FIELD STUDY AND TEACHING INTERNSHIP

Prepared by Jeanette F Francisco

EXPERIENTIAL LEARNING
Experiential Learning Theory (ELT) defines learning as the process whereby knowledge is created through
the transformation of experience Knowledge comes from the combination of grasping and transforming
experience (Kolb, 1984: 41)
Philosophical Roots of Experiential Learning
Pragmatism-believes that the essence of an idea comes from the consequence of its test or practice; if it works,
the idea is true or good, if it doesn't, the idea is false or bad.
Philosophical Roots of Experiential Learning
Progressivism-change is the essence of reality
-education is always in the process of development
-essence of education is continual reconstruction of experience
Kolb's Model of Experiential Learning
Concrete Experience (CE): This is the action phase. Students are encouraged to try-out the action and have a
new experience.
Kolb's Model of Experiential Learning (1984)
Reflective Observation (RO): This is the observation phase. Students are encouraged to intentionally reflect
their experience from multiple perspectives (e.g. environment, stakeholder, context, outcomes)
Abstract Conceptualization (AC): This is the integration phase. Students integrate experience into existing
schemas and theories. As a result, a new concept is formed and can be applied to future experience(s).
Active Experimentation (AE): This is hypothesizing and trial phase. Students are encouraged to hypothesize
what will happen and try the action out by making decisions and solving problems.

FIELD STUDY 1
Observations of Teaching-Learning in Actual School Environment (PPST,CMO No. 74-80 and No. 82 s. 2017)
LEARNING EPISODES
1 The School Environment
2 Learner Diversity Developmental Characteristics, Needs and Interests
3 Focus on Gender, Needs, Strengths, Interests, Experiences Language, Race, Culture, Religion Socio-economic
Status, Difficult Circumstances, and Indigenous Peoples
4 Learner Diversity The Community and Home Environment
5 Creating an Appropriate Learning Environment
6. Classroom Management and Classroom Routines
7. Physical and Personal Aspects of Classroom Management
8. Close Encounter with the School Curriculum
9. Preparing for Teaching and Learning
10 The Instructional Cycle
11. Utilizing Teaching-Learning Resources and ICT
12: Assessment FOR Learning and Assessment AS Learning (Formative Assessment)
13. Assessment OF Learning
14: The Teacher as a Person and as a Professional
15: Towards Teacher Quality: Developing a Global Teacher of the 21st Century

Notes on Observation
Observation-core of FS 1; attitudes, beliefs and practices that are effective in teaching and learning
3 major objects of observation:
1. Environment-context (classrooms, learning spaces, activities) in which teaching and learning occur
2. Learners- whose growth & development, characteristics and diversity influence how they interact, how they
respond to teaching, shown in their on-task and off-task behavior
3. Teachers-guide and facilitators, managers of learning, techniques they use, philosophy of education, personal
and professional characteristics that influence their teaching and learning strategies

Before and During Observation

A skilled observer learns with a purpose, focus and intentionality
A. Purpose- understand the intended outcomes of the activity, non-participant observer, remain
unobstrusive ("invisible")
B. Focus- focus on what to observe; pay close attention to details
Note: Make your observation multi-sensornal (use your senses, look closely, listen intently but
discreetly, of course)
C. Intentionality- knowing how you will record and document observations; record and document efficiently.
1. Use table/matrices, checklists that you can fill out with data as you are observing.
2. Write brief notes of details you see while using a checklist.
3 Have a small notebook, pad or, sticky notes ready for jotting additional notes.
4. Use apps to record your observation data.
5. Draw sketches or observational drawings
6. Tally behaviors. An example would be noting how many times a learner got up from his or her chair within
the whole class period
7. Make lists An example would be making a list of the words that a toddler used within a specified time
8 Write transcripts. This strategy is useful when you pair your observation with interview or when or you are
documenting what you observed in a specific incident and you are writing an anecdotal record
9. Use audio or video gadget/equipment to record data with permission from the teacher and the learner/s. Some
schools require parents' consent.
10. Take pictures with permission as well.

After Observation
Mnemonics- OAR (Observe, Analyze, Reflect)
Observe- I shall look and see and listen and hear. I should be able to record what I see and hear.
Analyze-l shall examine closely what I observed, relate it to theories, principles and concept that I already
know.
Reflect- I shall think deeply of what I have observed, connect it to my past experiences, present undertakings
and future goals and plans as a teacher.

Suggested Guidelines for FS Students

The Field Study students:
1. are required to accomplish successfully the activities in at least 54 hours in one semester to earn a 1 unit
credit.
2. Secure appropriate FS permits and undergo orientation/briefing before they are deployed in cooperating
schools.
3. Observe classes and may work with a partner. A Field Study partner is one whom one can discuss and
work with after the FS Experience.
4. Wear official school/university uniform during the Field Study in a cooperating school.
5. Demonstrate personal qualities that reflect a good image of a teacher These qualities include courtesy,
respect, honesty, diligence, open-mindedness, critical thinking and others.
6. demonstrate proper behavior in the presence of the learners, teachers, school personnel, administration
and parents.
7. request the signature of the Resource Teacher or the Field Study faculty immediately after the activity
has been done.
8. are required to prepare a portfolio for every FS course. The FS Teacher is encouraged to use a rubric for
authentic assessment of the portfolios. His rubric can be discussed with the students as part of the
orientation so they would know what criteria will be used and how the portfolio will be assessed.
EPISODE 1: The School Environment
A physical environment conducive for learning is one that has consistent practices that:
Keep the school safe, clean, orderly and free from distraction
Maintain facilities that provide challenging activities; and
Address the physical, social and psychological needs of the students.
Display boards-powerful in communicating information about learning environment, build and establish school
culture

4 general purposes of display board

Decorative- offer visual stimulation and appeal to aesthetics, set the social and psychological atmosphere of the
school
Motivational- encourage students to perform better and have greater confidence.
Informational- used as a strategy to readily disseminate information
Instructional- move students to respond and participate through interactive displays They get students to think
about and communicate their learning

Criteria for evaluating bulletin board displays

 Effective communication
 Attractiveness
 Balance
 Unity
 Interactivity
 Legibility
 Correctness
 Durability

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

EPISODE 3:
Focus on Gender, Needs, Strengths, Interests, Experiences Language, Race, Culture, Religion, Socio-
economic Status, Difficult Circumstances, and Indigenous Peoples
Markers of valuing student diversity in the classroom:
 Sensitivity and empathy
 Gender identity, culture and religion are respected, their strengths are recognized
 Everyone has the chance to learn and succeed

Teachers who celebrate and leverage student diversity in the classroom

 Use strategies to build a caring community in the classroom
 Model respect and acceptance of different cultures and religions
 Bring each of the student's home culture and language into shared culture of the school.
 Provide more opportunities for cooperation than competition

Features of Indigenous Peoples Education Curriculum (IPED) Curriculum Framework

a. Anchors the learning context on the ancestral domain, the community's world view, and its indigenous
cultural institutions.
b. Includes and respects the community's expression of spirituality as part of the curriculum context.
c. Affirms and strengthens indigenous cultural identity
d. Revitalizes, regenerates, strengthens, and enriches IKSPs (Indigenous Knowledge Systems and Practices),
ILS (Indigenous Learning Systems) and indigenous languages
e. Emphasizes competencies that are needed to support the development and protection of the ancestral domain,
the vitality of their culture, and the advancement of indigenous people's rights and values
f. Supports the community's efforts to discern new concepts that will contribute to the community's cultural
integrity while enabling meaningful relations with the broader society

EPISODE 4:
Learner Diversity: The Community and Home Environment
Baumrind's Parenting Styles
 Authoritarian-very firm with their children and expect unwavering and unquestioning obedience. Rules
are set by parents and misbehavior is met with withdrawal of affection, physical punishments or threats.
 Permissive-not firm or controlling; have few expectations; warm and - caring but may appear to be
uninvolved and uninterested.
 Rejecting-Neglecting-disengaged from children; neither demanding nor responsive to children; provide
no structure, supervision, support or guidance
 Authoritative-achieves a good blend; firm yet loving; clear and reasonable expectations and limits for
children; treat children with respect and warmth; understand the consequence of their behavior

Children of:
 Authoritarian Parents- often unhappy, fearful, withdrawn, inhibited, hostile **and aggressive; have
low self-esteem and difficulty with peers
 Permissive Parents- often impulsive, aggressive and lack self-control; may they have low levels of
independence and responsibility
 Rejecting-Neglecting Parents- are found to be the least competent in their -over-all functioning and
adjustment.
 Authoritative Parents- are socially. competent, self-reliant, and have greater ability to show self-
control. They have higher self-esteem and are better adjusted.

EPISODE 5:
Creating an Appropriate Learning Environment
The classroom climate that is conducive for learning is one that is non-threatening yet business-like. It is a
classroom where, when creating audio-visual presentations, the following are observed:
 Specific classroom rules and procedures are clear
 Classroom rules and procedures are discussed within the first few days of the school
 Students are involved in the deign of rules and procedures
 Techniques to acknowledge and reinforce acceptable behavior are employed.
 Clear limits for unacceptable behavior are established and negative consequences for such are
communicated
 Classroom processes are democratic
EPISODE 6:
Classroom Management and Classroom Routines
Effective classroom routines
ensure order and discipline to help the students to stay calm and focused in their daily tasks
Best time to establish routines: At the beginning/start of the year

Establishing routines early in the school year:

 Enables you to run your daily activities run smoothly;
 Ensures you to manage time effectively;
 Helps you maintain order in the classroom;
 Makes you more focused in teaching because you spend less time in giving directions/instructions; and:
 Enables you to explain to the learners what are expected of them.

EPISODE 7:
Physical and Personal Aspects of Classroom Management
Two Aspects of Classroom Management
1. Personal Classroom Management
 Voice
 Personal grooming
 Attendance
 Punctuality
 Personal graciousness
2 Physical Classroom Management
 Ventilation
 Lighting
 Acoustics
 Seating arrangement
 Structure/design of the classroom
 Physical space/learning stations

EPISODE 8:
Close Encounter with the School Curriculum
 Recommended Curriculum- used nationwide as mandated
 Written curriculum- e.g. K-12 Curriculum, a Lesson Plan is a written curriculum in miniscule
  Taught Curriculum- implementation
 Supported Curriculum- resources (materials, objects, gadgets, laboratory, etc.)

EPISODE 9:
Preparing for Teaching and Learning
These are time-tested principles of teaching and learning
1 Effective learning begins with setting clear expectations and learning outcomes
2 Learning is an active process. "What I hear, I forget, what I see, I remember, what I do, I understand
3 Learning is the discovery of the personal meaning of ideas Students are given the opportunity to connect what
they learn with other concepts learned, with real world experiences and with their own lives
4. Learning is a cooperative and collaborative process

EPISODE 10:
The Instructional Cycle
Guiding Principles in the Selection and Use of Teaching Methods
1. Learning is an active process.
2. The more senses that are involved, the more and the better the learning.
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 more effective than teaching isolated bits of information.

When you apply OBTL (Outcome-based Teaching and Learning), you see to it that the teaching-learning
activities (TLAs) and in turn the Assessment Tasks (Ats) are aligned with the intended learning outcomes.

EPISODE 11:
Utilizing Teaching-Learning Resources and ICT
Criteria for evaluating resources
1. Accuracy. The resource maternal comes from a reliable source and is accurate, free from error and is up-to-
date.
2. Appropriateness. The resource is grade/level- appropriate. The content matches what is needed by the
teacher
3. Clarity. The resource clearly addresses the instructional goals in mid
4. Completeness. The content is complete It has all the information needed to be able to use them
5. Motivation. The resource is engaging and rewarding to learners It will encourage the active participation of
the learners
6. Organization. The resource is logically sequenced. It clearly indicates which steps should be taken The
procedures or processes flow smoothly

EPISODE 12:
Assessment FOR Learning and Assessment AS Learning (Formative Assessment)
EPISODE 13:
Assessment OF Learning
EPISODE 14:
The Teacher as a Person and as a Professional

EPISODE 15:
Towards Teacher Quality: Developing a Global Teacher of the 21st Century
The term "Teach local, reach global" means that the teacher brings diverse experiences in the classroom with
the various skills to work and live as citizens of a global society. What teachers do in the local community
impacts the larger community. As global citizens, the work begins, where the teachers are, thus a "glocal"
teacher.
Major responsibilities of teachers based on ASEAN countries survey
1. Actual Teaching
2. Management of Learning
3. Administrative Work

FIELD STUDY 2
Participation and Teaching Assistantship
TEACHING INTERNSHIP
- is the capstone or culminating learning experience in the preparation of future teachers as reflective
practitioners and emerging leaders who conduct themselves ethically and professionally.
-one semester full time teaching internship in basic education schools either in campus or off-campus using a
clinical approach under the mentorship of a cooperating teacher.

Key People in Teaching Internship

1. Teacher Education Institution (TEI)- refers to higher education institutions offering higher education
programs
2. College Supervisors- are faculty members from the TEl assigned to monitor, and evaluate the FSS and PTs
in the experiential learning course.
3. Cooperating School- refers to the TEl partner school where Field Study and Teaching Internship are
undertaken.
4. Cooperating Teachers (CTs)- are the selected educators who act as coaches and mentors of PTs in their
teaching internship program at the partner or laboratory school of a TEI
5. Practice Teachers (PTs)- are pre-service teachers having their teaching internship programs in a laboratory
school of a TEI or in a partner cooperating school.

Five Phases of Teaching Internship

Phase 1: Orientation Sessions
Phase 2: Observation and building relationship
Phase 3: Onsite Tasks
Phase 4: Final demonstrations accomplishing exit forms
Phase 5: Evaluation of Teaching Internship

Phase 1: Orientation Sessions

First Orientation- it is conducted by College Supervisor and the following are discussed:
a. Subject requirements
b. TEl's teaching internship policies
c. CHED Policies and Terms
d. Conduct of Discipline of Interns
e. Schedule of dialogues and conferences
Second Orientation- it is conducted by Cooperating School and Cooperating Principal and the following are
discussed:
a. CS Vision, Mission, Goals and Core Values
b. School Rules and Policies (student's attendance, school activities)
c. Expectations of Interns
d. A school tour of the facilities is conducted to familiarize the environment

Third Orientation- it is conducted by the Subject Area Coordinator/Cooperating

-Teacher and the following are discussed:
a. CS Vision, Mission, Goals and Core Values
b. Content of the subject area, lesson exemplars, grading system, subject requirements
c. Forms to accomplish

Phase 2: Observation and building relationship

Cooperating Teachers (CTs) shall request you to observe his/her classes in order that you will become familiar
with the classroom routines, subjects, teaching strategies, etc.

Phase 3: Onsite Tasks

These include the following:
 Assisting in teaching-related tasks
 Checking of seat works and performance tasks
 Assisting in accomplishing school forms

Parts of Detailed Lesson Plan (DLP) (DO No. 42, s. 2016)

I. Objectives
II. Content
III. Learning Resources
IV. Procedures
V. Remarks
VI. Reflection
ACCOMPLISHING SCHOOL FORMS (DO No. 14, s. 2016)
SF 1: School Register-- Master list of Class Enrollment
SF 2: Daily Attendance Report of Learner--Recording of attendance, absence or tardiness
SF 3: Books issued and returned-List of books (by title) issue to or returned by learners
SF 4: Monthly Learner's movement and attendance- Enrolment count, transferred in/out and dropout of Grade
Level (summary of SF 2)
SF 5: Report on Promotion and Level of Proficiency- List of promoted/retained by class
SF 6: Summarized Report on Promotion and Level of Proficiency- Number of promoted/retained by grade level
(summary of SF 5)
SF 7: Inventory of School Personnel List of school personnel with basic profile and teaching load/assignment
SF 8: Learner Basic Health Profile- Per learner assessment of Body Mass Index
SF 9: Leaner Progress Report Card-Individual academic, behavioral, and attendance report by quarter (formerly
Form 138)
SF 10: Learner's Permanent Academic Record-Individual academic record by quarter and SY (former Form
137)

PARTS OF INTERNSHIP PORTFOLIO

1. Introduction
II. Acknowledgement
III. Curriculum Vitae of Practice Teacher
IV. Certificate of Completion
V. Professional Readings
VI. Weekly Journals
VII. Experiences, Evidences, and Reflections on the PPST Domains
VIII. Teaching Philosophy

Writing Classroom-Based Action Research (CBAR)

Action Research
Refers to a wide variety of evaluative, investigative and analytical research methods designed to diagnose
problems or weaknesses --- whether organizational, academic or instructional
Characteristics and Importance of Action Research
 Improves educational practice
 Involves action, evaluation and reflection
 Gathers evidence to implement change in practices
 Is participative and collaborative
 Is situation and context-based
 Develops reflection practices based on the interpretations made by participants
 Is created through action and application
 Is based on problem-solving if the solution to the problem results in the improvement of practice
 Is iterative; plans are created, implemented, revised, then implemented
 Is an ongoing process of reflection and revision
 Are not conclusive or abusive, but ongoing findings emerge as action develops and take place

Steps in Action Research

1. Identify the problem
II. Define an Intervention
III. Apply intervention and collect data
IV. Analyze data and findings
V. Take action based on results
VI. Share Finding

Types of Action Research (Ferrance, 2000)

1. Individual Action Research
 Done by one teacher-researcher
 Identified problem: single classroom issue
 Support system: superior, co-teachers, parents
 Expected effects: instruction, assessment change
2. Collaborative Action Research
  Done by 2 or more teacher-researcher
 Identified problem: single issue or a common problem
 Support system superior, community, parents, organizations
 Expected effects: curriculum, instruction, assessment, policy
3. School-Wide Action Research
 Involves the whole school administration, faculty, and/or personnel
 Identified problem school problem or area of collective interest
 Support system school commitment, leadership, partners
 Expected effects school restructuring, policy change, program evaluation
4. District-Wide Action Research
 Involves the whole district administration, school heads and/or personnel
 Identified problem district issue or organizational structure concerns
 Support system district commitment, leadership partners
 Expected effects allocation of resources, policy change structure evaluation

Varieties of Action Research

 Diagnostic-researcher steps into an existing problem and diagnosis the situation
 Participatory- data is used to make recommendations for the resolution of the problem.
 Empirical- conclusions are exclusively derived from concrete, verifiable evidence
 Experimental-conducted with a scientific approach using two sets of variables and a hypothesis.
Kinds of Action Research
1. Qualitative- requires the collection of narrative data and utilizes an inductive reasoning approach
2. Quantitative - requires the collection of numerical data and utilizes a deductive reasoning approach.
3. Mixed Method - combines both quantitative and qualitative types of data.

Methods/Strategies of Qualitative Design

 Ethnography - describes interactions between people in cultural and social settings
 Case Study - in-depth study of individual activities, people, or groups
 Phenomenological Studies - explores and focuses on people's experience of a phenomena
 Narrative Research - studies individual lives and asks subjects to provide stories about their lives,
which is then retold into a narrative chronology
 Experimental Research - uses a scientific approach towards manipulating one or more control
variables and measuring their defect on the dependent variables
 Non-Experimental Research - describes a phenomenon simply as it stands, or a relationship between
two or more variables, all without any interference

Methods/Strategies in Mixed-Method Design

Sequential may begin with qualitative interview for exploratory purposes and followed by quantitative survey
method for generalization
Concurrent - converging or merging qualitative and quantitative methods
Transformative - using theoretical lens as an overarching perspective
Presentation, Analysis, and Interpretation of Data
-It is the manner of organizing and reporting collected data, while analyzing and interpreting them. Presentation
can be done using tables, graphs, charts, etc.
Conclusions and Recommendations
-Conclusions are the valid outgrowth of the findings you would like to share together with your research
statement.
References and Appendices
-References are listings of sources of materials that are alphabetically arranged

Data Collection Tools

1. Observations - watching people, events, or noting physical characteristics in their natural setting
2. Anecdotal Records - detailed descriptive narrative recorded alter a specific behavior or interaction
occurs.
3. Field Notes - similar to anecdotal records, except that they include impressions and interpretations.
 4. Ecological Behavior Descriptions -Behavioral ecology is the study of behavioral interactions between
individuals within populations and communities, usually in an evolutionary context.
5. Diaries - personal accounts on a regular basis.
6. Focus Group Discussions - a discussion of a selected group of people on a given topic or issue,
facilitated by a professional, extremal moderator.
7. Checklists - structured performance or artifact observations or evaluation of a behavior.
8. Tests - highly quantitative tools that bring more reliable results.
9. Survey Questionnaires - used for collecting data in survey research; includes a set of questions that
explore a specific content.
10. Authentic Assessment -measurement of demonstrated skills and competencies through rubrics
11. Portfolio
12. Documentary Analysis - interpretations of recorded materials (student grades, faculty evaluation,
enrollment records).
13. Narratives - transcribed testaments about individuals' lives
14. Projective Techniques -doodles, graphical sketches to be interpreted by psychometricians or other
concamed professionals

Principle of Triangulation
It is the usage and employment of multiple sources of data in order to establish trustworthiness or consistency of
the facts.

Ethics in Action Research

Four Types of Ethical Practices (Carson, et. al, 1989)
Ethics of Hope - AR must ensure concern for the broad range of needs of students and school community.
Ethics of Caring - AR must put into prime consideration the general welfare of both students and teachers.
Ethics of Openness - AR participation, purpose, and intent must be made known to all involved.
Ethics of Responsibility -Teacher-researchers must be committed to principled action.

Action Research Reporting and Sharing Improving Research Culture

 Teacher-researchers, upon conclusion of their action research may share their findings by:
 collective sharing with other schools and districts collaborating with school admin to explore changes
conducting seminars with parents and teachers conducting in-house trainings in schools publishing and
presenting paper
1. A physical environment conducive for learning is one that practices the following, EXCEPT?
a. Maintain facilities that provide challenging activities
b. In sync with the vision, mission and goals of the school
c. Keep the school safe, clean, orderly and free from distraction
d. Address the physical, social and psychological needs of the students
2. A display board should move students to respond and participate through interactive displays. They get
students to think about and communicate their learning. What purpose of display board is exemplified?
a. Decorative
b. Motivational
c. Informational
d. Instructional
3. Among observation guides for learner's characteristics in Episode 2, on which aspect of observation report
will you note the learners' ability to use words to communicate their ideas and their language proficiency?
a. Emotional
b. Cognitive
c. Social
d. Physical
4 Which student thinking/behavior indicates that he/she values diversity?
a. He/She regards his culture as superior to other's culture
b. He/She regards his culture as inferior to other's culture
C. He/She accepts the fact that all people are unique in their own way
d. He/She emphasizes the differences among people and disregards their commonalities
5. What is a teaching-learning implication of student diversity?
a. Compare students.
b. Make use of a variety of teaching and assessment methods and activities.
c. Do homogenous grouping for group activities
d. Develop different standards for different student groups
6. All are features of the Indigenous Peoples Education Curriculum, EXCEPT?
a Affirms and strengthen cultural identity
b Makes education exclusive to the indigenous culture
c Revitalizes, regenerates and enriches IKSPS and indigenous languages
d. Anchors the learning context on the ancestral domain, the community's world view, and its indigenous
cultural institutions
7. Which parenting style/s contribute/s to the development of children who have low level of responsibility?
a. Authoritarian
b. Authoritative
c. Permissive
d. Neglecting and permissive

8. If a child was raised by authoritative parents, how will most likely will he/she behave in class??
a. Relates well to classmates
b. Is suspicious of others
c. Quarrels often with classmates
d. Has low level of independence

9 Learners are more likely to internalize and follow classroom rules when____
a The teacher clearly explains the rules she prepared
b The learners know how the punishments for not following the rules
C The learners participate in the rule-making process
D The teacher gives additional points for those who follow the rules

10. What term applies to the established ways of martaging a classroom into a more organized and systematic
structure?
a. Classroom routine
b. Positive discipline
c. Classroom discipline
d. Classroom management
11. The following are the advantages of establishing routines early in the school year, EXCEPT?
a. Ensures you to manage time effectively
b. Makes you more focused on teaching
c. Ensure retroactive actions for anticipated problems
d. Helps you maintain order in the classroom
12. The following must be noted as observations for Physical Classroom Management, except for
a. Attendance
b. Acoustics
c. Structure/design of the classroom
d. Seating arrangement
13. The influence of media, peers, community tradition, advancement in technology, though not deliberately
taught in the lesson, will influence the curriculum. This is referred to as _____
a Written curriculum
b. Recommended curriculum
c. Implemented curriculum
d. Hidden curriculum

14 Teacher Lily avoids drills out of context. She gives real-world Math problems for students to dill on. She is
convinced of which principle of learning?
a. Learning is an active process
b Learning is the discovery of the personal meaning of ideas
c Learning is a cooperative and a collaborative process
d. Effective learning begins with setting clear expectations and learning outcomes

15. The more senses that are involved, the more and the better the learning. Which practice is aligned with this
principle?
a. Employ cooperative learning
b. Teach using mostly verbal symbol
c. Invite parents as resource speakers in class.
d. Bring students to field trips with consent of school and parents.

16. In OBTL, upon which should my assessment be based?

a. Content
b. Intended Learning Outcome
c. Scope of subject matter
d. Teaching and Learning activity

17. Miss Inton is evaluating a website for her Literature class. She is making sure that factual pieces of
information found on the site are well-documented, and pictures and diagrams are properly labeled. She is also
checking that there are no misspelled words nor grammar errors. What criterion is she focusing on?
a. Appropriateness
b. Clarity
c Motivation
d. Accuracy

18 A Science teacher uses a PowerPoint presentation to show the classification in Kingdom Animalia. The
teacher then teaches them how to use a software in making graphic organizers Students then use this to create
their own graphic organizers to classify animals This shows technology integration which is
a Entry-constructive
b. Adoption-constructive
C Infusion-constructive
d Transformation-constructive

19 In which type of assessment are students expected to go beyond completing the tasks assigned to them by
their teacher and so students move from the passive learners to active owners of their own learning?
a Assessment as learning
b. Assessment for learning
c. Assessment of learning
d. Assessment in learning

Episode 13
20 Learning outcome: Conduct an investigation to prove that plants can manufacture their own food
Test item, Can plants manufacture their own food?
Explain your answer.
Is the test item aligned to the learning outcome?
a No
b. Somewhat
c. Yes
d. Yes, if explain your answer is dropped

21 The students were at a loss as to what answer to give in a completion type of test since there were so many
blanks. Which is TRUE of the test item?
a. Too complex
b. Unattractive
c. Over-mutilated
d. Implausible
22. To pinpoint which part of the lesson needs more explanation, which scoring rubric can help?
a. Analytic
b. Holistic
c. Ana-Holistic
d. All of the above
23. Formulate a 5-item imperfect matching type of test, is a test item in the level of which cognitive process?
a. Creating
b. Analyzing
C Self-system thinking
d. Evaluating

Episode 14
24. Which of the following is a quality that is unbecoming of a teacher?
a. Patience and understanding
b. Humble and open-minded
c. Aggressive and dominating
d. Dignified and accommodating

Episode 15
25. Which is one of these descriptors exemplifies a global teacher
a Teacher who has taught successfully abroad or overseas.
b Teacher who remains to teach in the community until retirement
C Teacher who teaches in the community but quality of teaching meets global standards
d. Online teacher teaching learners all over the world
2. To ensure quality and better orientation sessions, what must you do?
a. Record the orientation sessions
b. Attend all the required orientation sessions
c. Focus on all the things you need to follow and accomplish
d. Take down important noted during the orientation sessions

3. Which plan is used by teachers who are new in the service or those who have less than a year of teaching
experience?
a. Daily Lesson Log
b. Daily Lesson Plan
c. Detailed Lesson Plan
d. Daily Learning Activities
4. Which can be given as an optional activity to reinforce students' learning?
a. Artwork
b. Activities
c. Assignment
d. Assessment
5. These things can be routinized EXCEPT__.
a. Passing of papers/books
b. Checking of attendance
c. Going in and out of the classroom
d. Designing the bulletin boards
6. Which is the best way to know why a learner is always absent in class?
a. Call the parent/guardian
b. Write a letter to the parent
c. Report to the Guidance Counselor
d. Look at his/her Facebook account
8. You prepared a PowerPoint presentation on verbs for your English class, however, there was a power cut-off,
which should you do?
a. Go to another lesson
b. Give a seatwork instead
c. Use the available materials in class
d. Borrow learning materials from another teacher
9. The following are instructional components of differentiated instruction according to Carol Ann Tomlinson,
EXCEPT?
a. Content
b. Teaching method
c. Process
d. Product
10. How will you use the leadership skills of some of your students for the benefit of the class?
a. Recognize their leadership skills
b. Let them be as they are
c. Refer them to the Guidance office
d. Encourage them to join as many activities in class
11. Which activities promote the use of numbers through estimating, calculating, budgeting, analyzing?
a. Media
b. Literacy
c. Numeracy
d. Information

12. What things do you need to settle before you leave any school?
1. Forms required by school
II. Financial Matters
III. Papers and other requirements
a. I only
c. III only
b. II only
d. I, II and III
13. What form is needed for a student to transfer to another school?
a. SF 1
b. SF 2
c. SF 8
d. SF 9

15. Why is there a need to do action research?

a. To get promoted
b. To be recognized in the field
c. To improve teaching practice
d. To comply with the requirements

16. What is the first step in doing action research?

a. Read literature on the topic.
b. Search for open online resources.
c. Interview stakeholders on an issue.
d. Look for problematic situations that prevail in the classroom.

17. Why do we need to do an exit clearance?

a. For compliance
b. For record purposes
c. For a graceful exit
d. For accountability purposes

18. What is the most important use of narrative report?

a. To keep for future use
b. For systematic assessment
C. To document the stay of practice teachers
d. To account for all the teaching experiences