palenciarochellemae.pdf

Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte
– 4600, Philippines
MYFIELDSTUDY
MYFIELDSTUDY
MYFIELDSTUDY
EXPERIENCES
EXPERIENCES
EXPERIENCES
Prepared By:
RochelleMaeO.Palencia
Field Study Students
JhonPaulM.Castillo,MAEd
Field Study Supervising Instructor

INTRODUCTION
INTRODUCTION
INTRODUCTION
Field Study is an essential requirement for the education
student. The Field Study 1 and 2 allows Pre-Service Teachers
from Camarines Norte State College-Abaño Campus, College
of Education to work full time or conduct full time observation
in areas or classrooms closely related to their academic
program which is the Bachelor of Technology and Livelihood
Education Major in Home Economics (BTLED -HE 4A).The
school that they were chosen toc conduct their field study is
the College of Education Laboratory High School and they
weren assigned to the Grade 10-A students.
The primary goal of Field Study 1 is to observe the
learners’ school, structure, ando community. Because this is the
first time the students and teachers have been exposed to the
school setting. They are expected to observe the school and
classroom facilities, as well as the school’s organizational
structure. The PSTs must observe the learners’ behavior in the
actual learning environment.PSTs must develop their
understanding of feasible approaches to facilitate learning
based on their observations of learners, considering the vaious
points of growth and development

This study demonstrates the progress from Field Study 1
to Field Study 2. This kind of works is enjoyable for all PSTs.
They learn more this field study about what it takes to be a
good teacher and a future educator.

ACKNOWLEDGEMENT
ACKNOWLEDGEMENT
ACKNOWLEDGEMENT
My heartfelt gratitude goes to the CAMARINES NORTE
STATE COLLEGE- ABAÑO CAMPUS COLLEGE OF
EDUCATION and its faculty for providing all of the tools
required in the field of observation.
This e-portfolio is dedicated to those people who helped
make my Field Study 1 a success, and it is my way of
expressing my heartfelt gratitude to them, especially for their
unending guidance and support.
Sir JHON PAUL M. CASTILLO, MAEd, our encouraging
supervising instructor, you are an inspiration to us student-
teachers. I am especially grateful for the valuable
contributions and guidance in achieving the best possible
performance in each task. Thank you for always guiding us and
providing unending love and support. We owe you a lot, sir.
I’d also like to thank MRS. RIZA A. VALE, our resource
teacher, for allowing us to observe her classes schedules and
for responding to our questions and interviews. Our
observations of your classes will be our future weapon in
actual teaching. Ma’am, we sincerely thank you for everything.

Special thanks to my PARENTS, FRIENDS, AND
CLASSMATES for being my inspiration and motivation in
everything I do. You are my strength and my guide as I
continue on this journey. I’d like to express my heartfelt
appreciation to everyone who helped me during the
observation.
Finally, I'd like to thank the ALMIGHTY GOD for guiding
and allowing us to overcome all of the challenges we face on a
daily basis, as well as for allowing me to achieve this level of
success.

BIOGRAPHY
BIOGRAPHY
BIOGRAPHY
My name is Rochelle Mae O.
Palencia. I am currently a 4th year
student at Camarines Norte College-
Abaño Campus studying Bachelor of
Technology and Livelihood
Education with a Major In-Home
Economics. I was born on May 29,
2001 in Brgy. Gubat Daet, Camarines
Norte. My mother’s name is Vilma
Palencia, and my father’s name is
Rolando Palencia. My hobbies are reading books, especially
stories on Wattpad. I also love riding bicycles during my free
time. During my high school and senior high school days, I do
receive some academic awards. I pursue my studies here at
CNSC since it is a well-known school and it gives me
knowledge and experience that could help me become a
future teacher someday. I am dreaming of becoming a
professional teacher someday and am hoping to teach TLE
subjects.

I chose to be a teacher because it is more than a job to me;
it is a mission. I chose teaching because working with children is
like having eternal youth. Children’s love, laughter, mischief,
creativity, and imagination are an endless source of joy and
vitality. My decision to become a teacher was not taken lightly;
rather, it was the result of much thought about what I wanted
to do with my life and education. When I was in elementary,
middle, and high school, as well as college, I noticed that I was
paying attention not only to what was being taught, but also to
how my teachers delivered the lessons. Most of my teachers
seemed to enjoy what they were doing at the time, and they still
do. As an elementary school student, I was too young and had
no real context to appreciate what my teachers personally
derived from what they were doing.
I believe that teachers, both individually and collectively,
can not only change the world, but also improve it and find
personal and professional renewal in the process. I want to be a
part of this noble profession and one day be counted among
those who inspired future preservice teachers.

CERTIFICATEOFCOMPLETION

BELIEFSOFTEACHINGAND
LEARNING(PRE)
LEARNING(PRE)
LEARNING(PRE)
Teaching and learning are ongoing aspects of being a
person. As a future teacher, I want my students to learn and
demonstrate their hidden talents. We cannot claim that a child is
learning if we force him or her to learn in our preferred manner.
As future educators, we should observe how our students learn.
As a result, our diverse group of learners can learn effectively.
Learners have their own ways of learning, which we should
support and respect.
This is a lifelong process in which students will use their
dedication, perseverance, and hard work to learn new
strategies, ideas, and philosophies. The combination of
knowledge, subject matter, information, understanding, and
skills from teaching is known as teaching and learning. When
you teach, you enter into the lives of your students, shaping
their minds to the vast possibilities of the world God has
created. To educate is to allow students to become better
educated, not just to comply with the intended learning
objectives.

Finally, we must mold them as early as possible because
learning is the key to their success. As their second parents, we
should instill a positive attitude in them in addition to forcing
them to learn. Be a role model for our students.

LEARNING(POST)
LEARNING(POST)
LEARNING(POST)
Teaching and learning have become a two-way street for
both teachers and students. As a student and future teacher, I
believe that good communication with your students is essential.
It becomes easier to approach and teach your students if you
communicate with them. Listen to the students when they give
their answers. When a teacher’s genuine enthusiasm for
learning piques students’ interest, everyone is ready and willing
to participate in active learning to achieve active learning.
The new teaching and learning system I should learn how
the new teaching and learning system works as soon as
possible. I’ll be working with my co-teacher. I should not do my
work alone if I am to continuously improve. One of my top
priorities is to highlight the talent of my students. As a teacher, I
should guide and assist the students in achieving their goals.
You should not be too strict as a teacher all of the time. Set
aside time to interact with them, use humor, plan a creative
lesson, and have a strong classroom presence because that is
what it takes to be a good teacher.

As educators, we must adhere to the following guidelines. Keep
classroom rules simple; do not give false praise; do not lose your
cool; do not hold a grudge; and do not ignore misbehavior. A
teacher who is enthusiastic and confident in his or her students’
abilities to learn and succeed. For example, discussions,
projects, assignments, and seat work ensure student
achievement and allow students and teachers to learn about
individual students’ preferences and strengths. This approach
allows for differentiated activities for each student’s unique
goals, making the subject more relevant to each student’s life.
Finally, because learning is an ongoing process, I will never
stop trying new things. Teachers are lifelong students. I want to
be a part of this noble profession and one day be counted
among those who inspire future preservice teachers.

COMPILATIONOF
COMPILATIONOF
COMPILATIONOF
WORKSHEETS
WORKSHEETS
WORKSHEETS

FS
FIELD STUDY
1
LEARNING ASSESSMENT STRATEGIES
BSED
THE K TO 12 GRADING SYSTEM
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines
FS 1
Observations of
Teaching-Learning in
Actual School
Environment

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FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 1
FIELD STUDY1
ON BECOMING A TEACHER
Episode 1 The School Environment
The School Environment

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This Episode 1 provides an opportunity for students to examine
and reflect on a school environment that promotes learning and
development.
➢ At the end of this Episode, I must be able to determine the characteristics
of a school environment that is safe, secure, and is supportive of learning
(PPST 2.1.1).
1. 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.
2. Display boards can be powerful in communicating information about the
learning environment. They help in building and establishing the school
culture. These voids become one way for everyone to learn about the vision-
mission, goals, and values that the school upholds.
3. As a basic part of the school's visual environment, display boards have four
general purposes:
• Decorative - They offer visual stimulation and appeal to aesthetics.
They set the social and psychological atmosphere of the school.
• Motivational - They encourage students to perform better and have
greater confidence. An example would be the display of students
outputs that show that each output is recognized and valued. The
bulletin boards help celebrate the learners growth and progress.
• Informational - They are used as a strategy to readily disseminate
information.
• Instructional - They move students to respond and participate
through interactive displays. They get students to think about and
communicate their learning.
4. The set of criteria for evaluating bulletin board displays includes effective
communication, attractiveness, balance, unity, interactivity, eligibility,
correctness, and durability.
•

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OBSERVE, ANALYZE, REFELCT
Exploring the school campus
Activity 1.1
communication, attractiveness, balance, unity, interactivity, eligibility,
correctness, and durability.
Name of the FS Student: _Rochelle Mae O. Palencia
Course: _BTLED – HE Year and Section: _4A_
Resource Teacher 1: Rizza A. Vale Signature: _____________ Date: ___________
Cooperating School: CNSC College of Education Laboratory High School
To realize the Intended Learning Outcome. Work my way through this steps:
1) Visit the school. Look into facilities and support learning areas in the campus. Then in
the classroom.
2) Observe and used to check police as you move around the school premises.
3) Analyze and gather data about the school environment.
4) Reflect on the characteristics of a school environment that promotes learning.
5) Present your idea of a good school environment through any of these:
a) descriptive paragraph.
b) Photo essay
c) Sketch or drawing.
d) Poem, song or rap

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OBSERVE
Facilities √ Description
Will it contribute to
the students’
learning and
development. Why?
Office of the
Principal
The office of the principal
is well – lit, well –
ventilated and clean. An OIC
is always on the office
other than the
principal.It’s location is
very convenient for
teachers, students, and
visitors as well.
Principal’s provide
intellectual
leadership for
faculty staff,
teachers and students
in terms of academic
and disciplinary
program even the
school Budget of the
the campus.
Library
The library is spacious and
wide.Books are well
organized. The chairs and
tables are properly
Library provide
another space for
students to learn.
Move around the campus observation forms are provided for you to document or
observations. It is advised that you read the entire word ship before proceeding to the
school side. A good understanding of the activities and tasks to be accomplished in the
activity sheets will yield better learning results.
SCHOOL FACILITIES OBSERVATION CHECKLIST
Familiarize yourself with the different areas and facilities of the school. Check the
column to indicate their availability. Give a brief description of those that are available.
And see how each will contribute to the students learning and development.

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arranged. The librarian or
staff are ready to be seve
anytime you need them also
knowledgeable when it comes
to the contents of library.
Counselling
Room
The counseling room is
located in the Guidance
Testing and Admission
Office, has a cubicle to
protect the pricacy of the
individuals being
counselled. The place is
comfortable and well
ventilated.
A counselling room
contributes to the
learning and
development of
students in terms of
counselling serviceto
help students get to
know themselves
better and find
effective solutions
to their daily
problems. The
counselor motivates
the students to stay
optimistic amidst the
challenges they
encounter.
Canteen/
Cafeteria
❌
The canteen is not available
in this school.
Students are able to
learn better if they
have the right amount
of nutrients and
energy in thier body.
The canteen provides
healthy food for the
students which aid
them to improve their
learning
performances.
Medical Clinic
The medical clinic should be
the most easily accessible
for students and teachers.
In this school, it is
Medical clinic
promotes, develops,
and maintains the
health and general

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conveniently located near
the entrance gate. The room
provides primary care
throughbthe availability of
firstaid kit, medicine, and
other health equipment that
may help students, teachers,
and other personnels for
immediate treatment whenever
an emergency occurs.
well-being of the
members the school
community. It
conducts annual
physical and dental
check-ups of
students. It
disseminates vital
health information
through circulars and
announcements that
can help also in
their learning
development.
Audio
visual/Learning
resource center
Audio visual room has a wide
space for mass viewing or
presentation that may be
used for any activity that
requires presentation and
good sound system.
The AV room learning
center guves greater
experience for
learning. Because of
its enahanced audio
visual resources
learning for students
give a greater
experience and most
likely, the
information from a
good presentation
will retain long from
thier memory.
Science
laboratory
Science laboratory is a
facility that provides first
– hand science experiences.
It is not accessible gor all
students because of its
location but still offers
significant resources in
learning science.
The science lab
provides a
comfortable space for
students to learn
various science
related
activities.With
science lab students
bare able to perform

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activities and apply
the knowledge they
have gained while
enhancing thier
skills and knowledge.
Gymnasium
The gymnasium is not that
big enough to accommodate a
class with 50 students but
it has a complete physical
fitness equipment that can
be used by students. The
placed is clean and
organized.
Gymnasium help the
students develop more
strength and stamina
in terms of their
health and other
activities. The
formation of the gym
will enhance the
overall development
of the students as
they will be exposed
to many types of
exercises to improve
their fitness and
endurance power.
Auditorium ❌
The school does not have
auditorium but they do have
have a quadrangle where most
activities are being held.
It has thw widest space to
accommodate all students and
teachers at once
The auditorium makes
viewing of
presentations and
watching performances
more convenient.
Using auditorium in
learning activities
is entertaining and
impactful for
students.
Outdoor/Garden ❌
The outdoor garden is not
available in this school.
Gardens are good for
learning, they are a
highly practical and
direct form of
education, where
children can see the
results of their

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decisions and
actions.
Home Economics
Room
Home Economics room is
clean, despite of limited
tools and equipment they are
properly arranged including
the tables and chairs.
In Technology
Livelihood Education
subjects, a Home
economics room is
important. This is
where all the
activities in home
economics take place.
This is important to
help students develop
the skills they need
while applying prior
knowledge.
Industrial
workshop area
Same with Home economics
room it is clean and have
limited tools and equipment
but they are properly
arranged.
This also help the
students to
demonstrate their
skills and knowledge
while familiarizing
with various tools
and equipment that
are available.
PTA Office ❌
There’s no available PTA
office. However parents –
teachers meetings are most
likely being held in a
classroom.
A PTA office is
important because
this is where
teachers and parents
collaborate towards
achieving a goal
Comfort room
for boys
The comfort room for boys is
located beside the third
classroom from the second
manain entrance. It is big
functional and provide
comfort room for boys.
The comfort room
provides therapeutic
environment where
boys can calm
themselves.

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Comfort room
for girls
The comfort room for girls
is conveniently located
beside room 101. It is
bigger than the boys.
Comfort room but not all
toilets are functional.
The comfort room
provides therapeutic
environment where
boys can calm
themselves.
Others (Please
specify.)
Guide question Classroom Observation Report
1. Describe the
community or
neighborhood
where the
school is found.
The school is located in the community of
Brgy. 2 Daet Camarines Norte. Abano campus is
surrounded by the community’s different types
of shops that offer services like the bakery,
computer shops that may provide the needs of
the students and teachers.
2. Describe the
school campus.
What colours
do you see?
What is the
condition of the
buildings?
The school campus is composed of new and old
building. The tall trees near the school
buildings give fresh air and almost free from
dirt and pollution. The color that dominates
the campus are marron and white. Although not
all building are good as new, they are still
functional and useful for students learning
activities.
3. Pass by the
office is. What
impression do
As I passed by the office, each one gave me
the impression that I am welcome. The office
in charge are approachable when I am asking
An Observation Guide for the CLASSROOM VISIT
Read the following statements carefully. Then write your observation report on
the space provided.

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you have of
these offices?
about my FS 1 checklist or activities. The
offices are clean, well lit and well
ventilated.
4. Walk through
the school
halls, the
library, the
cafeteria. Look
around and
found out the
other facilities
that the school
has.
The school provide free Wi-fi zone so that the
students and teacher can access the internet
anytime inside the campus. The classroom are
clean, organized, and well ventilated. The
school halls are clean, and quiet.here are
students in the library silently reading their
book, some are working on their laptops. There
are big quadrangle also located at the center
of the campus. They also have signage and
proper labels so that office can be easiy
found.

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Resource Teacher: Rizza A. Vale Signature: _____________ Date: ___________
Grade/Year Level: Grade 10 Subject Area: _______________ Date : ______________
1) Look at the walls of the classroom. What are posted on the walls? What heroes,
religious figures, lessons, visual aids announcements do you see posted?
2) Examine how the pieces of furniture are arranged. Where is the teachers table
located? How are the tables and chairs desk arrange?
3) What learning materials or equipment are present?
4) Observe the students how many are occupying one room?
5) Is the room well-lit and well ventilated?

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Classroom Facilities
Descrition
(location, number, arrangement, condition)
1) Wall Displays
When I pass by in the different classroom they
have displays various information in their
walls. The different vwall displays are arranged
based on the level of importance (e.g. the
picture of the president is higher placed than
the VGMO of the school)All of the classroom has
the mission, vision, goals and objectives of the
school which are put in a big frame.
2) Teacher’s Table
The teacher’s table is located center infront of
the blackboard to have a better view of the
students and also to monitor them.
3) Learner’s Desks
The learner’s desk are properly arranged. The
chairs and desk are arranged 5 in each side
(left and right) and until 3 -4 rows. There is a
1 meter space in the aisle and students enter in
the backdoor only.
4) Blackboard
The blackboard is just enough for the classroom
wven students at the back can clearly see what’s
written or posted on the board. The height of
the board is enough for the students when there
do some board works. There is a movable
An Observation Guide for the CLASSROOM VISIT
Be guided by this task as you do your observation. Then accomplish the matrix to
record your data.
CLASSROOM FACILITIES MATRIX

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whiteboard attached to it which is rarely used
by the teachers.
5) Learning
Materials/Visual
Aids
Learning materials and visual aids are not hung
on the wall, but are rather brought into the
classroom by the teacher when necesesary.
Name of this school observed : CNCS College of Education Laboratory High School
Location of the School : J. Lukban Ext. Daet Camarines Norte
Date of visit : August 15, 2022
It was August 15, 2022 when we started our first actual observation in our
school campus in accordance to our FS 1 subjects. I strolled and looked
around the campus together with my classmates. The school campus is
compose of old and new buildings . I could say that the school has a lot of
improvement as the years goes by. The school is located at J. Lukban St. Daet
Camarines Norte it is surrounded with houses and establishments. Inside
the school campus it is wide with a big quadrangle at the center. The colors
of the school buildings are maroon and white. The offices are well equipped
and well ventilated the staff and personnel are approachable too. The
school library are wide and composed of different learning materials like
Write your observation report here.

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books, magazines they also have a computer section, the tables and chairs
are well arranged and it is comfortable to study. The comfort room are well
maintained on a daily basis. School campus also offer free Wi-Fi zone for
the faculty, teachers and students so that they can acess the internet
anytime inside the campus. Over all CNSC -Abano Campus is found in an
academically – concentrated area school in Daet Camarines Norte.

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ANALYZE
How did the school campus and school in particular impact the learning of these
students going to school? What are the conclusions?
The school campus and the classroom has a big impact on learners that goes to school
because the two elements goes together that provides students their needs in acquiring
knowledge and developing skills and capabilities as they grow. When students are
comfortable in their classrooms they enjoy their lessons and their learn fast. School
campus has also a great impact to the learning of the students in terms of having a clean
and pleasant environment increases their motivation to study.
How does this relate to your knowledge of child and adolescent development? How
does this relate to your knowledge of facilitating learning?
This relate to my knowledge of child and adolescent development because every students
undergoes different stages in life as they grow up. While they growing the school help them
a lot becoming who they are, as they say that the school as their second home. The relation
of this to my knowledge of facilitating learning is when classroom and school has a
complete material of learning and it’s conducive teaching – leaning process students
become more active and interested to develop their knowledge and skills.
______________________________________________________________________________________________________
______________________________________________________________________________________________________

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REFLECT
1) Would you like to teach in the school environment you just observe? Why? Why not?
Yes, I would like to teach in the school I just observe my Alma matter. I could say that the school
environment is very accessible and well equipped in terms of materials. Instructors and
teachers are very well accommodating that could possibly give a boost up in pursuing my
interest in teaching the young minds. In this school also I want to impart my knowledge and
skills to them and I want them to learn something from me. More or less it will be an interesting
and fun experience if indeed I’ll go put there and teach.
2) What kind of school campus is conducive to learning?
A school campus that is conducive to learning should be clean with pleasant and safe
surroundings. It has a complete reading materials, and rooms are enough for students,
complete school facilities such ass library, laboratory, and other facilities that are also
important that can help on learning of the students. And lastly a school that is conducive to
learning should have responsible, concerned, knowledgeable, and child friendly teachers so
that students will not be scared In telling their problems or they will not be threaten by their
presence.
3) What kind of classroom is conducive to learning?
Conducive classroom to learning should be clean, well lighted, well ventilated, have enough
space for students, complete learning materials, and has proper sanitation. Teachers should
be friendly so that pupils feel that their accepted, they are not alone, and nothing is to fear.
4) In the future, how can you accomplish your answer in number 3?
5) Write your additional learnings and insights here.

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4) In the future, how can you accomplish your answer in number 3?
As a future teacher I can accomplish my answer in number 3 by being friendly and responsible teacher. I have
to show my love and concern that they are important and special as an individual, that they need to come to
school to learn and that studying is very important. I have to be sure that want I learn when I was like them
will be shared with proper understanding for them to learn also.
5) Write your additional learnings and insights here.
A school environment is a crucial component of students life. Schools should provide students with safe
environment because it affects the learni6 development of the students. Teachers should get the trust of every
child, they should know their students background most especially the family background of the child.
Teachers should also consider the characteristics and difference of every individual when it comes to their
learning abilities.

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Observing bulletin board displays
Activity 1.2
OBSERVE, ANALYZE, REFLECT
The display board or what we more commonly refer to a bulletin board, is one of the
most readily available and versatile learning resources.
To achieve the intended learning outcomes, work your way through these steps:
1) Examine the bulletin board displays include samples of those found at the entrance
lobby, hallways, and classrooms.
2) Pick one and evaluate the display.
3) Propose enhancements to make the display more effective.
Resource Teacher: Rizza A. Vale Signature: _____________ Date: ___________
Grade/Year Level : Grade 10 Subject Area: _______________ Date : ______________

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OBSERVE
An Observation Guide for BOARD DISPLAYS
Read the following carefully before you observe.
1) Go around the school and examine the board displays. How many board
displays do you see?
2) Where are the display boards found? Are they in places where target viewers can see
them?
3) What are the displays about? What key messages do they convey? What images and
colours do you see? How are the pieces of information and images arrange?
4) What materials were used in making the displays or borders used?
5) Do you know this some errors? (misspelled words, grammar, inconsistencies and the
like)
6) Are the messages clear and easily understood?
7) Think about what you got your attention. Why did it get your attention?
8) Take photos of the display boards (if allowed).
As you look around and examine board displays, use observation guide and forms
provided for you to document your observations.

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Observation REPORT
(You may paste pictures of the Board displays here.)
I went around the vicinity of the school campus. The bulletin board is located outside the office of
the student services and development near the entrance gate and beside the medical clinic. The
bulletin board is located near the entrance gate and in the place where students or even parents
and visitors can see and accessible to them. Posted on the bulletin board were announcement and
information written on a white sheet bond paper. It’s all about the Union Student Government and
College Students Council (USSG/CSCS). The bulletin was a bit dry and boring for me and it did not
cater to the students. There are no misspelled words used in the display, the messages are simple,
clear, precise and consistent, the colors and designs are not that good but the important
information and announcements are really matters.
Based on the questions on the observation guide right or Observation report.

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BOARD DISPLAYS EVALUATION FORM¹
Topic of the Board Display : Union of Students and College Councils
Location of the Board Display in School : Outside the office of the students
services and development
Cheque the call that indicates your rating. Write comments to back up
your ratings.
4 – Outsanding 3 – Very Satisfactory 2 – Satisfactory 1 – Needs Improvement
Criteria
NI
1
S
2
VS
3
O
4
Comments
Effective
Communication
It conveys the message
quickly and clearly.
✓
The messages conveys effectively, clearly and
quickly to the students and teachers. It is well-
expressed.
Attractiveness
Colors and arrangement
catch and hold interest.
✓
The bulletin board has a simple lay-out. The
colors used are very simple.
Balance
Objects are arranged so
stability is perceived.
✓
Not that balance, though the subjects are
well arranged.
Unity
Repeated shapes or
colors or use of off
borders hold display
together.
✓
Shapes are simple. Colors seem unattractive.
Interactivity
The style and approach
entice learners to be
involved in engage.
✓
Only chosen viewers will be attracted to see the
board displays.
Legibility
Letters and illustrations
can be seen from a good
distance.
✓
Letters and Illustrations can be seen from a
good distance. Those posted with white bond
paper has small font size that it would be very
difficult to read.
From among the board displays, that you saw pick the one that you got the most interested
in. Evaluate it using the evaluation for below.

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FIELD STUDY1
Correctness
It is free from grammar
errors, misspelled
words, ambiguity.
✓
Ideas conveyed by the bulletin board are
expressed briefly. It is free from ambiguity.
Durability
It is well constructed.
Items are securely
attached.
✓
Bulletin board is constructed well and secured
attached.

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Bulletin Board Evaluated by:Rochelle Mae O. Palencia
Location: Outside the office of the students services and development,
beside medical clinic.
Brief Description of the Bulletin Board: Bulletin board is made up of wood,
with glass cover to protect its contents. The items are securely attached
and the information are posted in bonda paper mostly about the election and
the selected officers of students and college councils.
EVALUATION
STRENGTHS WEAKNESSES
Description of the bulletin board
layout. Visitor can easily recognize
what’s written on the bulletin
since it is located in the area,
where people can immediately
recognize it. Have a galss cover
to protect its content. The items
are securely attached. The board
is well constructed.
The posting are dry and boring
and not that attractive to the
audience due to the colors and
decorations being used. Also
only fewer pictures posted.
Evalution of educational content
and other aspects. The bulletin board is simple not
that colorful but it composed of
interesting information
regarding to the SSG council that
makes the reader really read the
text on it.
Compared to the other bulletin
board, it has a lack of
attractiveness, not so colorful
and some information are not so
relevant to the students borbnot
focused on the learners, instead
they posted information that
young learners cannot
comprehend.
Recommendations or suggestions for improvement
The bulletin board should display students activities that involves the learners. They should put more
colorful stuff in their bulletin that are relevant to the students as wells the school in general to catch or
attract attention, and so that people and learners will be engage on it.

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Signature of Evaluator Overprinted Name:

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Based on your suggestions, make your own board display layout. You may present your output
through any of these:
• A hand-made drawing or layout.
• An electronic (computer) drawing/illustration or layout.
• A collage.
My Board Display Lay-out

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ANALYZE
What do you think was the purpose of the board display?
❖ The purpose of board display is to inform the students, even the faculties
and administrators about the latest updates about school, school activities,
and any important matters. It also serves as motivation tool for the
students to their best .
Did the board display design reflect the likes/interests of its target
audience? Why? Why not?
❖ Yes, even if the board are less attractive I believed the display design and
contents reflect on the interest of the students because the board contain
some important information and updates which can be useful for them. For
example the updates of the announcement of SSG council about their
events or activities.
What's the language used? Clear and simple for the target audience to
understand. Why? Why not?
❖ Yes, the language used was clear and simple because they uses English
language so that the audience could easily read and understand what is
being posted on the board.
Was the board display effective? Why? why not?
❖ Some board display gives information to the audience. For me it was
effective, because there are display that stimulate the audience to be
involved like the selected new officers and their event and activities to be
posted and be seen by numerous people.
What suggestions can you make?
❖ The officer in charge or the personnel should make the board more
attractive by using some colorful recycle and indigenous materials. Also to
rearrange some of the information to convey much clearer and add more
contents which will involve the participation of the students aside from the
information that it conveys.

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Theme:
National Reading Month
Board Title:
“Reading in the time of Covid- 19: overcoming: the learning challenges.”
Rationale:
(Purpose)
“To promote and cultivate the habit of reading.”
Objectives:
➢ To develop students love for reading
➢ To strengthen the value of reading to teachers and students
➢ Boost the students confidence in using the language and become good
communicators
Best features of my proposed bulletin enhancement:
“There are many little ways to enlarge your child’s world. Love of books is the best of
all.”
Content Resources (Name each needed resource and give each a brief
description):
Based on your suggestions, proposedand enhanced version of the display board. Use the form below.
My Proposed Board Display

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❖ “The more you read, the more things you will know. The more that you learn,
the more places you’ll go” – Dr. Seuss
❖ “if one cannot enjoy reading a book, over and over again, there is no use in
reading in at all” – Oscar Wilde
❖ “You cannot open a book without learning something” – Confucius
Materials for aesthetic enhancement:
➢ Cartolina
➢ Colored paper
➢ Glue
➢ Pictures

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REFLECT
1) Name at least five years that a teacher should have to be able to come up
with effective board displays. Elaborate on why each skill is needed.
❖ Artistic/Creativity – the teacher must have a sense of art and
creativity in order to make an attractive board display. He/she must
know how to combine colors and make designs appropriate to the
theme and purpose of the board display.
❖ Informative – the board display must have varied yet appropriate
information. Information placed on the board display may provide
additional knowledge to the audience. That is why the teacher must
gather information from all types of services.
❖ Resourceful – a board display doesn’t need to be expensive for it to be
nice. Resourcefulness of the teacher may contribute to the
beautification of the board. Aside from that, it may also convey
additional information to the audience aside from what is being written
and posted. (i.e the use of indigenous materials to make a collage.)
❖ Idealistic – the teacher must think of an idea of what his/her board
display would look like and how will it work for the learning of the
audience. The board must not only be a picture for display to be
appreciated but it must project appeal to the audience that would
motivate them to do something in order to learn.
❖ Observant – assessment is very important in order for the teacher to
identify what is the need of the students. That’s why teacher must
develop the assessment skill so that he/she will have an idea of what
type of board display. He/she will make to fill in the need of the
students in terms of learning.

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2) Which of the skills your name in number one do you already have? Recall
your past experiences in making board displays. How do you practice these skills?
❖ The skills that I already have is the artistic or creativity. In my past experience in
making board displays, my classmates like the way I create my own presentation
in board display , I practice these skills through making scrapbook and journals.
3) Which skills do you still need to develop? What concrete steps will you take
on how you can improve on or acquire these skills?
❖ I think I need to develop my observant skills or the assessment skills by trying to
observe the learning needs of others. As well as to be informvative by searching
information through books, magazines, and internet.

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SHOW Your Learning Artifacts
My Personal Illustration of an Effective School Environment
Let your Creativity
Shine!
On the opposite
box, present an
illustration
showing your idea
of an effective
school
environment
through any of
these:
➢ A Descriptive
Paragraph
➢ A Photo Essay
➢ A Sketch or
Drawing
➢ A poem, song
or rap
Surrounding is functional and
pleasing
A thing requires conductively
learning
Structure where collaboration
takes place
Learning is attained through
startling amazed
Facilators are good and fine
dress
Uses instructions without
setting mess
Assist pupils mixing the shades
of life
Though there are sundry
hindrances to survive
A thing in the school is
memorable
All the things are upheld so
sensible
Promoting society’s enormous
change
To every people touch history’s
page.
Poem : An effective School Environment

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EVALUATE Performance Task
LEARNING
EPISODES
EXCELLENT
4
VERY
SATISFACTORY
3
SATISFACTORY
2
NEEDS
IMPROVEMENT
1
ACCOMPLISHED
OBSERVATION
SHEET
All observation
questions/tasks
completely answered/
accomplished.
One (1) or two (2)
observation
questions/tasks not
answered/
accomplished
Three (3) observation
questions/tasks not
answered/
accomplished
Four (4) or more
observation questions/
tasks not answered/
accomplished.
ANALYSIS
All questions were
answered completely;
answers are in depth
and are thoroughly
grounded on theories;
grammar and spelling
are free from error.
All questions were
answers are clearly
connected to theories;
are free from errors.
Questions were not
answers are not clearly
one (1) to three (3)
grammatical spelling
errors.
Four (4) or more
observation were not
answered; answers not
more than four (4)
grammatical/spelling
errors.
REFLECTIONS
Profound and clear;
supported by what
were observed and
analyzed
Clear but lacks depth;
supported by what
were observed and
analyzed
Not so clear and
shallow; somewhat
supported by what
were observed and
analyzed
Unclear and shallow;
rarely supported by what
were observed and
analyzed
LEARNING
ARTIFACTS
Portfolio is reflected on
the context of the
learning outcomes;
Complete, well-
organized, highly
relevant to the learning
outcome
Portfolio is reflected
on the context of the
learning outcomes.
Complete; well-
organized, very
relevant to the
learning outcome
Portfolio is not
reflected on in the
context of the learning
outcomes. Complete;
not organized, relevant
to the learning
outcome
Portfolio is not reflected
on in the context of the
learning outcomes; not
complete; not organized,
not relevant
SUBMISSION
Submitted before the
deadline
Submitted on
deadline
Submitted a day after
the deadline
Submitted two (2) days or
more after the deadline
Comment/s
SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 Below
GRADE 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72
71-
Below
Evaluate Your Work Task Field Study 1, Episode 1 -The School as a Learning Environment
Learning Outcome: Determine the characteristics of a school environment that provides social, psychological and physical
environment supportive of learning.
Name of FS Student: Rochelle Mae O. Palencia Date Submitted: August 20, 2022
Year&Section: 4A Course: BTLED – HE

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_____________________________________________________ __________________________________
Signature of FS Teacher above Printed Name Date

FS
FIELD STUDY
1
BTLEd
FS 1
Observations of
Actual School
Environment

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FIELD STUDY1
Episode 2 Learner Diversity: Developmental Characteristics, Needs and Interests
Learner Diversity:
Developmental
Characteristics, Needs
and Interests

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Episode 2 provides me with an opportunity to observe learners of
different ages and grade levels. It highlights the differences in their
characteristics and needs as a future teacher. It is important for me to
determine of learners characteristics and needs so that I will be able to
plan and implement learning activities and assessments that are all
developmentally appropriate.
➢ The end of this episode I must be able to describe the characteristics,
needs and interest of learners from different developmental levels. (PPST
3.1.1).
Here are major principles of developmental relevant to this episode.
1. Development is relatively orderly. Development follows directional patterns,
such as from the head to the toe (cephalocaudal) and from the center of the
body then outwards (proximodistal).
2. Development takes place gradually.
3. All domains of development and learning - physical, social, and emotional,
and cognitive - are important and they are closely interrelated. (NAEYC,
2009)
4. Development proceeds toward greater complexity, self-regulation, symbolic
or representational capabilities. (NAEYC, 2009)

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OBSERVE
Observing learner characteristics at
different stages
Activity 2.1
Name of the FS Student: Rochelle Mae O. Palencia
Course: BTLED HE Year and Section: 4A
Resource Teacher 1: Rizza A. Vale Signature: _____________ Date: ___________
To realize the Intended Learning Outcome. Work my way through this steps:
Step 1 Observe 3 groups of learners from different levels (preschool elementary and
high school).
Step 2 Describe each of the learners based on my observations.
Step 3 Validate by observation by interviewing the learners.
Step 4 compared them in terms of their interest and needs
Use the observation guide and matrices provided for you to document your
observations.

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An Observation Guide for the Learner’s Characteristics
Read the following statements carefully, then write your observation report
on the provided is pace. Your teacher may also recommend another observation
checklist if a more detailed observation is preferred.
Physical
1) Observe their gross motor skills,how they carry themselves, how they move, walk,
run, go up the stairs, etc.
2) Our gross movements, clumsy or deliberate/smooth?
3) How about their fine motors skills? Writing, drawing, etc.
Social
1) Describe how they interact with teachers and other adults.
2) Note how they also interact with peers. What do they talk about? What are their
concerns?
Emotional
1) Describe the emotional, disposition or temperament of the learners. (happy, sad.
easily cries ,mood shifts)
2) How do they express their wants/needs? Can they wait?
3) How do they handle frustrations?
4) Describe your level of confidence as shown in their behavior. Are they self
conscious?
Cognitive
1) Describe their ability to use words to communicate their ideas. Note their
language proficiency.
2) Describe how they figure out things. Do they comprehend easily? Look for
evidence of their thinking skills.
3) Where there opportunities for problem solving? Describe how they showed
problem solving abilities.

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

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Development Domain
Preschooler Indicate
age range of children
observed: 4 - 5
Elementary. Indicate
observed: 6 – 11
High school. Indicate
observed: 11 – 15
Physical
• Gross motor skills
• Fine motor skills.
• Self help skills
• Others.
Gross motor skills -
They love to move
around. They walk
and run carelessly.
Fine motor skills –
They have a hard time
writing the letters of
the alphabet. They
are improving their
pencil grip.
Self help skills – The
students are stil very
dependent on their
teachers and
sometimes to their
parents or guardian.
For example the Hatid
– Sundo.
Gross motor skills –
they are active and
playful. Their gross
motor skills are now
more sophisticated
and more integrated.
Fine motor skills –
The evident from
their activities, the
students now have
body coordination
from both upper and
lower extremities.
Self help skills – The
students are
somewhat dependent
on their teacher, but
they can do basic and
easier task such as
carrying their bags.
However they need
help doing more
harder task such as
crossing thse street.
Gross motor skills –
The students can
move freely as they
wish.
Fine motor skills -
The students can
spend long spans of
time on writing. Their
penmanship is also
already established.
They do not easily get
tired.
Sel help skills -They
are now
Independent – they
do not need
guardians outside
their classroom to
look after them or to
carry their bags for
them. They can also
go from one place to
another without
asking for anyone’s
help.
Social
• Interaction with
teachers.
• Interaction with
classmates/Friends.
• Interest.
Interaction with
teachers - Their
questions are mostly
“why”. The students
are very curious
about the things
around them.
Interaction with
teachers - The
students respect their
teacher very much.
They behave
according to the do’s
and don’ts.
Interaction with
classmates/friends -
Interaction with
teachers -
Sometimes, they
engage in academic
exchange of opinions
with their teacher
regarding their topic
at hand, but in a
respective manner.

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FIELD STUDY1
• Others.
Interaction with
They are very
straightforward with
their words. Some are
shy towards the
others while several
are very competitive.
Interest - Their
interests are mostly
playing games and
discovering new
things.
Others - They do not
easily talk or socialize
with people outside
their age.
They love to share,
but they highly
despise those who do
not follow their
norms.
Interest - Among
their interests are
watching TV and
playing.
Others - When it
comes to speaking to
elders, the students
show high regards to
respect regardless of
authority.
Interaction with
Students freely
interact with each
other. They show
signs of peer
selection, as evident
in the consistency of
people they talk to.
Interest - Most girls
are more interested
in boy bands, while
most of the boys are
on games such as
Dota.
Others - Some even
show interest in
interacting with new
people. In terms of
leadership, some
students are now
busy as officers of
their respective clubs.
Emotional
Moods and temperaments,
Expression of feelings.
Emotional independence.
Others.
Moods and
temperaments,
Expression of
feelings - They shift
moods easily. They
can easily get upset or
happy. When things
do not go their way,
they easily cry.
Emotional
independence - They
Moods and
temperaments,
Expression of
feelings - The
students show
enjoyment and
enthusiasm within
theclassroom.
However, they could
cry when their friends
tease them.
Moods and
temperaments,
Expression of
feelings - The
students are not
easily offended by
jokes from their
peers. They can
actually rebut a joke,
join a serious
discussion, and yet
keep a straight face.

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FIELD STUDY1
always tell their
parents or teachers
everything that
happens and how it
affects them.
Others - Some
students keep on
looking through the
window for their
guardians outside the
classroom from time
to time.
Emotional
independence -They
depend on people
they are close to
when engaging
socially with new
people
Others - It is highly
noticeable that some
students can wait for
minutes for things
they want. However,
some can get
frustrated when the
waiting is too long for
them.
Emotional
independence - The
students have some
secrets of their own
and they share it to
their peers. They also
have crushes, people
they have beef with,
etc.
Others - They are
now able to handle
their emotions. They
can hide their feelings
to others or show it to
their peers.
Cognitive
• Communication
skills.
• Thinking skills.
• Problem solving
skills.
• Others.
Communication
skills - They cannot
clearly express what
they wish to say due
to their very limited
and still
developing
vocabulary.
Thinking skills -
They are easily
amused by things that
are new to them.
Problem solving
skills - They can only
solve simple
problems. The
teacher needed to
show them that the
problem was asking
for the Addition
Communication
skills - They speak
right out of their
minds. Nothing
matters more to them
than delivering their
thought.
Thinking skills -
They would prefer a
more literal or direct-
to-the-point
approach.
Problem solving
skills -They need
guidance in recalling
how to solve a given
problem.
Communication
skills -The students
are careful with their
choice of words.
Thinking skills -
They are able to
correlate one lesson
or topic to another.
Problem solving
skills - The students
are able to recall
related ideas to the
problem prior to
solving.
Others - They are
now able to
comprehend and use
more technical terms
in various subjects

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FIELD STUDY1
ANALYZE
Level
Salient characteristics
observed
Implications to the Teaching-
Learning process
Preschool
Age range of
learners
observed 3-4
• Preschoolers like to move
around a lot.
• Therefore, the teacher should remember to
use music and movement activities not just
in PE, but in all subject areas.
• Therefore, teachers should not expect
preschoolers to stay seated for a long period
of time.
Level
Salient characteristics
observed
Implications to the Teaching-
Learning process
Preschool
Age range of
learners
observed 4 – 5
• They walk and run
carelessly.
The classroom and its contents
should be planned and designed
with much consideration to the
students. At this age, their
bodies are still quite fragile
and delicate, thus any physical
injury may have lasting effects
on the student.
operation using sticks
before they could do
it on their own.
Others - The students
could easily lose
focus.
Others - The students
show preference
towards realia and
samples as close as
possible to the real
thing. They also show
appreciation to
colorful materials.
Write the most salient developmental characteristics of the learners you observe. Based
on these characteristics, think of implications for the teacher.
Example:

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• Their interests are
mostly playing games
and discovering new
things.
• They shift moods
easily.
• In their current
stage of acquiring
knowledge, they can
only think very
shallowly of the
topics at hand.
• They can only solve
simple problems.
• The students could
easily lose focus.
✓ Class activities should be
designed to meet the
students’ interest in
playing games. They should
be able to enjoy learning
new things.
✓ The teacher should be
careful of what he/she
says and does.
✓ Teacher asked questions
to the students should be
straight to the point.
✓ Problems asked to students
should be tailored to
their level. It should not
strain them in too much
thinking.
✓ The teacher’s materials
should be realia, coupled
with colorful visual aids.
These visual aids should
be able to catch and
maintain the students’
attention.

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FIELD STUDY1
Elementay
Age range of
learners
observed 6 –
11
• Among their
interests are
watching TV and
playing.
• They speak right out
of their minds.
• They would prefer a
more literal or
direct-to-the-point
approach.
• They need guidance
in recalling how to
solve a given
problem.
• Students freely
interact with each
other.
✓ This might be the right
time to make use of
educational TV programs.
However, the teacher
should not be replaced by
the TV itself but rather,
the TV should be a tool
used by the teacher.
Meaningful learning
activities should also be
incorporated.
✓ The teacher should try to
mold the students’ finesse
in speaking with other
people.
✓ The teacher should
minimize the use of
abstract and theoretical
explanations. As much as
possible, real-life
examples should be used
✓ The students should be
given guide questions to
assist them in solving
problems.
✓ Meaningful group
activities could be
employed in the planning
and implementation of the
lessons.
High School
Age range of
learners
• They are able to
correlate one lesson
or topic to one
another.
✓ The teacher may use
similar topics as examples
for the students to apply
the topic at hand.

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observed 11 –
15
• The students are
able to recall
related ideas to the
problem prior to
solving
• They can understand
abstract ideas and
discuss it with
minimal first-hand
experience of the
subject.
✓ They should be assisted by
the teacher in the lesson
rather than spoon-fed.
Assistance may come in
various forms such as
guide questions, concept
formation strategies,
inductive and deductive
reason activities, etc.
✓ The teacher may start the
discussion not only with
the use of realia and but
also with abstract ideas
and/or concepts. It may
also be a good idea to
combine both, as long as
the students could arrive
at the lesson.

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FIELD STUDY1
REFLECT
1) While you were observing the learners, did you recall your own experience? Says when you
were their age? What similarities or differences do you have with the learners you observe?
❖ While observing the learners (High school) I remembered those days when I was their age. We
have a lot of similarities. The things that I can recall when I was high school like them I am a
competitive students I am very participative in every class discussion I like to answer my teachers
questions and voluntarily raised my hand. But sometimes like some other students that I
observed I also keep chatting with my friends or classmates even though the classes is still going
on. Most of the students in grade 10 that we observe is high achievers they’re all participative and
confidently focus on their class discussion.
2) Think of a teacher you cannot forget for positive or negative reasons. How did she/he help or
not help you with your needs (physical, emotional, social and cognitive)? How did it affect
you?
❖ The teacher that I can never forget who made me to manage my stage fright. She often called
me to deliver my report and I was able to build my self confidence. I learned to be presentable
and to properly poise myself when explaining in front of the class. It has affected me so much
because my chosen future profession depend on how I talk, think and mingle with my
students. Also I became emotionally stable as a person because she always kept reminding me
of my future, amidst my family problems. Her lessons and values on being a teacher are
incalculated in our hearts and she was the one of my inspiration on being a teacher someday.

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3) Share your other insights here.
❖ Teachers, lessons, and curriculum have too be flexible so it can be enjoyable and not like another
lesson without any significant learning . Students should think and ask questions, we should help
them as educators to pique their curiosity, invent, rate, and find numerous techniques, activities
and find ways to keep them interested and caught their attention about what they are doing, so
then without asking they will come up with new suggestions.

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SHOW YOUR LEARNING ARTIFACTS
Which is your favourite theory of development. How can this guide you as a future teacher? Clip some readings
about this theory and paste them here.
JEAN PIAGET – COGNITIVE DEVELOPMENT
Jean Piaget (1896-1980) was a biologist who originally studied mollusks
(publishing twenty scientific papers on them by the time he was 21) but
moved into the study of the development of children’s understanding,
through observing them and talking and listening to them while they
worked on exercises he set. He believed that children of different ages
made different mistakes because of the “quality rather than quantity”
of their intelligence. Piaget proposed four stages to describe the
development process of children: sensorimotor stage, pre-operational
stage, concrete operational stage, and formal operational stage. Each
stage describes a specific age group. In each stage, he described how
children develop their cognitive skills. For example, he believed that
children experience the world through actions, representing things with
words, thinking logically, and using reasoning. To Piaget, cognitive
development was a progressive reorganization of mental processes
resulting from biological maturation and environmental experience. He
believed that children construct an understanding of the world around
them, experience discrepancies between what they already know and what
they discover in their environment, then adjust their ideas accordingly.
Moreover, Piaget claimed that cognitive development is at the center of
the human organism, and language is contingent on knowledge and
understanding acquired through cognitive development. Piaget’s earlier
work received the greatest attention.

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The Piaget theory of cognitive development offers a thorough explanation of the development and
growth of human intelligence. Children construct an understanding of the word around them, then
experience discrepancies between what they already know and what they discover in their environment. I
can also use this to determine whether the syllabus subjects are suitable for the level of my students or
not. This is because as seen in our observation, the stage of cognitive development varies from one
student or person to another. It influences and affects how one person in particular would think about an
object or idea.
I choose Piaget theory of cognitive development because his ideas still have a considerable impact
on child and psychology and approached to education.

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REFLECT
LEARNING
EPISODES
EXCELLENT
4
VERY
SATISFACTORY
3
SATISFACTORY
2
NEEDS
IMPROVEMENT
1
ACCOMPLISHED
OBSERVATION
SHEET
All observation
questions/tasks
accomplished.
One (1) or two (2)
observation
questions/tasks not
answered/
accomplished
questions/tasks not
answered/
accomplished
Four (4) or more
tasks not answered/
accomplished.
ANALYSIS
All questions were
and are thoroughly
All questions were
answers are clearly
Questions were not
errors.
Four (4) or more
more than four (4)
errors.
REFLECTIONS
Profound and clear;
supported by what
were observed and
analyzed
supported by what
were observed and
analyzed
Not so clear and
shallow; somewhat
supported by what
were observed and
analyzed
were observed and
analyzed
LEARNING
ARTIFACTS
the context of the
learning outcomes;
Complete, well-
organized, highly
outcome
learning outcomes.
Complete; well-
organized, very
relevant to the
learning outcome
Portfolio is not
reflected on in the
outcomes. Complete;
to the learning
outcome
not relevant
SUBMISSION
deadline
Submitted on
deadline
the deadline
Comment/s
SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 Below
GRADE 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
Evaluate Your Work Task Field Study 1, Episode 2 -Learner Diversity: Developmental Characteristics, Needs, and Interests
Learning Outcome: Determine the characteristics characteristics, needs and interest of learners from different
developmental levels.
Year&Section: 4 – A Course : BTLED -HE

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_____________________________________________________ __________________________________
99 96 93 90 87 84 81 78 75 72
71-
Below

FS
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1
BTLED
FS 1
Observations of
Actual School
Environment

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Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences Language, Race,
Culture, Religion, Socio-economic Status, Difficult Circumstances, and Indigenous People
Focus on Gender, Needs,
Strengths, Interests,
Experiences Language,
Race, Culture, Religion,
Socio-economic Status,
Difficult Circumstances, and
Indigenous People

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S
P
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K
Y
o
u
r
I
n
t
e
r
e
s
t
T
A
R
G
E
T
Y
o
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r
I
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t
e
n
d
e
d
L
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r
n
i
n
g
O
u
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E
V
I
S
I
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t
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a
r
n
i
Episode 3 provides an opportunity to observe how differences in
gender, racial, cultural and religious backgrounds, including coming from
indigenous people, influenced learner behavior interaction and
performance in school. One will also analyze and reflect on practices that
teachers use in leveraging diversity in the classroom. It also provides an
opportunity to observe how differences in abilities. Affect interaction in
his school and learn about the strategies that teachers use in addressing
the learners needs toward effective teaching and learning.
At the end of this Episode, I must be able to:
➢ Describe the characteristics and needs of learners from the diverse
backgrounds;
➢ Identify the needs of students with different levels of abilities in the
classroom;
➢ Identify the best practices in differentiated teaching to suit the varying
learner needs in a diverse class (PPST 3.1.1); and
➢ Demonstrate openness, understanding and acceptance of the learners
diverse needs and backgrounds.
Here are principles and concepts relevant to this episode:
1. Principles of development
a. Development and learning proceed at varying rates from child to child as
well as at uneven rates across different areas of the child's functioning.
(NAEYC, 2019)
b. Development and learning are maximized when learners are challenged
to achieve at a level just above their current level of mastery. And also
when they have many opportunities to practice newly acquired skills.

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c. Differentiated instruction is a student-centered approach that aims to match the
learning, content, activities and assessment to the different characteristics, abilities,
interest, and needs of the learners.
2. The PPST highlighted the following factors that bring about the diversity of learners:
a. Differences in learners gender, needs, strengths, interests, and experiences.
b. English linguistic, cultural, socio-economic and religious backgrounds
c. Learners with disabilities, giftedness, and talents.
d. Learners under challenging circumstances, circumstances which include geographic
isolation, chronic illness, displacement due to armed conflict, urban resettlement or
disasters, child abuse, and child labor.
Effective teachers are knowledgeable about how issues related to the factors mentioned
affect learners. The teachers developed in them sensitivity and empathy. They remember that
the learners respond and perform at different levels. The teachers are sure the students that their
gender identity, culture and religion are respected their strengths are recognized and their
needs will be met. These teachers declare to all that everyone has the chance to learn and
succeed. They create a learning community where everyone can work together and contribute
regardless of their abilities, capacities, and circumstances.
Teachers who celebrate and leverage student diversity in the classroom:
• Use strategies to build a caring community in the classroom.
• Model, respect and acceptance of different cultures and religions
• Bring each of the student’s home culture and language into the shared culture of
the school.
• Provide more opportunities for cooperation than competition.
3. Focus on indigenous peoples
A young teacher approach to indigenous peoples starts with a keen awareness of
one's own identity, including one's beliefs and cultural practices. True serious reflection.
One may realize that the self is a product of all the influences of key people in one's life
and the community, real and virtual. Similarly, learners from indigenous groups carried
with them their beliefs, views and cultural practices. One's attitude needs to be that of
openness and respect. Come in not with the view that one's own culture is superior. We
approach with a sincere willingness. And deep interest to know and understand the
indigenous people’s culture. We aim to make teaching learning facilitative rather than
imposing.
a. From your professional education subjects/courses, most likely you have discussed
indigenous peoples in the Philippines. You learn that our country has about 110
ethno-linguistic groups, majority of which is in Mindanao, some in Northern Luzon
and fewer in the Visayas. (UNDP Philippines, 2010). They represent about 10 to 20%
of our total population. There are two big indigenous peoples groups which have
several smaller ethnic groups within them, the non-muslim groups called the Lumads

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in Mindanao, and the Igorots Northern Luzon. Among others, we have the Badjaos, Ati and
Tumandok, Mangyans, and Aetas.
b. Republic Act 8371 (1997), the indigenous Peoples Rights Act, recognizes and protects the
rights of indigenous cultural communities (ICC) and Indigenous peoples (IP). Our country
was admired by other nations for enacting this law. However, years later so, much still has
to be done to improve the lives of millions of people from indigenous groups. (Reyes, Mina
and Asis, 2017)
c. Guided by RA 8371, in 2015 DepEd issued DO 32, s.2015, adapting the Indigenous Peoples
Education (IPED) Curriculum framework. Most useful for you as a future teacher to
remember are the 5 Key Elements of the Indigenous Peoples Education Curriculum (DO
32, s.2015 enclosure, pp.15-18):
1. Curriculum Design, Competencies and Content. Interfacing the national curriculum
with Indigenous Knowledge Systems and Practices (IKSPs) and Indigenous Learning
Systems (ILS). The design of a culturally appropriate and responsive curriculum has the
following features:
a. Anchors the learning context on the ancestral domain, the community's world view,
and its indigenous cultural institutions.
b. Includes and respects the community’s expression of spirituality as part of the
curriculum context.
c. Affirms and strengthens indigenous culturally identity.
d. Revitalizes, regenerates, strengthens and enriches IKSPs, ILS, and indigenous
languages.
e. Emphasizes competencies that I needed to support the development and protection
of the ancestral domain, the vitality of their culture and advancement of indigenous
peoples rights and welfare.
f. Supports the Community's efforts to discern new concepts that will contribute to the
Community's cultural integrity while in enabling meaningful relations with the
broader society.
2. Teaching Methodology and Strategies. A culturally appropriate and responsive
curriculum employs teaching methodologies and strategies that strengthen and enrich
and complement the communities indigenous teaching-learning process.
3. Learning Space and Environment. A culturally appropriate and responsive curriculum
recognizes that the ancestral domain where IKSPs are experienced, lived, and learned in
the primary learning environment and learning space of indigenous learners.
4. Learning Resources. Instructional materials and other learning resources shall be
developed and utilized in line with the described curriculum, content, and teaching
learning process.
5. Classroom Assessment. Assessment shall be done utilizing tools appropriate to the
standards, competencies, skills and concepts being covered, their design and use shall
address the needs and concerns of the community and shall be developed with their
participation.

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Observing differences among learners,
gender, needs, strengths, interests and
experiences; and differences among
learners’ linguistic, cultural, socio-
economic, religious backgrounds, and
difficult circumstances.
Activity 3.1
Course: BTLED – HE Year and Section: 4A
Resource Teacher : Rizza A. Vale Signature: _____________ Date: August 24, 2022
) Identify the persons who play key roles in their relationships and
interactions in the classrooms. What roles do they play? Is there somebody who
appears to be the leader, a mascot/joker, an attention seeker, a little teacher, a
doubter/pessimist?
The learner’s differences and the type of interaction they bring surely affect the quality of
teaching and learning. This activity is about observing and gathering data to find out how its
student diversity affects learning.
To realize the Intended Learning Outcomes, where you're always through these steps:
Step 1. Observed a class in different parts of his school day. (beginning of the day, class time,
recess, etc.)
Step 2. Describe the characteristics of the learners in terms of age, gender, and social and cultural
diversity.
Step 3. Describe the interaction that transpired inside and outside the classroom.
Step 4. Interview the resource teacher about the principles and practices that she uses in dealing
with diversity in the classroom.
Step 5. Analyze the impact of individual differences on learners’ interactions.
The observation form is provided for me to document my observations.

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OBSERVE
An Observation Guide for the Learners’ Characteristics
Read the following carefully before you begin to observe. Then write your observation
report on the space provided on the next page.
1) Find out the number of students gathered data as to their ages, gender, racial groups,
religious and ethnic backgrounds.
During class:
1) How much interaction is there in the classroom? Describe how the students interact
with one another and with a teacher. Are there groups that interact more with the
teacher than others?
2) Observe the learner seated at the back and the front part of the room. Do they behave
and interact differently?
3) Describe the relationship among the learners. Do the learners cooperate with or
compete against each other?
4) Who are mostly students participate actively? Who among them ask for most help?
5) When is student is called and cannot answer the teacher’s question, do the classmates
try to help him? or do they raise their hands so that the teacher will call them instead?
Outside class:
1) How do the students grow themselves outside class? Homogeneously by age? by
gender? by racial or ethnic groups? by their interests? or by the students in mixed social
groupings? If so, describe the groupings.
2) Notice who are alone and those who are not interacting. Describe their behavior.
Interview the teachers and ask about their experience about learners in different
circumstances. Request them to describe these circumstances and how it has affected the
learners. Ask about the strategies they used to help these learners cope.
Ask the teachers about the strategies they apply to address the needs of diverse students due
to the following factors.
• Gender, including LGBT

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• Language and cultural differences.
• Differences in religion
• Socio-economic status.
OBSERVATION REPORT
Name of the School Observed : CNSC College of Education Laboratory High School
School Address : Daet, Camarines Norte
Date of Visit : August 24, 2022
1) Find out the number of students gathered data as to their ages, gender, racial
groups, religious and ethnic backgrounds.
The class that we observe had a total of 39 students , a Grade 10 students 19 boys and 20 girls
. According to their grade they were between 14 – 16 years of age. They have 4 students that
are proudly part of LGBT. And to their religion is mostly of the students are Catholic and the
others are Islam and Born again. The students have no racial groups and ethnic backgrounds.
The students are well – mannered and disciplined. They are well groomed and neat. Also these
students are able to manage their behaviour. There are students who actively join the class
discussion but do not overshadow their classmates. Several students are listen attentively and
jot down notes.

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OBSERVATION REPORT
During Class:
1) How much interaction is there in the classroom? Describe how the students
interact with one another and with a teacher. Are there groups that interact more
with the teacher than others?
❖ During our observation and during our discussion there’s an active and
continuous flow of interaction in the class. When the teacher ask and give
questions they let the students solve and explain their answers, sometimes too
much interaction cannot be avoided in the class. Half of the students in the class
actively participate and voluntarily raised their hands to answer the question,
and when the teacher calls the student they answer the questions smartly with
utmost respect. Over all the students interaction with each other in the class are
confidently and actively.
2) Observe the learner seated at the back and the front part of the room. Do they
behave and interact differently?
❖ Yes, students seated at the back and in front of the class interact differently. Most
students seated in front are active and voluntarily interact with their teachers
and classmates. They love asking questions that they don’t know. While students
seating at the back are somehow inattentive, less participative in class
discussion. Although there are several students caught my attention like Hannah
and Lemuel who seem to be more interested and active in every class discussion.
3) Describe the relationship among the learners. Do the learners cooperate with or
compete against each other?

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❖ Learners in the class that we observe is cooperate with each other. They help each other
in different task especially the slow learners. Also when one of their classmates can’t
answer the question given by the teachers they help them by giving some idea or
voluntarily raised their hands to answer those questions given by their teacher.
4) Who are mostly students participate actively? Who among them ask for most help?
❖ Lemuel, Hannah and Andrie participate actively in the class. They always volunteer and
recite every time when the teacher ask questions. Peter and some other boys need the
attention of their teachers because sometimes they are not listening in the class
discussion. While Ramsy a silent students seems to be out of place or she enjoy being
alone.
5) When is student is called and cannot answer the teacher’s question, do the
classmates try to help him? or do they raise their hands so that the teacher will call them
instead?
❖ Yes. When their classmates cannot answer their teacher questions the other learners
would try to help by voluntarily raising their hands so that the teacher will calll them
instead.
Outside
1) How do the students grow themselves outside class? Homogeneously by age? By
gender? By racial or ethnic groups? By their interests? Or by the students in
mixed social groupings? If so, describe the groupings.
❖ The learners group themselves outside homogeneously by gender. Girls are
grouped with fellow girls as well as the boys. There seems to be no sense of
groupings by status, race, or by ethnicity. Aside from gender the students also
divided into smaller group according to their interest.
2) Notice who are alone and those who are not interacting. Describe their behavior.
❖ After the class, the students usually group themselves according to their interest,
and the closest friends inside the classroom. I notice Ramsy a silent students and
I think she like to be alone because sometimes she is not interacting with the
class. She talk only when she ask her questions or by approaching her first.

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ANALYZE
1) Identify the persons who play key roles in their relationships and interactions in the
classrooms. What roles do they play? Is there somebody who appears to be the leader, a
mascot/joker, an attention seeker, a little teacher, a doubter/pessimist?
❖ In terms of relationship in the classroom, we can see that all is having a good and healthy
relationships and strong interaction with each students in the classroom. They talk to each
other, laugh, play, study, and etc. If there is no teacher involve in the interaction there are
students who appear to be entertainer of the class, his jokes makes the class laugh, after
that they are having fun. If everything goes wrong of course there’s a pre service teacher
like us who will help the teacher manage the class and ensures that the interaction must
be good.
What makes the learners assume these roles? What factors affect their behavior?
❖ What makes the learners influence to assume these roles is their peers and the community
they belong that has a great impact on learning and well being of the students. The way
they behave is also influence by personal characteristics such as age, gender.
2) Is there anyone you observe who appear left out? Are you students who appear “different”?
Why do they appear different? Are they accepted or rejected by the others? How is this
shown?
❖ The minority group are accepted. The learners accepted each differences and create an
harmonious relationship with each other inside the classroom.
What does the teacher do to address issues like this?
❖ The teacher must established a friendly and healthy relationships to their students and be
open for communication and fostering respect inside the classroom.

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3) How do you spell the teacher influenced the class interaction, considering the individual
differences of the students?
❖ The teacher influence the class by considering the individual differences of the students.
In this way the students acknowledge that they have individual differences in the
classroom. Everyone can accept and understand each other. In this way they will interact
more because interacting with each other can help them to know more about their
classmates and it is natural that we have individual differences because we come from
different social and cultural background.
4) What strategies does the teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?
❖ There are several ways and strategies for teachers that will encourage all students to
maximize the benefits of diversity in the classroom by maintaining consistent
communication It was a great help to identify issues and to improve overall experience
based on the individual needs of the students. It is important for teachers and students to
remind ourselves that diversity awareness are important in classroom settings.

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REFLECT
1) How do you feel being in that classroom? Did you feel a sense of oneness or
unity among the learners and between the teacher and the learner?
I feel glad and comfortable in observing that classroom since the teacher acknowledge
our presence and the students were very polite to us. I could feel that the teacher is well
respected by her students because they listen attentively and participated during
discussions and the learners actively unite when they have groupings and participated
actively to come up with a correct answer. They share what they know and help their
classmates when they can’t answer by encouraging that they can by giving clues to the
answer, or raising their hand voluntarily. Competition is minimal and probably occurs
academically and in good means. Overall the atmosphere of the classroom was not only
academically engaging but also socially endearing.

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Observing differences among learners with
disabilities, giftedness, and talents.
Activity 3.2
ANALYZE
To realize that Intended Learning Outcomes, work your way through these steps.
1. Observe at least two of these classes.
a. SPED less with learners with intellectual disabilities.
b. SPED less with learners with physical disabilities.
c. SPED class for the gifted and talented.
d. A regular class with inclusion of learners with disabilities.
2. Note the needs of the learners that the teacher should address.
3. Interview the teachers to find out more about the learners.
4. Write observation report.
5. Analyze your observation data.
6. Reflect on your experience.
Grade/Year Level : Grade 10 - A Subject Area : ________________________

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OBSERVE
Use observation guide provided for you to document your observations.
An Observation Guide for the Learners’ Characteristics
report on the space provided on the next page.
1. Observe the class to see the differences in abilities of the learners.
2. Try to identify the students who seem to be performing well and those that seem to be
behind.
3. Validate your observations by asking the teacher about the background and needs of the
learners.
4. Observe the behavior of both regular students and those with special needs. Note their
dispositions, Pace in accomplishing task, interaction with teacher, and interaction with
others.
5. Observe the teacher’s method in addressing the individual learning needs of the students
in his or her class.

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OBSERVATION REPORT
Students with disabilities require many things. Each special education students has a unique case
and a unique need. In our observation with the special education students I found out that there
are different ways to teach the kids with learning abilities. The students are allowed to eat inside
the classroom also to participate in activities and events in school despite of their condition.
Another that I noticed that if the students is incapable probably in writing and reading the school
offer them an audiobook to help the students with learning abilities who cannot read and write
very well to become visually impaired to gather information regarding to heir their lesson.
Audiobook is a devices that help the students to make easier and faster their learning. One more
way that I observed is if the students having trouble or can’t concentrate for what they doing the
teacher give them breaks so they won’t stress and frustrated . Also the issue of separate classroom
brings isolation among the students who have special needs. With regards to the teacher, if the
students are not participating actively the teacher tries his best to encourage the students to learn.
I value her patience with their students. By observing the students with special needs I’ve learned
and I realized that the patience of the teacher is a great help for the students success.

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ANALYZE
1) Did your observation match the information given by the teacher?
❖ Yes, my observation is match with the information given by the teacher. I was able to
identify their behaviour during and after the class discussion, their interaction with
their teacher and classmates, the way they speak their thoughts and deliver their
messages. I easily identified those students who performed well and not so active in
class. Those students who are active in class volunteer to answer the teacher
questions based on the topic they discussed. On the other hand, slow learners are just
seated and waiting for information to come.
2) Describe the differences in ability levels of the students in the class? What practices or
strategies are done or should be done to differentiate instruction to meet the needs of
the learners?
❖ Most of the students in class are good learners they obviously have different learning
styles . There’s a gap between the students who perform well and those who do not.
Those students who perform well have the ability to easily understand the lessons
while the students who do not performed well takes a longer time for them to
understand and cope up with the lesson.
3) Describe the methods used by the teacher in handling the students’ differences in
abilities. How did the students respond to the teacher? Did the teacher use
differentiated instruction? If yes, describe how.
❖ The method used by the teacher in handling students by giving them a fair treatment
weather the high and low achievers in class. The teacher made use of group activities
in which each group must contain and usually lead by top performing students each
group so that the slow learners can easily cope up and understand the lesson easily. It
is also recommendable that the group activities are enjoyed by all of the students
because even the slow learners are given the chance and opportunity to learn and
enjoy the lesson and nobody just left behind.

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REFLECT
1) Recall the time when you were in elementary or high school. Recall the high and low
achievers in your class. How did your teacher deal with differences in abilities? Was your
teacher effective?
❖ When I was in high school my teacher giving us a fair treatment. Our teacher made sure
that learning is always exciting and full of enjoyment. She helped us on the things that
maybe difficult for us to learn especially the slow learners. As far as I remember when a
lot of us didn’t catch up or understand the lesson she is willing to repeat it all over again
for us to make sure that we learned and understand the discussion. Collaborative
activities is mostly used. Grouping the students and let the high achiever to guide the
group p. She use different examples and learning materials for us to master the topic.
She made sure that every meeting, we students would not just remain seated for a long
period of time. Overall it was effective strategy because we learned a lot from her and
were able to enjoy the subject instead of getting bored. She never forgot also those slow
learners and remind all of us to keep moving forward in terms of learning. Nobody was
left behind and everybody felt like we belonged to the class and had a space for
interaction.
2) What dispositions and traits will you need as a future teacher to meet the needs of the
learners?
❖ The dispositions and traits that we need as a future teacher to meet the needs of the
learners are the following;
1. Collaborate with each other in positive and professional manner.
2. Have a great connection to my students and be a role model to them
3. Encourage them to do their best and show my enthusiasm and commitment in teaching.
4. Set a clear and fair expectations with students.
5. Flexibility and continuous innovation for students learning and for the classroom
environment

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Observing the school experiences of
learners who belong to indigenous groups.
Activity 3.3
To realize Intended Learning Outcomes, work your way through these steps.
1. Ensure that you have reviewed the number 3 focused on Indigenous Peoples in the Learning
Essentials of Episode 3.
2. Observe in a school with a program for IP learners. Below are some suggested schools.
a. Ujah School of Living Traditions, Hungduan, Ifugao
b. Sentrong Paaralan ng mga Agta, General Nakar, Quezon
c. Sitio Tarukan Primary School, Capas Tarlac
d. Mangyan Center for Learning and Development, Naujan, Oriental Mindoro
e. Paaralang Mangyan na Angkop sa Kulturang Aalagaan (PAMANAKA), San Jose Occidental
Mindoro
f. Tubuanan Ati Learning Center, Balabag, Boracay Island
g. Balay Turun-an Schools of Living Traditions, barangay Garangan and Barangay Agcalaga, Calinog,
Iloilo
h. T’boli School of Living Traditions, lake Sebu, South Cotabato
i. Daraghuyan-Bukidnon Tribal Community School, Dalwagan, Malaybalay, Bukidnon
j. Talaandig School of Living Traditions, Lantapan, Bukidnon
k. Bayanihan Elementary School, Marilog, Davao
l. Lumad Bakwit School, UP Diliman, Quezon City
Please note. Ensure proper coordination of your college/university to obtain permission from these schools
before you visit.
If an actual visit is not feasible, consider a “virtual visit” through social media and if it's still not
feasible consider a “virtual” field study through watching Indigenous Peoples in the Philippines videos.
There are several available at YouTube. You can start with this video by DepEd:
DepEd Indigenous Peoples Education Office. National Indegenous Month (October) Video, 2013. Retrieve from:
https://www.youtube.com/watch?v=FsMjgQNz2Y

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OBSERVE
4. Write your observation report.
5. Analyze your observation data using the Indigenous Peoples Education framework.
6. Reflect on your experience.
An Observation Guide for Indigenous Peoples Education
report on the space provided.
If you are watching videos here, search instead of actually visiting his school. Have this
question in mind as you are watching the videos, you can try to get in touch with the creator of
the videos and interviewed them to.
1. Before you observe, read about this specific IP group in the school you will visit, know their
norms and customary greetings. This will help you blend in the school community and
interact with respect.
2. Serve and note the different parts are areas of the school environment. How are learning
spaces arrange?
3. What activities do they do in these different areas of the school?
4. Who are the people who manage the school who are involved in teaching the learners?
5. Observe how the teaching learning process happened describe the learning activities they
have and teaching strategies that the teacher uses.
6. Describe the interaction that is taking place between the teacher and learners among the
teachers and in the school in general.
7. What instructional materials and learning resources are they using?
8. Interview the teacher or principal about the curriculum, find out the curriculum goals you
can use, the questions found on the analysis part of this activity.

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Write your observation report here.
OBSERVATION REPORT
(You may include photos here.)
Name of the School Observed : Flora Primarily School
School Address : Maruglu Capas, Tarlac
Date of Visit : Virtual visit on Aug 26, 2022

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OBSERVATION REPORT
The biggest motivation of IP students in Capas Tarlac to pursue education is “we really want to
study so we cannot be deceived by other people.”
Flora Primarily School in Maruglu, Capas Tarlac Province. The people of sitio Flora are naturally
cheerful and lively. Although most of them are quite shy at first encounter especially the children.
The people who live in the community of Flora are aetas who considered indigenous.
Each classroom has mixed of different grade level of students. One classroom is composed of grade
4 and grade 5 students due to the lack of teachers and the facility. However the class are
interactive and participative in every class discussion. Teachers are also resourceful and creative
with their instructional materials. Furthermore, they are adhering to the indigenize curriculum.
One teacher shared his challenges un teaching alphabet based on the words that we commonly
associate with the letter, instead of teaching letter "A" using apple, he uses those words that are
more familiar to the students. The challenges of the curriculum is also a factor that affects the
progress of the students learning.
Being an effective teacher of indigenous people the teachers should respect and accept the
indigenous people’s traditions, culture, and practices in order to feel comfortable and confident
in themselves as well as their interaction with others regarding in differences in life. Also the
higher commission of Education must provide the needs of the students like the foods, learning
materials, and the number od teachers in the community.

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ANALYZE
Curriculum Design, Competences
and Content
Question based on your observation and
interview data.
1. Does the school of belonging
to one's ancestral domain, a
deep understanding of the
community's beliefs and
practices. Cite examples.
The example of the school that foster in
the sense of belonging of Aeta’s beliefs
and practices is when one of the teachers
is teaching the Aeta’s traditional dance.
This dance is part of the Aeta’s
traditions and the Teacher as part of the
School.
2. Does school show respect of
the communities expression
of spirituality? how?
Unfortunately, this particular aspect was
not shown in the video.
3. Does school the indigenous
learners, a deep
appreciation of their identity.
How?
The Floral primarily school shows their
deep appreciation of Aeta’s identity by
helping and encouraging the students to
learn not just academically but also the
traditional practices especially on how to
value their culture.
4. Does the curriculum, teach
skills and competencies in
the indigenous learners that
will help them develop and
protect their ancestral
domain and culture?
According to the one of the teachers they
are not offering the curriculum that
involves skills and competencies but
instead they used the olf curriculum
framework.
5. Does the curriculum only
new concepts and
competencies to the life
experience of the
community?
Yes, even if they are using the old
curriculum still, it provides new concepts
and competencies tonthe life experience of
the community.
6. Do the teaching strategies
help strengthen enrich and
complement the
The “indiginized” strategies that the
teachers employ in teaching the topics

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community’s indigenous
teaching process?
complement the Aeta’s teaching – process
which makes the learning more effective.
7. Does the curriculum
maximize the use of the
ancestral domain and
activities of the community
as relevant settings for
learning, in combination with
classroom-based sessions?
Cite examples.
One particular example is the cultural
dance of Aeta in the classroom activities
that highlights bthe concept of preserving
and valuing one cultures and traditions.
8. Is cultural sensitivity to
uphold culture, beliefs and
practices, observed and
applied in the development
and use of instructional
materials and learning
resources? How? (For
example, culture bearers of
the Indigenous Peoples are
consulted.)
Unfortunately, this particular aspect was
not shown in the video.
9. Do assessment practices,
consider community values
and culture, how?
Yes, because the school and the reacher
teaching the right and necessary values
that will culturally – sensitive to
consider the community values and culture.
10. Do processes include
application of higher order
thinking skills?
Yes, because I observed that the
activities used by the teacher contribute
to the students development of critical
thinking skills through using
concepts/problems that students need to be
solved.

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What do you think? Can you still be done to promote and uphold indigenous
peoples knowledge systems and practices and rights in school?
Promoting Indigenous people is a true identity of every Filipino. Indigenous school need
to promote to give them equal opportunities to access in education to provide then the facilities
they need teaching and learning materials as well. The quality, diversity, and respect of us shall
given priority because it help IP in boosting a sense of collective pride in their identity.

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REFLECT
Reflect based on your actual visit or videos that you watched.
1) What new things? Did you learn about indigenous peoples?
❖ Based on the YouTube video that I watched indigenous people needs our help, need the action
of our government by providing them their needs especially in education. The students in
Maruglu tarlac are much eager to learn so they cannot be deceived by other people instead of
thinking their dreams in life the students think the harsh possibility happen to them if no
learning happen in their community. The lack of facilities, teacher, foods and the long travel
of teachers from their home to the IP community are greatly affect to the learners.
2) What did you appreciate most from your experience in visiting the school with indigenous
learners? Why?
❖ I appreciate and I admire the teachers for their dedication to help and teach the students who
live in a small community The 5 – 6 hours travel is a great sacrifice of them Teachers do not
only teach to impart knowledge but also to inspire and motivate students in life. Truly,
teaching is a noble profession for me with so much duty and responsibilities for the sake of
the students.
3) For indigenous learners, as a future teacher, I promised these three things:
3.1 Be open to respect indigenous peoples by being an effective teacher as well as
communicator and help them to promote and uphold their rights.
3.2 Uphold and celebrate their culture, beliefs and practices by promoting and
integrating their cultures, beliefs and traditions in every lesson that we tackled to have a
great understanding regarding to their community and to provide them information that all
people have individual differences.
3.3 Advocate for indigenous peoples education by creating and continuously support them
to have a iniative action the DepEd of Tarlac on how to improve and provide the needs of IP students
especially in terms of education most likely in the curriculum.

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With the principle of individual differences in mind, what methods and strategies will
you remember in the future to ensure that you will be able to meet the needs of both the high
and low achievers in your class? Make a collection of strategies on how to address students
different ability levels.
To meet the needs of all students in the class, I need to made use of learning strategies. I enlisted
some of these strategies that will allow the students both high and low achiever to actively
engaged in class discussion.
1. Test their level of learning, for example, before the discussion
start, like a pretest and a brainstorming.
2. Know their background not all but some of them like, the
learners who have a low performance
3. Have a great connection to my students and be a model to
them
4. Encourage them to do their best as I will help them.
5. Lastly, have a standard what it takes to be a teacher, applying
the different approach when it comes to a different learners,
like the Multiple Intelligences, Learning Approach and all the
Learning theory and the Strategies.

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LEARNING
EPISODES
EXCELLENT
4
VERY
SATISFACTORY
3
SATISFACTORY
2
NEEDS
IMPROVEMENT
1
ACCOMPLISHED
OBSERVATION
SHEET
All observation
questions/tasks
accomplished.
One (1) or two (2)
observation
questions/tasks not
answered/
accomplished
questions/tasks not
answered/
accomplished
Four (4) or more
tasks not answered/
accomplished.
ANALYSIS
All questions were
and are thoroughly
All questions were
answers are clearly
Questions were not
errors.
Four (4) or more
more than four (4)
errors.
REFLECTIONS
Profound and clear;
supported by what
were observed and
analyzed
supported by what
were observed and
analyzed
Not so clear and
shallow; somewhat
supported by what
were observed and
analyzed
were observed and
analyzed
LEARNING
ARTIFACTS
the context of the
learning outcomes;
Complete, well-
organized, highly
outcome
learning outcomes.
Complete; well-
organized, very
relevant to the
learning outcome
Portfolio is not
reflected on in the
outcomes. Complete;
to the learning
outcome
not relevant
SUBMISSION
deadline
Submitted on
deadline
the deadline
Comment/s
SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 Below
GRADE 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72
71-
Below
Evaluate Your Work Task Field Study 1, Episode 3-Focus on Gender, Needs, Strengths, Interests, Experiences Language, Race, Culture, Religion, Socio-
economic Status, Difficult Circumtances, and Indigenous Peoples
Learning Outcomes: describe the characteristics and needs of learners from diverse backgrounds; Identify the needs of students with different levels of abilities
in the classroom; Identify best practices in differentiated teaching to suit the varying learner needs in a diverse class (PPST 3.1.1); demonstrate openness,
understanding and acceptance of the learners diverse needs and backgrounds.
Year&Section: 4 – A Course: BTLED – HE

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_____________________________________________________ __________________________________

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Episode 4 Learner Diversity: The Community and Home Environment
Learner Diversity: The
Community and Home
Environment

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Microsystem -
includes the
structures such
as once family is
cool and
neighborhood.
Mesosystem -
the connection
between the
structures in the
microsystem.
Exosystem - the
the bigger social
system which
includes the city
government, the
workplace and
the mass media.
Macrosystem -
outermost layer,
which includes
cultural values,
customs, and
laws.
Chronosystem -
the element of
time patterns of
stability and
pacing of the
child's everyday
life.
S
P
A
R
K
Y
o
u
r
I
n
t
e
r
e
s
t
T
A
R
G
E
T
Y
o
u
r
I
n
t
e
n
d
e
d
L
e
a
r
n
i
n
g
O
u
t
c
o
m
REVI
SIT
the
Lear
ning
Essen
tials
Episode 4 provides opportunities for youth and more in depth.
Look into the factors that affect the development of a learner. Focus will
be on the early experiences and characteristics of the learner as described
by the family and other significant others. You also focus on how the
teacher links with the community to maximize the learning and
development of students.
➢ Describe the influencing factors in the home environment that affect the
students learning;
➢ Take advice concerning strategies that build relationships with parents
or guardians and the wider community (6.2.1); and
➢ Identify effective strategies on how teachers can work with each other
with the family.
1. Urie Bronfenbrenner's bio-ecological model presents the learner within the context of
layers of nation ship systems that make up the learners’ environment. The layers are:

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The model helps the picture looked into every aspect in the learners environment to
understand his behavior. That features important role is not to replace what is missing at
home (If any), but to work so that the school becomes an environment that welcomes and
nurtures families. The teacher works to create a partnership with the family and
community to bring out the best in every learner.
2. Baumrind’s Parenting Styles
Authoritarian. Parents are very firm with their children and expect unwavering and
unquestioning obedience. Rules are, sadly parents and misbehavior is smelled weird.
Withdrawal of affection, physical punishment or threats
Permissive. Parents are not fear or controlling. They have few expectations, maybe warm
and caring, but appear to be uninvolved and uninterested.
Rejecting-neglecting. Parents are disengaged from children. Neither demanding nor
responsive to children.
Children of:
Authoritarian parents: are often unhappy, fearful, withdrawn, inhibited, hostile, and angry and
aggressive. They have low self-esteem and difficulty with peers.
Permissive parents: believe that their parents do not care for them. They are often impulsive,
aggressive and lack self-control. May they have low levels of independence and responsibility.
Rejecting-neglecting parents. Are found to be the least competent in their overall functioning
and adjustment.
Authoritative Parents: are used are socially competent, self-reliant, and have greater ability to
show self-control. They have higher self-esteem and are better adjusted.
- Based on child development by SANTROCK 2004.

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OBSERVE
Observing the learner’s community
and home environment.
Activity 4.1
Course: BTLED – HE Year and Section: 4A
Resource Teacher : Rizza A. Vale Signature: _____________ Date: August, 24 2022
To realize the Intended Learning Outcomes, where you're always through these steps:
1) Select a learner from the class which you have previously observed
2) Interview the teacher about the learner’s characteristics and the community.
3) Conduct a home visit to your selected learners’ residence.
4) Interview the parents about.
a. The rules they implement at home concerning their child's schooling.
b. The learners, activities, and behavior while at home.
5) Write the learner’s profile.
6) Analyzed observation and interview data.
7) Reflect on your observation experience.
Use the activity form provided for you to document your observations.

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Suggested parent interview guide
Your teacher may ask you to use a more detailed interview guide. Be free to translate
the questions if necessary.
An Observation/Interview Guide for the Home-School Link
Read the following carefully before you begin to observe/interview. Then write
your observation report on the space provided on the next page.
The Learner
1) Make a general observation of the learner. Describe him or her in each of the domains
of development:
• physical-body build and height (thin, chubby, underweight, overweight), level of
physical activity (fast, slow, lethargic, active, etc.)
• social interaction with teachers and classmates (loner, shy, sociable, friendly,
gets into fights, like by others, etc.)
• emotional moods, temperament, cries easily, loses temper, happy, shows
enthusiasm, excited, indifferent etc.
• cognitive (appears to understand lessons, copes with the lessons, excels, lags
behind, shows reasoning skills, turn in assignments, and requirements, etc.
Interview the Teacher
1) What are the most noticeable characteristics of the learner? (emotional disposition,
behavior and discipline, sense of responsibility, study habits, academic performance,
relationship with peers, relationship with adults, social adjustment)
2) How does the teacher communicate with the parents? how often? what do they discuss?
How do they decide on the best course of action to resolve issues or problems?
3) How does the teacher utilize resources in the community to support the teaching-
learning process? How does the teacher work with the community to meet the needs of
the learners?
Interview with parents
1) Conduct a home visit. Once there observed the home set up. (home is orderly, family
pictures in the living room, etc.)
2) Use the interview questions on the next page. Just ask the questions with which you feel
comfortable.

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Name of Learner: Lemuel Uzziah N. Rosario
Date of Birth: December 12, 2006_________________________ Age: Fifteen (15)______________
Grade/Year Level: Grade 10 - A___________________________ Gender: Male______________
Number of Siblings: One (1)__________________________________
Birth Order: Eldest/Oldest_____________________________________
Parents:
Mother: Lyn N. Rosario________________________________________________________________________________
Age: __49___ Occupation: House wife_______________ Educational Attainment: _Undergraduate___
Father: Ruben U. Rosario______________________________________________________________________________
Age: __52___ Occupation: ___Pastor _____________ Educational Attainment: Undergraduate___
Learner’s Physical Aspect: (answered by my Mother)
Health
1) During your pregnancy with the learner, how is your health?
- Good and healthy
2) What are the illnesses or health problems encountered by the learner as a child?
- Fever, toothache, and sometimes headache
3) Do you remember how old he was when he started talking and walking?
- I far as I remember, 1 year old and above
4) What are the food preferences of the learner as a child and at present:
- Bread & pastries, chocolates, hotdog, chicken & meat, and veggies like carrots, sayote, and
monggo beans
5) Who took care of him or her as a child?
- Me and my husband, his dad
Learner’s Social Aspect:
1) Describe your child’s sociability (friendly, outgoing, shy, or loner)
- Friendly and outgoing person
2) Who were the learner’s playmates?
- Most of the time, his brother, but sometimes his churchmates and classmates
3) As a child then, was he allowed to play outside?
- Seldom/Not always
4) Is he or she allowed to go out with friends?
- Yes, of course
5) Do you have rules for him to follow regarding going out?
- Yes
6) What are these rules?
- He must tell us ahead of time that he’s going out with his friends, who is the person
accompanying him, and what is the purpose of his gala.
Emotional-Moral
1) What are your expectations of the child?
- To finish his studies, become a successful man, have a successful career, and become a God-
fearing servant of God
2) How do you provide a nurturing environment for your child?
- We make sure to support him in nurturing himself, and if he needs help, we must help him in a
way that we can help

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3) Does your child go to you when he feels down or has a problem? What do you do to meet his
emotional needs?
- (My Mom says yes, but personally, I come to her sometimes only ^^) By talking to him, knowing
what’s happening in his life, and comforting him if he experience trouble and sadness
4) What do you do when he is not successful in something?
- Encourage him and say things like: “It’s okay” and “Better luck next time”
How do you discipline your children?
1) Do you have rules in the House? What are they?
- Yes, such as ‘Do not lie’, ’10 o’clock is the curfew’, and ‘Clean the house everyday’
2) How do you impose the rules?
- By being strict to them and imposing punishment to every offense
3) What are the consequences of breaking the rules?
- Not giving in to their wishes and wants, a long talkative talk, and minimizing their time in
gadgets
Learners’ Cognitive Aspect:
1) What are the child's interests?
- Singing, dancing, playing some instrument, and watching anime and movies (I also like writing
stories and poems, but it’s hidden to them)
2) What is he good at in school?
- In terms of subject, he is good in Math and Science (That Math is a lie, just kidding ^^ I’m not too
good at math, so it’s 50/50)
3) In what subject/s does he have difficulty?
- MAPEH, especially in Arts
4) How do you monitor his performance in school? How do you motivate him or her?
- After school, it’s my habit to interrogate him about what happened at school, and then we get to
chat, if he’s down when he goes back here at home, I sometimes treat/spoils him and give him
his wants and I encourage him also
5) Do you have rules at home to help him develop good study habits?
- He’s free to do what he wants, in terms of studying, as long that he’s able to make a good grade
and do his tests honestly
6) What are these rules? How are they implemented?
- Do their assignment, projects, and activity first before they do what they want

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After you have gathered all the necessary data. Write the learner’s development profile using
the outline below, type the profile on a separate sheet and attach it to this learning episode.
THE LEARNER’S DEVELOPMENT PROFILE (Outline)
Name of the Learner: Lemuel Uzzia N. Rosario________________________________________
School: CNSC College of Education Laboratory High School____________________
Date of Home Visit: Aug 24, 2022_____________________
Date of Birth: December 12, 2006 Age: 15__________
Grade/Year Level: Grade 10 – A Gender: Male_____
Family Profile
Number of siblings: One (1)
Birth order: Eldest/Oldest
Parent
Mother: Lyn N. Rosario Age: 49
Occupation: House wife Educational Attainment: Undergraduate
Father: Ruben U. Rosario Age: 52
Occupation: Pastor Educational Attainment: Undergraduate
Physical Development
Lemuel is tall and physically fit. He is also a good-looking boy. He has a normal height and weight,
with normal body mass index (BMI).
Social Development
He is active and sociable child. He interact well with others especially with his teachers and
classmates. He is also easily recognized by his teachers. However, on the social networking site
Facebook, he has fewer friends.
Emotional-Moral Development
Lemuel is easily open up with her parents when he feel sad or bothered about something. He does
not easily lose her temper.
Cognitive Development
He is an high achiever learner. He have a high interest in terms of academics he easily understand
his lesson and really excel on it. Whenever there is a assignment he foes it immediately and he passes
his requirements on or before the deadline. Her parents monitor his performance by asking the child
related in school matters and by attending parents meeting.
Findings
Write here your salient findings about the learner.
The learner is a good student. He is active and participative in every class discussion. She’s a well -
disciplined student because he is being raised in a house with rules and regulations. Academically
speaking, he is high achiever and really excel on class. He aim for high grades because he believes
grades is important for every students success. .
After interviewing the teacher as well, we confirmed that

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Lemuel is a really an active student. The teacher even told us that Lemuel is easily recognized by his
teachers because of his active interaction. He voluntarily raised his hand to answer his teachers
questions and without overshadowing his classmates.
Conclusions
The school and the home have a great impact on the learner’s development. Home is the first school of
the learner and the school serves as her second home as well. Her parents are her first teachers, and
her playmates are her first “classmates” before she starts going to school. Her teachers are her second
parents and her classmates become her second playmates. Whatever is learned inside the home is
brought to the school and vice versa.
Recommendations
Write your recommendations
I recommend to the parents to be sensitive and be aware that giving a high expectations to the child
can also result negatively like the peer pressure.

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ANALYZE
Your findings and recommendations in the learner development profile will help you
answer the following questions here.
1) From your home. Visit and interview. What do you think? Is this style of parenting
experience by the teacher? Explain your answer.
❖ In our home visit and conducting interview to the parents of the learners , I was able to
know the style of parenting they have on their child is authoritative type in which this
type of parenting the learning is self-governing but there are still rules parents that
limit his child in his, action and joining with friend and have a curfew hours.______
2) Relating your data with what you learned from child development, what family factors
do you think contribute to the development and over-all adjustment of the learner in
school?
❖ Parents are the important people in the lives of children. Parents are responsible and
contribute greatest factors to the development of their child. Whatever the child learn
from home or from them are carried to school and even beyond it. Children are like
sponges they absorb and soak information everywhere. Parents have to be involved in
their child development and be the kind of role model to them they’d lime to follow.
3) Does the communication between the homes-school have an effect on the learner. If yes,
what are these effects?
❖ Yes, “Education begins at home”. Home – school communication is supposed to have
positive effects on the learners. Education should begin at home because the students
what they do in school reflects on how they are nurtured by their parents. By regularly
communicating to parents they are able to know and identify the learning needs of the
students. The more the school they involved the parents of the learners the easier for
the child to cope up and deal with challenges in school. Parents can help their child and
adjust their parenting style for the sake of the development of their child.
4) How can the teacher partner with the community to contribute to the development and
learning of the students? Who are the people or which institutions can the teacher tap
to seek advice regarding the development and learning of students?
❖ A community can contribute to the teaching and learning process of the curriculum
especially the officials of the government by providing the needs of the students like
the learning materials that can improve their development. Also by providing seminars
or workshops for teachers to gain additional information and deliver also to the
students.

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REFLECT
1) Reflect on your own development as a child. What type of parenting did you experience?
How did it affect you?
❖ The style of parenting that I have since childhood is Authoritarian. My parents have an
authority and rules are given. This type of parenting style affected me so much both
positively and negatively. I am always afraid disobeying the rules they make. And it affects
me negatively I grow up never open up to my parents regarding to my problems because I
think they not listen to me at all. And the positively effects I learned to be strong, self
reliant, and sel – effective because I know the consequences of being dependent. Yet they
are so caring and loving they treat us equally and I know they have clear reasons behind it
why they are strict .
2) As a future teacher, how would you establish good home-school collaboration? How can you
work well with the parents? How can you help them? How can they help you?
❖ As a future teacher, I will established good communication between families of the learners
and the school that that is necessary for students success. By simply attending parents
meeting it is a great asset to know the learnings needs of the students and develop a shared
vision or goals including the activities, program that leads to improved students
achievement and development. Parents and teachers will also benefit when true
partnership are established.

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H - earts abound together,
O – ne tied to the others,
M - emories we make through time
E - ver may we always be fine.
S - tudents from the same institution,
C -haracterisrics by helping each
H - oned by teachers, professional and true
O - ver the school year, caring for me and you.
O - ne could never repay them, except
L - ove and keep learning even after they’ve left.
1
2
Color Your World….
1) Make an artistic,
colorful, and
creative visual
expression of your
insights or feelings
about the
influence of the
home and school
and community
to the learner.
Then write a few
statements on
the space below
about your visual
art
Stick
With
Acrostic….
2) Make a reflection
acrostic about
the home,
school, and
community link.

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C - ooperation must be used to reach a common goal
O - vercoming differences is vital to success
M – any talents work together for the greater good
M – otivation is the key; we do our very best
U - nited we accomplish more just like a family should
N - eighborhoods should never quit when guiding juveniles
I - t takes a village as a whole to raise a single child
T - ogether growing stronger when there’s opportunity
Y – oung and old alike, we make up the community

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LEARNING
EPISODES
EXCELLENT
4
VERY
SATISFACTORY
3
SATISFACTORY
2
NEEDS
IMPROVEMENT
1
ACCOMPLISHED
OBSERVATION
SHEET
All observation
questions/tasks
accomplished.
One (1) or two (2)
observation
questions/tasks not
answered/
accomplished
questions/tasks not
answered/
accomplished
Four (4) or more
tasks not answered/
accomplished.
ANALYSIS
All questions were
and are thoroughly
All questions were
answers are clearly
Questions were not
errors.
Four (4) or more
more than four (4)
errors.
REFLECTIONS
Profound and clear;
supported by what
were observed and
analyzed
supported by what
were observed and
analyzed
Not so clear and
shallow; somewhat
supported by what
were observed and
analyzed
were observed and
analyzed
LEARNING
ARTIFACTS
the context of the
learning outcomes;
Complete, well-
organized, highly
outcome
learning outcomes.
Complete; well-
organized, very
relevant to the
learning outcome
Portfolio is not
reflected on in the
outcomes. Complete;
to the learning
outcome
not relevant
SUBMISSION
deadline
Submitted on
deadline
the deadline
Comment/s
SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 Below
GRADE 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72
71-
Below
Year&Section: BTLED – HE Course:. 4A

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Episode 5 Creating an Appropriate Learning Environment
Creating an
Appropriate Learning
Environment

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This learning Episode provides an opportunity to examine how
classrooms are structured or designed to allow everyone's maximum
participation for effective learning. You should be able to examine how
classroom management practices affect learning. This Episode enhances
the application of the theorist learned in the following professional
subjects, such as Facilitating Learner-Centered Teaching and The Child
and Adolescent Learners and Learning Principles.
➢ Plan on how to manage time, space, and resources; and
➢ Provide a learning environment appropriate to the learners and
conducive to learning.
The classroom climate that is conducive for learning is one that is non-threatening, yet
business-like. It is a classroom where, when creating audio-visual presentations, the following
are observed:
• Specific classroom rules and procedures are clear.
• Classroom rules and procedures are discussed within the first few days of the
school.
• Students are involved in the design of rules and procedures.
• Techniques to acknowledge and enforce acceptable behavior are employed.
• Clear limits for unacceptable behavior are established, and negative
consequences for such are communicated.
• Classroom processes are democratic.

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OBSERVE
Managing Time, Space and Learning
Resources
Activity 5.1
ANALYZE
Course: BTLED -HE Year and Section: 4A
Analyze and answer these questions on observe pleasure management practices. It
is also good to ask the teacher for additional information, so you can validate your
observation. Write your notes below and then organize your data in the Table that
follows.
Use the activity form provided for you to document your observations.
Observe and use the observation sheet provided for you to document your observations.
1) As you observe, the class look into the characteristics of the learners. Note their ages.
2) How many boys are there and how many girls?
3) Focus on their behavior. Are they already able to manage their own behavior?
4) Can the learners already work independently?
5) Describe there is span of attention.

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1) Are there areas in the classroom for specific purposes (Storage for teaching aids books,
students, belongings, supplies, etc.)? Describe these areas. Will it make a difference if
these areas for specific purposes are not present?
The classroom has its specific purposes, there is storage of books and learning
materials that the learners will read and will help them in their learning process.
2) Are there rules and procedures posted in the room? List them down. Do these rules
reinforce positive behavior?
Not posted, but their classrooms rules reinforce positive behavior.
3) Did this students participate in making the classroom rules? If there is Resource
Teacher is available, ask him or her to describe the process. What's the effect of
students participation in rule-making on students behavior.
Yes.
4) What are the daily routines done by the Resource Teacher? (Prayer attendance
assignment of monitors, warm up activities and cetera. )How are they done?
Before the class start, there are always a opening prayer. After the prayer the teacher
ask to the learners about their day or tells something like jokes as energizers to
awaken their attention inside the class. After that, the learners will be seated properly
and the teacher will start her interaction by monitoring of attendance then the
teacher will ask about what has been discuss in the previous meeting and if there is
an assignment the teacher will going to check it.
5) Is there a seating arrangement? What is the basis of this arrangement? Does this help
in managing the class?
The class don’t have seating arrangement.
6) Observe the noise level in the classroom. How is this manage?
As I observed the noise inside the classroom the noise are under control by
The teacher and it is managed by the teacher by giving activities that is related to the
lesson, seat works, and class recitation.
7) If a learner is not following instruction or is off task, what does the resource teacher
do? Describe the behavior? Is strategies used?
If a learner is not following instruction or is off task the teacher will call

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REFLECT
Identifying the Different Aspects of
Classroom Management
Activity 5.2
His/her attention in order that the learner will be able to concentrate and focus for
what has been discussed.
8) What does the resource teacher do to reinforce positive behaviors? Behavior strategies.
To have a positive reinforce, the teacher give activities in a way that that
The students will enjoy and challenge while learning. The teacher will give positive
comment to the learner who performs well.
Reflection as a future teacher.
1) Why do you need to enforce positive discipline?
Positive discipline stresses learning instead of punishment that’s why enforcing a positive
discipline is essential in managing the classroom it helps to improve learners motivation and
help them to succeed and thrive in school, give them information they need to learn and
support their development it also helps the learners to feel a sense of connection inside the
classroom. Positive discipline is an effective way to manage misbehaving students and
ensure that those students are learn and responsible from their action or mistakes.
Course: BTLED HE Year and Section: 4A

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OBSERVE
CLASSROOM MANAGEMENT MATRIX
Observe a class and accomplish the given matrix.
Aspects of Classroom
Management
Description
Effect on the Learners
(to be filled out after youanswer the analysis
questions)
1) Specific Areas in the
Classroom
The teacher’s table is found at
the front facing the students
chairs which are aligned by
column. There are
educational posters posted on
the wall including the VGMO
of the school. Trash bins and
cleaning materials are placed
mostly at the back corner.
The classroom looks good and
orderly for the students to feel
comfortable while learning.
2) Classroom Rules
They do not have rules posted
in the wall but they make their
rules when they are going to
start their classes.
It challenge the students what
to do, not to do, and what to
obey.
3) Classroom Procedures
Teacher will check the
attendance before starting
her lesson, after it the
discussion and will given to
the students.
The students are aware of
time to enter the room. They
are forced to enter the class
always or they will missed the
points on the activities.
4) Daily Routines
Before they start their class
they attend flag ceremony
every Monday after that they
go to their respective class.
A good start for the learners
because they will be trained
and helps to improve
themselves from the daily
routines.

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And before vthey begin their
discussion and activities, they
pray first.
5) Seating Arrangement
Their seating arrangement is
arranged by five chairs in each
row of five and five chairs on
the opposite side of the walls.
They just combine the girls
from boys.
It is easy for the pupils to
move around and it is quite
organized for the teacher.
6) Handling misbehaviour/off
task behavior
The teacher gives
disciplinary action according
to the mistake done by the
students.
The students will behave as a
response according to their
teacher’s disciplinary action.
7) Reinforcement of Positive
Behavior
The teacher give examples or
stories related to their topic
that have positive values.
Giving rewards or extract
points to those students who
are participated in the
discussion.
It gives the students
motivation to participate and
what are the good things they
should do or obey.
8) Others
They are many girls than boys
in the classroom.
The population of girls will
affect their learning especially
when there is an activity.
9) Other
There were saying that posted
on every corner of the
classroom.
This will motivate the
students and will reflect to
their mind.
10) Others

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1) How did the classroom organization and routines affect the learners’ behavior?
The classroom organization and routines affect the learner’s behavior because it will help
the students to improve themselves and become a well-rounded person. It also increases
their the confidence and build good relationship inside the classroom.
2) What should the teacher have in mind when she/he designs the classroom
organization and routines? What theories and principles should you have in mind?
Cognitive and Psychoanalytic theory that the teacher must In designing classroom
organization and routines. First is the cognitive theory that focuses to better understand the
learning needs of the students cognitive theory should also be considered to give attention
to the learners mental processes and their construction of knowledge. While the
psychoanalytic theory the teacher must consider the individuals thoughts, feelings,
experiences consciously and sub consciously especially to the learners.
3) Which behavior strategies were effective in managing the behavior of the learners?
In motivating students? Why were they effective?
The effective way of managing the behaviour of the learners is to give them activities that
are relevant and related to the topics. Giving students some additional points or giving them
a reward for those learners who participated in class discussion is an effective strategy and
it will motivate the learners. Yes it is effective because the learners are actively participating
and cooperating in discussion.

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Reflect on the following and write your insights.
1) Imagine yourself organizing your classroom in the future. In what grade year level
do you see yourself? What routines and procedures would you consider for this level,
why?
I see myself as a future teacher organizing my classroom of the junior high school students
such as grade 9 or grade 10. I want to teach this level because at their age they are more
developed in thinking skills and mature enough to understand one situation. Before
making procedures I will identify first the strengths and weaknesses of each learner by
conducting a diagnostic or pretest. I also consider this level to be cleanliness in the
classroom in order to become conscious of their environment, to have some activities that
are relevant to the lesson in order to challenge them and develop their knowledge and
skills. In order to be an effective teacher in the classroom I’ll make sure that these
procedures and routines will equip their learning and the students will enjoy while
learning.
2) Make a list of the rules you are likely to implement in this level. Why would you
choose these rules?
The list of rules is the following:
a. Keeping the classroom neat and clean.
B. Keeping the classroom materials organized and properly arranged.
C. Praying before and after the class discussion.
D. Giving assignment to my student before going home.
E. Participating in every class discussion.
F. Stop talking with your seat mates when the discussion is going on.
G. Be on time and wear a proper uniform.
H. Submit the project or activities before or at a given deadline.
I choose this rules because I want my students to be responsible enough to have a
self discipline. This rules can consider a motivation for them and it will help them to
become a best role model inside the classroom.
3) Should learners be involved in making the class rules? Why?
Yes, the learners should be involved in making the class rules because they contribute a
huge part in making class rules and regulations that are more convenient to anyone. They
must be well – oriented to follow the rules to have unity in class. This will class rules will
help them to be responsible in doing and achieving the task.

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

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LEARNING
EPISODES
EXCELLENT
4
VERY
SATISFACTORY
3
SATISFACTORY
2
NEEDS
IMPROVEMENT
1
ACCOMPLISHED
OBSERVATION
SHEET
All observation
questions/tasks
accomplished.
One (1) or two (2)
observation
questions/tasks not
answered/
accomplished
questions/tasks not
answered/
accomplished
Four (4) or more
tasks not answered/
accomplished.
ANALYSIS
All questions were
and are thoroughly
All questions were
answers are clearly
Questions were not
errors.
Four (4) or more
more than four (4)
errors.
REFLECTIONS
Profound and clear;
supported by what
were observed and
analyzed
supported by what
were observed and
analyzed
Not so clear and
shallow; somewhat
supported by what
were observed and
analyzed
were observed and
analyzed
LEARNING
ARTIFACTS
the context of the
learning outcomes;
Complete, well-
organized, highly
outcome
learning outcomes.
Complete; well-
organized, very
relevant to the
learning outcome
Portfolio is not
reflected on in the
outcomes. Complete;
to the learning
outcome
not relevant
SUBMISSION
deadline
Submitted on
deadline
the deadline
Comment/s
SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 Below
GRADE 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72
71-
Below
Evaluate Your Work Task Field Study 1, Episode 5-Creating an Appropriate Learning Environment
Learning Outcomes: Plan on how to manage time, space, and resources – Provide a learning environment appropriate to the learners and conducive to the
learning.
Name of FS Student: Rochelle Mae O. Palencia Date Submitted: September 01, 2022
Year&Section: 4A Course: BTLED – HE

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CNSC-OP-VPA-01F11 Page 1 of 7
Revision: 0
College of Education
LEARNING EPISODE 6- Classroom Management and
Classroom Routines
This Episode focuses on the classroom structure and routines performed by teachers in class to
provide a safe, friendly non-threatening and caring environment. Effective classroom routines ensure order
and discipline to help the students to stay calm and focused in their daily tasks.
1. Intended Learning Outcomes
At the end of this episode, I must be able to:
-identify the classroom routines set by the teacher: and
-observe how the students execute the various classroom routines
REVISIT the Learning Essentials
Routines are the backbone of daily classroom life. They facilitate teaching and learning routines
don’t just make the life of the teacher easier. They save valuable classroom time. Efficient routines make
it eaiser for students to learn and achieve more.
Establishing routines early in the school yaer:
-enables you to run your daily activities run smoothly;
-ensure you to manage time effectively;
-help 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 to them.
Activity 6.1- Observing Classroom Management and Routines
Resource Teacher: Rizza A. Vale Teacher’s Signature: ____________
School: College of Education Laboratory High School
Grade/Year Level: Grade 10 – A Subject: Cookery Date: August 31, 2022
OBSERVE
Observe the classroom routines of the Resource Teacher by accomplishing the given checklist.
Checklist on Classroom Routines
Check Yes (√) if observe and (x) if not observed.
Classroom Routines Observed (√) Not Observed (x)
1. Movement into the classroom.
2. Transition in classroom activities.

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3. Movement out of the classroom.
4. Use of lavatories/comfort rooms/washrooms
5. Passing of papers.
6. Passing of books.
7. Working with pairs/groups.
8. Tardy students. ❌
9. Absent students.
10. Submission/Collection of materials.
11. Submission of projects.
12. Asking questions during lessons.
13. Asking for assistance.
14. Joining classroom activities.
15. Lining up. ❌
16. Walking in line. ❌
17. Fire drill/emergencies ❌
18. Movement between activities.
19. Use of classroom suuplies.
20. Checking of assignments.
Others, pls specify
21.
22.
23.
24.
25.
ANALYZE
Analyze the routines set by the Resource Teacher by answering the following questions.
1. Were the routines effective in ensuring discipline and order in the class? Why?Why not?
❖ Yes. The routines performed in the classroom are effective in ensuring discipline and order
in the class. The routines are effectively followed by the learners and sustain inside the
classroom and the learners know what their responsibilities. They help everyone inside the
classroom involved be on the same page. This routines set as a foundation to make life
easier for learners and teachers, save time and to improve their learning.
2. Which of those routines were systematic and consistently implemented? Explain your
answer.
The routines that are systematic and consistently implemented are the following:
• Prayer before and after class
• Checking of Attendance
• Checking of assignments or activities
• Raising the hands of students and ask questions
• Behavior management
• Use of technology

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• Use of classroom supplies
The following mentioned routines were implemented regularly by the resource teacher
and the students and build a good and stronger relationship to everyone.
REFLECT
Reflect on the various routines observed.
1. Which of the routines will you most likely apply in your class? Why? Why not?
❖ Morning Prayer - I believe it is important to fill their morning with thankfulness for all the
blessings in their life.Also the positivity that students and teachers create during their
prayers can lead them into having an overall positive day.
❖ Checking of Attendance – Checking of attendance isn essential for me because it is the
way rk monitor my students and being present in class is important to students success.
❖ Raising the hands of students and ask questions – asking questions and raising their
hands help them tl gain better understanding about the subject matter. Also asking
questions is a key element in the learning process.
❖ Use of technology – technology is everywhere, technology help us both teachers and
students to present subject more interactive and creative way.
ACTIVITY 6.2 - Listing Down Classroom Rules
Grade/Year Level: Grade 10 A Subject: Cookery Date: August 31, 2022
OBSERVE
Observe a class and list down tye classroom rules formulated by the Resource Teacher. Cite the
importance of these rules.
Classroom rules are imperative and must be reinforced for learners safety and security. Rules also
teach discipline and self-control. Rules eliminate stress and will provide a more pleasant, secured and
non-threatening environment. Rules ensure the students’ engagement and focus in their classroom
activities.
Classroom Rules Importance
1.Follow health protocols To protect themselves and to keep our
community healthy.
2. Be on time Be on time can give the students enough time to
complete their task at a comfortable space.This
can also give you more time to handle
unexpected issues like traffic.
3.Raised your hands when asking questions or
permission
Every students should participate in class
discussion by asking questions or even asking
permission for their teachers about important
matters.

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4.Keeping the classroom neat and clean It is students responsibility to keep their
classroom comfortable and clean.
5.Wear complete uniform Students looks presentable in classroom when
they’re wearing a proper uniform and it serves a
good practice for them to look presentable in the
future.
6.Respect your teachers and classmates Students should learn how to respect because
the school is their training grounds to be a better
person.
7. Pay attention and stop talking with your
seatmate when the discussion is going on.
Paying respect to the teacher in charge is a great
way to build good relationship in the classroom.
ANALYZE
1. Analyze each given rule. What circumstances led to the formation of the rule?
❖ The primary reason for formulation of the classroom rules is to illiminate and avoid
distractions in learning and when discussion is going on.
2. Are Classroom rules really important?
❖ Yes. Having rules in the classroom are really important because it helps the students and
classroom under control It also help the teachers to create effective learning environment
for students to learn. Classroom rules also provide a sense of safety, responsibility, and
predictability to the classroom.
REFLECT
Reflect on the various classroom rules set by the Resource Teacher. Will you have the same
rules? If not, what rules are you going to employ? Explain your answer.
❖ Yes. Because the classroom rules set by the resource teacher are effective to the
students. Students learn to respect the teacher and evryone in the classroom. It also
helps us to create a safer learning environment for everyone. Students know what to
expect and their responsibility inside the classroom. Having a classroom rules is a great
foundation for everyone to have a good and strong relationship to students and they can
improve their learning as well, so that I want to employ the classroom rules used by my
resource teacher to be an effective and knowledgeable teacher in the future.
Take some snapshots of the classroom routines employed by the Resource Teacher which are
worth emulating. Tell something about the pictures.

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Classroom Discussion – is the
most useful way of encouraging students
to actively participate. Classroom
discussion is a collaborative exchange of
ideas among teachers and students for the
purpose of furthering their skills, learning,
problem solving and even understanding.
Raise your Hand – raising your hands and
asking questions while the discussion is going on
helps the students to gain better understanding
about the subject matter. By raising their hand in
class, they’re showing the teacher that they really
care about their classrooms performance. After
all the teachers enjoy feedback and participation
of everyone.

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Collaboration and Group Activity -
working together or working collaboratively,
instead of individual helps to improve
productivity and gives a student a sense of
purpose in the classroom. It also becomes easier
for them to brainstorm ideas and to recognize and
value the importance of their own contribution.
Reporting – reporting in front of class helps
the students to boost their confidence and to
manage their stage fright. Reports also allow the
students to do research on a topic and present the
information in an ordered manner and accurately.

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Evaluate Your Work Task Field Study 1, Episode 6- Classroom Management and Classroom Routines
Learning Outcome: Identify the classroom routines set by the teacher and Observe how the students execute the
various classroom routines.
Year & Section: 4A Course: BTLED -HE
Learning
Episode
Excellent
(4)
Very Satisfactory (3) Satisfactory
(2)
Needs Improvement
(1)
Accomplished
Observation
Sheet
All observation
questions/tasks
completely
answered/accomplished
.
One (1) to two (2)
observation
questions/tasks not
.
questions/tasks not
.
Four (4) or more
observation
questions/tasks not
answered/accomplishe
d.
Analysis All questions were
answers are with depth
and are thoroughly
All questions were
answers are clearly
Questions were not
(1) to three (3)
errors.
Four (4) or more
observation questions
were not answered;
answers not connected
to theories; more than
four (4)
errors.
Reflection Profound and clear;
supported by what were
observed and analyzed.
Clear but lack depth;
Not so clear and
shallow; somewhat
rarely supported by
what were observed
and analyzed.
Learning
Artifacts
Portfolio is reflcted on
in the context of the
learning outcomes;
complete, well-
organized, highly
outcome.
Portfolio is reflcted on
in the context of the
learning outcomes;
complete, well-
organized, very relevant
to the learning outcome.
Portfolio is not reflcted
learning outcomes;
complete, not organized,
outcome.
Portfolio is not
reflected on in the
outcomes; not
complete; not
organized, not
relevant.
Submission Submitted before the
deadline.
Submitted on the
deadline.
the deadline.
Submitted two (2) days
or more after the
deadline.
COMMENT/S Over-all Score Rating:
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7- below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71- below
_________________________________________ ______________________
Signature over printed name of FS Teacher Date

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Episode 7 Physical and Personal Aspects of Classroom Management
Physical and
Personal Aspects of
Classroom
Management

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TARGET Your
Intended Learning
Outcome
This episodes tackles classroom management and discipline. It
focuses on the personal and phycial aspects of classroom management
which are central to teaching and therefore must be consistently
implemented.
➢ Identify the two (2) aspects of classroom management; and
➢ Determine the classroom management strategies that the Resource
Teacher employed in his/her class.
Classroom management refers to the wide variety of skills and techniques that teachers
use to keep students organized, focused, attentive on tasks and academically productive in class.
Ref: edglossary.org
Importance of Effective Classroom Management
• Increase chance of student success
• Paves the way for the teacher to engage students in learning
• Increases instructional time
• Creates consistency in the employment of rules and regulations
• Aligns management strategies with his schoolwide standards.
• Decreases misbehavior in the classroom.
• Gives student boundaries as well as consequences.
Ref: http://www.ehow.com
Two aspects of Classroom Management
1) Personal Classroom Management consists of managing your own self to ensure order
and discipline in your class. It includes:
1.1 Voice
1.2 personal grooming

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1.3 attendance
1.4 punctuality
1.5 personal graciousness
Managing yourself as a teacher contributes to the order and well being of your class.
2. Physical Classroom Management consist of managing the learning environment.
Attending to this, physical elements of the learning environment ensures the
safety, security and order index class. It includes:
2.1 ventilation
2.2 lightning
2.3 acoustics
2.4 seating arrangement
2.5 structure or design of the classroom
2.6 basically, space or learning stations
Some effective Classroom Management.
1. Model to the students how to act in different situations.
2. Establish classroom guidelines.
3. Document the rules.
4. Refrain from punishing the entire class.
5. Encourage initiative from class.
6. Offer praise and rewards.
7. Use non-verbal communication.
8. Take time to celebrate group effort.
9. Let the students work in groups.
10. Interview students to assess their needs.
11. Address bad behavior quickly.
12. Consider pure teaching.
13. Continuously engage the students.
14. Assign open in the project.
15. Right group contracts.

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OBSERVE
Identifying Personal and Physical
Aspects of Classroom Management.
Activity 7.1
Aspects of Classroom Management YES NO
1. Personal Classroom Management
1.1 Is the teacher well-groomed that he/she demands respect from the
learners?
1.2 Is the teacher’s voice modulated and can be heard by the entire class?
1.3 Was the teacher present in class?
1.4 Did the teacher arrive on time in class?
1.5 Does the teacher exude a positive attitude towards teaching?
2. Physical Classroom Management
Resource Teacher : Rizza A. Vale Signature: _____________
Year and Section: 10 A Subject: Cookery Date: September 05, 2022
Oh, survey class and interview the resource teacher. Ask how the personal and
physical aspects of classroom management ensure proper classroom management and
discipline.
Check if these aspects were observed in the classroom.

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ANALYZE
2.1 Is the classroom well-ventilated?
2.2 Is the lighting good enough?
2.3 Is the classroom free from noise? ❌
2.4 Does the seating arrangement provide better interaction?
2.5 Is the design/structure of the room inviting to classroom activities?
2.6 Is the physical space/learning station clear from obstruction?
1. How does the voice of the teacher affect classroom instruction?
The teacher’s tone of voice is a most valuable asset. The voice can capture the students
attention and iniate involvement with the subject matter. The teacher’s tone of voice
affect the classroom instructions because as teachers we rely on our voices, and with it
we transmit not only information but also mood, atmosphere and emotions. Moreover
how we speak, and what our voice sounds like have a crucial impact on classes.
2. How does the functionality of the teacher affect classroom discipline?
By being well organized and functional, the teacher would have set an excellent
example for the students to follow that affect the classroom discipline. The function od
teachers is to help students learn by imparting knowledge to them and setting up a
situation in which students can and will learn effectively. Also, let the students know
you care, show interest in what students say whether or not it pertains directly to the
lesson.
3. Why do we need to check on the physical aspects of classroom management?
The physical environment is crucial to classroom management because it influences
teacher and students behaviour. The physical atmosphere of the classroom can help
prevent behaviour issues as well as promote and improve learning.
Analyze the different elements of personal or physical classroom management and
answer the following questions.

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REFLECT
Listing Down Classroom Rules
Activity 7.2
Reflect on the aspects of personal and classroom management.
1. What does this statement mean to you as a future teacher? Explain.
“No amount of good instruction will come out without effective classroom management. “
This statement only means that effective classroom management will have an impact on the
instructions. If a teacher in a certain classroom doesn’t know how to effectively manage a
classroom then he/she will also not be able to formulate and give any good instructions that
sometimes lead to the failure of the students to learn.
2. What are your plans in ensuring effective classroom management?
As a future teacher, to ensure an effective classroom management. I will let my students to feel
safe and welcomed in the classroom. In order to make it feel welcoming I will use motivational
posters and word walls that the students will be able to relate to. Letting to know my students
and building a friendly relationship with them will also create an effective classroom
management. Also staying calm is really important in managing classroom. A teacher actions
mold our students behaviour.

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OBSERVE
Observe the classroom management strategies that your Resource Teacher
employees in the classroom. You may also conduct an interview to
substantiate your observation.
Check the management strategies employed by the Resource Teacher.
Check (√) observed, put an (x) if not observed and O for no oppornutinity
to observe.
Effective Classroom Management Strategies Observed
Not
Observed
No
Opportunity
to Observed
1. model to the students how to act in different situations.
2. Establish classroom guidelines. ❌
3. Document the rules. ❌
4. Refrain from punishing the entire class. ❌
5. Encourage initiative from class.
6. Offer praise and rewards. ❌
7. Use nonverbal communication.
8. Take time to celebrate group effort.
9. Let students work in groups.
10. Interview students to assess their needs.
11. Address bad behavior quickly.
12. Consider peer teaching.
13. Continuously engage the students.
14. Assign open in the project.
Year and Section: 10 A Subject: Cookery Date: September 05, 2022

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ANALYZE
15. Write group contracts. ❌
Others (Please specify)
16.
17.
18.
19.
20.
Analyze the checklist you have accomplished and answer the given questions:
1. How many strategies were employed by the resource teacher? Did this
contribute to better classroom management? Explain your answer.
A lot of strategies were employed by the resource teacher. The great planning and
execution on the part of a teacher is essential to ensure learning process. Yes the
strategies employed by the resource teacher contribute to better classroom
management because those strategies promote flexible and help the students to
understand the process of learning.
2. What were not used by the resource teacher? Where is this important? What
should have been used instead? Explain.
The different strategies used by our resource teacher are effective, she said that “these
are all important and effective to ensure a better classroom management and were all
been used.

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Show piece(s) of evidence of learning to capture the
classroom management strategies used by the Resource
Teacher.
Classroom management can be the most
important thing a teacher can do for his
or her classroom. Classroom management is
ensuring that the classroom run smoothly.
When a classroom is managed, it creates an
environment where the students are focus
and there is a positive environment which
creates growth in the classroom.

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LEARNING
EPISODES
EXCELLENT
4
VERY
SATISFACTORY
3
SATISFACTORY
2
NEEDS
IMPROVEMENT
1
ACCOMPLISHED
OBSERVATION
SHEET
All observation
questions/tasks
accomplished.
One (1) or two (2)
observation
questions/tasks not
answered/
accomplished
questions/tasks not
answered/
accomplished
Four (4) or more
tasks not answered/
accomplished.
ANALYSIS
All questions were
and are thoroughly
All questions were
answers are clearly
Questions were not
errors.
Four (4) or more
more than four (4)
errors.
REFLECTIONS
Profound and clear;
supported by what
were observed and
analyzed
supported by what
were observed and
analyzed
Not so clear and
shallow; somewhat
supported by what
were observed and
analyzed
were observed and
analyzed
LEARNING
ARTIFACTS
the context of the
learning outcomes;
Complete, well-
organized, highly
outcome
learning outcomes.
Complete; well-
organized, very
relevant to the
learning outcome
Portfolio is not
reflected on in the
outcomes. Complete;
to the learning
outcome
not relevant
SUBMISSION
deadline
Submitted on
deadline
the deadline
Comment/s
SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 Below
GRADE 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72
71-
Below
Evaluate Your Work Task Field Study 1, Episode 7-Physical and Personal Aspects of Classroom Management
Learning Outcomes: Identify two (2) aspects of classroom management and determine the classroom management strategies that the Resource Teacher
employed in his/her class.
Name of FS Student: Rochelle Mae O. Palencia. Date Submitted: September 10, 2022
Year&Section: 4A Course: BTLED HE

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_____________________________________________________ __________________________________

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Episode 3 Close Encounter with School Curriculum
Close Encounter with
School Curriculum

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SPARK Your Interest
Formal education begins in school. Schools are institutions
established to design total learning activities appropriate for each learner
in each grade level. Thus, schools have recommended curriculum which is
the enhanced K to 12 curriculum. The recommended curriculum was
translated into written curriculum like books, modules, teachers’ guides
and lesson plans which are the basis of the taught curriculum. A teacher
who implements the curricula needs support materials (support
curriculum) to enhance teaching and learning so that the written and the
taught curricula can be assessed (assessed curriculum) in order to
determine if learning took place learned curriculum). However, there are
so many activities that happen in schools but are not deliberately planned.
This refers to the hidden curriculum.
A classroom teacher plans, implements and evaluates school
learning activities by preparing a miniscule curriculum called a lesson
plan or a learning plan. The teacher then puts life to a lesson plan by using
it as a guide in the teaching-learning process where different strategies
can be used to achieve the learning objectives or outcomes. There are
many styles of writing a lesson plan, but the necessary parts or elements
such as (a) Learning Outcomes (b) Subject Matter (c) Teaching -Learning
Strategies, and (d) Evaluation or Assessment should always be included.
All of these elements should be aligned so that at the end of the
teaching-learning episode, learning will be achieved with the classroom
teacher as a guide.

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T
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➢ identify the different curricula that prevail in the school setting;
➢ describe how the teacher manages the school curriculum by planning,
implementing lessons through different strategies and assessment of
learning outcomes; and
➢ analyze if the teacher aligns the objectives to subject matter, to
teaching strategies and assessment.
School Curriculum: What is this about?
From a broad perspective, curriculum is defined as the total learning process and
outcomes as in lifelong learning. However, school curriculum in this course limits such
definition of total learning outcomes to confine to a specific learning space called school.
Schools are formal institutions of learning where the two major stakeholders are the
learners and the teachers.
Basic education in the Philippines is under the Department of Education or DepEd
and the recommended curriculum is the K-12 or Enhanced Basic Education Curricula of
2013. All basic education schools offering kindergarten (K) elementary (Grades 1 to 6)
and Secondary (Grades 7-10, Junior High School and Grades 11 to 12, Senior High School)
adhere to this national curriculum as a guide in the implementation of the formal
education for K to 12. What are the salient features of the K tol2 Curriculum? Here are the
features. It is a curriculum that:
1. strengthens the early childhood education with the use of the mother tongue.
2. makes the curriculum relevant to the learners. The use of contextualized lessons
and addition of issues like disaster preparedness, climate change and information
and communication technology (ICT) are included in the curriculum. Thus, in-
depth knowledge, skills and values, attitude through continuity and consistency
across every level and subject.
3. builds skills in literacy. With the use of Mother Tongue as the main language in
studying and learning tools from K to Grade 3, learners will become ready for
higher level skills.
4. ensures unified and seamless learning. The curriculum is designed in a spiral
progression where the students learn first the basic concepts, while they study the
complex ones in the next grade level. The progression of topics matches with the

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4. ensures unified and seamless learning. The curriculum is designed in a spiral
progression where the students learn first the basic concepts, while they study the
complex ones in the next grade level. The progression of topics matches with the
developmental and cognitive skills. This process strengthens the mastery and
retention.
5. gears up for the future. It is expected that those who finish basic education in Grade
12 will be ready for college or tech voc careers. Their choice of careers will be
defined when they go to Grade 11 and 12.
6. nurtures a fully developed youth. Beyond the K to 12 graduate the learner will be
ready to embark on different career paths for a lifetime. You will recall that a
school curriculum is of many types for the Kindergarten to Grade 12 in the country.
• The enhanced curriculum K tol2 curriculum is the Recommended
Curriculum. It is to be used nationwide as mandated by Republic Act 10533.
• When the curriculum writers began to write the content and competency
standards of the K to 12 Curriculum it became a Written Curriculum. It
reflects the substance of RA 10533 or the Enhanced Basic Education Act of
2013. In the teacher’s class it is the lesson plan. A lesson plan is a written
curriculum in miniscule.
• What has been written in a lesson plan has to be implemented. It is putting
life to the written curriculum, which is referred to as the Taught
Curriculum. The guidance of the teacher is very crucial.
• A curriculum that has been planned, and taught needs materials, objects,
gadgets, laboratory and many more that will help the teacher implement
the curriculum. This is referred to as the Supported Curriculum.
• In order to find out if the teacher has succeeded in implementing the lesson
plan, an assessment shall be made. It can be done in the middle or end of
the lesson. The
curriculum is now called the Assessed Curriculum.
• The result of the assessment when successful is termed as Learned
Curriculum. Learned Curriculum whether small or big indicates
accomplishment of learning outcomes.
• However, there are unplanned curriculum in schools. These are not written,
nor deliberately taught but they influence learning. These include peer
influence, the media, school environment, the culture and tradition, natural
calamities and many more. This curriculum is called Hidden Curriculum
or Implicit Curriculum.

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OBSERVE
Curricula in the School Setting
Activity 8.1
So what will be the roles and responsibilities of the teacher in the relations with the school
curriculum, specifically in the K to 12 or the enhanced curriculum for basic education?
Teachers then should be multi-talented professionals who:
• know and understand the curriculum as enumerated above;
• write the curriculum to be taught;
• plan the curriculum to be implemented;
• initiate the curriculum which is being introduced;
• innovate the curriculum to make it current and updated;
• implement the curriculum that has been written and planned; and
• evaluate the written, planned and learned curriculum.
It’s time to look around. Discover what curriculum is operating in the school setting.
Recall the types of curriculum mentioned earlier. Can you spot where these are found?
Lets do a hunting game!
1. Locate where you can find the following curriculum in the school setting. Secure a
copy, make observations of the process and record your information in the matrix
below. Describe your observations.
Grade/Year Level : 10 A Subject Area : Cookery Date: September: 09, 2022

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Type of Curriculum Where Found Description
1. Recommend
Curriculum (K to 12
Guidelines)
School Guidelines and in the RA
of the Philippines.
Is the name to the curriculum
constructed by the educational
stakeholders at the national
level. It is more general usually
consist of policy and guidelines.
2. Written Curriculum
(Teacher’s Lesson
Plan)
School (Teacher File’s) It is a specific and
comprehensive plan which
intends to ensure that the
educational goals of the system
are being accomplished.
3. Taught Curriculum
(Teaching Learning
Process)
School (Policies and values that
teaches by teacher everyday)
The taught curriculum is
whatever being taught of
activity being done in the
classroom.
4. Supported Curriculum
(Subject Textbook)
School (Library) The supported curriculum
supported by available
resources. These includes
textbooks and technology.
5. Assessed Curriculum
(Assessment Process)
School (Teachers File’s ) Assesed curriculum is reflected
by ghe assessment or
evaluation of the learners.
6. Learning Curriculum
(Achieved Learning
Outcomes)
School (It is included in
teachers lesson plan)
Learning curriculum refers to
the lessons and academic
content taught in school or in a
specific course or program.
7. Hidden Curriculum
(Media)
Can be found or learn during
the class discussion.
Hidden curriculum consists of
concepts informally and often
unintentionally taught in our
school system. Social
expectations of gender,
language, behavior, or morals
are examples of this.

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ANALYZE
Which of the seven types curriculum in the school setting is easy to find? Why?
➢ Recommend curriculum because it usually develop at national level and Is used at
variety of educational settings. It is more general and usually consists of policy
guidelines.
Which is difficult to observe? Why?
➢ Hidden curriculum it unwritten and unofficial and unintended lessons that
students learn in a school.
Are these all found in the school setting? How do curricula relate to one another?
➢ Yes, because all the the curriculum is connected to each other. Curriculum it is a
primary means of influencing school and university what and how students learn,
and it helps shape their attitudes, behaviours and understanding of the world.
Draw a diagram to show the relationship of the curriculum to the other.

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REFLECT
Make a reflection on the diagram that you have drawn.
Without curriculum, the educational system cannot function successfully and
efficiently. The design, implementation, and evaluation of the curriculum are crucial to the
teaching and learning process. The curriculum is a body of knowledge-content and/or
subjects. Since the curriculum reflects the goals of education, it is shaped by the ever-
changing demands of society and its goals and objectives. I see curriculum as a composite
whole that includes the course's aims and outcomes, students' and teachers' interactions,
teaching and learning methodologies, the materials used for teaching and learning,
students' expected and unexpected experiences, and the final evaluation of results that
leads to final outcomes.

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The Miniscule School Curriculum: The
Lesson, A Closer Look
Activity 8.2
OBSERVE
Major Curriculum
Components
Key Guide for Observation (Carefully look for the
indicators/behavior of the teacher along the key points.
Write your observation and description in your notebook.)
A. Planning Borrow the teacher's lesson plan for the day. What major parts
do you see? Request a copy for your use.
Answer the following questions:
a. What are the lesson objectives/leamning outcomes?
1. Give the definition and characteristics of eggs;
This activity requires a full lesson observation from Motivation to Assessment.
Procedure:
1. Secure permit to observe one complete lesson in a particular subject, in a particular
grade/year level.
2. Keep a close watch on the different components of the miniscule curriculum: the lesson
3. Follow the three major components of a curriculum (Planning, Implementing and
Evaluating/ Assessing). Observe and record your observation.
Observe and Record Observation on the Following Aspects
Resource Teacher : Rizza A. Vale Signature:
Grade/Year Level : 10 A Subject Area : Cookery Date: September 08, 2022

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2. Enumerate the methods of determining the
freshness of eggs;
3. Explain the importance of fresh eggs in cooking;
4. Evaluate the freshness of an egg by writing the
findings
b. What are included in the subject matter?
Egg, Preparing egg dishes
c. What procedure or method will the teacher use to
Implement the plan?
Motivation – Give trivia of facts about eggs.
Lesson Proper – Discuss the lesson well to the learners.
Assessment – The teacher provide a group activity for the
learners.
Reflection – By simply observing the eggs and classify the
freshness of the eggs.
d. Will the teacher assess or evaluate the lesson? How
will this be done?
Yes by constructing observation or experiment and
report their findings on the class.
B. Implementing Now it's time to observe how the teacher implemented the
prepared lesson plan. Observe closely the procedure.
a. How did the teacher begin the lesson?
The teacher began by giving some facts, trivia and jokes
about eggs.
b. What procedure or steps were followed?
The teacher follow the 3 I’s according including the
Introduction, Integration, and Interaction.
c. How did the teacher engage the learners?
The teacher engage the learners by giving some real life
examples and various of activities.
d. Was the teacher a guide at the side?

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Yes, especially the activity is groupings were experiment
and observational are conducted more on performance
task.
e. Were the learners on task?/Or were they
participating in the class activity?
Yes, the learners are actively participating in clas
discussion and activities.
f. Was the lesson finished within the class period?
No, because ot the time allotment of observation in eggs
some groups can’t report their findings in front of the
class.
C. Evaluating /
Assessing
Did learning occur in the lesson taught? Here you make
observations to find evidence of learning.
a. Were the objectives as learned outcomes achieved?
Yes.
b. How did the teacher assess/evaluate it?
By giving an activities, which is the group activity were
onservations and experiment are conducted.
c. What evidence was shown? Get pieces of evidence.
Ouput of the learners, their findings which is written in
the sheet of paper.

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REFLECT
ANALYZE
Write a paragraph based in the data you gathered using these key questions?
1) How does the teacher whom you observed compare to the ideal characteristics or
competencies of global quality teachers?
➢ The characteristics of teacher that I have observed are engaging in classroom
presence, value in real-world learning, exchange of best practices and a lifelong love
of learning.
2) Was the lesson implemented as planned? Describe.
➢ Yes, the resource teacher followed her lesson plan accordingly. Her lesson plan is a
road map of what students need to learn and how it will be done effectively during the
class time. A well- design lesson plan contributes to successful learning outcomes for
students in several ways.
3) Describe the methods used by the teacher in handling the students’ differences in abilities.
How did the students respond to the teacher? Did the teacher use differentiated instruction?
If yes, describe how.
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
3) Can you describe the disposition of the teacher after the lesson was taught? Happy and
eager? Satisfied? Disappointed and exhausted?
➢ The teacher looks satisfied, happy, and contented because the students actively
participate and cope up with the lessons. Because he knew himself that he delivered
the lesson according to planned.
4) Can you describe the majority of students’ reactions after the lesson was taught?
Confused? Happy and eager? Contented? No reactions at all.
➢ The students are happy and eager to learn. They actively participate and give interest
to the subject that the teacher is taught.

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Constructive Alignment of the Components
of a Lesson Plan
Activity 8.3
OBSERVE
Based on your observations and tasks in Activity 2 how will you prepare your
lesson plan? Make a short paragraph on the topic.
As a future teacher, having an effective lesson plan should be one of the most important things
that every teacher should strive to have. As a teacher I will prepare my lesson plan considering
the following learning objectives, quality questions, supplies and activities. Learning objectives
define what students are going to learn during the lesson and explain how the learning is going
to be assessed. They should be measurable so I can track my students progress and ensure that
new concepts are understood before moving on, and achievable considering the time available.
Lesson plans help teachers a lot to function more effectively in the classroom by giving a detailed
outline that they adhere to during each class.

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Using the diagram below fill up the component parts of a lesson plan
I. Title of the lesson: Prepare egg dishes
II. Subject area: Cookery
III. Grade Level: 10 A
Outcomes Teaching Method Assessment
Fill this up
1. Give the definition
and characteristics of
eggs;
2. Enumerate the
methods of
determining the
freshness of eggs;
3. Explain the
importance of fresh
eggs in cooking;
4. Evaluate the freshness
of an egg by writing
the findings
Fill this up
Discussion about the
definition and
characteristic of eggs,
and identifying the
freshness of it. The
teacher provides a
sample of egg and the
students are going to
observe and identify
whether the egg is fresh
or not.
Fill this up
1. What is egg?
2. What are the
characteristics of eggs?
3. Why it is important to
use fresh eggs in
cooking?
4. How will you going to
identify the freshness of
eggs? (Group Activity)

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ANALYZE
Answer the following questions based on the diagram.
1. Are the three components constructively aligned? Explain.
➢ Yes, because constructive alignment means aligning the predetermined
competencies which is the learning outcomes, teaching method down to the
assessment to achieve the learning outcomes.
2. Will the outcomes be achieved with the teaching methods used? Why?
➢ Yes, the learning outcomes are being achieve by the students because they actively
participate, also the teaching methods use by the teacher is effective the lecture
discussion and the use of video presentation. Also the learning outcomes focus on
the performances of the students that are expected to demonstrate at the end of
instruction.
3. What component would tell if the outcomes have been achieved?
➢ Evaluation or assessment strategies should be incorporated into a learning
experience so that the learning outcome will achieve if the students get a passing
score in the assessment given based on the discussion of the teacher.

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REFLECT
What lessons have you learned in developing or writing a lesson plan?
➢ It is important for teachers to plan their lessons in advance each and every day and use
the best teaching methods. I learn that lesson plan serves as a guide that a teacher uses
every day to determine what the students will learn, how the lesson will be taught as well
as how learning will be evaluated. Lesson plans allow us teachers to create learning
objectives, organize and deliver course content, and plan and prepare learning activities
and materials. This lesson plan enables teachers to function more effectively in the
classroom by giving a detailed outline that they adhere to during each class.
What value will it give to the teacher if the three components are aligned?
➢ The teacher will benefit from success since it will enable them to create and express the
learning process for their students by creating alignment between assessment and
learning outcomes. The alignment of activities and assessments reduces time wasted by
allowing students to focus on skills related to the learning objectives.

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Learning Artifacts for Activity 1-3
Present an artifact for Activity 1, 2, and 3.
Activity 1: Artifact
1. Present an evidence for each kind of curriculum opening in the school setting. This can be
in pictures, realia, documents or others.

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Present a sample curriculum in a form of a Lesson Plan.
I. OBJECTIVES
At the end of the discussion the students are expected to:
1. Define the types of sandwiches
2. Classify the types of sandwiches
3. Discuss the important factors to be considered in making sandwiches, and
4. Prepare sandwiches including the basic component
II. SUBJECT MATTER
Course title: TLE Grade 9 – Cookery
Topic: Two types of Sandwiches, Important Factors to be
considered in making sandwiches, and The basic
components of sandwiches.
Duration: 10-15 minutes
References: Teachergelo.blogspot.com. (2016, November 20). Grade 9
(NOTES) Different types of hot and cold sandwiches.
Retrieved from
https://teachergelo.blogspot.com/2016/11/grade9-notes-3-
differenttypes-of-
www.foodnetwork.com. (n.d.). 5 Sandwich – Making
Tips. Retrieved from
https://www.foodnetwork.com/recipes/articles/5sandwich-
makingtips
Materials:
Laptop, Pictures, Instructional Materials, Padlet, Google
Classroom
Values: Cooperation, Critical Thinking and Love for Food

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III
.
PROCEDURE
S
Teacher’s Activity Students’
Activity
A.
Classroom
Management
1. Greetings
2. Prayer
3. Checking of Attendance
4. Review of the previous lesson
 Let us have a recall about the previous
topic:
 What are the six classifications of salads?
 Ok, very good! I’m glad that you still
remember our previous
The six
classification
s of salads
and they are;
Appetizer
Salads,
Side dish
Salads,
Main Course
Salads,
Separate,
Course Salads,
Accompanimen
t
Salads , Dessert
Salads
lesson, so now let’s proceed to next topic
that I will discuss for today.
B. Motivation minutes Alright Class! So, before we start to our
discussion, I’ll show you some pictures
related to our discussion today and I ask you
a question about those pictures.
(The teacher will show picture of Hot and
Cold sandwiches after showing the picture
the teacher would ask.)

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C. Presentation Questions
given:
➢
n to process the activity
will be
How did you find the
pictures class?
➢ What did you feel upon
seeing those food?
➢ Okay upon seeing those
pictures, what comes in
your mind? What
probably our topic for
today ’discussion?
“Answers may vary”
D. Lesson Proper
a. Activity (Objective
1)
Students Sharing
By using Padlet, the students will going
to define the type of sandwiches. Posting
their work on a shared wall allowed them
to see others’ working in real time and to
comment on the strengths of others’
work.
(Link will send in group messenger or in
the chat box.)
b. Analysis (Objective
2)
The teacher
follow up
question
activity.
➢
her will ask the
students ns
regarding the
How did you find the
activity, did you enjoy it?
➢ Can you define the type
of

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➢
sandwiches based on
your answer in the
activity? Can you give
me some examples
sandwiches and
classify it either hot or
cold sandwiches?
c. Abstraction
(Objective 3)
The teacher will give a summary of the
discussion.
The teacher will ask the students the
following questions:
 What have you learned?
 For you as a student what is the
important factors to considered
in making sandwiches?
 Do you think you can still use the
lessons they teach in your daily
lives?
d. Application
(Objective
4)
The teacher will divide the students into
2 groups, each group will prepare 1
sandwiches including the basic
components of sandwiches.

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IV. EVALUATION The teacher will send a activity in a
Google classroom and the students will
answer it today until 5:00 pm.
Direction: Identify the following
sandwiches either Hot or Cold
Sandwiches.
_____ 1. Chicken Wraps Sandwich
_____ 2. Club Sandwich
_____ 3. Tea Sandwiches
_____ 4. Hamburgers
_____ 5. Toasted Sandwiches
_____ 6. Burritos
_____ 7. Quesadillas
_____ 8. Pinwheel Sandwiches
_____ 9. Hotdog Sandwich
_____ 10. Chicken and Vegie Tortilla
Sandwich
- Cold sandwich
- Cold sandwich
- Cold sandwich
- Hot sandwich
- Hot sandwich
- Hot sandwich
- Hot sandwich
- Cold sandwich
- Hot sandwich
- Hot sandwich
V. ASSIGNMENT Search at least 2 examples of Hot and
Colds sandwiches including the
ingredients procedures and you may
add also a pictures. You can write your
answer in MS Word. Submit your
assignment by tomorrow (11:59pm)
via Google classroom

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Prepared By:
ROCHELLE MAE O. PALENCIA
Pre - Service Teacher
1. Present a matrix to show the constructive alignment of the three components of a lesson
plan.
a. Example:
Lesson Title: Prepare Egg Dishes
Subject Area: Cookery
Grade Level: 10 A
Lesson Outcomes Teaching Methods Evaluation
1.Define the types of
sandwiches
2.Classify the types of
sandwiches
3.Discuss the important
factors to be considered in
making sandwiches, and
4.Prepare sandwiches
including the basic
component
The teacher use the lecture
method because it is an
efficient way to get across a
large amount of information.
In this method the teacher
tries to explain the subject
matter in simple and
understandable language.
The teacher also use
different platform of digital
technology like the videos,
pictures etc.
1. What is sandwiches?
2. For you as a student what
is the important factors to
considered in making
sandwiches?
3. Do you think you can still
use the lessons they teach in
your daily lives?

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_____________________________________________________ __________________________________
LEARNING
EPISODES
EXCELLENT
4
VERY
SATISFACTORY
3
SATISFACTORY
2
NEEDS
IMPROVEMENT
1
ACCOMPLISHED
OBSERVATION
SHEET
All observation
questions/tasks
accomplished.
One (1) or two (2)
observation
questions/tasks not
answered/
accomplished
questions/tasks not
answered/
accomplished
Four (4) or more
tasks not answered/
accomplished.
ANALYSIS
All questions were
and are thoroughly
All questions were
answers are clearly
connected to
theories; grammar
and spelling are free
from errors.
Questions were not
answers are not
clearly connected to
theories; one (1) to
three (3) grammatical
spelling errors.
Four (4) or more
more than four (4)
errors.
REFLECTIONS
Profound and clear;
supported by what
were observed and
analyzed
supported by what
were observed and
analyzed
Not so clear and
shallow; somewhat
supported by what
were observed and
analyzed
were observed and
analyzed
LEARNING
ARTIFACTS
the context of the
learning outcomes;
Complete, well-
organized, highly
outcome
learning outcomes.
Complete; well-
organized, very
relevant to the
learning outcome
Portfolio is not
reflected on in the
outcomes. Complete;
not organized,
relevant to the
learning outcome
not relevant
SUBMISSION
deadline
Submitted on
deadline
the deadline
or more after the
deadline
Comment/s
SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 Below
GRADE 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72
71-
Below
Year&Section: 4A Course: BTLED -HE

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Episode 9 Preparing for Teaching and Learning
Preparing for Teaching
and Learning

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SPARK Your Interest
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This Episode gives emphasis on the principles of learning which must be
applied to ensure quality instruction. It also focuses on the intended learning
outcomes which set the direction of the lesson. They must be (SMART) Specific,
Measurable, Realistic and Time-bound) and formulated in accordance with time-
tested principles. it also determines the teaching method used by the Resource
Teacher whether (inductive of deductive) which is the practical realization or
application of a approach. This epsode dovetails with the course on Facilitating
Learner-Centered Teaching.
➢ Identify the teaching-learning practices that apply or violate the
principles of teaching learning;
➢ Determine the guiding principles on lesson objectives/learning
outcomes applied in instruction;
➢ Judge if lesson objectives/intended learning outcomes are SMART;
➢ Determine whether or not the intended learning outcomes are
achieved at the end of the lesson;
➢ Observe the teaching methods used by the Resource Teacher; and
➢ Differentiate the different methods of teaching.

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These are the time-tested principles of teaching and learning;
1) Effective learning begins with setting clear expectations and learning outcomes.
2) Learning is an active process. “What I hear, I forget, what I see, I remember; what
I do, I understand.”
3) Learning is the discovery of the personal meaning of ideas. Students are given the
opportunity to connect what they learned with other concepts to learn with real
world experiences and with their own lives.
4) Learning is a cooperative and a collaborative process.
A teaching method consists of systematic and orderly steps in the teaching learning
process. It is a practical realization or application of an approach. All methods of teaching
can be classified either as deductive (direct) or inductive (indirect).
DEDUCTIVE INDEDUCTIVE
Methods
of
Teaching
Begins with a rule,
generalization,
abstraction and
ends with concrete,
experience, details,
examples.
Begins with a
concrete,
experience, details,
examples and ends
with a rule,
generalization,
abstraction

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OBSERVE
Demonstrating an Understanding of Research-Based
Knowledge Principles of Teaching and Learning
Activity 9.1
Principles of Learning
What did the Resource Teacher do to
apply the principle of learning
1. Effective learning begins with the setting of
clear and high expectations of learning
outcomes.
The resource teacher spent most of the time
explaining and sharing her ideas on the topic.
Also she prepare a video presentation
regarding to the discussion to ensure an
active and engaging class discussion.
2. Learning is an active process. The active learning process on the class
discussion the teacher ask students to engage
in their learning by thinking, discussing, and
creating. The learners voluntarily raised their
hands to actively participate in the discussion.
3. the discovery of personal meaning and
relevance of ideas.
Most students in the class want to learn and
participate, although it is important to try and
understand what is motivating them.
Observe a class with the use of principles of learning given in Revisit the Learning
Essentials. I will identify evidence of applications/violations of the principles of learning.
I can cite more than one evidence per principle of learning.
Resource Teacher : Rizza A Vale Signature: _____________

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ANALYZE
4. Learning is a cooperative, but a collaborative
process. Learning is enhanced in an
atmosphere of cooperation and
collaboration.
The resource teacher relates her lesson to the
needs, interest, and problem of the learners.
The teacher use the cooperative and
collaborative approaches. The teacher form
an group activity this way students are taught
to live together and learn interdependently.
1) What principles of learning were most applied? least applied?
The principle of learning that is mostly applied is “Learning is a cooperative, but a
collaborative process.Learning is enhanced in the atmosphere of cooperation and
collaboration.” The resource teacher always grouped the students and used this
principle because group work creates more opportunities for critical thinking and can
promote student learning and achievement also it can be an effective method to
motivate students, encourage active learning, and develop communication and
decision making skills.
The principle of learning that is least applied is “the discovery of personal meaning
and relevance of ideas” because the teachers focus on the lecture and explaining the
topic regarding the lesson.
Most applied
Least applied

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Give instances where this/these principles/s could have been applied?
1. Effective learning begins with the setting of clear and high expectations of
learning outcomes
➢ This principles the teacher begins his/her class by presenting the lesson
objectives together with digital tools like the projector and laptop.
2. Learning is an active process
➢ The teacher create an interactive and engaging class discussion where the
students are actively participate like voluntarily raising their hand to ask
questions or giving answers to the teacher. The teacher must also ask
questions to his/her students to ensure the learning progress of students.
3. The discovery of personal meaning and relevance of ideas.
➢ The discovery of personal meaning and relevance of ideas it is not
primarily controlled by the teacher, rather on the learners’ wants, interests
and motivation to learn.
4. Learning is a cooperative, but a collaborative process. Learning is enhanced
in an atmosphere of cooperation and collaboration.
➢ Cooperative learning is a required activity for all students in the classroom,
so everyone must participate in order to complete the task, while
collaboration is a voluntary activity in which only students who are
genuinely interested can engage.

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REFLECT
From among the principles of learning, which one do you think is the most
important?
I think the most important principles of learning is the “learning is an active
process” learning is not only about the content, but is also about the process.
Active learning approaches encourage students to participate in their learning
by analyzing, discussing, investigating, and creating. The learning process
depends on timely feedback from the teacher or other students. Students’
willingness to learn is increased as a result of working on activities that help
them form personal connections with the subject matter.

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Identifying Learning Outcomes that are
Aligned with Learning Competencies
Activity 9.2
OBSERVE
Learning Outcomes
(SMART
Objectives)
Achieved
Yes No Yes No
1) Give the definition and characteristic of eggs.
2) Enumerate the method of determining the
freshness of eggs
3) Explain the importance of using fresh eggs in
cooking
4) Evaluate the freshness of an egg by writing the
findings
2. Cite pieces of evidences that these learning outcomes were achieved.
1) The students are actively participate and fully
understand and give is the definition of eggs and the
characteristics of it they voluntarily raising their
hands.
Observe a class, this time focusing on how the learning outcomes were stated.
Determine if the learning outcome/s was/were achieved or not. Give evidences.
1. Write the learning outcomes stated in the lesson.

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FIELD STUDY
REFLECT
ANALYZE
2) . The teacher used video presentation and
PowerPoint to ensure the learning of the
students in determining the freshness of eggs.
3) The teacher shows a video regarding on the
importance of using fresh eggs in cooking.
4)
The teacher group the students for them to
evaluate the freshness of eggs and write their
findings regarding to this activity.
1) Do SMART objectives make a lesson more focused?
Yes, because through SMART it helps the teacher and students to become more focused and
the teacher know the limitation of the lesson. Also the objectives of the lesson are attainable
and achievable for the learners.

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Distinguishing Between Inductive and
Deductive Methods of Teaching
Activity 9.3
OBSERVE
Reflect on the
Based on my observation, the learning outcomes of Ma’am Vale were SMART. The learning
outcomes were measurable and attainable by students. The term “SMART objectives” refers
to the formulation of specific, measurable, attainable, relevant, and timely goals that can help
motivate students and provide them a clear understanding of the lesson’s goals. To make sure
that students were getting the most out of their learning, SMART goals were created. It helps
teachers in focusing on what the student genuinely needs to learn and comprehend from the
given task.
Lessons learned in determining SMART learning outcomes.

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Teacher-centered Student-centered
Did the teacher lecture all the time?
➢ Yes.
Were students involved in the teaching-
learning process? How? Or were they
mere passive recipients of instructions?
➢ The students are involved in the
teaching and learning process by
presenting her lessons and give
students opportunity to ask questions
and give answers related to the topic.
The teacher also used some real life
examples.
Was the emphasis on the mastery of the
lesson or on the test? Prove.
➢ Yes. Because the teacher know her
flow of lesson and the teacher must
able to identify the strength and
weaknesses of the different learners.
Was the emphasis on the students’
application of the lesson in real life? Give
proofs.
➢ Yes. They used real life examples that
the students can relate and also share
their ideas about it.
Was class atmosphere competitive? Why?
➢ Yes. Because the students are actively
participate by voluntarily raising their
hands by asking questions and giving
answers to their teacher. The teacher
also manage her class discussion
engaging and effectively.
Was class atmospehere collaborative?
Why?
➢ Yes. Because the students are
voluntarily raised their hand if they
know the answer, also they help their
classmates who did not know the
answers by answering the questions
in a nice way and without offending
them.
Did teacher focus only on one
discipline/subject?
➢ No.
Did teacher connect lesson to other
disciplines/subjects?
➢ Yes.
I will observe one Resource Teacher with the use of this observation sheet. Using the
guide questions, I shall reflect on my observations and analysis.

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What teaching-learning practice shows that teaching approach was:
a) Constructivist – connected to past experiences of learners; learners constructed
new lesson meanings
➢ Constructivism promotes social and communication skills. The teacher discussing
the lesson while the students are actively participate by asking questions or giving
answers related to the topic. In this way the students learn how to articulate their
ideas as well as to collaborate on tasks effectively.
b) Inquiry-based
➢ By asking questions and requiring students to seek out solutions out of interest,
inquiry – based learning helps in the development of students’ intellectual
discipline and thinking abilities.
c) Developmentally appropriate – learning activities fit the developmental stage of
children
➢ Making things simpler for children does not represent developmentally
appropriate practice. Instead, it involves making sure that objectives and
experiences are appropriate for their learning and growth and challenging enough
to encourage their advancement and interest.
d) Reflective
➢ The teacher enables to respond and adjust to problems. It helps teachers in
becoming aware of their underlying assumptions and beliefs on teaching and
learning. It aids teachers in fostering a supportive learning environment.
e) Inclusive – No learner was excluded; teacher taught everyday.
➢ The teacher recognizes all student's entitlement to a learning experience that
respects diversity, enables participation, removes barriers and anticipates and
considers a variety of learning needs and preferences.
f) Collaborative – students worked together.
➢ The teacher grouped the students in one activity because collaborative learning
helps students to develop higher-level thinking skills, boost their self confidence
and self esteem as well.
g) Integrative – lesson was multidisciplinary -e.g. In Science, Math concepts were taught.
➢ The teacher use the integrative learning fosters the ability to connect and combine
knowledge and skills acquired through the curriculum.

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FIELD STUDY
ANALYZE
REFLECT
1. What are the possible consequences of teaching purely subject matter for mastery
asn for the test?
Due to the students’ constant exposure to abstract concepts without any practical
applications, learning will remain confined to the four walls of the classroom. Students
will study just for the sake of exams, easily remembering what the teacher had taught.
2. If you were to reteach the classes you observed, would you be teacher-centered of
student-centered? Why?
If I were to return to the classroom, I would employ a student-centered strategy to get
students ready for the numerous distractions that come with adulthood. Students learn
about their individual learning preferences. They have more choice in how they choose
to spend their time. Also they get the opportunity to work with other students. Another
between the teacher and the students as well as among the students themselves, learning
transforms into a shared experience. Students improve their communication and
teamwork skills.

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Reflect on Principles of teaching worth applying
The teaching principles are important for teachers to improve
both their own and their students’ educational experiences. It
encourages the best possible teaching and learning techniques
to be used in various institutions that are dedicated to being
learner-centered. Based on this principle, effective teaching
encourages student engagement and learning. As a student, I’m
willing to change certain components of my learning and
studying methods in order to better control our behavior as
learners.

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

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_____________________________________________________ __________________________________
LEARNING
EPISODES
EXCELLENT
4
VERY
SATISFACTORY
3
SATISFACTORY
2
NEEDS
IMPROVEMENT
1
ACCOMPLISHED
OBSERVATION
SHEET
All observation
questions/tasks
accomplished.
One (1) or two (2)
observation
questions/tasks not
answered/
accomplished
questions/tasks not
answered/
accomplished
Four (4) or more
tasks not answered/
accomplished.
ANALYSIS
All questions were
and are thoroughly
All questions were
answers are clearly
connected to
theories; grammar
from errors.
Questions were not
answers are not
spelling errors.
Four (4) or more
more than four (4)
errors.
REFLECTIONS
Profound and clear;
supported by what
were observed and
analyzed
supported by what
were observed and
analyzed
Not so clear and
shallow; somewhat
supported by what
were observed and
analyzed
were observed and
analyzed
LEARNING
ARTIFACTS
the context of the
learning outcomes;
Complete, well-
organized, highly
outcome
learning outcomes.
Complete; well-
organized, very
relevant to the
learning outcome
Portfolio is not
reflected on in the
outcomes. Complete;
not organized,
relevant to the
learning outcome
not relevant
SUBMISSION
deadline
Submitted on
deadline
the deadline
or more after the
deadline
Comment/s
SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 Below
GRADE 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72
71-
Below
Evaluate Your Work Task Field Study 1, Episode 9-Preparing for Teaching and Learning
Learning Outcomes: Identify the teaching-learning practices that apply or violate the principles of teacing learning – dtermine the guiding principles on lesson
objectives/learning outcomes applied in instruction – judge if lesson objectives/intended learning outcomes are SMART – determine
whether or not intended learning outcomes are achieved at the end of the lesson – observe the teaching methods used by the Resource
Teacher – differentiate the different methods of teaching.
Year&Section: 4A Course:_BTLED HE

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Episode 10 The Instructional Cycle
The Instructional Cycle

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SPARK Your Interest
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This Episode centers on the guiding principles in the selection and
use of teaching methods. It will also tackle lesson development in the
OBTL way. The K to 12 curriculum and teacher education curriculum are
focused on outcomes, standards and competencies. This means that
lessons must be delivered with focus on outcomes. Likewise, this Episode
dwells on types of questions, questioning and reacting techniques that
teachers make use of. The type of questions that teachers ask and their
manner of questioning and reacting to student responses have a bearing
on class interaction. This Episode strengthens the theories learned in the
course, Teaching Methods and Strategies and in other professional
subjects in Education.
➢ identify the application of some guiding principles in the selection and
use of teaching strategies.
➢ determine whether or not the lesson development was in accordance
with outcome-based teaching and learning.
➢ identify the Resource Teacher’s questioning and reacting techniques.
➢ outline a lesson in accordance with outcome-based teaching-learning.

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These are the 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.
Realizing the importance of these guiding principles in teaching and learning, the
Department of Education promotes Standards-and Competency-Based teaching with its
K to 12 Curriculum Guide. The Technical Education Skills Development Authority
(TESDA) has been ahead of DepEd and the Commission on Higher Education (CHED) in
the practice of Competency Standards-Based teaching and Assessment. CHED requires all
higher education institutions in the country to go outcome-based education (OBE) in its
CHED Memo 46, s. 2012. Outcome-based teaching and learning (OBTL) is OBE applied in
the teaching-learning process. It is equivalent to competency-based and standards-based
teaching and learning in the Ktol2 Curriculum.
When you apply OBTL you see to it that the teaching-learning activities (TLAs) and
in turn the Assessment Tasks (ATs) are aligned with the intended learning outcomes. In
other words, in OBTL you first establish your intended learning outcomes (lesson
objectives). Then you determine which teaching-learning activities (TLAs) and also the
assessment tasks (ATs) you will have to use to find out if you attained your ILO’s.

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1. Factual/Convergent/Low-level
Who, What, Where, When questions
With one acceptable answer
2. Divergent/ Open-ended/ High-
level/Higher-order/Conceptual
Open-ended; has more then one
acceptable answer
a. Evaluation
b. Inference
e.g. When the phone rang and Liz picked it
up, she was all smiles. What can you infer
about Liz?
c. Comparison
d. Application
e. Problem-solving
3. Affective e.g. How do you feel?
In lesson planning, the ILOs are our lesson objectives, the TLA’s are the activities
we use to teach and the AT’s are the evaluation part.
OBE and OBTL are not entirely new. They are importantly new. With mastery
learning of Benjamin Bloom (1971), we were already doing OBE and OBTL.
Likewise, it is also important that teachers must be able to have a mastery of the
art of questioning and reacting techniques to ensure the effective delivery of instruction.
These are the types of questions that teachers ask.
Types of Questions that Teachers Ask

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Applying the Guiding Principles in the
Selection and Use of Strategies
Activity 10.1
These are also some of the reacting techniques that teachers use:
1. Providing acceptance feedback
2. Providing corrective feedback
3. Giving appropriate and sincere praise
4. Repeating the answer
5. Explaining the answer / expanding the answer
6. Rephrasing the question
7. Asking follow up questions
8. Redirecting questions to other pupils
9. Soliciting student questions
10. Encouraging through non-verbal behavior
11. Criticizing respondent for his/her answer
12. Scolding for misbehavior or for not listening
13. Overusing expressions such as “okay”, “right”

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OBSERVE
Observe one class with the use of the observation sheet for greater focus then
analyze my observations with the help of the guide questions.
1. The more senses that are
involved, the more and the
better the learning.
e.g. Teacher used video on how digestion
takes place and a model of the human
digestive system.
2. Leaning is an active process.
The teacher lets the students to be
involved in class discussion and actively
participate by asking questions and giving
answers related to the topic.
3. A non-threatening atmosphere
enhances learning.
The teacher creates a positive attitude and
environment inside the class. The video
presentation use by the teacher is such a
great help for students for them to be able
to understand the lesson effectively.
Because we all known that we can learn
more with what we see that with what we
simply hear.
4. Emotion has the power to
increase retention and learning.
As I observed, the teacher started her
lesson with a smile and a calm voice she
also maintain the liveliness and happiness
inside the classroom. Emotions are really
important because it affect the learning of
the students. Students can learn fast when
they feel comfortable and increase the
retention of learning.
5. Good teaching goes beyond
recall of information.
The teacher show her content regarding
to the topic and provide a lot of examples
including pictures and videos. Also she has
some activity for the students to recall
some information and to catch the full
participation of the students.
6. Learning is meaningful when it is
connected to students’ everyday
life.
7. An integrated teaching approach is
far more effective than teaching

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6. Learning is meaningful when
it is connected to students’
everyday life.
The teacher used activities that they are
doing in a certain day. She also connect the
lesson to the experiences of the students.
She also shared her experiences to
motivate the students in her lesson.
7. An integrated teaching
approach is far more
effective than teaching
isolated bits of information.
The teacher always motivate her students
to do their best. She always connect the
lesson in a real-life situations for them to
be able to understand it more effectively
and to become versatile students that is
willing to adapt in different
circumstances, and innovative strategies
to solve problems.

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REFLECT
ANALYZE
What is the best method of teaching? Is there such a thing?
Considering that not all of our students learn in the same way, I must admit that there is
no one best teaching method. However, I believe that the Student-Centered approach is
the best because it involves students in the planning, implementation, and assessment
phases. The students become more engaged in their learning and develop in their sense
of accountability. The student-centered approach is not always guaranteed to achieve the
desired outcome and might be challenging for teachers to master or perfect. However the
results of this are very positive if teachers employ these kinds of methods.
Reflect on this question.
How do we select the appropriate strategy for our lessons?
Choosing the strategies that are suitable for our objectives and our students is the key to
effective teaching. As a teacher I will begin with objectives, align my teaching strategies
and assessment to the objectives , and lastly make modifications to the teaching strategies
and assessments as I get to know my students and their strengths. In this way it allows us
to make learning the experience more fun and also encourages the students to
demonstrate their knowledge and course correctly on their own when needed.

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Determining Outcome-Based Teaching and
Learning
Activity 10.2
OBSERVE
Observe a class and answer the following questions.
1. Did the Teacher state the learning objectives/intended learning outcomes (ILOs)
at the beginning of the class? Did he/she share them with the class? How? P
➢ Yes, the teacher state the learning objectives at the beginning of the class by
presenting and reading it using PowerPoint presentation.
2. What teaching – learning activities (TLAs) did he/she use? Did these TLAs help
him/her attain his/her lesson objectives/ ILOs? Explain your answer.
➢ The teaching – learning activities used by the teacher are the lecture, recitation
while discussion, presenting video presentation as examples and the group
activity. This activity help the students and teacher to attain the learning
objectives.
3. What assessment task/s did teacher employ? Is/Are these aligned to the lesson
objectives/ILOs?
➢ The teacher follow the lesson plan of her lesson and the assessment indicated to
it are the recitation while discussing, group activity, and the written assessment
employed by the resource teacher.

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REFLECT
Applying Effective Questioning Techniques
Activity 10.3
ANALYZE
REFLECT
1. What are your thought about Outcome-Based Teaching and Learning (OBTL)?
A curriculum design approach for teaching and learning is known as outcomes-based
teaching and learning (OBTL). The Objectives for Teaching and Learning (OBTL)
program uses a student-centered educational approach in which students are expected
to meet the program’s specified learning objectives. Then, instruction and learning
activities are carefully planned to help students attain these goals.
Reflect on the use of OBTL?
Students are given more freedom to pick what they want to study and how they want to study it
because to outcomes-based teaching and learning (OBTL). In addition to addressing a learner’s
strengths and weaknesses, it also gives them enough time to become proficient and fluent in the
subject.

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OBSERVE
Types of Question Examples of Questions that the Resource Teacher Asked
1. Factual/
Convergent
Closed/ Low
level
What is egg? What is your favourite common breakfast?
2. Divergent/
Higher – level/
Open – ended/
Conceptual
What are the different kinds of eggs we can buy in the
market?
a. Evaluation What type of cooking method of the egg dish you prepared?
b. Inference Who can answer about why do we need to eat eggs?
c. Comparison How the market forms of eggs differ from one another?
d. Application How will you determine if the eggs are fresh?
e. Problem-
solving
What are the ways to maintain the freshness of egg?
3. Affective
Why is that important to you to know the importance and
freshness of eggs?
How would you feel if I told you, to prepare your favorite
egg dishes?
Observe a class activity. You shall focus on the questions that the Resource Teacher
asks during the classroom discussion. Write the questions raised and identify the level of
questioning.

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ANALYZE
1. Neil postman once said: “Children go to school as question marks and leave school
as periods!” Does this have something to do with the type of questions that teachers
ask and the questioning and reacting techniques that they employ?
Yes, this is almost definitely related to the questions that teachers ask. Because questions
are crucial to both the teaching and learning processes, they are important for both
teachers and students. The teacher must constantly bear in mind that one crucial but
significant element of the teaching and learning process is the knowledge and abilities
needed to ask different types of questions in a classroom. When students are presented
with the proper set of questions, they have more chance to improve their listening and
cognitive abilities.

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

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REFLECT
Reflect on “The importance of using various reacting techniques
It is essential for teachers to have some techniques for reacting since this involves
explaining to students what they are doing well and incorrectly. It is recommended that we
as teachers be competent enough to handle them in a way that allows our students to
accept mistakes and correction. Additionally, it’s important to know how to respond to
students’ responses appropriately because how we respond to students’ responses can
affect how they receive corrections.

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FS
LEARNING
EPISODES
EXCELLENT
4
VERY
SATISFACTORY
3
SATISFACTORY
2
NEEDS
IMPROVEMENT
1
ACCOMPLISHED
OBSERVATION
SHEET
All observation
questions/tasks
accomplished.
One (1) or two (2)
observation
questions/tasks not
answered/
accomplished
questions/tasks not
answered/
accomplished
Four (4) or more
tasks not answered/
accomplished.
ANALYSIS
All questions were
and are thoroughly
All questions were
answers are clearly
connected to
theories; grammar
from errors.
Questions were not
answers are not
spelling errors.
Four (4) or more
more than four (4)
errors.
REFLECTIONS
Profound and clear;
supported by what
were observed and
analyzed
supported by what
were observed and
analyzed
Not so clear and
shallow; somewhat
supported by what
were observed and
analyzed
were observed and
analyzed
LEARNING
ARTIFACTS
the context of the
learning outcomes;
Complete, well-
organized, highly
outcome
learning outcomes.
Complete; well-
organized, very
relevant to the
learning outcome
Portfolio is not
reflected on in the
outcomes. Complete;
not organized,
relevant to the
learning outcome
not relevant
SUBMISSION
deadline
Submitted on
deadline
the deadline
or more after the
deadline
Comment/s
SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 Below
GRADE 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72
71-
Below

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_____________________________________________________ __________________________________

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Episode 11 Utilizing Teaching-Learning Resources and ICT
Utilizing Teaching-
Learning Resources
and ICT

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UNESCO ICT Competency Framework for Teachers Version 3 (ICT CFT v3, 2018)
The Information and Communications Technology Competency
Framework for Teachers CFT) version 3 is a comprehensive framework guide
teachers’ development on the effective and appropriate use of ICT in education.
It highlights what teachers should know and do clustered in six aspects, namely:
1. Understanding ICT in Education, 2. Curriculum and Assessment, 3. Pedagogy,
4. Application of Digital Skills, 5. Organization and administration, and 6.
Teacher Professional Learning.
SPARK Your Interest
TARGET Your Intended Learning Outcome
R
E
V
I
S
I
T
t
h
e
L
e
a
r
n
i
n
g
With the light speed by which technology is evolving now with 4.0,
technology continues to be an ever significant part of the learning environment.
This epsisode provides an opportunity for students to examine a Learning
Resource Center or Multi-Media Center and learn about its collection, services,
equipment, observe how a teacher utilies technology for instruction, and explore
resources in the virtual learning environment. Students will analye and reflect on
how technology, including artificial intelligence, supports the teaching-learning
process.
➢ Identify and classify learning resource materials in the multi-media center;
➢ Show skills in the positive use of ICT to facilitate the teaching-learning process
(PPST 1.3.1);
➢ Show skills in the evaluation, selection, development, and use of a variety
learning resources, including ICT to address learning goals (PPST 4.5.1);
➢ Analyze the level of technology integration in the classroom; and
➢ Demonstrate motivation to utilize ICT for professional development goals
based on the PPST (PPST 7.5.1).

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Similar to the PPST, the ICT CFT also articulated competencies in levels which
guide teachers as they develop their ICT skills from Level 1, Knowledge Acquisition, to
Level 2, Knowledge Deepening, and Level 3, Knowledge Creation. The Commission on
Higher — Teacher Education Curricula (2017) includes the UNESCO ICT CFT so most
likely you have tackled this in your Technology for Teaching and Learning classes.
It will be good to review the UNESCO ICT CFT v3 framework as you work in this
episode. The activities here are meant for you to observe, analyze, and reflect about the
competencies discussed in the framework. (Access it at
https://www.open.edu/openlearncreate/pluginfile.php/306820/mod_resource/cont
ent/2/UNESCO%20ICT%20Competency%20Framework%20V3.pdf)
The Learning Resource Center
1. A school usually sets up a center that will provide valuable support to the teaching-
learning process. Over the years the name of this center has evolved. Some of the names
are Audiovisual Center, Media and Technology Resource Center, Teaching-Learning
Technology Department, or Simply Learning Resource Center.
2. With the swift development of ICT, the natural outcome was the ever-expanding
interface between the traditional library and ICT both in terms of hardware and
software systems and applications.
3. Schools may have different set-ups when it comes to a Learning Resource Center
(LRC). Some have replaced the term library with LRC. Some have a separate library,
LRC, and Audio Visual or Media Center. Some only have the LRC both for teachers and
students. Still, some have combined their learning resource centers with maker spaces.
4. The common: purpose among these centers is to provide print, audio-visual and ICT
resources to support the teaching-learning process
5. The goals of the Center may include orienting and training teachers in the use of
audiovisual and ICT resources, working with teachers and administrators in producing
instructional materials, making available useful resources to the students, teachers, and
the school community.
6. In order to support the philosophy and aims of the school, the Center must fulfill the
following functions: center of resources, laboratory of learning, agent of teaching,
service agency, coordinating agency, recreational reading center, and a link to other
community resources.

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Technology Integration
The Technology Integration Matrix provides a comprehensive framework for
you to define and evaluate technology integration. It will provide you direction and
guide you in the process of achieving effective teaching with technology. The teacher’s
integration of technology in instruction can be described as progressing in 5 levels:
entry, adoption, adaptation, infusion and finally transformation.
The teacher also works at creating a learning environment that encourages and
enables quality technology integration. The interdependent characteristics of the
learning environment are being active, collaborative, constructive, authentic, and goal-
directed.
The Technology Integration Matrix connects the Levels of Technology
Integration and the Characteristics of the Learning Environment. Examine the matrix
below. To make you understand how integration is done in each of the levels and
environment, explore the TIM website and learn from the many interesting videos
showing technology integration. Go to http://fcit. usf.edu/matrix/matrix.php.
Observing technology integration in the classroom
Levels of Technology Integration into the Curriculum
Entry: The
teacher uses
technology to
deliver curriculum
content to
students.
Adoption: The
teacher directs
students in the
convention use of
tool-based
software. If such
software is
available, this
level is the
recommended
entry point.
Adaptation: The
teacher
encourages
adaptation of
tool-based
software to select
a tool and modify
its use to
accomplish the
task at hand.
Infusion: The
teacher creates a
learning
environment that
infuses the power
of technology
tools throughout
the day and
across subject
areas.
Transformation:
The teacher
creates a rich
learning
environment in
which students
regularly engage
in activities that
would have been
impossible to
achieve without
technology.
ACTIVE: Students are
actively engaged in using
technology as a tool
rather than passively
receiving information
from the technology.
Students use
technology for
drill and practice
and computer
based training.
Students begin to
utilize technology
tools to create
products, for
example using a
word processor
to create a report.
Students have
opportunities to
select and modify
technology tools
to accomplish
specific purpose,
for example using
colored cells on a
spreadsheet to
plan a garden.
Throughout the
school day,
students are
empowered to
select
appropriate
technology tools
and actively
apply them to the
tasks at hand.
Given ongoing
access to online
resources,
students actively
select and pursue
topics beyond the
limitations of
even the best
school library.
COLLABORATIVE:
Students use technology
tools to collaborate with
others rather than
working individually at
all times.
Students primarily
work alone when
using technology.
Students have
opportunities to
utilize
collaborative
tools, such as
email, in
conventional
ways.
Students have
opportunities to
select and modify
technology tools
to facilitate
collaborative
work.
Throughout the
day and across
subject areas,
students utilize
technology tools
to facilitate
collaborative
learning.
Technology
enables students
to collaborate
with peers and
experts
irrespective of
time zone or
physical
distances.
CONSTRUCTIVE:
tools to connect new
Technology is
used to deliver
Students begin to
utilize
constructive tools
Students have
opportunities to
select and modify
Students utilize
technology to
make
Students use
technology to
construct , share,
Technology
Integration
Matrix
Characteristics
of
the
Learning
Environment

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Evaluation of ICT Resources
The world wide web is like an endless network of information, ever-expanding
and almost limitless. Electronic resources come in different forms like websites,
WebQuests, blogs, social network sites, on-line courses, a wide range of tools, and so
many forms of apps.
As a future teacher, one of the skills that will be most useful for you is the ability
not only to search for information but to make decisions, as to which ones you will take
and use and which ones you will put aside. Aim to develop your skills in evaluating
internet resources. You will be able to choose the best resources that will help you
attain your teaching-learning objectives.
Below is a set of criteria which you can use to evaluate resources:
1. Accuracy. The resource material comes from a reliable source and is accurate, free
from error and is up-to-date.
2. Appropriateness. The resource is grade/level-appropriate. The ‘content matches
what is needed by the teacher.
3. Clarity. The resource clearly addresses the instructional goals in mind.
4. Completeness. The content is complete. It has all the information needed to be able
to use them.
5. Motivation. The resource is engaging 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.
information to their prior
knowledge rather than to
passively receive
information.
information to
students.
such as graphics
organizers to
build upon prior
knowledge and
construct
meaning.
technology tools
to assist them in
the construction
of understanding.
connections and
construct
understanding
across disciplines
and throughout
the day.
and publish
knowledge to a
worldwide
audience.
AUTHENTIC: Students
use technology tools to
link learning activities to
the world beyond the
instructional setting
rather than working on
decontextualized
assignments.
Students use
technology to
complete assigned
activities that are
generally
unrelated to real-
world problems.
Students have
opportunities to
apply technology
tools to some
content-specific
activities that are
based on real
world problem.
Students have
opportunities to
select and modify
technology tools
to solve problems
based on real-
world issues.
Students select
appropriate
technology tools
to complete
authentic tasks
across
disciplines.
By means of
technology tools,
students
participate in
outside-of-school
projects and
problem-solving
activities that
have meaning for
the students and
the community.
GOAL-DIRECTED:
tools to set goals, plan
activities, monitor
progress, and evaluate
results rather than simply
completing assignments
without reflection.
Students receive
directions,
guidance, and
feedback from
technology, rather
than using
technology tools
to set goals, plan
activities, monitor
progress, or self-
evaluate.
From time to
time, students
have opportunity
to use technology
to either plan,
monitor, or
evaluate an
activity.
Students have
opportunities to
select and modify
technology tools
to facilitate goal-
setting, planning,
monitoring, and
evaluating
specific activities.
Students use
technology tools
to set goals, plan
activities,
monitor
progress, and
evaluate results
throughout the
curriculum.
Students engage
in ongoing
metacognitive
activities at a
level that would
be unattainable
without the
support of
technology tools.

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(Based on the work of Fitzgerald, Mary Ann, Lovin, Vicki, & Branch, Rober Maribe
(2003). A Gateway to Educational Materials: An Evaluation of an Online Resource for
Teachers and an Exploration of User Behaviors. Journal of Technology and Teache;
Education. 11(1), 21-51).
Education 4.0
Shwab described the 4th wave of the industrial revolution. The unprecedented
speed at which technology is evolving has disrupted many vital processes that involve how
we run production, businesses and consequently how we teach and learn. The following
Technology trends have huge potential to transform the ways we teach and learn
(UNESCO, 2018):
1. Open Educational Resources (OER). OERs are materials that can be used for teaching
and learning that do not require payment of royalties nor license fees. There is an
abundance of OERs in the form of textbooks course materials, curriculum maps, streaming
videos, multimedia apps, podcasts, and many others. They can have a significant impact
on education as they are made available and easily accessible in the internet. Be sure to
explore them to help you work on this episode.
2. Social Networks. Social networks have revolutionized the way we interact, learn about
things and share information. Sites and apps such as Facebook, twitter, Instagram provide
a virtual venue for teachers and learners to work together interact among themselves and
with other classrooms locally and globally.
3. Mobile Technologies. Filipinos are one of the most active on the internet, and also one
who sends the most number of text messages per day. This indicates the high number of
mobile device users. These devices can also be used as a learning tool by allowing teachers
and students more opportunities to learn inside and even outside the classroom.
4. The Internet of Things. IoT is a system of computing mechanisms that become built-in
into many everyday things, that allow sending and receiving data through the internet. A
lot of things have turned “smart.” We have smart cars that can navigate on its ow2. Smart
houses that monitor temperature and light. Smart TVs that interface with the internet.
Watches that send our vital signs to our doctors. All of these developments can influence
the way we teach and learn.
5. Artificial Intelligence. Commonly, artificial intelligence is associated when computers
or machine simulate thinking and behaviors of humans such as talking, learning and
solving problems. Virtual assistants such as Siri, Alexa, Bixby and Google assistant are near
samples of AI. Among others, uses of AI in education can be in the areas of gamification
and adaptive instruction for learners with special needs.

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6. Virtual Reality and Augmented Reality. VR is a simulation of an environment by a
computer program that allows a person to visit and experience the environment virtually.
In AR, images from computer programs interlay with the actual views of the real-word,
resulting in an extended, expanded, or altered view of a real-world environment. In
education, among others, VR and AR programs and apps allow more exciting ways of
seeing and experiencing things that add to the motivation and engagement of learners.
7. Big Data. Through the billions of interactions and transactions are done electronically,
and through the internet, an enormous amount of data is generated and stored. The
challenge is how to make sense of this data, through analytics and research, possibly
answer pertinent questions about how to make teaching and learning most effective.
8. Coding. Coding is a skill necessary to create computer software, apps, and websites.
Today, there are learning programs that introduce coding activities as early as
kindergarten. Robotics programs in the elementary and secondary programs introduce
and hone the skills of young learners. Coding helps learners develop novel ways of
exploring and trying out ideas, especially when done with problem or project-based
learning approaches.
9. Ethics and privacy protection. We have repeatedly heard about how quickly
technology is changing and impacting our lives. Through all this. It is crucial to ensure that
human Values and principles govern or guide our use of technology. Ethical practices that
protect the rights of every person need to be upheld.

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Massive Open On-line Courses
Massive Open On-line Courses (MOOCs) are online courses open to a big group of
people. Below are the basic information about MOOCS. Let us focus on each word:
Massive
• MOOCs are on-line courses designed for large number of participants, usually
larger than the number of students that can fit a regular classroom. There can be
hundreds or even be a thousand students or more.
Open
• There is mostly freedom of place, pace, and time.
• Courses can be accessed by anyone anywhere as long as they have internet
connection.
• Courses are open to everyone without entry qualifications. e Some courses are for
free.
Online
• All aspects of the course are delivered online.
Course
The MOOC course offers a full course experience including:
• Educational content. May include video, audio, text, games, simulations, social
media, and animation.
• Facilitation interaction among peers. Builds a learning community through
opportunities to interact.
• Some interaction with the teacher or academic staff.
• Activities/tasks, tests, including feedback. Participants are provided with some
feedback mechanism. Can be automatically generated like quizzes, feedback from
peers or the teacher.
• Some kind of (non-formal) recognition options. It includes some kind of
recognition like badges or certificate of completion. A formal certificate is optional
and most likely has to be paid for.
• A study guide/syllabus. This includes instructions as to how you may learn from
the materials and interactions presented.
- Based on definition Massive Open Online Course v1.1 licensed under Creative
Commons Attribution 4.0.
There are many MOOC providers like Edx, Coursera, Udacity, Udemy, Iversity. You
will have a chance to explore them as you go through this episode.

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Visiting the Learning Resource Center
Activity 11.1
Grade/Year Level: 10 A Subject: Cookery Date: ____________
To realize the Intended Learning Outcomes, work through these steps:
1. Visit a school’s Learning Resource Center. Look around and see what resources ang facilities
are available inside.
2. Ask the Learning Resource Center in-charge about how some equipment or facilities are used.
3. Make an inventory of its available resources and classify them according to their
characteristics and functions.
As you visit and observe the Learning Resource Center, use the observation guide provided.
Ask the assistance of the Center staff courteously.
An Observation Guide for a
LEARNING RESOURCE CENTER
Read the following statements carefully before you observe.
1. Go around the Learning Resource Center.
2. Find out what learning resources are present.
3. Examine and describe how the materials are arranged and how they are classified. Are
they free from dust and moisture? Are they arranged for easy access?
4. Read the guidelines/procedures for borrowing of materials. Are these guidelines!
procedures posted are available for the users to refer to?
OBSERVE

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5. Familiarize yourself with the guidelines and procedures. Take photos of the center (if
allowed).
After you are through with your observation, classify the resources available that you
believe? are most useful. Use the activity form provided for you.
Name of Center Observed: College of Education Abano – Campus Library
Date of Observation: September 21,2022
Name of Observer: Rochelle Mae O. Palencia
Course/Year/School: BTLED -HE 4A College of Education Abano – Campus
List of Available Learning Resources
Available Learning
Resources
(Enumerate in Bullet Form)
Characteristics and Unique
Capabilities
Teaching Approaches where
the Resource is Most Useful
1. Print Resources
• Books
• Magazines and
Newspapers
• Theses and
Dissertations
Although electronic
resources are now available
and accessible to users, print
resources are still in use, and
many students and teachers
rely on them.
Lecture approach where the
teacher provides
information, concepts, facts,
etc. Using the available print
resources such as books.
2. Audio Resources
• Speaker
These resources provide brief
audio clips and reflective
questions to assist
professionals and students
working in school settings
with accessible learning.
Metacognitive approach
though this resources it
empower students to think
about their own thinking.
3. Non-electronic Visual
Resources
• Pictures
• Whiteboard
• Maps
• Bulletin Board
Non-digital teaching learning
resources, as the name
implies, are those developed
or used by a teacher or other
individual without the
assistance of digital
technology.
Lecture approach the teacher
use this resources in
presenting the lesson.
1. ICT Resources
• Computer
• Laptops
• Televisions
• Projector
ICT resources not only give
the means for developing and
developing these skills, but
they also enable students to
engage confidently in
innovative learning, making
teaching and learning more
Integrated learning approach
is an approach that help
students to bring together
prior knowledge and
experiences using the ICT
resources like the computer,
laptops, televisions etc.

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successful and enjoyable for
everybody involved.
Impression about the LRC:
The learning resource center provides a nice study environment. It consists of a growing
collection of books and special projects, as well as Internet facilities that include computers
and laptops that are accessible and relevant to users’ actual needs and provide a variety of
information services.
Name and Signature of Observer:
Rochelle Mae O. Palencia
Name and Signature of the Learning Resource Center In-charge:
Irene Malaya-Arevalo
ICT Competency Standards for Teachers (CHED Teacher Education Programs (2017):
Are the Learning resources/materials arranged properly according to their functions and
characteristics?
➢ Yes, the learning materials/resources are properly organized based on their function and
characteristics. It enables students to keep track of general coursework and gives people
a more productive and efficient experience.
Do the guidelines and procedures facilitate easy access to the materials by the teachers?
Why? Why not?
➢ Yes. The guidelines and procedures are specific, and the many resources are available and
easily accessible to teachers and learners at any time, ensuring that everyone has equal
access to the materials or resources. The resource center has established some computer
usage restrictions in order to accommodate everyone. When entering the resource
center, students must fill out a record book.
What are the strengths of this Learning Resource Center?
ANALYZE

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➢ The facilitator of the learning resource center is a knowledgeable individual, which is a
strength. They support the students by transferring her knowledge to the people in the
center, which is admirable. Also the proper arrangement and maintenance of the learning
resource center and the spacious area to accommodate all students are also the strengths
of the center.
What are the weaknesses?
➢ The first issue is that computers don’t have internet connections, thus no one is brave
enough to use them. Second is the management of student noise. Many of the students in
the learning center are acting silly and just keep talking, which can disturb others.
Additionally, the limited available resources like books, theses, and dissertations, etc.
What suggestions can you make?
➢ The cleanliness and learning environment of the learning resource center should be
maintained. I also suggest that computers should have internet access so that students do
not have to go to internet cafes to conduct research instead they can be in the learning
resource center for less hassle. Another issue is noise management among students
should be control.
1. Which of the materials in the Learning Resource Center caught your interest
the most? Why?
➢ The ICT resources caught my attention. This type of resource is really important for us
students nowadays, especially while doing research and big reports because it provides
many options to make teaching the same concepts in different methods more
entertaining and enjoyable. The use of ICT resources increases our engagement and
knowledge retention effectively and efficiently.
2. Which gadgets/materials are you already confident to use/operate?
➢ The computer is the tool that I feel most comfortable using because I have used it for a
long time, I know how to use it, and it is very easy and convenient to use. If I ever become
a teacher, I would love to use this more often to provide students with a clear
representation of the subjects that I need to convey to them.
REFLECT

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Observing Technology Integration in the Classroom
Activity 11.2
3. Which ones do you feel you need to learn more about?
➢ I really want to learn more about everything computer-related because I just have a
basic understanding of it. I want to learn more about its features since I believe I will
use them in the future. I also need to brush up on my video editing and presentation-
making skills.
Grade/Year Level: 10 A Subject: Cookery Date: September 21, 2022
To realize my Intended Learning Outcomes, I will work my way through these steps:
Observe a class for three meetings. Video-tape, if allowed. Step 2. Describe how technology was
integrated in the lessons and how the students were involved. Step 3. Use the Technology
Integration Matrix to analyze the technology integration done by the teacher. Step 4. Reflect on
what you have learned,
As you observe the class, use the observation sheets provided for you to document your
observations.
Class Observation Guide
Read the following questions and instructions carefully before you observe.
1. What is the lesson about?
2. What visual aids/materials/learning resources is the teacher using?
3. Observe and take notes on how the teacher presents/uses the learning resources.
OBSERVE

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4. Closely observe the learners’ response to the teacher’s use of learning resources. Listen to
their verbal responses. What do their responses indicate? Do their responses show
attentiveness, eagerness, and understanding?
5. Focus on their non-verbal responses. Are they learning and are they showing their interest
in the lesson and in the materials? Are they looking towards the direction of the teacher and the
materials? Do their actions show attentiveness, eagerness, and understanding?
OBSERVATION SHEET NO.
REPORT
Date of Observation : September 21,2022
School : College of Education Laboratory High School
Subject : Cookery Topic : Preparing Egg Dishes
Grade/Year Level : 10
1. The lesson is all about Preparing Egg Dishes.
2. The resource Teacher used the electronic resources which is the used of laptop
connected to Smart TV to convey learning and presented different examples through
video downloaded from YouTube.
3. Based on my observation, Ma’am Rizza presented her lesson on a screen of a wide
Smart TV and provide different examples like the pictures and videos.
4. Most of the class show eagerness and feel interested on the topic. They have varied
responses some are excited to prepare some egg dishes, and some are not totally
excited because the ingredients use in preparing egg dishes are provided by them.
UTILIZATION OF TEACHING AIDS FORM
Grade or year Level; of Class Observed: 10 A
Date of Observation: September 21, 2022
Subject Matter: Cookery
Brief Description of Teaching Approach used by the Teacher:
Teaching Aids
used
Strengths Weaknesses Appropriateness of the
Teaching Aids used
ANALYZE

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(Enumerate in
Bullet Form)
➢ Laptops
➢ Smart TV
Laptops are
portable. Laptops
alter student
engagement,
allowing teachers
to engage students
in meaningful,
collaborative,
project-based
work.
TV in the
classroom has a
variety of
purposes,
including
reinforcing and
expanding on
topics being
taught. To
accommodate a
variety of learning
styles. And lastly
to boost students’
enthusiasm to
learn.
➢ Distracting
students
➢ Requires
management
and training
➢ Leads to
teach
disparity
➢ Cost money
➢ Less face
time
Although certain
television might be
informative,
excessive TV
viewing can have a
harmful impact on
cognitive
development.
Furthermore,
because no
individual contact
is available, no
further action is
viable other than
seeing and
listening. This can
be avoided by
scheduling a type of
group discussion
between teachers
and students
shortly after the
event.
Laptops can help teachers
and students with their
work by increasing
interaction between
students, teachers, and
parents, resulting in a
better organization.
Laptops assist our
students in keeping track
of their assignments and
using an online school
calendar. They also
promote online
collaboration with other
students.
Television can make use of
all other auditory and
visual aids and combine
their effectiveness in the
air medium. Pictures,
charts, videos, micro
slides, graphs, boards, and
overhead projectors can all
be used in the TV teaching
style.

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Use the Technology Integration Form to analyze the class you observed. Refer to the
Technology Integration matrix on P. 4, In which level of technology integration do you
think the teacher you observed operated? Why?
Using the Technology Integration Matrix, I determined that the class’s level of technology
integration is at level 5, or the “Transformation” stage. During the transformation stage, the
teacher develops a rich learning environment in which students engage in tasks that would be
impossible to accomplish without technology on a regular basis. As I witnessed, the teacher
showed the students a downloaded video from YOUTUBE about the lesson of creating egg dishes.
Concerning the lesson on cooking egg dishes a PowerPoint presentation was also used by the
teacher. If the teacher simply employs the traditional method, the class objectives may not be
able to cope with it.
Based on the Technology Integration Matrix, what is the characteristics of the learning
environment in the class you observed? Point your observations that justify your answer.
According to the Technology Integration Matrix, Active is a class characteristic that I’ve
observed. It is active because, based on my observations, the technological tools or teaching aids
employed by the teacher engaged the students in using technology as a tool rather than passively
receiving information from technology. Throughout the class, the students are all experiencing
the tools and resources and using their senses. They handled and observed the samples provided
by their teacher. Using the tools or materials available is a sign of active learning in the
classroom.
1. Put yourself in place if the teacher. What would you do similarly and what would you
do differently if you would teach the same lesson to the same group of students? Why?
I think I will also do the same thing, like ma’am Rizza thus. Maybe there were similarities, but
there will be lot of differences when it comes to teaching process. I will use only the laptop or
computer and projector but inside the class the smart tv is available instead of projector which
is convenient to use. The way he handles her class is anchored with the philosophy “To teach, to
inspire and to learn” I am going to consider also my students. I am going to ensure that my
students will learn from me. Not only factual information but also they should learn how to react
and reflect to the different social issues. One thing I would use differently in doing the same class
is that; I will prepare my presentation accurately and be ready to avoid distractions while
discussing things like download the video that I’m going to use in my presentation to avoid
logging and pause for a while because of a slow internet connection. But, overall the
performance of the resource teacher which is Ma’am Rizza is very good and ideal for the
education student like me.
REFLECT

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Exploring Education 4.0
Activity 11.3
Class Observation Guide
OBSERVE
Read the following statements carefully before you observe.
1. What is the lesson about? What are the teacher’s objectives?
The lesson is all about “Preparing Egg Dishes”
Objectives :
1. Give the definition and characteristics of egg.
2. Enumerate the method of determining the freshness of eggs.
3. Explain the importance of using fresh egg.
4. Prepare egg dishes.
2. Note the important concepts that the teacher is emphasizing.
➢ The main concept that a teacher emphasizes is that she wants her students to have
some understanding of the subject matter, and she wants to discover and enhance her
students’ cooking skills, that are presently helpful. They set goals for the entire week,
according to the teacher. It is not on a daily basis due to demonstration activities
following a lecture. They allow enough time between lectures and demonstrations to
allow students to have authentic learning experiences, because it is easier for students
to assimilate knowledge when it is put into practice.
3. Note the skills that the teacher is developing in the leaners.
➢ Creativity, Attentiveness, Flexible, Innovative, and Comprehension.

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ANALYZE
Analyzing the information, you got from observing the class, surf the internet to select electronic
resources, including OERs, social networking sites, and apps with virtual or augmented reality
ta=hat will be useful in teaching the same lesson. Evaluate the resources you found, using the set
of criteria discussed in the Revisit the Learning Essentials part of this Episode. Use the form
below to note your analysis and evaluation.
Electronic Resources Evaluation Form
Grade/Year
Level 10 A
Subject
Matter/Topic
(Based on the
class you
observed)
Cookery
(Preparing Egg Dishes)
Lesson
Objectives/Lea
rning
Outcomes
1.Give the definition and characteristics of egg.
2.Enumerate the method of determining the freshness of eggs.
3.Explain the importance of using fresh egg.
4.Prepare egg dishes.
Name and
Type of
Electronic
Resources
Describe the
electronic resource
(include
author/publisher/
source).
Put a check if the resource satisfies the criterion. Describe
how you can
use it if you
were to
teach in the
class you
observed.
Accurate Appropriate Clear Complete Motivating Organized
Laptops A laptop,
laptop
computer, or
notebook
computer is a
small,
portable
personal
computer
with a screen
✓ ✓ ✓ ✓
✓
Laptops
alter
student
engagem
ent,
allowing
teachers
to engage
students
in

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FIELD STUDY1
and
alphanumeric
keyboard
meaningf
ul,
collabora
tive,
project-
based
work.
Laptops
also
made
communi
cation
process
and
planning
easier for
the
teachers
we
observed.
Laptops
are
portable.
Projector A projector is
an output
device that
takes images
generated by
a computer or
Blu-ray player
and
reproduce
them by
projection
onto a screen,
wall, or
another
surface.
✓ ✓ ✓ ✓ ✓
We
Teachers
can use
projector
s to
generate
large font
PowerPoi
nt
presentat
ions or
other
highly
ordered
lesson
notes.
Students
can take
better

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notes
with the
capacity
to
determin
e which
informati
on the
teacher
provides
is most
valuable
to them
when
projector
s are
used in
the
classroo
m.
1. Describe your experience in surfing the internet for appropriate electronic
rec=sources for the class? What made is easy? Difficult?
Based on my previous experiences searching the internet for appropriate electronic resources, I
found it very simple. I’ve been using the internet since I was in high school. I could easily access
and surf the web using PCs and other internet-capable devices, selecting from thousands of
different resources in a matter of clicks. However, because the internet provides me with a depth
of information from various places, it might be difficult for me to find the best electronic
resources for the class. It takes a lot of time and effort to find the best information on the internet.
Based on my own experiences, I can say that finding appropriate electronic resources for the
class has been simple but difficult at times.
REFLECT

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Professional Development Through MOOCS
Activity 11.4
2. How did you choose which electronic resources to include here? What did you
consider? Explain. Which of the new trends in Education 4.0 would you like to
explore more for your work as a teacher? Why?
There are several factors to consider when choosing which electronic resources to use in class.
The first one is its connection to our lesson’s learning objectives. It is essential that the activities
or information we use from the internet are linked with the subject matter’s goal. The availability
and accessibility of electronic resources should also be considered also our students’
development should also be considered while selecting an electronic resource. This implies that
we must additionally consider the children’s age and intellectual capacity. Finally, we should
examine the potential that the electronic resources will be beneficial to the students.
3. Reflect on your technology skills. What skills do you already have, and what skills
would you continue to work on to be better at utilizing education 4.0 resources?
Basic technology skills such as word processing, spreadsheets, electronic presentations, file
management and window explorer, email management, and computer connected devices are
sufficient for me. Aside from this, I can easily learn how to use software for a range of
technological devices. These are essential abilities for me since I need to be able to use and use
the available technology resources. For the present time, I’d like to learn more about installing
computer software on a computer system. I occasionally require certain programs, but they are
not always available. It would be really good and beneficial for me as a student to be aware of
the implementation of new programs. Furthermore, the availability of new programs may result
in greater utilization of various electronic resources.

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To realize my Intended Learning Outcomes, I will work my way through these steps.
Step 1: Review the seven domains of PPST and identify competencies I like to develop more.
Step 2: Visit sites of MOOC providers and explore the courses offered that are relevant - to
PPST domains I want to work on.
Step 3: Reflect on how I can continue developing my skills through MOOCS.
I. Get a copy of the PPST and go over the competencies.
2. On the second column, write the competencies you like to work on.
3. Search for MOOCs in the internet which are relevant to the competencies you
identified. You may try these sites:
• http://www.teachthought.com/technology/list-75-moocs-teachers-students/
• http://www.educationworld.com/a_curr/moocs-best-teachers-free-online-courses.
• html http://www.forbes. com/sites/skollworldforum/2013/06/1O/moocs-
forteachers-learners-too/
• https://www.mooc-list.com/categories/teacher-professional-development
• http://ww2.kqed. org/mindshift/2013/04/30/new-online-teacher-training-
programjoins-mooc-madness/
4. Indicate the MOOC provider. You might need to create an account in the different
MOOC providers to explore their MOOCs.
PPST Domain Competencies I
want to work on
MOOC related to the
competency/ies
(Include a short
description)
MOOC Provider
1. Content
Knowledge and
Pedagogy
Classroom
communication
strategy
This includes
strategies that
teacher can use on
OBSERVE
OBSERVE

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improving or
creating a good
communication
strategy in the
classroom.
COURSERA
2. The Learning
Environment
Creating positive
classroom
Through lectures,
discussions,
interviews and
footage of great
educators in action,
you’ll learn how to
integrate character-
based objectives
into your own
teaching.
COURSERA
3. Diversity of
Learners
Foundation of
Teaching for
learning 3:
Learners &
Learning
This course
provides an
opportunity for you
to identify and
understand
students’
expectations and
prior learning.
COURSERA
4. Curriculum and
Planning
Foundation of
Teaching for
learning 4:
Curriculum
This course
provides an
opportunity for you
to consider the
relationship
between the
teacher, the learner
and the curriculum.
COURSERA
5. Assessing and
Reporting
On the hunt for
feedback: self-
directed teacher
improvement
Sorry, the course is
not available this
time.
COURSERA
6. Community
Linkages and
Foundation of
Teaching for
Positive
relationships with

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ANALYZE
Professional
Engagement
learning 8:
Developing
Relationships
colleagues and
school leaders are
necessary to help
the school improve.
COURSERA
7. Personal Growth
and Professional
Development
Time and Stress
Management
Effective time
management is the
key to getting the
most out of your
day. It helps you
improve
performance,
increase
productivity, and
reduce stress. Time
is your most
important resource.
SAYLOR ORG.
From among the MOOCs you explored, pick at least three which you believe are the most
appropriate for you. Describe the MOOCs below.
1. MOOC Title : Learners and Learning
Provider: COURSERA
Objective of the MOOC: The teacher’s work becomes meaningful when it is informed by research and
theories of learning, and their relationship to actual practice. This course provides an opportunity for
you to identify and understand students’ expectations and prior learning.
Content Outline:
➢ The lives of children
➢ How children learn
➢ Engaging with students
➢ The power of the peer group
➢ Learning that travels
➢ Four key thinkers
Why did you Pick this MOOC: I chose this MOOC because students can direct their learning and know
how they learn best; they can also better navigate the wide variety of choices accessible in school and

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beyond. Learning how to learn is extremely important today that teachers are no longer the primary
source of information and knowledge.
2. MOOC Title: CREATIVITY, INNOVATION & CHANGE
Provider:COURSERA
Objective of the MOOC:
➢ To discover creative uniqueness through Creative Diversity.
➢ To use Intelligent Fast Failure to build innovative skills.
➢ To apply CENTER principles to drive personal change.
➢ To implement value creation skills to initiate lasting change.
Content Outline:
➢ Welcome to CIC!
➢ CIC Mindset & Innovation Toolbox
➢ Understanding Creative Diversity
➢ CENTER Model
➢ Value Creation
➢ Change
Why did you Pick this MOOC: The course contributes to making us aware of our unique creative selves
and how we can unfold our individuality in a world of disruptions and differences in desperate need of
everyone's creative, innovative, and transformative potential through a blend of rich and fresh
perspectives on topics of creativity, innovation, and transformation, and that is why I chose this MOOC!
We must prepare for an unexpected and unknown future, which is the purpose of the Creativity,
Innovation, and Transformation course.
3. MOOC Title: Foundation of Teaching for Learning 4: Curriculum
Provider:COURSERA
Objective of the MOOC: Curriculum is a framework for guiding teaching and learning. This course
provides an opportunity for you to consider the relationship between the teacher, the learner and the
curriculum.
Content Outline:
➢ Getting to know the curriculum
➢ Curriculum development
➢ Curriculum development

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➢ Putting students first
➢ Putting Curriculum to Work
➢ Theories and Theorists
➢ Optimizing Curriculum Outcomes
Why did you Pick this MOOC: I chose this MOOC because the Foundations of Teaching for Learning
curriculum is for everyone who is teaching or wants to teach in any subject and situation – whether at
school, at home, or at work. Positive interactions with students help children learn. Positive
relationships between colleagues and school administrators aid in the improvement of the school. This
course assists teachers in building healthy relationships with their families and colleagues.
1. How can MOOCs help you in your future career as a professional teacher and as a lifelong
learner?
➢ MOOCs allow us to learn things at our own leisure and pace. Knowing the principles is
essential for being a greater contributor, whether as a teacher or in another position. New
understanding is discovered over time, and staying up to date allows us to be an
outstanding teacher for the long – term. Furthermore, because courses are flexible, we
may begin right away and learn at our own pace. Registration is free, and many MOOCs
provide free certificate courses. Engage and provide comments to our peers. Deadlines
can be adjusted to fit our schedule.
2. What did you learn from the way the providers use technology to teach in the MOOCs?
➢ There are aspects that stand out for different MOOC providers in my perception: forum
participation is a massive bonus for anyone who prefers to communicate with others in
a more social context. This not only makes learning more enjoyable, but the buzz of
energy generated by thousands of student participants helps inspire participation and
course completion. Coursera, in my perception, is the obvious leader in forums. MOOCs
deliver material in a variety of formats. Another method MOOC providers distinguish
themselves is through course format.
3. How will you prepare yourself for MOOCS, as a learner, and as a teacher who may someday
teach a MOOC?
REFLECT

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➢ Online learning is not a new concept. MOOC preparation includes being digitally savvy
and adaptable. As the world becomes more interconnected, having digital awareness is
essential for being a learner in an online learning environment. MOOC providers are
investing in instructional design and development to increase the efficacy and quality of
the learning experience for learners, demonstrating the impact that design can have on
learning quality. They are trying to demonstrate to faculty and students what a high-
quality course can look like in this way. MOOCs are a more effective way of replacing such
lectures. They are more interactive and permanent, allowing students to review the
information multiple times.
1. Include here pictures/illustration of the materials used by the teacher. Put your
comments/ annotations about what you observed.
2. Visit www.teachnology.com or other teacher resource websites. Print useful instructional
materials (worksheets, visual aids, flashcards, rubrics, etc.) and include them here.
Indicate how they might be useful considering your major or area of specialization.
PowerPoint and smart TV, when
used wisely, can enhance her
teaching sessions by giving a
roadmap, reinforcing what they say,
and allowing teachers to use visuals
and other multimedia to explain
concepts and promote different
learning styles.

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FIELD STUDY1
TLE is my area of specialization, and visual aids help us teachers in establishing, explaining,
connecting, and associating ideas and concepts to make the learning process more interesting,
enjoyable, and effective. Visual aids can encourage and inspire students to study more effectively,
which is one of the benefits they bring for teaching and learning.
3. Visit www.edudemic.com/50-educationtechnology-tools-every-teacher-should-know-about/
Explore and enjoy the fantastic education tools. Try them out. Describe what you
discovered and share how these tools can be helpful to you. as a teacher
Teachers have a tremendous impact on how students learn. Technology is not the solution, but it
may help teachers enhance their skills, use their skills more effectively, and be accountable, just like
books, classrooms, and blackboards. That’s why students can build good self-directed learning skills
with the use of learning tools and technology. They can identify what they need to learn, discover
and use online resources, apply the learning to the problem at hand, and even analyze the feedback
they receive. This enhances their productivity and efficiency.
3. Visit edtechteacher.org. This a treasure box for you. Explore and share what you learned.
EdTechTeacher helps teachers in differentiating learning. Students can work on multiple
projects on their respective devices, everyone focused on their own areas of weakness.

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Regardless of learning differences, EdTechTeacher makes learning easier, more efficient,
inexpensive, and accessible to all students. It also assists educational institutions in
remaining innovative while avoiding extra costs.
4. Paste an article about an example of technology gadget/material that you want to learn
more about. How can this gadget/material be useful in instruction/teaching?
Uses of Computers in Education
Kristina Barroso
Kristina Barroso – Updated March 03, 2019
It’s hard to deny that computers have taken a prominent role in modern society. From the
smartphones in our pockets to the smart devices controlling our appliances at home and
everything in between, computer technology is everywhere. It should come as no surprise that the
use of computers in education has been steadily increasing and in many ways has revolutionized
traditional education. Computers in the classroom have multiple benefits for both students and
their teachers. Computers are one of the most valuable resources in a classroom because they
serve so many useful functions. Using computers in the classroom gives teachers an opportunity to
teach digital citizenship skills that demonstrate ways to use technology correctly and responsibly.
Computers also help maximize student engagement. Modern students are regularly exposed to
technology outside of the classroom. Most use and enjoy smartphones and other mobile devices,
which is why they are more likely to engage in the learning process if it involves something to
which they are already accustomed and enjoy.

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_________________________________________ __________________________________
LEARNING
EPISODES
EXCELLENT
4
VERY SATISFACTORY
3
SATISFACTORY
2
NEEDS
IMPROVEMENT
1
ACCOMPLISHED
OBSERVATION
SHEET
All observation
questions/tasks
accomplished.
One (1) or two (2)
observation
questions/tasks not
answered/
accomplished
questions/tasks not
answered/
accomplished
Four (4) or more
tasks not answered/
accomplished.
ANALYSIS
All questions were
and are thoroughly
All questions were
answers are clearly
Questions were not
errors.
Four (4) or more
more than four (4)
errors.
REFLECTIONS
Profound and clear;
supported by what
were observed and
analyzed
supported by what
were observed and
analyzed
Not so clear and
shallow; somewhat
supported by what
were observed and
analyzed
were observed and
analyzed
LEARNING
ARTIFACTS
learning outcomes;
Complete, well-
organized, highly
relevant to the
learning outcome
learning outcomes.
Complete; well-
organized, very
relevant to the
learning outcome
Portfolio is not
reflected on in the
outcomes. Complete;
to the learning outcome
not relevant
SUBMISSION
deadline
Submitted on deadline
the deadline
or more after the
deadline
Comment/s
SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 Below
GRADE 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72
71-
Below
Evaluate Your Work Task Field Study 1, Episode 7 -Physical and Personal Aspects of Classroom Management
Learning Outcome: Identify the two (2) aspectsof classroom management and determine the classroom management
strategies that the Resource Teacher employed in his/her class.
Year&Section: 10 A. Course: BTLED HE

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1
FIELD STUDY
Assessment FOR Learning and Assessment AS Learning (Formative
Assessment)
BTLED
FS 1
Observations of
Actual School
Environment

FS
1
FIELD STUDY
Assessment)
Episode 12
Assessment FOR
Learning and
Assessment AS
Learning (Formative
Assessment)

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1
FIELD STUDY
Assessment)
Episode 12
In Outcome-based Teaching-Learning/Competency-based
Teaching/Teaching by Objective, we ensure that the. intended
outcome/competency/ objective is attained at the end of the lesson and so
while we are still in the process of teaching, we do check learners’
understanding and progress.
If we find out that the learners’ failed to understand prerequisite.
knowledge and skills, we reteach until learners’ master them. This is called
FORMATIVE assessment, assessment while the learners are being formed
or taught. It is assessment in the midst: of instruction.
Formative assessment is also referred to as assessment for learning,
Assessment for learning simply means we do assessment to ensure learning.
We do not wait for the end of the lesson to. find out if learners understood the lesson or not because if it is
only at the end of the lesson that we discover that the learners did not understand the lesson, we have wasted so
much time and energy teaching presuming that everything was clear, only to find out at the end of the lesson that
the learners did not understand the lesson at all. This means that we have to reteach from the very beginning,
something that we could have saved ourselves from doing had we given time to find out if the lesson was
understood while still teaching.
Assessment for learning encourages peer assessment.
SPARK Your Interest
Assessment is an essential part of the instructional cycle. The instruction
cycle consists of: l) setting the intended learning outcome/s, 2) selecting a
teaching methodology, strategy and activity that are aligned to the learning
outcome and topic which are developmentally-appropriate to the learners and 3)
assessment itself. Assessment is the part of the instructional cycle that
determines whether or not the intended learning outcome has been attained and
so necessarily, the assessment task must be aligned to the intended learning
outcome.
In a lesson on assessment, we can speak of assessment for learning,
assessment of learning and assessment as learning.
This episode will dwell on assessment for learning and assessment as
learning. Assessment for learning is referred to as formative assessment while
assessment as learning is referred to as self-assessment. .
TARGET Your Intended Learning
Outcome
Demonstrate knowledge of the design and use of formative assessment; and
Explain the importance of formative assessment.
DISCOVER the Learning
Essentials

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1
FIELD STUDY
Assessment)
Episode 12
Observing Assessment FOR Learning Practice (Formative
Assessment)
Activity 12.1
Resource Teacher: Rochelle Mae O. Palencia Teacher’s Signature: ____________
1. Observe what Teacher does or listen to what Teacher says to find out if the students
understood the lesson while teaching-learning is in progress.
What Teacher Said Tally Total
➢ Do you understand the
lesson class?
➢ Do you have any
questions?
➢ Any Clarification?
|||||
||||
||
5
4
2
What Teacher Did
➢ Review the student
➢ Asked the students if
they get the lesson
being discussed
Tally
||
||||
Total
2
4
OBSERVE

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Episode 12
➢ Called someone to
repeat and share what
have they learned for
todays discussion
||| 3
2. Did the teacher ask the class “Did you understand”? If she did, what was the class’
response?
Yes. The teacher keeps asking the students if they understand the lesson by asking, “Did
you understand?” after she has discussed it. And since the majority of students answered
yes, others did not.
3. Did the students make the teacher feel or sense they did not understand the lesson or
a part of the lesson? How?
Yes. By remaining silent or not responding when the teacher asks questions. Some
students simply sit and listen without actively participating.
4. If they did, how did the teacher respond?
The teacher elaborate on the lesson and provides more accurate examples of the topic. In
addition, the teacher responded by asking the students where they were confused in the
lesson and explaining it again for further clarification.
5. Were the students given the opportunity to ask for clarification? How was this done?
Yes. By voluntarily raising their hands and asking the questions they got confused about
the topic directly to the teacher.
6. If she found out that her lesson was not clearly understood , what did teacher do? Did
you observe any of these activities? Please check.
__________________Peer tutoring (Tutors were assigned by teacher to teach one or two classmates.
__________________Each-one-teacher-one (Students paired with one another).
__________________Teacher gave a Module for more exercises for lesson mastery.
✓ Teacher did re-teaching.
Others, please specify
_____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

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Episode 12
7. She engage herself in re-teaching, how did she do it? Did she use the same teaching
strategy? Describe.
In re-teaching in order to help the students learn and be motivated, the teacher uses
the same approach while also using a newer and easier approach. Better examples and
examples from real life situation were also provided by the teacher.
8. While re-teaching by himself/herself and/or with other students-turned tutors, did
teacher check on students’ progress?
Yes.
If yes how?
The teacher gives the students an assessment like a quiz to check if they have
progressed or not about the topic they’ve discussed.
1. Why should a teacher find out if students understand the lesson while teaching is in
progress? It is not better to do a once-and-for-all assessment at the completion of the
entire lesson?
It is preferable to determine whether students understand the lesson while the teacher
is in the middle of the discussion so that it does not take long to repeat things once the
class was over. Knowing that they understood during the discussion shows that the
teacher is doing an excellent job.
2. Why is not enough for a teacher to ask, “Did you understand, class?” when he/she
intends to check on learners’ progress?
Because learners’ progress is measured in much more ways than just questions and
answers. Of course, students will not say they do not understand the lesson because they
are afraid of being reprimanded or because they do not want to prolong the agony of
remaining in class any longer. A test/quiz, performance activity, project creation, and
other methods can be used by the teacher to assess progress. Teachers will be able to
track and determine the less learned and most learned abilities using these tools. There
ANALYZE

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Assessment)
Episode 12
should always be evidence to assist how to assess the progress of the learners. The
teacher will be able to identify an intervention to help the learner understand the subject
much better in this manner.
3. Should teacher record results of formative assessment for grading purposes? Why or
why not?
Yes, the teacher should keep records on the students so that she may track their progress
and achievements, as well as identify those who are struggling with the subject. Keeping
records is an important part of grading and formative assessment.
4. Based on your observations, what formative assessment practice worked?
The purpose of formative assessment is to evaluate student learning and provide
continuing feedback that both teachers and students can use to improve their teaching
and learning. Asking questions on the present chapter of the lesson works best since the
teacher knows whether the students were listening or understand the part of the lesson.
5. For formative assessment, why is peer tutoring in class sometimes seen to be more
effective that teacher himself/herself doing the re-teaching or tutoring?
Peer tutoring encourages higher rates of student response and feedback, which leads to
improved academic performance. It also provides additional opportunities for students
to practice certain skills, resulting in improved retention. By educating other student
about a topic, the student and teacher develops a better understanding of it.
6. Could an unreasonable number of failures at the end of the term/grading period be the
attributed to the non-application of formative assessment? Why or why not?
Yes, because it indicates that the students did not understand the lesson and that the
teaching style utilized was either repetitive or ineffective. However, when a teacher uses
formative assessment effectively, failure to attain learning and its objectives at the end of
the term can be avoided.
REFLECT

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Episode 12
● Formative assessment is tasting the soup while cooking. Reflect on this and
write your reflections.
“As the cook or teacher, we must stop and taste the soup before proceeding with
instruction; we must design instructions such that students can press the reset
button and go back to learn what they missed the first time and we can use several
techniques to assess student achievement and understanding.” Because the
process is continuing, it indicates that the soup can be changed or modified. The
purpose of formative assessment is to evaluate student learning and give
continuing feedback that teachers can utilize to improve their instruction.
● Should you record results of formative assessment? Why or why not?
A major element of grading and formative assessment is record keeping. However,
formative assessment is a flexible and informal technique of assessing a student’s
progress and comprehension of a particular subject. Except possibly in lesson
preparation to address the following steps, it may be recorded in a variety of ways
or may not be recorded at all. They claim that formative assessment involves
determining where students are in their learning, providing them with feedback,
and then working to close any gaps. Grading may stop that process.
1. My Accomplished Observation Sheet
This episode helped me understand the value of assessments, which are used to
determine what young people know, understand, and can do. Assessments are crucial for
keeping track of progress, determining the best course of action, reporting findings, and
involving parents, children, and teens in the learning process. The methods teachers use
to guide, evaluate, track, and recognize students’ learning as they go forward.
2. My Analysis
Since it determines whether or not educational objectives are being met, assessment is
an important component of instruction. When information is gathered while learning is
SHOW your Learning Artifacts

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Episode 12
taking place, formative assessments assist teachers in seeing where students are in the
learning process, quickly identifying if students are struggling with a particular subject,
and adjusting their teaching approaches to help students stay on track.
3. My Reflection
For the teaching-learning process to work, formative assessments are essential.
Formative assessments differ from summative assessments in that formatives are used
to better understand how the learning experience is making progress while summative
are used to track the learner’s progress at the end of a lesson. If they are included in a fair,
valid, and reliable process of gathering, interpreting, and using information generated
throughout the student learning process, they can help improve student outcomes.
Formative assessment can involve giving feedback after a test, but it’s more crucial that
this feedback is given during instruction. This enables teachers to pinpoint student
misunderstandings and assist them in fixing their mistakes.
4. Snapshots of peer tutoring or other activities that show formative assessment in
practice.

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Episode 12
Observing Assessment AS Learning Practices (Self-
Assessment)
Activity 12.2
Resource Teacher: Rochelle Mae O. Palencia Teacher’s Signature: ____________
● Assessment as learning means assessment is a way of learning.
● It is the use of an on-going self-assessment by the learners in order to monitor their own
learning.
● This is manifested when learners reflect on their own learning and make necessary adjustments
so that they achieve deeper understanding.
● Assessment as learning encourages students to take responsibility for their own learning.
● It requires students to ask questions about their learning.
● It provides ways for students to use formal and informal feedback and self-assessment to help
them understand the next steps in learning.
● It encourages self-assessment and reflection.
Outcome
Demonstrate knowledge of the design and use of formative assessment; and
Explain the importance of formative assessment.
OBSERVE

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Assessment)
Episode 12
Observe a class and find out practices that reflect assessment as learning. Record your
observations.
Teacher My Observation
1. Did teacher provide opportunities for the
learners to monitor and reflect on their own
learning?
Yes, the teacher allowed the students to monitor
and reflect on their own learning.
2. What are proofs that students engaged in
self-reflection, self-monitoring and self-
adjustment?
Following the discussion, learners are assigned a
task to answer questions or complete an activity.
Reflection on a lesson or their own progress also
allows students to develop critical thinking
abilities that they can use when problem-solving
and learning on their own
3. Did students record and report their own
learning?
No, the leaners did not record their own report of
learning.
4. Did teacher create criteria with the
students for tasks to be completed or skill to
learn?
Yes, the teacher assigned criteria or rubrics to be
followed by students during their activities
because criteria define what factors will be
considered when making decisions regarding to
their work or activities

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Episode 12
1. If the student is at the heart of all assessment, then all assessment should support student
learning. Do you agree? Why or why not?
Yes, I agree. For our students, assessment should incorporate learning, grading, and
motivation. Effective assessment techniques give valuable insights into student learning.
We can learn what the students learned from them, how well they learned it, and where
they encountered difficulties. Additionally, it provides students control over their own
learning. Increases their desire to learn and enables the growth of practical self- and peer-
assessment skills.
2. Does assessment as learning have the same ultimate purpose as assessment for learning?
In short, the difference is among function and purpose a difference of ‘who assessment of
learning is a method of determining what students can do, whereas assessment for learning is a
method of determining what teachers should do in response.
The primary purpose of assessment is not to measure but to further learning. Reflect on
your personal experience of assessment in school. Were you given opportunities for self-
assessment? If yes, what was the impact on your learning?
I had an English teacher in Grade 10 who gave a test at the end of each chapter. These would
normally happen every other week. The class as a whole performed poorly on these assessments.
To address this, my teacher started administering quizzes every day after the lecture to “get more
students to pay attention,” but these exams felt more like punishment, leaving students of all
ability levels bored and frustrated. The results were not a true reflection of the students’ progress
in the class because they simply tested our ability to recall information from that day’s lecture. To
my knowledge, our teacher did not alter his instruction in any way after establishing these
quizzes, and the class, unsurprisingly, did not improve.
Analyze
Reflect

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Episode 12
1. My Accomplished Observation Sheet
Assessment as learning occurs when students reflect on and monitor their
achievement to guide their future learning goals. Assessment for learning occurs
when teachers utilize inferences about students’ success to inform their teaching
(formative assessment).
2. My Analysis
Given the significance of assessment in student learning, it is essential to consider
how properly to assess the learning that we want our students to attain. Our
students’ assessments should incorporate grading, learning, and motivation.
Assessment procedures that are well-designed provide useful information
regarding student learning. They provide information about what students
learned, how well they learned it, and where they struggled. The assessment
process then serves as a lens for evaluating student learning, finding invisible
barriers, and assisting us in improving our teaching methods.
3. My Reflection
Assessment is important in how students learn, how they are motivated to study,
and how teachers teach. Assessment for learning occurs when teachers use
assessment to acquire knowledge into what students understand in order to plan
and guide instruction, as well as offer students with useful feedback. Assessment
is defined as learning in which students become aware of how they learn and
utilize that understanding to adapt and enhance their learning, accepting greater
responsibility for their learning. Assessment of learning occurs when students,
teachers, and parents, as well as the wider educational community, are informed
of achievement at a specific point in time in order to celebrate success, arrange
interventions, and promote further growth. Assessment for, as, and of learning all
have a role in promoting and increasing student learning and must be balanced
appropriately.

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Episode 12
LEARNING
EPISODES
EXCELLENT
4
VERY SATISFACTORY
3
SATISFACTORY
2
NEEDS
IMPROVEMENT
1
ACCOMPLISHED
OBSERVATION
SHEET
All observation
questions/tasks
accomplished.
One (1) or two (2)
observation
questions/tasks not
answered/
accomplished
questions/tasks not
answered/
accomplished
Four (4) or more
tasks not answered/
accomplished.
ANALYSIS
All questions were
and are thoroughly
All questions were
answers are clearly
Questions were not
errors.
Four (4) or more
more than four (4)
errors.
REFLECTIONS
Profound and clear;
supported by what
were observed and
analyzed
supported by what
were observed and
analyzed
Not so clear and
shallow; somewhat
supported by what
were observed and
analyzed
were observed and
analyzed
LEARNING
ARTIFACTS
learning outcomes;
Complete, well-
organized, highly
relevant to the
learning outcome
learning outcomes.
Complete; well-
organized, very
relevant to the
learning outcome
Portfolio is not
reflected on in the
outcomes. Complete;
to the learning
outcome
not relevant
SUBMISSION
deadline
the deadline
or more after the
deadline
Comment/s
SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 Below
GRADE 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72
71-
Below
Year&Section: 4 A Course: BTLED -HE

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Episode 12
_________________________________________ __________________________________

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1
Assessment OF Learning (Summative Assessment)
BTLED
FS 1
Observations of
Actual School
Environment

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FIELD STUDY1
Episode 13
Assessment OF
Learning (Summative
Assessment)
SPARK Your Interest

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Episode 13
Outcome
Episode # 12 dwelt on Assessment for Learing (formative assesssment)
and Assessment as Learning (self-assessment). These rfer to assessmnt that
teachers do while still teaching and students’ assessing their own learning.
Episode # 13 will be focused on Assessment of Learning. When teachers have
done everything they can to help learners attain the intended learning
outcome/s, teachers subject their students to assessment for grading purposes.
This refered to as assessment of learning which is also known as summative
assessment.
Episode # 13 will be focused on 1) assessment of learning in the cognitive,
psychomotor and affective domains with the use of traditional and non-
traditional assessment tasks and tools, 2) assessment of learning outcomes in the
different levels of cognitive taxonomy; 3) construction of assessment items with
content validity; 4) Table of Specifications; 5) Portfolio,6) Scoring Rubrics,7) The
K to 12 Grading system and 8) reporting Students’ Performance.

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FIELD STUDY1
Episode 13
At the end of this Episode, I must be able to demonstrate understanding of the design,
selection, organization and use of summative strategies consistent with the
curriculum requirements by being able to:
• Determine the alignment of assessment tools and tasks with intended learning
outcomes;
• Critique traditional and authentic assessment tools and tasks fr learning in the
context of established guidelines on test construction;
• Evaluate non-traditional assessment tools including scoring rubrics;
• Examine diferent types of rubrics used and relate them to assessment of student
learning;
• Distinguish among the 3 types of learners’ portfolio;
• Evaluate asmple portfolio;
• Construct assessment questions for HOTS following Bloom’s Taxonomy as revised by
Anderson and Krathwohl aand Kendall’s and Marzano’s Taxonomy;
• Explain the function of a Table of Specifications;
• Distiguish among types of learners’ portfolio and their functions;
• Compute students’ grade based on DepEd’s grading policy;
• State the reason(s) why grades must be reported to parents; and describe what must
be done to make grade reporting meaningful.

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FIELD STUDY1
Episode 13
Aligning Assessment Task with the Learning Outcome
Activity 13.1
1. Observe at least 3 classes - 1 Physical or Biological Science or Math, English,
Filipino; 1 Social Science or Literature/Panitikan, EsP and 1 P.E/Computer /EPP/
TLE.
Subjects Learning
Outcome/s
Assessment Task
(How did Teacher
assess the learning
outcome/s? Specify.
Is the assessment
tool/task aligned
to the learning
outcome/s?
If not aligned,
improve on it.
P.E/EPP/TLE To dance tango Written quiz-
Enumerate the step
of tango in order
No Performance test
– Let students
dance tango.
Outcome
• Determine alignment of assessment task with learning outcome.
• Formulate assessment task aligned with the learning outcome.
• In accordance with Outcome-Based Teaching-Learnig, the learning outcome
determines assessment task.
• Therefore, the assessment task must necessarily be aligned to the learning
outcome.
OBSERVE
Resource Teacher: R i z z a A . V a l e Teacher’s Signature: ____________

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Episode 13
1. Are all the assessment tasks aligned to the learning outcome?
TLE
To prepare starch
and cereal dishes.
Group
activity/Performance
Task
Each group will
going to prepare a
starch or cereal
dishes.
YES
Subjects Learning
Outcome/s
Assessment Task
(How did Teacher
assess the learning
outcome/s? Specify.
Is the assessment
tool/task aligned
to the learning
outcome/s?
If not aligned,
improve on it.
Social Science.
Literature/Panitkan
Esp
Science
To determine the
kind and sources
of light bulb.
Group
Activity/Reporting
Each group will
present the various
light bulbs they
choose in front of the
class, including the
sources, definitions,
and so on.
YES
Physical/Biological
Science/Math/
English/Filipino
Filipino
Makabuo ng isang
suring-basa sa
alinmang akdang
pampanitikan
Mediterranean.
Ipalagay na ikaw ay
nasa simposyum at
ikaw ay naatasang
mag sagawa ng
suring basa sa
Epikong troy.
YES
ANALYZE

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FIELD STUDY1
Episode 13
1. Observe classes and pay particular attention to the assessment tool used by the
teacher.
2. With teacher’s permission, secure a copy of the assessment tool.
Direction: Put a check (/) on the test which teacher used. From your teacher’s test items, give an
example.
Outcome
• Critique traditional assessment tools and tasks for learning in the context of
established guidelines on test construction.
• Traditonal assessment tools are also called paper-and-pencile tests.
• Traditional assessment tools usually measure learning in the cognitive
domain.
• Traditional or paper-and-pencil tests can be classified either as selected-
response tests or constructed-response/suppy type of tests.
• Common examples of slected-response type of tests are alternate response
test (True-False, yes-no), multiple choice and matchng type of test.
• Common examples of constructed-response type of test are short answer,
problem solving and essay.
OBSERVE

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Episode 13
Type of Traditional
Assessment Tool/Paper-
and-Pencil Test
Put a check (/) Here Learning Outcome
Assessed
Sample Test Item of
Resource Teacher
Comments (Is the
assessment tool
constructed in
accordance with
established
guidelines?) Explain
your answer.
Selected Response Type
1. Alternate response
✓
Understanding What are the
differences of the
starch and cereal?
Starchy foods are our
main source of
carbohydrate and
play an important role
in a healthy diet.
TRUE OR FALSE
Yes it is constructed in
accordance with the
guidelines because
students only have
two options It can also
be used to assess a
wide range of learning
outcomes.
2. Matching type
Not Observe Not Observe Not Observe Not Observe
3. Multiple Choice
Not Observe Not Observe Not Observe Not Observe
4. Others
Essay Non- Restricted ✓
Remembering What are the
examples of cereal
and starch?
accordance with the
guidelines because
The only thing the
students will need to
remember is “What
are some examples of
starch and cereal?”
Type of Traditional
Assessment Tool/Paper-
and-Pencil Test
Put a check (/) if
Resource Teacher
used it.
Learning Outcome
Assessed
Sample Test Item of
Resource Teacher
Comments (Is the
assessment tool
constructed in

FS
FIELD STUDY1
Episode 13
accordance with
established
guidelines?) Explain
your answer.
Constructed-Response
Type
1. Completion
✓
Analyzing Cereal is typically
made of grains, such
as ______. ______, ______,
______.
accordance with the
guidelines because
The question does not
provide options for a
student to choose
from, but instead
requires a student to
create a response.
2. Short answer type
✓
Analyzing Why do you need
starchy foods?
accordance with the
guidelines because
Short answer
questions are open-
ended questions that
ask students to
develop an answer
and allow them to
elaborate in a limited
way on their
responses.
3. Problem solving
✓
Applying How do you prepare
starch and cereal
dishes hygienically?
accordance with the
guidelines because
It promotes student
participation and
involves students in
their own learning. It
also improves a
student’s confidence
and builds on their
skills.
4. Essay-restricted
✓
Creating Why is cereal and
starch important in
food preparation?
accordance with the
guidelines because
Both the teacher and
the content
knowledge are better
understood by the
students.
5. Essay-non-restricted
✓
Remembering What are the
examples of starch
and cereal?
accordance with the
guidelines because
the only thing the
students will need to
remember is "What

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FIELD STUDY1
Episode 13
ANALYZE
ANALYZE
are some examples of
starch and cereal?"
6. Others
1. Which assessment tools/tasks were most commonly used by teacher? Which ones were rarely
used? Why were they rarely used?
The short answer and true/false types of assessments are commonly utilized by teachers. Before
asking more in-depth assessment questions on the subject, short answer questions are used to
assess students’ low cognitive level knowledge and grasp of the subject. While the true or false
the students must decide which of two possible answers is true when answering this type of
assessment.
Problem solving is a rarely used assessment tool by teachers because I find out that students
struggle with this assessment because they are unable to link the meaning of the problem to their
knowledge structures or simply lack appropriate knowledge about the topic
2. Based on your answers found in the Tables above in which type of assessment tools and tasks
were the Resource Teachers most skilled in test construction? Least skilled?
According to the table above, my resource teacher’s most skilled test construction skills are short
answer type and essay- restriction because statements are constructed well, it is relevant and
concise, and student’s analysis and comprehension skills were tested.
3. Er-and-pencil test, be considered an er-and-pencil test, be considered an authentic form of
assessment? Explain your answer.
No, paper and pencil tests are not the best way to evaluate performance skills like speaking and
writing, even though they can be useful when evaluating listening and reading comprehension.
As a result of the fact that authentic assessment is a technique for evaluating a course in which
students apply their knowledge to distinctive real-life contexts or situations

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Episode 13
Observing the use of Non-traditional Assessment Tools
and Scoring Rubrics
Activity 13.3
How good are you at constructing traditional assessment tools? Which do you find most difficult
to construct? Any lesson/s learned?
I can say that I am knowledgeable at traditional evaluation. The multiple choice test is the most
difficult for me to construct in traditional assessment because it is more difficult to recall an
answer than to recognize it.” A multiple-choice question is not open to additional solutions
besides those provided among the existing answer choices, so a student cannot demonstrate an
alternative yet equally plausible answer. Additionally, multiple choice tests do not allow students
to demonstrate their higher order thinking process.
Outcome
• Evaluate non-traditional assessment tools including scoring rubrics.

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Episode 13
• There are learning outcomes that cannot be assess by traditional assessment tools.
• Authentic/nontraditional/alternative assessment tools measure learning outcomes like
performance and product.
• These performance task and product are assesse by the use of scoring rubric.
• A rubric is a coherent set of creteria for student’s work that includes descriptions of levels of
performance quality on the creteria. (Brookhart, 2013)
• The main purpose of rubrics is to assess performances and products.
• There are two types of reubrics – analytic and holistic. Analytic rubrics describe work on each
criterion separately while a holistic rubric assesses a students work as a whole.
• For diagnostic purposes, the analytic rubric is more appropriate.
• For holistic view of a product or performance, the holistic rubric will do.
• A good scoring rubric contains the cretiria agaisnt which the product or perfomance is rated,
the rating scale and a sdescription of the leb=vels of performance.
3. Observe classes in at least 3 different subjects and pay particular attention to the
assessment tool used by the teacher.
4. With teacher’s permission, secure a copy of the assessment tool.
5. Study the assessment tool then accomplish Observation Sheet.
6. Did your Resource Teacher explain the rubric to the students.
7. Which type of rubric did the Resource Teacher use - analytic or holistic?
Authentic Assessment/Non-
Traditional/Alternative
Learning
Outcome
Assessed
Sample of
Product/Performance
Assessed
One example of a
product assessed. (Put a
photo of the
product/documented
performance in My
Teaching Artifacts.
INCLUDE THE RUBRIC IN
MY TEACHING
ARTIFACTS
How a
product/performance was
assessed
Describe how the
product/performance
was assessed. Which was
used analytic rubric or
holistic rubric? INCLUDE
THE RUBRIC IN MY
TEACHING ARTIFACTS.
Comment/s (Is
the scoring
rubric
constructed
according to
standards?
1. Product-
To
determine
the
importance
Essay-Restricted
“Why is it important
to know the freshness
of egg?”
The
product/performance
was assessed using an
analytic rubric
because it allows
Yes, the
scoring
rubric is
built to
standards
OBSERVE

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Episode 13
ANALYZE
of having a
fresh egg.
students to evaluate
their performance
based on multiple
criteria using a single
rubric.
because it
provides
more
detailed
feedback on
student
performance
and
encourages
consistent
scoring
across
students and
evaluators.
2. Performance
Prepare an
Egg dishes.
Group Activity
Prepare and Cook egg
dishes.
Holistic rubrics were
used to assess the
product/performance
because they provide
a single score based
on an overall
impression of a
student’s
performance on a
task.
The scoring
rubric is
constructed
in
accordance
with
standards
because it
does not
offer
detailed
information
or diagnostic
data that
could make
it
challenging
for scorers
to determine
a single
overall
score.

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Episode 13
1. Between analytic and holistic rubrics which one was more used? Why do you think that type of
rubric was used more?
Analytic rubrics are more common because teachers typically want to evaluate each
criterion individually, especially for assignments with a large number of criteria. Analytic
assessment also includes evaluating various aspects of student performance, such as
mechanics, grammar, style, organization, and voice in student writing. Finally, analytic
rubrics are more reliable than holistic rubrics because they focus on key content rather
than providing a comprehensive evaluation.
2. Based on your answers in # 1, what can you say about the scoring rubrics made and
used by the Resource Teachers?
My resource teacher’s scoring rubrics provide several scores for the task, one for each
different category being evaluated. Additionally, provide helpful feedback on areas of
strength and weakness. Each criterion can be weighted to reflect its relative importance.
3. Will it make a difference in assessment of student work if teacher would rate the
product or performance without scoring rubrics? Explain.
No, because rubrics are important because they help students understand the qualities
that their work should have. This point is frequently expressed in terms of students able
to comprehend the learning objective and success criteria. Without rubrics in assessment,
both teachers and students will struggle to engage in an effective teaching-learning
process.
4. If you were to improve on one scoring rubric used, which one and how?
Rubrics also assist teachers in developing and revising lesson plans while authentically
monitoring a student’s learning process. If I improve the scoring rubric, I will make the
criteria more explicit, because the rubric must clearly identify how students performed
on each of the criteria.
5. Can an essay or tother written requirements, even if it is written paper-and-pencil test,
be considered and authentic form of assessment? Explain your answer.
Yes, because paper-and-pencil tests are considered as authentic assessments in which
students apply their newly acquired skills to a new situation or environment. This type
of assessment also assists students in analyzing what they’ve learned and applying it to
their own experiences. They don’t have to memorize facts for a test, so they can be
creative in demonstrating what they’ve learned.

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REFLECT
6. Can rubrics help make students to become self-directed or independent learners? Do
rubrics contribute to assessment AS learning (self-assessment) What if there were no
rubrics in assessment?
Yes, Rubrics can definitely help students to become self-directed. A rubric could be used
by a student to determine which skills need to be practiced or improved. Rubrics help
with assessment as learning because they help students understand what mastery of the
subject matter looks like. Students self-assess during the learning process in assessment
as learning, which helps them become more self-directed learners and increases
engagement and motivation. Both teachers and students will struggle to engage in an
effective teaching-learning process if rubrics are not used in assessment.
7. Does the Scoring Rubric in this FS Book 1 help you come up with better output?
Yes, the scoring rubrics in FS 1 help me produce better results because I always consider
this rubric when answering the activities in my FS 1 book. I’ve also become more aware
of the need to improve my work by receiving timely and detailed feedback.
Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all
the years as a student.
No, the name “authentic assessment” says it all. It aims to determine whether students have
learned the skills they need to be successful outside of the classroom by grading based on real-
world abilities. In high school, our teacher used authentic assessment, which is a type of
assessment in which students like us are asked to complete real-world tasks that demonstrate
meaningful application of essential knowledge and skills.
• Accomplished Observation Sheet
• Observations
• Reflection
• A photo of a product assessed and a document performance test
• Samples of scoring rubrics used by Resource Teacher – one rubrics to assess a particular
product and another rubric to asses a particular performance together with your comment/s
and improved version/s, if necessary.

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Assessment is an essential component of instruction because it determines whether or not
educational objectives are met. Assessment influences grade, placement, advancement,
instructional needs, curriculum, and, in some cases, funding decisions. It assists learners in seeing
their goals and understanding what they need to do to achieve those goals. The benefit, as a teacher,
is that you gain insights into how our students, like us, understand a particular concept or topic.
This allows you to help individual students progress.
Performance Assessment

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Essay Restricted Assessment

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Scrutinizing the Types and Parts of a Portfolio
Activity 13.4
• A portfolio is a purposeful collection of selective significant samples of student work
accompanied by clear criteria for performance which prove student effort, progress
or achievement in a given area or course.
• A portfolio of student’s work is a direct evidence of learning. But it is not a mere
collection of student’s work. The students’s reflection must accompany each output
or work.
• A portfolio is different from a work folder, which is simply a receptacle for all work,
with no purpose to the collection. A portfolio is an intentinal collection of work
guided by learning objectives.
• Effective portfolio systems are characterized by a cheaper picture of the students
skills to be addressed, student involvement in selecting what goes into the protfolio,
use of criteria to define quality performance as a basis for communication, and self-
reflection through which students share what they think and feel about their work,
their learning and about themselves.
• There are several types of portfolio depending on purpose. They are: 1) development
or growth portfolio, 2) best work or showcase or display portfolio, and 3)
assessment/evaluation portfolio.
Outcome
• Evaluate a sample portfolio
• Distiguish among the 3 types of portfolio.
DISCOVER the Learning
Essentials
OBSERVE

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ANALYZE
1. Ask your Resource Teacher for samples of portfolio, if any. If there are, select one best portfolio
from what you examined.
2. If none, research for a sample portfolio and include them in My Learning Artifacts.
3. Based on the sample portfolio given by your Resource Teacher/researched by you, accomplish
Observation Sheet #
4. Put a check in the right column.
What a Portfolio Includes
Elements of a Portfolio Present? Missing?
1. Clear objectives – The objectives of
the lesson/unit/course are clear
which serve as a bases for selection.
✓
2. Explicit guidelines for selection –
What, when, where how are
products/documented performances
selected?
✓
3. Comprehensible criteria-the
criteria against which the portfolio is
graded must be understood by the
learners.
✓
4. Selective significant pieces – The
portfolio includes only the selected
significant materials.
✓
5. Student’s reflection – There is
evidence that students reflected on
their learning.
✓
6. Evidence of student participation
in selection of content of portfolio –
There is proof that the students took
part in the selection of the content of
the portfolio.
✓
1. With OBE in mind, which should be the basis for the selection of pieces of evidence to show
that what the student was supposed to learn was learned?
An OBE curriculum begins with a clear vision of what is important for students to be able to do,
then organizes the curriculum, instruction, and assessment to ensure that this learning occurs.

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REFLECT
2. Scrutinize the elements of this portfolio. Based on the parts, under which type of portfolio does this
fall?
Elements of a ___________________________________Portfolio (Which type of Portfolio)
1. Cover Letter- “About the Author” and “What My Portfolio Shows About My Progress as a Learner”
2. Table of Contents with numbered pages
3. Entries-both core (required items) and optional items (chosen by students).
4. Dates on all entries to facilitate proof of growth over time
5. drafts of aural/oral and written products and revised revisions, i.e. (first drafts and
corrected/revised versions.)
6. Student’s Reflections
3. Where and when does the teacher make use of each of the 3 types of portfolio?
The portfolio will be used by the teacher at various places and times. The first is Development,
which teachers use to determine whether or not their students are changing and developing. The
next step is to display the portfolio, in which students demonstrate their abilities and capabilities
in specific areas. Finally, there is portfolio assessment evaluation, which is when the teacher
reviews or evaluates the students’ prior learning and then assigns the same activity to see if their
objectives are met.
Have portfolios made the learning assessment process more inconvenient? Is the effort
exerted on portfolio assessment commensurate to the improvement of learning and
development of learner’s metacognitive process that result from the use of portfolio?
Portfolio assessment allows students to reflect on their true performance, to show their strengths
and weaknesses domains, and to track students’ progress throughout the learning process. It also
encourages students to take responsibility for their own learning. Yes, the time and effort put into
portfolio assessment is commensurate to the improvement in learning and development of
learners.

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

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LEARNING
EPISODES
EXCELLENT
4
VERY SATISFACTORY
3
SATISFACTORY
2
NEEDS
IMPROVEMENT
1
ACCOMPLISHED
OBSERVATION
SHEET
All observation
questions/tasks
accomplished.
One (1) or two (2)
observation
questions/tasks not
answered/
accomplished
questions/tasks not
answered/
accomplished
Four (4) or more
tasks not answered/
accomplished.
ANALYSIS
All questions were
and are thoroughly
All questions were
answers are clearly
Questions were not
errors.
Four (4) or more
more than four (4)
errors.
REFLECTIONS
Profound and clear;
supported by what
were observed and
analyzed
supported by what
were observed and
analyzed
Not so clear and
shallow; somewhat
supported by what
were observed and
analyzed
were observed and
analyzed
LEARNING
ARTIFACTS
learning outcomes;
Complete, well-
organized, highly
relevant to the
learning outcome
learning outcomes.
Complete; well-
organized, very
relevant to the
learning outcome
Portfolio is not
reflected on in the
outcomes. Complete;
not relevant
SUBMISSION
deadline
the deadline
or more after the
deadline
Comment/s
SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 Below
GRADE 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72
71-
Below
Name of FS Student: Rochelle Mae O. Palencia Date Submitted: October 12, 2022

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_________________________________________ __________________________________

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Determining the Level of Teacher’s Questions
Activity 13.5
Table: 1.4 Example of Cognitive Activities
Cognitive Process Examples
Remembering – Produce the right information from memory
Recognizing
Recalling • Name three 19th -century women English
authors.
• Write the multiplication facts.
• Reproduce the chemical formula for
carbon tetrachloride.
Understanding – Make meaning from educational materials or experiences
Interpreting • Translate a story problem into an
algebraic equation.
• Draw a diagram of the digestive system.
• Paraphrase Jawaharlal Nehru’s tryst with
destiny speech.
Exemplifying • Draw a parallelogram.
• Find an example of stream-of-
consciousness style of writing.
• Name a mammal that lives in our area.
Classifying • Label numbers odd or even.
Outcome
• Construct assessment questions to measure HOTS following Bloom’s and
Anderson’s revised taxonomy and Kendall’s and Marzano’s taxonomy.

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• List the events of the Sepoy Mutiny of
1857.
• Group native animals into their proper
species.
Inferring
Comparing • Explain how the heart is like a pump.
• Compare Mahatma Gandhi to a present-
day leader.
• Use a Venn diagram to demonstrate how
two books by Charles Dickens are similar
and different.
Explaining • Draw a diagram explaining how air
pressure affects the weather.
• Provide details that justify why the
French Revolution happened when and
how it did.
• Describe how interest rates affect the
economy.
Applying – Use a procedure
Executing • Add a column of two-digit numbers.
• Orally read a passage in foreign language.
• Have a student open house discussion.
Implementing • Design an experiment to see how plants
grow in different kinds of soil.
• Proofread a piece of writing.
• Create a budget.
Analyzing – Break a concept down into its parts and describe how the parts relate to the whole
Differentiating • List the important information in a
mathematical word problem and cross out
the
Organizing • Place the books in the classroom library
into categories.
• Make a chart of often-used figurative
devices and explain their effect.
• Make diagram showing the ways plants
and animals in your neighborhood
interact with each other.
Attributing • Read letters to the editor to determine the
authors’ points of view about a local issue.
• Determine a character’s motivation in a
novel or short story.
• Look at brochures of political candidates
and hypothesize about their perspective
on issues.
Evaluating – Make judgments based on criteria and syllabus guidelines

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Checking • Participate in writing group, giving peers
feedback on organization and logic or
arguments.
• Listen to a political speech and make a list
of any contradictions within the speech.
• Review a project plan to see if all the
necessary steps are included.
Critiquing • Judge how ell a project meets the criteria
of a rubric.
• Choose the best method for solving a
complex mathematical problem.
• Judge the validity of arguments for and
against astrology.
Creating – Put pieces together to form something new or recognize components of a new
structure
Generating • Given a list of criteria, list some options
for improving race relations in the school.
• Generate several scientific hypotheses to
explain why plants need sunshine.
• Propose a set of alternatives for reducing
dependence on fossil fuels that address
both economic and environmental
concerns.
• Come up with alternative hypotheses
based on criteria.
Planning • Make a storyboard for a multimedia
presentation on insects.
• Outline a research paper on Mark Twain’s
views on religion.
• Design a scientific study to test the effect
of different kinds of music on hens’ egg
production.
Producing • Write a journal from the point of view of
mountaineer.
• Build a habitat for pigeons.
• Put on a play based on a chapter from a
novel you’re reading.

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1. Observe a teacher in the classroom.
2. Note his/her questions both oral and written.
3. Score him/her according to the level of questions that he/she asks from
remembering to creating and metacognition and self-system thinking. You may
also refer to written tests for samples of questions in the various levels.
4. Make tally, then get the total. Use Table 1 and table 2 separately.
Table 1. Number of Questions per Level.
Cognitive
Processes
(Bloom as
revised by
Anderson and
Krathwohl)
Rank Cognitive
Processes
(and Kendall
and Marzano)
Rank Tally of
Assessment
Task/Questions
Total
Self-system
Thinking
6
Metacognition 5
Creating 6-Highest
Evaluating 5
Analyzing/An 4 Analysis 3 |||||-|||||-|| 12
Applying 3 Knowledge
Utilization
4
Understanding/ 2 Comprehension 1 |||||-|||||-||| 18
Remembering? 1-Lowest Retrieval 2 |||||-|||||- ||||| 15
OBSERVE
Resource Teacher: Rizza A. Vale Teacher’s Signature: ___________
_School: College of Education Laboratory High School

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Table 2. Examples of Assessment Questions/Assessment Tasks
Cognitive
Processes
(Bloom as
revised by
Anderson
and
Krathwohl)
Rank Tally and
Total Score
of Cognitive
Processes
(Kendall and
Marzano)
Rank Example of
Assessment
Tasks/Questions
Given by
Resource
Teacher
Rank Based
on Use
Self-system
Thinking
6-Highest e.g. Teacher asked
students: Why is
the lesson
important to you?
4
Metacognition 5 3
Examples:
Creating = |
1 Prepare an cook
egg dishes.
2
Evaluating =
|||||||
6 Highest 3 Why do you think
it is important to
determine the
freshness of eggs
before cooking?
1
Analyzing/An
= |||||
4 4 What do you
think will happen
if we use non
fresh eggs in
cooking.
5
Applying = |||| 3 2 If you were able
to cook egg would
you consider the
6

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ANALYZE
freshness of it or
not?
Understanding
= ||
2 1-Lowest Why it is
necessary to
determine the
freshness of egg?
7
Remembering
= IIIII
1-Lowest Rank What is the
commonly types
of eggs that we
used everyday?
8
Rank
1. Which cognitive skills had the highest number of assessment questions? Lowest number?
The cognitive skills that have the highest is the understanding and the lowest is the
Applying.
2. What do these (lowest and highest number of assessment questions) reveal about Resource
Teacher’s level of questions?
The resource teacher conveys oral, written, and graphic messages to students by
interpreting, exemplifying, classifying, summarizing, inferring, comparing, and
explaining. While applying, she follows one procedure to complete the task.
3. Based on Kendall’s and Marzon’s taxonomy, which are the highest cognitive skills? Give an
example of an assessment question for each of the two highest cognitive skills-metacognitive
skills and self-system thinking.
According to Kendall and Monzano’s taxonomy, the highest cognitive skills are
metacognitive skills and self-esteem thinking, in which the teacher asks questions that
reflect their gained knowledge and learning from the lesson. And the students will explain
why learning is important.
Example: As a student how will you practice healthier eating habits with your family?

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REFLECT
If you were to rate yourself on HOTS – where will you be from a scale of 1 to 5 (5 as
highest) where will you be?
I’ll rate myself at four. Yes, I am thankful for my education, but I can’t say that everything I am and
have right now completely satisfies me. I cannot give myself a 5 for this reason. My openness to
learning is a crucial quality that advances us both personally and professionally. Continuous
learning is crucial because it keeps our minds brighter as we age and makes us feel happier and
more fulfilled in both our personal and professional lives.
As a future teacher, reflect on how will you contribute to the development of learners’
HOTS?
Higher order thinking skills are a concept that focuses on the various types of learning and the
amount of cognitive processing required. It is a method of teaching students to think rather than
just memorize, as well as to improve their cognitive ability. As a future teacher, I will pose
provocative questions, statements, or scenarios to generate discussion (for example, using ‘what
if’ questions) and create a makerspace in our classroom to encourage creativity, critical thinking,
and design thinking because student achievements and learning outcomes are not just about
grades but also about their skills and ability to think critically in solving various problems
individually, cooperatively, and creatively. Teachers who plan to teach and extend their students’
higher order thinking skills promote their students’ growth.

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LEARNING
EPISODES
EXCELLENT
4
VERY SATISFACTORY
3
SATISFACTORY
2
NEEDS
IMPROVEMENT
1
ACCOMPLISHED
OBSERVATION
SHEET
All observation
questions/tasks
accomplished.
One (1) or two (2)
observation
questions/tasks not
answered/
accomplished
questions/tasks not
answered/
accomplished
Four (4) or more
tasks not answered/
accomplished.
ANALYSIS
All questions were
and are thoroughly
All questions were
answers are clearly
Questions were not
errors.
Four (4) or more
more than four (4)
errors.
REFLECTIONS
Profound and clear;
supported by what
were observed and
analyzed
supported by what
were observed and
analyzed
Not so clear and
shallow; somewhat
supported by what
were observed and
analyzed
were observed and
analyzed
LEARNING
ARTIFACTS
learning outcomes;
Complete, well-
organized, highly
relevant to the
learning outcome
learning outcomes.
Complete; well-
organized, very
relevant to the
learning outcome
Portfolio is not
reflected on in the
outcomes. Complete;
not relevant
SUBMISSION
deadline
the deadline
or more after the
deadline
Comment/s
SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 Below
GRADE 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72
71-
Below

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_________________________________________ __________________________________

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Analyzing a Table of Specifications
Activity 13.6
Learning
Outcome
No. of
Class
Hours
Cognitive Level Total
Rem Un Ap An Ev Cr
1. Discuss
the proper
presentation
and
evaluation
of an egg.
2 1 1 1 1 4
2.Appreciate
the value in
presentation
and
evaluating
an egg.
2 1 1 1 2 1 6
Outcome
• Explain the function of a Table of Specifications
• Table of Specifications (TOS) is a two-way chart which describes the topics to
be covered by a test and the number of items or points which will be
associated with each topic.
• Sometimes the topic of items are described in terms of cognitive level as well.
1. Study the sample Table of Specifications on Assessment
Resource Teacher: Rizza A. Vale. Teacher’s Signature: ____________

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ANALYZE
3.Watch
some video
on proper
cooking of
starchy
products.
1 1 1 1 1 4
4.Enumerate
the function
of starch
2 1 1 1 1 1 1 6
5.Explain
the proper
cooking of
starchy
products
2 1 1 2 1 1 2 8
6.Present
the different
types of
starch and
cereals and
their uses.
3 1 1 3 4 1 2 12
Total
12 6 6 8 9 3 8 40
1. What parts must a TOS contain to ensure test content validity?
The components of the test must be well-representative of the objectives in the hierarchy
of educational goals in order to guarantee test content validity. The teacher can create a
test using a Table of Specifications that concentrates on the important topics and weights
them according to their significance.
2. Why is there a need for a number of items per cognitive level?
The table of specifications (TOS) is a tool used to ensure that a test or assessment measures the
content and thinking skills intended by the test. Also, the achievement domains being measured
must be identified, and a fair and representative sample of questions must appear on the test.

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REFLECT
2. With OBE in mind, is it correct to put learning outcomes not topic in the first column?
Why or why not?
It is essential to prioritize learning outcomes because student output must be considered.
Yes, my resource teacher has a test with content validity even without making TOS, but it is not
feasible.
4. Can a teacher have test with content validity even without making a TOS?
No, a teacher is unable to administer a test without considering the TOS. It tends to happen
because test writers have a tendency to concentrate too much on knowledge-level facts and
concepts when there isn’t a table of specifications.
Read this conversation and reflect on teachers’ assessment practices. Write your reflections
here.
Did you have a similar experience? Reflect on it. Will the required use of Table of
Specifications as guide in test construction solve the problem of misaligned tests?
Yes, I had a similar experience in high school. It happened to me during quizzes or exams. There
are certain questions that are unrelated to the lessons that our teacher is discussing. So, in order to finish
the exams or quizzes, I use the simplest method of answering them without analyzing the questions. I
simply rely on my stock knowledge to answer the questions.
• Accomplished Observation Sheet
• Analysis
• Reflection
• Completed Sample TOS
Student A: Saan naman pinulot ni Teacher ang kaniyang tanong? Ni-isang tanong sa
tinuro, wala! (Where did Teacher get her test? Not one of what she taught came out!)
Student B: OO nga.! Nakakainis! (You are right! How annoying!”)

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Computing Student’s Grades based on DepEd Grading
System
Activity 13.7
Outcome
• Compute student’s grade based on DepEd’s grading policy.
• State the new feature of the latest grading system in basic education
• With the implementation of the Enhanced Basic Education Program of 2013,
more popularly known as the K to 12 Curriculum, came a new grading system
of the Department of Education. Refer to Appendix A for more details.
• The latest grading system in basic education includes students’ performance
in written tests and performance tasks, with emphasis on the latter. The
quarterly exam may be a combination of written test and performance task.
OBSERVE
A. Sample Students’ Report Card
1. Secure a sample of a Students’ Report Card from your Resource Teacher.
2. Study a sample of an unused Student’s Report Card. Observe its contents.
3. Ask permission from your Resource Teacher for an interview with him/her and with a group
student regarding the new grading system.

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B. Interview of Resource Teacher
1. What are the new features of the latest grading system? What things are you required
to do with this new grading system which you were not asked before?
According to Ma’am Rizza, my resource teacher, the new k-12 grading system has a
minimum score of 60 but a converted rating of 75 on the report card. For the quarterly and final
grades, the lowest possible grade is a 60. It is also advantageous for students because it is no
longer zero-based.
2. Which do you prefer — the old or the new grading system? Why?
I preferred the new grading system since its goal is to provide feedback to students so they may
take better care of their learning and to provide information to all those who support these students,
including teachers, special educators, parents, and others.
C. Interview of 5 Students g system?
1. What do you like in the new grading system?
Students support the new grading system because it will establish and maintain high standards
for student work while preserving grade integrity and reflecting discriminating professional judgment.
The students are extremely involved in all activities.
2. Do you have problems with the new grading system. If there is, what?
The new system has limitations. The new grading system may not reflect what a student is
learning accurately. There is no explanation for how a student like us got to the grade we did.
Some may be learning more than others, yet they may not be applying their information
effectively to the work at hand.
3. Does the new grading system give you a better picture of your performance? Why or
why not?
Yes, the new grading system gives me a better picture of my academic success since it will end
unhealthy rivalry among top students. It will ease social pressure and give flexible learners like
us more options. The focus will shift to creating a better learning environment.
4. Which do you prefer - the old or the new grading system? Why?
I prefer the new grading system because it will promote stress-free and enjoyable
learning because it is less competitive and reveals a student’s genuine capabilities
regardless of ranking.
D. Review of DepEd Order # 8, s. 2015
Read DepEd Order # 8 s. 2015. You may refer to Appendix A.

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Based on DepEd Order 8, 8. 2015, answer the following:
1, What are the bases for grading?
The K to 12 Basic Education Program uses a standard and competency-based grading
system. These are found in the curriculum guides. All grades will be based on the weighted raw
score of the learners’ summative assessments. The minimum grade needed to pass a specific
learning area is 60, which is transmuted to 75 in the report card. The lowest mark that can appear
on the report card is 60 for Quarterly Grades and Final Grades.
2. How do you compute grades per quarter for Grades 1 to 10 and Grades "11 to 12. Give
an example.
The two quarters in grades 11 and 12 will determine your final grade for the semester.
During quarterly parent-teacher meetings, your teacher will present a summary of your progress
to your parent or legal guardian. At the conclusion of your grade level, you will find the grading
scale along with a descriptor and observations.
3. How do you compute grades at the end of the school year?
• Add up all the total score for each component.
• Convert the sum for each component to percentage score. Divide the total raw score by
the highest possible score, then multiply the quotient by 100%.
• Convert the percentage scores to weighted scores. Multiply the PS by the weight of the
component listed in Table 1.
• Sum up the weighted scores of each component to get the initial grade.
• Transmute the initial grade to get the quarterly grade using the new transmutation table.

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4. What descriptors and grading scale are used in reporting progress of learners?
5. What are the bases for learners’ promotion and retention at the end of the school year?
Here are the updated DepEd guidelines on learner promotion and retention under the K to 12
Basic Education Program. For more information, read DepEd Order No. 13, s. 2018:
A final grade of seventy-five or higher in all learning areas is required to be promoted to the
next grade level.

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6. What is the report on learners’ observed values?
According to DepEd Order No. 8, s. 2015, page 20, IV; the report card should reflect the
core values of the Filipino child.
MAKA-DIYOS
➢ Participates in worthwhile spiritual activities
➢ Respects religious beliefs of others
➢ Actively participates in any religious or spiritual activities held in school.
➢ Respects sacred places
MAKA-TAO
➢ Shows respect for all
➢ Listens when somebody speaks or recites.
➢ Congratulates peers/classmates who receive awards/ achievements.
➢ Recognizes and respects people from different economic, social, and cultural
backgrounds
MAKA-BANSA
➢ Identifies oneself as a Filipino
➢ Able to read and speak the Filipino language fluently.
➢ Sings well the National Anthem with pride and confidence and attends the flag
ceremony regularly
➢ Abides by the rules of the school, community, and country

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FIELD STUDY1
Episode 13
E. Grade Computation
Show sample computations of a grade:
• In a subject of your choice from Grades 1 to 6 (if you are a future elementary teacher)
• in your specialization if you are a high school teacher)
• Show the percentage contributions of written work, performance tasks and quarterly
assessment. Then give the descriptor. Refer to DepEd Order # 8, s. 2015.
7/10 = 0.7
0.7 ×100 = 70
= 70%

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FIELD STUDY1
Episode 13
ANALYZE
Analyze data and information gathered from the interview and from your interview of an
unused Student’s Report Card and the DepEd grading system.
1. Do teachers and students like the new grading system? Why or why not?
Yes, both teachers and students like the new grading system. The idea of assessing
students’ knowledge based on their internal assignments, projects, their classroom
participation, and their overall achievement on all significant exams was introduced with
the new grading system.
2. What are the good points of the new grading system according to teachers? according to
students?
The new grading system’s main goal for both teachers and students is to convey learning
progress and performance to students, families, postsecondary institutions, and potential
employers in a clear, accurate, uniform, and fair manner.
3. What are teachers challenged to do by this new grading system?
Teachers are pushed to be learning facilitators based on the new curriculum and grading
system, and they are entrusted with assisting learners by providing them with the
necessary knowledge about a certain topic as well as making them understand their
shared objectives. Their teachers’ true and only challenge is to promote each student’s
learning and bring out the best in them.
4. Do you favor the distribution of percentages of written work, performance tasks and |
quarterly assessment?
Yes, I am favor and I realize that the DepEd is trying to meet the needs of the younger
generation of students.
5. Did you like the experience of computing grades? Why or why not?
Yes, because it will informus what our prospective grade will be. Furthermore, as a future
teacher, computing grades serve as a form of encouragement for students to continue
learning and improving, as well as providing feedback on their own learning.

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FIELD STUDY1
Episode 13
REFLECT
In an era where the emphasis is self-directed learning and demonstration of
competencies - knowledge, skills and values learned (outcomes-based education)- do grades
really matter?
I agree that grades do not determine a student’s future, but I cannot deny the importance of
grades in shaping one’s career! Grades are important, and they do matter. The OBE system is
centered on what the students have learned. Students enroll in courses with the intention of
developing skills or gaining knowledge, and they must complete the goal by the end of the course.
It also focuses on assessing student performance through outcomes.

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FIELD STUDY1
Episode 13
_________________________________________ __________________________________
LEARNING
EPISODES
EXCELLENT
4
VERY SATISFACTORY
3
SATISFACTORY
2
NEEDS
IMPROVEMENT
1
ACCOMPLISHED
OBSERVATION
SHEET
All observation
questions/tasks
accomplished.
One (1) or two (2)
observation
questions/tasks not
answered/
accomplished
questions/tasks not
answered/
accomplished
Four (4) or more
tasks not answered/
accomplished.
ANALYSIS
All questions were
and are thoroughly
All questions were
answers are clearly
Questions were not
errors.
Four (4) or more
more than four (4)
errors.
REFLECTIONS
Profound and clear;
supported by what
were observed and
analyzed
supported by what
were observed and
analyzed
Not so clear and
shallow; somewhat
supported by what
were observed and
analyzed
were observed and
analyzed
LEARNING
ARTIFACTS
learning outcomes;
Complete, well-
organized, highly
relevant to the
learning outcome
learning outcomes.
Complete; well-
organized, very
relevant to the
learning outcome
Portfolio is not
reflected on in the
outcomes. Complete;
not relevant
SUBMISSION
deadline
the deadline
or more after the
deadline
Comment/s
SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 Below
GRADE 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72
71-
Below

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FIELD STUDY1
Episode 13
Reporting Students’ Performance
Activity 13.8
Proceedings in a Card Distribution Day
1. Observe how cards are distributed on Card Distribution Day. Describe how cards are
distributed.
Teachers ensure that all parents or guardians of students are present on distribution day.
The distribution of cards usually begins with the recognition of students who excelled in
class, followed by the distribution of cards alphabetically.
Outcome
• State the reason(s) why grades must be reported to parents.
• Describe what must be done to make grade reporting meaningful.
• Grades fulfill their function if reported meaningfully to students and most
of all to parents, our partners in the education of children.
• Grades are a measure of achievement, not necessarily IQ. A student may
have high 1Q but not necessarily achieving or performing because of lack
of motivation or other factors.
OBSERVE
Resource Teacher: Rochelle Mae O. PalencTeacher’s Signature: ____________School:
College of Education Laboratory High School

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FIELD STUDY1
Episode 13
2. Describe how the Resource Teachers communicated learners’ assessment results and
grades to parents.
As parents claim their students’ cards, the teacher explains which areas their child needs
to improve and which areas they need to give more attention to. Teachers also provide
feedback on students’ performance both inside and outside of the classroom.
3. Did parents raise questions or concerns? If yes, what were their questions/concerns?
Yes, most parents inquire about their child’s behavior in class, such as participation in
class discussions, activities, submission of requirements such as assignments, and
attitude toward other students.
4. How did the Resource Teacher handle their questions and concerns? What answers did
he/ she give?
Teachers respond to parents’ questions honestly. Teachers inform parents about their
child’s performance in school, focusing on positive traits that help students perform well.
In this case, both teachers and parents can offer suggestions.
Interview with Resource Teacher
1. How do you give feedback to your students regarding their performance? When do you
give feedback?
Ma’am Rizza, my resource teacher, explained to her students what they were doing
correctly and incorrectly. It is most beneficial to a student’s learning when they are given
an explanation of what is correct and incorrect about their work.
2. How do you report students’ performance to parents? Does the school have a regular
way of reporting grades to parents?
According to Ma’am Rizza, parents’ questions and concerns are addressed on the quarterly
release of cards. It is also permitted to provide updates on their child’s performance in class.
3. What problems on grade reporting did you encounter with parents? How did you
address it/them?
According to Ma’am Rizza, she has never encountered it before. It would not be a
problem to explain the results of their child’s grade as long as there are records.
Interview with Students
1. Do you see the meaning of your grades in the School Report Card?
According to Lemuel Uzziah N. Rosario, report cards for grade 10 students include a
legend that identifies the exact description of their grades.

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FIELD STUDY1
Episode 13
ANALYZE
2. Does knowing your grade motivate you to work harder?
Yes, Lemuel believes that knowing his grades will motivate him to take various steps to
maintain and improve his grades.
Interview with Parents
1. Does your child’s Report Card give you a clear picture of how your child ss performing?
Mrs. Rosario believes that the report card provides a clear picture of how his child is
performing in class.
2. If you were asked what else should be found in the Report Card, which one? Why?
Mrs. Rosario suggested including a feedback section in which the teacher reminds
students of areas that need improvement or highlights the positive attitude and skills that
they demonstrated throughout the quarter.
3. Do you find the Card Distribution Day important? Why or why not?
Card distribution is important, according to her statement. By attending in this manner,
he is taking responsibility for his child. This allows him to monitor and address his
child’s needs holistically.
4. Any suggestion on how to make Card Distribution more meaningful?
Mrs. Rosario suggested having a simple recognition in class for the achiever’s students
to show appreciation for doing well in their studies. As well as to the other students who
deserve special recognition.
1. What were the most common issues raised on students’ performance?
Academic concerns, such as learning difficulties or disabilities, underachievement, and a
lack of attention from teachers and their parents.
2. Based on your observations and findings, what practices must be
a) maintained and
➢ Keep records of students performance and scores

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FIELD STUDY1
Episode 13
REFLECT
➢ Accept feedback and suggestions form the parents
➢ Inform the parents about the necessary improvements of their child
➢ Polite ways of communicating the proper issues and problems
b) improved to make grades and reporting meaningful?
➢ Providing best way in overcoming the issues
➢ Recognizing student’s achievement
➢ Ensuring parents attendance
➢ Collaboration with teachers and parents
1. Grades are often a source of misunderstanding. How should I do reporting so that it will
result to effective learning?
Grades are commonly a source of misunderstanding not only between teachers
and students, but also between parents or guardians and the student. The student’s
guardian cannot accept the fact or the grades assigned by the teachers, or they cannot
accept the reality that the students’ grades are low but are based solely on their
potential/capacity. Sometimes parents expect more than the student is capable of
knowing, which is one of the reasons for misunderstanding. To ensure that the scoring,
grading, and reporting of scores and grades are fair in order to promote learning, the
components must be properly weighed in order to create a composite. Grading and
feedback can also be used to positively influence our students’ performance, encourage
their participation in the course, and promote course content by establishing clear
grading criteria for assignments and exams and discussing grading criteria with all
graders to align perspectives. So, in order to avoid this type of misunderstanding, as a
teacher, we must have concrete proof to present or show the student. Giving them grades
at the end of the semester or grading to make them aware.

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FIELD STUDY1
Episode 13
_________________________________________ __________________________________
LEARNING
EPISODES
EXCELLENT
4
VERY SATISFACTORY
3
SATISFACTORY
2
NEEDS
IMPROVEMENT
1
ACCOMPLISHED
OBSERVATION
SHEET
All observation
questions/tasks
accomplished.
One (1) or two (2)
observation
questions/tasks not
answered/
accomplished
questions/tasks not
answered/
accomplished
Four (4) or more
tasks not answered/
accomplished.
ANALYSIS
All questions were
and are thoroughly
All questions were
answers are clearly
Questions were not
errors.
Four (4) or more
more than four (4)
errors.
REFLECTIONS
Profound and clear;
supported by what
were observed and
analyzed
supported by what
were observed and
analyzed
Not so clear and
shallow; somewhat
supported by what
were observed and
analyzed
were observed and
analyzed
LEARNING
ARTIFACTS
learning outcomes;
Complete, well-
organized, highly
relevant to the
learning outcome
learning outcomes.
Complete; well-
organized, very
relevant to the
learning outcome
Portfolio is not
reflected on in the
outcomes. Complete;
not relevant
SUBMISSION
deadline
the deadline
or more after the
deadline
Comment/s
SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 Below
GRADE 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72
71-
Below

FS
FIELD STUDY
1
Knowing the Quality Teacher
The Teacher as a PERSON and as a PROFESSIONAL
BTLED
FS 1
Observations of
Actual School
Environment

FS
FIELD STUDY1
Knowing the Quality Teacher. The Teacher as a PERSON and as a PROFESSIONAL
Episode 14
Knowing the Quality
Teacher
The Teacher as a
PERSON and as a
PROFESSIONAL

FS
FIELD STUDY1
Episode 14
“My Teacher, My Hero” was a banner during the World Teachers’ Day celebration
in the Philippines in the years past. Are Filipino teachers, real heroes? What do you
think? Why?
My answer is YES! Here are my reasons.
Personal Qualities of Filipino Teachers
To be a teacher in the Philippines is a challenging profession. Teachers serve
the country just like any other hero. To be a teacher requires a lot of personal and
professional qualities. These qualities make an excellent Filipino teacher an
exceptional professional.
First, the teacher must have innate qualities or attributes that are exemplary
and are fitted to be teachers. These are natural tendencies of a person. Here are
some of the qualities and attributes that distinctly characterize a teacher.
SPARK Your Interest
What is really like to be a TEACHER? Why is being a TEACHER considered
as one of the most respected professionals in the Philippines? What makes a
teacher differently better than any other profession? What characterize a teacher
as a person and as a professional?
This Episode will provide you a chance to observe teachers in their
workplace at school in order to answer the questions asked
➢ describe the personal qualities and competences of effective classroom teachers; and
➢ enumerate the professional characteristics of practicing teachers observed as based
on the professional standards and code of ethics for the profession.

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FIELD STUDY1
Episode 14
Personal Qualities of Teachers and the Descriptors
Personal Qualities What the teacher IS and DOES
• Lives with dignity that > exemplifies
self-respect, discipline. Likewise,
respected by students, peers and the
integrity and self discipline.
This teacher is honest, has integrity, self-
respect and self.
• Takes care of one’s physical,
emotional and mental well-being .
This teacher is physically, emotionally and
mentally healthy. Clean and neat, dresses
appropriately and pleasant in words and in
action.
• Lives a life inspired by spiritual
principles and beliefs.
This teacher behaves according to the
personal spiritual beliefs that are not
contrary to the norms, mores and tradition of
the community.
• Exhibits deep knowledge and
understanding across disciplines.
This teacher is mentally alert, makes correct
decision, intelligent to be able to acquire new
knowledge, skills and values needed in order
to teach. She/he has the ability to learn new
things, re-learn old knowledge in new ways,
and un-learn | knowledge, skills and values
that are no longer applicable to the current
times.
• Recognizes own strength with
humility
This teacher sets high goals for
himself/herself, but remains | humble and
willing to share success. He/She is confident
of doing task but does not consider self to be
better than others all the time.
• Perseveres in challenging situation This teacher is calm in the midst of chaos,
remains steadfast under pressure, does not
easily give up and adjusts to different
situations
• Demonstration a natural action to
work together with others.
This teacher volunteers tasks for others,
always willing to share, extends help
willingly, accepts responsibility, tolerant of
other people, and gives up time for the
group.

FS
FIELD STUDY1
Episode 14
Going to teacher training institutions and earning a teaching degree mean
developing a professional teacher like you. You can only become a professional teacher if
you earn a degree to teach in either elementary level or high school level. You should also
earn a license to teach by passing a licensure examination for teachers. While studying in
college you are learning the ropes of becoming a professional teacher. You learn the
content courses including the major or specialization and the professional courses
including the pedagogy courses. Your professional courses include experiential learning
courses that include Field Study 1, Field Study 2 and Teaching Internship. These are
important in your preparation to become professional teachers.
So what are the professional competencies that every teacher should have? You will
find these in the matrix that follow.
Not everyone has these qualities, hence not everyone can be a good teacher. A the old
saying goes: “Teachers are born but good teachers are both born and made”
Professional Competences of Filipino Teachers
Professional Competencies of Filipino Teachers
Professional Competencies What the teacher DOES
• Abides by the code of ethics for the
profession
This teacher practices the rules and conduct of
professional teachers.
• Masters the subject matter to be
taught
This teacher masters and updates himself/herself
with subject matter content to be taught.
• Updates oneself on educational
trends, policies, and curricula
This teacher keeps abreast with educational trends,
policies and curricula by taking up graduate studies,
attending seminars and workshops.
• Uses teaching methods to facilitate
student learning
This teacher practices different ways of teaching
appropriate to the learners and the subject matter
• Builds support network with parents
and community
This teacher engages the cooperation of parents and
stakeholders in educating the learners.
• Demonstrates knowledge,
understanding of the characteristics
and needs of the diverse learners
This teacher has substantial knowledge of the
characteristics and needs of learners.
• Plans, prepares and implements
school curriculum responsibly
This teacher plans, prepares, implements and
innovates the day-to-day curriculum with the view in
mind that learners will learn.
• Designs, selects and utilize
appropriate assessment strategies
and tools
This teacher designs, selects and uses appropriate
assessment tools for, as, and of learning.
• Provides safe, secure, fair physical
and psychological learning
environment that supports learning.
This teacher arranges the classroom to provide safe,
secure psychological learning environment that
supports and encourages learning.

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FIELD STUDY1
Episode 14
Teacher Personal Qualities: A View from My Lenses
Activity 14.1
• Serves beyond the call of duty This teacher does task and works even beyond the
official time when needed.
So, it is not easy to become a professional teacher. The demand is great. A qualified professional
teacher then is like a HERO.
Now you are ready to identify if the enumerated characteristics are found among the teachers you
are going to observe.
There are two observation activities in this Episode. Activity 1 will identify the Personal
Characteristics of the Teacher and Activity 2 will identify the Professional Competencies of the Teacher.
Grade/Year Level: 10 A Subject Area: Cookery Date: September 30, 2022
Procedure:
1. Secure a permit to observe a teacher.
2. Review the list of the Personal Qualities given above.
3. Follow the code given whether you will observe by seeing only or you will observe and
interview the teacher to gather information.
4. Write down in the column of data results the description of the personal qualities that you
have found out. If the personal quality is not observed by-you or is not revealed in your
interview, write not observed or not manifested.
OBSERVE

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Episode 14
Personal Qualities Observe (O) Interview (I) Data results
I have found out that ….
a. Dignified Observe Observe
The Teacher respects all of
her students in the class
regardless of gender, sexual
orientation, gender diversity,
appearance, age, religion, and
achievements.
b. Healthy Observe Observe
The teacher is physically fit,
which is important for school
stability, instructional
effectiveness, and student
accomplishment.
c. Spiritual Observe
Interview
Observe
The teacher believes that
having a personal
relationship with Christ is
the most essential thing in
life, so they encourage the
students to engage in this
relationship. As a result, they
can grow spiritually and in
their faith.
d. Knowledgeable Observe Observe
Teachers are usually
knowledgeable about their
subject, and because they are
less reliant on textbooks,
they will concentrate more
on the practical aspects of
the subject.
e. Humble Observe
Interview
Observe
The teacher knows that she
has to learn and is willing to
change her way of thinking,
feeling, and acting. She does
not oppose God or other
people, but rather strives to
learn from them. She accepts

FS
FIELD STUDY1
Episode 14
ANALYZE
criticism with dignity and
appreciates everyone for the
opportunity to teach.
f. Determined Observe
Interview
Observe
The effectiveness of a
resource teacher is measured
by how well he can inspire
others’ curiosity, not by how
much he knows or how well
he can convey that
knowledge.
g. Cooperative Observe
Interview
Observe
During cooperative learning,
the teacher’s job is to
encourage good interactions
amongst students. To
accomplish this, the teacher
structure student
interactions in the context of
academic assignments while
also preparing students for
collaborative work with
others.
Activity 2 will focus on the Professional Competencies of the Teacher. You may change
your sample Teacher in Activity 1 with another teacher, or you can still observe the same
teacher. In case you will not change your teacher to be observed the same teacher will be your
sample for both Activity 1 and Activity 2. Aside from direct observation, you will also do a Survey
in Activity 2.
Did you learn from your observation of the teacher? Now let us analyze the information
that you have gathered.
Answer the following questions.
1. In Activity 1, what do you consider as the 3 most outstanding significant personal
qualities of the teacher you chose as your case? Why do you consider these as
outstanding?

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FIELD STUDY1
Episode 14
a) Determined
Determination is a set of abilities, knowledge, and attitudes that allow a person to
engage in goal-oriented, self-regulated, autonomous activity. As teachers, we must instill
enthusiasm, excitement, and a love of learning in our students. We must make learning
enjoyable. Because if we are determined, our students will be eager to rush home, study,
and reflect in order to truly learn. If we are genuinely committed to teaching, we will have
students who are engaged, inspired, and willing to learn. Because resolve is essential
because it allows us to persevere in the face of difficulties. It inspires us to move fearlessly
forward with trust till we reach our goal.
b) Dignified
Dignity is essential in teacher leadership at school. To ensure effective teacher
leadership, the school community must foster an environment in which members treat one
another with dignity, respect, while simultaneously encouraging an open and critical
exchange of views. Dignity is more than just respecting a student; it includes other
components that go beyond manners. For our students, dignity means treating them as
individuals, not just emotionally but also academically. To treat students with dignity, each
teacher must recognize that each student has different strengths and weaknesses and that
those needs must be met.
c) Knowledgeable
To effectively adapt instruction to students’ learning needs, teachers must be aware
of the distinctive skills that each student brings to the classroom. In order to instruct all
students in accordance with today’s standards, teachers must have a firm grasp of their
subject matter and the flexibility to relate one concept to another and address
misconceptions. Teachers must understand how concepts relate to other disciplines and
to daily life.
2. Which of these qualities do you have? Do you think you can fit as a good teacher
someday? YES Why? Describe yourself.
A good teacher in the present era faces a great deal of pressure and responsibility.
Only dedicated, determined, knowledgeable, humble, and dignified teachers can perform
their tasks. Respect for students is one trait teacher I should have in the future. Each
individual’s views and opinions should be valued rather than judged. They must be able
to express themselves without fear of being judged. Creating this setting fosters a
stronger bond between a teacher and my students. As a good teacher I also need to
broaden my general knowledge about culture, society, biology, geography, and so on in
order to offer students with the information they require. Furthermore, as a good teacher

FS
FIELD STUDY1
Episode 14
we must be ready to change. We need to understand that the only true constant in life is
change. An excellent teacher, in my opinion, is one who loves what she does. This is
because the students will only experience their passion and hard work if they do so. When
a teacher works hard for his or her students, the students will work hard as well. Overall,
a great educator is not concerned with himself, but rather with the success of his students.
Good teachers are role models, whether in school, at home or in the community. From
the teachers that you had from elementary to college, did the personal qualities that they
possess, help you learn better as a student?
Identify one personal characteristic of your model teacher that has made a great
impact in your life as a learner. Reflect and describe how this quality influenced you.
Teachers play a vital role in our lives and have an impact on us every day. They not just
teach us something new every day, but they also teach us lessons that we will apply to every
decision we make in our life. Fortunately, I had a determined teacher who pushed me to my
boundaries and always believed in me. Mrs.Panotes, my sixth grade teacher, was that amazing
teacher. She was not only my teacher, but also a role model and an inspiration to me.She pushed
me when I thought I couldn’t succeed or fulfill my goals. I never believed in myself and would
simply give up when a task seemed too difficult. Mrs.Panotes, on the other hand, never gave up
on me and continued to motivate me despite my rants. However I can’t recall a single day when
she wasn’t smiling. She was a joyful, passionate, and determined individual who enjoyed her
profession and all she accomplished. Her personality definitely showed through when she
greeted us in the morning and throughout the day. Mrs.Panotes have a significant impact on my
student life and as an individual. She is the driving force behind my desire to become a teacher.
REFLECT

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FIELD STUDY1
Episode 14
Is the Teacher a Professional Teacher?
Activity 14.2
1. Secure a permit to observe and conduct a survey.
2. Request the following information from the teacher:
a. Name —
b. LET License No
c. Evidence of Professional Growth (Masters or Doctorate, Seminars attended, etc
3. Request a co-teacher or the head (only one of the 2) to answer the checklist/rating scale
about your sample teacher.
4. Answer the same survey instrument yourself.
5. Compare the answer of the co-teacher or that of the head with your answer on the
survey. In what items do you have the same answer?
6. Show the results in a summary table.
Competencies of the Professional Teacher: A Special Case
Dear Ma’am/Sir: I am a future teacher and I would like to know the characteristics of a
professional teacher. I will be very glad if you could answer the survey form about your
co-teacher Ma’am Rizza A. Vale
I will keep in confidence your identity, however, please allow me to use the
data in my lesson.
This is a requirement in our course, Field Study 1.
Thank you very much.
BTLED Student
Grade/Year Level: 10 A Subject Area: Cookery Date: September 30, 2022
Procedure:
OBSERVE

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FIELD STUDY1
Episode 14
Name of the Teacher: Rizza A. Vale
PRC License No. 1627991 Grade Level Taught : 10 A
Answer the following statements based on your OBSERVATION of the teacher. Check Yes or No or
Doubtful.
Angelita M. Orendain
Name and Signature of the Teacher Informant
(Peer)
OR:
__________________________________________________________________
Name and Signature of the Supervisor Informant (Head)
AND
Professional Competence
Does the Teacher
exhibit the
competence of a
professional teacher?
Check your answer
below.
Yes No Doubtful
1. Practices the Code of Ethics for Professional Teachers ✓
2. Teaches the subject matter very well with mastery ✓
3. Keeps self updated with educational trends, policies and curricula ✓
4. Uses varied teaching methods that facilitate learning with skill and ease ✓
5. Engages the parents and other stakeholders to cooperate as partners in
educating the children
✓
6. Teaches with compassion based on the knowledge and understanding of the
characteristics and needs of diverse learners
✓
7. Prepares curriculum plans, implements these with innovation in every lesson ✓
8. Designs or selects and utilizes appropriate assessment strategies and
tools for lessons taught
✓
9. Makes classroom atmosphere physically (arrangement) and psychologically
(friendly, inclusive) safe and secure for learning
✓
10. Serves willingly beyond teaching work by participating in other extracurricular
activities when needed
✓

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FIELD STUDY1
Episode 14
Your Name and Signature (Pre-Service Student)
Did you learn from your observation and interview on teacher’s professional competences? Now let us
analyze the data.
Answer the following questions
1. In Activity 2, do you consider the Teacher as a Professional Teacher? In what competencies is
the teacher Strong? In all Competencies Weak? _____________ Doubtful? ___________________ Why?
2. Did your answers to the survey form coincide with the answers of the co-teacher or head of the
teacher you observed?
Why?
Yes. The co-teachers’ survey results match the teacher I observed. Because I saw it and it
shows in her classroom performance. The resource teacher serves as a role model for students,
showcasing professionalism in communication and mannerisms. She provides a safe and
supportive learning environment with clear routines and expectations.
Now, it is time to reflect on Activity 2.
Complete the following sentences as your reflections from the results of Activity 2.
1. As a future teacher, the results imply that I should
As a future teacher, the results imply that I should practice the professional competencies of
teachers since teaching competency will have a positive effect on students’ academic development and
skills, as well as help teachers improve their teaching strategies. He or she does not follow a set syllabus
or curriculum. A brilliant teacher maintains the full authority of the classroom. No matter how large a
class is, a good teacher may easily handle it by using classroom management strategies. Furthermore,
Analyze
Reflect

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FIELD STUDY1
Episode 14
teachers have a professional responsibility to be patient with students who want to learn or who are
serious about their studies. An effective teacher must possess passion. How can a teacher expect his
students to be interested in a subject if he himself is not? How students will learn the material that their
teacher is uninterested in.Take an interest in it, then go ahead and instruct others.
2. If all the teachers teaching today possess the professional characteristic as the
teacher/teachers observed then learners will be
If all teachers today possessed the professional attributes of a teacher, students would be
considerably more interested and less worried. Because a good teacher may make a huge
difference in a student’s life, influencing everything from classroom learning to long-term
success. A competent teacher is also a leader who wins students’ hearts and minds. Such a
teacher recognizes the importance of developing and working with others, including parents and
colleagues, and actively pursues chances for professional collaboration both within and outside
of the school.
Show here the artifacts of this Episode.
1. Short narrative about the teacher with a description of the personal qualities and professional
characteristics that you have observed. You may request a picture from the teacher.
My Teacher, My Hero
(Picture of the Teacher Observed)
Narrative (about the personal and professional characteristics of the teacher)

FS
FIELD STUDY1
Episode 14
A teacher is more than her lesson plans, methods, strategies, and procedures. Teachers
functioned as role models for their students both within and outside of campus.
The teacher I observed possesses personal qualities such as humility, dignity,
determination, spirituality, knowledge, and cooperation. They instruct their students in a
variety of ways and lead them through various problems. Her patience is incredible; even
when students are misbehaving and acting childishly, she forgives them. They also serve as
they light while we the students are in the dark. They teach them extremely well and provide
them with enough information about things they don’t know yet. Students need competent
teachers who know what they’re doing, why they’re doing it, and how to do it successfully in
order for them to succeed. And this is what I notice when I observe my resource teacher,
Ma’am Rizza Vale.
There are numerous teaching approaches that can improve a teacher’s capacity to help
students learn. As anyone can tell us, becoming an effective teacher is a difficult task. It takes
a lot of preparation, patience, and effort. However, regardless of how much effort is required,
I feel that following these vital measures is fundamental to success as teachers. Our goal is to
improve the lives of students by providing them with fresh knowledge and the materials they
need to enable them lead a successful future.

FS
FIELD STUDY1
Episode 14
LEARNING
EPISODES
EXCELLENT
4
VERY SATISFACTORY
3
SATISFACTORY
2
NEEDS
IMPROVEMENT
1
ACCOMPLISHED
OBSERVATION
SHEET
All observation
questions/tasks
accomplished.
One (1) or two (2)
observation
questions/tasks not
answered/
accomplished
questions/tasks not
answered/
accomplished
Four (4) or more
tasks not answered/
accomplished.
ANALYSIS
All questions were
and are thoroughly
All questions were
answers are clearly
Questions were not
errors.
Four (4) or more
more than four (4)
errors.
REFLECTIONS
Profound and clear;
supported by what
were observed and
analyzed
supported by what
were observed and
analyzed
Not so clear and
shallow; somewhat
supported by what
were observed and
analyzed
were observed and
analyzed
LEARNING
ARTIFACTS
learning outcomes;
Complete, well-
organized, highly
relevant to the
learning outcome
learning outcomes.
Complete; well-
organized, very
relevant to the
learning outcome
Portfolio is not
reflected on in the
outcomes. Complete;
not relevant
SUBMISSION
deadline
the deadline
or more after the
deadline
Comment/s
SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 Below
GRADE 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72
71-
Below
Name of FS Student: Rochelle Mae O. Palencia. Date Submitted: ___________________________

FS
FIELD STUDY1
Episode 14
_________________________________________ __________________________________

FS
FIELD STUDY
1
Towards Teacher Quality: Developing a Global Teacher of the 21st
Century
BTLED
FS 1
Observations of
Actual School
Environment

FS
FIELD STUDY1
Towards Teacher Quality: Developing a Glocal Teacher of the 21st
Century
Episode 15
Towards Teacher Quality:
Developing a Glocal
Teacher of the 21st Century

FS
FIELD STUDY1
Century
Episode 15
SPARK Your Interest
Moving towards teacher quality? Wanted! A Global Teacher of the 21" Century!
In 2013, a Global Status Index was determined by Varkey GEMS Foundation and
revealed significant findings. There were 21 countries surveyed which represented the
major continents of the world. In most countries that participated, it was found out that
like the Philippines, teaching is the most sought profession. It was comparable to being
a social worker, librarians, nursing and even doctors. Majority of the parents asked,
answered that they encourage their children to become teachers. To them, teaching is
one of the most respected and trusted professions.
However, with the change in global landscape, the 21" century teachers must
have the competence to address the new learning environment, the new learning
contents, the processes of learning and how these are facilitated and the new types of
learners.
Hence, we need the new type of teachers, a glocal 21* century Filipino teacher.
(Global Teacher Status Index p. 123 Teaching Profession)
➢ describe the personal qualities and competencies of a glocal classroom teachers of
the 21st century; and
➢ design a learner-centered classroom for the 21st century learners with learning
spaces that are safe, that allows creativity and use of ICT.

FS
FIELD STUDY1
Century
Episode 15
A survey of the ASEAN countries and beyond tends to show that there are three
major responsibilities of teachers. These are (1) Actual Teaching. (2) Management of
Learning and (3) Administrative Work.
While the number of actual teaching hours per day varies all over the world, in
our country, teaching in the public schools requires six hours of actual teaching, that
includes administrative ork such as management of learning per day. The two hours of
the working day is allotted to administrative work such as scoring and recording
learners outputs, making reports, filling forms, preparing for the next day’s activity and
performing other administrative tasks. The previous Episode on the teacher, reminded
us of the qualities and competencies mentioned earlier. Teachers should be multi-
literate, multi-cultural, multi-talented, innovative and creative. The future Filipino
teacher like you shall act locally but think globally.
“Teach local, reach global” means that the teacher brings diverse experiences in
the classroom with the various skills to live and work as citizens of a global society.
What teachers do in the local communities impacts the larger community. As global
citizens, the work begins, where the teachers are, thus a “glocal” teacher.
Towards Quality Glocal Teachers
Quality teachers are characterized by different attributes and skills needed in
the 21st century education. Partnership 21 identified (1) Global awareness, (2)
Financial, economic, business and entrepreneurial literacy, and (4) Civic and Health
Literacy which require:
1. Learning and Innovative skills.
2. Information, Media and Technology Skills
3. Life and Career Skills
More specifically, quality teachers are competent teachers who can demonstrate
exemplary mastery of knowledge, skills, values and dispositions relative to the
following characteristics:
1. Understands one’s own cultural identify and rootedness
2. Knows and integrates global dimensions in the subject area
3. Engages learners in the learning processes
4. Uses real life local and global examples
5. Values the inputs of culturally and linguistically diverse learners
6. Models social responsibilities in local and global content

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FIELD STUDY1
Century
Episode 15
7. Encourages learners to find appropriate actions to improve local and global
the conditions, and
8. Creates a learning environment that encourages creativity and innovations.
The Challenges of the Quality Glocal Teachers for the 21" Century
One of the major challenges of quality teachers is to “create a learning
environment that encourages creativity and innovation among learners.” With it, comes
the management of learning in such environment. These are required skills for a global
teacher.
Majority of the current classrooms provide learning spaces that can hardly
prepare the 21" century learners for the development of the 21" century skills.
Since the 21" century classroom is learner-centered, the teacher acts as a
facilitator of learning. Students no longer study each subject in isolation, but they work
on interdisciplinary projects that cover several subject areas. Learning. is no longer for
memorizing and recalling of information but on learning how to learn. Thus classroom
designs should respond to the 21st century learning. More so, quality teachers should
be changing their roles from teaching in isolation to co-teaching, team teaching and
collaboration with students and peers.
A new and creative design of classrooms by the teachers is needed as well as the
management of learning. These are the two teacher qualities needed to address the new
roles of teachers.
How should a new classroom be? Here are some suggestions on the six elements
of a new classroom:
1. Flexibility of furniture and space
2. Collaborative learning
3. Facilitation of movement
4. Foster creativity
5. Use of technology
6. Provision of light and bright colors
With the classroom structure, a quality teacher should be able to manage
learning under a very conducive learning environment. Teacher should use effective
classroom management strategies that will ensure productive learning.

FS
FIELD STUDY1
Century
Episode 15
A Day in the School Life of a Quality Teacher
Activity 15.1
Grade/Year Level: 10 A Subject Area: Cookery Date: October 5, 2022
Quality teachers should manage learning in an enhanced classroom by seeing it
to it that learners are
• organized,
• orderly,
• focused,
• attentive,
• on task, and
• are learning.
This will take much of your skill, experience and patience. The two important
factors that may affect learning management are the use of technology and the diversity
of learners.
Observation 1: This activity will require you to stay in school for one school day. Special
arrangement by your faculty should be made for this purpose.
Procedure
1. Secure permit to observe a quality teacher in the school for one whole class day.
2. Shadow the teacher in the three major responsibilities.
➢ Actual Teaching
➢ Management of Learning
➢ Administrative Work
3. Use the key guide found in the matrix below.
4. Record data observed in your notebook. This will be your artifact.
5. If you missed seeing the evidence to the key guide, you may interview the teacher.
6. Make a narrative or essay of your answer entitled:“ A Day in the School Life of a
Quality Teacher”.
7. If permitted, you may include the teacher’s picture in action to your essay.
OBSERVE

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FIELD STUDY1
Century
Episode 15
ANALYZE
Teacher’s Major Responsibility Key guide for Observation (Carefully look for the
indicators/behaviors of the teacher along the key
points. Write your observations and description
in your notebook. This will be one of our
artifacts.)
A. Actual Teaching This teacher
1. is learner-centered.
2. acts as a facilitator of learning.
3. has mastery of subject matter.
4. sees to it that learning outcomes are achieved.
5. is pleasant and fair in dealing with the
learners.
B. Management of Learning This teacher
1. allows all learners to participate in the lesson.
2. considers the needs of the learners in the
seating arrangement.
3. uses instructional support materials to help
learners understand the lesson.
4. sees to it that learning is achieved within the
period of time.
5. dismisses the class on time.
C. Administrative Work This teacher
1. keeps records of learners attendance everyday.
2. keeps record of formative and summative
tests.
3. submits reports and other documents on time.
4. does other tasks as requested by superiors.
5. cooperates with peers and staff in the
cleanliness and safety of the school.
Refer to the results of your observation to answer the questions that follow.
1. Which of the three responsibilities shows majority of the indicators being practiced?
A. Actual Teaching?
B. Management of Learning?
C. Administrative Work?
Note: Observe and record observations on the following aspects as key guide to observations.

FS
FIELD STUDY1
Century
Episode 15
My resource teacher was responsible for the majority of the indicators in actual teaching.
She encourages and fosters a dynamic known as collaborative learning. Actual teaching
allows students to participate in live discussions in which they must use critical thinking
skills to formulate opinions or arguments.
2. Which demonstrated behavior, do you find in the teacher that is worthy of emulation when
you become a teacher? Describe.
My resource teacher is determined and committed to her students’ and teachers’ success. She is
able to identify each student’s areas of strength and weakness and can offer help and direction to
either get them up to speed or push them further. Because a teacher doesn’t tolerate failure, she
wants her students to have a higher chance of success. Teachers are skilled at knowing when to
push students, when to gently guide them in the right direction, and when to step back and let
them work things out on their own. However, they won’t allow a student to give up.
3. Which of the major responsibilities does this teacher find difficult to comply with? What are
the reasons?
Balancing students’ various learning needs because each student who walks through my
door is exceptional. Some students struggle with math and require additional assistance.
Some people learn best when they read the text, while others learn best when they listen
to a lecture or solve problems on their own. Teaching can be difficult at times, but it can
also be very rewarding if you truly care about your students and want to help them, both
with the materials in your class and with their struggles outside of class.
4. From your perspective, would you consider this teacher as quality teacher? Why?
Yes, because my resource teachers are excellent communicators both verbally and in
writing. She works verbally with teachers and parents to develop individualized
learning plans. She also communicates with her students on a regular basis. To assess
a student’s learning, she explains new concepts, reviews material, and asks questions.

FS
FIELD STUDY1
Century
Episode 15
Now, that you have spent one school day to observe this teacher, it would be good for you to
reflect on all your observations by answering reflective questions below.
Reflect
1. Are you inspired to become a teacher after your observation? If yes, why? If No, why not?
Yes, because I’ve discovered through my observations and surveys that teaching is a lifetime career and
that being a teacher is a lifetime profession. My own school experiences influenced my decision to become
a teacher. I’ve learned through work experience and observations that teaching can be physically and
emotionally demanding. But I enjoy helping and teaching children new things in life. I try to do it in a unique
way. I enjoy seeing happy children, and behind every successful student is the hard work of a teacher.
2. When you become a teacher in the future, how else would you do better as a professional teacher?
As a future teacher, I intend to be a good teacher who loves what she does. I’m a teacher who works really
hard for my students. Students will also be put forward by the effort. Patience is another quality that
distinguishes a good teacher. I’m a teacher, and I shouldn’t get upset or, worse, give up on students who
aren’t doing well in school. Instead, I should be patient enough to gradually coach them, give them extra
lessons, and find new ways to encourage them. I’m a teacher who needs to be able to communicate
effectively with students because we are required to pass on knowledge to students through
communication. I’m a teacher who ensures that we have good management skills that allow us to manage
our time and resources effectively at school. This is significant because it ensures effective learning.
3. What are some of the concerns that you foresee in the future as a quality teacher? Do you think you will
be ready to address these? Give at least 2 concerns.
The quality of their teaching
Managing their classroom and engaging students
Yes, I am prepared to address this issue. We are all aware that there are numerous challenges that teachers
must face in the classroom. However, as future educators, we must believe in ourselves because it is one of
the most basic but effective teaching methods.

FS
FIELD STUDY1
Century
Episode 15
4. In what aspects of the teacher’s day, would you like to congratulate the teacher you observed? Can
you show your appreciation to this teacher by sending a Thank you card? (Include this in your artifact)
I want to congratulate my resource teacher, Mrs. Rizza A. Vale, for everything she does and for giving
me confidence that I can be an excellent teacher. She is an amazing mentor not only because of her
wisdom, but also because of her ability to crack jokes and make me feel like I’m still her student. You’ve
helped me grow, and I’ve come a long way!

FS
FIELD STUDY1
Century
Episode 15
The Creation and Management of the New Learning
Environment as a Skill of the 21st
Century Quality
Teacher
Activity 15.2
Resource Teacher: Rizza A Vale Teacher’s Signature: ____________
Grade/Year Level: 10 A Subject Area: Cookery Date: October, 5 2022
This activity will allow you to develop your sense of creativity and imagination in
designing a classroom for the 21* century and determining how to manage learning in this
classroom.
OBSERVE
Procedure:
1. Draw or sketch the current classroom where you are observing.
2. Indicate and label all significant parts and furniture that you find inside including these
but not limited to:
a. Doors, windows
b. Teacher Table, Demonstration table
c. Cabinets, chalkboard, bulletin boards/display boards, etc.
d. Gadgets, equipment
e. Plant boxes, etc.
f. Others not included in the list
3. Draw your vision of a classroom for the 21* century.
A. Current Classroom I am Observing
Grade level ___________________

FS
FIELD STUDY1
Century
Episode 15
A. Current Classroom I am Observing
Grade level 10 A_____

FS
FIELD STUDY1
Century
Episode 15
B. My Classroom for the 21st Century

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FIELD STUDY1
Century
Episode 15
ANALYZE
Features of the Present
Classroom Component
My Vision of the Future
Classroom
Why the similarity?
Why the differences?
➢ Individual desks, not
tables.
➢ Black board
➢ They have motivational
quotes posted in the
wall inside the
classroom
➢ The Smart TV is
Functional and other
educational technology
➢ The Emergency or Firsts
Aid kit is accessible
➢ They have cabinet to
arranged the books and
other stuffs.
➢ The teacher’s table in
the front.
➢ Air freshener window
that link to outside
world
➢ There would be a class
wall, that was covered
in material and paper
that the students could
write or draw on
➢ There would be a water
fountain in the
classroom as well as a
bathroom so getting a
drink or going to the
bathroom wouldn’t
disturb class.
➢ Incorporate technology
➢ Lots of windows, even
though I seem to have
all my walls used up,
because there needs to
be a link to the outside
world.
➢ File cabinets to put my
stuff on, and supplies
and stuff will be open
for everyone to use in
an organized way.
➢ Trash can and
Emergency kit
Differences
➢ Individual desk, not
tables.
➢ motivational quotes
posted in the wall inside
the classroom
➢ water fountain in the
classroom as well as a
bathroom
Similarities
➢ Technology
➢ File cabinets
➢ Lots of windows
➢ Emergency or Firsts Aid
kit is accessible
Make a comparison of your drawings A and B. Describe the similarities and differences.
Explain why.

FS
FIELD STUDY1
Century
Episode 15
These are the artifacts that you need to file in this Episode.
1. Activity 15.1 Report on the Observations including evidence that go with it.
Activity 15.1 Narrative on the Day in the School Life of the Quality Teacher
2. Activity 15.2 Drawing of the present classroom and a Drawing of your Vision of the Classroom
for the 21st Century.
3. Activity 15.2 Narrative on how you will manage teaching-learning in the 21% Century
classroom.
Reflect
Based on the task that you made, what challenges await you as a future teacher? How will
you manage learning in the future classroom? How will you prepare yourself to respond to 21st
teaching-learning and become a glocal teacher?
Make a short paragraph on how will you manage teaching-learning in the 21st century
classroom?
As a future educator, I must look within myself for certain qualities. This course has taught me that
there are many things I didn’t know or hadn’t considered before embarking on this journey.
Classroom challenges are one of the many problems that teachers face, and a good teacher has the
courage to face all of these challenges bravely. Common classroom challenges for teachers include a lack of
teamwork, limited personal time, working toward long-term goals, arguments and student excuses, and so
on. Addressing these common classroom challenges can help to improve not only teacher retention but also
student success rates and the overall quality of education. Dealing with a silent class is another classroom
challenge because a teacher can only move forward confidently if they receive a positive response.
As 21st century learners and teachers, their existence is becoming increasingly difficult as educational
trends transformation and teachers’ limitations in student-centered classrooms increase. However, timely
involvement from school administration and cooperation from students and parents can assist teachers in
giving their all. A good flexible teaching platform can assist them in contributing to the quality of education
and overall student success rates. Teachers must also make significant efforts to address all of these
classroom challenges and contribute their best efforts to the teaching profession.

FS
FIELD STUDY1
Century
Episode 15
.

FS
FIELD STUDY1
Century
Episode 15
LEARNING
EPISODES
EXCELLENT
4
VERY SATISFACTORY
3
SATISFACTORY
2
NEEDS
IMPROVEMENT
1
ACCOMPLISHED
OBSERVATION
SHEET
All observation
questions/tasks
accomplished.
One (1) or two (2)
observation
questions/tasks not
answered/
accomplished
questions/tasks not
answered/
accomplished
Four (4) or more
tasks not answered/
accomplished.
ANALYSIS
All questions were
and are thoroughly
All questions were
answers are clearly
Questions were not
errors.
Four (4) or more
more than four (4)
errors.
REFLECTIONS
Profound and clear;
supported by what
were observed and
analyzed
supported by what
were observed and
analyzed
Not so clear and
shallow; somewhat
supported by what
were observed and
analyzed
were observed and
analyzed
LEARNING
ARTIFACTS
learning outcomes;
Complete, well-
organized, highly
relevant to the
learning outcome
learning outcomes.
Complete; well-
organized, very
relevant to the
learning outcome
Portfolio is not
reflected on in the
outcomes. Complete;
not relevant
SUBMISSION
deadline
the deadline
or more after the
deadline
Comment/s
SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 Below
GRADE 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72
71-
Below

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FIELD STUDY1
Century
Episode 15
______________________________________ __________________________________

FS
FIELD STUDY
1
On Teacher’s Philosophy of Education
BTLED
FS 1
Observations of
Actual School
Environment

FS
FIELD STUDY1
Episode 16
On Teacher’s Philosophy of
Education

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FIELD STUDY1
Episode 16
SPARK Your Interest
One thing asked of teacher applicants in the Department of Education is to write
their philosophy of education. This means that they have to write their concept of the
nature of the learner, how that learner learns and how that learner ought to live in order
to live life meaningfully. Based on these philosophical concepts, the teacher applicants
describe how they ought to relate to the learner, what to teach and how to teach so that
the learner learns and lives life happily and meaningfully.
➢ determine prevailing philosophies of education based on DepEd Vision and Mission
statements, core values and mandate, the K to 12 Curriculum Framework and Guide
and RA 10533;
➢ cite teacher’s teaching behaviors and the philosophies of education on which these
behaviors are founded; and
➢ articulate my philosophy of teaching.
We are beneficiaries of a rich philosophical heritage passed on to us by great
thinkers of the past and of the present. The way teachers relate to learners and the way
they teach are anchored on philosophies of education.
Basic documents such as the vision and mission statements, core values and
mandate of the Department of Education and the features of the K to 12 Curriculum as
contained in Section 3 of RA 10533 and the K to 12 Curriculum Guide are manifestations
or expressions of the philosophies of education of the country. They state the standards
and the outcomes of education towards which all curricular activities and teaching-
learning should be directed.

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FIELD STUDY1
Episode 16
Analyzing DepEd’s Philosophy of Education
Activity 16.1
ANALYZE
Philosophies of Education Which philosophies are
expressed in the DepEd
Vision, Mission Statements,
Core Values, Mandate? Give
proof.
Which philosophies are
expressed in the K to 12
Curriculum Framework and
Guide and Sec 5 of RA
105337? Give proof.
1. Essentialism — teach
mastery of the basics;
curriculum is prescribed;
subject matter -centered there
are universal, objective values;
inculcate values in subject
matter.
Essentialism - The core values
of maka-Diyos, maka-tao, maka-
kalikasan and makabansa show
that DepEd essentialist. DepEd
believes in unchanging values
that need to be inculcated.
Essentialism - List of standards
and competencies that learners
are expected to attain is the
subject matter that students are
expected to learn. —Essentialist
• Determine prevailing philosophies of education based on DepEd Vision and Mission
statements, core values and mandate and on the K to 12 Curriculum Framework and
Guide.
• Study the DepEd Vision and Mission statements, Core values and Mandate.
• Read the features of the K to 12 Curriculum based on the Ktol2 Curriculum Framework
and Guide and Sec 5 of RA 10533.
• Accomplish the Table below by answering this question: Which philosophies are
expressed?
• Cite relevant statements to back up an identified philosophy of education. You are
given an example.
OBSERVE

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FIELD STUDY1
Episode 16
2. Perennialism — teach those
that last, the classics; there are
universal values; inculcate
these universal, objective values
Any proof of perennialism?
The DepEd mission reflects
perennialist philosophies in
which students learn in a child-
friendly, gender-sensitive, safe,
and motivating
environment.Perennialism
applies to the DepEd mission
because they believe that the
emphasis should be on
principles, not facts.
The Kto12 curriculum
framework which is making the
curriculum relevant to learners.
(Contextualization and
Enhancement)
3. Progressivism - very child-
centered; teach those that
interest the child; one learns by
experience; learners learn by
doing so teacher ‘s teaching is
experiential; values are
subjective; no inculcation of
values since they are subjective;
instead teachers help students
clarify their values
Any proof of progressivism?
It falls under progressivism, as
stated in the DepEd vision,
because, as a learner-centered
institution, they want them to
know how to improve
themselves and realize their
dreams. DepEd believes that if
we teach what they are
interested in, they will learn by
doing.
In RA no. 10533 Sec. 5 which is
Curriculum Development shall
be learner centered, inclusive
and developmentally
appropriate.
4. Reconstructionism - school is
agent of change; schooling is
preparing students for the
social changes; teaching is
involving the students in
discussions of moral dilemmas
Any proof of
reconstructionism?
According to the DepEd mission
statement, values and
competencies help students
reach their full potential and
make significant contributions
to the development of the
country.
The DepEd is responsible for
developing the design and
details of the enhanced basic
education curriculum from K to
12.
5. Existentialism - Teachers
teach learners to make a choice,
to make decisions and not
merely to follow the crowd; one
who does not make a choice and
so simply follow others do not
leave meaningful life
Any proof of existentialism?
The mission of DepEd, in which
teachers facilitate learning and
constantly nurture each learner,
demonstrates that DepEd is
existentialism.
The K to 12 framework, Gearing
up for the Future, demonstrates
that there is evidence of
existentialism that students can
use to choose specialization
based on aptitude, interest, and
school capacity, particularly in
senior high school.
6. Pragmatism - That which is
useful, that which is practical
Any proof of pragmatism?

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FIELD STUDY1
Episode 16
and that which works is what is
good; that which is efficient and
effective is that which is good.
6.g. showing a video clip on
mitosis is more efficient and
more effective and therefore
more practical than teacher
coming up with a visual aid by
drawing mistosis on a cartolina
or illustration board
The DepEd vision, which allows
them to realize their full
potential and contribute
meaningfully to the nation,
demonstrates that pragmatism
was used by DepEd.
The spiral progression
approach shall be used in the K–
12 framework curriculum to
ensure mastery of knowledge
and skills after each level. The
vision of the DepEd is to protect
every Filipino’s right to a
quality and equitable basic
education.
7. Rationalism - emphasizes the
development of the learners’
reasoning powers; knowledge
comes though reason; teacher
must develop the reasoning
power of the learner
Any proof of rationalism?
As rationalism, the DepEd core
values of Makadiyos, Makatao,
Makakalikasan, and Makabansa
are applied.
(d) The curriculum shall be
contextualized and global
8. Utilitarianism - what is good
is that which is most useful
(that which brings happiness)
to the greatest number of
peoples;
Any proof of utilitarianism?
The DepEd vision, “We dream of
Filipinos who passionately love
their country,” demonstrates
that DepEd employs
utilitarianism.
The curriculum must be
culturally sensitive, and the
teachers’ methods must give no
indication of what should be
included in education.
9. Empiricism - source of
knowledge is through the
senses; teacher must involve
the senses in teaching-learning
Any proof of empiricism?
Empiricism is demonstrated by
the DepEd vision, which bases
students’ teaching and learning
on their senses.
a list of requirements and
competencies that let students
use all of their senses while
honing their skills
10. Behaviorism - behavior is
shape deliberately by forces in
the environment and that the
type of person and actions
desired can be the product of
design; behavior is determined
by others, rather than by
person’s own free will; teacher
must carefully shape desirable
behavior; drills are commonly
used to enhance learning.
rewards reinforce learning.
Any proof of behaviorism?
One more indication that
behaviorism was used by
DepEd is its vision for
education, which envisions
students learning in a
nurturing, secure, and inspiring
environment.
In RA 10533 Sec. 5 which is
Curriculum Development it
shows that there is a
behaviorism.
11. Constructivism —Learners
are capable of constructing
knowledge and meaning;
teaching 4earning therefore is
constructing knowledge and
Any proof of constructivism?
The development of lifelong
learners involves active
participation from family, the
The curriculum must employ
constructivist, inquiry-based,
and reflective pedagogies.

FS
FIELD STUDY1
Episode 16
Articulating My Personal Philosophy of Teaching
Activity 16.2
meaning; teacher does not just
“tell” or dictate but asks
learners for knowledge they
construct and meaning of lesson
community, and other
stakeholders.
12. Other Philosophies
Philosophies of Education Teaching Behavior (State what the teacher
said, taught or did).
1. Essentialism — teach mastery of the basics;
curriculum is prescribed; subject matter
centered there are universal, objective values;
inculcate values; subject
In what way was teacher essentialist?
e.g. He/she saw to it that the students mastered
basic concepts and skills.
He/she inculcated values.
2. Perennialism — teach those that last, the
classics; there are universal values; inculcate
these universal, objective values
The teacher in the classroom treated all of the
students the same way, teaching them to think
rationally and to develop critical thinking skills.
OBSERVE
• Observe how a teacher relates to every learner and how he/she proceeds with her
teaching.
• Accomplish this Observation Sheet.
Here are philosophies of education. Find out which philosophies were manifested in class
by observing what and how teacher teaches and relates to learners.

FS
FIELD STUDY1
Episode 16
3. Progressivism - very child-centered; teach
those that interest the child; one learns by
experience; learners learn by doing so teacher
teacher's teaching is experiential; values are
subjective; no inculcation of values since they are
subjective; instead teachers help students clarify
their values
The teacher strives to make school interesting
and useful by designing lessons that pique
students’ interest. She believes that ideas should
be tested through experimentation, and that
learning comes from answering questions.
4. Reconstructionism – school is agent of change;
schooling is preparing students for the social
changes; teaching is involving the students in
discussions of moral dilemmas
In order for the students to comprehend the
consequences of one’s actions, the teacher
engages them in discussions of moral dilemmas.
5. Existentialism – Teachers teach learners to
make a choice, to make decisions and not merely
follow the crowd; one who does not make a
choice and so simply follow others do not leave
meaningful life.
The teacher assists students in better
understanding themselves as individuals. She
taught that the ultimate goal is the development
of the individual, not the development of society,
because society does not care about the ultimate
development of the individual.
6. Pragmatism – That which is useful, that which
is practical and that which works is what is good;
that which is efficient and effective is that which
is good. e.g. showing a video clip on mitosis is
more efficient and more effective and therefore
more practical that teacher coming up with a
visual aid by drawing mitosis on a cartolina or
illustration board.
The teacher teaches students life skills and
encourages them to become better people while
also encouraging a democratic way of learning
through purposeful and cooperative projects and
activities.
7. Rationalism - emphasizes the development of
the learners’ reasoning powers: knowledge
comes though reason; teacher must develop the
reasoning power of the learner
The teacher assisted her students in learning the
content, concepts, and ideas of traditional
academic disciplines.
8. Utilitarianism - what is good is that which is
most useful (that which brings happiness) to the
greatest number of peoples;
9. Empiricism - source of knowledge is through
the senses; teacher must involve the senses in
teaching-learning
Some of the most frequently repeated activities
in the classroom include the teacher encouraging
students to listen attentively, observe carefully,
taste, and smell something.
10. Behaviorism - behavior is shaped deliberately
by forces in the environment and that the type of
person and actions desired can be the product of
design; behavior is determined by others, rather
The teachers provide positive reinforcement, or
rewards, to students when they perform a
desired behavior, the students will learn to

FS
FIELD STUDY1
Episode 16
ANALYZE
than by person's own free will; teacher must
carefully shape desirable
behavior: drills are commonly used to enhance
learning, rewards reinforce learning.
perform the behavior on their own. She also used
behaviorism by showing students how to react
and respond to various stimuli.
11. Constructivism — Learners are capable of
constructing knowledge and meaning; teaching
—learning therefore is constructing knowledge
and meaning; teacher does not just “tell” or
dictate but asks learners for knowledge they
construct and meaning of lesson
Students learn how to clearly articulate their
ideas as well as how to effectively collaborate on
tasks by participating in group projects.
12. Other Philosophies
1. Based on your findings and observations in Activity 16.1 and Activity 16.2, which
philosophies of education are dominant in Philippine basic schools? Why do you say so?
According to my observations, the dominant philosophy in Philippine education is progressivism.
Our country’s future is heavily reliant on how we educate our children. Today’s children will soon
be the driving force of tomorrow. This student-centered approach to learning applies learning in
a social manner and allows students to apply what they are learning to real life, as offered by
progressivism. Children learn by doing, and progressivism advocates for a hands-on approach to
education. In a progressive classroom, the teacher is more of a mentor and guide for the students
rather than a dictator.
2. If there is one philosophy that schools and teachers should give more attention to, what
should that be and why?
Perennialism is one of the philosophies that schools and teachers should pay more attention to.
It only considers the value associated with reason. Teachers only emphasize the importance of
reading and use reading lessons to make a moral point. Perennialism, on the other hand, believes
that education should center on ideas that have stood the test of time. They believe the ideas are
still as relevant and meaningful today as they were when they were written.

FS
FIELD STUDY1
Episode 16
What is your philosophy of teaching? This describes what you believed you should teach, how
you should teach and how you should relate to others in school — with the learners, your colleagues,
your superiors and all other stakeholders. Write them down. This is your title, “My Philosophy of
Teaching.”
My Philosophy of Teaching
These may be of help:
Each student is unique, and their education should be tailored to their specific requirements. Education
should aid the child’s mental andemotional development. I believe that teaching is a lifetime commitment
to students’ personal, emotional, and academic needs. I believe it will change and develop as I progress
through my career and discover who I am as a teacher. My philosophy is currently based on my personal
beliefs, values, and experiences in primary school settings, as well as my own life experiences. As a
teacher, I want to build positive and respectful relationships with all of my students, as well as their
parents, coworkers, and the community.
I believe that the learner ........... (concept of the learner)
I believe a good teacher knows and understands how students develop and learn. I understand that
students actively construct and transform their own knowledge based on prior experiences and learning.
I am aware that not all students learn in the same way or at the same rate. As a teacher, I believe it is my
responsibility to be an effective diagnostician of my students’ interests, abilities, and prior knowledge.
Then I must design learning experiences that will both challenge and allow each student to think and
grow.
I believe that I should teach the learners... (what)
I believe a teacher is more than just a mentor or a lecturer. They are someone who thinks that a quality
education can change people’s lives. Make sure that our students learn from every aspect of their lives,
and it is our responsibility to help them discard any unwise lessons they may have acquired. In order for
our peers to improve as teachers alongside you, make sure that our teaching process offers something
new to the table.
Reflect

FS
FIELD STUDY1
Episode 16
I believe that I .... (how should you relate to learners, colleagues, superior, parents and other
stakeholders)
I believe our main objectives as teachers are to encourage learning, motivate students to do their best
work, and assist them in becoming contributing members of society. All stakeholders must engage in
meaningful collaboration and consequent connection in order to build effective educational systems and
learning environments. Additionally, effective collaboration requires both active doing and attentive
listening from all parties involved.
Accomplished Observation Sheets
My Philosophy of Teaching

FS
FIELD STUDY1
Episode 16
LEARNING
EPISODES
EXCELLENT
4
VERY SATISFACTORY
3
SATISFACTORY
2
NEEDS
IMPROVEMENT
1
ACCOMPLISHED
OBSERVATION
SHEET
All observation
questions/tasks
accomplished.
One (1) or two (2)
observation
questions/tasks not
answered/
accomplished
questions/tasks not
answered/
accomplished
Four (4) or more
tasks not answered/
accomplished.
ANALYSIS
All questions were
and are thoroughly
All questions were
answers are clearly
Questions were not
errors.
Four (4) or more
more than four (4)
errors.
REFLECTIONS
Profound and clear;
supported by what
were observed and
analyzed
supported by what
were observed and
analyzed
Not so clear and
shallow; somewhat
supported by what
were observed and
analyzed
were observed and
analyzed
LEARNING
ARTIFACTS
learning outcomes;
Complete, well-
organized, highly
relevant to the
learning outcome
learning outcomes.
Complete; well-
organized, very
relevant to the
learning outcome
Portfolio is not
reflected on in the
outcomes. Complete;
not relevant
SUBMISSION
deadline
the deadline
or more after the
deadline
Comment/s
SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 Below
GRADE 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72
71-
Below
Name of FS Student: Rochelle Mae O. Palencia. Date Submitted: October 16, 2022
Year&Section: 4 A Course: BTLED -HE

FS
FIELD STUDY1
Episode 16
_________________________________________ __________________________________

My field hours were completed at the College of Education Laboratory High School with
Mrs. Riza A. Vale, a 10th grade teacher. With very little classroom teaching experience, this
opportunity was extremely eye-opening for me.
I had never worked with students before and was nervous about meeting new people.
My time observing was not only educational in terms of how to become the teacher I want
to be, but also in terms of how to improve myself as a student and my own learning. I saw
some great educational tools that I have since implemented in my own education to help
me develop my own learning. During my fieldwork, I observed numerous ways in which the
teacher modified her lessons to accommodate different learning styles for her students in
order to improve their learning. I’ve learned that simply reflecting on what I see in the
classroom isn’t enough; I need to comprehend and learn about the classroom in a more
profound and meaningful way, such as by relating observations to theories and psychology
studies. In addition, I’ve learned to reflect more deeply on what’s going on around me
rather than just looking at what’s on the surface. During my observation, I took notes. I
attempted to convey not only what was happening, but also why it was happening, as well
as any thoughts or feelings the students, teacher, or myself had. Finally, I improved my
reflection skills by asking myself questions like “what would I do,” “how would I do it,” and
“how would I react?” “In order for a teacher to learn, he must be effective and well-versed
in the various methods or strategies he will employ to make his teaching more innovative.

Effective teaching is defined as a student learning something from what the teacher
taught.
In these field studies, I discovered that real teaching can be seen when you are in the
location where the teaching and learning occur. I believe that if a teacher sees the reality
of teaching, he can be developed. And that’s exactly what I’ve encountered during my
field study journey.

EVIDENCEOFLEARNING
EVIDENCEOFLEARNING
EVIDENCEOFLEARNING

REFLECTION (about the overall
experience of Field Study)
Seeing a learning environment for students is very rewarding for us as future mentors. We
were able to see and hear how those learning resources helped students improve their skills
and develop their talents and intelligence. And as a result, we could gain a lot of
knowledge and ideas on how to develop an effective strategy and teaching method
someday.
During my fieldwork, I realized how much teachers go above and beyond to provide a
good education for their students while also ensuring a safe and positive learning
environment. All interactions with students and teachers must be conducted in a
professional manner. This course has taught me that education never ends. I had the
pleasure of working with 10th graders during my time in the field. I discovered how to be a
lifelong learner. I challenge my students to learn something new every day. Making a
difference was important to me. Throughout my training, I used a variety of strategies to
keep students engaged in small groups and rigorous lessons. This course will show us how to
become an effective teacher. It will be our stepping stone to a prosperous dream career
as teachers in the future. Additionally, this course is jam-packed with information that can
help us learn how to become the kind of teachers we want to be, as well as how to be a
better version of ourselves and advance our abilities in both learning and teaching. I
understand that completing a portfolio for this course will be challenging and stressful, but
if I am persistent and work hard, I know it will be worthwhile.

In order for me to be prepared and empowered as a teacher, I must study and learn about
what a field study book is all about because it will give us knowledge and learning
opportunities. From being weak to being strong. I want to transform my future students from
negative to positive, from self-pity to self-confidence, and from non-essentialist to
essentialist. I can assert that I am professionally and globally competitive as a result of this.

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