FIELD STUDY 1 Learning Episodes 2

FIELD STUDY Learning Episode
The School Environment

FS 1 1
Name: __________________________ Course & Year: ____________ Date:_________
ACTIVITY 1.1 Exploring the School Campus
Resource Teacher: Mrs. Andresa Paluray Teacher’s Signature: _______________

School: Caridad Elementary School Grade/Year Level: 2
Subject Area: ________________________ Date: _____________
To realize the Intended Learning Outcome, work my way through these steps:
1. Visit a school. Look into facilities and support learning areas in the campus, then in
the classroom.
2. Observe and use the checklist as you move around the school premises.
3. Analyze your gathered data about the school environment.
4. Reflect on the characteristics of a school environment that promotes learning.
5. Present your idea of a good school environment through any of these:
a. Descriptive paragraph c. Photo essay
b. Sketch or drawing d. Poem, song or rap
SCHOOL FACILITIES OBSERVATION CHECKLIST

Familiarize yourself with the different areas and facilities of the school. Check the column to
indicate that 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?
The office of the principal Yes, In which head teachers

Office of the is located at the left side of and principal can either stay
Principal √ the school campus. It is on the said facility. It can
contribute to a students
one of the facilities that is
learning by provide
well- organized where spacious and comfortable
chairs, tables and place for the teacher when
shelves are well arranged. there are matters that needs
And it is very neat and to be discussed and that,
clean. teachers are motivated to
teach when there are active
principal that monitor and
look into their progress and
help to improve the school.
Library
Counseling Room
The school canteen of Yes, It can definitely help

Canteen/ √ Caridad Elementary School the students. Because
Cafeteria is good, it's not really big but mostly, the pupils in lower
spacious inside. Since it is grade are easily getting
not really covered by walls hungry, some are not eating
and the air can easily go their breakfast. So,it is
inside of the canteen. There helpful to have food in the
are people that sell banana canteen so that students
que, ice candy, hot and can learn more in their
cake. And it is the teachers respective classes.
who operate and sell the
snacks that has been
dropped by the people of
Caridad.
Medical Clinic
Audio Visual /
Learning
Resource Center
Science
Laboratory
Gymnasium
Auditorium
It is located outside of the Yes. It will contribute to the

classroom. Adjacent to the learners because it will lead
Outdoor / Garden √ principal’s office, and beside to work and realize that
the stage. through gardening it will
help in daily living where
you can have the source of
food.
Home Economics
Room
Industrial
Workshop Area
PTA Office
Comfort Room for

Boys
The comfort room is the only

Comfort Room for √ one that boys and girls can Yes, it contributes to the
Girls share. It is located inside the students’ learning and
classroom. It is close, has development because it is
enough water and it feels like accessible and makes the
students will feel comfortable students comfortable when
in that kind of comfort room. they use it.
Others
(Please specify.)
An Observation Guide for the CLASSROOM VISIT
Read the following statements carefully. Then write your observation report on the space
provided.
Guide Questions Classroom Observation Report
1. Describe the Barangay Caridad is a local community that provides necessary
community or facilities to its residents. It has its own barangay hall, health
Neighborhood where the center, elementary school, and other facilities to cater to the
school is found. needs of the community. The community has its own cultural
events, celebrations, and traditions that promote a sense of
unity and belonging among its residents.
2. Describe the school The school Campus of Caridad Elementary School is wide in
campus. What colors do terms of its land size. It has 2 storey buildings with its color
you see? What is the yellow.And there are trees,function hall, facilities and classroom
condition of the buildings? from kinder up to grade 6. From what I’ve seen, The
classrooms are enough for students to learn.
3. Pass by the offices. As I passed by the offices, I noticed that it was clean and
What impression do you organized. I think it is because the students are maintaining
have of these offices? cleanliness in the offices. It is well-arranged and organized.
4. Walk through the As I looked into the other facilities that the school has, I’ve seen
school halls, the library, in the function hall there are chairs that serve as a place where
and the cafeteria. Look students take their lunch or it could be a study area during
around and find out the vacant time since it's quiet and refreshing. And I can see also
other facilities that the the flag in the function hall. Then, the cafeteria that offers
school has. different food for student. There are also chairs inside but
student are prohibited to enter, it is for the teacher since it is
where located their biometric. So students are usually falling in
line outside of the canteen until they can have their snacks.
Resource Teacher:_____________________ Teacher’s Signature:____________
School:______________________________ Grade/Year Level:______________
Subject Area:_________________________ Date:________________________
“I entered the
1. Look at the walls of the classroom. What are posted on the classroom with
walls? What heroes, religious figures, lessons, visual aids, the conviction
announcements, do you see posted? that it was
crucial for me
- The four corners of the classroom are clean without any and every other
posters on the wall. As Sare Duterte, A secretary of the student to be an
Department of education mandated the removal/decluttering active
of all of the instructional material because the students are participant, not
distracted by those. So in line with this, the classroom walls a passive
are not having a poster of heroes, religious figures, lesson consumer...edu
visual aids etc. cation as the
practice of
freedom....
education that
connects the
2. Examine how the pieces of furniture are arranged. Where is the will to know with
teacher's table located? How are the tables and chairs/ desks the will to
arranged? become.
- There are approximately 20 chairs that are well arranged in Learning is a
the middle, having three lines with 13 pupils sitted on it. And place where
4 teachers' tables, one in front, one on the right side, and 2 paradise can be
at the back. There are 5 chairs including ours, 1 in front and created.”
one on the right side. And 3 at the back where we sitted.
There are 4 cabinets also. It is located at the left and right -Bell Hooks
side of the room. It is where books, stories and modules are Teaching to
located. Transgress NY
Routledge 1994
3. What learning materials/equipment is present?

-I can see in the classrooms, plenty of modules, books and
story books. It also has television as the means of delivering
the lesson, however the use of traditional equipment are
also present.
4. Observe the students. How many are occupying one room?

- There are 13 pupils enrolled in grade 2, and 1
teacher.Overall, there are 14 occupying the room.
5. Is the room well-lit and well-ventilated?
- No, The classroom ventilation is poor. In which the teacher is
trying to provide initiative just to have a well ventilated
room.However, She did it multiple times. She even spent
money on it but the ceiling fan is not in good condition. The
lights are a bit dark. And during noontime it's really hot for
student.
An Observation Guide for the CLASSROOM VISIT

Be guided by these tasks as you do your observation. Then accomplish the matrix to record
your data.
CLASSROOM FACILITIES MATRIX

Classroom Facilities Description
(location, number, arrangement, condition)
1. Wall Displays None
2. Teacher’s Table There are two table chairs in front. On the right side, there are
also two table chairs for the teacher. And at the back, we can
find the other two tables and chairs facing in front in a good
condition.
3. Learner’s Desks Located at the middle of the room. 18 desks were present
consisting of two rows ( six desks by row) and in good
condition.
4. Blackboard Located in front. There are 2 boards covered with curtains
facing the class. And in good condition.
5. Leaning Materials / It is located at the left and right side of the classroom. There
Visual Aids are 2 shelves filled with reading materials, modules and
teacher’s documents. It is well-arranged and in good
condition.
6. Comfort Room It is located at the back of the class. Facing the exit door .
There is only one comfort room available in a good condition.
7. Sink and Faucet There are two faucets, located at the right back of the class
having one sink and facing at the exit door. In a good
condition, neat and clean area.
8. Room Divan The classroom divan located at the right side of the doors
step going to the comfort room. It Has two compartments. It
contains cleaning material such as brooms, floor scrub. etc.
And in good condition.
9. Trash Bin There are two trash bins located in front of the class on the
left side of the chalkboard. It is well-arranged and in good
condition.
10. Medicine Kit It is located above the sink, mountained on the wall. It is the
only kit arranged in a straight manner. But it's not in a good
condition as it is not clean and has dust on it.
Write your observation report here.
Name of the School Observed: Caridad Elementary School
Location of the School: Caridad, Dumingag Zamboanga Del Sur
Date to Visit: April 18-19, 2024
I went to Caridad Elementary School, Caridad Dumingag Zamboanga Del Sur last
April 18, 2024, to observe the school, teaching practices and classroom environment. As I
travel via motorcycle, I’ve seen the beautiful scenery. The place is surrounded by rice
fields and the school was very accessible for teachers. The road is not too rocky, there are
rough roads and there are paved roads. As I came by, I immediately observed the friendly
environment of the school. The campus had its gate and fence made of metal so basically,
the students are safe.
The School Campus is wide. And I can see the two storey buildings which are occupied
by grade 4 to 6. There are lots of trees at the ground of the campus and a function hall
where they held their flag raising every Monday morning. I also observed that there are
many chairs in the function hall and I guess it serves as a place where students could
stand by during lunch time. However, I wonder why the trees are planted in the middle of
the school ground when it is usually located beside the classrooms. Although it makes the
campus look good for having trees, other classrooms are hard to identify because of the
trees.
Secondly, I was amazed because they have enough supply of water. The comfort rooms
are in good condition and it has water, the faucets are well functioning. The sink is very
usable for students. There are also books and other learning materials that can be utilized
by the students. There are televisions, laptops and the internet that can be utilized by the
teachers in the campus. The school canteen is good, there are people from the
neighborhood who sell food for the students. And there is also the office of the principal
and it is very organized and spacious.
During teaching, I observed and learned a lot. Since I was assigned in grade 2. The
grade 2 pupils are very kind, helpful and responsible. I observed that the pupils can read
well because the teacher trained them well. Additionally, I like the strategy of the teacher
where she usually calls the name of the pupils to get their attention. She always motivates
her pupils to study and inspires them by sharing realistic stories. During the delivering the
lesson, the teacher utilized Powerpoint Presentation ( PPT’s) although it still has the
presence of traditional materials but it is even more effective when the two combined
together. The pupils are very active in learning. They exhibit good writing skills, and
proficiency in reading.
Overall, the Caridad Elementary School provides a sufficient space for the pupils and a
quality education. Both the students and the teachers are engaging in the classroom. The
teacher uses varied technological tools and instructional materials and students are
actively participating. Although there are learners who have had multiple absences due to
family problems, lack of financial support. However, the teachers are very considerate but
not tolerating it. Instead they continue to support and guide the learning of the students.
ANALYZE
1. How do the school campus and the classroom in particular impact the learning of the
students going to school? What are your conclusions?
The head teachers, teachers and principal of Caridad Elementary School are very hands on
in learning. They are really particular in promoting conducive learning/ classroom. Where
students can be motivated to learn when they are comfortable, accepted and enthusiastic.
And the way teachers teach their students is really fantastic because teachers are very
open, fun,enjoy and use plenty of material.
Additionally, Positivity of the teachers can have a huge impact on the students in the
classroom. Because, no matter how big the problem of the teacher, he/she can still inspire
the student to continue despite the lackness, bad situation that they’ve encountered.
Therefore, being a practical and a positive teacher can greatly impact the students growth.
2. How does this relate to your knowledge of child and adolescent development/ how
does this relate to your knowledge of facilitating learning?
As we all know, students have differences, and we cannot guarantee that students can learn
directly from what we’ve been teaching to them. They have their level of maturity. We have
this term ‘’multiple learning’’ in which students in the classroom are at a different level of
understanding. As a prospective teacher, we should consider and understand the development
of the student. There are fast readers, there are students who find it hard to catch up with the
lesson, there are intelligent students. However, it doesn’t mean that I will prioritize the
advanced one. Consideration and understanding of those late developments is essential.
Moreover, providing them the opportunities to learn by implying differentiated activities and
facilitating them well in accordance to their development can help them improve and learn
better as a student in the society.
REFLECT
1. Would you like to teach in the school environment you just observed? Why? Why not?
- Yes, because the school environment is very friendly. The school campus is quite
wide. There are lots of trees and enough water supply. I also like the campus
because it is accessible for teachers, the road is good and the school has its
fence and gate so the students are safe. And the head teachers are active and
very accommodating. The students are also respectful and responsible for their
learning. I always dreamed of having an engaging classroom where students and
teachers are exchanging thoughts and ideas.
2. What kind of school campus is conducive to learning?

- A kind of school campus that is conducive to learning is a campus that provides
sufficient space for learners and teachers. A campus that is accessible,the
students are safe and there are enough facilities that can help student’s learning
and a presence of different technological tools.
3. What kind of classroom is conducive to learning?

- A conducive classroom is well-ventilated, spacious and when the lighting is good
wherein students are comfortable and can collaborate with peers and can actively
engage in teaching. and there should be the presence of learning materials such
as reading books, televisions that support and enhance student learning.
4. In the future, how can you accomplish your answer in number 3?

- I think yes, because as a prospective teacher it is very important for learners to
gain knowledge before going back to their respective homes. And how can they
learn when the classrooms lack learning materials and are not conducive? They
are not even comfortable and can participate. So in order for them to learn, I must
accomplish and make the classroom conducive in the future.
5. Write your additional learnings and insights here.

- Through observation, I learned how to manage the learners especially when they are
in lower grades. Because they have the nature of being hard headed, easy to
distract, etc. So patience is very important because dealing with different attitudes
from different backgrounds is hard. And with this, strategy matters the most. It's all up
with the teachers on how to make the classrooms engaging, conducive and how
he/she delivers the lesson.
OBSERVE, ANALYZE, REFLECT
Activity 1.2 Observing bulletin board displays
Resource Teacher: ______________________ Teacher’s Signature:_______________

School: _______________________________ Grade/Year Level:_____________
Subject Area: __________________________ Date: ________________________
An Observation Guide for BOARD DISPLAYS

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

Based on the questions on the observation guide, write your observation report:
Observation REPORT
(You may paste pictures of the Board displays here.)

Learner Diversity: Developmental
FS 1 2 Characteristics, Needs and Interests

Activity 2.1 Observing learner characteristics at different stages
Resource Teacher: ________________________ Teacher’s Signature:__________
School: _________________________________ Grade/Year Level: ___________
Subject Area: ____________________________ Date: _____________________
Learners' Development Matrix
Development Preschooler Elementary High School

Domain Indicate age range Indicate age range Indicate age range
of children observed: of children of children
_______ observed: 7-8__ observed: _____
Physical
Grose-motor skills
Fine-motor skills
Self-help skills
Others
Social
Interaction with
Teachers
Interaction with
Classmates friends
Interests
Others
Emotional
Moods and
temperament,
expression of feelings
Emotional
independence
Others
Cognitive
Communication Skills
Thinking skills
Problem-solving
Others
ANALYZE
Write the most salient developmental characteristics of the learners you observed. Based on
these characteristics, think of implications for the teacher.
Level Salient Characteristics Implications to the
Observed Teaching-Learning
Process
Preschool
Age range of learners
observed ______
Elementary
observed ______
High School
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
2. Think of a teacher you cannot forget for positive or negative reasons. How did she/he
help or not help you with your needs (physical, emotional, social, and cognitive)? How
did it affect you?
3. Share your other insights here.
SHOW Your Learning Artifacts!
Which is your favorite theory of development. How can this guide you as a future teacher?
Clip some readings about this theory and paste them here.
FIELD STUDY Learning Episode Focus on Gender, Needs, Strength,
Interests, Experiences Language, Race,
FS 1 3 Culture, Religion, Socio-economic Status,
Difficult Circumstances, and Indigenous
Peoples

Activity 3.1 Observing differences among learners' gender, needs, strengths,
interests, and experiences; and differences among learners' linguistic, cultural, socio-
economic, religious backgrounds, and difficult circumstances.
Resource Teacher: ________________________ Teacher’s Signature: _______________

School: _________________________________ Grade/Year Level: ______________
Subject Area: __________________________ Date: _____________
OBSERVE
An Observation Guide for the Learner’s Characteristics
Read the following carefully before you begin to observe. Then write your observation
report on the space provide on the next page.
1. Find out the number of students. Gather data as to their age, gender, racial,
groups, religious, and ethnic backgrounds.
During class:
1. How much interaction is there in the classroom? Describe how the students
interact with one another and with the teacher. Are there groups that interact more
the teacher than others.
2. Observe the learners scated at the back and the front part of the room. Do they
behave and interact differently?
3. Describe the relationship among the learners. Do the learners cooperate with or
compete against each other?
4. Who among the students participate actively? Who among them ask for most
help?
5. When a students is called and cannot answer the teacher’s question, do the
classmates try to help him? Or do they raise their hands, so that the teacher will
call them instead?
Outside class;
1. How do the students groups themselves outside class? Homogenously, by age?
By gender? By racial or ethnic groups? By their interests? Or are the students in
mixed social groupings? If so, describe the groupings.
2. Notice students who are alone and those who are not interacting. Describe their
behavior.
Interview the teachers and ask about the experience about learners in difficult
circumstances. Request them to describe these circumstances and how it has affected the
learners. Ask about the strategies they use to help these learners cope.
Ask the teacher about strategies they apply to address the needs of diverse students due
to the following factors:
● Gender, including LGBT
● Language and cultural differences
● Differences in religion
● Socio-economic status
OBSERVATION REPORT
Name of the School Observed: _______________________________________
School Address: ___________________________________________________
Date of Visit: ______________________________________________________
ANALYZE
1. Identify the persons who play key roles in the relationships and interactions in the
classrooms. Who roles do they play? Is there somebody who appears to be the
leader, a mascot/joker, an attention seeker, a little teacher, a doubter/pessimist?
_________________________________________________________________
_________________________________________________________________
What makes the learners assume these roles? What factors affect their behavior?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________
2. Is there anyone you observed who appear left out? Are students who appear
“different?” Why do they appear different? Are they accepted or rejected by the
others? How is this shown?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________
What does the teacher do to address issues like this?
___________________________________________________________________
___________________________________________________________________
____________
3. How does the teacher influence the class interaction considering the individual
differences of the students?
___________________________________________________________________
___________________________________________________________________
________________________
4. What strategies does the teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?
___________________________________________________________________
___________________________________________________________________
____________
REFLECT
1. How did you feel being in that classroom? Did you feel a sense of oneness or unity
among the learners and between the teacher and the learners.
Activity 3.2 Observing differences among learners with disabilities, giftedness, and talents
Resource Teacher:_________________________ Teacher

signature:_______________
School:__________________________________ Grade/Year Level:_________________
Subject Area:_____________________________ Date:___________________
OBSERVE
Use the observation guide provided for you to document your observation.
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 observation by asking the teacher. About the background
and needs of the learners.
4. Observe the behavior of both regular students and those with special
needs.
5. Observe the teacher’s method in addressing the individual learning needs
of the students in his/her class.
OBSERVATION REPORT
Name of the School Observed: ___________________________________________
School Address: _______________________________________________________
Date of Visit: __________________________________________________________
ANALYZE
1. Did your observation match the information given by the teacher?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_______________
2. Describe the differences in ability level of the students in the class? What practices or
strategies are done or should be done to differentiate instruction to meet the needs of
the learners?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
__________________________
3. Describe the methods used by the teacher in handling the students’ differences in
abilities. How did the students respond to the teacher? Did the teacher use
differentiated instruction? If yes describe how.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________________
REFLECT
1. Recall the time when you were in elementary or high school. Recall the high school.
Recall the high and low achievers in your class. How did your teacher deal with
differences in abilities? Was your teacher effective?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________________________
2. What dispositions and traits will you need as a future teacher to meet the needs of
the learners?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
__________________________

Activity 3.3 Observing the school experiences of learners who belong to
indigenous groups.
Resource Teacher:__________________________ Teacher

Signature:______________
School:___________________________________ Grade/Year Level:____________
Subject Area:_______________________________ Date:____________________
OBSERVE
Use the observation guide provided for you to document your observations.
An Observation Guide for Indigenous People Education
Read the following carefully before you begin to observe. Then write your observation
report on the space provided.
If you are watching videos you searched, instead of actually visiting a school, have these
question in mind as you are watching the videos. You can try to get in touch with the
creator of the videos and interview them too.
1. Before you observe, read about the specific IP group in the school; you will visit
know their norms and customary greetings. This will help you blend in the school
community and interact with respect.
2. Observe and note the different parts or areas of the school environment. How are
learning spaces arranged?
3. What activities do they do in these different areas of the school?
4. Who are the people who manage the school? Who are involved in teaching the
learners?
5. Observe how the teaching-learning process happen. Describe the learning
activities they have and the teaching strategies that the teacher uses.
6. Describe the interaction that is taking place between the teacher and learners,
among the teachers, and in the school in general.
7. What instructional materials and learning resources are they using?
8. Interview the teacher or principal about the curriculum. Find out the curriculum
goals. You can use the questions found on the analysis part of this activity.
Write your observation report here.

OBSERVATION REPORT
(You may include photos here.)
Name of the School Observed: _____________________________________________
School Address: _________________________________________________________
Date of Visit: ___________________________________________________________
OBSERVATION REPORT
(You may include photos here.)
ANALYZE
Curriculum Design, Answer each question based on your observation and
Competencies, and Content interview data.
1. Does the school foster a
sense of belongings to
one’s ancestral domain, a
deep understanding of the
community’s belief and
practices. Cite example
2. Does the school show
respect of the
community’s expression of
spiritually? How?
3. Does the school foster in
the indigenous learners a
deep appreciation of their
identity? How?
4. Does the curriculum teach
skills and competencies in
the indigenous learners
that will help them develop
and protect their ancestral
domain and culture?
5. Does the curriculum link
new concepts and
competencies to the life
experience of the
community?
6. Do the teaching strategies
help strengthen, enrich
and complement the
community’s indigenous
teaching-process?
7. Does the curriculum
maximize the use of the
ancestral domain and
activities of the community
as relevant settings for
learning in combination
with classroom-based
sessions? Cite examples.
8. Is cultural sensitivity to
uphold culture, belief and
practices, observed and
applied in the
development and use of
instructional materials and
learning resources? How?
(for example, culture
bearers of the indigenous
people are consulted.)
9. Do assessment practices
consider community
values and culture? How?
10. Do assessment process
include application of
higher order thinking
skills?
What do you think can still be done to promote and uphold the indigenous peoples
knowledge system and practices and rights in schools?
_________________________________________________________________________
_________________________________________________________________________
_________________________________
REFLECT
Reflect based on your actual visit or videos that you watched.
1. What new things did you learn about indigenous peoples?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________
2. What did you appreciate most from your experience in visiting the school with
indigenous learners? Why?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
__________________________________________________
3. For indigenous learners, as a future teacher, I promise these three things:
3.1 Be open to an respect indigenous people by
______________________________________________________________
______________________________________________________________
______________________________________________________________
_______
3.2 Uphold and celebrate their culture, belief and practices
by____________________________________________________________
______________________________________________________________
______________________________________________________________
_________________________________________________________
3.3 Advocate for indigenous people education by
______________________________________________________________
______________________________________________________________
______________________________________________________________
___________
SHOW Your Learning Activities
With the principle of individual differences, in mind, what methods and strategies will you
remember in the future to ensure that you will be able to meet the needs of both the high
and low achievers in you class? Make a collection of strategies on how to address the
students’ different ability levels.

Learner Diversity: Developmental
FS 1 4 Characteristics, Needs and Interests
Activity 4.1 Observing the learner’s community and home environment
Resource Teacher: __________________________Teacher’s Signature:

_______________
School: ___________________________________Grade/Year Level: _________________
Subject Area:_______________________________ Date:___________________________
Use the activity form provided for you to document your observations.
An Observation/ Interview Guide for Home – School Link
Read the following carefully before you begin to observe/ interview. Then write your
observation report on the space provided.
The Learner
1. Make a general observation of the learner. Describe him/her in each of the
domains of the development:
● Physical – body built and height (thin, chubby, underweight, overweight),
level of physical activity (fast, slow, lethargic, activity, 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 lessons, excels,
lags behind, shows reasoning skills, turns in assignments and
requirements, etc.)
Interview 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 adults, social adjustment)
2. How does the teacher communicate with the parents? How often? What do they
discuss? How do they decide of the best course of action to resolve issues or
problems.
3. How does the teacher utilize resources in the community to meet the needs of the
learners?
Interview with parents
1. Conduct a home visit. Once there, observe the home set – up. (Home is orderly,
family pictures in the living room, etc.)
2. Use the Interview Questions in the next page. Just ask the questions with which
you feel comfortable.
Suggested Parent Interview Guide

Your teacher may ask you amore detailed interview guide. Be free to translate the
questions, if necessary.
Name of Learner: _________________________________________________
Date of Birth: ________________________________ Age: ________________
Grade/Year Level: ____________________________ Gender: ______________
Number of Siblings: ___________________
Birth Order: _________________
Parents: ________________________________________________________
Mother: _________________________________________________
Age: ___________ Occupation: ___________________ Educational Attainment: ________
Father: ______________ Occupation:_______________ Educational Attainment: ________
Learner’s Physical Aspect:

Health
1. Mother’s Health during pregnancy with the learner:
2. Ailments or health problems of the learner as a child:
3. Age of the learner when he started to walk/talk:
4. Food preferences of the learners as a child and at present:
5. Who took care of him/her as a child?
Learner’s Social Aspect:
1. Describe your child’s sociability (friendly, outgoing or shy, loner).
2. Who were the learner’s playmates?
3. As a child then, was he/she allowed to play outside?
4. Is he/she allowed to go out with friends?
5. Do you have rules for him/her to follow regarding going out?
6. What are these rules?
Emotional-Moral
1. What are your expectations of your child?
2. How do you provide a nurturing environment for your child?
3. Does your child go to you when she/he feels down or has a problem? What do you
do to meet his/her emotional needs?
4. What do you do when he/she is not successful in something?
How do you discipline your children?
1. Do you have rules in the house? What are they?
2. How do you impose the rules?
3. What are the consequences of breaking the rules?
Learner’s Cognitive Aspect:
1. What are the child’s interests?
2. What is he/she good at in school?
3. In what subject/s does he/she have difficulty?
4. How do you monitor his/her performance in school? How do you motivate him/her?
5. Do you have rules at home to help him develop good study habits?
6. What are these rules? How are they implemented?
After you have gathered all the necessary data. Write the learner’s development
profile using the outline below. Type the profile on a separate sheet and attached it to this
learning Episode.
THE LEARNER’S DEVELOPMENT PROFILE (Outline)

The Learners’ Development Profile
Name of the Learner: _________________________________
School: ____________________________________________
Date of Home Visit: ___________________________________
Date of Birth: _______________ Age: ______________
Grade/Year Level: ______________________ Gender: _____________
Family Profile
Number of Siblings: ___________
Birth Order: _________
Parent
Mother: _____________________
Age: ________
Occupation: __________________ Educational Attainment: _____________
Father: ________________________
Occupation: __________________ Educational Attainment: ________
Physical Development
In paragraph form, describe the physical development of the learner.
Combine the teacher’s, parent’s responses, and your own observations.
Social Development
In paragraph form, describe the social development of the learner. Combine
the teacher’s, parent’s responses, and your own observations.
Emotional-Moral Development
In paragraph form, describe the emotional-moral development of the learner.
Cognitive Development
In paragraph form, describe the cognitive development of the learner.
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.
Recommendations
Write your recommendations.
ANALYZE
Your findings and recommendations in the Learner Development Profile will help you answer
the questions here.
1. From your home visit and interview, what do you think is the style of parenting
experienced by the learner? Explain your answer.
2. Relating your data with what you learned from child development, what family factors
do you think contribute to the development and over – all adjustment of the learner in
school?
3. Does the communication between the home – school have an effect on the learner?
If yes, what are these effects?
4. How can the teacher partner with the community to contribute to the development
and learning of the students? Who are the people or which institutions can the
teacher tap to seek advice regarding the development and learning of students?
REFLECT
1. Reflect on your own development as a child. What type of parenting did you
experience? How did it affect you?
2. As a future teacher, how would you establish good home – school collaboration?
How can you work well with the parents? How can you help them? How can they
help you?
ANALYZE
Your findings and recommendations in the Learner Development Profile will help you answer
the questions here.
1.From your home visit and interview, what do you think is the style of parenting experienced
by the learner? Explain your answer?
2. Relating your data with what you learned from child development, what family factors do
you think contribute to the development and over – all adjustment of the learner in school?
3. Does the communication between the home – school have an effect on the learner? If
yes, what are these effects?
REFLECT
1. Reflect on your own development as a child, what type of parenting did you
experience? How did it affect to you?
2. As a future teacher, how would you establish good home – school collaboration?
How can you work well with the parents? How can you help them? How can they
help you?
Creating on Appropriate Learning
FS 1 5 Environment
Activity 5.1 Managing Time, Space and Learning Resources
Resource Teacher: ________________________ Teacher’s Signature: ____________

Subject Area: ____________________________ Date: _____________
OBSERVE
Observe and use the observation sheet provided for you to document your observations.
1. As you observe the class, look into the characteristics of the learners. Note their ages.
2. How many boys are there? How many girls?
3. Focus on their behavior. Are they already able to manage their own behavior?
4. Can the learners already work independently?
5. Describe their span of attention.
ANALYZE
Analyze and answer these questions on observed classroom management practices.
It is also good to ask the teacher for additional information, so you can validate your
observation. Write your notes below; and then organize your data in the Table that follows.
1. Are there areas in the classroom for specific purposes (storage of teaching aids, books,
student’s belongings, supplies, etc.)? Describe these areas. Will it make a difference if these
areas for specific purposes are not present?
2. Are there rules and procedures posited in the room? List them down. Do these rules
reinforce positive behavior?
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 student’s behavior?
4. What are the daily routines done by the Resource Teacher? (prayer, attendance,
assignment of monitors, warm-up activities, etc.) How are they done?
5. Is there a seating arrangement? What is the basis of this arrangement? Does this help in
managing the class?
6. Observe the noise level in the classroom. How is this managed?
7. If a learner is not following instruction or is off-task, what does the Resource Teacher do?
Describe the behavior strategies used.
8.What does the Resource Teacher so to reinforce positive behaviors? (behavior strategies)
REFLECT
Reflection as a future teacher.
1. Why do you need to enforce positive discipline?
Activity 5.2 Identifying the Different Aspects of Classroom Management
OBSERVE
CLASSROOM MANAGEMENT MATRIX
Observe a class and accomplish the given matrix.
Aspects of Classroom Description Effect on the Learners
Management (to be filled out after you
answer the analysis
questions)
1. Specific Areas in the

Classroom
2. Classroom Rules
3. Classroom Procedures
4. Daily Routines
5. Seating Arrangement
6. Handling misbehavior/off-
task behavior
7. Reinforcement of Positive
Behavior
8. Others
9. Others
10. Others
ANALYZE
1. How did the classroom organization and routines affect the learner’s behavior?
2. What should the teacher have in mind when she/he designs the classroom organization
and routines? What theories and principles should you have in mind?
3. Which behavior strategies were effective in managing the behavior of the learners? In
motivating students? Why were they effective?
REFLECT
Reflect on the following and write your insights.
1. Imagine yourself organizing your classroom in the future. In what grade year level do you
see yourself? What routines and procedures would you consider for this level, Why?
2. Make a list of the rules you are likely to implement in this level. Why would you choose
these rules?
3. Should learners be involved in making the class rules? Why?
SHOW Your Learning Artifacts

Paste pieces of evidence of classroom rules that work in class. You may also put
pictures of the physical space and learning stations which contribute to the effective
implementation of classroom management.
Classroom Management and
FS 1 6 Classroom Routines
Activity 6.1 Observing Classroom Management and Routines
OBSERVE
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 activities
19. Use of classroom supplies
20. Checking of assignments
Others, please specify,
21.
22.
23.
24.
25.
ANALYZE
Analyze the routines set by the Resource Teacher by answering the following questions.
1. Were the routines effective in ensuring discipline in the class? Why? Why not?
2. Which of those routines were systematic and consistently implemented? Explain your
answer.
REFLECT
Reflect on the various routines observed.
1. Which of the routines will most likely apply in your class? Why? Why not?
Activity 6.2 Listing Down Classroom Rules

OBSERVE
Observe a class and list down the classroom rules formulated by the Resource Teacher.
Cite the importance of these rules.
Classroom Rules Importance
1.E.g. Read directions well. - Ensures less error in answering the activity.
2.
3.
4.
5.
ANALYZE
1. Analyze each given rule. What circumstances led to the formulation of the rule?
2. Are classroom rules really important?
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.
Take some snapshots of the classroom routines employed by the Resource Teacher which
are worth emulating. Tell something about the pictures.

FIELD STUDY Learning Episode Physical and Personal
Aspects of Classroom
FS 1 7 Management
Activity 7.1 Identifying Personal and Physical Aspects of Classroom Management
OBSERVE
Observe a class and interview the Resource Teacher. Ask how the personal and physical
aspects of classroom management ensure proper classroom management and discipline.
Check 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 toward 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?
2. How does the punctuality of the teacher affect classroom discipline?
3. Why do we need to check on the physical aspects of classroom management?
REFLECT
Reflect on the aspects of personal and classroom management.
1. What does this statement mean to you as a future teacher? Explain.
“No amount of good instruction will come out without effective classroom management”.
2. What are your plans in ensuring effective classroom management?
Activity 7.2 Demonstrating knowledge of positive and non-violent discipline in the

management of learner behavior.
OBSERVE
Observe the classroom management strategies that your Resource Teacher employs in the
classroom. You may also conduct an interview to substantiate your observation.
Check the management strategies employed by the Resource Teacher.

Check (√) observed, put an (x) if not observed and O for no opportunity to observe.
Effective Classroom Management Observed Not Observed No Opportunity
Strategies to Observe
1. Model to the students how to act in
different situations.
2. Establish classroom guidelines.
3. Document the rules.
4. Refrain from punishing the entire class
5. Encourage initiative from class.
6. Offer praise and rewards.
7. Use non-verbal communication.
8. Take time to celebrate group effort.
9. Let students work in groups.
10. Interview students to assess their needs.
11. Address bad behavior quickly.
12. Consider peer teaching.
13. Continuously engage the students.
14. Assign open-ended project.
15. Write group contracts.
Others (Please specify)
16.
17.
18.
19.
20.
ANALYZE
Analyze the checklist you have accomplished and answer the given questions:
1. How many strategies were employed by the Resource Teacher? Did these contribute to
better classroom management? Explain your answer.
2. What were not used by the Resource Teacher? Were these important? What should have
been used instead? Explain.
REFLECT
As a future teacher, reflect on the observation then answer the given questions.
1. What classroom management strategies do I need to employ to respond to diverse types
of learners?

Show piece(s) of evidence of learning to capture the classroom management strategies
used by your Resource Teacher.
FIELD STUDY Learning Episode Close Encounter with the
School Curriculum
FS 1 8
Activity 8.1 Curricula in the School Setting
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 Curriculum
(K to 12 Guidelines)
2. Written Curriculum
(Teacher’s Lesson Plan)
3. Taught Curriculum
(Teaching Learning Process)
4. Supported Curriculum
(Subject textbook)
5. Assessed Curriculum
(Assessment Process)
6. Learned Curriculum
(Achieved Learning
Outcomes)
7. Hidden Curriculum
(Media)
ANALYZE
Which of the seven types curriculum in the school setting is easy to find? Why?
Which is difficult to observe? Why?
Are these all found in the school setting? How do curricula relate to one another?
Draw a diagram to show the relationship of one curriculum to the other.

REFLECT
Make a reflection on the diagram that you have drawn.
Activity 8.1 The Miniscule School Curriculum: The Lesson, A Closer Look
OBSERVE
Major Curriculum Key Guide for Observation (Carefully look the
Components indicators/behavior of the teachers 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.
a. What are the lesson objectives/learning outcomes?
b. What are included in the subject matter?
c. What procedure or method will the teacher use to implement
the plan?
d. Will the teacher assess or evaluate the lesson? How will this
be done?
B. Implementing Now it’s time to observe how the teacher implemented the prepared
lesson plan. Observe closely the procedure.
a. How did the teacher begin the lesson?
b. What procedure or steps were followed?
c. How did the teacher engage the learners?
d. Was the teacher a guide at the side?
e. Were the learners on task? / Or were they participating in the
class activity?
f. Was the lesson finished within the class period?
C. Did leaning occur in the lesson taught? Here you make observations
Evaluating/Assessing 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
1. How does the teacher whom you observed compare to the ideal characteristics or
competencies of global quality teachers?
2. Was the lesson implemented as planned? Describe.
3. Can you describe the disposition of the teacher after the lesson was taught?
Happy and eager? Satisfied and contented? Disappointed and exhaust?
4. Can you describe the majority of students’ reactions after the lesson was taught?
Confused? Happy and eager? Contented? No reactions at all.
REFLECT
Based on your observations and task in activity 2 how will you prepare your lesson plan?
Make a short paragraph on the topic.
Resource Teacher: ___________________ Teacher’s Signature: ____________
School: _______________ Grade/Year Level: ______________
Subject Area: ______________ Date: _____________
Activity 8.3 Constructive Alignment of the Components of a Lesson Plan
OBSERVE
I. Title of the Lesson:
II. Subject area:
III. Grade Level:
Outcomes Teaching Method Assessment

ANALYZE
1. Are the three components constructively aligned? Explain.
2. Will the outcomes be achieved with the teaching methods used? Why?
3. What component would tell if the outcomes have been achieved?
REFLECT
What 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?
Activity 1 Artifact
1. Present 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 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
FIELD STUDY Learning Episode Preparing for Teaching and
Learning
FS 1 9
Activity 9.1 Demonstrating an Understanding of Research-Based Knowledge
Principles of Teaching and Learning
Principles of Learning What did the Resource Teacher do to
apply the principle of learning
1. Effect learning begins with the setting
of clear and high expectations of
learning outcomes.
2. Learning is an active process.
3. Learning is the discovery of personal
meaning and relevance of ideas.
4. Learning is cooperative and a
collaborative process. Learning is
enhanced in an atmosphere of
cooperation and collaboration.
ANALYZE
1. What principles of learning were most applied? Least applied?
Most applied
Least applied
Give instances where this/these principles/s could have been applied?
REFLECT
From among the principles of learning, which one do you think is the most important?
Activity 9.2 Identifying Learning Outcomes that are Aligned with learning
Competencies
OBSERVE
1. Write the learning outcomes stated in the lesson.
Learning outcomes (SMART Achieved
objectives)
Yes No Yes No
1.
2.
3.
4.
5.
2. Cite pieces of evidence that these learning outcomes were achieved.

6.
7.
8.
9. `
10.
ANALYZE
1. Do SMART objectives make the lesson more focused?
REFLECT
1. Lessons learned in determining SMART learning outcomes.

Activity 9.3 Distinguishing Between Inductive and Deductive Methods of Teaching

Teacher-centered Student-centered
Did teacher lecture all the time? Were students involved in the teaching-
learning process? How? Or were they mere
passive recipients of instruction?
Was the emphasis on the mastery of the Was the emphasis on the students"
lesson or on the test? Prove application of the lesson in real life? Give
proofs.
Was class atmosphere competitive? Why? Was class atmosphere collaborative? Why?
Did teacher focus only on one discipline’ Did teacher connect lesson to other
subject? disciplines/ subjects?
What teaching-learning practice shows that teaching approach was:

a) constructivist-connected to past experiences of learners, learners constructed new
lesson meanings
b) inquiry-based
c) developmentally appropriate-learning activities fit the developmental stage of
children
d) reflective
e) inclusive-No learner was excluded; teacher taught everybody.
f) collaborative-Students worked together.
g) integrative-Lesson was multidisciplinary-e.g. In Science, Math concepts were taught.
ANALYZE
1. What are possible consequences of teaching purely subject matter for mastery and
for the test?
2. If you were to reteach the classes you observed, would you be teacher-centered or
student- centered? Why?
REFLECT
Reflect on Principles of teaching worth applying.
Post proofs of learning that you were able to gain in this Episode. You may attach the lesson
plan (s) used by your Resource Teacher to show the intended learning outcomes and the
method used in class.

The Instructional Cycle
FS 1 10
Activity 10.1 Applying the Guiding Principles in the Selection and Use of Strategies
1. The more senses that are involved, the e.g. Teacher use video on how digestion
more and the better the learning. takes place and a model of the human
digestive system.
2. Learning is an active process.
3. A non-threatening atmosphere enhances
learning.
4. Emotion has the power to increase
retention and learning.
5. Good teaching goes beyond recall of
information.
6. Learning is meaningful when it is
connected to students’ everyday life.
7. An integrated teaching approach is for
more effective than teaching isolated bits
of information.
ANALYZE
What is the best method of teaching? Is there such a thing?
REFLECT
How do we select the appropriate strategy for our lessons?
Activity 10.2 Determining Outcome-Based Teaching and Learning
OBSERVE
1. Did the Teacher state the learning objectives/intended learning outcomes (ILOs) at the
beginning of the class? Did he/she share them with the class? How?
2. What teaching-learning activities (TLAs) did he/she use? Did these TLAs help them
attain his/her lesson objectives/ILOs? Explain your answer.
3. What assessment task/s did teacher employ? Is/are these aligned to the lesson
objectives/ILOs?
ANALYZE
1. What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?
REFLECT
Reflect on the use of OBTL.
Activity 10.3 Applying Effective Questioning Techniques

Types of Question Examples of Question that the Resource
Teacher Asked
1. Factual / Convergent / Closed / Low level
2. Divergent / Higher-order / Open-ended /
Conceptual
a. Evaluation
b. inference
c. comparison
d. application
e. problem-solving
3. Affective
ANALYZE
1. Neil Postman once said: “Children go to school as question mark and leave school as
periods!” Does this have something to do with the type of questions that teachers ask
and the questioning and reacting techniques that they employ?
REFLECT
The importance of using various reacting techniques.

Show proofs of learning that you were able to gain in this Episode by interview at least two
teachers on their thoughts on OBTL.
FIELD STUDY Learning Episode Utilizing Teaching-Learning
FS 1 11 Resource and ICT

Activity 11.1 Visiting the Learning Resource Center

Name of Center Observed:
Date of Observation:
Name of Observer:
Grade / Year / School:
List of Available Learning Resource

Available Learning Characteristics and Unique Teaching Approaches
Resources Capabilities where the Resource is Most
(Enumerate in built form) Useful
1. Print Resources
●
2. Audio Resources
●
3. Non-electronic Visual
Resources
●
4. ICT Resources
●
Impression about the LRC:
Name and Signature of Observer:
Name and Signature of the Learning Resource In-charge:
ANALYZE
1. Are the learning resource/materials arranged properly according to their functions and
characteristics?
2. Do the guidelines and procedures facilities easy to the materials by the teachers? Why?
Why not?
3. What are the strengths of this Learning Resource Center?
4. What suggestions can you make?
REFLECT
1. Which of the materials in the Learning Resource Center caught your interest the
most? Why?
2. Which gadgets/materials are you already confident to use/operate?
3. Which ones do you feel you need to learn more about?

Activity 11.2 Observing Technology Integration in the Classroom
OBSERVATION SHEET NO. REPORT
School:
Subject: Topic:
Grade/Year Level:
ANALYZE
UTILIZATION OF TEACHING AIDS FORM

Grade or Year Level of Class Observed:
Subject Matter:
Brief Description of Technology Approach Used by the Teacher:
Teaching Aids used Strengths Weaknesses Appropriateness of

(Enumerate in bullet the Teaching Aids
form) used
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?
Based on the Technology Integration Matrix, what is the characteristics of the learning
environment in the class that you observed? Point your observations that justify your
answer.
Over-all were the learning resources used effectively? Why? Why not? Give your
suggestion.
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?
Activity 11.3 Exploring Education 4.0

Class Observation Guide
1. What is the lesson about? What are the teacher’s objectives?
2. Note the important concepts that the teacher is emphasizing.
3. Note the skills that the teacher is developing in the learners.
ANALYZE
Electronic Resource Evaluation Form

Grade/Year Level
Subject Matter Topic
(Based on the class
you observed
Lesson Objectives
Learning Outcomes
Name Describe Put a check if the resource satisfies the criterion. Describe
and Type the how you
of electroni can use
Electronic c it if you
Resource resource were to
(include teach in
author/ the class
publisher you
source) observed
Accurate Appropriate Clea Complete Motivating Organized
r
REFLECT
1. Describe your experience in surfing the internet for appropriate electronic resources
for the class? What made it easy? difficult?
2. How did you choose which electronic resources to include here? What did you
consider? Explain. Which of the new trends in Education 4.0 would you like to
explore more for your work as a teacher? Why?
3. Reflect on your technology skills. What skills do you already have, and what skills
would you continue to work on to be better at utilizing education 4.0 resources?
FIELD STUDY Learning Episode Assessment FOR Learning
and Assessment AS Learning
FS 1 12 (Formative Assessment)
Activity 12.1 Observing Assessment FOR Learning Practices (Formative Assessment)
OBSERVE
What Teacher Said Tally Total
OBSERVE
What Teacher Did Tally Total
1. Did the teacher ask the class "Did you understand"? If she did, what was the class’s
response?
2. Did the students make the teacher feel or sense they did not understand the lesson
or a part of the lesson? How?
3. If they did, how did the teacher respond?

4. Were the students given the opportunity to ask questions for clarification? How was
this done?
5. If she found out that her/his lesson was not clearly understood, what did teacher do?
Did you observe any of these activities? Please check
_________ Peer tutoring (Tutors were assigned by teacher to teach one or
two classmates
_________ Each-one-teach-one (Students paired with one another)
_________ Teacher gave a Module for more exercises for lesson mastery
_________ Teacher did re-teaching
Others (please specify) ________________________________
6. If she engaged himself/ herself in re-teaching, how did she do it? Did he/she use the
same teaching strategy? Describe.
7. While re-teaching by himself herself and for with other students-turned tutors, did
teacher check on students' progress? If yes, how?
ANALYZE
1. Why should a teacher find out if students understand the lesson while teaching is in
progress? It it not better to do a once-and-for-all assessment at the completion of the
entire lesson?
2. Why is not enough for a teacher to ask "Did you understand, class?" when he/she
intends to check on learners' progress?
3. Should teacher record results of formative assessment for grading purposes? Why or
why not?
4. Based on your observations, what formative assessment practice worked?
5. For formative assessment, why is peer tutoring in class sometimes seen to be more
effective dan teacher himself herself doing the re-teaching or tutoring?
6. Could an unreasonable number of failures at the end of the term/grading period be

attributed to the non-application of formative assessment? Why or why not?
REFLECT
● Formative assessment is tasting the soup while cooking. Reflect on this and write
your reflections.
● Should you record results of formative assessment? Why or why not?

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
Activity 12.2 Observing Assessment AS Learning Practices (Self- Assessment)
OBSERVE
Teacher My Observation
1. Did teacher provide opportunities for

the learners to monitor and reflect on
their own learning?
2. What are proofs that students were
engaged in self-reflection, self-
monitoring and self-adjustment?
3. Did students record and report their
own learning?
4. Did teacher create criteria with the
students for tasks to be completed or
skill to learned?
ANALYZE
1. If the student is at the heart of all assessment, then all assessment should support
student learning. Do you agree? Why or why not?
2. Does assessment as learning have the same ultimate purpose as assessment for
learning?
REFLECT
The primary purpose of assessment is not to measure but to further learning. Reflect on your
personal experiences of assessment in school. Were you given opportunities for self-
assessment! If yes, what was its impact on your learning?
1. My Accomplished Observation Sheet
2. My Analysis
3. My Reflection
FIELD STUDY Learning Episode Assessment OF Learning
(Summative Assessment)
FS 1 13
Activity 13.1 Aligning Assessment Task with the Learning Outcome

Subjects Learning Assessment Is the If not aligned,
Outcome/s Task assessment improve on it.
(How did tool /task
Teacher assess aligned to the
the learning learning
outcome/s?) outcome/s?
PE/EPPITLE To dance tango Written quiz No Performance

Enumerate the test-Let students
steps of tango in dance tango
order
Social Science
Literature
Panitikan EsP
Physical
Biological
Science Math
English Filipino
ANALYZE
1. Are all the assessment tasks aligned to the learning outcome?
2. What are possible consequences if teacher's assessment tasks are not aligned to
learning outcome/s? Does this affect assessment results? How?
3. Why should assessment tasks be aligned to the learning outcomes?
REFLECT
● Reflect on past assessments you have been through. Were they all aligned with
what your teacher taught (with learning outcomes?
● How this affect your performance? As a future teacher, what lesson do you learn
from this past experience and from this observation?
Activity 13.2 Observing the Use of Traditional Assessment Tools
OBSERVE
Direction: Put a check (✔) on the red which teacher used. From your teacher's test items,
give an example.
Type of Put a Learning Outcome Sample Test item of Comments (is
Traditional check Assessed Resource Tracker assessment tool
Assessment cere in
Tool/Paper and (✔) accordance
Pencil Test Here established
guidelines?)
Explain your
answer.
Selected Response Type

1. Alternate
response
2. Matching
type
3. Multiple
choice
4. Others
Type of Put a Learning Outcome Sample Test item of Comments (is

Traditional check Assessed Resource Tracker assessment tool
Assessment cere in
Tool/Paper and (✔) accordance
Pencil Test Here established
guidelines?)
Explain your
answer.
Constructed-Response Type
1. Completion
2. Short answer
type
3. Problem
solving
4. Essay-
restricted
5. Essay-non-
restricted
6. Others
ANALYZE
1. Which assessment tools/tasks were most commonly used by teacher? Which ones
were rarely used? Why were they rarely used?
2. Based on your answers found in the Tables above in which type of assessment tools
and tasks were the Resource Teachers most skilled in test construction? least
skilled?
3. Can an essay or other written requirements, even if it is a written paper-and-pencil

test, be considered an authentic form of assessment? Explain your answer.
REFLECT
How good are you at constructing traditional assessment tools? Which do you find most
difficult to construct? Any lesson/s learned?
Activity 13.3 Observing the Use of Non-traditional Assessment Tools and Scoring
Rubrics

OBSERVE
● Observe classes in at least 3 different subjects and pay particular attention to the
assessment tool used by the teacher.
● With teacher's permission, secure a copy of the assessment tool.
● Study the assessment tool then accomplish Observation Sheet.
● Did your Resource Teacher explain the rubric to the students?
● Which type of rubric did the Resource Teacher use analytic or holistic?
Authentic Learning Sample of How a Comment/s

Assessment/Non- Outcome Product/Performance product/performance
(Is the
Traditional/Alternativ Assessed Assessed was assessed scoring
e rubric
One example of Describe how the constructed
product assessed. product/performance according
(Put a photo of the was assessed. to
product/documented Which was used standards?)
performance in My analytic rubric or
Teaching Artifacts. holistic rubric?
INCLUDE THE INCLUDE THE
RUBRIC IN MY RUBRIC IN MY
TEACHING TEACHING
ARTIFACTS. ARTIFACTS.
1. Product -
2. Performance
ANALYZE
1. Between analytic and holistic rubrics which one was more used? Why do you think that
type of rubric was used more?
2. Based on your answers in # 1, what can you say about the scoring rubrics made and used
by the Resource Teachers?
3. Will it make a difference in assessment of student work if teacher would rate the product
of performance without scoring rubrics? Explain.
4. If you were to improve on one scoring rubric used, which one and how?
5. Can an essay or other written requirements, even if it is a written paper-and-pencil test, be

considered an authentic form of assessment? Explain your answer.
6. Can rubrics help make students to become self-directed or independent learners? Do

rubrics contribute to assessment AS learning (self-assessment?) What if there were no
rubrics in assessment?
Does the Scoring Rubric in this FS Book 1 help you come up with better output?
REFLECT
Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all
the years as a student.

● Accomplished Observation Sheet
● Observation
● Reflection
● A photo of a product assessed and a document performance test
● Samples of scoring rubrics

Activity 13.4 Scrutinizing the Types and Parts of a Portfolio
Resource Teacher: ______________________________ Teacher’s Signature:

__________
School: ____________________________________ Grade/Year Level: ___________
Subject Area: ________________________ Date: __________________
OBSERVE
1. Ask your Resource Teacher for samples of portfolio, if any. If there are, select one
best portfolio from what you examined.
2. If none, research for a sample portfolio and include them in My Learning Artifacts.
3. Based on the sample portfolio given by your Resource Teacher/researched by you,
accomplish Observation Sheet#
4. Put a check in the right column.
What a Portfolio Includes

Elements of a Portfolio Present? Missing?
1. Clear objectives- The
objectives of the
lesson/unit/course are clear
which serve as bases for
selection
2. Explicit guidelines for
selection – What, when,
where, how are
products/documented
performances selected?
3. Comprehensible criteria-
the criteria against which the
portfolio is graded must be
understood by the learners
4. Selective significant
pieces- The portfolio includes
only the selected significant
materials.
5. Student’s reflection –
There is evidence that
students reflected on their
learning.
6. Evidence of student
participation in selection of
content of portfolio- There is
proof that students took part
in the selection of the content
of the portfolio.
ANALYZE
1. With OBE in mind, which should be the basis for the selection of pieces of evidence to
show that what the student was supposed to learn was learned?
2. Scrutinize the elements of this portfolio. Based on the parts, under which type of portfolio
does this fail?
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 Reflection
3. Where and when does the teacher make use of each of the 3 types of portfolio?
REFLECT
Have portfolios made the learning assessment process more inconvenient? Is the effort
exerted on portfolio assessment commensurate to the improvement of learning and
development of learner’s metacognitive process that result from the use of portfolio?
SHOW You Learning Artifacts
● Sample/s of Improved Written Tests, both selected-response type and supply type.
● Sample/s of product and performance assessed
● Sample/s of a rubric
● Sample/s of student’s reflection on his/her portfolio

Activity 13.5 Determining the Level of Teacher’s Questions
__________
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
test for samples of questions in the various levels.
4. Make tally, then get the total. Use Table 1 and Table 2 separately.
Table 1. Number of Questions per Level

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

Tally and Total Tally and Total Example of
Score of Cognitive Score of Assessment Rank
Processes (Bloom Cognitive Tasks/Questions Based
as revised by Rank Processes Rank Given by Resource on
Anderson and (and Kendall Teacher Use
Krathwohl) and Marzano)
Self-system 6- e.g. Teacher asked
Thinking Highest students: Why is the
lesson important to
you?
Metacognition 5
Example: 6-
Creating = I Highest
Evaluating = I 5
Analyzing/An = II 4 Analysis 3
Applying = III 3 Knowledge 4
Utilization
Understanding = II 2 Comprehension 2
Remembering = IIIII 1-Lowest Retrieval = III 1-
I Lowest
I
Rank Rank
ANALYZE
1. Which cognitive skill had the highest number of assessment question? Lowest
number?
2. What do these (lowest and highest number of assessment questions) reveal about
Resource Teacher’s level of questions?
3. Based on Kendall’s and Marzano’s taxonomy, which are the highest cognitive skills?
Give an example of an assessment question for each of the two cognitive skills-
metacognitive skills and self-system thinking.
REFLECT
If you were to rate yourself on HOTS – where will you be from a scale of 1 to 5 (5 as highest)
where will you be?
As a future teacher, reflect on how will you contribute to the development of learners’
HOTS?
Activity 13.6 Analyzing a Table of Specifications

__________
REVISIT the Learning Essentials

● A Table of Specification (TOS) is a two-way chart which describes the topics to be
covered by a test and the number of items or points which will be associated with
each topic.
● Sometimes the types of items are described in terms of cognitive level as well.
1. Study the sample of Table of Specifications on Assessment.
Learning Outcome No. of Class Hours Cognitive Level Tota

Rem Un Ap An Ev Cr l
1.
2.
3.
4.
5.
6.
Total
ANALYZE
1. What parts must a TOS contain to ensure test content validity?
2. Why is there a need for number of items per cognitive level?
3. With OBE in mind, is it correct to put learning outcome not topic in the first column? Why
or why not?
4. Can a teacher have a test with content validity even without making a TOS?
5. Complete the given TOS.
REFLECT
Read this conversation and reflect on teachers' assessment practices. Write your reflections
here.
Student A: Saan naman pinulot ni Teacher 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

Activity 13.8 Computing Student’s Grades based on DepEd Grading System

__________
OBSERVE
A. Sample Students' Report Card
1. Secure a sample of a Students' Report Card from your Resource Teacher.
2. Study a sample of an unused Student's Report Card. Observe its contents.
3. Ask permission from your Resource Teacher for an interview with him/her and with
a group students regarding the new grading system.
B. Interview of Resource Teacher
1. What are the new features of the latest grading system? What things are you
required to do with this new grading system which you were not asked before?
2. Which do you prefer the old or the new grading system? Why?
C. Interview of Students
1. What do you like in the new grading system?
2. Do you have problems with the new grading system. If there is, why?
3. Does the new grading system give you a better picture of your performance? Why or
why not?
4. Which do you prefer- the old or the new grading system? Why?
D. Review of DepEd Order #8, s.2015
Read DepEd Order #8, s. 2015. You may refer to Appendix A.

Based on DepEd Order #8, s. 2015, answer the following:
1. What are the bases for grading?

2. How do you compute grades per quarter for Grades 1 to 10 and Grades 11 to 12. Give
an example.
3. How do you compute grades at the end of the school year?
4. What description and grading system are used in reporting progress of learners?
5. What are the bases for learners’ promotion and retention at the end of the school year?
6. What is the report on learners’ observed values?
E. Grade Computation
Show sample computation of a grade:
● in a subject of your choice from Grades 1 to 6 (if you are a future elementary teacher)
in your specialization if you are a high school teacher)
● Show the percentage contributions of written work, performance tasks and quarterly
assessment. Then give the descriptor. Refer to DepEd Order # 8, s. 2015.
ANALYZE
Analyze data and information gathered from the interview and from your review of an
unused Student's Report Card and the DepEd grading system.
1. Do teachers and students like the new grading system? Why or why not?
2. What are the good points of the new grading system according to teachers?
according to students?
3. What are teachers challenged to do by this new grading system?
4. Do you favor the distribution of percentages of written work, performance tasks
and quarterly assessment?
5. Did you like the experience of computing grades? Why or why not?
REFLECT
In an era where the emphasis is self-directed learning and demonstration of
competencies - knowledge, skills and values learned (outcomes-based education)- do
grades really matter?
Activity 13.8 Reporting Student’s Performance
__________
OBSERVE
Proceedings in a Card Distribution Day
1. Observe how cards are distributed on Card Distribution Day. Describe how cards
are distributed.
2. Describe how the Resource Teachers communicated learners’ assessment results

and grades to parents.
3. Did parents raise questions or concerns? If yes, what were their

questions/concerns?
4. How did the Resource Teacher handle their questions and concerns? What
answers did he/ she give?
Interview with Resource Teacher
1. How do you give feedback to your students regarding their performance? When do
you give feedback?
2. How do you report students' performance to parents? Does the school have a
regular way of reporting grades to parents?
3. What problems on grade reporting did you encounter with parents? How did you
address it/them?
Interview with Students
1. Do you see the meaning of your grades in the School Report Card?
2. Does knowing your grade motivate you to work harder?
Interview with Parents
1. Does your child's Report Card give you a clear picture of how your child is
performing?
2. If you were asked what else should be found in the Report Card, which one? Why?
3. Do you find the Card Distribution Day important? Why or why not?
4. Any suggestion on how to make Card Distribution more meaningful?
ANALYZE
1. What were the most common issues raised on students' performance?
2. Based on your observations and findings, what practices must be
a) maintained and
b) improved to make grades and reporting meaningful?

REFLECT
1. Grades are often a source of misunderstanding. How should I do reporting so that it will
result to effective learning?

FIELD STUDY Learning Episode Knowing the Quality Teacher
The Teacher as a PERSON and

FS 1 14 as a PROFESSIONAL
Activity 14.1 Teacher Personal Qualities: A View from My Lenses
OBSERVE
Procedure:
1. Secure a permit to observe a teacher.

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

(Interview (I) I have found out that
a. Dignified Observe
b. Healthy Observe
c. Spiritual Observe
Interview
d. Knowledgeable Observe
e. Humble Observe
Interview
f. Determined Observed
Interview
g. Cooperative Observe
Interview
Activity 2 will focus on the Professional Competencies of the Teacher. You may
change your sample Teacher in Activity 1 with another teacher or you can still observe the
same teacher. In case you will not change your teacher to be observed the same teacher will
be your sample for both Activity 1 and Activity 2. Aside from direct observation, you will also
do a Survey in 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.
b.
c.
2. Which of these qualities do you have? Do you think you can fit as a good teacher
someday?_____ Why? Describe yourself. ____________________________
____________________________________________________________
REFLECT
Good teachers are role models, whether in school, at home or in the community.
From the teachers that you had from elementary to college, did the personal qualities that
they possess, help you learn better as a student?
Identify one personal characteristic of your model teacher that has made a great
impact in your life as a learner. Reflect and describe how this quality influenced you.
Activity 14.2 Is the Teacher a Professional Teacher?

OBSERVE
Procedure:
1. Secure a permit to observe and conduct a survey.

2. Request the following information from the teacher.
a. Name
b. LET License No
c. Evidence of Professional Growth (Masters or Doctorate, Seminars
attended, etc.)
3. Request a co-teacher or the head (only one of the 2) to answer the checklist/rating
scale about your sample teacher.
4. Answer the same survey instrument yourself.
5. Compare the answer of the co-teacher or that of the head with your answer on the
survey. In what items do you have the same answer?
6. Show the results in a summary table.
Competencies of the Professional Teacher. A Special Case
Dear Ma'am/Sir:
I am a future teacher and I would like to know the characteristics of a professional

teacher. I will be very glad if you could answer the survey form about your co-teacher
______________________________________.
I will keep in confidence your identity, however, please allow me to use the data in
my lesson. This is a requirement in our course, Field Study 1.
Thank you very much.
____________________
BEED/BSEd Student
Name of the Teacher: __________________________________________
PRC License No. __________________________ Grade Level Taught ______________
Answer the following statements based on your OBSERVATION of the Teacher. Check Yes
or No or Doubtful.
Does the Teacher exhibit the
competence of a professional
Professional Competence teacher? Check you answer
below.
Yes No Doubtful
1. Practices the Code of Ethics for Professional Teachers
2.Teaches the subject matter very well with mastery
3. Keeps self-updated with educational trends, policies and
curricula
4. Uses varied teaching methods that facilitate learning with
skill and ease
5. Engages the parents and other stakeholders to cooperate
as partners in educating the children
6. Teaches with compassion based on the knowledge and
understanding of the characteristics and needs of diverse
learners
7. Prepares curriculum plans, implements these with
innovation in every lesson
8.Designs or selects and utilizes appropriate assessment
strategies and tools for lessons taught
9. Makes classroom atmosphere physically (arrangement)
and psychologically (friendly, inclusive) safe and secure for
learning
10. Serves willingly beyond teaching work by participating in
other extra-curricular activities when needed
______________________________________
Name and Signature of the Teacher Informant (Peer)
OR:
______________________________________
Name and Signature of the Supervisor Informant (Head)
AND
______________________________________
Your Name and Signature (Pre-Service Student)
ANALYZE
Did you learn from your observation and interview on teacher's professional
competences? Now let us analyze the data.
Answer the following questions
1. In Activity 2, do you consider the Teacher as a Professional Teacher? In what

competencies is the teacher Strong? _____Weak?______Doubtful?______Why?
2. Did your answers to the survey form coincide with the answers of the co-teacher or
head of the teacher you observed?
Why?
REFLECT
Now, it is time to reflect on Activity 2.
Complete the following sentences as your reflections from the results of Activity 2.
1. As a future teacher, the results imply that I should
2. If all the teachers teaching today possess the professional characteristics and
competencies as the teacher/teachers observed then learners will be ____________
___________________________________________________________________
___________________________________________________________________
Show here the artifacts of this Episode.
1. Short narrative about the teacher with a description of the personal qualities and
professional characteristics that you have observed. You may request a picture from
the teacher.
My Teacher, My Hero
(Picture of the Teacher Observed)
Narrative (about personal and professional characteristics of the teachers)

FIELD STUDY Learning Episode Towards Teacher Quality:
Developing a Global Teacher
FS 1 15 of the 21st Century
Activity 15.1 A Day in the School Life of a Quality Teacher

OBSERVE
Note: Observe and record observations on the following aspects as key guide to
observations.
Teacher’s Major Responsibility Key guide for Observation (Carefully look
for the indicators/behaviors of the teacher
along the key points. Write your
observations and description in your
notebook. This will be one of your
artifacts.)
A. Actual Teaching This teacher
1. is learner-centered.
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 Learning This teacher
1. allows all learners to participate in the

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

everyday.
2. keeps record of formative and summative
tests.
3. submits reports and other documents on
time.
4. does other tasks as requested by
superiors.
5. cooperates with peers and staff in the
cleanliness and safety of the school.
ANALYZE
Refer to the results of your observation to answer the questions that follow.
1. Which of the three responsibilities shows majority of the indicators being

practiced?
A. Actual Teaching?
B. Management of Learning?
C. Administrative Work?
2. Which demonstrated behavior, do you find in the teacher that is worthy of

emulation when you become a teacher? Describe.
3. Which of the major responsibilities does this teacher find difficult to comply with?
What are the reasons?
4. From your perspective, would you consider this teacher as quality teacher? Why?
REFLECT
Now, that you have spent one school day to observe this teacher, it would be good
for you to reflect on all your observations by answering reflective questions below.
1. Are you inspired to become a teacher after your observation? If yes, why? If No, why
not?
2. When you become a teacher in the future, how else would you do better as a
professional teacher?
3. What are some of the concerns that you foresee in the future as a quality teacher? Do
you think you will be ready to address these? Give at least 2 concerns.
4. In what aspects of the teacher's day, would you like to congratulate the teacher you
observed? Can you show your appreciation to this teacher by sending a Thank you
card? (Include this in your artifact)
Activity 15.2 The Creation and Management of the New Learning Environment as a
Skill of the 21" Century Quality Teacher

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. Teacher Table, Demonstration table
c. Cabinets, chalkboard, bulletin boards/display boards, etc.
d. Gadgets, equipment
e. Plant boxes, etc.
f. Others not included in the list
3. Draw your vision of a classroom for the 21" century.
A. Current Classroom I am Observing

Grade level _______
B. My Classroom for the 21st Century
ANALYZE
Make a comparison of your drawings A and B. Describe the similarities and
differences. Explain why.
Features of the Present My Vision of the Future Why the similarity?
Classroom Components Classroom Why the difference?
REFLECT
Based on the task that you made, what challenges await you as a future teacher?
How will you manage learning in the future classroom? How will you prepare yourself to
respond to 21" teaching-learning and become a glocal teacher?
Make a short paragraph on how will you will manage teaching-learning in the 21"
century classroom.

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 21" Century.
3. Activity 15.2 Narrative on how you will manage teaching-learning in the 21"
Century classroom.
FIELD STUDY Learning Episode On Teacher’s Philosophy of
Education
FS 1 16
Activity 16.1 Analyzing DepEd’s Philosophy of Education

OBSERVE
● Determine prevailing philosophies of education based on DepEd Vision and Mission
statements, core values and mandate and on the K to 12 Curriculum Framework and
Guide.
● Study the DepEd Vision and Mission statements, Core values and Mandate.
● Read the features of the K to 12 Curriculum based on the Kto12 Curriculum

Framework and Guide and See 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 expressed in the K to 12
Vision, Mission Statements, Curriculum Framework and
Core Values, Mandate? Give Guide and Sec 5 of RA
proof. 10533? Give proof.
1. Essentialism-teach Essentialism - The core Essentialism - List of
mastery of the basics, values of maka-Diyos, maka- standards and competencies
curriculum is prescribed tao, maka-kalikasan and that learners are expected to
subject matter-centered maka- bansa show that attain is the subject matter
there are universal, objective DepEd is essentialist. DepEd that students are expected to
values, inculcate values in believes in unchanging learn.
subject matter values that need be -Essentialist
inculcated.
2. Perennialism teach those Any proof of perennialism?
that last, the classics, there
are universal values;
inculcate these universal,
objective values
3. Progressivism - very child- Any proof of progressivism?
centered: teach those that
interest the child, one learns
by experience; learners learn
by doing so teacher
teacher's teaching is
experiential, values are
subjective: no inculcation of
values since they are
subjective: instead teachers
help students clarify their
values
4. Reconstructionism- school Any proof of
is agent of change, schooling reconstructionism?
is preparing students for the
social changes; teaching is
involving the students in
discussions of moral
dilemmas
5. Existentialism- Teachers Any proof of existentialism?
teach learners to make a
choice, to make decisions
and not merely to follow the
crowd, one who does not
make a choice and so simply
follow others do not leave
meaningful life
6. Pragmatism-That which is Any proof of pragmatism?
useful, that which is practical
and that which works is what
is good, 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 Any proof of rationalism?
the development of the
learners’ reasoning powers,
knowledge comes though
reason, teacher must
develop the reasoning power
of the learner
8. Utilitarianism -what is Any proof of utilitarianism?
good is that which is most
useful (that which brings
happiness) to the greatest
number of peoples:
9. Empiricism-source of Any proof of empiricism?
knowledge is through the
senses; teacher must involve
the senses in teaching-
learning
10. Behaviorism-behavior is Any proof of behaviorism?
shaped deliberately by forces
in the environment and that
the type of person and
actions desired can be the
product of design: behavior
is determined by others,
rather than by person's own
free will; teacher must
carefully shape desirable
behavior, drills are commonly
used to enhance learning.
rewards reinforce learning.
11. Constructivism-Learners Any proof of constructivism?
are capable of constructing
knowledge and meaning,
teaching-learning therefore is
constructing knowledge and
meaning, teacher does not
just "Tell" or dictate but asks
learners for knowledge they
construct and meaning of
lesson
12. Other Philosophies
Activity 16.2 Articulating My Personal Philosophy of Teaching

OBSERVE
● Observe how a teacher relates to every learner and how he/she proceeds with her
teaching.
● Accomplish this Observation Sheet
Here are philosophies of education. Find out which philosophies were manifested in
class by observing what and how teacher teaches and relates to learners.
Philosophies of Education Teaching Behavior (State what the teacher
said, taught or did).
1. Essentialism-teach mastery of the basics, In what way was teacher essentialist?
curriculum is prescribed subject matter-
centered there are universal, objective e.g. He/she saw to it that the students
values, inculcate values in subject matter mastered basic concepts and skills.
He/she inculcated values.

2. Perennialism teach those that last, the
classics, there are universal values; inculcate
these universal, objective values
3. Progressivism - very child-centered: teach
those that interest the child, one learns by
experience; learners learn by doing so
teacher teacher's teaching is experiential,
values are subjective: no inculcation of
values since they are subjective: instead
teachers help students clarify their values
4. Reconstructionism- school is agent of
change, schooling is preparing students for
the social changes; teaching is involving the
students in discussions of moral dilemmas
5. Existentialism- Teachers teach learners to
make a choice, to make decisions and not
merely to follow the crowd, one who does not
make a choice and so simply follow others
do not leave meaningful life
6. Pragmatism-That which is useful, that
which is practical and that which works is
what is good, that which is efficient and
effective is that which is good. 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 the learners’ reasoning
powers, knowledge comes though reason,
teacher must develop the reasoning power of
the learner
8. Utilitarianism -what is good is that which is
most useful (that which brings happiness) to
the greatest number of peoples:
9. Empiricism-source of knowledge is
through the senses; teacher must involve the
senses in teaching- learning
10. Behaviorism-behavior is shaped
deliberately by forces in the environment and
that the type of person and actions desired
can be the product of design: behavior is
determined by others, rather than by
person's own free will; teacher must carefully
shape desirable behavior, drills are
commonly used to enhance learning.
rewards reinforce learning.
11. Constructivism-Learners are capable of
constructing knowledge and meaning,
teaching-learning therefore is constructing
knowledge and meaning, teacher does not
just "Tell" or dictate but asks learners for
knowledge they construct and meaning of
lesson
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?
2. If there is one philosophy that schools and teachers should give more attention to, what
should that be and why?
REFLECT
What is your philosophy of teaching? This describes what you believed you should
teach, how you should teach and how you should relate to others in school with the learners,
your colleagues, your superiors and all other stakeholders. Write them down. This is your
title, "My Philosophy of Teaching
My Philosophy 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)
I believe that 1.... (how should you relate to learners, colleagues, superior, parents and other
stakeholders)
Accomplished Observation Sheets

My Philosophy of Teaching

FIELD STUDY 1 Learning Episodes 2

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FIELD STUDY Learning Episode

The School Environment

ACTIVITY 1.1 Exploring the School Campus

Resource Teacher: Mrs. Andresa Paluray Teacher’s Signature: _______________

SCHOOL FACILITIES OBSERVATION CHECKLIST

Will it contribute to the

The office of the principal Yes, In which head teachers

The school canteen of Yes, It can definitely help

It is located outside of the Yes. It will contribute to the

Comfort Room for

The comfort room is the only

3. What learning materials/equipment is present?

4. Observe the students. How many are occupying one room?

An Observation Guide for the CLASSROOM VISIT

CLASSROOM FACILITIES MATRIX

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

3. What kind of classroom is conducive to learning?

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

5. Write your additional learnings and insights here.

Resource Teacher: ______________________ Teacher’s Signature:_______________

An Observation Guide for BOARD DISPLAYS

6. Are the messages clear and easily understood?

8. Take photos of the display boards (if allowed)

FIELD STUDY Learning Episode

Name: __________________________ Course & Year: ____________ Date:_________

OBSERVE, ANALYZE, REFLECT

Learners' Development Matrix

Development Preschooler Elementary High School

3. Share your other insights here.

SHOW Your Learning Artifacts!

OBSERVE, ANALYZE, REFLECT

Resource Teacher: ________________________ Teacher’s Signature: _______________

● Language and cultural differences

Resource Teacher:_________________________ Teacher

An Observation Guide for the Learners’ Characteristics

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

OBSERVE, ANALYZE, REFLECT

Resource Teacher:__________________________ Teacher

An Observation Guide for Indigenous People Education

Write your observation report here.

SHOW Your Learning Activities

Name: __________________________ Course & Year: ____________ Date:_________

Activity 4.1 Observing the learner’s community and home environment

Resource Teacher: __________________________Teacher’s Signature:

An Observation/ Interview Guide for Home – School Link

Suggested Parent Interview Guide

Learner’s Physical Aspect:

THE LEARNER’S DEVELOPMENT PROFILE (Outline)

Activity 5.1 Managing Time, Space and Learning Resources

Resource Teacher: ________________________ Teacher’s Signature: ____________

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

4. Can the learners already work independently?

5. Describe their span of attention.

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

1. Specific Areas in the

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

SHOW Your Learning Artifacts

Activity 6.2 Listing Down Classroom Rules

2. Are classroom rules really important?

Name: __________________________ Course & Year: ____________ Date:_________

Resource Teacher: ________ Teacher’s Signature:_

Name: __________________ Course & Year: Date:_

Resource Teacher: __________ Teacher’s Signature: _

Name: __________________ Course & Year: Date:_

Resource Teacher: ____________ Teacher’s Signature:

Name: __________________ Course & Year: Date:_

Resource Teacher: _______ Teacher’s Signature:

Name: __________________ Course & Year: Date:_

Resource Teacher: _______ Teacher’s Signature:

Resource Teacher: _______ Teacher’s Signature: