

The school will be the avenue to help parents who want to educate their
children but can’t able to send them to study in the city or even in the nearby
barangay because of financial constraint. The establishment of the school also
provides access to a good quality of education which contributed to the
improvement of the entire community in general.

The purpose of this School Improvement Plan (SIP) is to address the needs
and unavailability of the facilities which are necessary to the learning of the
students. It also encourages the stakeholders to take part in the process of the
school development. This also helps the implementation of the priority projects of
the school. Foremost, it aids to enhance Teaching-Learning Developments in
which learners are given much consideration. Anchoring the school tagline “Where
Holistic and Exemplar Learners rise” it is right to say “Sulong Edukalidad” amidst
pandemic.

Page | 27
 CLASS PROGRAM

Republic of the Philippines

Department of Education
REGION XI
Schools Division of Davao de Oro
PANGI NATIONAL HIGH SCHOOL
Pangi, Maco, Davao de Oro

CLASS PROGRAM WITH BUDGET OF WORK

SY 2021-2022

Grade Level and Section: 10-Sparrow

Class Profile: Male: 19 Female: 16 Total: 35
Name of Class Adviser: Nosrah S. Mustapha
Partner Adviser: None

JUNIOR HIGH SCHOOL MODULAR CLASS PROGRAM

Monday Tuesday Wednesday Thursday Friday

Schedule of Schedule of Schedule of Schedule of Schedule of

Student’s Student’s Student’s Student’s Student’s
Independent Independent Independent Independent Independent
Learning and Learning and Learning and Learning and Learning and
Performance Performance Performance Performance Performance
Time (ILPT) Time (ILPT) Time (ILPT) Time (ILPT) Time (ILPT)

(Releasing
and
Returning of
Modules)

(8:00 Am-
4:00 Pm)

Page | 28
Learners are Learners are Learners are Learners are Learners are
encouraged encouraged encouraged encouraged encouraged
to listen to Z- to listen to Z- to listen to Z- to listen to Z- to listen to Z-
Radio or to Radio or to Radio or to Radio or to Radio or to
watch TV- watch TV- watch TV- watch TV- watch TV-
Eskwela Eskwela Eskwela Eskwela Eskwela
classes classes classes classes classes
during the during the during the during the during the
day to day to day to day to day to
support their support their support their support their support their
modular modular modular modular modular
Learning Learning Learning Learning Learning
Packing of Packing of Consultation Consultation Consultation
Modules per Modules per with Teachers with Teachers with Teachers
adviser for adviser for via SMS, call, via SMS, call, via SMS, call,
Pick-up of Pick-up of FB Chat, or FB Chat, or FB Chat, or
Parents as Parents as online call online call online call
well receiving well receiving
of Learners’ of Learners’
Output Output

No Advisers are
Consultation preparing for
with Teachers the
for them to distribution of
focus on modules
packing of
modules and
assessment
sheets
Advisers are
preparing for
the
distribution of
modules
Schedule of
distribution of
the Retrieved
Learners’
Output to the
Concerned
Subject
Teachers
Teachers Teachers Teachers Teachers Teachers
must be on must be on must be on must be on must be on
Work on Site Work on Site Work on Site Work on Site Work on Site
AWA to AWA to AWA to check AWA to be AWA to check
prepare distribute learners’ out available for learners’ out
modules and modules and and to receive parents who and to receive
activity sheets to receive consultation would like to consultation

Page | 29
 for distribution learners’ with parents talk to them with parents
output via SMS, call, about their via SMS, call,
FB Chat, or children FB Chat, or
online call online call

SUBJECTS AND ASSIGNED TEACHERS

FILIPINO: NOSRAH S. MUSTAPHA

ENGLISH: NOSRAH S. MUSTAPHA

MATH:
GINA L. BAROL
SCIENCE:
JEANIBEE G. SEMPRON
ARALING
JESLIE O. TIANSON
PANLIPUNAN:
TLE:
LYN V. HINAMPAS
MAPEH:
SUEMEFE V. SENINA
ESP:
JOHN PEDDY C. DURAN
 

Prepared by: Approved by:

Page | 30
 NOSRAH S. MUSTAPHA EDNA G. OMBECAN
Class Adviser School Principal I

CLASS LIST

Republic of the Philippines

Department of Education

REGION XI
Schools Division of Davao de Oro
Pangi National High School

CLASS LIST
GRADE 10- SPARROW
S.Y. 2021-2022

MALE: 19 Class Adviser: NOSRAH S.

MUSTAPHA
FEMALE: 16
TOTAL NO. OF STUDENTS: 35

MALE FEMALE

1. Alaba, Xylee Vonn B. 1. Agan, Gienette Jane P.

2. Apit, Alian Nathaniel M. 2. Bermoy, Azhlene Charice C.
3. Bacote, leomar D. 3. Binangon, Cassandra B.
4. Bongcales, Milven S. 4. CaIMarcia Mae T.
5. Buagas, Kirby Jones B. 5. Delumbar, Danica S.
6. Cornelia, Felros Christian G. 6. Enriquez, Janice
7. Crusio, Richard B. 7. Hinampas, Mary Kathryn N.
8. Elecora, Khyle J. 8. Lacorte, Vanessa Kyle H.
9. Espantaleon, Jhon Yuri P. 9. Loyola, Rochelle Mae N.
10. Estoque, Michael O. 10. Mallari, Rose Marie C.
11. Lopez, Alwajel C. 11. Micabalo, Leaven Valerie D.
12. Marquez, James M. 12. Olmillo, Thrixcie B.
13. Micabalo, Joseph Shawn D. 13. Reputana, Lieshly J.
14. Palaca, Bless M. 14. Sinangote, Judy Mae D.

Page | 31
15. Reyes, Jhuniex G. 15. Tanting, Rhian Glaziery M.
16. Sanchez, Angel G. 16. Tianson, Jee Ann O.
17. Todovia, Justine Clark H.
18. Tumamac, leper Jhon M.
19. Villacin Edezon A.

CLASS DIAGRAM

Black board

C C C C C C C C C C

C C C C C C C C C C

C C C C C C C C C C

C C C C C C C C C C

C C C C C C C C C C

C C C C C C C C C C

 The classroom has 2 doors, the exit and entrance. In the upper portion are 2 fans, 4 ceiling
fans, and 2 stand fans. At the center of the wall is the black board beside of it are the TV and
speakers above of it are the switch and breaker that are functioning. At the corner is the
Page | 32
cabinet for students output and projects then dustpan, trash bin. There is also a comfort
room and then lavatory and flourished well. Then 3 cabinets beside the comfort room, the
teachers table and the divan, and the chairs of the students. Their switch was new and not
prone to commit any danger. They have a safety environment inside the room.

Page | 33
 COURSE CONTENT

A. LEARNER’S BEHAVIOR

a. Task 1 (Learner’s Profile) (MALE)

Personal Information Learner’s Profile

Name: Espantaleon, Jhon Yuri P.

Age: 16

Gender: Male

Section: Grade 10- Sparrow

Class Adviser: Nosrah S. Mustapha

Address: Purok 5, Hijo Maco Davao de Oro

Date of Birth: October 23, 2005

Place of Birth: Maco Davao de Oro

Citizenship: Filipino

Religion: Christian

Ethnic Group: Visayan

Father’s Name: Danilo A. Espantaleon

Occupation: Banana Farmer

Mother’s Name: Rosanna P. Espantaleon

Occupation: Housewife

Page | 34
School Organization Affiliations: Science Club Organization

Seminars Attended: Industrial Arts Training

Awards Received: With Honors

Hobbies: Playing basketball, playing mobile legends

Favorite Subject: Filipino

Least favorite subject: Mathematics

Favorites

Food: Buttered Shrimp and seafood

Color: Black

Song: Fireflies by Owl City

Artist: Daniel Padilla

Author: J.K Rowling

TV Show/Program: FPJ’s Ang Probinsyano

Movie/Series: Money Heist

Game: Mobile Legends

Favorite memory during face-to-face classes:

 Joining Camping Activities

 Having an interactive learning inside the classroom
 Playing and talking with my friends during breaktime
 Attending school programs and activities

Things I like about my school:

 The school makes me learn more

 The people around the school is friendly and warm
Page | 35
Things that I would like to change about my school:

 I think the school facilities must be improved more

Things I like about my teacher:

 I like my teacher because she is very kind, smart and approachable.

Things I like about myself:

 I am very social, and I like to be around people.

Things that I hate about myself:

 I am stuck with the subject mathematics, and I think I need to improve.

Things that I must do in order to improve myself:

 Read and study more.

b. Task 2 (learner’s observation)

 The learner number 1 is a social learner in a sense that he learns best when

he is around people that can elicit more information. The learner still needs

the scaffolding process so that he can improve and integrate with the

lessons and things assigned to him. The learner is quite passive sometimes

when it comes to oral recitation during face-to-face classes and until now

which is blended learning, and according to my cooperating teacher; he

possesses “a multiple intelligence” under the domain “people smart” in a

way that he likes to talk with people and learn something from it.

Furthermore, the learner is continuously learning and improving towards his

learning process thereby shaping it with proper guidance with the teacher in

order for the student to hone his knowledge and skills more. Overall, the

learner is showing a fairly good behavior towards the learning process that

Page | 36
 can be used as he proceeds to the track in senior high school level on his

next learning educative process.

a. Task 1 (Learner’s Profile) (FEMALE)

Personal Information Learner’s Profile

Name: Micabalo, Leaven Valerie D.

Age: 17

Gender: Female

Section: Grade 10- Sparrow

Class Adviser: Nosrah S. Mustapha

Address: Purok Mangosteen, Hijo Maco, Davao de Oro

Date of Birth: December 11, 2004

Place of Birth: Maco Davao de Oro

Citizenship: Filipino

Religion: Roman Catholic

Ethnic Group: Visaya

Father’s Name: Edilberto F. Micabalo

Occupation: Farmer

Mother’s Name: Sussana D. Micabalo

Occupation: Housewife

Other Preferences:

School Organization Affiliations: Supreme Student Government

Seminars Attended: Journalism Training

Page | 37
Awards Received: With honors

Hobbies: Cooking, watching K-drama’s, reading Wattpad

Favorite Subject: English

Least favorite subject: Mathematics and Science

Favorites:

Food: Pizza

Color: Pink and Red

Song: All too well

Artist: Taylor Swift

Author: Paulo Coelho

TV Show/Program: Showtime

Movie/Series: Game of Thrones

Game: Mobile Legends

Favorite memory during face-to-face class: Joining dance contests

Things I like about my school: I gain friends and real companionship

Things that I would like to change about my school: Nothing

Things I like about my teacher: She is kind, sweet, smart and caring

Things I like about myself: I am talented

Things that I hate about myself: I am not good in math and problem solving

Things that I must do in order to improve myself: Facing my fears and the
things I hate

Page | 38
b. Task 2 (learner’s observation)

 The learner number 2 is a female student of grade 10 sparrow, she is 17

years old. She is a type of learner who is extroverted in a sense that she

likes joining extra-curricular activities. According to my cooperating teacher

that, her student Leaven Valerie is very talented as she can sing, dance and

act and is not afraid and ashamed to the crowd. She is a type of learning

that is under the domain of multiple intelligence “BODILY KINESTHETIC”

wherein she possesses these kinds of intelligence that is manifested

through joining events and contests.

 In today’s time, that the mode of learning is blended and there is no face-to-

face and real time classes, Leaven Valerie, is still honing her skills and

talents. Though she also suffers from solving math problems and as well to

the mathematics and science applied subjects. I think as a teacher, you

need to see the different learning styles of the learners so as their

weaknesses and strengths towards learning all the subjects. By

acknowledging their weaknesses, you can administer possible intervention

in order to help the student to overcome and unlock their difficulties.

Page | 39
 B. THE SCHOOL ENVIRONMENT
a. CHART 1 (ORGANIZATIONAL CHART)

ALLAN D. FARANZO
b.
Regional Director

EUFEMIA T. GAMUTIN, CESO V

Schools Division Superintendent,
DepED Davao de Oro

NOEL B. CANALES
Schools District Supervisor

EDNA G. OMBECAN
Principal I
Pangi National High School

SCHOOL PLANNING TEAM

BENEDICTO D. SUEMEFE V. JESLIE O. HON. CARLWIN

MICABALO SENINA TIANSON V. BONGCALES
SGC Chairperson SBM Faculty President Education
Coordinator/Clinic Committee
Teacher Chairperson

Page | 40
MARIAN JOY B. GINA L. BAROL JOHN PEDDY C. HAZEL JANE D.
PANER School Child DURAN ALFANTA
SSG President Protection School DRRM ADAS Designate
Chairperson Chairperson

ALONA B. AMPO CHRISTY H. AUSTRIA

Supply Officer/Property Custodian LIS Coordinator

JUNIOR HIGH SCHOOL FACULTY

GINA L. BAROL
T- III
NOSRAH S. MUSTAPHA
T-I
MAY ANN MAGUINDANO
T-I
LYN V. HINAMPAS
T-I
SUEMEFE V. SENINA
T-I
QUEENT GRACE G. ANDAYO
T-I
HAZEL JANE ALFANTA
T- I
JOHN PEDDY C. DURAN
T-I
CELESTY L. OBOY
T-I

Page | 41
 CHECKLIST OF SCHOOL FACILITIES
Direction: Check whether the school’s facilities are available or not and indicate
the number, status, and condition. The status can refer to construction nearing
completion, while the condition can refer to whether something is functioning or
not.
School facility Available Not If available, write the
available SPECIFICATIONS
Number Status Condition
1. School Gymnasium / 1 Good
2. Library / 1 Good
3. Canteen /
4. Comfort Rooms with / 4 Good
lavatories
5. Reading Center / 1
6. Home Economics Room / 1 Good
7. Industrial Arts Room /
8. Computer Laboratory / 1 Good
9. Audio Visual Room /
10. Printing/Mimeographing /
Room
11. Counselling Room / 1 Good
12. PTA Office /
13. Office of the Principal / 1 Good
14. Science Laboratory /
15. Others Specify
16. Others Specify

SUMMARY
 Our school is a 9-year-old school and was built last 2012, the school facilities that we
have is continuously improving hence it provides a very conducive environment and
learning for every student that we have. During pre-covid times where face-to-face
classes was held the school facility can accommodate number of enrollees from Junior
high school up to senior high school. The school gymnasium were gatherings,
celebrations and ceremonies were held, the library where the students can research
assignments, the computer laboratory where 21 st century learning is best exhibited.
Comfort rooms that separated men and women for security and privacy.

 Pangi, Maco National High School continues to serve its mission to provide quality
education for students, further, the school will be the avenue to help parents who want
to educate their children but can’t be able to send them to study in the city or even in
the nearby barangay because of financial constraint. The establishment of the school
Page | 42
 also provides access to a good quality of education which contributed to the
improvement of the entire community in general. Anchoring the school tagline “Where
Holistic and Exemplar Learners rise” it is right to say “Sulong Edukalidad” amidst
pandemic.
b.) CHART 2 (Checklist of School Facilities)

CHECKLIST OF A CHILD FRIENDLY SCHOOL

c. CHART 3 (Checklist of a Child Friendly School)

INDICATORS YES NO IF YES, GIVE AN

EXAMPLE
1. The school is / The school is
conducive for conducive for
learning. learning because
it is child friendly
and safe.
Facilities can
cater students
needs and
learning.
2. The school /
has facilities
and
equipment
for recreation
and sports.
3. The school / There are some
has a duly personnel who is
assigned assigned to
personnel in- quarterly check
charge of the school
securing its premises,
premises, its properties, also
properties the pupils and
and those teachers.
with the
pupils and
teachers.
4. The school /
has a
program for
students with
special
needs.
5. The school / The coordinates
coordinates with barangay
with the captain and
barangay barangay tanod to
and local secure the school
Page | 43
 authorities to premises as well
ensure the as the students.
safety and
protection of
the students.
6. The school is / The school is
safe for any hazard free; the
calamity tress was cut
such as down to prevent
flood. accidents.
7. The school is / The school have a
following the handwashing area
Covid 19 and the teachers
emergency are observing
and health proper health
protocols. protocols.
8. The school / There ways of
has a fire exit exits incase of fire
incase of disaster, and
emergency. there is also fire
alarms and fire
extinguishers.
9. The teachers / The teachers of
uses a non- Pangi National
threatening High School are
behavior warm and friendly.
mode of Inculcates proper
discipline. manner of good
behavior and
discipline online
and offline.
10. The students / Students were
can freely encouraged to
express their have an active
opinion participation that
though there promotes their
is no face-to- good behavior
face learning and action.
classes.

Page | 44
 C. THE CLASSROM
ENVIRONMENT
a. Checklist of Classroom
Facilities/Resources

A. Classroo Available Not Specifications

m availabl
e
Numbe Status Condition
r
1. Two (2) doors  2 Good Functional
(1 entrance, 1 exit)
2. Ceiling fan  2 Good Functional
 1 Good Functional
3. Comfort room
but no
with lavatory lavatory
sink
4. Chairs / desks  37 Good Functional
5. Teacher’s table  2 Good Functional
6. Cabinets  3 Good Functional
7. Shelves  4 Good Functional
8. Bulletin boards  3 Good Functional
9. Racks and stand  2 Good Functional
10. Benches  2 Good Functional
11. Receiving Area  1 Good Functional

for getting and

returning of
modules
(Sanitation and

Page | 45
 temperature
Checking)
Summary: The things and resources inside the classroom are all good in
condition and are functional for it’s daily use.

REFLECTIVE JOURNAL 1

The pandemic and health emergency crisis of today’s time which is

the Covid-19 is not a hurdle for me to experience my FS 1 observation.
Hence, I am able to still materialize it through virtual and online observation
through the help of my very responsive cooperating teacher Ms. Nosrah S.
Mustapha. She showed me the things inside her classroom and other things
that she used to provide modular learning towards her students.

Furthermore, the classroom resources are enough to cater the

number of students enrolled in the section grade 10- sparrow. Also, the
classroom is conducive for learning because it is well ventilated and there is
sufficient number of textbooks, and when the time that the face-to-face
classes will become permitted; the classroom is safe and ready to operate
because it has precautionary signs and plastic barriers.

The classroom is appropriate for its grade level which are the 10 th
graders, it has bulletin board and NDEP corner for announcements, shelves
that separates books and modules of the students. On the other hand, my
cooperating teacher also talked about the releasing of their modules in the
Junior High Department such as the schedule of student’s “Independent
Learning and Performance Time” (ILPT) every Monday that is held through
online and also their class program that about the consultation of teachers
towards the students via SMS, Call, FB Chat or online call. Further, the
learners are encouraged to listen to Z Radio or watch TV skwela classes
during daytime to support their module learning.

Page | 46
 Lastly, the classroom environment and the teacher’s faculty class
program are very dynamic in a sense that they use different types of
modalities in order to improve and support the students learning.

REFLECTIVE JOURNAL 2

Education is a highly valued commodity by the people of Pangi, Davao

de Oro. During our virtual and synchronous consultation together with my
cooperating teacher, she shared the history of their 9-year-old school which
is the Pangi National High School, wherein it is a dream of all residents of
Pangi to have a secondary school in their place. Due to economic reasons
and challenges relying on subsistence farming as a main source of family
income. Sending their children to high school means added cost of
transportation because of having no daily fare. The students are left with the
option of traversing the dirt road inland going to the mother school in the
city.

After the years of waiting, the school was built last 2012 and on July 13,
2013, the school received their first (2) classrooms and started to operate
from then on. Further, I was amazed on how the school was built despite of
the obstacles and shortcomings happened. The school continues to operate
up until today and securing safety of the learners and parents who comes
nearby to get the learning modules every week. Providing modalities for the
betterment of the students whether modular or online learning.

The ethos of the school is EFA or “Education for All” which means that it
provides a free and accessible basic education to all of the students. Also, it
is a child friendly school in a sense that it is a learning environment that is
safe for all the learners, it has a duly assigned personnel in-charge for
securing its premises and properties and those with the pupils and teachers.
A school must be child friendly school when it has a component of sufficient
lawn for space and vegetation as well as the teacher uses a non-threatening

Page | 47
mode of discipline and proper scaffolding and guidance towards the
learners.

Lastly, the school tag line embodies the true meaning of education to wit:
“WHERE HOLISTIC AND EXEMPLAR LEARNER’S RISE” sulong
edukalidad amidst pandemic.

REFLECTIVE JOURNAL
ENTRY NO. 3

I observed that the school’s environment was very good in nature as

well as its classroom facilities and resources. It has enough reading
materials and textbooks inside every classroom and the learning
environment inside the classroom is conducive. Though the modality of
learning this school year is modular, the class program of the junior high
school department is dynamic in a sense that the teachers are having
consultation with the learners through SMS, call, FB messaging and online
tutoring.

The modalities that are aforementioned above, are the steps being
done by the teachers in order to have a supplementary and effective
learning. School facilities are very important in the learning of students
because this helps them to learn faster and easier. By these facilities, this
contributes to a sense of safety and security, personalization and control,
privacy as well as sociality.

The performance of some students from well-equipped facilities are

better who are in school with less equipped facilities because this enhances
student’s academic performance.

The quality of teaching and learning that takes place in any

educational establishment determines the level of academic excellence.

Page | 48
 Facilities such as learning aids, well-painted classroom, adequate chairs,
laboratories etc. make students be able to listen attentively.

Pangi National High School has facilities for the students to improve
their academics which are also safe for them to use. This just signifies that
this school has a perfect facility for the students that produces a world class
graduates.

C. Post Conference

REFLECTIVE JOURNAL
ENTRY NO. 4

My Field Study 1 experience and journey was very memorable

though my partnership with my cooperating teacher is through online and
virtual consultation but the things she has showed on me was very real and
interactive. Ms. Nosrah is my teacher during my senior high school years in
UM Tagum College, and now she is currently teaching at Pangi National
High School in Maco, Davao de Oro.

We held synchronous and asynchronous consultation and meetings

with my cooperating teacher. She first introduced herself and talked about
her years in teaching and as well her experiences. Secondly, during our
video call meet up session, she also showed the environment of the school
matched with the school’s facilities and classroom set-up. I have also
learned about school improvement plan that is matched with the school’s
VMG.

Furthermore, I also learned about the modular class program of the

junior high school program and the section being handled by my
cooperating teacher. She also introduced me the history of their school and
it’s school plan for 2022 and the objectives and goals to unlock in order to

Page | 49
 foster growth and development not just to the entire school but also to the
teachers and students.

Lastly, my experience in FS 1 is very significant because this is my

first time to have a real observation towards the learning school environment
though it is held online but I had a very great experience. I will treasure all of
these learnings all throughout my lifetime and I will bring this knowledge
until I become a teacher in the near future. I am thankful for every
experience and difficulty I had as it shapes me for who I am today.

PRE-POST CONFERENCE PHOTO DOCUMENTATION

AND CERTIFICATE

PREPARATION FOR THE FIRST VIRTUAL MEETING SESSION WITH MY CT

Date: NOVEMBER 7, 2021
Link: meet.google.com.oah-qvvc-pxe

Page | 50
MY CT SHARED HER FACE-TO-FACE ENCOUNTER AND MEETING WITH THE
PARENTS OF THE LEARNERS
Date: NOVEMBER 05, 2021
Agenda: MODALITIES OF LEARNING AND RELEASING OF MODULES

Page | 51
Page | 52
Page | 53
 POST CONFERENCE VIRTUAL MEET WITH MY
COOPERATING TEACHER
Date: DECEMBER 05, 2021
Link: meet.google.com/cex-thou-bbu

Page | 54
Page | 55
 MONITORING SHEET

 This refers to the school facilities resources and items that helps contribute
enhanced improvement and daily use towards the school’s daily activities.
This is monitored and supervised by the supply officer and property
custodian of the school.

General Description Functiona Non-

l Functional

1. Computer Monitor 
2. Computer Desk 
3. Amplifier 
4. Wireless Microphone 
5. Laminator 
6. USB Hub 
7. Portable Speaker with Mic 
8. Electric Wall Fan 
9. USB cord extension 
10. Extension wires 
11. Power outlet 
12. Suction blower 
13. Glue gun 
14. Light bulbs 
15. Lan tester 
16. Float Valve 
17. Suction Blower 
18. Computer Ink Set 
19. HP Printer 
20. Office Chair 
21. Office Television 
22. Educational Television 
23. CCTV Camera 
24. Air-condition 
25. Electric Drill 

Page | 56
 ALONA B. AMPO
Supply Officer/Property Custodian

APPENDICES

A. Criteria for Assessment Item 1

B. Criteria for Assessment Item 2 (A Reflective Journal)

C. Marking Guide for Reflection/Journal Entries

D. Rubric for Student Portfolio

E. Activities and Episodes

Page | 57
 CRITERIA

Appendix A: For Assessment No. 1

Assessment of PST’s

Direction: Prepare a diagram and an accompanying description of the classroom

layout. Your output will be rated through the foregoing RUBRIC.
Criteria: The diagram should:
- show the layout of the room (cupboards, etc.),
- be scaled,
- include labels.
The explanation should describe the layout of the classroom clearly and concisely.
Constructive comments and suggestions about how you might design your own
classroom-based on your observations should be included.

5 4 3 2 1
(Outstanding) (Satisfactory) (Unacceptable)
Diagram is Diagram is Diagram is Diagram lacks No diagram
accurate, accurate, accurate accuracy and presented and
scaled and clearly labeled according to the the explanation
enhanced and and scaled layout and the explanation is missing
the and the explanation is barely incomplete
explanation explanation clear and supports the
contains critiques the supported by diagram
suggestions classroom references
for alternatives layout (e.g., DepEd)

Page | 58
 in the
classroom
layout
(alternative are
feasible)
(Adopt: School Facilities Checklist p.34 of ELC as Assessment Item 1B)

CRITERIA

Appendix B: For Assessment Item No. 2

A Reflective Journal

Assessment task for student teachers

Produce a journal that describes your observations and reflections of each

school and classroom visit. The first entry is to be done after the orientation of the
campus and school rules and regulations. This includes classroom diagram and
checklist of school and classroom facilities. The second entry will be written after two
classroom visits, the third entry is on communication skills and the last entry is to be
accomplished after the final visit. Write a one-page reflection about your experiences
and your thoughts about becoming a teacher.
Criteria:
- A journal is kept during school visits
- The journal contains classroom and school observations per visit
- The journal contains reflections about observations per school visit
- The final section of the journal contains a summary reflection of about
half to one page on experiences and thoughts related to becoming a

teacher.

5 4 3 2 1
(Outstanding) (Satisfactory) (Unacceptable)
Reflections The journal Observations The journal No journal
indicate an contains and reflections has all visits presented
ability to examples of are clearly and recorded. Or
evaluate the ability to logically However, the The journal
observations synthesize recorded. The observations does not
and provide information journal and reflections include
comments gathered provides are superficial. observations

Page | 59
 about during school comments on and reflections
environments and classroom specific for every
that enhance observations. observations classroom visit.
the learning. The student and indicates
These are can relate this thinking about
supported by being a the teaching
examples of teacher. profession.
observations
and
experiences in
school.
CRITERIA

Appendix C: Marking Guide for Reflection/Journal Entries

Criteria Excellent Proficient Satisfactor Developing Needs

y Improvement

Reflection Presents Presents Presents Presents Presents

journal entry comprehen comprehen comprehen comprehens comprehensiv
includes sive sive sive ive e description
PSTs description description description description of worthwhile
learning of of of of experiences,
experiences, worthwhile worthwhile worthwhile worthwhile does not
judgments, experience experience experience experiences explain sound
performance s, explains s, explains s, explains , explains judgment on
and other sound sound sound sound personal
insights judgment judgment judgment judgment on strengths and
gained in the on on on personal weaknesses.
course. personal personal personal strengths
strengths strengths strengths and
and and and weaknesses
weaknesse weaknesse weaknesse .
s anchored s anchored s anchored
on many on some on few
theories theories theories
learned. learned. learned.

Legend:
1 - Needs improvement (75-79)
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 2 - Developing (80-84)

3 - Satisfactory (85-89)

4 - Proficient (90-94)

5 - Excellent (95-100)

Appendix D: Rubric for Pre- service Teacher FS Portfolio (Product)

Criteria Description
5 4 3 2 1
1. Contents of Has 90- Has 75-89 Has 60- Has less Has less
the Portfolio 100% of of the 74% of the than 59% than 40%
the needed needed of the of the
needed content content needed needed
content content content
2. Objectives Objectives Objectives Objectives Some Most
of the portfolio are are are objectives objectives
SMART SMART SMART are not are not
and cover but cover but cover SMART SMART
the whole only a only less and do not and cover
course minimum than 75% cover the only a
of 75% of of the whole minimum
the course course course of the
course
3. Quality of Entries Entries Entries are Some Few
Entries are of best are of of entries are entries are
quality; better acceptable of of
many are quality; quality; acceptable acceptable
well many are some are quality, quality, not
selected well well limited well
and selected selected selection selected,
substantial and and and and very
substantial substantial substantial minimal
substance
4.Presentation Creative, Creative, Creative, Minimal No
of Entries neat and neat and neat and creativity, creativity,
has a very has strong an average neat with in
strong impact/ impact/ minimal disarray,
impact/ appeal Appeal impact/ no impact/
appeal appeal appeal
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4. Promptness Submitted Submitted Submitted Submitted Submitted
in the ahead of on 10 days from 11-30 31 days or
submission schedule schedule after days after more days
submission submissio after
n schedule

Legend 3 - Satisfactory (85-89)

1 - Needs improvement (75-79) 4 - Proficient (90-94)
2 - Developing (80-84) 5 - Excellent (95-100)

GLOSSARY OF TERMS

 NCBTS - National Competency Based Teacher Standards

 CT – Cooperating Teacher
 CMO - Ched Memorandum Order
 SFRL- Social Regard for Learning
 LE – Learning Environment
 DOL – Diversity of Learners
 PAR – Planning, Assessing and Reporting
 CL – Community Linkages
 PGPD – Personal Growth and Professional Development
 PPST – Philippine Professional Standards for Teachers
 Monitoring Sheet – The school’s facilities and items checklist
 Student Observer – The pre-service teacher from STCAST enrolled in the course subject
field study to observe the school and learning environment of any chosen DepEd school.
 Junior High School – Refers to the 4 years of secondary course starting from grade 7 to
grade 10 that is mirrored by the basic education of DepEd.
 Supervising Teacher – The personnel who is assigned towards supervising, monitoring and
supporting the students or the pre-service teachers towards their FS journey.
 Teacher Education Institutions (TEI’s) – Any college institutions and universities who offers
teacher education courses curriculum.
 Episodes – This refers to the activities and paper works being done by the pre-service
teacher before and after their school learning environment observation.
 Virtual Consultation – This is the mode of partnership being done between the cooperating
teacher and the pre-service teacher since there is no face-to-face classes being held in
todays time.
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 EPISODES
AND
ACTIVITIES
Page | 63
 TABLE 1: EXCERPT FROM A CLASSROOM RESOURCES CHECKLIST
Grade: V
No. of Students: 42 Boys: 20 Girls: 22

TEACHING AIDS AVAILABLE NOT AVAILABLE LOCATION

Periodic Table of  Cabinet Organizer
Elements
World Map  Cabinet Organizer
Globe  Cabinet Organizer
Chalk  Teacher’s desk
Blackboard  Teacher’s Desk
Flashcards  Cabinet Organizer
Pictures  Cabinet
Meter Stick  Cabinet Organizer
Textbooks  Bookshelves
Clocks  wall
Folder  bookshelves
Envelope  bookshelves
Scissors  Scissor holder
Timers  Teacher’s desk
Flip Charts  Flip stand
Scrapbook  Bookshelves
Audio-Visual Aids X X

Laptop X X

Overhead Projector X X

Educational TV  wall
Murals  wall
Markers  Pen holder
Dictionary  Bookshelves
Adhesive Tapes  Adhesive tape
dispenser
Real Objects (Relias)  Cabinet Organizer

Medicine Kit (First  Medicine Cabinet

Aid)
Visual Aids (IM’s)  Wall/board pace

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 TABLE 2: SAMPLE OBSERVATION CHECKLIST
Teacher’s Name: NOSRAH S. MUSTAPHA, LPT
Grade Level Being Taught: GRADE 10
DOMAIN CHARACTERISTICS STRONGLY OBSERVABLE NOT
OBSERVABLE SOMETIMES OBSERVABLE
(10) (7) (5)
MENTAL
DEVELOPMEN
T

They can group 

SOLVING things that belong
PROBLEMS together.
Children begin to 
read and write early
GROWTH OF
in middle childhood
INTELLIGENCE
and should be skillful
in reading and
writing by the end of
this stage.
They can think 
PERCEIVING through their actions
and trace back
events that explain
situations.
Children learn best 
ATTENDING when they are active
while they are
learning rather than
just listening to an
adult explain rules.
Children can focus 
ATTENDING attention and take
time to search for
needed information.
There is greater
REMEMBERIN memory capability 
G because many
routines are
automatic now.

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 TABLE 4: CLASSROOM OBSERVATION FORM

TIME-BASED OBSERVVATION FORM. This is a global scan

for writing down key events in short increments of time (e.g., every 3
seconds) starting from the time the lesson starts up to the time it ends.
This is referred to as “scripting data by time”.

Grade Observed: GRADE 10- SPARROW

Name of Teacher: NOSRAH S. MUSTAPHA, LPT
Subject Area Observed: SCIENCE
Number of Students: 35 Boys: 19 Girls: 15
Time: 7:30 – 9:00 AM
Episode Time Notes on Key Event
No.
1 7:30 The teacher asks one of her students to lead the
am prayer. Afterwards, the teacher initiated some
greetings to formally start the class session.
2 7:33 The teacher articulated to arrange the students chair
am before they settle down and to pick up some pieces of
paper underneath their chairs.
3 7:36 Teacher Kendall checks the attendance of her
am students, and monitors tardiness and absenteeism of
the learners.
4 7:39 The teacher showed some pictures to her students,
am and letting the students guess what the picture was
all about.
5 7:42 The students responded to the short activity of the
am teacher in-short (the motivation). The students got
the correct answer, and some students didn’t
respond.
6 7:45 The teacher presented her lesson objectives starting
am from the cognitive domain, affective and
psychomotor.

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7 7:48 Teacher Kendall showed her Instructional Materials
am about the lesson she has prepared for today, she
depicted various types of pictures about the layers of
the earth.
8 7:51 She gave the picture to the random students and let
am them paste it on the board through labelling the
picture in every category.
9 7:54 The teacher checked the outputs of the students and
am constructively corrected it through given
understanding.
10 7:57 Teacher Kendall divided the class into four (4) groups
am by the use of “counting”. Afterwards, she has given
the instructions to the students before letting them
form their group. The instructions she has given are
the following:

1. Select a leader and a note taker in a group.

2. I will give you a ¼ size illustration board,

marker, coloring materials, scissors, bond
paper, glue and adhesive tape.
3. What will you do is to create and draw the
layers of the earth using the materials I have
given you?
4. After you have drawn its layers, you will label
it according to its parts.
5. Select at 2 members of the group to present
your group output in front of the class.
6. I will give you, 5 minutes to craft your work,
and 3 minutes to explain it right after.
7. Each group will be graded, according to
rubrics.

11 8:20 The teacher let the students finish their work and
am post it on the board.

GROUP 1- 1st Presenter

GROUP 2- 2nd Presenter
GROUP 3- 3rd Presenter
GROUP 4- 4th Presenter
12 8:33 All groups were done presenting and explaining their
am outputs, and the teacher gave her comments and
ratings to every group and selected the best group

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 who explained the concept well.
13 8:36 The teacher commands her students to go back to
am their original seats after the group work and mini
presentation.
14 8:39 Teacher Kendall asked her students randomly using
am the index card to call names, about what have they
learned about the activity.
15 8:42 Teacher Kendall plays a short video presentation
am about the science behind the layers of the earth,
using her laptop, speakers and that is reflected
through an overhead projector.
16 8:45 After playing the video, the teacher asked her
am students about the things they have noticed while
watching the short video presentation.

Questions:
 What elements have you observed in the video?
 What is the hottest layer of the earth? Why?
 What are the parts and layers of the earth?
17 8:50 The teacher conducts a short quiz to the students
am using a ½ crosswise sheet of paper. From items 1-15.
18 9:00 The class/lesson ends.
am

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 TABLE 5: SELECTIVE VERBATIM NOTES

SELECTIVE VERBATIM NOTES. Refers to recording of actual

spoken words by the teacher or a person being observed.

Subject Observed: ENGLISH

Name of the Teacher: NOSRAH S. MUSTAPHA, LPT
Time Lesson Started: 7:30 AM

a. Actual instructions given by the teacher to the class before the

test proper.
T: Good Morning, class. I want you to place your bags here in front,
and the things that I wanna see on your desk will be only your pen.
T: We will be having a 100 item-test examination for today.
T: Use only black ballpen.
T: From items 1-40 is multiple choice, encircle the letter that
corresponds to the question.
T: From items 41-60 is enumeration, put your answer on the space
provided on the left side of the test paper.
T: Item 61-70, is analogy. Fill in the correct and exact answer that
fits to the phrase, word or sentence given.
T: Items 70-100, is a 350 words essay.
T: Strictly no erasures and alterations of answers will be
automatically considered as wrong.
T: Answer the test directly to the questionnaire provided, answer it
silently.
T: Once I have started disseminating this test questionnaire, no one
is allowed to go out, no talking and chit-chatting with your
seatmates. Once caught cheating, will automatically gain a zero score

Page | 75
 and failing grade in this subject.
T: Is it understood? Any questions? Clarifications………….
T: Okay, since there are no questions. You may now start answering
the test.
b. Actual Instructions given by a teacher to the class before the
speech choir group performance starts.
T: Among your each group, kindly write all the group members on a
½ sheet of paper and write the date today.
T: Once the first group presenter starts performing in front of the
class, the remaining groups shall keep silent, and no one is allowed
to have a last-minute practice at the back. Since all groups were
given a period of time, to memorize and practice the given piece.
T: I will read to you the rubrics, which is already given to the group
leader before-hand.
c. Actual instructions given by a teacher to the class before the
graded oral recitation starts.
T: Good morning, class. Kindly get your ¼ size of index card, that I
have told you to bring yesterday.
T: On your ¼ index card, write your full name and afterwards pass it
on the center aisle.
T: The oral recitation that we will have for today, will be 50 points-
based performance.
T: Is there any clarifications?....... Objections? Questions??...
T: Since there is none. I will shuffle this magic index card and let us
start our graded oral recitation.
d: Actual instructions given by the teacher to the class before the
start of the by group collage making contest inside the classroom.
T: I will divide the class into 6 groups, in which in every group will be
consisting of 5 members.
T: Bring out all the materials for collage making that I have told you
to bring and prepare.
T: I will give you 10 minutes to craft and brainstorm your ideas
about the collage with the theme regarding the “USE OF ENGLISH

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 AS A UNIVERSAL LANGUAGE”.
T: After 10 minutes, all outputs must be placed and posted on the
board.
T: All members of the group must present and expound their output,
so as it is not only graded as a group but also individually.
T: If there is any concern, kindly raise your hand and don’t hesitate
to ask me.
T: You may now start crafting your collage.

TABLE 6: SAMPLE OPEN NARRATIVE

OPEN NARRATIVE. This often used in wide-angle observation.

Anecdotal notes are recorded and are often guided by set of instructions
and open-ended questions.

Instructions:
1. Observe a teacher in any subject.
2. Write your observation relative to how the teacher puts in action
a planning cycle.
3. Answer the guide questions.
A. PREPARATION INTRODUCTION PHASE

1. How did the teacher begin the lesson?

 The teacher begins her lesson by setting the classroom

management and her preliminary activities such as prayer,
greetings, teaching of attendance and motivation of the
activity in order to spice up the interest of the students.
 After the preliminaries, the teacher used the recall of
information of the topic that was previously discussed in
order to recapitulate the topic.
 Then the teacher introduces her new topic for the day.

2. Why did the teacher decide to teach the lesson?

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  The teacher is certain to teach the lesson in order to spark
to deliver the mastery of knowledge and skills towards the
learners, as it is also followed through the syllabus as a
grade level requirement.

3. How did the teacher communicate the lesson objectives?

 The teacher didn’t present yet her lesson objectives,

however she started first by soliciting some ideas towards
the students as to what are their ideas and the possible
topic that they will tackle for this day.
 Then the teacher clearly explained what the lesson
objectives was all about, by starting first with the cognitive
domain, affective and psychomotor domain.
 Further, the teacher started first with her motivation before
projecting her objectives in order to stimulate wide angle of
learning between the students.
 She also let the students read the objectives loudly and
comprehensively.

B. CONTENT. What content did the teacher develop?

 The content that the teacher has developed is the content

knowledge wherein the teachers needs to develop the deep
knowledge and understanding to be imparted towards the
learners. Content knowledge in shorter meaning is the
strong evidence that a teacher successfully taught and
develop her lesson and is anchored on the student
outcomes.

 Furthermore, the teacher develops a highly interactive

atmosphere of learning where in the students are accepted
and feel appreciated. The learners were the key runners of
learning

C. ACTIVITIES. How did the teacher implement the activities? List

down the steps.

 The teacher introduces first her instructions clearly.

 After giving the instructions, she grouped the students
accordingly in order to maintain wellness and classroom
order.
 After coming up with a group, the teacher give the task

Page | 78
 that is needed to be completed.
 The teacher encouraged all of her students to participate
with the activity and showcase their knowledge and skills
for the enhancement of learning.
 The teacher also implements inclusivity, wherein her
attention is not only focused with the top performing
student hence it is in general and is fair.
 After the activity, the teacher gives feedback to her
students and gives a constructive criticism in order to
better enhance learning of the students.
 The teacher maintains her authority inside the classroom
as she is the facilitator of the learning, and;
 Assists her students, whenever they have queries,
suggestions and hard time understanding the lesson
because of confusion.

D. APPROACH. What approach did the teacher use?

 The teacher employed both expository learning approach

and exploratory that bridges and facilitates clear goals and
instructions and enhances meta-cognition.

E. What Methods Was Used?

 The teacher used the approach of learner-centered method.

F. Write The Series of Steps of the Methods used by The Teacher.

1. The teacher facilitated the learning, by assisting the students

matched with the given task.
2. After giving the task, the teacher monitors the learning
progress of the students. Whether it is under the domain of
cognitive, affective and psychomotor.
3. The teacher caters the different learning strategies of the
learners and proves that learning must be interactive and
dynamic.
4. The teacher provided her learning and instructional materials
in order for the learners grasp the needed information.
5. The teacher lets the students showcase their knowledge
whether it is in the form of mathematical problem, sentence
construction, active participation and other domains of
learning that is learner centered.
6. Lastly, the teacher makes an assessment and evaluation

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 towards her students. Following the three (3) purposes of
classroom assessment such as assessment of learning,
assessment for learning and assessment as learning.

G. What techniques were used by the teacher?

 As the teacher monitors the behavior and learning

strategies of the learners. The teacher uses the technique of
the learner-centered approach wherein learners are the
active agents of knowledge and learning.
 Classroom dynamism
 Group work
 Self-paced (learners’ approach)
 Problem solving activities
 Elicits student’s cooperation
 Sets the technique of a conducive instruction and learning.

H. What materials were used?

 Variety of pictures and Relias
 Marker/s
 Instructional materials
 Cardboard
 Adhesive tapes
 Assorted colored papers
 Glue
 Laptop (Technology in the classroom)
 Overhead projector (Technology in the classroom)

I. How did the teacher assess the attainment of the objectives?

 Attainment of the objectives are met by the teacher when

she measured the level of mastery of the learners whether
in knowledge (cognitive and affective) skills or application
(psychomotor).

EPISODE 2: THE CLASSROOM FOR

LEARNING

Page | 80
2.1 EXPOSURE
CLASSROOM RESOURCES CHECKLIST

CLASSROOM 1 CLASSROOM 2

Grade: V Grade: I
No. of Children: 32 No. of Children: 25
Room: 1 Room: 2
Boys: 15 Boys: 9
Girls: 17 Girls: 16

Furniture How Furniture How

Many? Many?
 Learner’s  32  Learners’ desks  25
desks  Teacher’s table
 2  1
 Teacher’s  Books shelves
table   Learner’s 
 Book 2 1
 lockers 
Cabinets
2  Teacher’s 1
 Bookshelves  
locker
 Learner’s 1 1
  Others
Locker
 Others  Learner’s
Chair
LOCATION LOCATION
DISPLAYS (Left, DISPLAYS (Left,
Right, Right,
Front, Front,
Back) Back)
● Visuals for new  Front ● Visuals for new  Front
or current or current
lesson  Back lesson  Back
● Learners’ art  Back ● Learners’ art  Back
works works
● Honor Roll  Left Side ● Honor Roll  Left Side
● Group tasks/ ● Group tasks/
 Front  Front
Responsibilitie Responsibilitie
s  Back s  Back
● Attendance ● Attendance
● Experiments Back ● Experiments  Back
● Projects ● Projects
● Rules & Front, Left ● Rules & Front, Left
Standards and Right Standards and Right
Side, back Side, back

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 TEACHING LOCATION TEACHING LOCATION
AIDS (Left, AIDS (Left,
Right, Right,
Front, Front,
Back) Back)
● Musical ● Musical
x x x x
instrument’s instruments’
● Maps/Globes  Back ● Maps/Globes  Front
● Math Kits ● Math Kits
 Back  Front
● Art Kits ● Art Kits
● Charts  Front ● Charts  Front
● Flannel Board ● Flannel Board
 Front  Front
● Computers ● Computers
● LCD x x ● LCD  Front
● Story ● Story
x x x x
Books/Trade Books/Trade
Books x x Books x x
● Reference ● Reference
 Back  Back
Books Books
 Back
● Audio Tapers ● Audio Tapers  Back
Front 
 Front
● Blackboards ● Blackboards
Back  Back
● Bulletin  ● Bulletin
Boards Boards

2.2 PARTICIPATION
o Recognizing differences in the structure and display of classrooms
used by two different levels.

Page | 82
1. WHAT RESOURCES ARE AVAILABLE IN BOTH CLASSROOMS?
WRITE THOSE COMMON RESOURCES IN THE MATRIX.

Page | 83
 COMMON RESOURCES

 FURNITURE Learner’s desk and chair, teacher’s table, cabinet

for books, bookshelves
 DISPLAYS Paintings and artworks, flowers on pots for
decoration, bulletin boards, NDEP Corner,
signages for cleanliness, grooming and GMRC
 TEACHING Blackboards, charts, books, flannel charts, story
AIDS books, art kits, maps, globes, Relias for effective
learning.

2. WHAT RESOURCES ARE EXCLUSIVELY FOUND ONLY IN ONE

CLASSROOM?

RESOURCES CLASSROM 1 CLASSROOM 2

(LOWER GRADE) (UPPER GRADE)
 FURNITURE Student’s Locker Teacher’s Locker
 DISPLAYS Signages Paintings and
student’s artworks
 TEACHING Flannel Chart Overhead Educational
AIDS Television

3. HOW WILL YOU DIFFERENTIATE THE RESOURCES FOUND IN

THE TWO CLASSROOMS IN TERMS OF TYPE, SIZE,
ARRANGEMENT, COLOR NUMBER, OR LOCATION?

CLASSROM 1 CLASSROOM 2
(LOWER GRADE) (UPPER GRADE)

 FURNITURE Type and Size: Small Type and Size: The

and is appropriate for learner’s desk and
the type of students chairs were medium in
which is grade 1. size and is appropriate
Especially the seats for the general weight
and learner’s desk. and height of grade 5
students.

 The book and  Shelves and

artwork teacher’s locker
cabinets were is spacious that
large enough to is enough to hold
store stuffs of the things and
the 25 students teaching aids
in grade 1. and materials of
the teacher and
students. Thus,

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 it can hold stuffs
that is enough
for 32 students.

Arrangement: Well Arrangement: Well

and Order and order

Color: Bright and Color: Bright and some

Light are neutral

Number: 25 seats and Number: 32 seats and

learner’s desk, 1 learner’s desk, 1
cabinet, 1 bookshelf, teacher’s desk
1 teacher’s desk

Location: Center Location: Center aisle,

aisle, front and back front and back

 DISPLAYS Type and Size: Type and Size:

Medium Medium

Arrangement: well Arrangement: well and

and order order

Color: Bright colors Color: Bright and

Neutral

Number: 10-15 Number: 15-20

displays (artworks, displays and
ready-made designs paintings/artworks.
for beautification and Bulletin boards and
aesthetic purposes) NDEP Corner etc.

Location: front, back, Location: front, back,

center side, left and center side, left and
right right

 TEACHING Type and Size: small Type and Size: The

AIDS to medium size, educational television
readable and up to is 36 inches TV
the last seat of the monitor.
row

Arrangement: Arrangement: The

teaching aids are overhead TV monitor is
arranged orderly and placed above the
is placed inside the blackboard. Teaching
Page | 85
 bookshelves, cabinets materials were also
for IM’s and charts arranged properly on
were arranged on its its designated storage
designated place. and places.

Color: Bright and Color: Bright, some are

light (colors neutral and dark
complements to the
materials being used).

Number: More than Number: 1 educational

15 types of teaching television, 32
aids and materials textbooks, 15 story
including the charts books and reference
and realia used for books, and some stuffs
learning. and realia’s used for
teaching.

Location: Front of the Location: TV is on top

classroom, left side of the blackboard area,
and right side, back the stuffs for teaching
area of the classroom are placed at the front,
back and some are on
the right and left side
of the classroom

4. WHAT COULD HAVE SIGNIFICANTLY MADE THE TYPE OF

RESOURCES IN THE TWO CLASSROOMS DIFFERENT?

 Resources inside the classroom differs directly from the needs of the
students and their grade level. The teaching aids, displays and
furniture must be suited based on their general age, height, and
weight; and caters the number of students inside the classroom.

E.g. (Learner’s desk and chair of lower grade level which is the 1 st
grader students must have chair that best fits to their height and
general weight in which the desk and chairs that is depicted on the
video being presented is not that too small nor too big for the
students).

 Moreover, teaching aids such as story books reference books and

textbooks of the students were different from their grade level. The

Page | 86
 grade 5 classroom has a television monitor that can be used for a
more comprehensive learning. Resources will be significantly
different when the grade level increases, to the extent in which
learning will not be compromised.

2.3 IDENTIFICATION

o IDENTIFY THE PURPOSE OF THE RESOURCES FOUND IN THE

CLASSROOM.

CLASSROO CLASSROO
CLASSROOM DISPLAY M1 M 2 (UPPER
(BEGINNING GRADE)
GRADE)
1. Materials for new lesson To stimulate To enliven
attention the class
towards the session and
acquisition of for better
new learning. grasp of
learning.
2. Model artworks Model This might
artworks arouse new
captures hobby and
interest of talent for the
the learners. students. As
The teacher they can
scaffolds the explore doing
students on such
how to make artworks.
such
artworks.

3. Honor roll Individual Classroom

progress standing

4. Group Collaborative Builds

tasks/assignment/responsibilitie effort and rapport and
s teamwork healthy
competition
between the
students as
they engage
into
collaborative
Page | 87
 group works
5. Student projects/experiments Independent Independent
learning thus learning and
it needs growth,
proper needs little
scaffolding assistance

6. Exemplary learner’s written Individual Independent

output progress learning
progress and
achievement
7. Supplementary books and other Learning aids Learning aids
materials and driver for and driver for
the the
acquisition of acquisition of
new learning new learning

8. Rules and standards for class to Classroom Classroom

follow management, management,
behavior and behavior and
good conduct good conduct

 Do the two classrooms always share the same purposes or

reasons for having those displays? What could be the reason why
they vary?

 The only thing and main purpose of the two classrooms is to have a
conducive and successful teaching-learning. Furnitures, displays
and teaching aids vary depending on the grade level and number of
students inside the classroom. Thus, teaching and acquisition of
learning must not be compromised to whether there is absence and
lacking materials and resources for learning.

2.4 INTERNALIZATION
o MATCHING THE CLASSROOM RESOURCES WITH THE LEARNER’S
CHARACTERISTICS.

For BEEd
Page | 88
 Given the physical, social, and intellectual characteristics you
have learned for lower grade learners, how do you describe or
characterize the resources that must be found in their
classroom?

Basic Resources of Suggested

Classrooms Characteristics/Description/Contents
1. Learner’s desk  Height level
 Appropriate for the general weight
and size of the students
 Spacious for writing

2. Bulletin boards  Readable

 Colors were light and
complementary to each other
 Motivational
 Instructional
 Informational
 Has structure and dimension
 Eye level of the students
 Comprehensive

3. Books  Informational
 Grasp interest of the learners
 Suits to their grade level and
learning needs
 Must be scaffolded by the teacher

4. Learning kits  Has context and information

 Can be used by all learners
 Free from harm and danger
 Suitable for grade level and
learning needs of the students

5. Learning stations  Informational

 Arouses independent and
collaborative learning
 Interactive

6. Play materials  Attractive but meaningful

 Informational and has context
 Free from harm and danger
 Supports individual growth and
learning
 Interactive

Page | 89
 7. Musical devices  Supports learning
 Has a background of information
 Free from harm and danger

 Given the physical, social, emotional, and cognitive/intellectual

characteristics of upper grade learners. What activities will
interest them to carry out inside or outside their classroom?
What classroom resources should be available to carry these out?

Interesting Activities for Upper Useful resources

Grade Learners
1. QUIZ BEE  Small white board
 White board marker
2. CLASSROOM BASED  Charts
MUSEUM TOUR  Artworks
 Displays
3. ASSEMBLAGE MAKING  Recyclable materials
 E.g. (plastic bottles, used
papers, paper cups etc.)
 Glue sticks
 Glue guns
 Adhesive tapes
 Paste
 Scissors

4. CREATIVE STORY TELLING  Story books

 Charts
 Chart stand
 Lapel mic

5. Creative indoor games for  Playing kits

learning  Playing materials
6. Mini Science Laboratory  Science Kits
(Classroom Set-Up)  Charts and displays

For BSEd
 Given the physical, social and intellectual characteristics you
have learned for lower grade learners, how do you describe or
characterize the resources that must be found in their
classroom?
Basic Resources of Suggested

Page | 90
 Classrooms Characteristics/Description/Contents
1. Learner’s desk  Height level
 Appropriate for the general weight
and size of the students
 Spacious for writing

2. Bulletin boards  Readable

 Colors were light and
complementary to each other
 Motivational
 Instructional
 Informational
 Has structure and dimension
 Eye level of the students
 Comprehensive

3. Books  Informational
 Grasp interest of the learners
 Suits to their grade level and
learning needs
 Must be scaffolded by the teacher

4. Learning kits  Has context and information

 Can be used by all learners
 Free from harm and danger
 Suitable for grade level and learning
needs of the students

5. Learning stations  Informational

 Arouses independent and
collaborative learning
 Interactive

6. Play materials  Attractive but meaningful

 Informational and has context
 Free from harm and danger
 Supports individual growth and
interactive learning
7. Musical devices  Supports learning
 Has a background of information
 Free from harm and danger

 Given the physical, social, emotional, and cognitive/intellectual

characteristics of upper grade learners. What activities will
interest them to carry out inside or outside their classroom?
What classroom resources should be available to carry these out?

Page | 91
 Interesting Activities for Upper Useful resources
Grade Learners
1. PICTIONARY  Varieties of picture displays
 Moving charts

2. FOUR CORNERS GALLERY  Flannel board

GAME  Flannel charts

3. SCATTER-GORIES GAME  Pad Paper

 Pen
 Timer
4. EDUCATIONAL HOT POTATO  Speaker
GAME  Notebook
 A bowl of questionnaire

5. GROUP CONCEPT MAPPING  Pen and Paper

6. TABOO GAME (BY PAIR)  Mystery picture

 Charts

2.5 DISSEMINATION
o Designing an ideal classroom structure that can promote active
learning or a given developmental stage.
Growth Portfolio Entry No. 2-A

MY IDEA OF A CLASSROOM FOR GRADE VIII

Page | 92
 I am planning to have an ideal classroom set-up that is
conducive for learning and a type of set-up that caters the 21 st century
type of learning needs. The four corners that I will be making will not
become boastful nor extravagant when it comes to the design. Thus,
the classroom design will just be plain and simple and with a touch of
a modern digital set-up and design.

Furthermore, I will be posting bulletin board at the back and

right side of the classroom. A wall for student’s artworks and outputs,
mini library on the side for better grasp and acquisition of learning. The
seating arrangement will be a circular dome type of setting wherein the
teacher has a platform for every instruction and lesson. Hence, the
students will be also given a spotlight to talk in front by just going onto
the center platform.

Aside from the normal seating arrangement there will be a three

(3) set-up for group meeting and discussion table that is placed on the
right and left side of the classroom. Also, a facade of set-up table and
chair for visitors are parents who will come and visit the classroom.

Alongside, there is a cabinet for students’ stuff and a separate

cabinet for teaching aids and instructional materials. A storage area for
medicine kits and a fridge for food and snacks of the students to which
they are thinking to bring going to school.

An interactive whiteboard with an over projector matched with

speakers for viewing e-learning videos and other stuffs for better and
successful learning. My classroom idea is just a blueprint that I want
to materialize in the near future, I wanted to have a set-up that is
ready for the global and competitive learning in the 21 st century. I want
to inculcate something to the minds of the learner’s that there is so
much learning beyond the pages of the book.

To teach them with modern technology and growth of learning

that would prepare them to real work pace. To have inclusivity towards
learning and a design of classroom that is conducive for everyone to
whom they can express their talents, skills and knowledge.

Growth Portfolio Entry No. 2-B

MY IDEAL CLASSROOM FOR GRADE VIII

Page | 93
Page | 94
 EPISODE 3: FLASHBACK AS LEARNERS

3.1 EXPOSURE
o Recalling one’s experiences in early childhood, middle childhood,
and adolescent period while in school.

FORM 1-A: GRADE 1 EXPERIENCES

MIDDLE CHILDHOOD
MEMBER ID EXPERIENCES
 Drawing a tree on a blank coloring book
A  Coloring the color wheel using jumbo type
coloring set
 Playing blocks and puzzle board with
classmates
 Identifying shapes
B  Identifying colors
 Showcasing a talent (e.g., Singing &
dancing)
 Individual reading
C  Story telling
 Counting numbers from 1-100
 Playing Chinese garter with my friends
D during break time
 Playing a scrabble board game
 Listening to a story (book: Snow White
and the seven dwarfs)
 Molding shapes using a colored clay
E  Drawing diagonal and horizontal lines
 Solving addition problems by two digits in
both numerator and denominator.
 Memorizing table 1 and 2 in
F multiplication table
 Memorizing the 12 regions of the
Philippines
 Reading the story loudly in front of the
class
Page | 95
 FORM 1-B: GRADE VI EXPERIENCES

LATE CHILDHOOD

MEMBER ID EXPERIENCES
 Identifying the parts and meaning of
A “figure of speech”.
 Writing a short essay about the 3R’s
(Reduce, Reuse, Recycle)
 Attending GSP/BSP school camp
 Participating in the event of “Malikhaing
B Pagtula” in the celebration of Buwan ng
Wika
 Joining badminton in school base grade
level competition
 Competing DSPC Journalism Writing
Contest; Division level
 Making a group experiment of volcano
C modelling using cornstarch and water
mixture
 Identifying solute and solvent solution in
a science laboratory
 Joining a jingle competition in the
celebration of a yearly school event
“Nutrition Month”
D  Joining quiz bee in science

 Joining quiz bee in mathematics VI

 Joining poster making contest
 Making a plant cell using a modelling clay
E  Joining a school level broadcasting
competition
 Making a collage about the environment

Page | 96
  Making a handicraft paper basket in H.E.
F  Memorization of the basic elements of the
periodic table
 Playing soccer in the field every friday

FORM 1-C: GRADE 10 EXPERIENCES

EARLY ADOLESCENCE

MEMBER ID EXPERIENCES
 Reporting in front of the class
A  Class debate
 Joining a smart talking contest
 Joining a division science quiz bee
B  Writing a narrative story about El
Filibusterismo
 Competing for “Pagsulat ng Malikhaing
Sanaysay sa Filipino”
 Comprehensive class reporting in MAPEH
C  Painting an abstract type of artwork
 Group reporting in Araling Panlipunan
 Joining a jamboree for rover scout
D  Attending red cross seminar
 Making a handicraft in the subject
economics
 Joining the YES-O Organization
E  Role play in Filipino about the life of Dr.
Jose P. Rizal
 Impromptu Speaking
 Extemporaneous Speech
F  Joining pageant in the Mr. & Ms. YES-O
 Hosting a school event (Nutrition Month)

Page | 97
3.2 PARTICIPATION

o Identify the various domains of growth and development.

ACTIVITY 1

The group facilitator will lead the group in analyzing what each
experience is all about. This unifying theme is called domain. Using the
same Form 1, write the domain of each entry in the third column. The
general domains are:

 Physical Motor
 Mental (Literacy/Cognitive/Intellectual)
 Social Emotional

FORM 2-A: GRADE 1 EXPERIENCES

MIDDLE CHILDHOOD

MEMBER ID SAMPLE DOMAIN

EXPERIENCES
 Identifying colors  Mental
A  Identifying  Mental
shapes  Mental
 Counting
numbers from 1-
100
 Playing a board  Physical-Social
B game with a
friend
 Social
 Singing
 Memorizing a  Mental
short poem

 Reading  Mental
C enhancement
 Memorizing the
 Mental
three phases of
matter
Page | 98
  Joining a dance
contest  Physical motor
 Drawing nine  Physical motor
D planets
 Playing with
 Social
friends &
classmates
 Writing a text
from the  Physical motor
blackboard

 Attending a  Social emotional

E religion class
every Wednesday
 Mental
 Oral recitation
about the types
of volcanoes  Social emotional
 Sharing about
“parents” in front
of the class

 Cutting the  Physical Motor

F pictures on a
cardboard
 Physical Motor
 Making a
sunflower
drawing  Mental
 Memorization of
odd numbers

FORM 2-B: GRADE VI EXPERIENCES

LATE CHILDHOOD

MEMBER ID SAMPLE DOMAIN

EXPERIENCES
 Participating in  Mental-Social
A the event of
“Malikhaing
Pagtula” in the
celebration of

Page | 99
 Buwan ng Wika
 Physical motor
 Joining
badminton in
school base
grade level
competition  Mental

 Competing DSPC
Journalism
Writing Contest;
Division level

 Identifying the  Mental

B parts and
meaning of
“figure of
speech”.  Mental
 Writing a short
essay about the
3R’s (Reduce,
 Social
Reuse, Recycle)
 Attending
GSP/BSP school
camp

 Field demo group  Physical motor

C exercise
 Peer sharing in
 Social emotional
values education
subject
 Joining sudoku  Mental
contest

 Joining poster  Mental &

D making contest Physical motor

 Making a plant  Physical motor &

cell using a mental
modelling clay

 Mental
 Joining quiz bee
Page | 100
 in science

 Joining quiz bee  Mental

E in mathematics
VI
 Mental
 Joining a slogan
making contest
 Playing with  Social
classmates
during break
time
 Joining a Choir  Physical Motor
F Group
 Physical Motor
 Joining Tinikling
Folk Dance
 Joining a Group  Social-Emotional
Cell

FORM 2-C: GRADE 10 EXPERIENCES

EARLY ADOLESCENCE

MEMBER ID SAMPLE DOMAIN

EXPERIENCES
 Jazz Chant  Social
A  Cheer dance  Social & Physical
 Recollection Motor
 Social emotional
 Rover Scout  Social & Physical
B Fancy Drill Motor
 Red Cross  Social
Bandaging  Social
 YES-O Camp

Page | 101
  Essay contest  Mental
C  Booth making
contest by  Mental & Social
section
 Health and  Physical Motor
Physique
enhancement in
(P.E)

 School paper  Mental

D writing  Social
 Officers per grade
level forum
 Mental
 MTAP

 Journalism  Mental & Social

E Training
 Gardening  Physical Motor
 Baking  Physical Motor
(Skills)
 Attending a Basic  Social & Physical
F Life Training Motor
Seminar (RED
CROSS School
based
Organization  Mental
 Scriptwriting for
a drama
 Mental
 Pop Quiz
Contestant

Page | 102
ACTIVITY 2

o This time, the rapporteurs will recognize and classify the entries for
each grade level according to the three domains. Follow the matrix
below.

FORM 3-A: GRADE I EXPERIENCES

MIDDLE CHILDHOOD

Physical-Motor Social-Emotional Linguistic-Cognitive

1. Clay molding 1. Attending religion 1. Reciting Alphabet

class

2. Playing with friends 2. Attending Christmas 2. Reciting Numbers

party
3. Coloring a book 3. Role Playing 3. Reciting Colors

4. Drawing a planet 4. Stage Play 4. Identifying Shapes

5. Exercise Session 5. Group Collaboration 5. Memorizing Poem

Activities

6. Playing badminton 6. Self-Introduction in 6. Smart Talking

Speech
the class
7. Joining a dance 7. Sharing about 7. Solving addition
contest “parents” in front of problems
the
class

8. Cutting shapes 8. Joining school camp 8. Explaining liquid

matter
for GSP/BSP
9. Building blocks 9. Attending 9. Reading in the class
Recognition
10. Arranging toys 10. Attending Event 10. Connecting shapes
Culmination
from its labels

Page | 103
 FORM 3-B: GRADE VI EXPERIENCES

LATE CHILDHOOD

Physical-Motor Social-Emotional Linguistic-Cognitive

1. Arranging the seats 1. Focus Group 1. Oration in English

Discussion Activity

2. Aerobic Exercise 2. Joining 2. Balagtasan in

Filipino
3. Playing badminton 3. Attending YES-O 3. Memorizing the
Camp regions in the
Philippines

4. Dancing in P.E. 4. Scouting 4. General Quiz bee

5. Crafting a paper 5. Educational Field 5. Essay writing

basket Trip
contest

6. Gardening 6. Religion class every 6. Reciting elements of

Wednesday
a matter in Science

7. Plays in the Laro ng 7. Joining Subject 7. Solving Quadratic

Lahi (Buwan ng Seminars Equations
Wika Celebration)

8. Making plant cell 8. Recollection 8. Debate

clay model

9. Making a collage 9. Attending 9. Smart talking

Recognition
10. Making a portfolio 10. Culmination 10. Creative Writing

Page | 104
 FORM 3-C: GRADE 10 EXPERIENCES

EARLY ADOLESCENCE

Physical-Motor Social-Emotional Linguistic-Cognitive

1. Rover Scout Fancy 1. Joining fellowship in 1. Story Telling

Drill
Contest
school
2. Jazz Chant Contest 2. BSP/GSP Camp 2. Debate Contest

3. Cheer Dance 3. Campus Journalism 3. Speech Choir

Contest
4. Crafting an electric 4. Division 4. Editorial Writing
circuit model (Journalism
Broadcasting
Contest)
5. P.E Day 5. Role play about the 5. Pop Quiz Contest

Dead Stars story

6. Making a paper 6. Booth Camp 6. Solving Pythagorean
mâché’ Problem

7. Mass Exercise every 7. Campus Journalism 7. Narrative Writing

Monday, during the

flag raising
ceremony
8. Playing volleyball 8. Science Fair Event 8. Synopsis making
towards every
chapter of Noli Me
Tangere

9. Playing sepak- 9. Christmas Party 9. News Writing

takraw
10. School gardening 10. Graduation 10. Copy reading and
Ceremony Headline Writing

Page | 105
3.3 IDENTIFICATION
o Discovering some characteristic patterns in the various stages of
development across domains.
o This time reorganize the entries into domains across the three
stages. Follow the matrix below. You will have one matrix for every
domain.

FORM 4-A: PHYSICAL-MOTOR DOMAIN

Middle Childhood Late Childhood Early Adolescence

1. Clay molding 1. Arranging the seats 1. Rover Scout Fancy

Drill

2. Playing with friends 2. Aerobic Exercise 2. Jazz Chant Contest

3. Coloring a book 3. Playing badminton 3. Cheer Dance

Contest
4. Drawing a planet 4. Dancing in P.E. 4. Crafting an electric
circuit model
5. Exercise Session 5. Crafting a paper 5. P.E Day
basket
6. Playing badminton 6. Gardening 6. Making a paper
mâché’

7. Joining a dance 7. Plays in the Laro ng 7. Mass Exercise every

contest Lahi (Buwan ng
Wika Celebration) Monday, during the

flag raising
ceremony
8. Cutting shapes 8. Making plant cell 8. Playing volleyball
clay model

9. Building blocks 9. Making a collage 9. Playing sepak-

takraw

Page | 106
10. Arranging toys 10. Making a portfolio 10. School gardening

Analyze the entries in the three stages of development under physical-

motor domain.

1. What do you notice of the entries belonging to the same level or

stage? Are the experiences more similar or different? Why?

 The entries change as the growth of development also changes, the

things that a child can do and perform is different as the level of
their development increases.

2. Compare the entries across stages in this domain. Are there

greater differences or variations in the experiences across
stages? What did you observe?

 Across stages there are variations of things they can do based on

the physical motor domain. From middle childhood they can do
things little by little. As their age increases the things, they can do
in the physical motor domain grows, they can perform and do stuffs
that is in line with their age and capacity. That further helps them
to grow and develop.

FORM 4-B: SOCIAL-EMOTIONAL DOMAIN

Middle Childhood Late Childhood Early Adolescence

1. Attending religion 1. Focus Group 1. Joining fellowship in

class Discussion Activity school

Page | 107
 2. Attending Christmas 2. Joining 2. BSP/GSP Camp
party

3. Role Playing 3. Attending YES-O 3. Campus Journalism

Camp

4. Stage Play 4. Scouting 4. Division Broadcasting

5. Group Collaboration 5. Educational Field 5. Role play about the

Activities Trip Dead Stars story

6. Self-Introduction in 6. Religion class every 6. Booth Camp

the class Wednesday

7. Sharing about 7. Joining Subject 7. Campus Journalism

“parents” in front of the Seminars
class

8. Joining school camp 8. Recollection 8. Science Fair Event

for GSP/BSP

9. Attending Recognition 9. Attending Recognition 9. Christmas Party

10. Attending Event 10. Culmination 10. Graduation

Culmination Ceremony

Analyze well the entries in the three stages of development under social
relationship.

1. What do you notice of the entries belonging to the same level or

stage? Are they more similar of different? Why?

Page | 108
 In social emotional domain the stages of middle childhood, late
childhood and early adolescence has variations. Because there are
things that they can do in limits and is hindered by their ability to
socialize. Hence, the three stages has a similarity in the aspect of
having dependent and independent relationships towards their
peers, classmates, and endeavor.

2. Compare the entries across stages in this domain. Are there

greater differences in the social-emotional experiences across
stages? What could have brought these differences about?

 The early adolescence stage of development has a greater social-

emotional experiences because this the time that they engage more
towards people. In this stage, they are capable of socializing and
maintaining peer relationship whether academically or personally.

 Furthermore, primary graders, 6th graders and high school teenager

learners undergoes social and emotional growth and development,
and these changes makes them different from each other. Their
experiences grows when they join social events and contests in
school. Gatherings and recollection strengthens their ability to
become interpersonally independent and being not ashamed to
show their talents and skills.

FORM 4-C: LITERACY/COGNITIVE/INTELLECTUAL DOMAIN

Middle Late Childhood Early Adolescence

Childhood
1. Reciting 1. Oration in English 1. Story Telling Contest
Alphabet
2. Reciting 2. Balagtasan in 2. Debate Contest
Numbers Filipino

Page | 109
 3. Reciting 3. Memorizing the 3. Speech Choir
Colors regions in the
Philippines

4. Identifying 4. General Quiz bee 4. Editorial Writing

Shapes (Journalism Contest)

5. Memorizing 5. Essay writing 5. Pop Quiz Contest

Poem contest
6. Smart Talking 6. Reciting elements of 6. Solving Pythagorean
Speech a matter in Science Problem

7. Solving 7. Solving Quadratic 7. Narrative Writing

addition Equations
problems

8. Explaining 8. Debate 8. Synopsis making

liquid towards every
matter chapter of Noli Me
Tangere

9. Reading in the 9. Smart talking 9. News Writing

class
10. Connecting 10. Creative Writing 10. Copy reading and
shapes from its Headline Writing
labels

Analyze well the entries in the three stages of development under

Literacy/Cognitive/Intellectual Domain.

1. What do you notice of the entries belonging to the same level

or stage? are they more similar of different? why?

Page | 110
  The children’s capacity to perform and outcast their
knowledge differs as they grow and develop. Starting from
counting numbers, memorizing the alphabets, coloring,
drawing, enhancement of reading are the things that a
primary grader can do. But as they grow, the intellectual
abilities also grows because they can learn new concepts and
ideas that can help boost their cognitive growth.

 During the late childhood or in the 6 th grade, the child can

explicitly show some excellent things such as writing an essay,
joining quiz bee, solving moderate mathematic equations, oral
recitations, and memorization of moderate to difficult concepts
and ideas related to their subjects. As they proceed to high
school as an adolescent, the growth in cognitive aspect
continues and achieve such awards of excellence towards
joining contest that they have done inside and outside the
classroom.
2. Compare the entries across stages in this domain. Are there
greater differences in the experiences across stages? What
could have brought these this about?

 Across stages there are intellectual and cognitive changes as

the children grows and develop. Their experiences directly
enhances their mental and cognitive development that can be
used as they present their abilities academically.

Page | 111
3.4 INTERNALIZATION

 Recognizing and accepting one’s characteristics across growth and

development levels.
Growth Portfolio Entry No. 3A

MY PROFILE
Name: BLAZE R. QUIBAN
Age: 21
Date of Birth: MARCH 26, 2000
Domain of Stages of Growth
Development
Middle Childhood Late Childhood Early Adolescence
(Primary) (Intermediate) (High School)
A. Physical/Motor Primary graders 6th graders has a This stage of growth
need a proper solid output is the most sensitive
▪ What physical scaffolding or compared to primary level because the
motor abilities assistance by the graders. They can learners were
could a child teacher and parent. justify things out and mature enough to
perform during make things in well retaliate things.
each period? 1st graders range and order manner.
from the age 6-7 Range age were 15-
years old, and this They can lead a 17 years old and
kind of learner has a group such as in they have the real
motor ability of making group works. curiosity for all
coloring a book, Playing with peers matters because
writing, arranging and classmates. they are all grown
shapes and blocks, up.
molding a clay, They can reason out
using a pair of and decide to which However, they can
scissors to do some output they will perform strong motor

Page | 112
 artworks. make. Just like in skills such as joining
clay models, extracurricular
Further, they can portfolio, collage and activities such as
play with their peers scrapbook project. dancing, jazz chants
and classmates. and other activities
Drawing animals, Moreover, that involves
flowers and doing intermediate graders movement and
some painting to has a range age physical exertion.
which they like. between 12-13 years
old, and some of This stage is
Hence, primary them are nearly important as they try
graders needs a full adolescents and to find validation
assistance. teens. towards the people
that surrounds them.
So as they are
spontaneous
however curious
towards the things
they This stage of
growth is the most
sensitive level
because the learners
were mature enough
to retaliate things.
Range age were 15-
17 years old and
they have the real
curiosity for all
matters because
they are all grown
up.

However, they can

perform strong motor
skills such as joining
extracurricular
activities such as
dancing, jazz chants
and other activities
that involves
movement and
physical exertion.

This stage is
important as they try
to find validation
towards the people
that surrounds them.
B. Social-Emotional This stage a play Sixth grader learners This level of growth
and pause game for are near far to being is a stage for role
▪ What social
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 relationships were the 1st grader a teen. As their age playing where the
important to a child students. range from 11-12 learners are seeking
during each period? years old. for validation and
They are dependent acceptance towards
to their parents and Their social and the people inside the
is always on the go emotional school, by making
to have some fun dependence is acquaintances and
towards their peers sometimes quite peers.
and classmates. confusing as they
become conscious To whom they can
Their social and to the things that consider as their
emotional surrounds them. friend and ally for
dependence is an life.
extreme concern. As The way they
they rely to the interact with people They join such
things they are doing can sometimes be organizations and
towards others. introverted or activities that boosts
extroverted type. their social and
Hence, they are emotional skills.
always on the go.
C. Literacy/Cognitive The learners in this They have the much 10th graders are at
Intellectual stage can do some confidence to the stage of being
things according to showcase their competitive in terms
▪ What literacy and their level of knowledge. They to what they know
cognitive intellectual competence such as can do oration and and what they can
abilities are they reciting alphabet, memorization of explicitly showcase
capable of doing enhancement for concepts in different when it comes to
during each period? reading, counting areas of their degree of
numbers and solving specification. cognition and
some equation for intellectual capacity.
addition and Can solve deeper
subtraction math problems Joins quiz bee’s,
problems. based on their grade debate contest,
level. He/she can do journalism contest,
They can memorize essay writings, linguistic
short poems, can debate, recitation for presentations such
explain some talking some ideas as jazz chants,
concepts about the about the lesson speech choir,
nature, and can being presented. readers theater.
present themselves
in front of the class. This is a good Truly, this shows
indication that success and growth
he/she is ready for for learning.
high school pursuit.

3.5 DISSEMINATION

 Reflecting on the value of addressing the characteristics and needs of

learners during the various stages of development.

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 Growth Portfolio Entry No. 3A

PERCEIVED NEEDS OF LEARNERS

Domain of Development
STAGES OF Physical Motor Socio-Emotional Literacy Cognitive
GROWTH Intellectual
 Assistance  Collaborativ  Brainstormin
and e activities g
Literacy scaffolding  Jigsaw  Learning Kits
Cognitive  More  Snowball  Play
Intellectual instructiona Discussion Materials
l materials  Extra-  Puzzle
 Classroom Curricular  Board games
activities Activities  Charts
 Flannel board
 Story books
 Textbooks
 Classroom  Classroom  Visuals for
Late activities activities new lessons
Childhood  Playing  Playing kits  Artworks of
(Intermediate kits  Art kits students
)  Art kits  Musical  Modelling
 Musical instruments artworks
instruments  Audio tapers  Experiments
 Audio  Crafting Projects
tapers materials  Math kits
 Crafting  Reference
materials books
 Interactive  Student  Dictionaries
play centered  Newspapers
Early materials activities  Magazines
Adolescence  Dance  Joining  Reference
(High School) Exercises school books
Videos programs  Educational
 Audio  Active TV
tapers interplay  Overhead
 Speakers  School projector
 Monitor curricular  Board games
 Educational activities  Mathematics
TV  Teacher role Kit
 Interactive modelling  Science Kits
classroom  Enhancemen
set-up t for lecture
 Experience and
centered discussion
domain

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 OUTCOME-BASED LEARNING EXPERIENCE 4:
UNDERSTANDING THE LEARNERS

4.4 INTERNALIZATION
o Drawing generalizations from observations of learner’s behaviors.

1. Are all the learners in a given age range capable of performing all
cognitive abilities? Give reasons for your response.

Age range starts from in the stages of cognitive development starts

from the stage 1 which is the sensori-motor stage of the birth to infancy
stage up to the stage 4 which is the formal operational stage of the age
range of 12-15 years old. Learners has a distinct capability of doing things
that is done cognitively, their characteristics and behaviors inside the class
differs from their age and spectrum of knowledge that promotes towards the
developmental cognitive growth of middle childhood and adolescent
learners.

As articulated by Jean Piaget the proponent of the stages of cognitive

development, children grow and develop rapidly in their first five years
across the four main areas of development. These physical motor,
language, and communication, cognitive and social/emotional. The basic
cognitive concepts of a middle childhood student are different from the

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 adolescent learners because in this stage their thinking becomes more
logical and can solve abstract problems and can hypothesize. Elementary
learners needs proper scaffolding and they can learn best when they are
active while learning. Their schema, assimilation, accommodation,
equilibration and fitting new knowledge and experiences are based on their
continuous learning style and behavior.

Furthermore, Feldman and Flavell (1980) in the study of the General

Status of Cognitive changes stated that Children do not develop in stages
as traditionally defined. That is, (1) their behavior changes gradually not
abruptly, (2) they develop at different rates in different domains rather than
showing synchronous change across domains, and (3) different children
develop in different ways. Hence, cognitive development of learners
develops, nurtures, and grows in time; according to their age, learning
behavior and characteristics that promotes towards their independent and
successful learning.

2. What cultural factors can enhance the cognitive development of

learners? Illustrate.

Cognitive culture is associated with the child’s ability to have a mental

and symbolic representations of the reality and its world view. Thus, cultural
factors has a contribution towards the enhancement of their cognitive
development. Such as the cultural attributes, norms, beliefs, customs,
language, religion in a way that it paves an area for a child’s development
whether in the aspect of intellect, emotional development, language
acquisition, physical and social relations.

Family was an outlet of the child for basic learning and cultural
factors bring a sense towards children of who they are. Their self-identity is
influenced by the figures they interact with such as their mother, father,
sister, brother, neighbors, classmates and peers. Their brain development is
nurtured through times as they do interactive interplay with the people that
surrounds them, it is enhanced and affected by the nature combined with

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 the inherited traits, relationships, and abilities that they can perform
cognitively.

Furthermore, experiences are also a part of cultural factors that

enhances learning. The more experiences they have the stronger brain
connections will occur. In the theory of Burrhus Frederick Skinner, which is
the Operant Conditioning, he stated that the idea that behavior is
determined by its consequences, be they reinforcements or punishments,
which makes it more or less likely that the behavior will occur again.

On the other hand, Ivan Pavlov’s theory of classical conditioning talks

about the S-R response or the (Stimulus Response Theory), this is the
associations of a child’s response towards a conditioned stimulus paired
with the interactions with the environment that naturally produces a behavior
and association is learned thus, the previously neutral stimulus is sufficient
to produce the behavior.

Lastly, is the Observational Learning that was studied by Albert

Bandura, A social theorist wherein he enunciated those methods of learning
that consists of observing and modeling another individual’s behavior,
attitudes, or emotional expressions that is acquired by a child. Attention,
paying attention to a behavior being exhibited; Retention, being able to
remember the behavior being witnessed; Reproduction the requisite of
behavior that concerns the physical and mental ability of the individual to
copy the behavior.

3. What factors can hamper development? Illustrate.

Development is a complex process in human development and

across its domains and is ubiquitous in early childhood, middle childhood
and early adolescence. Factors such as genetic and biological factors,
psychological factors, social factors are some of the things that affects the
development of a child. This changes their identity and personality towards

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acquiring learning, changes relationships with parents and peers that can
affect their individual growth and different learning styles.

On the other hand, risks that is done by a mother during her

pregnancy is also a factor that hampers development of the child inside the
womb. When a mother has a poor eating habits, poor maternal education
and is exposed to a toxicity such as smoking cigarettes, drinking alcoholic
beverages, eating junk foods and other things that shows unhealthy lifestyle.

OUTCOME-BASED LEARNING
EXPERIENCE 5:
LEARNER’S DEVELOPMENT AND
INSTRUCTION

Activity 1

5.1 EXPOSURE

 In what are the learners attending Basic Education (K-12) found in

the cognitive continuum? Approximate the cognitive stage of the
leaners in school using the information in Table 5.1.

Grade/Year Age Approximate Cognitive

Level Rang Stage
e
3-5  Preoperational
 Pertains to intelligence at
this stage and is intuitive in
Preschool nature, has mental
representations.
 Has a thought of memory
that is able to recognize
objects.
 Symbolic function that
represents objects and
events featuring written and
spoken words.
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 6-7  Concrete Operational
 Has an ability to think
Grade I logically but only in terms of
concrete objects.
 Perceives different features
and objects not limited to
one aspect that is called
decentering.
 Reversibility an operation
that can be done in reverse
such as molding clay.
 Conservation ability to know
the volume, mass and area
and do not change even
there is changes in
appearance.
 Seriation has an ability to
arrange things in a series
based on one dimension
such as weight and size.
8-10  Concrete Operational
Grade  Hands on logical fashion
II-IV
 Classifies and seriates
objects
 Inductive or deductive
10-12  Concrete Operational
Grade  Formal Operational
V-VI
 Thinking at this stage
becomes fundamental and
solid.
 The learners has the ability to
solve real life problems and
cases.
 Can do hypothetical reasoning
and statements.
12-14  Formal Operational
Junior  Gather and weigh down
High data in order to make a
Grade
final decision and
7-8
judgement.
 Narrows possible answers to
a complex answer.
14-16  Formal Operational
Junior  Hands on and independent
High learning.
Grade
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 9-10  Simulations and high
metacognition activities.
 Clearly defines a problem
and solution.
16-19  Formal Operational
Senior  Independent learning
High  Doesn’t need too much
Grade scaffolding
11-12
 Has a clear self-
representation
 Ready for real work pace
 Can do inductive and
deductive thinking

ACTIVITY 2

5.2 PARTICIPATION

 Observation Proper
 Use the observation form in writing down your field notes every
three seconds.

Table 5.2 Classroom Observation Form

School: PANGI NATIONAL HIGH SCHOOL

Grade/Year Observed: GRADE 8

Name of Teacher: NOSRAH S. MUSTAPHA

Subject Area Observed: SCIENCE

Time: 07:30 to 09:00 A.M.

Number of Students: 35

Epis Time Notes on Key Event

ode
No.

Page | 121
1 7:30 The teacher asks one of her students to lead the prayer.
am
Afterwards, the teacher initiated some greetings to
formally start the class session.
2 7:33 The teacher articulated to arrange the students chair
am
before they settle down and to pick up some pieces of
paper underneath their chairs.
3 7:36 Teacher Kendall checks the attendance of her students,
am
and monitors tardiness and absenteeism of the learners.
4 7:39 The teacher showed some pictures to her students, and
am
letting the students guess what the picture was all about.
5 7:42 The students responded to the short activity of the teacher
am
in-short (the motivation). The students got the correct
answer, and some students didn’t respond.
6 7:45 The teacher presented her lesson objectives starting from
am
the cognitive domain, affective and psychomotor.
7 7:48 Teacher Kendall showed her Instructional Materials about
am the lesson she has prepared for today, she depicted
various types of pictures about the layers of the earth.
8 7:51 She gave the picture to the random students and let them
am paste it on the board through labelling the picture in
every
category.
9 7:54 The teacher checked the outputs of the students and
am constructively corrected it through given understanding.

10 7:57 Teacher Kendall divided the class into four (4) groups by
am
the use of “counting”. Afterwards, she has given the
instructions to the students before letting them form
their group. The instructions she has given are the
following:

1. Select a leader and a note taker in a group.

2. I will give you a ¼ size illustration board, marker,

coloring materials, scissors, bond paper, glue and
adhesive tape.

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 3. What will you do is to create and draw the layers of
the earth using the materials I have given you.
4. After you have drawn its layers, you will label it
according to its parts.
5. Select at 2 members of the group to present your
group output in front of the class.
6. I will give you, 5 minutes to craft your work, and 3
minutes to explain it right after.
Each group will be graded, according to rubrics.
11 8:20 The teacher let the students finish their work and post it
am on the board.

GROUP 1- 1st Presenter

GROUP 2- 2nd Presenter
GROUP 3- 3rd Presenter
GROUP 4- 4th Presenter

12 8:33 All groups were done presenting and explaining their

am
outputs, and the teacher gave her comments and ratings
to every group and selected the best group who explained
the concept well.
13 8:36 The teacher commands her students to go back to their
am original seats after the group work and mini presentation.

14 8:39 Teacher Kendall asked her students randomly using the

am
index card to call names, about what have they learned
about the activity.
15 8:42 Teacher Kendall plays a short video presentation about
am
the science behind the layers of the earth, using her
laptop, speakers and that is reflected through an
overhead
projector.
16 8:45 After playing the video, the teacher asked her students
am
about the things they have noticed while watching the
short video presentation.

Questions:

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  What elements have you observed in the video?
 What is the hottest layer of the earth? Why?
What are the parts and layers of the earth?
17 8:50 The teacher conducts a short quiz to the students using a
am ½ crosswise sheet of paper. From items 1-15.

18 9:00 The class/lesson ends.

am

ACTIVITY 3
5.3 IDENTIFICATION

Teaching Concrete Operational Learners

Guidelines* Episode Key Events (s) in the

No(s) lesson
Observed
 Continue 1  The teacher used realia
to use for better learning and
concrete understanding.
props  Such as globes, periodic
and table Beaker and
visual thermometer
aids.  Reference book in Science

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 Give the 2  Using of microscope inside
students a the science laboratory
chance to  Knowing the parts of
manipulate the microscope
and test  Placing the fly inside the
objects. microscope as a test
sample
 Make sure 3  The teacher gives clear
presentatio instructions before starting
ns and the simulation activity.
readings  She sets a guidelines
are brief and rules that are
and well- needed to be followed
organized.  Forms a group for
collaborative
learning
 Use 4  The teacher used
familiar deductive reasoning
example  Which means applying
s to the general rule
explain Towards a particular
complex instance or situation.
ideas.

 Give 5  Deductive reasoning

opportunitie  Inductive reasoning
s to classify  Higher order thinking
and group skills (HOTS)
objects and  The teacher let the
ideas on students decide and
increasingly learn about the
complex concepts of tools and
levels. equipment inside the
science laboratory.
 Present 6
problems  Hypothetical reasoning
that  Analogical reasoning
require
logical,
analytical
Page | 125
 thinking.

B. for the BSEd students, you will initially use the same matrix in classifying the key
events you have noted while observing a class with learners belonging to the
formal operation stage. This time however, you will expand the matrix to include
other guidelines you have seen being observed by Teachers of junior Or Senior
High School learners.

Guidelines* Episode Key Events (s) in the

No(s) lesson
Observed
 Continue  Plays a video about
to use 1 math Concepts and
concrete skills using an
props and overhead projector
visual aids. laptop and speakers.
 Uses an
interactive
Whiteboard
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  Give the  The teacher let the
students a 2 students bring such
chance to materials that
manipulate involves having
and test chances and
objects. probability such as
dices, Game cards,
play sticks etc.
 This activity makes the
Learning more
interactive and
Meaningful.
 Make sure  Clear and smart
presentations 3 instructions i being
and readings Used by the teacher.
are brief and  She let the learners
well- report their ss outputs.
organized.  Solve equations and
problems.
 Use  Modelling samples
familiar 4 such as showing first
examples analysis of problems
to explain and how it is being
complex solved using the
ideas. techniques.
 Give  Instills metacognition
opportunitie 5 towards the
s to learners.
classify  Sets the problems
and group form easy to difficult to
objects trace the progress of
and ideas learning.
on  Inductive and
increasingl deductive
reasoning.
y complex
levels.
 Present  She teaches the
problems 6 students to have
that an analogical
reasoning and
require
thinking.
logical,
analytical  Simple to
thinking. complex type of
solutions.
Page | 127
 Better problem
solving is evident.

5.4 INTERNALIZATION

A. FOR BEEd

1. Were all the teaching guidelines for concrete operational

learners demonstrated in the lesson observed? Which were
clearly shown?

Yes, teaching guidelines were clearly stated and shown in the

matrix of concrete operational learners. The use of props and real
objects to represent learning that promotes better understanding
of the topic.

2. Which guidelines were not shown at all?

All guidelines were shown, and those guidelines was very

much helpful to the day-to-day basis learning of the students

combined with the teachers teaching techniques and strategies

that opens a platform for better learning and understanding. Thus,

guidelines are the key component lead in order for a teacher to

scaffold his/her learners well.

3. What could be the reason/s why the teachers did not have the
opportunity to observe the suggested guidelines for this stage?

The teacher I have being observed has a very satisfactory performance

in administering her lessons hence there is no trace of mis lacking of things
that is needed for the teaching guidelines. She has a very well-spoken
thoughts that makes the learners understand what she is talking about.
Despite of the age range of the learners where there is lack of focus and
concentration, she managed to carry the learning all throughout the lesson
pace and the guidelines in every stage were followed.
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 4. What significant characteristics of children belonging to concrete
operational stage enable them to reason out, discover, invent, and
create new things?

Children that belongs to the concrete operational stage has

logical thought of operations such as following basic rules and
instructions. They can think beyond the box and can speak on
behalf of their ideas, learners in this age must be appreciated
and assisted give them a room for self- representation and
discouragement of their thoughts must not be given. Hence, give
them an appropriate word to ponder on and give them tasks that
motivates them to do better.

B. For BSEd

1. Were all the teaching guidelines demonstrated in the lesson you

observed? Which were clearly shown?

The teacher used the guideline of presenting problems that require logical,
analytical thinking because learners in this phase were pro-active in nature in a
sense that they can solve real-life and abstract problems in logical and
cognitive way. The lesson was demonstrated well matched with the teacher’s
capacity and expertise to teach the topic of the day.

2. Which guidelines were not observed at all?

Guidelines were all observed, and the teacher developed a very

constructive plan to introduce the topic matched with teaching techniques and
strategies. Further, the teachers concern is to highlight the analytical thinking
and logical problem-solving capabilities of the students for the cultivation of an
interactive and successful learning process.

Page | 129
3. What could be the reason/s why the teacher did not have the
opportunity to observe the suggested guidelines for this stage?

Due to class size, there is lacking suggested guidelines that is needed for
the learners in the formal operational stage.

Page | 130
4. What guidelines have you added in the matrix? What could be the
reason why the teacher followed these guidelines you have noted?
Why were they not included in the original list?

Inductive and deductive reasoning is the factor being added, this is not
included in the original list yet is helpful for better understanding and scientific
thinking.

5. What significant characteristics of learners in high school enable them

to rationalize, discover, invent, and create new things?

The learners learning identity and self-representation that makes them

aware for what they are doing. Their exploration on discovering and learning
new things enable them to become more self-directed.

ACTIVITY 5

5.5 DISSEMINATION
BEEd students can use the table format below.

Teaching Techniques for Concrete-Operational Learners

Guidelines for Grade II-VI Examples of Teaching

Techniques
 Give the students a a. Letting learners explore
chance to manipulate and the mini microscope
test objects b. Usage of digital
water
thermometer
 Continue to use a. Use of a globe Relias
concrete props and b. Use of maps and charts
visual aids.
 Make sure presentations a. Setting of clear instructions
and readings are brief b. SMART (Specific,
and well- organized. Measurable, Attainable,
Resourceful and Time-
bounded)

Page | 131
  Use familiar examples a. Assistance towards the
to explain more lessons
complex ideas. b. Using different metaphors
and real-life examples
 Give opportunities to a. Giving an
classify and group individual
objects and ideas on assessment
increasingly complex b. Administering test or exams.
levels.
 Present problems that a. Inductive and
require logical, deductive
analytical thinking. reasoning
b. Giving assessment
tasks and assignments.

C. BSEd students will use their expanded or reformed matrix of

guidelines. Chose the guidelines from the original list which you
think can still be included and add those you have newly observed
or discovered appropriate to secondary students.

Guidelines for Grade Suggested Teaching

II-VI Techniques
1. The mastery of  The teacher exemplifies
knowledge and skills the usage of oral
recitation towards his/her
class.
 Having a group quiz bee.
 Essay tests
 Class debate
 Extemporaneous Speech
2. Cognitive domain  The teacher instills to the
mind of students that
knowledge is power.
 He/she must use
cognitive activities such
as quizzes, exam,
memorization of
concepts and
philosophies.
 Writing a journal

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3. Psychomotor domain  Involves the application of
the things being learned.
 Such as the teacher
must let the students
perform a task that
shows their skills and
knowledge about the
specific area.
 The teacher uses and
assessment guided by a
scoring rubric.
4. Content pedagogical  A domain focuses on the
knowledge ideal that teachers serve as
positive and powerful role
models of the value in the
pursuit of different efforts to
learn. The teacher’s action,
statements, and different
types of social interactions
with students exemplify this
idea.
5. Expository learning  Exploratory way of teaching
approach that bridges and facilitates
clear goals and instructions
and enhances meta-
cognition.
6. Purposes of  Assessment of learning
classroom  Assessment for learning
assessment  Assessment as learning

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 OUTCOME-BASED LEARNING EXPERIENCE 6:
THE TEACHER AS A CLASSROOM MANAGER

6.2 PARTICIPATION
o Gathering data on teacher management techniques through observation

Request permission from your CT to observe the classroom management system for a week.
Use the seven key concerns for organizing a Teacher Personal Management Plan as your guide
for observation. Note whether each indicator is observed or not. Learn as much as you can from
this observation.

Legends:
O - Observed
NO - No opportunity to observe
NA - Not applicable
Table 6.1
Teacher’s Management Concerns

Page | 134
Concern 1: Establishing a teacher presence O NO
in the classroom as a responsible role NA
model

 Show respect to command respect.

 Know every student and respect
diversity.
 Master your lessons to act confidently.
 Speak courteously to students at all
times.
 Show personal pride on your students.
Concern 2: Establishing a well- organized O NO
caring learning environment NA

 Structure a “welcoming” room.

 Arrange the seats according to
anticipated learning activities.
 Structure learning centers and bulletin
boards that reinforce instructions.
 Arrange an area for display of students’
works to recognize their worth.
 Maintain positively stated rules that go
with learning territories.
Concern 3: Establishing clear set of O NO
attainable classroom rules NA

 Very importantly, model all established

school and classroom rules.
 Lead the learners to set attainable
classroom rules themselves.
 Direct students to make a plan for
observing classroom rules.
 Enforce rules positively.
 Constantly review and revise rules if
necessary.

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 
Concern 4: Establishing wholesome O NO
friendly relationship with and among NA
students

 Model respectful treatment of students

at all times.
 Listen to students’ voices and choices.
 Foster honest, wholesome and
constructive conversation.
 Reinforce positive behaviors and
achievements with deserved praise.
 Exhibit warm and cheerful disposition.
Concern 5: Establishing a management O NO
system of routines NA

 Establish brief, precise routine

procedures for organizing learners,
equipment and activities.
 Define various noise levels and limits
for different class activities.
 Specify time for classroom activities and
movement.
 Provide flexibility even well- planned
routines.

 Adopt a consistent and persistent

approach to routine implementation.

Concern 6: Establishing a management O NO

plan of routines NA

 Begin and end all class activities on

time.
 Plan well ahead to minimize

Page | 136
 interruptions.
 Use prompts and signals to keep
students on task.
 Make sure that all needed resource
materials are readily available.
 Allow student volunteers to carry out
various tasks as privileges.
Concern 7: Establishing a well-organized O NO
instruction NA

 Provide a well- planned, focused, and

logically organized lessons.
 Select varied teaching styles and
grouping patterns to suit diverse
learners.
 Provide opportunities for productive
learning engagement.
 Observe students’ engagement on task
behaviors throughout the lesson.
 Maintain smooth transition from one
activity to the next.

6.3 IDENTIFICATION

o Sharing observation experiences

o Based on your list of observed indicators of each key concern,

answer the following questions.

1. How did the CT establish her presence in the classroom as

a responsible role model?

A classroom teacher carry herself as a significant person that

commands respect to all of her students. He/She makes sure

Page | 137
that everyone is valued and heard when it comes to the student’s
knowledge, stand and opinion. A type of behavior modelling
wherein there is proper integration of beliefs and attitude that is
explicitly shown towards the class.

2. How did the CT establish caring organized learning

environment?

An organized classroom is conducive in a sense that the child

is safe inside the classroom and there is presence of a complete
materials that is needed for learning. Aside from the display and
artworks inside the classroom, a teacher must also provide an
interactive learning approach that best suits to the on the
student’s engagement and individual patterns.

3. How did the CT establish wholesome friendly relationship

with and among students?

The teacher exposes her ability to become a “friend to all type”

when it comes to sharing and conversing towards the students.
The teacher shows his/her interpersonal relationship to a
student when there is respectful and fair treatment, hearing out
their voices and choices, fosters an honest and wholesome
character, reinforces good and outstanding behavior and exhibits
warm and accommodating vibe inside and outside the classroom.

4. How did the CT establish clear set of classroom rules?

Establishing a clear and non-vague classroom rules is very

important in order to avoid confusion. At the beginning of the
class, a teacher must impose rules, instructions and regulations
in order for the students to become fully aware of what is going to
happen. During the lesson and activity there should a proper

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monitoring in order to trace the learning of the learners, a good
teacher lead the learners to set an attainable classroom rules
themselves such as coming to school on time, observing silence
while the teacher is talking in front and other rules that
integrates forms of awareness, self-discipline and integrity.

5. How did the CT establish a well- organized instruction?

A classroom teacher must possess an attitude of being clear

towards giving instructions. She must provide a well-planned,
focused and logically arranged lessons and instructions. The
selection of varied and distinct teaching style must also be put
into consideration in order to cater the multi-intelligences of the
learners. Observing the class and the individual performances of
the students while the lesson is on-going and implementing a
task behavior is also important. Further, an organized and
planned instruction bridges learning enhancement that provides
learning growth towards the students that maintains a smooth
transition from one activity to the next.

6. How did the CT establish a management plan of routines?

There is a brief and precise routine procedure for organizing

equipment an activities. The classroom teacher is a manager that
oversees to things that are happening inside the classroom such
as mediating the noise and setting limitations for every learner. A
plan that is smooth and well order that specifies time for every
lesson and activity and providing a flexible strategy where best of
learning is observed, a well-planned routine is successful when
there is integration between the teacher and the student that is
persistent and long lasting.

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 6.4 INTERNALIZATION

o My own wish list of competencies as a classroom manager

o Create your own wish list of competencies as a future classroom manager.

Growth Portfolio Entry No. 6-A

As a future educator and a classroom manager I dreamed of having a modern type of set-up

where 21st learning century mode is touched. I wanna build a e-computer set-up inside my classroom

so that I can teach a hands-on digital learning. A welcoming room that ignites learning growth of the

students, to have an individual learning pace of learning such as oral recitation, debate, snowball

discussion, mind mapping, task analysis, nutshell activity and other areas of activities that makes the

learner creative and competent.

From self-directed learning I will also impose group collaboration activities where they can

exchange their ideas and thought comprehensively. As a future classroom manager establishing a

strong teacher presence and responsible role modelling is a must. On the other hand, I will also

impose an organized learning environment and attainable classroom rules and instructions that is

matched with a good management system routine in which there are features of a well-planned,

focused and logically arranged lessons.

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 Furthermore, I will be posting bulletin board at the back and right side of the classroom. A

wall for student’s artworks and outputs, mini library on the side for better grasp and acquisition of

learning. The seating arrangement will be a circular dome type of setting wherein the teacher has a

platform for every instruction and lesson. Hence, the students will be also given a spotlight to talk in

front by just going onto the center platform.

Aside from the normal seating arrangement there will be a three (3) set-up for group meeting

and discussion table that is placed on the right and left side of the classroom. Also, a facade of set-up

table and chair for visitors and parents who will come and visit the second home of their sons and

daughters.

Alongside, there is a cabinet for students’ stuff and a separate cabinet for teaching aids and

instructional materials. A storage area for medicine kits and a fridge for food and snacks of the

students to which they are thinking to bring going to school.

An interactive whiteboard with an overhead projector matched with speakers for viewing

learning videos and other stuffs for better and successful learning. My classroom idea is just a

blueprint that I want to materialize in the near future, I wanted to have a set-up that is ready for the

global and competitive learning in the 21st century. I want to inculcate something to the minds of the

learner’s that there is so much learning beyond the pages of the book. To teach them with modern

technology and growth of learning that would prepare them to real work pace. To have inclusivity

towards learning and a design of classroom that is conducive for everyone to whom they can express

their talents, skills and knowledge.

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 OUTCOME-BASED LEARNING EXPERIENCE 7:
THE TEACHER AS A FACILITATOR OF
ASSISTED LEARNING

7.4 INTERNALIZATION

o Recognizing the importance of assisted learning.

1. FROM YOUR EXPERIENCE WHEN YOU WERE A STUDENT, WHAT

OTHER STRATEGIES HAVE YOUR TEACHERS USED WHICH HAVE
HELPED LEARNERS UNDERSTAND A COMPLEX SUBJECT MATTER?

o Deductive reasoning is an approach used in order to help learners

understand a complex subject matter as it applies a general rule to a

particular instance or situation. Further, I have also an experience wherein

the teacher gives multiple types of examples in order for us to get the gist of

the topic. Relating the topic to a real pace scenario so that there is

relationship and connection of ideas.

2. WHAT BENEFITS DO STUDENTS DERIVE FROM ASSISTED

LEARNING? HOW IS THIS RELATED TO THEIR COGNITIVE
DEVELOPMENT?

o Forms of assisted learning has a procedural facilitator that helps and give

benefits students to learn a skill and procedure. Modelling where a teacher

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 demonstrates first an example in order for the students to become guided.

Providing prompts to give clues and give correct answer. Regulating

difficulty of problem or task, starting first with something easy to do up until

to the complex process. Providing half done examples starting the task first

and letting students finish it.

o The things aforementioned above were the forms of assisted learning that

relates to the cognitive development of the learners that is being practiced

inside the classroom to promote an effective learning and teaching by doing

scaffolding or assisted type of learning.

3. WHAT ABOUT THE TEACHER’S? WHAT DO THEY GET OUT OF USING

SCAFFOLDING STRATEGIES WHILE TEACHING?

o Scaffolding is a judicious assistance by an adult, peer so that a child can

move from the zone of actual and proximal development. The teacher

assists the learners by guiding them with the approach that they need. The

teacher uses the strategy of MKO or the More Knowledgeable other who

serves as a competent adult to teach and guide the student, thus the

teacher monitors the potential level of the student in which the learners

achieve the thought process being taught by the teacher, and the actual

level wherein the learner achieves the competency when he/she is alone.

4. WHAT HAVE YOU LEARNED FROM THIS EPISODE?

o I have learned the assisted learning approach of a teacher that is being

used inside the classroom and towards the learning process of the students.

The guided participation in the classroom that requires scaffolding in which

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 there are thing that is being used by the teacher such as clues, reminders,

breaking down problems into contexts and giving the students and

encouragement to have an independent learning. Scaffolding bridges the

learners needs and learning level and by the use of this approach, the

teacher can monitor their progress and mastery of knowledge and skills.

OUTCOME-BASED LEARNING
EXPERIENCE 8: THE TEACHER AS AN
IMPLEMENTOR OF PURPOSEFUL
ASSESSMENT

8.4 INTERNALIZATION
o Identifying the assessment principles applied behind the practices.

 What significant principle of assessment is being illustrated in these

practices?

PRACTICES AFTER TESTING ASSESSMENT PRINCIPLE

 T Announces the  Reliability

score of each one.
 T announces to  Validity
learners their test
papers.
 T makes learners  Reliability
record their scores.
 T takes up the  Flexibility
common errors of the
class.
 T discusses reasons  Flexibility
for wrong responses
of learners.
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  T makes the learners  Reliability
correct their mistakes.

8.5 DISSEMINATION
o Committing to adopt useful testing practices to improve teaching
and learning.

Growth Portfolio Entry No. 8-A

AS A FUTURE TEACHER TO IMPROVE YOUR TEACHING:

As a future educator I will focus on the things that will make the students more

enhanced when it comes to their cognitive and holistic learning. I will use different kind of

approach for the betterment of the student learning inside and outside the classroom, further

the testing and assessment process within learning models is variously described as providing

practice, review, consolidation of learning, knowledge of results, feedback for redirecting efforts,

feelings of accomplishment, a focus for efforts that asserts teaching practices and its useful

evaluation.

In addition, testing practices plays an essential role towards promoting effective

teaching and learning. It can be standardized testing, teacher made test, actual demonstration

of skills and gathering multiple indicators of student progress. High school teachers used varied

teaching strategies in order to cater the different learning adaptations and practices of the

learners. Thus, testing practices that must be used should focus on the assessment of

knowledge and skills that is integrated with practical application assessment, concludes that the

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learner can demonstrate skills and knowledge when required competence is based on learner

performance being aligned to unit/s of competency and assessment requirements.

Growth Portfolio Entry No. 8-B

FOR YOUR FUTURE LEARNERS TO IMPROVE THEIR LEARNING

For the future learners I want them to acquire the 21 st global century type of learning

where there is dependent yet assisted learning strategy. Having various domains of cognitive

development where their talents, strengths and skills are exhibited starting from the stage of

sensorimotor up until to formal operational stage.

Furthermore, using instructional strategies and learning aids helps the learners to

improve their learning such as using concrete props and visual aids, giving an opportunity to

learners to manipulate objects, making a well-brief and organized readings and presentations,

using inductive and deductive approach of learning, give students a problem-solving activity

that enhances their analytical and hypothetical reasoning.

On the other hand, as a future educator I will use the approach of learning that best suits

to the learning style and strategy of the individual learner. The aspect of multi-intelligences of

each student that is needed to be considered when it comes to teaching and learning, thus

suggested learning activities is helpful to promote learning improvement such as return

discussion, collaborative activities, snowball discussion, mind mapping, thematic unit approach,

Montessori approach, task analysis, focused listening, reflection paper and other stuff that

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 helps the learners to find their strength when it comes to learning and acquiring new approach

that helps them to become enhanced cognitively.

OUTCOME-BASED LEARNING EXPERIENCE 9: THE

TEACHER AS AN EFFECTIVE ADMINISTRATOR

9.5 DISSEMINATION
o Formulating guidelines for effective test administration.

Growth Portfolio Entry No. 9-A

STANDARDS FOR ADMINITERING A TEST

The primary task of an administrator is to govern the series of activities

being administered inside the class. To collect, record, organize,

duplicate, send and restore various information materials for the needs

of the learners inside the learning classroom. Assisting the

implementation of main works in order to achieve school goals.

Below are the standards and guidelines for effective test administration:

o Establishing classroom policy

o Testing conditions

o Testing outcomes

o Consider the type of test that must be administered and given

such as formative assessment, diagnostic, summative

assessment.

o A standard of effective test administration evaluates the

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 completion of a specified unit of study.

o Flexible test administration

o Good recording system

o Daily and weekly monitoring

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