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FIELD STUDY 1 LEARNING EPISODE

FS 1 1
The School as a Learning
Environment

SPARK YOUR
This Episode 1 provides an opportunity for students to examine and reflect on a school
environment that promotes learning and development.

TARGET YOUR INTENTED LEARNING OUTCOME

At the end of this Episode, I must be able to determine the characteristics of a school
environment that is safe, secure, and is supportive of
learning (PPST 2.1.1).
REVISIT the Learning

1. A physical environment conductive for learning is one that has consistent practices
that:
• Keep the school safe, clean, orderly and free from distraction;
• Maintain facilities that provide challenging activities; and
• Address the physical, social and psychological needs of the students.

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

environment. They help in building and establishing the school culture. These
boards become one way for everyone to learn about the vision- mission, goals and
values that the school uploads.

3. As a basic part of the school’s visual environment, display boards have four general
purposes:
• Decorative- They offer visual stimulation and appeal to aesthetics. They set
the social and psychological atmosphere of the school.
• Motivational- They encourage students to perform better and have greater
confidence. An example would be the display of students’ outputs that show
that each output is recognized and valued. The bulletin board help celebrate
the learners’ growth and progress.

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 • Informational- They are used as a strategy to readily disseminate
information.
• Instructional- They move students to respond and participate through
interactive displays. They get students to think about and communicate their
learnings.

4. The set of criteria for evaluating bulletin board displays includes effective
communication, attractiveness, balance, unity, interactivity, legibility, correctness,
and durability.

OBSERVE, ANALYZE, REFLECT

Activity 1.1 Exploring the School

Resource Teacher: Teacher’s Signature: ________________

School: Grade/Year Level:
Subject Area: Date: _____ ___

To realize the Intended Learning Outcome, work my way through these steps:

1. Visit a school. Look around 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 environment through and of these:
a) Descriptive paragraph b) Photo essay
b) Sketch or drawing c) Poem, song or rap

OBSERVE
As you move around, observation form is provided for you to document your
observation. It is advised that you read entire worksheet before proceeding to the social
site. A good understanding of the activities and tasks to be accomplished in the activity
sheets will yield better learning results

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 SCHOOL FACILITIES OBSERVATION CHECKLIST
Familiarize yourself with the different areas and facilities of the school. Check the column to
indicate their availability. Give a brief description of those that are available, and say how
each will contribute to the students’ learning and development.
Will it contribute to the
Facilities Description students’ learning
and
development? Why?
Office of the
Principal

Library

Counseling
Room

Canteen Cafeteria

Medical Clinic

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Audio Visual/
Learning
Resource Center

Science
Laboratory

Gymnasium

Auditorium .

Outdoor/
Garden

Home
Economics Room

Industrial
Workshop Area

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PTA Office

Comfort Room
for Boys

Comfort Room
for Girls

An Observation Guide for the CLASSROOM VISIT

Read the following statement carefully. Then write your observation report on the space
provided.
Guide Question Classroom Observation Report

1. Describe the community or

neighborhood where the school
is found.

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2. Describe the school campus.
What colors do you see? What is
the condition of the buildings?

3. Pass the offices.

What impression do you have of
these offices?

4. Walk through the school’s

halls, the library. The cafeteria.
Look around and find out the
other facilities that the school
has.

Resource Teacher: Teacher’s Signature: ________________

School: Grade/Year Level:
Subject Area: Date: _____ ___

1. Look at the walls of the classroom. What are posted on the walls? What heroes,
religious figures, lessons, visual aids, announcement, do you see posted?

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 2. Examine how the pieces of furniture are arranged. Where is the teacher’s table
located? How are the tables and chairs/ desks arranged?

3. What learning materials/ equipment are present?

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

5. Is the room well- lit and well- ventilated?

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
Description
Classroom Facilities (location, number, arrangement, condition)

1. Wall Display

2. Teacher’s Table

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 3. Learner’s Desk

4. Blackboard

5. Learning
Materials/
Visual Aids.

6. Comfort Room

7. Cabinet

8. Utensils,
Kitchen
materials

9. Health care

10. Cleaning
materials

Write your observation report here.

Name of the School Observes:

Location of the School:

Date to Visit:

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 ANALYZE

How do the school campus and the classroom in particular impact the learning of the students
going to school? What are your conclusions?

How does this relate to your knowledge of child and adolescent development/ How does tips
this relate to your knowledge of facilitating learning?

REFLECT

1. Would you like to teach in the school environment you just observed? Why? and Why
not?

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

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 3. What kind of classroom is conductive to learning?

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

5. Write your additional learnings and insights here.

OBSERVE, ANALYZE, REFLECT

Activity 1.2 Observing bulletin board

Resource Teacher: Teacher’s Signature: ________________

School: Grade/Year Level:
Subject Area: Date: _____ ___

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 The display board, or what we more commonly refer to as bulletin board, is one of the most
readily available learning resources
To achieve the Intended Learning Outcomes, work your way through these steps;
1. Examine for bulletin board display. Includes the samples of those found at the
entrance, lobby, hallway and classroom
2. Pick one and evaluate the display
3. Propose enhancements to make the display more effective.

OBSERVE

As you look around and examine board display, use the observation guide and forms provided
for you to document your observation.

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An Observation Guide for BOARD DISPLAYS

Read the following carefully before you observe.

1. Go around the school and examine the board display. How many board displays do
you see?

2. Where are the display boards found? Are they in places where target viewers can
see them?

3. What are the displays about? What key messages do they convey? What images and
colors do you see? How are the pieces of information and images arranged?

4. What materials were used in making the displays? Are borders used?

5. Do you notice some errors? (misspelled words, grammar inconsistencies and the
like)

6. Are the messages clear and easily understood?

7. Think about what got your attention. Why did I get your attention?

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

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From among the board display that you saw, pick one that you got most interested in.
Evaluate it using the evaluation from below.
BOARD DISPLAYS EVALUATION FORM1
Topic of the Board Display COVID 19 PROTOCOL INSIDE SCHOOL
Location of the Board Display in School Center of the classroom hall way

Check the column that indicates your rating. Write comments to back up
your ratings.

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

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Improvement

NI S VS 0
Criteria 1 2 3 4 Comments

Effective Communication
It conveys the message quickly
and clearly.
Attractiveness
Colors and arrangement catch
and hold interest
Balance
Objects are arranged
so stability is perceived.
Unity
Repeated shapes or colors or
use of boarders hold display
together.
Interactivity
The style and approach entice
learners to be involved and
engage.
Legibility
Letters and illustrations can be
seen from a good distance
Correctness
It is free from
grammar errors,
misspelled words, and
ambiguity.
Durability
It is well- constructed; items
are secretly attached.

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Bulletin Board Evaluated by:

Location:

Brief Description of the Bulletin Board:

Evaluation

Strengths Weaknesses
Description of the Bulletin
Board layout

Evaluation of educational
content and other aspects

Recommendations or Suggestions for improvement

Signature of Evaluator over Printed Name:

Based on your suggestions, make your board display lay- out. You may present your outputs
through any of these:

• A hand- made drawing or layout

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 • And electronic (computer) drawing/ illustration or layout • A collage

My Board Display Lay- out

ANALYZE

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

Did the board display design reflect the likes/ interest of its target audience? Why? Why not?
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 Was the language used clear and simple for the target audience to understand? Why? Why
not?

Was the board display effective? Why? Why not?

What suggestions can you make?

Based on your suggestions, propose an enhanced version of the display board. Use the form
below.
My Proposed Board Display
Theme:

Board Title:

Rationale:
(Purpose)

Objectives:

Best features of my proposed bulletin enhancement:

Content Resources (Name each needed resource and give each a brief description):

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Materials for aesthetic enhancement:

REFLECT

1) Name at least five skills that a teacher should have to be able to come up with effective
board displays. Elaborate on why each skill is needed.

2) Which of the skills you named in #1 do you already have? Recall your past experience
in making board displays. How do you practice these skills?

3) Which skills do you still need to develop? What concrete steps will you take on how
you can improve on or acquire these skills?

LINK THEORY TO PRACTICE

Directions: Read the items given and encircle the correct answer.
1. With the PPST as guide, an ideal learning environment should have the
following characteristics, EXCEPT ______________________.

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 A. The learning environment promotes fairness.
B. Is safe and conductive for learning
C. Builds many professional linkages
D. Establishes and maintains consistent standard of learner’s behavior

2. Which facilities are present in a health- promoting school environment?

I. Canteen that sells all kind of food including junk food

II. Comfort rooms common for boy and girls
III. Sanitary drinking fountains
IV. Safe playground

A. II, III and IV

B. I, II, III, and IV
C. I and II
D. III and IV

3. Which physical school environment supports learning?

A. Availability of flexible classroom furniture

B. Presence of spacious classrooms
C. Prominence of bulletin boards in every building
D. Tall school buildings

4. Examine the bulletin board display. This bulletin board fulfills which primary

purpose?

A. Instructional- interactive
B. Informational
C. Motivational
D. Decorative

5. Examine the bulletin board display. This bulletin board fulfils which primary
purpose?

A. Instructional- interactive
B. Informational
C. Motivational
D. Decorative

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 6. Examine the bulletin board display. This bulletin board fulfils which primary
purpose?

A. Instructional- interactive
B. Informational
C. Motivational
D. Decorative

SHOW Your Learning Artifacts

My Personal Illustration of an Effective

School Environment

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 EVALUATE Performance Task
Evaluate Your Work Field Study 1.
Episode 1 The School as a learning Environment.
Learning Outcome: Determining the characteristics of a school environment that provides
social, psychological and physical environment supportive of learning.
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 Name of FS Student LOIDA B. SODSOD Date Submitted DEC. 15, 2021
Year and Section IV-A Course BEED

Learning Excellent Very Satisfactory 2 Need

Episode 4 Satisfactory 3 Improvement
1
Accomplished All observation One (1) to two Three (3) Four (4) or more
observation questions tasks (2) observation observation observation
Sheet completely questions/ questions/ questions/ tasks
answered/ tasks not tasks not not answered/
accomplish answered/ answered/ accomplished.
accomplished. accomplished
Analysis All questions All Questions Four (4) or more
were answered were not observation
completely, questions were answered questions were
answers answered completely, not answered.
are depth completely, answers are Answers nit
and are answers are not clearly connected to
thoroughly clearly connected to theories; more
grounded on connected to theories one than four (4)
theories; theories, (1) to (3) grammatical/
grammar grammar and grammatical/ spelling errors.
and spelling are spelling wrong
spelling are free free from
from error. errors.
Reflection Profound and Clear but lacks Not so clear Unclear and
clear supported depth and shallow, shallow, rarely
by what were supported by somewhat supported by
observed and what were supported by what were
analyzed. observed and what were observed and
analyzed. observed and analyzed.
analyzed
Learning Portfolio is Portfolio is Portfolio Portfolio is not
Artifacts reflected on in reflected on in is not reflected on in the
the context of the context of context of the
the learning the learning reflected on learning
outcomes. outcomes. in outcomes; not
Complete, well Complete well the complete, not
organized highly organized very context of the organized, not
learning
outcomes.
Complete not
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Signature of FS Teacher above Printed Name Date

FIELD STUDY 1 LEARNING EPISODE

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

SPARK YOUR

Episode 2 provides me with an opportunity to observe learners of different ages and

grade levels. It highlights the differences in their characteristics and needs. As a future
teacher, it is important for me to determine my learners’ characteristics and needs so that I
will be able to plan and implement learning activities and assessment that are all
developmentally appropriate.

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 TARGET YOUR INTENTED LEARNING OUTCOME
At the end of this Episode, I must be able to determine the characteristics, need and
interests of learners from different developmental levels. (3.1.1).

REVISIT the Learning Essentials

Here are major principles of development relevant to this Episode:

1. Development is relatively orderly. Development follows directional patterns such as,

from the head to the toe (cephalocaudal), and from the center of the body then
outwards (proximodistal)

2. Development takes place gradually.

3. All domains of developmental and learning physical, social and emotional, and
cognitive- are important, and they are closely interrelated. (NAEYC, 2009)

4. Developmental proceeds toward greater complexity, self-regulation, symbolic or

representational capabilities. (NAEYC, 2009)

OBSERVE, ANALYZE, REFLECT

Activity 2.1
Observation learner characteristics at different stages
Resource Teacher: Teacher’s Signature: ________________
School: Grade/Year Level:
Subject Area: Date: ________ _

To realize the Intended Learning Outcomes, I will work your way through these steps:

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 Step 1 Observe 3 groups of learners from different levels (preschool, elem., and high
school).
Step 2 Describe each of the learner based on my observations.
Step 3 Validate my observation by interviewing the learners.
Step 4 compares them in terms of their interests and needs.

OBSERVE
Use the observation guide and matrices provided for you to
observations. document your
An Observation Guide for the Learners’ Characteristics
Read the following statements carefully. Then write your observation report on
the provided space. Your teacher may also recommend another observation
checklist if a more detailed observation is preferred.

Physical
1. Observe their motor skills how they carry themselves, how they move, walk, run,
go up the stairs, etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their motor skills? Writing, drawing, etc.
Social
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What do they talk about? What are
their concerns? Emotional
1. Describe the emotional disposition or temperament of the learners. (happy, sad,
easily cries, mood-shifts)
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they
selfconscious? Cognitive
1. Describe their ability to use words to communicate their ideas. Note their
language proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for
evidence of their thinking skills.
3. Were there opportunities for problem solving? Describe how they showed
problem solving abilities.

Learners’ Development Matrix

Record the data you gathered about the learners’ characteristics and needs in this matrix.
This will allow you to compare the characteristics and needs for learners at different levels.

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 The items under each domain are by no means exhaustive. These are just sample
indicators. You may add others aspects which you may have observed.
Development Preschooler Elementary High School
Domain Indicate age range Indicate age range of Indicate age range of
of children children children
observed: 5-6 observed: 8-12 observed: 13-
16
Physical
Gross-motor skills Move freely Moves, runs and They can do

• They walks whatever they want

always play • They can • They can
• They can perform water the
button simple dance plants
their steps • They can walk
uniforms • They can lift and run fast
pale of water • They can drag
• They lift a table and lift
their own a chair.
chairs.

• They can
Fine-motor skills
• They can draw shapes, • They can do
complete lines and 3D cutting of
simple lines. letters
puzzles.
• They can • They can draw
write their
names but artistic
not clear designs.
and
readable

Self-help skills They can do

• They can •
eat without their • They can make
any assignments their
assistance own reports

Others

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Social with They
Interaction • always ask • They can tell • They can share
Teachers questions their stories their own
They • They ideas related
• always voluntarily to
seek for answer their lesson
help of questions • Sometimes
others they listen
attentively
• They can do
reporting

Interactions with • They • They • They can

Classmates/friends sometimes compare choose their
fight with their scores friends
their with their
classmates seatmate

Interests
• They are • Interested • Interested in
interested with their team work,
with lesson that brainstorming
colorful makes them and discussion
things and laugh and they relate
games relate and enjoy

Others

Emotional • • •
Moods and They are They can • Moody
temperament, stubborn express their They are
expression of feelings and hard • feelings expressive
• headed Sometimes sometimes
They easily stubborn
cry
• • •
They feel Sometimes They keep
Emotional independence
happiness they can their feeling
when they control their • to themselves
are playing emotions They can
with their control

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Others classmates their
emotions
Cognitive They They can They can talk
Communication skills • cannot • express and • using
clearly share their metacognition
explain ideas well , can
their ideas communicate
They are well using
• using their English
mother language
tongue
to
express
their ideas
and
thoughts
Thinking skills They can They are They can
• count • good enough • understand
numbers in problem- complex topic
solving

Problem-solving They can They can They can

• understand • answer on • solve problem-
the topic their own solving
with but still seek
pictures confirmation
with their
classmate

Others

ANALYZE

Write the most salient developmental characteristics of the learners you observed. Based on
these characteristics think of implications for the teacher.
Example:
Level Salient Characteristics Implications to the
Observed TeachingLearning Process

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Preschool • Preschoolers like to • Therefore, the teacher
Age range of learners move around a lot. should remember to use
observed 3-4 music and movement
activities not just in PE but
in all subject areas.
• Therefore, teachers
should not expect
preschoolers to stay
seated for a long period of
time.

Level Salient Characteristics Implications to Teaching-

Observed the Learning
Process
Preschool Therefore, using colorful
Age range of learners • They enjoy listening • visual aids and instructional
observed _5-6_ story. materials is very useful to
• They like to see catch the students’ attention.
pictures when there is
a discussion.
Elementary
Age range of learners • They are independent. • Therefore, adding sense of
observed _8-12_ • They easily get bored humor related to topic can
when they don’t like prevent their bored when
the topic. there is a discussion.

High School They can speak well.

The teacher should be the
Age range of learners • They share their ideas • role model for the students
observed _______ • based on their to copy the behavior of their
experienced and teachers.
knowledge. Let them explore
•
and discover more
things.

REFLECT

1. While you were observing the learners, did you recall your own experiences when
you were their age? What similarities or differences do you have with the learners
you observed?

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 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.

LINK THEORY TO PRACTIC

E

Directions: Read the items given below and encircle the correct answer.

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1. A 14-year-old felt ignored by her crush whom she believes is her one true love.
She is crying incessantly and refuses to listen and accept sound advice that the teacher
is offering. Her refusal to accept is because _____________________________.

A. She thinks what she feels is too special and unique, that no one has left like this
before
B. The teenager’s favorite word is “no” and she will simply reject everything the teacher
says
C. 14-year-olds are not yet capable of perspective taking and cannot take the teacher’s
perspective
D. Teenagers never listen to adult advice

2. A preschool teacher is thinking about how best to develop the fine motor skills of the
4year-olds. Which of the following should he best consider? A. Provide daily coloring
book activities.
B. Ask the children to do repeated writing drills everyday.
C. Encourage children to eat independently.
D. Conduct a variety of fun and challenging activities involving hand muscles daily.

3. Science Teacher Rita showed her class a glass of water with an egg in it. She asked the
class: “What happen to the egg if I add three- tablespoon salt to the glass of the water?”
this is hypothesis formulation. What can you infer about cognitive developmental stage
of Teacher Rita’s class? A. Formal operational stage
B. Concrete operational stage
C. Pre-operational stage
D. Between concrete and formal operational stage

SHOW Your Learning Artifacts

Which is your favorite theory of development. How can this guide you as a future
teachers? Clip some readings about this theory and paste them here.

EVALUATE Performance Task

Evaluate Your Work Field Study 1. Episode 2. Learner Diversity: Development

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 Characteristics, Needs, and Interest

Learning Outcome: Determining the characteristics of a school environment that

provides social, psychological and physical environment supportive of learning.

Name of FS Student Date Submitted

Year and Section Course

Learning Excellent 4 Very Satisfactory Need

Episode Satisfactory 2 Improvement
3 1
Accomplished All observation One (1) to two Three (3) Four (4) or more
observation questions tasks (2) observation observation
Sheet completely observation questions/ tasks questions/ tasks
answered/ questions/ not answered/ not answered/
accomplish tasks not accomplished accomplished.
answered/
accomplished.
Analysis All questions
red All Questions were Four (4) or more
were answe not answered observation
completely, are questions were completely, questions were
answers are answered answers are not not answered.
depth on completely, clearly Answers nit
and and answers are connected to
connected to
thoroughly clearly theories one (1)
theories; more
grounded connected to to (3)
theories; grammatical/ than four (4)
theories, grammatical/
grammar spelling
grammar and spelling wrong spelling errors.
are free from
spelling are
error.
free from
errors.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear supported depth shallow, shallow, rarely
by what were supported by somewhat supported by
observed and what were supported by what were
analyzed. observed and what were observed and
observed and
analyzed. analyzed.
analyzed
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on reflected on in reflected on in reflected on in
in the the context of the context of the context of the
context of the the learning the learning learning
learning

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 outcomes. outcomes. outcomes. outcomes; not
Complete, well Complete well Complete not complete, not
organized highly organized very organized very organized, not
relevant to the relevant to the relevant to the to relevant.
learning outcome. to the learning the learning
outcome outcome
Submission Submitted before Submitted Submitted a day Submitted two (2)
the deadline before the after the days or mote after
deadline deadline the
deadline
Rating
(Based on
tion)
transmuta
OVER ALL
SCORE

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

Signature of FS Teacher above Printed Name Date

FIELD STUDY 1 LEARNING EPISODE

Focus on Gender, Needs,

FS 1 3 Strengths, Interests Experiences

Language, Race, Status, Difficult
Circumstances, and Indigenous
Peoples

SPARK YOUR

Episode 3 provides an opportunity to observe how differences in gender, racial,

cultural, and religious backgrounds, including coming from indigenous groups influence
learner behavior, interaction, and performance in school. One will also analyze and reflect
on practices that teachers use in leveraging diversity in the classroom. It also provides an
opportunity to observe how differences in abilities affect interaction in school and learn
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about strategies that teachers use in addressing the learners’ needs toward effective
teaching and learning.

TARGET YOUR INTENTED LEARNING OUTCOME At

the end of this Episode, I must be able to:

➢ Describe the characteristics and needs of learners from diverse backgrounds;

➢ Identify the needs of students with different levels of abilities in the classroom;
➢ Identify best practices in differentiated teaching to suit the varying learner needs
in a diverse class (PPST 3.1.1); and
➢ Demonstrate openness, understanding, and acceptance of the learners’ diverse
needs and backgrounds.

REVISIT the Learning Essentials

Here are principles of concepts relevant to this Episode:

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

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

• Use strategies to build a caring community in the classroom

• Model respect and acceptance of different cultures and religions
• Bring each of the student’s home culture and language into the shared culture of
the school
• Provide more opportunities for cooperation than competition

3. Focus on Indigenous Peoples

A young teacher’s approach to indigenous peoples starts with a keen
awareness of one’s own identity, including one’s beliefs and cultural practices.
Through serious reflection one may realize that the self is a product of all influences
of key people in one’s life and the community, real and virtual. Similarly, learners
from indigenous groups carry with them their beliefs, views and cultural practices.
One’s attitude needs to be that of openness and respect. Come in not with the view
that one’s own culture is superior, we approach with the sincere willingness and
deep interest to know and understand the indigenous peoples’ culture. We aim to
make teaching-learning facilitative rather than imposing.
a. From your professional education subjects/courses, most likely you have
discussed indigenous peoples in the Philippines. You learned that our country
has about 110 ethno-linguistic groups, majority of which is in Mindanao, some
in Northern Luzon and fewer in the visayas. (UNDP Philippines, 2010). They
represent about 10-20% of our total population. There are two big indigenous
peoples groups which have several smaller ethics groups within them, the
nonmuslim groups called the Lumads in Mindanao, and the Igorots in Northern
Luzon. Among others, we have the Badjaos, Ati and Tumandok, Mangtans and
Aetas.
b. Republic Act 8371 (1997), the Indigenous Peoples’ Rights Act, recognizes and
protects the rights of indigenous cultural communities (ICC) and indigenous
peoples (IP). Our country was admired by other nations for enacting this law,
however, years later, so much still has to be done to improve the lives of millions
of people from indigenous groups. (Reyes, Mina and Asis, 2017)
c. Guided by RA 8371, in 2016 DepEd issued DO 32, s.2015, Adopting the
Indigenous Peoples Education (IPED) Curriculum Framework. Most useful
for you as a future teacher to remember are the 5 Key Elements of Indigenous
Peoples Education Curriculum (DO 32, s.2015 enclosure, pp. 15-18):

1. Curriculum Design, Competencies and Content. Interfacing the national

curriculum with indigenous knowledge systems and practices (IKSPs) and
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 Indigenous Learning system (ILS) the design of a culturally appropriate and
responsive curriculum has the following features:
a. Anchors the learning context on the ancestral domain, the community’s
world view, and its indigenous cultural institutions.
b. Includes and respects the community’s expression of spirituality as part of
the curriculum context.
c. Affirms and strengthens indigenous cultural identity.
d. Revitalizes, regenerates, strengthens, and enriches IKSPs, ILS, and
indigenous languages.
e. Emphasize competencies that are needed to support the development and
protection of the ancestral domain, vitality their culture, and the
advancement of indigenous peoples’ right and welfare.
f. Supports the community’s cultural integrity while enabling meaningful
relations with the broader society.
2. Teaching Methodologies and Strategies. A culturally appropriate and
responsive curriculum employs teaching methodologies and strategies that
strengthen, enrich, and complement the community’s indigenous
teachinglearning process.
3. Learning Space and Environment. A culturally appropriate and responsive
curriculum recognizes that the ancestral domain where IKSPs are
experienced, lived, and learned is the primary learning environment and
learning space of indigenous learners.
4. Learning Resources. Instructional materials, and other learning resources
shall be developed and utilized in line with the described curriculum content
and teaching-learning processes.
5. Classroom Assessment. Assessment shall be done utilizing tools
appropriate to the standards, competencies, skills, and concepts being
covered. Their design and use shall address the needs and concerns of the
community and shall be developed with their participation.

OBSERVE, ANALYZE, REFLECT

5.

Observation differences among learners’ gender, needs, strengths,

Activity 3.1
interests, and experiences; and differences among learners’ linguistic,
cultural, socio-economic, religious backgrounds and difficult
circumstances.
Resource Teacher: Teacher’s Signature: ________________ School:
Grade/Year Level:
Subject Area: Date: _________

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 The learners’ differences and the type of interaction they bring surely affect the quality of
teaching and learning. This activity is about observing and gathering data to find out how
student diversity affects learning.
To realize the Intended Learning Outcomes, work your way through these steps:
Step 1. Observe a class in different parts of a school day. (Beginning of the day, class time,
recess, etc.)
Step 2. Described the characteristics of the learners in terms of age, gender, and social and
cultural diversity.
Step 3. Describe the interaction that transpires inside and outside the classroom. Step 4.
Interview your Resource Teacher about the principles and practices that she uses in
dealing with diversity in the classroom.
Step 5. Analyze the impact of individual differences on learners’ interactions.
The observation form is provided for me to document my observation.

OBSERVE

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 An observation Guide for the Learners’ Characteristics

Read the following carefully before you begin to observe. Then write your
observation report on the space provided on the next page.
1. Find out the number of students. Gender data as their ages, gender, racial groups,
religious, and ethnic backgrounds.

During class:
1. How much interaction is there in the classroom? Describe how the students
interact with one another and with the teachers. Are there groups that interact
more with the teacher than others.
2. Observe the learners seated at the back and the front part of the room. Do they
behave and interact differently?
3. Describe the relationship among the learners. Do the learners cooperative with or
compete against each other?
4. Who among the students participate actively? Who among them ask for most help?
5. When a student is called and cannot answer the teacher’s question, do the
classmates try to help him? Or do they raise their hands, so that the teacher will call
them instead?

Outside class:
1. How do the students group themselves outside class? Homogeneously, by age? By
gender? By racial or ethnic groups? By their interests? Or are the students in mixed
social groupings? If so, describe the groupings.
2. Notice students who are alone and those who are not interacting. Describe their
behavior.

Interview the teachers and ask about their experience about learners in difficult
circumstances. Request them to describe these circumstances and how it has affected the
learners. Ask about the strategies they use to help these learners cope.

Ask the teachers about strategies they apply to address the needs of diverse students due
to following factors:

• Gender, including LGBT

• Language and cultural differences
• Differences in religion
• Socio-economic status

ANALYZE
OBSERVATION REPORT

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Name of the School Observed:

School Address:

Date of Visit:

1. Identify the person who plays key roles in the relationships and interactions in the
classrooms. What roles do they play? Is there somebody who appears to be the leader, a
mascot/joker, an attention seeker, a little teacher, a doubter/pessimist?

40 | P a g e
 2. What makes the learners assume these roles? What factors affect their behavior?

3. Is there anyone you observed who appear left out? Are students who appear
“different?” Why do they appear different? Are they accepted or rejected by the others?
How is this shown?

4. What does the teacher do to address issues like this?

5. What does the teacher influence the class interaction considering the individual
differences of the students?

6. 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 the classroom? Did you feel a sense of oneness or unity
among the learners and between the teacher and the learner?

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 Observing differences among learners with disabilities, giftedness, and
talents
Activity 3.2

Resource Teacher: Teacher’s Signature: ________________

School: Grade/Year Level: ______________________________
Subject Area: Date: _________

To realize the Intended Learning Outcomes, I will work your way through these steps.

1. Observe at least two of these classes.

a. SPED class with learners with intellectual disabilities
b. SPED class with learners with physical disabilities
c. SPED class for the gifted and talented
d. A regular class with inclusion of learners with disabilities
2. Note the needs of the learners that the teachers should address.
3. Interview the teachers to find out more about the learners.
4. Write your observation report 5. Analyze your observation data
6. Reflect on your experience.

OBSERVE

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 An observation Guide for the Learners’ Characteristics

Read the following carefully before you begin to observe. Then write your
observation report on the space provided.

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

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

OBSERVATION REPORT
Name of the School Observed: __________________________________________________________________

School Address: _________________________________________________________________________________

Date of Visit:

ANALYZE

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

43 | P a g e
 2. Describe the differences in ability levels of the students in the class? What practices
or strategies are done or should be done to differentiate instruction to meet the
needs of the learners.

3. Describe the methods used by the teacher in handling the students’ differences in
abilities. How did the student respond to the teacher? Did the teacher use
differentiated instruction? If yes, describe how.

REFLECT

1. Recall the time when you were in elementary or high school. Recall the high and low
achievers in your class. How did your teacher deal with differences in abilities? Was
your teacher effective?

2. What dispositions and traits will you need as a future teacher to meet the needs of the
learners?

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 OBSERVE, ANALYZE, REFLECT

Activity 3.3 Observing the school experiences of learners who belong to indigenous
groups.
Resource Teacher: Teacher’s Signature: ________________
School: Grade/Year Level: ____________________________
Subject Area: Date: _________
To realize the Intended Learning Outcomes, I will work your way through these steps.

1. Ensure that you have reviewed the no. 3 focused on Indigenous Peoples in the Learning
essentials of Episode 3.
2. Observe in a school with a program for IP learners. Below are some suggested schools:
a. Ujah School of Living Traditions, Hungduan, Ifugao
b. Sentrong Paaralan ng mga agta, General Narak, Quezon
c. Sitio Tarukan Primary School, Capas Tarlac
d. Mangyan Center for Learning and Development, Naujan, Oriental Mindoro
e. Paaralang Mangyan na Angkop sa Kulturang Aalagaan (PAMANAKA), San Jose
Occidental Mindoro
f. Tubuanan Ati Learning Center, Balabag, Boracay Island
g. Balay Turu-an Schools of Living Traditions, Brfy Garangan and Brgy. Agcalaga,
Calinog, Iloilo
h. T’boli School of Living Traditions, Lake Sebu, South Cotabato
i. Daraghuyan-Bukidnon Tribal Community School,Dalwagan, Malaybalay,
Bukidnon
j. Talaandig School of Living Traditions, Lantapan, Bukidnon
k. Bayanihan Elementary School, Marilog, Davao
l. Lumad Bakwit School, UP Diliman, Quezon City
Please note: Ensure proper coordination of your college/university to obtain permission from
these schools before you visit.
If an actual visit is not feasible, consider a “Virtual Visit” through social media. And if still not
feasible consider a “virtual” field study through watching Indigenous Peoples in the
Philippines videos. There are several available at Youtube. You can start with this video by
Dep Ed:

3. Write your observation report.

45 | P a g e
 4. Analyze your observation data using the Indigenous Peoples Education Framework.
5. Reflect on your experience.

OBSERVE

An observation Guide for the Learners’ Characteristics

Read the following carefully before you begin to observe. Then write your
observation report on the space provided.

If you are observe, read watching videos you searched, instead of actually visiting
a school, have these question in mind as you are watching the videos. You can try
to get in touch with the creator of the videos and interview them too.

1. Before you observe, read about the specific IP group in the school you will visit.
Know their norms and customary greetings. This will help you help blend in the
school community and interact with respect.
2. Observe and note the different parts areas of the school environment. How are
learning spaces arranged?
3. What activities do they do in these different areas of the school?
4. Who are the people who manage the school? Who are involved in teaching the
learners?
5. Observe how the teaching-learning process happen. Describe the learning
activities they have and the teaching strategies that the teachers uses.
6. Describe the interaction that is taking place between the teacher and learners,
among the teachers, and in the school in general.
7. What instructional materials and learning resources are they using?
8. Interview the teacher and principal about the curriculum. Find out the
curriculum goals. You can use the questions found on the Analysis part of this
activity.

OBSERVATION REPORT

(You may include photos here.)

Name of the School Observed: _________________________________________________________

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School Address: __________________________________________________________________________

Date of Visit:

ANALYZE

Curriculum Design, Competencies, and Answer each question based on your

Content observation and interview data.

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 1. Does the school foster a sense of .
belonging to one’s ancestral
domain, a deep understanding
of the community’s beliefs and
practices? Cite examples

2. Does the school show respect of

the community’s expression of
spirituality? How?
3. Does the school foster in the
indigenous learners a deep
appreciation of their identity?
How?
4. Does the curriculum teach skills
and competencies in the
indigenous learners that will
help them develop 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
classroombased sessions? Cite
examples.
8. Is cultural sensitivity to uphold
culture, beliefs and practices,
observed and applied in the
development and use of
instructional materials and
learning resources? How? (For
example, culture bearers of the
indigenous peoples are
48 | P a g e
 consulted)
9. Do assessment practices consider
community values and culture?
How?
10. Do assessment practices
consider community values and
culture? How?

What do you think can still be done to promote and uphold the indigenous people knowledge
systems and practices and rights in school?

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 experiences in visiting the school with
indigenous learners? Why?

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 3. For indigenous learners, as future teacher, I promised these three things:
3.1 Be open and respect indigenous peoples by

3.2 Uphold and celebrate their culture, beliefs and practices

3.3 Advocate for indigenous peoples education by

SHOW Your Learning Artifacts

With the principles of individual differences in mid, what methods and strategies will
you remember in the future to ensure that you will be able to meet the need of both the high
and low achievers in your class? Make a collection of strategies in how to address the
student’s different ability levels.

LINK THEORY TO PRACTICE

Directions: Read the items given below and encircle the correct answer

1. Which statement on student diversity is CORRECT?

A. The teacher must do his/her best to reduce student diversity in class.
B. The less the diversity of students in class, the better for the teacher and
students.
C. The teacher should accept and value diversity.
D. Student diversity is purely due to student’s varied cultures.

50 | P a g e
 2. Which student thinking/ behavior indicates that he/she values diversity? A. He/She
regards his culture as superior to other’s cultures.
B. He/She regards his culture as inferior to other’s cultures.
C. He/She accepts the fact that all people are unique in their own way.
D. He/She emphasizes he differences among people and disregards their
commonalities.

3. What is teaching-learning implications of student diversity? A. Compare students.

B. Make use of a variety of teaching and assessment methods and activities.
C. Do homogenous grouping for group activities.
D. Develop different standards for different students groups.

4. All are features of the Indigenous People Education Curriculum, EXCEPT

A. Affirms and strengthen indigenous cultural identity
B. Makes education exclusive to the indigenous culture
C. Revitalizes, generates and enriches IKSPS and indigenous languages
D. Anchor the learning context on the ancestral domain, the community’s world
view, and its indigenous cultural institutions.

5. All are best practices in using learning resources for indigenous learners, EXCEPT
______
A. Culturally generated learning resources only include indigenous group’s
artifacts, stories, dances, songs, and musical instruments.
B. The language used in instructional materials, especially in primary years, which
highlight mother tongue, is consulted with the indigenous community.
C. Cultural sensitivity and protocols are observed in development and use of
instructional materials.
D. The indigenous community’s property rights are upheld in publishing learning
resources.

6. All are best practices for assessment in the Indigenous Peoples Education
Framework EXCEPT. ___________
A. Including the practice of competencies in actual community and family
situations
B. Applying higher-order thinking skills and integrative understanding across
subject areas.
C. Using international context in the assessment standards and content faithfully
without modification.
D. Including community-generated assessment processes that are part of
indigenous learning system.

51 | P a g e
 7. Read the following comments by the teacher. Which of these comments will most likely
make a child try harder, rather than give up? A. Sinuwerte ka ngayon ditto sa test, ha?
B. Hindi ka talaga mgaling dito sa paksang ito,’no?
C. Nakikita ko na kailangan momg maglaan ng mas mahabang panahon sa paksang
ito para lubos mong maunawaan ito.
D. Nahihirapan ka sa paksang ito. Maari kitang tulungan.

8. Which of the following demonstrate differentiated instruction?

A. The teacher groups the learners by their ability level and makes the groups
work with the same topic but assign a different task appropriate for each group
accomplish.
B. The teacher divides the class inti three heterogeneous groups and assigns the
same activity for each group to work on
C. The teacher groups the learners by the ability levels and assigns different
contents topics for the groups to work on.
D. The teacher groups the learners by the ability levels and assigns each group a
different tasks on the same topic, and then request three different teacher, each
to assess one of the groups.
9. Which teaching practices gives primary consideration to individual differences?
A. Allowing children to show that they learned the stages of mitosis in a way where
they feel most comfortable.
B. Allowing children to show that they learned the stages of mitosis in a way where
they feel most comfortable except by lecturing.
C. Preparing two different sets of examination, one for the learners and another for
the slow learners.
D. Applying two sets of different standards.

EVALUATE Performance Task Evaluate Your Work Field Study 1. Episode 2. Learner
Diversity: Development Characteristics, Needs, and Interest
Learning Outcome: Determining the characteristics of a school environment that provides
social, psychological and physical environment supportive of learning.

Name of FS Student LOIDA B. SODSOD Date Submitted DEC. 15, 2021

Year and Section IV-A Course BEED

Learning Excellent 4 Very Satisfactory Need

Episode Satisfactory 3 2 Improvement
1
Accomplished All observation One (1) to two Three (3) Four (4) or more
observation questions tasks (2) observation observation observation
52 | P a g e
Sheet completely questions/ tasks questions/ questions/ tasks
answered/ not answered/ tasks not not answered/
accomplish accomplished. answered/ accomplished.
accomplished
Analysis All questions were All questions Questions Four (4) or more
answered were answered were not observation
completely, completely, answered questions were not
answers are depth answers are completely, answered.
and are clearly answers are Answers nit
thoroughly connected to not clearly
connected to
grounded on theories, connected to
theories; more
theories; grammar grammar and theories one
and than four (4)
spelling are free (1) to (3)
spelling are free grammatical/ grammatical/
from errors.
from error. spelling wrong spelling errors.

Reflection Profound and Clear but lacks Not so clear Unclear and
clear supported by depth supported and shallow, shallow, rarely
what were by what were somewhat supported by what
observed and observed and supported by were observed and
analyzed. analyzed. what were analyzed.
observed and
analyzed
Learning Portfolio is Portfolio is Portfolio is notPortfolio is not
Artifacts reflected on in the reflected on in reflected on in reflected on in the
context of the the context of the context of context of the
learning outcomes. the learning the learning learning outcomes;
outcomes. not
Complete, well Complete well outcomes. complete, not
organized highly organized very Complete not organized, not
relevant to the relevant to the organized very relevant.
learning outcome. to the learning relevant to the
outcome to the
learning
outcome
Submission Submitted before Submitted Submitted a Submitted two (2)
the deadline before the day after the days or mote after
deadline deadline the deadline
COMMENTS
Rating
OVER ALL (Based on
SCORE tion)
transmuta

53 | P a g e
 TRANSMUTATION OF SCORE TO GRADE/ RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-

below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below

Signature of FS Teacher above Printed Name Date

FIELD STUDY 1 LEARNING EPISODE

FS 1 4
Learner Diversity: The
Community and Home
Environment

SPARK YOUR INTEREST

Episode 4 provides opportunities for you to have a more in-depth look into the
factors that affect the development of a learner. Focus will be on the early experiences and
characteristics of the learner as described by the family and other significant others. You will
also focus how the teacher links with the community to maximize the learning and
development of students.

TARGET YOUR INTENTED LEARNING OUTCOME At

the end of this Episode, I must be able to:

➢ Describe the influencing factors in the home environment that affect the student’s
learning;
➢ Seek advice concerning strategies that build relationships with parent’s/ guardian and
the wider community (6.2.1); and
➢ Identify effective strategies on how teachers can work together with the family.

54 | P a g e
 REVISIT the Learning Essentials

1. Urie Bronfenbrenner’s bio-ecological model presents the learner within the context
of layers of relationship systems that make up the learner’s environment. The layers
are:
Microsystem- Mesosystem- Exosystem- Macrosystem- Chronosystem-
Includes the The connection The bigger social Outermost The element of
structure such between the system which layer which time, patterns of
as one’s family, structures in includes the city includes stability and
school and the microsytem government, the cultural pacing of the
values, customs
neighborhood wokplace and the child’s everyday
and
mass media life.
laws

The model helps the teacher look into every aspects in the learner’s environment to
understand his behavior. The teacher’s important role is not to replace what is missing at
home (if any), but to work so that the school becomes an environment that welcomes and
nurtures families. The teacher works to create a partnership with the family and the
community to bring out the best in every learner.

2. Baumrind’s Parenting Styles

Authoritarian. Parents are very firm with their children and except
unwavering and unquestioning obedience. Rules are set by parents and misbehavior
is met with withdrawal of affection, physical punishment or threats.
Permisive. Parents are not firm or controlling. They have few expectations.
Maybe warm and caring but appear to be involved and uninterested. Rejecting-
Neglecting. Parents are disengaged from children. Neither demanding nor
responsive to children. Provide no structure, supervision, support or guidance.
Authoritative. Parents achieve a good blend. They are firm yet loving. Have
clear and reasonable expectations and limits for their children. Treat children with
respect and warmth. Make children understand consequence of their behavior.

Children of:
Authoritarian Parents: are often unhappy, fearful, withdrawn, inhibited,
hostile, and aggressive. They have low self-esteem and difficulty with peers.
Permisive Parents: believe that their parents do not care for them. They are
often impulsive, aggressive and lack self-control; may they have low levels of
independence and responsibility.
Rejecting-Neglecting Parents: are found to be least competent in their
overall functioning and adjustment.

55 | P a g e
 Authoritative Parents: are socially competent, self-reliant, and have greater
ability to show self-control. They have higher self-esteem and are better adjusted.
-Bases on Child Development by Santrock, 2004.

OBSERVE, ANALYZE, REFLECT

Activity 4.1
Observing the learner’s community and home environment

Resource Teacher: Teacher’s Signature: ________________

School: Grade/Year Level:
Subject Area: Date: ________ _

To realize my Intended Learning Outcomes, I will work your way through these steps.

1. Select a learner from the class which you have previously observed.
2. Interview the teacher about the learner’s characteristics and the community.
3. Conduct a home visit to your selected learner’s residence.
4. Interview the parents about
a. the rules they implement at home concerning their child’s schooling
b. the learner’s activities and behavior while at home.
5. Write the Learner’s Profile.
6. Analyze your observation and interview data.
7. Reflect on your observation experiences.

OBSERVE

An observation Guide for the Learners’ Characteristics

56 | P a g e
 Read the following carefully before you begin to observe/interview. Then
write your observation report on the space provided.
The learner
1. Make the general observation of the learner. Describe him/her in each of the
domains of development:
• Physical-body built and height (thin, chubby, underweight, overweight),
level of physical activity (fast, slow, lethargic, active etc.)
• Social-interaction with teachers and classmates (loner, shy, sociable,
friendly, gets into fights, liked by others etc.)
• Emotional moods temperament, cries easily, loses temper, happy, shows
enthusiasm, excited, indifferent, etc.)
• Cognitive (appears to understand lessons, copes with the lesson, excels,
lags behind, shows reasoning skills, turns in assignments and
requirements, etc)

Interview the teacher

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

Suggested Parents Interview Guide

Your teacher may ask you to use a more detailed interview guide. Be free to translate the
questions, if necessary.
Name of Learner:
Date of Birth: __________ Age: __ _
Grade/Year Level:__ ____________ Gender:________
Number of Siblings:___________
Birth Order:___________________

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Parents:___________________________________________________________________________
Mother:__ _________
Age:___ ___ Occupation:___ ____ Educational Attainment:___ _____
Father:__ ____
Age: Occupation__________________ Educational attainment:___ _____

Learner’s Physical aspect:

Health
1. Mother’s health during pregnancy with the learner;
Healthy
2. Ailments or health problems of the learner as a child; None

3. Age of the learner when he started to walk/talk; 2

years old
4. Food preferences of the learner as a child and at
present; She loves eating fruits and frozen goods
5. Who took care of him/her as a child? Both of the
parents
Learner’s Social Aspect:
1. Describe your child’s sociability (friendly, outgoing or shy, loner)
Friendly and outgoing
2. Who were the learner’s playmates?
Her cousins, classmates and neighbors
3. As a child then, was he/she allowed to play outside? Yes, with her
parent consent
4. Is he/she allowed to go out with friends? Yes, as long as they don’t
hurt her
5. Do you have rules for him/her to follow regarding going out? Yes
6. What are these rules?
She is not allowed to go outside when the time strikes at 6pm
Always tell her parents where she going and who she belong

Emotional-Moral
1. What are your expectations of your child?
They expect her to be good at studies and also to others
2. How do you provide a nurturing environment for your child? They
provide a nurturing environment for her to grow
3. Does your child go to you when she/he feels down or has a
problem? Yes
4. What do you do to meet his/her emotional needs? They give some
advice
58 | P a g e
 5. What do you do when he/she is not successful in something? They
always encourage her to not give up
How do you discipline your child?
1. Do you have rules in the house? What are they?
Yes.
She is not allowed to go outside when the time strikes at 6pm
Always tell her parents where she going and who she belong
2. How do you impose the rules?
They always tell her that it is for her own good 3.
What are the consequences of breaking the rules?
The consequence they use was whipping her
Learner’s Cognitive Aspect:
1. What are the child’s interests?
The child is interested in sports and arts
2. What is he/she good at in school?
She is good in mother tongue and Filipino 3. In
what subject/s does he/she have difficulty?
Mathematics
4. How do you monitor his/her performance in school? How do you
motivate him/her?
They asked the teacher about her progress in school. They motivate
her by reviewing with her
5. Do you have rules at home to help him develop good study habits?
Yes
6. What are these rules? How are they implemented? Do the
assignments before playing outside

After you have gathered all necessary data. Write the learner’s development profile using
the outline below. Type the profile on a separate sheet and attached it to this learning
Episode.

THE LEARNER’S DEVELOPMENT PROFILE (outline)

The Learner’s Development Profile
Name of the Learner:________ ___________________
School:_____________ ______________________
Date of Home Visit:____________________________________________________________________
Date of Birth:_________ ___________ Age:_____________________
Grade/Year Level:_ _____ Gender: ___ ____

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Family Profile
Number of Siblings:___________
Birth Order:_____________

Parent
Mother:_________ __
Age:___ ___ Occupation:___ ____ Educational Attainment:__________
Father:__ ______
Age: Occupation__________________ Educational attainment:_________

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 Physical Development
In paragraph form, describe the physical development of the learner. Combine the teacher’s,
parents’ responses and your own observation.

Social Development
In paragraph form, describe the social development of the learner. Combine the teacher’s,
parents’ responses and your own observation.

Emotional-Moral Development
In paragraph form, describe the emotional-moral development of the learner. Combine the
teacher’s, parents’ responses and your own observation.

Cognitive Development
In paragraph form, describe the cognitive development of the learner. Combine the
teacher’s, parents’ responses and your own observation.

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 recommendation.

61 | P a g e
 ANALYZE
Your findings and recommendations in the Learner Development Profile will help you answer
the questions here.

1. From your home visit and interview, what do you think is the style of parenting
experienced by the learner? Explain your answer.

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 student? Who are the people or which
institutions can the teacher tap to seek advice regarding the development and
learning of students.

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 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?

LINK THEORY TO PRACTICE

Directions: Read the items given below and encircle the correct answer.
1. Which are most likely the kind of children raised by authoritarian parents?
I. fearful
II. inhibited
III. hostile
IV. withdrawn
A. I and II C. II and III
B. I, II and III D. I, II, III and IV

2. If a child was raised by authoritative parents, how will most likely will he/she
behave in class?

63 | P a g e
 A. Relates well to classmates
B. Is suspicious of others
C. Quarrels often with classmates
D. Has low level of independence

3. Which parenting style/s contribute/s to the development of children who have

low level of responsibility?
A. Authoritarian
B. Authoritative
C. Permissive
D. Neglecting and Permissive

64 | P a g e
 SHOW YOUR LEARNING ARTIFACTS
Color Your
1. World…
1. Make an artistic,
colorful, and
creative visual
expression of
your insights or
feelings about
the home and
school and
community to
the learner.

Then, write a few

statements on
the space below
school your
visual art.
2.
Stick
With
Acrostic…

2. Make a reflection
acrostic about
the home, school
and community
link.

EVALUATE PERFORMANCE TASK

65 | P a g e
 Evaluate Your Work Field Study 1. Episode 1. Learner Diversity: The Community and Home
Environment.
Learning Outcome: Describe the influencing factors in the home environment that affect the
students’ learning; seek advice concerning strategies that build relationship with
parents/guardian and the wider community (6.2.1); and identify effective strategies on how
teachers can work together with the family.
Name of FS Student Date Submitted
Year and Section Course

Learning Episode Excellent 4 Very Satisfactory 2 Need Improvement

Satisfactory
Accomplished All One (1) to Three (3) Four (4) or more
observation observation two (2) observation observation questions/
Sheet questions tasks observation questions/ tasks not answered/
completely questions/ tasks not accomplished.
answered/ tasks not answered/
accomplished answered/ accomplished
accomplishe
d
Analysis All questions All Questions were Four (4) or more
were answered questions not answered observation questions
completely, were completely, were not answered.
answers are answered answers are not Answers nit connected to
depth and are completely, clearly theories; more than four
thoroughly answers are connected to
(4) grammatical/ spelling
grounded on clearly theories one
errors.
theories; connected to (1) to (3)
grammar and theories, grammatical/
spelling are grammar spelling wrong
free from error. and spelling
are free from
errors.
Reflection Profound and Clear but Not so clear Unclear and shallow,
clear supported lacks depth and shallow, rarely supported by what
by what were supported by somewhat were observed and
observed and what were supported by analyzed.
what were
analyzed. observed observed and
and analyzed
analyzed.

66 | P a g e
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not reflected
Artifacts reflected on in reflected on reflected on in on in the context of the
the context of in the the context of learning outcomes; not
the learning context of the learning complete, not organized,
outcomes. the learning outcomes. not relevant.
outcomes. Complete not
Complete,
Complete organized
well
well very relevant
organized organized to the to the
highly very relevant learning
relevant to the to the to the outcome
learning learning
outcome. outcome

Submission Submitted Submitted Submitted a Submitted two (2) days

before the before the day after the or mote after the
deadline deadline deadline deadline
Rating
(Based on
tion)
transmuta
OVER ALL
SCORE

COMMENTS
TRANSMUTATION OF SCORE TO GRADE/ RATING
Score 20 19- 17 16 15 14 13-12 11 10 9-8 7- below
18
Grad 1.0 1.2 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
e 5
99 96 93 90 87 84 81 78 75 72 71- below

Signature of FS Teacher above Printed Name Date

FIELD STUDY 1 LEARNING EPISODE

67 | P a g e
FS 1 5 Creating an Appropriate Learning
Environment

SPARK YOUR INTEREST

This learning Episode provides an opportunity to examine how classrooms are

structured or designed to allow everyone’s maximum participation for effective learning.
You should be able to examine how classroom management practices affect learning. This
Episode enhances the application of the theories learned in the following professional
subject such as Facilitating Learner-Centered Teaching and The Child and Adolescent
Learners and Learning Principles.

TARGET YOUR INTENTED LEARNING OUTCOME At

the end of this Episode, I must be able to:

➢ Plan how to manage time, space, and resources; and

➢ Provide a learning environment appropriate to the learners and conducive to learning.

REVISIT the Learning Essentials

These are the time-tested principles of teaching and learning

1. Effective learning begins with setting clear expectations and learning outcomes.
2. Learning is an active process. “What I hear, I forget; what I see, I remember; what I do,
I understand”
REVISIT THE LEARNING ESSENTIALS
The classroom climate that is conducive for learning is one that is non-threatening yet
business-like. It is a classroom where, when creating audio-visual presentations, the
following are observed:

• Specific classroom rules and procedures are clear.

• Classroom rules and procedures are discussed within the first few days of the school.
• Students are involved in the design of rules and procedures.
• Techniques to acknowledge and reinforce acceptable behavior are established and
negative consequences for such are communicated.
• Classroom practices are democratic.

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 OBSERVE, ANALYZE, REFLECT

Managing Time, Space and Learning Resources

Activity 5.1

Resource Teacher: Teacher’s Signature: ________________ School:

Grade/Year Level:
Subject Area: Date: _ ________

OBSERVE

Observe and use the observation sheet provided for you to document tour observations.

1. As you observe the class, look into the characteristics of the learners. Note their ages.

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 the answer these questions on observed classroom management practices. It is

also good to ask the teacher for additional information, so you can validate your
observation. Write your notes below; then organize your data in the Table that follows.

69 | P a g e
1.
Are the areas in the classroom for specific purposes (storage of teaching aids, books,
students’ belongings, supplies, etc.) describe the areas. Will it make a difference if these
areas for specific purposes are not present?

2.
Are there rules and procedures posted 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 students’ 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?
70 | P a g e
 7.
If a learner is not following instruction or is off-task, what does the Resource Teacher do?
Describe the behavior strategy used.

8.
What does the Resource Teacher do 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

Resource Teacher: Teacher’s Signature: ________________

School: Grade/Year Level:
Subject Area: Date: _________

OBSERVE

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 CLASSROOM MANAGEMENT MATRIX
Observe a class and accomplish the given matrix.
Aspects of Classroom Effect on the Learners
Management Description (to be filled out after you
answered the analysis questions)

1. Specific Areas in the

Classroom

2. Classroom Rules

3. Classroom Procedures

4. Daily Routines

5. Seating Arrangements

6. Handling
misbehavior/offtask
behavior

7. Reinforcement of Positive
Behavior

ANALYZE

1. How did the classroom organization and routines affect the learner’s behavior?

72 | P a g e
 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 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?

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

LINK THEORY TO PRACTICE

Direction: Read the items given below and encircle the correct answer.

1. Focusing on natural consequences of students’ behavior develops more selfregulation

in the students. Which of the following teacher statements demonstrates focusing on
natural consequences?
A. “Those who were noisy today during seatwork will not be allowed to play
games in the computer later”
B. “If it takes you longer to finish the seatwork because time is wasted with
chatting, then we won’t have time to go to the playground anymore”
C. “Those who are well-behaved in class will be given plus 5 points in the quiz”
D. If you get grade of 95mor higher in the first two assignment, you will be
exempted from the third assignment.

2. Learners are more likely to internalize and follow classroom rules when______.
A. The teacher clearly explains the rules she prepared
B. The learners know the punishments for not following the rules
C. The learners participate in the rule-making process
D. The teacher gives additional points for those who follow the rules

3. For a teacher to establish and maintain consistent standards of learners’ behavior, they
should do all EXCEPT ____________________________.
A. Give immediate feedback to reinforce appropriate behavior of learners
B. Be open to exceptions each time a learner misbehaves in class
C. Communicate and enforce school policies and procedures clearly and
consistently
D. Handle behavior problems promptly and with due respect to learners’ rights

SHOW Your Learning Artifacts

Paste pieces of evidences of classroom rules that work in class. You may
also put pictures of the physical space and learning stations which contribute to the
effective implementation of classroom management.

EVALUATE Performance Task

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Evaluate your work task Field Study 1, Episode 5 – Creating an Appropriate Learning
Environment
Learning Outcomes: Plan on how to manage time, space, and resources • Provide a learning
environment appropriate to the learners and conducive to learning.
Name of FS Student Date Submitted Year
and Section Course

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

3 1
4 2
Accomplished All observation One (1) to two Three (3) observation Four (4) or more
Observation Sheet questions/tasks observation questions/tasks not observation questions/tasks
completely questions/tasks not answered/accomplis not
answered/accomplished. answered/accomplishe hed. answered/accomplished.
d.
Analysis All questions were All questions were Questions were not For (4) or more observation
answered completely; answered completely; answered completely; questions were not
answers are with depth answers are clearly answers are not answered completely;
and are thoroughly connected to theories; clearly connected to answers are clearly
grounded on theories; grammar and spelling theories; one (1) to connected to theories; more
grammar and spelling are are free from error. three (3) than four (4) grammatical
free from error. grammatical/spelling errors.
errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow; rarely
supported by what were supported by what shallow; somewhat supported by what were
observed and analyzed. were observed and supported by what observed and analyzed.
analyzed. were observed and
analyzed.
Learning Artifacts Portfolio is reflected on in Portfolio is reflected on Portfolio is not Portfolio is not reflected on
the context of the learning in the context of the reflected on in the in the context of the
outcomes; Complete; learning outcomes; context of the learning outcomes; not
wellorganized, highly Complete; learning outcomes; complete; not organized,
relevant to the learning wellorganized, very Complete; not and not relevant to the
outcome. relevant to the learning organized, relevant to learning outcome.
outcome. the learning outcome.
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days or
deadline. deadline. the deadline. more after the deadline.

Comments: Over-all Scores Rating:

(Based on

Transmutation)

T RANMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-

below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71belo
w

75 | P a g e
__________________________________________________________________________ _____________________________________
Signature of FS Teacher above Printed Name

FIELD STUDY 1 LEARNING EPISODE

FS 1 6 Classroom Management and

Classroom Routines

SPARK YOUR INTEREST

This Episode focuses on the classroom structure and routines performed by teachers in
class to provide a safe, friendly non-threatening and caring environment. Effective
classroom routines ensure order and discipline to help the students to stay calm and
focused on their daily tasks.

TARGET YOUR INTENTED LEARNING OUTCOME At

the end of this Episode, I must be able to:

➢ Identify the classroom routines set by the teacher; and

➢ Observe how the students execute the various classroom routines.

REVISIT the Learning Essentials

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

• Enable you to run your daily activities run smoothly;

• Ensure you to manage time effectively;
• Helps you maintain order in the classroom;
• Makes you more focused in the teaching because you spend less time in giving
directions/instructions; and
• Enables you to explain to the learners what are expected of them.

76 | P a g e
 OBSERVE, ANALYZE, REFLECT

Activity 6.1 Observing Classroom Management and Routines

Resource Teacher: Teacher’s Signature: ________________ School:

Grade/Year Level:
Subject Area: Date: _________

OBSERVE

Observe the classroom routines of the Resource Teacher by accomplishing the given checklist.
CHECKLIST ON CLASSROOM ROUTINES
Check Yes (√) if observed and (x) if not observed.
Classroom Routines Observed Not Observed
(√) (x)
1. Movement into the classroom
2. Transition in classroom activities
3. Movement out of the classroom
4. Use of lavatories / comfort room / washrooms
5. Passing of papers
6. Passing of books
7. Working with pairs/groups
8. Tardy students
9. Absent students
10. Submission/Collection of Materials
11. Submission of Projects
12. Asking questions during lessons
13. Asking for assistance
77 | P a g e
 14. Joining classroom activities
15. Lining up
16. Walking in line
17. Fire drill / emergencies
18. Movement between classroom activities
19. Use of classroom supplies
20. Checking of assignments

ANALYZE

Analyze the routines set by the Resource Teacher by answering the following questions.

1. Were the routines effective in ensuring discipline and order in the class? Why? Why
not?

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 you most likely apply in your class? Why? Why not?

78 | P a g e
 Activity 6.2 Listing Down Classroom Rules

Resource Teacher: Teacher’s Signature: ________________ School:

Grade/Year Level:
Subject Area: Date: _________

OBSERVE
Observe a class and list down rules formulated by the Resource Teacher. Cite the importance
of these rules.
Classroom rules are imperative and must be reinforced for learners’ safety and security.
Rules also teach discipline and self-control. Rules eliminate stress and will provide a more
pleasant, secured and non-threatening environment. Rules ensure the students’
engagement and focus on their classroom activities.
Classroom Rules Importance
1. E.g. Read directions well. - Ensures less error in answering the activity.

2. -

3. -

4. -

5. -

6. -

7. -

ANALYZE

1. Analyze each given rule. What circumstances led to the formulation of the rule?

79 | P a g e
 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.

SHOW Your Learning Artifacts

Take some snapshots of the classroom

routines employed by the Resource Teacher which are worth emulating. Tell something
about the pictures.

LINK THEORY TO PRACTICE

1. What term applies to the established ways of managing a classroom into a more
organized and systematic structure?
A. Classroom routine
B. Positive discipline
C. Classroom discipline
80 | P a g e
 D. Classroom management

2. When is the best time to establish classroom routines?

A. At the start of the year
B. At the end of the classroom
C. At the start of the activity
D. At the start of class discussion

3. What is the primary reason for the establishment of classroom routine?

A. To ensure order
B. To eliminate stress
C. To be fair all times
D. To control the class

4. To ensure order in the transition activities, what must be done? A. Assign a leader.
B. Post the rules.
C. Let students work in groups.
D. Set the rules before the activity.

5. What routine must be set to guarantee the safety of the students? A. Assign a leader.
B. Let them work in pairs.
C. Let them work individually
D. Set the do’s and don’ts in every activity

81 | P a g e
 EVALUATE Performance Task

Evaluate your work task Field Study 1, Episode 6 –Classroom Management and Classroom
Routines
Learning Outcomes: Identify the classroom routines set by the teacher; and Observe how the
students execute the various classroom routines.
Name of FS Student Date Submitted
Year and Section Course

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

3 1
4 2
Accomplished All observation One (1) to two Three (3) observation Four (4) or more observation
Observation Sheet questions/tasks observation questions/tasks not questions/tasks not
completely questions/tasks not answered/accomplis answered/accomplished.
answered/accomplished. answered/accomplishe hed.
d.
Analysis All questions were All questions were Questions were not For (4) or more observation
answered completely; answered completely; answered completely; questions were not answered
answers are with depth answers are clearly answers are not completely; answers are clearly
and are thoroughly connected to theories; clearly connected to connected to theories; more than
grounded on theories; grammar and spelling theories; one (1) to four (4) grammatical errors.
grammar and spelling are are free from error. three (3)
free from error. grammatical/spelling
errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow; rarely
supported by what were supported by what shallow; somewhat supported by what were
observed and analyzed. were observed and supported by what observed and analyzed.
analyzed. were observed and
analyzed.
Learning Artifacts Portfolio is reflected on in Portfolio is reflected on Portfolio is not Portfolio is not reflected on in the
the context of the learning in the context of the reflected on in the context of the learning outcomes;
outcomes; Complete; learning outcomes; context of the not complete; not organized, and
wellorganized, highly Complete; learning outcomes; not relevant to the learning
relevant to the learning wellorganized, very Complete; not outcome.
outcome. relevant to the learning organized, relevant to
outcome. the learning outcome.
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days or more
deadline. deadline. the deadline. after the deadline.

Comments: Over-all Scores Rating:

(Based on

Transmutation)

TRANMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below

Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
 99 96 93 90 87 84 81 78 75 72 71below

__________________________________________________________________________ _____________________________________
83 Signature of FS Teacher above Printed Name| P a g e Date

LEARNING EPISODE
Physical and Personal Aspects of

FS 1 7
Classroom Management

SPARK YOUR

This Episode tackles classroom management and discipline. It focuses on the

personal and physical aspects of classroom management which are central to teaching and
therefore must be consistently implemented.

TARGET YOUR INTENTED LEARNING OUTCOME At

the end of this Episode, I must be able to:

➢ Identify the two (2) aspects of classroom management; and

➢ Determine the classroom management strategies that the Resources Teacher
employed in his/her class.

REVISIT the Learning Essentials

Classroom management refers to the wide variety of skills and techniques that teachers use
to keep students organized, orderly, focused, attentive on tasks and academically
productive in class.
Ref: edglossary.org
Importance of Effective Classroom Management

• Increases chance of student success

• Paves the way for teacher to engage students in learning
• Helps create an organized classroom environment

83 | P a g e
 • Increases instructional time
• Creates consistency in the employment of rules and regulations
• Aligns management strategies with school wide standards
• Decrease3 misbehavior in the classroom
• Gives student boundaries as well as consequences
Ref. http://www.ehow.com

Two aspects of Classroom Management.

1. Personal Classroom Management consist of managing your own self to ensure order
and discipline in your class. Includes:
1.1 Voice
1.2 Personal grooming
1.3 Attendance
1.4 Punctuality
1.5 Personal graciousness

Managing yourself as a teacher contributes to the order and well-being of your class.

2. Physical Classroom Management consists of managing the learning environment.

Attending to these physical elements of the learning environment ensures the safety, security
and order in the class. It includes:
3.1 Ventilation
3.2 Lighting
3.3 Acoustics
3.4 Seating arrangement
3.5 Structure/ design of the classroom
3.6 Physical space/ learning stations
Some Effective Classroom Management Strategies

1. Model to the students how to act in different situations.

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

OBSERVE, ANALYZE,REFLECT

Activity 7.1

Identifying Personal and Physical Aspects of Classroom Management

Resource Teacher: Teacher’s Signature: ________________ School:
Grade/Year Level:
Subject Area: Date: _ ________

Analyze the impact of individual differences on learners’ interactions.

The observation form is provided for me to document my observation.

OBSERVE
Observe a class and interview the Resource Teacher. Ask how the personal and physical
aspects of classroom management ensur4e proper classroom management and discipline.
Check if these aspects were observed in the classroom.

Aspects of Classroom Management YES NO

1. Personal Classroom Management
1.1 Is the teacher well-groomed that he/she demands respect from
the learners?
1.2 Is the teacher’s voice modulated and can be heard by the entire class?
1.3 Was the teacher present in class?
1.4 Did the teacher arrive on time in class?
1.5 Does the teacher exude a positive attitude towards teaching?
85 | P a g e
 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.

86 | P a g e
 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

Identifying Personal and Physical Aspects of Classroom Management

Resource Teacher: Teacher’s Signature: ________________ School:

Grade/Year Level:
Subject Area: Date: _ ________

87 | P a g e
 OBSERVE

Observe the classroom management strategies that your Resources Teacher

employs in the classroom. You may also conduct an interview to substantiate your
observation.
Check the management strategies employed by the Resources Teacher.
Check (√) observed, put an (×) if not observed and о for no opportunity to observe.
Effective Classroom Management Strategies Observed Not No
Observed opportunity
to observe
1. Model to the students how to act in different
situations.
2. Establish classroom guidelines.
3. Documents the rules.
4. Refrain from punishing the entire class.
5. Encourage initiative from class.
6. Offer praise and rewards.
7. Use non-verbal communication.
8. Take time to celebrate group effort.
9. Let students work in groups.
10. Interview students to assess their needs.
11. Address bad behavior quickly.
12. Consider peer teaching.
13. Continuously engage the students.
14. Assign open-ended project.
15. Write group contracts.
Other (please specify)

ANALYZE

Analyze the checklist you have accomplished and answer the given questions:

1. How many strategies were employed by the Resource Teacher? Did these contribute to
better classroom management? Explain your answer.

88 | P a g e
 2. What were not used by the Resource Teacher? Were these important? What should
have been used instead? Explain.

REFLECT

As a future teacher, reflect on the observations then answer the given question.

1. What classroom management strategies do I need to employ to respond to diverse

types of learners?

SHOW Your Learning Artifacts

Show piece(s) of evidence of learning to capture the classroom management strategies
used by your Resource Teacher.

EVALUATE Performance Task Evaluate Your Work Field Study 1. Episode 2.

Learner Diversity: Development Characteristics, Needs, and Interest
Learning Outcome: Determining the characteristics of a school environment that provides
social, psychological and physical environment supportive of learning.

89 | P a g e
Name of FS Student Date Submitted
Year and Section Course

Learning Episode Excellent 4 Very Satisfactory 2 Need Improvement

Satisfactory 3 1

Accomplished All observation One (1) to two Three (3) Four (4) or more
observation Sheet questions tasks (2) observation observation
completely observation questions/ questions/ tasks not
answered/ questions/ tasks not answered/
accomplish tasks not answered/ accomplished.
answered/ accomplished
accomplished.
Analysis All questions were All questions Questions were Four (4) or more
answered were answered not answered observation
completely, completely, completely, questions were not
answers are depth answers are answers are not answered. Answers
and are thoroughly clearly clearly nit connected to
connected to connected to theories; more than
grounded on
theories, theories one four (4)
theories; grammar
grammar and (1) to (3) grammatical/
and spelling are
spelling are grammatical/ spelling errors.
free from error.
free from spelling wrong
errors.

Reflection Profound and Clear but lacks Not so clear Unclear and shallow,
clear supported by depth and shallow, rarely supported by
what were supported by somewhat what were observed
observed and what were supported by and analyzed.
analyzed. observed and what were
analyzed. observed and
analyzed

Learning Artifacts Portfolio is Portfolio is Portfolio is not Portfolio is not

reflected on in the reflected on in reflected on in reflected on in the
context of the the context of the context of context of the
learning outcomes. the learning the learning learning outcomes;
Complete, well outcomes. outcomes. not complete, not
Complete well Complete not
organized highly organized, not
organized very organized very
relevant to the relevant.
relevant to the relevant to the
learning outcome. to the learning to the learning
outcome outcome
Submission Submitted before Submitted Submitted a day Submitted two (2)
the deadline before the after the days or mote after
90 | P a g e
 deadline deadline the deadline

Rating
(Based on
OVER ALL
SCORE tion)
transmuta

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

Signature of FS Teacher above Printed Name Date

LINK THEORY TO PRACTICE

1. How will you prevent truancy among students? A. Check attendance

regularly.
B. Allocate budget for each student.
C. Improve sanctions on absentees.
D. Prepare and teach your lessons effectively at all times.

2. What will be the most effective way of dealing with non-participative

students? A. Let them do what pleases them.
B. Refer the matter to the guidance counselor.
C. Employ engaging and enjoyable activities.
D. Give them the grades they deserve based on their performance.

3. How will you help the shy and timid students in your class? A. Treat them
naturally.
B. Let them be as they are.
C. Refer them to the Guidance Office
D. Encourage them to join as many activities in class.

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 4. How will you put to optimum use the leadership skills of your students? A.
Recognize their leadership skills.
B. Let them just do what they please.
C. Refrain from calling them all the time.
D. Empower them to initiate activities in class.

5. To discipline unruly students, teacher Helen always tells her students

“Remember I am the person in authority here. I have the power to pass or
fail you.” Do you agree with Teacher Helen’s reference to power?
A. We need more data to give a categorical answer.
B. Yes, passing and failing are in the hands of a teacher.
C. Yes, one may use the power given you to blackmail students.
D. No, teacher authority is not meant to be used to pass or fail students.

FIELD STUDY 1 LEARNING EPISODE Understanding the School Curriculum

FS 1 8 Close Encounter with the School

Curriculum

SPARK YOUR

Formal education begins in school. Schools are institutions established to resign total
learning activities appropriate for each learner in each grade level. Thus schools have
recommended curriculum which is the enhanced K to 12 curriculum. The recommended
curriculum was translated into written curriculum like books, modules, teachers’ guides
and lesson places which are the basis of the taught curriculum. A teacher who implements
the curricula needs support materials (support curriculum) to enhance teaching and
learning so that the written and the taught curricula can be assessed (assessed curriculum)
in order to determine if learning took place (learned curriculum). However, there are so
many activities that happen in school but are not deliberately planned. This refers to the
hidden curriculum.

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 A classroom teacher plans, implements and evaluates school learning activities by
preparing a miniscule curriculum called a lesson plan or a learning plan. The teacher then
puts life to a lesson plan by using it as a guide in the teaching-learning process where

TARGET YOUR INTENTED LEARNING OUTCOME At

the end of this episode. I must be able to:

➢ Identify the different curricula that prevail in the school setting;

➢ Describe how the teacher manages the school curriculum by planning, implementing
lesson through different strategies and assessment of learning outcomes; and
➢ Analyze if the teacher aligns the objectives to subject matter, to teaching strategies and
assessment.

REVISIT the Learning Essentials

School Curriculum: What is this about?

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

1. Strengthen the early childhood education with the use of the mother tongue.
2. Makes the curriculum relevant to the leaners. The use of contextualized lessons and
addition of issue like disaster preparedness, climate change and information and
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 communication technology (ICT) are included in the curriculum. Thus, in-depth
knowledge, skills and values, attitude through continuity and consistency across every
level and subject.
3. Builds skills in literacy. With the use of mother tongue as the main language in studying
and learning tools from K to 1Grade 3, learners will become ready for higher level
skills.
4. Ensures unified and seamless learning. The curriculum is designed in a spiral
progression where the students learn first the basic concepts, while they study the
complex ones in the next grade level. The progression of topics matches with the
development and cognitive skills. This process strengthens the mastery and retention.
5. Gears up for the future. It is expected that those who finished education in Grade 12
will be ready for college or tech voc careers. Their choice of careers will be defined
when they go to Grade 11 to 12.
6. Nurtures a fully developed youth. Beyond the K to 12 graduate the learner will be ready
to embark on different career paths for a lifetime.
You will recall that a school curriculum is of many types for the Kindergarten to Grade 12 in
the country.
• The enhanced curriculum K to 12 curriculum is the Recommended
Curriculum. It is to be used nationwide as mandated by Republic Act 10533.
• When the curriculum writers began to write the content and competency
standards of the K to 12 Curriculum it became a Written Curriculum. It
reflects the substance of RA 10533 or enhanced Basic Education Act of 2013.
In the teacher’s class it is the lesson plan. A lesson plan is a written
curriculum in miniscule.
• What has been written in a lesson plan has to be implemented. It is putting
life to the written curriculum, which is referred to as the Taught Curriculum.
The guidance of the teachers is very crucial.
• A curriculum that has been planned, and taught needs materials, objects,
gadgets, laboratory and many more that will help the teacher implement the
curriculum. This is referred to as the Supported Curriculum.
• In order to find out if the teacher has been succeeded in implementing the
lesson plan, an assessment shall be made. It can be done in the middle or end
of the lesson. The curriculum is now called the Assessed Curriculum.
• The result of the assessment when successful is termed as Learned
Curriculum. Learned curriculum whether small or big indicates
accomplishment of learning outcomes.
• However, these are unplanned curriculum in schools. These are not written,
nor deliberately taught but they influence learning. These includes peer
influence, the media, school environment, the culture and tradition, natural
calamities and may more. This curriculum is called Hidden Curriculum or
Implicit Curriculum.

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So what will be the roles and responsibilities of the teacher in the relations with the school
curriculum, especially in the K to 12 or enhanced curriculum for the basic education?
Teachers then should be multi-talented professionals who:

• Know and understand the curriculum as enumerated above;

• Write the curriculum to be taught;
• Plan the curriculum to be implemented;
• Initiate the curriculum which is being introduced;
• Innovate the curriculum to make it current and updated; • Implement the
curriculum that has been written and planned; and
• Evaluate the written, planned and learned curriculum.

OBSERVE, ANALYZE, REFLECT

Activity 8.1

Curricula in the School Setting

It’s time to look around. Discover what curriculum is operating in the school setting.
Recall the types of curriculum mentioned earlier. Can you spot where these are found? Lets
do a hunting game!

OBSERVE

1. Resource Teacher: Teacher’s Signature: ________________

2. School: Grade/Year Level:
3. Subject Area: Date: _ ________

4.
5. 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

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 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)

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 6. Learned Curriculum
(Achieved Learning
Outcomes)

7. Hidden Curriculum
(Media)

ANALYZE

Which of the seven types of 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?

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Draw a diagram to show the relationship of one curriculum to the other.

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

Activity 8.2

The Miniscule School Curriculum: The Lesson, A Closer Look

Resource Teacher: Teacher’s Signature: ________________ School:

Grade/Year Level:
Subject Area: Date: _ ________

OBSERVE

This activity requires a full lesson observation from Motivation to Assessment.

Procedure:

1. Secure permit to observe one complete lesson in a particular subject, in a particular

grade/year level.
2. Keep a close watch on the differenr components of the miniscule curriculum: the
lesson
3. Follow the three major components of a curriculum (Planning, Implementing and
Evaluating/Assessing). Observe and record your observation.

Observe and Record Observation on the following Aspects

Key Guide for Observation (Carefully look for the

Major Curriculum
indicators/behavior of the teacher along the key points.
Components
Write your observation and description in your notebook.)

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A. Planning 1. Borrow the teacher’s lesson plan for the day. What major
parts do you see? Request a copy for your use.
Answer the following questions:
a. What are the lesson objectives/learning outcomes?
b. What are included in the subject matter?
c. What procedure or method will the teacher use to
implement the plan?
d. Will the teacher assess or evaluate the lesson? How
will this be done?
B. Implementing Now it’s time to observe how the teacher implemented the
prepared lesson plan. Observe closely the procedure.
a. How did the teacher begin the lessson?
b. What procedure or steps were followed?
c. How did the teacher enaged the learners?
d. Was the teacher a guide at the side?
e. Were the learners on task?/ or were they
participating in the class activity?
f. Was the lesson finished within the th class preriod?
C. Evaluating/ Did learning occur in the lesson taught? Here you make
Assessing observations to find evidence of learning.
a. Were the objectives as learned outcomes achieved?
b. How did the teacher assess/ evaluate it?
c. What evidence was shown? Get pieces of evidence.

ANALYZE

Write a paragraph based on the date you gathered using these key questions?
1. How does the teacher whom you observe compare to the ideal characteristics or
competencies of global quality teachers?

2. Was the lesson implemented as planned? Describe.

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 3. Can you describe the disposition of the teacher after the lesson was taught? Happy
and eager? Satisfied and contented? Disappointed and exhausted?

4. Can you describe the majority of student’s reactions after the lesson was taught?
Confused? Happy and eager? Contented? No reactions at all.

REFLECT
Based on your observation and tasks in activity 2 how will you prepare your lesson plan?
Make a short paragraph on the topic.

Comctructive Alignment of the Components of a Lesson Plan

Activity 8.3

Resource Teacher: Teacher’s Signature: ________________ School:

Grade/Year Level:
Subject Area: Date: _ ________

OBSERVE
Using the diagram below fill up the components parts of a lesson

I. Title of the Lesson: Non Locomotor Skills (Axial Movement) II.

Subject area: P.E
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III. Grade Level: KINDERGARTEN

ANALYZE

Answer the following questions based on the diagram.

1. Are three components constructively aligned? Explain.

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 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?

SHOW Your Learning Artifacts

Learning Artifacts for Activity 1 -3

Present an artifact for Activity 1, 2, 3.

Activity 1 Artifact

1. Present an evidence for each kind of curriculum operating in the school setting. This
can be in pictures, realia, documents or others.

Activity 2 Artifact

1. Present a sample curriculum in a form of a Lesson Plan.

Activity 3: Artifact

1. Present a matrix to show the constructive alignment of the three components of a

lesson plan.
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 a. Example: Lesson
Title:
Subject Area:
Grade Level:

Lesson Outcomes Teaching Methods Evaluation

EVALUATE Performance Task

Evaluate Your Work Field Study 1. Episode 2. Learner Diversity: Development

Characteristics, Needs, and Interest
Learning Outcome: Determining the characteristics of a school environment that provides
social, psychological and physical environment supportive of learning.

Name of FS Student Date Submitted

Year and Section Course

Learning Episode Excellent 4 Very Satisfactory 2 Need

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

TRANSMUTATION OF SCORE TO GRADE/ RATING

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

Signature of FS Teacher above Printed Name Date

LINK THEORY TO PRACTICE

Choose the correct answer from the options given.

1. When we say school curriculum it refers only to the K to 12 curriculum. A. This

statement is true.
B. This statement is not true.
C. This statement is half true.
D. This statement is silly.
2. A professional teacher should possess the following skills to address the need for a
curricularist EXCEPT one. Which one is NOT?
A. Knower of the curriculum
B. Believer of the curriculum
C. Implementer of curriculum
D. Writer of the curriculum.
3. The influence of multimedia, peers, community tradition, advancement in technology,
though not deliberately taught in the lesson, will influence the curriculum. This is
referred to as ____________.
A. Written curriculum
B. Recommended curriculum
C. Implemented curriculum
D. Hidden curriculum
4. Which two components of the lesson (as a miniscule curriculum) should be aligned?
I. Outcomes and Assessment
II. Assessment and Teaching Method
III. Outcomes and Teaching Method
A. I only B. B. II only C. C. III only
D. D. I, II, III

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 5. What is the most important reason why there should be constructive alignment of the
components of the curriculum?
A. For ease of correcting by the school principal
B. To assure that each components contributes to the attainment of the learning
outcomes.
C. As a required template when starting to write a lesson plan.
D. As a model of other lesson plans written and published.

FIELD STUDY 1 LEARNING EPISODE Understanding the School Curriculum

FS 1 9 Preparing for Teaching and

Learning

SPARK YOUR

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

TARGET YOUR INTENTED LEARNING OUTCOME

At the end of this episode, I must be able to:

➢ Identify the teaching-learning practices that apply or violate the principles of teaching
learning;
➢ Determine the guiding principles on lesson objectives/learning outcomes applied in
instruction;
➢ Judge if lesson objectives/intended learning outcomes are SMART;
➢ Determine whether or not the intended learning outcomes are achieved at the end of
the lesson.
➢ Observe the teaching methods used by the Resource Teacher; and ➢ Differentiate the
different methods of teaching.

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 REVISIT the Learning Essentials

These are the time-tested principles of teaching and learning

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

A teaching method consist of systematic and orderly steps in the teaching-learning process.
It is the practical realization of an approach. All methods of teaching can be classified
either deductive (direct) or inductive (indirect).

INDUCTIVE
DEDUCTIVE
Begins with the
Begins with a rule, Methods concrete,
generalization, of experience,
abstraction and Teaching details,
ends with concrete, examples and
experience, details, ends with a
examples rule,
generalization,
abstraction.

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 OBSERVE, ANALYZE, REFLECT
Demonstrating an
Understanding of
Research-Based
Knowledge Principles of
Teaching and Learning
Activity 9.1
Resource Teacher: Teacher’s Signature: ________________ School:
Grade/Year Level:
Subject Area: Date: _ ________

OBSERVE

Observe a class with the use of the principles of learning given in Revisit the Learning
Essentials. I will identify evidence of applications/violations of the principles of learning. I
can cite more than one evidence per principle of learning.

Principles of Learning What did the Resources Teachers do to

apply the principle of learning
1. Effective learning begins with the
setting 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.

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 4. Learning is cooperative and
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 principle/s could have been applied?

REFLECT

From among the principles of learning, which one do you think is the most important?

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 Activity 9.2

Identify Learning Outcomes that are Aligned with Learning Comptencies

Resource Teacher: Teacher’s Signature: ________________ School:
Grade/Year Level:
Subject Area: Date: _ ________

OBSERVE
Observe a class, this time focusing on how the learning outcomes were stated.
Determine if the learning outcome/s was/were achieved or not. Give evidence.
Write the learning outcomes stated in the lesson.
Learning Outcomes (SMART Objectives) Achieved
Yes No Yes No
1. Define the form of passive voice
construction.
2. Convert a sentence from active voice
to passive voice.
3. Write sentences in passive voice in
simple tenses.

4. Explain the use of correct voice.

Cite pieces of evidence that these learning outcomes were achieved.

1.

2.

3.

4.

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 ANALYZE

Do SMART objectives make the lesson more focused?

REFLECT

Reflect on the

Lesson learned in determining SMART learning outcomes.

Distinguishing Between Inductive and Deductive Methods of Teaching

Activity 9.3
Resource Teacher: Teacher’s Signature: ________________ School:
Grade/Year Level:
Subject Area: Date: _ ________

OBSERVE
I will observe one Resource Teacher with the use of this observation sheet. Using
the guide questions, I shall reflect on my observations and analysis.
Teacher-centered Student-centered

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Did teacher lecture all the time? Were students involved in the
teachinglearning 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? Was class atmosphere collaborative? Why?

Why?

Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? discipline 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

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d) Reflective

e) Inclusive – No learner was excluded; teacher taught everybody.

f) Collaborative – Students work together.

g) Integrative – Lesson was multidisciplinary – e.g. In Science, Math concepts were

taught.

ANALYZE

1. What are possible consequences of teaching purely subject matter for mastery and for
the test?

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

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 LINK THEORY TO PRACTICE

Direction: Encircle the letter of the correct answer.

1. Teacher Rose believes that students need not know the intended learning outcome of
her lesson. She proceeds to her learning activities at once without letting them know
what they are supposed to learn for the day. Principle of learning does Teacher Rose
negate?
A. Effective learning begins with setting clear expectations and learning outcomes.
B. Learning is an active process.
C. Learning is the discovery of the personal meaning of ideas.
D. Learning is a cooperative and a collaborative process.

2. Teacher Lil avoids drill out of context. She gives-world Math problems for students to
drill on. Teacher Lil is very much convinced of which principle of learning? A. Learning
is an active process.
B. Learning is the discovery of the personal meaning of ideas.
C. Learning is a cooperative and a collaborative process.
D. Effective learning begins with setting clear expectations and learning outcomes.

3. For Meaningful teaching and learning, it is best to connect the lesson to the life of
students by integrating a relevant value in the lesson. Which principle is applied?
A. Lesson objectives/intended learning outcomes must integrate 2 or 3 domains –
cognitive, skill and affective or cognitive and affective or skills and affective. B. Begin
with the end in mind.
C. Share lesson objectives/intended learning outcomes with students.
D. Write SMART lesson objectives/intended learning outcomes.

4. Teacher Ruben wanted his students to rate their own work using the scoring rubric
which he explained to the class before the students began with their task. Based on
revised Bloom’s taxonomy, in which level of cognitive processing are the students?
A. Evaluating C. Applying
B. Synthesizing D. Analyzing

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 5. You are required to formulate your own philosophy of education in the course, The
Teaching Profession. Based on bloom’s revised taxonomy, in which level of cognitive
processing are you?
A. Analyzing
B. Applying
C. Creating
D. Evaluating

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

EVALUATE Performance Task

Evaluate your work task Field Study 1, Episode 9 – Creating an Appropriate Learning
Environment
Learning Outcomes: Plan on how to manage time, space, and resources • Provide a learning
environment appropriate to the learners and conducive to learning.
Name of FS Student Date Submitted
Year and Section Course

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

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

Comments: Over-all Rating:

Scores (Based on
TRANMUTATION OF SCORE TO GRADE/RATING Transmutation)
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71below

__________________________________________________________________________ _____________________________________
122 | P a g eSignature of FS Teacher above Printed Name
Date

118 | P a g e
 FIELD STUDY 1 LEARNING EPISODE

The Instructional Cycle

FS 1 10
SPARKYOUR INTEREST
V
This Episode centers on the guiding principles in the selection and use of teaching
methods. It will also tackle lesson development in the OBTL way. The K to 12
curriculum and teacher education curriculum are focused on outcomes. Likewise, this
Episode dwells on types of questions, questioning and reacting techniques that
teachers make use of. The type of questions that teachers ask and their manner of
questioning and reacting to student responses have a bearing on class interaction.
This Episode strengthens the theories learned in the course, Teaching Methods and
Strength and in other professional subjects in Education.

TARGET YOUR INTENTED LEARNING OUTCOME At

the end of this Episode, I must be able to:

➢ identify the application of some guiding principles in the selection and use of
teaching strategies.
➢ Determine whether or not the lesson development was in accordance with outcomes
based teaching and learning.
➢ Identify the Resource Teacher’s questioning and reacting techniques.
➢ Outline a lesson in accordance with outcome teaching-learning.

REVISIT THE LEARNING ESSENTIALS

These are the guiding principles in the selection and use of teaching methods:

1. Learning is an active process.

2. The more sense that are involved, the more and the better the learning.
3. A non-threatening atmosphere enhance learning.
4. Emotion has the power to increase retention and learning.
5. Good teaching goes beyond recall of information.
6. Learning is meaningful when it is connected to students’ everyday life.
 7. An integrated teaching approach is far more effective than teaching isolated bits of
information.

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 Realizing the importance of these guiding principles in teaching and learning,
the Department of Education promotes Standards-and Competency-Based teaching
with its K to 12 Curriculum Guide. The Technical Education Skills Development
Authority (TESDA) has been ahead of DepED and the Commisssion on Higher
Education (CHED) in the practice of Competency Standards-Based teaching and
Assessment. CHED requires all higher education institution in the country to go
outcome-based education (OBE) in its Memo 46, s. 2012. Outcome-based teaching
and learning (OBTL) is OBE applied in the teaching-learning process. It is equivalent
to competency-based and standards-based teaching and learning in the Kto12
Curriculum.
When you apply OBTL you see to it that the teaching-learning activities (TLAs) and
in turn the Assessment Tasks (ATs) are aligned with the intended learning
outcomes. In other words, in OBTL you first establish your intended learning
outcomes (lesson objectives). Then you determine which teaching-learning
activities (TLAs) and also the assessment tasks (ATs) you will have to use to find out
if you attained your ILOs.
OBE and OBTL are not entirely new. They are importantly new. With mastery learning of
teach and the AT’s are the evaluation part.
Likewise, it is also important that teachers must be able to have a mastery of the art
of questioning and reacting techniques to ensure the effective delivery of
instructions.
These are the types of questions that teachers ask.
Types of Questions that Teachers Ask
1. Factual/Convergent/Low-level Who, What, Where, When questions
With one acceptable answer

2. Open-ended; has more that one

Divergent/Open-ended/Highlevel/H acceptable answer
igher-order/Conceptual
a) Evaluation
b) Inference e.g. When the phone rang and Liz
picked it up, she was all smiles. What
can you infer about Liz.

c) Comparison
d) Application
e) Problem-solving
3. Affective e.g. How do you feel?
These are also some of the reading techniques that teachers use:

1. Providing acceptance feedback

2. Providing corrective feedback
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 3. Giving appropriate and sincere praise
4. Repeating the answer
5. Explaining the answer/expanding the answer
6. Rephrasing the question
7. Asking follow-up questions
8. Redirecting questions to other pupils
9. Soliciting student questions
10. Encouraging through non-verbal behavior
11. Criticizing respondent for his/her answer
12. Scolding for misbehavior or for not listening
13. Overusing expressions such as “okay”, “right”

\
OBSERVE, ANALYZE, REFLECT

Activity 10.1 Applying the Guiding Principles in the Selection and

Use of Strategies

Resource Teacher: Teacher’s Signature: ________________

School: Grade/Year Level: ______________________
Subject Area: Date: _________

OBSERVE

Observe one class with the use of the observation sheet for greater focus then analyze my
observations with the help of the guide questions.
1. The more senses that are involved, e.g The used vedio on how digestion
the more and the better the take place and model of the human
learning. 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.

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5. Good teaching goes beyond recall of
information.

6. Learning is meaningful when it is

connected to students’ everyday life.

7. An integrated teaching approach is

far more effective that teaching
isolated bits of information.

ANALYZE

What is the best method of teaching? Is there such a thing?

Reflect on this question.

REFLECT lect the appropriate

How do we se strategy for our lesson?

Activity 10.2

Determining Outcome-Based Teaching and Learning

Resource Teacher: Teacher’s Signature: ________________
School: Grade/Year Level: ___________________
Subject Area: Date: _________

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 OBSERVE

Observe a class and answer the following questions.

1. Did the teacher state the learning objectives/intended learning outcomes

(ILOs) at the beginning of the class? Did he/she share them with the class? How?

2. What teaching-learning activities (TLAs) did he/she use? Did these TLAs help
him/her attain his/her lesson objectives/ILOs? Explain your answer.

3. What assessment task/s did teacher employ? Is/her these aligned to the Lesson
objectives/ILOs?

ANALYZE

1. What are your thoughts about Outcomes-Based Teaching and Learning (OBTL)?

REFLECT
Reflect on the use of OBTL.

Activity 10.3 Applying Effective Questioning Techniques

Resource Teacher: Teacher’s Signature: ________________

School: Grade/Year Level: ______________________
Subject Area: Date: _________

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 OBSERVE

Observe a class activity. You shall focus on the questions that the Resource
Teacher asks during the classroom discussion. Write the questions raised and
identify the level of questions.
Types of Question Examples of Questions that the
Resource Teacher
Asked
1. Factual/convergent Closed/low level

2. Divergent/

higherorder/openended/conceptual
3. Evaluation

4. Inference

5. Comparison

6. Application

7. Problem solving

8. Effective

ANALYZE
1. Neil Postman once said: “Children go to school as question marks and leave school
as periods!” Does this have something to do with the type of questions that teachers ask
and the questioning and reacting techniques that they employ?

REFLECT

Reflect on
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 The importance of using various reacting techniques

SHOW Your Learning Artifacts

Show proofs of learning that you were able to gain in this Episode by interviewing at least
two teachers on their thoughts on OBTL.

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 10- The instructional cycle
Evaluate Outcomes: identify the application of some guiding principles in the
selection and use of teaching strategies. Determine whether or not the lesson
development was in accordance with outcome-based teaching and learning. Identify
the Resource Teacher’s questioning and reacting techniques. Outline a lesson in
accordance with outcome-based teaching-learning.
Learning Excellent Very Satisfactory Needs
Episode Satisfactory Improvement

4 3 2 1
Accomplished All observation One (1) to two Three (3) observation Four (4) or more
questions/tasks observation questions/tasks not observation
Observation
completely questions/tasks not answered/accomplished. questions/tasks not
Sheet answered/accomplished. answered/accomplished. answered/accomplished.
Analysis All questions were All questions were Questions were not For (4) or more
answered completely; answered completely; answered completely; observation questions
answers are with depth answers are clearly answers are not clearly were not answered
and are thoroughly connected to theories; connected to theories; completely; answers are
grounded on theories; grammar and spelling are one (1) to three (3) clearly connected to
grammar and spelling are free from error. grammatical/spelling theories; more than four
free from error. errors. (4) grammatical errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and shallow; Unclear and shallow;
supported by what were supported by what were somewhat supported by rarely supported by what
observed and analyzed. observed and analyzed. what were observed and were observed and
analyzed. analyzed.
Learning Portfolio is reflected on in Portfolio is reflected on in Portfolio is not reflected Portfolio is not reflected
the context of the the context of the on in the context of the on in the context of the
Artifacts
learning outcomes; learning outcomes; learning outcomes; learning outcomes; not
Complete; wellorganized, Complete; wellorganized, Complete; not organized, complete; not organized,
highly relevant to the very relevant to the relevant to the learning and not relevant to the
learning outcome. learning outcome. outcome. learning outcome.

Submission Submitted before the Submitted on the Submitted a day after the Submitted two (2) days

126 | P a g e
 deadline. deadline. deadline. or more after the
deadline.

Comments: Over-all Rating:

Scores (Based on

Transmutation)

T RANMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-

below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71belo
w

__________________________________________________________________________ _____________________________________
Signature of FS Teacher above Printed Name Date

LINK THEORY TO PRACTICE

Direction: Encircle the letter of the correct answer. Episode 1

1. Learning is an active process. Which one is an application of this principle?

A. Avoid drills which are out of context
B. Teach your content from a multidisciplinary perspective
C. Group students for work or project, that way project becomes less expensive
D. Let students learn the steps in opening a computer by making them follow the
steps.

2. The more senses that are involved, the more and the better the learning.
Which practice is aligned with this principles?
A. Employ cooperative learning
B. Teach using mostly verbal symbols
C. Invite parents as resource speakers in class
D. Bring students to field trips with consent of the school and parents

3. In OBTL, upon which school my assessment be based?

A. Content
B. Intended learning
C. Scope of subject matter
D. Teaching and learning activity

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 4. Which type of question will least promote interaction among student?
A. Divergent
B. Conceptual
C. Convergent
D. Inference

5. To obtain well-thought out answers, which questioning behavior helps?

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

FIELD STUDY 1 LEARNING EPISODE

FS 1 11 Utilizing Teaching-Learning
Resource and ICT

SPARK YOUR INTEREST

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

TARGET YOUR INTENTED LEARNING OUTCOME At

the end of this Episode, I must be able to:

• Identify and classify learning resource materials in the multi-media center;

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

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 REVISIT the Learning Essentials
The Information and Communication Technology Competency
Framework for Teachers (ICTCFT) version 3 is a comprehensive framework guide
teachers’ development on the effective and appropriate use of ICT in education. It
highlights what teachers should know and do clustered in six aspects, namely: 1.
Understanding ICT in Education, 2. Curriculum and Assessment, 3. Pedagogy, 4.
Application of Digital Skills, 5. Organization and Administration, 6. Teacher
Professional Learning.
Similar to the PPST, the ICT CFT also articulated competencies in levels which guide
teachers as they develop their ICT skills from Level 1, Knowledge Acquisition, to Level 2,
Knowledge Deepening, and Level 3, Knowledge Creation. The Communication on Higher
Education Teacher Education Curricula (2017) includes the UNESCO ICT CFT so most likely
you have tackled this in your Technology for Teaching and Learning classes.
It will be good to review the UNESCO ICT CFT v3 framework as you work in this
episode. The activities here are meant for you to observe, analyze and reflect about
the competencies discussed in the framework.
The Learning Resource Center

1. A school usually sets up a center that will provide valuable support to the
teaching-learning process. Over the years the name of this center has evolved.
Some of the names are Audiovisual Center, Media and Technology Resource
Center, Teaching-Learning Technology Department, Or Simply Learning
Resource Center.
2. With the swift development of ICT, the natural outcomes was the
everexpanding interface between the traditional library and ICT both in term
of hardware and software system and application.
3. School may have different set-up when it comes to a Learning Resource
Center (LRC). Some have replaced the term library with LRC. Some have a
separate library, LRC, and Audio Visual or Media Center. Some only have the
LRC both for teachers and students. Still some have combined their learning
resource center with maker space.
4. The common purpose among these centers is to provide print, audio visual
and ICT resources to support the teaching-learning process.
5. The goals of the Center may include orienting and training teachers in the use
of audiovisual and ICT resources, working with teachers and administrators
in producing instructional materials, making available useful resources to the
students, teachers, and the school community.
6. In order to support the philosophy and aims of the school, the Center must
fulfill the following function: center of resources, laboratory of learning, and
agent of teaching, service agency, coordinating agency, recreational reading
center, and a link to other community resources.

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Technology Integration
The Technology Integration Matrix provides a comprehensive framework for you
to define and evaluate technology integration. It will provide you direction and guide
you in the process of achieving effective teaching with technology. The teacher’s
integration of technology in instruction can be described as progressing in 5 levels:
entry, adoption, adaptation, infusion and finally transformation.
The teacher also works at creating a learning environment that encourages and enables
quality technology integration. The interdependent characteristics of the learning
environment are being active, collaborate, constructive, authentic, and goal-directed.
The technology integration matrix connects the levels of technology integration and
the characteristics of the learning environment. Examine the matrix below. To make
you understand how integration is done in each of the levels and environment,
explore the TIM website and learn from the many interesting videos showing
technology integration.

Observing technology integration in the classroom

Technology Integration Levels Of Technology Integration Into The Curriculum
Matrix
Adoption: the teacher directs Adoption: the teacher Infusion: the teacher Transformation: the
Entry: the teacher uses technology students in the conventional encourages adaptation creates a learning teacher creates a rich
to deliver curriculum content to use of tool-based software. If of tool-based software environment that learning environment in
students. such software is available, this by allowing students to infuses the power of which students regularly
level is the recommended select a tool and modify technology tools engage in activities that
entry point. its use to accomplish throughout the day and would have been
that task at hand. across subject areas. impossible to achieve
without technology.
Active: students are Students use technology for drill and Students begin to utilize Students have Throughout the school day, Given ongoing access to
actively engaged in using practice and computer-based technology tools to create opportunities to select students are empowered online resources,
technology as a tool training. products, for example using a and modify technology to select appropriate students actively select
rather than passively word processor to create a tools to accomplish technology tools and and pursue topics
receiving information report. specific purposes, for actively apply them to the beyond the limitations of
from the technology. example using colored task at hand. even the best school
cells on a spreadsheet to library.
plan a garden.
Collaborative: students Students primarily work alone when Students have opportunities to Students have Throughout the day and Technology enables
use technology tools to using technology. utilize collaborative tools, such opportunities to select across subject areas, students to collaborate
collaborate with others as email, in conventional ways. and modify technology students utilize with peers and experts
rather than working tools to facilitate technology tools to irrespective of time zone
individually at all times. collaborative work. facilitate collaborative or physically distances.
Environment
the Learning

learning.
Technology is used to deliver Students begin to utilize Students have Students utilize Students use technology
information to students. constructive tools such as opportunities to select technology to make to construct, share, and
graphic organizers to build and modify technology connections and publish knowledge to a
Characteristics

upon prior knowledge and tools to assist them in construct understanding worldwide audience.
construct meaning. the construction of across disciplines and
understanding. throughout the day.
of

Constructive: students
use technology tools to
build understanding
rather than simply receive
information.
Authentic: students use Students used technology to Students have opportunities to Students have Students select By means of technology
technology tools to solve complete assigned activities that are apply technology tool to some opportunities to select appropriate technology tools, students
real-world problems generally unrelated to real-world content-specific activities that and modify technology tools to complete participate in outside-
meaningful to them rather problems. Without the support of are based on real-world tools to solve problems authentic tasks across ofschool projects and
than working on artificial technology tool problems. based on real-world disciplines. problem-solving
assignments. issues. activities that have
meaning for the students

130 | P a g e
 and the community.
Goal Directed: Students Students receive directions, guidance, From time to time, students Students have Students use technology Students engage in
use technology tools to set and feedback from technology, rather have the opportunity to use opportunities to select tools to set goals, plan ongoing metacognitive
goals, plan activities, than using technology tools to set technology to either plan, and modify the use of activities, monitor activities at a level that
monitor progress, and goals, plan activities, monitor monitor, or evaluate an activity. technology tools to progress, and evaluate would be unattainable
evaluate results rather progress or self-evaluate. facilitate goal-setting, results throughout the without the support of
than simply completing planning, monitoring, curriculum. technology tools.
assignments without and evaluating specific
reflection. activities.

(Reproduced with permission of the Florida Center for Instructional Technology,

College of education, University of South Florida, fcit.usf.edu)
Evaluation of ICT Resources
The World Wide Web is like an endless network of information, everexpanding and
almost limitless. Electronic resources come in different forms like websites, web
quests, blogs, social network sites, on-line courses, a wide range of tools, and so
many forms of apps.
As a future teacher, one of the skills that will be most useful for you is the ability not only to
search for information but to make decisions, as to which ones you will take internet
resources. You will be able to choose the best resources that will help you attain you
teaching-learning objectives.

Below is a set of criteria which you can use to evaluate:

1. Accuracy- the resource material comes from a reliable source and is accurate,
free from error and is up-to-date.
2. Appropriateness- the resource is grade/level-appropriate. The content matches
what is needed by the teacher.
3. Clarity- the resource clearly addresses the instructional goals in mind.
4. Completeness- the content is complete. It has all the information needed to be
able to use them.
5. Motivation- the resource is engaging the rewarding to learners. It will encourage
the active participation of the learners.
6. Organization- the resource is logically sequenced. It clearly indicates which steps
should be taken. The procedures or processes flow smoothly.
(Based on the work of Fitzgerald, Mary Ann, Lovin, Vicki, and Branch, Robert Maribe
(2003). A gateway to Educational Materials: An Evolution of an Online Resource for
Teachers and an Exploration of User Behaviors. Journal of Technology and Teacher
Education. 11 (1), 21-51).
Education 4.0
Shwab described the 4th wave of the industrial revolution. The unprecedented speed
at which technology is involving has disrupted many vital processes that involve
how we run production, businesses and consequently how we teach and learn. The
following Technology trends have huge potential to transform the ways teach
and learn (UNESCO, 2018):

131 | P a g e
 1. Open Educational Resource (OER). OERs are materials that can be used for
teaching and learning that do not require payment of royalties nor license
fees. There is an abundance of OERs in the form of textbooks course
materials, curriculum maps, streaming videos, multimedia apps, and many
others. They can have a significant impact on education as they are made
available and easily accessible in the internet. Be sure to explore them to help
you work on this episode.
2. Social Networks. Social networks have revolutionized the way we interact,
learn about things and share information. Sites and apps such us facebook ,
twitter, Instagram provide a virtual venue for teacher and learners to work
together interact among themselves and with other classrooms locally and
globally.
3. Mobile Technologies. Filipinos are one of the most active on the internet,
and also one who send the most number of text message per day. This
indicates the high number of mobile device users. These devices can also be
used as a learning tool by allowing teachers and students more opportunities
to learn inside and even outside the classroom.
4. The Internet of Things. Lot is a system of computing mechanism that builtin
into many everyday things, that allow sending and receiving data through the
internet. A lot of things have turned “smart”. We have smart cars that can
navigate on its own. Smart houses that monitor temperature and light. Smart
TVs that interface with the internet. Watches that send our vital signs to our
doctor. All of these development can influence the way we teach and learn.
5. Artificial Intelligence. Commonly, artificial intelligence is associated when
computers or machine simulate thinking and behavior of humans such as
talking, learning and solving problems. Virtual assistants such as Siri, Alexa,
Bixby and Google assistant are near samples of AI. Among others, uses of AI
in Education can be in the areas of gamification and adaptive instruction for
learners with special needs.
6. Virtual Reality and Augmented Reality. VR is a simulation of an
environment by a computer program that allows a person to visit and
experience the environment virtually. In AR, images form computer programs
interlay with the actual views of the real-word, resulting in an extended,
expanded, or altered view of a real-world environment. In education, among
others, VR and AR programs and apps allow more exciting ways of seeing and
experiencing things that add to the motivation and engagement of learners.
7. Big Data. Through the billions of interaction and transaction are done
electronically, and through the internet, an enormous amount of data is
generated and sorted. The challenge is how sense of this data, through
analytics and research pertinent questions about how to make teaching and
learning most effective.
8. Coding. Coding is a skill necessary to create computer software, apps, and
websites. Today, there are learning programs that introduce coding activities
as early as kindergarten. Robotics programs in the elementary and secondary
programs introduce and hone the skills of young learners. Coding helps
learners develop novel ways of exploring and trying out ideas, especially
when done with the problem or project-based learning approaches.
132 | P a g e
 9. Ethics and privacy protection. We have repeatedly heard about how quickly
technology is changing and impacting our lives. Through all this, It is crucial
to ensure that human values and principles govern or guide our use of
technology. Ethical practices that protect the rights of every person need to
be upheld.

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Massive Open On-line Courses
Massive Open On-line Courses (MOOCs) are online courses open to a big group of
people. Below are the basic information about MOOCS. Let us focus on each word:
Massive

• MOOCs are on-line courses designed for large number of participants, usually larger
than the number of students that can fit a regular classroom. There can be hundreds or
even be a thousand or more. Open

• There is mostly freedom of place, pace and time.

• Courses can be accessed by anyone anywhere as long as they have internet
connection.
• Courses are open to everyone without entry qualifications.
• Some courses are for free. Online
All aspects of the courses are delivered online.
Course
The MOOC of offers a full course experience including:

• Educational content. May include video, audio, text, games, simulations, social
media and animation
• Facilitation interaction among peers. Builds a learning community through
opportunities to internet
• Some interaction with the teacher or academic stuff
• Activities/tasks, tests, including feedback. Participants are provided with some
feedback mechanism. Can be automatically generated like quizzes, feedback from
peers or the teacher
• Some kind of (non-formal) recognition options. It includes some kind of
recognition like badges or certificate of completion. A formal certificate is optional
and the most likely has to be paid for.
• A study guide/syllabus. This includes instructions as to how you may learn from
the materials and interactions presented.

- Based on Definition Massive Open Online Courses v1.1 licensed under Creative
Commons Attribution 4.0
There are many MOOC providers like Edx, Coursera, Udacity, Udemy, Ivercity.
You will have a chance to explore them as you go through this Episode.

134 | P a g e
 \
OBSERVE, ANALYZE, REFLECT

Activity 11.1 Visiting the Learning

Resource Center

Resource Teacher: Teacher’s Signature: ________________

School: Grade/Year Level: ____________________
Subject Area: Date: _________

To realize the Intended Learning Outcomes, work through these steps:

1. Visit a school’s Learning Resource Center. Look around and see what
resources and facilities are available inside.
2. Ask the Learning Resource Center in-charge about how some equipment or
facilities are used
3. Make an inventory of its available resources and classify them according to
their characteristics and function.

OBSERVE

As you visit and observe the Learning Resource Center, use the observation guide
provided. Ask the assistance of the Center Staff courteously.

An Observation Guide for a

LEARNING RESOURCE CENTER
Read the following statements carefully before you observe.

1. Go around the Learning Resource Center

2. Find out what learning resources are present
3. Examine and describe how the materials are arranged and how they are classified.
Are they free from dust and moisture? Are they arranged for easy access?
4. Read the guidelines for the users to refer to?
5. Familiarize yourself with guidelines and procedures. Take photos of the center (if
allowed).
After you are through with your observation, classify the resources available that you
believe are most useful. Use the activity form provided for you.

135 | P a g e
Name of Center Observed:______________________________________________________________
Date of Observation: __________________________________________________________________
Name of Observer: ____________________________________________________________________
Course/Year/School: _________________________________________________________________

List of Available Learning Resources

Available Learning Resources Characteristics and Unique Teaching
(Enumerate in bullet form) Capabilities Approaches where
the Resource is
Most Useful
1. Print Resources

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 Center in -charge:

ICT Competency Standards for Teachers (CHED Teacher Education Programs (2017)):

ANALYZE

136 | P a g e
Are the learning resource/materials arranged properly according to their functions and
characteristics?

Do the guidelines and procedures facilitate easy access to the materials by the teachers?
Why? Why not?

What are the strengths of this Learning Resource Center?

What are its weaknesses?

What suggestion can you make?

REFLECT

1. Which of the materials in the Learning Resource Center caught you interest the most?
Why?

2. Which gadgets/materials are you already confident to use/operate?

137 | P a g e
 3. Which ones do you feel you need to learn more about?

OBSERVE, ANALYZE, REFLECT

Activity 11.2

Observing Technology Integration in the Classroom

Resource Teacher: Teacher’s Signature: ________________

School: Grade/Year Level: ______________________
Subject Area: Date: _________

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

steps: Observe a class for three meetings. Video-tape, if allowed. Step 2. Describe
how technology was integrated in the lesson and how the students were involved.
Step 3. Reflect on what you have learned.

138 | P a g e
 OBSERVE
As you observe the class, use the observation sheets provided for you to document your
observation.
Class Observation Guide
Read the following questions and instructions carefully before you observe.

1. What is the lesson about?

2. What visual aids/learning resource is the teacher using?

3. Observe and take notes on how the teacher presents/uses the learning resources.

4. Closely observe the learner’s response to the teacher’s use of learning resources.
Listen to their verbal responses. What do their responses indicate? Do their
response attentiveness, eagerness, and understanding?

5. Focus on their non-verbal responses. Are they learning and are they interest in the in
the lesson and in the materials? Are they looking towards the direction of the
teacher and the materials? Do their action show attentiveness, eagerness, and
understanding?

OBSERVATION SHEET NO. _____

REPORT
Date of Observation: ________________________________________________________________
School: ______________________________________________________________________________
Subject: ____________________________________ Topic: ______________________________
Grade/Year Level: ___________________________________________________

ANALYZE

UTILIZATION OF TEACHING AIDS FORM

Grade or Year Level of Class Observed:

Date of Observation:

Subject Matter:

Brief Description of Teaching Approach used by the Teacher:

Class discussion using Google meet.

Teaching Aids used Strengths Weaknesses Appropriateness

139 | P a g e
 (Enumerate in bullet of the Teaching
form) Aids used
The teacher uses the
following:

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 characteristic of the

learning environment in the class that you observed? Point your observations that
justify you answer.

Over-all, were the learning resources used effectively? Why? Why not? Give your
suggestions.

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?

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 OBSERVE, ANALYZE, REFLECT

Activity 11.3 Exploring Education 4.0

Resource Teacher: Teacher’s Signature: ________________

School: Grade/Year Level: ______________________
Subject Area: Date: _________
Explore Education 4.0 through these steps:

1. Observe a class and take note of the topic being presented.

2. Surf the net to find sites that provide support materials and/or interactive programs
(web quests/games) on the topic. Try to ask Siri/Alexa;
3. List and describe at least 5 open-source sites/interactive programs; from ope-source
4. Evaluate the materials or programs;
5. Reflect on your FS experience

OBSERVE

Class Observation Guide

Read the following statements carefully before you observe.

1. What is the lesson? What are the teacher’s objective?

2. Note the important concepts that teacher is emphasizing.

3. Note the skills that the teacher is developing in the learners.

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 ANALYZE

Analyzing the information you got from observing the class, surf the internet to
select electronic resources, including OERs, social networking sites, and apps with
virtual or augmented reality that will be useful in teaching the same lesson. Evaluate
part of this Episode. Use the form below to note your analysis and evaluation.
Electronic Resources Evaluation Form
Grade/Year Level KINDERGARTEN

Subject Matter/Topic
(Based on the class you observed)

Lesson Objectives/Learning
Outcome

Name and Type of Describe the Put a check if the resource satisfies the criterion Describe
Electronic Resource electronic how
resource
(include you can use
author/publ it if you
isher/sourc
e)
were to
teach in the

class you
observed
Accurate Appropriat Clear Complete Motivating Organized
e

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 REFLECT

1. Describe your experience in surfing the internet for appropriate electronic 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?

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 OBSERVE, ANALYZE, REFLECT

Activity 11.4 Professional Development through MOOCS

Resource Teacher: _______________________________ Teacher’s Signature: ________________

School: Grade/Year Level: _______________________
Subject Area: Date: _________

OBSERVE

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

steps.

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

OBSERVE

1. Get a copy of the PPST and go over the competencies.

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

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 PPST Domain Competencies I MOOCs related to the MOOC
want to work on competency/ies Providers

(include a short
description)

1. Content Act as a role model. Foundation of Coursera

knowledge and teaching for learning http://www.co
Pedagogy developing ursera.org/lear
relationship-designed n/teachinglearnin
to assist people who g
are currently teaching
but had no
improvement about
their understanding
as a teacher.

2. The Create an Children’s Coursera

environment that development http://www.co
learning conducive and safe increases when their ursera.org/lear
Environment for the students. school environment is n/teachinglearnin
a place where they g
can learn comfortably
and conductively.

3. Diversity Create an Children’s has their Coursera

of appropriate differences based on http://www.co
Learners demonstration for their gender, beliefs, ursera.org/lear
holistic culture and etc. The n/teachinglearnin
development of the teacher must consider g
students. their differences
before starting their
lesson.

4. Curriculum and Create clear and Foundations of Coursera

Planning appropriate teaching for learning http://www.co
learning objectives. provide opportunity ursera.org/lear
to understand n/teachinglearnin
students’ knowledge. g

5. Assessing and Use different types The brain targeted Coursera

Reporting of assessment to teaching model of 21st http://www.co
evaluate learning. century schools. ursera.org/lear
n/teachinglearnin
g

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 6. Community Integrates Introduction to global Coursera
Linkage and information from sociology http://www.co
Professional different discipline understanding ursera.org/lear
Engagement in teaching. location in an n/teachinglearnin
interconnected and g
cultural economic
landscape.

7. Personal Take the pride of Foundations of Coursera

Growth and being a teacher teaching for learning http://www.co
Professional provide opportunity ursera.org/lear
Development to reflect on personal n/teachinglearnin
growth and g
professional
development.

ANALYZE

From among the MOOCs you explored, pick at least three which you believe are the most
appropriate for you. Describe the MOOCs below.

1. MOOC Title:
Provider:
Objectives of the MOOC:

Content Outline:

Why did you pick this MOOC?

2. MOOC Title:
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 Provider:
Objectives of the MOOC:

Content Outline:

Why did you pick this MOOC?

3. MOOC Title:
Provider:
Objectives of the MOOC:

Content Outline:

Why did you pick this MOOC?

REFLECT

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1. How can MOOCs help you in your future career as a professional teacher and as a lifelong
learner?

2. What did you learn from the way the providers use technology to teach in the MOOCs?

3. How will you prepare yourself for MOOCs, as a learner, and as a teacher who may
someday teach MOOCs?

LINK THEORY TO PRACTICE

Directions: Read the items given below and encircle the correct answer.

1. Mrs. Inton is evaluating a website for her Literature class. She is making sure that
factual pieces of information found on the site are well-documented, and
pictures and diagrams are properly labeled. She is also checking that there are no
misspelled words nor grammar errors. Which criterion is she focusing on?
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 A. Appropriateness
B. Clarity
C. Motivation
D. Accuracy
2. Miss Castro is evaluating an early literacy app for her kindergarteners. She is
making sure the app is uncluttered in appearance, is arranged in some order of
difficulty, and that icons represent what they were intended to represent. Which
criterion is she focusing on?
A. Organization
B. Accuracy
C. Motivation
D. Appropriateness
3. Miss Tanada is evaluating an app for her Grade 8 Science class. She is finding out
whether the app taps the skills found in the Grade 8 standards to ensure that this
app will help meet her objectives. She wants to make sure it is not too easy nor
too difficult for her students. Which criterion is she focusing on?
A. Organization
B. Accuracy
C. Currency
D. Appropriateness
4. A Science teacher uses a PowerPoint presentation to show the classification in
kingdom Animalia. The teacher then teaches them how to use a software in
making graphic organizer. Students then use this to create their own graphic
organizers to classify animals. This shows technology integration which is
_____________.
A. Entry-constructive
B. Adoption-constructive
C. Infusion-constructive
D. Transformation-constructive
5. Teacher A demonstrates how to work with a math app that provides practice in
adding mixed fractions. The students then work independently with the app to
provide them sufficient practice in adding mixed fructions. This shows
technology integration which is ____________.

A. Entry-active
B. Adoption-active
C. Infusion-active
D. Transformation-active
6. A Grade 7 Social teacher gave a project where her class in Manila will work
together with other Grade 7 classes in their school campus in Visayas and
Mindanao. They will create posters and a video clip to communicate a message
about peace. They will use social media to spread their peace campaign. This
project involves technology integration which is___________.
A. Entry-active

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 B. Adoption-constructive
C. Transformation-constructive
D. Adaptation-collaborative
7. All are responsibilities of the Learning Resource/ Audio-Visual/ Educational
Technology Center of a school EXCEPT___________.
A. Make available technology equipment for the use of teachers and students
B. Conduct training for teachers in instructional materials
C. Work with teachers in producing instructional materials
D. Accomplish the students technology project for them
8. The Learning Resource/ Audio-visual/ Educational Technology Center regularly
provides the teachers a list of websites, apps and instructional materials
available in the city which are relevant to the different subjects they teach. This
fulfills which function?
A. Recreational reading center
B. A link to other community resources
C. Laboratory of Learning
D. Center of resources
9. The learning Resource/ Audio-visual/ Educational Technology Center sponsors a
seminar-workshop for teachers and administrators on the use of the latest
presenter applications. This fulfills which function?
A. Center of resources
B. Agent of teaching
C. Coordinating agency
D. Recreational reading center
10. MOOCs are considered massive because______________.
A. They need a big amount of computer storage to be able to avail of a course
B. They can accommodate a big number of learners
C. They can only be provided by big universities
D. They were designed and created by a big group of experts

11. MOOCs are open because____________

A. All courses are offered for free
B. Courses can be accessed by anyone anywhere as long as they are
connected to the internet
C. Openness to ideas is a strict requirement
D. One can avail of them only during the opening of a semester
12. MOOCs are considered as a course because_________________.
A. They have a guide or a syllabus that indicates content, objectives, activities,
and assessment
B. They are always given by a fully-rec
C. ognized university in the world
D. They are a requirement for a Bachelor’s degree
E. They are graded

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 SHOW Your Learning Artifacts

1. Include here pictures/illustration of the materials used by the teacher. Put your comment
annotations about what you observed

2. Visit www.technology.com or other teacher resource websites. Print useful instructional

materials (worksheet, visual aids, flashcards, rubrics, etc) and include them here.
Indicates how they might be useful considering your major or area of specialization.

3. Visit www.education.com/50-educationtechnology-tools-every-teacher-shuoldknow-
about/
Explore and enjoy the fantastic education tools. Try them out. Describe what you discovered
and share how these tools can be helpful to you, as a teacher

4. Visit edtechteacher.org. This a treasure box for you. Explore and share what you learned

5. Paste an article about an example of technology gadget/material that you want to learn
more about. How can this gadget/material be useful in instructional/teaching?

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 11- Utilizing TeachingLearning
Resources and ICT
Learning Outcomes: • Identify and classify learning resource materials in the
multimedia center; • Show skills in the positive use of ICT to facilitate the
teachinglearning process (PPST 1.3.1); • Show skills in the evaluation, selection,
development, and use of a variety learning resources, including ICT to address
learning goals (PPST 4.5.1); • Analyze the level of technology integration in the
classroom; • Demonstrate motivation to utilize ICT for professional development
goals based on the PPST (PPST 7.5.1).
Name of FS Student Date Submitted______________________
Year and Section Course __________
Learning Excellent Very Satisfactory Satisfactory Needs Improvement
Episode
3 1
4 2

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

__________________________________________________________________________ _____________________________________
Signature of FS Teacher above Printed Name Date

FIELD STUDY 1 LEARNING EPISODE

SPARK YOUR Assessment FOR Learning and

FS 1 12 Assessment AS Learning
(Formative Assessment)

Assessment in an essential part of the instructional cycle. The instruction

cycle consists of: 1. setting the intendent learning outcome/s, 2. Selecting a teaching
methodology, strategy and activity that are aligned to the learning outcome and topic
which are developmentally appropriate to the learners and 3. Assessment itself.
Assessment is the part of the instructional cycle that determines whether or not the
intended learning outcome has been attained and so necessarily, the assessment task
must be aligned to the intended learning outcome.

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 In a lesson on assessment, we can speak of assessment for learning, assessment of
learning and assessment as learning.
This episode will dwell on assessment for learning and assessment as learning.
Assessment for learning is referred to as formative assessment while assessment as
learning is referred to as self-assessment.

TARGET YOUR INTENTED LEARNING OUTCOME

At the end of this episode. I must be able to:

➢ Demonstrate knowledge of the design and use of formative assessment; and ➢

Explain the importance of formative assessment.

DISCOVER THE LEARNING ESSENTIALS

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

\
OBSERVE, ANALYZE,

Activity 12.1
Assessment) Observing Assessment FOR Learning Practices
(Formative
Resource Teacher: Teacher’s Signature: ________________
School: Grade/Year Level: _________________________

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Subject Area: Date: _________

OBSERVE

1. Observe what Teacher does or listen to what Teacher says to find out if the
students understood the lesson while teaching-learning is in progress.
What Teacher Said Tally Total

What Teacher Did Tally Total

2. Did the teacher ask the class “Did you understand”? If she did, what was the
class’ response?

3. Did the students make the teacher feel or sense they did not understand the
lesson or a part of the lesson? How?

154 | P a g e
 4. If they did, how did the teacher respond?

5. Were the students given the opportunity to ask questions for clarification? How
was this done?

6. If she found out that her/his lesson was not clearly understood, what did teacher
do? Did you observe any of these activities? Please check.
______ Peer tutoring (Tutor were assigned by teacher to teach one or two classmates
______ Each-one-teach-one (Students paired with one another)
______ Teacher gave a Module for more exercises for lesson mastery
______ Teacher did re-teaching

Others, please specify

7. If she engaged himself/herself in re-teaching, how did she do it? Did he/she use
the same teaching strategy? Describe.

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

did teacher check on students’ progress? If yes, how?

ANALYZE

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1. Why should a teacher find out if students understand the lesson while teaching is
in progress? It is not better to do a once-and-for-all assessment at the completion
of the entire lesson?

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 for 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 than teacher himself/herself doing the re-teaching or tutoring?

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 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?

SHOW Your Learning Artifacts

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)
Resource Teacher: Teacher’s Signature: ________________

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School: Grade/Year Level: ______________________ Subject
Area: _____________________________ Date: _________

TARGET Your Intended Learning Outcomes

At the end of this Episode, 1 must be able to:

➢ Demonstrate knowledge of the design and use of self-assessment; and ➢
Explain the importance of self-assessment.

REVISIT the Learning Essentials

• Assessment as learning means assessment is a way of learning

• It is the use of an ongoing self-assessment by the learners in order to monitor their
own learning.
• This is manifested when learners reflect on their own learning and make necessary
adjustment so that they achieve deeper understanding.
• Assessment as learning encourages students to take responsibility for their own
learning.
• It requires students to ask question about their learning.
• It provides ways for students to use formal and informal feedback and selfassessment
to help them understand the next steps in learning.
• It encourages self-assessment and reflection.

OBSERVE

Observe a class and find out practices that reflect assessment as learning. Record your
observations.
Teacher My Observation
1. Did teacher provide opportunities
for the learners to monitor and
reflect on their own learning?
2. What are proofs that students were
engaged in self-reflection, self-
monitoring and selfadjustment?

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 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 students 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?

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 SHOW Your Learning Artifacts

1. My Accomplished Observation Sheet

2. My Analysis
3. My Reflection

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 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1 Episode 12- Assessment FOR Learning and
Assessment AS Learning (Formative Assessment) Learning Outcome Demonstrate
knowledge of the design and use of formative assessment. Explain the importance of
formative assessment.
Name of FS Student ____________________________ Date Submitted ________________ Year
and Section Course _____________
Learning Episode Excellent 4 Very Satisfactory 3 Satisfactory 2 Needs Improvement 1
Accomplished All observation One (1) two (2) Three (3) observation Four (4) more observation
Observation questions tasks observation questions/tasks not questions/tasks not
Sheet completely questions/tasks not answered/accomplishe answered/accomplished.
answered/accompl answered/accomplishe d
ished d.
Analysis All questions were All questions were Questions were not Four (4) or more
answered answered completely; answered completely; observation questions were
completely answer answers are clearly answers are not clearly not answered; answers not
are with depth and connected to theories; connected to theories connected to theories;
are thoroughly grammar and spelling one (1) to three (3) more than four (4)
grounded on are free from errors. grammatical/spelling grammatical/spelling
theories; grammar errors. errors.
and spelling are
free from error.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow; rarely
supported by supported by what shallow; somewhat supported by what were
what were were observed and supported by what were observed and analyzed.
observed and analyzed. observed and analyzed.
analyzed.
Learning Portfolio is Portfolio is reflected on Portfolio is not reflected Portfolio is not reflected on
Artifacts reflected on in the in the context of the on in the context of the in the context of the
context of the learning outcomes. learning outcomes. learning outcomes; not
learning outcomes; Complete; well Complete; not organized, complete; not organized,
complete organized, very relevant to the learning not relevant.
wellorganized, relevant to the learning outcome.
highly relevant to outcome.
the learning
outcome.
Submission Submitted before Submitted on the Submitted a day after Submitted two (2) days or
the deadline. deadline. the deadline. more after the deadline.
COMMENT/S Over-all Score Rating (Based on transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19- 17 16 15 14 13-12 11 10 9-8 7-below

18
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71below

__________________________________________________ ___________

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 Signature of FS Teacher above Printed Name Date

LINK THEORY TO PRACTICE

1. The primary purpose of assessment is to ensure learning. Which assessments are

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

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 FS 1 13
Assessment Of Learning
(summative assessment)

SPARK YOUR INTEREST

Episode # 12 dwelt on Assessment for Learning (formative assessment) and

Assessment as Learning (self-assessment). These refer to assessment that teachers
do while still teaching and student’s assessing their own learning. Episode # 13 will
be focused on Assessment of Learning. When teachers have done everything they
can to help learners attain the intended learning outcome/s, teachers subject their
students to assessment for grading purposes. This is referred to as assessment of
learning which is also known as summative assessment.
Episode # 13 will be focused on 1) assessment of learning in the cognitive,
psychomotor and affective domains with the use of traditional and non-traditional
assessment tasks and tools, 2) assessment of learning outcomes in the different
levels of cognitive taxonomy; 3) construction of assessment items with content
validity; 4) Table of Specifications; 5) Portfolio, 6) Scoring Rubrics, 6) The K to 12
Grading System and 7 Reporting Students’ Performance.

TARGET YOUR INTENTED LEARNING OUTCOME

At the end of this Episode, I must be able to demonstrate understanding of the

design, selection, organization and use of summative assessment strategies
consistent with curriculum requirements by being able to:

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

164 | P a g e
 OBSERVE, ANALYZE, REFLECT

Activity 13.1
Aligning Assessment Task with the Learning Outcome

Resource Teacher: Teacher’s Signature: ________________

School: Grade/Year Level: ____________________
Subject Area: Date: _________

TARGET YOUR INTENTED LEARNING OUTCOME

➢ Determine alignment of assessment task with learning outcome ➢

Formulate assessment task aligned with the learning outcome

REVISIT THE LEARNING ESSENTIALS

• In accordance with Outcome-Based Teaching-Learning, the learning outcome determines

assessment task.
• Therefore, the assessment tsk must necessarily be aligned to the learning outcome.

OBSERVE

• Observe at 3 classes – 1 Physical or Biological Science or Math, English, Filipino; 1 Social

Science or Literature, Panitikan, EsP and 1 P.E/ Computer/EPP/

Subjects Learning Assessment Is the If not

Outcomes Task (How assessment aligned,
did Teacher tool/task improve on it.
assess the aligned to the
learning learning
165 | P a g e
 outcome/s? outcome/s
Specify.
P.E/EPP/TLE To dance Written No Performance test –
tango quiz- Let students dance
Enumerate the tango
steps of tango
in order

Subjects Learning Assessment Is the If not

Outcome/s Task (How did assessment aligned,
Teacher tool/task improve on
assess the aligned it.
learning to
outcome/s? the
Specify. learning
outcome/s?
Social Science,
Literature/Panitikan. EsP

Physical/Biological
Science/Math/English/Filipino

ANALYZE

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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?

REFLECT

• Besides on past assessments you have been through. Were they aligned with what your
teacher taught (with learning outcomes?

• How did this affect your performance? As a future teacher, what lesson do you learn from
this past experience and from this observation?

LINK THEORY TO PRACTICE

1. Here is a learning outcome: Describe a person by the use of a metaphor

Here is the test item: Describe a classmate or teacher by way of a metaphor.

Is the test item aligned to the learning outcome?

A. No C. Yes
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B. Somewhat D. Yes, if teacher is not included

2. Learning outcome: Conduct an investigation to prove that plants can manufacture their
own food.
Test item: Can plants manufacture their own
food? Explain your answer.

Is the test item aligned to the learning outcome?

A. No C. Yes
B. Somewhat D. Yes, if explain your answer is dropped

3. Learning outcome: Demonstrate the inductive method of teaching

Test: Outline the steps of the inductive method of teaching.

Is the test item aligned to the learning outcome?

A. No C. Yes
B. Somewhat D. Yes, if teacher is not included

4. Which assessment task is aligned to this learning outcome: Compute the mean if the
scores are 50, 50, 50, 48, 47, 46, 45, 44, 43, 42, 41, 40. A. What is a mean?
B. Is mean a measure of variability?
C. What is the mean of 50, 50, 50, 48, 47, 46, 45, 44, 43, 42, 41, 40
D. Is the mean the same as average?

5. Learning Outcome: To observe subject-verb agreement as one speaks.

Test: Give the correct form of the verb

1. Dogs (howl)
2. A cat (meow)
3. Birds (fly)

Is the test aligned to the learning outcome?

A. No C. Yes
B. Somewhat D. Yes, there are 3 items on subject-verb agreement

6. Here is a lesson objective/s intended learning outcome. “illustrate the law of supply
and demand with your original concrete examples”. For concrete validity, which test
item is aligned?
A. Define the law of supply and demand and illustrate it with an example.
B. Illustrate the law of supply and demand with a drawing
168 | P a g e
C. Illustrate the law of supply and demand with a concrete, original example.
D. Explain the law of supply and demand and illustrate it with a diagram.

7. Teacher B wrote this learning outcome: “To interpret a given quotation.” For content validity
which should she ask?
A. Interpret Nietzsche’s statement: “He who has a why to live for can bear with almost any
how.”
B. Do you believe in Nietzsche’s statement “He who has a why to live for can bear with
almost any how”?
C. What is true in Nietzsche’s statement “He who has a why to live for can bear with almost
any how”?
D. Nietzsche’s was an atheist. Do you believe that he can give this statement “He who has a
why to live for can bear with almost any how”?

8. After teaching them the process of experimenting, Teacher J wanted to be able set up
an experiment to find an answer to a scientific problem. Which will he ask his
students to do?
A. Set up and experiment to find out if aerial plants can also live on land
B. Can aerial plants also live on land? Research on experiments already conducted. Present
your finding in class.
C. Observe if aerial plants can survive when planted in soil. Note your observation and present
them in class.
D. Research on the answers to this scientific problem: Can aerial plans survive when
transferred in soil?

9. Here is an intended learning outcome of a Health teacher. “Identify skill-related

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

A. Yes, very much.

B. Yes because it asks something about skill-related activities
C. No
D. No, the options have nothing to do with skill-related activities.

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 OBSERVE, ANALYZE, REFLECT

Observing the Use

Activity 13.2
of Traditional Assessment Tools

Resource Teacher: Teacher’s Signature: ________________

School: Grade/Year Level: ____________________
Subject Area: Date: _________

TARGET YOUR INTENTED LEARNING OUTCOME

➢ Critique traditional assessment tools and tasks for learning in the context of established
guidelines on test construction

REVISIT THE LEARNING ESSENTIALS

• Traditional assessment tools are also called paper-and-pencil tests.

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

OBSERVE

• Observe classes and pay particular attention to the assessment tool used by the
teacher.
• With teacher’s permission, secure a copy of the assessment tool.
Direction: Put a check (/) on the test which teacher used. From your teacher’s test items,
give an example.
Type of Traditional Put a Learning Sample Test Comments to the
Assessment Tool/ Check Outcome item of assessment tool
Paper-and Pencil (/) Assessed Resource constructed in
Test Here Teacher accordance with

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 established
guidelines?
Explain your
answer.

Selected Response
Type
Alternate response

Matching type

Multiple choice

Others

Type of Put a Learning Sample Test Comments (if the

Traditional check (/) Outcome Item of assessment tool
Assessment if Assessed Resource constructed in
Tool/Paper and Research Teacher accordance with
Pencil Test Teacher established
used it guidelines?)Explain
you answer.
Constructed
Response Type
1. Completion

Short answer
type

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 Problem Solving

Essay –
restricted

Essay non-
restricted

Others

ANALYZE

1. Which assessment tools/tasks were most commonly used by teacher? Which one 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.

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 REFLECT

How good are you at constructing traditional assessment tools? Which do you find most
difficult to construct? Any lesson/s learned?

LINK THEORY TO PRACTICE

Here is the learning outcome of this Activity: Critique traditional tools and tasks for learning
in the context of established guidelines on test construction.

1. Which assessment task is aligned to the learning outcome given above?

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

2. What’s WRONG with this TRUE-FALSE test item? Filipinos

are sociable but lazy.
A. Opinionated C. Very Smart
B. Not fit for T-F test D. Sweeping

3. In this test item in accordance with rules on test construction?

Write everything you learned from this course.
A. No C. Somewhat
B. Yes D. No, opinionated

4. In a matching type of test, which should be found in the first column?

A. Options C. Distracters
B. Premises D. Unattractive

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5. In a multiple choice type of test, one option among 4 was not chosen by any examinee. What
is TRUE of that option?
A. Implausible C. Plausible
B. Realistic D. Unattractive

6. The students were at a loss as to what answer to give in a completion type of test since
there were so many blanks. Which is TRUE of the test item?
A. Too complex C. Over mutilated
B. Unattractive D. Implausible

Activity 13. 3 Observing the Use of Non-Traditional Assessment Tools and Scoring
Rubrics

Resource Teacher: Teacher’s Signature: ________________

School: Grade/Year Level: ____________________ Subject
Area: Date: _________

TARGET YOUR INTENTED LEARNING OUTCOME

➢ Evaluate non-traditional assessment tools including scoring rubrics

REVISIT THE LEARNING ESSENTIALS

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

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• A good scoring rubric contains the criteria against which the product or performance is
rated, the rating scale and a description of the levels of performance.

OBSERVE

• Observe classes in at least 3 different subjects and pay particular attention to the
assessment tool used by the teacher.
• With teacher’s permission, secure a copy of the assessment tool.
• Study the assessment tool then accomplish Observation Sheet.
• Did your Resource Teacher explain the rubric to the students?
• What type of rubric did the Resource Teacher use – analytic or holistic?

Authentic- Learning Sample of Product/ How a Comments

Assessment/ Outcome performance product/ (is the
Nontraditional/Alter Assessed Assessed performance scoring
n ative was assessed rubric
One example of a constructe
product assessed. Describe d
(Put a photo of how the according
the product/ product/ to
documented performance standards?
performance in was
My Teaching assessed.
Artifacts. Which was
INCLUDE THE used analytic
RUBRIC IN MY rubric or
TEACHING holistic
ARTIFACTS rubric?
INCLUDE
THE RUBRIC
IN MY
TEACHING
ARTIFACTS

1. Product

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2. Performance

ANALYZE

1. Between analytic and holistic rubrics which one was more used? Why do you think that type
pf rubric was used more?

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 or
performance without scoring rubrics? Explain.

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4. If you were to improve on one scoring rubric used, which one and how?

5. Can you essay or other written requirements, even if it is paper-and-pencil test, be

considered an authentic form of assessment? Explain your answer.

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?

7. Does the Scoring Rubric in this FS Book I help you come up with better output?

REFLECT

Are authentic assessment tools and task new? Reflect on your experiences of tests for
all the years as a student.

SHOW Your Learning Artifacts

• Accomplished Observation Sheet

• Observation
• Reflection
• A photo of a product assessed and a documented performance test

177 | P a g e
 • Samples of scoring rubrics used by Resource Teachers – one rubric to assess a particular
product and another rubric to assess a particular performance together with your
comment/s and improved version/s, if necessary.

LINK THEORY TO PRACTICE

1. To pinpoint which part of the lesson needs more explanation, which scoring rubric can
help?
I. Analytic
II. Holistic

A. I only C. II only
B. I and II D. No need for rubric

2. I want to know how skilled the students have become in research report. Which assessment
task will be valid?
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A. Make students defend research report before a panel.
B. Make students write the research report C. Group the students for
research report writing
D. Make students conduct an action research.

3. I want to get a global view of a student’s performance. Which rubric is most fit?
A. Analytic C. Holistic
B. Itemized D. Analytic and holistic

4. Which can prove that students are now capable of sewing after a 200-hour course?
A. Presentation of a product they have sewn
B. Operation of the sewing machine
C. Drawing a pattern for a set of pajamas
D. Labelling the parts of a sewing machine

5. Which is the most reliable way of determining whether or not the student can now dance
tango?
A. Performance test
B. Oral test
C. Written test on steps of tango
D. Written test illustrating the steps

Scrutinizing the Type and Parts of a Portfolio Activity

13.4

TARGET YOUR INTENTED LEARNING OUTCOME

➢ Evaluate a sample portfolio

➢ Distinguish among the 3 types of portfolio

DISCOVER THE LEARNING

ESSENTIALS

• A portfolio is a purposeful collection of selective significant samples of student work

accompanied by clear criteria for performance with prove student effort, progress or
achievement in a given area or course.
• A portfolio of student’s work is a direct evidence of learning. But is not a mere
collection of student’s work. The student’s reflection must accompany each output
or work
179 | P a g e
• A portfolio is different from a work folder, which is simply a receptacle for all work,
with no purpose to the collection. A portfolio is an international collection of work
guided by learning objectives.
• Effective portfolio systems are characterized by clear picture of the student skills to
be addressed, student’s involvement in selecting what goes into the portfolio, use of
criteria to define quality performance as basis for communication, and selfreflection
through which students share they think and feel about their work, their learning
and about themselves.
• There are several types of portfolio depending on purpose. They are: 1)
development or growth portfolio, 2) best work or showcase or display portfolio, and
3) assessment/evaluation portfolio.

OBSERVE

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?
Clear objectives – The objectives
of the lesson/unit/course are
clear which serve as a bases for
selection

Explicit guidelines for selection –

what, when, where, how are
products/documented
performances selected?

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 Comprehensible criteria – the
criteria against which the
portfolio is graded must be
understood by the learners.

Selective significant pieces – The

portfolio includes only the
selected significant materials.

Student’s reflection – There is

evidence that students reflected
on their learning.

Evidence of student participation

in selection of content of portfolio
– There is proof that students
took apart in the selection of the
content of the portfolio.

ANALYZE

1. With OBE in mind, which should be the basis for the selection of pieces of evidence to show
that what the student was supposed to learn was learned?

2. Scrutinize the elements of this portfolio, based on the parts, under which type of portfolio
does this fall?

Elements of a DEVELOPMENT/GROWTH Portfolio (Which type of portfolio?)

Cover Letter- “About the Author” and “What My Portfolio Shows About My Progress
as a Learner”

Table of Contents with numbered pages

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 Entries-both core (required items) and optional items (chosen by students).

Dates on all entries to facilitate proof of growth over time.

Drafts of aural/oral and written products and revised revisions, i.e. (first drafts and
corrected/revised versions.)

Student’s Reflections

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 Your Learning Artifacts

• Sample/s of Improved Written Tests, both selected-response type and supply type.
• Sample/s of product and performance and performance assessed
• Sample/s of a rubric
• Sample/s of students’ reflection on his/her portfolio

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 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 13 – Assessment OF Learning

(Summative Assessment)
Learning Outcomes determine the alignment of assessment tools and tasks with
intended learning outcomes; critique traditional and authentic assessment tools and
tasks for learning in the context and established guidelines on test construction;
evaluate non-traditional assessment tools including scoring rubrics; evaluate a
sample portfolio; distinguish among 3 types of portfolio; construct assessment
questions for HOTS blowing Bloom’s Taxonomy as revised by Anderson and
Krathwohl and Kendall’s and Marzano’s taxonomy; explain the function of a Table of
Specifications; distinguish among types of learners’ portfolios and their functions,
examine different types of rubrics used and relate them to assessment of student
learning ; compute students’ grade based on DepEd’s grading policy ; state the
reason(s) why grades must be reports to parts and describe what must be done to
make grade reporting meaningful.

Name of FS Student Date Submitted _________________________

Year and Section Course _____________

Learnin Excellent 4 Very Satisfactory 2 Needs

g Satisfactory 3 Improvement
Episode 1
Accomp All One (1) two (2) Three (3) Four (4) more
lished observation observation observation observation
Observa questions tasks questions/tasks questions/tasks questions/task
tion completely not not s not
Sheet answered/acc answered/acco answered/acco answered/acco
omplished mplished. mplished mplished.

183 | P a g e
 Analysis All All questions Questions were Four (4) or
were answered not answered more
questions were completely; completely; observation
answered answers are answers are not questions were
completely clearly clearly not answered;
answer are connected to connected to answers
with depth theories; theories one (1) not
and are grammar to three (3) connected to
thoroughly and grammatical/sp theories; more
grounded spelling are free elling errors. than four (4)
on from errors. grammatical/s
theories;
grammar and pelling errors.
spelling are
free from error.

Reflecti Profound and Clear but lacks

Not so clear and Unclear and
on clear; depth; shallow; shallow; rarely
supported by supported by
somewhat supported by
what were what were supported by what were
observed and observed what were observed and
analyzed. and observed analyzed.
analyzed. and
analyzed.
Learnin Portfolio Portfolio is Portfolio is not Portfolio is not
g is reflected on in reflected on in reflected on in
Artifact reflected on in the context of the the context of the context of
s the context of learning the learning the learning
the learning outcomes. outcomes. outcomes; not
outcomes; Complete; well Complete; complete; not
complete organized, very not organized, not
wellorganized, relevant to the organized, relevant.
highly relevant learning relevant to the
to the learning outcome. learning
outcome. outcome.
Submiss Submitted Submitted on Submitted a day Submitted two
ion before the the deadline. after the (2) days or
deadline. deadline. more after the
deadline.
COMMENT/S Over-all Score Rating (Based on
transmutation)

184 | P a g e
 TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20
19- 17 16 15 14 13- 11 10 9-8 7below
18 12
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00

99 96 93 90 87 84 81 78 75 72 71below

__________________________________________________ ___________ Signature of FS

Teacher above Printed Name Date

LINK THEORY TO PRACTICE

1. A portfolio is synonymous to a folder of files. Is this CORRECT?

A. No C. Yes
B. Somewhat D. Sometimes

2. Which is an essential part of portfolio?

A. Student’s reflection on his portfolio
B. Display portfolio for everyone to see student development
C. Artistic design to show student’s artistic talent
D. Student’s self-rating

3. I need to prove that I have fully developed the skill at writing a research report.
Which type of portfolio is MOST APPROPRIATE?
A. Showcase Portfolio C. Development Portfolio
B. Development Portfolio D. Process Portfolio

4. Which portfolio can prove that an improvement has taken place in the way students
pronounce words?
A. Showcase Portfolio C. Assessment Portfolio
B. Development Portfolio D. Process Portfolio

5. I want to know if my students can now focus the microscope properly. With which portfolio
am I concerns?
A. Showcase portfolio C. Assessment Portfolio
B. Development portfolio D. Process Portfolio

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 Activity 13.5 Determining the Level of Teacher’s Questions

Resource Teacher: Teacher’s Signature: ________________

School: Grade/Year Level: ___________________
Subject Area:________________________________________ Date: _________

TARGET YOUR INTENTED LEARNING OUTCOME

➢ Construct assessment questions to measure HOTS following Bloom’s and Anderson’s revised
taxonomy and Kendall’s and Marzano’s taxonomy.

REVISIT THE LEARNING ESSENTIALS

Table: 1.4 Example of Cognitive Activities

Cognitive Processes Examples

Remembering – Produce the right information from memory
Recognizing

Recalling Name three 19th – century women English

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

Level of Process
Di Self-
Examining Emotional Response
ffi Syst
c emExamining Motivation
ul Thi
ty nki
6 ng Specifying Goals

Process
Monitoring Monitoring
Clarity Useful Verbs, Phrases Definitions

The student can analyze how important specific

knowledge is to them.
Cognitive System
The student can examine how much they believe they
can improve their understanding of specific
knowledge.
5 The student can identify emotional responses
Metassociated with a piece of knowledge and determine
acogwhy those associations exist.
nitiThe students can examine their own motivation to
o nimprove their understanding or competence in specific
Examining knowledge.
Importance The student can set specific goals relative to knowledge
Examining and develop plan for accomplishing the goal.
Efficacy The student can self-monitor the process of achieving a
goal.
187 | P a g e
The student can well they understand knowledge.
determine how

Monitoring The student can determine how accurate

Accuracy their understanding of knowledge

4 Investigating investigate; research;

Knowledge find out about; take a
Utilization position on; what are the
differing features of;
how & why did this
happen; what would
happened if the student
generates a hypothesis
and uses the assertions
and opinions of others to
test the hypothesis.
Experimentin experiment; generate
g and test; test the idea
that; what would you
determine if; how can
this be explained; based
on the experiment, what
can be predicted. The
student generates and
tests a hypothesis by
conducting an
experiment and
collecting data.

Problem- solve; how would you

Solving overcome; adapt:
develop a strategy to;
figure out a way to; will
you reach your goal
under these conditions.
The student can
accomplish a goal for
which obstacle exist.

Decision decide; select the best

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 Making among the following
alternatives; which
among the following
would be the best; what
is the best way; which of
these is most suitable.
The student can select
among alternatives that
initially appear to be
equal and defend their
choice.
3 Specifying make and defend;
Analysis predict; judge; deduce;
what would have to
happen; develop an
argument for; under
what conditions
The student can make
and defend predictions
about what might
happen.

Generalizing What conclusions can be

drawn; what inferences
can be made; create a
principle, generalization
or rule; trace the
development of; form
conclusions. The student
can infer new
generalizations from
known knowledge.

Analyzing Identify errors or

Errors problems; identify
issues or
misunderstanding;
assess; critique;
diagnose; evaluate; edit;

189 | P a g e
 revise. The student can
identify and explain
logical or factual errors
in knowledge.
Classifying Classify; organize; sort;
identify a
broader category;
identify different
types/ categories.
The student can identify
super ordinate and
subordinate categories
to which information
belongs.

Matching Categorize; compare &

contrast;
differentiate;
discriminate; distinguish;
sort; create an analogy or
metaphor. The student
can identify similarities
and differences
in knowledge.

2 Symbolizing Symbolize; depict;

Comprehe represent; illustrate;
nsion draw; show; use models;
diagram chart.
The student can depict
critical aspects of
knowledge in a pictorial
of symbolic form.

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 Integrating Describe how or why;
describe the key parts
of; describe the effects;
describe the relationship
between; explain ways
in which; paraphrase;
summarize. The student
can identify the critical
or essential elements of
knowledge.

1 Executing Use; demonstrate; show;

Retrieval make; complete; draft.
The student can perform
procedures without
significant errors.

Recalling Exemplify; name; list;

label; state; describe;
who; what; where;
when. The students can
produce information on
demand.

Recognizing Recognize (from a list);

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

Resource Teacher: Teacher’s Signature: ________________

School: Grade/Year Level: _____________________
191 | P a g e
 Subject Area: Date: _________

OBSERVE

1. Observe a teacher in the classroom.

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

Table 1. Number of Questions per Level

Cognitive Cognitive Tally of

Processes Processes (and Assessment
(Bloom as Rank Kendall Rank Tasks/Questions Total
revised by and Marzano)
Anderson and
Krathwohl)
Self-system 6
Thinking
Metacognition 5

Creating 6-
Highest
Evaluating 5

Analyzing/An 4 Analysis 3 /

Applying 3 Knowledge 4
Utilization
Understanding/ 2 Comprehension 2 /

Remembering/ 1- Retrieval 1 ////-Example

Lowest

192 | P a g e
Table 2. Examples of Assessment Questions/Assessment Tasks

Tally and Total Tally and Example of Rank

Score of Total Score of Assessment Based
Cognitive Cognitive Tasks/ on Use
Processes Rank Processes (and Rank Questions
(Bloom as Kendall Given by
revised by and Marzano) Resource
Anderson and Teacher
Krathwohl)
Self-system 6- e.g. Teacher
Thinking Highest asked
students.
Why is the
lesson
important to
you?

Metacognition 5

Example: 6-
Creating = I Highest

Evaluating = I 5

Analyzing / An = 3
II

Applying = III 4

Understanding = Comprehension 2
II
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 Remembering = Retrieval = 1Lowest
IIII 1

Rank Rank

ANALYZE

1. Which cognitive skill had the highest number of assessment questions? lowest number?

2. What do these (lowest and highest number of assessment questions) reveal about Resource
Teacher’s level of questions?

3. Based on Kendall’s and Marzano’s taxonomy, which are the highest cognitive skills? Give an
example of an assessment question for each of the two highest cognitive skills-
metacognitive skills and self-system thinking.

REFLECT

If you were to rate yourself on HOTS – where will you be from a scale of 1 to 5 (5 as
highest) where will you be?

As a future teacher, reflect on how will you contribute to the development of learners’
HOTS?

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 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 13 – Assessment OF Learning

(Summative Assessment)
Learning Outcomes determine the alignment of assessment tools and tasks with intended
learning outcomes; critique traditional and authentic assessment tools and tasks for
learning in the context and established guidelines on test construction; evaluate non-
traditional assessment tools including scoring rubrics; evaluate a sample portfolio;
distinguish among 3 types of portfolio; construct assessment questions for HOTS blowing
Bloom’s Taxonomy as revised by Anderson and
Krathwohl and Kendall’s and Marzano’s taxonomy; explain the function of a Table of
Specifications; distinguish among types of learners’ portfolios and their functions, examine
different types of rubrics used and relate them to assessment of student learning ; compute
students’ grade based on DepEd’s grading policy ; state the reason(s) why grades must be
reports to parts and describe what must be done to make grade reporting meaningful.

Name of FS Student Date Submitted ____________________

Year and Section Course ___________

Learning Excellent 4 Very Satisfactory 2 Needs

Episode Satisfactory 3 Improvement
1
Accompli All One (1) two (2) Three (3) Four (4) more
shed observation observation observation observation
Observat questions questions/tasks questions/tasks questions/task
ion Sheet tasks not not s not
completely answered/acco answered/acco answered/acco
answered/acc mplished. mplished mplished.
omplished
Analysis All All questions Questions were Four (4) or
were answered not answered more
questions were completely; completely; observation
answered answers are answers are not questions were
completely clearly clearly not answered;
answer are connected to connected to answers
with depth theories; theories one (1) not
and are grammar to three (3) connected to
thoroughly and grammatical/sp theories; more
grounded on spelling are free elling errors. than four (4)
theories; from errors. grammatical/s

195 | P a g e
 grammar and pelling errors.
spelling are
free from
error.
Reflectio Profound and Clear but lacks Not so clear and Unclear and
n clear; depth; shallow; shallow; rarely
supported by supported by somewhat supported by
what were what were supported by what were
observed and observed what were observed and
analyzed. and observed analyzed.
analyzed. and
analyzed.
Learning Portfolio Portfolio is Portfolio is not Portfolio is not
Artifacts is reflected on in reflected on in reflected on in
reflected on in the context of the context of the context of
the context of the learning the learning the learning
the outcomes. outcomes. outcomes; not
Complete; well Complete; complete; not
learning organized, very not organized, not
outcomes; relevant to the organized, relevant.
complete learning relevant to the
wellorganized, outcome. learning
highly relevant outcome.
to the learning
outcome.
Submissi Submitted Submitted on Submitted a day Submitted two
on before the the deadline. after the (2) days or
deadline. deadline. more after the
deadline.
COMMENT/S Over-all Score Rating (Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20
19- 17 16 15 14 13- 11 10 9-8 7below
18 12
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00

99 96 93 90 87 84 81 78 75 72 71below

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 __________________________________________________ ___________ Signature of FS
Teacher above Printed Name Date

LINK THEORY TO PRACTICE

1. Which is the percentage contribution of quarterly assessment to the grade of the student
from Grade 1 to 10?
A. 15% C. 25%
B. 20% D. 30%

2. Does quarterly assessment have the same percentage weights for all the subjects; for all the
tracks in Grade 11-12?
A. Yes C. Yes, only for the academic track
B. No D. It depends on schools.

3. Which is the percentage contribution of written work to the grade of the Grade 1-10 student
in Science and Math?
A. 50% C. 40%
B. 20% D. 30%

4. In MAPEH and TLE, which contribute/s heaviest to the student grade?

A. Performance Task C. Quarterly Assessment
B. Written Work D. Quarterly assessment and performance tasks

5. Based om percentage contribution to the grade, what can be inferred from the DepEd’s
emphasis on learning and assessment?
A. The emphasis depends on the grade level of the subjects
B. All components are being emphasized
C. The emphasis for all Grade 1-10 subjects is on performance tasks.

6. A student’s gets a numerical grade of 80. What is his descriptor for his level of proficiency?
A. Satisfactory C. Very Satisfactory
B. Beginning D. Outstanding

7. I get a grade of 90. What is its descriptor?

A. Very Satisfactory C. Advanced
B. Beginning D. Outstanding

8. Which is described as “did not meet expectations”?

A. Below 75% C. Below 74%
B. Below 76% D. Below 72%
9. If a student failed to meet standards, which descriptor applies?
A. Developing C. Poor
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 B. Beginning D. Did not meet expectations

10. How is the final grade per subject for Grade 11 and 12 obtained?
A. Get the average of the grades for the 2 Quarters
B. Get the average of the grades for the 4 Quarters
C. Get the average of the grades of all the subjects for the semesters
D. Get the average of the grades of all the subjects for the 4 semesters

11. Which is/are TRUE of MAPEH when it comes to grade computation?

I. The quarterly grade is the average of the quarterly grades in the four areas – Music,
Arts, Physical Education and Health (MAPEH)
II. Individual grades are given to each area (MAPEH)
III. There is one grade for Music and Arts, PE and Health because they are related.
A. I only C. I and III
B. I and II D. II only

12. Which is TRUE of Kindergarten grades?

A. Grades are computed like the grades in Grade 1
B. There are numerical grades with descriptions.
C. There are no numerical grades.
D. Remarks like Passed and Failed are used.

13. At the end of the school year, which is/are TRUE of grades?
I. The General Average is computed by dividing the sum of all final grades by the total
number of learning areas.
II. Each learning area has equal weight in computing for the General Average.
III. The Final Grade per learning area and the General Average are reported as whole numbers.
A. I and II C. I and III
B. II and III D. I, II and III

14. Who is retained in the same grade level for Grade 1 to 10? Any students who did not meet
expectations ________________________________________.
A. in three or more learning areas
B. in 2 learning areas
C. in four learning areas
D. as shown in the general average

15. What happens when a student in Grade 1 to 10? Any students who did not meet
expectations in two learning areas?
A. Retained in the same grade level
B. Promoted to the next grade level after passing remedial classes for learning areas with
failing mark

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C. Promoted in the next grade level but has back subjects in the lower grade level D. Is not
accepted for enrollment in the school

Activity 13.8 Reporting Student’s Information

Resource Teacher: Teacher’s Signature: ________________

School: Grade/Year Level: _____________________
Subject Area: _____________________________ Date: _________

TARGET YOUR INTENTED LEARNING OUTCOME

• State the reason(s) why grades must be reported to parents

• Describe what must be done to make grade reporting meaningful

REVISIT THE LEARNING ESSENTIALS

• Grades fulfill their function if reported meaningfully to students and most of all to parents,
our partners in the education of the children.
• Grades are a measure of achievement, not necessarily IQ. A student may have high IQ but
not necessarily achieving or performing because of lack of motivation or other factors.

OBSERVE

Proceedings in a Card Distribution Day

1. Observe how cards are distinguished on Card Distribution Day. Describe how cards are
distributed.

2. Describe how the Resource Teachers communicated learners’ assessment results and
grades to parents.

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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 did 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 problem 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?

200 | P a g e
 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) maintaining and
b) improved to make grades and reporting meaningful?

REFLECT

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

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 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 13 – Assessment OF Learning

(Summative Assessment)
Learning Outcomes determine the alignment of assessment tools and tasks with intended
learning outcomes; critique traditional and authentic assessment tools and tasks for
learning in the context and established guidelines on test construction; evaluate non-
traditional assessment tools including scoring rubrics; evaluate a sample portfolio;
distinguish among 3 types of portfolio; construct assessment questions for HOTS blowing
Bloom’s Taxonomy as revised by Anderson and Krathwohl and Kendall’s and Marzano’s
taxonomy; explain the function of a Table of Specifications; distinguish among types of
learners’ portfolios and their functions, examine different types of rubrics used and relate
them to assessment of student learning ; compute students’ grade based on DepEd’s
grading policy ; state the reason(s) why grades must be reports to parts and describe what
must be done to make grade reporting meaningful.
Name of FS Student Date Submitted ____________________
Year and Section _______ Course ___________________
Learning Excellent 4 Very Satisfactory 2 Needs
Episode Satisfactory 3 Improvement
1

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Accompli All One (1) two (2) Three (3) Four (4) more
shed observation observation observation observation
Observat questions questions/tasks questions/tasks questions/task
ion Sheet tasks not not s not
completely answered/acco answered/acco answered/acco
answered/acc mplished. mplished mplished.
omplished
Analysis All All questions Questions were Four (4) or
were answered not answered more
questions were completely; completely; observation
answered answers are answers are not questions were
completely clearly clearly not answered;
answer are connected to connected to answers
with depth theories; theories one (1) not
and are grammar to three (3) connected to
thoroughly and grammatical/sp theories; more
grounded spelling are free elling errors. than four (4)
on from errors. grammatical/s
theories; pelling errors.
grammar and
spelling are
free from
error.

Reflectio Profound and Clear but lacks Not so clear and Unclear and
n clear; depth; shallow; shallow; rarely
supported by supported by somewhat supported by
what were what were supported by what were
observed and observed what were observed and
analyzed. and observed analyzed.
analyzed. and
analyzed.
Learning Portfolio Portfolio is Portfolio is not Portfolio is not
Artifacts is reflected on in reflected on in reflected on in
reflected on in the context of the context of the context of
the context of the learning the learning the learning
the outcomes. outcomes. outcomes; not
Complete; well Complete; complete; not
learning organized, very not organized, not
outcomes; relevant to the organized, relevant.
complete learning relevant to the
wellorganized, outcome. learning
highly relevant outcome.
to the learning
outcome.
203 | P a g e
 Submissi Submitted Submitted on Submitted a day Submitted two
on before the the deadline. after the (2) days or
deadline. deadline. more after the
deadline.
COMMENT/S Over-all Score Rating (Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20
19- 17 16 15 14 13- 11 10 9-8 7below
18 12
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00

99 96 93 90 87 84 81 78 75 72 71below

__________________________________________________ ___________
Signature of FS Teacher above Printed Name Date

LINK THEORY TO PRACTICE

1. Why must grades be reported to the parents?

I. Promote ongoing formative feedback to students
II. Ensure alignment of curriculum, instruction, and assessment
III. Promote, to parents and students, credible and useful feedback
A. I only C. II only
B. I and III D. I, II, and III

2. What must be done to make grade reporting meaningful? I. The

grading system must be clear to all concerned.
II. The standards and competencies are known and understood by all.
III. The grading system must be numerical.
A. I and II C. I, II and III
B. II only D. III only

3. To make grade reporting meaningful, which must be done? A. Announce names

of students who need to help.

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

5. What does criterion –referenced grading mean?

A. Grading on the curve C. Comparing grades with average grade
B. Grading against standards D. Interpreting grades based on Mean

6. What must be done to make grades meaningful?

A. Interpret grades against standards.
B. Compute grades accurately.
C. Compare individual grades against mean
D. Compare grades of boys and girl

205 | P a g e
 FIELD STUDY 1 LEARNING Knowing the Quality teacher
EPISODE
The Teacher as a

FS 1 14 PERSON and as a
PROFESSIONAL

SPARK YOUR INTEREST

What is really like to be a TEACHER? Why is being a TEACHER considered as

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

TARGET YOUR INTENTED LEARNING OUTCOME At

the end of this Episode, I must be able to:

➢ Describe the personal qualities and competences of effective classroom teachers; and
➢ Enumerate the professional characteristics of practicing teachers observed as based
on the professional standards and code of ethics for the profession.

REVISIT THE LEARNING ESSENTIALS

“My Teacher, My Hero” was a banner during the World Teacher’s Day
celebration in the Philippines in the years past. Are Filipino teachers, real heroes?
What do you think? Why?
My answer is YES! Here are my reasons.
Personal Qualities of Filipino Teachers
To be a teacher in the Philippines is a challenging profession. Teachers serve the
country just like any other hero. To be a teacher requires a lot of personal and
professional qualities. These qualities make an excellent Filipino teacher an
exceptional professional.
First, the teacher must have innate qualities or attributes that are exemplary and
are fitted to be teachers. These are natural tendencies of a person. Here are some of
the qualities and attributes that distinctly characterized a teacher.
Personal Qualities of Teachers and the Descriptors
Personal Qualities What the teacher IS and DOES
Lives with dignity that This teacher is honest, has integrity, self-respect and
exemplifies self- self-discipline. Likewise, respected by students, peers
respect, integrity and and the community.
self-discipline
Takes care of one’s This teacher is physically, emotionally and mentally
physical, emotional healthy. Clean and neat, dresses appropriately and
and mental well-being pleasant in words and in action.
Lives a life inspired by This teacher behaves according to the personal spiritual
spiritual principles and beliefs that are not contrary to the norms, mores and
beliefs tradition of the community.
Exhibits deep This teacher is mentally alert, makes correct decision,
knowledge and intelligent to be able to acquire new knowledge, skills
understanding and values needed in order to teach. She/he has the
across ability to learn new things, re-learn old knowledge in
disciplines new ways, and un-learn knowledge, skills and values
that are no longer applicable to the current times.
Recognizes own This teacher sets high goals for himself/herself, but
strength with humility remains humble and willing to share success. He/she is
confident of doing task but does not consider self to be
better than others all the time.
Perseveres in This teacher is calm in the midst of chaos, remains
challenging situation steadfast under pressure, does not easily give up and
adjust to different situations.
Demonstrates a This teacher volunteers tasks for others, always willing
natural action to work to share, extends help willingly, accepts responsibility,
together with others tolerant of other people, and gives up time for the group.

Not everyone has these qualities, hence not everyone can be a good teacher. As the old
saying goes; “Teachers are born but good teachers are both born and made.”
Professional competence of Filipino Teachers
Going to teacher training institutions and earning a teaching degree mean
developing a professional teacher like you. You can only become a professional
teacher if you earn a degree to teach in either elementary level or high school level.
You should also earn license to teach by passing a licensure examination for
teachers. While studying in college you are learning the ropes of becoming a
professional teacher. You learn the content courses including the major or
specialization and the professional courses including the pedagogy courses. Your
professional courses include experimental learning courses that include Field Study
1, Field Study 2 and Teaching Internship. These are Important in your preparation to
become professional teachers.
So what are the professional competencies that every teacher should have? You will
find these in the matrix that follow.

Professional Competencies of Filipino Teachers

Professional Competencies What the Teacher DOES
Abides by the code of ethics for the This teacher practices the rules and
profession conduct of professional teachers.
Masters the subject matter to be taught This teacher masters and updates
himself/ herself with subject matter
content to be taught.
Updates oneself on educational trends, This teacher keeps abreast with
policies and curricula educational trends, policies and
curricula by taking up graduate
students, attending seminars and
workshops.
Uses teaching methods to facilitate This teacher practices different ways of
students learning teaching appropriate to the learners
and the subject matter.
Builds a support network with parents This teacher engages the cooperation of
and community parents and stake holders in educating
the learners.
Demonstrates knowledge, This teacher has substantial knowledge
understanding of the characteristics and of the characteristics and needs of the
needs of diverse learners. learners.
Plans, prepares and implements school This teacher plans. Prepares,
curriculum responsibly. implements and innovates the day-
today curriculum with the view in mind
that learners will learn.
Designs, selects and utilize appropriate This teacher designs, selects and uses
assessment strategies and tools. appropriate assessment tools for, as
and of learning.
Provides safe, secure, fair physical and This teacher arranges the classroom to
psychological learning environment provide safe, secure psychological
that supports learning. environment that supports and
encourages learning.
Serves beyond the call of duty This teacher does task and works even
beyond the official time when needed.
 So, it is not easy to become a professional teacher. The demand is great. A qualified
professional teacher then is like a HERO.
Now you are ready to identify if the enumerated characteristics are found among the
teachers you are going to observe.
There are two observation activities in this Episode. Activity 1 will identify the
Personal Characteristics of the Teacher and Activity 2 will identify the Professional
Competencies of the Teacher.
\
OBSERVE, ANALYZE, REFLECT

Activity 14.1 Teacher Personal Qualities: A View from My

Lenses

Resource Teacher: Teacher’s Signature: ________________

School: Grade/Year Level:
Subject Area: Date: _ ________

OBSERVE

Procedure:

1. Secure a permit to observe a teacher.

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

Healthy Observe
 Spiritual Observe
Interview

Knowledgeable Observe

Humble Observe
Interview

Determined Observe
Interview

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?

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 characteristics of your model teacher that has made a
great impact in your life as a learner. Reflect and describe how this quality
influenced you.

Activity 14.2 Is the Teacher a Professional Teacher?

Resource Teacher: Teacher’s Signature: ________________

School: Grade/Year Level:
Subject Area: Date: _ ________

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.

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.
Professional Competencies Does the Teacher exhibit
the competence of a
professional teacher? Check
your answer below.

YES NO DOUBTFUL
Practice the Code of Ethics for Professional Teachers
Teachers the subject matter very well with mastery.
Keep yourself updated with educational trends,
policies and curricula.
Uses varied teaching methods that facilitate learning
with skill and ease
Engage the parents and other stake holders to
cooperate as partners in educating the children.
Teachers with compassion based on the knowledge
and understanding of the characteristics and needs of
diverse learners.
Prepares curriculum plans, implements these with
innovation in every lesson.
Designs or selects and utilizes appropriate assessment
strategies and tools for lessons taught.
Makes classroom atmosphere physically
0.
(arrangement) and psychologically (friendly,
inclusive) safe and secure for learning.
Serves willingly beyond teaching work by
participating in other extra-curricular
activities when needed.

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? ___________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

SHOW Your Learning Artifacts

Show here the artifacts of this Episode

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 14- The Teacher as a Person and as
a PROFESSIONAL.
Learning Outcomes: describe the personal qualities and competencies of effective
classroom teachers ⋅enumerate the professional characteristics of practicing
teachers observed as based on the professional standards and code of ethics for the
profession.
Name of FS Student Date Submitted
Year and Section Course
Learning Excellent 4 Very Satisfactory 2 Needs
Episode Satisfactory 3 Improvement
1
Accomplished All observation One (1) to two Three (3) Four (4)
Observation questions/task (2) observation observation or more
Sheet completely questions/task questions/ observation
answered/ not answered/ task not questions/
accomplished accomplished answered/ tasks not
accomplished answered/
accomplished
Analysis All questions All Questions Four (4)
were answered were not or more
completely, questions were answered observation
answers are answered completely; questions were
with depth and completely; answers are not answered;
are thoroughly answers are not clearly answers
grounded on clearly connected to not
theories; connected to theories; one connected to
grammar and theories; (1) to three
theories; more
spelling are free grammar and (3)
than four (4)
from errors spelling are grammatical/
grammatical
free from spelling errors
errors spelling errors
Reflection Profound and Clear but lacks Not so clear Unclear and
clear, supported depth; and shallow shallow; rarely
by what were supported by somewhat supported by
observed and what were supported by what were
analyzed observed and what were observed and
analyzed observed and analyzed
analyzed
Learning Portfolio is Portfolio is Portfolio is Portfolio is not
Artifacts reflected on in reflected on in not reflected reflected on in
the context of the context of on in the context of
the learning the learning the the learning
outcomes; outcomes; context of the outcomes; not
Complete , Complete, learning complete; not
wellorganized wellorganized, outcomes; organized, not
highly relevant very relevant to Complete, not relevant
to the learning the learning organized,
outcome outcome relevant
to the

learning
outcome
Submission Submitted Submitted Submitted a Submitted two
before the on the day after the (2) days
 deadline deadline deadline or more
after the
deadline
COMMENTS
Over-all on
Score

Rating: (based
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19- 17 16 15 14 13- 11 10 9-8 7-
18 12 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.0 3.5 5.00
0
99 96 93 90 87 84 81 78 75 72 71-
below

Signature of FS Teacher above Printed Name Date

LINK THEORY TO PRACTICE

Based on Episode 1, choose the correct answer for each item.

1. Any teacher currently teaching is called a professional because he or she _____ I.

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

FIELD STUDY 1 LEARNING EPISODE Towards Teacher Quality:

FS1 15
Developing a Global
Teacher of the 21ST Century

SPARK Your Interest

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

TARGET Your Intended Learning Outcome

At the end of this Episode, I must be able to:
➢ Describe the personal qualities and competencies of a glocal classroom teachers of the
21st century; and
➢ Design a learner-centered classroom for the 21st century learners with learning
spaces that are safe, that allows creativity and use of ICT.

REVISIT the Learning Essentials

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

Towards Quality Glocal teachers

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

More specifically, quality teachers are competent teachers who can demonstrate
exemplary mastery of knowledge, skills, values and dispositions relative to the
following characteristics:
1. Understand one’s own cultural identity and rootedness
2. Knows and integrates global dimensions in the subject area
3. Engages learners in the learning processes
4. Uses real life local and global examples
5. Values the inputs of culturally and linguistically diverse learners
6. Models social responsibilities in local and global content
7. Encourage learners to find appropriate actions to improve local and global the
conditions, and
8. Creates a learning environment that encourages creativity and innovations.

The Challenges of the Quality Glocal Teachers for the 21st Century
One of the major challenges of quality teachers is to “create a learning environment
that encourages creativity and innovations among learners.” With it, comes the
management of learning in such environment. These are required skills for a global
teacher.
Majority of the current classrooms provides learning spaces that can hardly prepare
the 21st century learners for the development of the 21st century skills.
Since the 21st century classroom is learner-centered, the teacher acts as a facilitator
of learning. Students no longer study each subject in isolation, but they work on
interdisciplinary projects that cover several subject areas. Learning is no longer for
memorizing and recalling of information but on learning how to learn. Thus
classroom designs should respond to the 21 st century learning. More so, quality
 teachers should be changing their roles from teaching in isolation to coteaching,
team teaching and collaboration with students and peers.
A new and creative design of classrooms by the teachers is needed as well as the
management of learning. These are the two teacher qualities needed to address the
new roles of teachers.
How should a new classroom be? Here are some suggestions on the sex elements of a
new classroom:
1. Flexibility of furniture and space
2. Collaborative learning
3. Facilitation of movement
4. Foster creativity
5. Use of technology
6. Provision of light and bright colors
7.
With the classroom structure, a quality teacher should be able to manage
learner under a very conducive learning environment. Teacher should use effective
classroom management strategies that will ensure productive learning.
Quality teacher should manage learning in an enhanced classroom by seeing it
to it that learners are:
- Organized,
- Orderly, - Focused,
- Attentive, - On task, and
- Are learning.
This will take much of your skills, experience and patience. The two
important factors that may affects learning management are the use of technology
and the diversity of learners.

\
OBSERVE, ANALYZE, REFLECT

ACTIVITY 15 .1 A Day in the School Life of a

Quality Teacher
Resource Teacher: Teacher’s Signature: ________________
School: Grade/Year Level:
 Subject Area: Date: _ ________
Observation 1: This activity will require you to stay in school for one school day.
Special arrangement by your faculty should be made for this purpose.
Procedure:
1. Secure permit to observe a quality teacher in the school for one whole class day.
2. Shadow the teacher in the three major responsibilities.
➢ Actual teaching
➢ Management of Learning
➢ Administrative Work
3. Use the key guide found in the matrix below.
4. Record data observed in your notebook. This will be your artifacts.
5. If you missed seeing the evidence to the key guide, you may interview the teacher.
6. Make a narrative or essay of your entitled: “A Day in the School Life of a Quality
Teacher”.
7. If permitted, you may include the teacher’s picture in action to you essay.

OBSERVE
Note: observe and record observations on the following aspects as key guide to
observations.

Teacher’s Major Key guide for Observation (carefully look for the
Responsibility indicators/behaviors of the teacher along the key
points. Write your observations and description in
your notebook. This will be one of your artifacts)
A. Actual Teaching This teacher
Is learner-centered
Acts as a facilitator of learning
Has mastery of subject matter
Sees to it that learning outcomes are achieved
Is pleasant and fair in dealing with the learners
 B. Management of This teacher
Learning Allows all learners to participate in the lesson
Considers the needs of the learners in the seating
arrangement
Uses instructional support materials to help learners
understand the lesson
Sees to it that learning is achieved within the period of
time
Dismisses the class on time
C. This Teacher
Administrative Keeps records of the learners’ attendance everyday
Work Keeps record of formative and summative test
Submits reports and other documents on time
Does other tasks as requested by superior
Cooperates with peers and staff in the cleanliness and
safety of the school

ANALYZE
Refer to the result of your observation to answer the questions that follows.

1. Which of the three responsibilities shows majority of the indicators being practiced? A.
Actual Teaching?
B. Management of Learning?
C. Administrative Work?

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 question
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
st

Resource Teacher: Teacher’s Signature: ________________

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

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

SHOW YOUR LEARNING ARTIFACTS

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

LINK THEORY TO PRACTICE

Based on the Episodes you went through on Glocal Teacher of the 21st
century, answer the question that follows.
 1. Anywhere in the world, when you embrace teaching as a profession, you should be
prepared to do_____________.
I. Actual teaching
II. Manage learners and learning III. Do administrative
work
A. I only B. II only C. III only D. I, II and III

2. Quality teacher is equipped with personal qualities and attributes that go beyond
ordinary that is why in the Philippines he/she is described as _______.
A. Teacher of the World
B. Global Teacher
C. My Teacher, My Hero
D. CNN Heroes

3. Which is one of these descriptors exemplifies a glocal teacher? A.

Teacher who has taught successfully abroad or overseas.
B. Teacher who remains to teach in the community until retirement.
C. Teacher who teaches in the community but quality of teaching meets global standards.
D. On-line teacher teaching learners all over the world.

4. One of the fundamental requirements of a 21st century classroom that will address
globalization is the provision of conditions that allows ________.
A. Collaboration, seamless use of technology, flexible student groupings
B. Use of technology, teacher-led activities, isolated subjects
C. Teacher-centeredness and use of textbooks to the maximum
D. Use of technology, purely lecture, need to memorize and recall

5. The new type of teachers in the 21 st century are those who are ____________. I.
Well-travelled, global citizens, unmindful of their roots
II. Multi-literate, innovative and creative, multi-cultural
III. Master of the discipline, excellent in English, multi-talented
A. I only B. II only C. III only D. I, II and III
 EVALUATE PERFORMANCE TASK

Evaluate Your Work Task Field Study 1, Episode 15- Towards Teacher Quality:
Developing a Glocal Teacher of the 21st Century
Learning Outcomes: describe the personal qualities and competencies of glocal
classroom teachers of the 21st century; and design a learner-centered classroom for
the 21st century learners with learning spaces that are safe, that allows creativity
and use of ICT.
Name of FS Student Date Submitted
Year and Section Course

Learning Episode Excellent 4 Very Satisfactory 2 Need

Satisfactory Improvement
Accomplished All One (1) to Three (3) Four (4) or more
observation observation two (2) observation observation
Sheet questions observation questions/ questions/ tasks

tasks questions/ tasks not not answered/

completely tasks not answered/ accomplished.
answered/ answered/ accomplished
accomplished accomplished
Analysis All questions All questions Questions Four (4) or more
were answered were answered were not observation questions
completely, completely, answered were not answered.
answers are answers are completely, Answers nit
depth and clearly answers are not connected
are thoroughly connected to clearly to theories;
grounded on theories, connected to more than four
theories; grammar and theories one (1) (4)
grammar and spelling to (3) grammatical/ spelling
spelling are are free grammatical/ errors.
free from error. from spelling wrong
errors.

Reflection Profound and Clear but lacks Not so clear and Unclear and
clear depth shallow, shallow, rarely
supported by supported by somewhat supported by what
what were what were supported by were observed and
observed and observed and what were analyzed.
analyzed. analyzed. observed and
analyzed
Learning Artifacts Portfolio is Portfolio is Portfolio is Portfolio is not
reflected on in reflected on in not reflected reflected on in the
the context of the context of on in context of the
the the the learning outcomes;
learning learning context of the not complete, not
outcomes. outcomes. learning organized, not
Complete, well Complete well outcomes.
relevant.
organized organized very Complete not
highly relevant relevant to the organized very
to the learning to the learning relevant to the
outcome. to the
outcome
learning
outcome
Submission Submitted Submitted Submitted a Submitted two (2)
before the before the day after the days or mote after
deadline deadline deadline the deadline

OVER ALL
SCORE

Rating (Based
COMMENTS on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/ RATING

Score 20 19- 17 16 15 14 13-12 11 10 9-8 7-

18 belo
w
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
belo
w

Signature of FS Teacher above Printed Name Date

FIELD STUDY 1 LEARNING EPISODE

 FS 1 16
On Teacher’s
Philosophy of
Education

SPARK YOUR INTEREST

One thing asked of teacher applicants in the Department of Education is to write

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

TARGET YOUR INTENTED LEARNING OUTCOMES At

the end of these Episode, I must be able to:

➢ Determine prevailing philosophies of education based on DepEd Vision and Mission

statements, core values and mandate, K to 12 Curriculum Framework and Guide and
RA 10533;

➢ Cite teacher’s teaching behaviors and the philosophies of education on which these
behaviors are founded; and

➢ Articulate my philosophy of teaching.

REVISIT the Learning Essentials

We’ are beneficiaries of a rich philosophical heritage passed on to us by great

thinkers of the past and of the present. The way teachers relate to learners and the
way they teach are anchored on philosophies of education.
Basic documents such as the vision and mission statements, core values and
mandate of the Department of Education and the features of the K to 12 Curriculum
as contained in Section 3 of RA 1053 and the K to 12 Curriculum Guide are
manifestations or expressions of the philosophies of education of the country. They
 state the standards and the outcomes of education towards which all curricular
activities and teaching-learning should be directed

OBSERVE, ANALYZE, REFLECT

Analyzing DepEd’s Philosophy of Education

Activity 16.1

Resource Teacher: Teacher’s Signature: ________________

School: Grade/Year Level:
Subject Area: Date: _ ________

OBSERVE

• Determine prevailing philosophies of education based on DepEd Vision and Mission

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

Philosophies of Education Which Philosophies are Which Philosophies

expressed in the DepEd are expressed in the K
Vision, Mission Statements, to 12 Curriculum and Guide
Core Values, Mandate? Give and Sec 5 of RA 10533?
proof. Give proof.
1. Essentialism-teach mastery of Essentialism- The core values of Essentialism- List of standard
the basics; curriculum is maka-Diyos, maka-tao, that learners are expected to
prescribed; subject matter- makakalikasan and mak-bansa attain is the subject matter
centered there are universal, show that DepEd is essentialist. that students are expected to
objective values; inculcate values DepEd believes in uncaging learn. -Essentialist
in subject matter values that need to inculcated.
2. Perennialism- teach those that Any proof of Perennialism?
last, the classics; there are DepED applied perennialism I
universal, objective values which students learn in a
childfriendly, gender-sensitive,
safe and motivating
environment.
3. Progressivism- very Any proof of progressivism?
childcentered; teach those that The DepED Vision, they
interest the child; one learners consistently develop to be
by experience; learners learn by better. DepED believes that
doing so teacher’s teaching is students learn by doing as well
experiential; values are
as by being taught.
subjective; no inculcation of
values since they are subjective;
instead teachers help students
clarify their values

4. Reconstructionism- school is Any proof of

agent of change; schooling is reconstructionism?
preparing students in discussion
of moral dilemmas
5. Existentialism- Teachers teach Any proof of existentialism?
learners to make a choice, to DepED believes that every
make decisions and not merely learner has a right to be taught
to follow the crowd; one who and learn.
does not make a choice and so
simply follow others do not leave
meaningful life
6. Pragmatism- That which is The DepED Vision, which
useful, that which is practical enables to reach their full
and that which works is what is potential. They believe that
good; that which is efficient and teaching students practical life
effective is that which is good. skills will help them grow into
E.g. showing a video clip on better people.
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 Any proof of rationalism? The
development of the learner’s core values of maka-Diyos,
 reasoning powers; knowledge maka-tao, maka-kalikasan and
comes though reason; teacher mak-bansa show that DepEd is
must develop the reasoning rationalism.
power of the learner
8. Utilitarianism- what is good is Any proof of utilitarianism?
that which is most useful (that The DepED Vision, because they
which brings happiness) to the encourage behaviors that
greatest number of peoples; promote happiness and
pleasure while opposing
activities that bring misery and
injury.
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 are Any proof of constructivism?
capable of 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 M Articulating My Personal Philosophy of Teaching

Resource Teacher: Teacher’s Signature: ________________
School: Grade/Year Level:
Subject Area: Date: _ ________

OBSERVE
• Observe how teacher relates to every learner and how he/she proceeds with her
teaching.
• Accomplish this Observation Sheet.
Here are philosophies of education. Find out which philosophies were manifested in
class by observing what and how teacher teaches and relates to learners.
Philosophies of Education Teaching Behavior (State what
the teacher said, taught or did).
1. Essentialism- tech mastery of the basics; In what way was teacher essentialist?
curriculum is prescribed; subject matter
centered there are universal, objective values; e.g. He/she saw to it that the students
inculcate values; subject 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; 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
 SHOW Your Learning Artifacts
Accomplished my Observation Sheets
My Philosophy of Teaching

EVALUATE Performance Task

Evaluate Your Work Field Study 1. Episode 16 On Teacher’s Philosophy of

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

Name of FS Student Date Submitted

Year and Section Course

Learning Excellent Very Satisfactory 2 Need

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

LINK THEORY TO PRACTICE

1. In its vision and mission statements, DepEd wants to develop learners….” Whose
values and competencies enable them to realize their full potential…. “On which
philosophy of education is this mission statement anchored?

A. Existentialism C. Essentialism
B. Empiricism D. Pragmatism

2. Based on the DepEd’s mission statement, quality basic education means that the
students learn in a child-friendly, gender sensitive, safe, and motivating
environment”. This implies that DepEd believes that environment affects learning.
Which philosophy of education is this?

A. Utilitarianism C. Essentialism
B. Empiricism D. Behaviorism

3. Field Study 1 which is primarily observation of classes and teachers, is based on

which philosophy of education?

A. Utilitarianism C. Essentialism
 B. Empiricism D. Behaviorism

4. The inclusion of logic and critical thinking as subjects in the curriculum is an offshoot
of which philosophy?

A. Rationalism C. Essentialism
B. Utilitarianism D. Progressivism

5. It’s Valentines’ Day. The lesson is a part of human digestive system- the stomach.
Students bargain with teacher and so ask if they can discuss the heart in place of the
stomach. Teacher responds “Let talk about the stomach which is the lesson for today
then go to the heart when we are done with stomach. Based on philosophies of
education, which is TRUE of teacher?

A. Is essentialist in the sense that she stickled to the subject matter for the day and
progressivist since she also considered students’ interest.

B. Is pragmatic because it was practical to give way to students’ request even she
prepared for the day’s lesson.

C. Is utilitarianist because she considered both lessons useful

D. Is empiricist, she used visual aids for her lesson.

6. What do the DepEd vision and mission statements and core values imply about
Philippine educational system?

I. It is highly essentialist and perennialist.

II. It believes in universal, objective, unchanging values.
III. It is reconstructionist
A. I only C. II and III
B. I and III D. I, II and III

7. For a lesson on developing classifying skills, instead of making students’ body parts
like kind of ear lobes, kinds of hair line or a lesson on classifying. On which
philosophy is teacher’s practice anchored?

A. Pragmatism C. Utilitarianism
B. Progressivism D. Empricism

8. The history of curriculum development in the Philippines shows reduction of units in

the humanities but an increase in the natural and physical sciences. On which
thought is this action based?

A. Perennialism C. Utilitarianism
 B. Progressivism D. Empricism

9. There are a number of laws in the Philippines requiring the teaching of subject
matter such taxation and agrarian reform, etc. This proves that schools must bring
about reform in society. On which philosophy of education is this based?

A. Perennialism C. Empricism
B. Progressivism D. Reconstructionism

10. Teacher make used of moral dilemmas to enable students to make a stand in moral
issues. Which word CORRECTLY applies to teacher’s teaching practice?

A. Behaviorist C. Rationalist
B. Existentialist D. Pragmatist