Field-Study-1-Full-Episode Je An

FIELD STUDY 1 LEARNING EPISODE
The School as a Learning

FS 1 1 Environment
OBSERVE, ANALYZE, REFLECT
Activity 1.1 Exploring the School
Resource Teacher: Ruby A.Ruizal School: Sindangan National Agricultural School

Grade/Year Level: 10 Subject Area: Araling Panlipunan Date:
OBSERVE
As you move around, observation form is provided for you to document your
observation. It is advised that you read entire worksheet before proceeding to the social
site. A good understanding of the activities and tasks to be accomplished in the activity
sheets will yield better learning results
SCHOOL FACILITIES OBSERVATION CHECKLIST
Familiarize yourself with the different areas and facilities of the school. Check the
column to indicate their availability. Give a brief description of those that are available,
and say how each will contribute to the students’ learning and development.
Will it contribute to the
Facilities / Description students’ learning and
development? Why?
Office of the The office of the principal is The office of the principals are
Principal clean and wide.The papers the one who makes policy for
appear there were properly safety and discipline and also
arranged.Well managed and enhance the curriculum further
organized and it has a big space. accelerate the students
learning progress.
Library Wide and organized it has a lot Enhance student achievement
of books that full of and improved positive
stories,historical fiction,fables attitudes towards learning.
and fairy tales .and its
conductive .
Counseling The counseling room was so To listen to students
Room peaceful and relaxing ,an area experiencing personal
where the students can correctly problems and help them
be counseled. resolve those problems
quickly.
Canteen Snas has 7 canteen and no soft Students are able to learn
Cafeteria drinks allowed in the campus better if they have the right
selling a lot of healthy foods . amount of the nutrients and
energy in their body.It
provides healthy food.
Medical The medical clinic was Ability to have access to a

Clinic clean.The medicines are good source for health
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available and properly. information and able to
iderntify their health needs .
Audio Visual/ The media center has complete Enhance audio visual re
Learning facilities .There you can see sources learning for students .
Resource other machines generated to
Center provide a better learning guide.
Science Organized and well managed Students are able to perform
Laboratory and there's a lot of materials to activities and apply the
experiment knowledge that they have
gained while enhancing their
skills and knowledge.
Gymnasium The gym was wide but there are Its beneficial for learning
some garbage scattering.But its sports and in door activities
very attract and colorful. which are part for PE subject.
Auditorium N/A N/A
Outdoor/ SNAS has a farm in labakid and Able to show their love for
Garden also mango tree.Wide and plants,vegetables and trees .it
peaceful. helps student to develop
empathy and responsibility of
being a human.
Home N/A N/A
Economics
Room
Industrial There are rooms for the Help the students develop the
Workshop journalist/broadcasters they skills they need while applying
Area work on. their prior knowledge.
PTA Office N/A N/A
Comfort The comfort room for boys was Comjfort room are designed to
Room for clean but a little bit dirty. help reduce tension and assist
Boys the students developing
personal coping skills so that
they maintain control in
triggering situations.
Comfort The comfort room for girls was Same assist the students
Room for clean. developing personal copping.
Girls
An Observation Guide for the CLASSROOM VISIT

Read the following statement carefully. Then write your observation report on the space
provided.
Guide Question Classroom Observation Report
1. Describe the community or Theres a teamwork and sportsmanship.I feel the

neighborhood where the school sense of peace and harmony among its people living
is found. there. There is also an access to store,bakery,sand
computer shop that may provide the needs of the
students and teachers.
2. Describe the school campus. The school campus is color pink that symbolize
What colors do you see? What the beauty of snasians who has passion and pride .A
is the condition of the wide space and new buildings for interactive
buildings? activities,accessible facilities and services.
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3. Pass the offices. The offices are structured and organized.They
What impression do you have of have bulletin board displayed outside their offices to
these offices? keep the people informed of the announcement and
memos.
4. Walk through the school’s SNAS halls are clean and quiet .Theres a lot of
halls, the library. The cafeteria. students reading in the library,eating in the canteen
Look around and find out the and theres comlab ,tailoring and carpentry.
other facilities that the school
has.
An Observation Guide for the CLASSROOM VISIT

The Sindangan National Agricultural School is located at Goleo,Sindangan
Zamboanga Del Norte
I went directly to the principals office for the logbook and go back to the Grade 10
building and I notice that there are students who are just playing around the campus while
others are having classes and there are also studying in the library and eating in the
canteen/cafeteria.The teachers are very welcoming and approachable also the students
too.
Most of the classrooms are well decorated and is full of learning materials it is also
well-ventilated and well lighted.I also notice that Sindangan National Agricultural school
is very clean and organized and the students are very friendly and talented as well.
Be guided by these tasks as you do your observation. Then accomplish the matrix to
record your data.
CLASSROOM FACILITIES MATRIX
Description
Classroom (location, number, arrangement, condition)
Facilities
1. Wall Display There are numerous wall display placed in front and back of the wall which
are all good.They arranged based on the level of importance.
2. Teacher’s Table The teachers table is about 50to 80 in size.And it so simple but elegant.
3. Learner’s Desk There are eight desk with five chairs each table.And its well funished.
4. Blackboard It is wide and provided for teachers and for the students stability and value
of focus to learnings.
5. Learning Which are used by the teacher are written ligibly for the students to learn.
Materials/ Visual
Aids.
6. Comfort Lack of water sometimes but sometimes its clean.
7. Cabinet Well organized and clean.
8. Utensils, Kitchen N/A
materials
9. Health care N/A
10. Cleaning Complete and organized.
materials
Write your observation report here.
The Sindangan National Agricultural School is conductive to learning that have
complete facilities and equipment for teaching and free from destruction .
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Classroom is not about facilities ,it is also about the teacher how conducting and how
to facilitate the students.Cleanliness is a must ,then beautification and also ventilated and
lighted well enough.
There’s a teamwork and I want to use my creativity and passion in teaching to catch
their attention in every side.
ANALYZE
How do the school campus and the classroom in particular impact the learning of the
students going to school? What are your conclusions?
School campus is consider as a cure of ignorance and it was included that a place for
students to grow and develop themselves and their knowledge according to the education.
How does this relate to your knowledge of child and adolescent development/ How does
tips this relate to your knowledge of facilitating learning?
It is important not just for students also for teachers because it allows them to
understand how students develop and grow. It prepares to work with children and meet
their physical ,emotional ,cognitive and social needs.
REFLECT
1. Would you like to teach in the school environment you just observed? Why? and
Why not?
Yes,aside from its my alma mater but I really like the environment ,the
teaching strategy of that school .It gives the student more knowledge and skills
specially that SNAS has a lot of strands to choose that gain knowledge and boost
the confidence of the students.
2. What kind of school campus is conductive to learning?
If the school has complete facility that help benefited by the students.To test
their mind and skills in order for what they’ve got.
3. What kind of classroom is conductive to learning?
If the school has a proper chairs,tables and well -ventilated that will contribute for
the attainment of knowledge.
4. In the future, how can you accomplish your answer in number 3?

As a future educator I will equipped myself and hands on the things that I
needed .I will do my duty to influence and teach them the right thing and to be a
good role model and I make sure that my classroom is clean,well- managed and
orgnized.I wanted them to make themselves better .
5. Write your additional learning's and insights here.

Teacher is noblest among the profession ,it’s a great opportunity to teach and its
important of touching young mind and how a teacher should be more sensitive of the
needs of the students.Teachers must adopt a new mindset both for.
Today,students are expected to be not only cognitive but also flexible,analytical and
creative.
Activity 1.2 Observing bulletin board

displays
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OBSERVE
As you look around and examine board display, use the observation guide and forms
provided for you to document your observation.
An Observation Guide for BOARD DISPLAYS
Read the following carefully before you observe.

1. Go around the school and examine the board display. How many board displays do you
see?
There are 3 board display in SNAS.
2. Where are the display boards found? Are they in places where target viewers can see
them?
Yes they are place where target views can see. 1 board display found in the
outside of the principal office, 1 board display found near laboratory science and 1
board display in building in grade 11.
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?
The board display is talk about the important announcement in school.
4. What materials were used in making the displays? Are borders used?
They used tarpaulin and bondpaper.
5. Do you notice some errors? (misspelled words, grammar inconsistencies and the like)
None.
6. Are the messages clear and easily understood?

Yes it is.
7. Think about what got your attention. Why did I get your attention?
The board display get my attention is the board display
8. Take a photo of the display boards (if allowed)
Based on the questions on the observation guide, write your observation report :
I noticed that there are 4 bulletin boards. There’s a bulletin near at the
gymnasium ,principals office and near at faculty.
The display is all about information ,instructions and announcement for the entire
campus community and memos from the director and the SSLG.Well arranged and
were labeled and categorized.
From among the board display that you saw, pick one that you got most interested in.
Evaluate it using the evaluation from below.
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BOARD DISPLAYS EVALUATION FORM1
Topic of the Board Display COVID 19 PROTOCOL INSIDE SCHOOL
Location of the Board Display in School Center of the classroom hall way
Check the column that indicates your rating. Write comments to back up
your ratings.
4- Outstanding 3- Very Satisfactory 2- Satisfactory 1- Needs

Improvement
N S VS 0
Criteria I 2 3 4 Comments
1
Effective Communication √ The bulletin is easy to see and
It conveys the message quickly easy to read the words.
and clearly.
Attractiveness √ Its easy to catch the attention.
Colors and arrangement catch
and hold interest
Balance √ Definitely good and clear.
Objects are arranged so stability
is perceived.
Unity √ Its good in the eyes because there
Repeated shapes or colors or is one border design in every
use of boarders hold display bulletin board.
together.
Interactivity √ Its good and made the learners
The style and approach entice read.
learners to be involved and
engage.
Legibility √ Some letters are legible but some
Letters and illustrations can be are small enough not to be read at
seen from a good distance far.
Correctness √ There is no grammatical errors all
It is free from grammar errors, is good.
misspelled words, and
ambiguity.
Durability √ Well-managed.
It is well- constructed; items are
secretly attached.
Bulletin Board Evaluated by: Shiela C.Lira

Location: Grade 11 campus
Brief Description of the Bulletin Board: It’s a recycled blackboard and information
of the school posted.
Evaluation
Strengths Weaknesses
Description of the Bulletin The layout of the bulletin Some letters are not legible.
Board layout board is simple and clear.
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Evaluation of educational There are slogans that made Not really updated.
content and other aspects by the students saying about
Gods love.
Recommendations or Suggestions for improvement
Make the letters clear so that its easy to see and understand.
Signature of Evaluator over Printed Name:
Based on your suggestions, make your board display layout. You may present your
outputs through any of these:
 A hand- made drawing or layout
 And electronic (computer) drawing/ illustration or layout
 A collage
ANALYZE
What do you think was the purpose of the board display?

It is very important to help students know the lessons or review material and is a
surface intended for the posting of messages and provide information.
Did the board display design reflect the likes/ interest of its target audience why
Yes,because it is colorful and the design is cute and the message is convincing.
Was the language used clear and simple for the target audience to understand? Why?
Why not?
Yes,it conveys the message quickly and clearly and colors and arrangement catches
and holds interest .
Was the board display effective? Why? Why not?
Definitely yes it is effective not only for the students but also for the techers so that
they inform and easily to understand and letters and illustrations can be seen from a good
distance .
What suggestions can you make?
It is very clear for I have no problem with that.
Based on your suggestions, propose an enhanced version of the display board.

Use the form below.
My Proposed Board Display
I will make my Board display colourful and simple but elegant .To give directions the
learners that can act as a place where previously taught information can be recovered for
employing on modern and future task.It also useful as a reward system for good
behaviour and I make it to be organized .
Theme: MAKE IT GREEN 5RS
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Board Title: THE WATER CYCLE
Rationale:
(Purpose) FOR ALL GENERAL INFORMATION
Objectives: TO EXPLAIN WATER CYCLE
TO IDENTIFY THE PURPOSE
Best features of my proposed bulletin enhancement:
MY PROPOSED BULLETIN ENHANCEMENT IS COVERED WITH PLSTIC
SO THAT IT WILL BECOME FREE FROM DUST.
Materials for aesthetic enhancement:
CARTON /WHITE BOARD

PAINT
REFLECT
1) Name at least five skills that a teacher should have to be able to come up with
effective board displays. Elaborate on why each skill is needed.
A Teacher should be flexible,cognitive,resourceful,creativity and have good

communication.It is really needed for the students to enhance the learning and develop
their skills.
2) Which of the skills you named in #1 do you already have? Recall your past
experience in making board displays. How do you practice these skills?
The good communication because I believe that its very important among the skills
that I should continue to know my students in the near of future .
3) Which skills do you still need to develop? What concrete steps will you take on how
you can improve on or acquire these skills?
Being a creativity im not really confident of my work so that I wanted to develop and
enhance it to be more creative and practical.
SHOW Your Learning Artifacts
My Personal Illustration of an Effective
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School Environment
Teamwork ,Sportsmanship and Passion .As I am walking again in my alma

mater ,my eyes borrowed my attending in a wide buildings and the faculty room in
which the teachers stay.
Each one of us facing difficulties and agonies over studies but we are here of what
we like to do .We want quality education that someday will help us to produce a
productive and also to improve and enhance our knowledge and skills.
Its really important that a certain institution must have its own effective environment
.As a future educator,I will use my voice to influence my students to become a better
one and I could foresee the things that are highly needed in enhancing ones school
environment .
Today students are lucky because we are now 21 st century a modern way of teaching
was apply .Using technology i8s relevant and useful and because of that we can search
and communicate easily unlike before.It is not just that we are going to depend on others
but more likely,the preparation is in the teachers and the students too.In order to achieve
that effective school environment the techers and students must be guided that we
cannot say that a school neglecting the efficiency of the institution.
EVALUATE Performance Task
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Evaluate Your Work Field Study 1.
Episode 1 The School as a learning Environment.
Learning Outcome: Determining the characteristics of a school environment that provides
social, psychological and physical environment supportive
of learning.
Name of FS Student ; Date Submitted:____________________

Year and Section : Course: BSED ENGLISH
Learning Episode Excellent Very Satisfactory Satisfactory Need Improvement

4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
observation Sheet questions tasks observation observation observation questions/
completely questions/ tasks not questions/ tasks tasks not answered/
answered/ answered/ not answered/ accomplished.
accomplish accomplished. accomplished
Analysis All questions were All questions were Questions were Four (4) or more
answered answered not answered observation questions
completely, answers completely, answers completely, were not answered.
are depth and are are clearly answers are not Answers nit connected
thoroughly grounded connected to clearly connected to theories; more than
on theories; grammar theories, grammar to theories one (1) four (4) grammatical/
and spelling are free and spelling are free to (3) spelling errors.
from error. from errors. grammatical/
spelling wrong
Reflection Profound and clear Clear but lacks Not so clear and Unclear and shallow,
supported by what depth supported by shallow, rarely supported by
were observed and what were observed somewhat what were observed
analyzed. and analyzed. supported by what and analyzed.
were observed and
analyzed
Learning Artifacts Portfolio is reflected Portfolio is Portfolio is not Portfolio is not
on in the context of reflected on in the reflected on in the reflected on in the
the learning context of the context of the context of the learning
outcomes. Complete, learning outcomes. learning outcomes; not
well organized Complete well outcomes. complete, not
highly relevant to the organized very Complete not organized, not
learning outcome. relevant to the to organized very relevant.
the learning relevant to the to
outcome the learning
outcome
Submission Submitted before the Submitted before Submitted a day Submitted two (2) days
deadline the deadline after the deadline or mote after the
deadline
COMMENTS
Rating
(Based on
OVER ALL
SCORE transmutation)
TRANSMUTATION OF SCORE TO GRADE/ RATING

Score 20 19- 17 16 15 14 13-12 11 10 9-8 7-
18 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
Signature of FS Teacher above Printed Name Date
FIELD STUDY 1 LEARNING Learner Diversity:

EPISODE
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Developmental
FS 1 2 Characteristic, Needs and
Interests
Activity 2.1 Observation learner characteristics at different stages
OBSERVE
Use the observation guide and matrices provided for you to document your
observations.
An Observation Guide for the Learners’ Characteristics
Read the following statements carefully. Then write your observation report on the
provided space. Your teacher may also recommend another observation checklist if a
more detailed observation is preferred.
Physical
1. Observe their motor skills how they carry themselves, how they move, walk, run, go
up the stairs, etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their motor skills? Writing, drawing, etc.
Social
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What do they talk about? What are their
concerns?
Emotional
1. Describe the emotional disposition or temperament of the learners. (happy, sad, easily
cries, mood-shifts)
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they self-
conscious?
Cognitive
1. Describe their ability to use words to communicate their ideas. Note their language
proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for evidence
of their thinking skills.
3. Were there opportunities for problem solving? Describe how they showed problem
solving abilities.
Learners’ Development Matrix

Record the data you gathered about the learners’ characteristics and needs in
this matrix. This will allow you to compare the characteristics and needs for learners at
different levels. The items under each domain are by no means exhaustive. These are just
sample indicators. You may add others aspects which you may have observed.
Development Preschooler Elementary High School
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Domain Indicate age range Indicate age range of Indicate age range of
of children children observed: children observed:
observed: ___________ _____________
_________
Physical NOT OBSERVED NOT OBSERVED She/He is active and
Gross-motor skills knows how to
Fine-motor skills dance .Know how to
Self-help skills write
Others stories,poems,spoken ,
songs and essays.
Social NOT OBSERVED NOT OBSERVED They participate in
Interaction with Teachers class and very
Interactions with competitive .
Classmates/friends
Interests They are very
Others congeniality and
approachable.
Emotional NOT OBSERVED NOT OBSERVED She/He really annoyed
Moods and temperament, if there is someone
expression of feelings backstabbing and
Emotional independence teases.
Others Already knows how to
settle and manage
emotional breakdown.
Cognitive NOT OBSERVED NOT OBSERVED She/He loves to
Communication skills communicate and
Thinking skills friendly to everyone.
Problem-solving
Others
ANALYZE
Write the most salient developmental characteristics of the learners you observed. Based
on these characteristics think of implications for the teacher.
Example:
Level Salient Characteristics Implications to the Teaching-
Observed Learning Process
Preschool  Preschoolers like to  Therefore, the teacher

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

Observed Learning Process
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Preschool NOT OBSERVED NOT OBSERVED
Age range of learners
observed _5-6_
Elementary
Age range of learners NOT OBSERVED NOT OBSERVED
observed _8-12_
High School NOT OBSERVED NOT OBSERVED
Age range of learners
observed _______
REFLECT
1. While you were observing the learners, did you recall your own experiences when
you were their age? What similarities or differences do you have with the learners
you observed?
I noticed that 21st century learners or the modern way of teaching the new
generation changed into digital learners and now they are very high tech ,before I
am so noisy but if our teacher want us to listen carefully and don’t talk with the
seatmate we follow and quiet but now they did not.
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?
For me its my grade 11 adviser and that is Maam Shiela Lira because I learned
a lot from her and she always remind that im the best that always be
confident,generous and respectful and always put god at the center of my life.
3. Share your other insights here.
Always be grateful of what we have because we are not permanent of this

world that full of challenges and sacrifice.
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Evaluate Your Work Field Study 1. Episode 2. Learner Diversity: Development
Characteristics, Needs, and Interest
Learning Outcome: Determining the characteristics of a school environment that

provides social, psychological and physical environment supportive of learning.
Name of FS Student : Date Submitted:____________________

Year and Section : Course:
______________________________

4 3 2 1
observation Sheet questions tasks observation observation observation
completely answered/ questions/ tasks questions/ tasks not questions/ tasks not
accomplish not answered/ answered/ answered/
accomplished. accomplished accomplished.
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely, answered answered observation questions
answers are depth and completely, completely, answers were not answered.
are thoroughly answers are clearly are not clearly Answers nit
grounded on theories; connected to connected to theories connected to theories;
grammar and spelling theories, grammar one (1) to (3) more than four (4)
are free from error. and spelling are grammatical/ grammatical/ spelling
free from errors. spelling wrong errors.
supported by what depth supported shallow, somewhat rarely supported by
were observed and by what were supported by what what were observed
analyzed. observed and were observed and and analyzed.
analyzed. analyzed
on in the context of the reflected on in the reflected on in the reflected on in the
learning outcomes. context of the context of the context of the
Complete, well learning outcomes. learning outcomes. learning outcomes;
organized highly Complete well Complete not not complete, not
relevant to the learning organized very organized very organized, not
outcome. relevant to the to relevant to the to the relevant.
the learning learning outcome
outcome
Submission Submitted before the Submitted before Submitted a day after Submitted two (2)
deadline the deadline the deadline days or mote after the
deadline
COMMENTS
Rating
(Based on
OVER ALL

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-
below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
___________________________________
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FIELD STUDY 1 LEARNING Focus on Gender, Needs, Strengths,
EPISODE Interests Experiences Language,
Race, Status, Difficult
FS 1 3 Circumstances, and Indigenous
Peoples

1.
Observation differences among learners’ gender, needs, strengths,
Activity 3.1
interests, and experiences; and differences among learners’ linguistic,
cultural, socio-economic, religious backgrounds and difficult
circumstances.
OBSERVE
OBSERVATION REPORT
As I observed the Grade 10 Lopez Jaena is they are one like a family.They helping
each other like I said that they don’t have group or any circle of friends but they unite as
one.I can see the learners sometimes need additional motivation to keep their attention
focused and avoid doing something in their own mobile devices since classes are done
virtually .They are all in own homes and they show respect on their respective subject
teachers .
They can manage their own behavior but they will settle down and listen intently if
the teacher starts warning them .I can see the students who actively volunteers themselves
to answer and I can also see some students who were just listening to the interaction or
discussion between the learner and the teacher.
When it comes to discipline and good manners they are very polite and the are very
approachable especially to LGBTQ students that are very generous and they work
indepedently during class they are all very focused and compassionate.
ANALYZE
1. Identify the person who plays key roles in the relationships and interactions in the
classrooms. What roles do they play? Is there somebody who appears to be the leader,
a mascot/joker, an attention seeker, a little teacher, a doubter/pessimist?
There somebody acts as a controller,resource and tutor in the learner content
interaction.
2. What makes the learners assume these roles? What factors affect their behavior?
I think learners assume their different roles inside the class because it is in their
character or personality.It may have difficulty paying deprivation,anxiety,or difficult
with the material .
3. 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?
NO.
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4. What does the teacher do to address issues like this?
I think you need to have a good communication with your students just listen to
them if there is a problem financially and family.
5. What does the teacher influence the class interaction considering the individual
differences of the students?
The teacher influence the class interaction considering the individual differences
of the students by manifesting a fairly values inside the classroom.
6. What strategies does the teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?
Maintain Consistent communication that sharing aligned and improve the
reputation.It also helps to create positive experiences,build better stakeholder
relationships ,and deliver better outcomes.
REFLECT
1. How did you feel being in the classroom? Did you feel a sense of oneness or unity
among the learners and between the teacher and the learner?
I feel blessed that they respect me call me maam all the time and I like their
attitudes they are like a family that helping each other and there is no competency
in the classroom.Theres a unity and teamwork in my Lopez jaena students and I
like being a teacher to them because they listen and participate .
Observing differences among learners with disabilities, giftedness, and

Activity 3.2
talents
OBSERVE
An observation Guide for the Learners’ Characteristics
Read the following carefully before you begin to observe. Then write your
observation report on the space provided.
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 the 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.
ANALYZE
1. Did your observation match the information given by the teacher?

YES
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OBSERVATION REPORT
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.
Ability level refers to where a students current abilities are at the same time.It
is what they can currently do indepedently with a high percentage of accuracy.
3. Describe the methods used by the teacher in handling the students’ differences in
abilities. How did the student respond to the teacher? Did the teacher use
differentiated instruction? If yes, describe how.
The methods used by the teacher in class in handling the students whether high or low
achiever is very fair and equal. Yes, the teacher use differentiated instruction to gives
student choice and flexibility in how they learn ,and helps teachers personalize learning.
REFLECT
1. Recall the time when you were in elementary or high school. Recall the high and low
achievers in your class. How did your teacher deal with differences in abilities? Was
your teacher effective?
Through groupings or one on one so that they can easily understand and its
very helpful .
2. What dispositions and traits will you need as a future teacher to meet the needs of the
learners?
Demonstrate a commitment to learning and diversity.
Activity 3.3
Observing the school experiences of learners who belong to
indigenous groups.
OBSERVE
Read the following carefully before you begin to observe. Then write your observation
report on the space provided.
If you are observe, read 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 help blend in the
school community and interact with respect.
2. Observe and note the different parts 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 teachers 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?
16 | P a g e
8. Interview the teacher and principal about the curriculum. Find out the curriculum
goals. You can use the questions found on the Analysis part of this activity.
OBSERVATION REPORT
As I observe in the class the have established the unity regarding the acceptance and
appreciation of each other which had made each one of them to be comfortable with one
another .These students are well-behave and the students are fast learners and is well
disciplined .
ANALYZE
17 | P a g e
Curriculum Design, Competencies, and Content Answer each question based on your
observation and interview data.
1. Does the school foster a sense of belonging to Yes ,theres a lot who are subanen,
one’s ancestral domain, a deep understanding illonggo and Bisaya which I observe
of the community’s beliefs and practices? Cite they want to embrace their
examples beliefs,culture and traditions.Others
living tradition of Tboli.Yy
2. Does the school show respect of the Yes of course ,shows love and
community’s expression of spirituality? How? respecting each other.And they
support each other traditional music
and the beliefs.
3. Does the school foster in the indigenous Yes, Sindangan National Agricultural
learners a deep appreciation of their identity? School offers an activities training on
How? learning the way of living that culture
and the values that makes as their
perspective.
4. Does the curriculum teach skills and Yes,with practical training done by
competencies in the indigenous learners that the school for acquisition and transfer
will help them develop and protect their of skills generation and aspect to
ancestral domain and culture? inculcate cultural.
5. Does the curriculum link new concepts and Yes ,the school allows
competencies to the life experience of the research ,organization,OJT that
community? experience the way of life, culture,
beliefs and tradition so that they
know and learn .
6. Do the teaching strategies help strengthen, Yes,as the mood of teaching is
enrich, and complement the community’s usually non formal ,oral and with
indigenous teaching-process? practical demonstrations they are able
to transfer skills by steps process.
7. Does the curriculum maximize the use of the Yes,whenever there I an important
ancestral domain and activities of the gathering for their tribes those
community as relevant settings for learning in students who learned and constantly
combination with classroom-based sessions? improve in a particular traditional art.
Cite examples.
8. Is cultural sensitivity to uphold culture, Yes,because the school is consulting
beliefs and practices, observed and applied in as well as inviting culture bearers
the development and use of instructional who embodies the skills and
materials and learning resources? How? techniques of a particular traditional
art form.
9. Do assessment practices consider community Yes,because Snas has history
values and culture? How? storytelling and teaching the right
values.
10. Do assessment practices consider community Yes,because creation and creativity
values and culture? How? are involve in higher order thinking
skills which is reflected in the
traditional art form of teaching and
learning .
What do you think can still be done to promote and uphold the indigenous people
knowledge systems and practices and rights in school?
18 | P a g e
REFLECT
Reflect based on your actual visit or videos that you watched.

1. What new things did you learn about indigenous peoples?
I’m a kalibugan and I’m proud that I belong to indigenous people that aims to protect
and promote and give what you can spare to others who are in need and also prioritize
peace and equality.
2. What did you appreciate most from your experiences in visiting the school with
indigenous learners? Why?
They are very welcoming and I really appreciate that way that they treat me.
3. For indigenous learners, as future teacher, I promised these three things:

3.1 Be open and respect indigenous peoples by treat them the way they treated you
and sympathizing with them and making them feel valued .
3.2 Uphold and celebrate their culture, beliefs and practices by showing respect
with their culture, beliefs and practices. Maintain and appreciate even if its
small things.
3.3 Advocate for indigenous peoples education by promoting and supporting all the
IP in our country.
Being mindful.
With the principles of individual differences in mid, what methods and strategies will
you remember in the future to ensure that you will be able to meet the need of both the
high and low achievers in your class? Make a collection of strategies in how to address
the student’s different ability levels.
19 | P a g e
Evaluate Your Work Field Study 1. Episode 3. Focus on Gender, Needs,
Strengths, Interests
social, psychological and physical environment supportive
of learning.

4 3 2 1
completely answered/ questions/ tasks not questions/ tasks tasks not answered/
accomplish answered/ not answered/ accomplished.
accomplished. accomplished
Analysis All questions were All questions were Questions were Four (4) or more
answered completely, answered not answered observation questions
answers are depth and completely, answers completely, were not answered.
are thoroughly are clearly connected answers are not Answers nit connected
grounded on theories; to theories, grammar clearly connected to theories; more than
grammar and spelling and spelling are free to theories one (1) four (4) grammatical/
are free from error. from errors. to (3) spelling errors.
grammatical/
spelling wrong
Reflection Profound and clear Clear but lacks depth Not so clear and Unclear and shallow,
supported by what supported by what shallow, rarely supported by
were observed and were observed and somewhat what were observed and
analyzed. analyzed. supported by what analyzed.
were observed
and analyzed
Learning Artifacts Portfolio is reflected on Portfolio is reflected Portfolio is not Portfolio is not
in the context of the on in the context of reflected on in the reflected on in the
learning outcomes. the learning context of the context of the learning
Complete, well outcomes. Complete learning outcomes; not
organized highly well organized very outcomes. complete, not
relevant to the learning relevant to the to the Complete not organized, not relevant.
outcome. learning outcome organized very
relevant to the to
the learning
outcome
Submission Submitted before the Submitted before the Submitted a day Submitted two (2) days
deadline deadline after the deadline or mote after the
deadline
COMMENTS
Rating
OVER ALL (Based on

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-
below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
20 | P a g e
FIELD STUDY 1 LEARNING Learner Diversity: The
EPISODE Community and Home
FS 1 4 Environment
Activity 4.1
Observing the learner’s community and home environment
OBSERVE
Read the following carefully before you begin to observe/interview. Then write
your observation report on the space provided.
The learner
1. Make the 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.)
 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 lesson, 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 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
pf 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 Question on the next page. Just ask the question with witch your
feel comfortable.
21 | P a g e
After you have gathered all 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:Joimville A. Alvarez
School:Sindangan National Agricultural School
Date of Home Visit: November 29,2023
Date of Birth: Age:November 18,2005
Grade/Year Level: Grade 10 Lopez Jaena Gender: Female
Family Profile
Number of Siblings:6
Birth Order:4
Parent
Mother:_________________________
Age:______ Occupation:_____________________ Educational Attainment:___________
Father:__ _______________________
Age: Occupation_______________________ Educational attainment:___________
Physical Development
In paragraph form, describe the physical development of the learner. Combine the teacher’s,
parents’ responses and your own observation.
Social Development
In paragraph form, describe the social development of the learner. Combine the teacher’s,
Emotional-Moral Development
In paragraph form, describe the emotional-moral development of the learner. Combine the
teacher’s, parents’ responses and your own observation.
Cognitive Development
In paragraph form, describe the cognitive development of the learner. Combine the teacher’s,
Findings
Write here your salient findings about the learner.
Conclusions
Write your conclusions after you have analyzed the impact of the school and the home on the
learner’s development. The questions in the Your Analysis portion of this learning episode can help
you.
22 | P a g e
ANALYZE
Your findings and recommendations in the Learner Development Profile will help
you answer the questions here.
1. From your home visit and interview, what do you think is the style of parenting
experienced by the learner? Explain your answer.
NOT OBSERVED
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?
NOT OBSERVED
3. Does the communication between the home-school have an effect on the learner? If
yes, what are these effects?
NOT OBSERVED
4. How can the teacher partner with the community to contribute to the development
and learning of the student? Who are the people or which institutions can the
teacher tap to seek advice regarding the development and learning of students.
NOT OBSERVED
REFLECT
1. Reflect on your own development as a child. What type of parenting did you
experience? How did it affect you?
NOT OBSERVED
2. As a future teacher, how would you establish good home-school collaboration? How
can you work well with the parents? How can you help them? How can they help
you?
As a future teacher,students self regulation ,social skills,better behavior

and discipline are very important to teach their young minds .Student
positive engagement with peers and adults ,enhanced relationships
between parents and teachers.
23 | P a g e
EVALUATE PERFORMANCE TASK
Evaluate Your Work Field Study 1. Episode 4. Learner Diversity: The

Community and Home Environment
Learning Outcome: Describe the influencing factors in the home environment that affect
the students’ learning; seek advice concerning strategies that build relationship with
parents/guardian and the wider community (6.2.1); and identify effective strategies on
how teachers can work together with the family.
Learning Excellent 4 Very Satisfactory Satisfactory 2 Need Improvement
Episode
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
observation questions tasks observation questions/ tasks not observation questions/
Sheet completely questions/ tasks not answered/ tasks not answered/
answered/ answered/ accomplished accomplished.
accomplished accomplished
answered answered answered completely, observation questions
completely, answers completely, answers answers are not clearly were not answered.
are depth and are are clearly connected to theories Answers nit connected to
thoroughly grounded connected to one (1) to (3) theories; more than four
on theories; grammar theories, grammar grammatical/ spelling (4) grammatical/ spelling
and spelling are free and spelling are free wrong errors.
from error. from errors.
supported by what depth supported by shallow, somewhat rarely supported by what
were observed and what were observed supported by what were observed and
analyzed. and analyzed. were observed and analyzed.
analyzed
Learning Portfolio is reflected Portfolio is reflected Portfolio is not Portfolio is not reflected
Artifacts on in the context of on in the context of reflected on in the on in the context of the
the learning the learning context of the learning learning outcomes; not
outcomes. Complete, outcomes. Complete outcomes. Complete complete, not organized,
well organized well organized very not organized very not relevant.
highly relevant to the relevant to the to the relevant to the to the
learning outcome. learning outcome learning outcome
Submission Submitted before the Submitted before the Submitted a day after Submitted two (2) days or
deadline deadline the deadline mote after the deadline
COMMENTS
Rating
(Based on
OVER ALL
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7- below

Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71- below
24 | P a g e
FIELD STUDY 1 LEARNING

EPISODE Creating an Appropriate
FS 1 5 Learning Environment
Managing Time, Space and Learning Resources

Activity 5.1
OBSERVE
Observe and use the observation sheet provided for you to document tour
observations.
1. As you observe the class, look into the characteristics of the learners. Note their ages.
Noisy but there’s a unity.
2. How many boys are there? How many girls?

36 boys and 20 girls.
3. Focus on their behavior. Are they able to manage their own behavior?
Yes they able to manage their own behavior.
4. Can the learners already work independently?

Yes, learners can work independently.
ANALYZE
Analyze the 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; then organize your data in the Table that follows.
1. Are the areas in the classroom for specific purposes (storage of teaching aids,
books, students’ belongings, supplies, etc.) describe the areas. Will it make a
difference if these areas for specific purposes are not present?
Yes, there are areas in the classroom for specific purposes like books and
supplies.
2. Are there rules and procedures posted in the room? List them down. Do these
rules reinforce positive behavior?
 Don’t cheat
 Love your classmates
 Respect each other
3. Did the students participate in making the classroom rules? If the resource teacher
is available, ask him/her to describe the process. What’s the effect of students’
participation in rule-making on students’ behavior?
Yes they are since they help each other and cooperation are seen during their
activity.
25 | P a g e
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 routines are praying before and after the class, attendance before
to start class, and give assignment.
5. Is there a seating arrangement? What is the basis of this arrangement? Does this
help in managing the class?
No, students are free to seat where they feel comfortable.
6. Observe the noise level in the Classroom. How is this managed?

Students are so noise but when there’s a teacher they will minimize their voice.
7. If a learner is not following instruction or is off-task, what does the Resource

Teacher do? Describe the behavior strategy used.
She will talk to her students.
8. What does the Resource Teacher do to reinforce positive behaviors? (behavior

strategies)
By talking her students.
REFLECT
Reflection as a future Teacher.

1. Why do you need to enforce positive discipline?
Positive guidance and discipline are crucial for students because they promote self
control,teach responsibility and help them make thoughtful choices. The more effective
adult caregivers are at encouraging appropriate child behavior,the less time and effort
they will spend correcting misbehavior.
Activity 5.2
Identifying the Different Aspects of Classroom Management
OBSERVE
CLASSROOM MANAGEMENT MATRIX
Observe a class and accomplish the given matrix.
Aspects of Classroom Effect on the Learners
Management Description (to be filled out after you answered
the analysis questions)
1. Specific Areas in Very organized.l The effect of the learners is that
the Classroom they will be easy to locate their
different instruments they needed
such as books.
2. Classroom Rules Reminded by the teacher They will be reminded of the rules
in every point of time. and information.
3. Classroom The teacher starts a little The students will feel at ease and
Procedures talk before the discussions. comfortable.
4. Daily Routines Starts the class with the Their last discussion will be
prayer then review the refreshed.
discusssion last time.
26 | P a g e
5. Seating Well managed and They will be able to socialize.
Arrangements organized.
6. Handling Gives precise disciplinary Able to know their limitations and
misbehavior/off- action to the student. become aware of behaving inside
task behavior the class.
7. Reinforcement of Gives acknowledgement They will be able to strive hard to

Positive Behavior to every student that will be excellent in class.
do positive behavior.
ANALYZE
1. How did the classroom organization and routines affect the learner’s behavior?
The classroom organization and routines affect the learners behavior by

knowing their limitations.
2. What should the teacher have in mind when she/he designs the classroom
organization and routines? What theories and principles should you have in mind?
The teacher should have in mind so that students will be more careful while
making the set of routines also teachers prepare ice breakers so that the students
will active and not bored .
3. Which behavior strategies were effective in managing the behavior of the

learners? In motivating students? Why were they effective?
By doing positive reinforcement and being caring and should motivate the
learners to pursue their efforts in their study .
REFLECT
Reflect on the following and write your insights.

1. Imagine yourself organizing your classroom in the future. In what grade level do you
see yourself? What routines and procedures would you consider for this level why?
A Grade 10 students .I choose grade 10 because as what I noticed and experience they
are not hard to teach and understand I will do my routines thsat they will surely suit.I
would also imply the learners that they will surely get tire .
2. Make a list of the rules you are likely to implement in this level. Why would you
choose these rules?
 Uniform must be follow
 The proper haircut
 Wear school ID
 If they want to ask questions or answers just raise their right hands
 I choose these rules to observe cleanliness and being orderly.
3. Should learners be involved in making the class rules? Why?

Yes of course,it can help to establish open communication .Students might feel
empowered by having more control over their educational space.
27 | P a g e
Evaluate your work task Field Study 1, Episode 5 – Creating an Appropriate Learning
Environment
Learning Outcomes: Plan on how to manage time, space, and resources • Provide a
learning environment appropriate to the learners and conducive to learning.
Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episode
3 1
4 2
Accomplished All observation One (1) to two Three (3) Four (4) or more
Observation questions/tasks observation observation observation
Sheet completely questions/tasks not questions/tasks questions/tasks not
answered/accomplish answered/accomplis not answered/accomplished
ed. hed. answered/accomp .
lished.
Analysis All questions were All questions were Questions were For (4) or more
answered completely; answered not answered observation questions
answers are with completely; completely; were not answered
depth and are answers are clearly answers are not completely; answers
thoroughly grounded connected to clearly connected are clearly connected to
on theories; grammar theories; grammar to theories; one theories; more than
and spelling are free and spelling are (1) to three (3) four (4) grammatical
from error. free from error. grammatical/spell errors.
ing errors.
Reflection Profound and clear; Clear but lacks Not so clear and Unclear and shallow;
supported by what depth; supported by shallow; rarely supported by
analyzed. and analyzed. supported by and analyzed.
what were
observed and
analyzed.
Learning Portfolio is reflected Portfolio is Portfolio is not Portfolio is not
Artifacts on in the context of reflected on in the reflected on in the reflected on in the
outcomes; Complete; learning outcomes; learning outcomes; not
well-organized, Complete; well- outcomes; complete; not
highly relevant to the organized, very Complete; not organized, and not
learning outcome. relevant to the organized, relevant to the learning
learning outcome. relevant to the outcome.
learning outcome.
Submission Submitted before the Submitted on the Submitted a day Submitted two (2) days
deadline. deadline. after the deadline. or more after the
deadline.
Comments: Over-all Rating:
Scores (Based on
Transmutation)
TRANMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
28 | P a g e
EPISODE Classroom Management
and Classroom Routines
FS 1 6
Activity 6.1 Observing Classroom Management and Routines
OBSERVE
Observe the classroom routines of the Resource Teacher by accomplishing the given
checklist.
CHECKLIST ON CLASSROOM ROUTINES
Check Yes (√) if observed and (x) if not observed.
Classroom Routines Observed Not Observed
(√) (x)
1. Movement into the classroom 
2. Transition in classroom activities 
3. Movement out of the classroom 
4. Use of lavatories / comfort room / washrooms 
5. Passing of papers 
6. Passing of books 
7. Working with pairs/groups 
8. Tardy students 
9. Absent students 
10. Submission/Collection of Materials 
11. Submission of Projects 
12. Asking questions during lessons 
13. Asking for assistance 
14. Joining classroom activities 
15. Lining up 
16. Walking in line 
17. Fire drill / emergencies 
18. Movement between classroom activities 
29 | P a g e
19. Use of classroom supplies 
20. Checking of assignments 
ANALYZE
Analyze the routines set by the Resource Teacher by answering the following
questions.
1. Were the routines effective in ensuring discipline and order in the class? Why? Why
not
Yes,because these routines are effectively followed by the students and sustain the
order inside the classroom .Without these daily routines it will be difficult for the teacher
to ensure the discipline and order inside.
2. Which of those routines were systematic and consistently implemented? Explain your
answer.
It is the asking questions during the lesson.Teachers can establish classroom routines
for various times in the school day and help minimize distractions and interruptions that
can slow instruction and disrupt student engagement in academic content.
REFLECT
Reflect on the various routines observed.

1. Which of the routines will you most likely apply in your class? Why? Why
not?
Well for me entering the classroom because I feel so special and there is always an
excitement. And also cleaning the classroom to make them comfortable and promotes a
sense of calmness and organization,allowing students to focus better and concentrate on
their tasks.
Activity 6.2
Listing Down Classroom Rules
OBSERVE
Observe a class and list down 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 on their classroom activities.
Classroom Rules Importance
1. Listening to teachers and all other In order to elevate student
staffs achievement ,teachers must be heard.
2. Not damaging class materials Because it provides foundation for
students to acquire knowlegde.
3. Be courteous Contributes well being of communities
and society as a whole .
4. Respecting each other Biulds feelings of trust ,safety and well
30 | P a g e
being.
5. Using respectful tone It creates environment of trust ,empathy
and understanding.
6. Being kind and using positive words Can inspire others around you to think
positively and work hard to achieve their
goals.
7. Have a vision Gives direction and glimpse over our life
to make our goals and purpose become a
reality.
ANALYZE
1. Analyze each given rule. What circumstances led to the formulation of the rule?
I think these rules focus on developing the learners cognitive and to eliminate
and avoid all the distractions and possible misconduct that interferes with
learning.
2. Are classroom rules really important?

Definitely yes,to ensure the physical and emotional safety of students and
protect their educational experience from disruptions or offenses and helps the
students and room uder control.
REFLECT
Reflect on the various classroom rules set by the Resource Teacher. Will you have
the same rules? If not, what rules are you going to employ? Explain your answer.
YES
Take some snapshots of the classroom routines employed by the Resource

Teacher which are worth emulating. Tell something about the pictures.
31 | P a g e
Evaluate your work task Field Study 1, Episode 6 –Classroom Management and
Classroom Routines
Learning Outcomes: Identify the classroom routines set by the teacher; and Observe how
the students execute the various classroom routines.
______________________________
Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement
3 1
4 2
Observation Sheet questions/tasks observation observation observation
completely questions/tasks not questions/tasks questions/tasks not
answered/accomplish answered/accomplis not answered/accomplished
ed. hed. answered/accomp .
lished.
Analysis All questions were All questions were Questions were For (4) or more
answered completely; answered not answered observation questions
answers are with completely; completely; were not answered
depth and are answers are clearly answers are not completely; answers
thoroughly grounded connected to clearly connected are clearly connected to
on theories; grammar theories; grammar to theories; one theories; more than
and spelling are free and spelling are (1) to three (3) four (4) grammatical
from error. free from error. grammatical/spell errors.
ing errors.
Reflection Profound and clear; Clear but lacks Not so clear and Unclear and shallow;
supported by what depth; supported by shallow; rarely supported by
analyzed. and analyzed. supported by and analyzed.
what were
observed and
analyzed.
on in the context of reflected on in the reflected on in the reflected on in the
outcomes; Complete; learning outcomes; learning outcomes; not
well-organized, Complete; well- outcomes; complete; not
highly relevant to the organized, very Complete; not organized, and not
learning outcome. relevant to the organized, relevant to the learning
learning outcome. relevant to the outcome.
learning outcome.
Submission Submitted before the Submitted on the Submitted a day Submitted two (2) days
deadline. deadline. after the deadline. or more after the
deadline.
Scores (Based on
Transmutation)
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
32 | P a g e
__________________________________________________________________________ _____________________________________
Episode 1 LEARNING Physical and Personal Aspects of
EPISODE Classroom Management
FS 1 7
Activity 7.1
Identifying Personal and Physical Aspects of Classroom Management

Analyze the impact of individual differences on learners’ interactions.
The observation form is provided for me to document my observation.
OBSERVE
Observe a class and interview the Resource Teacher. Ask how the personal and physical
aspects of classroom management ensur4e 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? 
ANALYZE
Analyze the different elements of personal/physical classroom management and answer

the following questions.
1. How does the voice of the teacher affect classroom instruction?
33 | P a g e
It helps establish authority,create a structured learning environment,and set the tone
for the class in terms of behavior,engagement and even your rapport with students.
2. How does the punctuality of the teacher affect classroom discipline?

As I observed, the teacher make sure that arrive first on the class with the smile on
their faces and maintains order and discipline in the class.
3. Why do we need to check on the physical aspects of classroom management?

It is very important ti check physical aspects of classroom management to maximize
teacher -student interactions while minimizing distractions.Effective physical layout of
the classroom promotes positive teacher student interactions ,assist with smooth
transitions and prevent disruptive behavior.
REFLECT
Reflect on the aspects of personal and classroom management.

1. What does this statement mean to you as a future teacher? Explain. “No amount of
good instruction will come out without effective classroom management.”
This statement means that effective classroom management will have an impact on
the instruction,resulting in a positive outcome.
2. What are your plans in ensuring effective classroom management?

Structuring the school and classroom environment and actively supervising student
engagement .Lead by example and allow students to participate in rule making.
Identifying
Activity 7.2 Personal and Physical Aspects of Classroom Management
OBSERVE
Observe the classroom management strategies that your Resources Teacher

employs in the classroom. You may also conduct an interview to substantiate your
observation.
Check the management strategies employed by the Resources Teacher.
Check (√) observed, put an (×) if not observed and о for no opportunity to observe.
Effective Classroom Management Strategies Observed Not No
Observe opportunity
d to observe
1. Model to the students how to act in different 
situations.
2. Establish classroom guidelines. 
3. Documents 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. 
34 | P a g e
13. Continuously engage the students. 
14. Assign open-ended project. 
15. Write group contracts. 
Other (please specify) 
ANALYZE
Analyze the checklist you have accomplished and answer the given questions:
1. How many strategies were employed by the Resource Teacher? Did these contribute
to better classroom management? Explain your answer
Get to know the students ,maintain consistent communication and give students
freedom and flexibility.Having an door policy and allowing students to pop in and talk
about anything that may occur is a great way to promote good communication.
2. What were not used by the Resource Teacher? Were these important? What should
have been used instead? Explain.
Adressing her students mistake if they are afraid of mistakes they are afraid of trying
something new of being creative ,of thinking in a different way.
REFLECT
As a future teacher, reflect on the observations then answer the given question.
1. What classroom management strategies do I need to employ to respond to diverse
types of learners?
As a future teacher I will know my student first ,practice patience and engage my
students.Its important not to assume that just because a student excels at a particular
subject,sport or creative endeavour,that this is their passion.
Show piece(s) of evidence of learning to capture the classroom management

strategies used by your Resource Teacher.
35 | P a g e
Evaluate Your Work Field Study 1. Episode 7. Physical and Personal Aspects of
Classroom Management
social, psychological and physical environment supportive of learning.

______________________________

4 3 2 1
completely answered/ questions/ tasks questions/ tasks not tasks not answered/
accomplish not answered/ answered/ accomplished.
accomplished. accomplished
answered completely, answered answered observation questions
answers are depth and completely, completely, were not answered.
are thoroughly answers are clearly answers are not Answers nit connected to
grounded on theories; connected to clearly connected theories; more than four
grammar and spelling theories, grammar to theories one (1) (4) grammatical/ spelling
are free from error. and spelling are to (3) grammatical/ errors.
free from errors. spelling wrong
supported by what were depth supported by shallow, somewhat rarely supported by what
observed and analyzed. what were supported by what were observed and
observed and were observed and analyzed.
analyzed. analyzed
Learning Artifacts Portfolio is reflected on Portfolio is Portfolio is not Portfolio is not reflected
in the context of the reflected on in the reflected on in the on in the context of the
learning outcomes. context of the context of the learning outcomes; not
Complete, well learning outcomes. learning outcomes. complete, not organized,
organized highly Complete well Complete not not relevant.
relevant to the learning organized very organized very
outcome. relevant to the to relevant to the to
the learning the learning
outcome outcome
Submission Submitted before the Submitted before Submitted a day Submitted two (2) days or
deadline the deadline after the deadline mote after the deadline
COMMENTS
Rating
(Based on
OVER ALL

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7- below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71- below
36 | P a g e
FIELD STUDY 1 LEARNING EPISODE Understanding the School Curriculum
FS 1 8 Close Encounter with the School

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

1. Recommended DepEd Website It is where you can find the
Curriculum (K to 12 most essential competencies
Guidelines) and may be able to use all
year round and indicates its
area.
2. Written curriculum School School personnel hires a
(Teacher’s Lesson specialist as contract of
Plan) service.
3. Taught Curriculum Clasroom Lecture gave by the
(Teaching Learning teacher.Initiating group
Process) activities .
4. Supported Curriculum School These are the available

(Subject Textbook) resources in the school.
5. Assessed Curriculum School It is the assessment of the
(Assessment Process) learners whether formative or
summative to determine their
level of learnings.
6. Learned Curriculum School The skills may be able to see
(Achieved Learning to the learners thru activities
Outcomes) such as trainings and seminars
.
37 | P a g e
2. Hidden Curriculum School The learnings taught by the
(Media) teacher or it may not be taught
from the school.
Activity 8.2 The Miniscule School Curriculum: The Lesson, A Closer Look
OBSERVE
This activity requires a full lesson observation from Motivation to Assessment.

Procedure:
1. Secure permit to observe one complete lesson in a particular subject, in a
particular grade/year level.
2. Keep a close watch on the differenr 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 lessson?
b. What procedure or steps were followed?
c. How did the teacher enaged the learners?
d. Was the teacher a guide at the side?
e. Were the learners on task?/ or were they participating in
the class activity?
f. Was the lesson finished within the th class preriod?
38 | P a g e
C. Evaluating/ Did learning occur in the lesson taught? Here you make
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.
ANALYZE
Write a paragraph based on the date you gathered using these key questions?
1. How does the teacher whom you observe compare to the ideal characteristics or
competencies of global quality teachers?
The teacher whom I observed is very competitive .I can see and feel it because she
tried her best to teach her students to the best of her ability.She tried to be a good role
model and a mother to her students.
2. Was the lesson implemented as planned? Describe.

Yes ,the teacher followed her lesson plan accordingly.It was organized that the
learners are being actively participating to the class because it is very catchy from the
start.
3. Can you describe the disposition of the teacher after the lesson was taught? Happy
and eager? Satisfied and contented? Disappointed and exhausted?
The teacher look satisfied ,happy and contented .
4. Can you describe the majority of student’s reactions after the lesson was taught?
Confused? Happy and eager? Contented? No reactions at all.
Both.Since some of their activity are difficult to understand but the performnce
task are exciting .
REFLECT
Based on your observation and tasks in activity 2 how will you prepare your lesson plan?
Make a short paragraph on the topic.
39 | P a g e
ANALYZE
Answer the following questions based on the diagram.

1. Are three components constructively aligned? Explain.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_______________________
2. Will the outcomes be achieved with the teaching methods used? Why?
Yes,teaching methods are broader techniques used to help students achieve

learning outcomes,while others have different ways of implementing .
3. What component would tell if the outcomes have been achieved?
The Asessment of the learners .In this component we can able to detect if the
learning outcomes is being achieved,through their score.
REFLECT
What lesson have you learned in developing or writing a lesson plan?
What value will it give to the teacher if the three components are aligned?
40 | P a g e
Learning Artifacts for Activity 1-3
Present an artifact for Activity 1, 2, 3.
Activity 1 Artifact
1. Present an evidence for each kind of curriculum operating in the school setting.
This can be in pictures, realia, documents or others.
Activity 2 Artifact
1. Present a sample curriculum in a form of a Lesson Plan.
Activity 3: Artifact
1. Present a matrix to show the constructive alignment of the three components of a
lesson plan.
a. Example:
Lesson Title:
________________________________________________________________________
___________
Subject Area:
________________________________________________________________________
___________
Grade Level:
________________________________________________________________________
___________
Lesson Outcomes Teaching Methods Evaluation

,
yt

Evaluate Your Work Field Study 1. Episode 8. Close Encounter with the School
Curriculum
social, psychological and physical environment supportive of learning.
41 | P a g e
_____________________________
Learning Episode Excellent Very Satisfactory Need

4 Satisfactory 2 Improvement
3 1
observation Sheet questions tasks (2) observation observation observation
completely questions/ questions/ tasks questions/ tasks
answered/ tasks not not answered/ not answered/
accomplish answered/ accomplished accomplished.
accomplished.
Analysis All questions All questions Questions were Four (4) or more
were answered were answered not answered observation
completely, completely, completely, questions were
answers are depth answers are answers are not not answered.
and are clearly clearly Answers nit
thoroughly connected to connected to connected to
grounded on theories, theories one (1) theories; more
theories; grammar and to (3) than four (4)
grammar and spelling are grammatical/ grammatical/
spelling are free free from spelling wrong spelling errors.
from error. errors.
Reflection Profound and Clear but lacks Not so clear Unclear and
clear supported depth and shallow, shallow, rarely
by what were supported by somewhat supported by
observed and what were supported by what were
analyzed. observed and what were observed and
analyzed. observed and analyzed.
analyzed
Learning Artifacts Portfolio is Portfolio is Portfolio is not Portfolio is not
reflected on in the reflected on in reflected on in reflected on in
context of the the context of the context of the context of the
learning the learning the learning learning
outcomes. outcomes. outcomes. outcomes; not
Complete, well Complete well Complete not complete, not
organized highly organized very organized very organized, not
relevant to the relevant to the relevant to the relevant.
learning outcome. to the learning to the learning
outcome outcome
Submission Submitted before Submitted Submitted a Submitted two
the deadline before the day after the (2) days or mote
deadline deadline after the deadline
COMMENTS
Rating
(Based on
OVER ALL

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-
below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
42 | P a g e
Signature of FS Teacher above Printed Name
Date
LINK THEORY TO PRACTICE
Choose the correct answer from the options given.

1. When we say school curriculum it refers only to the K to 12 curriculum.
A. This statement is true.
B. This statement is not true.
C. This statement is half true.
D. This statement is silly.
2. A professional teacher should possess the following skills to address the need for
a curricularist EXCEPT one. Which one is NOT?
A. Knower of the curriculum
B. Believer of the curriculum
C. Implementer of curriculum
D. Writer of the curriculum.
3. The influence of multimedia, peers, community tradition, advancement in
technology, though not deliberately taught in the lesson, will influence the
curriculum. This is referred to as ____________.
A. Written curriculum
B. Recommended curriculum
C. Implemented curriculum
D. Hidden curriculum
4. Which two components of the lesson (as a miniscule curriculum) should be
aligned?
I. Outcomes and Assessment
II. Assessment and Teaching Method
III. Outcomes and Teaching Method
A. I only
B. B. II only
C. C. III only
D. D. I, II, III
5. What is the most important reason why there should be constructive alignment of
the components of the curriculum?
A. For ease of correcting by the school principal
43 | P a g e
B. To assure that each components contributes to the attainment of the learning
outcomes.
C. As a required template when starting to write a lesson plan.
D. As a model of other lesson plans written and published.
FIELD STUDY 1 LEARNING EPISODE Understanding the School Curriculum

FS 1 9
Preparing for Teaching and Learning
SPARK YOUR INTEREST
This episode gives emphasis on the principles of learning which must be applied to
ensure quality instruction. It also focuses on the intended learning outcomes which set the
direction of the lesson. They must be (SMART) Specific, Measurable, Attainment,
Realistic, and Time-bound) formulated in accordance with time-tested principles. It also
determines the teaching method used by the Resource Teacher whether (inductive or
inductive) which is the practical realization or application of an approach. This episode
dovetails with the course on Facilitating Learner-Centered Teaching.
TARGET YOUR INTENTED LEARNING OUTCOME

At the end of this episode, I must be able to:
 Identify the teaching-learning practices that apply or violate the principles of
teaching learning;
 Determine the guiding principles on lesson objectives/learning outcomes applied
in instruction;
 Judge if lesson objectives/intended learning outcomes are SMART;
 Determine whether or not the intended learning outcomes are achieved at the end
of the lesson.
 Observe the teaching methods used by the Resource Teacher; and
 Differentiate the different methods of teaching.
REVISIT the Learning Essentials
These are the time-tested principles of teaching and learning

1. Effective learning begins with setting clear expectations and learning outcomes.
2. Learning is an active process. “What I hear, I forget; what I see, I remember; what
I do, I understand”
3. Learning is the discovery of the personal meaning of ideas. Students are given the
opportunity to connect what they learn with the other concepts learned, with real
world experiences and with their own lives.
44 | P a g e
4. Learning is cooperative and a collaborative process.
A teaching method consist of systematic and orderly steps in the teaching-learning

process. It is the practical realization of an approach. All methods of teaching can be
classified either deductive (direct) or inductive (indirect).
INDUCTIVE
DEDUCTIVE
Begins with the
Begins with a rule, Methods concrete,
generalization, of experience,
abstraction and Teaching details,
ends with concrete, examples and
experience, details, ends with a rule,
examples generalization,
abstraction.
Demonstrating an Understanding of Research-Based Knowledge

Activity 9.1
Principles of Teaching and Learning
Resource Teacher: Ruby A. Ruizal Teacher’s Signature: ________________
School: Sindangan National Agricultural School Grade/Year Level:
__________________
Subject Area: _______________________________ Date:
_________________________________
45 | P a g e
OBSERVE
Observe a class with the use of the principles of learning given in Revisit the
Learning Essentials. I will identify evidence of applications/violations of the principles of
learning. I can cite more than one evidence per principle of learning.
Principles of Learning What did the Resources Teachers do to

apply the principle of learning
1. Effective learning begins with the setting To apply this principle of learning ,the
of clear and high expectations of learning resource teacher presents her lessons by using
outcomes. TV and projectors .
2. Learning is an active process The resource teacher let her students to

participates or interacts her students actively
with the learning process.
3. Learning is the discovery of personal The resource teacher tasked her students to
meaning and relevance of ideas. share their thoughts and ideas about the
subject matter.
4. Learning is cooperative and collaborative The resource teacher gave the class in a
process. Learning is enhanced in an groupings form to do the activity wherein the
atmosphere of cooperation and teacher assigned each group to analyze and
collaboration. interpret.
46 | P a g e
ANALYZE
1. What principles of learning were most applied? Least applied?

Most Applied
As I observed ,the most applied principle of learning is the Process of learning

that should be active where a student centered approach were applied.Students
learn more when they participate in process of learning .
Least Applied
The learning in the discovery of personal meaning and relevance of ideas .The
teacher use her 20 minutes explaining the content of the topic and sharing
thoughts regarding the topic.
Give instances where this/these principle/s could have been applied?
Effective learning begins with the sitting of clear and high expectations of
learning outcomes.
The Learning is an active process.
Learning is the discovery of personal meaning and relevance of ideas.
Learning is a cooperative and collaborative process .Learning is a enhance in an

atmosphere of cooperation and collaboration.
REFLECT
From among the principles of learning, which one do you think is the most important?
Principles of learning are guidelines for the ways in which people learn most
effectively.For me ,I think the most important principle is learning is an active
process because it uses student engagement to teach.It encourages students to
actively participate in the learning process with the use of student centered
approach.
Activity 9.2
Identify Learning Outcomes that are Aligned with Learning Comptencies
School: Sindangan National Agricultural School Grade/Year Level: Grade 10 Lopez
Jaena
Subject Area: Araling Panlipunan Date:
_________________________________
OBSERVE
Observe a class, this time focusing on how the learning outcomes were stated. Determine
if the learning outcome/s was/were achieved or not. Give evidence.
Write the learning outcomes stated in the lesson.
47 | P a g e
Learning Outcomes (SMART Objectives) Achieved
Yes No Yes No
1. Begin with the end of mind
2. Share lesson objective with the

student
3. Lesson objective /intended Learning

outcomes are
specific ,Measurable ,Attainaable,Re
sult-oriented and Time bound
Cite pieces of evidence that these learning outcomes were achieved.
1. Begin with the end of mind.
2. Share lesson objective with students
3. The teacher began her lesson by starting her objective.
4. The teacher started a lesson by presenting and explaining the learning outcomes.
ANALYZE
Do SMART objectives make the lesson more focused?

Yes of course ,It helps the lesson become more focused because the goals will set you up
for success by making goals specific,measurable achievable realistic and timely.With this
,teachers are guided to achieve their desirable intended learning outcomes.
REFLECT
Reflect on the
Lesson learned in determining SMART learning outcomes.
I have learned from the lesson in determining SMART learning outcomes that,in
your lesson objectives or intended learning outcomes it should be SMART because this
will really help the teachers as well as it guide the teacher in the learning process and to
the development of the students.
48 | P a g e
It help the teachers to direct the flow of the lesson and help the teacher to achieved the
desired goals on a specific topic as well as it help to make the discussion clear and
organized.
Distinguishing Between Inductive and Deductive

Activity 9.3
Methods of Teaching
Jaena
Subject Area: Araling Panlipunan Date: _________________________________
OBSERVE
I will observe one Resource Teacher with the use of this observation sheet.
Using the guide questions, I shall reflect on my observations and analysis.
Teacher-centered Student-centered
Did teacher lecture all the time? Were students involved in the teaching-
learning process? How? Or were they mere
No,the teacher managed her time by passive recipients of instruction?
putting minutes in every part of the
lesson ,allotted time for the lecture ,for Yes,the students involved in the teaching
the quiz,and for the group works. learning process .They act as the listener as
well as act as a facilitator when they had their
group work.
Was the emphasis on the mastery of the Was the emphasis on the students’ application
lesson or on the test? Prove. of the lesson in real life? Give Proofs.
No,the emphasis on the mastery was on Yes,because the teacher let them make their
the lesson because the teacher made sure own sample of sentences .
that the students really cope with the
discussion by not only lecturing but also
enhancing it.
49 | P a g e
Was class atmosphere competitive? Was class atmosphere collaborative? Why?
Why?
No, the teacher let them work with their Yes,because the teacher asked them to group
group and peers so that everyone can their selves and everybody should cooperate
participate. and participate.
Did teacher focus only on one Did teacher connect lesson to other discipline
discipline/subject? subjects?
Yes,from the start until the end,the No,the teacher only focused on the main or
teacher occupied all the class hour only one subject only.
in one subject so that the students will not
get confused.
What teaching-learning practice shows that teaching approach was:

a) Constructivist – connected to past experiences of learners; learners constructed new
lesson meanings.
b) Inquiry-based
c) Developmentally appropriate – learning activities fit the developmental stage of

children
d) Reflective
e) Inclusive – No learner was excluded; teacher taught everybody.
f) Collaborative – Students work together.
g) Integrative – Lesson was multidisciplinary – e.g. In Science, Math concepts were

taught.
ANALYZE
1. What are possible consequences of teaching purely subject matter for mastery and
for the test?
50 | P a g e
Teaching purely for subject matter mastery and test preparation may lead to
students developing limited critical thinking skills.This is because the focus is on
memorizing facts and formulas rather than understanding concepts and applying
them to real world situations.
2. If you were to reteach the classes you observed, would you be teacher-centered or
student-centered? Why?
A Teacher centered because it helps the students develop skills that will be better
equipped them for their professional careers.
REFLECT
Reflect on
Principles of teaching worth applying
Direction: Encircle the letter of the correct answer.

1. Teacher Rose believes that students need not know the intended learning outcome
of her lesson. She proceeds to her learning activities at once without letting them
know what they are supposed to learn for the day. Principle of learning does
Teacher Rose negate?
A. Effective learning begins with setting clear expectations and learning outcomes.
B. Learning is an active process.
C. Learning is the discovery of the personal meaning of ideas.
D. Learning is a cooperative and a collaborative process.
2. Teacher Lil avoids drill out of context. She gives-world Math problems for students
to drill on. Teacher Lil is very much convinced of which principle of learning?
A. Learning is an active process.
B. Learning is the discovery of the personal meaning of ideas.
C. Learning is a cooperative and a collaborative process.
D. Effective learning begins with setting clear expectations and learning outcomes.
3. For Meaningful teaching and learning, it is best to connect the lesson to the life of
students by integrating a relevant value in the lesson. Which principle is applied?
A. Lesson objectives/intended learning outcomes must integrate 2 or 3 domains –
cognitive, skill and affective or cognitive and affective or skills and affective.
B. Begin with the end in mind.
C. Share lesson objectives/intended learning outcomes with students.
D. Write SMART lesson objectives/intended learning outcomes.
4. Teacher Ruben wanted his students to rate their own work using the scoring rubric
which he explained to the class before the students began with their task. Based on
revised Bloom’s taxonomy, in which level of cognitive processing are the students?
A.
51 | P a g e
B. Evaluating D. Applying
C. Synthesizing E. Analyzing
5. You are required to formulate your own philosophy of education in the course, The
Teaching Profession. Based on bloom’s revised taxonomy, in which level of
cognitive processing are you?
A. Analyzing
B. Applying
C. Creating
D. Evaluating
52 | P a g e
Post proofs of learning that you were able to gain in this Episode. You may attach
the lesson plan(s) used by your Resources Teacher to show the intended learning
outcomes and the method used in class.
53 | P a g e
Evaluate your work task Field Study 1, Episode 9 – Preparing for Teaching and
Learning
Learning Outcomes: Plan on how to manage time, space, and resources • Provide a
learning environment appropriate to the learners and conducive to learning.

_____________________________
Learning Excellent Very Satisfactory Needs

Episode Satisfactory Improvement
4 3 2 1
Observation questions/tasks observation observation observation
Sheet completely questions/tasks questions/tasks questions/tasks not
answered/accomp not not answered/accompli
lished. answered/accom answered/acco shed.
plished. mplished.
Analysis All questions All questions Questions For (4) or more
were answered were answered were not observation
completely; completely; answered questions were not
answers are with answers are completely; answered
depth and are clearly answers are completely;
thoroughly connected to not clearly answers are clearly
grounded on theories; connected to connected to
theories; grammar grammar and theories; one theories; more than
and spelling are spelling are free (1) to three (3) four (4)
free from error. from error. grammatical/s grammatical errors.
pelling errors.
clear; supported depth; supported and shallow; shallow; rarely
by what were by what were somewhat supported by what
observed and observed and supported by were observed and
analyzed. analyzed. what were analyzed.
observed and
analyzed.
Learning20
Score Portfolio17is
19-18 16 Portfolio 15 is 14 Portfolio 11
13-12 is not 10 Portfolio9-8is not7-below
Artifacts 1.0
Grade reflected1.5
1.25 on in the 1.75 reflected
2.00 on2.25
in reflected
2.50 on in 3.00
2.75 reflected3.5on in the 5.00
99 96 93
context of the 90 the context 87 84
of 81
the 78
context of 75 context 72 of the below71-
learning the learning the learning learning outcomes;

outcomes; outcomes; outcomes; not complete; not
__________________________________________________________________________ _____________________________________
Complete; well-
Signature of FS Teacher above Printed Name
Complete; well- Complete; not organized, Date
and not
organized, highly organized, very organized, relevant to the
relevant to the relevant to the relevant to the learning outcome.
54 | P a g e
learning outcome. learning learning
outcome. outcome.
Submission Submitted before Submitted on Submitted a Submitted two (2)
the deadline. the deadline. day after the days or more after
deadline. the deadline.

FS 1 10 The Instructional Cycle

Scores (Based on
Transmutation)
SPARK YOUR INTEREST

V
This Episode centers on the guiding principles in the selection and use of teaching
methods. It will also tackle lesson development in the OBTL way. The K to 12
curriculum and teacher education curriculum are focused on outcomes. Likewise, this
Episode dwells on types of questions, questioning and reacting techniques that teachers
make use of. The type of questions that teachers ask and their manner of questioning and
reacting to student responses have a bearing on class interaction. This Episode
strengthens the theories learned in the course, Teaching Methods and Strength and in
other professional subjects in Education.

At the end of this Episode, I must be able to:
 identify the application of some guiding principles in the selection and use of
teaching strategies.
 Determine whether or not the lesson development was in accordance with
outcomes based teaching and learning.
 Identify the Resource Teacher’s questioning and reacting techniques.
 Outline a lesson in accordance with outcome teaching-learning.
REVISIT THE LEARNING ESSENTIALS
These are the guiding principles in the selection and use of teaching methods:
55 | P a g e
1. Learning is an active process.
2. The more sense that are involved, the more and the better the learning.
3. A non-threatening atmosphere enhance 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 Commisssion on Higher Education (CHED)
in the practice of Competency Standards-Based teaching and Assessment. CHED
requires all higher education institution in the country to go outcome-based education
(OBE) in its 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 ILOs.
OBE and OBTL are not entirely new. They are importantly new. With mastery
learning of teach and the AT’s are the evaluation part.
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 instructions.
These are the types of questions that teachers ask.
Types of Questions that Teachers Ask
1. Factual/Convergent/Low-level Who, What, Where, When questions
With one acceptable answer
2. Divergent/Open-ended/High-level/ Open-ended; has more that one acceptable

Higher-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
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e) Problem-solving
3. Affective e.g. How do you feel?
These are also some of the reading 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”
\
Activity 10.1 Applying the Guiding Principles in the Selection and Use of
Strategies
Jaena
OBSERVE
Observe one class with the use of the observation sheet for greater focus then
analyze my observations with the help of the guide questions.
1. The more senses that are involved, the e.g Teacher used a video on how
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 let the students read and
guessed the meaning of each idiomatic
expressions.
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3. A non-threatening atmosphere The teacher employed partner activity to
enhances learning. work better on their task.
4. Emotion has the power to increase The teacher used interesting topics that
retention and learning. brought students to use their emotion and
shared what they feel with the class.
5. Good teaching goes beyond recall of The teacher asked questions that require
information. analysis and evaluation.
6. Learning is meaningful when it is The teacher gave task that allowed

connected to students’ everyday life. students yo share their experiences in life.
7. An integrated teaching approach is far The teacher gave activities that require the
more effective that teaching isolated students use their multiple intelligence.
bits of information.
ANALYZE
What is the best method of teaching? Is there such a thing?

We cannot label a method as the best because there is no method .Each method is unique
and can be applied in different ways.We are dealing with diverse type of students with
different learning styles,interest and levels of knowledge and preferences.
We use these factors to select the method we will use because each method is
incomparable to each other.
REFLECT
Reflect on this question.
How do we select the appropriate strategy for our lesson?
Using an appropriate strategy is vital to effectively teach the lesson .To select which
appropriate strategy to use ,we have to look to our lesson plan and identify the learning
objectives.
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Activity 10.2
Determining Outcome-Based Teaching and Learning
School: Sindangan National Agricultural school Grade/Year Level: Grade 10 Lopez
Jaena
OBSERVE
Observe a class and answer the following questions.

1. Did the teacher state the learning objectives/intended learning outcomes (ILOs) at
the beginning of the class? Did he/she share them with the class? How?
The teacher presented to the class through a Powerpoint presentation the learning
objectives that are expected to be achieved by the students.
2. What teaching-learning activities (TLAs) did he/she use? Did these TLAs help
him/her attain his/her lesson objectives/ILOs? Explain your answer.
To energize the students before the discussion,the teacher use the 4 pics1 word
game to guess the right word that may be related to the lesson .After discussing
the concepts the teacher asked the students to identify the correct expressions
using a picture.
3. What assessment task/s did teacher employ? Is/her these aligned to the
Lesson objectives/ILOs?
The teacher asked the students to guess the correct word that is mising to a
popular idiomatic expression using a pictures and let them erxplain why they
think their answer is right.
ANALYZE
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1. What are your thoughts about Outcomes-Based Teaching and Learning (OBTL)?
This approach provides us what do we really need to achieve as a student.It has

given us the opportunity to show our learning evidences and improve our skills and
abilities through the teachers feedback .But the most important thing about OBTL is
that really help us to become a great learners and it reminds us that we need to pursue
this to be a better one and have a better future.
REFLECT
Reflect on the use of OBTL.
The outcome Based Teaching and Learning is the progressive shift to

productive teaching from the traditional curriculum which focuses on the mastery
of the lesson .
This progressive shift lead to a better instruments to measure students knowledge
and skills.Teachers became creative and innovative in measuring what the students
have learned from the lesson.
Activity 10.3 Applying Effective Questioning Techniques

Jaena
OBSERVE
Observe a class activity. You shall focus on the questions that the
Resource Teacher asks during the classroom discussion. Write the questions raised and
identify the level of questions.
Types of Question Examples of Questions that the Resource Teacher
Asked
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1. Factual/convergent What are your idiomatic expressions?
Closed/low level
2. Divergent/ higher- Why do you think the word million is the right word this
order/open-ended/con idiom?Can you please justify your answer?
ceptual
a. Evaluation What can you infer about this idiom ,Its raining cats and
dogs?
b. Inference What can you infer about this idiom ,its raining cats and
dogs?
c. Comparison What is your daddy told your mommy that she is the one
in a million ,is still pambobola?
d. Application What particular situation can we use the expression no
pain no gain ?
e. Problem solving The teacher didn’t asked questions that fail under this
type .
3. Effective How about you?What do you feel about your classmates

answer?
ANALYZE
1. Neil Postman once said: “Children go to school as question marks and leave
school as periods!” Does this have something to do with the type of questions that
teachers ask and the questioning and reacting techniques that they employ?
This quote by Neil Postman has something to do with the sorts of inquiries since
it highlights effective questioning tactics that may have an impact on the
learners .That by asking relevant questions and responding to students through
and opinions ,we can promote and enhance their activeness ,which will improve
their class performance as well as their thinking abilities.
REFLECT
Reflect on
The importance of using various reacting techniques
Reacting techniques are the response mechanism of teachers .Dealing with
diverse students ,it is expected that teachers may use various reacting techniques
that will not just suit the needs of the students but are also appropriate to the
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situation.We should take note that emotional factors influence students
performance.
Show proofs of learning that you were able to gain in this Episode by interviewing
at least two teachers on their thoughts on OBTL.
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Evaluate Your Work Task Field Study 1, Episode 10- The instructional cycle
Evaluate Outcomes: identify the application of some guiding principles in the selection
and use of teaching strategies. Determine whether or not the lesson development was in
accordance with outcome-based teaching and learning. Identify the Resource Teacher’s
questioning and reacting techniques. Outline a lesson in accordance with outcome-based
teaching-learning.
_____________________________
Learning Excellent Very Satisfactory Satisfactory Needs

Episode Improvement
3
4 2 1
Accomplis All observation One (1) to two Three (3) Four (4) or more
hed questions/tasks observation observation observation
Observati completely questions/tasks questions/tasks questions/tasks
on Sheet answered/accompl not not not
ished. answered/accompl answered/accompl answered/accompl
ished. ished. ished.
Analysis All questions All questions Questions were For (4) or more
completely; completely; completely; questions were
answers are with answers are answers are not not answered
depth and are clearly connected clearly connected completely;
thoroughly to theories; to theories; one answers are
grounded on grammar and (1) to three (3) clearly connected
theories; grammar spelling are free grammatical/spelli to theories; more
and spelling are from error. ng errors. than four (4)
free from error. grammatical
errors.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; supported shallow; shallow; rarely
observed and observed and supported by what were observed
analyzed. analyzed. were observed and analyzed.
and analyzed.
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in the reflected on in the reflected on in the reflected on in the
63 | P a g e
context of the context of the context of the context of the
learning learning learning learning
outcomes; outcomes; outcomes; outcomes; not
Complete; well- Complete; well- Complete; not complete; not
organized, highly organized, very organized, organized, and not
relevant to the relevant to the relevant to the relevant to the
learning outcome. learning outcome. learning outcome. learning outcome.
Submissio Submitted before Submitted on the Submitted a day Submitted two (2)
n the deadline. deadline. after the deadline. days or more after
the deadline.
Scores (Based on
Transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
__________________________________________________________________________ _____________________________________
Direction: Encircle the letter of the correct answer. Episode 1
1. Learning is an active process. Which one is an application of this principle?
A. Avoid drills which are out of context
B. Teach your content from a multidisciplinary perspective
C. Group students for work or project, that way project becomes less
expensive
D. Let students learn the steps in opening a computer by making them
follow the steps.
2. The more senses that are involved, the more and the better the learning. Which
practice is aligned with this principles?
A. Employ cooperative learning
B. Teach using mostly verbal symbols
C. Invite parents as resource speakers in class
D. Bring students to field trips with consent of the school and parents
3. In OBTL, upon which school my assessment be based?

A. Content
B. Intended learning
C. Scope of subject matter
D. Teaching and learning activity
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4. Which type of question will least promote interaction among student?
A. Divergent
B. Conceptual
C. Convergent
D. Inference
5. To obtain well-thought out answers, which questioning behavior helps?

A. Allowing sufficient time
B. Asking open-minded questions
C. Asking non-directed questions
D. Involving as many as possible

FS 1 11
Utilizing Teaching-Learning
Resource and ICT
SPARK YOUR INTEREST

V
With the lightning speed by which technology is involving, and now with 4.0, technology
continues to be an ever significant part of the learning environment. This episode
provides an opportunity for students to examine a Learning Resources Center or Multi-
Media Center and learn about its collection, service, equipment, observe how a teacher
utilizes technology for instruction, and explore resources in the virtual learning
environment. Students will analyze and reflect on how technology, including artificial
intelligence, supports the teaching-learning process.

 Identify and classify learning resource materials in the multi-media center;
 Show skills in the positive use of ICT to facilitate the teaching-learning process
(PPST 1.3.1);
 Show skills in the evaluation, selection, development, and use of a variety
learning resources, including ICT to address learning goals (PPST 4.5.1);
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 Analyze the level of technology integration in the classroom; and
 Demonstrate motivation to utilize ICT for professional development goals based
on the PPST (PPST 7.5.1)

The Information and Communication Technology Competency Framework for
Teachers (ICTCFT) 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, 6. Teacher Professional Learning.
Similar to the PPST, the ICT CFT also articulated competencies in levels which
guide teachers as they develop their ICT skills from Level 1, Knowledge Acquisition, to
Level 2, Knowledge Deepening, and Level 3, Knowledge Creation. The Communication
on Higher Education Teacher Education Curricula (2017) includes the UNESCO ICT
CFT so most likely you have 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. The activities here are meant for you to observe, analyze and reflect about
the competencies discussed in the framework.
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 outcomes was the ever-expanding
interface between the traditional library and ICT both in term of hardware and
software system and application.
3. School may have different set-up 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 center
with maker space.
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 fulfill
the following function: center of resources, laboratory of learning, and agent of
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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, collaborate, constructive, authentic, and goal-directed.
The technology integration matrix connects the levels of technology integration
and the characteristics of the learning environment. Examine the matrix below. To make
you understand how integration is done in each of the levels and environment, explore
the TIM website and learn from the many interesting videos showing technology
integration.
Observing technology integration in the classroom

Technology Levels Of Technology Integration Into The Curriculum
Integration Adoption: Adoption: Infusion: Transformatio
Matrix Entry: the the teacher the teacher the teacher n: the teacher
teacher directs encourages creates a creates a rich
uses students in adaptation of learning learning
technolog the tool-based environment environment
y to Environment conventiona software by that infuses in which
Characteristics of the Learning
deliver l use of allowing the power of students

curriculu tool-based students to technology regularly
m content software. If select a tool tools engage in
to such and modify throughout activities that
students. software is its use to the day and would have
available, accomplish across been
this level is that task at subject impossible to
the hand. areas. achieve
recommend without
ed entry technology.
point.
Active: Students Students Students Throughout Given
students are use begin to have the school ongoing
actively technolog utilize opportunities day, access to
engaged in y for drill technology to select and students are online
using and tools to modify empowered resources,
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technology practice create technology to select students
as a tool and products, tools to appropriate actively select
rather than computer- for example accomplish technology and pursue
passively based using a specific tools and topics beyond
receiving training. word purposes, for actively the limitations
information processor to example apply them of even the
from the create a using to the task best school
technology. report. colored cells at hand. library.
on a
spreadsheet
to plan a
garden.
Collaborativ Students Students Students Throughout Technology
e: students primarily have have the day and enables
use work opportunitie opportunities across students to
technology alone s to utilize to select and subject collaborate
tools to when collaborativ modify areas, with peers
collaborate using e tools, such technology students and experts
with others technolog as email, in tools to utilize irrespective of
rather than y. conventiona facilitate technology time zone or
working l ways. collaborative tools to physically
individually work. facilitate distances.
at all times. collaborativ
e learning.
Constructiv Technolo Students Students Students Students use
e: students gy is used begin to have utilize technology to
use to deliver utilize opportunities technology construct,
technology informatio constructive to select and to make share, and
tools to n to tools such modify connections publish
build students. as graphic technology and knowledge to
understandi organizers tools to construct a worldwide
ng rather to build assist them understandi audience.
than simply upon prior in the ng across
receive knowledge construction disciplines
information. and of and
construct understandin throughout
meaning. g. the day.
Authentic: Students Students Students Students By means of
students use used have have select technology
technology technolog opportunitie opportunities appropriate tools, students
tools to y to s to apply to select and technology participate in
solve real- complete technology modify tools to outside-of-
world assigned tool to some technology complete school
problems activities content- tools to authentic projects and
meaningful that are specific solve tasks across problem-
to them generally activities problems disciplines. solving
68 | P a g e
rather than unrelated that are based on activities that
working on to real- based on real-world have meaning
artificial world real-world issues. for the
assignments problems. problems. students and
. Without the
the community.
support of
technolog
y tool
Goal Students From time Students Students use Students
Directed: receive to time, have technology engage in
Students use directions, students opportunities tools to set ongoing
technology guidance, have the to select and goals, plan metacognitive
tools to set and opportunity modify the activities, activities at a
goals, plan feedback to use use of monitor level that
activities, from technology technology progress, would be
monitor technolog to either tools to and evaluate unattainable
progress, y, rather plan, facilitate results without the
and evaluate than using monitor, or goal-setting, throughout support of
results technolog evaluate an planning, the technology
rather than y tools to activity. monitoring, curriculum. tools.
simply set goals, and
completing plan evaluating
assignments activities, specific
without monitor activities.
reflection. progress
or self-
evaluate.
(Reproduced with permission of the Florida Center for Instructional Technology, College
of education, University of South Florida, fcit.usf.edu)
Evaluation of ICT Resources
The World Wide Web is like 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
internet resources. You will be able to choose the best resources that will help you attain
you teaching-learning objectives.
Below is a set of criteria which you can use to evaluate:
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1. Accuracy- the resource material comes from a reliable source and is 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 the 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, and Branch, Robert Maribe
(2003). A gateway to Educational Materials: An Evolution 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 involving 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 teach and
learn (UNESCO, 2018):
1. Open Educational Resource (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, and many others. They can
have a significant impact on education as they are made available and easily
accessible in the internet. Be sure to explore them to help you work on this
episode.
2. Social Networks. Social networks have revolutionized the way we interact, learn
about things and share information. Sites and apps such us facebook , twitter,
Instagram provide a virtual venue for teacher 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 send the most number of text message per day. This indicates the
high number of mobile device users. These devices can also be used as a learning
tool by allowing teachers and students more opportunities to learn inside and even
outside the classroom.
4. The Internet of Things. Lot is a system of computing mechanism that 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 doctor. 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 behavior of humans such as talking,
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learning and solving problems. Virtual assistants such as Siri, Alexa, Bixby and
Google assistant are near samples of AI. Among others, uses of AI 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 form 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 interaction and transaction are done
electronically, and through the internet, an enormous amount of data is generated
and sorted. The challenge is how sense of this data, through analytics and research
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
the problem or project-based learning approaches.
9. Ethics and privacy protection. We have repeatedly heard about how quickly
technology is changing and impacting our lives. Through all this, It is crucial to
ensure that human values and principles govern or guide our use of technology.
Ethical practices that protect the rights of every person need to be upheld.
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Massive Open On-line Courses
Massive Open On-line Courses (MOOCs) are online courses open to a big group
of people. Below are the basic information about MOOCS. Let us focus on each word:
Massive
 MOOCs are on-line courses designed for large number of participants, usually
larger than the number of students that can fit a regular classroom. There can be
hundreds or even be a thousand 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 courses are delivered online.
Course
The MOOC of 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 internet
 Some interaction with the teacher or academic stuff
 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 the 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.
- Based on Definition Massive Open Online Courses v1.1 licensed under Creative
Commons Attribution 4.0
There are many MOOC providers like Edx, Coursera, Udacity, Udemy, Ivercity.
You will have a chance to explore them as you go through this Episode.
\
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Activity 11.1 Visiting the Learning Resource Center
Resource Teacher: Ruby A. Ruizal Teacher’s Signature:

________________
School: Sindangan National Agricultural School Grade/Year Level: Grade 10
Lopez Jaena
_________________________________
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 function.
OBSERVE
As you visit and observe the Learning Resource Center, use the observation
guide provided. Ask the assistance of the Center Staff courteously.
An Observation Guide for a

LEARNING RESOURCE CENTER
Read the following statements carefully before you observe.
1. Go around the Learning Resource Center
2. Find out what learning resources are present
3. Examine and describe how the materials are arranged and how they are classified.
Are they free from dust and moisture? Are they arranged for easy access?
4. Read the guidelines for the users to refer to?
5. Familiarize yourself with guidelines and procedures. Take photos of the center (if
allowed).
After you are through with your observation, classify the resources available that you
believe are most useful. Use the activity form provided for you.
Name of Center Observed:
Date of Observation:
Name of Observer:
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Course/Year/School:
List of Available Learning Resources
Available Learning Resources Characteristics and Unique Teaching

(Enumerate in bullet form) Capabilities Approaches where
the Resource is Most
Useful
1. Print Resources Improve and enhance the Lecture approach and
Books vocabulary and reading skills. Linguistic approach
Magazines help the students to
develop vocabulary
and also its one source
of information.
2. Audio Resources Students learning abilities will Metacognitive
Speaker be improved and learning will approach used to these
Microphone be more effective. learning resources
which requires them to
think deeply.
3. Non-electronic Visual Used to present the teachers Used the lecture
Resources lessons virtually . technique to represent
teaching.
White board
Cartolina/manila paper
4. ICT Resources Keep updated with current Students multiple

events and information. senses will be
Projectors involved through the
Computers usage of ICT
Television resources in an
integrated learning
approach.
Impression about the LRC:
Name and Signature of Observer:
Name and Signature of the Learning Resource Center in-charge:
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ICT Competency Standards for Teachers (CHED Teacher Education Programs (2017)):
ANALYZE
Are the learning resource/materials arranged properly according to their functions and
characteristics?
Yes,the resource materials are correctly ordered according to their roles and qualities
because they are well located ,structured,and executed ,and there is someone in charge of
monitoring and ensuring that all resources are safe and ready.
Do the guidelines and procedures facilitate easy access to the materials by the teachers?
Why? Why not?
Yes of course ,guidelines and procedures promote simple access to materials in a way
that ensures that everyone has equitable access to the materials or resources.
What are the strengths of this Learning Resource Center?
The learning resource centers strengths in my opinion,are that it is highly conductive

since it is well lit,well-ventilated ,and very clean.The resources and materials are up to
date with the most recent technological advancements.
What are its weaknesses?
One of its weaknesses is that the books in the library are perhaps a little limited .
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What suggestion can you make?
I suggest more books and the cleanliness should be maintained and organized as well.
REFLECT
1. Which of the materials in the Learning Resource Center caught you interest the
most? Why?
The availability of a computer for research is one of the learning resources that
has caught my interest the most.Because computers with internet access give
immense quantities.
2. Which gadgets/materials are you already confident to use/operate?
The computers and laptops is the most comfortable piece of technology and its
incredibly and easy to use.
3. Which ones do you feel you need to learn more about?
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The projector ,its difficult for me but I want to learn on how to use because it is
vital nowadays ,it is a need.

Activity 11.2 Observing Technology Integration in the Classroom

Jaena
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 lesson and how the students were involved. Step 3.
Reflect on what you have learned.
OBSERVE
As you observe the class, use the observation sheets provided for you to document your
observation.
Class Observation Guide
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Read the following questions and instructions carefully before you observe.
1. What is the lesson about?
2. What visual aids/learning resource is the teacher using?
3. Observe and take notes on how the teacher presents/uses the learning resources.
4. Closely observe the learner’s response to the teacher’s use of learning resources.
Listen to their verbal responses. What do their responses indicate? Do their
response attentiveness, eagerness, and understanding?
5. Focus on their non-verbal responses. Are they learning and are they interest in
the in the lesson and in the materials? Are they looking towards the direction of
the teacher and the materials? Do their action show attentiveness, eagerness, and
understanding?
OBSERVATION SHEET NO. _____

REPORT
Date of Observation:
_____________________________________________________________________
School:
________________________________________________________________________
_____________
Subject: _______________________________ Topic:
_______________________________________
Grade/Year Level:
________________________________________________________________________
_
ANALYZE
UTILIZATION OF TEACHING AIDS FORM

Grade or Year Level of Class Observed: GRADE 10 LOPEZ JAENA
Date of Observation: NOVEMBER 20,2023
Subject Matter:GLOBALISASYON
Brief Description of Teaching Approach used by the Teacher:
Teaching Aids used Strengths Weaknesses Appropriateness

(Enumerate in bullet of the Teaching
form) Aids used
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The teacher uses the It easy to Sometimes student The aid should be
following: understand and get bored. use at the beginning
catchy. of the lesson to get
the attention.
Whiteboard /Manila
paper
Use the Technology Integration Form to analyze the class you observed. Refer to the
Technology Integration Matrix on p. 123, in which level of technology integration do you
think the teacher you observed operated? Why?
I believe the teacher level of technology integration was transformational because the
students engaged in activities that would be impossible to complete without technology.
Based on the Technology Integration Matrix, what is the characteristic of the learning
environment in the class that you observed? Point your observations that justify you
answer.
The learning environment observed in the class I observed is authentic and creative.
Over-all, were the learning resources used effectively? Why? Why not? Give your
suggestions.
The teacher has excellent learning tools in the classroom and used effectively and has
received positive feedback from the students during the discussion time,despite using
online discussion.
REFLECT
1. Put yourself in the place of the teacher. What would you do similarly and what
would you do differently if you would teach the same lesson to the same group of
students? Why?
Being a teacher is not easy you need more patience and I would also encourage
students to use their creativity and collaborate when creating their work.I will allow
my students to respond to my question after the reporting and share their taughts and
ideas.

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Activity 11.3 Exploring Education 4.0

Jaena
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 ope-
source
4. Evaluate the materials or programs;
5. Reflect on your FS experience
OBSERVE
Class Observation Guide
Read the following statements carefully before you observe.
1. What is the lesson? What are the teacher’s objective?
The lesson is all about GLOBALISASYON that it is a process mabilisang

paggalaw ,tao,bagay at inpormasyon at produkto.
2. Note the important concepts that teacher is emphasizing.
The teacher emphasis the positive and negative effect of globalisasyon and the
difference between immigration and emigration.
3. Note the skills that the teacher is developing in the learners.
Teacher developed the critical thinking skill of the student as well as their written
and communication skills.
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ANALYZE
Analyzing the information you got from observing the class, surf the internet to select
electronic resources, including OERs, social networking sites, and apps with virtual or
augmented reality that will be useful in teaching the same lesson. Evaluate part of this
Episode. Use the form below to note your analysis and evaluation.
Electronic Resources Evaluation Form
Grade/Year Level GRADE 10 LOPEZ JAENA
Subject Matter/Topic GLOBALISASYON
(Based on the class you
observed)
Lesson Objectives/Learning At the end of the lesson the students are expected to;
Outcome Analyzed the various contemporary drivers of
globalization.
Articulate personal position on various global issues.
Construct an essay about globalization.
Name and Type Describe Put a check if the resource satisfies the Describe
of Electronic the criterion how you
Resource electronic can use it
resource if you
(include were to
author/pub teach in
lisher/sour the class
ce) you
observed
Accu Appr Clea Com Motiv Org
rate opria r plete ating aniz
te ed
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REFLECT
1. Describe your experience in surfing the internet for appropriate electronic for the
class? What made it easy? Difficult?
It is just easy to surf and find appropriate resources in the internet because
There is no many information that pop out in just one click.However,the difficult
thing is that ,there are also lots of information that arent reliable and fake news .
2. How did you choose which electronic resources to include here? What did you
consider? Explain. Which of the new trends in Education 4.0 would you like to
explore more for your work as a teacher? Why?
I choose this electronic resources because those are the vital sources and a medium
of teaching and learning process .
I want to explore more in a vast realm of digital platform because nowadays in these
trying everything should be done through the use of technology.
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?
The microsoft word ,exel,and PowerPoint.These three is very important nowadays

especially when it comes to fascinating videos and editing .
Activity 11.4 Professional Development through MOOCS

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

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

2. On the second column, write the competencies you like to work on.
3. Search for MOOCs in the internet which is relevant to the competencies
you identified. You may try these sites:
4. Indicate the MOOC provider. You might need to create an account in the
different MOOC providers to explore their MOOCs.
PPST Domain Competencies I want MOOCs related to the MOOC

to work on competency/ies Providers
(include a short
description)
1. Content Strategies for CIC identified creative Counsera

knowledge and developing critical individually through
Pedagogy and creative thinking creative diversity.
as well as higher
order thinking skills.
2. The learning Management of Positive psychology Counsera
Environment classroom structure collides w/K-12
and activities. pedagogy.This course
examines fundamental
concepts in positive
psychology and
demonstrates how
exceptional instructors
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use those principles to
maximize students
engagement and
achievements.
3. Diversity of Learners in difficult The teachers work Counsera
Learners circumstances becomes meaningful
when it is informed by
research and learning
theories.
4. Curriculum Planning and Curriculum is a structure Counsera
and Planning management of that guides both teaching
teaching and learning and learning.
process.
5. Assessing and Use of assessment The course is not Counsera
Reporting data to enhance available
teaching and learning
practices and
programs .
6. Community Engagement of One of the main focuses Counsera
Linkage and parents and the wider of this is harmonious
Professional school community in link of school in the
Engagement the educative process. community.
7. Personal Professional After completing this Counsera
Growth and reflections and course,you will be able
Professional learning to improve to discuss the
Development practice. significance of
objectives priority.
ANALYZE
From among the MOOCs you explored, pick at least three which you believe are the most
appropriate for you. Describe the MOOCs below.
1. MOOC Title:
Provider:
Objectives of the MOOC:
Content Outline:
Why did you pick this MOOC?
2. MOOC Title:
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Provider:
Content Outline:
3. MOOC Title:
Provider:
Content Outline:
REFLECT
1. How can MOOCs help you in your future career as a professional teacher and as a
lifelong learner?
MOOCs is needed,it help me to mold and enhance my vocabulary and develop my

skills.And helping me to grow and find interests that I never knwe had ,resulting in a new
job that requires these skills or even the start of my own.
2. What did you learn from the way the providers use technology to teach in the
MOOCs?
One of the learning that I gained from the way the providers used technology to teach
in the MOOCs was technology provides an opportunity for many people to have good
education.
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Directions: Read the items given below and encircle the correct answer.
1. Mrs. Inton is evaluating a website for her Literature class. She is making sure that
factual pieces of information found on the site are well-documented, and pictures and
diagrams are properly labeled. She is also checking that there are no misspelled words
nor grammar errors. Which criterion is she focusing on?
A. Appropriateness
B. Clarity
C. Motivation
D. Accuracy
2. Miss Castro is evaluating an early literacy app for her kindergarteners. She is making
sure the app is uncluttered in appearance, is arranged in some order of difficulty, and
that icons represent what they were intended to represent. Which criterion is she
focusing on?
A. Organization
B. Accuracy
C. Motivation
D. Appropriateness
3. Miss Tanada is evaluating an app for her Grade 8 Science class. She is finding out
whether the app taps the skills found in the Grade 8 standards to ensure that this app
will help meet her objectives. She wants to make sure it is not too easy nor too
difficult for her students. Which criterion is she focusing on?
A. Organization
B. Accuracy
C. Currency
D. Appropriateness
4. A Science teacher uses a PowerPoint presentation to show the classification in
kingdom Animalia. The teacher then teaches them how to use a software in making
graphic organizer. Students then use this to create their own graphic organizers to
classify animals. This shows technology integration which is _____________.
A. Entry-constructive
B. Adoption-constructive
C. Infusion-constructive
D. Transformation-constructive
5. Teacher A demonstrates how to work with a math app that provides practice in
adding mixed fractions. The students then work independently with the app to
provide them sufficient practice in adding mixed fructions. This shows technology
integration which is ____________.
A. Entry-active
B. Adoption-active
C. Infusion-active
D. Transformation-active
6. A Grade 7 Social teacher gave a project where her class in Manila will work together
with other Grade 7 classes in their school campus in Visayas and Mindanao. They
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will create posters and a video clip to communicate a message about peace. They will
use social media to spread their peace campaign. This project involves technology
integration which is___________.
A. Entry-active
B. Adoption-constructive
C. Transformation-constructive
D. Adaptation-collaborative
7. All are responsibilities of the Learning Resource/ Audio-Visual/ Educational
Technology Center of a school EXCEPT___________.
A. Make available technology equipment for the use of teachers and
students
B. Conduct training for teachers in instructional materials
C. Work with teachers in producing instructional materials
D. Accomplish the students technology project for them
8. The Learning Resource/ Audio-visual/ Educational Technology Center regularly
provides the teachers a list of websites, apps and instructional materials available in
the city which are relevant to the different subjects they teach. This fulfills which
function?
A. Recreational reading center
B. A link to other community resources
C. Laboratory of Learning
D. Center of resources
9. The learning Resource/ Audio-visual/ Educational Technology Center sponsors a
seminar-workshop for teachers and administrators on the use of the latest presenter
applications. This fulfills which function?
A. Center of resources
B. Agent of teaching
C. Coordinating agency
D. Recreational reading center
10. MOOCs are considered massive because______________.
A. They need a big amount of computer storage to be able to avail of a
course
B. They can accommodate a big number of learners
C. They can only be provided by big universities
D. They were designed and created by a big group of experts
11. MOOCs are open because____________

A. All courses are offered for free
B. Courses can be accessed by anyone anywhere as long as they are
connected to the internet
C. Openness to ideas is a strict requirement
D. One can avail of them only during the opening of a semester
12. MOOCs are considered as a course because_________________.
A. They have a guide or a syllabus that indicates content, objectives,
activities, and assessment
B. They are always given by a fully-recognized university in the world
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C. They are a requirement for a Bachelor’s degree
D. They are graded
1. Include here pictures/illustration of the materials used by the teacher. Put your
comment annotations about what you observed
2. Visit www.technology.com or other teacher resource websites. Print useful

instructional materials (worksheet, visual aids, flashcards, rubrics, etc) and include
them here. Indicates how they might be useful considering your major or area of
specialization.
3. Visit www.education.com/50-educationtechnology-tools-every-teacher-shuold-know-
about/
Explore and enjoy the fantastic education tools. Try them out. Describe what you
discovered and share how these tools can be helpful to you, as a teacher
4. Visit edtechteacher.org. This a treasure box for you. Explore and share what you
learned
5. Paste an article about an example of technology gadget/material that you want to

learn more about. How can this gadget/material be useful in instructional/teaching?
Evaluate Your Work Task Field Study 1, Episode 11- Utilizing Teaching-
Learning Resources and ICT
Learning Outcomes: • Identify and classify learning resource materials in the multi-
media center; • Show skills in the positive use of ICT to facilitate the teaching-learning
process (PPST 1.3.1); • Show skills in the evaluation, selection, development, and use of
a variety learning resources, including ICT to address learning goals (PPST 4.5.1); •
Analyze the level of technology integration in the classroom; • Demonstrate motivation
to utilize ICT for professional development goals based on the PPST (PPST 7.5.1).
89 | P a g e
_____________________________
Learning Excellent Very Satisfactory Satisfactory Needs

Episode Improvement
3
4 2 1
Accomplis All observation One (1) to two Three (3) Four (4) or more
hed questions/tasks observation observation observation
on Sheet answered/accompl not not not
ished. answered/accompl answered/accompl answered/accompl
ished. ished. ished.
Analysis All questions All questions Questions were For (4) or more
completely; completely; completely; questions were
answers are with answers are answers are not not answered
depth and are clearly connected clearly connected completely;
thoroughly to theories; to theories; one answers are
grounded on grammar and (1) to three (3) clearly connected
theories; grammar spelling are free grammatical/spelli to theories; more
and spelling are from error. ng errors. than four (4)
free from error. grammatical
errors.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; supported shallow; shallow; rarely
observed and observed and supported by what were observed
analyzed. analyzed. were observed and analyzed.
and analyzed.
Artifacts reflected on in the reflected on in the reflected on in the reflected on in the
context of the context of the context of the context of the
learning learning learning learning
outcomes; outcomes; outcomes; outcomes; not
Complete; well- Complete; well- Complete; not complete; not
organized, highly organized, very organized, organized, and not
relevant to the relevant to the relevant to the relevant to the
learning outcome. learning outcome. learning outcome. learning outcome.
Submissio Submitted before Submitted on the Submitted a day Submitted two (2)
n the deadline. deadline. after the deadline. days or more after
the deadline.
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Scores (Based on
Transmutation)

FS 1 12 Assessment FOR Learning and Assessment
AS Learning (Formative Assessment)
SPARK YOUR INTEREST
Assessment in an essential part of the instructional cycle. The instruction cycle

consists of: 1. setting the intendent learning outcome/s, 2. Selecting a teaching
methodology, strategy and activity that are aligned to the learning outcome and topic
which are developmentally appropriate to the learners and 3. Assessment itself.
Assessment is the part of the instructional cycle that determines whether or not the
intended learning outcome has been attained and so necessarily, the assessment task must
be aligned to the intended learning outcome.
In a lesson on assessment, we can speak of assessment for learning, assessment of
learning and assessment as learning.
This episode will dwell on assessment for learning and assessment as learning.
Assessment for learning is referred to as formative assessment while assessment as
learning is referred to as self-assessment.

At the end of this episode. I must be able to:
 Demonstrate knowledge of the design and use of formative assessment; and
 Explain the importance of formative assessment.
DISCOVER THE LEARNING

ESSENTIALS
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 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 found 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 that 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.
\
OBSERVE, ANALYZE,
Observing Assessment FOR Learning Practices (Formative

Activity 12.1 Assessment)
Jaena
OBSERVE
1. Observe what Teacher does or listen to what Teacher says to find out if the
students understood the lesson while teaching-learning is in progress.
What Teacher Said Tally Total
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1. Did you understand the 6
topic?
2. Do you have any 5
questions?
3. Can you explain base 5
on your opinion?
4. Differentiate and 5
illustrate of what you’ve
learned?
5. Give me example. 4
What Teacher Did Tally Total

1. Varying types of 8
question
2. Asking non directed 5
question
3. Rephrasing 5
4. Asking open ended 6
questions
5. Direct Collaboration 5
2. Did the teacher ask the class “Did you understand”? If she did, what was the
class’ response?
Yes ,most of the time she ask this question for clarification and to make sure that
the students understand and what they learned something from the lesson.
3. Did the students make the teacher feel or sense they did not understand the lesson
or a part of the lesson? How?
Yes of course ,in a way that the students often time ask question or even ask
for further clarification or would sometimes ask question to explain more briefly
about a certain term or meaning.
4. If they did, how did the teacher respond?
The teacher response with an answer to the question give further clarifications
even present again the lesson for further explaination base on their understanding.
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5. Were the students given the opportunity to ask questions for clarification? How
was this done?
The teacher always ask question to the students if theirs need to clarification
something they didn’t understand or for something that they want to know further
comprehend the discussion.
6. If she found out that her/his lesson was not clearly understood, what did teacher
do? Did you observe any of these activities? Please check.
______ Peer tutoring (Tutor were assigned by teacher to teach one or two classmates
______ Each-one-teach-one (Students paired with one another)
______ Teacher gave a Module for more exercises for lesson mastery
______ Teacher did re-teaching
Others, please specify Teacher would ask question to each individual students.
7. If she engaged himself/herself in re-teaching, how did she do it? Did he/she use
the same teaching strategy? Describe.
Yes,re -teaching to which she uses the some content of the lesson but much more
further clarification and then the teaching strategy is still the same theyre just some a
little adjustment and addition for the students to understand.
8. While re-teaching by himself/herself and / or with other students-turned tutors,

did teacher check on students’ progress? If yes, how?
I observe that the teacher keep on observing,monitoring the progress of the

students and tutor to see how it was executed properly the lesson and explain in
accordance to their learning levels and would often find result if there is learning
establish within the process.
ANALYZE
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1. Why should a teacher find out if students understand the lesson while teaching is in
progress? It is not better to do a once-and-for-all assessment at the completion of the
entire lesson?
It is what you call formative assessment teacher is tend to look for results even in the
process of teaching because the teacher wants to know if the students are still
understand on what she/he was saying or explaining because some students cannot
understand or have a low level of understanding.
2. Why is not enough for a teacher to ask “Did you understand, class? “When he/she
intends to check on learners’ progress?
It is because a simple question is not enough to know if there is a truly a learning in

progress in the students cognitive level that’s why we need assessment this is for us
future teacher to find out if theres an effect on the skills and abilities of the students.
3. Should teacher record results for formative assessment for grading purposes? Why or
Why not?
If its for the grading purpose to get the answer then yes.
4. Based on your observations, what formative assessment practice worked?
Well the practice of asking question individually calling names to give them of they
have learned in the topic or even ask identify a certain author or terms give the
meaning or in their perspective reflect of what they have learned all this i9s ask
during the discussion which students and teacher interest.
5. For formative assessment, why is peer tutoring in class sometimes seen to be more
effective than teacher himself/herself doing the re-teaching or tutoring?
Yes,because the tutoring comes from a peer can sometimes by their friend or even
classmate who understand the lesson and that they can teach to their classmate base
on what they have learned in a way that tutoring makes more meaningful.
6. Could an unreasonable number of failures at the end of the term/grading period be

attributed to the non-application of formative assessment? Why or why not?
Yes,because if a certain failures keeps on rising even without the application of

formative assessment if this is consistently continue sly rise of failures than theirs is
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something even wrong on the lesson plan itself because formative assessment can be
a means of a process for us to understand.
REFLECT
 Formative assessment is tasting the soup while cooking. Reflect on this and write
your reflections.
 Should you record results of formative assessment? Why or why not?
Well its exactly what is in education formative assessment is in the form of asking
question during the discussion to understand and monitor if the students have learned
something in the lesson have been understand and adapt with a certain and mind and
heart and heart of the students that will benefit them in their academic study and
possible be the means of their implication in their daily life.
It doesn’t need to record because the result will already be clear and would already be
attain by the time you just imply during your discussion with the class a simple question
to the students if they have learned something in the lesson would already be a mean of
formative assessment.
1. My Accomplished Observation Sheet

2. My Analysis
3. My Reflection
4. Snapshots of peer tutoring or other activities that show formative assessment in
practice.
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Activity 12.2 Observing Assessment AS Learning Practices (Self-Assessment)
Jaena
Subject Area: Araling Panlipunan Date: November 08,2023
TARGET Your Intended Learning Outcomes
At the end of this Episode, 1 must be able to:

 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
adjustment so that they achieve deeper understanding.
 Assessment as learning encourages students to take responsibility for their own
learning.
 It requires students to ask question 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.
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OBSERVE
Observe a class and find out practices that reflect assessment as learning. Record your
observations.
Teacher My Observation
1. Did teacher provide opportunities Yes ,base on my on my observation
for the learners to monitor and sometimes the teacher would tend to tell
reflect on their own learning? the students to share on what have they
learned in the discussion base on their
understanding and would often time ask
them to construct an essay.
2. What are proofs that students were They were often times understand and
engaged in self-reflection, self- reflect on the lesson that they learned and
monitoring and self-adjustment? then monitor them self to what they have
learned in order for their skills to develop.
3. Did students record and report their They recorded the lesson that was being
own learning? discuss in the session for their reference
and further clarification on the topic in
support on their studies.
4. Did teacher create criteria with the Yes,there is a discussion or a meeting
students for tasks to be completed session that was going to commence theres
or skill to learned? always a post of instruction every week by
the teacher in the GCR that includes the
steps of instructions.
ANALYZE
1. If the student is at the heart of all assessment, then all assessment should support
students learning. Do you agree? Why or why not?
I agree for like every assessment is design to observe if there is an impact in

learning skills of the students to which it determines the skills and abilities that
the students have the potential to attain or improve a certain terms for them to
engaged in a much complex knowledge and experience.
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2. Does assessment as learning have the same ultimate purpose as assessment for
learning?
There is a potential that it has the same purpose for both assessment as learning
and assessment for learning because assessment for learning focuses on the
strategies and methods that is going to be implemented in the fields of discussion
while constantly attaining feedback for them to monitor if the students is truly
learning.
REFLECT
The primary purpose of assessment is not to measure but to further learning. Reflect
on your personal experiences of assessment in school. Were you given opportunities
for self-assessment? If yes, what was its impact on your learning?

1. My Accomplished Observation Sheet
2. My Analysis
3. My Reflection
MY REFLECTION
The primary purpose of assessment is not to measure but to further learning, I

observe that the classroom I was personally given an opportunity to conduct like this
assessment specially when it comes to myself for this assessment yes there is an impact
on my learning seeing that it is design for me to understand and know what my level of
learning ,I am right now or if there is skills or abilities that I have gain or something that
I need to improve so that’s how I grab the chances ,an opportunity for me to assess my
self -learning.
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Evaluate Your Work Task Field Study 1 Episode 12- Assessment FOR Learning and
Assessment AS Learning (Formative Assessment) Learning Outcome Demonstrate
knowledge of the design and use of formative assessment. Explain the importance of
formative assessment.
_____________________________
Learning Excellent 4 Very Satisfactory 2 Needs

Episode Satisfactory 3 Improvement 1
Accompli All observation One (1) two (2) Three (3) Four (4) more
shed questions tasks observation observation observation
on Sheet answered/acco not not not
mplished answered/accom answered/accom answered/accom
plished. plished plished.
completely completely; completely; questions were
answer are with answers are answers are not not answered;
depth and are clearly connected clearly answers not
thoroughly to theories; connected to connected to
grounded on grammar and theories one (1) theories; more
theories; spelling are free to three (3) than four (4)
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grammar and from errors. grammatical/spel grammatical/spe
spelling are ling errors. lling errors.
free from error.
Reflectio Profound and Clear but lacks Not so clear and Unclear and
n clear; depth; supported shallow; shallow; rarely
supported by by what were somewhat supported by
what were observed and supported by what were
observed and analyzed. what were observed and
analyzed.
Artifacts reflected on in reflected on in reflected on in reflected on in
the context of the context of the the context of the context of
the learning learning the learning the learning
outcomes; outcomes. outcomes. outcomes; not
complete well- Complete; well Complete; not complete; not
organized, organized, very organized, organized, not
highly relevant relevant to the relevant to the relevant.
to the learning learning learning
outcome. outcome. outcome.
Submissi Submitted Submitted on the Submitted a day Submitted two
on before the deadline. after the (2) days or more
deadline. deadline. after the
deadline.
COMMENT/S Over-all Score Rating (Based on
transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19- 17 16 15 14 13- 11 10 9-8 7-
18 12 below
Grad 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
e
99 96 93 90 87 84 81 78 75 72 71-
below
__________________________________________________
___________
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1. The primary purpose of assessment is to ensure learning. Which assessments are

referred to?
I. Assessment as learning
II. Assessment for learning
III. Assessment of learning
A. I, II and III
B. I and III
C. I and II
D. II and III
2. Research shows that when students help develop questions for an assessment, and
have a deeper understanding of what they are expected to learn before they take the
assessment, they take a greater responsibility of their own learning. Which
assessment is referred to?
A. Assessment as learning
B. Assessment of learning
C. Assessment for learning
D. Assessment in learning
3. DepEd Order No. 8, s. 2015 states, “Assessment is a process that is used to keep track
of learners’ progress in relation to learning standards…., to promote self-reflection
and personal accountability among students about their own learning. Which
assessments are referred to by the DepEd memo?
I. Assessment as learning
II. Assessment for learning
III. Assessment of learning
A. I only
B. II and III
C. I and II
D. I, II and III
4. You check for understanding in the midst of your lesson. In which form/s of
assessment are you engaged?
A. Assessment as learning for learning
B. Assessment of learning
C. Assessment of and for learning
5. Assessment FOR learning is ongoing assessment that allows teachers to monitor
students on a day-to-day basis and modify their teaching based on what the students
need to be successful. Is this statement TRUE?
A. Yes
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B. No
C. Somewhat
D. TRUE except the clause after and
6. It develops and supports students’ metacognitive skills. Which is referred to?
A. Assessment of learning
B. Assessment for learning
C. Assessment of learning
7. Which form of assessment is crucial in helping students become lifelong learners?
C. Assessment as learning
8. Which is characterized by students reflecting on their own learning and making
adjustment so that they achieve deeper understanding?
C. Assessment as learning
9. Which practices are required for assessment as learning to be effective?
I. Discuss the learning outcomes with the students.
II. Create criteria with the students for the various tasks that need to be
completed and/or skills that need to be learned or mastered.
III. Provide feedback to students as they learn and ask them guiding questions
to help them monitor their own learning.
IV. Help them set goals to extend or support their learning as needed in order
to meet or fully meet the expectations.
V. Provide reference points and examples for the learning outcomes.
A. I, II and III
B. I, III, IV and V
C. III, IV and V
D. I, II, III, IV, and V
10. In which type of assessment are students expected to go beyond completing the tasks
assigned to them by their teacher and so students move from the passive learners to
active owners of their own learning?
A. Assessment as learning
11. Which assessment is likened to tasting the soup while in the process of cooking the
soup?
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FS 1 13 Assessment Of Learning (summative
assessment)
SPARK YOUR INTEREST
Episode # 12 dwelt on Assessment for Learning (formative assessment) and

Assessment as Learning (self-assessment). These refer to assessment that teachers do
while still teaching and student’s assessing their own learning. Episode # 13 will be
focused on Assessment of Learning. When teachers have done everything they can to
help learners attain the intended learning outcome/s, teachers subject their students to
assessment for grading purposes. This is referred to as assessment of learning which is
also known as summative assessment.
Episode # 13 will be focused on 1) assessment of learning in the cognitive,
psychomotor and affective domains with the use of traditional and non-traditional
assessment tasks and tools, 2) assessment of learning outcomes in the different levels of
cognitive taxonomy; 3) construction of assessment items with content validity; 4) Table
of Specifications; 5) Portfolio, 6) Scoring Rubrics, 6) The K to 12 Grading System and 7
Reporting Students’ Performance.
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 learner’s 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 Specifications;
 distinguish among types of learners’ portfolios and their functions;
 compute students’ grade based on DepEd’s grading policy;
 state the reason(s) why grades must be reported to parents; and
 Describe what must be done to make grade reporting meaningful.
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.
Activity 13.1 Aligning Assessment Task with the Learning Outcome
Jaena

 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 tsk must necessarily be aligned to the learning outcome.
OBSERVE
 Observe at 3 classes – 1 Physical or Biological Science or Math, English, Filipino; 1

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

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

Outcome/s Task (How did assessment aligned,
Teacher assess tool/task improve on
the learning aligned to it.
outcome/s? the learning
Specify. outcome/s?
Social Science, To dance Written quiz No Performance
Literature/Panitikan. EsP tango test
Physical/Biological Students Student makes Yes It is

Science/Math/English/Filipino perform a concept alligned.
news casting
ANALYZE
1. Are all the assessment tasks aligned to the learning outcome?
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Yes,all the assessment task aligned to the learning outcomes.
2. What are possible consequences if teacher’s assessment tasks are not aligned to learning
outcome/s Does this affect assessment results? How?
The possible consequences if teachers assessment tasks are not aligned to learning
outcome is it may not possible to be achieved the class.
3. Why should assessment tasks be aligned to the learning outcomes?

To attain the objectives of the lesson and also to have an organized lesson and it will
achieved only if the intended learning outcome are aligned in assessment.
REFLECT
 Besides on past assessments you have been through. Were they aligned with what your
teacher taught (with learning outcomes?
 How did this affect your performance? As a future teacher, what lesson do you learn from
this past experience and from this observation?
1. Here is a learning outcome: Describe a person by the use of a metaphor
Here is the test item: Describe a classmate or teacher by way of a metaphor.

Is the test item aligned to the learning outcome?
A. No C. Yes
B. Somewhat D. Yes, if teacher is not included
2. Learning outcome: Conduct an investigation to prove that plants can manufacture their
own food.
Test item: Can plants manufacture their own food? Explain your answer.
A. No C. Yes
B. Somewhat D. Yes, if explain your answer is dropped
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3. Learning outcome: Demonstrate the inductive method of teaching
Test: Outline the steps of the inductive method of teaching.

A. No C. Yes
B. Somewhat D. Yes, if teacher is not included
4. Which assessment task is aligned to this learning outcome: Compute the mean if the
scores are 50, 50, 50, 48, 47, 46, 45, 44, 43, 42, 41, 40.
A. What is a mean?
B. Is mean a measure of variability?
C. What is the mean of 50, 50, 50, 48, 47, 46, 45, 44, 43, 42, 41, 40
D. Is the mean the same as average?
5. Learning Outcome: To observe subject-verb agreement as one speaks.

Test: Give the correct form of the verb
1. Dogs (howl)
2. A cat (meow)
3. Birds (fly)
Is the test aligned to the learning outcome?

A. No C. Yes
B. Somewhat D. Yes, there are 3 items on subject-verb agreement
6. Here is a lesson objective/s intended learning outcome. “illustrate the law of supply and
demand with your original concrete examples”. For concrete validity, which test item is
aligned?
A. Define the law of supply and demand and illustrate it with an example.
B. Illustrate the law of supply and demand with a drawing
C. Illustrate the law of supply and demand with a concrete, original example.
D. Explain the law of supply and demand and illustrate it with a diagram.
7. Teacher B wrote this learning outcome: “To interpret a given quotation.” For content
validity which should she ask?
A. Interpret Nietzsche’s statement: “He who has a why to live for can bear with almost any
how.”
B. Do you believe in Nietzsche’s statement “He who has a why to live for can bear with
almost any how”?
C. What is true in Nietzsche’s statement “He who has a why to live for can bear with almost
any how”?
D. Nietzsche’s was an atheist. Do you believe that he can give this statement “He who has a
why to live for can bear with almost any how”?
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8. After teaching them the process of experimenting, Teacher J wanted to be able set up an
experiment to find an answer to a scientific problem. Which will he ask his students to
do?
A. Set up and experiment to find out if aerial plants can also live on land
B. Can aerial plants also live on land? Research on experiments already conducted. Present
your finding in class.
C. Observe if aerial plants can survive when planted in soil. Note your observation and
present them in class.
D. Research on the answers to this scientific problem: Can aerial plans survive when
transferred in soil?
9. Here is an intended learning outcome of a Health teacher. “Identify skill-related fitness

and activities suitable for the individual”. Does her test item measure this particular
outcome and therefore has content validity?
Question
1. Identify the components of Physical Fitness under the skill-related ativities.
A. body composition C. flexibility
B. agility D. organic vigor
A. Yes, very much.

B. Yes because it asks something about skill-related activities
C. No
D. No, the options have nothing to do with skill-related activities.
Observing the Use of Traditional Assessment Tools

Activity 13.2

Jaena

 Critique traditional assessment tools and tasks for learning in the context of established
guidelines on test construction
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 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
test or constructed-response/supply type of tests.
 Common examples of selected – response type of tests are alternate response test
(True-False, yes-no), multiple choice and matching type of test.
 Common examples of constructed-response type of test are short answer, problem
solving and essay.
OBSERVE
 Observe classes and pay particular attention to the assessment tool used by the
teacher.
 With teacher’s permission, secure a copy of the assessment tool.
Direction: Put a check (/) on the test which teacher used. From your teacher’s test items,
give an example.
Type of Traditional Put a Learning Sample Test Comments to the
Assessment Tool/ Check Outcome item of assessment tool
Paper-and Pencil (/) Assessed Resource constructed in
Test Here Teacher accordance with
established
guidelines?
Explain your
answer.
Selected Response
Type
1. Alternate response NOT NOT NOT OBSERVED
OBSERVED OBSERVED
2. Matching type NOT NOT NOT OBSERVED

OBSERVED OBSERVED
3. Multiple choice NOT NOT NOT OBSERVED
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OBSERVED OBSERVED
4. Others
Type of Put a Learning Sample Test Comments (if the

Traditional check (/) Outcome Item of assessment tool
Assessment if Assessed Resource constructed in
Tool/Paper and Research Teacher accordance with
Pencil Test Teacher established
used it guidelines?)Explain
you answer.
Constructed
Response Type
1. Completion NOT NOT NOT OBSERVED
OBSERVED OBSERVED
2. Short answer NOT NOT NOT OBSERVED

type OBSERVED OBSERVED
3. Problem Solving NOT NOT NOT OBSERVED

OBSERVED OBSERVED
4. Essay – restricted NOT NOT NOT OBSERVED
OBSERVED OBSERVED
5. Essay non- NOT NOT NOT OBSERVED

restricted OBSERVED OBSERVED
6. Others NOT NOT NOT OBSERVED
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OBSERVED OBSERVED
ANALYZE
1. Which assessment tools/tasks were most commonly used by teacher? Which one were
rarely used? Why were they rarely used?
Commonly assessment tool used by the teacher is essay to measure the learning and
understanding of the students .
2. Based on your answers found in the Tables above in which type of assessment tools and
tasks were the Resource Teachers most skilled in test construction? least skilled?
NOT OBSERVED
3. Can an essay or other written requirements, even if it is a written paper-and-pencil test,
be considered an authentic form of assessment? Explain your answer.
Yes of course,because we can easily monitored if the students learned from the lesson.
REFLECT
How good are you at constructing traditional assessment tools? Which do you find most
difficult to construct? Any lesson/s learned?
The most difficult was a constructing a multiple choice and it is difficult because you
need to think four choices in every items.
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Here is the learning outcome of this Activity: Critique traditional tools and tasks for
learning in the context of established guidelines on test construction.
1. Which assessment task is aligned to the learning outcome given above?

A. True-False test – An assessment task must be aligned to the learning outcome.
B. Column 1 present the learning outcomes. Column 2 has the assessment tasks. Determine
alignment with learning outcome.
C. Here are 5 items. Evaluate them on the basis of established guidelines in test
construction.
D. In an essay more reliable than a multiple choice test.
2. What’s WRONG with this TRUE-FALSE test item?

Filipinos are sociable but lazy.
A. Opinionated C. Very Smart
B. Not fit for T-F test D. Sweeping
3. In this test item in accordance with rules on test construction?

Write everything you learned from this course.
A. No C. Somewhat
B. Yes D. No, opinionated
4. In a matching type of test, which should be found in the first column?

A. Options C. Distracters
B. Premises D. Unattractive
5. In a multiple choice type of test, one option among 4 was not chosen by any examinee.
What is TRUE of that option?
A. Implausible C. Plausible
B. Realistic D. Unattractive
6. The students were at a loss as to what answer to give in a completion type of test since
there were so many blanks. Which is TRUE of the test item?
A. Too complex C. Over mutilated
B. Unattractive D. Implausible
Activity 13. 3
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Observing the Use of Non-Traditional Assessment Tools and
Scoring Rubrics
Jaena

 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 outcome like
performance and product.
 These performance task and product are assessed by the use of scoring rubric.
 A rubric is a coherent set of criteria for student’s work that includes descriptions of levels
of performance quality on the criteria. (Brookhart, 2013)
 The main purpose of rubrics is to assess performances and products.
 There are two types of rubrics – analytic and holistic. Analytic rubrics describe work on
each criterion separately while a holistic rubric assesses a student work as a whole.
 For diagnostic purposes, the analytic rubric is more appropriate.
 For a holistic view of a product or performance, the holistic rubric will do.
 A good scoring rubric contains the criteria against which the product or performance is
rated, the rating scale and a description of the levels of performance.
OBSERVE
 Observe classes in at least 3 different subjects and pay particular attention to the
assessment tool used by the teacher.
 With teacher’s permission, secure a copy of the assessment tool.
 Study the assessment tool then accomplish Observation Sheet.
 Did your Resource Teacher explain the rubric to the students?
 What type of rubric did the Resource Teacher use – analytic or holistic?
Authentic- Learning Sample of How a Comments
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Assessment/ Non- Outcome Product/ product/ (is the
traditional/Alternativ Assessed performance performance scoring
e Assessed was assessed rubric
constructed
One example Describe how according
of a product the product/ to
assessed. performance standards?
(Put a photo was assessed.
of the Which was
product/ used analytic
documented rubric or
performance holistic
in My rubric?
Teaching INCLUDE
Artifacts. THE
INCLUDE RUBRIC IN
THE MY
RUBRIC IN TEACHING
MY ARTIFACTS
TEACHING
ARTIFACTS
1. Product
2. 2. Performance
ANALYZE
1. Between analytic and holistic rubrics which one was more used? Why do you think that
type pf rubric was used more?
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The more used rubrics was the analytic because because it measures different aspects.
2. Based on your answers in # 1, what can you say about the scoring rubrics made and used
by the Resource Teachers?
The scoring rubrics made and use by the resource teachers was appropriate to the lesson
that they discussed in the class.
3. Will it make a difference in assessment of student work if teacher would rate the product
or performance without scoring rubrics? Explain.
Yes,it will make difference in assessment of the student work if there no rubrics.
Because if the teacher give a performance task without any rubric then the students didn’t
no what they were going to do to their project.
4. If you were to improve on one scoring rubric used, which one and how?
There is no need to improve of the scoring rubric.
5. Can you essay or other written requirements, even if it is paper-and-pencil test, be

considered an authentic form of assessment? Explain your answer.
Yes,essay or other written requirements can be considered in authentic form of assessment

because we can easily monitored if the students learned from the lesson.
6. Can rubrics help make students to become self-directed or independent learners? Do

rubrics contribute to assessment? AS learning (self-assessment) What if there were no
rubrics in assessment?
Yes,rubrics makes a students to become an independent learners because it help them to
recognize their goal for making their performance task.Rubrics also had contribute to
assessment AS learning because students can check themselves.
7. Does the Scoring Rubric in this FS Book I help you come up with better output?
Yes,the scoring of rubrics in FS help me to come with a better output because I always
consider this rubric while answering the activities.
REFLECT
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 Accomplished Observation Sheet

 Observation
 Reflection
 A photo of a product assessed and a documented performance test
 Samples of scoring rubrics used by Resource Teachers – one rubric to assess a particular
product and another rubric to assess a particular performance together with your
comment/s and improved version/s, if necessary.
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1. To pinpoint which part of the lesson needs more explanation, which scoring rubric can
help?
I. Analytic
II. Holistic
A. I only C. II only
B. I and II D. No need for rubric
2. I want to know how skilled the students have become in research report. Which
assessment task will be valid?
A. Make students defend research report before a panel.
B. Make students write the research report
C. Group the students for research report writing
D. Make students conduct an action research.
3. I want to get a global view of a student’s performance. Which rubric is most fit?
A. Analytic C. Holistic
B. Itemized D. Analytic and holistic
4. Which can prove that students are now capable of sewing after a 200-hour course?
A. Presentation of a product they have sewn
B. Operation of the sewing machine
C. Drawing a pattern for a set of pajamas
D. Labelling the parts of a sewing machine
5. Which is the most reliable way of determining whether or not the student can now dance
tango?
A. Performance test
B. Oral test
C. Written test on steps of tango
D. Written test illustrating the steps
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Activity 13.4 Scrutinizing the Type and Parts of a Portfolio

Jaena

 Evaluate a sample portfolio
 Distinguish among the 3 types of portfolio
DISCOVER THE LEARNING

ESSENTIALS
 A portfolio is a purposeful collection of selective significant samples of student work
accompanied by clear criteria for performance with prove student effort, progress or
achievement in a given area or course.
 A portfolio of student’s work is a direct evidence of learning. But is not a mere collection
of student’s work. The student’s reflection must accompany each output or work
 A portfolio is different from a work folder, which is simply a receptacle for all work, with
no purpose to the collection. A portfolio is an international collection of work guided by
learning objectives.
 Effective portfolio systems are characterized by clear picture of the student skills to be
addressed, student’s involvement in selecting what goes into the portfolio, use of criteria
to define quality performance as basis for communication, and self-reflection through
which students share they think and feel about their work, their learning and about
themselves.
 There are several types of portfolio depending on purpose. They are: 1) development or
growth portfolio, 2) best work or showcase or display portfolio, and 3)
assessment/evaluation portfolio.
OBSERVE
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1. Ask your Resource Teacher for samples of portfolio, if any, if there are, select one best
portfolio from what you examined.
2. If none, research for a sample portfolio and include them in My Learning Artifacts.
3. Based on the sample portfolio given by your Resource Teacher/ researched by you,
accomplish Observation Sheet #
4. Put a check in the right column.
What a Portfolio Includes

Elements of a Portfolio Present? Missing?
1. Clear objectives – The objectives
of the lesson/unit/course are
clear which serve as a bases for
selection
2. Explicit guidelines for selection

– what, when, where, how are
products/documented
performances selected?
3. Comprehensible criteria – the

criteria against which the
portfolio is graded must be
understood by the learners.
4. Selective significant pieces –

The portfolio includes only the
selected significant materials.
5. Student’s reflection – There is

evidence that students reflected
on their learning.
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6. Evidence of student participation
in selection of content of
portfolio – There is proof that
students took apart in the
selection of the content of the
portfolio.
ANALYZE
1. With OBE in mind, which should be the basis for the selection of pieces of
evidence to show that what the student was supposed to learn was learned?
The basis of selecting evidence to demonstrate what would be the action or works the
student should have learned that is appropriate to the objectives .
2. Scrutinize the elements of this portfolio, based on the parts, under which type of portfolio
does this fall?
Elements of a ______________________________ Portfolio (Which type of

portfolio?)
1. Cover Letter- “About the Author” and “What My Portfolio Shows About My Progress as
a Learner”
2. Table of Contents with numbered pages
3. Entries-both core (required items) and optional items (chosen by students).
4. Dates on all entries to facilitate proof of growth over time.
5. Drafts of aural/oral and written products and revised revisions, i.e. (first drafts and
corrected/revised versions.)
6. Student’s Reflections
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REFLECT
 Sample/s of Improved Written Tests, both selected-response type and supply type.
 Sample/s of product and performance and performance assessed
 Sample/s of a rubric
 Sample/s of students’ reflection on his/her portfolio
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Learning Outcomes determine the alignment of assessment tools and tasks with intended
learning outcomes; critique traditional and authentic assessment tools and tasks for
learning in the context and established guidelines on test construction; evaluate non-
traditional assessment tools including scoring rubrics; evaluate a sample portfolio;
distinguish among 3 types of portfolio; construct assessment questions for HOTS
blowing Bloom’s Taxonomy as revised by Anderson and Krathwohl and Kendall’s and
Marzano’s taxonomy; explain the function of a Table of Specifications; distinguish
among types of learners’ portfolios and their functions, examine different types of rubrics
used and relate them to assessment of student learning ; compute students’ grade based
on DepEd’s grading policy ; state the reason(s) why grades must be reports to parts and
describe what must be done to make grade reporting meaningful.

_____________________________
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free from error.
analyzed.
deadline.
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transmutation)

Score 20 19- 17 16 15 14 13- 11 10 9-8 7-
18 12 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
__________________________________________________
___________
1. A portfolio is synonymous to a folder of files. Is this CORRECT?

A. No C. Yes
B. Somewhat D. Sometimes
2. Which is an essential part of portfolio?

A. Student’s reflection on his portfolio
B. Display portfolio for everyone to see student development
C. Artistic design to show student’s artistic talent
D. Student’s self-rating
3. I need to prove that I have fully developed the skill at writing a research report. Which
type of portfolio is MOST APPROPRIATE?
A. Showcase Portfolio C. Development Portfolio
B. Development Portfolio D. Process Portfolio
4. Which portfolio can prove that an improvement has taken place in the way students
pronounce words?
A. Showcase Portfolio C. Assessment Portfolio
B. Development Portfolio D. Process Portfolio
5. I want to know if my students can now focus the microscope properly. With which
portfolio am I concerns?
A. Showcase portfolio C. Assessment Portfolio
B. Development portfolio D. Process Portfolio
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Activity 13.5 Determining the Level of Teacher’s Questions

Jaena
_________________________________
 Construct assessment questions to measure HOTS following Bloom’s and Anderson’s

revised taxonomy and Kendall’s and Marzano’s taxonomy.
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
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 Reproduce the chemical formula for carbon
tetrachloride.
Understanding – Make meaning from educational materials or experiences
Interpreting  Translate a story problem into an algebraic
equation.
 Draw a diagram of the digestive system.
 Paraphrase Jawaharlal Nehru’s tryst with destiny
speech
Exemplifying  Draw a parallelogram
 Find an example of stream-of-consciousness style
of writing.
 Name a mammal that lives in our area.
Classifying  Label numbers odd or even
 List the events of the Sepoy Mutiny of 1857.
 Group native animals into their proper species
Inferring
Comparing  Explain how the heart is like a pump.
 Compare Mahatma Gandhi to a present day leader
 Use a Venn diagram to demonstrate how two books
by Charles Dickens are similar and different.
Explaining  Draw a diagram explaining how air pressure affects
the weather
 Provide details that justify why the French
Revolution happened when and how it did.
 Describe how interest rates affect the economy.
Applying – Use a procedure
Executing  Add a column of two-digit numbers.
 Orally read a passage in a foreign language.
 Have a student open house discussion.
The New Taxonomy (Marzano and Kendall, 2007)
Level of Process Useful Verbs, Phrases Definitions

Difficulty
6 Examining The student can analyze how important
Self-System Importance specific knowledge is to them.
Thinking Examining The student can examine how much they
Efficacy believe they can improve their
understanding of specific knowledge.
Examining The student can identify emotional
Emotional responses associated with a piece of
Response knowledge and determine why those
associations exist.
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Cognitive S
Examining The students can examine their own
Motivation motivation to improve their understanding
or competence in specific knowledge.
5 Specifying The student can set specific goals relative

Metacognition Goals to knowledge and develop plan for
accomplishing the goal.
Process The student can self-monitor the process of
Monitoring achieving a goal.
Monitoring The student can determine how well they
Clarity understand knowledge.
Monitoring The student can determine how accurate
Accuracy their understanding of knowledge
4 Investigating investigate; research; find

Knowledge out about; take a position
Utilization on; what are the differing
features of; how & why
did this happen; what
would happened if the
student generates a
hypothesis and uses the
assertions and opinions of
others to test the
hypothesis.
Experimentin experiment; generate and
g test; test the idea that;
what would you
determine if; how can this
be explained; based on the
experiment, what can be
predicted. The student
generates and tests a
hypothesis by conducting
an experiment and
collecting data.
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Problem- solve; how would you
Solving overcome; adapt: develop
a strategy to; figure out a
way to; will you reach
your goal under these
conditions. The student
can accomplish a goal for
which obstacle exist.
Decision decide; select the best

Making among the following
alternatives; which among
the following would be
the best; what is the best
way; which of these is
most suitable. The student
can select among
alternatives that initially
appear to be equal and
defend their choice.
3 Specifying make and defend; predict;
Analysis judge; deduce; what
would have to happen;
develop an argument for;
under what conditions
The student can make and
defend predictions about
what might happen.
129 | P a g e
Generalizing What conclusions can be
drawn; what inferences
can be made; create a
principle, generalization
or rule; trace the
development of; form
conclusions. The student
can infer new
generalizations from
known knowledge.
Analyzing Identify errors or

Errors problems; identify issues
or misunderstanding;
assess; critique; diagnose;
evaluate; edit; revise. The
student can identify and
explain logical or factual
errors in knowledge.
Classifying Classify; organize; sort;
identify a broader
category; identify
different types/ categories.
The student can identify
super ordinate and
subordinate categories to
which information
belongs.
130 | P a g e
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;

Comprehen represent; illustrate; draw;
sion show; use models;
diagram chart.
The student can depict
critical aspects of
knowledge in a pictorial
of symbolic form.
Integrating Describe how or why;

describe the key parts of;
describe the effects;
describe the relationship
between; explain ways in
which; paraphrase;
summarize. The student
can identify the critical or
essential elements of
knowledge.
1 Executing Use; demonstrate; show;

Retrieval make; complete; draft.
The student can perform
procedures without
significant errors.
131 | P a g e
Recalling Exemplify; name; list;
label; state; describe;
who; what; where; when.
The students can produce
information on demand.
Recognizing Recognize (from a list);

select from (a list);
identify (from a list);
determine if the following
statements are true
The students can
determine whether
provided information is
accurate, inaccurate or
unknown.
Resource Teacher: _________________________ Teacher’s Signature:

________________
School: ______________________________________ Grade/Year Level:
__________________
_________________________________
OBSERVE
1. Observe a teacher in the classroom.

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

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

Lowest
Table 2. Examples of Assessment Questions/Assessment Tasks
Tally and Total Tally and Example of Rank

Score of Total Score of Assessment Based
Cognitive Cognitive Tasks/ on
Processes (Bloom Rank Processes (and Rank Questions Use
as revised by Kendall and Given by
Anderson and Marzano) Resource
Krathwohl) Teacher
Self-system 6- e.g. Teacher
Thinking Highest asked
students.
Why is the
lesson
important to
you?
133 | P a g e
Metacognition 5
Example: 6-
Creating = I Highest
Evaluating = I 5
Analyzing / An = 4 Analysis 3
II
Applying = III 3 4
Knowledge
Utilization
Understanding = 2 Comprehension 2
II
Remembering = 1 Retrieval = III 1-

IIII Lowest
1
Rank Rank
ANALYZE
1. Which cognitive skill had the highest number of assessment questions? lowest number?
The cognitive skill had the highest number of assessment questions is numbering because
the type of those questions are the way to checked the teacher if his/her students has
recall their lesson.
2. What do these (lowest and highest number of assessment questions) reveal about
Resource Teacher’s level of questions?
134 | P a g e
It reveal the level of questions balance because it based on remembering on
analyzing.Remembering where the students will recall only on what they discussed on
their past lesson and analyzing because students required to use their higher order
thinking skills.
REFLECT

Evaluate Your Work Task Field Study 1, Episode 13 – Assessment OF Learning
(Summative Assessment)
Name of FS Student:______________________ Date

Submitted :________________________
135 | P a g e
Year and Section :_________________________________Course BSED

free from error.
analyzed.
deadline.
136 | P a g e
transmutation)

Score 20 19- 17 16 15 14 13- 11 10 9-8 7-
18 12 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
__________________________________________________
___________
1. “Is my thinking CORRECT?” asks a student to himself.

In which level of cognitive process is he?
A. Self-sytem C. Metacognition
B. Analysis D. Application
2. Formulate a 5-item imperfect matching type of test, is a test item in the level of
which cognitive process?
A. Creating C. Self-system thinking

B. Analyzing D. Evaluating
3. Which one demonstrates self-system thinking?

A. Ask the question “What has this lesson to do with me?
B. Critic your thinking process.
C. Come up with a solution to the given problem.
D. Relate your present lesson to past lessons.
4. Paraphrase the first stanza of Rizal’s “My Last Farewell” calls for
________________.
A. analysing
B. understanding
137 | P a g e
C. evaluating
D. applying
5. How would you rate students’ ability to reason out logically is a question to test
students’ ability to ________________________.
A. engage in metacognition
B. analyse
C. do-self-system thinking
D. evaluate
ACTIVITY 13. 6 : Analyzing a Table of Specifications

Jaena
Subject Area: Araling Panlipunan Date: _______________________________
TARGET Your Intended Learning Outcomes

 Explain the function of a Table of Specifications

 A Table of Specification (TOS) is a two-way chart which describes the topic
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 o cognitive level as well.
1. Study the sample of Table of Specification on Assessment.

Total
Cognitive Level
Learning Outcomes No.

of
Class Re Un Ap An Ev Cr
Hours m
1.
2.
138 | P a g e
3.
4.
5.
6.
Total
REFLECT
Read this conversation and reflect on teachers’ assessment practices. Write your
reflections here.
Student A. : Saan naman pinulot ni Teacher ang kaniyang tanong? Ni-isang tanong sa
tinuro, wala! ( Where did teacher get her test? Not one of what she taught came out!)
Student B. Oo nga! Nakakaiinis! (You are right! How annoying!”)
Did you have a similar experience? Reflect on it. Will the required use of Table of
Specifications as guide in test construction solve the problem of misaligned tests?

 Accomplished Observation Sheet
 Analysis
 Reflection
 Completed Sample TOS
139 | P a g e
LINK THE THEORY TO PRACTICE
1. In Teacher R’s Table of Specification (TOS), 60 percent of the 1 st grading test items
are applying
questions based on Bloom’s taxonomy. A review of her test shows that 50% are
remembering items,
20% are analysing questions and 30% are applying questions.
Is Teacher’s test aligned with her TOS?
A. No.
B. No, her analysing questions is supposed to be 60%.
C. Yes.
D. Yes, her applying questions are also analysing questions, too.
2. What is a function of a TOS?

To ensure the _____________________.
A. content validity
B. predictive validity of a test
C. reasonable length of a test
D. predictive validity of a test
3. A TOS ensures alignment of test with learning outcomes. Is the statement TRUE?
A. very true
B. Sometimes true
C. False
D. Sometimes true, sometimes false.
4. In a TOS, the number of hours spent on a learning outcome determines the number of
test items to be asked. Is this CORRECT?
A. No
B. Yes
C. Not always
D. Depends on the level of the questions asked
5. The following are found in a TOS EXCEPT ______________________.

A. Teaching-learning process
B. Number of hours devoted to a topic
C. Cognitive level of test item
D. Number of test items
6. “ It’s just not fair. I studied everything we discussed in class about the Philippines and the
things she made a big deal about, like comparing the Philippines
And to think all she asked was “What’s the capital of Singapore?
140 | P a g e
What does the conversation imply about the kind of test they took?
A. Lacks content validity
B. Has content validity
C. Lacks reliability
D. Lacks construct validity
ACTIVITY 13.7: Computing Student’s Grade based on DepED Grading System
Resource Teacher : ___________________________ Teacher’s

Signature___________________
School: ____________________________________ Grade/Year Level:
____________________
_______________________________
TARGET YOUR INTENDED LEARNING OUTCOMES

 Compare student’s grade based on DepEd’s grading policy.
 State the new features of the latest grading system in basic education
Revisit the learning Essentials

 With the implementation of the Enhanced Basic Education Program of 2013,
more popularly known as the K to 12 Curriculum, came a new grading system of
the Department of Education. Refer to Appendix A for more details.
 The latest grading system in basic education includes student’ performance in
written test and performance tasks, with emphasis on the latter. The quarterly
exam may be a combination of written test and performance task.
OBSERVE
A. Sample Students’ Report Card

1. Secure a sample of students’ Report Card form 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
141 | P a g e
1. What are the new features of the latest grading system? What things are required
to do with this new grading system which you were not asked before?
The new grading system is favor to the students because it is no longer zero based
while teacher its favor too because they were able to come up with grades that are
suitable in every students performance.
2. Which do you prefer- the old or the new grading system ? Why?
I prefered new grading system because is it not hassle for them because they use an
electronic grading system.
C. Interview of 5 students
1. What do you like in the new grading system?
Is that no longer zero based because of that there is no chance that they get a failing
grade .
2. Do you have problems with the new grading system. If there is, what?
NO
3. Does the ne grading system give you a better picture of your performance? Why
or why not?
Yes,the new grading system gives a better picture of their performance because
they are not worrying about the failing grades because it is not longer zero based.
4. Which do you prefer- the old or the new grading system? Why?
I prefered new grading system because it give chances.
Evaluate Your Work Task Field Study 1, Episode 13 – Assessment OF

Learning (Summative Assessment)
142 | P a g e

_____________________________

free from error.
Reflectio Profound and Clear but lacks
Not so clear and Unclear and
n clear; depth; supported
shallow; shallow; rarely
what were observed and
supported by what were
analyzed.
143 | P a g e
deadline.
transmutation)

Score 20 19- 17 16 15 14 13- 11 10 9-8 7-
18 12 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
__________________________________________________
___________
1. Which is the percentage contribution of quarterly assessment to the grade of the student
from Grade 1 to 10?
A. 15% C. 25%
B. 20% D. 30%
2. Does quarterly assessment have the same percentage weights for all the subjects; for all
the tracks in Grade 11-12?
A. Yes C. Yes, only for the academic track
B. No D. It depends on schools.
144 | P a g e
3. Which is the percentage contribution of written work to the grade of the Grade 1-10
student in Science and Math?
A. 50% C. 40%
B. 20% D. 30%
4. In MAPEH and TLE, which contribute/s heaviest to the student grade?

A. Performance Task C. Quarterly Assessment
B. Written Work D. Quarterly assessment and performance tasks
5. Based om percentage contribution to the grade, what can be inferred from the DepEd’s
emphasis on learning and assessment?
A. The emphasis depends on the grade level of the subjects
B. All components are being emphasized
C. The emphasis for all Grade 1-10 subjects is on performance tasks.
6. A student’s gets a numerical grade of 80. What is his descriptor for his level of
proficiency?
A. Satisfactory C. Very Satisfactory
B. Beginning D. Outstanding
7. I get a grade of 90. What is its descriptor?

A. Very Satisfactory C. Advanced
B. Beginning D. Outstanding
8. Which is described as “did not meet expectations”?

A. Below 75% C. Below 74%
B. Below 76% D. Below 72%
9. If a student failed to meet standards, which descriptor applies?

A. Developing C. Poor
B. Beginning D. Did not meet expectations
10. How is the final grade per subject for Grade 11 and 12 obtained?
A. Get the average of the grades for the 2 Quarters
B. Get the average of the grades for the 4 Quarters
C. Get the average of the grades of all the subjects for the semesters
D. Get the average of the grades of all the subjects for the 4 semesters
11. Which is/are TRUE of MAPEH when it comes to grade computation?

I. The quarterly grade is the average of the quarterly grades in the four areas – Music, Arts,
Physical Education and Health (MAPEH)
II. Individual grades are given to each area (MAPEH)
III. There is one grade for Music and Arts, PE and Health because they are related.
A. I only C. I and III
B. I and II D. II only
145 | P a g e
12. Which is TRUE of Kindergarten grades?
A. Grades are computed like the grades in Grade 1
B. There are numerical grades with descriptions.
C. There are no numerical grades.
D. Remarks like Passed and Failed are used.
13. At the end of the school year, which is/are TRUE of grades?
I. The General Average is computed by dividing the sum of all final grades by the total
number of learning areas.
II. Each learning area has equal weight in computing for the General Average.
III. The Final Grade per learning area and the General Average are reported as whole
numbers.
A. I and II C. I and III
B. II and III D. I, II and III
14. Who is retained in the same grade level for Grade 1 to 10? Any students who did not
meet expectations ________________________________________.
A. in three or more learning areas
B. in 2 learning areas
C. in four learning areas
D. as shown in the general average
15. What happens when a student in Grade 1 to 10? Any students who did not meet
expectations in two learning areas?
A. Retained in the same grade level
B. Promoted to the next grade level after passing remedial classes for learning areas with
failing mark
C. Promoted in the next grade level but has back subjects in the lower grade level
D. Is not accepted for enrollment in the school
Activity 13.8 Reporting Student’s Information

Jaena
_________________________________
146 | P a g e
 State the reason(s) why grades must be reported to parents
 Describe what must be done to make grade reporting meaningful
 Grades fulfill their function if reported meaningfully to students and most of all to
parents, our partners in the education of the children.
 Grades are a measure of achievement, not necessarily IQ. A student may have high IQ
but not necessarily achieving or performing because of lack of motivation or other
factors.
OBSERVE
Proceedings in a Card Distribution Day
1. Observe how cards are distinguished on Card Distribution Day. Describe how cards are
distributed.
NOT OBSERVED
2. Describe how the Resource Teachers communicated learners’ assessment results and
grades to parents.
NOT OBSERVED
3. Did parents raise questions or concerns? If yes, what were their questions/concerns?
NOT OBSERVED
147 | P a g e
4. How did the Resource Teacher handle their questions and concerns? What answers did
he/she give?
NOT OBSERVED
Interview with Resource Teacher
1. How did you give feedback to your students regarding their performance? When do you
give feedback?
The Resource Teacher give feedback to the learner about their performance before she
going to compute their grade so that the students will be aware if they have missed quizes of
projects incomplete.
2. How do you report students’ performance to parents? Does the school have a regular way
of reporting grades to parents?
She report her students performance by having a short meeting to their parents.
3. What problem on grade reporting did you encounter with parents? How did you address
it/them?
NOT OBSERVED
Interview with Students
1. Do you see the meaning of your grades in the School Report Card?
2. Does knowing your grade motivate you to work harder?
Interview with Parents
148 | P a g e
1. Does your child’s Report Card give you a clear picture of how your child is performing?
NOT OBSERVED
2. If you were asked what else should be found in the Report Card, which one? Why?
NOT OBSERVED
3. Do you find the Card Distribution Day important? Why or why not?
NOT OBSERVED
4. Any suggestion on how to make Card Distribution more meaningful?
NOT OBSERVED
ANALYZE
1. What were the most common issues raised on students’ performance?
The low grades or failing grades.
2. Based on your observations and findings, what practices must be

a) maintaining and
b) improved to make grades and reporting meaningful?
There is no need to added on the report card because it is all enough to see the performance
of every students .
REFLECT
149 | P a g e
1. Grades are often source of misunderstanding. How should I do reporting so that it will
result to effective learning?
To prevent misunderstanding the teacher should explain the grading system to the parents
and also he/she should know the things that they considered in computing their grades.
Evaluate Your Work Task Field Study 1, Episode 13 – Assessment OF

Learning (Summative Assessment)
150 | P a g e

_____________________________

free from error.
analyzed.
151 | P a g e
deadline.
transmutation)

Score 20 19- 17 16 15 14 13- 11 10 9-8 7-
18 12 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
__________________________________________________
___________
1. Why must grades be reported to the parents?

I. Promote ongoing formative feedback to students
II. Ensure alignment of curriculum, instruction, and assessment
III. Promote, to parents and students, credible and useful feedback
A. I only C. II only
B. I and III D. I, II, and III
2. What must be done to make grade reporting meaningful?

I. The grading system must be clear to all concerned.
II. The standards and competencies are known and understood by all.
III. The grading system must be numerical.
A. I and II C. I, II and III
B. II only D. III only
3. To make grade reporting meaningful, which must be done?

A. Announce names of students who need to help.
B. Rank the Report Cards from highest to lowest then distribute the same according to rank.
C. Explain how the grades were computed.
D. Console parents whose children are non-performing by telling them that nobody fails.
4. What is an essential step in reporting grades to parents?
I. Explain that grades give a picture of students’ performance.
152 | P a g e
II. Explain that grades compare students’ performance against the established standards.
III. Explain that grades compare students’ performance against other students’ performance.
A. I and II C. I, II and III
B. II only D. III only
5. What does criterion –referenced grading mean?

A. Grading on the curve C. Comparing grades with average grade
B. Grading against standards D. Interpreting grades based on Mean
6. What must be done to make grades meaningful?

A. Interpret grades against standards.
B. Compute grades accurately.
C. Compare individual grades against mean
D. Compare grades of boys and girls
153 | P a g e
FIELD STUDY 1 LEARNING Knowing the Quality teacher
EPISODE
FS 1 14 The Teacher as a PERSON and
as a PROFESSIONAL
SPARK YOUR INTEREST
What is really like to be a TEACHER? Why is being a TEACHER

considered as one of the most respected professionals in the Philippines? What
makes a teacher differently better than any other profession? What characterize a
teacher a teacher as a person and as a professional?
This Episode will provide you a chance to observe teachers in their own
workplace at school in order to answer the questions asked.

 Describe the personal qualities and competences of effective classroom teachers; and
 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 Teacher’s 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 of a person. Here are some of the
qualities and attributes that distinctly characterized a teacher.
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 and self-
exemplifies self-respect, discipline. Likewise, respected by students, peers and the
integrity and self- community.
discipline
 Takes care of one’s  This teacher is physically, emotionally and mentally
physical, emotional and healthy. Clean and neat, dresses appropriately and pleasant
mental well-being in words and in action.
 Lives a life inspired by This teacher behaves according to the personal spiritual
spiritual principles and beliefs that are not contrary to the norms, mores and
beliefs tradition of the community.
 Exhibits deep This teacher is mentally alert, makes correct decision,
knowledge and intelligent to be able to acquire new knowledge, skills and
understanding across values needed in order to teach. She/he has the ability to
disciplines 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 This teacher sets high goals for himself/herself, but remains
strength with humility 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 This teacher is calm in the midst of chaos, remains steadfast
challenging situation under pressure, does not easily give up and adjust to
different situations.
 
Demonstrates a natural This teacher volunteers tasks for others, always willing to
action to work together share, extends help willingly, accepts responsibility, tolerant
with others 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 competence of Filipino Teachers
Going to teacher training institutions and earning a teaching degree mean
developing a professional teacher like you. You can only become a professional teacher if
you earn a degree to teach in either elementary level or high school level. You should
also earn 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 experimental learning
courses that include Field Study 1, Field Study 2 and Teaching Internship. These are
Important in your preparation to become professional teachers.
So what are the professional competencies that every teacher should have? You
will find these in the matrix that follow.
Professional Competencies of Filipino Teachers
Professional Competencies What the Teacher DOES
 
Abides by the code of ethics for the This teacher practices the rules and
profession conduct of professional teachers.
 Masters the subject matter to be taught  This teacher masters and updates himself/
herself with subject matter content to be
taught.
 Updates oneself on educational trends,  This teacher keeps abreast with
policies and curricula educational trends, policies and curricula
by taking up graduate students, attending
seminars and workshops.
 Uses teaching methods to facilitate  This teacher practices different ways of
students learning teaching appropriate to the learners and
the subject matter.
 Builds a support network with parents and  This teacher engages the cooperation of
community parents and stake holders in educating the
learners.
 Demonstrates knowledge, understanding  This teacher has substantial knowledge of
of the characteristics and needs of diverse the characteristics and needs of the
learners. learners.
 Plans, prepares and implements school  This teacher plans. Prepares, implements
curriculum responsibly. 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
psychological learning environment that provide safe, secure psychological
supports learning. environment that supports and encourages
learning.
 Serves beyond the call of duty  This teacher does task and works even
beyond the official time when needed.
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 1 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

Resource Teacher: Ruby A. Ruizal Teacher’s Signature:
________________
Lopez Jaena
_______________________________
OBSERVE
Procedure:
1. Secure a permit to observe a teacher.
2. Review the list of the Personal Qualities given above.
3. Follow the code given whether you will observe by seeing only you will observe and
interview the teacher to gather information.
4. Write down in the column of data results the description of the personal qualities that you
have found out. If the personal quality is not observed by you or is not revealed in your
interview, write not observed or not manifested.
Personal Qualities Observe(o) Data Results
Interview (i) I have found out that…
a. Dignified Observe Teacher wont judge his/her students by
their gender,sexual
orientation ,apperance ,religion and social
standing.
b. Healthy Observe Teacher is properly dressed and she is fit.
c. Spiritual Observe Teacher respect all religion and lets her

Interview students pray by their different religion.
d. Knowledgeable Observe Teacher has knowlegde about her

subject ,she master her teaching strategies
so that she could execute it successfully.
e. Humble Observe NOT OBSERVED
Interview
f. Determined Observe NOT OBSERVED
Interview
g. Cooperative Observe NOT OBSERVED
Interview
Activity 2 will focus on the Professional Competencies of the Teacher. You may
change your sample Teacher in Activity 1 with another teacher or you can still observe
the same teacher. In case you will not change your teacher to be observed the same
teacher will be your sample for both Activity 1 and Activity 2. Aside from direct
observation, you will also do a survey in Activity 2.
ANALYZE
Did you learn from your observation of the teacher? Now let us analyze
the information that you have gathered.
Answer the following questions.
1. In Activity 1, what do you consider as the 3 most outstanding significant personal
qualities of the teacher you chose as your case? Why do you consider these as
outstanding?
a) KNOWLWDGEABLE
b) DETERMINED
c) DIGNIFIED
2. Which of these qualities do you have? Do you think you can fit as a good teacher
someday? Why? Describe yourself.
The quality that I have is determined , I have a determination to reach my goal and to be a
good role model that I make myb own decision and taking action how to achieve that
certain goal.
REFLECT
Good teachers are role models, whether in school, at home or in the community. From the
teachers that you had from elementary to college, did the personal qualities that they
possess help you learn better as a student?
Identify one personal characteristics of your model teacher that has made a
great impact in your life as a learner. Reflect and describe how this quality
influenced you.
Yes, but they have different personality and that one personal characteristic that has made
a great impact in my life as a student is being patience and generous.Even though
teachers should not have patience with their lazy,disobedient and annoying ,students they
handle it with lots of patience.I believe that patience is a virtue and I need to apply this in
every day life .
Activity 14.2 Is the Teacher a Professional Teacher?
Resource Teacher: Ruby A. Ruizal

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

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

PRC License No. _______________________________ Grade Level Taught:
______________________
Answer the following statements based on your OBSERVATION of the teacher. Check
Yes or No or Doubtful.
Professional Competencies Does the Teacher exhibit the
competence of a professional
teacher? Check your answer
below.
YES NO DOUBTFUL
1. Practice the Code of Ethics for Professional Teachers
2. Teachers the subject matter very well with mastery.
3. Keep yourself updated with educational trends, policies
and curricula.
4. Uses varied teaching methods that facilitate learning
with skill and ease
5. Engage the parents and other stake holders to cooperate
as partners in educating the children.
6. Teachers with compassion based on the knowledge and
understanding of the characteristics and needs of diverse
learners.
7. Prepares curriculum plans, implements these with
innovation in every lesson.
8. Designs or selects and utilizes appropriate assessment
strategies and tools for lessons taught.
9. Makes classroom atmosphere physically (arrangement)
and psychologically (friendly, inclusive) safe and secure
for learning.
10. Serves willingly beyond teaching work by
participating in other extra-curricular activities
when needed.
ANALYZE
Name and Signature of the Teacher Informant (Peer)
OR:
Name and Signature of the Supervisor Informant (Head)
Your Name and Signature (Pre-Service Student)
REFLECT
1. As a future teacher, the results imply that I should

As a future teacher I should know my strength and weakness.Im going to use my abilities
and personal qualities to be a good teacher in imparting my knowledge and skills to the
learners .
2. If all the teachers teaching today possess the professional characteristics and
competencies as the teacher/teachers observed, then learners will be
The learners will be expert in communication skills deep knowlegde and students will be
a better learners and role model.
Show here the artifacts of this Episode
(picture of the teacher observed)
Narrative (about the personal and professional characteristics of the teacher)
Evaluate Your Work Task Field Study 1, Episode 14- The Teacher as a Person and as a
PROFESSIONAL.
Learning Outcomes: describe the personal qualities and competencies 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.

_____________________________
Learning Excellent Very Satisfactory Needs

Episode 4 Satisfactory 2 Improvement
3 1
Accomplished All observation One (1) to two Three (3) Four (4) or
Observation questions/task (2) observation observation more
Sheet completely questions/task questions/ task observation
answered/ not answered/ not answered/ questions/ tasks
accomplished accomplished accomplished not answered/
accomplished
Analysis All questions All questions Questions Four (4) or
were answered were answered were not more
completely, completely; answered observation
answers are answers are completely; questions were
with depth and clearly answers are not answered;
are thoroughly connected to not clearly answers not
grounded on theories; connected to connected to
theories; grammar and theories; one theories; more
grammar and spelling are (1) to three (3) than four (4)
spelling are free from errors grammatical/ grammatical
free from errors spelling errors spelling errors
clear, depth; and shallow shallow; rarely
supported by supported by somewhat supported by
what were what were supported by what were
observed and observed and what were observed and
analyzed analyzed observed and analyzed
analyzed
Learning Portfolio is Portfolio is Portfolio is Portfolio is not
Artifacts reflected on in reflected on in not reflected reflected on in
the context of the context of on in the the context of
the learning the learning context of the the learning
outcomes; outcomes; learning outcomes; not
Complete , Complete, outcomes; complete; not
well-organized well-organized, Complete, not organized, not
highly relevant very relevant to organized, relevant
to the learning the learning relevant to the
outcome outcome learning
outcome
Submission Submitted Submitted on Submitted a Submitted two
before the the deadline day after the (2) days or
deadline deadline more after the
deadline
COMMENTS Rating:
Over-all (based on transmutation)
Score

Score 20 19- 17 16 15 14 13- 11 10 9-8 7-
18 12 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
Based on Episode 1, choose the correct answer for each item.

1. Any teacher currently teaching is called a professional because he or she _____
I. Is a licensed teacher
II. Has personal qualities appropriate to be a teacher
III. Possesses the characteristics given in A, B, C.
A. I only B. II only C. III only D. I, II and III
2. Which of the following is a quality that is unbecoming of teacher?
A. Patience and understanding
B. Humble and open minded
C. Aggressive and dominating
D. Dignified and accommodating
3. Which statement is TRUE about the spirituality of the teacher?
I. Goes to church everyday
II. Gives contribution to church activities
III. Behaves according to the beliefs, more and tradition of the community
4. What could be the best practice of a professional teacher?
A. Burns midnight candle every night writing a lesson plan
B. Utilizes knowledge of the learners’ characteristics while teaching
C. Expects equal performance of learners in lesson taught
D. Masters one teaching method and uses it all time
5. The saying goes, “many are called, nut few are chosen.” How is this directly related to
teachers?
A. There are many teachers but few are qualified.
B. There are many professionals who shift to teaching.
C. Teaching is a very lucrative job.
D. The teachers assigned in the senior high school are the chosen teachers.
FIELD STUDY LEARNING Towards Teacher Quality: Developing a

1 EPISODE Global Teacher of the 21ST Century
FS1 15
SPARK Your Interest

Moving towards teacher quality? Wanted! A global teacher of the 21st century!
In 2013, a Global Status Index was determined by Varkey GEMS Foundation and
revealed significant findings. There were 21 countries surveyed which represented the
major continents of the world. In most countries that participated, it was found out that
like the Philippines, teaching is the most sought profession. It was comparable to being a
social worker, librarians, nursing and even doctors. Majority of the parents asked,
answered that they encourage their children to become teachers. To them, teaching is one
of the most respected and trusted profession.
However, with the change in global landscape, the 21 st century teachers must have
the competence to address the new learning environment, the new learning contents, the
processes of learning and how these are facilitated and the new types of learners.
Hence, we need the type of teachers, a glocal 21st century Filipino teacher.
(Global Teacher Status Index p. 123 Teaching Profession)
TARGET Your Intended Learning Outcome

 Describe the personal qualities and competencies of a glocal classroom teachers of the
21st century; and
 Design a learner-centered classroom for the 21 st century learners with learning spaces that
are safe, that allows creativity and use of ICT.

FILIPINO GLOCAL TEACHER
A survey of 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 work such as management of learning per da. The 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. Teachers should be multi-literate,
multi-cultural, multi-talented, innovative and creative. The future Filipino teacher 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 teachers do in the local communities impacts the larger community. As global
citizens, the work begins, where the teachers are, thus a “global” teacher.
Towards Quality Glocal teachers

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

demonstrate exemplary mastery of knowledge, skills, values and dispositions
relative to the following characteristics:
1. Understand 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. Encourage 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 is to “create a learning
environment that encourages creativity and innovations among learners.” With it, comes
the management of learning in such environment. These are required skills for a global
teacher.
Majority of the current classrooms provides learning 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 of teachers.
How should a new classroom be? Here are some suggestions on the sex elements
of a new classroom:
1. Flexibility of furniture and space
2. Collaborative learning
3. Facilitation of movement
4. Foster creativity
5. Use of technology
6. Provision of light and bright colors
7.
With the classroom structure, a quality teacher should be able to manage
learner under a very conducive learning environment. Teacher should use
effective classroom management strategies that will ensure productive learning.
Quality teacher 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 skills, experience and patience. The two
important factors that may affects learning management are the use of technology
and the diversity of learners.
\
ACTIVITY 15 .1 A Day in the School Life of a Quality Teacher

Jaena
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 artifacts.
5. If you missed seeing the evidence to the key guide, you may interview the teacher.
6. Make a narrative or essay of your entitled: “A Day in the School Life of a Quality
Teacher”.
7. If permitted, you may include the teacher’s picture in action to you essay.
OBSERVE
Note: observe and record observations on the following aspects as key guide to
observations.
Teacher’s Major Key guide for Observation (carefully look for the
Responsibility 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
2. Acts as a facilitator of learning
3. Has mastery of subject matter
4. Sees to it that learning outcomes are achieved
5. Is pleasant and fair in dealing with the learners
B. Management of This teacher
Learning 1. Allows all learners to participate in the lesson
2. Considers the needs of the learners in the seating
arrangement
3. Uses instructional support materials to help learners
understand the lesson
4. Sees to it that learning is achieved within the period of time
5. Dismisses the class on time
C. Administrative This Teacher
Work 1. Keeps records of the learners’ attendance everyday
2. Keeps record of formative and summative test
3. Submits reports and other documents on time
4. Does other tasks as requested by superior
5. Cooperates with peers and staff in the cleanliness and safety
of the school
ANALYZE
Refer to the result of your observation to answer the questions that follows.
1. Which of the three responsibilities shows majority of the indicators being practiced?
A. Actual Teaching?
B. Management of Learning?
C. Administrative Work?
The Teachers practices a learner centered approach as mastery of the subject matter and is
pleasant and fair in dealing with the learners.
The teacher allows the students to take part in the class dismissed the class on schedule and
used instructional support tools to assist learners in the understanding the topic and
completing the learning in alloted time .
The Teacher keeps her record of attendance everyday and also the formative and
summative test.
2. Which demonstrated behavior, do you find in the teacher that is worthy of emulation
when you become a teacher? Describe.
The management of learning is worth emulating when I become a teacher

someday.Management of learning allows the teacher to facilitate the class in organize
manner.
3. Which of the major responsibilities does this teacher find difficult to comply with? What
are the reasons?
There is no major responsibilities that a teacher finds it difficult to comply because

teachers are able to comply with making a learner centered environment to keeping all the
records .
4. From your perspective, would you consider this teacher as quality teacher? Why?
Yes,because she processes the characteristics of a quality teacher aside from that she does
her responsibilities in actual teaching,management of learning and even when it comes to
administration works.
REFLECT
Now, that you have spent one school day to observe this teacher, it would be
good for you to reflect on all your observations by answering reflective question below.
1. Are you inspired to become a teacher after your observation? If yes, why? If no, why
not?
Yes,after seeing how the teacher works and help the students to learn.I am inspired to
become one in the future.I like to teach my students and to enhance their knowledge and
skills.
2. When you become a teacher in the future, how else would you do better as a
professional teacher?
To be a better teacher,you must possess the knowledge,ethics,and quality of a good

educator.
1. 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.
NOT OBSERVED
4. In what aspects of the teacher’s day, would you like to congratulate the teacher you
observed? Can you show your appreciation to this teacher by sending a Thank you card?
(include this in your artifact)
ACTIVITY 15 .2 The Creation and Management of the New Learning

Environment as a Skill of the 21st Century Quality Teacher
Jaena
_______________________________
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.
OBSERVE
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. Teachers 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 10 LOPEZ JAENA
A. My Classroom for the 21st Century
ANALYZE
Make a comparison of your drawing A and B. Describe the similarities and
differences. Explain why.
Features of the Present My Vision of the Future Why the similarities? Why
Classroom Components Classroom the differences
Ample space for class Wide classroom space The present classroom
Have boards Have a long table seems to be an ordinary
Have lights and electric fan classroom ,while my vision
Have a teachers table of the future classroom is
futuristic and considers the
learners need in a 21st
century classroom.
REFLECT
Based on the task that you made, what challenges await you as a future
teacher? How will you manage learning in the future classroom? How will you prepare
yourself to respond to 21st teaching-learning and become a glocal teacher?
In the 21st century classroom ,I will mange teaching and learning by first knowing and
analyzing the individual differences and backgrounds so I will be able to plan my
lessons and how it will be implemented in the classroom setting.I will prepare myself to
deal with the new breed of learners,wherein technology takes place in education,I will
explore more about different uses of technologies in education in order to cater the
needs of my future learners.
Make a short paragraph on how will you manage teaching-learning in the 21 st

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

Based on the Episodes you went through on Glocal Teacher of the 21 st
century, answer the question that follows.
1. Anywhere in the world, when you embrace teaching as a profession, you should be
prepared to do_____________.
I. Actual teaching
II. Manage learners and learning
III. Do administrative work
2. Quality teacher is equipped with personal qualities and attributes that go beyond ordinary
that is why in the Philippines he/she is described as _______.
A. Teacher of the World
B. Global Teacher
C. My Teacher, My Hero
D. CNN Heroes
3. Which is one of these descriptors exemplifies a glocal teacher?

A. Teacher who has taught successfully abroad or overseas.
B. Teacher who remains to teach in the community until retirement.
C. Teacher who teaches in the community but quality of teaching meets global standards.
D. On-line teacher teaching learners all over the world.
4. One of the fundamental requirements of a 21 st century classroom that will address

globalization is the provision of conditions that allows ________.
A. Collaboration, seamless use of technology, flexible student groupings
B. Use of technology, teacher-led activities, isolated subjects
C. Teacher-centeredness and use of textbooks to the maximum
D. Use of technology, purely lecture, need to memorize and recall
5. The new type of teachers in the 21st century are those who are ____________.
I. Well-travelled, global citizens, unmindful of their roots
II. Multi-literate, innovative and creative, multi-cultural
III. Master of the discipline, excellent in English, multi-talented
EVALUATE PERFORMANCE TASK
Evaluate Your Work Task Field Study 1, Episode 15- Towards Teacher Quality:
Developing a Glocal Teacher of the 21st Century
Learning Outcomes: describe the personal qualities and competencies of glocal classroom
teachers of the 21st century; and design a learner-centered classroom for the 21 st century
learners with learning spaces that are safe, that allows creativity and use of ICT.
_____________________________
Learning Episode Excellent 4 Very Satisfactory 2 Need Improvement

Satisfactory
Accomplished All One (1) to two Three (3) Four (4) or more
observation Sheet observation (2) observation observation
questions observation questions/ questions/ tasks not
tasks questions/ tasks not answered/
completely tasks not answered/ accomplished.
answered/ answered/ accomplished
accomplished accomplished
were were not answered observation questions
answered answered completely, were not answered.
completely, completely, answers are not Answers nit
answers are answers are clearly connected to
depth and are clearly connected to theories; more than
thoroughly connected to theories one four (4) grammatical/
grounded on theories, (1) to (3) spelling errors.
theories; grammar and grammatical/
grammar and spelling are spelling wrong
spelling are free from
free from errors.
error.
Reflection Profound and Clear but Not so clear Unclear and shallow,
clear lacks depth and shallow, rarely supported by
supported by supported by somewhat what were observed
what were what were supported by and analyzed.
observed and observed and what were
analyzed. analyzed. observed and
analyzed
Artifacts reflected on in reflected on in reflected on in reflected on in the
the context of the context of the context of context of the
the learning the learning the learning learning outcomes;
outcomes. outcomes. outcomes. not complete, not
Complete, Complete well Complete not organized, not
well organized organized organized very relevant.
highly very relevant relevant to the
relevant to the to the to the to the learning
learning learning outcome
outcome. outcome
Submission Submitted Submitted Submitted a Submitted two (2)
before the before the day after the days or mote after
deadline deadline deadline the deadline
COMMENTS
Rating
(Based on
OVER ALL

Score 20 19- 17 16 15 14 13-12 11 10 9-8 7-
18 belo
w
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
belo
w

EPISODE
FS 1 16 On Teacher’s Philosophy of Education
SPARK YOUR INTEREST
One thing asked of teacher applicants in the Department of Education is to write

their philosophy of education. This means that they have to write their concept of the
nature of the learner, how that learner learns and how that learner ought to live life
meaningfully. Based on these philosophical concepts, the teacher applicants describe how
they ought to relate to the learner, what to teach and how to teach so that the learner
learns and lives life happily and meaningfully.
TARGET YOUR INTENTED LEARNING OUTCOMES

At the end of these Episode, I must be able to:
 Determine prevailing philosophies of education based on DepEd Vision and Mission
statements, core values and mandate, K to 12 Curriculum Framework and Guide and RA
10533;
 Cite teacher’s teaching behaviors and the philosophies of education on which these
behaviors are founded; and
 Articulate my philosophy of teaching.
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 1053 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
Activity 16.1 Analyzing DepEd’s Philosophy of Education

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

expressed in the DepEd Vision, expressed in the K to 12
Mission Statements, Core Curriculum and Guide and
Values, Mandate? Give proof. Sec 5 of RA 10533?
Give proof.
1. Essentialism-teach mastery of Essentialism- The core values of Essentialism- List of standard
the basics; curriculum is maka-Diyos, maka-tao, maka- that learners are expected to
prescribed; subject matter- kalikasan and mak-bansa show attain is the subject matter that
centered there are universal, that DepEd is essentialist. DepEd students are expected to learn.
objective values; inculcate values believes in uncaging values that -Essentialist
in subject matter need to inculcated.
2. Perennialism- teach those that The DePed mission in which IN K-12 curriculum framework
last, the classics; there are students learn in a child which is making the curriculum
universal, objective values friendly,gender relevant to learners
sensitive ,safe ,and motivating contextualization and
environment,shows that DePed enhancement .Studies needed to
applied Perennialism to their acquire in skills and values .
missions they believes that
learners engage with this kind of
environment.
3. Progressivism- very child- The DePed vision in which,as a In RA No.10533 Sec.5 which is
centered; teach those that interest learner centered institution ,the curriculum development,the
the child; one learners by DePed continuously improves curriculum shall be learner
experience; learners learn by doing itself to better serve its centered ,inclusive and
so teacher’s teaching is stakeholders shows that DePed is developmentally
experiential; values are subjective; progressivism. appropriate,which it shows that
no inculcation of values since they progressivism is applied in this
are subjective; instead teachers law.
help students clarify their values
4. Reconstructionism- school is The DePed mission in which In K-12 Curriculum framework
agent of change; schooling is administrators and staff,as which is making the curriculum
preparing students in discussion of stewards of the institution,ensure relevant to learners.
moral dilemmas and enabling and supportive
environment for effective
learning to happen shows that
DePed is reconstructivism.
5. Existentialism- Teachers teach The DePed mission in which In the K-12 Curriculum
learners to make a choice, to make teachers facilitate learning and framework which is gearing up
decisions and not merely to follow constantly nurture every learner for the future senior high school
the crowd; one who does not make shows that DePed is it shows that there is a proof of
a choice and so simply follow exentialism.Believes that society exentialism that use which
others do not leave meaningful life should not restrict an individuals students may have a freedom to
life or actions and these choose a specialization based
restrictons inhibit free will and on attitude ,interest and school
the development of that persons capacity.
potential.
6. Pragmatism- That which is The DePed vision in In K-12 Curriculum framework

useful, that which is practical and which ,enables them to realize which is making the curriculum
that which works is what is good; their full potential and contribute relevant to learners
that which is efficient and meaningfully to building the contextualization and
effective is that which is good. nation ,shows the DEPed applied enhancement.
E.g. showing a video clip on pragmatism .
mitosis is more efficient and more
effective and therefore more
practical than teacher coming up
with a visual aid by drawing
mitosis on a cartolina or
illustration board.
7. Rationalism- emphasizes the The DePed core values which is In RANo.10533 Sec.5 which is
development of the learner’s Maka-diyos,Maka- Curriculum Development ,there
reasoning powers; knowledge tao,Makakalikasan at Makabansa is a proof of application of
comes though reason; teacher must is the proof that shows that DePed rationalism in which the
develop the reasoning power of the applied Rationalism in which they curriculum shall be
learner practicing only for believing what relevant ,responsive and
is based on reason and provides research.
the primary basis for knowledge .
8. Utilitarianism- what is good is The DePed vision which is We In sensitive which the Teachers
that which is most useful (that dream of Filipinos who approach offers no sense of
which brings happiness) to the passionately love their country what ought to constitute an
greatest number of peoples; shows that DePed also uses education.l
happiness or pleasure.
10. Behaviorism- behavior is The DePed vision which is It show that there is
shaped deliberately by forces in teachers facilitate learning and behaviorism by which the
the environment and that the type constantly nurture every learner is curriculum shall be learner
of person and actions desired can an evidence that DePed use centered ,inclusive
be the product of design; behavior Empirisism where teaching developmentally appropriate
is determined by others, rather learning on the students is based and encourage students to share
than by person’s own free will; on the human senses. their valuable knowledge and
teacher must carefully shape experiehnces as the learners.
desirable behavior; drills are
commonly used to enhance
learning rewards reinforce
learning.
11. Constructivism- learners are The DePed mission which is Shows that there is
capable of constructing knowledge teachers facilitate learning contructivism in which it
and meaning; teacher does not just experience the world and reflect encourage students consider this
“tell” or dictate but asks learners upon those experiences ,it helps to share their valuable
for knowledge they construct and to build their own. knowlegde and experiences as
meaning of lesson the learner .
12. Other philosophies
Activity 16.2 M Articulating My Personal Philosophy of Teaching

Jaena
Subject Area: Araling Panlipunan _ Date: _______________________________
OBSERVE
 Observe how 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- tech mastery of the basics; In what way was teacher essentialist?
curriculum is prescribed; subject matter centered
there are universal, objective values; inculcate e.g. He/she saw to it that the students
values; subject mastered basic concepts and skills.
He/she inculcated values

2. Perennialism- teach those that last, the classics; The teachers do not allow the interest or
there are universal values; inculcate these experiences of the students to significantly
universal, objective values influence what they teach. They use
systematic solution and tried and true
procedures they believe are most effective
in training the minds of the students.
3. Progressivism- very child-centered; teach those Teacher believes that one learns by
that interest the child; one learns by experience; doing .
learners learn by doing so teacher teacher’s
teaching is experiential; values are subjective;
instead teachers help students clarify their values.
4. Reconstructionism- school is agent of change; They encourage students to be the voice
schooling is preparing students for the social of others and they must help the society
changes; teaching is involving the students’ in for its reformation.
discussions of moral dilemmas
5. Existentialism- Teachers teach learners to This has connection to the topic which is
make a choice, to make decisions and not merely consumers right .She teaches students that
to follow the crowd; one who does not make a it is in their hands whether they will report
choice and so simply follow others do not leave those vendors who cheats their customers.
meaningful life
6. Pragmatism- That which is useful, that which It encouraged students to apply their
is practical and that which works is what is good; knowledge into a real life situations.
that which is efficient and effective is that which
is good. e.g. showing a video clip on mitosis is
more efficient and more effective and therefore
more practical than teacher coming up with a
visual aid by drawing mitosis on a cartolina or
illustration board
7. Rationalism- Emphasizes the development of It aims to develop the learners reasoning
the learners’ reasoning powers; knowledge comes power,to give mathematical about supply
though reason; teacher must develop the function.
reasoning power of the learner
8. Utilitarianism- what is good is that which is It helps students about things that they
most useful (that which brings happiness) to the think will make them happy when they
greatest number of peoples; talk about consumer preferences.
9. Empiricism- source of knowledge is through Let the students observe their
the senses;; teacher must involve the senses in surroundings and relate to the topic.
teaching- learning
10. Behaviorism- behavior is shaped deliberately I cooperate always and reminds students
by forces in the environment and that the type of to participate in the class .Every question
person and actions desired can be the product of is equivalent to a point .
design; behavior is determined by others, rather
than by person’s own free will; teacher must
carefully shape desirable behavior; drills are
commonly used to enhance learning, rewards
reinforce learning.
11. Constructivism- Learners are capable of At the end of the quarter ,they give a final
constructing knowledge and meaning; teaching – output.What the students will do is to
learning therefore is constructing knowledge and create a calamity plan .What are their
meaning; teacher does not just “tell” or dictate plans,how they will generate funds and
but asks learners for knowledge they construct what agency will they ask for help.
and meaning of lesson
12. Other Philosophies
ANALYZE
1. Based on your findings and observations in Activity 16.1 and Activity 16.2, which
philosophies of education are dominant in Philippine basic schools? Why do you say so?
The most dominant philosophy of education in the Philippines are

progressism ,existensialism and contructivism.Based on what I have observed in my
entire school life,students are having meaningful learning when they are actively
involved in learning activities that they have interest in.
2. If there is one philosophy that schools and teachers should give more attention to, what
should that be and why?
One of the philosophies that schools and teachers should give more attention is
Perennialism.Students should be taught that they must always value their learning.They
must not forget but instead use it as an edge to face the present and succeed in the future.
REFLECT
What is your philosophy of teaching? This describes what you believed you should teach,
how you should teach and how you should relate to others in school- with the learners,
your colleagues, your superiors and all other stakeholders. Write them down. This is your
title, “My Philosophy of Teaching”
My Philosophy of Teaching
These may be of help:

I believe that the learner………..(concept of the learner)
I believe that I should teach the learners…..(what)
by ………(how)
Accomplished my Observation Sheets

My Philosophy of Teaching
I believe that Education is the key of our success and our profession is noblest ,it’s the
cure of our ignorance so that I also believe that learners are unique with their own
learning.As a future educator,it is my duty and obligation to expound on their talents and
to create an environment that promotes maximum learning while also meeting each
child's unique requirements.
I should teach the learners on how to grow and learn.Im aware that students actively
develop and modify their own knowledge based on earlier learning and experiences by
understanding that not all students study in the same place.
And I believe that being a teacher is not easy you need more patience to understand your
students it’s a big responsibility to be a teacher not just being a teacher but also being a
second mother to them .
Evaluate Your Work Field Study 1. Episode 16 On Teacher’s Philosophy of Education

Learning Outcome: Determine prevailing philosophies of education based on DepEd
Vision and Mission statements core values and mandate the K to 12 Curriculum
Framework and Guide and RA 10533. Cite teacher’s teaching behavior and the
philosophies of education on which these behaviors are founded. Articulate my
philosophy of teaching

_____________________________
Learning Excellent Very Satisfactory Need

Episode 4 Satisfactory 2 Improvement
3 1
observation questions tasks (2) observation observation observation
Sheet completely questions/ tasks questions/ questions/ tasks not
answered/ not answered/ tasks not answered/
accomplish accomplished. answered/ accomplished.
accomplished
completely, completely, completely, questions were not
answers are answers are answers are not answered. Answers
depth and are clearly clearly nit connected to
thoroughly connected to connected to theories; more than
grounded on theories, theories one (1) four (4)
theories; grammar and to (3) grammatical/
grammar and spelling are free grammatical/ spelling errors.
spelling are free from errors. spelling wrong
from error.
clear supported depth supported and shallow, shallow, rarely
observed and observed and supported by were observed and
analyzed. analyzed. what were analyzed.
observed and
analyzed
Artifacts reflected on in reflected on in reflected on in reflected on in the
the context of the the context of the context of context of the
learning the learning the learning learning outcomes;
outcomes. outcomes. outcomes. not complete, not
Complete, well Complete well Complete not organized, not
organized highly organized very organized very relevant.
relevant to the relevant to the to relevant to the
learning the learning to the learning
outcome. outcome outcome
Submission Submitted before Submitted Submitted a Submitted two (2)
the deadline before the day after the days or mote after
deadline deadline the deadline
COMMENTS
Rating
(Based on
OVER ALL

Score 20 19- 17 16 15 14 13-12 11 10 9-8 7-
18 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below

1. In its vision and mission statements, DepEd wants to develop learners….” Whose values
and competencies enable them to realize their full potential…. “On which philosophy of
education is this mission statement anchored?
A. Existentialism C. Essentialism
B. Empiricism D. Pragmatism
2. Based on the DepEd’s mission statement, quality basic education means that the students
learn in a child-friendly, gender sensitive, safe, and motivating environment”. This
implies that DepEd believes that environment affects learning. Which philosophy of
education is this?
A. Utilitarianism C. Essentialism
B. Empiricism D. Behaviorism
3. Field Study 1 which is primarily observation of classes and teachers, is based on which
philosophy of education?
A. Utilitarianism C. Essentialism
B. Empiricism D. Behaviorism
4. The inclusion of logic and critical thinking as subjects in the curriculum is an offshoot of
which philosophy?
A. Rationalism C. Essentialism
B. Utilitarianism D. Progressivism
5. It’s Valentines’ Day. The lesson is a part of human digestive system- the stomach.
Students bargain with teacher and so ask if they can discuss the heart in place of the
stomach. Teacher responds “Let talk about the stomach which is the lesson for today then
go to the heart when we are done with stomach. Based on philosophies of education,
which is TRUE of teacher?
A. Is essentialist in the sense that she stickled to the subject matter for the day and
progressivist since she also considered students’ interest.
B. Is pragmatic because it was practical to give way to students’ request even she
prepared for the day’s lesson.
C. Is utilitarianist because she considered both lessons useful
D. Is empiricist, she used visual aids for her lesson.

6. What do the DepEd vision and mission statements and core values imply about
Philippine educational system?
I. It is highly essentialist and perennialist.

II. It believes in universal, objective, unchanging values.
III. It is reconstructionist
A. I only C. II and III
B. I and III D. I, II and III
7. For a lesson on developing classifying skills, instead of making students’ body parts like
kind of ear lobes, kinds of hair line or a lesson on classifying. On which philosophy is
teacher’s practice anchored?
A. Pragmatism C. Utilitarianism
B. Progressivism D. Empricism
8. The history of curriculum development in the Philippines shows reduction of units in the
humanities but an increase in the natural and physical sciences. On which thought is this
action based?
A. Perennialism C. Utilitarianism
B. Progressivism D. Empricism
9. There are a number of laws in the Philippines requiring the teaching of subject matter
such taxation and agrarian reform, etc. This proves that schools must bring about reform
in society. On which philosophy of education is this based?
A. Perennialism C. Empricism
B. Progressivism D. Reconstructionism
10. Teacher make used of moral dilemmas to enable students to make a stand in moral issues.
Which word CORRECTLY applies to teacher’s teaching practice?
A. Behaviorist C. Rationalist
B. Existentialist D. Pragmatist

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FIELD STUDY 1 LEARNING EPISODE

The School as a Learning

OBSERVE, ANALYZE, REFLECT

Activity 1.1 Exploring the School

Resource Teacher: Ruby A.Ruizal School: Sindangan National Agricultural School

Medical The medical clinic was Ability to have access to a

An Observation Guide for the CLASSROOM VISIT

1. Describe the community or Theres a teamwork and sportsmanship.I feel the

An Observation Guide for the CLASSROOM VISIT

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

5. Write your additional learning's and insights here.

OBSERVE, ANALYZE, REFLECT

Activity 1.2 Observing bulletin board

Read the following carefully before you observe.

6. Are the messages clear and easily understood?

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

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

Bulletin Board Evaluated by: Shiela C.Lira

Signature of Evaluator over Printed Name:

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

Was the board display effective? Why? Why not?

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

CARTON /WHITE BOARD

A Teacher should be flexible,cognitive,resourceful,creativity and have good

SHOW Your Learning Artifacts

My Personal Illustration of an Effective

Teamwork ,Sportsmanship and Passion .As I am walking again in my alma

EVALUATE Performance Task

Name of FS Student ; Date Submitted:____________________

Learning Episode Excellent Very Satisfactory Satisfactory Need Improvement

TRANSMUTATION OF SCORE TO GRADE/ RATING

Signature of FS Teacher above Printed Name Date

FIELD STUDY 1 LEARNING Learner Diversity:

OBSERVE, ANALYZE, REFLECT

Activity 2.1 Observation learner characteristics at different stages

Learners’ Development Matrix

Preschool  Preschoolers like to  Therefore, the teacher

Level Salient Characteristics Implications to the Teaching-

3. Share your other insights here.

Always be grateful of what we have because we are not permanent of this

Learning Outcome: Determining the characteristics of a school environment that

Name of FS Student : Date Submitted:____________________

Learning Episode Excellent Very Satisfactory Satisfactory Need Improvement

TRANSMUTATION OF SCORE TO GRADE/ RATING

OBSERVE, ANALYZE, REFLECT

Observing differences among learners with disabilities, giftedness, and

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

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

OBSERVE, ANALYZE, REFLECT

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

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

SHOW Your Learning Artifacts

Name of FS Student : Date Submitted:____________________

TRANSMUTATION OF SCORE TO GRADE/ RATING

Signature of FS Teacher above Printed Name Date

OBSERVE, ANALYZE, REFLECT

An observation Guide for the Learners’ Characteristics

Interview the teacher

THE LEARNER’S DEVELOPMENT PROFILE (outline)