Name: Leonard T. Bangan Course/Year: Bsed English - 4 Year Subject Teacher: Dyan B. Valdepeñas

1
Name: Leonard T. Bangan

Course/Year: BSEd English - 4th Year
Subject Teacher: Dyan B. Valdepeñas
Field Study 1 Observation of Teaching-Learning in Actual School Environment

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FS 1
LEARNING EPISODE 1
THE CLASSROOM ENVIRONMENT

INTENDED LEARNING OUTCOME
 At the end of this episode, I must be able to determine the characteristics of

a school environment that is safe, secure and is supportive learning.
The Learning Essentials
1. A physical environment conducive for learning is one that has consistent

Practices that:
o keep the school safe, clean, orderly and free from distraction,
o maintain facilities that provide challenging activities; and
o address the physical, social and psychological needs of the students
2. Display boards can be powerful in communicating information about the

learning environment. They help in building and establishing the school
culture. These boards become one way for everyone to learn about the
vision-mission, goals, and values that the school upholds.
3. As a basic part of the school's visual environment, display boards have. four
general purposes:
 Decorative- They offer visual stimulation and appeal to aesthetics. They set
the social and psychological atmosphere of the school.
 Motivational- They encourage students to perform better and have greater
confidence.
 An example would be the display of students' outputs that show that each
output is recognized and valued. The bulletin boards help celebrate the
learners' growth and progress.
 Informational- They are used as a strategy to readily disseminate
information.

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 Instructional- They move students to respond and participate through

interactive displays. They get students to think about and communicate their
learning.
4. The set of criteria for evaluating bulletin board displays includes effective
communication.
Attractiveness, balance, unity, interactivity, legibility, correctness, and

durability.
ACTIVITY 1.1 Exploring the School Campus
Resource Teacher: Ms. Rochel G. Ugaddan Teacher’s Signature: __________

School: Tumauini National High School Grade/Year Level: Grade 9
Subject Area: English Date: _____
To realize the Intended Learning Outcome, work my way through these steps:
1. Visit a school. Look into facilities and support learning areas in the campus,
then in the classroom.
2. Observe and use the checklist as you move around the school premises.
3. Analyze your gathered data about the school environment.
4. Reflect on the characteristics of a school environment that promotes
learning.
5. Present your idea of a good school environment through any of these
a) Descriptive paragraph b) Photo essay

c) Sketch or drawing d) Poem, song or rap
As you move around the campus, observations forms are provided for you
to document your observations. It is advised that you read the entire worksheet
before proceeding to the school site. A good understanding of the activities and
tasks to be accomplished in the activity sheets will yield better learning results.

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SCHOOL FACILITIES OBSERVATION CHECKLIST

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

student’s learning
development? Why?
10/17/22 The principal's office There are numerous
is commodious, clean, ways in which the
and neat, and it has principal's office can
air conditioning. There aid a student's
is a sofa set for learning development.
visitors, and it has its First and foremost, the
own kitchen and principal can guide
comfort room. The and support teachers
documents were and students
Office of the stored and arranged regarding academic
Principal appropriately. and behavioral
expectations. Respect
and accountability
thrive in this setting.
All of these activities
contribute to the
creation of an
atmosphere that
fosters learning and
prepares students for
future success.
Library 10/17/22 Not observed Not observed
Students who require This is a spot to make

counseling can have a guidance and
their privacy protected disciplinary activity for
in this location. those understudies
Counseling Room 10/17/22 Additionally, there who had been defied
were helpful posters rules in school. It's
about how to stop also a good place for
bullying. students to be heard,
especially those with
serious issues at home
or with their peers.
The school has three It can provide
canteens, the first of students with access
which sells a variety to nutritious, healthy
of foods, including food that can assist

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healthy and unhealthy them in remaining

options. In addition, focused and alert
they ensure that the throughout the school
Canteen/Cafeteria 10/17/22 food served to day.
teachers and students
is clean. Students
were provided with
tables and chairs.
The clinic runs A school's clinic is one
smoothly. The of its most important
prescriptions are facilities. There are
accessible, gave and times that mishaps
prepared to come out of the blue,
understudies so center is where you
essentially and in the can apply emergency
Medical Clinic 10/18/22 event of crisis. treatment.
Additionally,
educational resources
on nutrition, exercise,
and other health and
education-related
topics can be provided
by school clinics.
Students may benefit
in the long run from
the knowledge and
healthy habits they
acquire with the
assistance of these
resources.
Science research I would recommend
facility was occupied organizing the science
by the students. In laboratory once more.
the interim, it is It might have been
inoperable. very helpful for the
Nonetheless, each students to conduct
Science Laboratory 10/18/22 and every item is their experiments and
complete and in good become familiar with
condition. In a secure the equipment so that
cabinet, large they could be
experiment tools and prepared to use the
equipment are kept. materials.
The shelf also held
books and science
projects.
It is wide and features Gymnasiums in
bleachers on both schools can contribute
sides to accommodate to students'

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additional students. It development in a

was completely variety of ways.
covered, and there Physical activity is
was no hazardous essential for physical
equipment nearby. health, and
Nevertheless, there gymnasiums provide
are a few pieces of students with the
garbage scattered opportunity to engage
throughout this area. in physical activity.
Regular physical
activity can help
Gymnasium 10/19/22 students maintain a
healthy weight, reduce
stress, and improve
their overall physical
and mental health.
Additionally,
gymnasiums can
provide students with
the opportunity to
develop teamwork and
leadership skills
through sports and
other activities. Finally,
gymnasiums can
a safe and supportive
environment to
socialize and build
relationships with their
peers.
Auditorium 10/19/22 Not observed Not observed
The surrounding Gardens in schools can

landscape has a contribute to students'
garden. Visitors are development in a
enticed by indigenous variety of ways.
Outdoor/Garden 10/19/22 plants, bonsais, and Gardening can help
flowering plants. students develop a
Vegetables in the connection to nature
gardens and vine and the environment,
plants in the arcs as well as an
makes the school’s appreciation for the
surrounding more natural world.
natural and green. Additionally, gardening
can help students
develop problem-

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solving and critical

thinking skills, as they
learn how to plan,
design, and maintain a
garden. Gardening can
also help students
develop a sense of
responsibility and
ownership, as they
learn how to care for
and nurture plants.
Finally, gardening can
a creative outlet, as
they explore different
ways to design and
decorate their
gardens..
The room is adequate Home economics
and has all of the classes can help
necessary materials; students develop
like the kitchen tools practical skills such as
used for baking and cooking, sewing, and
cooking. budgeting. These skills
can help students
become more
independent and self-
sufficient. Additionally,
home economics
Home Economics 10/19/22 classes can help
Room students develop an
understanding of
nutrition and healthy
eating habits. Finally,
home economics
classes can provide
students with the
opportunity to develop
interpersonal skills,
such as
communication,
collaboration, and
problem-solving.
The industrial room Industrial workshops
has everything can provide students
students need to with the opportunity to
complete their develop practical skills
projects, including such as welding,

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electronic, electrical, carpentry, and

and mechanical tools. metalworking. These
skills can help students
become more
independent and self-
Industrial 10/19/22 sufficient. Additionally,
Workshop Area industrial workshops
can help students
develop an
understanding of the
principles of
engineering and
technology. Finally,
industrial workshops
can provide students
with the opportunity to
develop problem-
solving and critical
thinking skills, as they
learn how to design
and build projects.
PTA Office Not Available Not Available
The solace room of Each student's privacy

the young men were is protected in comfort
messy, tricky, and rooms. A child's
stinky smell exist. development depends
Comfort Room 10/19/22 on having a sense of
(boys) security and
belonging. However,
the students will feel
uneasy if the comfort
room is not in good
condition.
Continuously clean Each student's privacy
and there is adequate is protected in comfort
Comfort Room 10/19/22 number of solace rooms. A child's
(girls) space for young ladies development depends
on having a sense of
security and
belonging.

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An Observation Guide for the CLASSROOM VISIT

Read the following statements carefully. Then write your observation
report on the space provided.
Guide Questions Classroom Observation Report
The school is located in Annafunan, Tumauini, a

1. Describe the community or small rural community in Tumauini. The
neighborhood where the community is home to a diverse population of
school is found farmers, fishermen, and other local residents.
The community is known for its friendly
atmosphere and strong sense of community. The
area is surrounded by lush green fields providing
a peaceful and tranquil atmosphere. The
community is also home to a variety of local
businesses, including restaurants, and shops.
The school has new buildings and classrooms
2. Describe the school that aren't too old. There is also a large space
campus. What colors do for teamwork and easily accessible facilities,
you see? What are the offices, and other school-related areas. The
conditions of the buildings? majority of the campus's color scheme is
composed of green, white, and cream-colored
beige. All of the classrooms are useful for
students' learning and functional as new.
Additionally, both inside and outside the campus
are kept clean.
Teachers are able to work peacefully in the
3. Pass by the offices. What offices, which are well-organized and quiet. I
impression do you have of thought that faculty members and teachers
these offices? communicated well about the responsibilities
they had.
There are offices including solace rooms, the
4. Walk through the school principal's office, recreation center, hall,
halls, the library, and the libraries, a direction office, and workplaces for
cafeteria. Look around and the school's all's resources. Because there are
find out the other facilities signs all over the school, it has been easy to find
that the school has. all of the facilities, which are well organized.

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1. Look at the walls of the classroom. What are posted on the walls? What
heroes, religious figures, lessons, visual aids, announcements, do you see
posted?
A bulletin board was mounted on the back wall of the classroom. The
entire content of the board consists of information about students, graded
outputs, classroom officers, and activities related to school. The DepEd
mission and vision statements are also displayed on the front wall facing
the students. Near the classroom's back and front doors was a display with
educational images about health-related information and hygiene practices.
2. Examine how the pieces of furniture are arranged. Where is the teacher's
table located? How are the tables and chairs/ desks arranged?
The desk used by the teacher is in front of the class. The teacher's table is
positioned so that she can monitor the entire class. Behind the teacher's desk
is a small, well-organized shelf that houses a few books, student work, and
the teacher's documents. The chairs that the students will use are in good
condition and were set up in a way that uses as little space as possible while
still allowing students to move around freely.
3. What learning materials/equipment are present?
During the discussion, television was also used to play educational videos
included in the lessons. Flashcards and visual aids were also shown to the
class.
4. Observe the students. How many are occupying one room?
At least 43 students were present during my visit, and they were seated
either in accordance with the usual alphabetical seating arrangement or
according to a seat plan created by the teacher.
5. Is the room well-lit and well-ventilated?
The classroom is spotless, well-ventilated, and well-lit, and windows are left
open to let in fresh air. There are four ceiling fans and six fluorescent lights
in the room, all of which are still working

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An Observation Guide for the CLASSROOM VISIT

Be Guided by these task as you do your observation. Then accomplish the matrix
to record your data.
CLASSROOM FACILITIES MATRIX
Classroom Facilities Description

(Location, number, arrangement,
condition)
There is a sum of 12 wall show in the

1. Wall display homeroom. It is well-organized and visible to
students in a place where they can read it.
These include the learners' board, statements
about DepEd's mission and vision, quotes,
health-related information, and so on. and each
of these is in excellent condition.
The teacher's table faces the students and is in
2. Teacher’s Table the middle of the classroom.
The homeroom has a sum of 45 seats, the guest

3. Learner’s Desk plan comprises of 5 segments and 4 columns.
Despite their rusty appearance, the chairs were
still useful and comfortable to use.
In front of the classroom, it is situated; It is in
4. Blackboard good condition and placed so that students can
read and comprehend the written information.
During my visit to this classroom, the blackboard
contained visual aids.
This room usually has books, visual aids, and a
5. Learning 32-inch television as learning materials. These
Materials/Visual Aids are the materials used by teachers and students
during instruction and learning.
The ceiling is adequate. preserving ventilation by
6. Ceiling covering the inner surface of the roof to
facilitate interaction between the teacher and
students.
The classroom has four ceiling fans, all of which
7. Ceiling fan are in good working order.
The cleaning supplies were in the back, close to

8. Cleaning Materials the door. It is organized and all the cleaning
materials were looking great for cleaning the
study hall.

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9. Cabinet The durable cabinet was positioned at the

room's back. It was painted brown and was
used to store documents or books.
Near the classroom's back door, there are two

10. Trash bins trash cans in the classroom.
1. How do the school campus and the classroom in particular impact the learning
of the students going to school? What are your conclusions?
Both the classroom and the school campus have a significant impact on how well
students learn. This two-part program works together to meet the needs of
students for learning new skills and knowledge. A well-planned school layout with
the facilities and other resources necessary to support learning opportunities will
have a significant impact on the students' abilities. Students would feel very at ease
attending a school that would maximize or enhance their interest in learning. By
providing students with the motivation they need to succeed in their future
academic endeavors, schools play a crucial role in ensuring that every child learns=
2. How does this relate to your knowledge of child and adolescent
development/How does this relate to your knowledge of facilitating learning?
This is relevant to my understanding of child and adolescent development because

each child undergoes different stages of life. School greatly aids every child in
developing their knowledge and skills. Additionally, this also relates to my
knowledge of facilitating learning, especially in a classroom or school that has
complete educational material for learning and is favorable to the teaching-learning
process. Students are more active and motivated to develop their knowledge and
skills upon entering the school.
1. Would you like to teach in the school environment you just observed? Why?
Yes, I would love to teach at this school because it is also where I graduated from
college. Aside from that, this school has the necessary resources and a learning
environment that are conducive to learning. The students' enthusiasm and
engagement with their teachers also impressed me. I also appreciated the strong
sense of community among the staff and students, as well as the learning
community's enthusiasm for education and cooperation in creating the best
learning environment.

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

Students' safety and a sense of tranquility should be fostered in a conducive
school. Students shouldn't be afraid to talk about their problems or feel
threatened. In addition, the school ought to be fully furnished with other
resources that are essential to students' education and have facilities for them.
3. What kind of classroom is conducive to learning?

A classroom that is good for learning should be clean, have good lighting, have
good ventilation, and have learning materials in it. It ought to be less crowded;
The learning space should be flexible enough to accommodate all students. In
addition, a classroom that is conducive to learning encourages learning,
encourages growth, and offers opportunities for emotional and intellectual
engagement.
4. In the future, how can you accomplish your answer in number 3?

I will do everything in my power to provide my students with access to resources
that can enhance their comprehension and knowledge. I would likewise energize
collaboration that expect them to think and impart their insights without any
biases.
5. Write your additional learning and insights here.
I discovered that creating a positive learning environment significantly motivates

children to learn. I also learned that a school setting that encourages a positive
social, mental, and physical environment helps students learn more.

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OBSERVE, ANALYZE, REFLECT
ACTIVITY 1.2
Observing bulletin board displays

The display board, or what we more commonly refer to as bulletin board, is

one of the most readily available and versatile learning resources.
To achieve the Intended Learning Outcomes, work your way through these steps:
1. Examine for bulletin board displays. Include samples of those found at
the entrance, lobby, hallways and classrooms
2. Pick one and evaluate the display.
3. Propose enhancements to make the display more effective
As you look around and examine board displays, use the observation guide
and forms provided for you to document your observations.
An Observation Guide for BOARD DISPLAYS
Read the following carefully before you observe.

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

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Based on the questions on the observation guide, write your observation report:
Every classroom has a variety of board displays, including: One is for

health-related information, which includes information on hygienic practices, the
food pyramid, and COVID. In addition, students' birthdates, cleaner schedules,
class officers, and outstanding written works are displayed on bulletin boards or in
the students' corner in every classroom. The remaining boards, which are
adorned with vibrant images and text, are dedicated to the various classes' topics.
There is likewise a notice board for everybody's data outside the homerooms,
before the school, with declarations on neighboring schools' instructive strategies
and projects. The board displays are creatively constructed and designed.
Although the contents are all relevant to the board's theme and can initially pique
the reader's interest, some of the content needs to be properly arranged to avoid
confusion. The majority of the letters are bold enough to be noticeable from a
distance. Despite this, the campus and classroom board display still stands out
because it conveys knowledge to stakeholders and students alike.
Observation REPORT
(You may paste pictures of the Board displays here.)

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From among the board displays that you saw, pick the one that you got
most interested in.
Evaluate it using the evaluation form below.
BOARD DISPLAYS EVALUATION FORM
Topic of the Board Display: Students’ Corner

Loaction of the Board Display in School: Grade 7
Check the column that indicates your rating.write comments to back

up your ratings
4-Outstanding 3-Very Satisfactory 2-Satisfactory 1-Needs

Improvement
Criteria NI VS S O Comments
1 2 3 4
Effective Because they were provided in
Communication English, the messages are
It conveys the  understandable. Because it is
message quickly and clear and concise, the
clearly. information is understandable.
Attractiveness  The color scheme and

Colors and arrangement are both
arrangement catch captivating. The audience's
and hold interest will undoubtedly be
interest. piqued.
Balance  The objects were arranged, and

Objects are the messages and graphics were
arranged, so stability consistent. However, there is
is perceived. insufficient space between the
images.
Unity  To grab the attention of the
Repeated shapes viewer, similar and well-
or colors or use of coordinated shapes were used.
borders hold display
together.
Interactivity  Readers will find it simple to

The style and comprehend the messages and
approach information presented.
entice learners to
be involved and
engaged.

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Legibility  The used font is legible.

Letters and illustra- However, a portion of the font is
tions can be seen too small to be read from a
from a good distance.
distance
Correctness n terms of clarity, grammar, and

It is free from spelling, there were no visible
grammar errors,  errors.
misspelled words,
ambiguity.
Durability  There is slight damage to the

It is well- borders. The printed information,
constructed, on the other hand, is still
items are securely attached.
attached.
Bulletin Board Evaluated by: Leonard T. Bangan

Location: Grade 9
Brief Description of the Bulletin Board:
The bulletin board contains the students’ information, outputs, classroom
officers, cleaners, and achievers.
Evaluation
Strengths Weaknesses
Description of the Bulletin Thorough, well- The images are too tiny.
Board Layout organized, and enticing.
Evaluation of Educational The layout was vibrant, The display has some
content and other aspects the board displays blurry images.
important information,
and it is well-crafted.
The pictures are too
small. The grammar and
spelling are correct, the
information is
understandable, and it is
also readable.
Recommendations/Suggestions for improvement
There needs to be enough empty space between the images. It is necessary to
increase the font size of the words below distribution and retrieval so that they
can be seen from a distance.

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Signature of Evaluator over Printed Name:
Based on your suggestions, make your board display layout. You may present your
output through any of these:
 A hand-made drawing or layout
 An electronic (computer) drawing/illustration or layout
 A collage
MY BOARD DISPLAY LAY-OUT
Edited in Canva

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What do you think was the purpose of the board display?
The board display in the school likely served as a way to communicate important
information to students, such as upcoming events, school rules, and other
announcements. It may also have been used to showcase student work or to
recognize student achievements. Additionally, the board display may have been
used to promote a positive school culture and to encourage students to take pride
in their school. It could also have been used to motivate students to strive for
excellence and to foster a sense of community among students and staff.
Did the board display design reflect the likes/interest of its target audience? Why?
Why not?
Yes, the board display design reflected the likes and interests of its target audience,
as it was designed with the students in mind. The design may have included bright
colors, fun fonts, and interesting visuals to capture the attention of students and to
make the information more engaging. Additionally, the design may have included
topics that were relevant to the students, such as upcoming events or student
achievements.
Was the language used clear and simple for the target audience to understand?
Why? Why not?
Yes, the language used in the board display likely was clear and simple for the
target audience to understand. The language used should have been appropriate
for the age group of the students, and should have been written in a way that was
easy to comprehend. Additionally, the language should have been concise and to
the point, as students may not have had a lot of time to read through long and
complicated messages.
Was the board display effective? Why? Why not?
Yes, since its primary function is to inform teachers and students alike. This kind of
information about subjects' content, student accomplishments, good hygiene, and
values. It was successful for a number of reasons, including its appropriate content,
which encourages students to do their best and serves as a tool for motivation.
What suggestions can you make?
Including more visuals, such as photos, illustrations, or videos, to make the

content more engaging. Using a variety of fonts and colors to make the display
more visually appealing. Including topics that are relevant to the students, such
as upcoming events or student achievements. Using language that is appropriate
for the age group of the students and is easy to comprehend. Making sure the

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content is concise and to the point, as students may not have a lot of time to read
through long and complicated messages.
 Name at least five skills that a teacher should have to be able to come up with
effective board display. Elaborate on why each skill is needed.
Creativity
A teacher should have creativity in order to come up with an effective board
display. Creativity allows the teacher to think outside the box and come up with
unique and engaging ideas for the display.
Communication
A teacher should have strong communication skills in order to effectively convey
the message of the board display. The teacher should be able to communicate
the message in a clear and concise manner that is appropriate for the target
audience.
Organization
A teacher should have organizational skills in order to effectively plan and
organize the board display. This includes organizing the content, visuals, and
other elements of the display in a way that is easy to understand and visually
appealing.
Time Management
A teacher should have good time management skills in order to ensure that the
board display is completed in a timely manner. This includes planning ahead
and setting deadlines for the completion of the display.
Technology
A teacher should have knowledge of technology in order to create an effective
board display. This includes knowledge of software programs such as Adobe
Photoshop or InDesign, which can be used to create visuals for the display.
 Which skills do you still need to develop?
I still need to grow as an artist, but I do have some resourcefulness and idealistic
qualities. I have not yet constructed a board display; However, whenever I create
artwork, such as scrapbooks or other forms of art, I employ these techniques.
 What concrete steps will you take on how to improve on or acquire these skills?
By attempting to observe the other students' learning requirements, I believe I

need to improve my assessment abilities. As well as to be useful via looking through
books, magazines, and web. Learn from videos and practice.

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EVALUATE PERFORMANCE TASK
Learning Excellent Very Satisfactory Satisfactory Needs

Episode Improvement
Accomplish All One (1) to two (2) Three (3) Four (4) or
ed observation observation observation more
Observatio questions/tas questions/questions/ /questions/task observation
n Sheet ks tasks s /questions/task
completely tasks not answered not answered/ s
answered/ accomplished. accomplished. not answered/
accomplished accomplished
.
Analysis All questions All questions were Questions are Four (4) or
were answered not answered more
answered completely; answers completely; observation
completely; are clearly answers are questions were
answer are connected to not clearly not answered
with depth theories; grammar connected to and connected
and are and spelling are free theories; one to theories;
thoroughly from error to three more than four
grounded on grammatical (4)
theories spelling error grammatical
grammar and /spelling error
spelling are
free from
error
Reflection Profound and Clear but lacks Not so clear Unclear and
clear; depth; supported by and shallow; shallow; rarely
supported by what were observed somewhat supported by
what were and analyzed supported by what were
observed and what were observed and
analyzed observed and analyzed
analyzed
Learning Portfolio is Portfolio is reflected Portfolio is Portfolio is not
Artifacts reflected on on in the content of reflected on in reflected on in
in the content the learning the content of the content of
of the outcomes; the learning the learning
learning complete, well- outcomes; outcomes; not
outcomes; organized, very complete, well- complete, not
complete, relevant to the organized, organized, not
well- learning outcome relevant to the relevant
organized,

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highly learning
relevant to outcome
the learning
outcome
Submission Submitted Submitted on the Submitted a Submitted two
before the deadline day after the (2) days or
deadline deadline more after the
deadline
COMMENTS OVER-ALL RATING:
SCORE (BASED ON
TRANSMUTATI
ON)
TRANSMUTATION OF SCORE TO GRADE/RATING

SCORE 20 19- 17 16 15 14 13- 11 10 9-8 7-BELOW
18 12
1. 1.25 1.5 1.7 2.0 2.2 2.50 2.75 3.0 3.5 5.0
0 5 0 5
99 96 93 90 87 84 81 78 75 72 71-
BELOW
___________________________
Signature of FS Teacher Above Printed Name
________________
Date

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Episode Improvement
Accomplis All observation One (1) to two (2) Three (3) Four (4) or
hed questions/tasks observation observation more
Observati completely questions/question /questions/tasks observation
on Sheet answered/ s/tasks not answered/ /questions/task
accomplished. tasks not answered accomplished. s
accomplished. not answered/
accomplished
were answered answered not answered more
completely; completely; completely; observation
answer are with answers are clearly answers are not questions were
depth and are connected to clearly not answered
thoroughly theories; grammar connected to and connected
grounded on and spelling are theories; one to to theories;
theories free from error three more than four
grammar and grammatical (4)
spelling are free spelling error grammatical
from error /spelling error
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; supported shallow; shallow; rarely
by what were by what were somewhat supported by
observed and observed and supported by what were
analyzed analyzed what were observed and
observed and analyzed
analyzed
Learning Portfolio is Portfolio is Portfolio is Portfolio is not
Artifacts reflected on in reflected on in the reflected on in reflected on in
the content of content of the the content of the content of
the learning learning outcomes; the learning the learning
outcomes; complete, well- outcomes; outcomes; not
complete, well- organized, very complete, well- complete, not
organized, relevant to the organized, organized, not
highly relevant learning outcome relevant to the relevant
to the learning learning
outcome outcome
SCORE (BASED ON
TRANSMUTATI
ON)

24

SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 7-BELOW
1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.0 3.5 5.0
99 96 93 90 87 84 81 78 75 72 71-
BELOW
___________________________
________________
Date

25
FS 1
LEARNING EPISODE 2
LEARNRES DIVERSITY: DEVELOPMENTAL,
CHARACTERISTICS, NEEDS AND INTEREST

 At the end of this Episode, I must be able to describe the characteristics
needs, interest of learner from different development.
Here are major principles of development relevant to, this Episode:
1. Development is relatively orderly. Development follows directional patterns

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

26
Observing learner characteristics at

ACTIVITY 2.1 different stages

To realize the Intended Learning Outcomes, I will work your way through these
steps:
Step 1 Observe 3 groups of learners from different levels (preschool, elem., and
high school).
Step 2 Describe each of the learners based on my observations.
Step 3 Validate my observation by interviewing the learners.
Step 4 Compare them in terms of their interests and needs.
Use the observation guide and matrices provided for you to document
your observations.
An Observation Guide for the Learners' Characteristics
Read the following statements carefully. Then write your observation

report on the provided space. Your teacher may also recommend another
observation checklist if a more detailed observation is preferred.
Physical
1. Observe their gross motor skills how they carry themselves, how they
move, walk, and run, go up the stairs, etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motors skills? Writing, drawing, etc.
Social
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What do they talk about? What
are their concerns?

27
Emotional
1. Describe the emotional disposition or temperament of the learners.
(happy, sad, easily cries, mood-shifts
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they
self-conscious?
Cognitive
1. Describe their ability to use words to communicate their ideas. Note
their language proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look
for evidence of their thinking skills.
3. Were there opportunities for problem solving? Describe how they
showed problem solving abilities.
Learner’s Development Matrix
Record the data you gathered about the learners' characteristics and needs
in this matrix. This will allow you to compare the characteristics and needs of
learners at different levels. The item under each domain are by no means
exhaustive. These are just sample indicators. You may add other aspects which you
may have observed.
Development Preschooler Elementary High School

Domain Indicate the Indicate the Indicate the age range of
age range of age range of student observed: 13-18 years
children children old
observed:___ observed:___
Physical They are already strong enough
to raise the chairs and teacher's
Gross-motor skills table at this age. They also have
the ability to move cabinets.
They are capable of producing

beautiful sketches, slogans, and
Fine-motor skills drawings.
They are already capable of

producing their own reports.
Self-help skills They might play games and
explore the internet as well.
Others
Social They might discuss their
thoughts and opinions on a
Interaction with pertinent subject. When the
Teachers teacher asks a question, they
occasionally all answer together.

28
They are old enough to develop

friendships with their peers.
Interaction with In order to learn new ideas and

Classmates/friends concepts, they are eager to take
part in group activities or
debates that are pertinent to
Interests them.
Others
Emotional
Moods and
temperament, Their emotions are simple for
expression of them to contain and manage.
feelings
Emotional
independence
Others
Cognitive They might recount stories and
react to questions from the
Communication teacher.
Skills
They could understand
complicated subjects if the
Thinking skills teacher went into detail. They
have opinions on the matter that
are relevant.
They have the ability to solve

problems that are related to
Problem-solving their lesson.
Others

29
Write the most salient developmental characteristics of the learners you

observed. Based on these characteristics, think of implications for the teacher.
Example:
Level Salient Implication to the
Characteristics Teaching-Learning
Process
Preschooler Young children enjoy Therefore, the instructor
age range of learners moving around a lot. should be mindful to include
observed:_3-4_ musical and movement
activities into all subject
areas, not just physical
education.
As a result, the instructor

shouldn't anticipate that the
preschooler will remain
sitting for a long time.
Level Salient Implication to the

Characteristics Teaching-Learning
Process
Preschooler Preschoolers have As a result, as educators, we
Age range of learners short attention spans must involve these students
observed:____ and poor emotional in activities in which they can
control. take part and have fun, such
as games, role-playing,
singing, and dancing
Elementary If the content is As a result, when discussing
Age range of learners uninteresting to teachers should add
observed:____ them, elementary entertainment. During the
students get easily teaching-learning process,
bored. They respond we should also guide our
in unison to the students toward the best
teacher's questions. possible student-teacher
interaction.

30
High School Students in high Therefore, it is our duty as

Age range of learners school like debating instructors to assist these kids
observed:____ ideas based on their as they investigate their
personal experiences subject matter.
and lessons learned.
College Students in high Therefore, it is our duty as

Age range of learners school like debating instructors to assist these
observed:____ ideas based on their kids as they investigate their
personal experiences subject matter.
and lessons learned.
1. While you were observing the learners, did you recall your own experiences when
you were at their age what similarities or differences do you have with the learners
you observed?
Even though I was equally as attentive to listen to class discussions when I was
their age, I can still recognize some of the kids as being myself because even
though I already knew the correct response, I lacked the courage to raise my
hand and instead waited to speak up. Our difference is that they don't hesitate to
express their conclusions, whether they're accurate or not. In my instance, I just
answered in a whisper and will let them get the credit that is rightfully theirs.
2. Think of a teacher you cannot forget for positive or negative reasons. How did
she/he help or not help you with your needs (physical, emotional, social, and
cognitive)? How did it affect you?
I shall never forget Prof. Risschelle Aggabao as a teacher. She was someone I
looked up to because of her compassion, modesty, and dynamic teaching approach.
You could miss some of the intriguing topics she is discussing if you don't. Her
values and shared life lessons are also incalculable. Every lesson that we as
students could connect to was continuously being discussed by her. She genuinely
encouraged me to develop a passion for teaching, which helped me make the
decision to pursue a career in education.
Share your other insights here

31
The learning qualities of the learner should constantly be taken into consideration
in order to have a smooth conversation flow. The instructor periodically has to
check the pupils' backgrounds in terms of learning variety. This might help the
teacher better understand how students could approach studying the material
that will be addressed in class.

Episode Improvement
accomplished
analyzed

32

outcome outcome
SCORE (BASED ON
TRANSMUTATI
ON)

SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 7-BELOW
1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.0 3.5 5.0
99 96 93 90 87 84 81 78 75 72 71-
BELOW
___________________________
________________
Date

33
FS 1
LEARNING EPISODE 3
FOCUS ON GENDER, NEEDS, STRENGTH, INTEREST,
EXPERIENCES LANGUAGE, RACE, CULTURE, RELIGION,
SOCIO-ECONOMIC STATUS, DIFFICULT CIRCUMSTANCES
AND INDIGENOUS PEOPLES
At the end of this Episode, I must be able to:
 describe the characteristics and needs of learners from diverse

backgrounds
 identify the needs of students with different levels of abilities in the
classroom
 identify best practices in differentiated teaching to suit the varying learner
needs in a diverse class and
 demonstrate openness, understanding, and acceptance of the learners'
diverse needs and backgrounds.
REVISIT the Learning Essentials
Here are principles and concepts relevant to this episode:

1. Principles of Development
a. Development and learning proceed at varying rates from child to child, as
well as at uneven rates across different areas of the child's functioning.
(NAEYC 2019)
b. Development and learning are maximized when learners are challenged
to achieve at a level just above their current level of mastery, and also
when they have many opportunities to practice newly acquired skills.
c. Differentiated instruction is a student-centered approach that aims to
match the learning content, activities and assessment to the different
characteristics, abilities, interests and needs of the learners.
2 The PPST highlighted the following factors that bring about the
diversity of learners:

34
a. Differences in learners' gender, needs, strengths, interests, and

experiences
b. Learners' linguistic, cultural, socio-economic and religious backgrounds
c. Learners with disabilities. giftedness, and talents
d Leaners under challenging circumstances which include geographic
isolation, chronic illness, displacement due to armed conflict, urban
resettlement or disasters, child abuse, and child labor.
Effective teachers are knowledgeable about how issues related to the factors
mentioned affect learners. The teachers develop in them sensitivity and empathy.
They remember that the learners respond and perform at different levels. The
teachers assure the students that their gender identity culture and religion are
respected, their strengths are recognized, and their needs will be met. These
teachers declare to all that everyone has the chance to learn and succeed. They
create a learning community where everyone can work together and contribute
regardless of their abilities, capacities and circumstances.
Teachers who celebrate and leverage student diversity in the classroom:

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

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

discussed indigenous peoples in the Philippines. You learned that our country has
about 110 ethno-linguistic groups, majority of which is in Mindanao, some in
Northern Luzon and fewer in the Visayas. (UNDP Philippines, 2010). They represent
about 10-20% of our total population. There are two big indigenous people groups
which have several smaller ethnic groups within them, the non-muslim groups
called the Lumads in Mindanao, and the Igorots in Northern Luzon. Among others,
we have the Badjaos, Ati and Tumandok, Mangyans, and Aetas.
b. Republic Act 8371 (1997), the Indigenous Peoples' Rights Act, recognizes and
protects the rights of indigenous cultural communities (ICC) and indigenous peoples
(IP). Our country was admired by other nations for enacting this law. However,

35
years later, so much still has to be done prove the lives of millions of people from
indigenous groups. (Reyes, Mina and Asis, 2017)
c. Guided by RA 8371, in 2015 DepEd issued DO 32, s.2015, Adopting the
Indigenous Peoples Education (IPED) Curriculum Framework, most useful for you
as a future teacher to remember are the 5 Key Elements of an Indigenous
Peoples Education Curriculum (DO 32, s.2015 enclosure.pp.15-18):
1. Curriculum Design, Competencies and Content. Interfacing the national

curriculum with Indigenous Knowledge systems and practices (IKSPs) and
Indigenous Learning systems (ILS) the design of a culturally appropriate and
responsive curriculum has the following features:
a. Anchors the learning context on the ancestral domain, the community's world
view, and its indigenous cultural institutions.
b. Includes and respects. The community's expression of spirituality as part of the

curriculum context.
c. Affirms and strengthens indigenous cultural identity.
d. Revitalizes, regenerates, strengthens, and enriches IKSPs, ILS, and

indigenous languages.
e. Emphasizes competencies that are needed to support the development and

protection of the ancestral domain, the vitality of their culture, and the
advancement of indigenous peoples' rights and welfare.
f. Supports the community's efforts to discern new concepts that will contribute
to the community's cultural integrity while enabling meaningful relations with the
broader society.
2. Teaching Methodologies and Strategies. A culturally appropriate and responsive

curriculum employs teaching methodologies and strategies that strengthen,
enrich, and complement the community's indigenous teaching-learning process.
3. Learning Space and Environment. A culturally appropriate and responsive

curriculum recognizes that the ancestral domain where IKSPs are experienced,
lived, and learned is the primary learning environment and learning space of
indigenous learners.
4. Learning Resources. Instructional materials, and other learning resources shall

be developed and utilized in line with the described curriculum content and
teaching- learning processes
5. Classroom Assessment. Assessment shall be done utilizing tools appropriate to

the standards, competencies, skills, and concepts being covered. Their design and

36
use shall address the needs and concerns of the community and shall be
developed with their participation.
ACTIVITY 3.1
Observing differences among learner’s gender, needs, strengths,

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

The learners’ differences and the type of interaction they bring surely
affect the quality of teaching and learning. This activity is about observing and
gathering data to find out how student diversity affects learning.
To realize the Intended Learning Outcomes, work your way through

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

37
An Observation Guide for the Learners'

Characteristics
Read the following carefully before you begin to observe. Then write your
observation report on the space provided on the next page.
 Find out the number of students. Gather data as to their ages, gender, racial
groups, religious, and ethnic backgrounds.
During class:
1. How much interaction is there in the classroom? Describe how the students
interact with one another and with the teacher. Are there groups that interact
more with the teacher than others.
2. Observe the learners seated at the back and the front part of the room. Do
they behave and interact differently?
3. Describe the relationship among the learners. Do the learners cooperate with
or compete against each other?
4. Who among the students participate actively? Who among them ask for most
help?
5. When a student is called and cannot answer the teacher’s question, do the
classmates try to help him? Or do they raise their hands, so that the teacher
will call them instead?
Outside class:
1. How do the students group themselves outside class? Homogeneously, by age?
by gender? by racial or ethnic groups? By their interests? Or are the students in
mixed social groupings? If so, describe the groupings.
2. Notice students who are alone and those who are not interacting. Describe
their behavior.
Interview the teachers and ask about their experience about learners in difficult
Circumstances. Request them to describe these circumstances and how it has
affected the learners. Ask about the strategies they use to help these learners cope.
Ask the teachers about strategies they apply to address the needs of diverse
students due to the following factors:
 Gender, including LGBT
 Language and cultural differences
 Differences in religion
 Socio-economic status

38
OBSERVATION REPORT
Name of the School Observed: Tumauini National High School

School Address: Annafunan, Tumauini, Isabela
I have observed the various characteristics of students' behavior and

traits. For instance, a few understudies are extremely helpful and include
themselves in class conversations, while others decide not to partake.
Although perhaps a little sensitive, the students in this class are
courteous and respectful of their teachers.
In addition, there were more girls than boys in the classroom that I
observed. By being self-reliant, especially during class discussions, being
respectful of others, accountable for tasks completed, and so on, the
majority of students are able to control their behavior on their own. Some
students, on the other hand, enjoy waiting for their teachers to tell them
to stop doing things that could distract their classmates' attention.
In this classroom, however, I noticed that the length of time students can
focus depends on how engaged the teacher is. It is still determined by
the student's desire to participate in class discussions. The students'
capacities to focus are likewise affected by the subject substance. People
frequently focus on something else when discussing a dull topic.
So, I can say that most students listen to and pay attention to their
teachers when they talk about a lesson; They are always willing to lend
a helping hand. so that they could get to know one another and talk to
their teacher about ideas.

39
1. Identify the persons who play key roles in the relationships and interactions in
the classroom. What roles do they play? Is there somebody who appears to be
the leader, a mascot/joker an attention seeker, a little teacher, a
doubter/pessimist?
Regarding the relationships and interactions between students in the classroom,

it is evident that everyone is actively engaging in healthy interactions. In the
event that the teacher is absent, the classroom president manages the class
and ensures that everything runs smoothly. In addition, some students, even
when their teachers are not present, stand out as "class clowns" because they
tell jokes to make the classroom fun and interactive.
2. Is there anyone you observed who appear left out'? Are students who appear
"different?" Why do they appear different? Are they accepted or rejected by the
others? How is this shown? What does the teacher do to address issues like
this?
As far as I can tell, no student was left out or treated differently. While accepting
one another's differences, students build relationships with one another.
3. How does the teacher influence the class interaction considering the individual
differences of the students?
The teacher can influence the class interaction by taking into account the
individual differences of the students. This can be done by creating an
environment that is conducive to learning and encourages students to engage
in meaningful dialogue. The teacher can also use different teaching strategies
to accommodate different learning styles and abilities. Additionally, the teacher
can provide individualized instruction and feedback to ensure that all students
are able to participate and benefit from the class interaction.
4. What strategies does the teacher use to maximize the benefits or diversity in
the classroom? How does the teacher leverage diversity?
The teacher can use a variety of strategies to maximize the benefits of diversity
in the classroom. These strategies include creating an inclusive environment,
encouraging open dialogue, and providing individualized instruction and
feedback. Additionally, the teacher can leverage diversity by using different
teaching strategies to accommodate different learning styles and abilities. This
can include using different methods of instruction, such as group work,
individual projects, and hands-on activities. Finally, the teacher can use different
assessment methods to ensure that all students are able to demonstrate their
knowledge and understanding.

40
 How did you feel being in that classroom? Did you feel the sense of oneness or
unity among the learners and between the teacher and the learner?
The teacher in the 9th grade Kamagong class is able to leverage diversity in the
classroom by creating an inclusive environment and encouraging open dialogue.
The students are polite and respectful, and the instructor employs numerous
methods and strategies to maximize the benefits of diversity. As a result, students'
levels of learning engagement and satisfaction rise. The teacher and the students
are clearly one, as they take part in the class discussion, complete group projects,
and follow the rules of the classroom. Furthermore, the students demonstrate unity
by encouraging their classmates when they are unable to respond to a question by
providing them with ideas or by assisting them by sharing what they know. This is
a great example of how the teacher is able to leverage diversity in the classroom.

41
Observing differences among learners with

ACTIVITY 3.2
disabilities, giftedness and talents

To realize the Intended Learning Outcomes, work your way through these
steps
1. Observe at least two of these classes.

a. SPED class with learners with intellectual disabilities
b. SPED class with learners with physical disabilities
c. SPED class for the gifted and talented
d. a regular class with inclusion of learners with disabilities
2. Note the needs of the learners that the teacher should address.
3. Interview the teachers to find out more about the learners.
4. Write your observation report
5. Analyze your observation data
6. Reflect on your experience.
Use observation guide provided for you to document your observations.
An Observation Guide for the Learners' Characteristics
observation report on the space provided.
1. Observe the class to see the differences in abilities of the learners.

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

42
OBSERVATION REPORT
Tumauini National High School

: Tumauini National High School
OBSERVATION REPORT
I have observed the various characteristics of students' behavior and

traits. For instance, a few understudies are extremely helpful and
include themselves in class conversations, while others decide not to
partake. Although perhaps a little sensitive, the students in this class
are courteous and respectful of their teachers.
In addition, there were more girls than boys in the classroom that I
observed. By being self-reliant, especially during class discussions,
being respectful of others, accountable for tasks completed, and so on,
the majority of students are able to control their behavior on their own.
Some students, on the other hand, enjoy waiting for their teachers to
tell them to stop doing things that could distract their classmates'
attention.
In this classroom, however, I noticed that the length of time students
can focus depends on how engaged the teacher is. It is still determined
by the student's desire to participate in class discussions. The students'
capacities to focus are likewise affected by the subject substance.
People frequently focus on something else when discussing a dull topic.
So, I can say that most students listen to and pay attention to their
teachers when they talk about a lesson; They are always willing to lend
a helping hand. so that they could get to know one another and talk to
their teacher about ideas.

43
1. Did your observation match the information given by the teacher?

Yes, the observations I made and wrote down matched what she had said about
the needs of the students, their performance, how she deals with their needs, and
her efforts to create activities that meet their requirements.
2. Describe the differences in ability levels of the students in the class? What
practices or strategies are done or should be done to differentiate instruction
to meet the needs of the learners?
It is evident that the class consists of a variety of students with varying abilities.
These abilities vary depending on their level of independence, current knowledge
and skills, and other factors. Higher-ability students are those who are able to
learn on their own while lower-ability students struggle to comprehend the
material. Having students of this kind in the classroom necessitates efficient
methods for meeting their various requirements. A teacher might use
differentiated instruction, for instance, by organizing his or her lesson plan into
different phases like the review phase, the inquiry phase, the comprehension
phase, and the application phase. Peer interaction groups, collaboration activities,
and other methods of instruction are additional.
3. Describe the methods used by the teacher in handling the students’
differences in abilities. How did the students respond to the teacher? Did the
teacher used the differentiated instruction? If yes, described how
Yes, the teacher uses techniques and learning styles like the Q&A method,
discussing the lesson with tangible objects, and conducting assessments through
individual or group activities when dealing with students of varying abilities.
Because of these methods, some students become motivated and actively
participate in class.
1. Recall the time when you were in elementary or high school. Recall the high
and low achievers in your class. How did your teacher deal with differences in
abilities? Was your teacher effective?
When I was in elementary school, my teacher was very effective in dealing with
differences in abilities. She was able to provide individualized instruction and
feedback to ensure that all students were able to participate and benefit from the
class interaction. She also used different teaching strategies to accommodate

44
different learning styles and abilities. For example, she used group work,
individual projects, and hands-on activities to engage all students. Additionally,
she used different assessment methods to ensure that all students were able to
demonstrate their knowledge and understanding. Overall, I found my teacher to
be very effective in dealing with differences in abilities.
2. What dispositions and traits will you need as a future teacher to meet the
needs of the learners?
As a future teacher, I will need to have a positive attitude and be open to
different perspectives. I will need to be patient and understanding, and be willing
to listen to my students and provide individualized instruction and feedback.
Additionally, I will need to be creative and flexible in my teaching methods, and
be able to adjust my teaching strategies to accommodate different learning styles
and abilities. Finally, I will need to be organized and have good time management
skills in order to ensure that all students are able to participate and benefit from
the class interaction.
OBSERVING THE SCHOOL EXPERIENCES OF

ACTIVITY 3.3 LEARNERS WHO BELONG TO INDIGENOUS
GROUPS

To realize the Intended Learning Outcomes, work your way through these
steps.
1. Ensure that you have reviewed the no. 3 Focused on Indigenous Peoples in the
Learning essentials of Episode 3.
2. Observe in a school with a program for IP learners. Below are some suggested
schools:
a. Ujah School of Living Traditions, Hungduan, Ifugao

b. Sentrong Paaralan ng mga Agta, General Nakar, Quezon
c. Sitio Tarukan Primary School, Capas Tarlac
d. Mangyan Center for Learning and Development, Naujan, Oriental Mindoro

45
e. Paaralang Mangyan na Angkop sa Kulturang Aalagaan (PAMANAKA), San Jose

Occidental Mindoro
f. Tubuanan Ati Learning Center, Balabag, Boracay Island
g. Balay Turun-an Schools of Living Traditions, Brgy Garangan and Brgy.
Agcalaga,
Calinog, Iloilo
h. T'boli School of Living Traditions, Lake Sebu, South Cotabato
i. Daraghuyan-Bukidnon Tribal Community School, Dalwangan, Malaybalay,
Bukidnon
j. Talaandig School of Living Traditions, Lantapan, Bukidnon
k. Bayanihan Elementary School, Marilog, Davao
l. Lumad Bakwit School, UP Diliman, Quezon City
Please note: Ensure proper coordination of your college/university to obtain

permission from these schools before you visit.
If an actual visit is not feasible, consider a "virtual visit" through social media.
And if still not feasible consider a "virtual" field study through watching
Indigenous Peoples in the Philippines videos. There are several available at
Youtube. You can start with this video by Dep Ed:
DepEd Indigenous Peoples Education Office. National Indigenous Month (October)

Video, 2013. Retrieve from: https://
www.youtube.com/watch?v=FsMigONz2Y
Write your observation report.
Analyze your observation data using the Indigenous Peoples Education

Framework.
Reflect on your experience.
Use the observation guide provided for you to document your observation.
AN OBSERVATION GUIDE FOR INDIGENEOUS PEOPLES EDUCATION

observation report on the space provided.

46
If you are watching videos you searched, instead of actually visiting a school, have
these question in mind as you are watching the videos. You can try to get in touch
with the creator of the videos and interview them too.
1. Before you observe, read about the specific IP group in the school you
will visit.
Know their norms and customary greetings. This will help you blend in the
school community and interact with respect.
2. Observe and note the different parts or areas of the school environment.
How are learning spaces arranged?
3. What activities do they do in these different areas of the school?
4. Who are the people who manage the school? Who are involved in teaching
the
Learners?
5. Observe how the teaching-learning process happen. Describe the learning
activities they have and the teaching strategies that the teacher uses.
6. Describe the interaction that is taking place between the teacher and
learners, among the teachers, and in the school in general.
7. What instructional materials and learning resources are they using?
8. Interview the teacher or principal about the curriculum. Find out the
curriculum goals. You can use the questions found on the Analysis part of
this activity
Curriculum Design, Answer each question based on

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

the community's expression of
spirituality? how?
3. Does the school foster in the

indigenous learners a deep
appreciation of their identity? How?
4. Does the curriculum teach skills

and competencies in the indigenous
learners that will help them develop

47
and protect their ancestral domain

and culture?
5. Does the curriculum link new

concepts and competencies to the life
experience of the community?
6.Do the teaching strategies help

strengthen, enrich, and complement
the community's indigenous teaching-
process?
7.Does the curriculum maximize the

use of the ancestral domain and
activities of the community as
relevant settings for learning in
combination with classroom-based
sessions? Cite examples.
8. Is cultural sensitivity to uphold

culture, beliefs and practices,
observed and applied in the
development and use of instructional
materials and learning resources?
How? (For example, Culture bearers
of the Indigenous Peoples are
consulted.) Application of higher order
thinking skills?
9 Do assessment practices consider

community values and culture? How?
10. Do assessment processes include

application of higher order thinking
skills?
What do you think can still be done to promote and uphold the indigenous
people’s knowledge systems and practices and rights in schools?
_____________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
___________________

48
Reflect based on your actual visit or video that you watched.

1. What new things did you learn about indigenous peoples?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________
2. What did you appreciate most from your experience in visiting the school
with indigenous learners? Why?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________
3. For indigenous learners, as a future teacher, I promise these three things:
3.1 be open to and respect indigenous peoples by
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________
3.2 Uphold and celebrate their culture, belief and practices by
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________
3.3 Advocate for indigenous peoples’ education by
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________

49

Episode Improvement
accomplished
analyzed
outcome outcome
SCORE (BASED ON
TRANSMUTATI
ON)

50

SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 7-BELOW
1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.0 3.5 5.0
99 96 93 90 87 84 81 78 75 72 71-
BELOW
___________________________
________________
Date

51
FS 1
LEARNING EPISODE 4
LEARNER DIVERSITY: THE COMMUNITY

AND HOME ENVIRONMENT

 describe the influencing factors in the home environment that affect the
students' learning,
 seek advice concerning strategies that build relationships with
parents/guardians and the wider community; and
 identify effective strategies on how teachers can work together with the
family.
1. Urie Bronfenbrenner’s biological model presents the learner within the

context of layer of relationship system that make up the learner’s
environment. The layers are:
Microsystem Mesosystem Exosystem Macrosystem Chronosystem

includes the the connection the bigger Outermost layer the element of
structure between the social system which includes time, patterns of
Such as one's structures in which cultural values, stability and
family, school the includes the customs and pacing of the
and microsystem city laws child's everyday
neighborhood government, life.
the workplace
and the mass
media
The model helps the teacher look into every aspect in the learner's
environment to understand his behavior. The teacher's important role is not to

52
replace what is missing at home (if any), but to work so that the school becomes
an environment that welcomes and nurtures families. The teacher works to create
a partnership with the family and the community to bring out the best in every
learner.
2. Baumrind's Parenting Styles
Authoritarian. Parents- are very firm with their children and expect
unwavering and unquestioning obedience. Rules are set by parents and
misbehavior is met with withdrawal of affection, physical punishment or threats
Permissive. Parents are not firm or controlling. They have few expectations.
May be warm and caring but appear to be uninvolved and uninterested.
Rejecting-Neglecting. Parents are disengaged from children. Neither

demanding nor responsive to children. Provide no structure, supervision,
support or guidance.
Authoritative. Parents achieve a good blend. They are firm yet loving. Have
clear and reasonable expectations and limits for their children. Treat children
with respect and warmth. Make children understand consequence of their
behavior.
Children of:
Authoritarian Parents: are often unhappy, fearful, withdrawn, inhibited,

hostile and aggressive. They have low self-esteem and difficulty with peers.
Permissive Parents: believe that their parents do not care for them. They are
often impulsive, aggressive and lack self-control; may they have low levels of
independence and responsibility.
Rejecting-Neglecting Parents: are found to be the least competent in their

over-all functioning and adjustment.
Authoritative Parents: are socially competent, self-reliant, and have greater

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

53
OBSERVING THE LEARNER’S COMMUNITY

ACTIVITY 4.1
AND HOME ENVIRONMENT

Subject Area: English
To realize my Intended Learning Outcomes, I will work my way through these

steps:
 Select a learner from the class which you have previously observed.
 Interview the teacher about the learner's characteristics and the
community.
 Conduct a home visit to your selected learner's residence.
 Interview the parents about
a. the rules they implement at home concerning their child's schooling.
b. the learner's activities and behavior while at home.
5. Write the Learner's Profile.
6. Analyze your observation and interview data.
7. Reflect on your observation experience.
USE THE ACTIVITY FORM FOR YOU TO DOCUMRNT YOUR

OBSERVATIONS
An Observation/Interview Guide for Home School Link
Read the following carefully before you begin to observe/interview. Then

write your observation report on the space provided.
The Learner
1. Make a general observation of the learner. Describe him/her in each of

the domains of development:
 physical-body built and height (thin, chubby, underweight,
overweight), level of physical activity (fast, slow, lethargic, active,
etc.)

54
 social-interaction with teachers and classmates (loner, shy, sociable,

friendly, gets into fights, liked by others, etc.)
 emotional moods, temperament, cries easily, loses temper, happy,
shows enthusiasm, excited, indifferent, etc.)
 cognitive (appears to understand lessons, copes with the lessons,
excels, lags behind, shows reasoning skills, turns in assignments and
requirements, etc.)
Interview the Teacher
1. What are the most noticeable characteristics of the learner? (emotional

disposition, behavior and discipline, sense of responsibility, study habits,
academic performance, relationship with peers, relationship with adults,
Social adjustment)
2. How does the teacher communicate with the parents? How often? What
do they discuss? How do they decide of the best course of action to
resolve issues or problems?
3. How does the teacher utilize resources in the community to support the
teaching-learning process? How does the teacher work with the community
to meet the needs of the learners?
Interview with Parents
1. Conduct a home visit. Once there, observe the home set-up. (Home is
orderly, family pictures in the living room, etc.)
2. Use the Interview Questions on the next page. Just ask the questions with
which you feel comfortable.

55
Suggested Parent Interview Guide
Name of Learner: Victor B. Vinarao

Date of Birth: February 27, 2008
Grade/Year level: Grade 9
Number of Siblings: 2
Birth Order: Second born
Parents: Juanito R. Vinarao
Father's Age: 40 Occupation: Farmer
Mother: Maria Vinarao Age: 38 Occupation: Housewife
Learner’s Physical Aspect:

Health
1. The learner's health during the mother's pregnancy: "There were no
complications; I had regular check-ups and was in good health."
2. Ailments or health problems of the learner as a child: None
3. Age of the learner when he started to walk or talk: 1 year and 3 months
4. Food preferences of the learner as a child and at present: If the child is not
suppressed with tasty food like Jollibee or Inasal, he would prefer these foods.
5. Who took care of him or her as a child? Her mother and father
Learner's Social Aspect:
1. Describe your child's sociability (friendly, outgoing, shy, or loner). He’s an
outgoing person, playful but not a freak.
2. Who were the learner's playmates? His cousins and his classmates
3. As a child then, was he/she allowed to play outside? Yes
4. Is he/she allowed to go out with friends? Sometimes he volunteers not to go out
because he knows he doesn’t have the money to go out.
5. Do you have rules for him or her to follow regarding going out? Yes
6. What are these rules? When permitted to, I tell him not to go anywhere or try to
drive a vehicle, especially one with a single motor.
Emotional-Moral
1. What are your expectations for your child? I expect him to be a good son.
2. How do you provide a nurturing environment for your child? I always keep
reminding them of what is bad and what is not. In my opinion, the best way to
nurture a child is to impose proper discipline.
3. Does your child go to you when she or he feels down or has a problem? What do
you do to meet his or her emotional needs? Financial problems, payment for
projects, and contributions are what my child always brings up to me, but instead of
yelling and complaining, I explain it in a way he can understand the situation better,
but I assure them I will provide for their needs.
4. What do you do when he/she is not successful in something? I act in such a way
that he feels I am dissatisfied with what he did, and he may have an idea to do
better the next time.A word of advice is better than a compromise.

56
How do you discipline your children?

1. Do you have rules in the house? What are they? Do her assignment, sleep on
time, study hard, and help me with household chores.
2. How do you impose the rules? by telling them directly so that she’ll be aware of
her actions.
3. What are the consequences of breaking the rules? Strike with blows, but not to
the point of so much abuse, just a sort of disciplinary action, and let him know that
every action has some repercussions.
Learner's Cognitive Aspect:

1. What are the child's interests? He’s into arts and sports.
2. What is he or she good at in school? He’s struggling.
3. In what subject(s) does he/she have difficulty? Major subjects.
4. How do you monitor his or her performance in school? How do you motivate him
or her? I always attend meetings at school to check his grades. But due to financial
limitations, I cannot give them enough support, but I keep motivating them to study
despite challenges.
5. Do you have rules at home to help him develop good study habits? Yes
6. What are these rules? How are they implemented? Do assignments on time and
check the school materials before going to bed. These rules are implemented by
clearly communicating to him what is expected,
After you have gathered all the necessary data. Write the learner’s
development profile using the outline below. Type the profile on a separate sheet
and attached it to this learning episode.
THE LEARNER’S DEVELOPMENT PROFILE (OUTLINE)
The Learner’s Development Profile
Name of the Learner: Victor B. Vinarao

School: Tumauini National High School
Date of Home Visit: November 2, 2022
Date of Birth: February 27, 2008
Age: 14 years old
Grade/Year Level: Grade 9
Gender: Male
Family Profile
Number of Siblings: 2
Birth Order: Second born
Parent:
Father: Juanito R. Vinarao
Age: 40
Occupation: Farmer Educational Attainment: Elementary graduate

57
Mother: Maria Vinarao

Age: 38
Occupation: Housewife Educational Attainment: High School
Graduate
Physical Development
in paragraph form, describe the physical development of the learner. Combine
the teacher's, parents' responses, and your own observations.
His father describes him as being physically healthy, disease-free, and very lovely.
The teacher's assertion that she didn't see any physical problems with this pupil
is also false. The student's regular attendance at school shows that her physical
appearance is in good shape.
Social Development
In paragraph form, describe the social development of the learner. Combine the
teacher's, parents' responses, and your own observations.
The student's father claims that his son is outgoing and has many friends. This
is consistent with the teacher's response, who says that the child is actively
engaged in all activities outside the school and is able to communicate with his
fellow students.
Emotional-Moral Development
In paragraph form, describe the emotional-moral development of the learner.
Combine the teacher's, parents' responses, and your own observations.
The emotional-moral development of the learner is a complex process. The

teacher has noticed that the learner can harbor grudges and suppress his
emotions, which may indicate a lack of emotional maturity. The parents have also
noticed that the learner does not ask for help or tell anyone when he is feeling
down and has his own coping techniques. This could be a sign that the learner is
unaware of his emotional environment and how it can affect his mood and
behavior. As the learner matures, it is important to be aware of his emotional
state and provide support if needed. With guidance and support from parents
and teachers, the learner should be able to develop better coping mechanisms
and learn to manage his emotions in healthy ways.
Cognitive Development
In paragraph form, describe the cognitive development of the learner. Combine
the teacher's, parents' responses, and your own observations.
The cognitive development of the learner is a difficult process, as the student is

struggling to comprehend the topics being discussed in school. He may have
difficulty understanding the meaning of what is being said and holding on to the
information he has learned. He may be able to remember facts, but not
understand the implications of what he has learned. He may also have difficulty

58
understanding how to apply the concepts he has learned in new settings or to

different contexts. This can lead to frustration and difficulty learning new
material. As the learner advances, he should begin to develop an understanding
of the connections between different concepts and be able to apply them to new
settings. With the right kind of guidance and assistance, he should eventually be
able to understand and apply the knowledge he has gained.
Findings
Write here your salient findings about the learner.
The learner is physically healthy and has a good overall physical appearance. He
is socially active and has many friends. He is able to express his emotions,
although he may struggle to cope with them. He is having difficulty with his
cognitive development and understanding the implications of what he has learned
in school, which requires guidance and assistance from both his parents and
teachers. With the right kind of support, the learner should eventually be able to
understand and apply the knowledge he has gained.
Conclusions
Write your conclusions after you have analyzed the impact of the school and the
home on the learner's development. The questions in the Your Analysis portion
of this learning Episode can help you.
Overall, the school and the home have a great impact on the learner's
development. The school provides the learner with an environment to learn and
grow, as well as a place to interact with peers and build friendships. The home
provides the learner with a safe and supportive environment to grow and explore,
as well as a place to feel comfortable and secure. Both the school and the home
are essential in helping the learner develop physically, socially, emotionally, and
cognitively. With the right kind of guidance and support from both the school and
the home, the learner should be able to reach his fullest potential.
Recommendations
Write your recommendations.
Based on the findings above, it is important to provide the learner with the right
kind of guidance and support from both the school and the home. This should
include providing a safe and supportive environment to explore and learn, as
well as helping the learner understand the implications of what they are
learning. Additionally, it is important to recognize the learner's emotional state
and provide support if needed. With the right kind of guidance and support, the
learner should be able to reach his fullest potential.

59
Your findings and recommendations in the Learner Development Profile will help
you answer the questions here.
1. From your home visit and interview, what do you think is the style of parenting
experienced by the learner? Explain your answer?
Based on the home visit and interview, the style of parenting experienced by the learner is
supportive and nurturing. The parents are actively involved in the learner's development,
providing emotional and moral guidance, and helping him understand the implications of
what he has learned. Additionally, the parents are encouraging of the learner's social
development, providing him with a safe and supportive environment to explore and interact
with peers. This supportive and nurturing style of parenting is helping the learner reach his
fullest potential.
2. Relating your data with what you learned from child development, what family
factors do you think contribute to the development and over-all adjustment of the
learner in school?
Based on the data collected, family factors such as strong parental involvement and a
supportive environment contribute to the development and overall adjustment of the
learner in school. The parents are actively involved in the learner's development, providing
emotional and moral guidance, and helping him understand the implications of what he
has learned. Additionally, the family provides a safe and supportive environment to explore
and interact with peers. This supportive and nurturing environment helps the learner to
reach his fullest potential and adjust more easily in school.
3. Does the communication between the home-school have an effect on the

learner? If yes, what are these effects?
Yes, the communication between the home and school has a positive effect on the learner.
When the school and home are in constant communication, they are able to provide the
learner with the guidance and support they need to reach their fullest potential. This
includes providing a safe and supportive environment to explore and learn, as well as
helping the learner understand the implications of what they have learned in school.
Furthermore, the communication between the school and home helps the learner adjust
more easily in school, as they are able to receive the help and support they need from both
the school and home.
4. How can the teacher partner with the community to contribute to the
development and learning of the students? Who are the people or which institutions
can the teacher tap to seek advice regarding the development and learning of
students?
The teacher can partner with the community to contribute to the development and learning
of the students by reaching out to other educational institutions, such as universities and
research centers. The teacher can also seek advice from experts in the field of child
development and education, such as psychologists, counselors, and educational specialists.

60
Additionally, the teacher can partner with other parents in the community to gain insight
into the needs and challenges of their students. Finally, the teacher can tap into community
resources, such as libraries and after-school programs, to provide students with additional
learning opportunities and support.
1. Reflect on your own development as a child. What type of parenting did you
experience?
My parents had an assertive parenting style. My parents were strict but fair, and they
pushed me to form my own opinions and come to my own conclusions. They also
anticipated that I would be accountable for my choices and considerate of others. My
parents gave me the freedom to make errors and grow from them, and they also supported
me when I needed it. They offered a kind, supportive atmosphere where I could feel
secure.
2. As a future teacher, how would you established good homeschool collaboration?

How can you work well with the parents? How can you help them? How can
they help you?
In my future role as a teacher, I would create a positive homeschool cooperation
by keeping parents updated on their child's progress through regular
communication. By scheduling regular parent-teacher conferences and allowing
parents to help in the classroom, I would also promote parental involvement in
their children's education. By getting to know the families' children, their hobbies,
and their needs, I would also try to forge deep bonds with them. In order to help
parents support their children in achieving their objectives, I would also offer
them resources. Finally, I would work to foster a climate in which parents feel
welcome and are encouraged to voice their questions and concerns.

Episode Improvement

61

accomplished
analyzed
outcome outcome
SCORE (BASED ON
TRANSMUTATI
ON)

SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 7-BELOW
1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.0 3.5 5.0
99 96 93 90 87 84 81 78 75 72 71-
BELOW
___________________________
________________
Date

62
FS 1
LEARNING EPISODE 5
CREATING AN APPROPRIATE LEARNING
ENVIRONMENT

 Plan on how to manage time
 Provide a learning environment appropriate to the learners and conducive
learning.
The classroom climate that is conducive for learning is one that is non-
threatening yet business-like. It is a classroom where, when creating audio-visual
presentations, the following are observed:
 Specific classroom rules and procedures are clear.

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

63
ACTIVITY 5.1 MANAGING TIME SPACE AND LEARNING

RESOURCES

Observe and use the observation sheet provided for you to document your
observations.
1. As you observe the class, look into the characteristics of the learners. Note
their ages.
2. How many boys are there? How many girls?
3. Focus on their behavior. Are they already able to manage their own
behavior?
4. Can the learners already work independently?
5. Describe their span of attention.

64
Analyze and answer these questions on observed classroom management

practices. It is also good to ask the teacher for additional information, so you can
validate your observation. Write your notes below; and then organize your data in
the Table that follows.
1. Are there areas in the classroom for specific purposes (storage of teaching
aids, books, students’ belongings, supplies, etc.)? Describe these areas. Will it
make a difference if the areas for specific purposes are not present?
No, aside from the board and rows of desks, there are no other areas inside the
classroom allotted for specific purposes. Common classroom essentials are not
present inside the classroom; no stimulating educational materials are available.
The absence of these considered aspects of the learning environment inside the
classroom has a direct and indirect influence on student learning. It may have an
impact on their motivation to learn and their sense of belonging and security, and
it may cause disorder.
2. Are there rules and procedures posted in the room? List them down. Do these
rules reinforce positive behavior?
Yes, there are rules and procedures posted in the room. These rules are designed
to reinforce positive behavior and create an environment of respect and discipline.
The rules include things like being on time, following instructions, and respecting
the rights of others. By following these rules, students are encouraged to act
responsibly and be respectful of their peers and teachers.
3. Did the students participate in making the classroom rules? If the resource
teacher is available, ask him or her to describe the process. What's the effect of
students’ participation in rule-making on their behavior?
Yes, the students participated in making the classroom rules. The resource
teacher worked with the students to come up with a set of rules that everyone
could agree on. The process was collaborative and allowed the students to have a
say in what the rules should be. This had a positive effect on student behavior, as
it showed that their opinions were valued and that they had a say in how the
classroom was run. This helped to create a sense of ownership and responsibility
among the students, which in turn led to better behavior in the classroom.

65
4. What are the daily routines done by the resource teacher? (Prayer, attendance,
assignment of monitors, warm-up activities, etc.) How are they done?
The teacher starts the day with prayer. Christian or non-Christian students can
pray on their own or follow the teacher’s prayer. Then, attendance is checked on
a regular basis to ensure that those who are not present at the time of the class
are monitored. Assignments were checked, discussed, and collected before the
discussion proper. Motivational or warm-up activities are always done to stimulate
students and prepare them for the lesson. The teacher maximizes the use of
digital tools to provide creative and effective warm-up activities.
5. Is there a seating arrangement? What is the basis of this arrangement? Does

this help manage the class?
The physical configuration of the classroom was well thought out by the teacher.
She knows that seating arrangements could affect her pedagogy of teaching and
student learning. Those disruptive students take seats in front of the rows of
chairs, allowing the teacher to manage any interruptions to the discussion.
Though the set-up of seating arrangements follows traditional style, teachers
allow flexible seating arrangements when needed or during lesson-related tasks,
such as groupings, think-pair-share, and brainstorming.
6. Observe the noise level in the classroom. How is this managed?
The noise level is minimal and manageable, especially during the discussion and
listening periods. This is because of the techniques employed by the teacher to
catch the attention of the students. However, the noise level was getting serious
during group activities or preparing for their task performance, but the ability of
the teacher to manage or reduce the noise level is effective due to her silencing
techniques without yelling, such as hand clapping, going around the class, and
rewarding the silent.
7. If a learner is not following instruction or is off-task, what does the resource

teacher do? Describe the behavior strategies used.
A teacher does not always lose audience contact. When misbehavior occurs, she
makes eye contact, uses a firm tone of voice, and calls out the misbehavior with
proper perspective. Furthermore, one reason why students do not focus or go off-
task is that they have no clear understanding of the instruction and thus have
difficulty keeping working. To keep the momentum going, the teacher
explanations were made clear, either orally, in writing, or by flashing them on the
television screen. She also monitors individual or group tasks by circulating
around the room and giving feedback where needed. Procedures for turning in
work and meeting due dates were established and enforced so that students
would keep their focus on the task rather than creating infractions that would
disrupt learning.

66
8. What does the resource teacher do to reinforce positive behaviors? (behavior

strategies)
She models herself by building good discipline. She demonstrates positive

behavior so that students will know what is expected and focus their attention on
what is being depicted. One good managerial approach and strategy used by the
teacher is setting the tone earlier, dealing with the problem, and preventing it
from arising in the first place by explaining her plan and establishing
consequences. She sets standards and rules in the classroom and is assertive.
reacts actively to what students do, and problems are constantly identified. She
always makes sure that academic time and time on task are high enough to
minimize discipline problems. Lastly, build confidence among the students by
giving rewards and positive feedback for acceptable behaviors.
Reflection as a future teacher

1. Why do you need to enforce positive discipline?
A classroom devoid of managerial and disciplinary rules is not considered to be a

classroom. No matter how much ability and potential you have as a teacher or
facilitator, if you are unable to manage, control, and enforce rules and positive
discipline, little learning will take place. Enforcing positive discipline is a proactive
strategy to avert behavioral problems in the classroom. The teacher should
complement the knowledge and skill development of the students with values
development by instilling and enforcing positive discipline. a balance between
competence and character.

67
IDENTIFYING THE DIFFERENT ASPECTS OF

ACTIVITY 5.2 CLASSROOM MANAGEMENT
Resource Teacher: Ms. Rochel G. Ugaddan Teacher’s Signature: _________

CLASSROOM MANAGEMENT MATRIX

Observe a class and accomplish the given matrix.
Aspects of Classroom Description Effect of the Learners
Management (to be filled out after
you answer the analysis
question)
1. Specific Areas in the The classroom's space is The well-organized
classroom tidy and roomy. spaces in the classroom
make the students feel
at ease.
2. Classroom Rules Because there is an
equivalent punishment
for breaking classroom
rules now that they are
in high school, they are
educated and aware of
them. However, regular
reminders are necessary
because people have a
tendency to forget
written rules, especially
if they are not posted.
3. Classroom Procedures To prevent distractions, To ensure that the
there are policies in session runs properly,
place such "NO students adhere to the
LOITTERING" between directions.
class times.
4. Daily Routines Prayers, checking of Some pupils are mature
attendance, assignment enough to fulfill their
monitors, warm-up obligations. Some pupils,
activities. nevertheless, choose not
to follow the regulations.

68
5. Seating arrangement Ordered alphabetically The sitting arrangement

is cozy for the pupils.
6. Handling The pupils are called to The pupils would obey
misbehavior/off-task attention by the teacher, when the instructor
behavior and they will speak after called them, and they
class. were aware of the
implications of their
conduct.
7. Reinforcement of commends the student's Students are inspired to
Positive Behavior achievement and offers work harder in class.
extra credit in the form
of prizes and trophies.
1. How did the classroom organization and routines affect the learners’ behavior?
By setting up classroom organization, you are creating a more conducive and

congenial environment, thus making the teaching and learning process effective
and efficient. A poor learning environment causes disruptions. Customary
activities, such as checking attendance and turning in assignments, establishing
rules before the lesson, and energizing the learners, are key to establishing
expected behaviors inside the classroom.
2. What should the teacher have in mind when she or he designs the classroom
organization and routines? What theories and principles should you have in mind?
The behaviorism approach should also be considered when designing classroom

organization and routines. In terms of routines, this approach works best as it
enforces repetition by creating a daily routine that students can follow to achieve
desired learning behaviors. The more frequently the students do the activities, the
stronger the habit will become. But of course, other principles can also work well
in terms of classroom management. The behavioral approach is a good
management practice because it begins with establishing clear expectations for
appropriate behavior. Carefully organized rules and procedures, routines for
checking and monitoring students’ academic works, and providing reinforcement
following desired behavior
3. Which behavior strategies were effective in managing the behavior of the

learners? in motivating students? Why were they effective?
In my opinion, teachers should be more assertive in imposing demands and

limitations on students, but not to the point of causing anxiety and trauma in the
students. Good managerial practice begins with defining what is expected and
specifying the rules to follow, as well as the consequences for not following those

69
rules. But an effective teacher must communicate the consequences clearly. Be

assertive by actively reacting to hostile and chronic students’ behavior, insinuating
that infractions have no ground inside the classroom. To attain discipline
organization inside the classroom, teachers must strengthen behavior through
reinforcements. Praising acceptable behavior and reprimanding aversive stimuli
but the most effective strategy a teacher could use is to always monitor problems
and diagnose them immediately before they become acute and uncontrollable.
Misbehavior inside the classroom is like a ripple effect. When left unnoticed and
ignored, it will spread throughout the classroom.
Reflect on the following and write your insights.

1. Imagine yourself organizing your classroom in the future. In what level do you
see yourself? What routines and procedures would you consider for this level?
Why?
I see myself handling and teaching Grade 10 students. It's not that it can be easy
to incorporate a new paradigm of learning for them due to their metacognitive
level, but I want to know how they would respond to a disciplinary rules and its
effect on their learning, as I have observed that some routines are commonly
practiced by all curriculum levels. Checking attendance will be of immense
importance. Specifying that going to school and actively participating in the class
has a corresponding point in the grading system. Absences with valid reasons will
be taken into consideration, and routines should be established for make-up work
for absent students. Checking of assignments should involve setting beforehand
clear communication and work requirements, including instructions and due
dates. The classroom must be well organized before the lesson proper, and the
previous lesson should be recalled. Motivation or warm-up activities will play an
important role in stimulating students and getting their attention to the lesson.
Flexible seating arrangements should be imposed without losing a close watch for
disruptive behaviors. Strategies such as simple hand clapping, circulating around
the room, and task orientation are deemed effective in reducing noise. Positive
reinforcements, such as rewarding positive behavior and using encouraging
remarks, should also be employed.
2. Make the list of the rules you are likely to implement in this level. Why would
you choose these rules?
1. Respect the rights of others: Respect the rights of others to learn and express
themselves without disruption or harassment.

70
2. Listen when others are speaking: Show respect for other students by listening
when they are speaking.
3. Follow directions: Follow directions from teachers and school staff promptly
and without argument.
4. Follow school policies: Follow all school policies, including dress code and
attendance regulations.
5. Use appropriate language: Refrain from using profanity or any other language
that is not appropriate for a school setting.
6. Respect school property: Take care of school property and respect the school
environment.
7. Be mindful of behavior: Show respect for yourself and others by avoiding
behavior that is disruptive or disrespectful.
8. Be on time: Arrive to class on time and be prepared for instruction.
I would choose these rules because they are essential for creating a safe,
respectful, and productive learning environment. The rules encourage students to
respect each other's rights and to follow school policies. They also emphasize the
importance of being on time to class and being prepared for instruction. By
following these rules, students will be able to focus on their studies and get the
most out of their education.
3. Should learners be involved in making the class rules? Why?
Allowing learners to be involved in making the class rules is the practice of

democracy inside the classroom. teacher without being overly controlling and
taking into account students' choices in their learning. A shared decision-making
practice inside the classroom promotes cooperation and engagement in the class,
thereby improving the outcome and goals of learning for the students. This also
promotes an inclusive learning environment.

71
SHOW Your Learning Artifacts
Paste pieces of evidence of classroom rules that work in class. You may also
put pictures of the physical space and learning stations which contribute to the
effective implementation of classroom management.

72

Episode Improvement
accomplished
analyzed
outcome outcome
SCORE (BASED ON
TRANSMUTATI
ON)

73

SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 7-BELOW
1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.0 3.5 5.0
99 96 93 90 87 84 81 78 75 72 71-
BELOW
___________________________
________________
Date

74
FS 1
LEARNING EPISODE 6
CLASSROOM MANAGEMENT AND
CLASSROOM ROUTINES
 identify the classroom routines set by the teacher; and

 observe how the students execute the various classroom routines
Routines are the backbone of daily classroom life. They facilitate teaching
and learning. Routines don't just make the life of the teacher easier. They save
valuable classroom time. Efficient routines make it easier for students to learn and
achieve more.
 Establishing routines early in the school year:

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

75
ACTIVITY 6.1 OBSERVING CLASSROOM MANAGEMENT AND

ROUTINES

Observe the classroom routines of the Resource Teacher by accomplishing the

given checklist.
CHECKLIST ON CLASSROOM ROUTINES
Check Yes ( ) if observed and (x) if not observed.
Classroom Routines Observed ( ) Not Observed (x)

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

76
Analyze the routines set by the Resource Teacher by answering the following
questions.
1. Were the routines effective in ensuring discipline and order in the class? Why?
Why not?
The observed routines inside the classroom were effective in managing and
ordering the class. The set routines help to simplify the complex environment and
inform students of what is exactly expected of them. I also observed that routines
create smooth transitions between activities, thereby allowing fewer opportunities
for infractions and disruptions to occur. Because more time was devoted to
discussion and learning, learning objectives were met. Daily classroom
requirements were quickly accomplished, giving them the opportunity to learn
greater responsibility and self-management skills.
2. Which of those routines were systematic and consistently implemented?

Explain your answer.
 Movement into the classroom

 Utilization of laboratories, rest rooms, and restrooms
 Working with pairs or groups
 Submission or collection of materials
 Submission of projects
 Asking questions during lessons
 Asking for assistance
 Joining classroom activities
 Movement between activities
 Checking of assignments
These routines were systematic and consistently implemented by the teacher and
students. These are routine activities that the teacher believes are effective in
managing and completing academic instruction and work. Movement in the
classroom reduces misbehavior because students are involved in learning. The
checking of assignments and submission of projects are implemented, indicating
that the teacher is assertive in placing demands and rules.

77
Reflect on the various routines observed.
1. Which of the routines will you most likely apply in your class? Why? Why not?
From the routines I have observed in the class, I will most likely apply the
followings.
 Prayer.
 Monitoring of attendance
 Review of the past lesson/s
 Checking and collecting of assignments
 Warm-up activities
 Asking questions during the lesson
 Movement in the classroom
 Working with pairs or groups
 Noise monitor
These classroom procedures were discovered to be successful in preserving order.
This motivates both instructors and students to take responsibility for the way our
classroom works and for making it run smoothly and effectively, enhancing the
teaching and learning process. Even at the end of the semester, these may be put
into practice.
ACTIVITY 6.2 Listing Down Classroom Rules

Observe a class and list down the classroom rules formulated by the
Resource Teacher. Cite the importance of these rules.
Classroom rules are imperative and must be reinforced for learners" safety
and security. Rules also teach discipline and self-control. Rules eliminate stress and
will provide a more pleasant, secured and non-threatening environment. Rules
ensure the students' engagement and focus in their classroom activities.

78
Classroom Rules Importance
1. E.g. Read directions well. - assures less error in responding to

the activity.
2. Punctuality and regular attendance - Ensures that students are able to
in classes and other activities are learn and stay on track with the
expected among students, starting curriculum
from the flag ceremony to the last
period in the afternoon.
3. The classroom should be clean at all - instills responsibility in all students. It
times, and it is everyone’s duty to also helps create a conducive and
keep it clean. healthy environment for better
learning.
4. Copying and/or cheating during - This classroom rule is important
exams is strictly prohibited. Any because it emphasizes the importance
unfairness in the examination on the of academic integrity and honesty. It
part of the student deserves a failing also sets clear expectations for
grade. students that any form of cheating or
plagiarism will not be tolerated and will
result in a failing grade. It promotes
an environment of fairness and
encourages students to demonstrate
their knowledge in an ethical manner.
5. Loitering is prohibited during class - It keeps disruptions and distractions
hours. to a minimum in the learning
environment.

79
Analyze each given rule. What circumstances led to the formulation of the rule?
The formulation of these rules is likely to be related to creating a safe and

productive learning environment for students.
1. Are classroom rules really important?
Rules in the classroom are essential. They provide kids with clear behavioral
guidelines and give students and instructors a place to connect. Students learn in
the classroom how far they can push the limits and what the instructor will put up
with. In order for pupils to understand what they must do in order to uphold
behavioral norms, it is critical that teachers and students clearly define and agree
upon the rules. Rules in the classroom should never be arbitrary. These guidelines
must be carefully developed by each teacher in consultation with their students in
a way that is both meaningful and relevant to them and to their pupils.
Reflect on the various classroom rules set by the resource Teacher.

Will you have the same rules? What rules are you going to employ? Explain your
answer.
 As a future teacher, I will certainly be implementing rules inside the
classroom. These rules will include basic expectations such as being respectful
of one another, following directions, and staying on task. I will also be setting
rules that encourage collaboration, such as actively listening to one another,
offering support to classmates, and taking turns talking.
In addition to the traditional rules, I will also be implementing rules that
emphasize the importance of self-care and mental health. These rules will
include taking breaks when needed, speaking up if feeling overwhelmed or
stressed, and taking care of oneself and others. I will also be encouraging an
environment of inclusivity, respect, and kindness.
By setting these rules and expectations, I hope to create an environment in
which students feel safe and respected and are able to focus on learning and
growing.

80
Take some snapshots of the classroom routines employed by the Resource

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

81
Learni Excellent Very Satisfactory Satisfactory Needs

ng Improvement
Episod
e
Accom All observation One (1) to two (2) Three (3) Four (4) or
plished questions/tasks observation observation more
Observ completely questions/questions/ /questions/tas observation
ation answered/ tasks ks /questions/tasks
Sheet accomplished. tasks not answered not answered/ not answered/
accomplished. accomplished. accomplished
Analysi All questions were All questions were Questions are Four (4) or
s answered answered not answered more
completely; completely; answers completely; observation
answer are with are clearly answers are questions were
depth and are connected to not clearly not answered
grounded on and spelling are free theories; one to theories;
theories grammar from error to three more than four
and spelling are grammatical (4) grammatical
free from error spelling error /spelling error
Reflect Profound and Clear but lacks Not so clear Unclear and
ion clear; supported depth; supported by and shallow; shallow; rarely
by what were what were observed somewhat supported by
observed and and analyzed supported by what were
analyzed what were observed and
analyzed
Learni Portfolio is Portfolio is reflected Portfolio is Portfolio is not
ng reflected on in the on in the content of reflected on in reflected on in
Artifact content of the the learning the content of the content of
s learning outcomes; the learning the learning
complete, well- organized, very complete, complete, not
organized, highly relevant to the well- organized, not
relevant to the learning outcome organized, relevant
learning outcome relevant to the
learning
outcome
SCORE

82
(BASED ON
TRANSMUTATIO
N)

SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 7-BELOW
1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.0 3.5 5.0
99 96 93 90 87 84 81 78 75 72 71-BELOW
___________________________
________________
Date

83
FS 1
LEARNING EPISODE 7
PHYSICAL AND PERSONAL ASPECTS OF
CLASSROOM MANAGEMENT
 Identify the two aspects of classroom management; and

 Determine the classroom management strategies that the Resource Teacher
employed in his/her class.
Classroom management refers to the wide variety of skills and techniques

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

84
Two aspects of Classroom Management.
1. Personal Classroom Management consists of managing your own self to ensure

order and discipline in your class. It includes:
1.1 voice
1.2 personal grooming
1.3 attendance
1.4 punctuality
1.5 personal graciousness
Managing yourself as a teacher contributes to the order and well-being of your class
2. Physical Classroom Management consists of managing the learning environment.

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

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

85
ACTIVITY 7.1 IDENTIFYING PERSONAL AND PHYSICAL

ASPECTS OF CLASSROOM MANAGEMENT

Observe a class and interview the Resource Teacher. Ask how the personal
and physical aspects of classroom management ensure proper classroom
management and discipline.
Check if these aspects were observed in the classroom.
Aspects of Classroom Management YES NO

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

86
Analyze the different elements of personal/physical classroom management

and answer the following questions
1. How does the voice of the teacher affect the classroom instructions?
The tone of the teacher’s voice is a potent tool. Regarding engagement, behavior,
and building relationships with students, it establishes the mood and environment
for the entire classroom.
2. How does the punctuality of the teacher affect classroom discipline?
When the teacher arrives at or before the start of the lessons, it indicates that she
places a high value on the personal classroom environment. By doing so, she is
keeping the classroom environment ready before the lesson and ensuring that
valuable time is not wasted. If the teacher is late, the students can follow suit;
they might imitate the same behavior. Once the teacher models punctuality, the
same habit will occur among students, and it will give them knowledge of how
important time is in everyday life. There is much more to say when a teacher is
punctual; it reflects how dedicated she is to her job and is a role model to her
students.
3. Why do we need to check on the physical aspects of classroom management?
One key aspect of proactive managerial practices is to assess and evaluate the
physical characteristics of the classroom. It ensures safety and security,
organization, and order in the class. I've noticed that a poorly maintained
classroom has a negative impact on students' attention span and focus. They
were constantly irritated and demanded the teacher's attention, causing
disruptions in the classroom. Minor disruptive behavior occurs in classrooms with
adequate ventilation, lighting, comfort, and cleanliness. Classroom instructions
and directions are made clear and enunciated by the teacher because there are
no barriers. Thus, physical classroom management should be of immense
consideration to ensure effective and efficient management, teaching, and
learning.

87
Reflect on the aspect of personal and classroom management.
1. What does the statement mean to you as a future teacher? Explain.
"No amount of good instruction will come out without effective classroom
management."
No matter how much potential a teacher has, if classroom management is poorly

handled, little learning will take place. Classroom management is an integral part
of teaching and teaching strategies, so that learning, however we define it, will
happen.
2. What are your plans for ensuring effective classroom management?
I will always keep two aspects of classroom management in mind: personal and
physical. My principles, philosophy, and personality will directly influence and
affect my managerial and disciplinary approach.

88
DEMONSTRATING KNOWLEDGE OF POSITIVE

ACTIVITY 7.2
AND NON-VIOLENT DISCIPLINE IN THE
MANAGEMENT O F LEARNER BEHAVIOR
Resource Teacher: Ms. Rochel G. Ugaddan Teacher’s Signature: ________

Observe the classroom management strategies that your Resource Teacher

employs in the classroom. You may also conduct an interview to substantiate your
observation.
Check the management strategies employed by the Resource Teacher.
Check ( ) Observed, put an (x) if not observed and O for no opportunity
to observe.
Effective Classroom Management Observed Not No

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

89
Analyze the checklist you have accomplished and answer the given questions:
1. How many strategies were employed by the resource teacher? Did these
contribute to better classroom management? Explain your answer.
Those strategies above-mentioned were employed by the teacher. These

contribute a lot to better classroom management, create an environment that is
conducive to learning, and help reduce disruptive behavior.
2. What resources were not used by the resource teacher? Were these
important? What should have been used instead? Explain.
Those classroom management strategies were not employed and observed every
day because misbehaviors do not happen all the time. However, appropriate
strategies were used to deal with and prevent problems before they emerged.
As a future teacher, reflect on the observations then answer the given question.
1. What classroom management strategies do I need to employ to respond to
diverse types of learners?
Some classroom management strategies to respond to diverse types of learners
include:
1. Establish and maintain clear expectations.

2. Be consistent with your rules and consequences.
3. Utilize positive reinforcement.
4. Establish a relationship of trust with your students.
5. Differentiate instruction to meet the needs of all learners.
6. Promote self-regulation and autonomy in learning.
7. Incorporate a variety of learning strategies.
8. Monitor student progress.
9. Allow for student choice and voice.
10. Utilize technology to engage and motivate students.

90
Show piece(s) of evidence of learning to capture the classroom

management strategies used by your Resource Teacher.

91

Episode Improvement
accomplished
analyzed
outcome outcome
SCORE (BASED ON
TRANSMUTATI
ON)

92

SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 7-BELOW
1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.0 3.5 5.0
99 96 93 90 87 84 81 78 75 72 71-
BELOW
___________________________
________________
Date

93
FS 1
LEARNING EPISODE 8
CLOSE ENCOUNTER WITH THE SCHOOL
CURRICULUM
 identify the different curricula that prevail in the school setting;

 describe how the teacher manages the school curriculum by planning,
implementing lessons through different strategies and assessment of
learning outcomes; and
 analyze if the teacher aligns the objectives to subject matter, to teaching
strategies and assessment.
School Curriculum: What is this about?
From a broad perspective, curriculum is defined as the total learning process

and outcomes as in lifelong learning. However, school curriculum in this course
limits such definition of total learning outcomes to confine to a specific learning
space called school. Schools are formal institutions of learning where the two major
stakeholders are the learners and the teachers. Basic education in the Philippines
is under the Department of Education or DepEd and the recommended curriculum
is the K-12 or Enhanced Basic Education Curricula of 2013. All basic education
schools offering kindergarten (K) elementary (Grades 1 to 6) and Secondary
(Grades 7-10, Junior High School and Grades 11 to 12, Senior High School) adhere
to this national curriculum as a guide in the implementation of the formal education
for K to 12.
What are the salient features of the K to12 Curriculum? Here are the
features. It is a curriculum that:
1. strengthens the early childhood education with the use of the mother
tongue.

94
2. makes the curriculum relevant to the learners. The use of contextualized

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

Curriculum. It is to be used nationwide as mandated by Republic Act 10533.
 When the curriculum writers began to write the content and competency
standards of the K to 12 Curriculum it became a Written Curriculum. It reflects
the substance of RA 10533 or the Enhanced Basic Education Act of 2013. In
the teacher's class it is the lesson plan. A lesson plan is a written curriculum
in miniscule.
 What has been written in a lesson plan has to be implemented. It is putting
life to the written curriculum, which is referred to as the Taught
Curriculum. The guidance of the teacher is very crucial.
 A curriculum that has been planned, and taught needs materials, objects,
gadgets, laboratory and many more that will help the teacher implement the
curriculum. This is referred to as the Supported Curriculum.
 In order to find out if the teacher has succeeded in implementing the lesson
plan, an assessment shall be made. It can be done in the middle or end of
the lesson. The curriculum is now called the Assessed Curriculum.
 The result of the assessment when successful is termed as Learned
Curriculum. Learned curriculum whether small or big indicates
accomplishment of learning outcomes.
 However, there are unplanned curriculum in schools. These are not written,
nor deliberately taught but they influence learning. These include peer
influence, the media, school environment, the culture and tradition, natural
calamities and many more. This curriculum is called Hidden Curriculum or
Implicit Curriculum.

95
So what will be the roles and responsibilities of the teacher in the relations
with the school curriculum, specifically in the K to 12 or the enhanced curriculum
for basic education? Teachers then should be multi-talented professionals who:
 know and understand the curriculum as enumerated above;
 write the curriculum to be taught
 plan the curriculum to be implemented;
 initiate the curriculum which is being introduced;
 innovate the curriculum to make it current and updated;
 implement the curriculum that has been written and planned; and
 evaluate the written, planned and learned curriculum.

96
ACTIVITY 8.1 CURRICULA IN THE SCHOOL SETTING
It’s time to look around. Discover what curriculum is operating in the school
setting. Recall the types of curriculum mentioned earlier. Can you spot where these
are found?

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

1. Recommended In the school’s The recommended
Curriculum (K to curriculum office or curriculum is a set of
12 Guidelines) website may also have courses and activities
list of recommended that are designed to help
curriculum. students develop the
knowledge, skills, and
attitudes necessary for
success in college and
beyond.
2. Written Curriculum Written curriculum can Written curriculum is a
(Teacher's typically be found in the document that outlines
Lesson Plan) school's administrative the goals, objectives,
office or in the school and content of a course
library. or program. It is used to
guide instruction and
assessment.

97
3. Taught Curriculum Taught curriculum can Taught curriculum is the

(Teaching be found inside the actual instruction and
Learning Process) classrooms, where activities that take place
teachers are delivering in the classroom. It is
instruction to students. based on the written
curriculum and is
designed to help
students meet the goals
and objectives outlined
in the written curriculum
4. Supported Curriculum Supported curriculum Supported curriculum is
(Subject can typically be found in the resources and
textbook) the form of resources materials that are used
and materials that are to supplement
provided to teachers to instruction. This includes
help them deliver textbooks, worksheets,
instruction to students. videos, and other
materials that are used
to help students learn.
5. Assessed Curriculum Assessed curriculum can Assessed curriculum is
(Assessment Process) typically be found in the the evaluation of student
form of tests and learning. This includes
assessments that are tests, quizzes, projects,
used to measure student and other activities that
learning and progress. are used to measure
student progress and
understanding.
6. Learned Curriculum Learned curriculum can Learned curriculum is the
(Achieved typically be found in the knowledge and skills that
Learning Outcomes) form of the knowledge students acquire through
and skills that students instruction and
acquire through their assessment. It is the
educational experiences. result of the taught,
supported, and assessed
curriculum.
7. Hidden Curriculum Hidden curriculum can Hidden curriculum is the
(Media) typically be found in the unspoken or implicit
form of the values, messages that are
attitudes, and beliefs conveyed through
that are implicitly taught instruction and activities.
through the educational It includes values,
environment. beliefs, and attitudes
that are communicated
to students through the
curriculum.

98
1. Which of the seven types of curriculum in the school setting is easiest to find?
Why?
The easiest type of curriculum to find in a school setting is the written curriculum.
This is because it is a document that outlines the goals, objectives, and content of
a course or program and is easily accessible to teachers and administrators.
2. Which is difficult to observe? Why?
The most difficult type of curriculum to observe in a school setting is the hidden
curriculum. This is because they are the unspoken or implicit messages that are
conveyed through instruction and activities and are not always easy to identify or
measure.
3. Are these all found in the school setting? How do curricula relate to one
another?
Yes, all seven types of curriculum can be found in a school setting. The curricula
are related to one another in that they all contribute to the overall learning
experience of students. The written curriculum outlines the goals and objectives;
the taught curriculum is the actual instruction and activities; the supported
curriculum is the resources and materials used to supplement instruction; the
assessed curriculum is the evaluation of student learning; the learned curriculum
is the knowledge and skills acquired; and the hidden curriculum is the unspoken
or implicit messages conveyed.

99
Draw a diagram to show the relationship of one curriculum to the other.
Recommended
Curriculum
Written Taught
Curriculum Curriculum
Supported
Curriculu
m
Assessed
Curriculum
Learned
Curriculum
Hidden
Curriculum

100
Make a reflection on the diagram that you have drawn.

The recommended, written, taught, supported, assessed, learned, and hidden
curriculum all work together to provide a robust education system. The
recommended curriculum is the set of courses and topics that are expected to be
taught in a school district or school. The written curriculum is the actual
curriculum documents that outline the content and standards for each subject.
The taught curriculum is how the teachers implement the written curriculum in
their classroom. The supported curriculum is the resources, materials, and
activities that teachers use to help students gain a better understanding of the
topics being taught. The assessed curriculum is the evaluation of student learning
and mastery of the topics being taught. The learned curriculum is the knowledge
and skills that students acquire from the instruction and assessment. Finally, the
hidden curriculum is the values, beliefs, and attitudes that students acquire
through the education process. All of these components work together to create a
comprehensive educational experience for students.

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THE MINISCULE SCHOOL CURRICULUM: THE

ACTIVITY 8.2 LESSON, A CLOSER LOOK
Resource Teacher: Ms. Rochel G. Ugaddan Teacher’s Signature: _______

This activity requires a full lesson observation from Motivation to Assessment,
Procedure:
1.Secure permit to observe one complete lesson in a particular subject, in a

particular grade year level.
2. Keep a close watch on the different components of the miniscule curriculum: the
lesson
3. Follow the three major components of a curriculum (Planning, Implementing and
Evaluating/Assessing). Observe and record your observation.
Observe and Record Observation on the Following Aspects
Major Curriculum Key Guide for Observation (Carefully look for the
Components indicators/behavior of the teacher along the key points.
Write your observation and description in your notebook.)
A. Planning 1. Borrow the teacher's lesson plan for the day. What
major parts do you see? Request a copy for your use.
Answer the following questions:

a. What are the lesson objectives/learning outcomes?
b. What are included in the subject matter?
c. What procedure or method will the teacher use to
implement the plan?
d. Will the teacher assess or evaluate the lesson? How
will this be done?
B. Implementing Now it's time to observe how the teacher implemented

the prepared lesson plan. Observe closely the procedure.
a. How did the teacher begin the lesson?
b. What procedure or steps were followed?

102
c. How did the teacher engage the learners?

d. Was the teacher a guide at the side?
e. Were the learners on tasks? Or were they
participating in the class activity?
f. Was the lesson finished within the class period?
c. Did learning occur in the lesson taught? Here you make

Evaluating/Assessing observations to find evidence of learning.
a, Were the objectives as learned outcomes
achieved?
b. How did the teacher assess/evaluate it?
c. What evidence was shown? Get pieces of
evidence.
Write a paragraph based on the data you gathered using these key questions?
1. Was the lesson implemented as planned? Describe.
Yes, the teacher implemented the lesson in her lesson plan; she used strategies
such as modeling, questioning, and providing feedback to ensure that students
understood the material and were able to apply it to their own learning.
2. Can you describe the disposition of the teacher after the lesson was taught?
Happy and eager? satisfied and contented? Disappointed and exhausted?
After the lesson was taught and implemented as planned, the teacher felt
satisfied and proud of her accomplishment. But she was also open to feedback
from students and colleagues to ensure that the lesson was effective and that any
areas for improvement could be addressed.
3. Can you describe the majority of students' reactions after the lesson was
taught? Confused? Happy and eager? Contented? No reactions at all.
After the lesson was taught and implemented as planned, students felt happy and
eager to learn. They were engaged and interested in the material and were able
to demonstrate understanding of the concepts and apply them to their own
learning.

103
Based on your observations and tasks in Activity 2 how will you prepare your
lesson plan?
When preparing my lesson plan, I should consider the objectives of the lesson,
the strategies I will use to teach the material, and the assessment methods I will
use to evaluate student understanding. I should also plan for any potential
challenges or difficulties that may arise during the lesson. Additionally, I should
plan for how you will provide feedback to students and how I will adjust the
lesson if needed.

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CONSTRUCTIVE ALIGNMENT OF THE

ACTIVITY 8.3
COMPONENTS OF A LESSON PLAN

Using the diagram below fill the component part of s lesson plan
 Title of the Lesson: Figures of Speech
 Subject Area: English
 Year Level: Grade 9
Teaching
Outcomes Assessment
Method
Differentiate the The teacher will discuss Construct at least one

figurative from the topic directly and figurative language using the
literal language; inductively. seven frequently used figures
of speech or the SHAMPOO for
Define and The teacher will post the each picture posted on the
identify the visual aids that include board.
different figures of definitions of Figurative
speech in words, and literal language, as The teacher will present an
phrases and well as examples and activity. He is going to group
sentences; definitions of different the class into threes and
types of Figures of provide each group with an
Construct their Speech or ways in activity to perform. The topic
own examples of constructing figurative is about how they will be able
figurative words, sentences. to help promote the booming
phrases or tourism of Tumauini/Cabagan.
sentences; and The teacher will ask the Students will now apply the
students questions about figures of speech to the
Relate figures of the topic and allow them activity they will be
speech in real life to provide their own performing.
situations. examples. Group 1- Jingle
Group 2- Advertisement
Group 3- Poem

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Answer the following questions based on the diagram.
1. Are the three components constructively aligned? Explain.
Yes, the learning objectives were clearly defined and measurable, the assessment
tasks are designed to measure the learning objectives, and the teaching activities
are designed to help students achieve the learning objectives. The learning
objectives were met, and the assessment tasks accurately measured the students'
understanding of the material.
2. Will the outcomes be achieved with the teaching methods used? Why?
Yes, the outcomes achieved with the aligned teaching methods will be more
effective and efficient than those achieved with the unaligned teaching methods.
3. What component would indicate if the outcomes have been achieved?
The assessment tasks would tell if the outcomes have been achieved, as they are
designed to measure the learning objectives.
1. What lessons have you learned in developing or writing a lesson plan?
When developing or writing a lesson plan, it is important to consider all three

components of the teaching process: objectives, activities, and assessments. This
will help ensure that the lesson plan is aligned with the overall objectives of the
school and that the activities and assessments are designed to meet those
objectives. Additionally, it is important to be clear and concise in outlining the
expectations of the lesson plan so that the teacher has a clear understanding of
what is expected of them and is better equipped to make informed decisions
about their teaching practices.
2. What will it give the teacher if the three components are aligned?
If the three components are aligned, it will give the teacher a clear understanding
of what is expected of them in their teaching role, as well as a better sense of
how their teaching practices align with the overall goals and objectives of the
school. Additionally, it will allow the teacher to make more informed decisions
regarding their teaching practices and ensure that they are taking the necessary
steps to reach the desired educational outcomes. Finally, it will also provide a

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better sense of job satisfaction, as they will be able to see how their efforts are
contributing to an overall goal.
Learning Artifacts for Activity 1-3

Present an artifact for Activity 1, 2, and 3.
Activity 1 Artifact
1. Present an evidence for each kind of curriculum operating in the school setting.
This can be in pictures, documents or others.
Activity 2: Artifact
1. Present a sample curriculum in a form of a Lesson Plan.

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Activity 3: Artifact
Present a matrix to show the constructive alignment of the three components
of a lesson plan.
 Title of the Lesson: Figures of Speech

 Subject Area: English
 Grade/Year level: 9
Teaching
Outcomes Assessment
Method
Differentiate the The teacher will discuss Construct at least one

figurative from the topic directly and figurative language using the
literal language; inductively. seven frequently used figures
of speech or the SHAMPOO for
Define and The teacher will post the each picture posted on the
identify the visual aids that include board.
different figures of definitions of Figurative
speech in words, and literal language, as The teacher will present an
phrases and well as examples and activity. He is going to group
sentences; definitions of different the class into threes and
types of Figures of provide each group with an
Construct their Speech or ways in activity to perform. The topic
own examples of constructing figurative is about how they will be able
figurative words, sentences. to help promote the booming
phrases or tourism of Tumauini/Cabagan.
sentences; and The teacher will ask the Students will now apply the
students questions about figures of speech to the
Relate figures of the topic and allow them activity they will be
speech in real life to provide their own performing.
situations. examples. Group 1- Jingle
Group 2- Advertisement
Group 3- Poem

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Episode Improvement
accomplished
analyzed
highly relevant learning outcome relevant to the relevant.
outcome outcome

109

SCORE (BASED ON
TRANSMUTATI
ON)

SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 7-BELOW
1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.0 3.5 5.0
99 96 93 90 87 84 81 78 75 72 71-
BELOW
___________________________
________________
Date

110
FS 1
LEARNING EPISODE 9
PREPARING FOR TEACHING AND
LEARNING

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

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

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

learning process. It is the practical realization or application of an approach. All
methods of teaching can be classified either as deductive (direct) or inductive
(indirect).
INDUCTIVE
DEDUCTIVE
Begins with the
Begins with a rule, Methods concreate, experience,
generalization, of details, examples
abstraction and ends Teaching and ends with a rule,
with concreate,
experience, details, generalization,
examples abstraction
DEMONSTRATING AN UNDERSTANDING OF
ACTIVITY 9.1
RESEARCH-BASED KNOWLEDGE PRINCIPLES
OF TEACHING AND LEARNING
Observe a class with the use of the principles of learning given in Revisit the
Learning Essentials. I will identify evidence of applications/violations of the
principles of learning. I can cite more than one evidence per principle of learning.

112
Principles of Learning What did the Resource Teacher do

to apply the principle of learning?
1. Effective learning begins with the Identified SMART learning

setting of clear and high expectations objectives/learning outcomes.
of learning outcomes.
2. Learning is an active process. made the instruction interactive.

addressed the needs of the students to
be active agents in their learning and
not passive ones. The teacher
incorporated interactive methods of
teaching that aligned with the lesson
objectives, including brainstorming,
group projects, think-pair-share,
debates, interviewing, etc. It
recognized the principle that students
are co-constructors of knowledge inside
the classroom.
3. Learning is the discovery of localization of ideas and examples, as
personal meaning and relevance of well as real-life concepts and ideas
ideas. relevant to their needs and problems.
The lesson plan considered the interests
of the students.
4. Learning is a cooperative and a The instructional context was not only
collaborative process. Learning is focused on the mere imparting of
enhanced in an atmosphere of information by the teacher; there is no
cooperation and collaboration. single monopoly of learning. To ensure
that a democratic process of learning
takes place, the teacher provides
activities aligned with the intended
learning outcomes to allow students to
work together. to learn on their own to
find solutions to the problems. Each one
contributed to the success of learning.
Students learn from each other in many
ways. Group projects and activities
considerably enhanced the curriculum.

113
1. What principles of learning were most or least applied?
MOST APPLIED
Based on my observation, effective learning begins with the setting of clear and
high expectations of learning outcomes, and the active learning process is the
principle of learning that is most applied. The daily lesson log of the teachers was
strictly monitored by the school heads or the principal, so teachers entered the
classroom with a clear expectation in mind. During the instruction, students were
engaged. The teacher ensures that students are actively participating in the class
and are not just mere receivers of information.
LEAST APPLIED
Learning is a cooperative and collaborative process. Learning is enhanced in an

atmosphere of cooperation and collaboration. This type of learning is often the
least applied principle of learning because it requires a greater degree of effort
from the learner and the teacher to ensure that the process is successful. It also
requires coordination among the learners and the teacher to ensure that the goals
of the learning process are achieved.
2. Give instances where this or these principles could be applied.
This principle of cooperative learning could be applied in a variety of ways. For

instance, in a classroom setting, students could work together in a small group to
complete projects, or they could work together in larger groups to complete more
complex tasks. Furthermore, this could be applied to foster collaboration between
students and teachers, such as through peer tutoring and peer mentoring.

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1. From one of the principles of learning, which one do you think is the most
important?
Setting clear and high expectations of learning outcomes is the principle I

consider most important in learning. A teacher should always begin with the end
in mind. Setting what is expected ensures effectiveness and success in carrying
out the goals of the teacher. It enables the teacher to think about and visualize
beforehand what strategies she will employ to apply other important principles of
learning. She could be able to plan instructional activities and determine how they
will be measured. Furthermore, she could be able to align classroom instruction
and instructional activities to the learning standards to ensure that students are
assessed on what is taught.
IDENTIFYING LEARNING OUTCOMES THAT

ACTIVITY 9.2
ARE ALLIGNED WITH LEARNING
COMPETENCIES

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

Objectives)
Yes No Yes No
1. compare and contrast similar information 
presented in different texts.
2. Give the appropriate communicative styles
for various situations (intimate, casual,
conversational, consultative, frozen)

115
3. Analyze literature as means of valuing

other people and various circumstances in
life
4. Identify the role/function of adverbs.
2. Cite pieces of evidences that these learning outcomes were achieved.
1. The teacher tasked the students with creating a Venn diagram noting the
similarities and differences of the two texts in terms of the figurative language
used and their content. At the end of the activity, the students were able to
gain a better understanding of the text by looking at how the elements of the
text are similar or different.
2. The students understand different types of communication styles and their
appropriate uses in different contexts. They also practice using these styles in
various scenarios, such as role-playing activities, where they get a better
understanding of how to effectively use the appropriate communicative styles
in various situations.
3. Students used analysis of literature, and they were able to gain a better
understanding of different perspectives and develop empathy for others. They
also used it to gain insight into their own lives and make more informed
decisions.
4. Students used their understanding of adverbs to improve their writing by
using them to add detail and nuance to their sentences. They also used
adverbs to make their writing more vivid and engaging.
Do a smart objectives make the lesson more focused?
Smart objectives help the teacher successfully carry out a lesson. It established a
more focused teaching and learning environment because the teacher and
students knew what was expected at the end of the lesson. It helped the teacher
organize instruction by identifying what, how, and when it was to be taught. Since
objectives are stated in specific, measurable, attainable, relevant, and time-bound
terms, their specificity enables the teacher to identify whether what was expected
and intended was achieved.

116
Reflect on the Lesson learned in determining SMART learning outcomes.
SMART learning outcomes are specific, measurable, achievable, relevant, and

time-bound objectives that help guide learning and instruction. By using SMART
learning outcomes, educators can create clear and concise objectives that are
easy to understand and measure. This helps to ensure that students are able to
focus on the most important aspects of the learning process and that their
progress can be tracked and evaluated. Additionally, SMART learning outcomes
can help to ensure that the learning objectives are aligned with the overall goals
of the course or program.
DISTINGUISHING BETWEEN INDUCTIVE AND

ACTIVITY 9.3
DEDUCTIVE METHODS OF TEACHING

I will observe one Resource Teacher with the use of this observation sheet. Using
the guide questions, I shall reflect on my observations and analysis.
Teacher-centered Student-centered
Did the teacher lecture all the time? Were students involved in the
teaching-learning process? How? Or
No, the teacher facilitated learning by were they mere passive recipients of
providing guidance and support rather instruction?
than lecturing all the time.
Students were involved and engaged

in the learning process. They were
given opportunities to interact and
participate in the class.
What was the emphasis on the Was the emphasis on the students’
mastery of the lesson? application of the lesson in real life?
Give proofs.

117
It can be noticed based on the

questioning strategies employed by Yes, the emphasis is on the students’
the teacher and how she provided application of the lesson in real life.
feedback. She was more focused on Students are encouraged to think
the topic and did not veer off into critically and apply their knowledge to
irrelevant territory. real-world situations.
Was class atmosphere competitive? Was class atmosphere collaborative?
Why? Why?
The atmosphere was competitive in a Learners are engaged in a common

good way. She encourages students to task in which each individual depends
exhibit their best. on and is accountable to each other.
The teacher provides activities for
small groups. She allows learners to
think, brainstorm, and share ideas on
how to solve and answer the activity.
Students share what they have learned
with the group, summarize their
learning, and present their learning.
Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? disciplines/ subjects?
No, the teacher focuses on multiple Yes, the concept of literature was
perspectives. studied in English class; however, the
content cannot stand alone or be
isolated. The contents are infused into
other disciplines to ensure the
interconnectedness and
interrelatedness of the other contents.
The following teaching-learning practice demonstrates that teaching method:
a) Constructivist-connected to the past experiences of a learner; learners

construct new lesson meanings
Students were involved in the teaching-learning process. Learners participate in

generating meaning and understanding and are passive recipients of information
by mimicking others’ wording and conclusions. A teacher allows the learner to
internalize and reshape or transform information.
b) inquiry-based
Students are actively engaged in the learning process. They are given the
opportunity to ask questions, investigate the problem, and explore their natural
curiosities. A teacher allows students to connect what they are learning in the
classroom and relate it to the real world.

118
c) Developmentally appropriate: learning activities fit the developmental stage of

children.
The topics and activities match the developmental and cognitive skills of the
students.
d) Reflective
The infusion of values is set by the teacher after discussing the topic or
generalization. It allows students to consider why they do what they do and what
they need to consider. The teacher develops assessments for the students to
reflect on their learning.
e) Inclusive: No learner was excluded; the teacher taught everybody.
The teacher used a multimodal approach to reach and cater to the various
requirements of diverse learners so that all the students’ needs could be covered
within the scope of her instruction. Hence, no learner was excluded.
f) collaborative: students worked together.
Learners are engaged in a common task in which each individual depends on and
is accountable to each other. The teacher provides activities for small groups.
She allows learners to think, brainstorm, and share ideas on how to solve and
answer the activity. Students share what they have learned with the group,
summarize their learning, and present their learning.
g) integrative- Lesson was multidisciplinary - e.g. In Science, Math concepts
were taught
In the English subject, the literature concept was studied. Thus, the content
cannot stand alone or be isolated. The contents were infused into other
disciplines. to ensure the interconnectedness and interrelatedness of the other
contents.

119
1. What are possible consequences of teaching purely subject matter for mastery
and for the test?
Students will be confined to the four walls of the classroom, and their learning will
not apply to real-life situations because they are simply inundated with concepts
without any practical applications. Exam preparation will be the only reason
students study, making it simple for them to forget what they were taught in
class.
2. If you were to reteach the classes you observed, would you be teacher-centered
or student-centered? Why?
I will design my curriculum and activities so that all the students are involved and
immersed. I'll let them perform and provide meaning. I will espouse a student-
centered approach so that I can become an active participant with the students.
There is no single monopoly of knowledge; I will allow students to construct their
own meaning. pique their interest, making everyone feel like they belong, and
motivate them to collaborate and apply lessons and activities in real-life
situations.
Reflect on Principles of teaching worth applying.

All principles of teaching are worth applying. They are anchored in the student-
centered approach because they focus on the needs and abilities of the individual
student. This helps create an engaging learning environment, as well as giving
students the freedom to explore and develop their own learning strategies.
Additionally, these principles help foster critical thinking and problem-solving
skills, as students are encouraged to think through problems and ask questions.
Finally, student-centered teaching promotes collaboration and communication, as
students are encouraged to share their ideas and thoughts with each other, which
can lead to increased understanding and knowledge.

120
Post proofs of learning that you were able to gain in this Episode. You may attach
the lesson plan (s) used by your Resource Teacher to show the intended learning
outcomes and the method used in class.

121

Episode Improvement
accomplished
analyzed
outcome outcome
SCORE (BASED ON
TRANSMUTATI
ON)

122

SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 7-BELOW
1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.0 3.5 5.0
99 96 93 90 87 84 81 78 75 72 71-
BELOW
___________________________
________________
Date

123
FS 1
LEARNING EPISODE 10
THE INSTRUCTIONAL PROCESS

 identify the application of some guiding principles in the selection and use
of teaching strategies.
 determine whether or not the lesson development was in accordance with
outcome-based teaching and learning.
 identify the Resource Teacher's questioning and reacting techniques.
 outline a lesson in accordance with outcome based teaching-learning.
These are the guiding principles in the selection and use of teaching methods:
1. Learning is an active process.
2. The more senses that are involved, the more and the better the
learning.
3. A non-threatening atmosphere enhances learning.
4. Emotion has the power to increase retention and learning.
5. Good teaching goes beyond recall of information.
6. Learning is meaningful when it is connected to students' everyday life.
7. An integrated teaching approach is far more effective than teaching
isolated bits of information.
Realizing the importance of these guiding principles in teaching and

learning, the Department of Education promotes Standards-and Competency-
Based teaching with its K to 12 Curriculum Guide. The Technical Education Skills
Development Authority (TESDA) has been ahead of DepEd and the Commission
on Higher Education (CHED) in the practice of Competency Standards-Based
teaching and Assessment. CHED requires all higher education institutions in the

124
country to go outcome-based education (OBE) in its CHED Memo 46, s. 2012.

Outcome based teaching and learning (OBTL) is OBE applied in the teaching-
learning process. It is equivalent to competency-based and standards-based
teaching and learning in the Kto12 Curriculum.
When you apply OBTL you see to it that the teaching-learning activities
(TLAs) and in turn the Assessment Tasks (ATs) are aligned with the intended
learning outcomes. In other words, in OBTL you first establish your intended
learning outcomes (lesson objectives). Then you determine which teaching-learning
activities (TLAs) and also the assessment tasks (ATS) you will have to use to find
out if you attained your ILO's.
In lesson planning, the ILOs are our lesson objectives, the TLA's are the
activities we use to teach and the AT's are the evaluation part.
OBE and OBTL are not entirely new. They are importantly new. With mastery
learning of Benjamin Bloom (1971), we were already doing OBE and OBTL
Likewise, it is also important that teachers must be able to have a mastery

of the art of questioning and reacting techniques to ensure the effective delivery of
instruction.
These are the types of questions that teachers ask.
Types of Questions that Teachers Ask
1. Factual /Convergent/Closed /Low- Who, What, Where, When questions

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

/Higher- acceptable
order/Conceptual answer
a. evaluation
b. inference e.g. When the phone rang and Liz
picked it up, she was all smiles. What
can you infer about Liz?
c. comparison
d. application
e. problem-solving
3. Affective e.g. How do you feel?

125
These are also some of the reacting techniques that teachers use:
1. Providing acceptance feedback
2. Providing corrective feedback
3. Giving appropriate and sincere praise
4. Repeating the answer
5. Explaining the answer/ expanding the answer
6. Rephrasing the question
7. Asking follow up questions
8. Redirecting questions to other pupils
9. Soliciting student questions
10. Encouraging through non-verbal behavior
11. Criticizing respondent for his/her answer
12. Scolding for misbehavior or for not listening
13. Overusing expressions such as "okay", "right
APPLYING THE GUIDING PRINCIPLES IN THE

ACTIVITY 10.1
SELECTION AND USE OF STRATEGIES

Observe one class with the use of the observation sheet for greater focus then
analyze my observations with the help of the guide questions.
1. The more senses that are involved, e.g. Teacher used video on how
the more and the better the learning. digestion takes place and a model of
the human digestive system.
2. Learning is an active process. The teacher grouped the students, and
they were tasked with creating an
acronym of the word GREATNESS and
presenting it to the class through a
jingle or speech choir. The teacher
interacts with the material, has the
students practice the skills being

126
taught, and has them reflect on their

learning.
3. A non-threatening atmosphere The teacher used various honest
enhances learning reactions and praise techniques that
increased the students' motivation. It
always encourages students to make
an attempt at answering.
4. Emotion has the power to increase Emotion is well catered for since the
retention and learning. lesson is about literature. She knew
how to get students to react
vicariously to the characters' emotions
in the story. She used role-playing
activities to put students in the shoes
of the character. Students will gain a
better understanding of the story and
will be able to feel the emotions.
5. Good teaching goes beyond recall The teacher sees to it that students
of information. are not only receptive and passively
receive information; she provides real-
life activities where students apply
what they have learned.
6. Learning is meaningful when it is The teacher used real-life activities to
connected to students' everyday life. determine the students’ understanding
of the lesson. such as students making
their own conditional statements
based on their daily activities of going
to school and returning home.
Additionally, understanding what
students would do if confronted with
dilemmas.
7. An integrated teaching approach is There are teachable moments in the
far class discussion. The teacher
more effective than teaching isolated integrates lessons that are essential
bits of information for the betterment of her students.
She does not focus on isolated bits of
information.
What is the best method of teaching? Is there such a thing?
Finding the best teaching method is never-ending because there is dynamism in

the needs and wants of the students that goes along with societal development
and the knowledge revolution. Educational reform should be done in order to
address outmoded methods of teaching that are no longer applicable in the

127
modern world. We are in the "Age of Creativity," where it requires a person or a

student to be able to synthesize diverse ideas in order to formulate new concepts,
inventions, projects, and so on.
There is no single best method to cater to the overarching needs of diverse

students. Educational research suggests that in order to set up a classroom that
will serve the needs of 21st century learners, a teacher must convert the
classroom using the 5Cs. Choice, collaboration, communication, critical thinking,
and creativity are the characteristics of a student-centered method of teaching.
Reflect on this question.

How do we select the appropriate strategy for our lessons?
There are many strategies for teaching and learning. A teacher cannot pick and
choose strategies at his or her leisure; this is not the rule. A teacher should
appropriately select strategies that will help him achieve what students need to
learn. The more appropriate the strategy, the more certain the learning. It is like
choosing between the glass and spoon when drinking water; of course, the
former will be the ideal one, while choosing the latter one takes a lot of time,
cannot immediately satisfy your thirst, and does not serve its purpose. Likewise,
choosing a strategy solely depends on the purpose and objectives of the teacher.
Choosing an inappropriate one will increase the chance of failure to achieve the
objectives, and you are not helping students learn. The reason why strategies are
developed is so that learning, however we define it, will be possible and
achievable in a short amount of time.

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DETERMINING OUTCOMES BASED TEACHING

ACTIVITY 10.2
AND LEARNING

Observe a class and answer the following questions.
1. Did the teacher state the learning objectives and intended learning outcomes
(LOs) at the beginning of the class? Did he or she share them with the class?
How?
The teacher enunciated the learning objectives and intended outcomes at the
beginning of the class. She also took it a step further by flashing it on the screen
of the TV.
2. What teaching-learning activities (TLAs) did he or she use? Did these TLAs
help him/her attain his/her lesson objectives (ILOs)? Explain your answer.
Teaching-learning activities (TLAs) coincide with the intended learning objectives.

Such TLA was used when she discussed poetry, identifying the setting and
symbolism in the poem as a strategy to help students understand the meaning of
the poem. Furthermore, on one of her objectives under the affective domain, she
let her students write their reflections based on the message of the selection, a
strategy that helped her fulfill her objective in the class.
3. What assessment task(s) did the teacher employ? Is this aligned to the lesson
objectives (ILOs)?
Assessment task(s) employed by the teacher are formative, and these are aligned
with the intended learning objectives. The assessment task or tasks employed
embody the target verbs in the objectives, while others are used to measure if the
students understand the topic.

129
What are your thoughts about Outcome-Based Teaching and Learning

(OBTL)?
In research, the chosen method and instruments to be used by the researcher is

determined by his research’s objectives and framework because it will establish
the course of his study. Likewise, in teaching and learning, alignment between the
intended learning objectives, teaching-learning activities and assessment task will
determine how students supposed to learn, how to measure their learning and to
what standard. Standard and effective teaching requires an alignment system,
and teacher can achieve quality assurance by using the OBTL. Furthermore, OBTL
is more appropriate approach since the focus of today’s paradigm in education is
about the students and what certain standards we want them to achieve.
Reflect on the use of OBTL
I realized this in contrast to traditional teaching, in which the teacher is more

concerned with what topic or content to teach, what strategies to employ, and
assessing whether the students understand the topic. For me, it is more about
evaluating whether the teacher is good and effective in choosing methods based
on the results of assessment than about assessing what students can be able to
do after the lesson that they couldn’t do before, and to what standard. I learned
that it is important to set out what outcome we want our students to achieve at
the end of the lesson. Using OBTL can enhance learning; since this system
requires alignment, we can ensure that students achieve what we really need
them to at the end of the lesson.

130
ACTIVITY 10.3 APPLYING EFFECTIVE QUESTIONING

TECHNIQUES
Resource Teacher: Ms. Rochel G. Ugaddan Teacher’s Signature: ______

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

Resource Teacher Asked
1. Factual/ Convergent Closed/ Low What one word would best describe
level the main character in the story?
Who are considered great?
What is the common theme in the

story you have read?
Who are the characters in the story?
Where is the setting of the story?
What is the conflict?
2. Divergent/ Higher -order/ Open-

ended/
Conceptual
a. evaluation What do you think of the action taken

by the main character to solve the
issue?

131
Did the character make a good

decision?
Did the character plan turn out to be a

good one?
b. inference What does the blood symbolize in the
story?
Why does the opposing character

choose revenge?
What does the title of the story imply?

c. comparison What character trait does the
character have that is different from
other great people that you know?
What cultural practices are depicted in

the story, and how do they differ from
your own?
d. application If you were the main character in the
story, would you take the same action
to solve the conflict?
e. problem-solving What if the character did not listen to
his father’s advice?
3. Affective How did you feel about the story?
Does the story help you understand

the value of bravery in dealing with
challenges?
What is the message of the story?

132
Neil Postman once said: "Children go to school as question marks and

leave school as Periods!” Does this have something to do with the type of
questions that teachers ask and the questioning and reacting techniques that they
employ?
In any single lesson, be it a simple discussion or an investigatory activity,

questioning is the key that unlocks thinking and, hence, learning. It cannot be
overstated how important it is for teachers to be skilled at asking clear, well-
framed questions in order to elicit meaningful responses. Coupled with their
patience and encouraging remarks, students are guided into pursuing the right
answers with ease and confidence. Thereby, with the effective questioning
techniques of teachers, students' curiosities are satisfied, which motivates them to
search out new knowledge.
Reflect on the importance of using various reacting techniques
Using various honest reaction and praise techniques increases students'

achievement and motivation. It fosters appreciation of desirable and endogenous
attributions and recognition of noteworthy effort or success. Various reaction
techniques adopt a relaxed and non-threatening role without sounding critical. It
always encourages students to make an attempt at answering.

133

Episode Improvement
accomplished
analyzed
outcome outcome
SCORE (BASED ON
TRANSMUTATI
ON)

134

SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 7-BELOW
1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.0 3.5 5.0
99 96 93 90 87 84 81 78 75 72 71-
BELOW
___________________________
________________
Date

135
FS 1
LEARNING EPISODE 11
UTILIZING TEACHING-LEARNING
RESOURCES AND ICT
 identify and classify learning resource materials in the multi-media center;

 show skills in the positive use of ICT to facilitate the teaching-learning
process
 show skills in the evaluation, selection, development, and use of a variety
learning
 resources, including ICT to address learning goals;
 analyze the level of technology integration in the classroom; and
 demonstrate motivation to utilize ICT for professional development goals.
UNESCO ICT Competency Framework for Teachers Version 3 (ICT CFT v3,
2018) The Information and Communications Technology Competency Framework
for Teachers (ICT
CFT) version 3 is a comprehensive framework guide teachers' development on the
effective and appropriate use of ICT in education. It highlights what teachers should
know and do clustered in six aspects, namely: 1. Understanding ICT in Education,
2. Curriculum and Assessment, 3. Pedagogy, 4. Application of Digital Skills, 5.
Organization and administration, and 6. Teacher Professional Learning.
Similar to the PPST, the ICT CFT also articulated competencies in levels
which guide teachers as they develop their 1CT skills from Level 1, Knowledge
Acquisition, to Level 2, Knowledge Deepening, and Level 3, Knowledge Creation.
The Commission on Higher Education Teacher Education Curricula (2017) includes
the UNESCO ICT CFT so most likely you have The activities here are meant for you
to observe, analyze and reflect about the competencies

136
tackled this in your Technology for Teaching and Learning classes.

It will be good to review the UNESCO ICT CFT v3 framework as you work
in this episode. discussed in the framework. (Access it
at https://www.open.edu/openlearncreate/pluginfile.
php/306820/mod_resource/content/2/UNESCO%20ICT%20Competency%20Fram
ewor %20V3. pdf)
The Learning Resource Center
1. A school usually sets up a center that will provide valuable support to the
teaching-learning process. Over the years the name of this center has
evolved. Some of the names are Audiovisual Center, Media and
Technology Resource Center, Teaching-Learning Technology Department,
or Simply Learning Resource Center
2. With the swift development of ICT, the natural outcome was the ever-
expanding interface between the traditional library and ICT both in terms
of hardware and software systems and applications.
3. Schools may have different set-ups when it comes to a Learning Resource
Center (LRC). Some have replaced the term library with LRC. Some have
a separate library, LRC, and Audio Visual or Media Center. Some only have
the LRC both for teachers and students. Still some have combined their
learning resource centers with maker spaces.
4. The common purpose among these centers is to provide print, audio-visual
and ICT resources to support the teaching-learning process
5. The goals of the Center may include orienting and training teachers in the
use of audiovisual and ICT resources, working with teachers and
administrators in producing instructional materials, making available
useful resources to the students, teachers, and the school community.
6. In order to support the philosophy and aims of the school, the Center must
fufill the following functions: center of resources, laboratory of learning,
agent of teaching, service agency, coordinating agency, recreational
reading center, and a link to other community resources
Technology Integration
The Technology Integration Matrix provides a comprehensive
framework for you to define and evaluate technology integration. It will provide you
direction and guide you in the process of achieving effective teaching with
technology. The teacher's integration of technology in instruction can be described
as progressing in 5 levels: entry, adoption, adaptation, infusion and finally
transformation.
The teacher also works at creating a learning environment that encourages
and enables quality technology integration. The interdependent characteristics of
the learning environment are being active, collaborative, constructive, authentic,
and goal-directed.

137
The Technology Integration Matrix connects the Levels of Technology

Integration and the Characteristics of the Learning Environment. Examine the
matrix below. To make you understand how integration is done in each of the levels
and environment, explore the TIM website and learn from the many interesting
videos showing technology integration. Go to http:/fcit. usf.edu/matrix/matrix.php
Observing Technology Integration in the Classroom

Levels of Technology Integration into the curriculum
Adaptation: The Infusion: The Transformation: The
Adoption: The teacher
teacher encourages teacher creates a teacher creates à rich
Technology Entry: The teacher uses
directs students in the
conventional use of
adaptation of
tool-based software
learning
environment that
learning environment
in which students
Integration technology to deliver
Curriculum content to
tool- based software.
If such software is
by allowing students
to select a tool and
infuses the power
of technology
regularly engage in
activities that would
Matrix students. available, this level is
the recommended
modify its use to
accomplish the task
tools throughout
the day and across
have been impossible
to achieve without
entry point.
at hand subject areas technology.
Students have
Throughout the
opportunities to
school day, Given ongoing access
Students begin to select and modify
Active: Students are actively engaged in students are to online resources,
utilize technology tools technology tools to
using Students use technology for empowered to students actively
to create products, for accomplish specific
technology as a tool rather drill and practice and select appropriate select and pursue
example using a word purposes, for
Characteristics of Learning Environment
than passively receiving information from computer based training. technology tools topics beyond the
processor to create a example using
the technology. and actively apply imitations of even the
report. colored cells on a
them to the tasks best school library.
spreadsheet to plan
at hand.
a garden
Throughout the
Students have
day and across Technology enables
Students have opportunities to
subject areas, students to collaborate
Collaborative: Students use technology Students primarily work opportunities to utilize select and
students utilize with peers and experts
tools to collaborate with others rather alone when using collaborative tools, modify technology
technology tools to irrespective of time
than working individually at all times. technology. such as email, in tools to facilitate
facilitate zone or physical
conventional ways. collaborative
collaborative distances.
work
learning.
Students utilize
Students begin to Students have technology
Constructive: Students utilize constructive opportunities to to make Students use
use technology tools to Technology is used to tools such ass select and modify connections and technology to
build understanding rather deliver information to graphic organizers to technology tools Construct construct, share, and
than simply receive students. build upon prior to assist them in the understanding publish knowledge to a
information, knowledge and construction of across disciplines worldwide audience.
construct meaning understanding. and throughout the
day.
By means of
Students have Students have technology tools,
Students select
opportunities to apply opportunities to students participate
Authentic: Students use Students use technology to appropriate
technology tools to select and modify in outside-of-school
technology tools to solve real-world complete assigned activities technology tools to
some content-specific technology tools to projects and problem-
problems meaningful to them rather than that are generally unrelated complete authentic
activities that are solve problems solving activities that
working on artificial assignments. to real-world problems. tasks across
based on real- world based on real-world have meaning for the
disciplines.
problems. issues. students and the
community.
Students have
Goal Directed: Students Students receive opportunities to Students use
Students engage in
use technology tools to set directions, guidance, and From time to time, select and modify technology tools to
ongoing metacognitive
goals, plan activities, feedback from technology, students have the the use of set goals, plan
activities at a level
monitor progress, and rather than using technology opportunity to use technology tools to activities, monitor
that would be
evaluate results rather than tools to set goals, plan technology to either facilitate goal progress, and
unattainable without
simply completing activities, monitor progress, plan, monitor, or setting, planning, evaluate results
the support of
assignments without or self- evaluate an activity. monitoring, and throughout the
technology tools.
reflection evaluate evaluating specific curriculum.
activities
(Reproduced with permission of the Florida Center for Instructional Technology,

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

138
Evaluation of ICT Resources

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

accurate, free from error and is up-to-date.
2. Appropriateness. The resource is grade/level-appropriate. The content
matches what is needed by the teacher.
3. Clarity. The resource clearly addresses the instructional goals in mind.
4. Completeness. The content is complete. It has all the information
needed to be able to use them.
5. Motivation. The resource is engaging and rewarding to learners. It will
encourage the active participation of the learners.
6. Organization. The resource is logically sequenced. It clearly indicates
which steps should be taken. The procedures or processes flow smoothly.
(Based on the work of Fitzgerald, Mary Ann, Lovin, Vicki, & Branch, Robert
Maribe (2003). A Gateway to Educational Materials: An Evaluation of an Online
Resource for Teachers and an Exploration of User Behaviors. Journal of
Technology and Teacher Education. 11(1), 21-51).
Education 4.0
Shwab described the 4th wave of the industrial revolution. The
unprecedented speed at which technology is evolving has disrupted many vital
processes that involve how we run production, businesses and consequently how
we teach and learn. The following Technology trends have huge potential to
transform the ways we teach and learn (UNESCO, 2018):
1. Open Educational Resources (OER). OERs are materials that can be used
for teaching and learning that do not require payment of royalties nor license fees.
There is an abundance of OERs in the form of textbooks course materials,
curriculum maps, streaming videos, multimedia apps, podcasts, and many others.
They can have a significant impact on education as they are made available and
easily accessible in the internet. Be sure to explore them to help you work on this
episode

139
2. Social Networks. Social networks have revolutionized the' way we interact, learn
about things and share information. Sites and apps such as Facebook, twitter,
Instagram provide a virtual venue for teachers and learners to work together
interact among themselves and with other classrooms locally and globally
3. Mobile Technologies. Filipinos are one of the most active on the internet, and
also one who sends the most number of text messages per day. This indicates the
high number of mobile device users. These devices can also be used as a learning
tool by allowing teachers and students more opportunities to learn inside and even
outside the classroom.
4. The Internet of Things. IOT is a system of computing mechanisms that
become built-in into many everyday things, that allow sending and receiving data
through the internet. A lot of things have turned "smart." We have smart cars that
can navigate on its own. Smart houses that monitor temperature and light. Smart
TVs that interface with the internet. Watches that send our vital signs to our
doctors. All of these development can influence the way we teach and learn.
5. Artificial Intelligence. Commonly, artificial intelligence is associated when
computers or machine simulate thinking and behaviors of humans such as talking,
learning and solving problems. Virtual assistants such as Siri, Alexa, Bixby and
Google assistant are near samples of Al. Among others, uses of Al in education can
be in the areas of gamification and adaptive instruction for learners with special
needs.
6. Virtual Reality and Augmented Reality. VR is a simulation of an environment

by a computer program that allows a person to visit and experience the
environment virtually. In AR, images from computer programs interlay with the
actual views of the real-word, resulting in an extended, expanded, or altered view
of a real-world environment. In education, among others, VR and AR programs and
apps allow more exciting ways of seeing and experiencing things that add to the
motivation and engagement of learners.
7. Big Data. Through the billions of interactions and transactions are done
electronically, and through the internet, an enormous amount of data is generated
and stored. The challenge is how to make sense of this data, through analytics and
research, possibly answer pertinent questions about how to make teaching and
learning most effective.
8. Coding. Coding is a skill necessary to create computer software, apps, and

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

140
9. Ethics and privacy protection. We have repeatedly heard about how quickly
technology is changing and impacting our lives. Through all this, it is crucial to
ensure that human values and principles govern or guide our use of technology.
Ethical practices that protect the rights of every person need to be upheld.
“Fundamental Digital skills for 21st Century

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

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

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

141
Massive Open On-line Courses

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

142
ACTIVITY 11.1 VISITING THE LEARNING RESOURCE CENTER
Resource Teacher: Ms. Rochel G. Ugaddan Teacher’s Signature: ______

To realize the Intended Learning Outcomes, work through these steps:
1. Visit a school's Learning Resource Center. Look around and see what
resources and facilities are available inside.
2. Ask the Learning Resource Center in-charge about how some 'equipment
or facilities are used.
3. Make an inventory of its available resources and classify them according
to their characteristics and functions.
As you visit and observe the Learning Resource Center use the observation
guide provided,
Ask the assistance of the Center staff courteously.
An Observation Guide for a

LEARNING RESOURCE CENTER
Read the following statements carefully before you observe.
1. Go around the Learning Resource Center.

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

143
After you are through with your observation, classify the resources available
that you believe are most useful. Use the activity form provided for you.
Date of Observation: October 18, 2022

Name of Observer: Leonard T. Bangan
Course/Year/School: BSEd 4 - English
LIST OF AVAILABLE LEARNING RESOURCES
Available Learning Characteristics and Teaching Approaches

Resources Unique capabilities where the Resource
(Enumerate in bullet is Most Useful
form)
1. Print Resources The print resources Learning resources
provide wide range of centers can be used to
information and support a variety of
resources, including teaching approaches,
books, magazines, including inquiry-based
newspapers, and other learning, problem-based
printed materials. It also learning, and project-
provide access to digital based learning.
resources such as online Additionally, learning
journals. resources centers can be
used to support the
development of critical
thinking skills, as well as
to provide access to
materials and resources
that can be used to
supplement and enrich
classroom instruction.
2. Audio Resources Audio resources in Audio resources in
learning resource centers learning resource
typically include audio centers can be used to
recordings, such as CDs, support a variety of
cassettes, and digital teaching approaches,
audio files. These including inquiry-based
resources can be used to learning, problem-based
supplement classroom learning, and project-
instruction, as well as to based learning.
provide access to Additionally, audio
materials and resources resources can be used to
that can be used to support the development
support a variety of of critical thinking skills,
teaching approaches. as well as to provide
Additionally, audio access to materials and
resources in learning resources that can be

144
resource centers can used to supplement and

provide access to experts enrich classroom
who can provide instruction.
guidance and advice.
3. Non electronic Visual Non-electronic visual Non-electronic visual
Resources resources in learning resources in learning
resource centers typically resource centers can be
include physical objects, used to support a variety
such as photographs, of teaching approaches,
paintings, sculptures, and including inquiry-based
other artwork. These learning, problem-based
resources can be used to learning, and project-
supplement classroom based learning.
instruction, as well as to Additionally, non-
provide access to electronic visual
Improve the pupils' access to materials and
listening abilities and resources that can be
learning efficiency. used to supplement and
Used to communicate the enrich classroom
teacher’s lessons visually. instruction.
4. ICT Resources ICT resources in learning ICT resources in learning

resource centers typically resource centers can be
include computers, used to support a variety
tablets, and other digital of teaching approaches,
devices. These resources including inquiry-based
can be used to learning, problem-based
supplement classroom learning, and project-
instruction, as well as to based learning.
provide access to Additionally, ICT
access to materials and
resources that can be
used to supplement
Impression about the LRC
The learning resource center provides a wealth of information and resources
that can be used to support a variety of teaching approaches. With access to
print, audio, visual, and ICT resources, learning resource centers can provide
access to materials and resources that can be used to supplement and enrich
classroom instruction, as well as to support the development of critical thinking
skills.

145
Name and Signature of Observer
Name and Signature of the Learning Resource Center In-charge
1. Are the learning resources/materials arranged properly according to their

functions and characteristics?
Yes, the learning resources should be arranged properly according to their

functions and characteristics in order to maximize their effectiveness and use
them effectively.
2. Do the guidelines and procedures facilitate easy access to the materials by the
teachers? Why? Why not?
Yes, guidelines and procedures in using learning resources can facilitate easy
access to the materials by teachers. By providing clear instructions on how to
use the resources, teachers can quickly and easily find the materials they need
and use them effectively. Additionally, guidelines and procedures can help
ensure that the resources are used in a safe and responsible manner.

146
1. Which of the materials in the Learning Resource Center caught your interest the
most? Why?
For me, the learning resources that drew my interest most is the availability of
computer for research. Computers with internet connections offer vast
informational and data resources that greatly aid students' learning. Contrary
to earlier times, when students only had access to printed materials like books.
2. Which gadgets/materials are you already confident to use/operate?
The computer is the equipment which I am knowledgeable to use with since I

have been using it for many years and I know how to operate it and it is really
simple and convenient to use.
3. Which ones do you feel you need to learn more about?
Since the sound system in the audio visual room has so many knobs and
connections, I believe there’s a need to learn them all first.

147
OBSERVING TECHNOLOGY INTEGRATION IN

ACTIVITY 11.2
THE CLASSROOM

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

these steps: Observe a class for three meetings. Video-tape, if allowed. Step 2.
Describe how technology was integrated in the lessons and how the students were
involved. Step 3. Use the Technology Integration Matrix to analyze the technology
integration done by the teacher. Step 4. Reflect on what you have learned.
As you observe the class, use the observation sheets provided for you to document
your
observations.
Class Observation Guide
Read the following questions and instructions carefully before you

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

148
OBSERVATION SHEET NO. REPORT
Date of Observation: November 4, 2022

School: Tumauini National High School
Subject: English
Topic: Poetry
Grade/Year Level: Grade 9
Teacher: The teacher presented a lesson about poetry. She used a

handout, as well as a few videos and audio resources, in order to
introduce the topic.
Learners: The learners showed attentiveness and understanding

towards the lesson. They responded verbally to questions asked by the
teacher and were eager to answer questions and provide their own
interpretations of the material presented. They were also eager to ask
questions when they had them.
Non-Verbal Responses: The learners showed attentiveness and

eagerness through their non-verbal responses. They were actively
looking towards the direction of the teacher and the materials,
indicating that they were engaged and interested in the lesson. Their
actions showed attentiveness, eagerness, and understanding.
Overall, the learners showed great attentiveness, eagerness, and

understanding throughout the lesson. They responded to the teacher's
questions and showed interest in the material presented. Their non-
verbal responses were also indicative of attentiveness and
understanding.

149
UTILIZATION OF TEACHING AIDS FORM
Grade/Year Level of Class Observed: Grade 9
Date of Observation: October 27, 2022
Subject Matter: English

Brief Description of Teaching Approach Used by the teacher:
The teacher used a combination of visual and audio resources to provide an

engaging and comprehensive learning experience. By using a big screen
television, the teacher was able to display her PowerPoint presentation in an
easily accessible way. The use of educational videos in the classroom was also
beneficial to support the ideas and concepts being discussed. The videos were
able to provide a visual context to what the students were learning, making it
easier to understand. Overall, the teaching approach used by the teacher was
effective in providing a comprehensive learning experience to the students.
Teaching Aids Strengths Weaknesses Appropriateness of

used Teaching Aids
(Enumerate in bullet Used
form)
Big screen TV In the absence of Often television Undeniably,
projector, lectures are Television is great
television is a plagued by teaching aids, but
great tool for the technical teachers should
teacher’s difficulties such as not compromise its
PowerPoint fuzzy picture or usage, they must
presentation of no picture, faulty receive adequate
the topic. It can sound or no production help
reach numerous sound at all. and seeks
section of the deliberately to
classroom. It can capitalize upon the
be combine with unique aspect of
sounds, which are television as an
the best elements instrumental
of radio, with the television. The use
potency of of television must
motion. coincide with the
instructional
objectives.
Educational Video in the There are lots of Using video

videos classroom plays video resources resources in the
important role to online, different instruction is a

150
support ideas and opinion can great way to help

concepts. It’s a contradict what students engage
great visual and students are when teaching
audio tool to back reading and difficult topics,
up the topic being learning, this hence teacher
discussed. It gives might cause must ensure that
context and visual confusion and are the use of videos
what student’s getting different is compatible with
learning and messages on a and leads to
reading. specific topic. attainment of
course objectives.
1. Use the Technology Integration Form to analyze the class you observed. Refer
to the Technology Integration Matrix on page 100, in which level of technology
integration do you think the teacher you observed operated? Why?
Based on my observation, the level of technology integration operated by the

teacher in the classroom is at the entry level; she uses instructional technology to
deliver curriculum content to students. After the discussion proper, the level
fluctuated to transformation level because she created a rich learning
environment in which students regularly engaged in activities that would have
been impossible to achieve without technology.
2. Based on the Technology Integration Matrix, what is the characteristic of the

learning environment in the class that you observed? Point your observation that
justify your answer.
The learning environment was active. Students are actively engaged in using
technology as a tool rather than passively receiving information from it. They were
allowed to utilize technology tools to create products, for example, using a word
processor to create a report. Students also utilize technology tools to facilitate
collaborative learning.
3. Over-all, were the learning resources used effectively? Why not? Give your
suggestions.
The integration of technology in the classroom made teaching and learning
effective. The use of technology was carefully selected by the teacher, so learning
objectives were met at the end of the lesson. Second, through the use of
technology, learning became an active process. Students are not just mere
recipients of learning, and they use technology to build understanding. They
engaged in classroom activities and efficiently and effectively used technologies to
accomplish tasks or collaborate with others. Lastly, students were engaged since
they maximized their abilities to participate in real-life situations, activities, and
problems since it was connected to their everyday lives.

151
Put yourself in the place of the teacher. What would you do similarly and what
would differently if you would teach the same lesson to the group of students?
Why?
The teacher used extraordinary skills and efforts to provide presentations that
were lively and engaging. It simply demonstrates her zeal and mastery in
manipulating laptops and the technological resources at her disposal in order to
ensure smooth discussion and provide an active, collaborative, constructive,
authentic, and goal-directed learning environment by ensuring that technology
integration in the classroom corresponds with her target objectives. These are the
things I consider to be her strengths. She has the ability to maximize learning
outcomes. Her method and strategies are anchored in today’s educational
objectives, which are to develop 21st-century fundamental skills among learners.
Her student-centered philosophy is manifested in the way she handles her class,
as must mine. But there are some instances where I will do things differently; her
characteristic traits are entirely different from mine, which greatly influences our
teaching philosophy. But she set a good example by demonstrating how to be an
effective and excellent teacher, which is ideal for a future teacher like me.

152
ACTIVITY 3.1 EXPLORING EDUCATION 4.0

Explore Education 4.0 through these steps:
1. Observe a class and take note of the topic being presented.
2. Surf the net to find sites that provide support materials and/or
interactive programs (web quests/games) on the topic. Try to ask Siri,
Alexa;
3. List and describe at least 5 open-source sites/interactive programs; from
open-source
4. Evaluate the materials or programs
5. Reflect on your FS experience.
Class Observation Guide

Read the following statements carefully before you observe.
1. The lesson and the teacher's objectives.

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

153
Electronic Resources Evaluation Form

Grade/ Year Level : Grade 9
Subject Matter/Topic(Based on the class you observed) : English
Name and Describe the Describe
Type of electronic how you
Electronic (include can use it if
Resource Author Put a check if the resource satisfies the criterion. you were to
publisher teach in the
source). class you
observed
Accurate Appropriate Clear Complete Motivating Organized
YouTube YouTube is I can use

not only a YouTube to
platform create
that engaging
individuals lessons for
share, my
upload, students,
comment on share
videos; but educational
also, videos, and
teachers create
and virtual field
educators trips. I can
can make also use
practical YouTube to
and create
effective interactive
use of it to activities
the best as and
great that assessment
students for my
can have students.
more an
advantage
or profit
gained.
Pratama,
Arifin,
Widianingsih
(2020)
e-books An eBook is I can use
easy to electronic
carry books in a
around. variety of
Instead of ways to
carrying a enhance my
bag full of teaching.
books, it is For
easier to example, I
carry a can use
mobile them to
device that supplement
supports traditional
eBooks. textbooks,
Most provide
students additional
these days resources
always carry for students
a mobile- to explore,
based or even as

154
device. It the primary

could be a source of
smart material for
phone, a a course.
tablet or a Additionally,
laptop. The electronic
portability of books can
an eBook be used to
allows create
students to interactive
refer to activities
their notes such as
and course quizzes or
materials games, to
anytime engage
they want. students
Instead of and help
carrying them better
multiple understand
books, the
students material.
can now
have
everything
in one
place.
Harman
(2022)
1. Describe your experience in surfing the internet for appropriate electronic

resources for the class. What made it easy? Difficult?
It is difficult to select appropriate resources for the class. A teacher's top priority
is to sort through and evaluate resources in terms of their fit with the learning
objectives. It must correspond with the learning goals. Thus, it consumes a lot of
time surfing the internet to look for the appropriate electronic resources for the
class. However, since I am computer literate and know how to navigate the
internet and different platforms, I have been able to explore a variety of
resources from which I can make a decision on the best yet most appropriate
one.
2. How did you choose which electronic resources to include here? What did you
consider?
When selecting and evaluating electronic resources to include, I thought about

how well the electronic resources would help me achieve the learning outcomes in
general. It is the cardinal rule that the integration of technology in teaching and
learning must be relevant and aligned with the goals of the lesson, and it must be
developmentally appropriate to the students and their learning experiences. The

155
second is the content and authenticity of the resources. Knowledge of the content
is essential in determining whether we will use it and how to use it to the best
advantage. The resources must be compatible with what the student knows about
learning.
3. Reflect on your technology skills. What skills do you already have, and what skills
would you continue to work on to be better at utilizing education 4.0 resources?
Regarding fundamental computer abilities like word processing, spreadsheets,

electronic presentations, file management, Windows Explorer, window
management, and computer-related devices, I am competent enough. In addition
to these, I can quickly pick up how to use the software on a variety of electronic
devices. For me, these are critical abilities I need in order to make the most of the
available electronic resources. I currently want to learn more about setting up
computer software on a computer system and editing audio and video. The
installation date of a new program would be very nice and beneficial to me as a
student. Additionally, the accessibility of fresh programs might result in increased
utilization.

156

Episode Improvement
accomplished
analyzed
outcome outcome
SCORE (BASED ON
TRANSMUTATI
ON)

157

SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 7-BELOW
1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.0 3.5 5.0
99 96 93 90 87 84 81 78 75 72 71-
BELOW
___________________________
________________
Date

158
FS 1
LEARNING EPISODE 12
ASSESSTMENT FOR LEARNING AND ASSESSMENT
AS LEARNING (FORMATIVE ASSESSTMENT)

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

159
OBSERVING ASSESSMENT FOR LEARNING

ACTIVITY 12.1 PRACTICES (FORMATIVE ASSESSMENT)

1. Observe what Teacher does or listen to what Teacher says to find out if
the students understood the lesson while teaching learning is in progress.
What Teacher Said Tally Total
Did you understand? IIIIIII 7
Is that clear? IIII 4
Called someone to repeat III 3

what was being said
The teacher will ask IIII 4
students questions about
the topic and allow them
to provide examples of
their own.
2. Did the teacher ask the class, "Did you understand?" If she did, what was the
class response?
The majority of the students answered "yes" when the teacher asked the class,
"Did you understand?" before moving on to a sub-specific topic. However, she
takes a moment when she notices a student who doesn’t appear to have
responded.

160
3. Did the students make the teacher feel or sense they did not understand the
lesson or a part of the lesson? How?
The teacher believes students did not understand the lesson or a portion of the
lesson when she elicits ideas and information about the topic, but students are
hesitant to answer the questions and don’t seem engaged or interested. Only a
few students responded positively when asked, "Did you understand?" An
engaged speaker demonstrates understanding of the topic.
4. If they did, how did the teacher respond?
When the teacher senses that students do not understand the lesson, she asks
what confused or hindered understanding in some portion of the lesson, then
stops and parks whenever they start to get confused or lost. Then she re-teaches
it again, not rushing until she gets their heads nodding in understanding. And
when they are still confused, the teachers find another way to explain the topic.
5. Were the students given the opportunity to ask questions for clarification? How
was this done?
Yes, no matter how complex the topic was, the students were still given ample
time or opportunity to ask questions. Instead of lecturing continuously, the
teacher walks around and answers students' questions. Hence, she can tailor her
instruction to each student’s needs and focus on confusing topics.
6. If she found out that her or his lesson was not clearly understood, what did the
teacher do? Did you observe any of these activities? Please check.
___ _____Peer tutoring (Tutors were assigned by teacher to teach one or two
classmates
___ ____ Each- one-teach-one (Students paired with one another)
___ ____ Teacher gave a Module for more exercises for lesson mastery
___ ____ Teacher did re-teaching
7. If she engaged himself/herself in re-teaching, how did she do it? Did he/she
use the same teaching strategy? Describe.
When the teacher retaught, she used a different approach from the one she
initially used; now she is more focused on the omissions or errors in student
thinking. She also allowed having a teacher's aide in the classroom. Set up a small
group tutorial in which students who have displayed understanding help those
who need re-teaching.

161
8. While re-teaching by himself/herself and /or with other students-turned tutors,

did teacher check on students" progress? If yes, how?
Yes, a teacher's re-teaching strategy is her second chance to teach and help
students understand the topic; if she fails to do so this time, she may face disaster
when discussing a new topic. How can she build links in the students' knowledge
from the previous topic if the latter was not understood? That’s why she monitors
and checks on students’ progress by giving short assessments in the form of a quiz
or oral questioning.
1. Why should a teacher find out if students understand the lesson while
teaching is in progress? It is not better to do a once-and-for-all assessment at
the completion of the entire lesson?
A comprehension check-up must be done while teaching. It is to ensure that

students understand what they are learning; we don’t wait until the end of the
lesson to determine whether or not the students have understood the material. If
we wait until the end of the lesson to find out that the students haven’t
understood the material, we will have wasted a lot of time and effort teaching
under the assumption that the students had understood everything. This implies
that we must start over when teaching, something we have avoided by giving
ourselves enough time to check for understanding while still in the teaching
phase.
2. Why is it not enough for a teacher to ask, "Did you understand, class?" when
he or she intends to check on learners' progress?
It’s hard to determine whether the students really understand the lesson by
simply asking if they understand it. They can play a trick by saying yes when, in
fact, they didn’t, simply because they want to move on to the next topic. It is a
disaster when teachers simply ask the above question without using any other
form of formative assessment to measure students' understanding of the lesson
because they have no knowledge or information about what is unclear. Thus,
different strategies should be used to assess learners' progress.
3. Should teachers record the results of formative assessment for grading

purposes? Why or why not?
No, formative assessment is an informal assessment, therefore it should not be

the basis for grading purposes. It can be graded, but not recorded. It serves as a
practice for the students because repetition leads to mastery.

162
4. Based on your observations, what formative assessment practice worked?
According to my observations, exit paper and pencil tests or strategic multiple

choice were the most effective formative assessment practices in the classroom.
The results of the assessment provide the teacher with information regarding the
students' understanding and skill proficiency levels before moving on.
5. For formative assessment, why is peer tutoring in class sometimes seen to be

more effective than the teacher himself or herself doing the re-teaching or
tutoring?
Since students may openly express themselves when they are learning alongside
other peers, peer tutoring appears to be effective. In contrast, when the teacher
is teaching, students frequently talk and candidly share what they understood or
did not grasp from the lecture.
6. Could an unreasonable number of failures at the end of the term or grading

period be attributed to the non-application of formative assessment? Why or
why not?
Failure occurs when formative assessment—which happens to be crucial in the

teaching and learning process—is ignored. Failure could result from ignoring this
crucial evaluation, which provides drill and practice among students and allows
teachers to assess the students’ understanding of the material and whether they
are ready for the next topic or summative assessment. Furthermore, not every
student has the same pace and style of learning or access to the same resources.
Those struggling students could be left behind because the teacher assumed that
everybody understood the topic, and the result of the assessment is unfavorable.
It does not represent the entire picture. Thus, in order to avoid failure at the end
of the term or grading period, teachers should use formative assessment; if one
strategy doesn’t seem to work at all, try another as well.
1. Formative assessment is tasting the soup while cooking. Reflect on this and write
your reflections.
The reason why we need to taste soup while cooking is to ensure the right taste of
the soup before serving. This also applies in the process of teaching and learning:
how can a teacher ensure the right understanding of the students if he does not
assess it? As a good cook tastes the foods while cooking so he can make
adjustments to the flavor, in formative assessment, a teacher should assess
students’ understanding and skill proficiency while teaching so he can make
necessary adjustments or make changes in the instruction and his method so that

163
students meet with success, inform them about their progress, and help them set
goals.
2. Should you record the results of formative assessment? Why or why not?
Formative assessment can be recorded but not graded. Formative assessment is

used to monitor and measure where students are in their learning. Some
formative assessment can be recorded so that teachers can track the progress of
the students, but using formative assessment for grading purposes can be highly
problematic.
1. My Accomplished Observation Sheet
Observe what Teacher does or listen to what Teacher says to find out if the
students understood the lesson while teaching learning is in progress.
What Teacher Said Tally Total
Did you understand? IIIIIII 7
Is that clear? IIII 4
Called someone to III 3

repeat what was being
said
The teacher will ask IIII 4
students questions
about the topic and
allow them to provide
examples of their own.

164
2. My Analysis
1. Why should a teacher find out if students understand the lesson while
teaching is in progress? It is not better to do a once-and-for-all assessment
at the completion of the entire lesson?
A comprehension check-up must be done while teaching. It is to ensure that

students understand what they are learning; we don’t wait until the end of the
lesson to determine whether or not the students have understood the material.
If we wait until the end of the lesson to find out that the students haven’t
understood the material, we will have wasted a lot of time and effort teaching
under the assumption that the students had understood everything. This
implies that we must start over when teaching, something we have avoided by
giving ourselves enough time to check for understanding while still in the
teaching phase.
2. Why is it not enough for a teacher to ask, "Did you understand, class?"
when he or she intends to check on learners' progress?
It’s hard to determine whether the students really understand the lesson by
simply asking if they understand it. They can play a trick by saying yes when,
in fact, they didn’t, simply because they want to move on to the next topic. It
is a disaster when teachers simply ask the above question without using any
other form of formative assessment to measure students' understanding of the
lesson because they have no knowledge or information about what is unclear.
Thus, different strategies should be used to assess learners' progress.
3. Should teachers record the results of formative assessment for grading

purposes? Why or why not?
No, formative assessment is an informal assessment, therefore it should not be

the basis for grading purposes. It can be graded, but not recorded. It serves
as a practice for the students because repetition leads to mastery.
4. Based on your observations, what formative assessment practice worked?
According to my observations, exit paper and pencil tests or strategic multiple

choice were the most effective formative assessment practices in the
classroom. The results of the assessment provide the teacher with information
regarding the students' understanding and skill proficiency levels before
moving on.

165
3. Reflect
Formative assessment is tasting the soup while cooking. Reflect on this and write
your reflections.
The reason why we need to taste soup while cooking is to ensure the right taste
of the soup before serving. This also applies in the process of teaching and
learning: how can a teacher ensure the right understanding of the students if
he does not assess it? As a good cook tastes the foods while cooking so he can
make adjustments to the flavor, in formative assessment, a teacher should
assess students’ understanding and skill proficiency while teaching so he can
make necessary adjustments or make changes in the instruction and his method
so that students meet with success, inform them about their progress, and help
them set goals.
SnapShots of peer tutoring or other activities that show formative assessment

in practice

166
OBSERVING ASSESSMENT AS LEARNING

ACTIVITY 3.1 PRACTICES (SELF-ASSESSMENT)


 demonstrate knowledge of the design and use of self-assessment; and
 explain the importance of self-assessment
 Assessment as learning means assessment is a way of learning.

 It is the use of an ongoing self-assessment by the learners in order to
monitor their own learning.
 This is manifested when learners reflect on their own learning and make
necessary adjustments so that they achieve deeper understanding.
 Assessment as learning encourages students to take responsibility for their
own learning.
 It requires students to ask questions about their learning.
 It provides ways for students to use formal and informal feedback and self-
assessment to help them understand the next steps in learning
 It encourages self-assessment and reflection.
Observe a class and find out practices that reflect assessment as learning.
Record your observations.
Teacher My Observation
1. Did the teacher provide

Yes, teachers provide opportunities for the
opportunities for the learners to
learners to monitor and reflect on their own
monitor and reflect on their own
learning by checking their progress and
learning?
informing them of their gaps during the
instructional process.

167
I have observed that students are starting to

2. What are proofs that students
read and review their previously studied
were engaged in self-reflection,
learning materials. student, independently
self-monitoring, and self-
reading through all their pertinent notes in
adjustment?
order after understanding and making note of
the significant points.
3. Did students record and report Not all; there are some students who track
their own learning? their own progress in learning, and there are
some who do not. But teachers keep
informing them of their progress.
4. Did the teacher create criteria
with the
Yes, teachers provide analytical or sometimes
holistic rubrics so that students have a guide
students for tasks to be completed
to where they should go, what to focus on,
or skills to be learned?
and what to complete.
1. If the student is at the heart of all assessment, then all assessment should
support student learning. Do you agree? Why or why not?
The reason why there is a need to assess students is to assure that one is doing
all one can to help each student learn. Therefore, it is noteworthy that all
assessment should support learning, but teachers should not fall into the pattern
of using whatever assessments are available but instead should become proficient
in designing assessments to ensure they really assess what needs to be assessed
so that teachers will be informed of the right understanding and skill proficiency
of the students. When failures occur, teachers can modify their methods and
devise other strategies. For this purpose alone, assessment should therefore
support not just student learning but also teacher learning to better promote,
improve, and ensure learning.
2. Does assessment as learning have the same ultimate purpose as assessment

for learning
Tracking a student's present progress in their learning is the ultimate goal of both
assessment as learning and assessment for learning.
Learning assessments monitor students' development and provide teachers with
feedback on their instruction. Assessment as a tool for tracking student
development and guiding future learning objectives

168
The primary purpose of assessment is not to measure but, to further learning.

Reflect on your personal experiences of assessment in school. Were you given
opportunities for self-assessment? If yes, what was its impact on your learning?
Self-assessment had a powerful impact on me as a student, as it encouraged me

to take ownership of my learning and become more accountable for my own
progress. I had an opportunity to reflect on my performance and think about how
and why I could have done better. This process provided valuable feedback that
helped me identify areas where I needed to improve and make adjustments to my
approach or strategies. Additionally, self-assessment helped me to develop a
sense of responsibility and ownership over my learning, as well as a deeper
understanding of the material. This was beneficial both inside and outside the
classroom. I became more aware of my own strengths and weaknesses and used
this knowledge to inform my future decisions and actions. Overall, self-
assessment was a powerful tool for my learning and growth.

Episode Improvement
accomplished
spelling error

169
spelling are free grammatical

analyzed
outcome outcome
SCORE (BASED ON
TRANSMUTATI
ON)

SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 7-BELOW
1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.0 3.5 5.0
99 96 93 90 87 84 81 78 75 72 71-
BELOW
___________________________
________________
Date

170
FS 1
LEARNING EPISODE 13
PEOPLES ASSESSMENT OF LEARNING
(SUMMATIVE ASSESSMENT)
At the end of this Episode, I must be able to demonstrate understanding of the

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

171
ALIGNING ASSESSMENT TASK WITH THE

ACTIVITY 13.1 LEARNING OUTCOMES

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

 In accordance with Outcome-Based Teaching-Learning, the learning
outcome determines assessment task.
 Therefore, the assessment task must necessarily be aligned to the learning
outcome.
Observe at least 3 classes - I Physical or Biological Seience or Math, English, Filipino;

1 Social Science or Literature/Panitikan, EsP and 1 P. E/ Computer /EPP/TLE.
Subjects Learning Assessment Task Is the If not

Outcome/s (How did Teacher assessme aligned,
assess the learning nt improve
outcomes? tool/task on it
Specify. aligned to
the
learning
outcomes
?
P.E/ To dance tango Written quiz- No Performan

EPP/TLE Enumerate the steps ce test-Let
of tango in order. students
dance
tango

172
Social Apply the Written activity – yes

Science. guidelines for writing an
Literature/ comprehending explication or
Panitikan. poetry analysis paper about
EsP the poetry
Physical/Bi Construct In a ½ sheet of Yes

ological sentences that paper, construct
Science/M express hypothetical
ath/ conditions statements about
English/Fili the given situation.
pino
1. Are all the assessment tasks aligned to the learning outcome?
Yes, all the assessment tasks were aligned with the learning outcomes.
2. What are possible consequences if the teacher's assessment tasks are not aligned
to the learning outcome(s)? Does this affect the assessment results? How?
The mere fact that assessments do not correspond with the learning outcomes
defies the unity of the instruction. The result of the assessment will be fragmented.
Learning outcomes explain what knowledge and skills were expected on entry to
the course and within which the teacher has focused his instruction and developed
skills throughout the course. How then can he be able to determine whether those
objectives were attained if his assessment instrument is not aligned with the
objectives or learning outcomes? This instance could hamper the teacher's ability
to assess what has been taught and developed throughout the course.
3. Why should assessment tasks be aligned with the learning outcomes?
By aligning assessment with learning outcomes, teachers can be able to

communicate and validate their assessment and its contribution to learning. When
a teacher is clear about what he is aiming to accomplish with his students and it
connects with his methods for measuring through assessment, he can be specific
about what constitutes accomplishment and how it is presented and quantified
through assessment. With this clarity, a teacher is better equipped to explain to his
students what performance standards or level of knowledge acquisition are required
to succeed in the course.

173
 Reflect on past assessments you have been through. Were they all aligned
with what your teacher taught (with learning outcomes?)
Our teachers outlined their learning objectives before starting the actual lecture. I
was a great observer, so I made sure to keep track of all those goals so I would
have a reference for how the teaching process was going and what to concentrate
on. I don't recall ever taking an assessment that wasn't in line with the learning
objectives in the past. It appears to me that the teacher carefully structured such
assessments so that they would serve their intended goal.
 How did this affect your performance? As a future teacher, what lesson do
you learn from this past experience and from this observation?
It had a very good impact on my performance since I learned about my

performance and how well I fared throughout the course from the evaluation
reports. Additionally, it gave me a chance for self-reflection and assessment,
giving me the possibility to modify my learning method and work even harder.
ACTIVITY 13.2 OBSERVING THE USE OF TRADITIONAL TOOLS
Resource Teacher: Ms. Rochel G. Ugaddan Teacher’s Signature: ___________
 Critique traditional assessment tools and tasks for learning in the context of
established guidelines on test construction

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

174
 Observe classes and pay particular attention to the assessment tool used by
the teacher.
 With teacher's permission, secure a copy of the assessment tool.
Direction: Put a check (on the test which teacher used. From your teacher's test
items, give an example.
Type of Put a Learning Sample Test Comments (ls the

Traditional Check Outcome item of assessment tool
Assessment ( ) Assessed Resource constructed in
Tool/ Paper Here Teacher accordance with
and Pencil established
Test guidelines?)
Explain your
answer
Selected Response Type

1.Alternate Identify the Adverbs can The assessment
response role/function modify verbs, tool constructed is
type of adverbs. adjectives and in accordance with
other adverbs. the specific
True objectives. It was
False effective since the
construction of this
assessment tool
targeted only one
fact at a time.
2. Matching Not Not observed Not observed
observed Not observed
3. Multiple Identify the Identify the The assessment

Choice role/function type of adverb tool corresponds
of adverbs. used in the with the
following established
sentence. guidelines. The
Tom’s party question that
starts at 5. designed to
Don’t be late. identify the type of
a. Adverb of adverb use in the
time sentence helped
the students to

175
b. Adverb of identify the role of

manner adverbs in different
c. Adverb of situation.
degree
4. Others
Type of Put a Learning Sample Test Comments (ls

Traditional Check Outcome item of the assessment
Assessment ( ) Assessed Resource tool constructed
Tool/ Paper (if Teacher in accordance
and Pencil Resource with established
Test Teacher guidelines?)
used it) Explain your
answer
Constructed- Response Type

1. Short Make an When is Auld The assessment
answer type inferences Lang Syne tool was aligned
usually sung? with the
guidelines.
Making
inferences is a
good strategy for
short answer
questions
because it allows
readers to draw
conclusions
based on the
evidence
presented in the
text. This helps
students better
understand the
text and come
up with more
accurate
answers.
2. Problem Give the Consider this A scenario to
solving appropriate situation. A challenge
communicative student students ability
styles for received to select
various academic appropriate
situations recognition action when
(intimate, from the dealing various

176
casual, school. How situations,

conversational, do you think a problem solving
consultative, supportive questions are the
frozen) parent would best assessment
speak to the to used.
child? Would
other, such as
a friend or
teacher, speak
to the child
the same
manner ?
3. Essay-non- Analyze Construct a When doing an
restricted literature as three - analysis, the
means of paragraph ideal assessment
valuing other reflection tool to design is
people and about the an essay-type
various meaning of document. It
circumstances the poem, allows students
in life look for the to provide
underlying detailed and in-
tone and depth
themes, any exploration of
and all use of the topic. Essay
literary writing allows
devices and students to
their influence express what
on the poem. they feel, reflect
on the
importance of
valuing other
people, and
reflect through
writing what they
have learned
from the
character or
lesson of the
selection.
4. Essay - Compare and Essay: Analyze The assessment
restricted contrast the given tool was aligned
similar poems and with the
information note the guidelines. Based
presented in similarities and on the sample
different texts differences in item, the
terms of the students have
figurative less scope
because they

177
language and were specifically

its content. told the context
in which their
answer is to be
made, which is
characteristic of
a restricted type
of essay. The
sample item was
also aligned with
the objectives,
since comparing
and contrasting
is a good way to
identify the
similarities and
differences of
the given
selection
because it allows
students to gain
a better
understanding of
the text by
looking at how
the elements of
the text are
similar or
different.

178
1. Which assessment tools or tasks were most commonly used by teachers? Which
ones were rarely used? Why were they rarely used?
The most commonly used assessment tool or task by the teacher was likely to be
a quiz. Quizzes are a great way for teachers to quickly assess students'
understanding of a given topic and can be easily administered and graded. Other
assessment tools and tasks that may have been used by the teacher include tests,
essays, group projects, presentations, and portfolios.
2. Based on your answers found in the tables above, which types of assessment
tools and tasks were the resource teachers most skilled at creating? least skilled?
The resource teachers were most skilled in test construction for the standardized
assessments. They were most skilled in creating assessments that measure a
student's mastery of the material, while they were least skilled in using certain
traditional assessment tools, such as open-ended questions, performance tasks,
and portfolios. Open-ended questions are challenging to grade, as they require
careful consideration of each student's response.
4. Can an essay or other written requirement, even if it is a paper and pencil test,
be considered an authentic form of assessment? Explain your answer.
Yes, authentic assessment requires application. Students can apply their learning
not only through performance assessment but also through writing. Students can
be able to demonstrate their skills and knowledge they have mastered through
written assessment such as essays, journals, portfolios, etc., as long as the
assessment resembles real-life tasks.
How good are you at constructing traditional assessment tools? Which do you find
most difficult to construct? Any lesson/s learned?
I am fairly good at constructing traditional assessment tools, such as multiple

choice and short answer tests. I find essay-style questions to be the most difficult
to construct, as they require more thought and creativity in order to create an
interesting and engaging question. One lesson I have learned is that it is
important to create a balanced assessment that covers all topics, skills, and
concepts that were taught in the lesson. Additionally, I have found that providing
students with sample questions can be beneficial, as it gives them an idea of what
is expected of them.

179
ACTIVITY 13.3
OBSERVING USE OF NON-TRADITIONAL ASSESSMENT TOOLS AND

SCORING RUBIRICS
Resource Teacher: Ms. Rochel G. Ugaddan Teacher’s Signature:
_________

 Evaluate non-traditional assessment tools including scoring rubrics

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

180
 Observe classes in at least 3 different subjects and pay particular attention

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

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

bookmark is evaluated scoring
with slogan through a rubric
or quotation holistic constructed
about the scoring according to
importance rubric. the
of reading. standard.
The rubric
coincide
with the
outcome,
which is to
evaluate the

181
students’
products in
creating
their
bookmark
with the
slogan
about the
importance
of reading.
2. Performance Employ The Yes, the
varied performance scoring
verbal and was rubric
non-verbal assessed emphasize
strategies to using what the
create holistic learner is
impact on rubric. able to
the demonstrate
audience and based
while on what the
delivering teacher
lines in a expected to
Reader’s be the
Theatre or student’s
in a outcome.
Chamber
Theater.
1. Which assessment tools or tasks were most commonly used by teachers? Which
ones were rarely used? Why were they rarely used?
The most commonly used assessment tool or task by the teacher was likely to be
a quiz. Quizzes are a great way for teachers to quickly assess students'
understanding of a given topic and can be easily administered and graded. Other
assessment tools and tasks that may have been used by the teacher include tests,
essays, group projects, presentations, and portfolios.
2. Based on your answers found in the tables above, which types of assessment
tools and tasks were the resource teachers most skilled at creating? least skilled?
The resource teachers were most skilled in test construction for the standardized
assessments. They were most skilled in creating assessments that measure a
student's mastery of the material, while they were least skilled in using certain

182
traditional assessment tools, such as open-ended questions, performance tasks,

and portfolios. Open-ended questions are challenging to grade, as they require
careful consideration of each student's response.
4. Between analytic and holistic rubrics, which one was more used? Why do you
think that type of rubric was used more?
Based on my observation, the holistic rubric was the one that was more frequently
used by the teacher. It was easy for the teacher, especially in the short run. It is
also easier to create than the analytic rubric, and grading with the holistic rubric is
faster too.
5. Based on your answers in #1, what can you say about the scoring rubrics made
and used by the resource teachers?
The teacher's scoring rubric was a powerful tool to evaluate and assess her
students’ performances and products. It was really indicated in the rubrics what the
criteria were and what performance levels were expected to be demonstrated by
the students.
6. Will it make a difference in the assessment of student work if the teacher rates
the product or performance without using scoring rubrics? Explain.
The ideal and objective way to assess students’ work is through the use of checklists
or rubrics. The absence of rubrics will negatively affect the assessment procedure.
The assessment report of the teacher might just be the result of her random
judgment, and it might be subjective and inconsistent. A teacher might have trouble
explaining why students got the grade they did and what specific areas hamper
them from achieving high grades. Feedback on students’ work will be weak since
the teacher has no reference to what a performance or product it should be.
7. If you were to improve on one scoring rubric used, which one and how?
There is no need to revise or improve the scoring rubric; it was well-designed, and
the components were explicitly set to what was expected.

183
9. Can rubrics help students become self-directed or independent learners? Do

rubrics contribute to assessment as learning (self-assessment)? What if there were
no rubrics in assessment?
Rubrics make it possible for the students to assess their own work. Since
expectations and requirements are clearly identified on rubrics, students can
understand where they need to work to improve the results. Thus, rubrics
contribute to assessment and learning because they allow students to reflect on
their progress and inform their future learning goals with the results of the rubrics.
Thus, rubrics play a crucial role in assessment. It embodies objectivity and fairness
in grading, and it really determines the skill proficiency level of the students.
10. Does the scoring rubric in this FS Book 1 help you come up with better output?
Yes, it provides me with a better reference on what needs to be considered and
what I should avoid. It pushes me to come up with a better output.
Are authentic assessment tools and tasks new? Reflect on your experiences of tests
for all the years as a student.
Assessment tools and tasks focus on measuring students’ success in skill-relevant

and real-life situations, but the concept of authentic assessment is not new. Since
our junior year, we have already been exposed to different types of authentic
assessment, including making portfolios, role-playing significant events in history
and debating them, making a news story in environmental science, drawing a
diagram of how the human body works in biology class, problem-based learning,
making a prototype and having a discussion, and doing a feasibility study and
business proposal.

184

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

185
ACTIVITY 13.5 DETERMINING THE LEVEL OF TEACHER’S

QUESTIONS

 Construct assessment questions to measure HOTS following Bloom’s and

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

186
Table: 1.4 Example of Cognitive Activities
Cognitive Processes Examples
Remembering - Produce the right information from memory
Recognizing
Recalling  Name three 19th-century women English
authors.
 Write the multiplication facts.
 Reproduce the chemical formula for
carbon tetrachloride.
Understanding - Make meaning from educational materials or

experiences
Interpreting  Translate a story problem into an algebraic

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

 Find an example of stream-of-
consciousness style of writing.
 Name a mammal that lives in our area.
Classifying  Label numbers odd or even.

 List the events of the Sepoy Mutiny of
1857.
 Group native animals into their proper
species.
Inferring
Comparing  Explain how the heart is like a pump.

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

pressure affects the weather.

187
 Provide details that justify why the French

Revolution happened when and
 Describe how interest rates affect the
economy.
Applying - Use a procedure
Executing  Add a column of two-digit numbers.

 Orally read a passage in a foreign
language.
 Have a student open house discussion.
Implementing  Design an experiment to see how plants

grow in different kinds of soil.
 Proofread a piece of writing
 Create a budget.
Analyzing - Break a concept down into its parts and describe how the parts
relate to the whole
Differentiating  List the important information in a
mathematical word problem and cross out
the unimportant information.
 Draw a diagram showing the major and
minor characters in a novel.
Organizing  Place the books in the classroom library

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

authors' points of view about a local issue.
 Determine a character's motivation in a
novel or short story.
 Look at brochures of political candidates
and hypothesize about their perspectives
on issues.
Evaluating - Make judgments based on criteria and syllabus guidelines
Checking  Participate in a writing group, giving peers

feedback on organization and logic of
arguments.
 Listen to a political speech and make a list
of any contradictions within the speech.

188
 Review a project plan to see if all the

necessary steps are included.
Critiquing  Judge how well a project meets the criteria

of a rubric.
 Choose the best method for solving a
complex mathematical problem.
 Judge the validity of arguments for and
against astrology.
Creating- Put pieces together to form something new or recognize components

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

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

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

mountaineer.
 Build a habitat for pigeons.
 Put on a play based on a chapter from a
novel you're reading.
(Source: Anderson, L.W and Krathwohl, D.R. 2001. A taxonomy for learning,
teaching and assessing, New York: longmans)

189
THE NEW TAXONOMY (MARZANO AND KENDALL, 2007)

Level of Process Useful Verbs, Phrases, Definitions
Difficulty
6 Examining The student can analyze how important specific knowledge is to them.
Importance
Self-System Thinking
Examining The student can examine how much they believe they can improve their
Efficacy understanding of specific knowledge.
Examining The student can identify emotional responses associated with a piece of
Emotional knowledge and determine why those associations exist
Response
Examining The student can examine their own motivation to improve their understanding
Motivation or competence in specific knowledge
5 Specifying The student can set specific goals relative to knowledge and develop a plan for
Goals accomplishing the goal.
Metacognition Process The student can self-monitor the process of achieving goal
Monitoring
Monitoring The student can determine how well they understand knowledge
Clarity
Monitoring The student can determine how accurate their understanding of knowledge is
Accuracy and defend their judgment.
4 Investigating investigate; research: find out about; take a position on; what are the differing
features of; how & why did this happen; what would have happened if The
knowledge student generates a hypothesis and uses the assertions and opinions of others to
Utilization test the hypothesis.
Experimenting Experiment: generate and test; test the idea that; what would happen if, how
would you test that; how would you determine if; how can this be explained,
based on the experiment, what can be predicted the student generates and
tests a hypothesis by conducting collecting data.
Problem- solve: how would you overcome, adapt; develop a strategy to: figure out a way
solving to, how will you reach your goal under these conditions
The student can accomplish a goal for which obstacles exist
Decision- decide; select the best among the following alternatives: which among the
making following would be the best; what is the best way which of these is most
suitable
Cognitive System
The student can select among alternatives that initially appear to be equal and
defend their choice
3 Specifying make and defend; predict; judge; deduce, what would have to happen; develop
an argument for; under what conditions
Analysis The student can make and defend predictions about what might happen.
Generalizing what conclusions can be drawn; what inferences can be made; create a
principle,
generalization or rule, trace the development of, form conclusions
Complexity
The student can infer new generalizations from known knowledge.

Analyzing identify errors or problems; identify 1ssues or misunderstandings; assess
Errors critique; diagnose; evaluate: edit; revise
The student can identify and explain logical or factual errors in knowledge.
Classifying classify; organize; sort; identify a broader category; identify different types
categories
The student can identify super ordinate and subordinate categories to which
information belongs.
Matching categorize; compare & contrast, differentiate, discriminate; distinguish; sort;
create an analogy or metaphor
The student can identify similarities and differences in knowledge.
2 Symbolizing symbolize; depict; represent; illustrate; draw; show; use models; diagram
chart
Comprehension The student can depict critical aspects of knowledge in a pictorial of symbolic
Form
Integrating describe how or why; describe the key parts of; describe the effects; describe
the relationship between; explain ways in which; paraphrase; summarize
The student can identify the critical or essential elements of knowledge.
1 Executing Use, demonstrate, show, make, complete; draft
The student can perform procedures without significant errors
Retrieval
Recalling Exemplify; name, list, label; state; describe; who; what; where; when
The student can produce information in demand
Recognizing Recognized; select; identify; determine if the following statement are true
The student can determine whether provided information is accurate, inaccurate
or unknown
Figure 10. The New Taxonomy In Detail

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

190
Resource Teacher: Ms. Rochel G. Ugaddan Teacher’s Signature: ___________
1. Observe a teacher in the classroom.

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

Cognitive
Processes Cognitive Tally of
(Bloom a Processes (and Assessment
Rank Rank Total
revised by Kendall and Task/
Anderson and Marzano) Questions
Krathwohl)
Self-thinking 6
Metacognition 5 I 1
Creating 6-highest IIII 4
Evaluating 5 IIII 4
Analyzing/An 4 Analysis 3 IIIII 5
Applying 3 Knowledge 4 IIIII 5

Utilization
Understanding/ 2 Comprehension 2 IIIII-III 8
Remembering/ 1-lowest Retrieval 1 IIIII-IIIII 10

191
Table 2. Examples of Assessment Questions / Assessment Tasks
Example of
Tally and Total Tally and Total
Assessment
Score of Cognitive Score Rank of Rank
Tasks /Questions
Processes (Bloom as Cognitive Based
Rank Rank Given by Based
revised by Anderson Processes on
Rank Resource
and Krathwohl) (and Kendall and use
Teacher
Marzano)
Self-system 6- e.g. Teacher

Thinking highest asked students
Why is the lesson
important to
you?
Metacognition 5
Example: 6- II The teacher 6

Creating highest asked the
students to
create a new
story of their
own based on
the elements
of the story
that they
learned.
Evaluating=I 5 II Teacher asked 5
the students if
the author of
the story
effectively
convey the
main message
of the story?
Analyzing/ An=II 4 Analysis- III Teacher asked 4
the students
to note the
similarities
and
differences of
the two
poems they
have read in
terms of the
use of
figurative
language and
content.

192
Applying=III 3 Knowledge Teacher asked 3

Utilization the students
IIII that if they
were in the
antagonist or
protagonist’s
shoes, how
would they
have handled
the situation
differently?
Understanding= II 2 Comprehension The teacher 2
IIIII asked the
students
about the
story they
have read,
such as How
does the
protagonist
feel about
their
situation? And
What does the
protagonist
learn from
their
experience?
Remembering=IIIII 1- Retrieval=IIIIII The teacher 1
lowest asked the
students
regarding the
story they
have read,
such as who is
the
protagonist
and the
antagonist of
the story?
Rank Rank

193
1. Based on Kendall's and Marzano's taxonomy, which are the highest cognitive
skills? Give an example of an assessment question for each of the two highest
cognitive skills- metacognitive skills and self-system thinking.
The two highest cognitive skills according to Kendall's and Marzano's

taxonomy are metacognitive and self-system thinking.
An example of an assessment question for metacognitive thinking in the
English or literature subject could be: "What strategies did you use to analyze
the text and come to your conclusions?"
An example of an assessment question for self-system thinking in the English
or literature subject could be: "What did you learn about yourself as a reader
after completing this text?"
1. If you were to rate yourself on HOTS - where will you be from a scale of 1 to 5
(5 as highest) where will you be?
I would rate myself as a 4 out of 5 in terms of creating questions or assessments

as a future teacher. I feel confident in my ability to create effective questions and
assessments, but there is always room for improvement.
2. As a future teacher, reflect on how will you contribute to the development of

learners HOTS?
A teacher has an important role in developing learners' higher order thinking

skills. Through their guidance, they can foster an environment in which students
are encouraged to think critically, problem-solve, and apply knowledge in creative
ways. The teacher should plan activities that challenge students and encourage
them to think more deeply about the topics being discussed. For example, they
could use open-ended questions to stimulate discussion and encourage students
to form their own opinions. They could also use activities such as debates, case
studies, and simulations that require students to think beyond the facts and
develop their own solutions. The teacher should also provide feedback that is
focused on helping students improve their thinking. This can include providing
questions for students to consider and helping them to identify areas where they
need to improve.
Finally, the teacher should foster a learning environment that allows for
collaboration and discussion. This will help students develop the skills they need
to think critically and work together to solve problems.

194
By creating an environment that encourages higher order thinking, the teacher

can contribute to the development of their students' critical thinking skills and
help them become more successful learners.
ACTIVITY 13.6 ANALYZING A TABLE OF SPECIFICATION

 Explain the function of a Table of Specification
 A Table of Specification (TOS) is a two-way chart which describes the topics

to be covered by a test and the number of items or points which will be
associated with each topic.
 Sometimes the types of items are described in terms of cognitive level as
well.
1. Study the sample of Table of Specifications on Assessment.
Learning No. of No. of Total

Outcome Days Class No. of
Cognitive Level
Taught Hours Items
Rem Un Ap An Ev Cr
1. Compose a 6 17% 1,2,3,
play review. Get 4,5,6,
familiar with the 7,8,9,
technical 10
vocabulary for
drama and
theatre (like
stage directions)
2. Determine the 7 20% 49,50,
tone, mood, 51,52,
technique, and 53,54,
purpose of the 55,56,
author. 57,58
Get familiar with 59,60
the technical
vocabulary for
drama and
theatre (like
stage directions)
3. Get familiar 5 14% 11,12,
with the 13,14,
technical 15,16,
vocabulary for 17,18

195
drama and
theatre (like
stage directions)
4. Change direct 4 11% 19,20,
to indirect 21,22,
speech and vice 23,24,
versa 25
5. Use active 4 11% 26,27,
and passive 28,29,
constructions 30,31,
32
6. Use words to 4 11% 41,42,
express 43,44,
evaluation 45,46,
47,48
7. Modals 5 14% 33,34,35
,36,37,3
8,39,40
Total 35 8 10 9 22 11 60
1. What parts must a TOS contain to ensure test content validity?
A Table of Specifications should contain these elements to ensure test content

validity; the number of items in each category (e.g., content area, difficulty level,
and skills being assessed). A description of the content areas and/or skills to be
assessed, including a breakdown of the topics covered. The approximate
proportions of test items allocated to each content area and/or skill. The
approximate proportions of test items allocated to each difficulty level. The format
of each test item (e.g., multiple choice, short answer, essay, etc.). The scoring
method for each item (e.g., correct/incorrect, scoring rubric). The criteria for
passing the test (e.g., minimum score, passing percentage). The time allotted for
completion of the test.
2. Why is there a need for number of items per cognitive level?
There is a need for a certain number of items per cognitive level in order to
provide an accurate assessment of the skills being tested. This allows the test to
measure a range of skills, including higher-order thinking, problem solving, and
application of knowledge. Having a certain number of items at each cognitive
level also ensures that the test is not biased, as the more items at each level, the
more likely it is that any potential bias is eliminated.
3. With OBE in mind, is it correct to put learning outcome not topic in the first
column? Why or why not?
Yes, it is correct to put learning outcomes, rather than topics, in the first column
of a Table of Specifications (TOS). This is because outcomes-based education is
focused on assessing the skills and knowledge that students have acquired, rather

196
than on what topics they have studied. By including learning outcomes in the first
column of a TOS, it is possible to ensure that the assessment is aligned with the
learning outcomes, and that students are being assessed on the skills and
knowledge that they have acquired.
4. Can a teacher have a test with content validity even without making a TOS?
No, a teacher cannot have a test with content validity without making a Table of
Specifications (TOS). The TOS is important for ensuring that the test accurately
reflects the content that was taught and that it assesses the skills and knowledge
that students were expected to learn. By creating a TOS, a teacher can ensure
that the test content is valid and that the assessment is aligned with the learning
outcomes.
Read this conversation and reflect on teachers' assessment practices. Write your
reflection here.
StudentA: Saan naman pinulot ni Teacher ang kaníyang tanong? Ni isang

tanong na
tinuro, wala! (Where did Teacher get her test? Not one of what she taught came
out)
Student B: Oo nga.! Nakakaiinis! (You are right! How annoying!")
Did you have a similar experience? Reflect on it. Will the required use of Table of
Specifications as guide in test construction solve the problem of misaligned tests?
Table of specifications (TOS) is an important tool for test construction as it helps

to ensure that tests are aligned to the learning objectives. It helps to ensure that
the test items measure the knowledge and skills that the students are expected to
learn. TOS also helps to ensure that tests are balanced in terms of the topics,
cognitive levels, and difficulty levels covered. By providing a clear structure for
test construction, TOS can help teachers to ensure that tests are valid and reliable
measures of students’ understanding of the material. In addition, TOS can help to
prevent the problem of misaligned tests, which can lead to invalid results and may
lead to students being adversely affected by tests that are not aligned with the
learning objectives.

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COMPUTING STUDENT’S GRADES BASED ON

ACTIVITY 13.7 DEPED GRADING SYSTEM

 Compute student’s grade based on DepEd’s grading system policy
 With the implementation of the Enhanced Basic Education Program of 2013,

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

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

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

198
C. Interview of 5 Students
1. What do you like in the new grading system?
2. Do you have problems with the new grading system? If there is, What?
3. Does the new grading system give you a better picture of your
performance? Why or why not?
4. Which do you prefer - the old or the new grading system? Why?
D. Review of DepEd Order # 8, s. 2015

Read DepEd Order # 8 s. 2015. You may refer to Appendix A. Based on DepEd
Order 8, s. 2015, answer the following
1. What are the bases for grading?

2. How do you compute grades per quarter for Grades l to 10 and Grades
11 to 12. Give an example.
Analyze data and information gathered from the interview and from your review of
a used Student's Report Card and the DepEd grading system.
1. Do teachers and students like the new grading system? Why or why not?
Yes, they prefer the new grading system. According to the teacher, the new one is
more specific; written works, performance tasks, and quarterly assessments have
a corresponding percentage. The new grading also introduces a new transmutation
table, and according to her, with the advent of technology, recording and
transmuting of grades were automated, giving ease to the teacher and minimizing
time. Students are also in favor of the new grading system. They said that it paved
the way for them to become more confident and bring out the best in them,
especially in performance tasks, as it placed more emphasis on their grades.
2. What are the good points of the new grading system, according to teachers?
according to students?
The new grading system has an automated transmutation table, so it is easy for
them to record, compute, and transmute the grades of the students. Once they
have recorded initial output, they can see a tentative computation of the learners'
grades; thus, they have the opportunity to inform students of their deficiency and
give them the chance to work for it. And with the distribution of percentages of
written works, performances, and quarterly assessment and its specificity, teachers
are informed of the assessment to prepare and what categories it falls into.
3. What are teachers challenged to do by this new grading system?

The teacher said how challenging the grading system was, especially during the
rough status of the country brought about by the pandemic, when the modality of
learning shifted to a modular approach. Some assessments and strategies cannot

199
be employed. But since the learning has returned to face-to-face interaction,

teachers are facing fewer challenges since they can assess students using the three
categories of the new grading system.
4. Do you favor the distribution of percentages for written work, performance tasks,
and quarterly assessment?
The new grading system, well, I deemed in my mind that it was not just a random
decision by the board; it went through a rigorous process considering the different
facets of a child's learning and the standards and competencies to be met by the
students. In fact, they put more emphasis on performance tasks than written work
or quarterly assessment. The paradigm has shifted, and the focus of today's
educational system is to develop pertinent skills and abilities in relation to the
content standards of 21st century skills. It answers how learners apply their
learning or understanding in real-life contexts and what measures and tools they
should use to demonstrate what they know.
5. Did you like the experience of computing grades? Why or why not?
Yes, based on my observations and assisting my resource for almost two months,
discussing the topic, proctoring the exam, recording written works, performing a
performance task, and analyzing summative assessment results to compute grades,
it gave me the opportunity to track the students’ progress and growth throughout
the first quarter and reflect on the teacher’s instruction.
In an era where the emphasis is self-directed learning and demonstration of

competencies - knowledge, skills and values learned (outcomes-based education)-
do grades really matter?
 Grades still provide a useful measurement of educational progress. Grades are

a way to quantify a student’s performance in a given subject or course and
can be used to track a student’s overall academic success. Grades also serve
as a form of motivation for some students, encouraging them to strive for
higher achievements. Grades can also be used to help identify areas of
weakness that need to be addressed. However, in an era of self-directed
learning, grades may not be the only measure of success. Outcome-based
education focuses on the development of knowledge, skills, and values, as
well as the ability for students to demonstrate these competencies. Grades
may not be as important as the ability to demonstrate the skills and
knowledge acquired through self-directed learning. Grades may still be
beneficial in tracking progress, providing motivation, and identifying
weaknesses, but they may not be the only measure of success.

200

Episode Improvement
accomplished
analyzed
outcome outcome

201

SCORE (BASED ON
TRANSMUTATI
ON)

SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 7-BELOW
1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.0 3.5 5.0
99 96 93 90 87 84 81 78 75 72 71-
BELOW
___________________________
________________
Date

202
FS 1
LEARNING EPISODE 14
THE TEACHER AS A PERSON AND AS A
PROFESSIONAL

 describe the personal qualities and competences of effective classroom
teachers;
 enumerate the professional characteristics of practicing teachers observed
as based on the professional standards and code of ethics for the profession.
"My Teacher, My Hero" was a banner during the World Teachers' Day
celebration in the Philippines in the years past. Are Filipino teachers, real heroes?
What do you think? Why?
My answer is YES! Here are my reasons.
Personal Qualities of Filipino Teachers

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

203
Personal Qualities of Teachers and the Descriptors
Personal Qualities What the teacher IS and DOES

Lives with dignity that This teacher is honest, has integrity, self-respect
exemplifies self-respect, and self-discipline. Likewise, respected by
integrity and self students, peers and the community.
discipline
Takes care of one's This teacher is physically, emotionally and

physical, emotional and mentally healthy. Clean and neat, dresses
mental well-being appropriately and pleasant in words and in action.
Lives a life inspired by This teacher behaves according to the personal

spiritual principles and spiritual beliefs that are not contrary to the
beliefs norms, mores and tradition of the community.
Exhibits deep knowledge This teacher is mentally alert, makes correct

and understanding across decision, intelligent to be able to acquire new
disciplines knowledge, skills and values needed in order to
teach. She/he has the ability to learn new things,
re-learn old knowledge in new ways, and un-learn
knowledge, skills and values that are no longer
applicable to the current times.
Recognizes own strength This teacher sets high goals for himself/herself,
with humility but remains humble and willing to share success.
He/She is confident of doing task but does not
consider self to be better than others all the time.
Perseveres in challenging This teacher is calm in the midst of chaos,

situation remains steadfast under pressure, does not easily
give up and adjusts to different situations.
Demonstrates a natural This teacher volunteers tasks for others, always

action to work together willing to share, extends help willingly, accepts
with others responsibility, tolerant of other people, and gives
up time for the group.
Not everyone has these qualities, hence not everyone can be a good teacher. As
the old saying goes: “teachers are born but good teachers are both born and
made”
Professional Competences of Filipino Teachers
Going to teacher training institutions and earning a teaching degree mean

developing a professional teacher like you. You can only become a professional

204
teacher if you earn a degree to teach in either elementary level or high school level.
You should also earn a license to teach by passing a licensure examination for
teachers. While studying in college you are learning the ropes of becoming a
professional teacher. You learn the content courses including the major or
specialization and the professional courses including the pedagogy courses. Your
professional courses include experiential learning courses that include Field Study
1, Field Study 2 and Teaching Internship. These are important in your preparation
to become professional teachers.
So what are the professional competencies that every teacher should have?
You will find these in the matrix that follow.
Professional Competencies of Filipino Teachers
Professional Competencies What the teacher DOES

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

205
psychological learning environment environment that supports and

that encourages learning.
supports learning
Serves beyond the call of duty This teacher does task and works even
beyond the official time when needed.
So, it is not easy to become a professional teacher. The demand is great. A

qualified professional teacher then is like a HERO.
Now you are ready to identify if the enumerated characteristics are found
among the teachers you are going to observe.
There are two observation activities in this Episode. Activity l will identify the
Personal Characteristics of the Teacher and Activity 2 will identify the Professional
Competencies of the Teacher.
ACTIVITY 14.1 TEACHER PERSONAL QUALITIES: A VIEW

FROM MY LENSES

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

206
Personal Qualities Observe (O) Data Results

Interview (1)
a. Dignified Observe Creating an environment
where teachers respect
diversity and show
respect to every student
regardless of who they
are, where they come
from, or what their
beliefs are will have a
ripple effect on students,
who will espouse the
same values towards
their fellow students and
their teachers.
Furthermore, a dignified
teacher does not dress
like a sheep inside the
classroom, telling
students what values to
possess and what vices
to avoid, but is inwardly
a ravenous wolf.
b. Healthy Observe A healthy teacher is not

just physically fit but also
emotionally and mentally
fit. She knows how to
handle her emotions in
different situations. She
loves feeding her mind
by reading and has no
vices.
c. Spiritual Observe She follows not only the
Interview mandate of her job but
also the conduct of her
spiritual principle. God-
fearing and righteous.
d. Knowledgeable Observe A knowledgeable
teacher possesses
intellectual acuity and is
a life-long learner. expert
in their own field, which
was manifested through
the action research and
innovations they have
done to improve the

207
quality of teaching and

learning. They can make
sound decisions, put
emphasis on the
students’ welfare by
giving the right
instruction and
meaningful strategies,
and are continually
developing her skills and
knowledge.
e. Humble Observe respectful to her
Interview colleagues and those on
the board. is willing to
accept criticism,
suggestions, and ideas
and is open-minded. She
is an avid learner who is
willing to learn from
others rather than self-
profess and is very
critical of others.
f. determined Observe Always carry her smile,
Interview despite the challenging
task of teaching. always
active, positive, and
joyful, thus always
creating a lively learning
environment and positive
aura. She is gracious and
gregarious under
pressure and shows no
weakness despite the
pressure and demand
put on her shoulders.
She is determined and
has the patience to deal
with different kinds of
learners and to deal with
complaints from parents.
g. Cooperative Observe She accepts responsibility
Interview and is dependable. She
cooperates with others—
teachers, administrators,
support staff, parents,
and stakeholders—for
the welfare and holistic

208
growth within the sphere

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

may change your sample Teacher in Activity 1 with another teacher or you can still
observe the same teacher. In case you will not change your teacher to be observed
the same teacher will be your sample for both Activity 1 and Activity 2. Aside from
direct observation, you will also do a Survey in Activity 2.
Did you learn from your observation of the teacher? Now let us analyze the
information that you have gathered.
Answer the following questions.
1. In Activity 1, what do you consider as the 3 most outstanding significant

personal qualities of the teacher you chose as your case'? Why do you consider
these as outstanding?
a. knowledgeable
b. dignified
c. cooperative
The above-mentioned qualities are the three most outstanding and significant
personal qualities of the teacher. These are the best three characteristics of a
quality teacher. Firstly, a knowledgeable teacher recognizes that in order to be
able to teach, you must be mentally aware and capacitated to learn new
knowledge, skills, and values. has command over the language of instruction and
is an expert in her own field. Possess mental acuity and skills in different teaching
strategies and trends in education to produce high-quality learning outcomes.
Secondly, a dignified teacher demonstrated an attitude and values that promote
learners’ discipline and responsibility. A dignified teacher knows how to propel and
compel her students to ensure order and discipline in the class. Lastly,
cooperative. She is willing to interact with the curriculum requirements by
collaborating with her colleagues on designing and planning and/or establishing
school-community partnerships to enrich the learning environment for the holistic
growth of the students.
2. Which of these qualities do you have? Do you think you can make a good
teacher someday? Why? Describe yourself.
Some of those qualities are innate to me or were molded because of the society
or culture I associate with, while others reinforce what my future career demands

209
of me. Such is to be determined by achieving the necessary knowledge and being

knowledgeable of the subject area in which we are trained in terms of pedagogy
and content knowledge. The sense of working with others to achieve success is
instilled in us as idealistic characteristics of a prospective teacher, especially in
planning and innovation that require collaborative effort. These are the qualities I
developed that make me an idealistic teacher who possesses different 21st
century teaching strategies and is ready to embark on the world of teaching.
Good teachers are role models, whether in school, at home or in the community.
From the teachers that you had from elementary to college, did the personal
qualities that they possess, help you learn better as a student?
Identify one personal characteristic of your model teacher that has made a great
impact in your life as a learner. Reflect and describe how this quality influenced
you.
I had this one professor in our college who was not just admired by me but by
mostly all language students in our college. She is the epitome of a dignified and
determined teacher who is also kind at heart. She is Rizal’s mother in our school,
and she is a teacher of more than ordinary culture. She is brilliant and really a
master in her profession. She is a motherly professor who has never fallen short
of reminding us of ethical conduct. Her wisdom and knowledge, combined in
class, remind me of those great speakers in TedTalk and their life-changing
speeches. She can be able to connect our topic with significant life lessons in her
class and always pokes fun at the fact that we attended the wrong class, but it
was just an irony. But I always take it as the best lecture I have attended,
because not only was I fed with knowledge but also satisfied with a great life
lesson. Her powerful quality is that she can alter the course of your life, not by
giving you a high grade in a biased manner nor by failing you without any reason,
but by setting a good example to her students.
She is a woman with integrity and grounded by her principles; she always
reminds us to always do the right thing, even when others do not. And as she
always says, she doesn’t need an intelligent teacher, but a righteous one. “It pays
to be honest; once you cheat, it becomes the whole of your life." Her words
sparked a realization in me that has impacted me immensely as a learner and is
timely for my future career.

210
Now, it is time to reflect on Activity 2.

Complete the following sentences as your reflections on the results of Activity
2.
1. As a future teacher, the results imply that I should possess the
personal qualities of an excellent teacher, which is one key factor in becoming
an exceptional professional. To carry out the demands of the job without
compromising my dignity, I must uphold standard values in teaching and
conform to the ethical code of conduct so that I can be a role model and
improve students' character while maintaining competence
2. If all the teachers teaching today possess the professional
characteristics and competencies that the teacher or teachers
observed, then learners will be great citizens of the nation and competitive
global citizens. That’s all we want as educators: to mold a child so he can
actively contribute to the nation. Under no circumstance will education
become limp when all the teachers possess great professional characteristics
and qualities, allowing students to push the frontiers of knowledge and
become the best versions of themselves.
Show here the artifacts of this Episode.
Short narrative about the teacher with a description of the personal qualities and
professional characteristics that you have observed. You may request a picture from
the teacher.
Teacher Rochel, is an incredible teacher. She is kind, compassionate, and extremely

knowledgeable. She is always willing to help her students and goes above and
beyond to make sure each student understands the material. She is patient and
understanding, and she takes the time to make sure everyone is on the same page.
She is also very organized and efficient, and she is able to quickly move through
difficult topics with ease. Her classes are always engaging and she makes sure to
keep the students interested. Teacher Rochel is truly an amazing teacher and I
have learned so much from her.

211
My Teacher, My Hero
(Picture of the Teacher Observed)

Narrative (about the personal and professional characteristics of the
teacher)
Teacher Rochel is an excellent teacher who works hard to ensure her

students reach their full potential. She takes the time to get to know her
students and understand their individual needs so she can provide the best
learning experience for each and every one of them. She is patient,
understanding and respectful when it comes to her students and their
learning needs. Her intelligence and knowledge in the subject matter she is
teaching is impressive and she is able to explain complex concepts in a way
that her students can understand. Additionally, she is diligent in her lesson
planning and preparation, always making sure she has prepared all the
necessary materials and activities for her classes. She is also willing to go
the extra mile to ensure her students understand the material, often
providing extra resources and activities to help her students better
understand the subject matter.

212

Episode Improvement
accomplished
analyzed
outcome outcome

213

SCORE (BASED ON
TRANSMUTATI
ON)

SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 7-BELOW
1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.0 3.5 5.0
99 96 93 90 87 84 81 78 75 72 71-
BELOW
___________________________
________________
Date

214
FS 1
LEARNING EPISODE 15
TEACHER QUALITY: DEVELOPING A
GLOCAL TEACHER OF THE 21ST CENTURY
 describe the personal qualities and competencies of a glocal classroom

teachers of the 21st century; and
 design a learner-centered classroom for the 21s century learners with
learning spaces that are safe, that allows creativity and use of ICT.
FILIPIN0 GLOCAL TEACHER

A survey of the ASEAN countries and beyond tends to show that there are
three major responsibilities of teachers. These are (1) Actual 'Teaching. (2)
Management of Learning and (3) Administrative Work.
While the number of actual teaching hours per day varies all over the world, in our
country, teaching in the public schools requires six hours of actual teaching that
includes administrative as management of learning per day. The work such
management of learning. Two hours of the working day is allotted to administrative
work such as scoring and recording learners’ outputs, making reports, filling forms,
preparing for the next day's activity and performing other administrative tasks. The
previous Episode on the teacher, reminded us of the qualities and competencies
mentioned earlier. The teacher should be multi-literate, multi-cultural, multi-
talented, innovative and creative. The future Filipino like you shall act locally but
think globally.
"Teach local, reach global" means that the teacher brings diverse
experiences in the classroom with the various skills to live and work as citizens of
a global society. What
in the local communities impacts the larger community, as global citizens, the work
begins, where the teachers are, thus a "glocal" teacher.

215
Towards Quality Glocal Teachers

Quality teachers are characterized by different attributes and skills needed
in the 21st century education. Partnership 21 identified (1) Global awareness, (2)
Financial, economic, business and entrepreneurial literacy, and (4) Civic and Health
Literacy which require:
1. Learning and Innovative skills.
2. Information, Media and Technology Skills
3. Life and Career Skills
More specifically, quality teachers are competent teachers who can demonstrate
exemplary mastery of knowledge, skills, values and dispositions relative to the
following characteristics:
1. Understands one's own cultural identity and rootedness
2. Knows and integrates global dimensions in the subject area
3. Engages learners in the learning processes
4. Uses real life local and global examples
5. Values the inputs of culturally and linguistically diverse learners
6. Models social responsibilities in local and global content
7. Encourages learners to find appropriate actions to improve local and global
the conditions, and
8. Creates a learning environment that encourages creativity and innovations.
The Challenges of the Quality Glocal Teachers for the 21st Century
One of the major challenges of quality teachers 1s to "create a learning

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

216
4. Foster creativity
5. Use of technology
6. Provision of light and bright colors
With the classroom structure, a quality teacher should be able to manage

learning under a very conducive learning environment. Teacher should use effective
classroom management strategies that will ensure productive learning.
Quality teachers should manage learning in an enhanced classroom by
seeing it to it that learners are:
 organized,
 orderly,
 focused,
 attentive,
 on task, and
 are learning.
This will take much of your skill, experience and patience. The two important
factors that may affect learning management are the use of technology and the
diversity of learners.

217
A DAY IN THE SCHOOL LIFE OF A QUALITY

ACTIVITY 15.1
TEACHER

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

218
Note: Observe and record observations on the following aspects as key guide
to observations.
Teacher's Major Responsibility Key guide for Observation (Carefully look

for the indicators/behaviors of the teacher
along the key points. Write your
observations and description in your
notebook. This will be one of your
artifacts.)
A. Actual Teaching This teacher

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

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

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

219
Refer to the results of your observation to answer the questions that follow.
1. Which of the three responsibilities shows majority of the indicators being

practiced?
A. Actual Teaching?
 Outlined and enunciated the objectives and ensure that it was aligned of the
assessment used and sees to it learning outcomes are achieved.
 Shows mastery of content or subject matter
 Communicating effectively
 Using appropriate instruction techniques
 Engaging students
 providing responsive feedback to the students.
 Helping students to learn
B. Management of Learning?
 Sees to it that students are engage and participate in the lesson
 Classroom is conducive for learning
 Sees to it that seating arrangement provide better interaction
 Address undesirable and inappropriate behavior
 Uses instructional materials to help learners understand the lesson and
scaffold their learning
 Sees to it that learning and learning outcomes are attainable within the given
time requirement.
 And lastly, attention span of learners especially the young adults are short,
she then ensures that all the needs to learn from a given time of class were
achieved and therefore dismiss the class on time without bits of important
information were left unexplained
C. Administrative Work?
 Monitor class attendance everyday
 Formative and summative assessments were recorded
 Requirements such as reports were submitted on time or before the due
date.
 Accepts responsibility and accepts tasks from t superiors
 And lastly partaking in ensuring order and safety within the school premises
These are the indicators of the three responsibilities of the teacher, but based
on my observations, the majority of the indicators under administrative work
are being practiced due to the numerous administrative tasks and additional
paper work.

220
2. Which demonstrated behavior do you find in the teacher that is worthy of

emulation when you become a teacher? Describe.
If we are talking about how the teacher handled the aforementioned

responsibilities, the worthy behavior that she demonstrated that should be
emulated is how she managed her time to fulfill her duties in the school every
day. She always sees to it that her objectives are met through proper
management of learning and employing effective teaching and learning strategies.
She always makes certain that students are actively engaged in the lesson and
not passive. She always keeps records of the formative and assessment results so
that reports and documents needed are finished and submitted on time. Finally,
be cooperative in your participation in other administrative tasks, such as
maintaining school order and safety.
3. Which of the major responsibilities does this teacher find difficult to comply
with? What are the reasons?
The administrative work is the major complaint we have observed in the daily
duties of the teacher at school. Other indicators, such as paper work aside from
what is given above, consume most of the time of teachers to prepare for their
lessons. They were sometimes overburdened with schoolwork and had no time to
attend their classes; instead, they just provided activities. Then proceed to finish
their administrative task and accomplish it immediately.
4. From your perspective, would you consider this teacher a quality teacher?
Why?
Yes, those qualities aforementioned were being observed in the teacher;

therefore, her behavior indicates a teacher of essence and quality in the field.

221
Now, that you have spent one school day to observe this teacher, it would be good
for you to reflect on all your observations by answering reflective questions below.
Are you inspired to become a teacher after your observation? If yes, why? If
No, Why not
Every day, I was intimidated by the teacher's major responsibilities, which

included waking up early to prepare lesson plans and instructional materials
before coming to school, teaching for at least 5 hours, dealing with diverse
learners, becoming tired and hoarse, then recording students' formative and
other assessment results, attending meetings, participating in school activities,
and dealing with mountains of paper work. But it was our teachers'
determination to deal with the pressures and demands of their jobs that
inspired me. They receive little compensation and rarely merit their hard work;
in fact, they have chances to not attend their class and just administer quizzes
and seat activities and do their administrative work, but their love to teach is
what has always rooted in them, which is why, no matter how tired they are,
they always make sure to give what students need in their learning. They really
love to teach and interact with the young minds; perhaps it is a gravitational
force that always pushes them into teaching despite the seemingly
inexhaustible requirements in school. It is what inspired me to become a
teacher in the future; a young and innocent mind awaits me.
When you become a teacher in the future, how else would you do better as a
professional teacher?
A duly licensed teacher is a professional, but not all are able to uphold the
highest standard of professionalism. To become one, I must keep abreast of
the ethics of the teaching profession and uphold the highest standards of
quality education. a life-long learner who is at his best all the time in the
practice of his profession. A professional teacher should recognize that he is a
person entitled to dignity and that his teaching profession is a dignified means
of earning a living. And the better professional teacher possesses a theoretical
understanding of learning, behavior, and philosophy, as it will give him ideas on
how to teach and promote learning.

222
What are some of the concerns that you foresee in the future as a quality
teacher? Do you think you will be ready to address these? Give at least 2
concerns.
The world is changing rapidly. The educational landscape has also shifted. The
old practices of teaching are no longer applicable today. The world is getting
closer and closer; new skills must be developed in order to jump into the
mainstream of today’s society. We are in the "Age of Creativity," and higher
order thinking must be developed. The two concerns of a prospective teacher
are how to create a learning environment that encourages creativity and
innovation and how to harness the skills of 21st-century learners. However, with
preparation for the career of teaching and participation in continuing education
to improve my efficiency and strengthen my competence with the necessary
knowledge and skills, I think I can be able to carry out the demands of my
future career with success.
In what aspects of the teacher’s day, would you like to congratulate the teacher
you observed? Can you show your appreciation to this teacher by sending a
Thank you card? (Include this in your artifact)
Dear Teacher Rochel,
Congratulations on all the hard work you have done this year! Your dedication
to your students and the profession of teaching is admirable, and it has not
gone unnoticed.
Your enthusiasm for teaching is infectious, and you have made learning fun and
engaging for your students. Your willingness to go above and beyond to ensure
your students are successful is commendable. You have clearly made a positive
impact on their lives, and for that, you should be proud.
It is teachers like you who truly make a difference in the lives of students. We
thank you for your hard work and dedication.
Sincerely,
Sir Leo

223
ACTIVITY 15.2

This activity will allow you to develop your sense of creativity and imagination in
designing
a classroom for the 21st century and determining how to manage learning in this
classroom.
Procedure
1. Draw or sketch the current classroom where you are observing.
2. Indicate and label all significant parts and furniture that you find inside including
these but not limited to:
a. Doors, windows
b. Teacher Table, Demonstration table
c. Cabinets, chalkboard, bulletin boards/display boards, etc.
d. Gadgets, equipment
e. Plant boxes, etc.
f. Others not included in the list
3. Draw your vision of a classroom for the 21st century.
A. Current Classroom I am Observing

Grade/Year level: Grade 9

224
B. My Classroom for the 21st Century
Front
Back
Edited in Canva

225
Make a comparison of your drawings A and B. Describe the similarities and

differences.
Explain why.
Features of the Present My Vision of the Future What is the similarity?
Classroom Components Classroom What is the difference?
Aside from the board The classroom is flexible The placement of

and rows of desks, there and spacious, which teacher and
are no other areas inside allows it to accommodate demonstration tables is
the classroom allotted a variety of learning similar. However, there is
for specific purposes. activities, and other a distinction in terms of
Common classroom areas inside the essential classroom
essentials are not classroom are allotted for components. My vision of
present inside the specific purposes such as the future classroom has
classroom, no work stations, making elements of flexible and
stimulating educational movement flexible. comfortable space, areas
materials available. Zones in the classroom for learning activities that
Bulletin and board are also present for promote collaborative
displays were in bad bulletin boards, board and independent
condition, smudge and displays, cabinets for learning, and spaces that
faded. books, a demonstration facilitate movement.
board, and other More technology-
instructional materials. integrated classrooms
plants for insect repellent that foster creativity and
and releases oxygen for innovation
better ventilation. Light
and bright colors are
conducive to brain
activity and learning, and
a classroom that
integrates technology
that will support learning

226
Based on the task that you made, what challenges await you as a future teacher?
How will you manage learning in the future classroom? How will you prepare
yourself to respond teaching-learning and become a glocal teacher?
Make a short paragraph on how will you will manage teaching-learning in

the 21st century classroom.
Change is inevitable. The educational landscape continues to flourish for the
benefit of learners. I mentioned earlier that two challenges await a future
teacher: the first is how to create a learning environment that encourages
creativity and innovation and develops higher-order thinking skills by
embodying today’s student-centered paradigm in education. Management in
learning necessitates expertise in the field as well as ongoing professional
development through a series of trainings in order to be competent in shaping
students in accordance with changing demands of the time in order to support
the need for an effective global workforce.
Continued professional development is key to responding to teaching and

learning and becoming a global teacher. It is where I can assure myself of my
teaching profession and develop the attributes and skills needed in 21 st-century
education. to become a globally competent teacher who understands and
values cultural differences, values the contributions of students from varied
backgrounds and languages, and who has knowledge of and integration of
global dimensions in the field.

227
These are the artifacts that you need to file in this Episode.
1. Activity 15.1 Report on the Observations including evidence that go with
it.
Activity 15.1 Narrative on the Day in the School Life of the Quality Teacher
It was a day of satisfaction and admiration as I spent it in the school life of a

quality English teacher. The morning began with a warm and jovial atmosphere in
the teacher's classroom at the start of the day. As I looked around, I saw students
of different age groups eagerly awaiting the commencement of the class. The
teacher started with a few words of motivation and encouragement. She then
began to explain the topics to be covered in the day's lesson, with a great emphasis
on grammar and vocabulary. The students were very attentive and eager to learn.
The teacher's method of teaching was very effective as she took time to explain
the concepts and provide plenty of examples. She used a variety of teaching
techniques such as visual aids, games and activities, and group discussions. This
kept the students engaged and allowed them to think more critically and creatively.
The teacher was very patient and accommodating towards the students. She was
always ready to help them out in case of any difficulty. She was also very interactive
with the students and often invited questions from them. This encouraged the
students to take an active part in the class and learn more. Apart from teaching,
the teacher also took the time to interact with the students and get to know them
better. This helped her understand their perspectives and interests, and also helped
her build a good rapport with them. The day ended with the teacher thanking the
students for their hard work and dedication, and also expressing her happiness at
having spent the day with them. Overall, it was an amazing experience for me to
witness the teacher's commitment and dedication to her students. I was truly

228
impressed by her teaching style and the way she handled the students. It was truly
an inspiring experience.
2. Activity 15.2 Drawing of the present classroom and a Drawing of your Vision of
the Classroom for the 21 Century.
3. Activity 15.2 Narrative on how you will manage teaching-learning in the 21st
Century classroom.
Adapting to the ever-evolving educational landscape is inevitable. To prepare for

this, it is essential that teachers stay up to date and continually develop their skills
and knowledge. This requires ongoing professional development and training to
ensure they have the expertise necessary to create learning environments that
foster creativity, innovation, and higher-order thinking. It is also important for
teachers to have an understanding of different cultures and languages to effectively
support a global workforce. Through this, teachers can ensure they have the
necessary attributes and skills to be successful in the 21st century.

229

Episode Improvement
accomplished
grounded on theories; one to to theories;

230
theories and spelling are three more than four

grammar and free from error grammatical (4)
analyzed
outcome outcome

SCORE (BASED ON
TRANSMUTATI
ON)

SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 7-BELOW
1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.0 3.5 5.0
99 96 93 90 87 84 81 78 75 72 71-
BELOW
___________________________
________________
Date

231
FS 1
LEARNING EPISODE 16
ON TEACHERS PHILOSOPHY EDUCATION
1. determine prevailing philosophies of education based on DepEd Vision and

Mission
statements, core values and mandate, the K to 12 Curriculum Framework
and Guide and RA 10533;
2. cite teacher's teaching behaviors and the philosophies of education on which
these behaviors are founded; and
3. articulate my philosophy of teaching.
We are beneficiaries of a rich philosophical heritage passed on to us by great

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

232
ANALYZING DEPED’S PHILOSOPHY OF

ACTIVITY 16.1
EDUCATION

 Determine prevailing philosophies of education based on DepEd Vision and

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

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

mastery of the basics; core values of maka- standards and
Curriculum is prescribed; Diyos, maka-tao, competencies
subject matter -centered maka-kalikasan and that learners are
maka-bansa show expected to attain is the

233
there are universal, objective that DepEd is subject matter that

values; inculcate essentialist. DepEd students are expected to
values in subject matter believes in learn.
unchanging values - Essentialist
that need to be
inculcated.
2. Perennialism - teach those The DepEd Mission Perennialism is the

that offers education in a desire for pupils to
last, the classics; there are stimulating, safe, acquire comprehensive
universal values; inculcate secure, and gender- information, abilities,
these universal, objective sensitive attitudes, and values in
values environment. order to implant in them
DepEd's belief that positive character
this pupil would be qualities and moral
able to mature into principles that will serve
being a responsible them well in the future.
citizen of the country According to the K–12
in this type of setting Curriculum, what is
demonstrates how taught in class makes
Perennialism was the education relevant to
applied to DepEd's students or learners
goal. through a framework.
3. Progressivism very child- The DepEd vision, Progressivism: The need
centered; teach those that which sees the for inclusive and
interest the child; one learns agency always developmentally
by experience; learners learn enhancing itself to appropriate curriculum in
by doing so teacher teacher's better serve Section 5 of RA No.
teaching is experiential; stakeholders, is a 10533, Curriculum
values are subjective; no prime example of Development, Learner-
inculcation of values progressivism in Centered, demonstrates
since they are subjective; action. DepEd is of the usage of
instead the opinion that in progressivism in this act.
teachers help students clarify addition to being
their values taught about things
that they are
interested in,
children learn best
by doing.
4. Reconstructionism - school DepEd is The K–12 Curriculum
is agent of change; schooling reconstructionism, as Framework and
is preparing students for the shown by its mission contextualization
social changes; teaching is and vision, according demonstrate the
involving the students in to which reconstructionist
discussions of moral administrators and approach to education,
dilemmas staff act as stewards in which pupils talk
of institutions by about topics like disaster
upholding a risk reduction (DRR).

234
supportive and
enabling
environment for
efficient learning.
DepEd thinks that
involving pupils in
moral dilemmas will
help them
understand the
repercussions of
their conduct.
Existentialism Teachers teach Any proof of Existentialism is
learners to make a choice, to existentialism? demonstrated by the fact
make The DepEd's that children can select a
decisions and not merely to dedication to specialty based on
follow facilitating learning ability, passion, and
the crowd; one who does not and continually school capacity in the K–
make a choice and so simply supporting each 12 curriculum
follow others do not leave student is the finest framework, gearing up
meaningful life illustration of for the future (Senior
existentialism. High School). A student's
According to DepEd, career route will
society shouldn't influence the topics they
impose restrictions choose in Grades 11 and
on a person's 12. Core Curriculum and
freedom or way of Tracks are the two
life since doing so categories into which
stifles their ability to SHS topics are split.
make their own
decisions and keeps
them from reaching
their full potential.
6. Pragmatism That which is Any evidence for The K-12 Curriculum
useful, that which is practical pragmatism? Framework's
and that which Works is DepEd used Pragmatism-Making the
what is good; that which is pragmatism because Curriculum Relevant to
efficient and effective is that they think that giving Learners
which is good. e.g. showing pupils useful life (Contextualization and
a video clip on mitosis is skills will aid in their Enhancement) section
more efficient and more development into demonstrates how
effective and therefore more morally upright Pragmatism is used to
practical than teacher coming people. This is help students develop in-
up with a visual aid by demonstrated in the depth knowledge, skills,
drawing mistosis on a DepEd Vision, which values, and attitudes by
cartolina or illustration board enables people to maintaining a steady
reach their full pace and a consistent
potential and make approach in order to
significant

235
contributions to the inspire them to improve

growth of the nation. themselves on all levels.
7. Rationalism - emphasizes Any proof of Rationalism-There is a
the rationalism? demonstration of
development of the learners The DepEd Core application of
reasoning powers; Values of Maka- Rationalism in RA No.
knowledge comes though Diyos, Maka-tao, 10533 Sec. 5 which is
reason; teacher must Makakalikasan, and Curriculum
develop the reasoning power Makabansa serve as Development, in which
of the learner evidence that DepEd the curriculum shall be
adheres to relevant, responsive, and
rationalism, in which research based as
they only consider students are gained via
knowledge that is reason without the
founded on reason. assistance of the senses
8. Utilitarianism - what is Any proof Utilitarianism-There is a

good is that which is most utilitarianism? proof of application of
useful (that which brings The Department of utilitarianism in RA No.
happiness) to the greatest Education's (DepEd) 10533 Sec. 5 which is
number of peoples; Vision shows that it Curriculum
adheres to Development, in which
utilitarianism, which the curriculum shall be
supports actions that culture-sensitive and the
promote happiness teacher approach offers
or pleasure while no notion of what ought
opposing those that to comprise an
cause harm or education.
suffering. It would
be focused on
enhancing society as
a whole when
utilized to make
social, economic, or
political decisions.
9. Empiricism source of Any proof Empiricism is applied in

knowledge empiricism? RA No. 10533 Sec. 5
is through the senses; Teachers facilitate (Curriculum
teacher must involve the learning and Development), which
senses in teaching-learning constantly nurture states that the
every learner, curriculum must use
according to the constructivist, inquiry-
DepEd Vision, is based, reflective,
evidence that it uses collaborative, and
Empiricism, where integrative pedagogical
teaching-learning of approaches. This is
students is based on because the teacher

236
the human senses, must involve the

and it shares the students' senses in the
belief that there is teaching and learning
no such thing as process if they are to
innate knowledge, learn.
but rather
knowledge is derived
from experience
10. Behaviorism - behavior is Any behaviorism Behaviorism: In
shaped deliberately by forces evidence? accordance with RA No.
in the environment and that The DepEd Vision 10533 Sec. 5 on
the type of person and states that education Curriculum
actions desired can be the takes place in a Development, the
product of design; behavior welcoming, gender- curriculum must be
is determined by others, sensitive, secure, learner-centered,
rather than by person's Own and exciting setting inclusive, and
free will; teacher must for children. This is developmentally
carefully shape desirable another proof that appropriate. Teachers
behavior; drills are commonly DepEd employed should encourage kids to
used to enhance learning. behaviorism, in behave well as they are
Rewards reinforce learning. which teachers rewarded for their
reward good efforts.
behavior with
rewards at the end
of the day. When
pupils do a desired
activity, they
gradually develop
the ability to do so
independently.
11. Constructivism -Learners Any evidence for Constructivism: The K–
are constructivism? 12 Curriculum
capable of constructing As stated in the Framework
knowledge DepEd Mission, demonstrates that there
and meaning; teaching teachers promote is a constructivism in
learning learning and which students are
therefore is constructing continually nurture encouraged to think
knowledge and meaning; every learner. By about sharing their
teacher does not just "tell or aiding students in practical knowledge and
dictate but asks learners for creating knowledge learning experiences.
knowledge they construct rather than merely
and meaning of lesson absorbing it, they
show how DepEd is
adopting
constructivism. As
students interact
with and reflect on
the environment, it

237
aids them in creating

their own
representations and
incorporating new
knowledge into their
prior understanding.
ARTICULATING MY PHILOSOPHY OF
ACTIVITY 16.2 TEACHING

- Observe how a teacher relates to every learner and how he/she proceeds
with her teaching.
- Accomplish this Observation Sheet.
Here are philosophies of education. Find out which philosophies were manifested
in class by observing what and how teacher teaches and relates to learners.
Philosophies of Education Teaching Behavior (State what

the teacher said, taught or did).
1. Essentialism - teach mastery of the In what way was teacher essentialist?

basics; curriculum is prescribed; e.g. He/she saw to it that the students
subject matter-centered there are mastered basic concepts and skills
universal, objective values; inculcate
values; subject he/she inculcated values
2. Perennialism- teach those that last, In the language class, she keeps
the classics; there are universal discussion on topic and corrects errors
values; inculcate these universal, in grammar and other components of
objective values the proper usage of the language. She
demonstrates conservatism and
education by requiring a curriculum.
She accurately formulates problems
within the scope of the texts being
discussed.

238
3. Progressivism very child-centered; Her teaching is derived from students’

teach those that interest the child; one interests and questions, and she
learns by experience; learners learn by integrates problem-based learning to
doing so teacher teacher's teaching is allow students to learn by actively
experiential; values are Subjective; no engaging in activities to demonstrate
inculcation of values since they their knowledge.
are subjective; instead teachers help
students clarify their values.
4. Reconstructionism - school is agent After the teacher discussed adverbs
of change; schooling is preparing and their different types, she required
students for the social changes; her students to write an essay using
teaching is involving the students in different types of adverbs regarding
discussions of moral dilemmas. the current and controversial issues
the country is facing right now.
5. Existentialism - Teachers teach
learners to make a choice, to make She emphasized the importance of
decisions and not merely to follow the developing unique individuals by
crowd; one who does not make a providing various activities that will
choice and so simply follow others do allow them to express their creativity
not leave meaningful life. and sense of self.
6. Pragmatism- That which is useful,

that which is practical and that which
works is what is good; that which is
efficient and effective is that which is She provides real-world activities
good. e.g. showing a video clip on where she sends students outside so
mitosis is more efficient and more that they can engage with different
effective and therefore, more practical sensory imagery and incorporate it
than teacher coming up with a visual into their poetry.
aid by drawing mistosis on a cartolina
or illustration board.
7. Rationalism - emphasizes the

development of the learners' reasoning
powers; knowledge comes though The teacher provided a poem for
reason; teacher must develop the students to analyze and decipher.
reasoning power of the learner
8. Utilitarianism what is good is that The teacher discussed a poem in

which is most useful (that which brings literature class about individuals who
happiness) to the greatest number of achieve greatness and heroism. The
peoples; characterization and the message of
the poem were focused on the
purpose of the teacher to inculcate
values such as patriotism and
nationalism, which both translate as
love for the country, and how one can

239
be altruistic and advocate for the

common good of the people.
Utilitarianism was manifested here

because the teacher not only uses
poetry to spark the students'
imagination and writing ability but also
shows how poetry can move the
students to achieve greatness in
themselves and aspire to and act as
the characters in the poem have done.
9. Empiricism source of knowledge is Students were engaged in the
through the senses; teacher must learning; all skills were involved, and
involve the senses in teaching-learning students learned by doing.
Collaborative activities were provided,
and as a result, more senses were
stimulated, making room for learning.
The teacher's demonstration included
the learner in the lesson.
10. Behaviorism - behavior is shaped
deliberately by forces in the
environment and that the type of
She set the tone by enforcing rules
person and actions desired can be
and behaviors to be observed. She
the product of design; behavior is
uses the strategy of reinforcement to
determined by others, rather than by
increase accepted behavior while
person's own free will; teacher must
setting repercussions to deal with
carefully shape desirable behavior;
undesirable behavior.
drills are commonly used to enhance
learning, rewards reinforce learning.
11. Constructivism- Learners are made the instruction interactive.

capable of constructing knowledge and addressed the needs of the students
meaning; teaching-learning therefore to be active agents in their learning
is constructing knowledge and and not passive ones. She provides
meaning; teacher does not just "tell" experience to learners with the
or dictate but asks learners for knowledge construction process, the
knowledge they construct and use of authentic tasks, encouraging
meaning of lesson voices from different perspectives in
the learning process, allowing
collaborative activities, and
encouraging the use of multiple modes
of representation.

240
1. Based on your findings and observations in Activity 16.1 and Activity 16.2, which
philosophies of education are dominant in Philippine basic schools? Why do you
say so?
The most dominant philosophies of education in the Philippine basic schools are
those anchored in the learner-centered approach. The focus of DepEd’s K to 12
curriculum is advertised as learner-centered; therefore, educational practices
focus on those philosophies with the aim of developing the independence of the
students, making them responsible for their own learning, and creating students
who are able to think powerfully, invent, and create.
2. If there is one philosophy that schools and teachers should give more
attention to, what should that be and why?
The philosophy of education that schools and teachers should give more attention
to is one that emphasizes student-centered learning. This philosophy focuses on
tailoring teaching methods to the individual needs of each student as well as
providing an environment that is conducive to learning and growth. It also
emphasizes collaboration, problem-solving, and critical thinking skills, as well as
creativity and innovation. This type of approach encourages students to take
ownership of their own learning and become actively engaged in their own
educational process.
What is your philosophy of teaching? This describes what you believed you should
teach, how you should teach and how you should relate to others in school – with
the learners, your colleagues, your superiors and all other stakeholders. Write the
down. This is your title: “My Philosophy of Teaching”
My Philosophy of Teaching
These may be of help:
I believe that the learner… (concept of the learner)

Ibelieve that I should teach the learners… (what)
By… (how)
I believe that I … (how should you relate to learners, colleagues,
superior, parents, and others)

241
My philosophy of teaching is centered around the idea that the learner is

the most important factor in learning and that the teacher should be a facilitator
of learning. I believe that I should teach the learners by creating an
environment that is conducive to learning. I believe that I should serve as an
advocate for my students’ learning, providing them with the necessary tools,
support, and guidance to reach their full potential. I also believe that I should
foster an open and collaborative classroom environment, encouraging active
participation from the learners in order to promote meaningful learning.
Additionally, I believe that it is important to maintain strong relationships with
my learners, colleagues, superiors, parents, and other stakeholders, valuing
their input and opinions in order to create a successful learning experience.
It is also my philosophy that teaching should be both stimulating and

engaging in nature. believe that teaching should provide students with the
opportunity to explore, discover, and develop their knowledge and skills. My
teaching should be based on best practices, be reflective of the diverse needs
of the learners, and be informed by the use of current research, technology,
and resources. I believe that assessment should be ongoing, meaningful, and
varied, allowing learners to demonstrate their understanding in a variety of
ways. Finally, I believe in the importance of creating a safe, respectful, and
inclusive learning environment for all students and providing equal access to
learning opportunities and resources.
Overall, my philosophy of teaching is centered around the idea that

teaching should be learner-centered and focused on providing meaningful
learning experiences for all students. I strive to create a classroom environment
that is conducive to learning, engaging, and inclusive. Additionally, I strive to
foster strong relationships with my learners, colleagues, superiors, parents, and
other stakeholders, in order to create a successful learning experience. Finally, I
believe in the importance of using best practices, current research, technology,
and resources in my teaching, while ensuring that assessment is meaningful,
ongoing, and varied.

242
My philosophy of Teaching
My philosophy of teaching is centered around the idea that the learner is

the most important factor in learning and that the teacher should be a facilitator
of learning. I believe that I should teach the learners by creating an
environment that is conducive to learning. I believe that I should serve as an
advocate for my students’ learning, providing them with the necessary tools,
support, and guidance to reach their full potential. I also believe that I should
foster an open and collaborative classroom environment, encouraging active
participation from the learners in order to promote meaningful learning.
Additionally, I believe that it is important to maintain strong relationships with
my learners, colleagues, superiors, parents, and other stakeholders, valuing
their input and opinions in order to create a successful learning experience.
It is also my philosophy that teaching should be both stimulating and

engaging in nature. believe that teaching should provide students with the
opportunity to explore, discover, and develop their knowledge and skills. My
teaching should be based on best practices, be reflective of the diverse needs
of the learners, and be informed by the use of current research, technology,
and resources. I believe that assessment should be ongoing, meaningful, and
varied, allowing learners to demonstrate their understanding in a variety of
ways. Finally, I believe in the importance of creating a safe, respectful, and
inclusive learning environment for all students and providing equal access to
learning opportunities and resources.
Overall, my philosophy of teaching is centered around the idea that

teaching should be learner-centered and focused on providing meaningful
learning experiences for all students. I strive to create a classroom environment
that is conducive to learning, engaging, and inclusive. Additionally, I strive to
foster strong relationships with my learners, colleagues, superiors, parents, and
other stakeholders, in order to create a successful learning experience. Finally, I
believe in the importance of using best practices, current research, technology,
and resources in my teaching, while ensuring that assessment is meaningful,
ongoing, and varied.

Name: Leonard T. Bangan Course/Year: Bsed English - 4 Year Subject Teacher: Dyan B. Valdepeñas

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1

Name: Leonard T. Bangan

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

THE CLASSROOM ENVIRONMENT

 At the end of this episode, I must be able to determine the characteristics of

The Learning Essentials

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

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

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

 Instructional- They move students to respond and participate through

Attractiveness, balance, unity, interactivity, legibility, correctness, and

ACTIVITY 1.1 Exploring the School Campus

Resource Teacher: Ms. Rochel G. Ugaddan Teacher’s Signature: __________

a) Descriptive paragraph b) Photo essay

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

SCHOOL FACILITIES OBSERVATION CHECKLIST

Facilities Date Description Will it contribute to the

Library 10/17/22 Not observed Not observed

Students who require This is a spot to make

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

healthy and unhealthy them in remaining

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

additional students. It development in a

Auditorium 10/19/22 Not observed Not observed

The surrounding Gardens in schools can

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

solving and critical

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

electronic, electrical, carpentry, and

PTA Office Not Available Not Available

The solace room of Each student's privacy

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

An Observation Guide for the CLASSROOM VISIT

Guide Questions Classroom Observation Report

The school is located in Annafunan, Tumauini, a

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

Resource Teacher: Ms. Rochel G. Ugaddan Teacher’s Signature: __________

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

An Observation Guide for the CLASSROOM VISIT

Classroom Facilities Description

There is a sum of 12 wall show in the

The homeroom has a sum of 45 seats, the guest

The cleaning supplies were in the back, close to

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

9. Cabinet The durable cabinet was positioned at the

Near the classroom's back door, there are two

This is relevant to my understanding of child and adolescent development because

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

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

3. What kind of classroom is conducive to learning?

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

5. Write your additional learning and insights here.

I discovered that creating a positive learning environment significantly motivates

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

OBSERVE, ANALYZE, REFLECT

Resource Teacher: Ms. Rochel G. Ugaddan Teacher’s Signature: __________

The display board, or what we more commonly refer to as bulletin board, is