THE

FIELD STUDIES
LEARNING MODULES

2 0 2 1 - 2 0 2 2
 AUTHORS

THE FACULTY OF INSTITUTE OF TEACHING AND LEARNING

Edwin Auditor, Ph.D. (cand.)

Rosarie Anne S. Borja, RGC, Ph.D. (cand.)
Felicidad Corenna E. Broño, MA (cand.)
Carmela M. Buhain, MA
Dhana A. Canoy, MA
Lorena A. Castro, Ph.D. (cand.)
Victoria L. Delos Santos, Ph.D. (cand.)
Joseph P. Erfe, Ph.D.
Irma L. Escobia, MA
Charmaine T. Espejo, MA
Teresita S. Festin, Ph.D.
Jeffrey C. Ginez, MA
Cristina D. Macascas, Ph.D. (cand.)
Dorothy J. Naval, MA
Annabelle D.C. Palmiery, Ph.D. (cand.)
Pauline Giselle L. Paraan, MA
Marivic M. Pimentel, Ph.D. (cand.)
Myrna G. Rabina, Ph.D. (cand.)
Nikolee Marie A. Serafico-Reyes, Ph.D.
Myla Zenaida Cabrillas Torio, Ph.D. (cand.)
Marilou M. Ubiña, Ph.D.
Evelyn M. Varron, Ph.D. (cand.)

Darryl Roy T. Montebon, Ph.D.

Director
INTRODUCTION

THE PT01 EXPERIENTIAL LEARNING MODULE

Welcome to Practice Teaching 1,

“Career Stage 1 or Beginning Teachers
the Field Study course for your have gained the qualifications
Outcomes Based Teacher Education recognized for entry into the teaching
Curriculum. This course is primarily to profession. They have a strong
prepare you, future teachers, for the understanding of the subjects/areas in
teaching profession by exposing you which they are trained in terms of
to the different areas of teaching and content knowledge and pedagogy.
learning processes. They possess the requisite knowledge,
skills and values that support the
In this Experiential Learning module, teaching and learning process. They
you are going to perform activities manage learning programs and have
that will particularly help you possess strategies that promote learning
the competencies of the teacher based on the learning needs of their
professional development in the students. They seek advice from
country is described in the Philippine experienced colleagues to consolidate
Professional Standards for Teachers or their teaching practice”
the PPST. The PPST describes the
continuous development of teachers With the different Domains of the PPST in
from beginning to exemplary stages. mind, these learning modules are divided
Each stage in the PPST articulates into the six units that correspond to each
certain skills in teaching and learning domain. Each lesson has been purposely
and other areas of education. designed to let you develop as beginning
teachers endowed with skills and
More importantly, it is our desire to attitudes described in the PPST.
prepare you in your first career stage--
the beginning teacher. As described in
the PPST Handbook (2017) the:
TABLE OF CONTENTS

This page has been left blank

for you to organize as to the
flow of your presentation of
your answers
ABOUT THE MODULE
The learning modules are divided into seven units that correspond to each learning
domain in the PPST. The activities for each module follow the TORCH model developed by
Montebon, Calamlam, and Varela (2015). The TORCH model is an acronym for the flow of
activities to facilitate field study courses.

TRIGGER THE DESIRE FOR

TEACHING & LEARNING

Gathers preconceived knowledge or identifies the motivation of pre-service teachers

on the topic to be studied.

OBSERVATION FOR CLARIFICATION

Provides pre-service teachers with opportunities to observe and study the different
classroom scenarios where they can further learn the different strategies and approaches
to teaching and learning.

REALIZATIONS THROUGH
REFLECTIONS

Allows pre-service teachers to reflect on their observations and determine which

practices are aligned or differ from their preconceived knowledge on the topic being
studied.

CONFIRMATION OF PASSION

The confirmation of passion happens through feedback and conference between the pre-service teachers and supervising
instructors. The feedback process allows pre-service teachers to discuss what they have realized as they observed in the online
class. The supervising instructors confirm correct ideas and correct misconceptions at this stage.

HABITUATE TO PERPETUATE

Showcases pre-service teachers’ evidence of practice based on what they have learned
from the topic.
AUTOBIOGRAPHY

PASTE YOUR PICTURE HERE

NAME
Year and Section: Majorship: Faculty:

PERSONAL INFORMATION TEACHING

Let me know you by writing a short introduction of yourself PHILOSOPHY
below.

WHY TEACHING? TEACHINGAPPROACH

Why do you consider teaching as your profession?
 DOMAIN 1
CONTENT KNOWLEDGE AND PEDAGOGY DOMAIN

The first Domain recognizes the importance of teachers’ mastery of content

knowledge and its interconnectedness within and across curriculum areas, coupled
with a sound and critical understanding of the application of theories and
principles of teaching and learning. This Domain encompasses teachers’ ability to
apply developmentally appropriate and meaningful pedagogy grounded on
content knowledge and current research. It considers teachers’ proficiency in
Mother Tongue, Filipino and English in the teaching and learning process, as well as
needed skills in the use of communication strategies, teaching strategies, and
technologies to promote high quality learning outcomes.
Specifically, this domain envisions the beginning teachers to:
1. Demonstrate content knowledge and its application within and/or
across curriculum teaching areas.
2. Demonstrate an understanding of research-based knowledge and
principles of teaching and learning.
3. Show skills in the positive use of ICT to facilitate the teaching and
learning process.
4. Demonstrate knowledge of teaching strategies that promote literacy
and numeracy skills.
5. Apply teaching strategies that develop critical and creative thinking,
and/or other higher-order thinking skills.
6. Use Mother Tongue, Filipino and English to facilitate teaching and
learning.
7. Demonstrate an understanding of the range of verbal and non-verbal
classroom communication strategies that support learner
understanding, participation, engagement and achievement.
 LESSON 1
CONTENT KNOWLEDGE AND ITS APPLICATION

Teachers as facilitators of learning should be able to demonstrate content

knowledge and its application within and/or across curriculum teaching areas.
Demonstration of content knowledge and its application makes one an efficient and

COMPETENCY INDICATOR

At the end of the session, the practice teachers (PTs) will be able to: Demonstrate content knowledge and its a
effective facilitator.

TRIGGER THE DESIRE FOR TEACHING & LEARNING

Are you ready to be a teacher? Well, based on your perception and self-reflection,
kindly complete the statements below.

GUIDE QUESTION:
What do you know, can you do, feel and envision about your content
knowledge as a beginning teacher?

AS A BEGINNING TEACHER, I...

KNOW:

DO:

FEEL:

ENVISION:
OBSERVATION FOR CLARIFICATION

VIRTUAL CLASSROOM OBSERVATION

Do the following:
● As a beginning teacher, examine how your supervising instructor/professor prepares
her /his MEDIA lesson on asynchronous learning mode.
● Observe how s/he conducts his/her synchronous virtual class.
● Answer the following question:

GUIDE QUESTION:
How did s/he apply his/her content knowledge within and/ or across curriculum teaching
areas to provide an engaging and meaningful learning experience to his/her
students/pupils in asynchronous mode? Synchronous mode?

GUIDE QUESTION:
What misconceptions were common among students on the topic discussed? How did
the teacher correct the misconception?
REALIZATIONS THROUGH REFLECTIONS

SELF-REFLECTION
Ponder on the following questions and write your answers on the space provided below.

GUIDE QUESTION:
Revisit your previous answer to KWLE statements. Is there anything you’ve realized you
should have indicated explicitly in the chart? Why?

GUIDE QUESTION:
Reflect on the outcome of your virtual observation, is there anything you need to improve
to become more adept with your content knowledge? Justify your answer.
CONFIRMATION OF PASSION

PEER REFLECTIVE CIRCLE

● Set a common time with your groupmates for a peer-reflective circle. Post a picture of
your work in the space provided as evidence of your session.
● Share your answers for the KWL chart and your learning plans with your groupmates.

GUIDE QUESTION:
What can you deduce from the result of your comparative analysis, sharing
and colleagues’ critique on your e learning plan?
HABITUATE TO PERPETUATE

ADDRESSING MISCONCEPTIONS
Recall the misconceptions you have identified in your lesson observation. Post an
evidence or describe the scenario of that observation. Design an activity or plan
how to better address the said misconception. Post a copy of your plan in this
section of the module.

This page might need extra pages

 LESSON 2
RESEARCH-BASED KNOWLEDGE AND PRINCIPLES OF TEACHING AND LEARNING

Teachers as managers of the teaching-learning process should be able to choose a

strategy that will work best in their class. To do this, effective teaching and learning
strategies that are primarily supported by research studies must be used.
Research-based knowledge and principles of teaching and learning means that the
teachers carry out their tasks guided by different studies on the education process. Guerrero
(n.d.) described in her study that teacher-knowledge significantly affect student outcomes.
Therefore, it is imperative for research to inform teacher-knowledge.
More importantly, it is crucial that the knowledge teachers gained from researches be
integrated in the teaching-learning process. Teacher-knowledge then in this context
doesn’t just involve only the content in the discipline but encompasses both cognitive and
affective capabilities of a teacher. This knowledge is believed to contribute to the
development of the teacher’s principles on teaching and learning.
Therefore in this lesson, you are expected to:

1. Describe different principles on teaching and learning

2. Identify effective research-based teaching-learning practices
3. Develop one’s principle on teaching and learning

COMPETENCY INDICATOR

At the end of the session, the practice teachers (PTs) will be able to:
Demonstrate an understanding of research-based knowledge and principles
of teaching and learning.
 TRIGGER THE DESIRE FOR TEACHING & LEARNING

MY FAVORITE TEACHER
Directions: Identify one teacher that you admire most and answer the questions that follow.

1. Who is your favorite teacher?

PASTE A PICTURE
OF YOUR
FAVORITE
TEACHER

(if
possible)

2. What discipline/subject did he/she teach you?

3. What are the qualities of your teacher that you admire most? Why?

4. What specific teaching strategy can you remember that your favorite teacher
employed that helped you effectively learn the content he/she is teaching?

5.How did your favorite teacher influence you to become a teacher too?
 OBSERVATION FOR CLARIFICATION

VIRTUAL CLASSROOM OBSERVATION

Your supervisors will facilitate a classroom observation either through recorded classroom
demonstration or actual online synchronous instruction. Accomplish the observation guide
below for this activity.

OBSERVATION GUIDE
(modified from Practice teaching Form A7A & B)
Directions: Take down notes from the beginning to the end of the lesson. Based on these
notes, answer directly the given questions on important aspects of the lesson.

A. MATERIALS/CLASSROOM MANAGEMENT
1. Instructional Materials
1.1 What materials were used?

1.2. What were the reasons for the use of such materials?

1.3. Were the materials adequate and appropriate? Why or why not?

2. Classroom Management
2.1. What routine activities were systematized?

2.2. Was the classroom atmosphere conducive to learning?

2.3. How did the teacher maintain discipline?

2.4. What classroom management problems were evident?

2.5. How did the teacher cope with such incidents?

2.6.Was the class well-managed? Justify your answer.

B. TEACHING STRATEGIES
1. Preparatory Activities
1.1 How did the teacher arouse the attention of the learner?

1.2. How did the teacher maintain the interest of the learner on the lesson?

1.3. How did the teacher establish learner’s goal or direction of learning?

2. Developmental Activities
2.1. How did the teacher present the lesson?

2.2. How did the teacher solicit learner’s participation/involvement in the lesson?

2.3. Did the students participate actively? Why? Or Why not?

3. Synthesizing Activities
3.1. Did the learners discover the concepts/principles? How did the teached lead
them to discovery?

3.2. What technique(s) did he/she used to help the class arrive at the synthesis of
the lesson?

3.3. What provisions were made for the application on the lesson?
REALIZATIONS THROUGH REFLECTIONS

THE FOUR C’S

Analyze the observation checklist that you have accomplished in the previous activity and
complete the table that follows. Kindly refer to the questions to guide your answers.

1. Connection: What were your personal realizations from your observations on how
teaching and learning proceed in the classroom?
2. Challenge: What challenges have you observed that were encountered by the
teacher and students?
3. Concept: What observations did you have that somehow connect to what you have
discussed in your professional education courses?
4. Changes: What research-based practice do you think can help promote positive
change in the processes that you have observed?

Area on Connection Challenge Concept Changes

Teaching and
Learning

Instructional
Materials

Classroom
Management

Preparatory
Activities

Developmental
Activities

Synthesizing
Activities
CONFIRMATION OF PASSION

PROFESSIONAL READING
Find one journal article that discusses the importance of research-based teaching practice.
Complete the details below and answer the guide question that follows.

Title:

Author(s):

Reference:

Insights:

1.

2.

3.

4.

5.

GUIDE QUESTION:
Why should teaching-learning strategies be based on research?
HABITUATE TO PERPETUATE

WHAT WILL YOU DO NOW?

Describe a classroom phenomenon that interest you to work on a classroom based
action research (CBAR). Attach a copy of your CBAR proposal here.

1. Describe at least one classroom scenario that you would like to investigate.

2. What research question can you ask about your identified classroom scenario?

3. What is your tentative answer to your research question?

4. How do you plan to study it?

 LESSON 3
POSITIVE USE OF ICT

Teachers as facilitators of learning should be able to show skills in the positive use of
ICT to facilitate the teaching and learning process.
Positive use of ICT can empower learners and teachers and transform the teaching
and learning process.

COMPETENCY INDICATOR

At the end of the session, the practice teachers (PTs) will be able to:
Show skills in the positive use of ICT to facilitate the teaching and learning
process

TRIGGER THE DESIRE FOR TEACHING & LEARNING

WORD CLOUD
GUIDE QUESTION::
What are your own perceptions about positive use of ICT to facilitate teaching and
learning process?
OBSERVATION FOR CLARIFICATION

VIRTUAL CLASSROOM OBSERVATION

● Observe how your supervising instructor/professor integrates ICT in their asynchronous
learning on ePNU/GMeet.
● Observe how your SI/SP conducts the synchronous learning mode and list down the
positive use of ICT to facilitate teaching and learning process.

GUIDE QUESTION::
How do we positively use ICT to facilitate teaching and learning process?
REALIZATIONS THROUGH REFLECTIONS

PAIR AND SHARE

● In pairs, take turns in sharing your insights regarding the asynchronous and
synchronous learning modes you have observed with emphasis on the positive use
of ICT to facilitate teaching and learning process.
● Validate your insights and consensually synthesize positive use of ICT to facilitate
teaching and learning process using a graphic organizer. Write your answer on the
space provided for.

GUIDE QUESTION::
If you were to teach the same lesson using the resources available to you, would you do
the things shown by the teacher? Which of these things would you continue? Which of
these things need improvement?
CONFIRMATION OF PASSION

VIDEO ANALYSIS
● Watch more video-based demo lessons on the positive use of ICT from You
Tube/Khan Academy.
● Given a number of classroom scenarios (Based on the You Tube/Khan Academy
videos they’ve watched), analyze further some positive uses of ICT to facilitate
teaching and learning process.

GUIDE QUESTION:
Which practice/s show/s positive use of ICT based on the video/s you’ve watched? Could
you suggest better or other ways of doing it to facilitate and enhance learning? Cite a
concrete example.

SCREENSHOT OF VIDEOS AND OTHER MEDIA:

HABITUATE TO PERPETUATE

ACTION PLAN
Prepare an action plan on how to positively use ICT to facilitate teaching and
learning process in two or three lessons agreed upon by your SI/SPs based on the
theme focused for the quarter.

GUIDE QUESTION::
How can you promote positive use of ICT to facilitate teaching and learning process
better?
 LESSON 4
STRATEGIES FOR PROMOTING LITERACY AND NUMERACY

The teacher knowledge and skills of his/her subject is very essential in order to help
students achieve their full potential in each subject. Content knowledge generally refers to
the facts, concepts, theories, and principles that are taught and learned in specific academic
courses. Pedagogy is the method, techniques and strategies of teaching, both as a subject
or theoretical concept The key to enhanced and holistic learning is by taking principles from
knowledge of the subject matter and the art of teaching, and combining them for a fully
immersive learning environment.
Literacy and numeracy are important because they form the basis of our learning.
They are required to acquire other skills, as well as for participation in everyday life. Literacy
and numeracy skills underpin workforce participation, productivity and the broader
economy, and can also impact on social and health outcomes.

COMPETENCY INDICATOR

At the end of the session, the practice teachers (PTs) will be able to:
● Discuss what is literacy and numeracy.
● Determine the different strategies applicable to promote students literacy and
numeracy.
● Reflect on which teaching and learning strategies are appropriate to develop
fundamental literacy and numeracy among learners.
TRIGGER THE DESIRE FOR TEACHING & LEARNING

TEACHER’S ROLE IN PROMOTING

LITERACY AND NUMERACY
Directions:
1. Read on the given article with comprehension.
2. Illustrate through the use of concept map the difference between literacy and
numeracy.
3. Briefly discuss your own understanding of literacy and numeracy.
4. Be ready to present your work to the class and answer the guide question that follow.

GUIDE QUESTION::
What do you think are the challenges in the promotion of literacy and numeracy among
students?
 OBSERVATION FOR CLARIFICATION

Directions
● Watch the video on strategies to promote literacy and numeracy.
● Accomplish the checklist and answer the given guide questions (with observation
checklist)

GUIDE QUESTION::
Enumerate and discuss briefly the appropriate strategies used to develop literacy and
numeracy.

REALIZATIONS THROUGH REFLECTIONS

Revisit and analyze your output in the previous activities.

1. Connection: How does the knowledge of content and strategy to use affect students’
learning?

2. Challenge: What are the factors that one should consider in selecting appropriate
strategy to promote students’ literacy and numeracy?

3. Concept: What are the concepts or theories that you learned from professional educational courses that are essential/helpful in choo
 CONFIRMATION OF PASSION

CASE ANALYSIS
Study the following classroom scenarios (two case studies will be presented showing
strategy used to promote literacy and numeracy.

GUIDE QUESTION:
Does the teacher used appropriate strategy to develop literacy and numeracy among
students? Why or why not? Briefly explain your answer.

HABITUATE TO PERPETUATE

WHAT WILL YOU DO NOW?

Based on what you learned, choose one or two strategies that you plan to use to develop
literacy or numeracy. Make a lesson plan and integrate the chosen strategy/ies.
● Reading Literacy Program
● Numerical Literacy
● Science Concept and Skills
MY LESSON PLAN
 Lesson 5
ES FOR DEVELOPING CRITICAL AND CREATIVE THINKING, AS WELL AS OTHER HIGHER ORDER THINKI

DESCRIPTION AND IMPORTANCE OF PPST DOMAIN 1, STRAND 5

Domain 1 recognizes the importance of teachers’ mastery of content knowledge and its
interconnectedness within and across curriculum areas, coupled with a sound and critical
understanding of the application of theories and principles of teaching and learning. This
Domain encompasses teachers’ ability to apply developmentally appropriate and
meaningful pedagogy grounded on content knowledge and current research. It takes into
account teachers’ proficiency in Mother Tongue, Filipino and English in the teaching and
learning process, as well as needed skills in the use of communication strategies, teaching
strategies, and technologies to promote high-quality learning outcomes. (PPST, 2017)
Strand 5 of Domain 1 which focuses on strategies for developing critical and creative
thinking, as well as other higher order thinking skills aims to prepare you, the pre-service
teacher, to foster meaningful, active and engaged teaching and learning. Through this
strand, you will be equipped with the know-how and pedagogy to apply in strengthening
your learners’ and your own competencies such as distinguishing fact from fiction,
synthesizing and evaluating information as well as the ability to clearly communicate, solve
problems and discover truths.
Critical thinking is a higher-order thinking skill. Higher-order thinking skills go beyond
basic observation of facts and memorization. They are what we are talking about when we
want our students to be analytical, evaluative, creative and innovative. Creative thinking, a
companion to Critical thinking, is an invaluable skill for learners. It is important because it
helps one look at problems and situations from a fresh perspective. Creative thinking is a
way to develop new, novel or unorthodox solutions that do not depend wholly on past or
current solutions.
This module will help you understand, apply and reflect on certain strategies that
promote or develop Critical thinking, creative thinking and Higher-Order Thinking Skills.

COMPETENCY INDICATOR

At the end of the session, the practice teachers (PTs) will be able to:
● Define, identify and differentiate Critical thinking skills, Creative thinking skills, and
other Higher-order thinking skills;
● Determine the different strategies that are applicable in promoting or developing
critical and creative thinking, as well as other higher order thinking skills; and
● Reflect on different observed lessons that use certain strategies which promote or
develop critical and creative thinking, as well as other higher order thinking skills.
● Explain why teachers need to develop Critical thinking, Creative Thinking and other
HOTS among the 21st century learners..
TRIGGER THE DESIRE FOR TEACHING & LEARNING

VIDEO ANALYSIS
Directions:
1. Go over the Guide Questions below first and then answer them after watching the
video through the link indicated below:
https://www.youtube.com/watch?v=W9laJT_SkOs

GUIDE QUESTION::
What is the video all about?

GUIDE QUESTION::
What examples were provided to compare and contrast the ideas presented in the video?

GUIDE QUESTION::
What definitions or key words were given to set apart Critical thinking from Creative
thinking?

GUIDE QUESTION::
What can you say about the importance of developing Critical Thinking and Creative
Thinking as personal skills or competencies in a teacher or a learner?
TRIGGER THE DESIRE FOR TEACHING & LEARNING

ARTICLE ANALYSIS
Directions:
1. Read the article using the link below and the answer the questions that follow:
https://www.aeseducation.com/blog/four-cs-21st-century-skills

GUIDE QUESTION::
What are the 4C’s of the 21st-century skills?

GUIDE QUESTION::
Why do the learners need to develop these skills?

GUIDE QUESTION::
Recall a few strategies which you were taught in your Strategies subject that may fall
under and/or lend itself to the development of any of the 4Cs of the 21st-century skills.
OBSERVATION FOR CLARIFICATION

Directions
1. Your supervisors will facilitate a classroom observation either of the following scenarios:
a. Videotaped classroom demonstration
b. Actual online synchronous instruction
2. As you observe, accomplish the checklist that follows.
3. Answer the guide questions that follow.

OBSERVATION QUESTIONNAIRE
1. What strategies were employed by the teacher which you think promotes Critical
Thinking, Creative Thinking or HOTS?
a.

b.

c.

d.

2. What kind of questions were asked by the teacher? Write a few and then put a
check to those which you think target HOTS.
a.

b.

c.

d.

3. What activities done can you consider to be under Critical Thinking and Creative
Thinking?
a.

b.

c.

d.
 FOCUS QUESTION
What big ideas did you gather from your classroom observations regarding Critical,
Creative Thinking and HOTS?

REALIZATIONS THROUGH REFLECTIONS

Analyze the observation that you have done in the previous activity and complete the table
that follows. Kindly refer to the questions to guide your answers.
1. Connection: What were the connections that you can draw between your observation
experience and your own learning?
2. Challenge: From your observation, what challenges were encountered by the teacher
which given the chance you would want to help with?
3. Concept: What concepts from your observations did you learn and somehow can
connect to what you have discussed in your professional education courses?
4. Changes: What changes in your teaching practices will you employ to focus more on
developing HOTS, Critical and Creative teaching among your future students?

Area on Connection Challenge Concept Changes

Teaching and
Learning
CONFIRMATION OF PASSION

CASE ANALYSIS
Study the following scenarios and describe why or why not they should continue with their
practices.

Scenario 1: A teacher always make his/her students memorize key concepts in the lesson,
define them from memory, make them enumerate the important words from the lesson
and expects them to perform well when given problem solving activities.

Scenario 2: The teacher often asks Why and How questions and encourages his /her
students to ask the same kinds or any question anytime, before, during and after the
lesson for as long as they do it politely.

GUIDE QUESTION:
Why should teaching-learning strategies be focused on developing Critical and Creative
Thinking?
HABITUATE TO PERPETUATE

WHAT WILL YOU DO NOW?

From your observations, identify which practices will you adapt in your practice
teaching.
● Strategies for Thematic Planning
● Problem Solving Strategies (integrated with them)
● Experiments
 DOMAIN 2
LEARNING ENVIRONMENT

The second Domain recognizes the importance of demonstrating teachers’

knowledge on existing policies, guidelines and procedures to provide a safe and
secure learning environment. This is to highlight their role to nurture learners by
creating an environment that facilitates effective learning while effectively
managing learners’ behavior in a physical or virtual space.
In this chapter, pre-service teachers are expected to develop the following
competencies in the PPST Domain 2:
1. Demonstrate knowledge of policies, guidelines and procedures that
provide safe and secure learning environments.
2. Demonstrate understanding of learning environments that promote
fairness, respect and care to encourage learning.
3. Demonstrate knowledge of managing classroom structure that engages
learners, individually or in groups, in meaningful exploration, discovery
and hands-on activities within the available physical learning
environments.
4. Demonstrate understanding of supportive learning environments that
nurture and inspire learner participation.
5. Demonstrate knowledge of learning environments that motivate
learners to work productively by assuming responsibility for their own
learning.
6. Demonstrate knowledge of positive and non-violent discipline in the
management of learner behavior.
 LESSON 1
THE LEARNING ENVIRONMENT

As the theorists of behaviorism posit, the environment affects learning. Therefore, as

teachers to be, it is significant to be familiar on how to effectively set-up an environment
that will promote effective learning among students. More importantly, children’s safety
in school is tantamount to the promote effective learning. Hence, pre-service teachers
should be familiar of the existing policies and procedures to ensure that student safety is
being upheld in their schools and classrooms.
Specifically, this domain envisions the beginning teachers to:
1. Identify the characteristics of a safe and secure learning environment based on
the existing policies, guidelines and procedures provided by DepEd.
2. Evaluate the existing learning environment based on the existing policies,
guidelines and procedures
3. Promote the importance of ensuring safety and security of the learners.

COMPETENCY INDICATOR

At the end of the session, the practice teachers (PTs) will be able to:
Demonstrate knowledge of policies, guidelines and procedures that provide safe and secure learning envi
Demonstrate understanding of learning environments that promote fairness, respect and care to encourag
TRIGGER THE DESIRE FOR TEACHING & LEARNING

VIDEO ANALYSIS
Directions:
1. Watch the video on YouTube using the link below and answer the guide questions
that follow:
https://www.youtube.com/watch?v=bNcQjnpmFns

GUIDE QUESTION::
What is the video all about?

GUIDE QUESTION::
What ideas have you learned about maintaining a positive classroom environment?

GUIDE QUESTION::
How do you think the ideas if the speaker apply in the Philippines?
OBSERVATION FOR CLARIFICATION

LEARNING SPACE AT HOME

Identify a student from the class you are observing and ask consent for interview. You may
set an appointment with the child and the parent on his/her learning space. Post a picture
of the child’s learning space below.

As you interview and observe the picture of the learning space, answer the following:

Check the columns on the right to indicate the presence or Present Absent
absence of the following in the child’s learning space at
home:

● Permanent learning space

● Adequate lighting

● Adequate ventilation

● Sturdy table

● Sturdy chair that is fit to the learner’s height

● Sufficient space that allows movements

● Safe electrical connections

● Safely functioning gadgets

● Free from noise and other distractions

● Adult support/presence
 FACE TO FACE CLASSROOM
Identify an in-service teacher in your community that you can interview. Ask for pictures
of their classrooms and then paste them in the space provided below.

As you interview and observe the picture of the learning space, answer the following:

Check the columns on the right to indicate the presence or Present Absent
absence of the following in a real classroom:

● Seats that are fit for the learner’s heights

● Enough distance in between rows of chairs

● Adequate sturdy shelves that are reachable by students

● Fittings like doorknobs, switches, outlets and the like are

safely installed and within reach of children

● Available functioning instructional devices such as visual

aids, audio- visual aids, and other devices, that can
promote learning

● Properly framed and safely installed chalkboard or

whiteboard with ledge

● Contains the standard facilities like handwashing corner,

drinking jar, trash can, storage cabinet, chart stand, first aid
kit, etc

● Enough classroom space that allows flexibility of seating

arrangement

● Grilled windows with emergency exits

● Two swing-out doors at the opposite sides of the classroom

Check the columns on the right to indicate the presence or Present Absent
absence of the following in a real classroom:

Smooth finished walls

Curtains that are away from wall-mounted electric fans

Unobstructed doors and exit windows

Visible fire extinguisher/s in the area

Covered wirings and other electrical fixtures

GUIDE QUESTION::
How are students’ safety promoted in the two kinds of classrooms that you have
observed?

GUIDE QUESTION::
What are the challenges have you identified?

GUIDE QUESTION::
What strategies can you suggest?
REALIZATIONS THROUGH REFLECTIONS

DOCUMENT ANALYSIS
Visit the link below to read the policies, guidelines and procedures for school safety as
prescribed in the different orders issued by the DepEd.
1. Chapter 4 of Educational Facilities Manual (2010)
2. DO. 27 s. 2015 Promoting family earthquake preparedness
3. DO. no.72 s. 2012 Continuing fire safety and awareness program
4. DO. 37 s. 2015 The comprehensive disaster risk education and management in
education framework

Based on the representation that you made and using the spaces below, create a list of the
items observed and practiced items that are unobserved or neglected as stipulated in the
DepEd Orders.

Observed/practiced DepEd safety and Unobserved/neglected DepED safety and

security policies and guidelines security policies and guidelines

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

8. 8.

9. 9.

10. 10.
Share it with the class and counter check your work with others. Come up with a list of the
provisions that are most commonly observed/practices and another list of those that are
generally neglected or violated.

Observed/practiced DepEd safety and Unobserved/neglected DepED safety and

security policies and guidelines security policies and guidelines

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

8. 8.

9. 9.

10. 10.

Share it with the class and counter check your work with others.

GUIDE QUESTION::
How faithful are the schools in implementing the School Safety Policies?
CONFIRMATION OF PASSION

● With a partner, make a table of those neglected provisions and suggest doable
activities to ensure safety and security.
● Make another chart of the observed safety and security practices and suggest ways
to improve them.

GUIDE QUESTION::
What measures can be done to ensure safety and security?

Neglected safety and security Suggested doable safety and security

DepEd policies and measures/activities
guidelines

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

8. 8.

9. 9.

10. 10.
 Observed safety and Suggested actions for improvement
security practices in
school

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

8. 8.

9. 9.

10. 10.

HABITUATE TO PERPETUATE

CREATION OF A VIRTUAL CLASSROOM

In groups of three or four, create a virtual classroom using Augmented Reality apps such
as Roblux. Post a link of your work in the space provided below.

GUIDE QUESTION::
How will you ensure safety and security in your own classrooms?
 LESSON 2
MANAGEMENT OF CLASSROOM AND LEARNER BEHAVIOR

Classroom management is used to describe classroom order. Teachers may have

different functions, yet one of the most important roles is to manage the class effectively.
One important reason is that effective teaching and learning cannot take place in a poorly
managed classroom. While the struggle of handling classroom management is shared by
both newly hired teachers and those who are considered more experienced, newly hired
teachers identify student discipline as their most challenging problem. Armed with
appropriate teaching strategies and an effective discipline plan, you will soon find
classroom management one of the least worries in teaching.
Specifically, the following are the objectives in this lesson:
1. Analyze the practices of effective school teachers and the role of the personal
philosophy of the teacher in developing a classroom management plan.
2. Implement classroom/behavior management techniques

COMPETENCY INDICATOR

At the end of the session, the practice teachers (PTs) will be able to:
Demonstrate knowledge of managing classroom structure that engages learners, individually or in groups, in
Demonstrate understanding of supportive learning environments that nurture and inspire learner participati
Demonstrate knowledge of learning environments that motivate learners to work productively by assuming re
Demonstrate knowledge of positive and non-violent discipline in the management of learner behavior.
TRIGGER THE DESIRE FOR TEACHING & LEARNING

MIND MAP ON CLASSROOM MANAGEMENT

Directions:
1. In groups of 2 or 3, work together and create a mind map that describe your idea of
classroom management.

GUIDE QUESTION::
How will you describe an effective learning environment?

GUIDE QUESTION::
Share your personal experiences from your school days about classes in which your
learning space design was used effectively and classes where this design just did not
work. Identify some reasons why that is so.
OBSERVATION FOR CLARIFICATION

VIRTUAL CLASSROOM OBSERVATIONS

Observation assignments are designed to help you have a more productive learning
experience. Your supervisors will facilitate a classroom observation either of the following
scenarios:
1. Videotaped classroom demonstration
2. Actual online synchronous instruction
Take down notes from the beginning to the end of the lesson. Based on these notes,
answer directly the given questions on the important aspects of the lesson.

A. MATERIALS/CLASSROOM MANAGEMENT
1. Draw a map of the learning environment.

1.1 How is it (or is it not) conducive to learning?

1.2. How would you describe the room? How many students? Teachers? Others?
 2. Materials Instruction
2.1. What materials were used? Why?

2.2. Were the materials adequate and appropriate? Why or why not?

2.3. How effective do the materials seem to be? What evidence do you have?

3. Classroom Management
3.1. What are the routine activities?

3.2. How many interruptions were there during the class period? For what? By
whom?

3.3. How did the teacher manage classroom procedures (i.e. management of
instructional groups, transitions, and materials and supplies etc.)?

3.4. How did the teacher maintain discipline/manage student behavior? (e.g.
expectations are being implemented)

3.5. What classroom management problems were evident?

3.6. How does the teacher deal with the management problems?

3.7. Are all students treated equally? Is sexist or racist language used?
GUIDE QUESTION::
What best practices did you gather from your classroom observations?

GUIDE QUESTION::
In terms of your style of classroom management, what did you find out about yourself
today?

GUIDE QUESTION::
What did you commit to change about your classroom’s physical space to better
represent about teaching and learning?
 REALIZATIONS THROUGH
REFLECTIONS
Complete the diagram below on your realizations on classroom equipment.
CONFIRMATION OF PASSION

PROFESSIONAL READINGS
Find professional readings about classroom and learner management. Based on your
readings, answer the guide questions.

Title of Article:

Author:

Reference:

GUIDE QUESTION::
Why is classroom management important?

GUIDE QUESTION::
Why should classroom and learner management be based on research?

GUIDE QUESTION::
What is Positive Behavioral Interventions and Supports (PBIS)?
HABITUATE TO PERPETUATE

YOUR TURN!
Based on your classroom demonstration, how did you facilitate effective classroom
strategies? Describe your experience and post an evidence in the space provided.

EXPERIENCE

EVIDENCE
 DOMAIN 3
DIVERSITY OF LEARNERS

The most important stakeholders of the teaching-learning process are the

students because the whole process should be centered around them. Therefore,
it is imperative that teachers should know their students. In today’s education
setting, inclusivity is a buzzword. The school and the teachers should strive to
ensure that ‘no children should be left behind’. Hence, the PPST stresses the need
for teachers to exhibit the competencies on catering and responding to the needs
of the learners. Such competencies are described in Domain 3—Diversity of
Learners.
Specifically, the Domain 3 aims to develop among teachers’ competency to:
1. Demonstrate knowledge and understanding of differentiated teaching to
suit the learners’ gender, needs, strengths, interests and experiences.
2. Implement teaching strategies that are responsive to the learners’
linguistic, cultural, socio-economic and religious backgrounds.
3. Use strategies responsive to learners with disabilities, giftedness and
talents.
4. Demonstrate understanding of the special educational needs of learners
in difficult circumstances, including: geographic isolation; chronic illness;
displacement due to armed conflict, urban resettlement or disasters; child
abuse and child labor practices.
 LESSON 1
NERS’ GENDER, NEEDS, STRENGTHS, INTERESTS AND EXPERIENCES IN DIFFICULT CIRCUMSTAN

The role of the teachers requires them to be knowledgeable not only of the content of
their subject matter but also other essential information such as relevant details about
their diverse learners. The domain that covers this lesson emphasizes the central role of
teachers to establish learning environments that are responsive to the diversity of
learners. Knowing and understanding the diverse background of learners is pertinent
to the design and planning of learning opportunities that teachers do.
Diversity is celebrated and is considered to play an important role in the success of every
learning activity. Recognizing diversity of learners will help lead teachers to differentiate
teaching and learning activities that will ensure the production of productive citizens
contributing to national growth and in turn the global village.
Specifically, this lesson aims to make the pre-service teachers:
1. Describe learners’ gender, needs, strengths, interests, and experience;
2. Determine the context of their learners in difficult situations; and
3. Reflect on the diversity of their learners based on their gender, needs,
strengths, interests and their situation.

COMPETENCY INDICATOR

At the end of the session, the practice teachers (PTs) will be able to:
Demonstrate knowledge and understanding of differentiated teaching to suit the learners’ gender, needs, st
TRIGGER THE DESIRE FOR TEACHING & LEARNING

A TEACHERS’ STORY IN TEACHING INDIGENOUS PEOPLE

Directions:
1. Go to the link below and read the article entitled: Indigenous people’s education
during COVID-19: An environmentalists’ perspective
https://arete.ateneo.edu/connect/indigenous-peoples-education-during-covid-19-an-envir
onmentalists-perspective

GUIDE QUESTION::
What were the notable experiences of the teachers?

GUIDE QUESTION::
What struggles did the teacher describe?

GUIDE QUESTION::
Why do you think that teachers should address the challenges described?
OBSERVATION FOR CLARIFICATION

Directions:
1. Study the observation guide for diversity of learners. Be familiar with the areas and
statements you will need to consider in taking notes of your observations.
2. Your supervisor will facilitate any of the following activities for appreciation of the
diversity of learners:
a. Actual online synchronous lesson;
b. Video clip of a class showcasing diversity of learners; and
c. Allow you to interview teachers on how they address diversity of learners that
are not observable in the video and online classroom observation.
3. During the session, you are expected to take notes related to how the following factors
contributing to the learners’ diversity are addressed in class:
a. Gender
b. Needs
c. Strengths
d. Interests
e. Experiences
f. Difficulties
4. Use the template that follows to take note of your observations. Answer the guide
questions that follow.

Observation Guide for Diversity of Learners

Instructions: Consider the video clip you have seen or class observation/s you had and the
interview you have conducted. Read the following statements and evaluate if they are
evident in the classes. If the statements are evident in the classes you have seen or as
attested by the teacher you have interviewed, put a tick mark (/) on the appropriate column.
Provide additional details of observations you have noted.

Table 1. Observation Guide for Diversity of Learners

Statement Evident
(/)

Teaching Learning Process

1. The teacher effectively uses a variety of teaching methods that meet different
learning styles.

2. The learner assessment is fair and does not discriminate against any learner.

3. The language used by the teacher is non-discriminatory, inclusive and

appropriate.
 Statement Evident
(/)

Teaching Learning Process

4. Discussion and comments within the learning environment are managed to

ensure learner language is appropriate, inclusive and non-discriminatory.

5. The class is well-managed to ensure a safe learning environment.

6. Materials and topics are sensitively presented.

7. Resources utilized are accessible (easy to read, visual/symbols, auditory, large

print, etc.)

8. Provision is given to help learners access information needing additional

resources.

Classroom Interactions

1. Discriminatory behavior is always dealt with in accordance with the

provider’s disciplinary and harassment policy and charter

2. Learners treat each other with respect, and listen to one another’s views, even
if they do not agree with them. Learners respect the teacher.

3. The teacher addresses the needs of individual learners, for example the
potential isolation of a learner who is the only male or female in the group, or
requests to observe religious practices or holidays

4. Discussion and small group work ensures that a range of views are
represented and cliques do not develop.

5. Learners are encouraged to work with others with differing abilities and
from different backgrounds.

6. Alternative approaches are naturally considered when group activities

present communication difficulties who find social interaction difficult

7. The lesson plan gives evidence of how the teacher and learning support staff
have liaised together. Learning support staff are allocated and deployed to
meet student’s needs.

8. Behavior of all students is fairly and consistently managed always taking into
account the severity/level of their disability

Statement Evident
(/)
9. Respect is shown for religious beliefs and practices, for example appropriate
break times are given during Ramadan

Teacher Qualities and Disposition

1. The teacher role models and champions good equality and diversity practice,
for example modelling language and behaviour that promotes inclusivity and
respect for others

2. Prejudiced or inappropriate language, views or behaviour are always

appropriately challenged to promote understanding and bring about
behavioural change

3. In their behaviour, teachers, encourage harmonious relationships between

different groups of learners

4. No assumptions are ever made about students, for example the assumption
that students are white, middle class, English speaking, non-disabled, living in a
house owned by two biological heterosexual parents with internet access,
broadband and PC’s

5. The teacher creates an atmosphere of mutual trust where each learner feels
valued regardless of background, identity or personal circumstances

6. The teacher sets high expectations for all students.

7. The teacher is confident in talking about equality and diversity and tackling
equality and diversity issues

Note: Items adapted from: http://equalityanddiversity.net/docs/observation-of-teaching-and-learning-2014.pdf

REALIZATIONS THROUGH REFLECTIONS

Analyze the data you have gathered in the Observation activities that you have done.
Reflect on the data that you have gathered and answer the questions that follow.

What are the common evidence of teachers’ conscious efforts to ensure that diversity
of learners is properly addressed?

What are the effective ways to ensure that diversity of learners will be properly
addressed?

Should teachers always be able to effectively address concerns on diversity of learners?

What are their common difficulties/challenges?

In your future practice, how do you see yourself ensuring that diversity of learners will be
properly dealt?
CONFIRMATION OF PASSION

Consider the following pictures and illustrations depicting diversity of learners. Accomplish
the second and third column by: 1) Describing the diversity of learners shown (column 2) and
2) Identifying the issues and concerns related to the picture (column 3). Answer the guide
questions that follow.

Description Diversity issues and concerns

https://www.gettingsmart.com/2017/02/3-vis
ions-truly-inclusive-education/

Bangketa Eskwela: UE student sets up

foundation to teach street kids
(rappler.com)

The remarkably different answers

men and women give when asked
who’s the smartest in the class - The
Washington Post

Non-disabled and disabled students

(in this case a boy in a wheel Stock
Photo - Alamy
GUIDE QUESTION::
What are the common factors that you have identified that differentiate a learner from
another?

GUIDE QUESTION::
What issues have you identified based on the given pictures?

GUIDE QUESTION::
As a future teacher, how would you address these issues?
HABITUATE TO PERPETUATE

IN YOUR OWN EXPERIENCE

Recall your encounter with children and site a specific challenge that you have
experienced. How did you manage the said challenge? Post an evidence of the said
experience (if there is).

EXPERIENCE

EVIDENCE
 LESSON 2
RSITY OF LEARNERS: MAKING CLASSROOMS INCLUSIVE AND RESPONSIVE TO LEARNER DIVE

Teachers are expected to understand that learning environments must be

responsive of learners’ diversity. These diverse characteristics and experiences of
learners become inputs to an effective planning and development of learning
opportunities. Diversity is shown in different constructs such as culture, religion,
socio-economic status, ethno-linguistic background, disability, and giftedness.
Hence, the celebration of learner diversity is shown through inclusivity in
classrooms, which presupposes a purposeful design, teaching, and assessment that
is engaging, meaningful, and accessible to all.
In this lesson, you will explore the tenets of diversity and inclusive teaching that
will foster success of learners with various linguistic, cultural, socio-economic, and
religious backgrounds; disabilities, giftedness, and talents; and learners from
indigenous groups.
Specifically, this lesson aims to make the pre-service teachers:
1. Implement teaching strategies that are responsive to the learner’s
linguistic, cultural, socio-economic and religious backgrounds and;
2. Use strategies that are responsive to learners with disabilities,
giftedness and talents

COMPETENCY INDICATOR

At the end of the session, the practice teachers (PTs) will be able to:
Demonstrateknowledgeofteachingstrategiesthatare inclusive of learners from indigenous groups.
 TRIGGER THE DESIRE FOR
TEACHING & LEARNING

SOCIAL IDENTITY WHEEL

To understand diversity, one must be keen on identifying social identities and reflect on
the various ways these identities become visible or more keenly felt at different times, and
how these identities impact the ways others perceive and treat them. By doing so, as
teachers, we are able to translate these in our classroom to become more inclusive.
In this activity, you are to accomplish your own identity wheel and become aware of your
own social identities (e.g. race, gender, sex, ability, disability, sexual orientation, etc.) and
further categorize these identities based on which matter most in your own perception and
which matter most in others’ perception.

Directions:
1. Accomplish your own Social Identity Wheel by using the image below. The chart
below features a circle that is separated into 11 sections. Each section is labeled:
(starting at the top and moving clockwise around the circle) ethnicity;
socio-economic status; gender; sex; sexual orientation; national origin; first
language; physical, emotional, developmental (dis)ability; age; religious or spiritual
affiliation; race.

2. After answering all of the 11 sections, identify the following prompts by putting the
corresponding number beside the social identifier section. These prompts are in the
center of the circle: (1) Identities you think about most often; (2) Identities you think
about least often; (3) Your own identities you would like to know more about; (4)
Identities that have the strongest effect on how you perceive yourself; (5) Identities
that have the greatest effect on how others perceive you.

Note: You can download the pdf version of the Social Identity Wheel at
https://sites.lsa.umich.edu/inclusive-teaching/wp-content/uploads/sites/732/2020/07/Social-I
dentity-WheelDefinitions.pdf

3. Accomplishment of activity may be done electronically/online or you can print the

image and have your answers handwritten.
SOCIAL IDENTITY WHEEL
SPECTRUM ACTIVITY FOR THE SOCIAL IDENTITY WHEEL
After accomplishing you Social Identity Wheel, answer the following questions for
discussions. These questions will guide you on how critical social identities are and how
these are more or less keenly felt in different social contexts. You can write your answers
on the space provided below each question.

1. What part of your identity do you think people first notice about you?

2. What part of your identity are you most proud of?

3. What part of your identity did you struggle the most with growing up?

4. For what part of your identity do you feel you receive privilege for most often?

5. For what part of your identity do you feel you face oppression for most often?

6. What part of your identity do you see having the most effect on your interactions
with students?

7. What part of students’ identities do you most often see effecting their interactions
with you?
 OBSERVATION FOR CLARIFICATION

HOW PRIVILEGE IMPACTS LEARNER DIVERSITY

AND INCLUSIVITY IN THE CLASSROOM
In the previous activity, the Social Identity Wheel, you may have noticed that our own
identities are a double-edged sword when it comes to understanding diversity. Oftentimes,
these identities are a privilege that we use as a gateway to have access in the teaching and
learning process. In order to design effective strategies that are responsive to learners’
diversity and incorporating inclusion in the classroom, understanding privilege is essential.
The LSA Inclusive Teaching Initiative of the University of Michigan identified ways on how our
privilege may impact us and how instructor or teacher privilege impact students.

A. Some ways that your privilege may impact you:

● If your students read you as white, gender-conforming, male, able-bodied, and
affluent, they likely perceive you as a person of intelligence and authority, which
may benefit you in student course evaluations and the ways your students engage
with you in class.
● If you experience privilege, you can assume that many of your students, if not most,
likely share your identity and privilege, and that they won’t be biased against you.
● If you do not experience disabilities or language barriers, you are likely better able to
meet the expectations of workload and grading turn-around than some of your
colleagues who lack those kinds of privilege.
● If you experience privilege, the standard canon for your field of study is likely written
by people who share your identity or identities. And you can teach that canon
without students or peers suggesting that your course is political or overly topical.

B. Some ways instructor privilege may impact students who don’t share that
privilege:
● Students who don’t experience privilege may worry that their instructor and peers
are biased against them and their worldview.
● If a student’s identity is not well represented in the syllabus or shared among their
peers, they may fear that their experiences, interests, and perspectives will be treated
as marginal, off topic, or overly political. And they may worry that they will be asked to
speak for their entire social group (for example, that they may be called on to provide
“the Muslim perspective” or have their experience objectified as a “teachable
moment” or “inspirational story”).
● Students may worry that they can’t depend on the instructor to identify harmful
comments or behavior in the classroom and that you may not support them if they
call-out those harmful comments and behavior themselves.
 ● If a student has language barriers (such as from speaking English as a secondary
language, having a disability that impacts their processing of written or spoken
language, or having grown up speaking a dialect of English that is not commonly
valued in the college classroom), they may be concerned that the instructor and
their peers will think that they are underprepared for the course or that the
instructor might not take those obstacles into account when they evaluate their
work.
● If a student requires an accommodation in order to manage the course
requirements, they may fear that the instructor will doubt the validity of their needs,
demand documentation that they don’t have, judge them adversely for needing
an accommodation, or express other resistances to providing an accommodation
that the student will have to defend against.

Directions:
1. Study the observation guide for diversity of learners. Be familiar with the areas and
statements you will need to consider in taking notes of your observations.
2. Your supervisor will facilitate any of the following activities for appreciation of the
diversity of learners:
a. Actual online synchronous lesson;
b. Video clip of a class showcasing diversity of learners; and
c. Allow you to interview teachers on how they address diversity of learners that
are not observable in the video and online classroom observation.
3. During the session, you are expected to take notes related to how the following factors
contributing to the learners’ diversity are addressed in class:
a. Culture
b. Religion
c. socio-economic status
d. ethno-linguistic background
e. Disability
f. giftedness/talent
4. Use the Observation Checklist template from Domain 3 Lesson 1 to take note of
your observations.
Observation Guide for Diversity of Learners

Instructions: Consider the video clip you have seen or class observation/s you had and the
interview you have conducted. Read the following statements and evaluate if they are
evident in the classes. If the statements are evident in the classes you have seen or as
attested by the teacher you have interviewed, put a tick mark (/) on the appropriate column.
Provide additional details of observations you have noted.

Table 1. Observation Guide for Diversity of Learners

Statement Evident
(/)

Teaching Learning Process

1. The teacher effectively uses a variety of teaching methods that meet different
learning styles.

2. The learner assessment is fair and does not discriminate against any learner.

3. The language used by the teacher is non-discriminatory, inclusive and

appropriate.

4. Discussion and comments within the learning environment are managed to

ensure learner language is appropriate, inclusive and non-discriminatory.

5. The class is well-managed to ensure a safe learning environment.

6. Materials and topics are sensitively presented.

7. Resources utilized are accessible (easy to read, visual/symbols, auditory, large

print, etc.)

8. Provision is given to help learners access information needing additional

resources.

Classroom Interactions

1. Discriminatory behavior is always dealt with in accordance with the provider’s

disciplinary and harassment policy and charter

2. Learners treat each other with respect, and listen to one another’s views, even if
they do not agree with them. Learners respect the teacher.
 Statement Evident
(/)

Classroom Interactions

3. The teacher addresses the needs of individual learners, for example the
potential isolation of a learner who is the only male or female in the group, or
requests to observe religious practices or holidays

4. Discussion and small group work ensures that a range of views are
represented and cliques do not develop.

5. Learners are encouraged to work with others with differing abilities and
from different backgrounds.

6. Alternative approaches are naturally considered when group activities

present communication difficulties who find social interaction difficult

7. The lesson plan gives evidence of how the teacher and learning support staff
have liaised together. Learning support staff are allocated and deployed to
meet student’s needs.

8. Behavior of all students is fairly and consistently managed always taking into
account the severity/level of their disability

9. Respect is shown for religious beliefs and practices, for example appropriate
break times are given during Ramadan

Teacher Qualities and Disposition

1. The teacher role models and champions good equality and diversity practice,
for example modelling language and behaviour that promotes inclusivity and
respect for others

2. Prejudiced or inappropriate language, views or behaviour are always

appropriately challenged to promote understanding and bring about
behavioural change

3. In their behaviour, teachers, encourage harmonious relationships between

different groups of learners

4. No assumptions are ever made about students, for example the assumption
that students are white, middle class, English speaking, non-disabled, living in a
house owned by two biological heterosexual parents with internet access,
broadband and PC’s
 Statement Evident
(/)

5. The teacher creates an atmosphere of mutual trust where each learner

feels valued regardless of background, identity or personal circumstances

6. The teacher sets high expectations for all students.

7. The teacher is confident in talking about equality and diversity and tackling
equality and diversity issues

Note: Items adapted from: http://equalityanddiversity.net/docs/observation-of-teaching-and-learning-2014.pdf

REALIZATIONS THROUGH REFLECTIONS

Analyze your accomplished observation checklist. Reflect on the data that you have
gathered by answering these probing questions based on the identified practices for
meeting learners’ diversity.

Practice How did the How do I What can I do to

teacher demonstrate this better implement
demonstrate practice in my these practices with
this practice? own class? fidelity?

Models, encourages, and

practices respect for
diversity in background,
identity, preferences, and
all other areas.

Creates an environment
that is safe and respectful
of all cultures and
backgrounds

Supports and encourages

a diverse learning
community engaged in
common interests or
activities

Considers students’
diverse backgrounds,
identities, strengths, and
challenges during lesson
planning, instruction,
assessment, and
classroom management

Involves all participants in

whole-class discussions in
a supportive,
encouraging way,
allowing students to
“take a pass” or to
“recover” as necessary
 Practice How did the How do I What can I do to
teacher demonstrate this better implement
demonstrate practice in my these practices with
this practice? own class? fidelity?

When appropriate,
invites students to share
unique experiences,
backgrounds, and
histories and models
active listening and
positive,
responsive questioning,
commenting, and giving
and receiving feedback

Varies the social

demands required for
learning or performance
depending on student
comfort level.
Massachusetts Department of Elementary and Secondary Education (2020). The Educator Effectiveness Guidebook for Inclusive Practice. Retrieved from:
https://www.doe.mass.edu/edeval/guidebook/2a-rubric.pdf

CONFIRMATION OF PASSION

EQUITY PRACTICE SPACES USING TEACHER MOMENTS

Addressing learners’ diversity can be a bit tough as a task but by being aware of these
differences, it opens up a new perspective in designing and implementing responsive
teaching strategies.
At this point, you are now, at least, ready to apply these diversity and inclusion practices in
a scenario. You will be involved in an interactive case study that threads in creating
inclusiveness and belonging in the classroom.

Directions: You will be needing a computer or smartphone with internet connection for
this activity
1. Go to the website: https://teachermoments.teachingsystemslab.org/equity?web
2. Once the web page is loaded, scroll down to the “Field-tested practice spaces” and
click “Gendered or racialized student comments”
3. Read carefully the scenarios presented in the case and respond accordingly based
on your understanding of learner diversity and personal judgment.
 GUIDE QUESTION::
How might you handle such a moment? How can you take advantage of it as an
opportunity to advance student learning?

General ideas to consider:

● Think ahead about how you might handle difficult classroom dynamics — and what
aspects of your course content might produce them.
● If tensions arise, do acknowledge them, in the moment or later.
● Be flexible with your plans: if students are intensely attuned to an issue, let it have
the time and attention it needs. Use the intensity to facilitate students’ learning.
Adapted for use by The Center for Research on Language and Teaching, University of Michigan.
Resource hosted by LSA Inclusive Teaching Initiative, University of Michigan (http://sites.lsa.umich.edu/inclusive-teaching/).

HABITUATE TO PERPETUATE

INVENTORY OF INCLUSIVE TEACHING STRATEGIES

Applying knowledge on learner diversity and inclusion requires certain level of
understanding, paradigm shift, and proficiency. To help you use, implement, and
demonstrate necessary skills that will celebrate a learners’ diverse background, reflect and
annotate these inclusive teaching strategies in every lesson planning and implementation
you do. Let this be your guide to remind you that every time you teach, there will always
be an opportunity to celebrate and embrace diversity.

Inclusive Teaching Strategies Inventory Resource

Do you or would you use the following strategies?
✓= I use this in my teaching
~ = I sort of use this in my
teaching X = I do not use this in
my teaching
✩ = I would like to try this, though I may need more information or resources
Inventory of Inclusive Teaching Strategies. Adapted for use by The Center for Research on Language and Teaching, University of Michigan. Some content adapted from
Linse & Weinstein, Shreyer Institute for Teaching Excellence, Penn State, 2015.
Resource hosted by LSA Inclusive Teaching Initiative, University of Michigan (http://sites.lsa.umich.edu/inclusive-teaching/).
 Instructor-Student Interactions
● Learn and use students’ names — what they choose to be called and how they
pronounce it.
○ Clarify how you want students to address you, especially if you teach students
from a range of educational and cultural backgrounds.
○ Distribute a student background questionnaire early in the term to learn
about students’ experience with the course topics, educational background,
professional ambitions, general interests, etc.
○ Encourage students to visit office hours, and use that time to ask about their
experiences with course topics as well as their interests outside the class.

● Communicate high expectations and your belief that all students can succeed.
○ Allow for productive risk and failure. Make it known that struggle and
challenge are important parts of the learning process, not signs of student
deficiency.
○ Seek multiple answers or perspectives to questions.
○ Avoid making generalizations about student experiences.
○ Avoid making jokes at students’ expense.
○ Refrain from asking individual students to speak for a social identity group.
○ Communicate concern for students’ well-being, and share information about
campus resources.
○ Communicate in writing and person your goal of making learning equally
accessible to all students. Welcome requests for documented
accommodations as a chance to include everyone more fully in learning.

● Carefully frame objectives when raising potentially sensitive or uncomfortable topics.

○ Model productive disagreement, showing how to critique a statement or idea
rather than the speaker.

● Stop or intervene in a discussion if comments become disparaging or devalue other

students’ experiences.

● Avoid giving verbal instructions without a written corollary. (Multiple modes can be
helpful to students with processing disabilities as well as non-native English
speakers.)

● Allow ample time for any in-class activities that require substantial reading, and
provide guidance that reflects the fact that processing times will vary (e.g., how to
approach the task given you may not finish reading, or what to do if you do finish it
before the time is up).
Elicit formative feedback from students about their learning experiences in the course (e.g. facilitated Mid-Semester Feedback session or

Ask a trusted colleague or CRLT consultant to observe your class and collect data about how you include or interact with different stu
Student-Student Interactions
● Encourage students to learn and use one another’s names.
● Use icebreakers regularly so students can learn about one another.
● Establish guidelines, ground rules, or community agreements for class participation.
● In class, have students work in pairs, triads, or small groups.
● Have students write and share about how their background can contribute to a
particular class activity.
● For long-term teams, structure check-ins and opportunities for peer feedback about
group process.
● On the syllabus, identify collaboration or perspective-taking as skills students will
build in the course.
● In class, explain the value of collaboration for learning. Speak of students’ diverse
perspectives as an asset.
● Provide students opportunities to reflect on what they learned through collaborative
activities (formal or informal).
● Deliberately assign students to small, heterogeneous groups that do not isolate
underrepresented students.
● Set up study groups that deliberately group students with different strengths.
● Have students complete a self-assessment inventory and discuss with peers.
● Have students complete low-stakes small group activities that help them see and
value the contributions of others.
● Establish ways for students to intervene if they feel a certain perspective is being
undervalued or not acknowledged.

Content
● Choose readings that deliberately reflect the diversity of contributors to the field.
● Use visuals that do not reinforce stereotypes but do include diverse people or
perspectives.
● Use diverse examples to illustrate concepts, drawing upon a range of domains of
information.
● Avoid references that are likely to be unfamiliar to some students based on their
backgrounds (e.g., citing American pop culture from ‘when you were in high school’
in a class with many international students).
● Emphasize the range of identities and backgrounds of experts who have contributed
to a given field.
● Use varied names and socio-cultural contexts in test questions, assignments, and
case studies.
● Teach the conflicts of the field to incorporate diverse perspectives.
● Deliberately choose course materials with a range of student physical abilities in
mind.
● Deliberately choose course materials with students’ range of financial resources in
mind.
● Analyze the content of your examples, analogies, and humor; too narrow a perspective
may alienate students with different views or background knowledge.
● Include authors’ full names, not just initials, in citations. (This can help emphasize
gender diversity or unsettle assumptions about authorship).
Instructional Practices
● Assess students’ prior knowledge about your field and topics so that you can
accurately align instruction with their needs.
● Help students connect their prior knowledge to new learning (e.g., before
introducing a new topic ask students individually to reflect on what they already
know about the topic).
● Invite students to identify examples that illustrate course concepts.
● Use a variety of teaching methods and modalities (verbal, visual, interactive, didactic,
etc.) rather than relying on one mode of engagement.
● Ask students for concrete observations about content (e.g., a reading, image, set of
data) before moving to analytical questions. (This can give everyone a common
starting point and model analytical processes you want to teach).
● Use a pace that lets students take notes during lecture.
● Clarify the expectations and grading scheme for each assignment.
● Create time in class for students to discuss and ask questions about assignments or
assignment expectations.
● Emphasize the larger purpose or value of the material you are studying.
● Structure discussions to include a range of voices: e.g., take a queue, ask to hear
from those who have not spoken, think-pair-share activities.
● Use brief in-class writing activities to get feedback on what students are learning
and thinking
● Use blind grading methods, when appropriate.
 DOMAIN 4
CURRICULUM AND PLANNING

Domain 4 addresses teachers’ knowledge of and interaction with the national

and local curriculum requirements. This Domain encompasses their ability to
translate curriculum content into learning activities that are relevant to learners
and based on the principles of effective teaching and learning. It expects teachers
to apply their professional knowledge to plan and design, individually or in
collaboration with colleagues, well-structured and sequenced lessons. These
lesson sequences and associated learning programs should be contextually
relevant, responsive to learners’ needs and incorporate a range of teaching and
learning resources. The Domain expects teachers to communicate learning goals to
support learner participation, understanding and achievement.
Specifically, the Domain on Curriculum and Planning envisions beginning
teachers to possess the following competencies:
1. Prepare developmentally sequenced teaching and learning process to
meet curriculum requirements.
2. Identify learning outcomes that are aligned with learning competencies.
3. Demonstrate knowledge in the implementation of relevant and
responsive learning programs.
4. Seek advice concerning strategies that can enrich teaching practice.
5. Show skills in the selection, development and use of a variety of teaching
and learning resources, including ICT, to address learning goals.
 LESSON 1
PLANNING AND MANAGEMENT OF TEACHING AND LEARNING PROCESS

Planning is crucial for effective teaching and learning process. It is inevitable that teachers
should be skilled in preparing activities that are aligned with the curricular requirements.
More importantly, teachers need to prepare how to execute the plan in the classroom.
In this lesson, the pre-service teachers are expected to:
1. Describe the importance of lesson planning
2. Determine effective strategies for effective lesson planning

COMPETENCY INDICATOR

At the end of the session, the practice teachers (PTs) will be able to:
Prepare developmentally sequenced teaching and learning process to meet curriculum requirements.

Study the quotation below and answer the guide question that follow.

TRIGGER THE DESIRE FOR TEACHING & LEARNING

GUIDE QUESTION::
What does the quotation mean to your classroom prepa
OBSERVATION FOR CLARIFICATION

LESSON PLAN ANALYSIS

Directions:
1.Identify a teacher (public/private) and ask for a copy of their lesson plan.
2. Attach a copy of the said lesson plan here.
3. Study the lesson plan and complete the checklist that follows.

*Attach Copy Here

Does the Learning Objective…

1. clearly state what you expect students will be able to do by the end of
the instructional unit?

2. reflect the level of learning that you want to see?

3. express what the learners will do (rather than what you, as the teacher, will
do)?

4. explain to learners what “good” looks like?

Does the lesson plan…

1. list the materials needed for its implementation?

2. cites references that were used?

Do the content input strategies…

1. clearly convey the teaching points to learners

2. cover what students need to know to successfully achieve the objectives?

Does the Review and Motivation activities…

1. create relevance and interest in the topic/subject of instruction?

2. generate interest and focus in the learners?

3. make links between previous instruction and the current focus of learning?

4. draw on what learners are aware of and what they already know about the
topic?

Do the learning activities…

 1. provide learners with supportive, step by step opportunities to learn and
practice using the content to achieve the objectives?

2. reinforce the learning necessary to achieve the objectives?

3. allow students to learn in a safe environment?

4. provide learners with supportive, step by step opportunities to learn and

practice using the content to achieve the objectives?

Do the review and formative assessment…

1. provide feedback to both the teacher and the students on the learning that
has occurred?

2. measure achievement of the objectives?

3. focus students on the learning that they will be responsible

for demonstrating?

4. reinforce the key elements of learning?

Does the closing…

1. show students explicitly how evaluation aligns with the objectives and
teaching/learning activities?

2. link learning to course outcomes and summative evaluations?

GUIDE QUESTION::
What features of the lesson plan do you find notable?

GUIDE QUESTION::
How do you think can the plan be improved?
REALIZATIONS THROUGH REFLECTIONS

REFLECTION PAPER
Directions:
1. Go over with the two previous activities, gather your thoughts and reflect the practices
that you have in mind and the learnings you have acquired from the observation.
2. Write a reflection paper that relates to planning and management of the teaching
and learning process.
3. Provided below is the scoring rubric for you to be guided in crafting your output.

Criteria Advanced Proficient Developing Beginning Rate

4 3 2 1

Content Satisfies Satisfies Satisfies only Satisfies only

a. Describes an effective seven-eigh only three-four one or two
planning and t indicators five-six indicators indicator/s
management in the indicators
teaching-learning
b. Presents classroom
management techniques
while teaching
c. Indicates appropriate
instructional strategies
d. Identifies the
appropriate learning
experiences given in the
new normal
e. Discusses the
importance of lesson
planning
f. Presents coherent ideas
g. Has a good reflection
on planning and
management
h. Exhibits originality of
answers
 Criteria Advanced Proficient Developing Beginning Rate
4 3 2 1

Conventions Satisfies Satisfies Satisfies only Satisfies only

a. Uses correct and six-seven only three one or two
appropriate words indicators four-five indicators indicator/s
b. Uses correct sentence indicators
construction and
grammar
c. Exhibits correct
spelling
d. Properly uses
punctuation marks
e. Uses proper indentions
f. Uses proper
capitalizations
g. Properly cites articles
and/or researches

Promptness Submits Submits Submits Submits

output 2-3 output on output one output 2-3
days before time day after the days after the
the deadline deadline
deadline

Total
CONFIRMATION OF PASSION

MOVIE REVIEW AND ANALYSIS

Directions:
1. You have already validated the practices you have in mind that was transpired in
your checklist through the actual observation in synchronous teaching facilitated by
SI/SP.
2. You are now ready to strengthen your learning through a movie analysis.
3. Watch the movie entitled, “Like stars on Earth, every child is special.”
4. Make an analysis of the movie by identifying the various areas concerning planning
and management of the teaching and learning process.
5. Your output must consist of introduction, body and conclusion.
HABITUATE TO PERPETUATE

LESSON PLANNING
Directions:
1. You are now about to complete this module. As you end, you will plan your first ever
actual teaching by writing your lesson plan in your preferred topic.
2. You will create two lesson plans with the same topic using two formats: MEDIA
model used by ITL and Daily Learning Plan (DLP) used by public schools.
3. Ensure that you incorporate the principles of curriculum and planning in writing your
lesson plan.
4. Have your lesson plan checked by your respective SI/SP.
5. Post a copy of your corrected lesson plan in this section.
 LESSON 2
ALIGNING LEARNING OUTCOMES WITH LEARNING COMPETENCIES

Aligning learning outcomes with the learning competencies is one of the most crucial
components of the lesson planning process and, as much of teaching, aligning is
sophisticated work. Learning outcomes specify teaching intent, that is, what your students
should be able to do the following instructions. They tell you and your students where you
are going. Educators often refer to learning outcome as a specific statement (objective)
that describes exactly what a student will be able to do in some measurable way (Hartel
and Foegeding, 2004). Outcomes answer questions such as:
● By the end of a program of study, what do you want students to be able to do?
● How can your students demonstrate the knowledge the program intended them to
learn?
There may be more than one measurable outcome defined for a given competency.
With practice, this module should lead you to your mastery in writing learning outcomes.
Specifically, the following are the objectives in this module:
● Determine what learning outcomes are and how they can be used to design a lesson
plan and assess student learning.
● Apply the theory of constructive alignment that underlies the outcomes model of
learning.

COMPETENCY INDICATOR

At the end of the session, the practice teachers (PTs) will be able to:
Identify learning outcomes that are aligned with learning competencies.
TRIGGER THE DESIRE FOR TEACHING & LEARNING

Directions:
FRAYER MODEL
1. Complete the four-square organizer for the following key concepts: Competency and
Learning outcome.
2. Share your conclusions with the entire class. Use these presentations to review the
entire list of key concepts.

Definition Characteristics

Competencies

Examples Non-Examples

Definition Characteristics

Competencies

Examples Non-Examples
 GUIDE QUESTION::
What is the difference between Competencies and Learning Outcomes?

OBSERVATION FOR CLARIFICATION

A. Review the sample lesson plan you have secured from a teacher in Lesson 1. Using the
matrix given below, analyse the sample you secured and give your comments and
suggestions.

Components Comments

Title of the Lesson Plan/Topic

Competencies (MELCS)

Intended Learning
Outcomes/Objectives

Instructional strategies

Assessments

GUIDE QUESTION::
Are the objectives composed of only learning outcomes and not learning activities?
Explain.

GUIDE QUESTION::
Are the learning outcomes stated in overt observable terms? Explain.
 GUIDE QUESTION::
Are the learning outcomes aligned with the curriculum competencies? Explain.

GUIDE QUESTION::
Are the learning outcomes able to cover meaningful content, skills, and/or dispositions?

REALIZATIONS THROUGH REFLECTIONS

Analyse the observation that you have accomplished in the previous activity and complete
the diagram that follows.
CONFIRMATION OF PASSION

PROFESSIONAL READING
Find professional readings about learning outcomes alignment. Based on your readings,
answer the guide questions.

Title:

Author(s):

Reference:

GUIDE QUESTION::
Why should learning outcomes and learning competencies be aligned?

GUIDE QUESTION::
What do well-aligned learning outcomes look like?
HABITUATE TO PERPETUATE

CREATING OBJECTIVES
Use the “Objective Builder” created by the University of Central Florida. Objective builder
provides a step-by-step process for the creation of measurable learning outcomes/objectives
in the cognitive, affective, or psychomotor domains. So here is the challenge. Take the
competencies (MELCS) and use the Objective Builder to create objectives for your classroom.

Competency Learning Outcomes/Objectives

GUIDE QUESTION::
What are the components of well-constructed learning objectives? Explain each.

GUIDE QUESTION::
How do you make a meaningful connection between the competencies and learning
outcomes?
GUIDE QUESTION::
In terms of constructing a learning outcome, what did you find out about yourself
today?

GUIDE QUESTION::
What did you commit to change about constructing a learning outcome to better assess
the learners?
 LESSON 3
PROFESSIONAL COLLABORATION TO ENRICH TEACHING PRACTICE

Teaching in the four corners of the room is not enough. Teachers should go out and be
able to experience professional collaboration to enrich teaching practice. Collaborating
teachers can transform learning of the students.
What are these professional collaboration? How would these help develop the
teaching practice of a teacher? How a teacher would set professional collaboration?
Specifically, the following are the objectives in this lesson:
1. Determine different professional collaboration that would help the teacher
enrich teaching practice.
2. Reflect on the different professional collaboration for professional growth.

COMPETENCY INDICATOR

At the end of the session, the practice teachers (PTs) will be able to:
Seek advice concerning strategies that can enrich teaching practice.

TRIGGER THE DESIRE FOR TEACHING & LEARNING

Write your ideas about the word COLLABORATION.

GUIDE QUESTION::
In one sentence, how will you now define the word collaboration?

COLLABORATION
OBSERVATION FOR CLARIFICATION

Read the following articles about teacher collaboration.

Teacher Collaboration
Strong collaboration and collaborative cultures develop over time and require
commitment to the process. While the benefits are clear, genuine collaboration is
complex.
Patience in the moment and anticipation for the outcome can lead to deep teacher
learning that translates into tangible student achievement.
What will it take to maximize organizational models for productive teacher collaboration
in your school? School leaders—principals and teachers—need to work together and commit
to a collaborative culture. They need to ensure dedicated time for the organizational model
within the school day.
Common planning time, professional learning communities, and critical friends groups
each require regular, dedicated time for teachers to collaborate. With time, teachers can
develop authentic collaborative communities in which they address common issues, shared
goals or school-wide initiatives; engage in mutually beneficial endeavours using communal
resources; and advance their skills, knowledge, and dispositions related to student learning.
Retrieved from:
https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/4
46/Building-Teacher-Collaboration-School-wide.aspx

GUIDE QUESTION::
What is teacher collaboration?

GUIDE QUESTION::
Why is collaborative planning important to teachers?

GUIDE QUESTION::
What do you think is the most effective strategy for teacher collaboration?
Article 2:
Teacher Collaboration: How to Approach It In 2020
Teacher collaboration occurs when members of a learning community work together to
increase student learning and achievement. If our ultimate destination as educators is
student achievement, think of teacher collaboration as the journey. Collaboration is not a
task to complete then move on, it’s an ever-changing, ongoing process that is only
enhanced by social networks and access to new technology.
The beauty of collaboration is not only the ability to tap into various perspectives and
ideas, but also to share responsibility for our students’ learning. The more people invested
in a student’s education, the better the chance that student has to be successful.
So, why is it that effective collaboration among teachers is not happening in any formalized
or regular way despite the obvious benefits? It could be that some educators are unaware of
the myriad benefits, or simply haven’t put the time or effort into the collaboration process.
Let’s take a deeper look into how teacher collaboration benefits everyone involved.

Benefits of Teacher Collaboration

When teachers come together to share information, resources, ideas, and expertise,
learning becomes more accessible and effective for students. Collaborating means
purposefully building interpersonal relationships and working towards healthy
interdependence, which occurs when teachers are comfortable giving and receiving help
without forfeiting accountability.
When we get teachers co-planning and co-teaching based on a shared vision, here are
some of the benefits we can expect:
● Increased Academic Effort — Since teachers who collaborate on instruction are all
on the same page, they can increase the level of academic rigor to match the core
competencies they want students to meet.
● Increased Understanding of Student Data —Teachers are better equipped to
deconstruct relevant data (and implement effective solutions) from both formative
and summative assessments. They also have a sense of shared responsibility for
celebrating success and analyzing failure.
● More Creative Lesson Plans — When teachers communicate and share ideas, they
also share an enlarged repertoire of instructional strategies that encourage creative
instruction. Colleagues may be influenced to try different approaches or have
opportunities to help a peer with a new approach.
● Less Teacher Isolation — While teachers should not feel forced to collaborate to avoid
any “contrived congeniality,” having the opportunity to share ideas and information
combats professional loneliness and frustration which improves staff morale and
professional satisfaction.

The best part about the benefits of teacher collaboration is that they can be a reality —
as they are in so many learning communities around the world. The key is acknowledging,
understanding, and working diligently to overcome the challenges and obstacles standing
in the way of high-quality teacher collaboration.
 Challenges of Effective Teacher Collaboration
According to the Global State of Digital Learning Survey, more than 30% of teachers, and
nearly 50% of administrators report that teacher collaboration is a top priority for them.
When we learned that almost 30% of those administrators believe that getting their teachers
to collaborate is one of their biggest challenges, we tend to wonder where the
disconnection is.
For many schools, teacher collaboration is unchartered territory, leaving the practice
unstructured and inconsistent. The most common challenges of high-quality, effective
teacher collaboration is:
● Lack of a True Professional Learning Community (PLC) — PLCs are a powerful tool
in education and school reform. Without a commitment to the PLC process, teacher
collaboration can seem forced and challenging.
● Lack of Planning, Collaboration, or Reflection Time — Many teachers and
administrators feel like there are not enough hours in the school day. The most
common challenge of effective collaboration is a lack of time to focus on working
together. While this reason may occasionally be used to mask other issues—like
personality conflicts or fear of judgment — it is still worth noting that planning time is
a valuable resource for educators that should be embedded in their teaching
responsibilities.
● Personality Conflicts and Territoriality—Collaborative groups are comprised of
multiple personalities and unique belief systems which can lead to unproductive
experiences.

The Role of Technology in Teacher Collaboration

Despite these challenges, data proves that Professional Learning Communities (PLC) and
Professional Learning Networks (PLN) are extremely effective methods of teacher
collaboration that have a direct influence on student engagement and achievement, as
well as growth for the educators who work with them. Technology plays a major role in
modern teacher collaboration. Actively participating in a PLN on a social network gives you
direct access to the knowledge, experience, and resources of countless educators who you
may have never connected with in your immediate professional circles.
Twitter is an amazing digital hub for educators and educational resources. Create an
account or log in to the one you haven’t used since 2013 and follow educators you admire.
Take it a step further by participating in relevant Twitter Chats — when a group of Twitter
users (Tweeters?) meet at a predetermined time to discuss a particular topic.
Also, don’t forget about the built-in capabilities that your district’s learning management
system (LMS) offers. You probably already have the tools to connect with colleagues and
share ideas in an online community tailored to your district or school. It has the
communication and sharing tools you need, your LMS is the perfect place to create
common assessments, track student data, share resources, and keep assignments.
If you’re part of a PLC school in which educators gather regularly for in-person collaborative
sessions, technology is still a tool for high-quality collaboration. Have access to your LMS in
these meetings as a place to create instructional content, store lesson plans and resources,
and analyze student data—with the added benefit of live human interaction.
Video technology aids teacher collaboration, as well. Record lessons to use for professional
development and coaching in collaborative meetings. Or collaborate with teams of teachers
on other campuses via video chat applications like Google Hangouts or Zoom.
Retrieved from:
GUIDE QUESTION::
What can students benefit from teacher collaboration?

GUIDE QUESTION::
What are examples of teacher collaboration?

GUIDE QUESTION::
How can you promote teacher collaboration?
REALIZATIONS THROUGH REFLECTIONS

Recall the university activity that your organization engaged with. List down the planning,
preparations and adjustments that you did before, during and after the activity.

Evaluate your activity using the following rubric.

The Self- Assessment

Foundational Level: Establishing and Supporting Collaborative

Teams
1.1 Time for Collaboration

4 3 2 1 RATING

Staff have regular Staff have Staff have Staff do not have
collaborative collaborative collaborative collaborative
planning time planning time planning time planning time.
daily or weekly as occasionally. infrequently or
schedule. outside of the
school day.
 1.2 Adequate Materials and Resources (meeting space, venue, logistics, etc.).

4 3 2 1 Rating

Collaborative Collaborative Collaborative teams Collaborative

teams have teams have access have access to teams do not
access to all to some materials some materials have access to
necessary and/or resources and/or resources any necessary
materials and and know how to but do not have a materials or
resources. request additional way to request resources.
from the school. additional from the
school.

1.3 Clearly Articulated Roles and Responsibilities (team leader, facilitator, note-taker) Within
Teams

4 3 2 1 Rating

Collaborative Collaborative Collaborative team Collaborative

teams have a teams have a members have team members
clearly clearly established informal roles and do not have
established structure with expectations are clearly defined
structure with defined functions, unclear for how staff roles.
defined but staff do not should participate
functions, and participate and/or or fulfill these roles.
staff play these fulfill these roles
roles effectively. consistently.

1.4 Building Consensus Around Vision and Goals

4 3 2 1 Rating

All participating Most participating Less than half of There is little to

staff have a staff have a shared participating staff no shared vision
shared vision for vision for how have a shared vision of how
how collaboration of how collaboration
collaboration supports improved collaboration supports
supports programs and supports programs improved
improved activities that will and activities, and programs and
programs and help them achieve there is little activities.
activities that will this vision. consensus around
help them how this vision
achieve this translates into
vision. organizational
goals.

Adapted from
 GUIDE QUESTION::
What big ideas did you gather from your retrospection and assessment?

CONFIRMATION OF PASSION

Read and analyse the article below and complete the activity that follows.

Building Teacher Collaboration School-wide

Models for teacher collaboration are ineffective without true participation.
Micki M. Caskey and Jan Carpenter

Teacher collaboration has been a common element of middle grades initiatives for years,
typically one or more of these three organizational models: common planning time,
professional learning communities, and critical friends groups.
Each model is distinct, yet they share common features. They 1) advance teacher learning,
2) address context-specific issues, 3) foster collegiality, 4) reduce teacher isolation, and 5)
lead teachers to greater insights about teaching and learning. The overarching, and
arguably the most important common element, is the goal of improved student learning.
What makes each organization model unique? First, the teachers are organized
differently in each model: interdisciplinary teams, disciplinary teams, or self-selected teams.
Second, the starting point for teachers’ collaboration differs. In common planning time,
teacher teams begin with an analysis of the holistic needs of students; in professional
learning communities, the teacher teams begin with the analysis of students’ academic
progress; and in the critical friends groups, the teacher teams begin with an identified need
or interest for improved practice. The recognized features of each organization model are
summarized in Table 1.
Table 1. Organizational Models that Promote Teacher Collaboration

Common Planning Time Professional Learning Critical Friends Groups

Communities

● Interdisciplinary ● Disciplinary teams ● Group gathers

teams— teachers voluntarily to improve
● On-going process of
share same practice through
collective inquiry and
students collaborative learning
action research
● Coordinate team ● Uses coaches and
● Collective analysis of
policies and specific protocols used
student assessment data
procedures to guide sessions
in relation to specific
● Discuss students ● Identify school-specific
learning targets
● Meet with parents student learning goals,
● Use of data to inform and
● Plan team assess effectiveness of reflect on practices for
activities, thematic instruction achieving the goals,
or cross-curricular collaboratively examine
units student work
● Examine student
work
● Participate in
professional
development

Strategies for Building Teacher Collaboration

Organizational models facilitate, but do not guarantee collaboration. How teachers
engage in a model can make a difference. Teachers’ personal stance about whether they
“have to” or “want to” participate in an organizational model is critical to successful
collaboration. Equally important is understanding how to engage effectively in
collaborative work with colleagues.

As with other skills, we gain a greater capacity for collaboration with the opportunity
to practice. To initiate or revitalize teacher collaboration in your school, try these five
strategies.

1. Create a truly shared vision and goals. The level of ownership they feel in the process
influences how much teachers actually invest in collaborative work. A shared vision and
goals can lead to that sense of ownership. For example, identify your team’s shared vision of
caring for students and student learning, set goals related to that vision, discuss how the
team’s work can help attain those goals, and check in often to assess progress. The strong
connection between the work and the vision of the team can help individuals see purpose
and assume ownership in the process.

2. Develop a sense of community. At its core, collaboration is relational. Getting to know

your colleagues, understanding their passions, and taking the time to connect on a
personal level can help members gain mutual respect and look past perceived
eccentricities in others. Establishing shared values and commitments can unify the group
and provide purpose for their collective work. Like all relationships, a collaborative
community develops over time and requires work to maintain.
Trust influences the effectiveness of collaborative work. Respecting group commitments
such as being fully present at meetings and seeing the best in others helps establish trust
and build a cohesive community. Other ways to develop community include establishing
traditions, celebrating accomplishments, and recognizing individual contributions.

3. Identify group norms. Let’s face it: collaboration can be uncomfortable or stressful at
times. When we are transparent about our work and our beliefs, our colleagues can see
our limitations as well as our strengths, placing us in a position of vulnerability. Sharing
with and trusting colleagues require courage and humility. A climate of trust can help
establish the safe environment that’s necessary for open communication.

Identifying and establishing group norms also can help develop that safe environment.
Norms might include defining roles and responsibilities, using protocols for interpersonal
communication, and outlining parameters for time management.

Taking the time to get to know the learning styles, needs, interests, fears, and hopes of each
team member helps shape the norms for how the group engages in the shared work.

4. Use discussion and dialogue. Whether they are integrating curriculum, analyzing data,
or studying a new practice, teams should understand the roles of, and differences
between, dialogue and discussion. They are equally important to the group process.

Discussion moves the conversation forward. In discussion, individuals state their opinions for
the purpose of building consensus or making decisions.

The goal of dialogue is to share and broaden knowledge. Dialogue invites multiple
perspectives, values the exploration of biases and assumptions, questions the status quo,
and entertains new ways of knowing and being. Dialogue requires active listening,
willingness to state beliefs, the ability to bear the tension of ambiguity, and belief in the
transformative potential in the process.

5. Work through conflict. Dialogue can cultivate deep professional learning as individuals
and teams explore new ideas for practice. However, dialogue may also lead to conflict. It
can be helpful for your team to develop a conflict management plan and to monitor
conflict as it arises.

Teams can help manage conflict by providing time, space, grace, and support for
individuals as they work through their emotions. Individuals also should monitor their own
emotions and practice self-care.

Using professional judgment, your team can determine when to explore the roots of conflict
and when to provide space for reflection and cooling down. While sometimes
uncomfortable, conflict often provides growth opportunities.
 Recall the activities for PT01 that you have collaborated with your colleagues. Reflect on what
you have worked and describe which model did you follow. Elaborate your experience here.

HABITUATE TO PERPETUATE

SANGANDIWA EXPERIENCE
Recall your experiences on Sangandiwa activity of ITL and describe how did the principles
of collaboration happen in the activity. Post a copy of a sample output that you have
analysed.
EXPERIENCE EVIDENCE
 DOMAIN 5
ASSESSMENT AND REPORTING

Domain 5 relates to processes associated with a variety of assessment tools and

strategies used by teachers in monitoring, evaluating, documenting and reporting
learners’ needs, progress and achievement. This Domain concerns the use of
assessment data in a variety of ways to inform and enhance the teaching and
learning process and programs. It concerns teachers providing learners with the
necessary feedback about learning outcomes. This feedback informs the reporting
cycle and enables teachers to select, organize and use sound assessment processes.
Specifically, the Domain 5 aims pre-service teachers to possess the following
competencies:
1. Demonstrate knowledge of the design, selection, organization and use of
diagnostic, formative and summative assessment strategies consistent
with curriculum requirements.
2. Demonstrate knowledge of monitoring and evaluation of learner progress
and achievement using learner attainment data.
3. Demonstrate knowledge of providing timely, accurate and constructive
feedback to improve learner performance.
4. Demonstrate familiarity with a range of strategies for communicating
learner needs, progress and achievement.
5. Demonstrate an understanding of the role of assessment data as feedback
in teaching and learning practices and programs.
LESSON 1 ASSESSMENT IN THE CLASSROOM

Assessment is a crucial component of the teaching and learning process for it is

tantamount to achieving the objectives of the lesson. Therefore, pre-service teachers should
be prepared for the task that may include designing, selecting, organizing, and utilizing
different assessment strategies.
Therefore, in this lesson you are expected to:
1. Describe valid and appropriate assessment processes
2. Determine assessment procedures that are aligned with the instructional process
3. Design quality assessment materials

COMPETENCY INDICATOR

At the end of the session, the practice teachers (PTs) will be able to:
Demonstrate knowledge of the design, selection, organization, and use of diagnostic, formative, and summati

TRIGGER THE DESIRE FOR TEACHING & LEARNING

Study the comic strip below and answer the guide questions that follow.
 GUIDE QUESTION::
Based on the scenario, how will you define assessment?

GUIDE QUESTION::
Why is assessment important?

GUIDE QUESTION::
What is the ultimate outcome for assessment?

OBSERVATION FOR CLARIFICATION

Identify a teacher and ask different assessment materials he/she used in a particular lesson
(activity sheets, quiz, unit tests, etc.). Attach a copy of the material in this section.
 Assessment Purpose Objective being General
Material Addressed Observations

Formative Summative

Activity sheets

Seat works

Quiz

Unit Test

Periodical Test

Performance

GUIDE QUESTION::
Do/Does the assessment/s used by the teacher align with the objective/s of the lesson?

GUIDE QUESTION::
Do/Does the assessment/s used by the teacher engage students in meaningful learning?

GUIDE QUESTION::
Do/Does the assessment/s used by the teacher measure the intended content and
performance standards?
REALIZATIONS THROUGH REFLECTIONS

Based on your observations, list the different assessment principles that you think will work
best in your class.

PRINCIPLE 1:

PRINCIPLE 2:

PRINCIPLE 3:

PRINCIPLE 4:

PRINCIPLE 5:
CONFIRMATION OF PASSION

WHICH TYPE IS IT?

Fill out the matrix below with appropriate assessment type--quiz, performance task,
problem solving, portfolio, reflection paper, role play, brochure making, video presentation,
etc.

Cognitive Domain Affective Domain Psychomotor Domain

Level Assessment Level Assessment Level Assessment

Type Type Type

Creating Internalizing Naturalisation

Evaluating

Analyzing Organizing Articulation

Applying Valuing Precision

Understanding Responding Manipulation

Remembering Receiving Imitation

 HABITUATE TO PERPETUATE

YOUR OWN
Prepare a copy of at least one assessment material that you have prepared and describe
its purpose and how will you further improve it. Post a copy of your assessment output
here.
LESSON 2 MONITORING AND FEEDBACKING

Aside from just giving appropriate assessment tools, it is imperative that pre-service
teachers need to know how to monitor student progress. In assessment, it is important that
teachers need to know the areas that students can still improve on or the challenges that
can hinder their progress. More importantly, teachers should be able to effectively
communicate these observations among their learners.
Therefore, in this lesson you are going to:
1. Describe how to effectively monitor and evaluate a learner’s progress and
achievement
2. Determine how to give feedback to improve learning

COMPETENCY INDICATOR

At the end of the session, the practice teachers (PTs) will be able to:
Demonstrate knowledge of monitoring and evaluation of learner progress and achievement using le
Demonstrate knowledge of providing timely, accurate and constructive feedback to improve learner
TRIGGER THE DESIRE FOR TEACHING & LEARNING

VISUAL DIAGRAM
In groups 3 or 4, create a diagram of your understanding of monitoring and feedbacking.
Post a copy of your work in the box below and answer the questions that follow.
 GUIDE QUESTION::
Why is monitoring student progress important?

GUIDE QUESTION::
Why should students know about their progress?

OBSERVATION FOR CLARIFICATION

Complete the table below based on your class observations at the ITL. Your observations
from your co-preservice teachers may count.

Date Grade Level & Subject Observations on Methods Used

Monitoring and Feedback Mechanism

Evaluation
 GUIDE QUESTION::
Is/Are the feedback mechanism/s used by the teacher appropriate? Why?

GUIDE QUESTION::
How did the teacher monitor the learner’s progress and achievement?

REALIZATIONS THROUGH REFLECTIONS

Reflect on your observations above and analyse how did the teacher facilitate monitoring
and feedback based on the RISE model of feedback shown below:
GUIDE QUESTION::
At which level where most of the strategies of the teacher belong?

GUIDE QUESTION::
What can you suggest to help the teacher improve his/her monitoring and feedback
mechanism?

GUIDE QUESTION::
How about you, at which level is your skill in monitoring and feedbacking? What do you
plan to do to improve it?
CONFIRMATION OF PASSION

PROFESSIONAL READING
Find professional readings about feed-backing, monitoring, and evaluating learners’
progress and achievement.

Title:

Author(s):

Reference:

GUIDE QUESTION::
What insights have you learned from the research you have read?

GUIDE QUESTION::
What specific strategies have you learned to improve your monitoring and feedbacking
skills?

GUIDE QUESTION::
How will you apply what you have learned from the research?
 HABITUATE TO PERPETUATE

Prepare a copy a written and performance task you have conducted in your class and post
it in this section. Describe how you have conducted the monitoring and feedback in
facilitating the said activities and which principles of assessment you have followed.
 LESSON 3
COMMUNICATING STUDENT PROGRESS

Upon completing the process of assessment and evaluation, it is imperative that

stakeholders particularly the parents, should be informed about the results of the
process.
In this lesson, you are going to:
1. Determine how to effectively communicate the learner needs, progress and
achievement to key stakeholders.
2. Use of assessment data to enhance teaching and learning practices and programs

COMPETENCY INDICATOR

At the end of the session, the practice teachers (PTs) will be able to:
Demonstrate familiarity with a range of strategies for communicating learner needs, progress and achievem
Demonstrate an understanding of the role of assessment data as feedback in teaching and learning practi

Study the picture below and answer the questions that follow.

TRIGGER THE DESIRE FOR TEACHING & LEARNING

GUIDE QUESTION::
What does the picture show?

GUIDE QUESTION::
How do you think the situation can affect the teaching-learning process?
OBSERVATION FOR CLARIFICATION

Set an interview with a teacher on how they manage the distribution of report
cards and parent-teacher conference. Post an evidence of your interview and a
short transcript of you conversation.

TEACHER BACKGROUND:

Suggested Interview Questions:

1. What are your memorable experiences on reporting pertinent information about
students’ progress to parents?
2. What challenges have you experience in communicating student progress to
parents?
3. How do you manage the challenges or conflicts during parent-teacher conference?
 REALIZATIONS THROUGH REFLECTIONS

Answer the following questions based on your interview with a teacher?

1. Why is it important to communicate student progress to the parents?

2. What principles should be followed in communicating student progress to parents?

CONFIRMATION OF PASSION

PROFESSIONAL READING
Find professional readings about the role of assessment data as feedback in teaching and
learning practices and programs.

Title:

Author(s):

Reference:

GUIDE QUESTION::
How did this article help you understand the importance of the role of assessment data
as feedback in teaching and learning practices and programs?
HABITUATE TO PERPETUATE

Describe your own experiences in communicating student progress to parents. Show an

evidence of the process.

GUIDE QUESTION::
How did you communicate student progress to parents?

GUIDE QUESTION::
What principles did you observe?

GUIDE QUESTION::
What else can you improve?
 REFERENCES
DOMAIN 1

Other videos in Critical Thinking

1. https://www.youtube.com/watch?v=y7iMEH7jGFk
2. https://www.youtube.com/watch?v=eBAdfJye2QU
Strategies in Developing Critical Thinking Skills
1. https://www.youtube.com/watch?v=dnhmV1NNX6U
Creative Thinking
1. https://www.youtube.com/watch?list=RDCMUCJg43fASYmwa-pLlMQITVnw&v=qV7DiTFdtvw&
feature=emb_rel_end
How to Develop Critical and Creative Thinking Skills
1. https://www.youtube.com/watch?v=4jCzPg2qE1s
HOTS
1. https://www.youtube.com/watch?v=vfxgWir3G8Y

DOMAIN 3 (LESSON 1)

1. Reference for Observation guide for diversity of learners: Items adapted from:
http://equalityanddiversity.net/docs/observation-of-teaching-and-learning-2014.pdf
2. Reference for picture for item 1 for Picture Analysis:
https://www.gettingsmart.com/2017/02/3-visions-truly-inclusive-education/
3. Reference for picture for item 2.1 for Picture Analysis:
https://www.rappler.com/moveph/bangketa-eskwela-foundation-dara-tuazon-teach-street-ch
ildren
4. Reference for picture for item 2.2 for Picture Analysis:
https://www.schoolmalaysia.com/resources/international_school_fees.php
5. Reference for picture for item 3 for Picture Analysis:
https://www.washingtonpost.com/news/wonk/wp/2016/02/16/the-remarkably-different-answe
rs-men-and-women-give-when-asked-whos-the-smartest-in-the-class/
6. Reference for picture for item 4 for Picture Analysis:
https://www.alamy.com/non-disabled-and-disabled-students-in-this-case-a-boy-in-a-wheel-c
hair-image68438919.html
7. Reference for picture for item 5 for Picture Analysis:
https://www.pinterest.ph/pin/118712140150007629/?autologin=true&lp=true

DOMAIN 5

Kauchak, D. & Eggen, P. (2017). Introduction to teaching: Becoming a professional.

Pearson.
Brookhart, S. M. & McMillan, J. H. (2020). Classroom assessment and educational measurement. Routledge, Taylor & Francis.
 SUMMARY OF DAILY TIME RECORD
JANUARY TO MARCH 2021

Name of Practice Teacher:

Name of Internship Supervisor: Math:

Science:

Cooperating School: PNU - Institute of Teaching and Learning

Address: Taft Avenue, Manila

MONTHS SYNCHRONOUS (in hrs) ASYNCHRONOUS (in hrs)

January

February

March

TOTAL

I certify on my honor that the above mentioned is a true and correct summary report of
the hours of work performed, record of which was made daily at the time of arrival and
departure from office.

Practice Teacher
(Signature above Printed
Name)

Noted by: Signed by:

Math Cooperating Teacher DARRYL ROY T. MONTEBON, Ph.D.

(Signature above Printed Director
Name) PNU-ITL (Manila)

Science Cooperating Teacher (Signature above Printed Name)

DAILY JOURNALS
OVERALL RETROSPECTION OF THE FIELD STUDIES
Dates to Remember: Finishing School 1

(Processing of Answers in the Module)

Date Domain

April 21, 2021 1

April 28, 2021 2

May 5, 2021 3

May 12, 2021 4

May 19, 2021 5