CHRISTIAN COLLEGES OF SOUTHEAST ASIA

Don Julian Rodriquez, Rosario Building, Maa, Davao City

A.Y.: 2022-2023

E-PORTFOLIO IN FIELD STUDY 1

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS IN

FS 1: Observations of Teaching-Learning in Actual School Environment

Submitted to:

DR. CELIA ANDAS

Instructor

Submitted by:

FIELD STUDY 1

Observations of Teaching-Learning in Actual School Environment

Learning Episode 1: The School Environment
Activity 1.1
OBSERVE (p.2−7)
As you move around the campus, observations forms are provided for you to document
your observations. It is advised that you read the entire worksheet before proceeding to the
school site. A good understanding of the activities and tasks to be accomplished in the
activity sheets will yield better learning results.
SCHOOL FACILITIES OBSERVATION CHECKLIST
Familiarized yourself with the different areas and facilities of the school. Check the
column to their availability. Give a brief description of those that are available, and say how
each will contribute to the students' learning and development.

Will it contribute to the

Facilities / Description students’ learning and
development? Why?
Office of / When I visited the principal’s office, I noticed Yes, the principal’s office helps
the that although the space had somewhat student learn and grow. It creates a
Principal antiquated appearance, it is still functional and positive and safe school
well-suited for meetings. The office is also environment which boosts student
clean and neatly organized. motivation.

Library Upon visiting their library, I noticed that the It helps develop pupil’s literacy,
books were neatly arranged and organized research skills, critical thinking and
based on their topics and uses. They also love for reading. It is also the central
have a space where students can read and to pupil’s academic and personal
research, I can also say that the books were growth bridging the gap between
well taken care of. classroom instruction and
independent exploration.
Counseling The counseling room at MCES looks very safe Yes, it provides a safe confidential
Room and private for meetings and conversation. space where students can receive for
The windows are all shut, and curtains are in their emotional, social, and academic
place to keep anyone outside from seeing and well-being. It addresses personal and
educational challenges that provide
hearing private matters.
healthy school environment.
Canteen When I visited the school canteen, I’ve Yes, because it provides foods,
/ noticed that not all the food being sold there meals and space where pupil eat and
Cafeteri is nutritious, The canteen also seems socialize. It support pupil’s physical
a disorganized. However there are is clean, health and well-being, Which in turn
and vendors look tidy. influences their learning and
development.
Medic The clinic at MCES has medical equipment Yes, because it supports pupils’
al like stretchers and oxygen for emergencies. learning and development by
Clinic Just like the other school clinics, It also has ensuring their health needs are met,
plenty of medicine and a bed. It also looks allowing the pupils engage fully in
their education without health-related
safe and comfortable.
barriers.
Audio
Visual/
Learnin
 g
Resour
ce
Center
Science
Laborato
ry

Gymnasiu When I visited MCES, I saw that their Yes, because it support pupil’s
m gymnasium is very spacious and can hold holistic development by promoting
about 200 more or less people. The stage is physical fitness, enhancing cognitive
large and sturdy, and there are plenty of skills, and fostering emotional well-
chairs and benches. It also looks safe and being, that all contribute to their
comfortable. overall learning experience.
Auditorium

Outdoor When I visited their school garden, I saw Yes, the school outdoor/garden
/ many different kinds of plants. There are space enriches pupils learning by by
Garden combining academic, physical, and
vegetables and flowers. The garden is rich in
green and so the area around it. emotional growth, providing a
dynamic, nurturing environment for
holistic development.
Home MCES home economics room is wide, Yes, it helps develop essential life
Economi spacious and very clean. There are utensils skills that are crucial for their
cs Room and equipment that can be used to do independence and well-being. It can
cooking. also enhance their problem solving
skills and boost their confidence.

Industria
l
Worksho
p Area

PTA Office

Comfort Boy’s comfort room is clean also but not really Yes, because it provides sanitary
Room for like the girls C.R. which is evidently well- and provides space for personal
 Boys maintained. Some of their comfort room hygiene needs which is essential for
essentials are disorganized. maintaining the health and comfort
of male students which directly
impacts their ability to focus and
engage in learning.
Comfort -
Room for
Girls
Other
(Please
Specify)

Heritage
Park

SPED
Room

An Observation Guide for the CLASSROOM VISIT

Read the following statements 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

2. Describe the school

campus. What colors do
you see? What is the
conditions of the
buildings?
3. Pass by the offices.
What impression do you
have of these offices?

4. Walk through the

school halls, the library,
and 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, announcements, do you see posted?
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?

ANSWER:

1. There are no wall displays inside the classrooms, providing a clean and uncluttered learning
environment for the students.

2. The furniture is well-arranged in a straight formation, with the teacher's desk located at the
back, and the chairs are arranged in the same formation as the desks, promoting an
organized and focused atmosphere.

3. The learning materials and equipment present in the classroom include books from different
subjects, reading books, storybooks, and magazines, catering to diverse learning needs and
interests.

4. In one classroom, there are 44 students occupying the space, creating a vibrant and lively
learning community.

5. The room is very well-structured and well-ventilated, ensuring a comfortable and conducive
learning environment for the students.
 An Observation Guide for the CLASSROOM VISIT

Be Guided by these task as you do your observation. Then accomplish the matrix to record
your data.

CLASSROOM FACILITIES MATRIX

Classroom Description
Facilities (location, number, arrangement,
condition)
1. Wall display

2. Teacher’s Table

3. Learner’s Desk

4. Blackboard

5. Learning
Materials/ Visual
Aids

Write your observation report here. (p.8)

Name of the School Observed:

Location of the School:
Date to visit:

ANALYZE (p.8)
1. How do the school campus and the classroom in particular impact the learning of
the students going to school? What are your conclusions?
 2. How does this relate to your knowledge of child and adolescent development/How
does this relate to your knowledge of facilitating learning?

REFLECT (p.8−9)

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

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

3. What kind of classroom is conducive to learning?

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

5. Write your additional learning and insights here.

Activity 1.2:
OBSERVE (p.10−14)
As you look around and examine board displays, use the observation guide and forms
provided for you to document your observations.
 An Observation Guide for BOARD

DISPLAYS Read the following carefully before you observe.

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

Observation REPORT
(You may paste pictures of the Board displays here.)
 From among the board displays that you saw, pick the one that you got most interested
in. Evaluate it using the evaluation form below.
BOARD DISPLAYS EVALUATION FORM
Topic of the Board Display:
Location of the Board Display in School:

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

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

Improvement
Criteria NI S VS O Comment
1 2 3 4 s
Effective
Communicati
on It conveys
the message
quickly
and clearly.
Attractivenes
s Colors and
arrangement
catch and hold
interest.
Balance
Objects are
arranged, so
stability is
perceived.
Unity
Repeated
shapes or
colors or use
of borders
hold
display
together.
Interactivity
The style and
approach
entice
learners to be
involved and
engaged.
Legibility
Letters and
illustrations
can
be seen from a
good distance
Correctness
It is free from
grammar
errors,
misspelled
words,
ambiguity.
Durability
It is well−
constructe
d; items
are
securely
attached.
Based on your suggestions, make your board display layout. You may present your output
through any of these:
 A hand-made drawing or layout
 An electronic (computer) drawing/illustration or layout
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/Suggestions for improvement

Signature of Evaluator over Printed Name:

 A collage
My Board Display Lay-out
ANALYZE (p.15−16)
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?

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):

Materials for aesthetic enhancement:

REFLECT (p.17)

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

2. Which of the skills do you already have? Recall your experiences 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 (p.18)

1.
SHOW Your Learning Artifacts (p.20)

My Personal Illustration of an
Effective School Environment
Learning Episode 2
Learner Diversity: Developmental, Characteristics, Needs and Interests

Activity 2.1
OBSERVE (p.23−24)

Use the observation guide and matrices provided for you to document your observations.

An Observation Guide for the Learners' Characteristics

Read the following statements carefully. Then write your observation report on the provided
space. Your teacher may also recommend another observation checklist if a more detailed
observation is preferred.

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

Learners’ Development Matrix

Record the data you gathered about the learners' characteristics and needs in this
matrix. This will allow you to compare the characteristics and needs of learners at different
levels. The item under each domain are by no means exhaustive. These are just sample
indicators. You may add other aspects which you may have observed.

Developme Preschooler Elementary High School

nt Indicate the age range Indicate the age range Indicate the age range
Domain of of of
children observed: children observed: student observed:
Physical
Gross−motor
skills
Fine−motor

skills

Self−help

skills

Others
Social
Interaction
with
Teachers

Interaction with
Classmates/frien
ds

Interests

Others
Emotional
Moods and
temperament,
expression of
feelings

Emotional
independence

Others
Cognitive
Communicati
on Skills

Thinking skills

Problem−solving

Others
ANALYZE (p.25)
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 Observed Implications to the Teaching-Learning
Process
Prescho  Preschooler like to move  Therefore, the teacher should
ol Age around a lot. remember to used music and
range of movement activities not just in PE but
learners in all subject areas.
observed:  Therefore, the teacher should not
3−4 expect preschooler to stay seated for
a long period of time.

Level Salient Characteristics Observed Implications to the Teaching-Learning

Process
Preschool
Age range
of learners
observed:

Elementar
y
Age range
of learners
observed:

High
School
Age range
of learners
observed:

REFLECT (p.26)
1. While you were observing the learners, did you recall your own experiences when you
were at their age what similarities or differences do you have with the learners you observed?

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 Practice (p.27)

1.
 SHOW Your Learning Artifacts (p.28)

What is your favorite theory of development. How can this guide you as a future teacher? Clip
some readings about this theory and paste them here.
Learning Episode 3
Focus on Gender, Needs, Strengths, Interests, Experiences Language, Race, Culture, Religion,
Socio-economic Status, Difficult Circumstances, and Indigenous Peoples

Activity 3.1
OBSERVE (p.33−35)

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. Gather data as to their ages, gender, racial groups,
religious, and ethnic backgrounds.

During class:
1. How much interaction is there in the classroom? Describe how the students
interact with one another and with the teacher. Are there groups that interact more
with the teacher than others.
2. Observe the learners seated at the back and the front part of the room. Do they
behave and interact differently?
3. Describe the relationship among the learners. Do the learners cooperate with or
compete against each other?
4. Who among the students participate actively? Who among them ask for most help?
5. When a student is called and cannot answer the teacher’s question, do the
classmates try to help
him? Or do they raise their hands, so that the teacher will call them instead?
Outside class:
1. How do the students group themselves outside class? Homogeneously, by age? by
gender? by racial or ethnic groups? By their interests? Or are the students in mixed
social groupings? If so, describe the groupings.
2. Notice students who are alone and those who are not interacting. Describe their
behavior.

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

Ask the teachers about strategies they apply to address the needs of diverse students due
to the following factors:
 Gender, including LGBT
 Language and cultural differences
 Differences in religion
 Socio-economic status

OBSERVATION REPORT
 Name of the School Observed
School Address
Date of Visit

ANALYZE (p.36)
1. Identify the persons who play 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?

What makes the learners assume these roles? What factors affect their behavior
 2. Is there anyone you observed who appear left out'? Are students who appear
"different?" Why do they appear different? Are they accepted or rejected by the others?
How is this shown?

What does the teacher do to address issues like this?

3. How does the teacher influence the class interaction considering the individual
differences of the students?

4. What strategies does the teacher use to maximize the benefits or diversity in the
classroom? How does the teacher leverage diversity?

REFLECT (p.37)

1. How did you feel being in that classroom? Did you feel the sense of oneness or unity
among the learners and between the teacher and the learner?

Activity 3.2
OBSERVE (p.38−39)
Use the observation guide provided for you to document your observations.

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 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 (p.40)
1. Did your observation match the information given by the teacher?

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 students respond to the teacher? Did the teacher used the
differentiated instruction? If yes, described how.

REFLECT (p.40)
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?
Activity 3.3
OBSERVE (p.41−44)
Use the observation guide provided for you to document your observations.

An Observation Guide for the Indigenous' Peoples Education

Read the following carefully before you begin to observe. Then write your observation
report on the space provided.
If you are watching videos you searched, instead of actually visiting a school, have these
question in mind as you are watching the videos. You can try to get in touch with the creator
of the videos and interview them too.

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

Name of the School Observed T’boli School of Living Traditions

School Address Lake Sebu, South Cotabato
Date of Visit ,2021 (virtual visit)

Source: [Link]
v=U_3l9w0ca7U&t=3s [Link]
v=92c03A98lyU
ANALYZE (p.45−46)
Curriculum Design, Answer each question based on your
Competencies, and observation and
Content interview data
1. Does the school foster
a sense of belonging to
one’s ancestral domain, a
deep understanding of
the community’s beliefs
and
practices. Cite examples.
2. Does the school show
respect of the
community’s expression
of spiritually?
How?
3. Does school foster
in the indigenous
learners a deep
appreciation of their
identity? How?
4. Does curriculum teach
skills and competencies
in indigenous learners
that will help them
develop and protect their
ancestral
domain and culture?
5. Does the curriculum
link new concepts and
competencies to the life
experience of the
community?
6. Do the teaching
strategies help
strengthen, enrich, and
complement the
community’s
indigenous
teaching process?
 7. Does the curriculum
maximize the use of the
ancestral domain and
activities of the
community as relevant
settings for learning in
combination with
classroom-based
sessions? Cite examples.
8. Is cultural sensitivity to
uphold culture, beliefs
and practices, observed
and applied in the
development and use of
instructional materials
and learning resources?
How? (for example,
culture bearers of the
indigenous peoples are
consulted.)
9. Do assessment
practices consider
community values and
culture? How?
[Link] assessment
process include
application of higher
order thinking skills?

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

REFLECT (p.47)
Reflect based on your actual visit or videos that you watched.

1. What new things did you learn about indigenous peoples?

 2. What did you appreciate most from your experience in visiting the school with
indigenous learners?
Why?

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

3.1 Be open to and respect indigenous people by

3.2 Uphold and celebrate their culture, beliefs and practices

3.3 Advocate for indigenous peoples education by

SHOW Your Learning Artifacts (p.48)

With the principle of individual differences in mind, what methods and strategies will
you remember in the future to ensure that you will be able to meet the needs of not the high
and low achievers in your class? Make a collection of strategies on how to address the
students’ different ability levels.

LINK Theory to Practice (p.49)

Learning Episode 4

Learner Diversity: The Community and Home Environment

Activity 4.1
OBSERVE (p.54−56)

Use the activity form for you to document your observations.

An Observation/Interview Guide for Home-School Link

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

The Learner

1. Make a general observation of the learner. Describe him/her in each of the domains of
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 lessons, excels, lags
behind, shows reasoning skills, turns in assignments and requirements, etc.)

Interview the Teacher

1. What are the most noticeable characteristics of the learner? (emotional disposition, behavior
and discipline, sense of responsibility, study habits, academic performance, relationship with
peers, relationship with adults, Social adjustment)
2. How does the teacher communicate with the parents? How often? What do they discuss?
How do they decide of the best course of action to resolve issues or problems?
3. How does the teacher utilize resources in the community to support the teaching−learning
process? How does the teacher work with the community to meet the needs of the learners?

Interview with Parents

1. Conduct a home visit. Once there, observe the home set−up. (Home is orderly, family
pictures in the living room, etc.)
2. Use the Interview Questions on the next page. Just ask the questions with which you feel
comfortable.
Suggested Parent Interview Guide
(page 55 – GUlDE ONLY)
(page 56)
After you have gathered all the necessary data. Write the learner’s development profile
using the outline below.
Type the profile on a separate sheet and attached it to this learning episode.

THE LEARNER’S DEVELOPMENT PROFILE (OUTLINE)

 The Learner’s Development Profile

Name of the Learner:

School:
Date of Home Visit:
Date of Birth: Age: 15
Grade/Year Level: Gender:

Family Profile
Number of Siblings:
Birth Order:
Parent
Father:
Age:
Occupation: Educational
Attainment: Mother:
Age:
Occupation: Educational Attainment:

Physical Development

Social Development

Emotional-Moral Development

Cognitive Development

Findings

Conclusions

Recommendations
ANALYZE (p.57 or 62)
Your findings and recommendations in the Learner Development Profile will help you
answer the questions here.
1. From your home visit and interview, what do you think is the style of parenting
experienced by the learner? Explain your answer.

2. Relating your data with what you learned from child development, what family factors
do you think contribute to the development and over-all adjustment of the learner in
school?

3. Does the communication between the home-school have an effect on the learner? If
yes, what are these effects?

4. How can the teacher partner with the community to contribute to the development and
learning of the students? Who are the people or which institutions can the teacher tap
to seek advice regarding the development and learning of students?

REFLECT (p.58 or 63)

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 (p.59)

SHOW Your Learning Artifacts (p.60)

1. Make an artistic,
colorful, and
creative visual
expression of
insights or feelings
about the influence
of the home and
school and
community to the
learner.

Then, write a few

statements on the
space below about
your visual art.

2. Make a
2. reflection acrostic
about the home,
H− school and
O− community link.
M−
E−

S−
C−
H−
O−
O−
L−

C−
O−
M−
M−
U−
N−
I−
T−
Y−
Learning Episode 5
Creating an Appropriate Learning Environment

Activity 5.1
OBSERVE (p.65)

Observe and use the observation sheet provided for you to document your observations.
1. As you observe the class, look into the characteristics of the learners. Note their ages.

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

3. Focus on their behavior. Are they already able to manage their own behavior?

4. Can the learners already work independently?

5. Describe their span of attention.

ANALYZE (p.66)
Analyze and answer these questions on observed classroom management practices. It
is also good to ask the teacher for additional information, so you can validate your
observation. Write your notes below; and then organize your data in the Table that follows.
1. Are there areas in the classroom for specific purposes (storage of teaching aids, books,
students’ belongings, supplies, etc.)? Describe these areas. Will it make a difference if the
areas for specific purposes are not present?

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 student's behavior?

4. What are the daily routines done by the Resource Teacher? (prayer, attendance,
assignment of monitors, warm-up activities, etc.) How are they done?

5. Is there a seating arrangement? What is the basis of this arrangement? Does this help
manage the class?

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

7. If a learner is not following instruction or is off-task, what does the Resource Teacher do?
Describe the behavior strategies used.

8. What does the Resource Teacher do to reinforce positive behaviors? (behavior strategies)

REFLECT (p.65)
Reflection as a future teacher.

1. Why do you need to enforce positive discipline?

Activity 5.2
OBSERVE (p.67)
CLASSROOM MANAGEMENT MATRIX
Observe a class and accomplish the given matrix.

Aspects of Descriptio Effect on the Learners

Classroom n (to be filled out after you answer the
Management analysis question)
1. Specific Areas
in the classroom

2. Classroom Rules

3. Classroom
Procedures
4. Daily Routines
5. Seating
arrangeme
nt
6. Handling
misbehavior/off-
task
behavior
7. Reinforcement
of Positive
Behavior

ANALYZE (p.68)
1. How did the classroom organization and routines affect the learners’ behavior?

2. What should the teacher have in mind when she/he designs the classroom
organization and routines? What theories and principles should you have in mind?

3. Which behavior strategies were effective in managing the behavior of the learners? In
motivating students? Why were they effective?
REFLECT (p.68)
Reflect on the following and write your insights.

1. Imagine yourself organizing your classroom in the future. In what level do you see
yourself? What routines and procedures would you consider for this level? Why?

2. Make the list of the rules you are likely to implement in this level. Why would you
choose these
rules?

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

LINK Theory to Practice (p.69)

SHOW Your Learning Artifacts (p.70)

Paste pieces of evidence of classroom rules that work in class. You may also put pictures
of the physical space and learning stations which contribute to the effective implementation of
classroom management.
 Learning Episode 6

Classroom Management and Classroom Routines

Activity 6.1
OBSERVE (p.73−74)
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.

ANALYZE (p.74)
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 (p.74)
Reflect on the various routines observed.

1. Which of the routines will you most likely apply in your class? Why? Why not?
OBSERVE (p.75)
Activity 6.2
Observe a class and list down the classroom rules formulated by the Resource Teacher.
Cite the importance of these rules.
Classroom rules are imperative and must be reinforced for learners" safety and
security. Rules also teach discipline and self-control. Rules eliminate stress and will provide a
more pleasant, secured and nonthreatening environment. Rules ensure the students'
engagement and focus in their classroom activities.

Classroom Importanc
Rules e
1. E.g. Read directions well. - Ensures less error in answering the activity.
2.
3.

4.
5.

ANALYZE (p.75)
1. Analyze each given rule. What circumstances led to the formulation of the rule?

2. Are classroom rules really important?

REFLECT (p.76)
Reflect on the various classroom rules set by the resource Teacher. Will you have the
same rules?
What rules are you going to employ? Explain your answer.

SHOW Your Learning Artifacts (p.76)

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 (p.78)

Learning Episode 7
Physical and Personal Aspects of Classroom Management

Activity 7.1
OBSERVE (p.81)
Observe a class and interview the Resource Teacher. Ask how the personal and physical
aspects of classroom management ensure proper classroom management and discipline.
Check if these aspects were observed in the classroom.

ANALYZE (p.81−82)
Analyze the different elements of personal/physical classroom management and answer
the following questions?
1. How does the voice of the teacher affect the classroom instructions?

2. How does the punctuality of the teacher affect classroom discipline?

3. Why do we need to check the physical aspects of classroom management?

REFLECT (p.82)
Reflect on the aspect of personal and classroom management.

1. What does the statement mean to you as a future teacher? Explain. “No amount of
good instruction will come out without effective classroom management”
 2. What are your plans in ensuring effective classroom management?

Activity 7.2
OBSERVE (p.83)
Observe the classroom management strategies that your Resource Teacher employs in
the classroom.
You may also conduct an interview to substantiate your observation.
Check the management strategies employed by the Resource Teacher.
Check (√) Observed, put an (x) if not observed and O for no opportunity to observe.

ANALYZE (p.84)
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 the better classroom management? Explain your answer.

2. What were not used by the Resource Teacher? Were these important? What should
have been used instead? Explain.

REFLECT (p.84)
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 (p.85)
Show piece(s) of evidence of learning to capture the classroom management strategies used by
your Resource Teacher.

LINK Theory to Practice (p.87)

Learning Episode 8
Close Encounter with the School Curriculum

Activity 8.1
OBSERVE (p.91)
Locate where you can find the following curriculum in the school setting. Secure a
copy, make observations of the process and record your information in the matrix below.
Describe your observation.

Type of Curriculum Where Found Descriptio

n
1. Recommend
Curriculum
(K-12 Guidelines)
2. Written Curriculum
(Teacher’s Lesson Plan)
3. Taught Curriculum
(Teaching Learning
Process)
4. Supported Curriculum
(Subject Textbook)
5. Assessed Curriculum
(Assessment Process)
6. Learned
Curriculum
(Achieved
Learning
Outcome)
7. Hidden
Curriculum
(Media)

ANALYZE (p.92)
Which of the seven types of the curriculum in the school setting is easy to find? Why?

Which is difficult to observe? Why?

Are these all found in the school setting? How do curricula relate to one another?
Draw a diagram to show the relationship of one curriculum to the other.

REFLECT (p.93)

Make a reflection on the diagram that you have drawn.

Activity 8.2

ANALYZE (p.95)
 Write a paragraph based on the data you gathered using these key questions?

1. How does the teacher whom you observed compare to the ideal characteristics or
competencies of global quality teachers?

2. Was the lesson implemented as planned? Describe.

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

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

REFLECT (p.95)

Based on your observations and tasks in Activity 2 how will you prepare your lesson
plan? Make a short paragraph on the topic.
Activity 8.3
OBSERVE (p.96)
Using a diagram below fill up the component parts of a Lesson Plan
I. Title of the Lesson: Lifestyle and weight management for school and family fitness
II. Subject area: MAPEH 8
III. Grade Level: Grade 8

ANALYZE (p.97)
Answer the following questions based on the diagram.

1. Are there components constructively aligned? Explain.

2. Will the outcomes be achieved with the teaching method used? Why?

3. What component would tell if the outcomes have been achieved?

RFLECT (p.97)
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 (p.98)

Learning Artifacts for Activity 1-3

Present an artifact for Activity 1, 2, and 3.

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

Activity 2 Artifacts
Present a sample curriculum in a form of a lesson plan.

Activity 3 Artifact
Present a matrix to show the constructive alignment of the three components of a lesson plan.

A. Example:
Lesson Title: Lifestyle and Weight Management For school and Family Fitness
Subject Area: MAPEH−8
Grade Level: Grade 8

Lesson Outcomes Teaching Methods Evaluati

on
Undertakes Physical Activity The teacher used a The Teacher provide some of
and Physical Fitness Movement Exploration Method a Physical Fitness Activity for
Assessment. By: her students, and this will
serve as their Evaluation.
Performing the Different
Physical Fitness Test.  3 minutes Step Test
 Push Up
 Pull Up Hang
 Back Bending
 Seat and Reach

LINK Theory to Practice (p.100)

 Learning Episode 9
Preparing for Teaching and Learning

Activity 9.1
OBSERVE (p.102)
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 Resource Teacher 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 e .
process.

3. Learning is the discovery

of personal meaning and
relevance of ideas.

4. Learning is a cooperative
and a collaborative process.
Learning is enhanced in an
atmosphere of
cooperation and collaboration.

ANALYZE (p.103)
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 (p.103)
From among the principles of learning, which one do you think is the most important?
Activity 9.2
OBSERVE (p.104)
Observe a class, this time focusing on how the learning outcomes were stated. Determined if
the learning outcomes was/were achieved or not. Give evidence.

1. Write the learning outcomes stated in the lesson.

2. Cite pieces of evidence that these learning outcomes were achieved.

ANALYZE (p.105)
1. Do SMART objectives make the lesson more focused?

REFLECT (p.105)
Reflect on the
Lessons learned in determining SMART learning outcomes.
Activity 9.3
OBSERVE (p.106−107)
I will observe one Resource Teacher with the use of this observation sheet. Using the guide
questions, I shall reflect on my observations and analysis.

Teacher-centered Student-centered
Did teacher lecture all the time? Were students involved in the teaching-learning
. process? How? Or were they mere passive
recipients of instruction?

Was the emphasis on the mastery of Was the emphasis on the student’s application of the
the lesson or on the test? Prove. 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? disciplines/subjects?

What teaching-learning practice shows that teaching approach was:

a) Constructivist-connected to past experiences of learners; learners constructed new lesson
meanings.

b) Inquiry-based

c) Developmentally appropriate-learning activities fit the development stage of children.

.

d) Reflective

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

f) Collaborative-students work together.

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

ANALYZE (p.107)
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 (p.107)
Reflect on
Principles of teaching worth applying

LINK Theory to Practice (p.108)

SHOW Your Learning Artifacts (p.109)

Post proofs of learning that you were able to gain in this episode. You may attach the
lesson plan (s) used by your resource teacher to show the intended learning outcomes and
method used in class.
Learning Episode 10 The
Instructional Cycle

Activity 10.1
OBSERVE (p.114)
Observe one class with the use of the observation sheet for greater focus then
analyze my observations with the help of the guide questions.

1. The more senses that are involved, the e.g., Teacher used video on how digestion
more and takes
the better the learning. place and a model of the human digestive
system.
2. Learning is an active process.

3. A non-threatening atmosphere enhances

learning

4. Emotion has the power to increase

retention and learning.

5. Good teaching goes beyond recall of

information.
6. Learning is meaningful when it is
connected to students' everyday life.

7. An integrated teaching approach is far Some of the things that the teacher discusses
more effective than teaching isolated bits of are broad. She made a point of emphasizing the
information. most important facts and ideas in the lesson so
that the students would not be confused and
would fully
comprehend it.

ANALYZE (p.115)
What is the best method of teaching? Is there such a thing?
REFLECT (p.115)
Reflect on this question.
How do we select the appropriate strategy for our lessons?

Activity 10.2
OBSERVE (p.115)
Observe a class and answer the following questions.

1. Did the teacher state the learning objectives/ intended learning outcomes (ILO’s) 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/ ILO’s? Explain your answer.

3. What assessment task/s did teacher employ? Is/are these alliances to the lesson objectives/
ILOs?

ANALYZE (p.116)
1. What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?

REFLECT (p.116)
Reflect on the use of OBTL

Activity 10.3
OBSERVE (p.116)
Observe a class activity. You shall focus on the questions that the Resource Teacher
asks during the classroom discussion. Write the questions raised and identify the level of
questioning.
ANALYZE (p.117)
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 (p.117)
Reflect on
The importance of using various reacting techniques

SHOW Your Learning Artifacts (p.118)

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

LINK Theory to Practice (p.120)

Learning Episode 11
Utilizing Teaching-Learning Resources and ICT
Activity 11.1
OBSERVE (p.128−129)
As you visit and observe the Learning Resource Center use the observation guide
provided. Ask the assistance of the Center staff courteously.
An Observation Guide
for a LEARNING
RESOURCE CENTER
Read the following statements carefully before you observe.
1. Go around the Learning Resource Center.
2. Find out what learning resources are present.
3. Examine and describe how the materials are arranged and how they are classified. Are
they free from dust and moisture? Are they arranged for easy access?
4. Read the guidelines/procedures for borrowing of materials. Are these guidelines
procedures posted are available for the users to refer to?
5. Familiarize yourself with the guidelines and procedures. Take photos of the center (if
allowed).

After you are through with your observation, classify the resources available that you
believe are most useful. Use the activity form provided for you.
Name of Centered Observed:
Date of Observation:
Name of Observer:
Course/Year/School:
LIST OF AVAILABLE LEARNING RESOURCES
Available Characteristics and Teaching Approaches where
Learning Unique capabilities the Resource is Most
Resources Useful
(Enumerate in bullet form)
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:

ANALYZE (p.130)
Are the learning resources/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 suggestions can you make?

REFLECT (p.131)
1. Which or the materials in the Learning Resource Center caught your interest the most?
Why?

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

3. Which ones do you feel you need to learn more about?

Activity 11.2
OBSERVE (p.132)
As you observe the class, use the observation sheets provided for you to document your
observations
Class Observation Guide
Read the following questions and instructions carefully before you
observe.
1. What is the lesson about?
2. What visual aids/materials/learning resources is the teacher using?
3. Observe and take notes on how the teacher presents/uses the learning resources.
4. Closely observe the learners' response to the teacher's use of learning resources. Listen to
their verbal responses. What do their responses indicate? Do their responses show
attentiveness, eagerness, and understanding?
5. Focus on their non−verbal responses. Are they learning and are they showing their interest in
the lesson and in the materials? Are they looking towards the direction of the teacher and the
materials? Do their actions show attentiveness, eagerness, and understanding?
 OBSERVATION
SHEET NO. REPORT
Date of Observation:

School:

Subject:

Topic:

Grade/Year Level:

ANALYZE (p.133−134)
UTILIZATION OF TEACHING AIDS FORM

Grade/Year Level of Class Observed:

Date of Observation:

Subject Matter:

Brief Description of Teaching Approach Used by the teacher:

Teaching Aids Strengths Weaknesses Appropriateness

used (Enumerate of Teaching
in bullet form) Aids Used
Use the Technology Integration Form to analyze the class you observed. Refer to the
Technology Integration Matrix on page 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 observation that justify your answer.

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

REFLECT (p.134)
1. Put yourself in the place of the teacher. What would you do similarly and what would
differently if you would teach the same lesson to the group of students? Why?

Activity 11.3
OBSERVE (p.135)
Class Observation Guide

Read the following statements carefully before you observe.

1. What is the lesson about? What are the teacher's objectives?

2. Note the important concepts that the teacher is emphasizing.

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

ANALYZE (p.136)
Analyzing the information, you got from observing the class, surf the internet to select
electronic resources, including OERs, social networking sites, and apps with virtual or
augmented reality that will be useful in teaching the same lesson. Evaluate the resources you
found, using the set of criteria discussed in the Revisit the Learning Essentials part of this
Episode. Use the form below to note your analysis and evaluation.

Electronic Resources Evaluation Form

Grade Year Level

Subject Matter/ Topic:

(Based on the class you
observed)
Lesson Objectives/
Learning
Outcomes:
Name Describe Describe
and the how you
Type electronic Put a check if the can use it if
of (include resource satisfies you were to
Electro Author the criterion. teach in the
nic publisher class you
Resour source). observed
ce Accurat Appropriat Clear Complet Motivatin Organize
e e e g d

REFLECT (p.137)
1. Describe your experience in surfing the internet for appropriate electronic resources for
the class? What made it easy? Difficult?

2. How did you choose which electronic resources to include here? What did you
consider? Explain. Which of the new trends in Education 4.0 would you like to explore
more for your work as a teacher? Why?
 3. Reflect on your technology skills. What skills do you already have, and what skills
would you continue to work on to be better at utilizing education 4.0 resources?

Activity 11.4
OBSERVE (p.138−139)

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 M0Cs in the internet which are relevant to the competencies you identified. You
may try these sites
 [Link]
 [Link] curr/moocs-best-teachers-freeonline-courses. shtml
 [Link]
learners- too/
 [Link]
 [Link]
mooc madness/
4. Indicate the MOOC provider. You might need to create an account in the different

PPST Domain Competencie MOOCs related to the MOOC

s I want competency/ies (Include a Provider
to work short
on description)
1. Content
Knowledge
and
Pedagogy
2. The Learning
Environment
3. Diversity of
Learners
4. Curriculum and
Planning

5. Assessing
and
Reporting
6.
Communit
y Linkages
and
Profession
al
Engageme
nt
7. Personal
Growth and
Professional
Development
ANALYZE (p.139−140)
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:
Provider:
Objectives of the MOOC:

Content Outline

Why did you pick this MOOC?

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

Why did you pick this MOOC?

REFLECT (p.141)
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 a MOOC?

LINK Theory to Practice (p.142−143)

SHOW Your Learning Artifacts (p.144)

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

2. Visit [Link] or other teacher resource websites. Print useful

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

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

4. Visit [Link]. 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 instruction/teaching?
Learning Episode 12
Assessment FOR Learning and Assessment AS Learning (formative assessment)

Activity 12.1
OBSERVE (p.147−149)

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 Tall Total

y

What Teacher Did Tall Total

y

2. Did the teacher ask the class <Did you understood’? If she said, 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?

4. If they did, how did the teacher response?

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

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 (Tutors were assigned by teacher to teach one or two classmates
 ___Each- one-teach-one (Students paired with one another)
___Teacher gave a Module for more exercises for lesson mastery
___Teacher did re-teaching
Others, please specify

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 student’s progress?
If yes, how?

ANALYZE (p.149−150)
1. Why should a teacher find out if students understand the lesson while teaching is in
progress? Is it not better to do a once-and-for-all assessment at the completion of the entire
lesson?

2. Why is not enough for a teacher to ask <Did you understand, class? <when he/she
intends to check on learners’ progress?

3. Should teacher record results of formative assessment for grading purposes? Why or
why not?

4. Based on your observations, what formative assessment practice worked?

5. For formative assessment, why is peer tutoring in class sometimes seen to be more
effective than teacher himself/herself doing the re-teaching or tutoring?

6. Could an unreasonable number of failures at the end of the term/grading period be

attributed to the non-application of formative assessment? Why or why not?

REFLECT (p.150)

 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 (p.151)

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
OBSERVE (p.152−153)
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
self-
adjustment?
3. Did students record and report their
own learning?

4. Did teacher create criteria with the students

for tasks to be completed or skill to learned?

ANALYZE (p.154)

1. If the student is at the heart of all assessment, then all assessment should support
student learning. Do you agree? Why or why not?

2. Does assessment as learning have the same ultimate purpose as assessment for
learning?

REFLECT (p.154)

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?
SHOW Your Learning Artifacts (p.154)

1. My Accomplished Observation Sheet

2. My Analysis

3. My Reflection

LINK Theory to Practice (p.156−157)

Learning Episode 13
Assessment OF Learning (summative assessment) Activity
13.1
OBSERVE (p.159−160)
Observe at least 3 classes - I Physical or Biological Science or Math, English, Filipino; 1
Social Science or Literature/ Panitikan, EsP and 1 P. E/ Computer /EPP/TLE.
Subjects Learning Assessment Task Is the If not
Outcome/ (How did Teacher assessment aligned,
s assess the learning tool/task improve on
outcomes? Specify. aligned to the it
learning
outcomes?
P.E/ EPP/TLE

Social Science.
Literature/Panitika
n.
EsP
Physical/
Biological
Science/ Math/
English/ Filipino

ANALYZE (p.160)
1. Are all the assessment tasks aligned to the learning outcome?

2. What are possible consequences if teacher's assessment tasks are not aligned to learning
outcome/s? Does this affect assessment results? How?

3. Why should assessment tasks be aligned to the learning outcomes?

REFLECT (p.161)
 Reflect on past assessments you have been through. Were they all 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 (p.162−163)

Activity 13.2
OBSERVE (p.164−166)
 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 Comments (ls the

Traditional Put a Learnin assessment tool
Assessment Chec g Sample Test item of constructed in
Tool/ Paper k (✓) Outcom Resource Teacher accordance with
and Pencil Test Here e established
Assess guidelines?)
ed Explain your
answer
Selected
Response
Type
[Link]
response type
2. Matching
3. Multiple
Choice

4. Others
Constructed -
Response Type
1. Completion
2. Short answer
type

3. Problem
solving
4. Essay-
restricted
5. Essay-
nonrestricted
6. Others
ANALYZE (p.167)
1. Which assessment tools/tasks were most commonly used by teacher? Which ones were
rarely used? Why were they rarely used?

2. Based on your answers found in the Tables above in which type of assessment tools and
tasks were the Resource Teachers most skilled in test construction? least skilled?

3. Can an essay or other written requirements, even if it is a written paper-and-pencil test, be

considered an authentic form of assessment? Explain your answer.

REFLECT (p.167)
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 (p.168)

Activity 13.3
OBSERVE (p.169−170)
 Observe classes in at least 3 different subjects and pay particular attention to the
assessment tool used by the teacher.
 With teacher's permission, secure a copy of the assessment tool.
 Study the assessment tool then accomplish Observation Sheet.
 Did your Resource Teacher explain the rubric to the students?
 Which type of rubric did the Resource teacher use analytic or holistic?

Authenti Learning Sample of How a product/ Comment/s (ls

c Outcome Product performance was the scoring
Assessm Assessed Performance assessed rubric
ent/ Non- Assessed constructed
Tradition according to
al/ One example of a Describe how the standard?)
Alternati product assessed. product
ve (Put a photo of the Performance was
product documented assessed. Which
performance in My was used analytic
Teaching Artifacts. rubric or holistic
INCLUDE THE rubric? INCLUDE
RUBRIC IN MY THE RUBRIC IN MY
TEACHING TEACHING
ARTIFACTS. ARTIFACTS.
 1. Product

2.
Performanc
e

ANALYZE (p.171−172)
1. Between analytic and holistic rubrics which one was more used? Why do you think that type
of rubric was used more?

2. Based on your answers in # 1, what can you say about the scoring rubrics made and used
by the Resource Teachers?

3. Will it make a difference in assessment of student work if teacher would rate the product or
performance without scoring rubrics? Explain.

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

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

considered an authentic form of assessment? Explain your answer.

6. Can rubrics help make students to become self-directed or independent learners? Do

rubrics contribute to assessment AS learning (self-assessment?) What if there were no
rubrics in assessment?

Does the Scoring Rubric in this FS Book 1 help you come up with better output?

REFLECT (p.172)
Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all
the years as a student.

SHOW Your Learning Artifacts (p.173)

 Accomplished Observation Sheet

 Observations

 Reflection

 A photo of a product assessed and a documented performance test

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

LINK Theory to Practice (p.174)

Activity 13.4
OBSERVE (p.175−176)
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

ANALYZE (p.176−177)
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_____________ Portfolio (Which type of portfolio?)

1. Cover Letter- "About the Author' and "What My Portfolio Shows About My Progress as a
Learner"
2. Table of Contents with numbered pages
3. Entries-both core (required items) and optional items (chosen by students)
4. Dates on all entries to facilitate proof of growth over time.
5. Drafts of aural/oral and written products and revised revisions, i.e. (first drafts and
corrected/revised
versions.)
6. Student's Reflections

3. Where and when does the teacher make use of each of the 3 types of the portfolio?
REFLECT (p.177)
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 learners' metacognitive process that results from the use of portfolio?

SHOW Your Learning Artifacts (p.178)

 Sample/s of Improved Written Tests, both selected-response type and supply type.

 Sample/s of product and performance assessed

 Sample/s of a rubric

 Sample/s of students’ reflection on his/her portfolio

LINK Theory to Practice (p.180)

Activity 13.5

OBSERVE (p.184−185)
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

Table 2. Examples of Assessment Questions / Assessment Tasks

ANALYZE (p.186)
1. Which cognitive skills 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?

Based on Kendall’s and Marzon’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 (p.186)
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?

LINK Theory to Practice (p.188)

Activity 13.6
REVISIT the Learning Essentials (p.189)

No. Cognitive Tota

Learning Outcome of Level l
Clas Rem Un Ap An E C
s v r
Hour
s

Tota
l
ANALYZE (p.190)

1. What parts must a TOS contain to ensure test content validity?

2. Why is there a need for a number of items per cognitive level?

3. With OBE in mind, is it correct to put learning outcomes not topic in the first column? Why or
why not?

4. Can a teacher have test with content validity even without making a TOS?

5. Complete the given TOS.

*Done in page 189*

REFLECT (p.191)
Read this conversation and reflect on teachers' assessment practices. Write your
reflection here.

Student A: Saan naman pinulot ni Teacher ang kaníyang tanong? Ni isang tanong na tinuro,
wala! (Where did Teacher get her test? Not one of what she taught came out)

Student B: Oo nga.! Nakakaiinis! (You are right! How annoying!")

Did you have a similar experience? Reflect on it. Will the required use of Table of
Specifications as guide in test construction solve the problem of misaligned tests?
SHOW Your Learning Artifacts (p.191)
 Accomplished Observation Sheet

 Analysis

 Reflection

 Completed Sample TOS

LINK Theory to Practice (p.192)

Activity 13.7
OBSERVE (p.193−194)

A. Sample Students' Report Card

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

B. Interview of Resource Teacher

1. What are the new features of the latest grading system? What things are you required to
do with this new grading system which you were not asked before?

2. Which do you prefer - the old or the new grading system? Why?

C. Interview of 5 Students
1. What do you like in the new grading system?

2. Do you have problems with the new grading system? If there is, What?

3. Does the new grading system give you a better picture of your performance? Why or why
not?

4. Which do you prefer - the old or the new grading system? Why?

D. Review of DepEd Order # 8, s. 2015

Read DepEd Order # 8 s. 2015. You may refer to
Appendix A. Based on DepEd Order 8, s. 2015, answer the
following

1. What are the bases for grading?

2. How do you compute grades per quarter for Grades l to 10 and Grades 11 to 12. Give an
example.
3. How do you compute grades at the end of the school year?
4. What descriptors and grading scale are used in reporting progress of learners?

5. What are the bases for learners’ promotion and retention at the end of the school year?
6. What is the report on learners’ observed values?

E. Grade Computation
Show sample computations of a grade:
 in a subject of your choice from Grades I to 6 (if you are a future elementary teacher)
 in your specialization if you are a high school teacher)
Show the percentage contributions of written work, performance tasks and quarterly
assessment. Then give the descriptor. Refer to DepEd Order # 8, s. 2015.
ANALYZE (p.196)
Analyze data and information gathered from the interview and from your interview of an
unused
Student’s Report Card and the DepEd grading system.

1. Do teachers and students like the new grading system? Why or why not?

2. What are the good points of the new grading system according to teachers? according to
students?

3. What are teachers challenged to do by this new grading system?

4. Do you favor the distribution of percentages of written work, performance tasks and
quarterly assessment?

5. Did you like the experience of computing grades? Why or why not?

REFLECT (p.196)
In an era where the emphasis is self-directed learning and demonstration of competencies -
knowledge, skills and values learned (outcomes-based education)- do grades really matter?

LINK Theory to Practice (p.198−199)

Activity 13.8
OBSERVE (p.200−201)

Proceedings in a Card Distribution Day

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

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

3. Did parents raise questions or concerns? If yes, what were their questions/concerns?

4. How did the Resource Teacher handle their questions and concerns? What answers did
she give?

Interview with Resource Teacher

1. How do you give feedback to your students regarding their performance? When do
you give feedback?
2.
3. How do you report students' performance to parents? Does the school have a regular
way of reporting grades to parents?

4. What problems on grade reporting did you encounter with parents? How did you address
it/them?

Interview with Students

1. Do you see the meaning of your grades in the School Report Card?

2. Does knowing your grade motivate you to work harder?

Interview with Parents

1. Does your child's Report Card give you a clear picture of how your child is performing?

2. If you were asked what else should be found in the Report Card, which one? Why?

3. Do you find the Card Distribution Day important? Why or why not?

4. Any suggestion on how to make Card Distribution more meaningful?

ANALYZE (p.202)
1. What were the most common issues raised on students' performance?
 2. Based on your observations and findings, what practices must be
a) maintained and
b) improved to make grades and reporting meaningful?

REFLECT (p.202)
1. Grades are often a source of misunderstanding. How should I do report so that it will
result to effective learning?

LINK Theory to Practice (p.204)

Learning Episode 14
The Teacher as a PERSON and as a PROFESSIONAL

Activity 14.1
OBSERVE (p.208−209)
Procedure:
1. Secure a permit to observe a teacher.
2. Review the list of the Personal Qualities given above.
3. Follow the code given whether you will observe by seeing only or you will observe and
interview the teacher to gather information.
4. Write down in the column of data results the description of the personal qualities that
you have found out. If the personal quality is not observed by you or is not revealed in
your interview, write not observed or not manifested.

Personal Observe (O) Data Results

Qualities Interview(I) I have found out that . . .
a. Dignified Observe

b. Healthy Observe
c. Spiritual Observe
Interview
d. Observe
Knowledgeable

e. Humble Observe
Interview
f. Determined Observe
Interview
g. Cooperative Observe
Interview

Activity 2 will focus on the Professional Competencies of the Teacher. You may change
your sample Teacher in Activity 1 with another teacher or you can still observe the same
teacher. In case you will not change your teacher to be observed the same teacher will be your
sample for both Activity 1 and Activity 2. Aside from direct observation, you will also do a
Survey in Activity 2.

ANALYZE (p.208−209)
Did you learn from your observation of the teacher? now let us analyze the information
that you have gathered.
Answer the following questions.

1. In Activity 1, what do you consider as the 3 most outstanding significant personal qualities
of the teacher you chose as your case? Why do you consider these as outstanding?
A. ___
 B. ___
C. ___

2. Which of these qualities do you have? Do you think you can fit as a good teacher someday?
Why? Describe yourself.

ANALYZE (p.210)
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
OBSERVE (p.210−211)
Procedure
1. Secure a permit to observe and conduct a survey.
2. Request the following information from the teacher.
a. Name
b. LET License No.
c. Evidence of Professional Growth (Masters or Doctorate, Seminars attended, etc.)
3. Request a co-teacher or the head (only one of the 2) to answer the checklist/rating
scale about your sample teacher.
4. Answer the same survey instrument yourself.
5. Compare the answer of the co-teacher or that of the head with your answer on the
survey. In what items do you have the same answer?
6. Show the results in a summary
table.

Competencies of the Professional Teacher: A Special case

Dear Ma’am/Sir:
I am a future teacher, and I would like to know the characteristics of a professional teacher. I will
be very glad if you could answer the survey form about your co−teacher .

I will keep in confidence your identity, however, please allow me to use the data
in my lesson. This is a requirement in our course, Field Study 1.

Thank you very much,

BSEd Student

Name of the Teacher:

PRC License No. Grade Level Taught:

Answer the following statements based in your observation of the teacher. Check Yes or No or
Doubtful.

Name and Signature of the Teacher Informant (Peer)

or
Name and Signature of the Supervisor Informant (Head)
And
Your Name and Signature (Pre-Service Students)

ANALYZE (p.212)
Answer the following questions
1. In Activity 2, do you consider the Teacher as a Professional Teacher? In what
competencies is the teacher, Strong? Weak? Doubtful? Why?

2. Did your answers to the survey from coincide with the answers of the co-teacher or
head of the teacher you observed? Why?

REFLECT (p.212)
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 characteristic as the
teacher/teachers observed then learners will be

SHOW Your Learning Artifacts (p.213)

Show here the artifacts of this Episode.
1. Short narrative about the teacher with a description of the personal qualities and
professional characteristics that you have observed. You may request a picture from the
My Teacher, My Hero

teacher.

LINK Theory to Practice (p.204)

Learning Episode 15
The Teacher as a PERSON and as a PROFESSIONAL
Activity 15.1
OBSERVE (p.219−220)
Note: Observe and record observations on the following aspects as key guide to observations.

ANALYZE (p.220)
Refer to the results of your observation to answer the questions that follow.
1. Which of the three responsibilities shows majority of the indicators being practiced?
A. Actual Teaching?
B. Management of Learning?
C. Administrative Work?

2. Which demonstrated behavior, do you find in the teacher that is worthy of emulation
when you become a teacher? Describe

3. Which of the major responsibilities does this teacher find difficult to comply with?
What is the reason?
4. From your perspective, would you consider this teacher as quality teacher? why?
REFLECT (p.221)
Now, that you have spent one school day to observe this teacher, it would be good for you to
reflect on all your observations by answering reflective questions below.

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
OBSERVE (p.222−223)
Procedure
1. Draw or sketch the current classroom where you are observing.
2. Indicate and label all significant parts and furniture that you find inside including these but
not limited to:
a. Doors, windows
b. Teacher Table, Demonstration table
c. Cabinets, chalkboard, bulletin boards/display boards, etc.
d. Gadgets, equipment
e. Plant boxes, etc.
f. Others not included in the list
3. Draw your vision of a classroom for the 21st century.
A. Current Classroom I am
Observing Grade/Year level
B. My Classroom for the 21st Century
ANALYZE (p.223)
Make a comparison of your drawings A and B. Describe the similarities and differences.
Explain why.

Features of the Present My Vision of the Why the similarity?

Classroom Components Future Why the difference?
Classroom
• •

REFLECT (p.224)
Based on the task that you made, what challenges await you as a future teacher? How
will you manage learning in the future classrooms? How will you prepare yourself to respond
to 21st teaching-learning and become a global teacher?
Make a short paragraph on how will you manage teaching-learning in the 21st century
classroom.

SHOW Your Learning Artifacts (p.224)

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. 3. Activity 15.2 Narrative on how you will manage teaching-learning in the 21st Century
classroom.

LINK Theory to Practice (p.225)

Learning Episode 16
On Teacher’s Philosophy of Education

Activity 16.1
OBSERVE (p.228−230)
 Determine prevailing philosophies of education based on DepEd Vision and Mission
statements, core values and mandate and on the K to 12 Curriculum Framework and
Guide
 Study the DepEd Vision and Mission statements, Core values and Mandate.
 Read the features of the K to 12 Curriculum based on the Kto12 Curriculum Framework
and Guide and Sec 5 of RA 10533.
 Accomplish the Table below by answering this question: Which philosophies are
expressed?
 Cite relevant statements to back up an identified philosophy of education. You are given
an example.

Philosophies of Which philosophies are Which philosophies are

Education expressed in the DepEd Vision, expressed in the K to 12
Mission Statements, Core Curriculum Framework and
Values, Mandate? Guide and Sec 5 of RA
Give proof. 10533? Give
proof.
1. Essentialism - teach Essentialism - The core values Essentialism - List of
mastery of the basics; of maka- Diyos, maka-tao, standards and Competencies
Curriculum is prescribed; maka-kalikasan and maka bansa that learners are expected to
subject matter - centered show that DepEd is essentialist. attain is the subject matter
there are universal, DepEd believes that students are expected to
objective values; in unchanging learn. - Essentialist
inculcate values that need to be
values in subject matter. inculcated.
2. Perennialism - teach Any proof of
those that last, the perennialism?
classics; there are
universal values;
inculcate these universal,
objective values.
3. Progressivism very Any proof of Progressivism?
child- centered; teach
those that interest the
child; one learns by
experience; learners learn
by doing so teacher
teacher's teaching is
experiential; values are
subjective; no inculcation
of values since they are
subjective; instead,
teachers help students
clarify
their values.
4. Reconstructionism – Any proof of 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 - Any proof of 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 Any proof of Pragmatism?
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 – Any proof of 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 Any proof of
good is that which is most Utilitarianism?
useful (that which brings
happiness) to the greatest
number of peoples;

9. Empiricism - source of Any proof of

knowledge is through the Empiricism?
senses; teacher must
involve the senses in
teaching- learning

10. Behaviorism - Any proof of 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 – Any proof of 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

Activity 16.2
OBSERVE (p.231)
 Observe how a teacher relates to every learner and how he/she proceeds with her
teaching.
  Accomplish this Observation Sheet.

Here are philosophies of education. Find out which philosophies were manifested in class
by observing what and how teacher teaches and relates to learners.

Philosophies of Education Teaching Behavior (State what the teacher said,

taught or
did).
1. Essentialism - teach mastery of the In what way was teacher essentialist? e.g. He/she
basics; curriculum is prescribed; saw to it that the students mastered basic
subject matter- centered there are concepts and skills he/she inculcated values.
universal, objective values;
inculcate values; subject.
2. Perennialism- teach those that last, 
the classics; there are universal values;
inculcate these universal, objective
values.
3. Progressivism - very child-centered; 
teach those that interest the child; one
learns by experience; learners learn by
doing so teacher teacher's teaching is
experiential; values are Subjective; no
inculcation of values since they are
subjective; instead, teachers help
students clarify their values.

4. Reconstructionism - school is agent 

of change; schooling is preparing
students for the social changes;
teaching is involving the
students in discussions of moral
dilemmas.
5. Existentialism - Teachers teach 
learners to make a choice, to make
decisions and not merely to follow the
crowd; one who does not make a
choice and so simply follow others do
not leave meaningful life.
6. Pragmatism That which is useful, that 
which is practical and that which works
is what is good; that which is efficient
and effective is that which is good. e.g.,
showing a video clip on mitosis is more
efficient and more effective and
therefore more practical than teacher
coming up with a visual aid by
drawing
mistosis 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 (p.233)
1. Based on your findings and observation 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 be and why?

REFLECT (p.234)
What is your philosophy of teaching? This describes what you believed you should
teach, how you should teach and how you should relate to others in school – with the
learners, your colleagues, your superiors and all other stakeholders. Write the down. This is
your title.: <My Philosophy of Teaching=

My Philosophy of Teaching
These may be of
help:

I believe that the learner& (concept of the learner)

I believe that I should teach the learners& (what)

By& (how)

I believe that I & (how should you relate to learners, colleagues, superior, parents, and others)
SHOW Your Learning Artifacts (p.234)

 Accomplished Observation Sheets

 My philosophy of Teaching

LINK Theory to Practice (p.236−237)