Chapter I

Content Knowledge
and Pedagogy

1. FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHERS

Lesson 1 Pedagogical Content Knowledge and Its Application across the Curriculum
This lesson will guide you in understanding content knowledge, pedagogical knowledge, curricular
knowledge. It will help you analyze the importance of content knowledge and its application to teaching and
learning. The objectives of this lesson are the following:
1. differentiate content knowledge from pedagogical knowledge and curricular knowledge;
2. observe how teachers align the content of the lesson to the curriculum; and
3. analyze the benefits of pedagogical content knowledge

Education Theory

This mastery of content and comprehensive pedagogical content knowledge (PCK) of the subject area
is one of the competencies expected in a teacher education graduate (CHED 2017). Shulman introduced PCK
in 1986 and defined three categories of teacher's knowledge that are essential in teaching and learning. These
are the following:

 Content Knowledge - the knowledge of the subject matter or academic course to be taught or expected
to be learned by students, which requires understanding of facts, concepts, or principles.
 Pedagogical Knowledge - the knowledge of teaching, which includes methods and strategies of
formulating the subject matter to make it more comprehensible to the learners.
 Curricular Knowledge - the knowledge of the curriculum, which is represented by full range of programs
designed for teaching a particular subject/course at a given level.
PCK is the blending of content knowledge and pedagogical knowledge that is unique among teachers. It is
the type of knowledge in which the teacher relates his or her pedagogical knowledge to the content knowledge
to make the lesson more relevant and comprehensible to learners.
While it is important for teachers to have mastery of content and pedagogical skills, it is also essential to
have curricular knowledge to deliver the content effectively. Choppin (2009) emphasized that the notion of
curricular-context knowledge has the potential to be a tool to explore how teachers develop and connect
content knowledge, pedagogical content knowledge, and curricular knowledge in practice.
As a teacher, you should familiarize yourself with DepEd's K to 12 Basic Education Curriculum.

Observation

A. Write down the information asked and answer the succeeding questions based on your class
observation.

Name of Teacher: Rena Veda Rosalijos

Date and Time of September 26, 2023

Observation:

2. FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHERS

 Educational Background: Elementary: Pedro B. Liwanag Memorial School
High School: Lala National High School
College: Christ the King College de Maranding, Inc.
Course: Bachelor of Secondary Education Major in English

Assigned Grade and Grade 7 – St. Phelomena

Section:
Assigned Subject/s: Business Accountancy Management and Araling Panlipunan
Relevant Trainings
Attended:

1. Are the teacher's background and qualifications aligned with the subject/s he or she is assigned to
teach?
Yes, the teacher’s background and qualifications aligned with the subject she assigned to teach which
is ICT and Empowerment Technology, she is a graduate of Bachelor of Computer Science but she was also
assigned to teach TLE and Aral. Pan. In her Aral. Pan and TLE subjects, she also tried her best to teach the
student thoroughly. In some point, the teacher's history and qualifications are clearly matched with the subject
he assigned because the teachers has skill in teaching the subject to the students.

2. Does he or she use the K to 12 curriculum guides in preparing a lesson plan?

Yes, the teacher’s followed the curriculum guide that has been giving to them in teaching her
students. The teachers uses a different strategies of teaching includes the books and other printed
materials.

3. Does he or she consider the learner's prior knowledge in designing a lesson plan?
Yes, there is an interaction of the student by asking their prior knowledge as a recap for the
topic that has been tackled in the class last meeting.
4. Does he or she use varied teaching strategies to deliver the subject matter?
Yes, the teacher gives a varied activities and strategies that the student will participate and
cooperate to the discussion, can be shown in the activity and it’s clearly been emphasized the class
discussion and activities.

5. Does he or she conduct research in planning for his or her lessons?

Yes, she knows her subject matter very well even though she is a fresh graduate and does
not have enough experience in teaching. She discusses her topic well precise and easy to understand
by the students. The activity given was very effective and all students can participate.

3. FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHERS

 B. Check (/) the box that corresponds to your class observation. Write your remarks in the rightmost
column.

Indicators Observed Not Remarks

Observed

Based on my observation the teacher

1. Explains the subject explains the subject matter clearly where it
matter / is concise and it meets the learning
a. Clearly objectives. The teacher is accurate with
b. Accurately her content and is delivering the lesson in
c. Comprehensively a way where students can understand
easily.

2. Relates the subject As the teacher started her lesson, she

matter with previous always practiced the art of reviewing the
lessons that have / previous lesson and connects it with the
been taught or future new lesson.
lessons to be taught

I have observed during the class that the

3. Presents facts, teacher presents facts, theories, and
theories, and concept to support the subject matter.
concepts to support /
the validity of content

I observed that the teacher always

4. Manifest practiced the art of questioning and is
understanding of the open for student’s perspective as well as
learner’s background / respecting their point of view.
in relation to the
subject matter

The teacher uses various strategies and

5. Utilizes appropriate / approaches in order to deliver the lesson
pedagogical effectively.
strategies in the
delivery of the
subject

I observed that there were ICT tools like

6. Integrates projector, laptop, TV’s and etc.
appropriate
technology tools /
specific to the
subject matter to be
taught

In the teaching learning process, the

7. Promotes inquiry- teachers ask questions to the students that
based learning to is related to the subject where it enhanced
develop higher order / their ability to develop higher order

4. FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHERS

 thinking skills and/or thinking skills.
21st century skills

The teacher uses language where

8. Uses appropriate students can understand. If there is an
languages to make English-Speaking student the teacher uses
subject matter / English Language, and if there is student
delivery more who only speak and understand Filipino
comprehensible the teacher will always adjust.

This skill of the teachers is observed

9. Show skills in the because the teacher uses and Integrate
use of information ICT with his lesson. As he teaches MUSIC
and communication / in MAPEH he introduces editing apps that
technologies (ICT) to can help edit and record music. The
facilitate teaching teacher is also skillful how to use
and learning technology.

The teacher is able to use verbal and non-

10. Use effective verbal verbal communication is delivering his
and non-verbal forms lesson.
of communication /
strategies to promote
meaningful learning

Other comments: All I can say is that she has a good teaching strategies that can make the class more
interactive and engaging. Sometimes, she is not well-prepared in delivering her lessons but in the end she
still manage to deliver it smoothly.

Processing

A. Based on what you have observed in class, explain the importance of the different kinds of
knowledge.

1. Content Knowledge
It is important to the teachers to have a deep understanding of the subject matter to teach effectively.
This includes not only the facts and concepts of the subject, but also the understanding of how those facts
and concepts are related to each other and to other subjects.
2. Pedagogical Knowledge
It is essential to the teachers to effectively deliver instruction. This includes knowledge of different
teaching strategies, such as cooperative learning, direct instruction, and inquiry-based learning.
Pedagogical knowledge also includes knowledge of how to assess student learning and how to provide
feedback to students.

3. Curricular Knowledge
It is important that teachers must have a thorough understanding of the curriculum, in which they
can expressed a wide range of programs design to instruct students in a specific subject or course at a
specific level of the student.

5. FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHERS

 B. What do you think were the strategies used by the teacher to enrich his or her mastery of the
subject matter?
Active Engagement with the Subject. Teachers actively engaged with the subject matter, not just as
instructor, but also as learner and explorer. This involves connecting concepts to real-world applications,
demonstrating how subject matter concepts relate to everyday life makes learning more meaningful and
engaging for students.

C. What do you think were the strategies used by the teacher to enrich his or her knowledge?

I think the strategies used by the teacher to enrich her knowledge is through actively participating in
peer observation and coaching programs. Observing other teachers and receiving constructive feedback
provides valuable learning opportunities and help her identify new teaching strategies or ways to enhance
her subject matter knowledge.

D. What do you think were the strategies used by the teacher to augment his or her curricular
knowledge?
I think the strategies that the teacher used that make her augment in curricular knowledge is the
teacher and students interaction during the discussion. The teachers ask the student about what they have
understood and the student’s answer in variety of explanation.

Reflection

Complete the following:

1. I realized that
Being a teacher is a multifaceted and rewarding profession that involves nurturing the intellectual,
emotional, and social growth of students. It is a calling that demands dedication, passion, and a genuine
commitment to making a positive impact on the lives of others.
2. I believe that
Teaching is about creating a haven of learning, a space where curiosity thrives, where questions
are encouraged, and where exploration knows no bounds. It's about fostering an environment where every
student feels valued, respected, and empowered to reach their full potential.
3. I feel that
It is not easy to be a teacher. Despite of the challenges, becoming a teacher is an immensely
rewarding career. The opportunity to shape young minds, make a positive impact on society, and witness
the growth and development of students makes the challenges worthwhile. The path to becoming a teacher
is not without its challenges.
2. When I become a teacher, I will

Foster a classroom environment that is both nurturing and stimulating, where curiosity knows no
bounds and a love of learning takes root. I will be a guide, a mentor, and a cheerleader, encouraging my
students to explore the world around them with open minds and unwavering curiosity. I will believe in the
power of education to transform lives and open doors to limitless possibilities. I will strive to make learning
relevant, engaging, and accessible to all, tailoring my instruction to meet the unique needs and learning
styles of each student. I will recognize that teaching is a lifelong journey of learning and growth. I will
embrace opportunities for professional development, continuously seeking ways to enhance my skills and
knowledge to better serve my students. I will commit myself to making a difference in the lives of my
students, leaving an indelible mark on their hearts and minds. I will be a teacher who inspires, empowers,
and transforms, leaving the world a little brighter than I found.

6. FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHERS

LESSON 2 Research-based Instruction and Principles of Teaching and Learning
Research-based instruction and the principles of teaching and learning are essential in planning
instruction. This lesson is designed to help you understand how research-based instruction and the
principles of teaching and learning can improve the teacher's pedagogical content knowledge (PCK) and
student's learning. The objectives of this lesson are the following:
1. analyzed the importance of research-based instruction and the principles of teaching and
learning;
2. observe how these can enrich teacher's pedagogical content knowledge and improve student's
learning;
3. Recognize their effect on learners; and examine how various theories and principles are
applied in planning instruction.
Education Theory

The K to 12 curriculums shall be learner-centered, relevant, responsive, and research-based. As

stated in RA 10533 otherwise known as the Enhanced Basic Education Act of 2012, it shall promote the
use of pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative, and
integrative. These principles and approaches, which are typically, derived from empirical research,
theoretical claims, practical experiences, and ideological or philosophical beliefs shall serve as rules or
guiding principles that will direct teachers in the attainment of a particular outcome.
Research-based instruction and the principles of teaching and learning are to be taken as a
strategy that promotes the use of empirical evidence, scientific findings, theoretical claims, quantitative
data, or practical experiences to inform the content of lessons and instructional strategies. The data on
students' poor academic performance, for example, can be analyzed to identify the problem and determine
appropriate strategies to prevent similar cases in the future. The application of research-based instruction
and the principles of teaching and learning does not only transmit the knowledge based on existing theories
and principles but also transforms these into new knowledge.
Carnegie Mellon University (2016) articulates the following research-based principles and
strategies that can make teaching effective and efficient:
1. acquiring relevant knowledge about the student and using that knowledge to inform our course
design and classroom teaching:
2. aligning the three major components of instruction: learning objectives, assessments, and
instructional activities;
3. articulating explicit expectations regarding learning objectives and policies;
4. prioritizing knowledge and skills we choose to focus on;
5. recognizing and overcoming our expert blind spots;
6. adopting appropriate teaching roles to support our learning goals; and
7. Progressively refining our courses based on reflection and feedback.
In 2016, the Department of Education (DepEd) adopted the Basic Education Research Agenda (BERA)
by virtue of DepEd Order No. 39, series of 2016 to provide guidance to DepEd and its stakeholders in the
conduct of education research. It serves as a guide for education researchers who seek to
1. build gains from existing research;
2. generate new knowledge on less explored, but priority fields of basic education:
3. systematically focus DepEd's attention on relevant education issues; and
4. Maximize available resources for research inside and outside the Department.

7. FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHERS

Observation

A. Answer the following questions based on your class observation.

1. Does the school promote research culture among the teachers?
Yes the school promotes a research culture in which student are free to do research in a
library and create their own research. They have also a book of undergraduate research that need
to pass before finishing senior high school. The school provide a group of teacher who teach
research.
2. How do the teachers undertake research activities to enhance their pedagogical content
knowledge? What are these activities?
Mostly teacher who teach in this field was already finish their master’s degree and others
are expert in making a research. This is to give emphasize to the students who enrolled in this field
and to give student a teacher that is capable to teach. Teacher enhances their pedagogical content
according to the needs of the students.
3. Are the teachers aware of the standards, principles, and pedagogical approaches
behind the K-12 curriculum?
All teachers in 21st century are fully equipped by the knowledge in teaching, the principals
of the school are reminded by the superintendent to follow the k-12 curriculum and all teacher are
aware of that.
4. Do the teachers integrate research findings, empirical evidence, and theories to support
validity of content to be taught? How?
Yes the teachers who are assign in this field of work are well oriented on what to do and
what to be taught to the students. All he research they made was provided all the theories and
findings that need to produce.
5. Do the teachers use varied teaching approaches based on K-12 curriculum principles? How?
Yes the teachers use varied teaching approaches in teaching students they use k-12
curriculum as their guide and they use the different literacies that are present to this time.

B. Check (/) the box that corresponds to your class observation. You may write your comments in the
Remarks column.

Indicators Observed Not Remarks

Observed

The teachers conducted diagnostic exam in

1. Administers order to evaluate the learner’s academic
diagnostic exam to / capacity.
assess the student

I observe that the teachers are considerate

2. Prepares a lesson with the learners needs and is making
based on the / activity that connects with the learners’
students’ needs interest.

The teacher prepares activities and topics

3. Relates to the topic to that can motivate and suits with the learner’s
students’ interest to / interest.
motivate learners

8. FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHERS

 The teachers promotes equality inside the
4. Contextualizes the classroom and considering the diversity of
content of the lesson / learners, that all learners have different
according to students’ backgrounds.
background

The teacher is concise and clear with her set

5. Articulates a clear set of objectives.
of learning objectives /

The teacher provides varied activities during

6. Provides varied the teaching learning process.
activities to support /
learning objectives

The teacher skims the important details of

7. Draws on relevant the lesson in order to drive with the main
bodies of knowledge / point of the lesson.
to make the lesson
more relevant

The teacher uses appropriate teaching

8. Reflects on teaching methodology and strategies for effective
methodology and / teaching learning process.
strategies used for
effectiveness

The teacher always checked the previous

9. Examines the performance of the students to modify the
students’ previous student’s strength and weaknesses so that
performance to modify the teacher can help them improve their
learning objectives / strength and develop their weaknesses.
and content of the
lesson, including the
teaching strategy
used

The teacher’s assessment tasks and

10. Aligns assessment instructional activities was aligned with the
tasks and instructional / learning objectives.
activities with learning
objectives

C. What is the research-based instructional strategies applied by the cooperating teacher? Write your
answers in the space below.

1. My cooperating teacher frequently engage students in active learning strategies that

encourage them to participate actively in their own learning process. This includes hands-on
activities, cooperative learning projects, simulations, debates, or role-playing exercises. She also
often integrate technology into their instruction to enhance student engagement, provide
interactive learning experiences, and facilitate personalized learning. This may involve using
educational software, online resources, or digital tools.

9. FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHERS

Processing

Read carefully and answer the following questions based on what you have observed in class.
1. How do research-based instructional strategies enrich the pedagogical content knowledge of
teachers?
Research-based instructional strategies provide teachers with a valuable toolkit for enriching
their pedagogical content knowledge and enhancing their teaching effectiveness. As teachers delve into
these strategies, they not only deepen their understanding of the subject matter but also develop a
comprehensive understanding of how to effectively convey that knowledge to their students.
2. How do research-based instructional strategies affect the students’ learning?
By incorporating research-based instructional strategies into their teaching practices, educators
can create a dynamic and engaging learning environment that empowers students to reach their full
potential. These strategies not only enhance student understanding and knowledge acquisition but also
foster critical thinking, problem-solving, and social-emotional skills, preparing students for success in their
academic pursuits and beyond.
3. What do teachers need to do to improve their research skills?
In order for the teachers to improve their research skills they should be built gains from existing
research; generate new knowledge on less explored, but priority fields of basic education: systematically
focus DepEd's attention on relevant education issues; and maximize available resources for research
inside and outside the Department.

Reflection

Complete the following:

1. I realized that
I realize that to be a research teacher is to be a lifelong learner, an insatiable seeker of knowledge,
and a passionate advocate for the power of inquiry. It is to embrace the challenges and rewards of
exploring new ideas, uncovering hidden truths, and sharing discoveries with others.
2. I believe that
Research teachers are driven by an insatiable curiosity and a deep-seated belief in the
transformative power of education. They view their classrooms as laboratories of learning, where students
are not passive recipients of knowledge but active participants in the quest for understanding.
3. I feel that
This learning strategies and competencies will help us future teacher in teaching someday.
This will plays a greater part of imparting knowledge to the students.

4. When I become a teacher, I will

Be using this strategies and competencies that I’ve learn in my previous studies. These play’s
a great impact to the students, as for my experience giving a varied of strategies it helps me find my
interest in studying it helps me comprehend easily the topic.

10. FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHERS

LESSON 3 Positive Use of Information and Communications Technology
Teachers play a critical role in supporting learners to face challenges and seize opportunities in the
digital world (UNESCO 2018). This lesson will help you ascertain how to demonstrate skills using
technology to promote quality-learning outcomes. The objectives of this lesson are the following:
4. identify different types of information and communication technologies (ICT) for teaching and
learning;
5. observe the proper use of ICT in teaching and learning; and
6. Understand how technology can improve teaching and learning.

Education Theory

One of the 21st century skills that students need to succeed in the information age is eracy skill
thatcomprises information literacy, media literacy, and technology literacy (P21 Framework for 21st Century
Learning 2016). Thus, teachers should not only be equipped with pedagogical knowledge, but also with
technological knowledge to adapt to the demand of the 21st century teaching and learning.
Mishra and Koehler (2006) define technological knowledge (TK) as knowledge of different
technologies from traditional materials such as books, chalk, and blackboard to more advanced
technologies like digital technologies that involve skills required to operate hardware and software and the
ability to adapt to new technologies regardless of type. Mishra and Koehler (2006) explained that the
pedagogical uses of technology require the development of a complex situated form of knowledge called
technological pedagogical content knowledge (TPACK). The TPACK framework describes the teacher's
knowledge of technology integration, which adds technological knowledge to Shulman's concept of PCK. It
is an overlap of content knowledge, pedagogical knowledge, and technological knowledge as shown in
Figure 1.

Technological
Knowledge

Pedagogical Content
Knowledge Knowledge

Figure 1. TPACK Framework

Relatively, due to rapid development of technologies, there is a need to have a clear vision of the
role of teachers in harnessing the power of ICT in the classroom and beyond (UNESCO 2011). Thus, the
UNESCO ICT Competency Framework for Teachers (ICT-CFT) was created to help countries develop a
comprehensive national ICT competency policy and standard. UNESCO Bangkok in partnership with the
Commission on Higher Education (CHED) addressed this vision by integrating the ICT competency
standards for teachers in the revised undergraduate teacher education program of 2017, which aims to
build teacher education graduates' ability to apply ICT to promote quality, relevant, and sustainable
educational practices.
To provide public school teachers with appropriate technologies to enhance the teaching and learning
process and meet the challenges of the 21st century, the DepEd implemented the DepEd Computerization
Program (DCP) in 2010 by virtue of DepEd Order No. 78. The objectives of the DCP are as follows:
8. provide computer laboratory packages to secondary schools;

11. FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHERS

 9. provide e-classrooms to elementary schools;
10. provide laptop units to mobile teachers;
11. integrate ICT in the school system;
12. raise the ICT literacy of learners, pupils, students, teachers, and schools heads; and
13. Reduce computer backlog in public schools, 5. 6.
Observation

D. Familiarize yourself with ICT facilities and tools for teaching and learning. Check if the following
items are available. Provide a description for each in the rightmost column.

ICT Facilities and Tools Available Not Description

Available

Computer Lab/Computer Christ the king college provides a

Room computer laboratory in which students will
able to access and use computers for
classroom uses

Audio-Visual Room The school provides audio visual room

with the complete facilities, students can
use it during special activities and
programs that is exclusive.

Laptop/Desktop Laptop/ Desktop are provided by the

school to the teachers for them to use
during their online class and making of
their lessons.

Printer The school has their own printer every

department and year level and It has also
a Reso machine in which modules can be
printed.

Scanner Some offices of the different department of

the school has a scanner this can use in
scanning papers and ID.

LCD projector Every department of the school has their

own LCD projector this can be used in a
program or in a meeting or a class.

Audio equipment Every department there has their own

audio equipment to be use during their
classes.

LCD/LED TV Every classroom in high school there has

their own LED TV this can be useful during
classes the teachers will able to see

12. FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHERS

 his/her students by the use of LCD and
LED TV.
Internet access Christ the king has their own internet
access, this is use during their classes and
any paper works send through online.

Computer hard drives Some offices and departments provided a

storage device for saving documents.
and storage devices
Some teachers provide their own drive for
(e.g., compact disc,
their classes.
flash
drives/USB, portable
devices)

Tablets, mobile phones, The school does not provide any mobile
phones for the employee. They provide on
or other mobile devices
their own during online class.

Others: My Observation was conducted at the

Christ the King College de Maranding Inc.
in all department and offices of the school
campus.

E. Interview the cooperating teacher. Ask the following questions.

1. Does the school have specific ICT policies and standards?

The School has their own specific policies and standards according to the department where they
belong, they provide the necessary need of the teachers and the student.
2. Are the teachers aware of the school’s ICT policies and standards?
The teachers are well oriented about this policies and standard. Every time there is a need of the
teacher they know already what to do, and where to ask permission.
3. Does the school provide ICT training for teachers?
Yes, teachers are well oriented about the ICT, they have trainings before the classes started and
they are fully equip about ICT because they are hands on during their training.
4. Does the school provide the necessary ICT tools and digital technologies to aid teaching and learning
activities?
Yes, the school provide tools and digital technologies to be use during their class in online.
5. Are the students provided with equal opportunity to use the computers and other digital technologies?
The school cannot fully provide the students computers, but they have a way in which students will
able to use computers they use a take turn in which they divide the students and limit their time when
using.
6. Are the teachers’ knowledge on how to operate a laptop/computer and other digital technologies for
teaching and learning?

13. FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHERS

 Yes the teachers are knowledgeable enough in computer literacy they are well oriented and equip
with the knowledge about the ICT literacy.

Other comments and observations:

There are facilities that the school need to provide in order to have a better learning and a
conducive classroom. But the overall rating for me will be a 9/10 and it is highly recommended for me.

F. Check (/) the box that corresponds to your class observation. You may write your comments in the
last column.

Competencies Observed Not Remarks

Observed

Domain 1: Understanding ICT in Education

I have observed that the school do
Demonstrates awareness demonstrated awareness about policies
of policies affecting ICT in affecting ICT in education and they are
education practicing it.

The school promotes the use of ICT in the

Complies with ICT teaching learning process because they
policies as they affect believed that it is very essential in learning.
teaching-learning

Contextualizes ICT The school as well as the teachers always

policies to the learning integrate technology and use
environment

Domain 2: Curriculum and Assessment

Demonstrates an It observe and well explain the principles and

understanding of the concept it presented well.
concepts, principles, and
theories of ICT systems
as they apply to teaching-
learning

Evaluates digital and non- The teacher determine those students who
digital learning resources uses digital and non-digital learner. They
in response to students’ give specific learning resources.
diverse needs

Develops digital learning Students was encourage by their teacher to

resources to enhance engage and develop more their knowledge
teaching-learning about digital learning resource.

14. FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHERS

 Uses ICT as a tool to It clearly observe during my observation 21st
develop 21st century century teacher was engage in computer
skills: Information, Media literacy. They are hands on by the different
and Technology Skills, innovation of learning competencies.
Learning and Innovation
Skills, Life and Career
Skills, and Effective
Communication Skills

Domain 3: Pedagogy

Applies relevant Teacher gives a varied activities such as

technology tools for power point and games, internet homework
classroom activities assignments and online grading System.

Uses ICT knowledge to

Teacher use ICT in solving complex
solve complex problems
problems student thinks critically and
and support student creatively, solve simulated real-world
collaborative activities problems.

Models collaborative The teachers gives an activities that are

knowledge instructions in applicable for face to face and virtual.
face-to-face and virtual
environments

Domain 4: Technology Tools

Demonstrates It is present during the discussion and it

competence in the gives emphasize to those student who have
technical operations of difficulties in understanding.
technology tools and
systems as they apply to
teaching and learning

Uses technology tools to Teacher uses a variety of tools in teaching.

create new learning
opportunities to support
communities of learners

Demonstrates proficiency It is clearly applied and well delivered.

in the use of technology
tools to support teaching
and learning

15. FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHERS

 Domain 5: Organization and Administration

Manages technology- Technology has their own instruction and it

assisted instruction in an is elaborated by the teacher.
inclusive classroom
environment

Explores existing and Teacher explore and present different

emerging technologies to technologies that can help them to
acquire additional content understand easily the context.
and pedagogical
knowledge

Utilizes technology tools in It’s not clearly stated.

creating communities of
practice

Collaborates with peers, Teachers ask help to the expert of the

colleagues, and accessing information.
stakeholders to access
information in support of
professional learning

Domain 7: Teacher Disposition

Demonstrates social, Teachers explain responsibilities to set

ethical, and legal
aside when having a classes, she explain
responsibilities in the sue
of technology tools and social and ethical values that the student
resources must have.

Shows positive attitude

It is seen in during the discussion.
towards the sue of
technology tools

Processing

Read carefully and answer the following questions based on what you have observed in class.

1. What are the problems or challenges in integrating ICT in teaching and learning?
Limited access to computers, reliable internet connectivity, and adequate technology support
are some problems that can hinder the effective integration of ICT in teaching and learning.

16. FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHERS

2. What are the challenges encountered by students in suing ICT tools and other forms for digital
technologies?
Students may lack the necessary digital literacy skills to effectively use ICT tools. This includes
basic computer skills, such as navigating online resources, using educational software, and troubleshooting
technical issues.
3. In what domain/s ICT competency standards for teachers do teachers need improvement?
Why?
I think the competency that the teachers must need to improve is the critical use of electronic
The mastery of familiarizing the part of the computer that needs to fix.

4. How will you promote the positive use of ICT to your students?
I will promote positive use of ICT by increasing learner’s motivation and engaging them, facilitating
the acquisition of their basic skills.

Reflection

Complete the following:

1. I realized that
I realized that teachers should know how to properly use technology because it is an essential tool
for enhancing student engagement, promoting deeper understanding, and fostering lifelong learning skills.
In today's technology-driven world, teachers need to be proficient in using ICT tools and resources to
effectively integrate technology into their teaching practices and create a dynamic and engaging learning
environment for their students.
2. I believe that
I believe that technology, when used effectively, can be a powerful tool to support teachers in their
endeavours to create engaging, stimulating, and personalized learning experiences for their students.
3. I feel that
ICT can be a powerful tool for teaching and learning, enabling students to access a vast amount
of information, collaborate with others, and engage in interactive learning experiences.
4. When I become a teacher, I will
When I become a teacher, I will seamlessly integrate ICT into my teaching practices, harnessing its
transformative power to enhance student engagement, promote deeper understanding, and foster lifelong
learning skills. I will ensure that ICT tools are not mere distractions or add-ons but are purposefully
integrated into the curriculum, aligning with learning objectives and enriching the learning process.

17. FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHERS

Lesson 4 Strategies for Promoting Literacy and Numeracy

This lesson presents the teaching strategies that augment literacy and numeracy skills. It will help you
analyze how different strategies are employed in integrating literacy and numeracy in teaching. The
objectives of this lesson are the following:

1. Define the terms ‘’ numeracy and literacy?

2. Observe how literacy and numeracy are integrated in teaching and learning; and

3. Identify strategies in promoting literacy and numeracy.

Education Theory

One of the target goals specified under Global Goals 4, 6 is to ensure that all youth and a
sustainable proportion of adults, both men and women, achieve literacy and numeracy by 2030.To achieve
this goal, teachers who serve as forefront of teaching literacy and numeracy should be equipped with
knowledge on strategies that promote literacy and numeracy skills.

Literacy and numeracy skills are the foundational skills that learners need to develop to succeed in
life. These basic skills refer to the student’s ability to understand the effective use of language and
communication skills (reading, writing, listening and speaking) and mathematical concepts (number sense,
addition, subtraction, multiplication, division, decimals, and fraction) that are useful in everyday life.
According to Wyatt-Smith et al. (2011), literacy and numeracy education is core in quality learning across
all phases of schooling and all curriculum areas. This means that the teacher’s role in instigating literacy
and numeracy is significant to improve student’s academic performance. Knowing how literacy and
numeracy are taught under the K-12 curriculum and understanding the learner’s competence are essential
in identifying appropriate strategies to promote literacy among the students.

The following are some of the strategies that can be used to promote literacy in teaching and learning:

1. Brainstorming and discussion;

2. Cooperative learning;

3. inquiry- based learning;

4. problem- based learning;

5. Using visuals, semantics and graphic organizers;

6. Promoting journal and writing;

7. Organizing games, role playing, drama and charades;

8. Using music, rhythm and dance;

9. Conducting experiments and practical experience;

10. Storytelling; and

11. Using audio and video materials.

Meanwhile, below are the strategies for building numeracy in different learning areas;

18. FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHERS

 6. Using concepts of time, numbers, dates, and sequencing events in teaching history, Social
Studies, Values Education, and ICT.
7. Measuring distance, volume, weight, and height and using percentage and calculation in
Teaching Science and Mathematics.
8. Collecting, comparing, and interpreting data in teaching Science, Mathematics, Social Studies,
and TLE.
9. Using graphs and diagrams in teaching Mother Tongue, English, Filipino, Values Education,
Mathematics and TLE.
10. Using game scores, dance steps and rhythm in teaching MAPEH; and
11. Using play money in teaching financial literacy in TLE, Mathematics and Social Studies.
In 2015, the DepEd issued guidelines on the Early Language, Literacy and Numeracy Program:
Professional Development Component (DepEd Order no. 12) in line with then President Benigno S. Aquino
III ten –point agenda that” every child should be a reader by Grade 1” Its primary goal to develop goal the
Filipino children’s literacy and numeracy skills attitudes toward lifelong learning.

Observation

A. For each given domain, write down the literacy strategies use by the cooperating teacher during your
class observation.

Observation Strategies
Remind the student when speaking it should be in
Oral Language a clear voice and must speak it Loudly. Use correct
pronunciation of the words.

Phonological Awareness Practice the rhyming words, practice sound

segmentation.

Book and Print Knowledge Use a reliable book, follow what was been given by
the teacher, and understand the content of the
book applied it in real word.

Alphabet Knowledge Practice the alphabet sound and read alphabet

books. Practice to write an Alphabetical letter in a
cursive form.

Phonics and Word Recognition Familiarize Rhyming Words, Divide sentences into
Words

Fluency Practice reading and try to speak it in a fluent way.

Ask the student to spell the word, pronounce the

Spelling word and highlight the difficult words.

Writing and Compositions Encourage student to make journal writing.

Provide students with multiple exposure to a

variety

19. FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHERS

 Grammar Awareness and Structure of grammatical situations

Provide World wall to help students get more

Vocabulary Development engaged in vocabulary development.

Storytelling

Identifying the Main Idea and Summarization

Reading Comprehension Provide Questions

Listening Comprehension Ask open ended Questions

Source: Department of Education 2016 K -12 Curriculum Guide for English

B. Write down the numeracy strategies used by the cooperating teacher during your class observation in
the following subjects.

Subjects Strategies
Using of graphs and diagrams in illustrating ideas.
4. Language ( English/ Filipino/ mother
tongue)

Using graphs and diagrams

5. Mathematics
Using play money and pie graph

Measure distance, the volume weight and height

6. Science
and using percentage and calculation

Present the past and the previous happening

7. History/ Araling Panlipunan/ Social Studies
Collect ancestral equipment, compare and
interpret data.

Using concepts of time, numbers, dates, and

8. Values Education/ Conduct Education sequencing event.

Using concepts of time, numbers, and keywords,

9. Computer/ ICT dates.

Use physical exercise, outdoor games rhythm

10. Music, Arts, Physical Education and Health music and dance.
(MAPEH)

Hands on making of a livelihood training use a play

11. Technology and Livelihood Education money to represent a flow of the business.

20. FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHERS

 Express gratitude, make your empathy visible,
12. Others: GMRC (Good Manners and Right praise good behavior and show your disapproval
Conduct and explain why.

Processing

Read carefully and answer the following questions based on what you have observed in class.

1. How can literacy affect one’s life?

Literacy builds self-confidence and self-esteem, as individuals recognize their ability to

communicate effectively and access knowledge. It promotes personal growth, encouraging lifelong learning
and a thirst for exploration.

2. How important is numeracy in our daily life?

Numeracy is important in our daily life because it is essential for managing our finances, from
budgeting and paying bills to making informed investment decisions. We use numeracy skills to calculate
expenses, track income, and make informed financial choices.

3. How can literacy and numeracy improve the learner’s academic performance?

Literacy and numeracy help us improve the learner in their academic performance. Strong literacy
skills enhance a student's ability to comprehend course material, express ideas effectively, and engage in
critical thinking. Numeracy skills, on the other hand, empower students to understand and apply
mathematical concepts, analyze data, and solve problems effectively.

4. In the absence of digital technologies and printed materials, what do you think are the strategies you can
use to promote literacy and numeracy?

In the absence of digital technologies and printed materials, promoting literacy and numeracy
requires creativity, resourcefulness, and a focus on hands-on, interactive learning experiences. These are
some effective strategies that can be implemented: oral storytelling, oral and chanting, dramatic play,
manipulative materials, and real-word applications.

Reflection

Complete the following:

1. I realized that ….

To be a 21st century teacher it is not easy to teach student with a very advance learning, you need
to adopt different strategies and literacies you need to be updated in all learning areas. Because education
is continuous and from time to time it will change because education is not constant time goes by people
will develop another learning strategies and teacher’s job is so crucial it needs commitment and had a
passion to teach.

2. I believe that …

We all make it, through the experience and knowledge that we impart to our self and the
knowledge that we will impart to our students. Be creative in making your own way of changing the lives
every student you will have.

21. FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHERS

3. I feel that ….

There will be changes if we start to believe in ourselves that life is what we make it. Believe that
you can and you will see the result.

4. When I become a teacher, I will…

Apply this different literacies to my student’s I will teach them all the learning I have I will shared to
them how the success can be made and will achieve in the future.

22. FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHERS

Lesson 5 Strategies for Developing Critical and Creative Thinking as well as Higher-Order
Thinking Skills
This lesson will guide you in understanding how teaching strategies develop critical and creative
thinking as well as higher-order thinking skills (HOTS). The objectives of this lesson are the following:
1. Observe how teachers apply HOTs in formulating lesson objectives and assessments;
2. Identify the strategies that enhance the students’ HOTS; and
3. Recognize the importance of HOTS in teaching and learning.
Education Theory

Higher-order thinking skills (HOTS) is a concept of learning based on cognitive processes that are
beyond the basic thinking skills classified in Bloom's taxonomy. Based on Bloom's taxonomy of cognitive
domain, thinking skills are organized into six major classes and presented in hierarchical order (see Table
1). The hierarchical presentation suggests that learners should master lower level thinking skills such as
knowledge, comprehension, and application before they can demonstrate HOTS such as analysis,
synthesis, and evaluation. Anderson and Krathwohl revised Bloom's taxonomy of educational objective in
2001. This led them to provide six categories of the cognitive process dimension and related cognitive
processes (see Table 1) and offer active verbs for each level to help teachers in writing lesson objectives.
Table 1. Taxonomy of Educational Objectives: Cognitive Domain

Bloom’s Taxonomy Anderson and Krathwohl’s Revised Taxonomy

Create – put elements together to form a coherent

Evaluation functional whole; reorganize elements into a new pattern or
structure (Keywords: hypothesizing, designing, constructing)

HIGHER Synthesis Evaluate – make judgment based on criteria and standard

ORDER (Keywords: checking, critiquing)

Analysis Analyze – break material into its constituent parts and

determine how the parts relate to one another and to an
overall structure or purpose (Keywords: differentiating,
organizing, attributing)

Application Apply - carry out or use procedure in a given situation

(Keywords: executing, implementing)

Understand -construct meaning from instructional

Comprehension messages, including oral, written, and graphic
LOWER communication (Keywords: interpreting, exemplifying,
ORDER classifying, summarizing, inferring, comparing, explaining)

Knowledge Remember - retrieve relevant knowledge from long-term

memory (Keywords: recognizing, recalling)

Relatively, critical and creative thinking are considered to be HOTS as they require a more
complex level of thinking. Critical thinking is the ability to make logical, rational, and reasonable judgment
using HOTS such as analyzing, synthesizing, and evaluating before making conclusions. Creative thinking,
on the other hand, is the ability to become resourceful, open-minded, innovative, and adaptive in
addressing problems; it involves HOTS such as analyzing, designing, composing, and constructing to
generate ideas or create something new.

23. FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHERS

 The following are some of the strategies to enhance HOTS of students as suggested by Collins
(2014):
12. teach the language and concept of higher-order thinking:
13. encourage questioning and discussion to tap into particular HOTS;
14. teach subject concepts to connect students;
15. provide scaffolding by giving student support at the beginning of the lesson such as visuals,
graphic organizers, and problem-solving tasks; and
16. Encourage higher-order thinking to foster deep conceptual understanding.

Observation

A. Ask the cooperating teacher to show his/her lesson plan to you. Review the objectives of each lesson in
the lesson plans. Provide examples of educational objectives based on the following HOTS:

Creating - Identify sentence unity and coherence

 -Differentiate sentence unity and coherence

- Construct coherence sentence

Evaluating
- Create unified sentence with cohering ideas

Analyzing  -Apply coherence and unity in daily lives.

B. Indicate whether the following HOTS strategies are applied during your observation by checking the
appropriate box. Write your remarks in the last column.
Not
HOTS Strategies Observed Observed Remarks

Teachers teach the concept Higher

13. Teaches the concepts of order thinking Skills.
HOTS

Teacher use a mystery way in

14. Promotes the sue of communicating her students.
HOTS when
communicating

Teacher gives a question to the students

15. Encourages questions and relate it to blooms taxonomy.

24. FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHERS

 and answer during
discussions
Teachers shows a graphic organizer to
16. Uses visuals and graphic represent the flow of making a question.
organizers to connect
concepts

Teacher gives a problem and encourage

17. Uses problem-solving to students to answer it, by consulting their
foster critical thinking classmate.

Teacher allows to socialize his/her

18. Promotes collaborative classmate about the activity given.
learning to generate new
ideas

Teacher ask the students to elaborate

19. Encourages students to more the answer given and make an
elaborate their answer assumption on how to apply it in real
world.

The teacher ask the students on what to

20. Promotes inquiry-based they know?
learning to validate ideas

The teacher follows the educational

21. Uses educational objectives in making a HOTS question.
objectives that foster
HOTS

Teachers gives a question that related to

22. Uses assessment that the HOTS questions.
promotes HOTS

Processing

Read carefully and answer the following questions based on what you have observed in class.
1. In what part of the instructional plan can teachers apply HOTS?

The teachers apply HOTS during the assessment and Evaluation.

2. How can HOTS improve the students’ learning?

HOTS activities require students to analyze, synthesize, and evaluate information, leading to a
more profound understanding of concepts and their connections.
3. How important is creative and critical thinking in the 21st century workplace?
It is very important to have a critical thinking in the 21st century workplace because we live in a
highly interconnected world, where collaboration across borders and cultures is increasingly common. This
necessitates strong critical thinking skills to evaluate diverse perspectives, communicate effectively across
cultures, and navigate complex global challenges.
4. What are the things that teachers need to improve on to enrich the students’ HOTS?

25. FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHERS

 The teachers must need to improve in enriching a student to acquire HOTS is to Utilize a variety of
technology options, connect to students individually, prepare to work with parents, consider new learning
methods, and provide collaboration and socialization opportunities.
Reflection

Complete the following:

1. I realized that ..
Making a HOTS question you need to follow the objectives and the purpose on why and also you
need to facilitate their learning.
2. I believe that ..
Following the steps and the objectives would create a big difference of making a HOTS question.
3. I feel that ..
This would produce a nice output there is a successful output can be created.
4. When I become a teacher, I will
I would follow the steps in making a HOTS question it is very effective student create a better
output and understanding through following this.

Lesson 6 Mother Tongue, Filipino, and English in Teaching and Learning

26. FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHERS

 Mother tongue, Filipino, and English are the medium of instruction (MOIs) used to deliver the
content of the K to 12 curriculum. This lesson examines the importance of the use of mother tongue,
Filipino, and English in facilitating teaching and learning process. The objectives of this lesson are the
following:
11. observe how teachers use mother tongue, Filipino, and English as MOIs;
12. determine how instruction plans are designed in line with the principles of mother tongue; and
13. Recognize the importance of the use of mother tongue, Filipino, and English in teaching and
learning.

Education Theory

Mother Tongue Based-Multilingual Education (MTB-MLE) under the K to 12 basic education

program was institutionalized I 2009 through DO No. 74, series of 2009. MTB-MLE aims to improve the
students’ learning as well as their cultural awareness by understanding the language. Section 4 of the
Republic Act No. 10533, otherwise known as The Enhanced Basic Education Act of 2013, provides that
basic education should be delivered in languages understood by the learners as it plays a strategic role in
shaping the formative years of learners.
Mother tongue is used as a medium of instruction in teaching Mathematics, Araling Panlipunan, of
Isladsis also taught as a separate learning area in Grades 1 and 2 as provided in DepEd Order No. 31,
series of 2013. Aside from mother tongue, Filipino, and English are also introduced in Grade 1 as separate
subject focus on fluency ad as MOIs from Grade 4 onwards.
Relatively, 12 major languages or Lingua Franca are specified in DO No. 16, series of 2012 as
learning areas and MOIs. These are Tagalog, Kapampangan, Pangasinense, Iloko, Bikol, Cebuano,
Hiligaynon, Waray, Tausug, Maguindanaon, Maranao and Chabacano.
In addition, seven other languages were identified as MOIs in various regions per DO No. 28, s.
2013. These are Ybanag (Regio II – Tuguegarao City, Cagayan, Isabela), Ivatan (Region II - Batanes
Group of Islands), Sambal (Region III - Zambales), Aklanon (Region VI – Aklan, Capiz), Kinaray-a (Region
VI – Capiz, Aklan), Yakan (ARMM (Basilan)), ad Surigaonon (CARAGA – Surigao City and provinces).
Mother tongue, Filipino, and English as MOIs are also offered as learning area under the K-12
curriculum with focus on oral language, phonological awareness, book and print knowledge, alphabet
knowledge , phonics ad word recognition, fluency, spelling, writing and composition, grammar awareness
and structure, vocabulary development, reading comprehension, listening comprehension, attitudes
towards language, literacy and literature, and study strategies.

27. FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHERS

Observation

A. Conduct a survey of languages used by students and teachers at home and school.
Language/s used at home Language/s used at school

Students Cebuano/ Filipino/ English Cebuano/ English / Filipino

Teachers Cebuano/ English / Filipino Cebuano/ English / Filipino

B. Answer the following questions:

1. Do the teachers of kindergarten ad elementary students have a copy of the teacher’s guide and learning
materials for mother tongue, Filipino, and English? Yes, there has they are provided by the school..
2. Are the teacher’s guide and learning materials translated in mother tongue?
There are some translated in mother tongue but not all.
3. Are the sufficient references for the teaching of mother tongue, Filipino, and English?
Yes it is.
4. Are teachers well-informed o and trained I the teaching of mother tongue, Filipino, ad
English? Yes there are trained.
5. Do the teachers speak or understand the identified regional language of instruction?
Yes they understand.
C. Conduct an observation of teacher

Domains Strategies Remarks

Oral Language Present a poem /speech Effective in student.

Phonological Rhyming, segmenand Good for student that has

manipulating difficulty in identifying
Awareness
phonetics.

Book and Print Reading, summarizing, give a Provide a new understanding

reflection and reaction. to students.
Knowledge

28. FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHERS

 Alphabet Knowledge Read alphabetical words Helps students to soften their
tongue in speaking.

Phonics and Word Reading, fluency and Helps student to understand

easily and identify the words.
Recognition comprehend

Fluency Practice reading, record your Student are be able to read

own fluently.
voice

Spelling Visualize the word in his mind Helps students in writing or

naming the letters of a word.

Writing and Read aloud Helps students to identify her

mistake.
Composition

Grammar Awareness Use authentic writing Helps students to identify

mistake.
and Structure

Vocabulary Dvlmnt Learn one new word a day Helps students to gain
knowledge.

Reading Retelling, visualizing story It helps students to

understand the story.
Comprehension mapping

Listening Recognizing literal meaning It helps students to create

question.
Comprehension

Processing

A. Based on what you have observed I class, identify the benefits of using mother tongue, Filipino,
and English as MOIs.
1. Mother tongue
Based on my observation using a mother tongue language in a class helps students to express
their own thoughts and emotions it easy for them to explain their answer by having a mother tongue in a
class.
2. Filipino

Base on my observation using Filipino language is difficult for them speak but they can understand
the words.
3. English

29. FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHERS

 Student are not fluent in speaking in English as well as knowing the meaning of the word but if you
teach them they can understand it.
B. Based on what you have observed in class, identify the strategies to improve the teacher’s ability to help
students understand mother tongue, Filipino, and English.
Based on my observation student need to socialize in their classmate using the different types of
language it okay that they can make mistake but at least they speak a words it is a good practice to them.
C. Explain how mother tongue can enrich cultural awareness of both teachers and students.
Mother tongue can create awareness to both teachers and the student, students can express their
selves through using their native language.

Reflection
Complete the following:
1. I realized that
Mother tongue is a vital it deals with emotions of people. Learning to speak in the mother tongue is
very necessary for a child's comprehensive development. It helps students to express feelings.
2. I believe that
By learning this different languages it can produce a better understanding.
3. I feel that
This would help the students to fully discover and learn.
4. When I become a teacher, I will
I will teach my students through their experience.

30. FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHERS

LESSON 7 Classroom Communication Strategies
Communication plays a fundamental role in our daily lives, most especially in teaching and
learning. This lesson distinguishes numerous verbal and non-verbal classroom communication strategies
that support learner understanding, participation, engagement, and achievement. The objectives of this
lesson are the following:
Differentiate verbal from non-verbal communication;
Observe how communication strategies are used in the classrooms.
Determine how communication strategies support learners’ understanding of the lesson; and
Discover how communication strategies improve the learners’ academic performance.

Education Theory

Communication skill is one of the 21st century competencies that every student needs. It is
essential I exchanging information between people. Communication makes teaching and learning easier.
Communication may occur between individuals, groups, organizations, social classes regardless of
their complexities, distance, space, and time (Rosengren 2000). In a classroom setting where the teacher
usually plays the role as conveyor of message or information, his or her ability to communicate with the
leaners is very essential in order to engage them in a class discussion.
According to Rocci and Saussure (2016), verbal communication is arguably the most pervasive
form of communication especially in the huge gamut of communication phenomena where spoken an
written language combines with other modalities such as gestures and pictures. There are two known forms
of verbal communication;
Oral Communication- a communication through spoken words done face to face, in video chat, or
on a telephone call.
Written Communication- a communication through the use of written or printed documents, emails,
fax messages, SMS/text messages, or online messaging/chat.
Non-verbal communication, on the other hand, is the process of communication that does not use any
oral or written words. Communication is the form takes place with the use of signals, behaviors,
expressions, or movements. Hall and Knapp (2013) identify the modalities of non-verbal
communications in the following forms;
Facial behavior
Vocal behavior
Gestures and body movement
Eye behavior
Face and body physiognomy (non-verbal cues for trait impressions)
Proxemics and haptic interaction (the closeness continuum)

Observation

Identify the verbal and non-verbal forms of communication used by teachers and students in the
classroom.
Verbal Non-verbal Remarks

Teacher Speak with confidence, Happiness, sadness, The teacher creates a

classroom conducive,
Appreciate students, asking fear, body movement,
learners are able to
students to read. Ask posture, gesture, eye understand even if it is non-
questions to the students, verbal and verbal

31. FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHERS

 explain the instruction contact and touch communication.
regarding the activity.
Talking to the student
regarding on what they
understand.

Student Students lead the prayer, Happiness, confusion, Student are able to interact,
s answer the question that the eye gesture, eye contact, it gives a good
teacher has been asked, and touch. communication between
speaks confidently in front the teacher and the
regarding their activity, students.
respond to their teacher, gives
and explanation and examples
base on what they understand.

Check (✔️) the box corresponds to what you have observed in class. Write your remarks in the last
column.

Communication Strategies for

Observed Not observed Remarks
Teachers

Communicates with a friendly Efficient

tone.

Thinks before speaking to Clearly stated

avoid utterance of irrelevant
words
Speaks clearly and articulately Very well said
delivers the message he or
she is trying to convey.

Communication Strategies for Observed Non observed Remarks

Teachers
Demonstrate ability to produce Clearly stated
intelligent and fluent discourse

Demonstrate skills in written Efficient

communication

Demonstrate proficiency in oral Efficient

communication

32. FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHERS

 Manifests positive attitude Students acquired good
towards students
attitude

Other comments and observations:

Processing

Read carefully and answer the following questions based on what you observed in class.
1. How important are the verbal and non-verbal forms of communication to the teachers?
Teachers should have this two skills, verbal communication helps students increase their
understanding of messages and non-verbal communication helps student to feel comfortable and safe.
2. How do non-verbal forms of communication affect the students’ learning?
Student can easily understand through symbols and gestures rather than the words. Student show
good performance in whenever teachers teach them with the help of non-verbal communication. They feel
themselves more motivated and enhance their learning capabilities through the nonverbal communication.
3. What form of communication do the teachers and students need to improve on?
The tone that the teachers need to improve is to read the words louder so that students at the back
can hear and understand what the teacher trying to convey.

Reflection

Complete the following:

1. I realized that
That having a good tone of voice helps us teachers to motivate our students to listen to us.
2. I believe that
This would help me as a future teacher as basis on my discussion on how to deliver and speak with a very
calming voice.
3. I feel that
Without having this kind of learning I can’t give a concise and well said sentence.
4. When I become a teacher, I will
I will share my knowledge to my student and I will share them the techniques that the teacher
should acquire.

33. FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHERS