Republic of the Philippines

CAMARINES NORTE STATE COLLEGE

F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
LEARNING ASSESSMENT
STRATEGIES
BEED/BSED

FIELD STUDY
THE K TO 12 GRADING SYSTEM

FS 1

Observations of
Teaching-Learning in
Actual School
Environment
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
ON BECOMING A TEACHER
Episode 11 Utilizing Teaching-Learning Resources and
ICT
FIELD STUDY THE K TO 12 GRADING SYSTEM

Utilizing Teaching-
Learning Resources and
ICT

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 1

 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
ON BECOMING A TEACHER
Episode 11 Utilizing Teaching-Learning Resources and
ICT
FIELD STUDY THE K TO 12 GRADING SYSTEM

SPARK Your Interest

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.

TARGET Your Intended Learning

Outcome

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

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

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

REVISIT the Learning Essentials

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.

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 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
ON BECOMING A TEACHER
Episode 11 Utilizing Teaching-Learning Resources and
ICT
FIELD STUDY THE K TO 12 GRADING SYSTEM
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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 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
ON BECOMING A TEACHER
Episode 11 Utilizing Teaching-Learning Resources and
ICT
FIELD STUDY THE K TO 12 GRADING SYSTEM

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

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

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 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
ON BECOMING A TEACHER
Episode 11 Utilizing Teaching-Learning Resources and
ICT
FIELD STUDY THE K TO 12 GRADING SYSTEM
information to their prior students. such as graphics technology tools connections and and publish
knowledge rather than to organizers to to assist them in construct knowledge to a
passively receive build upon prior the construction understanding worldwide
information. knowledge and of understanding. across disciplines audience.
construct and throughout
meaning. the day.
AUTHENTIC: Students Students use Students have Students have Students select By means of
use technology tools to technology to opportunities to opportunities to appropriate technology tools,
link learning activities to complete assigned apply technology select and modify technology tools students
the world beyond the activities that are tools to some technology tools to complete participate in
instructional setting generally content-specific to solve problems authentic tasks outside-of-school
rather than working on unrelated to real- activities that are based on real- across projects and
decontextualized world problems. based on real world issues. disciplines. problem-solving
assignments. world problem. activities that
have meaning for
the students and
the community.
GOAL-DIRECTED: Students receive From time to Students have Students use Students engage
Students use technology directions, time, students opportunities to technology tools in ongoing
tools to set goals, plan guidance, and have opportunity select and modify to set goals, plan metacognitive
activities, monitor feedback from to use technology technology tools activities, activities at a
progress, and evaluate technology, rather to either plan, to facilitate goal- monitor level that would
results rather than simply than using monitor, or setting, planning, progress, and be unattainable
completing assignments technology tools evaluate an monitoring, and evaluate results without the
without reflection. to set goals, plan activity. evaluating throughout the support of
activities, monitor specific activities. curriculum. technology tools.
progress, or self-
evaluate.

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

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 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
ON BECOMING A TEACHER
Episode 11 Utilizing Teaching-Learning Resources and
ICT
FIELD STUDY THE K TO 12 GRADING SYSTEM
(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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CAMARINES NORTE STATE COLLEGE
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ON BECOMING A TEACHER
Episode 11 Utilizing Teaching-Learning Resources and
ICT
FIELD STUDY THE K TO 12 GRADING SYSTEM
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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 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
ON BECOMING A TEACHER
Episode 11 Utilizing Teaching-Learning Resources and
ICT
FIELD STUDY THE K TO 12 GRADING SYSTEM

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 8

 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
ON BECOMING A TEACHER
Episode 11 Utilizing Teaching-Learning Resources and
ICT
FIELD STUDY THE K TO 12 GRADING SYSTEM
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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 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
ON BECOMING A TEACHER
Episode 11 Utilizing Teaching-Learning Resources and
ICT
FIELD STUDY THE K TO 12 GRADING SYSTEM

OBSERVE, ANALYZE, REFLECT

Activity 11.1 Visiting the Learning Resource Center

Resource Teacher: Maria Victoria P. Argayosa Teacher’s Signature: ____________

School: CNSC Grade/Year Level: Grade 7 Subject:Filipino

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.

OBSERVE

As you visit and observe the Learning Resource Center, use the observation guide provided.
Ask the assistance of the Center staff courteously.
An Observation Guide for a
LEARNING RESOURCE CENTER

Read the following statements carefully before you observe.

1. Go around the Learning Resource Center.

2. Find out what learning resources are present.
3. Examine and describe how the materials are arranged and how they are classified. Are
they free from dust and moisture? Are they arranged for easy access?
4. Read the guidelines/procedures for borrowing of materials. Are these guidelines!
procedures posted are available for the users to refer to?
5. Familiarize yourself with the guidelines and procedures. Take photos of the center (if
allowed).

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 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
ON BECOMING A TEACHER
Episode 11 Utilizing Teaching-Learning Resources and
ICT
FIELD STUDY THE K TO 12 GRADING SYSTEM
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: Matango National High School

Date of Observation: September 30, 2021
Name of Observer: Johanne Vincent G. Alemania
Course/Year/School: BSED FILIPINO 4th year
List of Available Learning Resources

Available Learning Characteristics and Unique Teaching Approaches where

Resources Capabilities the Resource is Most Useful
(Enumerate in Bullet Form)
1. Print Resources They are printed on a paper The resource is most useful
and they can used when the teacher wants the
 Books repeatedly. They are tangible students to make a research
 Magazines and interactive to the or wants the students to
 Newspapers students. read.
2. Audio Resources They are used through Most useful when the teacher
gadgets. Students can look is giving a recall or in getting
 Videos back to the recorded the attention of the students.
 Recorded lectures lectures.


3. Non-electronic Visual Printed and realistic images Most useful when the teacher
Resources and representation. It can wants the students to
give realistic experience to understand and observe
 Pictures the students. something.
 Dioramas


1. ICT Resources New materials in teaching Most useful in conducting

and learning. It is able to give research for assignments.
 Computers information on the students
 Tablets just by searching to the
 internet.

Impression about the LRC:

The Learning Resource Center has the needed materials to support the leaching and learning
process.

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 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

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ON BECOMING A TEACHER
Episode 11 Utilizing Teaching-Learning Resources and
ICT
FIELD STUDY THE K TO 12 GRADING SYSTEM
Name and Signature of Observer:
Johanne Vincent G. Alemania
Name and Signature of the Learning Resource Center In-charge:
Sir Manuel Villareal
Science Teacher

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

ANALYZE

Are the Learning resources/materials arranged properly according to their functions and
characteristics?
Yes, the learning materials are arranged properly according to their functions and
characteristics for the students to able to identify and search for the proper material they need.

Do the guidelines and procedures facilitate easy access to the materials by the teachers? Why?
Why not?
Yes the guidelines and procedures are easy access to the materials because the teacher
facilities properly and orderly.

What are the strengths of this Learning Resource Center?

The Learning Resource Center has all kinds of learning materials and the place is
comfortable.

What are the weaknesses?

The space of the Learning Resource Center is limited.

What suggestions can you make?

The school should renovate the Learning Resource Center to accommodate large number of
students.

REFLECT

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

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CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

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ON BECOMING A TEACHER
Episode 11 Utilizing Teaching-Learning Resources and
ICT
FIELD STUDY THE K TO 12 GRADING SYSTEM
The material that caught my attention is the computer because all of the student can
access the computer. Not unlike in other school only teachers and faculty has the privileged to
use computers.

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

I can say that I am confidents in using computers or tablets because they are just like
smartphone that I use every day.

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

I can also say that I need to learn more about computer because I admit that there are
things that I didn’t know about using computers.

OBSERVE, ANALYZE, REFLECT

Activity 11.2 Observing Technology Integration in the Classroom

Resource Teacher: Maria Victoria P. Argayosa Teacher’s Signature: ____________

School: CNSC Laboratory School Grade/Year Level: Grade 7 Subject: Filipino

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,

OBSERVE

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.

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ON BECOMING A TEACHER
Episode 11 Utilizing Teaching-Learning Resources and
ICT
FIELD STUDY THE K TO 12 GRADING SYSTEM
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?

ANALYZE

UTILIZATION OF TEACHING AIDS FORM

Grade or year Leve; of Class Observed: Grade 7
Date of Observation: September 13, 2021
Subject Matter: David at Goliat( Parabula)
Brief Description of Teaching Approach used by the Teacher:

Teaching Aids used Strengths Weaknesses Appropriateness of the

Teaching Aids used

Video presentation It can caught the Sometimes The aid should be used at the
attention of the students tend beginning of the lesson to get
students to get bord the attention of the students
with video as well as giving them ideas
presentation about the topic.

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 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
ON BECOMING A TEACHER
Episode 11 Utilizing Teaching-Learning Resources and
ICT
FIELD STUDY THE K TO 12 GRADING SYSTEM
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?
I think the level of the technology integration that the teacher operated is transformation
because the students engage in activities that is impossible to achieve without technology.
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.
I think the learning environment that the class I have observed is authentic they use
technology and uses their creativity to make an output more creative rather than just by doing
the task.

REFLECT

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?
If I am the teacher I will also let my students use their creativity and make their work
collaboratively and will also encourage them in their task. Maybe the different thing that I will
do is I will let all of the students to answer on my question after every reporter to not waste the
ideas of the students. Because as a students it will give a boost to the confidence of the students
if they share their ideas.

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 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
ON BECOMING A TEACHER
Episode 11 Utilizing Teaching-Learning Resources and
ICT
FIELD STUDY THE K TO 12 GRADING SYSTEM

OBSERVE, ANALYZE, REFLECT

Activity 11.3 Exploring Education 4.0

Resource Teacher:Maria Victoria P. Argayosa Teacher’s Signature: ____________

School: __CNSC Abano Campus Grade/Year Level: Grade 7 Subject:Filipino Date: ____________

OBSERVE
Class Observation Guide

Read the following statements carefully before you observe.

1. What is the lesson about? What are the teacher’s objectives?
The lessons is all about denoting an underdog situation, a contest where a smaller or even
weaker opponent faces a much bigger or stronger adversary. The teacher’s objectives are the
students will be able to retell the story of David and Goliath and also explain that we must
trust in God to help us.

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

The plot, moral and object lesson of the story.

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

The students are developing the skills on how to become David. David was “ a man after
God’s own heart” because he understood well that there is no other light and savior than the
Lord.

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 Republic of the Philippines
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ON BECOMING A TEACHER
Episode 11 Utilizing Teaching-Learning Resources and
ICT
FIELD STUDY THE K TO 12 GRADING SYSTEM

ANALYZE

Analyzing the information, you got from observing the class, surf the internet to select
electronic resources, including OERs, social networking sites, and apps with virtual or
augmented reality that will be useful in teaching the same lesson. Evaluate 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 Grade 7
Level
Subject DAVID AT GOLIAT
Matter/Topic (Isang Parabula)
(Based on the
class you
observed)
Lesson Pagkatapos ng talakayan,ang mga magaaral ay inaasahang;
Objectives/Lea -Nakapagbahagi ng mensahe o aral tungkol sa parabulang napanood’David At Goliat”
rning -Malaman at matukoy ang mga bahagi ng isang parabula.
Outcomes
Name and Describe the Put a check if the resource satisfies the criterion. Describe how
Type of electronic resource you can use it
Electronic (include if you were to
Resources author/publisher/ teach in the
source). class you
observed.
Accurate Appropriate Clear Complete Motivating Organized

Google Meet I will use

/ / / / / / this as
main
medium
online set
up.
Powerpoint For

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 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
ON BECOMING A TEACHER
Episode 11 Utilizing Teaching-Learning Resources and
ICT
FIELD STUDY THE K TO 12 GRADING SYSTEM
Presentatio / / / / / / clarifying
n and other
informati
on
Video To watch
Presentatio / / / / / / them
n what
story
happens
all about

REFLECT

1. Describe your experience in surfing the internet for appropriate electronic resources for the
class? What made is easy? Difficult?
It is easy to find a appropriate electronic resources because you are just going to browse the
internet and choose what resource is appropriate to you and your class.

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?
I chose those electronic resources because those are the resources that is available and easy to
use.
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?
The technology skill I already have is that I can use different gadgets. But I admit that I have so
many things to be better in using gadgets because there things that I don’t really understand
about some use of software in some gadgets.

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 18

 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
ON BECOMING A TEACHER
Episode 11 Utilizing Teaching-Learning Resources and
ICT
FIELD STUDY THE K TO 12 GRADING SYSTEM

OBSERVE, ANALYZE, REFLECT

Activity 11.4 Professional Development Through MOOCS

Resource Teacher: _Maria Victoria P. Argayosa Teacher’s Signature: ____________

School: _CNSC Laboratory School Grade/Year Level:Grade 7________Subject:Filipino____

OBSERVE

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

Step 1: Review the seven domains of PPST and identify competencies I like to develop more.

Step 2: Visit sites of MOOC providers and explore the courses offered that are relevant - to
PPST domains I want to work on.

Step 3: Reflect on how I can continue developing my skills through MOOCS.

OBSERVE

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.

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 19

 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
ON BECOMING A TEACHER
Episode 11 Utilizing Teaching-Learning Resources and
ICT
FIELD STUDY THE K TO 12 GRADING SYSTEM
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 MOOC related to the MOOC Provider

want to work on competency/ies
(Include a short
description)
1. Content Strategies for CIC identified Coursera
Knowledge and developing critical creative
Pedagogy and creative individuality
thinking, as well as through creative
other higher order diversity
thinking skills

2. The Learning Management of Positive psychology Coursera

Environment classroom structure collides w/ K-12
and activities. pedagogy. This
course examine
fundamental
concepts in positive
psychology and
demonstrates how
exceptional
instructors use
those principles to
maximize students
engagement and
achievement.
3. Diversity of Learners in difficult The teacher’s work Coursera
Learners circumstances becomes
meaningful when it
is informed by

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 20

 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
ON BECOMING A TEACHER
Episode 11 Utilizing Teaching-Learning Resources and
ICT
FIELD STUDY THE K TO 12 GRADING SYSTEM
research and
learning theories
4. Curriculum and Planning and Curriculum is a Coursera
Planning management of structure that
teaching and guides both
learning process teaching and
learning
5. Assessing and Use of assessment The course is not Coursera
Reporting data to enhance available
teaching and
learning practices
and programs
6. Community Engagement of One of the main Coursera
Linkages and parents and the focuses of this
Professional wider school course is
Engagement community in the harmonious link of
educative process school in the
community
7. Personal Growth Professional After completing Saylor.org
and Professional reflections and this course, you will
Development learning to improve be able to discuss
practice the significance of
objectives, priorities
and planning

ANALYZE
From among the MOOCs you explored, pick at least three which you believe are the most
appropriate for you. Describe the MOOCs below.
1. MOOC Title : Presentations: Speaking so that People Listen

Provider: The provider of this course is Coursera. It is well known website that offers different online
courses or educational organization.
Objective of the MOOC: Learn to organize and create meaningful presentation

Why did you Pick this MOOC:

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 21

 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
ON BECOMING A TEACHER
Episode 11 Utilizing Teaching-Learning Resources and
ICT
FIELD STUDY THE K TO 12 GRADING SYSTEM
As a future teacher, it is very important that I know how to create a meaningful presentation and having
a good communication skill. This course will be an optimum way to improve the skills and gain
confidence towards a successful presentation.

2. MOOC Title: English for Research Publication Purposes

Provider: Coursera
Objective of the MOOC: Improve literacy, research skills and networking.
Why did you Pick this MOOC:
This would be an optimum instrument to overcome my poor writing technical skills.

REFLECT

1. How can MOOCs help you in your future career as a professional teacher and as a lifelong learner?
MOOCs plays an optimum role to improve me. It allows me to discover new things that will aid my
teaching learning process. It is more convenient for me to obtain information as a prospective teacher.
2. What did you learn from the way the providers use technology to teach in the MOOCs?
Open online courses allow many individuals to get an excellent education. Distance is no longer an
impediment to learning. Anyone with an internet connection can access this course from anywhere.

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

I will prepare myself as a learner for Massive Open Online Courses (MOCC). I will become
acquainted with these programs as a result of my exploration of this course.

SHOW Your Learning Artifacts

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 22

 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
ON BECOMING A TEACHER
Episode 11 Utilizing Teaching-Learning Resources and
ICT
FIELD STUDY THE K TO 12 GRADING SYSTEM
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.
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
4. Visit edtechteacher.org. This a treasure box for you. Explore and share what you learned.
5. Paste an article about an example of technology gadget/material that you want to learn more about.
How can this gadget/material be useful in instruction/teaching?

PICTUREEEEEEE SCREENSHOTS GMEET GRADE 7

EVALUATE Performance Task

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.

Name of FS Student: _______________________________________________________________________ Date Submitted: ___________________________

Year&Section: _____________________________________________________Course:_______________________________________________________________
NEEDS
LEARNING EXCELLENT VERY SATISFACTORY SATISFACTORY
IMPROVEMENT
EPISODES 4 3 2
1
All observation One (1) or two (2)
Three (3) observation Four (4) or more
ACCOMPLISHED questions/tasks observation
questions/tasks not observation questions/
OBSERVATION completely answered/ questions/tasks not
answered/ tasks not answered/
SHEET accomplished. answered/
accomplished accomplished.
accomplished
All questions were Four (4) or more
All questions were
answered completely; Questions were not observation were not
answered completely;
answers are in depth answered; answers not
answers are clearly answered completely;
ANALYSIS and are thoroughly connected to theories;
connected to theories; answers are not clearly
grounded on theories; more than four (4)
grammar and spelling connected to theories;
grammar and spelling grammatical/spelling
are free from errors. one (1) to three (3)
are free from error. errors.

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 23

 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
ON BECOMING A TEACHER
Episode 11 Utilizing Teaching-Learning Resources and
ICT
FIELD STUDY THE K TO 12 GRADING SYSTEM
grammatical spelling
errors.

Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow;
supported by what supported by what shallow; somewhat rarely supported by what
REFLECTIONS
were observed and were observed and supported by what were observed and
analyzed analyzed were observed and analyzed
analyzed
Portfolio is reflected Portfolio is reflected
Portfolio is not
on the context of the on the context of the Portfolio is not reflected
reflected on in the
learning outcomes; learning outcomes. on in the context of the
LEARNING context of the learning
Complete, well- Complete; well- learning outcomes; not
ARTIFACTS outcomes. Complete;
organized, highly organized, very complete; not organized,
not organized, relevant
relevant to the relevant to the not relevant
to the learning outcome
learning outcome learning outcome
Submitted two (2) days
Submitted before the Submitted a day after
SUBMISSION Submitted on deadline or more after the
deadline the deadline
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
71-
99 96 93 90 87 84 81 78 75 72
Below

_________________________________________ __________________________________
Signature of FS Teacher above Printed Name Date

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