LEARNIN

FIELD
STUDY 1
G EPISODE The School Environment

OBSERVE, ANALYZE, REFLECT

Activity 1.1 Exploring the School Campus

Resource Teacher: Rovilyn M. Taguinod Lpt. Teacher’s Signature: School: UCV
Grade/Year Level:’9- Ramos Subject Area: ESP Date:
To realize the Intended Learning Outcome, work my way through the steps:

Visit a school. Look into facilities and support learning areas in the campus, then in the
classroom.

1. Observe and use the checklist as you move around the school premises.
2. Analyze your gathered data about the school environment.
3. Reflect on the characteristics of a school environment that promotes learning.
4. Present your idea of a good school environment through any of these:
a.) Descriptive Paragraph c.) Sketch or drawing
b.) Photo Essay d.) Poem, song or rap

OBSERVE

As you move around the campus, observation forms are provided for you to document
your observations. It is advised that you read the entire worksheet before proceeding to
the school site. A good understanding of the activities and tasks to be accomplished in the
activity sheets will yield better learning results.
SCHOOL FACILITIES OBSERVATION CHECKLIST
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 say
\’ how each will contribute to the students’ learning and development.

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 Will it contribute to the students’
Facilities / Description learning and development? Why?
Office of the / The office of the principle is Yes, they supervise the learning
Principal clean and there are no behavior of the learners. Supervising
distractions for noise that the teaching performance of the
coming outside. The books, teacher and reassuring that learning
journals, worksheets are process continues developing. They
well organized and entertain teachers, students, parents,
displayed. There are 2 tables supervisors to resolve problems.
and computers. There is a
sofa for relaxation while
waiting for any complains.
Library / Books are available in Yes! Because it helps the learners to
learning resources and has a search for their daily assignments like
computer for searching the journal insights, geography
book you need to search on. mathematical equation. It serves as a
The books are properly place to study and search on the
arranged according to its available resources that would
courses. Seats and tables are beneficially give an idea to the
available and comfortable learners. Books gives an exact answer
for learners. There two to the learner.
libraries and there are many
walls displays that
encourage learners to study.
Counseling Room / Located besides the senior The counselors contributed to the
high school building, it is development of the learners when they
well ventilated and provides badly need a counselor to guide them
a friendly environment. The in their problems. With this, they can
room was clean, has also be able to reinforce, assess, and
room for interviews. There address their problems. Thus, the
are also a wall displays, and counselors encourage learner to
desk where you can ask excelled and ensuring that you are
information, and login book. correctly inclined with your career and
foster the relevant of shaping the
dimensions.
Canteen/Cafeteria There are many canteens It satisfies the needs of the learners to
that every student can fill their stomach. It contributes on the
bought their foods/needs. students learning by eating properly
Cashier, snack, water, like knowing the go, grow, glow
numerous tables, and chair. foods. They provide adequate nutrition
Every student can easily which gives students an energy levels
avail at its cheapest prize. to prevent disease, such obesity,
The ambiance is good, and malnutrition, cancer and so on.
students can inhale fresh air
that coming from the trees
of the school.

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Medical Clinic / The medical clinic is well To provide the services needed like
structured. Medical basic CPR, first aid kit, and providing
equipment’s are present like the medicines in case that students
oxygen tank, medicines, and experience sudden sickness like
beddings. The cleanliness is cough, stomachache. To also provide
visible, and the apparatus the information that answer their
needed in case of question that in line with learning and
emergency are arrange medicinal purposes.
properly. There is also an
instruction posted in the
clinic like infographics
when something happen.
Audio / The audio-visual room and Helps students to gain new schema
Visual/Learning learning resource center and information beyond what is served
Resource Center have a complete facility. to them. It influences the learners to
There you can see their purposely participate in the classroom
microphones, lcd, activities. It enhances the skills of the
computers, DVDs and other learners and able to adopt the
machine that supported the learnings that audio visual has
learning process of the presented on the classroom.
learners.
Science The chemicals are arranged It gives students first-hand experience
Laboratory and place in safest corner. and offers a better opportunity for
Typically contains learning. Through experimenting
equipment’s, beakers, different elements, it may help
burners, and other tools students learn to address challenges
necessary to complete inherent in directly observing and
experiments. Microscope, manipulating the material world. Thus,
experiments clothes, it improves students’ skills in problem
microscopes are present. solving, gathering facts, and research.
The environment is peaceful
the officer in charge in the
laboratory to guide students.
Gymnasium / The gymnasium is huge It enables students to develop more
enough to occupy thousands strength, skills, endurance, and
of students. The structure of innovations. The gymnasiums
the gym is highly concreted. contributed an overall student learning
There are rooms also for development because they are exposed
guesting, comfort room, and with the different activities such as
garbage bin are located games, literacy, cultural activities.
outside and inside of the Enhance the skills and improves the
gym. The environment is growth of the students.
peaceful, and sports can also
be played in the gym.
Auditorium A place to which people To provide many learners their first
may come to observe sports introduction to performing arts. It

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 event or performance. improves the auditory nerves of the
learners. Also, it enhances skills and
added more knowledge to them.
Outdoor/Garden / The school surrounded with The garden helps the students to
many trees and flowers. discover where their foods come from.
There are also parks that Moreover, the outdoor engages
students can take a breath in learners to discover, experiments, and
while seeing the flowers learn. It contributes on the students
growing. There is no need learning through knowing the proper
water it because the faucet way of gardening, conserving plants,
is high tech just open it and for the betterment of their human
the water will go directly on growth.
the plants. The outdoor
garden are landscapes and
trimmed at its seasonal
stages.
Home Economics X
Room
Industrial X
Workshop Area
PTA Office X
Comfort Room for / The comfort room for the The proper hygiene of the boys is the
Boys boy was clean and it was benefits of comfort room. It helps
located besides their room, them to pee on a comfortable place.
gym, and every building has The learners will be able to identify on
a presence of comfort room what comfort room should they go for
for boys. It has a freshy easing.
fragrance because the
cleaners of the room
observe it. Presence of
waters, dipper, pitcher.
There are 2 cubicle and
glass.
Comfort Room for / It was clean and the It will contribute to the student’s
Girls following things for peeing learning because they know how to
are present like deeper, manage personal hygiene for their
pitcher, and well functioned selves. In this connection, they can be
faucet. Located besides the able to improves themselves in case
classroom where we had that they had a period.
observed. Ventilated with
fresh air and there are no
presences of bad odor.
Others
(Please Specify)

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 An Observation Guide for the CLASSROOM VISIT
Read the following statements carefully. Then write your observation report on the
space.

Guide Question Classroom Observation Report

1. Describe the community or The University of Cagayan Valley is
neighborhood where the school is in the urban place, it is beside the
found. highways of balzain, Infront of a store for
basic needs, computers are step away
from the schools, near also to the
Robinsons malls, and there also a food
eatery in the area.
2. Describe the school campus. What The school campus is composed of
colors do you see? What is the many buildings for elementary,
condition of the buildings? secondary, and college students. Red for
the color of the school, the walls are
painted with cream and white, and green
for the trees and plants around and inside
the entire premises. As you entered in the
campus, it was surrounded with an
environmentally friendly trees and
projects. You will also amuse on the
paintings, charts, achievements of the
different departments, and has a huge
open field for playing. The buildings are
in good conditioned and taking care by
the caretakers of the institutions and staff.
3. Pass by the offices. What While I am passing on the offices, I
impression do you have these observed that the offices are appropriate
offices? for both members of faculty staff and the
organization and as well as the
unexpected visitors. The offices are
accommodating, well arranged, and
formal. With this, the faculty and staff
displayed their innovative output on their
offices.
4. Walk through the school halls, the The School President room are very
library, and the cafeteria. Look clean, the floors are shiny and floor mop,
around and find out the other but the bottles was scattered in some parts
facilities that the school has. of the school campus, and the classroom
was ventilated, arrange, teachers display
the output of the students.

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Resource Teacher: Rovilyn M. Taguinod Teacher’s Signature: School: UCV
Grade/Year Level: 9 Subject Area: Edukasyon sa Pagpapakatao Date: September 17, 2021
“I entered the
1. Look at the walls of the classroom. What are posted on the walls? What classroom with
the conviction
heroes, religious figures, lesson, visual aids, announcements, do you see that it was
posted? crucial for me
2. Examine how the pieces of furniture are arranged. Where is the teacher’s and every other
student to be an
table located? How are tables and chairs/desks arranged? active
3. What learning materials/equipment are present? participant, not
4. Observe the students. How many are occupying one room? a passive
consumer…..
5. Is the room well-lit and well-ventilated? Leaning is a
place where
paradise can be
cheated.”

-Bell Hooks,
Teaching to
Transgress,
NY:Routledge
1994

An Observation Guide for the CLASSROOM VISIT

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

CLASSROOM FACILITIES MATRIX

Description
Classroom (Location, number, arrangement, condition)
1. Wall Displays on every corner; seven, well-arranged; newly posted
2. Teacher’s Table Infront, one, well-organized and centered properly, new
3. Learner’s Desks Center;15, complex, dusty but in good condition
Facilities
4. Blackboard Front, two, definite proportion, newly painted
5. Learning Front, five, improper but some are arranged, informative and timely
Materials/Visua
l Aids

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Write your observation report here

Name of the School Observed: University of Cagayan Valley

Analysis
Location of the School: Balzain Highway, Tuguegarao City
ANALYZE
The breaking down of
Datedo
How tothe
Visit: September
school campus17,2021
and the classroom in particular impact the learning informational materials
into their component
It was
of the student September
going to school.17,
What2021, when
are your we started our first actual
conclusions parts, examining (and
observation in accordance with our FS1 course. I am so excited n that they trying to understand the
The schoolwe
because property and classroom
distributed facilities
proportionally on have a significantresource
our designated impact on
teacher. organizational structure
of) such information to
Through virtual class, the resource teacher said that we must need to off our
develop divergent
cam tothe kidsshock
avoid who attend
on theschool,
studentssince in thethey
because school and classroom
are Grade 7 yet. Ourareteacher
conclusions by
told us to fill in everything that is related to the students learning process identifying motives or
inadequate, pupil will begin to consider not attending school.
which are the facilities and offices contributed on their learning process. causes, making
inferences, and/or
For example, there are schools today that are severely reducing their cost
I strolled around the classroom the school campus together with my finding evidence to
classmates support generalizations.
to theand
pointjotted
wheredown the observation
the number oninmy
of students notes. I could
insufficient say to
in relation that
there is an improvement as the years goes by even pandemic. The faculty and It involves:

stay where they stayed

the number is neat
of seats, and clean.
causing Theytohave
same kids sit intheir own personal tables
the floor. 
Seeing patterns
while the deans’ offices separated from them. 
Organization of
REFLECT
parts
We want back again to observe and finally I finish the task that focuses on  Recognition of
1. Would you like to teach in the school environment you just observed? Why?
the school environment. hidden
Why not? meanings
 Identification
Yes, the school environment is very accessible, the surrounding is very peaceful of components
and
 Question Cues:
covered by green pasture the brighten up the day and give a cool and cozy environment.analyze,Aside
from it, the classroom environment was warmly welcomed from multicultural groups. separate,
The order,
explain,
learners are actively participating and cooperating in any activity of the lessons. As the mode of
connect,
instructions, suddenly shifted to online class. The learners and teacher were struggling classify,
in
arrange, divide,
teaching because of the intermittent connection. But there are no presences of harm or anycompare,
harm
select, explain,
space at first. Indeed, it my advantage to work in the school having an access for the resource
infer (Bloom’s
teacher. I know the people working in that school, and so, I believe we can work very well with
Taxonomy)

each other in designing and planning the welfare of the school and the students. With this, the
school environment promotes positive reinforcement. The resource teachers started her teaching
by asking the learners situation they are okay or not? The flow of the discussion has no

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disturbances sometimes and the teaching process was detailed by detailed. Yet, I also desired to
teach the less privileged learners and youth in the remote areas and make a bigger difference in
their community. Also, I want to devote my life in the field of education. A remote area was
badly needing my existence, hoping that it was a well opened environment for me, and I can be
able to adjust at some point.

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

A classroom that is favorable to learning is one that has adequate seating, working
electric fans for the comfort of students and all other amenities that will substantially aid to the
student’s achievement of information particularly an excellent instructor by profession and by
the heart. A school campus with pleasant and safe surroundings, fresh air, moderate
temperature and is free from the noise disturbances make students feel better about themselves.
Well-built and beautiful buildings and complete school facilities solicits positive responses from
students. A campus exhibiting competitive standards and provides quality education will create
a good impression on students, parents, and the community as well. An institution with staffs of
good reputation and morals is also a vital aspect of a learning environment.

3. What kind of classroom is conducive to learning?

A classroom can be considered conducive to learning if is neat, well-ventilated and with

proper lighting. It should also have the complete facilities equipment, materials necessary to
facilitate the teaching and learning process. There must be an aisle in between, spaces necessary
to avoid crowdedness to prevent classroom management dilemma and maximize a flexible
learning. Lastly, the classroom should have a wall displays, quotes, plants, and few books, so
that the learners will be motivated and adopt the culture of their classroom.

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

If God grant my dreams and aspirations in life to become a teacher. Since, I am now a
Pre-service teacher, I will study diligently to become an excellent teacher in the future. I have no
doubts that if I have strong marks and the necessary experiences, I will be able to become a
compassionate teacher. Henceforth, I will be a resourceful, innovative, critical thinkers, and
creative to structure my own type of classroom. Reassuring the conducive learning that the
learners will be meted and experiences the techniques, classroom routines, and classroom
management that I should render.

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5. Write your additional learning and insights here.

This subject enlightens me and explains me the reals essence of having an observation
study with the school environment of every classroom and facilities. The intended ability to
observe classroom conditions will enables me to become aware about how to achieve good and
effective school environment, and to provide the learners a classroom that is conducive for
learning.

OBSERVE, ANALYZE, REFLECT

Activity 1.2 Observing bulletin boards displays

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:

The display board, or what we more commonly refer to as 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 for bulletin board displays. Include samples of these found at the entrance, lobby,
hallways and classrooms 2. Pick one and evaluate the display. 3. Propose enhancements to make
the display more effective.

OBSERVE

As you look around and examine board displays, use the observation guide and forms
provided for you to document your observations.

An Observation Guide for BOARD DISPLAYS

Read the following carefully before you observe.
1. Go around the schools 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 colors
do you see? How are the pieces of information and images arranged?
4. What materials used in making the displays? Are boarders used?
5. Do you notice some errors? (misspelled words, grammar inconsistencies and the like)
6. Are the messages clear and easily understood
7. Think about what you got attention. Why did it get your attention
8. Take a photo of the display boards (if allowed). 9
Based on the questions on the observation guide, write your observation report:

Observation REPORT

(You may paste picture of the Board displays here.)

There are many bulletin boards displays around the school. They were displays near the
gate, school administration office, departments, elementary board, high school, departmental
organizations boards, and others. It is all about the daily announcement, reminders, activities,
monthly achievements, activities. The board are made of woods and covered with a glassy to
protect the content inside. The designs and infographic are cut and pasted in the board. Those
bulletin boards, I can see that they put an extra effort to educate students. The messages are
clear, and there is no misspelled words and grammars. The bulletin boards are colorful, creative,
timely, innovative,
From among and
theresourceful. They that
board displays mostly
youutilized the the
saw, pick primary colors
one that you or
gothue,
mostdepending
interestedon
in. contrast.
the evaluate it using the evaluation from below.

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 BOARD DISPLAYS EVALUATION FORM1
Topic of the Board Display: SCHOOL REMINDERS
Location of the Board Display in School: HALLWAYS OF THE SCHOOL

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

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

NI S VS O
Criteria 1 2 3 4 Comments
Effective The target audience understood
Communication the conveyed information
it conveys the message of the reminder with
message quickly ease.
and clearly.
Attractiveness The color combination and
Colors and contrast are catchy, enticing, and
arrangement catch but few of the bond papers are
and hold interest.
not necessary to combine with
its hue.
Balance The balance of the objects
Objects are depends on the designers, but as
arranged, so I observed they are crowded to
stability is
perceived.
each other. Few of the bond
paper were just posted, and it is
not arranged well.
Unity Some of the small objects
Repeated shapes or was attached on top of the
colors or use of printed bond paper. It makes the
borders hold display
together.
school reminder appealing and
simple. Thus, the layout
components unify each detail.
Interactivity The learners immediately
The style and respond on the reminders. The
approach entice learners read the content and
learners to be
involved and
give their comments because
engaged. there is a vacant space there for
commentaries.
Legibility The makers of the designs are
Letters and aware and knowledgeable
illustrations can be enough. He/she are watchful on
seen from a good
distance.
the err and seeing it nearer and
farther.
Correctness There is no ambiguity on the

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It is free from content because it only focused
grammar errors, on the 5’ws and the content
misspelled words,
and ambiguity.
creator are educated in terms of
grammar lapses.
Durability The displays are secured
it is well- because it was protected with the
constructed, items glass. But it is expected that the
are securely
attached.
attached object might remove
depending on the materials used.

Bulletin Board Evaluated by: Bryan P. Bago

Location: Beside the Senior High School Building
Brief Description of the Bulletin Board: The bulletin board is all about “foundation week”.
There are attached picture, about the one-week celebration and activities.
EVALUATION

Strengths Weaknesses
Description of the Bulletin  The layout of the  Some font size of the
Board layout bulletin board is paper content is not
colorful, innovative, it readable. It needs to
has a design that enlarge the size, the
suited to the theme of pictures, and needs to
the activity. Its captivate the contested
emphases the events. It should be
activities and amplify arranged and bullet
the socio-cultural, size.
games, and other
activities. I can see
that they put an effort
to finalize the boards.
Evaluation of educational  There are timelines  Written properly and
content and other aspects basis for everyday the contents are
contested programs. educational purpose.
 The layout made by  The position of the
the program board displays cannot
developers, students, be seen. Thus, the
and supervisions of details are transparent.
the heads.
 Highlights the Gawad
Victor Perez awardees
and showcasing the
different
representatives of
every departmental
contender.

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 Recommendations or
Suggestions for Improvement: The administrator should plan on adding the layout design on
this displayed board. As much as school is concern, and promoting their good
well, they need to enhance this bulletin board in a way that students, teachers
and even outsiders could immediately notice by its updates and realized those
things that school provide. They need to add some colors, design, themes, and
other too highlights the details, well balanced.
Signature of Evaluator over Printed Name: BRYAN P. BAGO

Based on your suggestion, make your board display lay-out. 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 the board displays inculcation and awareness of values.

Did the board display design reflect the likes/interests of its target audience? Why? Why not?

Yes, because the board display was appropriate, timely on the interest of the readers
(students, teachers, faculty staff, visitors)

Was the language used clear and simple for the target audience to understand? Why? Why not?

Yes, the readers can easily understand the language on the board display because they
are written formally, informative.

Was the board display effective? Why? Why not

Yes, the purpose of the board displays is to promote the essences of values that everyone
performed well. These are the daily basis on how we act as a human being. That is why,
this display is effective and upbring essences.

What suggestions can you make?

I suggest that this board display must be seen in a large area, so that everyone could see
it. On this time of pandemic, the organization of this displays should post a newly
concept of this display in online form.

Based on your suggestions, propose an enhanced version of the display board. Use the
form below.

Theme: “Integrating and Upholds Values education in all Aspect”

Board Title: Values Education Month
Rationale: The Appreciate the importance of Values in the school community
(Purpose): To Integrate and Upholds Values education in all Aspect”
Objectives:
The remind the audience the values that human performed on their society
To make the student realized and introspect on what type of person they are.
Best features of my proposed bulletin enhancement:
Document Pictures, Quotations, Motivational
Content Resources (Name each needed resource and give each a brief description):
The quotation came from the famous philosopher
The pictures are the documents of the clubs who anticipate these actions
Materials for aesthetic enhancement:
Colored Paper, aesthetic designs, glue, pictures to recycle

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REFLECT

1. Name at least five skills that a teacher should have to come up with effective board
displays. Elaborate on why each skill is needed.
 Creativity – To form the bulletin board more appealing to the understand.
 Obligation – To wrap up bulletin board effortlessly.
 Tolerance – Foe the instructors to not lose trust in making bulletin sheets.
 Optimistic – So there are no negative thoughts on the sheets.
 Innovative- he/she must possess the skills of innovative to create and innovate a
meaningful board display. They should apply the traditional style and modernize
concepts of creating an output of displays.
2. Which of the skills you named in #1 do you already have? Recall your past experiences
in making board displays. How do you practice these skills?
One expertise that I had is duty when I was making board show I am capable in
doing it, so I can effectively wrap up it. This skill is the major that I already have
and able to enhance. Having the skill of creativity in making a board will order to
catch the attention of the readers.
3. Which skills do you still need to development? What concrete steps will you take on how
you can improve on or acquire these skills?
I think one of the aptitudes that I ought to move forward is inventiveness. To
improve develop this expertise. I will observe recording on how to create bulletin
sheet so I will have thoughts when I make on board.

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LINK Theory to Practice

Directions: Read the items given below and encircle the correct answer.

1. With the PPST as guide, an ideal learning environment should have the following
characteristics, EXCEPT .
A. The learning environment promotes fairness.
B. Is safe and conducive for learning
C. Builds many professional linkages
D. Establishes and maintains consistent standards of learner’s behavior
2. Which facilities are present in a health promoting school environment?
I. Canteen sells all kind of food including junk food
II. Comfort rooms common for boys and girls
III. Sanitary drinking fountains
IV. Safe playground
a. II, III, IV c. I and II
b. I, II, III and IV d. III and IV
3. Which physical school environment support learning?
A. Availability of flexible classroom furniture
B. Pressure of spacious classrooms
C. Prominence of bulletin boards in every building
D. Tall school buildings
4. Examine the bulletin board display. This bulletin board fulfills which primary purpose?
A. Instructional-interactive
B. Informational
C. Motivational
D. Decorative
5. Examine the bulletin board display. This bulletin board fulfills which primary purpose?
A. Instructional-interactive
B. Informational
C. Motivational
D. Decorative
6. Examine the bulletin board display. This bulletin board fulfills which primary purpose?
A. Instructional-interactive
B. Informational, decorative
C. Motivational, decorative
D. Instructional, informationalp

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SHOW Your Learning Artifacts

My Personal Illustration of an Effective

School Environment
Let your

Creativity
A school “environment” is a basic component of a
Shine!
student’s life. Schools have a duty to supply understudies
On the opposite with a secure environment in which to create
box, present an scholastically, sincerely, and behaviorally, whereas at the
illustration same time creating connections with others. There are a
showing your few vital qualities that appear to impact student’s positive
idea of an
effective school
comes about in a school environment. It incorporates
environment having a sense of having a place and being a portion of a
through any of school, enjoying the school, seeing that instructors are
these: strong and caring, having great companions inside the
 A school, being locked in in their claim current and future
Descripti scholastic victory and advance, accepting that teach is
ve reasonable and viable and taking part in extracurricular
Paragrap
exercises. Understudies grasp their environment when
h
 A Photo they accept that the grown-ups in school care almost their
Essay learning and almost them as people. Understudies are
 A Sketch more likely to succeed when they feel an association to
or school.
Drawing
 A poem,
As people, understudies who see their instructors
song or and learners work interchangeable and avoidance of
rap distractions. A school environment plays a vital role in
molding the behavior, beliefs, knowledge of the learners.
The school should be an eco-friendly, open for
multicultural, and presence of facilities needed for
learning. Thus, an effective environment relays on the
structure but with this kind of learning modality

EVALUATE Performance Task

17
 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: Bryan P. Bago Date Submitted:

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episode 4 3 2 1
Accomplish All observation One (1) to two (2) Three (3) observation Four (4) or more
ed question/tasks observation questions/tasks not observation
Observation completely questions/tasks not answered/accomplished questions/tasks not
Sheet answered/accomplishe answered/accomplished . answered/accomplishe
d. . d.
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions
answers are with answers are clearly answers are not clearly were not answered;
depth and are connected to theories; connected to theories; answer are not
thoroughly grounded grammar and spelling one (1) to three (3) connected to theories;
on theories; grammar are free from errors. grammatical/spelling more than four (4)
and spelling are free errors. grammatical/spelling
from error. errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow;
supported by what supported by what were shallow; somewhat rarely supported by
were observed and observed and analyze. supported by what were what were observed
analyzed. observed and analyzed. and analyzed.
Learning Portfolio is reflected Portfolio is reflected on Portfolio is not reflected Portfolio is not
Artifacts on in the context of in the context of the on in the learning reflected on in the
the learning outcomes; learning outcomes. context of the learning context of the learning
complete, well- Complete; well outcomes. Complete; outcomes; not
organized, highly organized, very relevant not organized, relevant complete; not
relevant to the to the learning outcome. to the learning outcome. organized, not relevant.
learning outcome.
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days
deadline. deadline the deadline or more after the
deadline
Year & Section: 4th Year Course: BSED-VALED

COMMENT/S Rating:
Over-all Score (Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13- 11 10 9-8 7-Below
12
Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Bwlow

Signature of FS Teacher above Printed Name Date

18
 FIELD STUDY 1 LEARNING
EPISODE Learner Diversity:
Developmental Characteristics,
FS 1 2 Needs and Interests

OBSERVE, ANALYZE, REFLECT

Activity 2.1 Observing learner characteristics at different stages

Resource Teacher: Arnolyn Joy Macaraniag Teacher’s Signature: School: UCV

Grade/Year Level: 7-Ramos Subject Area: ESP Date:
To realize the Intended Learning Outcomes, I will work your way through these steps:
Step 1 Observe 3 groups of learners from different levels (preschool, elem., and high school).

Step 2 Describe each of the learners based on my observation.

Step 3 Validate my observation by interviewing the learners.

Step 4 Compare them in terms of their interests and needs.

OBSERVE

Use the observation guide and matrices provided for you to document your
observations.
An Observation Guide for the Learners’ Characteristics

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

Physical

1. Observe their gross motor skills how they carry themselves, how they move, run, and
walk, go up the stairs, etc.
2. Are gross movements clumsy or deliberates/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?

19
Emotional

1. Describe the emotional disposition or temperament of the learners. (Happy, sad, easily
cries, mood-shifts).
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they self-conscious?

Cognitive

1. Describe their ability to use words to communicate their ideas. Note their language
proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for evidence of
their thinking skills.
3. Were there opportunities for problem solving? Describe how they showed problem
solving abilities.

Learners’ Development Matrix

Record the date you gathered about the learners’ characteristics and needs in this matrix.
This will allow you to compare the characteristics and 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.

Development Preschooler Elementary High School

Domain Indicate age range of Indicate age range of Indicate age range of
children observed: children observed: children observed:12
Physical Their movements are
Gross-motor skills planned, but they do
run and walk around
Fine-motor skills freely on occasion,
especially when they
Self-help skills are playing.
Some people can write
Others legibly, read clearly,
and draw beautifully.
Their age range must
need a guidance from
their teachers, parents
because they are still
adjusting on their
grade level from
elementary to
secondary.

20
Social Listens intently but
Interaction with occasionally
Teachers converses with their
seatmates.
Interaction Teachers are highly
Classmates/friends regarded.
They should choose
Interests friends with whom
they get along well
and can share similar
experiences. As we go
through in online
Others learning, the grade 7
and grade 9 work
interact. The teacher
asks questions and
learners answer it, in
the sense that they can
express their thoughts,
and interest.
Emotional They were able to
Moods and keep their emotions,
temperament, which ranged from
expression of feelings happiness to sadness,
hidden. (Emotional
Emotional ups and downs) At
independence this point, they were
able to control their
Others emotions.
Crying or expressing
emotions in public can
make you feel shy or
embarrassed

Cognitive Their metacognition

Communication Skills recognizes, and
participate debates,
Thinking skills values clarification
activities. When he
Problem-solving speaks, it makes
sense.
Others Ideas are freely
expressed and
effectively
communicated.
Their perspectives

21
 are primarily
influenced by their
personal experiences
and the lessons they've
learned.

ANALYZE

Write the most salient developmental characteristics of the learners you observed. Based
on these characteristics, think of implications for the teacher.

Example:

Level Salient Characteristics Implications to the

Observed Teaching-Learning Process
Preschool  Preschoolers like  Therefore, the teacher
Age range of learners move around a lot should remember to
observed 3-4 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 Implications to the

Observed Teaching-Learning Process

22
Preschool
Age range of learners
observed

Elementary
Age range of learners
observed

High School
Age range of learners The learners’ characteristics Therefore, teachers must act
observed are of navigating learning, and conduct appropriately, as
curiosity, and easily board if they will serve as role models
the topic is not interesting. for pupils in the formation of
Learners are intelligent in positive attitudes and values.
different aspects; like music, He/she should reconsider the
experiments, dancing, and multiple intelligences of the
acting. They ask questions in students. Apply some
every lessons. activities that interesting to
avoid boredom of the learners.

REFLECT

23
 1. While you were observing the learners, did you recall your own experiences when you
were their age? What similarities or differences do you have with the learners you
observed?
Reminiscing my experienced during high school life is indeed a great happiest
memory. I can still remember my own experienced when I was in their age too
such as enjoyed playing, running, and chatting with my classmates also my friend
and I was occasionally chastised by the teacher for not paying attention. But I'm
different from them in that I'm focused on my academics and I'm not afraid to
show off my abilities. I am multi-talented person because I am fond of designing,
computer, oration, scrabble, and cooking foods. But my difference on them is, I
am approachable and have my own ways of learning and reviewing.
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, and cognitive)? How did it
affect you?
The teacher that I will never forget and one of my inspirations is Ma’am Vernalyn
Tamayo Lpt. Mst. She is my Senior high school teacher, and the type of teacher
that I cannot forget because of her sense of encouragement with us. She was nice,
humble, and had a good sense of humor. She was quite skilled, and she inspires
me because he the most a kind and responsible teacher and above all a teacher
who can love her so what I can't forget about her is that she always tells us to
study. I remembered when she asked me if what will be me course soon? Then, I
told to her, I want to be a lawyer by profession. She said, I will support you nak!
3. Share you other insights here.
Teaching is both a vocation and a mission. Touching someone's life is precious
and molding them into the best version of themselves is the most difficult, yet
gratifying task. Doctors, attorneys, judges, architects, and other well-known
professions would not exist if teaching did not exist. Teaching is an extremely
difficult profession, and our country requires many teachers to serve it, especially
now that our educational environment has been transformed. Teaching is not only
focusing on improving your students' abilities, talents, and intellectual capacity,
but also being adaptable and alert in assessing one's own limitations and
strengths. Teaching is a noblest profession because the future of your students
relies on us. The responsibility of the teacher is to maintain the diversity of
learners and cater their needs in learning. As I realized, we must possess the
important skills intended for learning to build the rapport and developmental
stages of the learner.

LINK Theory to Practice

24
Directions: Read the items given below and encircle the correct a nswer.

1. A 14-year-old felt ignored by her crush whom she believes is her one true love.
She is crying incessantly and refuses to listen and accept sound advice that the
teacher is offering. Her refusal to accept is because .
A. She thinks what she feels is too special and unique, that no one has felt like
this before.
B. The teenager’s favorite word is “no,” and she will simply reject everything the
teacher says.
C. 14-year-olds are not yet capable of perspective taking and cannot take the
teacher’s perspective.
D. Teenagers never listen to adult advice

2. A preschool teacher is thinking about how best to develop the fine motor skills of
the 4-year-olds. Which of the following should he best consider?
A. Provide daily coloring book activities.
B. Ask the children to do repeated writing drills every day.
C. Encourage children to eat independently.
D. Conduct a variety of fun and challenging activities involving hand muscles
daily.

3. Science Teacher Rita showed her class a glass of water with an egg in it. She asked
the class: “What happens to the egg if I add three- tablespoon salt to the glass of
water?” This is hypothesis formulation. What can you infer about the cognitive
developmental stage of Teacher Rita’s class?
A. Formal operational stage
B. Concrete operational stage
C. Pre-operational stage
D. Between concrete and formal operational stage.

SHOW Your Learning Artifacts

25
 Which is your favorite theory of development? How can this guide you as a future
teacher? Clip some readings about this theory and paste them here.

In terms of self-help skills, I think their school skills and household skills resharpening
and redevelop. The interaction with teachers, classmates, and parents are maintain. They are
interested in reading books and listening to the teacher. Their emotional are control but freely to
express when someone open-up. Why self-help? This theory improves the skills of the learner not
just in the school but also in their house. Learning process is continuous, the learners also need
our guidance like letting them to read a novel or doing a household instruction. As an educator,
we should let the learner be instructed before application. They cannot learn to us if we don’t
teach them properly. With this theory, it promotes reinforcement, values, and initiative.

As a prospective educator someday, I will utilize this theory of development as my basis

and guide in preparing the appropriate and necessary strategies, and materials for students.
This theory may also suggest in giving students opportunities in navigating many hypothetical
questions wherein it requires comprehensively. Share equality and fairness within them. Lastly,
encouragement must be presented.

EVALUATE Performance Task

26
 Evaluate Your Work Task Field Study 1, Episode 2- Learner Diversity: developmental
Characteristics, Needs, and Interests

Learning Outcome: Determine the characteristics, needs, and interests of learners from different
developmental levels.

Name of FS Student: Bryan P. Bago Date Submitted:

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episode 4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation question/tasks observation questions/tasks not observation
Sheet completely questions/tasks not answered/accomplished. questions/tasks not
answered/accomplished. answered/accomplished. answered/accomplished.
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions
answers are with depth answers are clearly answers are not clearly were not answered;
and are thoroughly connected to theories; connected to theories; answer are not
grounded on theories; grammar and spelling one (1) to three (3) connected to theories;
grammar and spelling are free from errors. grammatical/spelling more than four (4)
are free from error. errors. grammatical/spelling
errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow;
supported by what were supported by what were shallow; somewhat rarely supported by
observed and analyzed. observed and analyze. supported by what were what were observed and
observed and analyzed. analyzed.
Learning Portfolio is reflected on Portfolio is reflected on Portfolio is not reflected Portfolio is not reflected
Artifacts in the context of the in the context of the on in the learning on in the context of the
learning outcomes; learning outcomes. context of the learning learning outcomes; not
complete, well- Complete; well outcomes. Complete; complete; not
organized, highly organized, very relevant not organized, relevant organized, not relevant.
relevant to the learning to the learning outcome. to the learning outcome.
outcome.
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days
deadline. deadline the deadline or more after the
deadline
Year & Section: 4th year Course: BSED-VALED

COMMENT/S Rating:
Over-all Score (Based on
transmutation)

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 2.0 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Bwlow

Signature of FS Teacher above Printed Name Date

27
 FIELD STUDY 1 LEARNING Focus on Gender, Needs, strengths, Interests,
EPISODE
Experiences Language, Race, Culture, Religion,

FS 1 3 Socio-economic Status, Difficult Circumstances,

and Indigenous Peoples

OBSERVE, ANALYZE, REFLECT

Activity 3.1 Observing differences among learners’ gender, needs, strengths, interests, and
experiences; and differences among learners’ linguistic, cultural, socio economic, religious
backgrounds, and difficult circumstances.

Resource Teacher: Arnolyn Joy Macaraniag Lpt Teacher’s Signature: School: UCV
Grade/Year Level: 7th -Roxas Subject Area: ESP Date:
The learners’ 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 student
diversity affects learning.

To realize the Intended Learning Outcomes, work your way through these steps:

Step 1. Observe a class in different parts of a 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 transpires inside outside the classroom.

Step 4. Interview your Resource Teacher about the principles and practices that she uses in
dealing with diversity in the classroom.

Step 5. Analyze the impact of the individual differences on learners’ interactions.

The observation form is provided for me to document my observations.

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 in the next page.

1. Find out the number of students. Gather data as to their ages, gender, racial groups,
religious, and ethnic backgrounds.

28
During class:

1. How much interaction is there in the classroom? Describe how the students interact with one
another and with the teacher. Are the groups that interact more with the teacher than others.
2. Observe the learners seated at the back and the front part of the room. Do they behave and
interact differently.
3. Describe the relationship among the learners. Do the learners cooperate with or compete
against each other?
4. Who among the students participate actively? Who among them ask for most help?
5. When a student is called and cannot answer the teacher’s question, do the classmates try to
help him? Or do they raise their hands, so that the teacher will call them instead?

Outside class:

1. How do the students group themselves outside class? Homogeneously, by age? By gender?
By racial or ethnic groups? By their interests? Or are the students in mixed social groupings?
If so, describe the groupings.
2. Notice students who are alone and those who are not interesting. Describe their behavior.

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

Ask the teachers about strategies they apply to address the needs of diverse students due to the
following factors:

 Gender including LGBT

 Language and cultural differences
 Differences in religion
 Socio-economic status

29
 OBSERVATION REPORT

Name of the School Observe: University of Cagayan Valley

School Address: Balzain Highway, Brgy, Centro 12, 3500 Tuguegarao City, Philippines

Date of Visit:

The section where I used to be assigned had 7 males and 5 females. Meanwhile, there are
12 students who were within the bracket of 12-13years old. Mostly students are also Catholics
but there are some who belong to other religious sectors. Even if their solution is incorrect, the
kids are free to express themselves. They are confident in their ability to communicate with their
teacher as well as their classmates. Some students raise their hands even if they have completed
an answer, while others wait for their names to be called. Students in the front row are more
engaged in class than those in the rear. Students in the back row are waiting for their names to
be announced. In the cooperative learning small group of students are responsible for its own
the learning also in the learning of all the group members. The students are interacting with
each other in the same group to acquire and practice the elements of a subject matter. Co-
operative learning is the student-centered and instructor-facilitated also the instructional
strategy. Students can influence who speaks and how much participation they get from their
teachers by looking expectantly at other pupils and if they look expectantly to others, this
confirms the value of hearing from different people teachers need to be patient with them and not
always select in the same student for attention. Students who fail to participate in a very class
discussion or seem immune to reply to a matter during class aren't all introverts. There are many
reasons an individual could also be hesitant to talk in school and helping those students to
participate first requires identifying why they're not speaking out.

30
ANALYZE

Identify the persons who play key roles in the relationships and interactions in the
classrooms. What roles do they play? Is there somebody who appears to be the leader, a
mascot/joker, an attention seeker, a little teacher, a doubter/pessimist?

As the mode of instruction is on Ms. Teams because of the pandemic that continues
affecting the humanity. The persons who play a significant role in the classroom interactions are
the teacher and the learners. The teacher act as a facilitator of learning while the students act as
a learner. A good education should provide an opportunity for students to develop a strong
sense of creativity, a high self-esteem, and a lifelong respect for learning. There are students
who appeared to be a leader and a little teacher, they are the one who help their classmates who
is struggling in their studies. In the online classroom discussion, the teacher and students are
joker when the topic is interesting. As I observed, there is no existence of attention seeker
because they are knowledgeable enough to control their behavior. Lastly, the teacher is excellent
in promoting good relationship, and explained concepts detail by detail.

What makes the learners assume these roles? What factors affect their behavior?

By following the instructions of the teacher, in which learners had an innate capacity to
identify their roles. With this, their role is to be a learner and able to cooperate to their
classmates. The attitudes are affecting your open mindedness and your degree of prejudice
around the learning and how to cheerful you are also your interest in learning. Henceforth, the
factors affecting their behavior is family, personal factor, school activity, emotions, environment,
and other forms of factor that can possibly change the behavior of one learner.

1. Is there anyone you observe who appear left out? Are students who appear “different?”
Why do they appear different? Are they accepted or rejected by the others? How is this
shown?
Based on my observation, no learners that left behind because the teacher
reinforcement immediately the learners if they don’t understand the lessons. Honestly
speaking, the teachers make the classroom a place where all learners feel like they
belong and comfortable. Despite their differences in attitudes, skills, socioeconomic
standing, and abilities, they appreciate each other. Some of the students who were
members of a minority group were still accepted by their peers. The grade level that I
observed were warmly open for the observation and no rejections.

What does the teacher do to address issues like this?

Instructors must first comprehend each individual student to create cultural
awareness in the classroom. Take the time to get to know each student's cultural
background and hobbies. If kids feel valued and at ease with their teacher, they are more
likely to feel at ease communicating with classmates

31
 2. How does the teacher influence the class interaction considering the individual
differences of the students?
The teacher had a strong influenced on the class interaction considering the individual
differences of the learners through manifesting an equal value on the online class. The
teacher does not discourage the learner whether their answers on the questions is wrong
or misleading to unknown answer. The teacher exercise strong values upon discussing.
She is always motivating the students to answer and participate in the discussion. She
noticed that there is an existence of individual differences, but then she made a strategy
for everyone to interact and shared their own understanding.

3. What strategies does the teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?
Teachers can use different teaching styles to accommodate student diversity in the
classroom. By encouraging students to share their personal experiences with the class or
in groups, the instructor promotes class interaction. You must ensure that you are
attentive to everyone's culture, beliefs, and language problems. Take the time to learn
about each student's cultural quirks, from learning styles to the language they speak.
Create learning experiences that are more interactive and demand participation rather
than lecture-style lessons.

REFLECT

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

While I am physically present in the Ms. Teams discussion of Grade 7 and 9 on

screen, while observing, watching the students, I felt an optimistic feeling that as if I
am already a teacher of them. I got the impression that the teacher is well-liked by
her students because they pay attention and participate in conversations. Within my
mind I could sense oneness and unity among the learners and the teacher because the
students intermingled positively to their teacher, when every time that the teacher
raised questions, the learners interact and shared their ideas.

Activity 3.2: Observing differences among learners with disabilities, giftedness, and talents
32
 Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: Date:
To realize the Intended Learning Outcomes, work your way through these steps:

1. Observe at least two of these classes.

a. SPED class with learners with intellectual disabilities
b. SPED class 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 your observation report.
5. Analyze your observation data.
6. Reflect on your experience.

OBSERVE

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

An Observation Guide for the Learners’ Characteristics

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

1. Observe the class to see the differences in abilities of the learners.

2. Try to identify the students who seem to be performing well and those that seem to be
behind.
3. Validate your observation by asking the teacher about the background and needs of the
learners.
4. Observe the behavior of both regular students and those with special needs. Note their
dispositions, pace in accomplishing tasks, interaction with teacher, and interaction with
others.
5. Observe the teacher’s method in addressing the individual learning needs of the students in
his/her class.

OBSERVATION REPORT

33
Name of the School Observed: University of Cagayan Valley

School Address: Balzain Highway, Tuguegarao City

Date of Visit

As we experienced daunting circumstances, the observation is through online class. As

I observed, the learners are normal because they can think properly, and actively
participate during the class discussion. The learners are diverse in abilities, skills, and
attitude. Some of the students are good writing, vlogging, and even arts. To identify
the students who seem to be performing well and those that seem to be behind. In fact,
there is left behind in the class because their eagerness to pass the subject is observed.
Upon observing the dispositions, pace in accomplishing tasks, interaction with
teacher, and interaction with others. All throughout the day, the earners interact with
the teacher like when the teacher command the students to read their journals.

ANALYZE

34
 1. Did your observation match the information given by the teacher?
Yes, my observations corresponded to the information provided by the teacher as a
guide. I was able to correctly identify the student who is performing well and the student
who is performing poorly. Volunteering to answer questions and always responding to
the teacher are behaviors that have helped me identify them.
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?
Teaching students with varying learning abilities necessitates imagination, time, and
a desire to understand how a student learns best. Teachers can also reach each of their
students, no matter how different their learning styles and with the right tools. Here are
some examples of how teachers can instruct a class of students with varying learning
abilities.
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 teacher did not discriminate against the students; she provided positive feedback
to all students, even if their answers were incorrect. As an observation student on grade
7 and 9, the teacher methods in handling the students’ differences are appreciated
because there is a presence of catering, inclusivity, and positive reinforcement. The
students cooperate in the lessons, recite, and able to recall their previous lessons. The
teacher differentiated an instruction so that everyone will catch up the lessons and at end
the lesson they have learned from the teacher.

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 elementary, I had one female teacher who was an autocratic but
effective teacher. When she walks in, she has many books, class record, and instructional
material. She always holding her sticks, pinpointing the words in a manila paper, also,
she reads her book and scribbles. When she did some recitation, he would call us at
random. When one of my classmates failed to respond to her question, she would let us
stay and others will go home. She let us to move-out from the classroom without knowing
how to read the word that written down on the chart. She makes sure that we must know
how to read in every lesson.
2. What dispositions and traits will you need as a future teacher to meet the needs of the
learners?
An ambassador of tact and chance to change learning into reality. Responsibility to
the curriculum means teachers actively make choices that allow them to best meet the

35
 wants of the learners. Cross your own familiar barriers and beliefs to fulfill the wants of
all the learners. The teachers must be embracing the diversity, including of the
differences in ethnicity, culture, socioeconomic status, disability, and sexual orientation.

OBSERVE, ANALYZE, REFLECT

Activity 3.3 Observing the school experiences of learners who belong to indigenous groups.

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:
To realize the Intended Learning Outcomes, work your way through these steps:

1. Ensure that you have reviewed the no. 3 Focused on Indigenous Peoples in the Learning
essentials of Episode 3.
2. Observe in 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 Agata, 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 School of Living Traditions, Brgy Garangan and Brgy. Agkalaga,
Calinog, Iloilo
h. T’boli School of Living Traditions, Lake Cebu, South Cotabato
i. Daraghuyan-Bukidnon Tribal Community School, Dalwangan, 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
still not feasible consider a “virtual” field study through watching Indigenous Peoples in the
Philippines videos. There are several available ate YouTube, You can start with this video by
Dep Ed:

DepEd Indigenous Peoples Education Office. National Indigenous Month (October) Video,
2013. Retrieve from: 0

36
 3. Write your observation report.
4. Analyze your observation data using the Indigenous Peoples Education Framework.
5. Reflect on your experience.

OBSERVE

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

An Observation Guide for Indigenous Peoples Education

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

If you are watching videos you searched, instead of actually visiting a school, have these
questions in mind as you are watching the videos. You can try to get in touch with the
creator of the videos and interview them too.

1. Before you observe, read about the specific IP group in the school you will visit. Know
their norms and customary greetings. This will help you blend in the school community
and interact with respect.
2. Observe and note the different parts or areas of the school environment. How are
learning spaces arranged?
3. What activities do they do in these different areas of the school?
4. Who are the people who manage the school? Who are involved in teaching the learners?
5. Observe how the teaching-learning process happens. Describe the learning activities they
have and the learning 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 the curriculum goals. You
can use the questions found on the Analysis part of this activity.

37
Write your observation report here.

OBSERVATION REPORT

(You may include photos here.)

Name of the School Observed

School Address

Date of Visit

Not Observed

38
ANALYZE

Curriculum Design, Competencies, and Answer each question based on your

Content observation and interview data.

1. Does the school foster a sense of The students should be feeling safe to
belonging to one’s ancestral domain, a share the ideas and confident in applying their
deep understanding of the community’s knowledge or skills. When the students feel
beliefs and practices? Cite examples. like someone knows them and believes in
them, there is a greater motivation to succeed
and fostering a sense of belonging for the
students to create an environment where
learning can thrive.
2. Does the school show respect of the Not everyone has a religious or spiritual
community’s expression of spirituality? belief, and that's fine. The important thing is to
How? accept that some people place plenty of
importance on this aspect of their lives. And to
respect their right to believe whatever they
need, whether you don't consider them.
3. Does the school foster in the indigenous Yes, through the help of the teacher the
learners a deep appreciation of their learners can appreciate the identity of every
identity? How? indigenous people. As I observed, there is no
indigenous learners on grade 7 and 9. But they
are aware on the cultures, belief, and ideas of
indigenous people. They respect and
commence their existence.
4. Does the curriculum teach skills and Yes, because the Academe of the university
competencies in the indigenous learners is developing their curriculum, which aims to
that will help them develop and protect balance teaching skills while also developing
their ancestral domain and culture? their ancestral domain and culture
5. Does the curriculum link new concepts The curriculum is a lifelong process that
and competencies to the life experience came from the experienced of the learners in
of the community? school, community, organization, and social
issues. To some, curriculum has denoted a
selected course, while to others it's meant the
complete educational environment. Whereas
perceptions of the term may vary, it must be
recognized that curriculum encompasses over a
straightforward definition
6. Do the teaching strategies help Yes, as I observed the teacher teaching
strengthen, enrich, and complement the strategies help to strengthen, enrich, and
community’s indigenous teaching- complement the community’s indigenous
process? teaching-process. The strategies that utilized by
the teacher promotes awareness, education, and
re-evaluation of the beliefs

39
 , knowledge, and values.
7. Does the curriculum maximize the use Classroom-based sessions are important in
of the ancestral domain and activities of learning. The ancestral domains explain how’s
the community as relevant settings for the living of our ancestors. By this time, we
learning in combination with can’t go outside, but through documentary
classroom-based sessions? Cite reports the learning on ancestor were
examples. continuous.
8. Is cultural sensitivity to uphold culture, The teacher creates an instructional material
beliefs and practices, observed and that relevant to the students learning. The
applied in the development and use of cultural sensitivity must be upholding at all
instructional materials and learning corners, in avoidance of prejudicial or
resources? How? (For example, Culture misunderstanding. Through instructional
bearers of the indigenous peoples are material, it will eagerly promote sustainable
consulted.) feedback when it comes to realigning a flexible
concept that surely respects every belief,
practices, and values. More so, the teacher
should reconsider the feelings and emotion of
the learners because they have their own
individual differences.
9. Do assessment practices consider Yes, assessment practices considered as
community values and culture? How? community values and culture because the
society and the students applied, understand the
value of indigenous beliefs. The teacher
facilitates learning and cite an example on
practices that exist in one ethic groups.
10. Do assessment processes include I think the thinking skills transcend basic
application of higher order thinking the observation of facts and memorization
skills? they're what we are talking about after we want
our students to be evaluative, creative, and
therefore the innovative. and that I know that
the assessment process is vital including the
thinking skill also the upper order.

What do you think can still be done to promote and uphold the indigenous people’s
knowledge systems and practices and rights in school?
Indigenous cultural communities are groups of people or homogenous societies. They share
common bonds of language, customs, tradition, and other distinctive cultural traits. However,
through resistance to non-indigenous religions and culture, they became historically
differentiated from most Filipinos. The term 'indigenous' means people who descend from
populations which inhabited the country at the time of conquest or colonization, or at the
emergence of non-indigenous religions and cultures. The Indigenous peoples are defined as

40
those who retain all their social, economic, cultural, and political institutions but may have been
displaced from their ancestral domains.

REFLECT

Reflect based on your based on your actual visit or videos that you watched.

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

Indigenous peoples are ethnic groups who are indigenous to a region that has
been colonized and settled by another ethnic group. They are also referred to as
first people, aboriginal people, native people, or autochthonous people.
2. What did you appreciate most from your experience in visiting the school with
indigenous learners? Why?
Indigenous must be preserved and there are many learnings that we can learned
from their customs, belief, traditions, and the way they communicate and interact
with other people. Learning about people from different places can help you
strengthen your relationships with others. It also fosters a healthy community and
improves problem-solving skills. We are all aware that humans are diverse in
many ways. We all have different ways of life and religions also the genders,
races, and nationalities.

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

3.1 be open to and respect indigenous peoples by we seek to diminish the negative
aspects of our operations and maximize the social and economic benefits we can
bring. We recognize and respect the choice of Indigenous communities to live as
distinct peoples, with their own cultures and relationships to the land.
3.2 Uphold and celebrate their culture, beliefs, and practices by letting my learners
aware on the differences of indigenous learners to others. Appreciating the beliefs,
culture, and practices of indigenous groups and simply letting my students to watch
videos on the way indigenous lives.
3.3 3.3 Advocate for indigenous people’s education by t he states of the world are
expected to support and partner with indigenous peoples by integrating their
perspectives, cultures, and languages into the mainstream of education system

LINK THEORY TO PRACTICE

41
Directions: Read the items given below and encircle the correct answer.

1. Which statement on student diversity is CORRECT?

A. The teacher must do his/her best to reduce student diversity in class.
B. The less the diversity of students in class, the better for the teacher and students.
C. The teacher should accept and value diversity.
D. Student diversity is purely due to students’ varied cultures.
2. Which student thinking/ behavior indicate that he/she values diversity?
A. He/she regard his culture as superior to others’ cultures.
B. He/she regards his culture as inferior to others’ cultures.
C. He/she accepts the fact that all people are unique in their own way.
D. He/she emphasizes the differences among people and disregards their commonalities.
3. What is the teaching-learning implication of student diversity/
A. Compare students.
B. Make use of a variety of teaching and assessment methods and activities.
C. Do homogenous grouping for group activities.
D. Develop different standards for different student groups.
4. All are features of the Indigenous Peoples Education Curriculum, EXCEPT .
A. Affirms and strengthen indigenous cultural identity.
B. Makes education exclusive to the indigenous culture.
C. Revitalizes regenerates and enriches IKSPS and indigenous languages.
D. Anchor the learning context on the ancestral domain, the community’s world view,
and its indigenous cultural institutions.
5. All are best practices in using learning resources for indigenous learners, EXCEPT .
A. Culturally generated learning resources only include indigenous group’s
artifacts, stories, dances, songs, and musical instruments.
B. The language used in instructional materials, especially in primary years, which
highlight mother tongue, is consulted with the indigenous community.
C. Cultural sensitivity and protocols are observed in development and used of
instructional materials.
D. The indigenous community’s property rights are upheld in publishing learning
resources.
6. All are best practices for assessment in the Indigenous Peoples Education Framework,
EXCEPT,
A. Including the practice of competencies in actual community and family situations.
B. Applying higher-order thinking skills and integrative understanding across subject
areas.
C. Using international context in the assessment standards are content faithfully
without modification.
D. Including community-generated assessment processes that are part of indigenous
learning system.

42
 7. Read the following comments by the teacher. Which of these comments will most likely
make a child try harder, rather than give up?
A. Sinuwerte ka ngayon dito sa tests, ha?
B. Hindi ka talaga magaling dito sa paksang ito, ‘no?
C. Nakikita ko na kailangan mong maglaan ng mas mahabang panahon sa paksang
ito para lubos mong maunawaan ito.
D. Nahihirapan ka sa paksang ito. Maari kitang tulungan.
8. Which of the following demonstrates differentiated instruction?
A. The teacher groups the learners by their ability level and makes the groups work
with the same topic but assigns a different task appropriate for each group to
accomplish.
B. The teacher divides the class into three heterogeneous groups and assigns the same
activity for each group to work on.
C. The teacher groups the learners by their ability level and assigns different content
topics for the groups to work on.
D. The teacher groups the learners by ability levels and assigns each group a different
task on the same topic, and then requests three different teachers, each to assess one
of the groups.
9. Which teaching practice gives primary consideration to individual differences?
A. Allowing children to show that they learned the stages of mitosis in a way where
they feel most comfortable.
B. Allowing children to show that they learned the stages of mitosis in a way where they
feel most comfortable except by lecturing.
C. Preparing two different sets of examination, one for the fast learners and another for
the slow learners.
D. Applying two sets of different standards.

EVALUATE Performance Task

43
 Evaluate Your Work Task Field Study1, Episode 3 Focus on Gender, Needs, Strengths, Interests, experiences
Language, Race, Culture, Religion, Socio-Economic Status, Difficult Circumstances,
and Indigenous People

Learning Outcomes: Describes 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.

Name of FS Student: Bryan P. Bago Date Submitted:

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episode 4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation question/tasks observation questions/tasks not observation
Sheet completely questions/tasks not answered/accomplished. questions/tasks not
answered/accomplished. answered/accomplished answered/accomplished.
.
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions
answers are with depth answers are clearly answers are not clearly were not answered;
and are thoroughly connected to theories; connected to theories; answer are not
grounded on theories; grammar and spelling one (1) to three (3) connected to theories;
grammar and spelling are free from errors. grammatical/spelling more than four (4)
are free from error. errors. grammatical/spelling
errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow;
supported by what were supported by what were shallow; somewhat rarely supported by
observed and analyzed. observed and analyze. supported by what were what were observed and
observed and analyzed. analyzed.
Learning Portfolio is reflected on Portfolio is reflected on Portfolio is not reflected Portfolio is not reflected
Artifacts in the context of the in the context of the on in the learning on in the context of the
learning outcomes; learning outcomes. context of the learning learning outcomes; not
complete, well- Complete; well outcomes. Complete; complete; not
organized, highly organized, very relevant not organized, relevant organized, not relevant.
relevant to the learning to the learning outcome. to the learning outcome.
outcome.
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days
deadline. deadline the deadline or more after the
deadline
Year & Section: 4th year Course: BSED-VALED

COMMENT/S Rating:
Over-all Score (Based on
transmutation)

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 2.0 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Bwlow

Signature of FS Teacher above Printed Name Date

44
 FIELD STUDY 1 LEARNING
EPISODE Learner Diversity: The
Community and Home
FS 1 4 Environment

OBSERVE, ANALYZE, REFLECT

Activity 4.1 Observing the learner’s community and home environment

Resource Teacher: Rovilyn M. Taguinod Teacher’s Signature: School: UCV

Grade/Year Level: 9- Marcos Subject Area: ESP Date:
To realize my Intended Learning Outcomes, I will work my way through these steps:

1. Select a learner from the class which you have previously observed.
2. Interview the teacher about the learner’s residence.
3. Conduct a home visit to your selected learner’s residence.
4. Interview the parents about
a. The rules they implement at home concerning their child’s schooling.
b. The learner’s activities and behavior while at home.
5. Write the Learner’s Profile.
6. Analyze your observation and interview data.
7. Reflect on your observation experience.

OBSERVE

Use the activity form provided for you to document your observations.
An Observation/Interview Guide for Home-School Link

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

The Learner

1. Make a general observation of the learner. Describe him/her in each of the domains of
development:
 Physical-body built and height (thin, chubby, underweight, overweight), level of
the physical activity (fast, slow, lethargic, active, etc.)
 Social-interaction with teachers and classmates (loner, shy, sociable, friendly, gets
into fights, liked by others, etc.)
 Emotional moods, temperament, cries easily, loses temper, happy, shows
enthusiasm, excited, indifferent, etc. 45
 Cognitive (appears to understand lessons, copes with the lessons, excels, lags
behind, shows reasoning skills, turn in assignments and requirements, etc.)
Suggested Parent Interview Guide

46
 Your teacher may ask you to use a more detailed interview guide. Be free to translate the
questions, if necessary.

Name of Learner:
Date of Birth Age:
Grade/Year Level: Gender:
Bj v
Birth Order:
Parents:
Mother:
Age: Occupation: Educational Attainment:
Father: Occupation: Educational Attainment:

Learner’s Physical Aspect:

Health
1. Mother’s Health during pregnancy with the learner:
2. Ailments or health problems of the learner as a child:
3. Age of the learner when he started to walk/talk:
4. Food preferences of the learner as a child and at present:
5. Who took care of him/her as a child?
Learner’s Social Aspect:
1. Describe your child’s sociability (friendly, outgoing or shy, loner.)
2. Who were the learner’s playmates?
3. As a child then, was he/she allowed to play outside?
4. Is he/she allowed to go out with friends?
5. Do you have rules for him/her to follow regarding going out?
6. What are these rules?
Emotional-Moral
1. What are your expectations of your child?
2. How do you provide a nurturing environment for your child?
3. Does your child go to you when he/she feels down or has a problem? What do you do to meet
his/her emotional needs?
4. What do you do when he/she is not successful in something?
How do you discipline your children?
1. Do you have rules in the house? What are they?
2. How do you impose the rules?
3. What are the consequences of breaking the rules?
Learner’s Cognitive Aspect:
1. What are the child’s interests?
2. What is he/she good at in school?
3. In what subject/s does he/she have difficulty?
4. How do you monitor his/her performance in school? How do you motivate him/her?
5. Do you have rules at home to help him develop good study habits?
6. What are these rules? How are they implemented?

47
 After you have gathered all the necessary data. Write the learner’s development profile
using the outline below. Type the profile on a separate sheet and attached it to this learning
Episode.

THE LEARNER’S DEVELOPMENT PROFILE (Outline)

Name of the Learner: Justine Cabbab

School

Date of Home Visit

Date of Birth: Age:

Grade/Year Level: Gender:

Family Profile

Number of Siblings:

Birth Order:

Parent

Mother:

Age:

Occupation: Educational Attainment:

Father:

Occupation: Educational Attainment:

Physical Development

In paragraph form, describe the physical development of the learner. Combine the
teacher’s, parents’ responses, and your own observations.

Social Development

In paragraph form, describe the social development of the learner. Combine the teacher’s,
parents’ responses, and your own observations.

Emotional-Moral Development

In paragraph form, describe the emotional-moral development of the learner. Combine the
teacher’s, parents’ responses, and your own observations.

48
 Cognitive Development

In paragraph form, describe the cognitive development of the learner. Combine the teacher’s,
parents’ responses, and your own observations.

Findings

Write here your salient findings about the learner.

Conclusions

Write your conclusions after you have analyzed the impact of the school and the home on the
learner’s development. The question in the Your Analysis portion of this learning Episode can help you.

Recommendations

Write your recommendations.

ANALYZE

Your findings and recommendations in the Learner Development Profile will help you
answer the question here.

1. From your home visit and interview, what do you think is the style of parenting
experienced by the learner? Explain your answer.

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

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

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

49
REFLECT

1. Reflect on your own development as a child. What type of parenting did you experience?
How did it affect you?
My parents are strict since then. They never let us to go outside and play, unless
my father teaches us on how to read writer rather than playing. At my very young
age, they trained us to work thoroughly because they believed that education is
the key components for success. They taught the values needed like respect, being
kind to other. Lastly, they said that we must need to center God in our life.

2. As a future teacher, how would you establish goo home-school collaboration? How can
you work well with the parents? How can you help them? How can they help you?
On this time of pandemic, home-schooling collaboration is needed because we
don’t know if how the parenting style of the parents. I should communicate to
them and tell that they must need to guide their son/daughters like in reading.
Also, I will tell them if what is the academic performance of the learners.

LINK Theory to Practice

Directions: Read the items given below and encircle the correct answer.

1. Which are most likely the kinds of children raised by authoritarian parents?
I. Fearful
II. Inhibited
III. Hostile
IV. Withdrawn
A. I and II C. II and III
B. I, II, and III D. I, II, III, and IV
2. If a child was raised by authoritative parents, how will most likely will he/she behave in
class?
A. Relates well to classmates
B. Is suspicious of others
C. Quarrels often with classmates
D. Has low level of independence
3. Which parenting style/s contributes to the development of children who have low level of
responsibility?
A. Authoritarian
B. Authoritative
C. Permissive
D. Neglecting and permissiv

50
SHOW Your Learning Artifacts

1.

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.

2.
Then, write a
H- C-
few statements
O- O- on the space
below about
M- M- your visual art
E- M-

S- U-
Stick
C- N-
With
H- I-
Acrostic…
O- T-

O- Y-
2. Make a
L-
reflection about
L- the home, school
and community
I-
link.
N-

K-

51
 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 4- Learner Diversity: The Community and Home Environment

Learning Outcome: Describe the influencing factors in the home environment that affect students’ learning; * seek
advice concerning strategies that build relationships with parents/guardians and the wider
community (6.2.1); and * identify effective strategies on how teachers can work together with the
family.

Name of FS Student: Bryan. P. Bago Date Submitted:

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation Sheet question/tasks completely observation questions/tasks not observation
answered/accomplished. questions/tasks not answered/accomplished. questions/tasks not
answered/accomplished. answered/accomplished.
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions were
answers are with depth and answers are clearly answers are not clearly not answered; answer are
are thoroughly grounded connected to theories; connected to theories; one not connected to theories;
on theories; grammar and grammar and spelling are (1) to three (3) more than four (4)
spelling are free from free from errors. grammatical/spelling grammatical/spelling
error. errors. errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and shallow; Unclear and shallow;
supported by what were supported by what were somewhat supported by rarely supported by what
observed and analyzed. observed and analyze. what were observed and were observed and
analyzed. analyzed.
Learning Artifacts Portfolio is reflected on in Portfolio is reflected on in Portfolio is not reflected Portfolio is not reflected
the context of the learning the context of the learning on in the learning context on in the context of the
outcomes; complete, well- outcomes. Complete; well of the learning outcomes. learning outcomes; not
organized, highly relevant organized, very relevant to Complete; not organized, complete; not organized,
to the learning outcome. the learning outcome. relevant to the learning not relevant.
outcome.
Submission Submitted before the Submitted on the deadline Submitted a day after the Submitted two (2) days or
deadline. deadline more after the deadline
Year & Section: 4th Year VALED Course: BSED-VALED

COMMENT/S Rating:
Over-all Score (Based on
transmutation)

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 2.0 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Bwlow

Signature of FS Teacher above Printed Name Date

52
ANALYZE
Your findings and recommendations in the Learner Development Profile will help you
answer the questions here.

1. From your home visit and interview, what do you think is the style of parenting
experienced by the learner? Explain your answer.

NOT OBSERVED

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?

NOT OBSERVED

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

NOT OBSERVED

REFLECT

1. Reflect on your own development as a child, what type of parenting did you experience?
How did it affect you?
Proper parenting styles and parental involvement a play a significant role in the
development of the child. The authoritative parenting style, in my experience, is
the most effective. Also, encourages us to join in any school activities that we are
interested in, depending on our abilities and interests. She often told us the
adage, "Do not do unto others what you would not want done to you." She always
reminds us to set our priorities in life and focus on it. To put God first in all our
endeavors and never forget our roots, to be kind and humble always.
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 set an itinerary plan to have a positive working inter
connection with parents. Their involvement would be extremely beneficial to the
home-school connection. I'll make certain that they do their part in meeting their
children's requirements. I can work well with parents by consulting their child's
conduct in their home. I can assist them by reporting on the child's academic
progress and performance.

53
 FIELD STUDY 1 LEARNING
EPISODE
Creating an Appropriate
FS 1 5 Learning Environment
OBSERVE, ANALYZE, REFLECT

Activity 5.1 Managing Time, Space and Learning Resources

Resource Teacher: Arnolyn Joy F. Macaraniag Teacher’s Signature: School: UCV

Grade/Year Level: 7- Roxas Subject Area: ESP Date:

OBSERVE

Observe and use the observation sheet provided for you to document your observations.

1. As you observe the class, investigate the characteristics of the learners. Note their
ages.
Their age ranges are 12-13 years old, and learners’ characteristics are still
developing.
2. How many boys are there? How many girls?
There are 7 boys and five girls.
3. Focus on their behavior. Are they already able to manage their own behavior?
Yes, students can already control their behavior on their own. The grade 7
learner needs a guidance to their parents and teacher. Even they can control
themselves, the teacher should instruct them.
4. Can the learners already work independently?
Yes, the students are working independently in their individual activities.
The learners are ready to work independently because this pandemic
challenge them to survive learning. But they cannot work properly if the
teacher did not instruct them to do. This is just a preparation for them in
real-world scenario.
5. Describe their span of attention.
Need a strong strategy to avoid boredom. Includes icebreaker to shake the
mind of the learners and to let learning interesting. Activities that more on
psychomotor so that they participate.

54
 ANALYZE
1. Are these areas in the classroom for specific purposes (storage of teaching aids, books, students’ belongings,
Analyze and answer these questions on observed classroom management practices. It
supplies, etc.)? Describe these areas. Will it make a difference if these areas for specific purposes are not
is also good to ask the teacher for additional information, so you can validate your observation.
present?
Write your notes below; and then organize your data in the Table that follows.
There is no specific purpose for things other than cleaning supplies as a different class area is using the
same room for the class session. This means that room is shared with 2 sections. Well, it doesn't matter to
me if these areas are not even in the classroom for specific purposes. For now, the books that they can
consider is the modules that uploaded on their Ms. Teams. The teacher required the learners to buy books
because the lesson is merely on story telling about values.
2. Are there rules and procedures posted in the room? List them down. Do these rules reinforce positive
behavior?
There are rules and regulations posted inside the classroom and these are:Do not liter inside the
classroom, put your trash inside the trash bin, do not write anything on the walls, keep your row/place
clean, and Clean as you go. While the rules and regulations on Ms. Teams classroom Please unmute your
microphone if the teacher did not ask you. The teacher put reminder regarding the task to finish on time,
and observe silence and proper ways of using the Ms. Teams app.
3. Did the students participate in making the classroom rules? If the Resource Teacher is available, ask him/her to
describe the process. What’s the effect of students’ participation in rulemaking on student’s behavior?
Yes, the students helped set the rules for the class. During their time in room the teacher gives them the
democracy to propose and give rules to maintain the farness, policy ruling and positive behavior of room.
They were given the opportunity to be fair of all concerns. Therefore, students do not ignore the rules, but
there will always be a moment when they ignore the following rules
4. What are the daily routines done by the Resource teacher? (Prayer, attendance, assignment of monitors,
warm-up activities, etc.) How are they done?
The daily routine of our resource is checking of the attendance. The power point presentation has already
shared on screen, and the teacher will wait for 15 minutes before starting. She prepared the class with
may activities and do recap. The teacher asked the learners if they had their breakfast. Our resource
teacher conditioned the learners and ask questions. At the end of the lesson, the teacher will give an
assignment.
5. Is there a seating arrangement? What is the basis of this arrangement? Does this help in managing the class?
There is no seating arrangement on this time of pandemic. The teacher just checks the attendance and
continue to the topic.
6. Observe the noise level in the classroom. How is this managed?
The teacher handled classroom noise quite well as the teacher has good award (presence / vibration) to
keep her calm. When students look around the class in silence, they already know to be quiet now.
7. If a learner is not following instruction or is off task, what does the Resource Teacher do? Describe the
behavior strategies used.
If the student does not follow the instruction, the teacher repeats instruction and tells the students to
follow the instruction, or he will score zero in of the activity or whatever. Naturally! By repeating the
instruction, the teacher is in a good mood, but if, for example, the student has not yet followed the
instruction, now is the time to change the teacher's mood
8. What does the Resource Teacher do to reinforce positive behaviors? (behavior strategies)
The teacher always gives them insight into the Values and Right Behavior Lectures through various
examples and stories from the teachers' experiences.
55
REFLECT

Reflection as a future teacher.

1. Why do you need to enforce positive discipline?

Positive discipline is a method in which parents and caregiver can reinforce
positive behavior while reprimanding negative ones, without physically or verbally
abusing the child. According to experts, positive discipline is more effective than
traditional discipline is more effective than traditional discipline in the long run and
teacher children a more important lesson than more obedience.

Activity 5.2 Identifying the Different Aspects of Classroom Management

Resource Teacher: Rovilyn M. Taguinod Teacher’s Signature: School: UCV

Grade/Year Level: 9 Subject Area: ESP Date:
OBSERVE

CLASSROOM MANAGEMENT MATRIX

Observe a class and accomplish the given matrix.

Aspects of Classroom Effect on the Learners

Management Description (to be filled out after you
answer the analysis
questions)
1. Specific Areas in the Even though is not present (If available) you will easily
Classroom the classroom is still find the things you need
organized
2. Classroom Rules It was implemented in, and the The teacher first has a personal
students were reminded all the call and then proceeds to the
time orientation process if it is not
yet completed.
3. Classroom It was being implemented The learners are aware on the
Procedures and reminded too the time of discussion in online
students all the time matter and able to settle their
itinerary.
4. Daily Routines Usual manner, the teacher The learners will do recalling,
will start with the prayer then and it be new once more in their
after recalling the previous mind and dodge overlooking the
lessons they discussed in the past lessons.
class.
5. Seating Arrangement There is no seating Learner’s seating
arrangement in virtual. Yet, arrangement plays a vital role
the attendance was check n in the learners. The learner
time. was arranged in their seats

56
 according to their level of
intelligence for improvement.
6. Handling The teacher first has a The learners will be able to
misbehavior/off-task personal call and then know their impediment and
behavior proceeds to the orientation become mindful of their own
process if it is not yet behavior interior the classroom
completed.
7. Reinforcement of Through conditioning, the The learners will be able to
Positive Behavior teacher will give recognition to strive difficult to be an excellent
those students who perform good student in their course
and positive actions of behavior
and excellence in the class
8. Others
9. Others
10. Others

ANALYZE

1. How did the classroom organization and routines affect the learners’ behavior?
When you organize your classroom effectively, your students understand their
responsibilities and what you expect of them. It also provides students with a
structure daily routine for your class for example beginning class with a warm-up
period and then transition to lecturing and helps them better manage their
learnings.
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?
The teacher should consider the outcome of his or her planned organization and
routines. It must have a desirable and effective effect on the students learning. To
ensure that everything runs smoothly the teacher must be killed at organizing and
implementing procedure.
3. Which behavior strategies were effective in managing the behavior of the learners?
Motivating students? Why were they effective?
The stimulus-response-consequences strategies. The teacher can be effective in
managing student behavior by rewarding positive acts, such as completing
homework, listening attentively and being respectful toward others. The
responsibility of the teacher is to set rules in the classroom and motivate the
learners.

57
REFLECT

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?
Organizing the classroom is an action plan of the teacher to maintain the
atmosphere of the room, behavior of the learners, and personality. I see myself on
grade 9 students. On this year level, on the way they think react, and cooperate
with their teacher. If ever I will be able to be organizing a classroom, the routines
that I will be able to practice is first the prayer then checking of the attendance.
I’d also do different exercises to live their learning and checking all their
activities.
2. Make a list of the rules you are likely to implement in this level. Why would you choose
these rules?
a. Come to class on time.
b. Follow the rules and regulations inside the class.
c. Wear proper uniform and proper grooming
d. Always wear ID
e. No cheating during the exam and be values oriented
Those are important rules in handling the learner’s behavior and attitude. With
this, I am choosing those rules to discipline the students to be responsible and to have
a discipline to their selves. Values also are important in the growth and development
of the students. They can be able to use these rules in their field of specialization
soon.
3. Should learners be involved in making the class rules? Why?
Yes, the learners should be involved in the class rules so that they will be
aware of the dos and don’ts inside the room and to make them know their
limitations when they are inside the classroom One of the benefits of getting
students especially older students to involved within the making of sophistication
rules, is that they feel valued. They feel that teacher cares about what they think
and makes them have some way of control and ownership this will make them
more willing to follow the principles.

58
LINK Theory to Practice

Direction: Read the items given below and encircle the correct answer.

1. Focusing on natural consequences of students’ behavior develops more self-regulation in

the students. Which of the following teacher statements demonstrates focusing on natural
consequences?
A. “Those who were noisy today during seatwork will not be allowed to play games
in the computer later.”
B. “If it takes you longer to finish the seatwork because time is wasted with chatting,
then we won’t have time to go to the playground anymore.”
C. “Those who are well-behaved in class will be given plus 5 points in the quiz.”
D. If you get a grade of 95 or higher in the first two assignments, you will be
exempted from the 3rd assignment.
2. Learners are more likely to internalize and follow classroom rules when .
A. The teacher clearly explains the rules she prepared
B. The learners know the punishments for not following the rules
C. The learners participate in the rule-making process
D. The teacher gives additional points for those who follow the rules
3. For a teacher to establish and maintain consistent standards of learners’ behavior, they
should do all EXCEPT .
A. Give immediate feedback to reinforce appropriate behavior of learners
B. Be open to exceptions each time a learner misbehaves in class
C. Communicate and enforce school policies and procedures clearly and consistently
D. Handle behavior problems promptly and with due respect to learners’ rights

59
SHOW Your Learning Artifacts

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

NOT OBSERVED

60
 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 5- Creating an Appropriate Learning Environment

Learning Outcome: Plan on how to manage time, space, and resources * Provide a learning environment appropriate
to the learners and conducive to learning.

Name of FS Student: Bryan P. Bago Date Submitted:

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation question/tasks observation questions/tasks not observation
Sheet completely questions/tasks not answered/accomplished. questions/tasks not
answered/accomplished. answered/accomplished. answered/accomplished.
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions
answers are with depth answers are clearly answers are not clearly were not answered;
and are thoroughly connected to theories; connected to theories; answer are not
grounded on theories; grammar and spelling one (1) to three (3) connected to theories;
grammar and spelling are free from errors. grammatical/spelling more than four (4)
are free from error. errors. grammatical/spelling
errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow;
supported by what were supported by what were shallow; somewhat rarely supported by
observed and analyzed. observed and analyze. supported by what were what were observed and
observed and analyzed. analyzed.
Learning Portfolio is reflected on Portfolio is reflected on Portfolio is not reflected Portfolio is not reflected
Artifacts in the context of the in the context of the on in the learning on in the context of the
learning outcomes; learning outcomes. context of the learning learning outcomes; not
complete, well- Complete; well outcomes. Complete; complete; not
organized, highly organized, very relevant not organized, relevant organized, not relevant.
relevant to the learning to the learning outcome. to the learning outcome.
outcome.
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days
deadline. deadline the deadline or more after the
deadline
Year & Section: 4th Course: BSED-VALED

COMMENT/S Rating:
Over-all Score (Based on
transmutation)

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 2.0 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Bwlow

Signature of FS Teacher above Printed Name Date

FIELD STUDY 1 LEARNING

EPISODE

61
 Classroom Management and
FS 1 6 Classroom Routines
OBSERVE, ANALYZE, REFLECT

Activity 6.1 Observing Classroom Management and Routines

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:
OBSERVE

Observe the classroom routines of the Resource Teacher by accomplishing the given
checklist.

Checklist of Classroom Routines

Check Yes (/) if observed and (x) if not observed.

Classroom Routines Observed (/) Not Observed

(x)
1. Movement into the classroom 
2. Transition in classroom activities 
3. Movement out of the classroom. x
4. Use of lavatories/ comfort room/ washrooms x
5. Passing of papers 
6. Passing of books 
7. Working with pairs/groups 
8. Tardy students x
9. Absent students x
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 x
16. Walking in line x
17. Fire drill / emergencies x
18. Movement between activities 
19. Use of classroom supplies x
20. Checking of assignments 
Others, please specify.
21.

62
 22.
23.
24.
25.

ANALYZE

Analyze the routine 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 routine is effective in ensuring discipline and order of the class. Also,
students follow these routines effectively and maintain order in the classroom. Without
these daily routines, it will be difficult for the teacher to maintain discipline and order
in the class.
2. Which of those routines were systematic and consistently implemented? Explain your
answer.
The routines that have been implemented in a systematic and consistent way are
approving assignments, working with groups, presenting projects, asking
questions during class, participating in classroom activities, queuing, and
checking attendance, since these routines are implemented to maintain the
learning process. these are the systematic routines that needed as always for a
good classroom and good learning routines.

REFLECT

Reflect on the various routines observed.

1. Which of the routines will you most likely apply in your class? Why? Why not?
The routines that I will likely most apply soon on my teaching career is asking
questions during lessons. This activity promotes learners to be critical thinker,
active, cooperative, and able to share their ideas on a topic. Also, the submission
of the projects wherein the learners up showcase their creativity, innovation, and
metacognition in answering various question that were about to answer on time
and submitted.

Activity 6.2 Listing down Classroom Rules

Resource Teacher: Teacher’s Signature: School:

63
Grade/Year Level: Subject Area: Date:
OBSERVE

Observe a class and list down the classroom rules formulated by the Resource Teacher.
Cite the importance of these rules.

Classroom rules are imperative and must be reinforced for learners’ safety and security.
Rules also teach discipline and self-control. Rules eliminate stress and will provide a more
pleasant, secured and non-threatening environment. Rules ensure the students’ engagement and
focus in their classroom activities.

Classroom Rules Importance

1. Read directions well. Ensures that learners will be able to
understand the instruction and answer the
question properly.
2. Be on time Ensures time management and to avoid
wasting time in unnecessary things.
3. Obey rules Ensures that rules must be followed.
4. Observe silence and avoid interrupting Students can express their thoughts clearly,
someone when talking when someone is talking just listen and wait
for your turn.
5. Respect someone Avoid bullying and ensures that someone is
safe, and absence of prejudicial.
6. All the things must be settled before To avoid interruption and ensures that the
the teacher comes in teacher flow of discussion continues.
ANALYZE

1. Analyze each given rule. What circumstances led to the formulation of the rule?
The given rule was given due to the circumstances that happening in the
classroom setting. The teacher set these guidelines to avoid unnecessary behavior
that might the learner develop. Upon recommending rules, the learners agreed on
it because these rules eliminate stress and will provide a more secured and
avoidance of non-threatening environment. Thus, the learner is self-disciplined in
the classroom.
2. Are classroom rules really important?
The reason why the teachers setting classroom rules is eliminate and avoidance
of distractions and possible misbehavior. Classroom rules are set to taught
student a proper and safe way to act and react. The goal is to create a positive
and conducive atmosphere for learning and improve quality learning.

REFLECT

64
 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.

The resource teacher ways of executing the classroom are relevant and
applicable. She imposed rules that based on experiences on the previous class.
No, since for me rules are the elemental pledge that ought to be complied inside
my claim classroom environment. On the off chance that I were the educator, I
will execute the taking after rules inside my classroom and ask my future
learners if they amenable with these rules. The most important rules that I
should employ soon is discipline and respect. These are the important rules to
avoid disrespect from the teacher ad students.

SHOW Your Learning Artifacts

Take some snapshots of the classroom routines employed by the Resource Teacher
which are worth emulating. Tell something about the pictures.

The classroom routine that a teacher does are checking of attendance, prayer, and classroom
activities. These routines are usual in classroom scenario because the teacher started prayer to
ask for divine intervention. After this, the teacher checks the attendance of the students in order
to identify those absent students. Also, allow the learners to quickly accomplish day-to day tasks
that are mandated of the students and teachers like opening the, and leaving the virtual meeting.

65
 EVALUATE Performance Task

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.

Name of FS Student: Date Submitted:

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation question/tasks observation questions/tasks not observation
Sheet completely questions/tasks not answered/accomplished. questions/tasks not
answered/accomplished. answered/accomplished. answered/accomplished.
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions
answers are with depth answers are clearly answers are not clearly were not answered;
and are thoroughly connected to theories; connected to theories; answer are not
grounded on theories; grammar and spelling one (1) to three (3) connected to theories;
grammar and spelling are free from errors. grammatical/spelling more than four (4)
are free from error. errors. grammatical/spelling
errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow;
supported by what were supported by what were shallow; somewhat rarely supported by
observed and analyzed. observed and analyze. supported by what were what were observed and
observed and analyzed. analyzed.
Learning Portfolio is reflected on Portfolio is reflected on Portfolio is not reflected Portfolio is not reflected
Artifacts in the context of the in the context of the on in the learning on in the context of the
learning outcomes; learning outcomes. context of the learning learning outcomes; not
complete, well- Complete; well outcomes. Complete; complete; not
organized, highly organized, very relevant not organized, relevant organized, not relevant.
relevant to the learning to the learning outcome. to the learning outcome.
outcome.
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days
deadline. deadline the deadline or more after the
deadline
Year & Section: Course:

COMMENT/S Rating:
Over-all Score (Based on
transmutation)

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 2.0 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Bwlow

Signature of FS Teacher above Printed Name Date

66
LINK Theory to Practice

1. What term applies to the established ways of managing a classroom into a more
organized and systematic structure?
A. Classroom routine
B. Positive discipline
C. Classroom discipline
D. Classroom management
2. When is the best time to establish classroom routines?
A. At the start of the year
B. At the end of the class
C. At the start of the activity
D. At the start of class discussion
3. What is the primary reason for the establishment of classroom routines?
A. To ensure order
B. To eliminate stress
C. To be fair at all times
D. To control the class
4. To ensure order in the transition activities, what must be done?
A. Assign a leader
B. Post the rules
C. Let students work in groups
D. Set the rules before the activity
5. What routine must be set to guarantee the safety of the students?
A. Assign a leader
B. Let them work in pairs
C. Let them work individually
D. See the do’s in every activity

67
 FIELD STUDY 1 LEARNING
EPISODE Physical and Personal Aspects
FS 1 7 of Classroom Management

OBSERVE, ANALYZE, REFLECT

Activity 7.1 Identifying Personal and Physical Aspects of Classroom Management

Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: Date:
OBSERVE

Observe a class and interview the Resource Teacher. Ask how the personal and
physical aspects of classroom management ensure proper classroom management and discipline.

Check if these aspects were observed in the classroom.

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
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? /

68
ANALYZE

Analyze the different elements of personal/physical classroom management and answer

the following questions?

1. How does the voice of the teacher effect classroom instruction?

The voice of Maam Rovilyn is well-modulated with diction, enunciation, and
passionate voice. A strong voice that can eagerly shock the learners to listen
easily. Her voice is influential and dynamic, there are times that learners are
interested because of her teaching style and tonal voice. Due to her experienced
in hosting, she can be able to teach well and pleasing personality. It is relevant
because the learners will depend on the voice pitch that you are executing,
students don’t want teachers with low pitch voice, and they don’t want to also
hear a teacher with high pitch of voice. Thus, voice is the fundamental aspect
needed in the teaching field.
2. How does the punctuality of the teacher affect classroom discipline?
If the teacher went on school early and prepared her lesson instructional
materials. By being well organized and punctual, the teacher would have set an
excellent example for the students to follow. In addition, it would send a positive
signal to the students of what is expected of them from the beginning. This makes
control easier, and the pace of teacher-success would have been in motion.
3. Why do we need to check on the physical aspects of classroom management?
The physical aspects of classroom management play an important role for the
teachers. These are the important sub structures of the classroom environment
which includes the lights, arrangement of seats, noise destruction, and good
space. To ensure that learners stay in safe and conducive environment because it
had an effect to the development of the learners.

REFLECT

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.”
As a future teacher, it is my responsibility to implement classroom management
to keep my learners organized, orderly, to keep them focus and attentive in class
and for them also to become productive, and creative. If there is no management
inside the classroom or whatever place we are into, it would be problematic and
will make us feel that we are in a negative environment to learn that will decrease
our productivity especially in classroom. If we feel that everything is well
organized and managed, our mind is also at its good state to learn, and it will
help us also to easily absorb the lessons that are being discussed by the teacher.

69
 This also includes the way I dress and communicate with my learners. Therefore,
for instructions or positive learning outcomes, there must be a classroom
management considering personal, and physical aspects.
2. What are your plans in ensuring effective classroom management?
Plan earlier and evaluate the classroom if it is ready and organized. Ensure the
learners level, designed an environment that depends on their age and needs. Be
a role model to them and set an example like letting them to be responsible in
cleaning the room, and well0ventilated room. Provide the classroom that
conducive for learning.

Activity 7.2 Demonstrating Knowledge of positive and non-violent discipline in the

management of learner behavior.

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:
OBSERVE

Observe the classroom management strategies that your Resource Teacher employs
in the classroom. You may also conduct an interview to substantiate your observation.

Check the management strategies employed by the Resource Teacher.

Check (/) observed, put an (x) if not observed and O for no opportunity to observe.

Effective Classroom Management Strategies Not No

Observed Observe Opportunity
d to Observe
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 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-ended project. 
15. Write group contacts. 
Others (Please specify)

70
 16.
17.
18.
19.
20.

ANALYZE

Analyze the checklist you have accomplished and answer the given questions:

1. How many strategies were employed by the Resource Teacher? Did these contribute to
better classroom management? Explain your answer.
While I am observing on the class of my resource teacher, she was able to employ
ten classroom management strategies. She utilized these strategies in the sense
that learners can gain learnings outcomes on it. For an example, she had
established classroom guidelines and models to the students how to act in
different. It creates a positive outcome because learners accomplish task on time
and there is no absence disobedience.
2. What were not used by the Resource Teacher? Were these important? What should have
been used instead? Explain.
The classroom strategy that the resource did not utilize such us: document of the
rules, interview students to assess their needs, assign open-ended project, address
bad behavior quickly, and considering peer teaching. Those are important
strategies to manage classroom management and learners be able to improve at
first hand if these actions had seen. Instead, she needs to use the process of
interviewing the learners. Why? Because it gives an idea to the resource on how
she will be going to address those behavior and culture. Also, the teacher can be
able to develop a seat plan and action plan.

REFLECT

As a future teacher, reflect on the observations then answer the given question.

1. What classroom management strategies do I need to employ to respond to diverse types

of learners?
I need to employ the classroom strategy that caters the levels of multiple
intelligences of the learners. These strategies must be constant and flexible in
learning which includes maintain consistent communication, acknowledge, and
respect every student, practice cultural sensitivity, incorporate diversity in the
lesson plan, and give student’s freedom and flexibility. All those mentioned
strategies are beneficial in the learning status of the students and also allows them
to set rules.

71
SHOW Your Learning Artifacts

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

Model to the students how to act in different situations.

72
 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) aspects of classroom management and determine the classroom
management strategies that the Resource Teacher employed in his/her class.

Name of FS Student: Date Submitted:

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation question/tasks observation questions/tasks not observation
Sheet completely questions/tasks not answered/accomplished. questions/tasks not
answered/accomplished. answered/accomplished. answered/accomplished.
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions
answers are with depth answers are clearly answers are not clearly were not answered;
and are thoroughly connected to theories; connected to theories; answer are not
grounded on theories; grammar and spelling one (1) to three (3) connected to theories;
grammar and spelling are free from errors. grammatical/spelling more than four (4)
are free from error. errors. grammatical/spelling
errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow;
supported by what were supported by what were shallow; somewhat rarely supported by
observed and analyzed. observed and analyze. supported by what were what were observed and
observed and analyzed. analyzed.
Learning Portfolio is reflected on Portfolio is reflected on Portfolio is not reflected Portfolio is not reflected
Artifacts in the context of the in the context of the on in the learning on in the context of the
learning outcomes; learning outcomes. context of the learning learning outcomes; not
complete, well- Complete; well outcomes. Complete; complete; not
organized, highly organized, very relevant not organized, relevant organized, not relevant.
relevant to the learning to the learning outcome. to the learning outcome.
outcome.
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days
deadline. deadline the deadline or more after the
deadline
Year & Section: Course:

COMMENT/S Rating:
Over-all Score (Based on
transmutation)

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 2.0 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Bwlow

Signature of FS Teacher above Printed Name Date

73
LINK Theory to Practice

1. How will you prevent truancy among students?

A. Check attendance regularly
B. Allocate budget for each student
C. Improve sanctions on absentees
D. Prepare and teach your lessons effectively at all times
2. What will be the most effective way of dealing with non-participating students?
A. Let them do what pleases them
B. Refer the matter to the Guidance Counselor
C. Employ engaging and enjoyable activities
D. Give them the grades they deserve based on their performance
3. How will you help the shy and timid students in your class?
A. Treat them naturally
B. Let them be as they are
C. Refer them to the Guidance Office
D. Encourage them to join as many activities in class
4. How will you put to optimum use the leadership skills of your students?
A. Recognize their leadership skills
B. Let them just do what they please
C. Refrain from calling them all the time
D. Empower them to initiate activities in class
5. To discipline unruly students, Teacher Helen always tells her students “Remember I am
the person in authority here. I have the power to pass or fail you.” Do you agree with
Teacher Helen’s reference to power?
A. We need more data to give a categorical answer.
B. Yes, passing and failing are in the hands of a teacher
C. Yes, one may use the power given you to blackmail students
D. No, teacher authority is not meant to be used to pass or fail students

74
 FIELD STUDY 1 LEARNING
EPISODE
Understanding the School Curriculum
Close Encounter with the
FS 1 8 School Curriculum
OBSERVE, ANALYZE, REFLECT

Activity 8.1 Curricula in the School Setting

It’s time to look around. Discover what curriculum is operating in the school setting.
Recall the types of curriculums mentioned earlier. Can you spot where these are found? Let’s do
a hunting game!
OBSERVE
Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: Date:
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 observation.

Type of Curriculum Where Found Description

1. Recommended (K to School bulletin, board
12 Guidelines) Displays, or the bulletin Written broadly that
besides/ front of the office anyone could see and read.
of the principal.
2. Written Curriculum Syllabus, course of the These are the documents
(Teacher’s Lesson study, module, books, that was based on
Plan) instructional guides, recommended curriculum.
lesson plan.
3. Taught Curriculum The Resource teacher
(Teaching Learning deliver day by day the
Process) lessons or the topic. It can It easily to achieved
be found on the teacher
cabinet.
4. Supported Library of the School, Could easily found even
Curriculum (Subject computer without the libraries.
textbook)
5. Assessed Curriculum State test, standardized
(Assessment test, teacher-made test like
Process) the assessment for Updated
learning, in learning. It
can be found on teacher
room

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 6. Learned Curriculum
(Achieved Learning Teacher’s room or office Updated
Outcomes)
7. Hidden Curriculum Applied to any learning It defines what students
(Media) outcomes that are not learn from the physical
expressly designed in environment, the policies,
lesson plan or unintended and the procedure of the
curriculum. Guidance schools. Thus, it was
councilor updated each sems or
months.

ANALYZE

Which of the seven type’s curriculum in the school setting is easy to find? Why?

Which is difficult to observe? Why?

The most difficult to observe is hidden curriculum. Why? Since this is the
unintended curriculum. Also, it defines what the learners learn from the physical
atmosphere and environment, the key policies, and the procedures of the
university. Thus, it is an applied to any learning outcomes that aren’t expressly
designed in the concept of lesson plan. The learners will be able to know this
curriculum in a longer time that really exist.

Are these all found in the school setting? How do curricula relate to one another?

Yes! Even we are in the daunting period of circumstances, the interrelationship

between curricula to one point to another had highly connected and they both
serve to elevate to enhance each other. For an example, the curriculum is the
foundation, or the backbone of education and the essence of the curriculum is
what we make the education quality stand out and its view. The taught curriculum
was always exercised, and the teacher also incorporates the written curriculum
while in standpoint of assessed curriculum. Thus, from the simplest level to
increasingly complex topics.

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 Draw a diagram to show the relationship of one curriculum to the other.

````````````\
1. Recommended
Curriculum

7.Hidden 2. Written
Curriculum Curriculum

Types of
Curriculum
6.Learned 3.Taught
Curriculum
Curriculum

5.Supported 4.Assessed
Curriculum Curriculum

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REFLECT

Make a reflection on the diagram that you have drawn.

The diagram that I constructed shows the relationship of each curriculum. The
correlational between the different types of curricula and its function highly connected
and they both serve to enhance each other. These are the curriculum that plays an
important role in the learning procedure and progress of the learners. The above
diagram shows that curriculum is one of many tools utilized to give you an education or
a method to utilized to do teaching. Some curriculums work better than others, but there
is certain curriculum that really works for the learners. Thus, the diagrams exhibit the
connection of each curriculum and functions.

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Activity 8.2 The Miniscule School Curriculum: The Lesson, A closer Look

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:
OBSERVE

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

Key Guide for Observation (Carefully

look for the indicators/behavior of the
Major Curriculum Components teacher along the key points. Write your
observation and description in your
notebook.)
A. Planning 1. 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/learning outcomes?
b. What are included in the
subject matter?
c. What procedure or method will
the teacher use to implement
the plan?
d. Will the teacher assess or
evaluate the lesson? How will
this be done?
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?
b. What procedure or steps were

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 followed?
c. How did the teacher engage the
learners?
d. Was the teacher a guide at the
side?
e. Were the learners on task? Or
were they participating in the
class activity?
f. Was the lesson finished within
the class period?
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?
b. How did the teacher
assess/evaluate it?
c. What evidence was shown?
Get pieces of evidence.

ANALYZE

Write a paragraph based on the data you gathered using these key questions?

1. How does the teacher whom you observed compare to the ideal characteristics or
competencies of global quality teachers?
She uses data information written on the journal of the students to support
student learning and improvements. Aside from it, she facilitates the and inspire
learning and creativity so that all learners achieve in the global society. She taught on
her students that “learning deals about how the world occurs which are the
contemporary issues, and within the outside force of the school, and it is indeed lifetime
work.” Moreover, she incorporates strategy and approaches to let the learning
meaningful and promotes cultural literacy.
2. Was the lesson implemented as planned? Describe.
Yes. The lessons are planned before it is utilized or demonstrated by my resource
teacher. She makes sure that the lesson planned caters the diversity of the learners and
following the concept of Smart. It also shows the interaction and relationship of the
curriculum components on the lessons. Aside from it, the lesson was guided by an
outline. A list of the activities that she will be taking place during the lessons that
prepared by her.
3. Can you describe the disposition of the teacher after the lesson was taught? Happy
and eager? Satisfied and contented? Disappointed and exhausted?

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 She is happy and satisfied on her performance. It is because she knew herself that
she delivered the lesson properly according on what she planned, and the students are
actively participating on the activities prepared. She had the eagerness to finish the
lesson on the because of the length of time. She started the flow of the discussion through
an opening pray, followed by the checking of attendance and introducing the activities.
All the resources were uploaded, and learners give their ideas on the topic. Thus, the
resource teacher is happy when she read all od those insights of the learners.
4. Can you describe the majority of students’ reactions after the lesson was taught?
Confused? Happy and eager? Contended? No reactions at all.
The learner’s reaction during the virtual class discussion is happy and eager.
They are happy because they are all present in the meeting. They have the eagerness to
participate in the activities like interaction within their teacher and classmates. The
teacher presented the learning activities, planning a specific learning activity, organize
the lesson, while the learnings was listening on the flow of the discussion. That’s why the
learners are contented on the discussion because the resources teacher teaches the
lesson detail by detail. The grade 7-roxas cooperate on the discussion and happy when
they answer the right word for the picture analysis.

REFLECT

Based on your observation and tasks in Activity 2 how will you prepare your lesson plan?
Make a short paragraph on the topic.

As a future educator someday, lesson plan plays an important role in teaching because
this will be my guide to instruct the lessons, and able to achieve the relevance of the topic to
deliver. Regardless of the parts, subparts of the lesson plans, each lesson selected it should build
on the prior lesson and smoothly flow in to the next. Aside from it, there are components of a
curriculum, there are guidelines to pattern. Taking consideration on the grade level of the
learners and learning span of the learners. the lesson plan must be smart, and the strategies,
techniques that I must need to apply on the lesson plan. After which is identifying the learning
objectives, learning competencies and standards, planning specific learning activities, organize
properly the lesson, and assessing student learning. Thus, it depends on how you as teacher to
organize your lesson plan to be more effective and interactive on the learners.

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Activity 8.3 Constructive Alignment of the Components of a Lesson Plan

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:
OBSERVE

Using the diagram below fill up the component parts of a lesson plan

I. Title of the lesson: Responsibility and Duty ( Tungkulin Ko, Pananagutan ko)
II. Subject area: Edukasyon sa Pagpapakatao (ESP)
III. Grade level: 9

Outcomes Teaching Method Assessment

The learners
understand how they The teaching method Situational Analysis
can contribute to she let the student to
protecting human be able to figure out The resource Teacher
rights and identify on what is gave an activity which
their own duty. responsibility. The is make an
teacher set an accomplishment
The learners will example about moral report of the
understand the responsibilities and household chores or
responsibilities and give scenario to let school errands you
duties at School, the learners did for today. Also,
house, and understand it. what are the ac
Community.

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ANALYZE

Answer the following questions based on the diagram.

1. Are the three components constructively aligned? Explain.

Yes, the three components are constructively aligned from the setting of the
learning outcomes, down to what teaching methods to be accurate utilized to
achieve the outcomes indicated and the types of assess used to test the learning of
students has. For an example, on the diagram above the topic deals with
responsibility and duty. The learning outcomes is the learners understand how
they can contribute to protecting human rights and identify their own duty. While
on the teaching method the teacher shared a situational analysis regarding
responsibilities, and she shown a picture to let the learners understand it. Lastly,
the assessment is through accomplishment report the learners are intended to
mention all those errands that they do at home, school, and so forth. It means, the
assessment is effective because it let the learners to construct ideas and gave their
experience regarding on how to understand their duties.
2. Will the outcomes be achieved with the teaching methods used? Why?
Yes, the outcomes were achieved with the teaching methods that the teacher
occupied. Although, the teaching process method is via virtual because of the
pandemic but then the teacher provided some illustrations or some facts about
how responsibilities exist and act by human being and the picture provided on the
PowerPoint presentation while the teacher was discussing. Generally, the
intended outcomes for learning in Grade 9 had achieved through teaching
methods.
3. What component would tell if the outcomes have been achieved?
The Assessment part will tell if the outcomes had been achieved when the
learners able to get a passing or above average scores and perform well on the
given activity. The assessment form in the given is through written, the teacher
allows the students to cite all those errands that they performed. With that, the
learners are doing the performance task in assessment.

REFLECT

What lesson have you learned in developing or writing a lesson plan?

The lesson that I had learner throughout this topic about in developing or writing
a

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 lesson plan. The teacher must align the lesson plans like knowing the outcomes
first before going through in methods and achievements. Outcomes refers on the
objectives of the lessons on the entire discussion and in line on methods utilized
like watching videos, charting, examples through voice, and assessment evaluates
how learners understand the given topic by means of role play, manipulation,
singing, and other types of tasks in assessment.

What value will it give to the teacher if the three components are aligned?

The value of learning. Why? If these three components are aligned and effective.
It means the teacher was good and he/she implies a good learner. Also, the value
of patience, willingness, and critical thinker because in creating a lesson plan
these three are the important tool to construct a better lesson. Lesson planning is
not easy because it let us to think wisely and utilized the resources available at
home.

SHOW Your Learning Artifacts

Learning Artifacts for Activity 1-3

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

Activity 1 Artifact

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

Hidden Curriculum (Students Join the class on time)

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 Activity 2: Artifact

1. Present a sample curriculum in a form of a Lesson Plan.

NOT OBSERVED
Activity 3: Artifact

1. Present a matrix to show the constructive alignment of the three components of a lesson
plan.
a. Example:
Lesson Title:
Subject Area: “ NOT OBSERVED”
Grade Level:

Lesson Outcomes Teaching Methods Evaluation

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 EVAKUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 8- Close Encounter with the School Curriculum

Learning Outcome: 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. * Analyze if the teacher aligns the objectives to subject matter, to teaching strategies and
assessment.

Name of FS Student: Date Submitted:

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation question/tasks observation questions/tasks not observation
Sheet completely questions/tasks not answered/accomplished. questions/tasks not
answered/accomplished. answered/accomplished. answered/accomplished.
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions
answers are with depth answers are clearly answers are not clearly were not answered;
and are thoroughly connected to theories; connected to theories; answer are not
grounded on theories; grammar and spelling one (1) to three (3) connected to theories;
grammar and spelling are free from errors. grammatical/spelling more than four (4)
are free from error. errors. grammatical/spelling
errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow;
supported by what were supported by what were shallow; somewhat rarely supported by
observed and analyzed. observed and analyze. supported by what were what were observed and
observed and analyzed. analyzed.
Learning Portfolio is reflected on Portfolio is reflected on Portfolio is not reflected Portfolio is not reflected
Artifacts in the context of the in the context of the on in the learning on in the context of the
learning outcomes; learning outcomes. context of the learning learning outcomes; not
complete, well- Complete; well outcomes. Complete; complete; not
organized, highly organized, very relevant not organized, relevant organized, not relevant.
relevant to the learning to the learning outcome. to the learning outcome.
outcome.
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days
deadline. deadline the deadline or more after the
deadline
Year & Section: Course:

COMMENT/S Rating:
Over-all Score (Based on
transmutation)

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 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 2.0 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Bwlow

Signature of FS Teacher above Printed Name Date

LINK Theory to Practice

Choose the correct answer from the options given.

1. When we say school curriculum if refers only to the K to 12 curricula.

A. This statement is true.
B. This statement is not true.
C. This statement is half true.
D. This statement is silly.
2. A professional teacher should possess the following skills to address the need for a
curricularist EXCEPT one. Which one is NOT?
A. Knower of the curriculum.
B. Believe of the curriculum.
C. Implementer of the curriculum.
D. Writer of the curriculum.
3. The influence of multimedia, peers, community tradition, advancement in technology,
though not deliberately taught in the lesson, will influence the curriculum. This is
referred to as ..
A. Written curriculum.
B. Recommended curriculum.
C. Implemented curriculum.
D. Hidden curriculum.
4. Which two components of the lesson plan (as a miniscule curriculum) should be aligned?
I. Outcomes and Assessment
II. Assessment and Teaching Methods
III. Outcomes and Teaching Methods
A. I only
B. II only
C. III only
D. I, II, and III
5. What is the most important reason why there should be constructive alignment of the
components of the curriculum?
A. For ease of correcting by the school principal.

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 B. To assure that each component contributes to the attainment of the learning
outcomes.
C. As a required template when starting to write a lesson plan.
D. As a model of other lesson plans written and published.

FIELD STUDY 1 LEARNING

EPISODE Prepare for Teaching and
FS 1 9 Learning

OBSERVE, ANALYZE, REFLECT

Activity 9.1 Demonstrating an Understanding of Research-Based Knowledge Principles of

Teaching and Learning
Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: Date:
OBSERVE

Observe a class with the use of the principles of learning given in Revisit the Learning
Essentials. I will identify evidence of applications/violations of the principles of learning. I can
cite more than one evidence per principle of learning.

Principles of Learning What did the Resource Teacher do to

apply the principle of learning
1. Effective learning begins with the The teacher presents the lessons in a
setting of clear and high expectations PowerPoint presentation and presented about
of learning outcomes. her intended learning outcomes regarding
solidarity.
2. Learning is an active process. She let the learners actively participate on the
class discussion and engage in educational
diverse learning activities. The learners do the
activities called picture analysis and, they are
assessed to answer the provided evaluation.
3. Learning is the discovery of personal The resource teacher gives an opportunity to
meaning and relevance of ideas. the learners to share their ideas through
collaborative activities. They share their ideas
regarding the relevance of solidarity in front
of the cam and teacher add some

88
 supplementary on their discoveries.
4. Learning is a cooperative and a She gives a by group learning task activity
collaborative process. Learning is where the learners are assigned to interpret
enhanced in an atmosphere of the message of the given picture unto them.
cooperation and collaboration. They simply creating brainstorm ideas
through mopping with their peer groups and
they sum-up their final thoughts.

ANALYZE

1. What principles of learning were most applied? Least applied?

Most applied
Based on my observation, the resource teacher promotes an active learning
“learning is a cooperative and collaborative process” where a learner-centered
approach in which the obligation for learning is relies upon on the student, often
working on collaborating work with classmates. The teacher presented the topics
and activities the learners will work for it. Either in a form of problem solving,
cooperating learning, role plays, and prerecorded role plays. The teacher
communicates to each even there is a pandemic, they shared their ideas via video
calls, or message digest. Also, learning is an active process. Due to drastic
changes in instruction, learners are digitally literate they learned not just on the
virtual meeting hut also through online. This implies how learners reacts from the
way she taught, and the way learners enjoy the class. For the students, skills,
behavior, and abilities are not one day development for growth, but it is a long
term- process.

Least applied
The learning principles that were applied on a least from among the principles is,
“Learning is the discovery of personal meaning and relevance of the ideas.” The
teacher utilized these principles by explaining the sharing thoughts regarding the
subject matter. Mostly of the class was being done by the teacher alone. The
Resources teacher mostly facilitates the learning for the learners(teacher-
centered), it must the students who shared the ideas or personal reflections. Thus,
the learners should discover the learning out of their experience and the teacher
should facilitate only the activity.

Give instances where this/these principle/s could have been applied?

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 For collaborative learning, the teacher assigned a group leader on the grade 7-
roxas. She distributed the activities, wherein the learners should create a poem
with regards to the topic. Thus, it must be a group work consisting of three
members.
Picture Analysis
Inquiry based approach

REFLECT

From among the principles of learning, which one do you think is the most important

The most important principles of learning for me “learning is a cooperative and a

collaborative process.” Which is learning is teaching the students with the things they are not
aware off and making the learners to interpret, analysis, of the things they did understand from
the topic. One of my resource teachers, was very effective in implementing and associating these
learning principles. She is readily from the techniques that she wanted to integrate. She created
a virtual classroom where it is conducive for learning and offers efficient learning. She makes
the classroom setting be an open hone for improving one’s skills and talents. The learning styles
are aligned on their field of activities. The learners listen to their group members ideas and
creates it in a final thought. Thus, this learning principles is important in teaching and learning
process.

Activity 9.2 Identifying Outcomes that are Aligned with Learning Competencies
Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: Date:
OBSERVE

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 evidence.

1. Write the learning outcomes stated in the classroom.

(Smart Achieved
Learning Outcomes Objective?)
Yes No Yes No
1.
2.
3.

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 4.
5.

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

1.
2.
3.
4.
5.
ANALYZE

1. Do SMART objectives make the lesson more focused?

Based on my recent readings and discussion of my field study teacher, setting the
learning goals following the SMART concept will make the lesson more focus and
essential. The using of principle of SMART in the learning objectives will be a
guide the teachers with regards in achieving the desired learning outcomes and
will clearly what the teacher expects from the learners, thus the students can
prepare their own selves. The application of SMART is the backbone of learning
outcomes because the teacher set goals in line of specific topic, time bound,
relevant, and attainable. It gives them direction towards the learning progression
and comprehension of the students

REFLECT

Reflect on the

Lessons learned in determining SMART learning outcomes.

The learning outcomes or the feedback is the main goal of the teacher to see the
status of the learners with regards to how teacher set lesson plan. In fact, the
goals are part of every aspect of life specially in education because it provides a
sense of direction, motivation, a clear focus, and clarify importance. Through
setting goals, you are providing yourself with a target to aim for. A SMART goal
is used to help guide goal setting. The SMART is an acronym that stands for
Specific, Measurable, Achievable, Realistic, and Timely. The SMART is a guide to
direct the instructions and learning objectives.

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Activity 9.3 Distinguishing Between Inductive and Deductive Methods of Teaching
Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: Date:
OBSERVE

I will observe one Resource Teacher with the use of this observation sheet. Using the
guide questions, I shall reflect on my observations and analysis.

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

Was the emphasis on the mastery of the Was the emphasis on the students’ application
lesson or on the test? Prove. of the lesson in real life? Give proofs.

Was class atmosphere competitive? Why? Was class atmosphere collaborative? Why?

Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? disciplines/subjects?

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What teaching-learning practice shows that teaching approach was:
a.) Constructivist-connected to past experience of learners; learners constructed new
lesson meanings.

b.) Inquiry-based

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

d.) Reflective

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

f.) Collaborative-Students work together

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

ANALYZE

1. What are possible consequences of teaching purely subject matter for mastery and for the
test?
If teaching purely/subject matter for mastery and for the test the possible
consequence is that the eagerness of the students to learn can be reduced or alter.
The learners will become dependent, and they will not put effort to their studies
thinking that everything is provided for them. Remember that in today’s
generation it’s not about what to teach but how to learn from us. The learners
need to learn at their own space, time, and modes because they are wonderers of
knowledge. Teaching learners how to learn will help them become competitive
even if the content of the curriculum changes overtime.

93
 2. If you were to reteach the classes you observed, would you be teacher-centered or
student-centered? Why?
Student- centered rather. Why? I will just facilitate the learning instruct the
learners what they do. To learn by doing, let the learners speak, cooperate with
their classmates. If the teacher integrates the teacher-centered principles, that
purely on lesson and there are disadvantages that learners are no longer
engaging on it, because they are dependent on the teacher. That is why learner-
centered is better because it let the learners to be independent, productive,
innovative, and enhance their skills.,

REFLECT

Reflect on Principle of teaching worth applying

Learning is the discovery of personal meaning and making sense of relevance of idea.
This principle best describes that learner are not empty vessels or receptacles that should
be filled in by the teacher. Learners have rich ideas stored in their minds. Minds of
learners are like a faucet that once you open it, rich ideas will flow from them. This is the
reason why in the 21st century, teachers are called facilitator of learning. They are the
one who will guide the leaners how to learn but they will not spoon feed the learners.
They should let children discover by themselves how to learn. Remember that the content
of the curriculum changes overtime and if we guide learners how to learn, no matter how
many times content change it will not affect the learning process since learners knows
how to cope and how to learn.

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LINK Theory to Practice

Direction: Encircle the letter of the correct answer.

1. Teacher Rose believes that students need not know the intended learning outcome of her
lesson. She proceeds to her learning activities at once without letting them know what
they are supposed to learn for the day. Which principle of learning does Teacher Rose
negate?
A. Effective learning begins with setting clear expectations and learning outcomes.
B. Learning is an active process.
C. Learning is the discovery of the personal meaning of ideas.
D. Learning is a cooperative and a collaborative process.
2. Teacher Lil avoids out of context. She gives real-world Math problems for students to
drill on. Teacher Lil is very mush convinced of which principle of learning?
A. Learning is an active process.
B. Learning is the discovery of the personal meaning of ideas.
C. Learning is a cooperative and a collaborative process.
D. Effective learning begins with setting clear expectations and learning outcomes.
3. For meaningful teaching and learning, it is best to connect the lesson to the life of
students by integrating a relevant value in the lesson. Which principle is applied?
A. Lesson objectives/intended learning outcomes must integrate 2 or 3 domains-
cognitive, skill and affective or cognitive and effective or skill and effective.
B. Begin with the end in mind.
C. Share lesson objective/intended learning outcomes.
D. Write SMART lesson objectives/intended learning outcomes.
4. Teacher Ruben wanted his students to rate their own work using the scoring rubric which
he explained to the class before the students began with their task. Based on revised
Bloom’s taxonomy, in which level of cognitive processing are the students?
A. Evaluating
B. Synthesizing
C. Applying
D. Analyzing
5. You are required to formulate your own philosophy of education in the course, The
Teaching Profession. Based on Bloom’s revised taxonomy, in which level of cognitive
processing are you?
A. Analyzing
B. Applying
C. Creating
D. Evaluating
E.

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SHOW Your Learning Artifacts

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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 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 9- Preparing for Teaching and Learning

Learning Outcome: 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 * differentiate the different method of teaching.

Name of FS Student: Date Submitted:

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation question/tasks observation questions/tasks not observation
Sheet completely questions/tasks not answered/accomplished. questions/tasks not
answered/accomplished. answered/accomplished. answered/accomplished.
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions
answers are with depth answers are clearly answers are not clearly were not answered;
and are thoroughly connected to theories; connected to theories; answer are not
grounded on theories; grammar and spelling one (1) to three (3) connected to theories;
grammar and spelling are free from errors. grammatical/spelling more than four (4)
are free from error. errors. grammatical/spelling
errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow;
supported by what were supported by what were shallow; somewhat rarely supported by
observed and analyzed. observed and analyze. supported by what were what were observed and
observed and analyzed. analyzed.
Learning Portfolio is reflected on Portfolio is reflected on Portfolio is not reflected Portfolio is not reflected
Artifacts in the context of the in the context of the on in the learning on in the context of the
learning outcomes; learning outcomes. context of the learning learning outcomes; not
complete, well- Complete; well outcomes. Complete; complete; not
organized, highly organized, very relevant not organized, relevant organized, not relevant.
relevant to the learning to the learning outcome. to the learning outcome.
outcome.
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days
deadline. deadline the deadline or more after the
deadline
Year & Section: Course:

COMMENT/S Rating:
Over-all Score (Based on
transmutation)

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 2.0 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Bwlow

Signature of FS Teacher above Printed Name Date

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 FIELD STUDY 1 LEARNING
EPISODE

FS 1 10 The Instructional Cycle

OBSERVE, ANALYZE, REFLECT

Activity 10.1 Exploring the School Campus

Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: Date:
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 The teacher utilized audiovisual presentations
more and the better the learning. and actual picture on screen represent the
values performed on the topic.
2. Learning is an active process. The teacher instructs the learners on their
activities. Through the tone voice of the
teacher, she was able to ask learners regarding
the topic and everyone should speak.
3. A non-threatening atmosphere The teacher makes sure that school
enhances learning. atmosphere is safe while they had virtual
meetings. The students can cope up with the
topic easily the help and integration of
technology in education. With this, they can
easily learn in the environment by minimizing
factors that can interrupt discussion.
4. Emotion has the power to increase Learners learn fast at their own peace. They
retention and learning. able to cope up the lesson with the help of
technology and teaching techniques wherein
the teacher is approachable when it comes
dealing with all the questions coming from
the learners. A feedback time will bridge the
gap of every learner emotional. The learners
have the freedom to express their thoughts on
time and able to acquire on their teacher.
5. Good teaching goes beyond recall of The PPts was already popup, before the next
information. topic will be discussed. The resource teacher
of grade 7 recall first the previous lesson in
order to assess keep still recall the

98
 information. She also them about
comprehensions.
6. Learning is meaningful when it is The teacher asked the students what the
connected to students’ everyday life. importance is of knowing politics and human
rights in their daily lives when it comes to
study, communication, and integrity. She
connects it to the learners’ activities.
7. An integrated teaching approach is far The teacher generalizes of the things to
more effective than teaching isolated discuss from “general to specific” She
bits of information. incorporates the brainstorming activities and
think pair way of collecting data. Also, she
pointed out the highlights and relevant facts,
related to ideas of the lessons to avoid
misinterpret by the learners and understand it
correctly.
ANALYZE

What is the best method of teaching? Is there such a thing?

I thought the best teaching method involves a variety of strategies with student’s
multiple intelligences, student centered learning mixed with discovery learning.
The teacher should introduce a lesson with something that is meaningful that will
hook the learners’ attentions and interest. After the preliminary information’s and
mode of instructions, the teacher stops the direct instruction (teacher lecture and
transfers the authority power to the class where they take control their learning. At
some point, the students speaks while the teacher guides and facilitates the
learning through prompting questions. In collaborative learning, they are
challenged emotionally and intellectually because they need to listen on both
perspectives, to cope up a one idea. On this time of pandemic, the integration of
ICT is beneficial because the learners engaged in essential of technology in
learning, the teacher used laptops, computers, speakers, and computer apps to
deliver the topics.

REFLECT

Reflect on this question.

How do we select the appropriate strategy for our lessons?

Creating an appropriate strategy for the lesson is quite tougher because as a future
teacher, we must need to think wisely and able to cater the multiple intelligences. As I observed
on my resource, she utilized various strategies to let the students learn from her. She had also
suggested, it is important to observe the behavior of the learners and considering their level of
thinking. These are the process that a teacher should follow or applied in choosing appropriate
strategy which includes:
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 Begin with objectives. Before selecting appropriate teaching strategies, determine
the learning objectives for the course.

Align your teaching strategies to the objectives.

Align your assessment strategy to the objectives

Make modifications to the teaching strategies and assessments as you get to know
your students and.

Lastly, apply this strategy because you cannot gain experience without trying this
activity.

Activity 10.2 Determining Outcomes-Based Teaching and Learning

Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: Date:
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? Why?
Yes, she shares her class objectives in the class by presenting the specific intended
learning outcomes to the subject matter while the mode of instruction is virtual. She
begins her discussion based on how she asked questions to the class and based on
her discussion. Thus, the resource teacher is aware on what is the process of
teaching to let the learning meaningful.
2. What teaching-learning strategies (TLAs) did he/she use? Did these TLAs help him/her
attain his/her lesson objectives/ILOs? Explain your answer.
She had a flash card, visual cards that presented on the online screen in the class.
She asked the students to give some points of view or ideas being in relation the text
being presented in the flash cards. I can say that see somewhat achieved her
objectives because the learners can answer her questions. Also, she prepared an ice-
braker to unwind boredom. The teacher asked questions to ponder and connect it to
real life situations.
3. What assessment task/s did teacher employ? Is/are these aligned to the lesson
objectives/ILOs?
The teacher prepared a written examination to measure the learning of the students,
through presenting the story guide questions that needs to answer. It is aligned to her
objectives because it corresponds to the lesson she is discussing. All her teaching
strategy when it comes to the learning activities and assessment are aligned to the

100
 intended learning outcomes or objectives. Moreover, she incorporates teaching
strategies that related to objectives.

ANALYZE

1. What are your thoughts about Outcomes-Based Teaching and Learning (OBTL)?
The Outcome-based Teaching and Learning (OBTL) is a learner-centered education
approach where the programmer’s intended learning outcomes are explicitly defined
for learners to achieve. The teacher should understand the real concept of OBTL to
construct a good structure of outcome based. Teaching and learning activities are
then carefully designed to facilitate learners to achieve these outcomes. This means
that ubiquitous teachers do must be clearly focused on what they want students to
know, understand and be able to do. In other words, teachers should focus on helping
students to develop the knowledge, skills and personalities that will enable them to
achieve the intended outcomes that have been clearly articulated.

REFLECT

Reflect on the use of OBTL.

As a future educator, the OBTL is important in attaining learning measure and

creating an effective outcome based. Wherein it is advisable to back to teaching by
objectives or Bloom’s mastery learning to know if the activities, subject matter, and other
educational activities concerning to the topic if aligned or achievable to the objectives or
not and make sure it really helps the students learning. Creating an objective is not
easily because this will be a guide for realignment of the activities. Does the teacher
meet the learning objectives? The teacher should understand the real concept of OBTL to
construct a good structure of outcome based. Teaching and learning activities are then
carefully designed to facilitate learners to achieve these outcomes. This means that
ubiquitous teachers do must be clearly focused on what they want students to know,
understand and be able to do. In other words, teachers should focus on helping students
to develop the knowledge, skills and personalities that will enable them to achieve the
intended outcomes that have been clearly articulated.

101
Activity 10.3 Applying Effective Questioning Techniques

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:
OBSERVE

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.

Types of Question Examples of Questions that the Resource

Teacher Asked
1. Factual/Convergent Who, what, where, when questions with one
Close/Low level acceptable answer? What is your idea on the
picture? Why do we need to study politics in
relation to values
2. Divergent/Higher-order/Open- How can you say that a computer is outdated
ended/Conceptual in terms of its operating system and
applications?
a. Evaluation Do you like topic today?
b. Inference When you saw someone cheating and off-set.
What can you infer about his/her attitude?
c. Comparison Can you distinguish politics to economy and
is there a significant difference on values?
d. Application As a student and citizen of the country, would
you stay silent if someone rights over
control?
e. Problem-solving In what way can you help the community?
3. Affective How do you feel when you help someone and
amplify their voices due to political dynasty?

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?
Learners are intelligent, they went at school answer those curiosity that sinking on
their minds. The teacher duty is to cure the ignorance of the children and when they
leave school, they can be able to bring about those learning. In the classroom settings,
teacher questions are defined as instructional cues or stimuli that convey to students

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 the content elements to be learned and directions for what they are to do and how they
are to do it. The teacher must always put in mind that the knowledge and skills used
in asking different types of questions in a classroom is one important but critical
aspect of the teaching and learning process.  This quote has something to do with the
types of questions because this quote by Neil Postman describes effective questioning
techniques that may affect to the learners. That through correct and appropriate
questioning and reacting to the learners’ ideas and opinions, we can encourage and
develop their activeness that could increase their performance level to the class as well as
the increase of thinking skills of the students engaged in the classroom. Whatever questions
that a teacher should raise had a constant effect on learning which in response to stimuli-
response-and consequence.

REFLECT

Reflect on

The importance using various reacting techniques

The importance of reacting techniques is to enhance the critical thinking, problem solving
skills of the learners. Reacting techniques encourage learners to ponder their ideas and let them
learn from others and teachers. Based on my search, a reacting technique were most used are the
following: providing feedback, giving appropriate praise to high quality responses, following up
a student’s response, explaining the question, rephrasing the seemingly unclear question while
least commonly use are showing non – verbal encouragement, re – directing the question to other
students, soliciting students’ questions to satisfy curiosity. Those techniques encourage learning
to think beyond their bounce. Thus, through correct and appropriate questioning and reacting to
the learners’ ideas and opinions, we can encourage and develop their activeness that could
increase their performance level to the class as well as the increase of thinking skills of the
students engaged in the classroom.

SHOW Your Learning Artifacts

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

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 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 10- The Instructional Cycle

Learning Outcome: 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.

Name of FS Student: Date Submitted:

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation question/tasks observation questions/tasks not observation
Sheet completely questions/tasks not answered/accomplished. questions/tasks not
answered/accomplished. answered/accomplished. answered/accomplished.
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions
answers are with depth answers are clearly answers are not clearly were not answered;
and are thoroughly connected to theories; connected to theories; answer are not
grounded on theories; grammar and spelling one (1) to three (3) connected to theories;
grammar and spelling are free from errors. grammatical/spelling more than four (4)
are free from error. errors. grammatical/spelling
errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow;
supported by what were supported by what were shallow; somewhat rarely supported by
observed and analyzed. observed and analyze. supported by what were what were observed and
observed and analyzed. analyzed.
Learning Portfolio is reflected on Portfolio is reflected on Portfolio is not reflected Portfolio is not reflected
Artifacts in the context of the in the context of the on in the learning on in the context of the
learning outcomes; learning outcomes. context of the learning learning outcomes; not
complete, well- Complete; well outcomes. Complete; complete; not
organized, highly organized, very relevant not organized, relevant organized, not relevant.
relevant to the learning to the learning outcome. to the learning outcome.
outcome.
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days
deadline. deadline the deadline or more after the
deadline
Year & Section: Course:

COMMENT/S Rating:
Over-all Score (Based on
transmutation)

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 2.0 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Bwlow

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 Signature of FS Teacher above Printed Name Date

LINK Theory to Practice

Direction: encircle the letter of the correct answer. Episode 1

1. Learning is an active process. Which one is an application of this principle?

A. Avoid drills which are out of context.
B. Teach your content from a multidisciplinary perspective.
C. Group students for work or project, that way project become less expensive.
D. Let students learn the steps in opening a computer by making them follow.
2. The most senses that are involved, the more and the better the learning. Which practice is
aligned with this principle?
A. Employ cooperative learning.
B. Teach using mostly verbal symbol.
C. Invite parents as resource speakers in class.
D. Bring students to field trips with consent of school and parents.
3. In OBTL, upon which should my assessment be based?
A. Content
B. Intended learning outcome
C. Scope of subject matter
D. Teaching and learning activity
4. Which type of question will least promote interaction among students?
A. Divergent
B. Conceptual
C. Convergent
D. Inference
5. To obtain well-thought-out answers, which questioning behavior helps?
A. Allowing sufficient time
B. Asking open-ended questions
C. Asking non-directed question
D. Involving as many as possible

105
 FIELD STUDY 1 LEARNING
EPISODE Utilizing Teaching-
FS 1 11 Learning Resources and
ICT
OBSERVE, ANALYZE, REFLECT

Activity 11.1 Visiting the Learning Resource Center

Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: 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 and
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

LEARNINNG 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.)

106
 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: University of Cagayan Valley

Date of Observation: 0ctober 17, 2021

Name of Observer: Bryan P. Bago

Course/Year/School: BSED-VALED 4A

List of Available Learning Resources

Available Learning Resources Characteristics and Unique Teaching Approaches where the
(Enumerate in bullet form Capabilities Resource is Most Useful

1. Print Resources These are the primary sources of Lecturer approach -source of primary
 Books information for the teacher lessons. sources for the learners’ lessons.
 Encyclopedia These learner’s reading skills and
1. Magazines vocabulary development. Linguistic approach- help to develop
 Almanacs one’s vocabulary and reading skills,
 Research books critical thinking.

2. Audio Resources These are commonly utilized to Metacognition – “thinking beyond

 Speaker develop the listening skills of the thinking” it helps the learners to
 University learners. It can also make the learning develop their language skills. Able to
 Television effective. correct their pronunciation.
 Microphone
3. Non-electronic Visual These are used to represent the Lecture approach- it is basically used
Resources lessons in visual form. to represent the lessons on the
 Chart learners.
 Chalkboard
 Bulletin board

4. ICT Resources They will keep you updated on the Integration of technology on
 Computer contemporary issues or currents Learning approach- all of the 5 senses
 Monitors trends and recent information. of the learners will be developed
 Desktop because helps them to see, to hear, to
 Printer touch, to feel someone opinions while
using Technology.
Impression about the LRC: Their learning resources center have many learning resources that would greatly help or
contribute to faster the learning of the learners. Also, the books are always updated and arranged well.

Name and Signature of Observer: Bryan P. Bago

Name and Signature of the Learning Resource Center in-charge:

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ANALYZE

Are the learning resources/materials arranged properly according to their functions and
characteristics?

Yes. The learning resources material are arranged properly depending on their
functions in teaching properly. There are rooms for print resources which is
located at the library. The ICT resources are located inside the library, the
teacher may used that in teaching same with the learners.

Do the guidelines and procedures facilitate easy access to the materials by the teachers? Why?
Why not?

Yes, by the supervision and help of the guidelines, the learners can easily access
the computer or their materials by the guidance of the learning resource in
charge.

What are the strengths of this Learning Resource Center?

The learning resources are big because there are many libraries at school. Due
to the pandemic, learners cannot go there to avoid the widespread. Few of the
learners can go inside if they to search for their research. The internet connection
is good and conducive for learning.

What are its weaknesses?

Though it is conducive for learning, the function room for learning resource
center must be transformed into UP-Diliman type. Wherein the learners can
squad at the floor, learn in a home style. The table must be formed in circle form
and add more chairs.

What suggestions can you make?

I suggested that they need to create an online open library resource connected to
the learning resource center. Online resource library is the primary of learning
because learners had experienced difficulties in searching their requirements
because there is no library at their house because of the COVID -19.

108
REFLECT

1. Which of the materials in the Learning Resource Center caught your interest the most?
Why?
The computer inside the library caught my interest because I can see that this is
beneficial in the learning development of the learners. Also, the computers give
the important information for the learners regarding their requirements.

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

I am confident in sing the laptops because I know all the parts, subparts, apps
installed, and function. This pandemic I usually used my laptops in assessing my
requirements on Ms. Teams and attends virtual class. This personal computer or
laptop I can used in doing my PowerPoint, lesson plan, video editing, and paper
works in the school.
3. Which one do you feel you need to learn more about?
I need to learn more about the materials in operating the Ppt presentations.
Sometimes there are instances that my computers are not working, and it affects
my performance. Also, I want to know how to operate projectors because I don’t
yet the proper way of operating this material in teaching.

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OBSERVE, ANALYZE, REFLECT

Activity 11.2 Observing Technology Integration in the Classroom

Resource Teacher: Teacher’s Signature: School:
Grade/Year Level: Subject Area: Date:
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 all about?

2. What visual aids/materials/learning resources is the teacher using?
3. Observe and take notes on how the teacher presents/uses the learning resources.
4. Closely observe the learners’ response to the teacher’s use of learning resources. Listen to
their verbal responses. What do their responses indicate? Do their responses show
attentiveness, eagerness, and understanding?
5. Focus on their non-verbal responses. Are they learning and are they showing their interest
in the lesson and in the material? 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: 09-17-2021
___________________________________________________________
School: UCV
Subject: ESP Topic: _Paggalang sa Sarili, Magbubunga ng Paggalang
____________________________

Grade/Year Level: 7

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ANALYZE

UTILIZATION OF TEACHING AIDS FORM

Grade or Year Level of Class Observed: GRADE 7-ROXAS

Date of Observation: SEPTEMBER 17,2021
Subject Matter: ESP
Brief Description of Teaching Approach Used by the Teacher

Teaching Aids Used Strengths Weakness Appropriateness of

(Enumerate in bullet the Teaching Aids
form) used
1. PowerPoint The Ppts is colorful It will be weak if the The PowerPoint assist
Presentation and commendable. It resource teacher the teacher in delivering
is easily attracting the encoded the phrases in the subject matter and it
attention of the a small font state. catches the attention of
learners. Necessary that every the learners rather than
slide consumes only a book, but their books
five sentences. serve as a guide. By
using these instructional
materials, the focus of
the learners will be on
the facilitator and her
PPTs.
2. Laptops/ It is helpful for the The learners are literate Utilizing these laptops
Smartphones students to have their in using the technology. in the online class will
own documents saved But some of the help the students to
on their own learners need a participate and actively
technological devices guidance from their cooperate in the
that they had. It parents. It may also discussions. The
contains the destruct the attention of appropriateness of the
important the learners. We cannot teaching helps the
information regarding see if the learners are learners to improve
the lessons. listening or not. their skills.

Use the Technology Integration Form to analyze the class you observed. Refer to the Technology
Integration Matrix on p. 123, in which level of technology integration do you think the teacher
you observed operated? Why?

For the levels of technology that my resource teacher had operated is “entry”.
Which is my resource teacher uses technology to deliver curriculum content to

111
 learners. Wherein the learners primarily work alone when using the technology.
They receive directions, guidance, and feedback.

Based on the Technology Integration Matrix, what is the characteristic of the learning
environment in the class that you observed? Point your observations that justify your answer.

Based on my observations, the characteristic of the learning environment in the

class of Grade 7 is “constructivist”. The student utilizes technology tools to build
understanding rather than simple receive information. Why? As I observed, they
utilized the technology to construct their own ideas like brainstorming and
mopping.

Overall, were the learning resources used effectively? Why? Why not? Give your suggestions.

Yes! It is effective if the learnings resources are experienced by the learners in

the classroom setting. These are the important learning resources in developing
the skills of the learners. These are the tools that the teacher to deliver the
instructions. I suggest if these are learning resources improved more than and be
more helpful to the learners in this time of pandemic.

REFLECT

1. Put yourself in the place of 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 put myself on the place of the teacher. If I were the teacher, I’ll find a better
way to get the students attention in utilizing learning materials or so-called
Instructional materials. Facsimile to my resource teacher had incorporate, I will
use the instructional materials in significance to the lesson that I am going to
deliver or discuss in the class. With this, the learners can acquire knowledge or
better understanding on the given topics. But I will not totally imitate the ways of
creating the learning materials that my resource teacher does. Differently, I make
the learning materials creative, attractive, timely, and unique in the eyes and
minds of the learners. I have my own style to teach and to create lesson plans,
and techniques. I will improve his style in teaching with the utilized of
instructional materials tools should be attractive and engage. There are times
that this instructional material is not applicable to a certain group.

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 OBSERVE, ANALYZE, REFLECT

Activity 11.3 Exploring Education 4.0

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:
Explore Education 4.0 through these steps:

1. Observe a class and take note of the topic being presented.

2. Surf the net to find sites that provide support materials and/or interactive programs (web
quests/games) on the topic. Try to ask Siri, Alexa;
3. List and describe at least 5 open-source sites/interactive programs; from open-source
4. Evaluate the materials or programs;
5. Reflect on your FS experience.

OBSERVE

Class Observation Guide

Read the following statements carefully before you observe.

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

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

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

ANALYZE

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.

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 Electronic Resources Evaluation Form

Grade/Year Level
Subject Matter/Topic
(Based on the class you
observed)
Lessons
Objectives/Learning
Outcomes
Name and Describe Put a check if the resource satisfies the criterion Describe
Type of the how you
Electronic electronic can use it
Resource resource if you
(include were to
author/ teach in
publisher the class
/ you
Source). observed.
Accurat Appropriat Clea Complete Motivatin Organize
e e r g d

REFLECT

1. Describe your experience in surfing the internet for appropriate electronic resources for the
class. What made it easy? Difficult?
I intend to find out the electronic resource on the internet but unluckily I cannot
for it. That’s why it is difficult.

114
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 mor for your
work as a teacher? Why?
The answer for this one is based on the question one. Explore more the
importance of electronic resources that already exist.
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?
I am good in communication and problem solving because I am good on these
skills. I need to continue my skills in problem solving because I am fond of
solving puzzle, and hidden activities.
OBSERVE, ANALYZE, REFLECT

Activity 11.4 Professional Development Through MOOCS

Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:
OBSERVE

To realize my Intended Learning Outcome, 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

1. Get a copy of the PPST and go over the competencies.

2. On the second column, write the competencies you like to work on.
3. Search for MOOCs in the internets which are relevant to the competencies you identified.
You may try these sites:
 http://www.teachthough.com/technology/list-75-moocs-teachers-students/
 http://www.educationworld.com/a_curr/moocs-best-teachers-free-online-
corses.shtml
 http://www.forbes.com/sites/skollwordforum/2013/06/10/moocs-for-teachers-
theyre-learners-too/
 https://www.mooc-list.com/categories/teacher-professional-development
 http://ww2.kqed.org/mindshift/2013/04/30/new-online-teacher-training-program-
joins-mooc-madness/

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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 MOOCS related MOOC

to the Provider
competencies
(include a short
description)

1. Content To learn about the alternative way of It emphasizes

Knowledge artificial neutral network connection both basic
and and how they are being utilized for algorithm and
Pedagogy machine learning as applied to practicality trick COURSERA
speech and object. need to get
them work well.

An open and
Effective
2. The I want to work to have a conducive Classroom
Learning environment for my learners to learn interactions:
Environmen efficiently and clearly. Supporting COURSERA
t Learners needs
in development
of a conducive
learning

Learner’s style
I want to work on to have and diversity in
3. Diversity of impartiality and wider understanding which
Learners for my future learners. Navigate an moralities each
experienced on how to promote day life COURSERA
diversity of learners. navigate the
psychological
function of our
moral lives.

4. Curriculum Application of the curriculum K-12 teaching

and guidelines and planning for the process in the
Planning learners to have a good learning and 21st century
attain the achievable learning provides new
outcomes. teaching
strategies, COURSERA
approaches to
develop the
education.

5. Assessing I want to work on my performance Through

and skills to be an effective teacher performance
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 Reporting someday. Through I want to practice assessment in
my skills in reporting and assessing the online
more techniques in delivering the classroom was
lessons. effective
measures of
performance
and evaluation COURSERA
are crucial
components of
any kind of
virtual
classroom.
6. Community I will work on the community Community COURSERA
Linkages and linkages through acknowledge me on linkages and
Professional me on what am I doing on this world. professional
Engagement I have the heart-felt passion to teach engagement
my future learners. provides an
opportunity for
the education to
know their
specialization
by the process
of self-
realization.
Effective
communication
to maintain a
constant
relationship
within the
learners and
involves the
ability to
express.

7. Personal Growth I want to work on my skills in Computer skills COURSERA

and Professional everything to enhance my knowledge and other
Development skills in teaching. In this, I can’t gain aspects of
new schema if I don’t have any literacy
experience in teaching career or provides
engagements. learners with a
comprehensive
advancement
and
introduction.

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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 Coursera is the provider of this course. This is an educational platform
that partners with the help of Universities and Organization worldwide to offer the
courses online for anyone else.

Objectives of the MOOC:

This course will give you helpful tips for effective speeches and delivering them
well in any type of classroom setting. Aside from it, you will learn how to create,
organize a presentation, how to make it worth it memorable, and able to
communicate to learners clearly. They will you to improve speaking skills and
overcome the fright.

Content Outline
This course will help the educator to several opportunities to demonstrate
presentation skills that you learn. It also helps you to gain the experience you
need to be confident when it comes to speech in classroom setting. Students will
record several videos on themselves giving the assigned presentation and they
may upload this on their peers, mates, for feedbacking.
Why did you pick this MOOC?
As a future educator, English is the medium of communication and instructions.
In this course, it will help me to boost my skills in public speaking. Also,
communication is the important tool in delivering the instructions.
2. MOOC Title ______________________________________

Provider:

Objectives of the MOOC:

Content Outline

Why did you pick this MOOC?

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 3. MOOC Title ______________________________________

Provider:

Objectives of the MOOC:

Content Outline

Why did you pick this MOOC?

REFLECT

1. How can MOOCs help you in your future career as a professional teacher and as a lifelong
learner?
The MOOCs helps me to understand that technology has a bigger part on our lives
and at the same for learning process. Through MOOCs we can gain or explore more new
knowledge that can help us in teaching-learning process. It more convenient for us
educator to get information and henceforth, it enhances our computer literacy on exploring
online learning via MOOCs. The knowledge that I can get or gained on the benefits of
MOOCs will be use on my future learners. Thus, this is a better sense of understanding of
how these programs gave an opportunity for the teacher to acquire knowledge.
2. What did you learn from the way the providers use technology to teach in the MOOCs?
I learned from the way the providers used technology to teach in a massive online
course to the education and learners. Through the significance of digital platform required
the learners a computer, internet connection for engagement and acquisition of knowledge.
It creates visuals, presentations, research findings that engaging and interactive the use of
digital platforms, presentations and so on.
3. How will you prepare yourself for MOOCS, as a learner, and as a teacher who may
someday teach a MOOC?
As a Pre-service teacher, I observed how the teacher work together and engage
themselves in online course. They allow us to observe how to design, organize, teach, learn
from them, and how learners participate. I will explore the different kinds of MCOOs
(Massive Open-Online Courses) like coursera, Udacity, and exd. I familiarize myself on
their relevance and use because this will be my sort of basis. Those learnings that I gained
from the open online courses will be applied soon on my future learners.

119
LINK Theory to Practice

Directions: Read the items below and encircle the correct answer.

1. Mrs. Inton is evaluating a website for her literature class. She is making sure that
factual pieces of information found on the site are well-documented, and pictures and
diagrams are properly labelled. She is also checking that there are no misspelled
words nor grammar errors. Which criterion is she focusing on?
A. Appropriateness
B. Clarity
C. Motivation
D. Accuracy
2. Miss Castro is evaluating an early literacy app for her kindergarteners. She is making
sure the app is uncluttered in appearance, is arranged in some order of difficulty, and
that icons represent what they were intended to represent. Which criterion is he
focusing on?
A. Organization
B. Accuracy
C. Motivation
D. Appropriateness
3. Miss Tanada is evaluating an app for her Grade 8 Science class. She is finding out
whether the app taps the skills found in the Grade 8 standards to ensure that this app
will help meet her objectives. She wants to make sure it is not too easy nor too
difficult for her students. Which criterion is she focusing on?
A. Organization
B. Accuracy
C. Currency
D. Appropriateness
4. A Science teacher uses a PowerPoint presentation to show the classification in
kingdom Animalia. The teacher then teaches them how to use software in making
graphic organizers. Students then use this to create their own graphic organizers to
classify animals. This shows technology integration which is.
A. Entry-constructive
B. Adoption-constructive
C. Infusion-constructive
D. Transformation-constructive
5. Teacher A demonstrates how to work with a math app that provides practice in
adding mixed fractions. The students then work independently with the app to
provide them sufficient practice in adding mixed fractions. This shows technology
integration which is.

120
 A. Entry-active
B. Adoption-active
C. Infusion-active
D. Transformation-active
6. A Grade 7 Social Studies teacher gave a project where her class in Manila will work
together with other Grade 7 classes in their school campuses in Visayas and
Mindanao. They will create posters and a video clip to communicate a message about
peace. They will use social media to spread their peace campaign. This project
involves technology integration which is.
A. Entry-active
B. Adoption-constructive
C. Transformation-constructive
D. Adaptation-collaboration
7. All are responsibilities of the Learning Resource/Audio-Visual/Educational
Technology Center of a school EXCEPT.
A. Make available technology equipment for the use of teachers and students
B. Conduct training for teachers on how to use technology tools
C. Work with teachers in producing instructional materials
D. Accomplish the students’ technology project for them.
8. The Learning Resource/ Audio-Visual/Educational Technology Center regularly
provides the teachers a list of websites, apps and instructional materials available in
the city which are relevant to the different subjects they teach. This fulfils which
function?
A. Recreational reading center
B. A link to other community resources
C. Laboratory of learning
D. Center of resources
9. The Learning Resource/ Audio-Visual/Educational Technology Center sponsors a
seminar-workshop for teachers and administrators on the use of the latest presenter
applications. This fulfils which function?
A. Center of resources
B. Agent of teaching
C. Coordinating agency
D. Recreational reading center
10. MOOCs are considered massive because?
A. They need a big amount of computer storage to be able to avail of course
B. They can accommodate a big number of learners
C. They can only be provided by big universities
D. They were designed and created by a big group of experts.
11. MOOCs are open because .
A. All courses are offered for free
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 B. Courses can be accessed by anyone anywhere as long as they are connected
to the internet
C. Openness to ideas is a strict requirement
D. One can avail of them only during the opening of semester
12. MOOCs are considered as a course because .
A. They have a guide or a syllabus that indicates content, objectives, activities,
and assessment
B. They are always given by a fully-recognized university in the world
C. They are a requirement for a Bachelor’s degree
D. They are graded

SHOW Your Learning Artifacts

1. Include here pictures/illustration of the materials used by the teacher. Put your
comments/annotations about what you observed.
2. Visit www.technology.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.education.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?

122
 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode11- Utilizing Teaching-Learning Resources and ICT

Learning Outcome: 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 (PPST1.3.2); * 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 * Demonstrate motivation to utilize ICT for
professional development goals based on the PPST (PPST 7.5.1)

Name of FS Student: Date Submitted:

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation Sheet question/tasks completely observation questions/tasks not observation
answered/accomplished. questions/tasks not answered/accomplished. questions/tasks not
answered/accomplished. answered/accomplished.
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions
answers are with depth answers are clearly answers are not clearly were not answered;
and are thoroughly connected to theories; connected to theories; one answer are not connected
grounded on theories; grammar and spelling are (1) to three (3) to theories; more than
grammar and spelling are free from errors. grammatical/spelling four (4)
free from error. errors. grammatical/spelling
errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and shallow; Unclear and shallow;
supported by what were supported by what were somewhat supported by rarely supported by what
observed and analyzed. observed and analyze. what were observed and were observed and
analyzed. analyzed.
Learning Artifacts Portfolio is reflected on in Portfolio is reflected on in Portfolio is not reflected Portfolio is not reflected
the context of the learning the context of the learning on in the learning context on in the context of the
outcomes; complete, outcomes. Complete; well of the learning outcomes. learning outcomes; not
well-organized, highly organized, very relevant Complete; not organized, complete; not organized,
relevant to the learning to the learning outcome. relevant to the learning not relevant.
outcome. outcome.
Submission Submitted before the Submitted on the deadline Submitted a day after the Submitted two (2) days or
deadline. deadline more after the deadline
Year & Section: Course:

COMMENT/S Rating:
Over-all Score (Based on
transmutation)

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 2.0 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Bwlow

Signature of FS Teacher above Printed Name Date

FIELD STUDY 1 LEARNING

EPISODE

123
 Assessment FOR Learning
FS 1 12 and Assessment AS Learning
(Formative Assessment)
OBSERVE, ANALYZE, REFLECT

Activity 12.1 Observing Assessment FOR Learning Practices (Formative Assessment)

Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________

Grade/Year Level: ______________ Subject Area: _________________ Date: ____________

OBSERVE

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

124
 What Teacher Did Tally Total

2. Did the teacher ask the class” Did you understand”? If she did, what was the class
response?
Yes, the facilitator of learning asks the class if they understood the topic that she
delivered. The learners respond they understood the topic.

3. Did the students make the teacher feel or sense they did not understand the lesson or a
part of the lesson? How?
No, this is because when the teachers asked question, they answer it based on
their own understanding or interpretation whether it is a picture analysis, song
interpretation, or assessment after the discussion.

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

The teacher responds through thanking them and commending them for they
active participation or giving them a reward and recognition if they got the correct
answer.

5. Were the students given the opportunity to ask questions for clarifications? How was this
done?
Yes. She asked the learners is there is a clarification on her discussion today?
6. If she found out that her/his lesson was not clearly understood, what did teacher do? Did
you observe any of these activities? Please check.
________ Peer tutoring (Tutors were assigned by teacher to teach one or two classmates)
________ Each one-teach-one (Students paired with one another)

125
 ____ __ Teacher gave a Module for more exercises for lesson mastery
________ Teacher did re-teaching
Others, please specify______________________________________________________
_______________________________________________________________________
7. If she engaged himself/herself in re-teaching, how did she do it? Did he/she use the same
teaching strategy? Describe.
No. She only teach once because learners learned from her. Also, she does recap
if necessary to ask if they truly know the past lesson.
8. While re-teaching by himself/herself and/or with other students-turned tutors, did teacher
check on students’ progress? If yes, how?
No, the resource did not anticipate re-teaching because she moves forward on the
next topic.

ANALYZE

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?
The teacher should assess whether the students understand the topic or the lessons
while teaching is in progress so that she can be able to augment remedies if she
found out that students have difficulty in understanding the topic.
2. Why is not enough for a teacher to ask, “Did you understand, class?” when he/she
intends to check on learners’ progress?
There is a possible fact that the learners are ashamed to tell the truth that they did
not understand what his/her teacher said. Instead of saying “no” to what the
teacher asks to them, majority of the learners will agree upon and say “yes” that
they understand the topic even it is not.
3. Should teacher record results of formative assessment for grading purposes? Why or
why not?
No. The formative assessment should not be recorded for grading purposes. In
what reason because formative assessment is utilized to assess the prior
knowledge of the students, what best teaching strategy works for them all, their
weaknesses, and strengths.

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

The best formative assessment that work is pre-test because the learner’s prior
knowledge is measured.

126
 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?
Sometimes Peer Tutoring is most effective since learners work together to gained
knowledge. Students will not be afraid to interrogate some questions to their
peers and peers who understood the lesson can explain it in a simple way.

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

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

REFLECT

 Formative assessment is tasting the soup while cooking. Reflect on this and write your
reflections.
Formative Assessment is like tasting what needs to do as you go on to the
learning process of the learning of the students. By tasting a tinola, you can
determine if it salty or not, does the tinola taste better or not, in like manner
Formative assessment will tell you what lacks what is abundant in the learner’s
knowledge. It will tell ahead of time the problems you may encounter thus letting
you to prepare ahead of time a tangible solution to these.

 Should you record results of formative assessment? Why or why not?

I may record the results of the formative assessment, but it may not falls down on
grading system of the student it will just a reference.

SHOW Your Learning Artifacts

127
 1. My Accomplished Observation Sheet
2. My Analysis
3. My Reflection
4. Snapshots of peer tutoring or other activities that show formative assessment in practice

Activity 12.2 Observing Assessment AS Learning Practices (Self-Assessment)

Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________

128
Grade/Year Level: ______________ Subject Area: _________________ Date: ____________

TARGET Your Intended Learning Outcome

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

 Demonstrate knowledge of the design and use of self-assessment is a way of learning

 Explain the importance of self-assessment.

REVISIT the Learning Essentials

 Assessment as learning means assessment is a way of learning.

 It is the use of an ongoing self-assessment by the learners in ozrder 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.
 If 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.

OBSERVE

Observe a class and find out practices that reflect assessment as learning. Record your
observations.

TEACHER MY OBSERVATION
1. Did teacher provide opportunities for Yes
the learners to monitor and reflect on
their own learning?

2. What are the proofs that students were Learners are given a task test regarding the
engaged in self-reflection, self- discussion. Also, they introspect if what is it
monitoring and self-adjustment? the application on it their personal life?

3. Did students record and report their Yes

129
 own learning?

4. Did teacher create criteria with the Yes

students for tasks to be completed or
skill to learned?

ANALYZE

1. If the students are at the heart of all assessment, then all assessment should support
students learning. Do you agree? Why or why not?
Yes. Assessment supports and provides feedback towards learning progress of the
learner. Through assessment you can already determine whether the learners
have understood the lesson or not. Also, you an already determine what went
wrong and what is the best strategy that is applicable to all of them. That is the
purpose of assessment throughout teaching.

2. Does assessment as learning have the same ultimate purpose as assessment for learning?
No, the main goal of assessment is to gather the significant information, data
about the learners per. To further determine the student interests and to
scrutinize about the learning progress and process of the learners.
REFLECT

The primary purpose of assessment is not to measure but to further learning. Reflect on your
personal experiences of assessment in school. Were you given opportunities for self-assessment?
If yes, what was its impact on your learning?

I acceded to the question, and it is yes. As I observed, the assessment gives an idea for
the teacher if how efficient they are as a teacher. We were given the opportunities to
assess our own self. This helps me a lot to determine what kind of learner I am. I
discovered my own strength and weaknesses. I discovered my learning styles and
meditated. Through self-assessment, I was able to know the thing the I need to focus
more and enhanced. Through self-assessment I was able to make my grades good.

130
SHOW Your Learning Artifacts

1. My Accomplished Observation Sheet

2. My Analysis
3. My Reflection

131
 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 12- Assessment FOR Learning and Assessment AS Learning
(Formative Assessment)

Learning Outcome: Demonstrate knowledge of the design and use of formative assessment * explain the importance
of formative assessment.

Name of FS Student: Date Submitted:

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episode 4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation question/tasks observation questions/tasks not observation
Sheet completely questions/tasks not answered/accomplished. questions/tasks not
answered/accomplished. answered/accomplished. answered/accomplished.
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions
answers are with depth answers are clearly answers are not clearly were not answered;
and are thoroughly connected to theories; connected to theories; answer are not
grounded on theories; grammar and spelling one (1) to three (3) connected to theories;
grammar and spelling are free from errors. grammatical/spelling more than four (4)
are free from error. errors. grammatical/spelling
errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow;
supported by what were supported by what were shallow; somewhat rarely supported by
observed and analyzed. observed and analyze. supported by what were what were observed and
observed and analyzed. analyzed.
Learning Portfolio is reflected on Portfolio is reflected on Portfolio is not reflected Portfolio is not reflected
Artifacts in the context of the in the context of the on in the learning on in the context of the
learning outcomes; learning outcomes. context of the learning learning outcomes; not
complete, well- Complete; well outcomes. Complete; complete; not
organized, highly organized, very relevant not organized, relevant organized, not relevant.
relevant to the learning to the learning outcome. to the learning outcome.
outcome.
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days
deadline. deadline the deadline or more after the
deadline
Year & Section: Course:

COMMENT/S Rating:
Over-all Score (Based on
transmutation)

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 2.0 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Bwlow

Signature of FS Teacher above Printed Name Date

LINK Theory to Practice

132
1. 1. The primary purpose of assessment is to ensure learning. Which assessments are
referred to?
I. Assessment as learning
II. Assessment for learning
III. Assessment of learning
A. I, II and III
B. I and III
C. I and II
D. II and III
2. Research shows that when students help develop questions for an assessment, and have a
deeper understanding of what they are expected to learn before they take the assessment,
they take a greater responsibility of their own learning. Which assessment is referred to?
A. Assessment as learning
B. Assessment of learning
C. Assessment for learning
D. Assessment in learning
3. DepEd Order No. 8, s. 2015 states, “Assessment is a process that is used to keep track of
learners’ progress in relation to learning standards…, to promote self-reflection and
personal accountability among students about their own learning…
Which assessments are referred to by the DepEd memo?
I. Assessment as learning
II. Assessment for learning
III. Assessment of learning
A. I only
B. II and III
C. I and II
D. I, II and III
4. You check for understanding in the midst of your lesson. In which form/s of assessment
are you engaged?
A. Assessment as learning
B. Assessment for learning
C. Assessment of learning
D. Assessment of and for learning
5. Assessment FOR learning is ongoing assessment that allows teachers to monitor students
on a day-to-day basis and modify their teaching based on what the students need to be
successful. Is this statement TRUE?
A. Yes
B. No
C. Somewhat
D. TRUE except the clause after and
6. It develops and supports students’ metacognitive skills. Which is referred to?
133
 A. Assessment as learning
B. Assessment for learning
C. Assessment of learning
D. Assessment in learning
7. Which form of assessment is crucial in helping students become lifelong learners?
A. Assessment as learning
B. Assessment for learning
C. Assessment of learning
D. Assessment in learning
8. Which is characterized by students reflecting on their own learning and making
adjustments so that they achieve deeper understanding?
A. Assessment of learning
B. Assessment for learning
C. Assessment as learning
D. Assessment in learning
9. Which practices are required for assessment as learning to be effective?
I. Discuss the learning outcomes with the students.
II. Create criteria with the students for the various tasks that need to be completed
and/or skills that need to be learned or mastered.
III. Provide feedback to students as they learn and ask them guiding questions to help
them monitor their own learning.
IV. Help them set goals to extend or support their learning as needed in order to meet
or fully meet the expectations.
V. Provide reference points and examples for the learning outcomes.
A. II, II and III
B. I, III,IV and V
C. III, IV and V
D. I, II, III, IV and V
10. In which type of assessment are students expected to go beyond completing the task
assigned to them by their teacher and so students move from the passive learners to active
owners of their own learning?
A. Assessment as learning
B. Assessment for learning
C. Assessment of learning
D. Assessment in learning
11. What assessment is likened to tasting the soup while in the process of cooking the soup?
A. Assessment of learning C. Assessment in learning
B. Assessment as learning D. Assessment as learning

134
 LEARNING
FIELD STUDY 1 EPISODE Assessment OF Learning
FS 1 13 (Summative Assessment)

OBSERVE, ANALYZE, REFLECT

Activity 13.1 Aligning Assessment Task with the Learning Outcome

Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________

Grade/Year Level: ______________ Subject Area: _________________ Date: ___________

TARGET Your Intended Learning Outcomes

 Determine alignment of assessment task with learning outcomes

 Formulate assessment task aligned with the learning outcome

REVISIT the Learning Essentials

 In accordance with Outcome-Based Teaching-Learning, the learning outcome determines

assessment task.
 Therefore, the assessment task must necessarily be aligned to the learning outcome.

OBSERVE

 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 ASSESSMENT Is the If not

OUTCOME/S TASK (How did assessment aligned,
teacher assess the tool/ task improve on
learning assigned to it.
outcome/s? the learning
Specify outcome/s?
P.E/EPP/TLE To dance tango Written quiz. No Performance
Enumerate the test- Let
steps of tango in students dance
order. tango.

135
Social Science. Determine the Written test. Yes
Literature roles of different Enumerate the
/Panitikan. sectors in the different sectors in
EsP society the society

Physical/Biologica
l
Science/Math
English/Filipino

ANALYZE

1. Are all the assessment task aligned to the learning outcomes?

No, not all the assessment tasks are aligned to the learning outcomes because
assessment task it is just a reference on how to determine the weakness and
strength of the learners.
2. What are the possible consequences if teacher’s assessments are not aligned to learning
outcome/s? Does this affect assessment results? How?
The intended learning outcome will not be achieved. Thus, it could not help the
performance of the learners.
3. Why should assessment tasks be aligned to the learning outcomes?
Assessment tasked should be aligned to the learning outcomes to ensure that
learners will masters the knowledge and skills required. When the learners are
aware on the intended outcomes. Then, they can be able to cope up for good
feedback.

REFLECT

 Reflect on past assessment you have been through. Were they all aligned with what your
teacher taught (with learning outcomes?)
Yes, they were all aligned, design, create the lesson plan properly with what our
teacher taught (with learning outcomes)

 How did this affect your performance? As a future teacher, what lesson do you learn from
this experience and from this observation?
The lessons that I have learned on this episode is that intended outcomes must be
realigned. Everything must be observed which are the resources, techniques, and
quiz.

136
LINK Theory to Practice

1. Here is learning outcome: Describe a person by the use of a metaphor

Here is the test item: Describe a classmate or teacher by way of a metaphor.
Is the test item aligned to the learning outcome?

A. No
B. Somewhat
C. Yes
D. Yes, if teacher is not included
2. Learning outcome: conduct an investigation to prove that plants can manufacture their
own food.

Test item: Can plants manufacture their own food? Explain your answer.
Is the test item aligned to the learning outcome?

A. No
B. Somewhat
C. Yes
D. Yes, if explain your answer is dropped
3. Learning outcome: Demonstrate the inductive method of teaching

Test: outline the steps of the inductive method of teaching.

Is the test item aligned to the learning outcome?

A. No
B. Somewhat
C. Yes
D. Yes, if teacher is not include
4. Which assessment task is aligned to this learning outcome: Compute the mean if the
scores are 50, 50, 50, 48, 47, 46, 45, 44, 43, 43, 42, 41, 40.
A. What is a mean?
B. Is mean a measure of variability?
C. What is the mean of 50, 50, 50, 48, 47, 46, 45, 44, 43, 43, 42, 41, 40
D. Is mean the same as average?
5. Learning outcome: To observe subject-verb agreement as one speaks.

Test: Give the correct form of the verb.

1. Dogs (howl)
2. A cat (meow)
3. Birds (fly)
A. No

137
 B. Somewhat
C. Yes
D. Yes, if there are 3 items on subject-verb agreement
6. Here is a lesson objective/intended learning outcome: “illustrate the law of supply and
demand with your original concrete example”. For content validity, which test item is
aligned?
A. Define the law of supply and demand and illustrate it with an example.
B. Illustrate the law of supply and demand with a drawing.
C. Illustrate the law of supply and demand with a concrete, original example.
D. Explain the law of supply and demand and illustrate it with a diagram.
7. Teacher B wrote this learning outcome: “to interpret a given question”. For content
validity which should she ask?
A. Interpret Nietzsche’s statement: “He who has a why to live for can bear with
almost any how”.
B. Do you believe in Nietzsche’s statement “He who has a why to live for can bear
with almost any how”?
C. What is true in Nietzsche’s statement “He who has a why to live for can bear with
almost any how”?
D. Nietzsche was an atheist. Do you believe that he can give this statement “He who
has a why to live for can bear with almost any how”?
8. After teaching them the process of experimenting. Teacher J wanted his students to be
able set up an experiment to find an answer to a scientific problem. Which will he ask his
students to do?
A. Set up and experiment to find out if aerial plants can also live on land.
B. Can aerial plants also live on land? Research on experiments already conducted.
Present your finding in class.
C. Observe if aerial plants can survive when planted in soil. Note your observations
and present them in class.
D. Research on the answers to this scientific problem: Can aerial plants survive
when transferred in soil?
9. Here is intended learning outcome of a Health teacher: “Identify skill-related fitness and
activities suitable for the individual”. Does her test item measure this particular outcome
and therefore has content validity?
Question
1. Identify the components of Physical Fitness under the skill-related activities.

A. body composition C. flexibility

B. agility D. organic vigor

A. Yes, very much.

138
 B. Yes because it asks something about skill-related activities.
C. No.
D. No, the options have nothing to do with skill-related activities.

Activity 13.2 Observing the Use of Traditional Assessment Tools

Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________

Grade/Year Level: ______________ Subject Area: _________________ Date: ____________

Target Your Intended Learning Outcome

 Critique traditional assessment tools and tasks for learning in the context of established
guidelines on test construction.

REVISIT the Learning Essentials

 Traditional assessment tools are also called paper-and-pencil tests.

 Traditional assessment tools usually measure learning in the cognitive domain.
 Traditional paper-and-pencil tests can be classified either as selected-response tests or
constructed-response/supply type of tests.
 Common examples of selected-response type of tests are alternate response test (True-
false, yes-no), multiple choice and matching type of test.
 Common examples of constructed-response type of test are short answer, problem
solving and essay.

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OBSERVE

 Observe classes and pay particular attention to the assessment tool used by the teacher.
 With teacher’s permission, secure a copy of the assessment tool.
Direction: Put a check (✔) on the test which teacher used. From your teacher’s test items, give
an example.

Type of Put a Learning Outcomes Sample Test Comments (Is the

Traditional check Assessed Items of assessment tool
assessment tool/ (✔) Resource constructed in
Paper and pencil Here Teacher accordance with
test established
guidelines?)
Explain your answer.
Selected
Response type
1.Alternate
response

2.Matching type

3.Multiple Choice ✔

4.Others

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 Type of Put a check (✔) Learning Sample Test Comments (Is
Traditional if resource Outcomes Items of the assessment
assessment tool/ teacher used it Assessed Resource tool constructed
Paper and pencil Teacher in accordance
test with established
guidelines?)
Explain your
answer.
Constructed-
Response type
1.Completion

2.Short answer
type

3.Problem ✔
solving

4.Essay-
restricted

5.Essay-non
restricted

6.Others

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ANALYZE

1. Which assessment tools/tasks were most used by teacher which one were rarely used?
Why were they rarely used?
The commonly used assessment by the teacher is the multiple choice, answered
question. Then, short type answer is rarely used by the teacher.
2. Based on your answers found in the Tables above in which type of assessment tools and
tasks were Resource Teachers most skilled in test construction? Least skilled?
The Resource teacher is skilled in constructing matching time exams. The least is
short type answer because it is not still applicable on the topic
3. Can an essay or other written requirements, even if it is a written paper-and-pencil test,
be considered an authentic form of assessment? Explain your answer.
Yes, because on essay, it is where students freely express their own opinions.
Essay is either objective or subjective type.

REFLECT

How good are you at constructing traditional assessment tools? Which do you find most difficult
to construct? Any lesson/s learned?

Little by little I can be able to construct a good traditional assessment test. The paper
pencil test serves as measurement of how the learners extract effort on their assessment.

I learned that in creating or constructing traditional assessment tool, it should always be

aligned in the ILO to ensure the mastery of the skills required.

LINK Theory to Practice

142
 Here is the learning outcome of this activity: Critique traditional tools and tasks for
learning in the context of established guidelines on test construction.

1. Which assessment task is aligned to the learning outcome given above?

A. True-False test – An assessment task must be aligned to the learning outcome.
B. Column 1 presents the learning outcomes. Column 2 has the assessment tasks.
Determine alignment of assessment with learning outcome.
C. Here are 5 test items. Evaluate them on the basis of established guidelines in test
construction.
D. Is an essay more reliable than a multiple choice test?
2. What’s WRONG with this TRUE-FALSE test item?
Filipinos are sociable but lazy.
A. Opinionated
B. Not fit for a T-F test
C. Very short
D. Sweeping
3. Is this test item in accordance with rules on test construction?
Write everything you learned from this course.
A. No
B. Yes
C. Somewhat
D. No, opinionated
4. In a matching type of test, which should be found in the column?
A. Options
B. Premises
C. Plausible
D. Jokers
5. In a multiple choice type of test, one option among 4 was not chosen by any examinee.
What is TRUE of that option?
A. Implausible
B. Realistic
C. Plausible
D. Unattractive
6. The students were at a loss as to what answer to give in a completion type of test since
there were so many blanks. Which is TRUE of the test item?
A. Too complex
B. Unattractive
C. Over mutilated
D. Implausible

Activity 13.3 Observing the Use of Non-traditional Assessment Tools and Scoring Rubrics

143
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________

Grade/Year Level: ______________ Subject Area: _________________ Date: ____________

TARGET Your Intended Learning Outcome

 Evaluate non-traditional assessment tools including scoring rubrics

REVISIT the Learning Essentials

 There are learning outcomes that cannot be assessed by traditional assessment tools.
 Authentic/non-traditional/alternative assessment tool as measure learning outcomes like
performance and product.
 These performance task and product are assessed by the use of scoring rubric.
 A rubric is a coherent set of criteria for students’ work that includes descriptions of levels
of performance quality on the criteria. (Brookhart, 2013)
 The main purpose of rubrics is to assess performances and products.
 There are two types of rubrics – analytic and holistic. Analytic rubrics describe work on
each criterion separately while a holistic rubric assesses a student work as a whole.
 For diagnostic purpose, the analytic rubric is more appropriate.
 For a holistic view of a product or performance, the holistic rubric will do.
 A good scoring rubric contains the criteria against which the product or performance is
rated, the rating scale and a description of the levels of performance.

OBSERVE

 Observe classes in at least 3 different subjects and pay particular attention to the
assessment tool used by the teacher.
 With teacher’s permission, secure a copy of the assessment tool.
 Study the assessment tool then accomplish Observation Sheet.
 Did your Resource Teacher explain rubric to the students?
 Which type of rubric di that Resource Teacher use- analytic or holistic?
Authentic Learning Sample of Product/ How product/ Comment/s (is
assessment/ Outcome Performance Assessed performance was the scoring
Non-traditional Assessed assessed rubric
/Alternative One example of a constructed
product assessed. according to
(Put a photo of the Describe how the standards.
product/ product/
documented performance was
performance in My assessed. Which
Teaching Artifacts. was used analytic
INCLUDE THE rubric or holistic

144
 RUBRIC IN MY rubric?
TEACHING INCLUDE THE
ARTIFACTS RUBRIC IN MY
TEACHING
ARTIFACTS

1.Product

2.Performance

ANALYZE

1. Between analytic and holistic rubrics which one was more used? Why do you think that
type of rubric was used more?
Holistic rubrics because it provides a single score based on overall impression of
a learner’s performance on the task. It highlights on what the learner can
demonstrate, rather than what s/he cannot do on the task.
2. Based on your answer in #1, what can you say about the scoring rubrics made and used
by the Resource Teachers?
The resource used this rubric to identify the performance that a learner had
excel. I can say that it a single score based on overall quality. In fact, there is no
correct answer in response to ask the task.
3. Will it make difference in assessment of students work if teacher would rate the product
or performance without scoring rubrics? Explain.
Yes, there is a difference. Then, the teacher doesn’t have a basis for scoring
students’ performance. That’s why in assessing the products, performance of the
learners there must be a standard or what we call “rubrics” provided.
4. If you were to improve on one scoring rubric used, which one and how?
It would be cooperation and engagement because I observed that other learners
did not participate merely. Instead, the learner will only just group in, without
any engagement and this will be added a point.
5. Can an essay or other written requirements, even if it is written paper-and-pencil test, be
considered and authentic form of assessment? Explain your answer.
Yes, they can be considered as an authentic assessment. Essay is a form of
answering the questions that being ask by his/her teacher. Those written
145
 requirements such as matching type, true/ false are authentic because complete
the evaluation, learners usually choose an answer or recollect materials. These
tests could be standardized by the teacher.
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, the rubrics will help students to become a self- direct learner to what they
need to do in discussion and entire quarter. It is also a yes, that rubrics
contributed to assessment as learning. If there is no rubrics presented, learners
will not know or updated on what skills they need to master. In fact, the teacher
will not have a basis on grading the learner’s performance and outputs. That’s
why in every activity there must be a set rubric for scoring.

Does the Scoring Rubric is this FS BOOK 1 help you come up with better output?

Yes, the rubric for this fs book, help me to come up with better output. In fact, per
episode of field study have its own rubric depending on n its coverage. The rubric
is the feedback of the assignments, observations, analyze, reflect, and so on.

REFLECT
Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all the
years as student.
Yes, authentic assessment tools and tasks new because we are having our online
class due to covid-19 pandemic. Some of the assessments don’t really measure
the extent of the learnings of the learners since answers can already found on the
internet or the performance of the learners are limited. It’s hard to determine
whether learners learned or because of internet they were able to answer all
kinds of assessments.

SHOW Your Learning Artifacts

 Accomplished Observation Sheet

 Observations

146
 Reflections
 A photo of a product assessed and a documented performance test
 Samples of scoring rubrics used by Resource Teachers- one rubric to assess a particular
product and another rubric to assess a particular performance together with your
comments/s and improved version/s, if necessary.

147
LINK Theory to Practice
1. To pinpoint which part of the lesson needs more explanation, which scoring rubric can help?
I. Analytic
II. Holistic
A. I only
B. I and II
C. II only
D. No need for rubric
2. I want to know how skilled the students have become in research report. Which assessment
task will be valid?
A. Make students defend research report before a panel.
B. Make students write the research report.
C. Group the students for research report writing.
D. Make students conduct an action research.
3. I want to get a global view of a student’s performance. Which rubric is most fit?
A. Analytic
B. Itemized
C. Holistic
D. Analytic and holistic
4. Which can prove that students are now capable of sewing after a 200-hour course?
A. Presentation of a product they have sewn
B. Operation of the sewing machine
C. Drawing a pattern for a set of pajamas
D. Labeling the parts of a sewing machine
5. Which is the most reliable way of determining whether or not the student can now dance
tango?
A. Performance test
B. Oral test
C. Written test on steps of tango
D. Written test illustrating the steps

\\

148
Activity 13.4 Scrutinizing the Types and Parts of a Portfolio
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________

Grade/Year Level: ______________ Subject Area: _________________ Date: ____________

OBSERVE
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 My Learning Artifacts.
3. Based on the sample portfolio given by your Resource Teacher/ researched by you,
accomplish a Observation Sheet #
4. Put a check in 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 selected
significant materials.

5. Students reflection- There is
evidence that students reflected on
their learning.

6. Evidence of student’s
participation in selection of content
of portfolio- There is proof that

students took part in the selection of
the content of the portfolio.

ANALYZE
1. Show that what the students was supposed to learn was learned?
The learning process and progress

149
2. Scrutinize the elements of this portfolio. Based on the parts, under which type of portfolio
odes this fall?

150
  Sample/s of Improved Written Test, 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 portfoli

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 13- Assessment OF Learning (Summative
Assessment)
Learning Outcome: *determine the alignment of assessment tools and tasks with intended learning outcomes: *critique traditional
and authentic assessment tools and tasks for learning in the context of established guidelines on test
construction: *evaluate non-traditional assessment tools including scoring rubrics: *evaluate a
sample portfolio.

Name of FS Student: Date Submitted:

Learning Excellent Very Satisfactory Satisfactory Needs Improvement
Episode 4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation question/tasks completely observation questions/tasks not observation
Sheet answered/accomplished. questions/tasks not answered/accomplished. questions/tasks not
answered/accomplished. answered/accomplished.
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions were
answers are with depth and answers are clearly answers are not clearly not answered; answer are
are thoroughly grounded connected to theories; connected to theories; one not connected to theories;
on theories; grammar and grammar and spelling are (1) to three (3) more than four (4)
spelling are free from free from errors. grammatical/spelling grammatical/spelling
error. errors. errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and shallow; Unclear and shallow;
supported by what were supported by what were somewhat supported by rarely supported by what
observed and analyzed. observed and analyze. what were observed and were observed and
analyzed. analyzed.
Learning Portfolio is reflected on in Portfolio is reflected on in Portfolio is not reflected Portfolio is not reflected
Artifacts the context of the learning the context of the learning on in the learning context on in the context of the
outcomes; complete, well- outcomes. Complete; well of the learning outcomes. learning outcomes; not
organized, highly relevant organized, very relevant to Complete; not organized, complete; not organized,
to the learning outcome. the learning outcome. relevant to the learning not relevant.
outcome.
Submission Submitted before the Submitted on the deadline Submitted a day after the Submitted two (2) days or
deadline. deadline more after the deadline
Year & Section: Course:

COMMENT/S Rating:
Over-all Score (Based on
transmutation)

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 2.0 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Bwlow

151
 Signature of FS Teacher above Printed Name Date

LINK Theory to Practice

1. A portfolio is synonymous to a folder of files. Is this CORRECT?
A. No
B. Somewhat
C. Yes
D. Sometimes
2. Which is an essential part of a portfolio?
A. Students’ reflection on his portfolio
B. Display portfolio for everyone to see student development
C. Artistic design to show student’s artistic talent
D. Students’ self-rating
3. I need to prove that I have fully developed the skill at writing a research report. Which
type of portfolio is MOST APPROPRIATE?
A. Showcase portfolio
B. Assessment portfolio
C. Development portfolio
D. Process portfolio
4. Which portfolio can prove that an improvement has taken place in the way students
pronounce words?
A. Showcase portfolio
B. Development portfolio
C. Assessment portfolio
D. Process portfolio
5.
6. I want to know if my students can now focus the microscope properly. With which
portfolio am I concerns?
A. Showcase portfolio
B. Development portfolio
C. Assessment portfolio
D. Process portfolio

152
Activity 13.5 Determining the Level of Teacher’s Questions
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________

Grade/Year Level: ______________ Subject Area: _________________ Date: ____________

OBSERVE
1. Observe s 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 Rank Cognitive Rank Tally of Total

processes processes (and Assessment
(Bloom as Kendall and Tasks/
revised by Marzano) Questions
Anderson and
Krathworl
Self- system 6
Thinking

Metacognition 5

Creating 6-
Highest
Evaluating 5

Analyzing/An 4 Analysis 3 /

Applying 3 Knowledge 4
Utilization
Understanding/ 2 Comprehension 2 /

153
 Remembering / 1-Lowest Retrieval 1 ////- Example 4

Table 2. Examples of Assessment Questions/ Assessment Tasks

Tally and Total Rank Tally and Total Rank Examples of Rank Based
Score of Score of Assessment on Use
Cognitive Cognitive Tasks/
Processes processes (and Questions
(Bloom as Kendall and Given by
revised by Marzano) Resource
Anderson and Teacher
Kwathwohl)
Self- system 6- Highest e.g., Teacher
Thinking asked
student:
Why is the
lesson
important to
you?
Example: Metacognition 5
Creating= I

Evaluating=I 5-Highest

Analyzing / An= 5
II
Applying-III 4 3

Understanding- 3 4
II

Remembering= 2 2
IIII

1-Lowest 1-Lowest
I I
Rank Rank

ANALYZE

1. Which cognitive skill had the highest number of assessment questions? Lowest number?
Due to pandemic, remembering cognitive skill had the highest number of
assessment questions because they only need to identify parts and few of essays to

154
 answer, while creating and evaluating has the lowest number of assessment
question.
2. What do these (lowest and highest number of assessment questions) reveal about
Resource Teacher’s level of questions?
It reveals the lowest assessment that the resource teacher is based on the level of
difficulty of the questions.
3. Based on Kendall’s and Marzano’s taxonomy, which are the highest cognitive skills?
Give an example of an assessment question for each two highest cognitive skills-
metacognitive skills and self- system thinking.
The highest cognitive skills on Kendall’s and Marzano’s taxonomy, are creating
and evaluating skills?
1. How to perform respect to other people? 2. How would explain the occurrence
of misbehavior of other people?

REFLECT

If you were to rate yourself on HOTS- where will you be a from a scale of 1 to 5(5 as highest
where will you be?

If I were to rate myself On HOTS from a scale of 1 to 5, it will on middle scale which is
3. Why? I am still learning from it and in doing this concept.

As a future teacher, reflect on how will you contribute to the development of learner’s HOTS?

In Creating a HOTS question will enable learners to vent out all their richer ideas, the readings
basis, they made in the topic presented and all the things they acquire as teaching and learning
took place. I would create assessments that will measure the skills intended on that certain topic.

155
 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 13- Assessment OF Learning (Summative
Assessment)
Learning Outcome: *determine the alignment of assessment tools and tasks with intended learning outcomes: *critique traditional
and authentic assessment tools and tasks for learning in the context of established guidelines on test
construction: *evaluate non-traditional assessment tools including scoring rubrics: *evaluate a
sample portfolio.

Name of FS Student: Date Submitted:

Learning Excellent Very Satisfactory Satisfactory Needs Improvement
Episode 4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation question/tasks completely observation questions/tasks not observation
Sheet answered/accomplished. questions/tasks not answered/accomplished. questions/tasks not
answered/accomplished. answered/accomplished.
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions were
answers are with depth and answers are clearly answers are not clearly not answered; answer are
are thoroughly grounded connected to theories; connected to theories; one not connected to theories;
on theories; grammar and grammar and spelling are (1) to three (3) more than four (4)
spelling are free from free from errors. grammatical/spelling grammatical/spelling
error. errors. errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and shallow; Unclear and shallow;
supported by what were supported by what were somewhat supported by rarely supported by what
observed and analyzed. observed and analyze. what were observed and were observed and
analyzed. analyzed.
Learning Portfolio is reflected on in Portfolio is reflected on in Portfolio is not reflected Portfolio is not reflected
Artifacts the context of the learning the context of the learning on in the learning context on in the context of the
outcomes; complete, well- outcomes. Complete; well of the learning outcomes. learning outcomes; not
organized, highly relevant organized, very relevant to Complete; not organized, complete; not organized,
to the learning outcome. the learning outcome. relevant to the learning not relevant.
outcome.
Submission Submitted before the Submitted on the deadline Submitted a day after the Submitted two (2) days or
deadline. deadline more after the deadline
Year & Section: Course:

COMMENT/S Rating:
Over-all Score (Based on
transmutation)

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 2.0 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Bwlow

156
 Signature of FS Teacher above Printed Name Date

LINK Theory to Practice

1. “Is my thinking CORRECT?” asks a student to himself.

In which level of cognitive process is he?
A. Self-system
B. Analysis
C. Metacognition
D. Application
2. Formulate a 5-item imperfect matching type of test, is a test item in the level of which
cognitive process?
A. Creating
B. Analyzing
C. Self-system thinking
D. evaluating
3. Which one demonstrates self-system thinking?
A. Ask the question “What has this lesson to do with me?”
B. Critic your thinking process
C. Come up with a solution to the given problem
D. Relate your present lesson to past lessons
4. Paraphrase the first stanza of Rizal’s “My Last Farewell” calls for .
A. Analyzing
B. Understanding
C. Evaluating
D. Applying
5. How would you rate students’ ability to reason out logically is a question to test students’
ability to .
A. Engage in metacognition
B. Analyze
C. Do self-system thinking
D. Evaluate

157
Activity 13.6 Analyzing a Table of Specifications
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________

Grade/Year Level: ______________ Subject Area: _________________ Date: ____________

ANALYZE
1. What parts must a TOS contain to ensure test content validity?
2. Why is there a need for number of items per cognitive level?
3. With OBE in mind, it is correct to put learning outcome not topic in the first column?
Why or why not?
4. Can a teacher have a test with content validity even without making a TOS?
No, the Table of specification is the basis of the teacher if all of the questionnaire that
that created are aligned in TOS
5. Complete the given TOS.
REFLECT
Read this conversation and reflect on teacher’s assessment practices. Write your reflection here.

Student A: Saan naman pala 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!

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.

I already experienced the situation above, in which I am wondering if where did

my teacher get her test? The teacher needs to be aware in creating the table of
specification, so that the learners will understand the questions. Each question
must be aligned in understanding, remembering, and so on. Guide the test
construction to solve the problems of misaligned tests because the principal will
supervise this or else the DepEd.

SHOW Your Learning Artifacts

 Accomplished Observation Sheet

158
 Analysis
 Reflections
 Completed Sample TOS

159
LINK Theory to Practice
1. In Teacher R’s Table of specifications (TOS) , 60 percent of the 1 st grading test items are
applying questions based on Bloom’s taxonomy. A review of her test shows that 50% are
remembering items, 20% are analyzing questions and 30% applying questions.
Is Teacher’s test aligned with her TOS?
A. No
B. No, her analyzing questions is supposed to be 60%
C. Yes
D. Yes, her applying questions are also analyzing questions, too.
2. What is a function of a TOS?
A. Content validity of a test
B. Predictive validity of a test
C. Reasonable length of a test
D. Predictive validity of a test
3. A TOS ensures alignment of test with learning outcomes. Is the statement TRUE?
A. Very true
B. Sometimes true
C. False
D. Sometimes true, sometimes false
4. In a TOS, the numbers of hours spent on a learning outcome determines the number of
test items to be asked. Is this CORRECT?
A. No
B. Yes
C. Not always
D. Depends on the level of the questions asked
5. The following are found in a TOS EXCEPT .
A. Teaching-learning activities
B. Numbers of hours devoted to a topic
C. Cognitive level of test item
D. Number of test items
6.
“It’s just not fair. I studied everything we discussed in class about the Philippines and
the things she made a big deal about, like comparing the Philippines

And to think all she asked was ‘WHAT’s the capital of Singapore?
What does the conversation imply about the kind of test they took?
A. Lacks content validity
B. Has content validity
C. Lacks reliability
D. Lacks construct validity

Activity 13.7 Computing Student’s Grades based on DepEd Grading System

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Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________

Grade/Year Level: ______________ Subject Area: _________________ Date: ____________

OBSERVE

A. SAMPLE STUDENTS REPORT CARD

1. Secure a sample of a Student’s Report Card from your Resource Teacher.

2. Study a sample of an unused Student’s Record Card. Observe in contents.
3. Ask permission from your Resource Teacher for an interview with him/her and with a
group student regarding the new grading system.

B. INTERVIEW OF RESOURCE TEACHER

1. What are the new features of the latest grading system? What things are you required
to do with this grading system which you were not asked before?
The Department of Education, or DepEd, will use a new competency-based
grading system for the K-12 Basic Education Program beginning in the 2015-
2016 school year per D.O. No. 8, s.2015. The new grading system will use fewer
grading system components and a new transmutation table than the previous
Knowledge, Process, Understanding, and Performances (KPUP) grading
systems. Students' summative assessment results will be based on all of their
Written Works, Performance Tasks, and Quarterly Assessment (WW-PT-QA)
scores from Grades 1 to 12. These three have different percentage weights
depending on the type of learning area. From kindergarten to senior high school,
all public schools must comply. Although private schools are not obligated to
follow the same rules, the Department of Education strongly encourages them to
do so. Non-DepEd schools, on the other hand, can change their policies to fit
their mission and vision, but only with DepEd Regional Office approval.
2. Which do you prefer- the old or the new grading system? Why?
There is no problem with the new grading system Everything is organize and
detailed. Unlike before that our load teacher should compute the grade of their
students manually because there is no presence of excel. But for now, you just
need to encode all the necessary information on the give e-class record then it
will automatically compute for the learner’s grade. Also, the burdens of the
teacher in computing grades had resolved and by means no more hassle.

C. INTERVIEW OF 5 STUDENTS

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 1. What do you like in the new grading system?
There are three categories which we can get our grade. If I get lower in one
aspect in written works, I can make good in another aspect in performance to
make my grade stable.
2. Do you have problems with the new grading system? If there is, what?
No, there is no problem on the grading system. The teacher will read the
memorandum and guidelines in computing the grades, so that we are aware on its
components.
3. Does the new grading system give you a better picture of your performance? Why or
why not?
Yes, we can see the big difference when it comes to performance. It means we can
see where I performed well or vis-à-vis.
4. Which do you prefer- the old or the new grading system? Why?
We, prefer the new grading system that we follow. We can be able to further re-
evaluation on how we computed grades depending on the performance of the
learners. To consider on the new grading system and we will know where and
what to focus more. The new grading system is systematic.

D. REVIEW OF DEPED ORDER #8, s. 2015

Read DepED Order #8 s. 2015. You may refer to Appendix A.

Based on DepED Order 8, s. 2015, answer the following:

1. What are the bases for grading?

Under the DepEd Order 38 series of 2015, there are three categories in grading
the performance of the learners which includes.
Written Work (WW) – makes sure students can express skills and contents in
written form
Performance Tasks (PT) – lets learners show what they know and can do in
diverse ways
Quarterly Assessment (QA) – measures student learning at the end of the quarter

2. How do you compute grades per quarter for grades 1 to 10 and grades 11 to 12. Give an
example.
The teacher computes the grade of his/her through using the excel following
procedure in computing the quarter grade. The teacher will encode the scores of
the learners that correspond on its categories like in written, they will combine all
of those to get the 30 percent.

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3. How do you compute grades at the end of the school year?
The average of the Quarterly Grades (QG) produces the Final Grade.

Final Grade by Learning Area

The General Average is computed by dividing the sum of all final grades by the total
number of learning areas. Each learning area has equal weight.

The Final Grade in each learning area and the General Average are reported as
whole numbers.
4. What descriptions and grading scale are used in reporting progress of learners?
This is the grading system in the public-school more so on the UCV junior and senior.

5. What are the bases for learners’ promotion and retention at the end of the school year?
Requirements Decision
Final Grade of at least 75 in all learning Promoted to the next grade level
areas
Did Not Meet Expectations in not more Must pass remedial classes for learning
than two learning areas areas with failing mark to be promoted to
the next grade level. Otherwise, the
learner is retained in the same grade level.
Did Not Meet Expectations in three or Retained in the same grade level
more learning areas

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 Note: The learners from elementary and senior high school should passed all the
requirements. The final grade of the learners at least 75 in all learning areas
before moving on the next level.

6. What is the report on learners’ observed values?

At the back part of the learner’s report card, these are the marking values written
there. There are words there that describe how learners performed in the
classroom or in the virtual and 4 liker scale is the measurements.
Marking Non-Numerical Rating
AO Always Observed
SO Sometimes Observed
RO Rarely Observed
NO Not Observed

E. GRADE COMPUTATION
Show sample computations of a grade:

 In a subject of your choice from grade 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.

ANALYZE

Analyze data and information gathered from the interview and from your review 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, teacher like the new system because it is easily to compute the grade of the
learners. There are only three categories to compute, and the teacher will just
encode the score of the learners and after these things, grades computed.
2. What are the good points of the new grading system according to teachers? According to
students?
It will eliminate unhealthy competition between learners among their high
achievers on class. On the part of the teacher, it reduces stress, and it can be
easily to computed.
3. What are teachers challenged to do by this new grading system?

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 The teacher should study or master how to use this new system and makes use it
(the oldies teacher should be guided by the 21st century teacher in computing)
every time that they need to compute grades. Aside from it, they need also to know
on how to transmute in percentile through following the formula provided.
4. Do you favor the distribution of percentages of written work, performance tasks and
quarterly assessment?
Yes. Because every data was distributed on its category.
5. Did you like the experience of computing grades? Why or why not?
Yes. As an educator the new grading system utilized newest application in
computing grades, and it was convenient. I want to experience computing the
grades of the learners because this will be m guide soon when I teach learners
and computing their grades.

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?

As a future educator, I need to become a fully equip teacher in all aspects most specially in self-
directed earning and demonstration. When I will become a future teacher, I have something to
share on my students. Thus, the grade of the students is based on written work, performance
task, and quarterly assessment.

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 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 13- Assessment OF Learning (Summative
Assessment)
Learning Outcome: *determine the alignment of assessment tools and tasks with intended learning outcomes: *critique traditional
and authentic assessment tools and tasks for learning in the context of established guidelines on test
construction: *evaluate non-traditional assessment tools including scoring rubrics: *evaluate a
sample portfolio.

Name of FS Student: Date Submitted:

Learning Excellent Very Satisfactory Satisfactory Needs Improvement
Episode 4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation question/tasks completely observation questions/tasks not observation
Sheet answered/accomplished. questions/tasks not answered/accomplished. questions/tasks not
answered/accomplished. answered/accomplished.
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions were
answers are with depth and answers are clearly answers are not clearly not answered; answer are
are thoroughly grounded connected to theories; connected to theories; one not connected to theories;
on theories; grammar and grammar and spelling are (1) to three (3) more than four (4)
spelling are free from free from errors. grammatical/spelling grammatical/spelling
error. errors. errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and shallow; Unclear and shallow;
supported by what were supported by what were somewhat supported by rarely supported by what
observed and analyzed. observed and analyze. what were observed and were observed and
analyzed. analyzed.
Learning Portfolio is reflected on in Portfolio is reflected on in Portfolio is not reflected Portfolio is not reflected
Artifacts the context of the learning the context of the learning on in the learning context on in the context of the
outcomes; complete, well- outcomes. Complete; well of the learning outcomes. learning outcomes; not
organized, highly relevant organized, very relevant to Complete; not organized, complete; not organized,
to the learning outcome. the learning outcome. relevant to the learning not relevant.
outcome.
Submission Submitted before the Submitted on the deadline Submitted a day after the Submitted two (2) days or
deadline. deadline more after the deadline
Year & Section: Course:

COMMENT/S Rating:
Over-all Score (Based on
transmutation)

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 2.0 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Bwlow

Signature of FS Teacher above Printed Name Date

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Activity 13.8 Reporting Student’s performance

Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________

Grade/Year Level: ______________ Subject Area: _________________ Date: ____________

OBSERVE

Explore

1. Observe how cards are distributed on Card Distribution Day. Describe how cards are
distributed.
Based on my interview on our resource teacher, she said that the distribution of
the card is quarterly when there is a PTA meeting at school. Unfortunately, there
is pandemic the distribution of the grades will be drop on the accounts of the
students. The teacher will discuss first the behavior of the students and explained
the needs at the classroom. The distribution of the grades in normal, the name of
the student will be called, and the mother will receive. If there is a complaint with
regards on the standing of his/her child, the teacher will address immediately for
brief clarification.

2. Describe how the Resource Teachers communicated learners’ assessment results and
grades to present.
The resource teacher brings her class attendance and told to her students that
computation for grade is like this. In the beginning of the first day class, the
teacher will provide the necessary information in dealing to grade performance. If
one of students failed in the assessment, the teacher will talk to them privately for
resettlement or special task to past the subject.

3. Did parents raise questions or concerns? If yes, what were their questions/ concerns?
At some point Yes. Why? They are curious on what is happening on the academic
endeavor of his/her child? They ask the teacher and seek for clarification. Ma’am,
what part of the assessment does my child failed to pass? Is my child performed
well?

4. How did the Resource Teacher handle their questions and concerns? What answers did
he/she give?
If there are concern on the grade that the teacher gave. She immediately response
for that problem. She answered the feedback or queries within the parent. She will
show the class record to let the parents aware. Also, the teacher will talk to the
student to said that she/he is failed at this subject. In this connection, she will

167
 encourage the students that it is not the end time to improve for sure you will get a
high score more than that remark.

Interview with Resource Teacher

1. How do you give feedback to your students regarding their performance? When do you
give feedback?
Feedback can be manifested through their report card grade. Analysis of portfolio
and performance basis and understanding the criteria for feedbacking.
2. How do you report student’s performance to parents? Does the school have a regular way
of reporting grades to parents?
The teacher held a PTA meeting to discuss some activities and behavior of the
learners. Also, provided by the report card. The teacher will distribute the card of
the students if there is a query on the grade of the students the teacher will show
her class record for reliability.
3. What problems on grade reporting did you encounter with parents? How did you address
it/them?
Explaining the performance and to broad. We need to explain the specific activity
for grading system. For an instance that your son/daughter get a lower score in
performance test specifically role play which is the grading points is 40 percent. I
am hoping that she will participate again on the next activity.

Interview with Students

1. Do you see the meaning of your grades in the School Report Card?
Yes, those grades had its own legend and computed or accumulated grade
standards. Somehow, the grading system at school is through numerical value.
2. Does knowing your grade motivate you to work harder?
Yes, the report card describes the level of academic achievement, life skills, and
growth. Those grades are the reflection of my hard work and patience in going at
school, passing requirements, and dealing with the new knowledge. If I saw my
grades if it is lower, then I must need to strive more in order to gain a better
remark at school.

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Interview with Parents

1. Does your child’s Report Card give you a clear picture of your child is performing?
Yes, my son had did his part as student. I cannot force him to strive more than the
bounce of his potentials. I knew for a fact that he is excelling so much in his
studies.
2. If you were asked what else should be found in the Report Card, which one? Why?
The report card serves as an intended learning outcomes of my child emotionally,
intellectually, and holistically inclined. This is a numerical value that
academically achievements on what he performed well. Everything in the report
card was included like suggestion, grades, and performance. I think it is more
beneficial if all his scores in the activities must be included to identify the gap or
the part that he needs to improve or fill in.
3. Do you find the Card Distribution Day important? Why or why not?
Yes! It gives me an opportunity to increase communication between school and
home, keep parents informed about their child's progress, and develop a plan for
the student's future. The card distribution day will enables recognize the children
who excelled in the class and receive a reward. As a parent, I can surely know the
class standing of my son/ daughter because this will be my guide for me to reach
out my sons / daughters.
4. Any suggestion on how to make Card Distribution more meaningful?
As the pandemic arises, maybe the card distribution will be virtually or drop on
our emails. The suggestion for the content of the card is 5 scale which is A up to
E which is the “A” is excellent and ‘E” is needs improvement or failed. The card
must be distributed on time like quarterly to assess the performance of my sons.
For health protocols, if they have an award maybe it was uploaded through virtual
ceremony or posted on the page of the school.
ANALYZE

1. What were the most common issues raised on students’ performance?

The common issues raised on student’s performance is their behavior and
absenteeism in the class.
2. Based on your observations and findings, what practices must be
a) Maintained and
Is the quarterly reporting on student’s performance so that the parents are aware
on the academic performance of the learners and status.
169
 b) Improved to make grades and reporting meaningful?
Utilized the gaps between or fill in the needs of the learners like giving them the
daily recap of their performance on the class. Have some activity that requires the
participation of parents and the child during the reporting

REFLECT

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

Before reporting occurs, a teacher should first discuss the memorandum in grading
system on how the grades of each learner are being computed properly. Firstly, I will
show all the output of the learners that will serve as an artifact or evidence on how
each learner individually perform.

Tell also first the positive outcomes that the learners have shown during the quarter
that gives you a reason to enhance it. If the students have negative attitude, never tell
it to the whole class to avoid negative reputation rather tell it to the concerned parents
privately. So that the parents will act on their behavior.

Then thank the parents for attending the reporting and assessing the performance of
the learners and listening to how the grades of their child are being computed.

170
 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 13- Assessment OF Learning (Summative
Assessment)
Learning Outcome: *determine the alignment of assessment tools and tasks with intended learning outcomes: *critique traditional
and authentic assessment tools and tasks for learning in the context of established guidelines on test
construction: *evaluate non-traditional assessment tools including scoring rubrics: *evaluate a
sample portfolio.

Name of FS Student: Date Submitted:

Learning Excellent Very Satisfactory Satisfactory Needs Improvement
Episode 4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation question/tasks completely observation questions/tasks not observation
Sheet answered/accomplished. questions/tasks not answered/accomplished. questions/tasks not
answered/accomplished. answered/accomplished.
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions were
answers are with depth and answers are clearly answers are not clearly not answered; answer are
are thoroughly grounded connected to theories; connected to theories; one not connected to theories;
on theories; grammar and grammar and spelling are (1) to three (3) more than four (4)
spelling are free from free from errors. grammatical/spelling grammatical/spelling
error. errors. errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and shallow; Unclear and shallow;
supported by what were supported by what were somewhat supported by rarely supported by what
observed and analyzed. observed and analyze. what were observed and were observed and
analyzed. analyzed.
Learning Portfolio is reflected on in Portfolio is reflected on in Portfolio is not reflected Portfolio is not reflected
Artifacts the context of the learning the context of the learning on in the learning context on in the context of the
outcomes; complete, well- outcomes. Complete; well of the learning outcomes. learning outcomes; not
organized, highly relevant organized, very relevant to Complete; not organized, complete; not organized,
to the learning outcome. the learning outcome. relevant to the learning not relevant.
outcome.
Submission Submitted before the Submitted on the deadline Submitted a day after the Submitted two (2) days or
deadline. deadline more after the deadline
Year & Section: Course:

COMMENT/S Rating:
Over-all Score (Based on
transmutation)

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 2.0 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Bwlow

Signature of FS Teacher above Printed Name Date

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 LEARNING
FIELD STUDY 1 EPISODE Knowing the Quality Teacher
The Teacher as a PERSON and
FS 1 14 as a PROFESSIONAL

OBSERVE, ANALYZE, REFLECT

Activity 14.1 Teacher Personal Qualities: A View from my Lenses

Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________

Grade/Year Level: ______________ Subject Area: _________________ Date: ___________

OBSERVE

Procedure:

1. Secure a permit to observe a teacher.

2. Review the list of the Personal Qualities given above.

3. Follow the code given whether you will observe by seeing only or you will observe
and interview the teacher to gather information.

4. Write down in the column of data results the description of the personal qualities that
you have found out. If the personal quality is not observed by you or is not revealed in
your interview, write not observed or not manifested.

Personal Qualities Observe (O) Data Results

Interview (I) I have found out that…
a. Dignified Observe I have found out that the teacher is respectful. She
knows how communicate well and treat her students
in a good manner.
b. Healthy Observe I have found out that the condition of the teacher is
good. She is energetic in delivering her topics and
promotes proper lifestyle.
c. Spiritual Observe She is a religious believer because she started the
Interview class discussion on a short prayer. She respects
everyone regardless of their religion. She
incorporates the spiritual teaching on her class.
d. Knowledgeable Observe I have found out that she is knowledgeable enough
to express herself. She shared advice on how to
handle the behavior of the learners. She shares an
example of the lesson in order to let the learning
meaningful. She is literate on the different aspects.
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 e. Humble Observe Based on her experiences, she never gets mad on
Interview the learners if they don’t respond on the topic. She
encourages her students to do more. She accepts
corrections if necessary because she said learning is
give and take.
f. Determined Observe As I observed, I have found out that she is willing to
Interview teach because even she is sick, she wants to teach.
She makes sure that the lessons will be deliver on
time. She works at night to create the PowerPoint
presentations.
g. Cooperative Observe She cooperates to her students. She asks questions
Interview to them if they gained knowledge on her discussion.
Also, she cooperates with her co-teacher if what she
needs to improve on her instructions.

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.

I will stay on the teacher that I observed since day 1. The professional
Competencies of the teacher it is just a manifestation of who they are as a person
and teacher. In fact, the teacher knows best on what techniques, approaches do
they incorporate. No, I cannot do the survey for the activity 2 because it is
confidential.

ANALYZE

Did you learn from your observation of the teacher? Now let us analyze the information that you
have gathered.

Answer the following Questions.

1. In Activity 1, what do you consider as the 3 most outstanding significant personal

qualities of the teacher you chose as your case? Why do you consider these as
outstanding?

a) The most outstanding qualities that I considered significant is “DETERMINED”.

Why? One of the important qualities that a teacher should adopt is determination.
If a teacher has a self -determination it increases the student’s persistency. This
quality helps the learners that life can be hard, but they need to maintain level of
compassion and understand ones need. Throughout the side of teacher, if they

173
 bring about determination, they can be able to transform the learner’s
development.
b) The second that I considered is “COOPERATIVE”. Being cooperative to her
students in the classroom. Approachable in terms of any issues resettlement that a
learner face. It doesn’t mean it only partake in the classroom but also to her co-
teachers. Cooperative is important in the classroom because it helps the learners
to improve their knowledge, skills, and belief. It promotes good relationship and
learners gained from the teacher if she performed cooperation to her students.
Thus, it brings a potential for the learners to share their thoughts on their
classmate and the society.
c) The last one quality that I observed on the teacher is “Knowledgeable”. The
teacher is the backbone of the success of the learners “source of knowledge’.
Throughout her experienced in teaching the teacher are knowledgeable enough to
identify the needs of the learners. Knowledgeable it doesn’t mean, if how the
teacher comprehends but the way she transformed the learners out of her
techniques, approaches in delivering the instructions of lesson. Able to share her
knowledge in the qualities of the teacher like humbleness, healthy, and spiritual
because opens the qualities of a teacher.

REFLECT
Good teachers are the role models, whether in school, at home or in the community. From
the teachers that you had from elementary to college, did the personal qualities that they
possess, help you learn better as a student?

Identify one personal characteristics of your model teacher that has made a great
impact in your life as a learner. Reflect and describe how this quality influenced you.

When I was in Elementary, Ma’am Veronica Pagulayan was one of my teachers that I
treasured most. I had realized those teachings that she shared with me during my
elementary days. She had the quality of a teacher that I can’t forget such as “patience in
teaching”. She makes sure that everybody of us knows how to read an English text or
improves our reading comprehension and skills. She is a person who inspires and
encourage us to strive for greatness, persistence, live to fullest bounce of our abilities,
and see the best in ourselves. She is my role model because I admire her and “I want to
be like her”. I learned from her, through her commitment, excellence, and through her
ability to makes us realize personal growth and spiritual. That is why I cannot forget how
she change and influenced me as a “person’. Lastly, her wisdom and advice, she said
“you need to study more, and learn how to plant vegetables, clean the room, and be
responsi

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Activity 14.2 Is the Teacher a Professional Teacher?

Resource Teacher: Arnolyn Joy F. Macaraniag Teacher’s Signature: ___ School: UCV

Grade/Year Level: 7th Roxas Subject Area: ESP Date: _____

OBSERVE

Procedure:

Secure a permit to observe and conduct a survey

2. Request the following information from the teacher:

a. Name

b. LET License No

c. Evidence of Professional Growth (Masters or Doctorate, Seminars attended,

etc.)

3. Request a co-teacher or the head (only one of the 2) to answer the checklist/rating
scale about your sample teacher.

4. Answer the same survey instrument yourself.

5. Compare the answer of the co teacher or that of the head with your answer on the
survey. In what items do you have the same answer?

6. Show the results in a summary table.

Competencies of the Professional Teacher: A Special Case

Dear Ma’am/Sir:

I am a future teacher and I would like to know the characteristics of a professional

teacher. I will be very glad if you could answer the survey form about your co-teacher
_________________________________.

I will keep in confidence your identity, however, please allow me to use the data in my
lesson.

This is requirement in our course, Field Study 1.

Thank you very much.

175
__________________

BSEd Student
Name of the Teacher:

PRC License No. Grade level Taught:

Answer the following statements based on your OBSERVATIONS of the teacher. Check Yes or
No or Doubtful.

Does the Teacher exhibit the

Professional Competence competence of a professional
teacher? Check your answer
below.
1. Practices the Code of Ethics for Professional Teachers Yes No Doubtful
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 lesson taught
9. Make classroom atmosphere physically (arrangement) and
psychology (friendly, inclusive)safe and secure for learning
10. Serves willingly beyond teaching work by participating in
other extracurricular activities when needed

Name and Signature of the Teacher Information (Peer)

OR:

Name and Signature of the Supervisor Information (Head)

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 Your Name and Signature (Pre-Service Student

ANALYZE

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? ___ Weak? ____ Doubtful? _____ Why?
Yes, the teacher is a professional teacher because surpass the intended standards
for quality teachers. The teacher is strong in all components because she exhibits
all the competencies, and it were during our observation.

2. Did you answer to the survey from coincide with the answers of the co-teacher or head of
the teacher you observed?
Why?
Yes, may be because her co-teachers are working with her for a long time now.

REFLECT

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 result imply that I should

Always to bear in mind that how I perceived myself is different from how others
perceived me but what is most important is that if I know deep within me that I
am exercising the 10 competences or standards. Then there is nothing wrong with
my actions in school and community. My personal life is different from my
professional life. My inner me is stronger than the perspective by others.

2. If all the teachers teaching today possess the professional characteristics and
competencies as the teacher/s observed, then learners will be
More goal-directed, creative, skillful, and able to cope up more ideas. Will find
motivation to study harder. To follow the model of their teachers. They will be
molded to someone that will contribute to the societal change of our society.

177
SHOW Your Learning Artifacts
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

Teacher Arnolyn, as what her students called her shows how to be a better teacher. Her
personal qualities such as considerate, approachable, enthusiast, optimistic, and kind-
hearted teacher makes the atmosphere of the Virtual classroom and meeting to be more
conducive for learning. She can communicate well with her students when there is a
clarification. She recognized the individual differences of her learners and learning styles.
She let her Grade & learners decide by their own as to whom the learners want to work with
their peers. She has sweet, lovely, and calm voice with smiling face that lift the mood of the
virtual classroom. When she is smiles the attention of the learners unto her because it gives
them a vibe.

With regards to her professional qualities, she examines, designs, or selects and utilizes
appropriate learning assessment strategies and tools for lesson taught in all diverse learners
she has. She utilizes various teaching techniques, approaches that facilitate learning with
skill. What makes her a better teacher and a resource speaker is that she teaches with mercy
and compassion based on the knowledge, skills, aptitude, and understanding of the
characteristics and needs of diverse learners.

178
 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 14- The Teacher as a PERSON and as a PROFESSIONAL

Learning Outcome: * describe the personal qualities and competences of effective classroom teachers * enumerate
the professional characteristics of practicing teachers observed as based on the
professional standards and code of ethics for the profession.

Name of FS Student: BRYAN P. BAGO Date Submitted:

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episode 4 3 2 1
Accomplishe All observation One (1) to two (2) Three (3) observation Four (4) or more
d question/tasks observation questions/tasks not observation
Observation completely questions/tasks not answered/accomplished questions/tasks not
Sheet answered/accomplished answered/accomplished . answered/accomplished
. . .
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions
answers are with depth answers are clearly answers are not clearly were not answered;
and are thoroughly connected to theories; connected to theories; answer are not
grounded on theories; grammar and spelling one (1) to three (3) connected to theories;
grammar and spelling are free from errors. grammatical/spelling more than four (4)
are free from error. errors. grammatical/spelling
errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow;
supported by what were supported by what were shallow; somewhat rarely supported by
observed and analyzed. observed and analyze. supported by what were what were observed
observed and analyzed. and analyzed.
Learning Portfolio is reflected on Portfolio is reflected on Portfolio is not Portfolio is not
Artifacts in the context of the in the context of the reflected on in the reflected on in the
learning outcomes; learning outcomes. learning context of the context of the learning
complete, well- Complete; well learning outcomes. outcomes; not
organized, highly organized, very Complete; not complete; not
relevant to the learning relevant to the learning organized, relevant to organized, not relevant.
outcome. outcome. the learning outcome.
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days
deadline. deadline the deadline or more after the
deadline
Year & Section:4th – VALED Course:BSED-VALED

COMMENT/S Rating:
Over-all Score (Based on
transmutation)

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 2.0 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Bwlow

Signature of FS Teacher above Printed Name Date

179
 LEARNING
FIELD STUDY 1 EPISODE Towards Teacher Quality:
Developing a Glocal Teacher of
FS 1 15 the 21st Century

OBSERVE, ANALYZE, REFLECT

Activity 15.1 A Day in the School Life of a Quality Teacher

Resource Teacher: Rovilyn M. Taguinod Teacher Signature: _______ School: UCV

Grade/Year Level: 9th Subject Area: ESP Date: ______

OBSERVE

Note: Observe and record observations on the following aspects as key guide to observations.

Teacher’s Major Key guide for Observations (Carefully look for the indicators
Responsibility /behaviors of teacher along the key points. Write your observations
and description in your notebook. This will be your artifacts.)
A. Actual This teacher
`Teaching 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 This teacher
of Learning 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. Administrativ This teacher
e Work 1. Keeps records of learner’s attendance every day.
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.

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ANALYZE

4. Which of the three responsibilities shows majority of the indicators being practiced?
A. Actual Teaching?
B. Management of Learning?
C. Administrative Work?
Management of learning shows majority of the indicators being practiced and
exercised during the observation study.

5. Which demonstrated behavior, do you find in the teacher that is worthy of emulation when
you become a teacher? Describe.
As I observed the class of our Resource Speaker, she is being approachable and
shows empathy, patience to her learners is worthy to be emulated when I become
teacher. As a teacher we must always wear the shoes of our learners for us to
understand their situation. In fact, let us try to understand why they are like this,
why they committed this and why they behave like that and act. Through this we
can approach them and empathetically teach them the things they need to learn
from us. This is the reason why her learners are comfortable with each other and
there is smooth teaching and learning process.

6. Which of the major responsibilities does this teacher find difficult to comply with? What are
the resons?
For me, the major responsibilities do our resource speaker find difficult to comply
with is acts as facilitator of learning in the virtual class. In this virtual learning,
there is a need for the resource teacher to provide all the indispensable
information since there is no assurance that the students are really learning at their
own pace, time, place. If she will just let learners learned by themselves then there
is possibility that not all learners will learn because learners learned
independently due to the predicaments that we ever had experienced.

7. From your perspective, would you conider this teacher as a quality teacher? Why?
As I reflect, I would consider our Resource Speaker as a quality teacher. Why?
Despite the challenges brought by online learning and learning instruction shifted
to, she still delivers the topic and achieving the desired Intended Learning
Outcomes for the learners. She makes sures that students accomplish the posted
assignment on their Ms. Teams, and they actively participate during the online
discussion through racing a question. She does not only teach what is found in the
book but teaches from the heart and experiences. Thus, this teacher can touch
heart and transformed lives and looking for contemporary issues.

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REFLECT

Now, that you have spent one school day to observe this teacher, it would be good for you to
reflect on all your observations by answering reflective questions below.

1. Are you inspired to become a teacher after your observations? If yes, why? If No, Why
not?
After my observation, I was inspired to become a future teacher. Even teaching profession is
not easy because of what we see nowadays that teacher. Indeed, teaching is the noblest
profession one may ever have but it not easy as what others think of it. After all that I found
out during my observation, the smiles, activeness, and the sense of satisfaction of the learners
and my resource teacher I was motivated to pursue this profession. That’s why I am hoping to
finish this profession that I take in.

2. When you become a teacher in the future, how else would you do a better as a professional
teaher?

I would develop my sense of empathy and adaptable to change. Being empathetic to my

learners will help me to establish a good relationship and communication to my learners.
Adaptability to change, as now we experienced the learning instructions shifted to virtual. I
should adapt easily on how the learners should adopt to because someday when I assigned in
far flunk areas. I need to study their language and the way the learners wanted to learn to.

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 atleast 2 concerns.

Culture shock when face-to-face learning returns and Mental awareness of the learners.
For me I would still be ready to address this foresee concerns. But how? Just give us trainings
and enough time to adapt change to impart our knowledge for the learners.

4. In what aspects of the teacher’s day, would you like to congratulate the teacher you
observe? Can you show your appreciation to this teacher by sending a Thankyou card?
(Include thus in your artifact)

I would like to extend my congratulations to my resource teacher for being approachable,

consistent, role model to her learners including to us. Her set of examples made me realized
that it’s not what you taught that the learners would remember but how you taught them.

182
Activity 15.2 The Creation and Management of the New Learning Environment as a Skill
of the 21st Century Quality Teacher

Resource Teacher: Arnolyn Joy F. Macaraniag Teacher’s Signature: ___ School: UCV

Grade/Year Level: 7th Roxas Subject Area: ESP Date: _____

This activity will allow you to develop your sense of creativity and imagination in
designing a classroom for the 21st 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 21st century.
A. Current Classroom I am observing
Grade level : 7

183
B. My Classroom for 21st Century

184
ANALYZE

Make a comparison of your drawings A and B. Describe the similarities and differences.

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

Classroom Components Classroom Why the differences?

- They are using MS - Will return to physical As of now that our

Teams as their learning classroom when the country is facing covid
Management System for time that covid —19 pandemic so face-
the Virtual class and outbreak stop to-face to learning was
virtual discussions. - Teachers will integrate not allowed on
- Learners can see their traditional and classroom setting in the
teaching discussing the modernized way of school. But when the
lesson because it was teaching time around and
everything will return to
presented on their screen. - Learners can work
normal where learners
- Learners can have their collaboratively with
will come to school
assignments, quizzes, their classmate even in again to learn
projects, and exams virtual class. They can
work collaboratively by
video calls.

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 manage teaching-learning in the 21 st century classroom.

On this time of 21st century, massive integration of technology and artificial intelligence is a
must in education that is why if there are opportunities like trainings, seminars, collaborative
learning, or webinars on enhancing my technological and innovative skills I should grab it. Who
knows what will happen soon that is why we must need to continue to learn how to use the
technologies preset in our era to continually provide quality education?

185
SHOW Your Learning Artifacts

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
21st Century classroom.

186
 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 15- Towards Teacher Quality: Developing a Glocal Teacher of
the 21st Century

Learning Outcome: * describe the personal qualities and competencies of glocal classroom teachers of the 21 st
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.

Name of FS Student: BRYAN P. BAGO Date Submitted:

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episode 4 3 2 1
Accomplishe All observation One (1) to two (2) Three (3) observation Four (4) or more
d question/tasks completely observation questions/tasks not observation
Observation answered/accomplished. questions/tasks not answered/accomplished. questions/tasks not
answered/accomplished. answered/accomplished.
Sheet
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions
answers are with depth answers are clearly answers are not clearly were not answered;
and are thoroughly connected to theories; connected to theories; one answer are not
grounded on theories; grammar and spelling are (1) to three (3) connected to theor
grammar and spelling are free from errors. grammatical/spelling
free from error. errors. ies; more than four (4)
grammatical/spelling
errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and shallow; Unclear and shallow;
supported by what were supported by what were somewhat supported by rarely supported by
observed and analyzed. observed and analyze. what were observed and what were observed and
analyzed. analyzed.
Learning Portfolio is reflected on in Portfolio is reflected on in Portfolio is not reflected Portfolio is not reflected
Artifacts the context of the learning the context of the learning on in the learning context on in the context of the
outcomes; complete, well- outcomes. Complete; well of the learning outcomes. learning outcomes; not
organized, highly relevant organize d, very relevant Complete; not organized, complete; not
to the learning outcome. to the learning outcome. relevant to the learning organized, not relevant.
outcome.
Submission Submitted before the Submitted on the deadline Submitted a day after the Submitted two (2) days
deadline. deadline or more after the
deadline
Year & Section: 4th Year Course: BSED- VALED

COMMENT/S Rating:
Over-all Score (Based on
transmutation)

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 2.0 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Bwlow

Signature of FS Teacher above Printed Name Date

187
 LEARNING
FIELD STUDY 1 EPISODE On Teacher’s Philosophy of
FS 1 16 Education

OBSERVE, ANALYZE, REFLECT

Activity 16.1 Analyzing DepEd’s Philosophy of Education

Resource Teacher: Rovilyn M. Taguinod Teacher Signature: School: UCV

Grade/Year Level: 9th Subject Area: ESP Date:

OBSERVE

 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 Framework and Guide and Sec 5 of
RA 10533.
 Accomplish the Table below by answering this question: Which Philosophies
are expressed?
 Cite relevant to back up an identified philosophy of education. You are given an
example.

Philosophies of Educatiom Which philosophies are Which Philosophies are

expressed in the DepEd expressed in the K to 12
Vision, Mission Statements, Curriculum Framework
Core Values, Mandate? Give and Guide and Sec 5 of
proof . RA 10533? Give proof.
1. Essentialism – teach Essentialism- The core values Essentialism – List of
mastery of the basics; of maka-Diyos, maka-tao, standards and
curriculum i maka-kakalikasan, at maka- competencies that leraners
prescribed; subject bansa show DepEd is are expected to attain is the
matter- centered there essentialist. DepEd believes in subject matter that students
are universal, unchanging values that need to are expected to learn.
objective values; be inculcated.
inculcate values in
subject matter.

188
2. Perennialism - teach Perennialism - The Deped Every graduate of basic
those that last, the Mission in which learners learn education shall be an
classics; there are in child- friendly, gender- empowered individual who
universal values; sensitive, safe, and motivating has learned, through a
inculcate these environment shows the Deped program that is rooted on
universal objective applied Perennialism to the sound educational
values Deped Mission as they believe principles and geared
that if the learners engage with towards excellence, the
this kind of environment. It is foundations for learning
possible that they become a throughout life, the
friendly and good citizen of our competence to engage in
country in the future as they work and be productive,
bring the good values that they the ability to coexist in
learned in schools. fruitful harmony with local
and global communities,
the capability to engage in
autonomous, creative, and
critical thinking, and the
capacity and willingness to
transform others and
oneself.
3. Progressivism - very The DepEd vision in In-service Training on
child-centered; teach which, as a learner- centered Content and Pedagogy —
those that interest the institution, the DepEd Current DepED teachers
child; one learns by continuously improves itself to shall be retrained to meet
experience; learners better serve its stakeholders the content and
learn by doing so shows that DepEd is performance standards of
teacher teacher’s progressivism. DepEd believes the new K to 12
teaching is in learners learn by doing as curriculum.
experiential; values well as if we teach of what they
are subjective; no are interested. The DepED shall ensure
inculcation of values that private education
since they are institutions shall be given
subjective, instead the opportunity to avail of
teachers help students such training.
clarify their values
4. Reconstructionism - The DepEd mission in which, Give every student an
school is agent of administrator and staffs, as opportunity to receive
change; school is stewards of the institution, quality education that is
preparing students for ensure as enabling and globally competitive based
the social changes; supportive environment for on a pedagogically sound
teaching is involving effective learning to happen curriculum that is at par
the students in shows that DepEd is with international
discussion of moral reconstructionism. DepEd standards
dilemmas believes in teaching is
involving the students in
discussion of moral dilemmas to

189
 understand the implications of
one's action

5. Existentialism - Existentialism – The statement Make education learner-

of the DepEd Mission oriented and responsive to
“Teachers facilitate learning the needs, cognitive and
and constantly nurture every cultural capacity, the
learner.” circumstances and
diversity of learners,
schools and communities
through the appropriate
languages of teaching and
learning, including mother
tongue as a learning
resource
6. Pragmatism - That Pragmatism – The statement of The curriculum shall be
which is useful, that the DepEd Mission “To protect learner-centered, inclusive,
which is practical and and promote the right of every and developmentally
that which works is Filipino to quality, equitable, appropriate
what good; that which culture-based, and complete
is efficient and basic education”
effective is that which
is good, e.g. showing
a video clip on
mitosis is more
efficient and more
effective and
therefore more
practical than teacher
coming up a visual
aid by drawing
mistosis on a cartolina
or illustration board

190
Activity 16.2 Articulating My Personal Philosophy of Teaching

Resource Teacher: Rovilyn M. Taguinod Teacher Signature: School: UCV

Grade/Year Level: 9th Subject Area: ESP Date:

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 relates to learners.

Philosophies of Education Teaching Behavior (State what the

teacher said, taught or did)
1. Essentialism – each mastery of the basics; In what way was teacher essentialist?
curriculum is prescribed.
Subject matter – centered there are universal, e.g., He/She saw to it that the students
objective values; inculcate values in subject matter mastered basic concepts and skills.

He/She inculcated values.

2. Perennialism – teach those that last, the The teacher reminds the learners the
classics; there are universal values; inculcate these Philosophy, Mission and Vision of the
universal objective values University
3. Progressivism – very child-centered; teach The Resource Teacher let the learners
those that interest the child; one learns by perform the activities prescribed in the
experience; learners learn by doing so teacher module
teacher’s teaching is experiential; values are
subjective; no inculcation of values since they are Here, she let learners discover whether
subjective, instead teachers help students clarify the teacher is correct or not
their values
4. Reconstructionism – school is agent of change; Allowing the learners to have a peer-to-
school is preparing students for the social changes; peer learning
teaching is involving the students in discussion of Providing students how to foster and how
moral dilemmas to learn
5. Existentialism – teachers teach learners to make The teacher and school provide time for
a choice, to make decisions and not merely to the learners to create decisions such as
follow the crowd; one who does not make a choice who will be their groupmate, what will
and so simply follow others do not leave their strand and degree in college
meaningful life

191
 6. Pragmatism – That which is useful, that which The teacher instead of discussing how
is practical and that which works is what good; does plate boundaries move she shows
that which is efficient and effective is that which animated video clips to catch the
is good, e.g. showing a video clip on mitosis is attention of the learners
more efficient and more effective and therefore
more practical than teacher coming up a visual aid The teacher shows pictures to farther
by drawing mitosis on a cartolina or illustration proves what she is discussing and
board presenting concrete evidence.

7. Rationalism – emphasizes the development of The teacher creates a question that

the learners’ reasoning powers; knowledge come learners need to answer based on facts
through reason; teacher must develop the and base on what is being discussed
reasoning power of the learner during the discussion
8. Utilitarianism – what is good is that which is The teacher uses teaching strategies that
most useful that which brings happiness to the caters all types of learners present in the
greatest number of people; virtual classroom.
9. Empiricism – source of knowledge is through The teacher let the students perform some
the senses; teacher must involve the senses in experiments through here learners learn
teaching-learning based on their observation
.10. Behaviorism – behavior is shaped deliberately The teacher provides additional points to
by forces in the environment and that the type of those learners who actively engage
person and action desired can be the product of themselves during class discussion like
design; behavior is determined by others, rather answering the question or sharing their
than by persons own free will; teacher must ideas
carefully shape desirable behavior; drills are
commonly used to enhance learning. Rewards
reinforce learning.

11. Constructivism – learners are capable of The teacher posted an activity that let
constructing knowledge ang meaning; teaching- learners inquire for them to answer.
learning therefore is constructing knowledge and Through inquiry, learners have learnt to
meaning; teacher does not just “tell” or dictate but construct their own knowledge or idea
asks learners for knowledge they construct and
meaning of lesson.

12. Other philosophies

ANALYZE

1. Based on your findings and observations in Activity 16.1 anf Activity 16.2, which
philosophies of education are dominant in philippine basic schools? Why do you say so?
Based on my findings and observations in Activity 16.1 and Activity 16.2,
philosophies of education that are dominant in Philippine basic schools’ teachers

192
 adhered to a high level of progressivism educational philosophy and a high level
of existentialist and reconstructionism orientation.
2. If there is one philosophy that schools and teachers shoild give more attention to, what should
that be and why?
If there is one philosophy that schools and teachers should give more attention to,
that should be Pragmatism. We all know that curriculum is dynamic and continue
evolving. It means it can change overtime and if we teach learners them practical
ways how to learn then no matter how any times curriculum it will not affect the
learning of the learners since they already knew how to learn.

REFLECT

What is your philosophy of teaching? This describes what you believed you should teach, how
you should teach and how how you should relate to others in school – with the learners, your
colleagues, your superiors and all the stakeholders. Write them down. This is your title “ My
Philosophy of Teaching.”

My Philosophy of Teaching

This may be of help:

I believed that the learners are not empty vessel or empty receptacle that you have to fill in, but
they need autocratic

I believed that I should teach the learners how to learn for the different types of curricula can
alter overtime

By being a facilitator of learning, letting them discovers new schema and guide them on what
they need to know about it

I believe that developing sense of empathy I can relate to my learners, parents, collogues and
co-teachers. The sense of empathy will help me understand my learners, what they are going
through and what bothers them.

SHOW Your Learning Artifacts

Accomplished Observation Sheets

My Philosophy of Teaching

193
 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 16- on Teacher’s Philosophy of Education

Learning Outcome: 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 * articulate my philosophy of teaching.

Name of FS Student: Bryan P. Bago Date Submitted:

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episode 4 3 2 1
Accomplishe All observation One (1) to two (2) Three (3) observation Four (4) or more
d question/tasks observation questions/tasks not observation
Observation completely questions/tasks not answered/accomplished questions/tasks not
Sheet answered/accomplished answered/accomplished . answered/accomplished
. . .
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions
answers are with depth answers are clearly answers are not clearly were not answered;
and are thoroughly connected to theories; connected to theories; answer are not
grounded on theories; grammar and spelling one (1) to three (3) connected to theories;
grammar and spelling are free from errors. grammatical/spelling more than four (4)
are free from error. errors. grammatical/spelling
errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow;
supported by what were supported by what were shallow; somewhat rarely supported by
observed and analyzed. observed and analyze. supported by what were what were observed
observed and analyzed. and analyzed.
Learning Portfolio is reflected on Portfolio is reflected on Portfolio is not Portfolio is not
Artifacts in the context of the in the context of the reflected on in the reflected on in the
learning outcomes; learning outcomes. learning context of the context of the learning
complete, well- Complete; well learning outcomes. outcomes; not
organized, highly organized, very Complete; not complete; not
relevant to the learning relevant to the learning organized, relevant to organized, not relevant.
outcome. outcome. the learning outcome.
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days
deadline. deadline the deadline or more after the
deadline
Year & Section: 4th year Course: BSED - VALED

COMMENT/S Rating:
Over-all Score (Based on
transmutation)

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 2.0 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Bwlow

Signature of FS Teacher above Printed Name Date

194
195