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FIELD STUDY II A Guide For 21st Century Student Teachers

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100% found this document useful (8 votes)

20K views127 pages

FIELD STUDY II A Guide For 21st Century Student Teachers

Uploaded by

Danniela Cagas

We take content rights seriously. If you suspect this is your content, claim it here.

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RepublikangPilipinas

LungsodngBatangas
ColegiongLungsodngBatangas
Contact No. (043) 402-1450

RepublikangPilipinas
LungsodngBatangas
ColegiongLungsodngBatangas
Contact No. (043) 402-1450

FIELD STUDY II
A Guide for 21st Century
Student Teachers

KUMINTANG ELEMENTARY SCHOOL

DR. TERESSA L. CULLA MS. ZARINA KIMBERLY E. GOBRES

PRINCIPAL IV COOPERATING TEACHER

DANNIELA MARIE N. CAGAS

BEED IV-1
STUDENT

BACHELOR IN ELEMENTARY EDUCATION

2021

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TABLE OF CONTENTS
Title Page ............................................................................................................................1
Table of Contents ...............................................................................................................2

WEEK 1
Lesson 1 ...................................................................................................................4
Lesson 2 ...................................................................................................................7
Lesson 3 .................................................................................................................10
Lesson 4 .................................................................................................................12
Lesson 5 .................................................................................................................18
WEEK 2
Lesson 1 .................................................................................................................21
Lesson 2 .................................................................................................................24
Lesson 3 .................................................................................................................27
Lesson 4 .................................................................................................................29
Lesson 5 .................................................................................................................32
WEEK 3
Lesson 1 .................................................................................................................35
Lesson 2 .................................................................................................................38
Lesson 3 .................................................................................................................42
Lesson 4 .................................................................................................................45
Lesson 5 .................................................................................................................48
WEEK 4
Lesson 1 .................................................................................................................50
Lesson 2 .................................................................................................................53
Lesson 3 .................................................................................................................56
Lesson 4 .................................................................................................................59
Lesson 5 .................................................................................................................61
WEEK 5
Lesson 1 .................................................................................................................63
Lesson 2 .................................................................................................................65
Lesson 3 .................................................................................................................67
Lesson 4 .................................................................................................................69
Lesson 5 .................................................................................................................72

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WEEK 6
Lesson 1 .................................................................................................................73
Lesson 2 .................................................................................................................77
Lesson 3 .................................................................................................................79
Lesson 4 .................................................................................................................82
Lesson 5 .................................................................................................................84
WEEK 7
Lesson 1 .................................................................................................................87
Lesson 2 .................................................................................................................91
Lesson 3 .................................................................................................................94
Lesson 4 .................................................................................................................98
Lesson 5 ...............................................................................................................102
WEEK 8
Lesson 1 ...............................................................................................................106
Lesson 2 ...............................................................................................................108
Lesson 3 ...............................................................................................................110
Lesson 4 ...............................................................................................................112
Lesson 5 ...............................................................................................................114
Lesson Plan .....................................................................................................................115
School Photo with a complete physical facility............................................................125

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Name of School: Kumintang Elementary School

Principal: Dr. Teressa L. Culla
Cooperating Teacher: Zarina Kimberly E. Gobres

WEEK 1
Lesson 1- Understanding Action Research

Learning Outcomes
• Discuss the concept of action research;
• Discuss the importance of action research to improve teaching and
learning; and
• Analyze action research done in school.

Introduction
Action research is a process of systematic inquiry into a self-identified teaching or
learning problem to better understand its complex and dynamics and to develop strategies
geared towards the problem’s improvement (sHamilton and Zaretsky 1997). It is
disciplined process of inquiry aimed to develop solution to various issues and problems
related to teaching and learning. It is a technique that guides every teacher to systematically
and critically reflect on different teaching and learning practices. Specifically, action
research is:
⚫ A process of taking scientific action to improve teaching and learning;
⚫ Is typically designed and conducted by teachers who analyze data from their
school and classroom experiences to improve their own teaching and learning
practice; and
⚫ A type of applied research in which the teacher-researcher is actively involved in
the process of the study.

Observation
A. Preliminary Activity: Answer the following questions:
1. Does the school have a research agenda?
Yes
2. What are included in the school’s research agenda?
The reading skills
3. Is there a policy for teachers to conduct action research?
Yes
4. What is the focus of their action research?
The improvement of students
5. Is there available funding for this action research?

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None

B. Analysis of Action Research

Examine the previous action research conducted by the teachers. Supply the
information needed in the table below:
Needed Information Data
1. How many action researches are 12
conducted each year?
2. How many teachers are doing action 15 Teachers
research?
3. What are the topics of their action KSK- Kumintang Kumustahan
research? Video lesson
About Reading
About DRRM
About Art Gallery
About Learning Materials
About Strengthen Research Culture
About Distance Learning Modality
4. How many action researches were 12
published or presented in a conference?
5. How many action researches were 12
funded by the school or an outside
agency?

C. Conduct an Interview. Ask the following questions:

1. Are you aware of the action research process?
Yes
2. What prompted you to conduct action research?
To answer student’s struggles and to enhance student’s skills. To overcome
problems.
3. What are your action research topics?
KSK- Kumintang Kumustahan
Video lesson
About Reading
About DRRM
About Art Gallery
About Learning Materials
About Strengthen Research Culture
About Distance Learning Modality
4. Do you have enough time to conduct action research?

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No, but due to a lot of identified problems we are able to do research to overcome
the problems.
5. Are their incentives for teachers who conduct action research?
Yes, we gave award to those best researcher, best action research, best
6. How did action research improve teaching practices?
It improves them to know what to do and what to suggest to parent’s if they
encounter such problems to their students.
7. How did action research enhance student’s learning?
The study helps the students to learn easily with the guide of their parents.
8. How did you disseminate the results of your action research?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching

Processing
Examine the data you have gathered. Answer the following question:
1. Do the school and teachers have a research culture?
Yes
2. Are the teachers aware of the process in conducting action research?
Yes
3. How did action research improve the teaching and learning practices in the school?
It develops and increase the schools
4. What are the things that could be done to encourage the teachers to conduct action
research?
To promote them in their positions and to overcome the identified problems in their
school.

Reflection
Write your reflection by completing the following statements:
• I realized that:
Teachers can use action research to produce new information that is
directly connected to their classrooms.

• I believe it is essential to:

encourage students to think and educate in a reflective manner, and
extends the teaching repertoire of instructors

• From now on, I am determined to:

Apply all of it in my teaching career. And also I am determined to
study about action research for me to be ready when it’s time for me to
do it.

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LESSON 2: Purpose of Action Research

Learning Outcomes
1. Discuss the purpose of conducting action research and
2. Analyze the purpose of action research done in school

Introduction
Action research can be participated by an individual teacher or a group of teacher who
has a common concern in the field of teaching and learning. It provides an opportunity for
professional development and collaboration. There are several purposes of action research
that could be read in several references and could also be observed among teacher
researchers.

Observation
• Interview some teacher-researchers using the following questions. Summarize their
responses and write them on the space provided after each question.

1. Who influenced you to conduct action research?

The Principal
2. What prompted you to conduct action research?
The identified problems
3. What was your experience when you conducted your first action research?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching
4. How do you disseminate the results of your action research to the other
teachers?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching
5. How does action research help you as a teacher?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching
6. What are lessons you learned from your action research experiences?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching

B. Interview the principal using these questions. Write his/her answers in the space below.
1. How did action research improve the research culture of the teachers?
Since the research topic that I chose is to strengthen the research culture of the
teachers, it answers the problem and set as motivation for our teachers to conduct research
and also to promote them to their positions.

7
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2. What are the positive benefits of action research to your school?

It serves as the solution for all the identified problems and overcome it.
3. How did action research develop school performance?
Teachers and administrators can use action research to learn more about what is
going on in their classroom. This procedure develops a decision-making cycle that drives
the school's and individual classrooms' instructional planning.
4. How did action research improve the quality of students' learning?
Action research provides qualitative data that can be used to improve student
learning by adjusting curriculum content, delivery, and instructional practices. Action
research aids in the implementation of well-informed change! ... Action research can also
assist you in taking control of your professional development.
5. What curricular and instructional innovations were developed as a result of action
research?
The action research technique provides a systematic strategy to implementing
teaching and learning innovations. It aims to achieve this by putting the teacher in the dual
role of producer and user of educational theory. This is an effective technique of improving
learning and teaching practice while also providing knowledge about higher education
learning and teaching.

C. Analyze sample action research in school. Read each action research carefully. Select
at least five action research. Identify the purposes of each research.

Title of action research Purposes

Not Applicable/ Not able to observe. I hope to Not Applicable/ Not able to observe. I
observe it on my Pre-Service Teaching hope to observe it on my Pre-Service
Teaching
Not Applicable/ Not able to observe. I hope to Not Applicable/ Not able to observe. I
observe it on my Pre-Service Teaching hope to observe it on my Pre-Service
Teaching
Not Applicable/ Not able to observe. I hope to Not Applicable/ Not able to observe. I
observe it on my Pre-Service Teaching hope to observe it on my Pre-Service
Teaching
Not Applicable/ Not able to observe. I hope to Not Applicable/ Not able to observe. I
observe it on my Pre-Service Teaching hope to observe it on my Pre-Service
Teaching
Not Applicable/ Not able to observe. I hope to Not Applicable/ Not able to observe. I
observe it on my Pre-Service Teaching hope to observe it on my Pre-Service
Teaching

8
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Processing
Examine the data you have gathered. Answer the following questions

Questions Answers
1. How many action researches aimed to Not Applicable
improve the curriculum content.?
2. How many researches aimed to improve 4
instruction?
3. How many action researches aimed to 2
improve student’s behavior and
motivation?
4. How many researches aimed to improve 2
teaching practices?
5. How many action researches were done 2
collaboratively?
6. How many action researches were Not Applicable
disseminated in conferences, seminars or
publications in journals?
7. What percentage of teachers are doing Not Applicable
action research?
8. How many teachers think that research is All
helpful?

Do you think action research helped developed a culture of excellence among teachers
and students? Explain your answer.
Action research provides qualitative information that can be used to improve
student learning by adjusting curriculum content, delivery, and instructional practices.
Action research aids in the implementation of well-informed change!

9
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LESSON 3: Selecting Topics and Questions for Action Research

Learning Outcomes
• Discuss the criteria for selecting good topics and questions for action
research;
• Identify good topics and questions for action research; and
• Analyze topics of action research done in school.
Introduction
Conducting action research become more interesting if the topics and research
questions are mentally engaging. Many researches failed because the topics are irrelevant
and the questions are invalid. Some researchers also do not reflect an educational issue that
needs an immediate response. Thus teacher-researchers should know how to select good
topics and develop good research questions based on the topics selected.
Observation
A. Preliminary Activity. Examine all the available action research conducted within
the past two years. Write the titles and the research questions for each title in the
table below.

Title of Research Research Questions

Not Applicable/ Not able to observe. I hope to Not Applicable/ Not able to
observe it on my Pre-Service Teaching observe. I hope to observe it on my
Pre-Service Teaching

Not Applicable/ Not able to observe. I hope to Not Applicable/ Not able to
observe it on my Pre-Service Teaching observe. I hope to observe it on my
Pre-Service Teaching
Not Applicable/ Not able to observe. I hope to Not Applicable/ Not able to
observe it on my Pre-Service Teaching observe. I hope to observe it on my
Pre-Service Teaching
Not Applicable/ Not able to observe. I hope to Not Applicable/ Not able to
observe it on my Pre-Service Teaching observe. I hope to observe it on my
Pre-Service Teaching

B. Interview the teacher-researcher using these questions. Summarize and write their
answers in the space below.

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a. How did you select your topics for action research?

Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching What prompted you to embark on these topics?
b. How did you select the questions for your action research?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching
c. How long did you conduct your action research?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching
d. What challenges and problems did you encounter while conducting your action
research?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching

Processing
Examine the data you have gathered. Answer the following question;
1. Do the topics reflect the educational issues and problems encountered in school?
Yes
2. Are the research questions aligned with the research topics?
Yes
3. What could be done to help teachers improve topic selection and the development
of good research questions?
Look for the problems that most of the teachers and students encounter.

Reflection
Write your reflection by completing the following questions;
• I realized that:
In action research we should select a topic that captivates your interest. This may
sound totally, but it will make your research experience more enjoyable and
interesting.

• I believe it is essential to:

Develop a Plan
It's important to have a well-thought-out plan in place to lead your research. You
have the option of working alone or in a group. It will be crucial to have high
information literacy abilities.

• From now on, I am determined to:

Think a useful and helpful topic for action research to know and to prepare it
already.

11
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LESSON 4: Action Research Process

Learning Outcomes
• Discuss the process for conducting action research and
• Evaluate the process of different action research done in a school.
Introduction
The action research process can be described as a series of five interrelated
processes.

Planning

Identifying Acting
Action

Action
Reflecting Observing

Planning
• Identifying the topic
• Write a good introduction or rationale for the study
• Identify the research questions
• Write the literature review
• Plan the methodology, data gathering procedure, and data analysis procedure
• Identify the research participants
• Develop the research tools that will be used

Acting
• Implementing the research plan
• Collecting data
• Reflecting on the process and making necessary revisions

Observing
• Analyze results
• Collating findings
• Discussing and providing interpretation of the results

Reflecting
• Evaluating the process
• Reflecting on the findings
• Developing recommendations for improvement

Identifying Action
• Sharing the findings with colleagues

12
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• Planning actions for the recommendations

• Implementing recommendations

OUTLINE FOR THE ACTION RESEARCH REPORT

This is the format for preparing the manuscript for action research
Introduction
• What is the background and rationale of the study?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching
• What was the research question?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching
• What is the significance of the study?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching

Review of the Literature

• What do other research say about the topic?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching
• What theories support the proposed action research?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching

Methodology
• What is the research method used?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching
• Who are the research participants or samples?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching
• What are the research tools used?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching
• Where did you conduct the research?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching
• What is the data gathering procedures?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching
• How did you analyze the data?

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• Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service

Teaching

Results and Conclusions

• What are the answers to the research questions?

Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching
• What is the interpretation of the results?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching
• What conclusions can be made based on the findings?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching

Implications and Recommendations

• What lessons are learned from doing this study?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching
• How can this study be useful to other teachers and schools?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching
• What actions can you recommend based on the results of the action research?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching

Observation
A. Preliminary Activity. Analyze previous action research. Look at the alignment
between the following parts of the research.

Research Topic Research Methodology Data Needed

Questions

Not Applicable/ Not Applicable/ Not Applicable/ Not Not Applicable/

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Not able to observe. Not able to observe. able to observe. I Not able to observe.
I hope to observe it I hope to observe it hope to observe it on I hope to observe it
on my Pre-Service on my Pre-Service my Pre-Service on my Pre-Service
Teaching Teaching Teaching Teaching
Not Applicable/ Not Applicable/ Not Applicable/ Not Not Applicable/
Not able to observe. Not able to observe. able to observe. I Not able to observe.
I hope to observe it I hope to observe it hope to observe it on I hope to observe it
on my Pre-Service on my Pre-Service my Pre-Service on my Pre-Service
Teaching Teaching Teaching Teaching

Not Applicable/ Not Applicable/ Not Applicable/ Not Not Applicable/

B. Evaluate a sample action research based on the following criteria:

Parts of Research Comments

Introduction
• Are the background and rationale
clear and logical?
• Is there enough theoretical Not Applicable/ Not able to observe. I
background provided for the action hope to observe it on my Pre-Service
research? Teaching
• Do the research questions reflect the
variables based on the topic?
• Is the study significant?
Review of Literature and Studies

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• Is there enough study to support the

research?
• Does the study include findings of Not Applicable/ Not able to observe. I
previous research? hope to observe it on my Pre-Service
• Is there a logical presentation of Teaching
literature and studies?
• Is there no plagiarism?
Methodology
• Is the methodology appropriate for
the study?
• Does the study observe ethical
considerations in dealing with the Not Applicable/ Not able to observe. I
research participants? hope to observe it on my Pre-Service
• Are the research tools validated? Teaching

• Are the data collection procedures

clear?
• Is the data analysis procedure valid?
Results of the Study
• Is the presentation of results logical
and based on the research questions?
• Is the statistical analysis valid? Not Applicable/ Not able to observe. I
• Are the results triangulated with the hope to observe it on my Pre-Service
review of related literature and Teaching
studies?
Conclusions and Recommendations
• Are the conclusions supportive of
the results? Not Applicable/ Not able to observe. I
• Are the recommendations made hope to observe it on my Pre-Service
based on the results of the study? Teaching
• Are the recommendations helpful
for solving educational issues?

Processing
Examine the data you have gathered. Explain your answers to the following
questions:
1. Did the action research done follow the standard format?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching
2. Are the teachers aware of the standards to be followed in conducting action
research?

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Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service

Teaching
3. What could be done to help teachers improve the way they conduct action
research
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching

Reflection
Write your reflection by completing the following statements:
• I realized that:
it often follows a specified method that is repeated over time, action research is
also known as a cycle of action or cycle of inquiry. Here's a simple illustration:
➢ Choose a problem to investigate.
➢ Gather information about the issue.
➢ Data should be organized, analyzed, and interpreted.
➢ Plan to deal with the issue.
➢ Put the plan into action.
➢ Examine the outcomes of the actions conducted.
➢ Find a new problem to solve.
➢ Repeat the procedure.
• I believe it is essential to:
The cyclical and iterative action research process comprises four stages: planning,
acting, developing, and reflecting.

• From now on, I am determined to:

Know the right process, action and cycle in conducting action process.

17
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LESSON 5: Using Action Research to Improve Teaching and Learning Practices

Learning Outcomes
• Analyze the different results from action research and
• Plan how to utilize results from action research to improve teaching and learning
practices.

Introduction
Any action research is useless if it is not used to influence or improve teaching and
learning practices in school. The teacher researches should also ensure that the results of
their action research are disseminated properly to other teachers and schools. Like in any
other research, the results and recommendations from action research should be translated
into positive strategies or actions that will be utilized to improve curriculum and instruction,
enhance school policies, improve teaching practices, and develop a positive school
environment.

Observation
A. Analyze the results of the previous action research conducted in the school. Identify the
recommendations made and what actions were done in relation to the recommendations

Title of the Study Recommendations Action Taken

Not Applicable/ Not able to Not Applicable/ Not able to Not Applicable/ Not able to
observe. I hope to observe observe. I hope to observe observe. I hope to observe
it on my Pre-Service it on my Pre-Service it on my Pre-Service
Teaching Teaching Teaching

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B. List school programs and policies that were developed as a result of the action research.
School Program
KSK- Kumintang Kumustahan
Video lesson
About Reading
About DRRM
About Art Gallery
About Learning Materials
About Strengthen Research Culture
About Distance Learning Modality

School Policies

Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service Teaching

C. List the titles of actions research that were disseminated to other teachers and schools.
Title of Action Research Type of Dissemination
(Presented in a faculty meeting, presented
in a conference, or published)
Not Applicable/ Not able to observe. I Not Applicable/ Not able to observe. I
hope to observe it on my Pre-Service hope to observe it on my Pre-Service
Teaching Teaching
Not Applicable/ Not able to observe. I Not Applicable/ Not able to observe. I
hope to observe it on my Pre-Service hope to observe it on my Pre-Service
Teaching Teaching
Not Applicable/ Not able to observe. I Not Applicable/ Not able to observe. I
hope to observe it on my Pre-Service hope to observe it on my Pre-Service
Teaching Teaching
Not Applicable/ Not able to observe. I Not Applicable/ Not able to observe. I
hope to observe it on my Pre-Service hope to observe it on my Pre-Service
Teaching Teaching
Not Applicable/ Not able to observe. I Not Applicable/ Not able to observe. I
hope to observe it on my Pre-Service hope to observe it on my Pre-Service
Teaching Teaching
Not Applicable/ Not able to observe. I Not Applicable/ Not able to observe. I
hope to observe it on my Pre-Service hope to observe it on my Pre-Service

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Teaching Teaching
Not Applicable/ Not able to observe. I Not Applicable/ Not able to observe. I
hope to observe it on my Pre-Service hope to observe it on my Pre-Service
Teaching Teaching

Processing
Examine the data you have gathered. Answered the following questions:
1. Are the results of the actions research fully utilized for school improvement?
Yes
2. Are the results of the action research disseminated to teachers and other schools?
Yes
3. What could be done to help teachers utilize and disseminated results of their action
research?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching

Reflection
Write your reflection by completing the following statements:
● I realized that:
Teachers can use action research to reflect on what they want to improve, learn
about what others are doing in the field, and experiment with practice in a safe environment.

● I believe it is essential to:

Train participants to assist them in improving teaching and learning through
classroom-based research.

● From now on, I am determined to:

Make an action research since it answers the problem specially will help me to
develop my critical thinking skills and also help my students to learn more and easily.

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WEEK 2
Lesson 1: Determining the Nature of Instructional Planning

Learning Outcomes
• Explain the importance of instructional planning;
• Determine the elements of instructional planning; and
• Observe how instructional planning is being done.

Introduction
Planning is an integral part of successful instruction. Stephen Keague quoted that
proper planning and preparation prevents poor performance. Instructional planning as
defined by the Virginia Department of Education as cited in DepEd Order 42, series of
2016, is the process of determining what learning opportunities students in school will have
by planning the content of instructional, selecting teaching materials, designing the
learning activities and grouping methods, and deciding on the pacing and allocation of
instructional time.

Observation
A. Directions: Interview your cooperating teacher. List down five (5) preparation tips
being done by the teacher in planning for a successful classroom instruction.

• Use clear and Precise Language- it will be easy for the students to understand
the instruction if we are using a clear word and our goals are direct to the point.
• Repeat your directions – if we want them to not forget our rules and regulations
reminding them always is a big help.
• Explain the Purpose of the Task- if we want them to participate in the activities
we engage them by letting them know the purpose or the goal for the certain
activity.
• Make Sure Your Students Understand
• Provide Examples – if we want them to understand it more we should provide
them examples.

B. Direction: Through the help of your cooperating teacher, determined how many
minutes of hours does your cooperating teacher prepared the following elements of
instructional planning.

1. How many minutes or hours does your cooperating teacher take to prepared a lesson
plan? Why does it take your cooperating teacher that long?

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During my first year of teaching it takes me a couple of hours to prepare my

lesson plan because it takes a lot of review and thinking of activities that will catch
the interest of my students. But as the years goes by, it becomes much easier
because plans are prepared beforehand and all I have to do is to do some changes
that is depends on the needs of my current students.

2. How many minutes or hours does your cooperating teacher prepare the learning
activities for effective instruction? Why does it take your cooperating teacher that
long?
It depends on how difficult the activities. If it is a bit difficult I need to think
of a much less complicated activities that will catch their interest so they will learn
and have fun as well.

3. How many minutes or hours does your cooperating teacher prepare the instructional
materials needed? Why does it take your cooperating teacher that long?
For the instructional materials, it takes me two or three hours depending on
how difficult it is. But most if the time it takes me an hour because most of the
materials we are using are online or by the use of technologies that doesn’t need
printing or cutting different materials.

Processing
Examine the data you have gathered. Answer the following questions:

A. In your own words, how will you define instructional planning?

Instructional planning includes not only planning what students will learn,
but how they will learn it. Academic material, assistive or augmentative technology
needs, scaffolded supports, particular teaching methodologies, and content
adaptations or adjustments may all be included in instructional plans.

B. Which among the tips on instructional planning is the most difficult to follow? Why
do you think so?
Make Sure Your Students Understand- Because not all students who said
they understand it really understand it. Some are just pretending and don’t really
understand it.

C. What will happen if the teacher did not prepare for the classroom instruction?
There will be no goals, no better outcome and no learning s for students.

D. Which among the given tips above is the most important?

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Use clear and Precise Language- it will be easy for the students to
understand the instruction if we are using a clear word and our goals are direct to
the point.

Reflection
Write your reflection by completing the following statements
• I realized that:
The goal of instructional planning is to ensure that teachers are well-prepared to
achieve the educational goals of all students, which includes using a variety of tools
to create thorough lesson plans that satisfy the curricular objectives of institutions
and communities.

• I believe it is essential to:

Have an instructional planning because the most crucial reason to plan is to
guarantee that your pupils' time in the classroom is well spent. As their instructor,
you should connect your everyday lessons to all long-term units and attach all
activities to particular learning objectives.

• From now on, I am determined to:

Make an instructional plan when I become a teacher. Because through plan, my
students will learn effectively and I am able to know what appropriate strategies to
use for them.

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LESSON 2: Formulating the Instructional Objectives

Learning Outcomes
• Observe how teachers compose instructional objectives;
• Formulate instructional objectives using the Bloom’s Taxonomy; and
• Determine the components of the DepEd Curriculum Guide.

Introduction
One of the important features in instructional planning is formulating the
instructional objectives. Kibler et, al (1974), as cited in western Kentucky University,
defined instructional objectives as a statement that will describe what the learner will be
able to do after completing the instruction.

Observation
A. With the guide of your cooperating teacher, write six (6) instructional objectives
composed of behavior and content following the revised Bloom's Taxonomy.

Instructional Objective 1 (Remembering):

By the end of this lesson, the student will be able to recite Newton’s three
laws of motion.

Instructional Objective 2 (Understanding):

By the end of this lesson, the student will be able to describe Newton’s three
laws of motion in her/his own words.

Instructional Objective 3 (Applying):

By the end of this lesson, the student will be able to calculate the kinetic
energy of a projectile.

Instructional Objective 4 (Analyzing):

By the end of this lesson, the student will be able to differentiate between
potential and kinetic energy.

Instructional Objective 5 (Evaluating):

By the end of this lesson, the student will be able to determine whether using
conservation of energy or conservation of momentum would be more appropriate
for solving a dynamics problem.

Learning Instructional Objective 6 (Creating):

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By the end of this lesson, the student will be able to design an original
homework problem dealing with the principle of conservation of energy.

B. Download the DepEd Curriculum Guide. Select one (1) learning competency for
each component of the revised Bloom's Taxonomy. Encircle the behavior and box
the content in each learning competency.

Learning Competency 1 (Remembering):

Identify cause and effect of events.
Learning Competency 2 (Understanding);
Relate story events to one’s experience
Learning Competency 3 (Applying):
Dramatize specific events
Learning Competency 4 (Analyzing):
Infer the character feelings and traits.
Learning Competency 5 (Evaluating):
Give the correct sequence of three events
Learning Competency 6 (Creating);
Illustrate specific events

Processing
Examine the data you have gathered. Answer the following questions:

1. What difficulty have you encountered in formulating the instructional objectives using
the revised Bloom's Taxonomy?
If what strategies to use and what appropriate term to use for it.

2. What are the components of the DepEd Curriculum Guide? Enumerate and explain
each curriculum guides for d private schools are functional objectives?

3. Which is easier to use in constructing the instructional objectives, Bloom's Taxonomy

or the DepEd Curriculum Guide? Why?
DepEd Curriculum Guide. It is because it is already given, all you have to do is
how you will deliver it and check if it is appropriate for your students.

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Reflection
Write your reflection by completing the following statements:

• I realized that:
Bloom's Taxonomy aids in the development of instructional tactics in
addition to assisting in the development of expectations. Throughout the creation
process, instructors can return to the learning objectives, allowing them to construct
activities that build on student comprehension.

• I believe it is essential to:

Assists instructors in identifying realistic learning objectives and
developing programs to achieve them. Bloom's Taxonomy allows instructors to
assess students' learning on a continuous basis, encouraging them to reflect on their
work.

• From now on, I am determined to:

Make a creative and useful objective aligned to bloom’s taxonomy.

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LESSON 3: Writing Your Lesson Plan

Learning Outcomes
• Determine the basic parts of a lesson plan;
• Write a sample daily lesson plan; and
• Discover the daily lesson log.

Introduction
One of the daily tasks of the teacher is to prepare a daily lesson plan or sometimes
called a learning plan. For the veteran teachers, writing a lesson plan is as easy as breathing.
But for the beginning teacher, writing a lesson plan is the probably their greatest challenge.

Observation
A. With the permission of your cooperating teacher, paste a sample daily or detailed
lesson plan. Answer the following question below.
Due to pandemic, the school is not already using a lesson plan.

1. What are the parts of the sample detailed or daily lesson plan?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching
2. Which among the basic parts of a lesson plan does the sample lesson plan
include?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching
3. What are the parts of the sample lesson plan which is not included in the basic
part of the lesson plan?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching
B. Interview your school principal. Ask the following questions:
1. What is the importance of writing a lesson plan?
Lesson plan is the bible of the teachers. It will serve as your guide in
teaching because without a plan there will be no direction in your lesson.
2. What do the teachers write the lesson plan, daily or weekly? Why?
Due to this pandemic, the teachers are not using a lesson plan, instead they
make a weekly home learning plan. But when in lesson plan it should be done
daily to achieve your goal for today before you proceed to the next lesson plan.
3. How do they evaluate and monitor the lesson plans of the teachers?
I check lesson plans every week, if I can’t then there’s the grade chairman,
or the master teachers.

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C. With the guidance of your cooperating teacher, write a detailed lesson plan about
the next topic for the class. Paste our detailed lesson plan here.
(file attached at the last page)

Processing
Examine the data you have gathered. Answer the following question:
1. What is importance of writing lesson plan?
A lesson plan is a tool that teachers use every day to establish what students
will learn, how the lesson will be delivered, and how learning will be assessed.
Lesson plans provide instructors a clear structure to follow throughout each lesson,
allowing them to be more effective in the classroom.
2. In preparing the lesson plan, which part is the most difficult to prepare?
One of the most difficult things of teaching is that you only have a limited
amount of time with them to prepare them for the next level. When you have them,
you do the best you can, but in the grand scheme of things, you only have a limited
bit to offer them what they require.
3. Which do you think is the most important part of a lesson plan? Why?
Objectives
This is the most important of the five sections of a lesson plan; they provide
the rationale for the lesson and should guide the activities. Giving the entire lesson
a statement of purpose is realistically the first thing a teacher should do.

Reflection
Write your reflection by completing the following statements:
• I realized that:
One of the most essential things that every teacher should strive for is to
develop an excellent lesson plan. When instructors have a good lesson plan, they
have a map to follow when giving a lesson.

• I believe it is essential to:

Make a lesson plan captivates the students' interest in the subject matter and
encourages them to learn with curiosity. A lesson plan encourages teachers to think
in a systematic manner. This enables you to meet the optimal teaching standard
more rapidly than ever before.

• From now on, I am determined to:

Observe and search for a lot of strategies that I will be using in my lesson
plans.

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LESSON 4: Selecting Appropriate Teaching Strategies

Learning Outcomes
• Explain the principles of selecting appropriate teaching strategies;
• Determine the level of participation on some teaching strategies; and
• Observe how teachers select and use different teaching strategies.

Introduction
Appropriate teaching strategies that are aligned with the instructional objectives and
assessments are vital elements in the success of any classroom instruction. Every teaching
episode, the teacher is encouraged to select and use a unique and interesting teaching
strategy.

Observation
A. Observe your cooperating teacher in one of his/her classes. List ten(10) teaching
strategies that he/she used and determine the level of participation of the students.

Teaching Strategy Level of Participation

1. Assess students’ prior knowledge High
2. The jigsaw strategy High
3. Task during lessons High
4. Give students a choice in how they learn High
5. Visualization High
6. Inquiry-Based Instruction Middle
7. Differentiation High
8. Using chat to check for understanding High
9. Show me board High
10. Pictures High

B. Explain the guiding principles in selecting and using appropriate teaching strategies.
1. Learning is an active process.
Simply described, active learning is the process of learning by active participation
in the topic. Because students are actively engaged with the topic rather than merely
listening to it, active learning enhances memory and greater understanding.
2. The more senses that are involved in learning, the more and the better learning.
When you use many senses, you may make more cognitive connections and
associations with a topic. This implies it's easier for your students to obtain the material
because there are more methods to activate and recover it from their cognitive learning
area.

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3. Emotion has the power to increase retention and learning.

Learning is influenced by emotions. They have an impact on our capacity to absorb
information and comprehend what we see. As a result, it is critical for teachers to establish
a good, emotionally secure classroom atmosphere in order to ensure that students learn to
their full potential.
4. Learning is meaningful when it is connected to student’s everyday life.
Learning new material or information by linking it to the learner's previous
experience or knowledge base, as opposed to rote learning of less relevant content.
5. Good teaching goes beyond the recall of information.
Teaching is more than just remembering facts. The teacher emphasizes the
significance of applying what has been learnt. She highlighted that what matters is how
effectively students can apply what they've learned in their daily lives, not how well they
absorbed and remembered knowledge.
6. An integral teaching approach is far more effective than teaching isolated bits of
information.
During the class discussion, there were educational moments. The teacher
incorporates teachings that are important to her students' success. She does not concentrate
just on one or a few isolated pieces of information.

Processing
Examine the data you have gathered. Answered the following questions:

1. Based on your observations, what is the common level of participation of the students
to the teaching strategies used by the teachers?
Tsk during lesson.
2. Which among the guiding principles of selecting and using teaching strategies is the
most important? Why?
The more senses that are involved in learning, the more and the better learning.
When you use many senses, you may make more cognitive connections and
associations with a topic. This implies it's easier for your students to obtain the material
because there are more methods to activate and recover it from their cognitive learning
area.
3. Why do teachers need to use various teaching strategies?
We believe that students are all different in every way. Not all the strategies will be
applicable for them that’s why we need to use variety of strategies to achieve the
appropriate strategy that suits for them to learn effectively.

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Reflection
Write your reflection by completing the following statements:
• I realized that:
Whether we are experienced teachers or not, we can all believe that
choosing the proper strategy is important, because teaching is a huge part of our
daily profession, and the success of the approach employed determines the quality
of student learning.

• I believe it is essential to:

Students learn the value of altering their approaches to different
assignments by using strategies that foster flexible thinking. Strategies promote
self-directed learning.

• From now on, I am determined to:

Know that students need to understand their own learning profiles and needs
as learners and to recognize how and why strategies can help them attain academic
success.

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LESSON 5: Selecting Appropriate Instructional Materials

Learning Outcomes:
• Determine the different instructional materials;
• Explain the principles in selecting and using instructional materials; and
• Evaluate instructional material.

Introduction
In preparing appropriate instructional materials, the use of all the five senses is very
significant. They use hearing through audio aids like the cassette recorder and voice
recorder, sight through visual aids like charts and posters, websites and printed sources like
handouts and books, touch through resources like specimens and models, and also, to a
lesser extent, taste and smell in, for example, cookery.

Observation
A. List the top 10 most used instructional materials of your cooperating teacher in his/her
classes.
Top 1: Due to pandemic, the teacher is using a google meet to meet her students.
Top 2: Power Point Presentation
Top 3: YouTube
Top 4: Video Player
Top 5: Microsoft Word
Top 6: Printed Modules
Top 7: Pictures
Top 8: JAM BOARD
Top 9: White board
Top 10: Paint (App)
B. Evaluate an instructional material (IM) used by your cooperating teacher using the
checklist below:
Evaluation Instructional Material
Preview YES NO N/A
1. Did your cooperating teacher check in advance: /
(a) that he/she has not used too many IMs;
(b) that he/she has not used too few IMs; and
(c) that his/her instructional materials worked?
Presentation
2. Can the IM be seen or heard? /
3. It is used for too long or not long enough? /
4. Is the instruction clear (Does it aid learning)? /

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Design
5. Will it work (blackout, bulbs, leads)? /
6. Is there a logical sequence? /
7. Is the time for use about right? /
8. Can it be misinterpreted? /
9. Is there enough or too much variety? /
10. Is there enough or too much color? /
11. Is it well made? Use /
Use
12. Has your cooperating teacher invited the cooperation of the /
students?
13. Does it attract attention? /
14. Has your cooperating teacher decided how it will be introduced? /
15. Does it supplement verbal information? /
16. Does it hold attention? /
17. Is it challenging for the students? /
18. Does it consolidate learning? /

C. Explain the guiding principles in selecting and using instructional materials.

1. All instructional materials are aids to instruction. They do not replace the teacher.
It means that instructional materials are one of the most important things that a
teacher should have but it cannot replace the teacher itself.

2. Choose the instructional material that best suits your instructional objectives.
Decide what you want to achieve, and then use the tools that will help you do it.
Don't let the media that you have access to dictate how or what you educate. Instructional
objectives guide the selection of instructional materials; it is not the availability of
instructional materials that establishes an instructional objective.

3. If possible, use a variety of tools.

Using movies, laptops, overheads, and the whiteboard simultaneously not only
retains students' attention, but it also caters to the requirements of people who learn in
different ways.

4. Check out your instructional material before class starts to be sure it is working properly.
Nothing is more annoying for you or your pupils than discovering that the overhead
projector, for example, is not working during the course of lecture.

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Processing
Examine the data you have gathered. Answer the following questions:

1. What is the importance of using appropriate instructional materials in the class?

Instructional resources are necessary because they assist both the teacher and the
students in avoiding an overemphasis on recitation and rote learning, which may easily
dominate a session. Learners may use resource materials to gain practical experience that
will help them build skills and concepts and work in a number of ways.

2. What common instructional materials does your cooperating teacher use in his/her
classes?
Due to pandemic, the teacher is using a google meet to meet her students. Power
Point Presentation, YouTube, Video Player, Microsoft Word, Printed Modules, Pictures,
JAM BOARD, White board and Paint (App)

3. Do the top 10 most used instructional materials of your cooperating teacher use more
than one sense?
Yes.

Reflection
Write your reflection by completing the following statements:

• I realized that:
The educational material chosen for the pupils should be appropriate for their age,
emotional and social development, and knowledge level. The difficulty of the
instructional material should be varied, appealing to the reader, and reflecting many
points of view.

• I believe it is essential to:

Know the different principles in selecting and using instructional materials because
learners benefit from it because they provide a clear picture of what is being taught.
6 Instructional resources help teachers gain expertise while also assisting pupils in
grasping the actual meaning of what is being taught.

• From now on, I am determined to:

Know more different principles, strategies and methodologies in selecting and
using instructional materials because I know that it will help me in my future
profession.

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WEEK 3
Lesson 1: Understanding Instructional Resources

Learning Outcomes
• Discuss the importance of instructional resources for teaching and learning;
• Identify the different types of instructional resources; and
• Analyze how these resources are applied in teaching and learning.

Introduction
Instructional resources are the keys to achieving the lesson goals and objectives. It
is a broad range of materials that can be used to facilitate effective teaching. Any resource
or materials that help teachers in teaching is considered as instructional resources. In a
learner-centered environment, teachers need to have access to a wide range of instructional
resources in order to better help students in the development of their knowledge, skills, and
attitudes and to provide them with meaningful experiences that will support them in
learning.

Observation
A. Preliminary Activity: Find answers to the following questions.
1. Does the school have library facilities? Yes
2. Does the library contain textbooks and other reference materials? Yes
3. Do teachers and students have access to the library resources? Yes
4. Do teachers have a copy of the K to 12 curriculum guides? Yes
5. Do teachers have a copy of the teacher’s guide? Yes
6. Do teachers have access to the Internet? Yes
7. Do teachers have access to technology tools? Yes
8. Does the school provide training o teachers in the use of varied
instructional? Yes

B. Request permission to conduct an interview with teachers. Identify the

instructional resources used by teachers in teaching and learning.
1. What are the types of instructional resources used by teachers to
motivate learners about the lesson?
There are many kinds of instructional materials, but some of the
most used ones are traditional resources, graphic organizers, and
teacher-made resources. Traditional resources include textbooks and
workbooks. These are useful tools for introducing new concepts that
might be difficult for your students. But in this time of pandemic where
we are fond of using technology videos and other animated resources

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are a big help to us teachers in catching our students’ interest in the

lesson.

2. What are the types of instructional resources used by teachers in the

delivery of the content of the lesson?
In this time of pandemic, we are using the digital learning resources
including video, audio, text, animations and images and non-digital like
modules in delivering learning.

3. What types of instructional resources are used by teachers in the

assessment of student’ academic performance?
In assessing my student’s performance, I am using teacher-made
resources such as exams and other activities wherein they can take the
video while doing it so I can grade them based on their performance
on that activity.

4. What are the types of resources used by teachers in practical

applications?
For practical applications, I am using videos and other digital
recorded resources.

Processing
Review the data you have gathered carefully. Answer the following questions:
1. How essential is the use of varied instructional resources to teaching and learning?
The purpose of instructional materials, also known as educational resources, is to
increase students' knowledge, talents, and skills, as well as to track their information
assimilation and contribute to their general growth and raising. Improves intellectual
knowledge and higher-order cognitive abilities.

2. Aside from the K to 12 Curriculum Guide and Teachers’ Guide, what is the most
essential instructional resource?
Traditional resources, visual organizers, and teacher-made resources are some of
the most common types of instructional tools. Textbooks and workbooks are examples of
traditional materials. These are useful tools for presenting new concepts to children who
may find them challenging.

3. In the absence of available instructional resources, what is the best thing that a teacher
should do to support teaching and learning activities?
Teachers learn best by researching, practicing, and thinking; cooperating with other
teachers; observing students and their work attentively; and communicating what they
observe.

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Reflection
Write your reflection by completing the following statement:
• I realized that:
Every topic in the school curriculum requires the use of instructional
resources. They allow students to engage with words, symbols, and ideas in ways
that improve their reading, listening, problem-solving, viewing, thinking, speaking,
and writing skills, as well as their ability to use media and technology.

• I believe it is essential to:

Have instructional resources because they assist both the teacher and the
students in avoiding an obsessive focus on recitation and rote learning, which may
easily dominate a session. Learners may use resource materials to gain practical
experience that will help them build skills and concepts and work in a number of
ways.

• From now on, I am determined to:

Start searching for some instructional resources that will help me to enhance
and develop my materials and also will help me as a future educator.

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LESSON 2: Educational Researches and Literatures

Learning Outcomes
• Discuss the significance of using research and literatures in instructional planning
and
• Analyze how these resources can help improve instruction and student learning.

Introduction
Educational research such as research journals are academic researches that are
usually peer-reviewed or refereed and have undergone the scrutiny of experts in a specific
field prior to publication whereas literatures are written works such as textbooks,
manuscripts, workbooks, i guidebooks, and other printed materials that are published and
deemed to have artistic or intellectual values. These instructional resources provide a wide
range of theoretical principles and concepts that will further enhance teachers'
technological, pedagogical, and content knowledge (TPCK) in a particular discipline.

Observation
A. Preliminary Activity. Look for research journals and literatures that can be used as
instructional resources for your chosen field of specialization or major. Write down
your answers on the columns provided on the next page:

1. TEXTBOOKS

Name of Year Title of The Publications City of

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2. RESEARCH JOURNALS

Name of Year Title of The Publications City of

Author/S Publication Book Publication
(Write N.D. If
There Is No
Date
Indicated)
Not Not Not Not Not
Applicable/ Applicable/ Applicable/ Applicable/ Applicable/
Not able to Not able to Not able to Not able to Not able to
observe. I observe. I hope observe. I observe. I hope observe. I hope
hope to to observe it on hope to to observe it on to observe it on
observe it on my Pre-Service observe it on my Pre-Service my Pre-Service
my Pre- Teaching my Pre- Teaching Teaching
Service Service
Teaching Teaching
Not Not Not Not Not
Applicable/ Applicable/ Applicable/ Applicable/ Applicable/
Not able to Not able to Not able to Not able to Not able to
observe. I observe. I hope observe. I observe. I hope observe. I hope
hope to to observe it on hope to to observe it on to observe it on
observe it on my Pre-Service observe it on my Pre-Service my Pre-Service
my Pre- Teaching my Pre- Teaching Teaching
Service Service
Teaching Teaching

B. Request permission to conduct a survey. Request teachers to help you identify

resources where you can access education research and literatures. Write down your
answers below:
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching

C. Find answers to the following questions:

1. Do teachers use educational research journals and literatures to support the teaching
and learning activities?
Yes
2. What are the challenges faced by teachers in using educational research and
literatures?

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Teacher had difficulties undertaking research, such as a lack of time,

anxiety about writing and performing the study, and seeing research as an added
responsibility.
3. Does the school promote the use of research-based materials and textbooks to
support instruction?
Yes
4. Are the teachers' instructional plans informed by research?
Yes

Processing
Review the data you have gathered. Answer the following questions:

1. How do educational research and literatures help improve the content of the lesson?
Educational research helps you teach and lead more strategically and
effectively by arming you with data. Educational research enables students to apply
what they've learned in the classroom to real-world problems.

2. How do educational researches and literatures differ from other types of

instructional resources?
These components of learning are classified as domains in the education
literature: cognitive (knowledge), emotional (attitude), and psychomotor (skill)
There is a range or level of learning that may be reached within each
domain. Learning objectives are set using taxonomies.

3. How do teachers benefit from using these types of instructional resources?

The purpose of instructional materials, also known as educational resources,

is to increase students' knowledge, talents, and skills, as well as to track their information
assimilation and contribute to their general growth and raising.

Reflection
Write your reflection by completing the following statements:
• I realized that:
The main goal of educational research is to add to the existing body
of knowledge by addressing various pedagogical issues and enhancing
teaching and learning methods. Researchers in education are also looking
for answers to concerns like student motivation, growth, and classroom
management.

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• I believe it is essential to:

Have an educational resource because it is well-designed, well-
structured, and well-suited to their intended audience. Effective materials
are written and developed in such a way that they are simple to comprehend
and use. They include purposeful learning tools that assist students in
understanding key concepts.

• From now on, I am determined to:

Search and look for some legit, useful and helpful educational
resources that will help me as a future teacher in my future lessons to
develop and enhance it.

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Lesson 3- Digital Media Resources

Learning Outcomes
• Discuss what is the use of digital media in teaching and learning:
• Analyze how digital media can improve student learning: and
• Create digital media to support instruction.

Introduction
Digital media is an ICT-based instructional resources that can be created and
preserved in digital formats. In today’s era of digital technology, it is relatively easy to
create audio and video materials using tablets and smartphones and share them to other
digital devices or online where they can be accessed by audiences worldwide.

Observation
A. Preliminary Activity: Conduct a survey of digital media used by teachers in teaching
and learning activities. Write your answer below.
➢ Software
➢ Digital Images
➢ Digital Video
➢ Video Games
➢ Web Pages
➢ Websites
➢ Social Media
➢ Digital Data
➢ Digital Audio etc.,

B. Perform the following activities.

1. Create a short video clip about a specific lesson using ICT tools. Write your
experience in creating the video in the space provided below:
https://drive.google.com/file/d/13VkHZKIn6zFyOZqqQNNqdWUeJ92tgYZN/view?
usp=sharing
While creating video, first I think for a good topic that will be useful for everyone.
Next, I think about what important details I will say and then I think for a good
background and then edit it out. Mt experience was good because I love editing videos
and I know that It will be helpful for others.

2. Prepare presentation slides regarding a specific topic using PowerPoint or other

presentation software’s. Describe the process of creating presentation slides.
https://docs.google.com/presentation/d/1IxlLnnpfSYDX9z_dqk-bR04HMB3icy-
I/edit?usp=sharing&ouid=118202995197331195390&rtpof=true&sd=true

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While making a power point presentation, I think for a better topic and something
that I think will be helpful for all. After that I think for a background and style and the
source of the information and the pictures and then I started making it. My experience
while doing it was good because I like editing something that’s why I loved it.

3. Visit the DepEd Learning Portal through https://lrmds.depedgov.ph/k_to_12. Check

and observe how the learning portal is designed. Describe your experience in accessing
information from the portal. Write down your own observation below.
This site is meant to give you access to high-quality learning and teaching materials,
including as Learning Material, Lesson Plans, Learning Guides, Learning Modules,
and Full Courses, that are all aligned with the K–12 curriculum. These can be used as
the foundation for teaching and learning or as a supplement.
The portal can easily access and you can easily find what you are looking for.

4. Using Google or other search engines, look for Open Educational Resources online
and try to download an e-book. List down the websites where you downloaded the
materials below.
➢ Google Play
➢ Scribd
➢ Free eBooks
➢ Many Books
➢ Bartleby
➢ Flat World Knowledge
➢ Open Library & etc.,

Processing
Review the data you have gathered carefully. Answer the following questions:
1. How does digital media impact student learning?
The key advantage of digital media in education is that it may help students become
more engaged. Furthermore, it provides students with many tools to assist them work
through tough subjects. Digital instruction helps in the presentation of difficult-to-
understand concepts.
2. What are the advantages and disadvantages of using digital media in teaching and
learning? Write down your answer below:

Advantages Disadvantages

➢ Digital media is constantly ➢ Pricey

updated. ➢ Not long-lived
➢ There is no requirement for ➢ Disconnected from the

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physical copies. environment

➢ User-friendliness ➢ Cybercrime
➢ Digital media is fun to use. ➢ Concerns about privacy
➢ One of the most significant
advantages of digital media is its
ability to foster creativity.

Reflection
Write your reflection by completing the following statements:
• I realized that:
Effective instruction connects students' prior knowledge to the course's
learning objectives. Using media to engage students, promote information retention,
encourage interest in the subject matter, and highlight the applicability of numerous
ideas is beneficial.

• I believe it is essential to:

Have digital learning because it allows enough time for studying and
teaching allows students to enhance their knowledge and abilities. Online digital
networks allow educators to exchange materials and digital tools and services help
teachers prepare lessons more efficiently. Marking time is eliminated with digital
evaluation.

• From now on, I am determined to:

Study more and explore more the digital world to apply it through digital
teaching and for my future students, digital learning.

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LESSON 4: Graphic Organizers as Resources for Visual Presentation

Learning Outcomes
• Observe how graphic organizers and visual presentations are being used for
teaching and learning;
• Discuss the important benefits of using graphic organizers and visual presentations
to students; and
• Integrate graphic organizers and visual presentations in lesson plans.

Introduction
Graphic organizer and visual presentations are communication tools used to present
and demonstrate the relationship of facts and ideas related to the lesson being taught. It
serves a guide for learners and helps them develop creative and critical thinking skills as it
encourages visual analysis of the concept map or diagram being presented. Graphic
organizers can be used during brainstorming of ideas, motivating learners, and in assessing
student learning. Some examples of graphic organizers are the following:
• concept maps;
• mind maps;
• webs;
• plots;
• Venn diagram;
• flow charts;
• tables; and
• graphs;

Observation
A. Find answers to the questions indicated in the following forms of graphic organizers.
1. Tables can be used for brainstorming and the assessment of learners’ prior
knowledge about the topic.
Topic: Graphic Organizers
List anything that comes in your mind about the topic:
• Visual displays
• Graphic Displays
• Organize
• Demonstrate Relationships
• Arranged
How will you use graphic organizers in teaching?
• Visual charts

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• Visually represent
• Organize ideas
• Part of writing process
• Map out ideas

What do you think are the benefits of using graphic organizers?

• Improves Comprehension
• Benefits All Students
• Increases Student Engagement
• Lessen occupied space

2. Using the Venn diagram below, identify the advantages of using graphic organizers
compared to other forms of instructional resources.

Graphic Organizer Mind Map

- Method can use to Method - Method used to

visually depict an used to depict ideas, but it
idea through depict doesn’t involve
sequences and charts ideas chart or sequence

Processing
Draw a concept map about graphic organizers. Identify the benefits of using graphic
organizers in student learning.

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Reflection
Write your reflection by completing the following statements:
• I realized that:

Students of all ages can use graphic organizers to organize, clarify, or

simplify difficult material. They can also be used to assist students create
understanding by exploring the links between concepts. Teacher-created organizers
can help students’ study more effectively.

• I believe it is essential to:

Students to use graphic organizers to arrange and prioritize what they're
learning, and this visual structure allows them to identify the linkages and
connections between the material they're reading and learning, which leads to better
comprehension.

• From now on, I am determined to:

Know the different importance and uses of graphic organizers.

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LESSON 5: Teacher-made Instructional Resources

Learning Outcomes
• Discuss the significance of teacher-made resources to student learning and
• Analyze how to develop and produce instructional resources.

Introduction
Finding and collecting instructional resources is one of the greatest challenges
for teachers. As a teacher, it is essential to have access to a wide range of instructional
resources for effective teaching. There are many excellent materials that are ready to use
for instruction. However, I a learner-centered classroom setting, the students are the
primary consideration in designing instructional plans. As such, teachers need to develop
and produce appropriate instructional resources that will meet the lesson objectives.
Teacher-made can be in a form of graphic organizers, handouts, visual aids, worksheets
and among others.

Observation
A. Conduct a survey of instructional resources developed and produced by teachers.
List down your answer below.
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching
B. Describe how teacher-made resources are developed.
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching.
C. Identify the challenges faced by teachers in developing and producing teacher-
made resources.
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching

Processing
1. What is the primary consideration in developing and producing teacher-made
resources?
-Assess if the instructional materials are acceptable for the learners and the learning
objectives.
-Must consider the availability of resources, which varies based on the location of
the teaching and learning process.

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2. How to students benefit for teacher-made resources?

There are several advantages to employing materials created by an institution or by
a teacher for a course. Materials may be created that are directly relevant to students'
and institutional requirements, as well as materials that represent local content,
issues, and concerns.

3. How will promote the use of teacher-made resources?

By also using it and recommending it to other teachers and to my students.

Reflection
• I realized that:
One benefit of teacher-created materials is that they may be adjusted to students'
needs.

• I believe it is essential to:

Promote the use of teacher-made resources by using it and recommending it to other
teachers and to my students. To achieve students needs and to know where to adjust
it.

• From now on, I am determined to:

Start searching, exploring and studying how to make teacher-made resources so
that it will be easy for me make one if I needed too.

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WEEK 4
LESSON 1: Constructivist Teaching

Learning Outcomes
• Discuss the concept of constructivist teaching;
• Discuss the important principles of constructivist teaching; and
• Observe how constructivist teaching approaches are done in actual teaching.

Introduction
The constructivist teaching approach is one of the instructional approaches required
in the implementation of the K-12 Curriculum. The constructivist theory is popular way of
looking and understanding how people learn. Constructivism is arguably the dominant
model for human learning in educational psychology today (Lucas 2000). It is a theory of
knowledge that involves a conception of the knower, a conception of the known, and a
conception of the relation of knower-known-all has relations with teaching and learning
(Bettencourt 1993). While there are different interpretations of constructivism from
different authors, a common denominator seems to be a belief that people create knowledge
and are influenced by values and culture (Phillips 1995).

Observation
Observe actual classes using the following constructivist teaching and learning practices
Constructivist Teaching Practices Observed Not Observed
1. Active learning strategies /
2. Meaningful learning activities /
3. Effective questioning strategies /
4. Real-life and concrete examples /
5. Cooperative learning activities /
6. Problem-solving activities /
7. Active investigation /
8. Integrative learning activities /
9. Practice and feedback activities /
10. Effective motivation techniques /
11. Generalizations are provided by /
students
12. Positive classroom atmosphere /
13. Lessons and activities are interesting /
14. Students are encouraged to take active /
role in learning

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15. Experiential learning activities /

16. Varied learning activities /
17. Students’ views are respected /
18. Positive learning environment /
19. Linking ideas and concepts with real- /
life experiences
20. Modelling positive behavior /
21. Available learning materials /
22. Learning styles are respected /
23. Differentiated learning strategies /

Provide a narrative observation report on how teachers are using constructivist teaching
and learning in their classes.

Subject: English
Topic: Tenses of Verbs
Observation:
➢ The learners are actively involved
➢ The activities are interactive and student-centered
➢ The teacher facilitates a process of learning

Subject: Math
Topic: Paglutas sa mga suliranin gamit ang pagbabawas ng buong bilang at pera
Observation:
➢ The teacher is a good motivator
➢ The teacher’s approach is engaging.
➢ The teacher is caring

Processing
Examine carefully the data you have gathered. Answer the following questions:
1. Does the teacher employ constructivist teaching learning approach?

Yes

2. How do students respond to constructivist activities?

They can follow the teacher and participate well.

3. How did constructivist teaching improve the teaching and learning practice in the school?

By applying it every discussion.

4. What things could be done to encourage the teachers to use constructivist teaching
learning approach?

By doing it in front of them, by demonstrating it to them and by encouraging them.

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Reflection
Write your reflection by completing the following statement:
• I realize that:
Learning happens when learners actively participate in a process of meaning and
knowledge production rather than passively receiving information, according to
constructivist education.

• I believe it is essential to:

Apply constructivist education because it offers a broader and develops motivated,
self-directed students.

• From now on, I am determined to:

Study constructivist teaching and apply it in my future profession.

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LESSON 2: Differentiated Learning

Learning Outcomes
• Discuss the concept of differentiated learning;
• Discuss the important principles of differentiated learning; and
• Observe how differentiated learning is done in action teaching.

Introduction
Differentiated learning means creating multiple paths so that students of different
abilities, interests, or learning needs experience equally appropriate ways to absorb, use,
develop, and present concepts as a part of the daily learning process. It allows students to
take greater responsibility and ownership for their own learning and provides opportunities
for peer teaching and cooperate learning. It is an affective instruction that is responsive to
students’ readiness, interests, and learning preferences.

Observation
Observe actual classes using the following differentiated teaching and learning
practices.

Differentiated Teaching and Observed Not Observed

Learning Practices
1. Varied learning activities based
/
on the learning styles of
students.
2. Respect of individual
/
differences
3. Objectives are designed based
/
on the abilities of the students
4. Objectives consider the level of
/
students
5. Topics are modified based on
/
learners needs and background
6. Learning activities are designed
/
to help every student learn
7. Assessment results are used to
/
improve instruction
8. Provision for individual and
/
collaborative learning

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9. Lessons are developmentally

/
appropriate
10. Uses various assessment tools
/

Provide a narrative observation report on how teachers are using constructivist teaching
and learning in their classes.

Subject: English
Topic: Be Verbs
Observations:
➢ The teacher focuses on students’ questions and interests
➢ The teacher builds on what students already know
➢ The teacher focuses on interactive learning and are student-centered
➢ The teacher has a dialogue with students to help them construct their own
knowledge

Subject: Science
Topic: Mga Uri ng Halaman
Observations:
➢ The teacher encourages learner to reflect their own understanding
➢ Active meaning making process
➢ The students are leaning in true sense
➢ The students learn process for making sense of surroundings

Subject: English
Topic: Tenses of Verbs
Observation:
➢ The learners are actively involved
➢ The activities are interactive and student-centered
➢ The teacher facilitates a process of learning

Processing
Examine carefully the data you have gathered. Answer the following questions:
1. Does the teacher employ differentiated teaching-learning approaches?
Yes
2. How do students respond to differentiated teaching and learning activities?
By actively participating in the discussion
3. What are the challenges met by teacher in the implementation of differentiated
teaching and learning?

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When some of the students can’t relate and can’t catch up with the strategy
used.
4. How does differentiated teaching and learning improve students’ learning?
By knowing what appropriate and suited strategy for them.

Reflection
Write your reflection by completing the following statements:
• I realized that:
Instead of categorizing children into one broad group, differentiated
education allows us to provide the assistance they require. Smaller groups make it
easy to recognize who has mastered the lesson's objectives and is ready to go.

• I believe it is essential to:

Know the role of teacher in differentiated classroom because the teacher is in charge
of organizing learning opportunities in the classroom and must keep the pupils'
attention. As a result, student engagement and comprehension improve. The
distinctions and needs of pupils are highlighted in a differentiated classroom.

• From now on, I am determined to:

Search and explore more about the roles, information and other importance
of concept of differentiated learning.

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LESSON 3: Integrated Teaching and Learning

Learning Outcomes
• Discuss the concept of integration;
• Discuss the important principles of integrative teaching and learning; and
• Observe how integrative is done in actual teaching.

Introduction
Integration is a holistic view of teaching and learning whereby knowledge, values
and skills learned in various subjects in the curriculum are integrated and connected using
common curriculum threads and curriculum themes. Integration is an approach to
curriculum design where related subjects are integrated using curriculum themes. In
instruction, integration connects lessons that are connected and brings the topic to the level
of learners’ experiences. The K-12 Curriculum identifies integration as one of the
approaches that should be used in the implementation of the curriculum.
The study of Pawilen, Arre, and Lindon (2010) shows that the design of the
integrated curriculum follows the procedure for a thematic approach.
1. Selecting or deciding a theme or a thematic unit- The first thing that
teachers do is to select the theme of the curriculum. Themes are selected
from concepts or topics from different subject areas that are interesting to
young children. The theme serves as the focus of teaching and learning
for a certain period of time. It is also the organizing center of the thematic
web.
2. Selecting topics from different subjects that are related to the theme-
Teachers will develop a curriculum web where different concepts and
skills related to the theme are selected.
3. Planning different activities that are related to the theme- Different
activities are planned for each topic in the curriculum web. It is important
that the activities should be interesting and appropriate to the level of the
students. Free- guided play, music activities, simple experiments and
observations, outdoor activities, group discussion, storytelling, and
individual activities are example of learning experiences provided to the
students.
4. Selecting instructional materials to be used- Materials that are used for
actual teaching are selected. The use of authentic or real objects is
encouraged. The school has adequate instructional materials such as print,
audio- video materials, toys, and other equipment provided for the
students.

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5. Planning the schedule- Teachers will then divide the lesson into smaller
units of study. Each topic is usually scheduled on a daily or weekly basis
depending on the scope of the topic.
6. Designing assessment and evaluation tools- Narrative reports that
include teachers’ observation on the performance and behavior of each
students in the classroom are used in evaluating the learners.

Observation
Observe classes and provide sample curriculum themes that are used by teachers.
Title of Research Research Questions

Not Applicable/ Not able to Not Applicable/ Not able to

observe. I hope to observe it on my observe. I hope to observe it on my
Pre-Service Teaching Pre-Service Teaching

Provide a narrative observation report on how teachers are using integrated teaching
and learning in their classes.
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching

Processing
Examine carefully the data you have gathered. Answer the following questions:
1. Does the teacher use integrated teaching- learning approaches?

Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service

Teaching

2. How do students respond to integrated teaching and learning activities

Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service

Teaching

3. What are the challenges met by teacher in the implementation of integrated

teaching and learning?

Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service

Teaching

4. How does integrated teaching and learning improve students’ learning?

Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service

Teaching

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Reflection
Write your reflection by completing the following statements:
• I realized that:
Integrative education seeks to relate what students learn in school to real-
life circumstances, emphasizing problem-solving and discussion of real-world
challenges.

• I believe it is essential to:

Apply integrative education because learners will be able to apply what
they've learned in class to their personal life.

• From now on, I am determined to:

Use integrative teaching in my future profession because it will help my
students to learn easily and apply their learnings in real life.

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LESSON 4: Cooperative Learning

Learning Outcomes
• Discuss the concept of cooperative learning:
• Discuss the important principles of cooperative learning; and
• Observe how cooperative learning is done in actual teaching.

Introduction
Cooperative learning is one of the instructional approaches required in the
implementation of the K-12 Curriculum. Arends (1998) identified the following features
of cooperative learning:
• Students work in teams to master academic materials,
• Teams are made of up of high, average, and low achievers,
• Whenever possible, teams include a racial, cultural, and sexual mix of students,
• Reward systems are group- oriented rather than individuality oriented.

Observation
Observe classes and provide examples of cooperative learning activities that are
used by teachers in their classes.

Topics Problem-based Learning Activities

Not Applicable/ Not able to Not Applicable/ Not able to
observe. I hope to observe it on my observe. I hope to observe it on my
Pre-Service Teaching Pre-Service Teaching

Provide a narrative observation report on how teachers are using cooperative

learning in their classes.

Subject: Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service Teaching

Topic: Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service Teaching

Observation: Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service

Teaching

Processing
Examine carefully the data you have gathered. Answer the following questions:
1. Does the teacher use cooperative learning approaches?

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Due to pandemic the teachers are not able to apply it.

2. How do students respond to cooperative learning activities?
Due to pandemic the teachers are not able to apply it.
3. What are the challenges met by teachers in implementation of cooperative
learning?
Due to pandemic the teachers are not able to apply it.
4. How does cooperative learning improve students’ learning?
Due to pandemic the teachers are not able to apply it.

Reflection
Write your reflection by completing the following statements:
• I realized that:
Cooperative Learning is a teaching method that makes extensive use of
cooperative activities in the classroom involving pairs and small groups of students.

• I believe that it is essential:

To use cooperative teaching because it will help students to boost their
confidence and enhance their cooperating skills.
• From now on, I am determined to:
Search and explore more the need and information about the cooperative
learning because it will not only be benefitted by my future students but also by
me.

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LESSON 5: Problem- based Learning

Learning Outcomes
• Discuss the concept of problem- based learning;
• Discuss the important principles of problem-based learning; and
• Observe how problem-based learning is done in actual teaching.

Introduction
Problem-based learning includes using authentic and meaningful problem situations that
can serve as springboards for investigations and inquiry. Arends (1998) identified the
following features of problem-based instruction:
• Organizing lessons around questions or problems;
• Interdisciplinary focus;
• Authentic investigation;
• Production of learning artifacts and exhibits; and
• Collaboration.

Observation
Observe classes and provide examples of problem-based learning activities that are
used by teachers in teaching various topics.

Topics Problem-based Learning Activities

Allow students to learn from real

life situations
Be Verbs

Paglutas sa mga suliranin gamit ang Organizes mathematics instruction around

pagbabawas ng buong bilang at pera problem solving activities

Provide a narrative observation report on how teachers are using problem-based

learning in their classes.

Subject: English

Topic: Be Verbs

Observation:

➢ Students learn how to solve problems that are ill- structured

➢ Open-ended
➢ Real and relevant intellectual inquiry
➢ Allow students to learn from real life situations

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Subject: Math

Topic: Paglutas sa mga suliranin gamit ang pagbabawas ng buong bilang at pera

Observation:

➢ Organizes mathematics instruction around problem solving activities

➢ Affords students more opportunities to think critically
➢ Present their own creative ideas
➢ Communicate with peers mathematically

Processing
Examine carefully the data you have gathered. Answer the following questions:
1. Does the teacher use problem-based learning approaches?
Yes
2. How do students respond to problem-based learning activities?
By participating actively and answering questions correctly.
3. What are the challenges met by teachers in the implementation of problem-based
learning?
When some of the students are not applicable to the strategy used.
4. How does problem-based learning improve students’ learning?
By letting them think on their own and by enhancing their critical thinking
skills.

Reflection
Write your reflection by completing the following statements:
• I realized that:
Problem Solving Learning may help students improve their critical thinking,
problem-solving, and communication skills. It can also facilitate collaborative work,
the discovery and evaluation of research resources, and lifelong learning.

• I believe it is essential to:

Use Problem solving learning because it is a teaching method in which
students learn by solving problems with the help of other.

• From now on, I am determined to:

Study more about the different strategies and approaches of problem-
solving learning to enhance my critical thinking skills and share it to my students
in the future.

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WEEK 5
LESSON 1: Understanding Classroom Management

Learning Outcomes
• Discuss the concept of classroom management and
• Analyze the classroom management models used by teachers in the classroom.

Introduction
Classroom management refers to the strategies used by teachers in order to make sure that
students will be able to learn well. This includes the techniques and skills used by teachers
to ensure that students exhibit behaviors that help promote learning (“What is Classroom
Management?”2018)

Observation
A. Preliminary Activity: Answer the following question:
1. List down ways on how you manage a class
➢ Demonstrate excellent conduct.
➢ Allow students to assist in the creation of guidelines.
➢ Rules should be written down.
➢ It's best not to scold the class.
➢ Encourage others to take initiative.
➢ Praise the student.
➢ Nonverbal communication should be used.
➢ Throw a party.

3. What classroom management model do you adhere to? Why?

The authoritative approach because it is most closely related with good
student conduct, the authoritative approach is the best kind of classroom
management style.

Processing
Examine your answer. Answer the following question:
1. What classroom management model appeals to you most? Why?
The authoritative approach is the best form of classroom management style because
it is the one most closely associated with appropriate student behaviors.

2. What things do teachers need to consider in managing the class?

➢ Creating excellent student working connections.
➢ Students will be instructed on how to learn in your classroom.
➢ Time is both protected and managed.

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➢ In well-written lesson plans, anticipating student behavior.

➢ Creating behavioral norms that support student development.

Reflection
Write your reflection by completing the following statement:
• I realized that:
Classroom management is crucial since it has a direct impact on your
students' capacity to learn as well as your ability to teach.

• I believe it is essential to:

Know the concept of classroom management because it has an impact on a
teacher's capacity to be productive while still enjoying their job. Above all, a well-
managed classroom has a significant influence on students' academic progress.

• From now on, I am determined to:

Set classroom management or set rules in my future classroom.

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LESSON 2: Importance of Classroom Management

Learning Outcomes
• Discuss the importance of classroom management in the learning-teaching process
and
• Discover how classroom management affects the learning environment.

Introduction
Classroom management is important because it maximizes student’s learning. The
significance of classroom management in the student’s learning has been proven in a study
of Marzano, Marzano and Pickering in 2003. In the said study, the achievement of students
increased when teacher was able to implement effective classroom management strategies.
This can be attributed to the fact that students can learn better when they are in an
environment where they can focus and feel more at ease.

Observation
Interview a teacher. Ask the following questions:
1. Is classroom management important? Why? Why not?
Yes, the most vital part of classroom management is communication. Clear and
continuous channels of communication with your administration, coworkers, students,
and parents are crucial. You will lose peer respect, student attention, and parental
cooperation if you do not have it.

2. How does classroom management affect students?

It creates a learning atmosphere for pupils that is free of distractions. Reduces
disruptive behavior and distractions, allowing pupils to concentrate on their studies.
Aids in the development of social and emotional skills.

3. How does classroom management affect teachers?

A good classroom management system will help teachers avoid burnout by
reducing the need for screaming, scolding, and other unpleasant disciplining tactics
that generate teacher-student conflict. This type of setting promotes both academic and
social/emotional growth.

Processing
Examine the data you have gathered. Answer the following questions:

Questions Answer
1. How important is classroom Classroom management refers to how

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management to the teaching-learning teachers affect student behavior in order to

process? establish a learning environment. The
primary objective is to increase acceptable
behavior while reducing student
misconduct.
2. Aside from optimizing learning, how Creates a learning atmosphere for pupils
else does classroom management affect that is free of distractions. Reduces
students? disruptive behavior and distractions,
allowing pupils to concentrate on their
studies. Aids in the development of social
and emotional skills. Encourages
beneficial peer interactions and reduces
bullying.
3. How can teachers fully benefit from ➢ Establishes and maintains an
classroom management? organized classroom atmosphere.
➢ Enhances meaningful academic
learning while also promoting
social and emotional development.
➢ Reduces undesirable habits while
increasing time spent on
academics.

Reflection
Write your reflection by completing the following statements:

• I realized that:
One of the most important in classroom management is create strong
working relationships with your students. Relationships are the most crucial aspect
of classroom management.

• I believe it is essential to:

Build a good relationship with the students because when you spend one-
on-one time with each kid to get to know them and then utilize that information to
develop personalized learning opportunities, those connections are strengthened.

• From now on, I am determined to:

Know more what are things to consider more in classroom management.

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LESSON 3: Classroom Management and Discipline

Learning Outcomes
• Discuss the importance of classroom management and
• Analyze the importance of discipline in classroom management.

Introduction
How well students benefit from the learning process would depend to a large extent
on how a teacher manage the class. The way the teacher organizes the learning environment,
the curriculum and how students interact with one another play a significant role in the way
students would learn. Often, classroom management is linked with discipline. Student’s
behavior or misbehavior are often linked with classroom management. Misbehavior is
always linked with disruption in classroom management (Osher, et al. 2010). As such,
when talking about classroom management, teachers often make sure that discipline is
often taken into considerations.
It is therefore essential that implementing procedures for classroom management
and discipline, the following should be given importance:
• Discussion of appropriate behavior,
• Informing students about desirable social skills, and
• Involvement of students in the formulation of classroom rules.

Observation
Interview a teacher. Summarize his/her response and write it on the space provided after
each question.
1. How do you manage your class?
In managing my class what I am doing is knowing them first their
backgrounds, strength and weaknesses. In that way I can easily know what kind of
approach I am going to use in handling and disciplining them.

2. What is the greatest challenge that you have encountered so far in terms of
classroom management?
So far, the greatest challenge for me is the parent’s participation in students
learning. Since we are in distance education some parents are not letting their kids
to be the one to do their written activity. So, it is a challenge for me in assessing
their work. The performance is sometimes very hard to assess.

3. Why do you think are essential considerations in managing the class?

Essential considerations in managing the class and always my priority are
my students. Everything about them and their learnings.

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Processing
Examine the data you have gathered. Answer the following questions:

Questions Answers
1. What can you say about classroom It is the method through which teachers and
management? schools generate and maintain proper
student conduct in classroom settings
2. How can teacher effectively ➢ Make a positive connection with
implement classroom your students.
management? ➢ Encourage people to ask questions.
➢ Praise and reward your students.
➢ Create a plan for group projects.
➢ Participate in two-way feedback.

Reflection
Write your reflection by completing the following statements:
• I realized that:
Learning social skills enhances good conduct and decreases bad behavior in
students.

• I believed it is essential to:

Teach social skills learning because it increases students' academic
progress, health, and general well-being by effectively averting a number of
problems such as alcohol and drug usage, aggression, tardiness, and bullying.

• From now on, I am determined to:

Search, explore and learn more strategies how to teach social skills to teach it to
my future students.

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LESSON 4: How to Effectively Manage a Class

Learning Outcomes
• Discuss ways on how teachers can effectively manage a class and
• State essential qualities that teachers should possess to effectively manage a class.

Introduction
Manage the class entails certain essential considerations that teachers need to make.
According to Huth (2015), in order to effectively manage a class, teachers should be able
to:
1. Understand the essential role that they play un implementing effective classroom
management strategies;
2. Implement rules that will consistently be implemented;
3. Align expectations with consequences;
4. Demonstrate flexibility in looking for alternative strategies when current strategies
are not working;
5. Create a positive learning environment by emphasizing respectful behavior in the
classroom; and
6. Guide students’ behavior by modeling appropriate behavior in the classroom.
Observation
A. Preliminary Activity. Observe and examine all the strategies implemented by your
cooperating teacher to ensure that the class is managed well. Write your
observations and its implication below.
Classroom Management Strategies Reasons for Implementation
Understand your students To build rapport with them based on trust
and understanding.
Practice Patience with Rational To know how the teacher can help her
Detachment students
Set effective limits Expectations should be clear, simple and
stated positively.
Keep to the schedule you set The more organized you are, the more
opportunity there is to focus on teaching
and learning.
Engage with students When students know what to expect from
you, and what you expect from them,
they’re more likely to be productive
learners.

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B. Interview your cooperating teacher using these questions. Summarize and write
his/her answers in the space below.

1. How did you choose the classroom management strategies that you have
implemented?
I am choosing the classroom management strategies based on the attitudes,
needs, strength and weaknesses of my students. I use the strategies where I know
that I will cater to all of their needs.

2. What prompted you use this/these strategy/strategies?

I am very concerned when it comes to my students learning and experiences
inside my class. So, using these strategies is what I think will help me in achieving
that.

3. What are the challenges and problems you encountered while choosing the most
effective strategy for managing your class?
The challenge in choosing the strategy is the differences of my students.

4. What is the most essential consideration that teachers need to effectively manage
the class?
I think everything that will concern our students like in managing our class
the first thing we need to put into consideration is our students.

Processing

Examine the data you have gathered. Answer the following questions:
1. What should be the main consideration of teachers in choosing a strategy to manage
a class?
If it is applicable for all the students and if it is suitable to all of them.

2. How can teachers effectively manage a class?

By setting rules and by confidently stating it to the class.

Reflection
Write your reflection by completing the following statements:
• I realized that:
One of the most important to effectively manage a class is to get to know
each student on a personal level. Establish a trusting and mutually beneficial
relationship with them. Make sure your nonverbal conduct and non - verbal
communication demonstrate your concern for each student.

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• I believe it is essential to:

Engage students because others are distracted when a student is inattentive,
boisterous, or troublesome. Make friendly eye contact with the student while you're
teaching. By asking questions and utilizing names, you may help children focus on
what is being taught. Keep in mind that sometimes disruption is merely misdirected
energy that needs to be welcomed into the discourse.

• From now on, I am determined to:

Search, explore and learn more strategies on how effectively manage a class
to teach it to my future students.

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LESSON 5: Establishing an Effective Classroom Management Plan

Learning Outcomes
• Discover ways on how teachers effectively establish a classroom management plan
and
• State key elements in planning an effective classroom management plan.

Introduction
In establishing an effective classroom management plan, there are four key
elements that teachers need to consider: communication, consistency, content and
commendation (Huth 2015).
Observation
A. Interview a teacher. Write the responses on the table below.
How do you make your classroom Cite reasons
management plan?
Not Applicable/ Not able to observe. I Not Applicable/ Not able to observe. I
hope to observe it on my Pre-Service
hope to observe it on my Pre-Service
Teaching
Teaching

Processing
Examine the data you have gathered. Answer the following questions.
1. What can you say about the teacher formulated her classroom management plan?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching
2. Do you think that these plans helpful in managing the class? Why?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching

Reflection
Write your reflection by completing the following statements:
• I realized that:
In establishing an effective classroom management plan, there are four key
elements that teachers need to consider: communication, consistency, content and
commendation
• I believe it is essential to:
Plan in establishing classroom management for this to have a good and
better outcome.
• From now on, I am determined to:
Plan also when it’s time for me to handle a class for us to have a good
management in classroom.

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WEEK 6
LESSON 1: Determining the Nature of Assessment

Learning Outcomes
• Distinguish the purpose of assessment.
• Explain and evaluate the guiding principle of assessment; and
• Compare the basic approaches in educational assessment.

Introduction
Assessment refers to measurement of how effectively the students learn, usually
against stated learning outcomes (Reece and Walker 2003). In addition, DepEd Order no.
55, series of 2016, defined assessment as the process of measuring learner’s progress in the
attainment of learning standards and 21’st century skills. The result of the various forms of
assessment shall be used to quantify judgments on the learner’s academic performance.

Observation
A. Direction: Interview tour cooperating teacher about the purpose of assessment. List
5 purposes why he/she is assessing his/her students.
Assessment: Not Applicable/ Not able to observe. I hope to observe it on my Pre-
Service Teaching
Purpose: Not Applicable/ Not able to observe. I hope to observe it on my Pre-
Service Teaching

B. Directions: Explain the importance of each assessment principle briefly.

1. Address learning targets or curriculum goal.
A learning goal is a state standard around which a unit is structured, whereas
learning objectives are the means of achieving the goal. Every instructor hopes
to grasp the state standard by the conclusion of a unit, but achieving a
worthwhile aim takes time.

2. Provide efficient feedback on instructions.

Giving students feedback entails explaining what they are doing well and
badly, with the emphasis on what the pupils are doing correctly. When a student
is explained what is correct and incorrect about their work, it is most beneficial
to their learning.

3. Use a variety of assessment procedures.

The Assessment Process is a step-by-step guide that includes specific
statements for each assessment. The expected assessment outcomes, as well as

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the requirements for assessment preparation and postprocessing, are also

outlined.

4. Ensure the assessment is valid, reliable, and fair.

Assessments should be legitimate in the sense that the conclusions we draw
about students' learning should be accurate. They should also be dependable,
delivering consistent results each time they are used. To put it another way, the
evaluations should be reliable and consistent markers of student achievement.

5. Keep record of assessment.

Keeping records is a crucial part of the entire learning process. It leaves a
paper trail of data that may be used both internally and externally. The data it
contains may be used to assess performance and determine whether or not a
specific program is effective.

6. Interpret and communicate results of assessment meaningfully.

➢ To promote comprehension, express goals as percentages rather than
numbers.
➢ Vary your goals based on the situation.
➢ Consider a variety of targets.

C. Directions: Evaluate using the scale below if your cooperating teacher is practicing
the assessment principles. Check the appropriate column of your answer.
5- Always Observe 2- Rarely Observe
4- Often Observe 1- Never Observe
3- Sometimes observe
Assessment principles 5 4 3 2 1
1 Address learning targets or curriculum /
goals.
2 Provide efficient feedback on instructions. /
3 Use a variety of assessment procedure. /
4 Ensure that assessment is valid, reliable, /
and fair.
5 Keep record of assessment. /
6 Interpret and communicate results of /
assessment meaningfully.

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D. Directions: Compare norm-referenced and criterion-referenced assessment. Write

your answer on the Venn diagram below.

Norm- referenced Criterion

Norm-referenced tests are
referenced
standardized assessments that Tests and assessments that are
are used to compare and rank criterion-referenced are meant
examinees against one to assess student performance
another. against a set of specified
criteria.

Processing
Examine the data you have gather. Answer the following question.
1. Based on the (5) purposes of assessing students given by your cooperating teacher,
which is the most important?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching

2. Which among the six-assessment principle is the most important for you? Explain
your answer.
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching

3. Which approach is more applicable in a21st century classroom, norm-referenced

assessment or criterion-referenced assessment? Why?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching

Reflection
Write your reflection by completing the following statements:
• I realized that:
Assessment should include grading, learning, and incentive. Assessment
procedures that are well-designed give useful information regarding student
learning. They provide information about what pupils learned, how well they
learned it, and where they struggled.

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• I believe it is essential to:

To know the purpose of assessment because assessment refers to
measurement of how effectively the students learn, usually against stated learning
outcomes.

• From now on, I am determined to:

Search and explore more different kinds of assessment to know what to use
whenever I am going to assess my future students.

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LESSON 2: Preparing for Assessment

Learning Outcomes
• Discuss the importance of table of specifications;
• Create a table of specifications for one grading period; and
• Critique a table of specifications.

Introduction
Benjamin Franklin once said, “By failing to prepare, you are preparing to fail.”
Preparation is vital element for any success. Nowadays, many people become successful
with whatever endeavor they in because they are prepared.

Observation
A. Directions: Ask for a copy of a sample table of specifications from your cooperating
teacher. Paste it below.
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service Teaching

B. Direction. Create a one-way table of specifications for a quarterly examination.

Objective Number of Number of Percentage Item

Recitation Items of Items Placement
Days
1.Not Not Not Not Not
Applicable/ Applicable/ Applicable/ Applicable/ Applicable/
Not able to Not able to Not able to Not able to Not able to
observe. I hope observe. I hope observe. I hope observe. I hope observe. I hope
to observe it on to observe it on to observe it on to observe it on to observe it on
my Pre-Service my Pre-Service my Pre-Service my Pre-Service my Pre-Service
Teaching Teaching Teaching Teaching Teaching

Processing
Examine the data you have gathered. Answer the following questions:
1. Why is it important to prepare and plan before you assess?
For your pupils, assessment should include grading, learning, and incentive.
Assessment procedures that are well-designed give useful information regarding student
learning. They provide information about what pupils learned, how well they learned it,
and where they struggled.
2. What are the different features of the table of specifications of your cooperating teacher?
State each feature.

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Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service Teaching

3. What is the most difficult part in creating a table of specifications? Why?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service Teaching
4. What will happen to the test if the teacher does not prepare a table of specifications?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service Teaching

Reflection
Write your reflection by completing the following statements:
• I realized that:
The table of specifications (TOS) is a method for ensuring that a test or assessment
assesses the material and thinking skills that the exam is designed to evaluate. As a
result, when used correctly, it can provide evidence of response content and construct
validity.

• I believe it is essential to:

Have Table of specifications because Benjamin Franklin once said, “By failing to
prepare, you are preparing to fail.” Preparation is vital element for any success. Nowadays,
many people become successful with whatever endeavor they in because they are prepared.

• From now on, I am determined to:

Plan well for everything that I will do because with planning you will accomplish
success.

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LESSON 3: Writing Good Test Items

Learning Outcomes
• Determine select type from supply type;
• Evaluate the select and supply type in a test; and
• Construct good select and supply test items.

Introduction
Sometimes, the way the teacher constructs the test items hinders the students from
getting the right answer. Aside from mastering the content and pedagogy, teachers should
be knowledgeable on how to properly construct good items.

Observation
A. Directions: Check what have you learned about constructing good items. Complete
the K-W-L table below.

What I Know….. What I Want to Know…. What I learned….

Test is a kind of assessment What is a good select and the way the teacher
that a teacher give every supply test. constructs the test items
before or after the hinders the students from
discussion to know what getting the right answer.
you know and what you Aside from mastering the
learned. content and pedagogy,
teachers should be
knowledgeable on how to
properly construct good
items.

B. Directions: Ask for a copy of a quarterly test from your cooperating teacher. Paste
the sample quarterly examination and evaluate the test items using the checklist
below.
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching
General Rules in Writing Test Items Observed Not
(Gonzales 2007) Observed

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1. The test item should match the desired learning /

outcome or competency. It should measure the
behavior and content of an in structural objective.
2. There should be one correct or best answer that /
experts generally agree. Avoid answers that need a
lot of argumentation or debate.
3. The language used in all the items should be /
simple, clear, and definite.
4. The test items should present a clear and definite /
task. No ambiguous term should be used.

5. The test items should follow acceptable rules of /

grammar. Correct usage, proper use of
capitalization and punctuation marks should be
observed. Subject-verb agreement must be correct.
6. All items of the same type should be grouped /
together. All true-false items should be grouped
together.
7. The test item should be arranged from the easiest /
to the most difficult. If easy items are placed at the
beggining of a test the students are motivated to
answer the next succeeding items.

C. Directions: Formulate five (5) supply type test items. Follow the general rules in
writing test items.
Essay
1. Share your story
2. Personal Growth
3. Describe a person you admire.
4. Challenging belief
5. What captivates you?

Processing
Examine the data gathered. Answer the following questions.
1. Which is easier to construct, select type items or supply type items?
Supply type items
2. Which is easier to check, select type items or supply type items?
Select type items
3. Which is more objective, select type items or supply type items? Why?
Questions of the Selection Type Selection-type test questions, such as
true/false, matching, or multiple-choice, are commonly referred to be 'objective

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tests' because it is considered that they are much easier to mark and grade
objectively than supply-type exam questions.
4. How do you ensure fairness and objectivity in checking essay type items?
➢ Take your time.
➢ Make sure your assessments are well-planned.
➢ Aim for assignments and questions that are as straightforward as
possible.
➢ Keep an eye out for unintended bias.
➢ Review evaluation tools with a range of persons who have different
opinions.
➢ Experiment with large-scale assessment software.

Reflection
Write your reflection by completing the following statements:
• I realized that:
The teacher may test on many more areas of knowledge in a given period by employing
selection type items rather than expecting the student to provide written replies. It's
ideal for evaluating knowledge of facts and details, especially when just two options
are available.

• I believed it is essential to:

Use selection type assessment because it is an alternative option are included in
selection-type examinations, whereas supply-type evaluations necessitate creating the
proper answer rather than just picking it. Learn how to construct, score, and administer
these kinds of tests.

• From now on, I am determined to:

This type of test to easily identify what my objective is.

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LESSON 4: Creating and Using Rubrics

Learning Outcomes
• Explain the purpose of using rubrics;
• Evaluate a sample scoring rubric; and
• Create and use a rubric for a particular class activity.

Introduction
One of the major trends in educational assessment is the shift from the paper-and-
pencil test to authentic skills assessment. Authentic assessment refers to the application of
real-world tasks performed by the students inside the classroom. The new shift in
assessment is integrated inside the classroom through different performance tasks given
and supervised by the teachers.
The performance tasks as emphasized in DepEd Order 8, series of 2015, allow
learners to show what they know and are able to do in diverse ways. They may create or
innovate products or do performance-based tasks. Performance-based tasks may include
skills demonstration, group presentations, oral work, multimedia presentations, and
research projects.
Components Language/AP/ESP Science/Math MAPEH/EPP/TLE
Written Works 30% 40% 20%
Performance 50% 40% 60%
Tasks
Quarterly 20% 20% 20%
Assessment

Observation
A. Directions: ask your cooperating teacher for a copy of any rubric that he/she is using.
Paste and evaluate the rubric.
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching
1. What activities does the sample rubric intend to measure?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching
2. How many criteria are there? Are the criteria enough to measure the task?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching
3. What is the highest possible score?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching

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4. Are descripted and numerical values of the rubric aligned?

Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching
B. Directions: ask your cooperating teacher regarding class activity. Create a rubric
for the class activity and try to use in grading the students’ product or performance.
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching

Processing
Examine the data you have gathered. Explain your answers to the following questions:
1. What is the main purpose of using a rubric?
The capacity to judge a student's performance or work is the fundamental
function of a rubric. To effectively assess the learning objectives, rubrics can
be adapted to each assignment or the whole course.

2. What will happen if the teacher will not use a rubric in grading a performance
task of the students?
Rubrics with no grades might inspire students to evaluate their own work.

3. What will your advice to the teachers who are not using rubrics in assessing
students’ product and performance?
Without rubric the students will not have a guide that they will follow in
their specific activity and the teacher will have no guide in checking the
activities. There will be no development.

Reflection
Write your reflection by completing the following statements:
• I realized that:
Rubrics are essentially a set of criteria for projects, assignments, and
other types of labor. Rubrics specify what must be included to obtain a
specific score or grade.

• I believe it is essential to:

Use rubrics because it enables the learner to assess his or her own
work prior to submission. Instructors can use the rubric to justify their
marks.

• From now on, I am determined to:

Use rubrics whenever I give my future students an activity because
it will set as their guide.

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LESSON 5: Preparing a Learning Portfolio

Learning Outcomes
• Explain the use of a learning portfolio
• Determine the purpose of developing learning portfolios and
• Prepare a field study portfolio

Introduction
Aside from the shift from the paper and pencil tests to authentic skills assessment
another trend in educational assessment is the use of portfolio in assessing students’
learning.
As a teaching tool;
1. to provide students ownership, motivation, a sense of accomplishment and participation;
2. to involve students in a process of self evaluation;
3. to help students and teachers set goals;
4. to build in time for reflection about students’ accomplishments;
5. to individualize writing instructions;
6. to provide more reasons/opportunities to write;
7. to set up an apprenticeship situation;
8. to connect reading, writing and thinking;
9. to aid in parent conferences;
10. to give importance to daily writings and;
11. to extend the amount of time devoted to practice in writing;

As an assessment tool;
1. to serve as an alternative to standardized testing;
2. to serve as a college application/high-school placement vehicle;
3. to replace competency exams;
4. to serve as a grade or end of year culminating activity;
5. to provide program evaluation and;
6. to serve as a vehicle for changing the school’s conversation with the public.

Observation
A. Directions: Interview your cooperating teacher. List five (5) purposes why teachers
students to prepare a learning portfolio.
1. Evaluating coursework quality, learning progress, and academic
achievement.
2. Determining whether students have met learning standards.
3. Provide documented evidence of the students’ performance in class.

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4. It helps students to reflect their real performance, to show their weak and
strong domain and to observe student's progress during the learning process.
5. It helps teacher in improving the teaching strategy.

B. Directions: Prepare a field study portfolio b completing the following:

1. Provide the following
Name of the Student: Danniela Marie N. Cagas
Year and Section: BEED IV-1
School of the Student: Colegio ng Lungsod ng Batangas
Name of Cooperating Teacher: Zarina Kimberly E. Gobres
School of the Cooperating Teacher: Kumintang Elementary School

2. Paste the following:

A picture with your cooperating teacher.

3. Narrative report of your class observation.

My class observation experience was a lit. I enjoyed how encountered
different child with different behaviors. I love how I learned from my
cooperating teacher, on how she used different strategies, on how she disciplined
her students, on how friendly she is in her colleagues and how cooperating she
is to me and my co-student teachers. I love how competitive and active
Kumintang Elementary School in joining in a lot of competitions and make it. I
also loved how they develop their research culture wherein from 2 researcher to
12 researches. I love this kind of environment, you will really learn and they will
help you to grow, as a teacher and as a person. The school will encourage you to
do things that you haven’t did yet and realizing that you can do it. I learned a lot
in this observation. I hope to learn more in my Pre-Service Teaching.

Processing
Examine the data you have gathered. Answer the following questions.
1. When it is your time to teach, what will you ask your students to compile in their
learning portfolio? Why?
I’ll ask them to compile their learning portfolio because it will set as my
source of files that will grade for them.

2. As future teacher, what is the importance of assessing students learning by

preparing a learning portfolio?
Portfolio assessment allows students to reflect on their actual performance,
to display their weak and strong domains, to track their development throughout

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the learning process, and to encourage students to take ownership of their own
learning.

3. Among the purposes given by your cooperating teacher which purpose is the best?
Why?
It helps students to reflect their real performance, to show their weak and
strong domain and to observe student's progress during the learning process.

Reflection
Write your reflection by completing the following statements;
• I realized that:
Learning portfolios are a well-chosen collection of student work that
might range from a single project to collated evidence from over an entire
term.

• I believe it is essential to:

Have learning portfolios because it demonstrates how students learn
and progress academically over time. Written assessments from
instructors and peers, as well as student self-reflection, are all
possibilities.

• From now on, I am determined to:

Search and explore more what is learning portfolios to share it and
apply it to my future students.

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WEEK 7
LESSON 1: The School Environment

Learning Outcomes
• Discuss the importance of the school environment to teaching and learning.
• Identify the different components of the school environment; and
• Analyze how the school environment affects the student learning.

Introduction
The school environment refers to the academic environment where teaching and
learning take place. It includes the physical location, physical facilities, psychological
climate, and community context. According to Spencer and Blades (2005), the impact of
physical environment on the behavior and attitudes of teachers has a mediating effect on
student achievement. Schneider (2003, cited in Spencer and Blades, 2005) also included
that poor school conditions make it difficult for teachers to deliver lessons. Hence, it is
important for teachers to learn and find ways to build a learning environment that can be
best accomodate diverse learners and to transform the school environment to achieve
educational goals and objectives. According to Weinstein and David (1987, cited in
Spencer and Blades, 2005), the school environment should serve the following common
functions with respect to children’s development:
• To foster personal identity;
• To encourage the development of competence;
• To provide opportunities for growth;
• To promote sense of security and trust;
• To provide interaction and privacy.

Observation
A. Preliminary Activity. Conduct a survey of the school environment. Provide a
description of the following components.

Components Description
Location an educational institution that provides
classrooms and learning facilities for
students to learn in.
Physical Facilities It has a good, beautiful and a lot of plants.
A lot of buildings and classrooms, it also
has a library, laboratory, toilet facilities,
offices and many more.
Psychological Climate The expression of ideas, attitudes,

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opinions, questions, and concerns in the

classroom is the most hard and one-sided
psychological environment. It also
indicates the teacher's interest in the
passion of students for the subject and for
teaching.
Community Context a diverse range of people, organizations,
corporations, and institutions interested in
the well-being and vibrancy of a public
school and its community

B. Answer the following questions.

1. Which component is the strength and weakness of the school? Explain your
answer.
Strength
➢ An abundance of co-curricular activities
➢ Highly-trained teachers.
➢ Great location
➢ High graduation percentages
Weaknesses
➢ Lack of funding
➢ An overabundance of students.

2. How does the school maintain the safety and security of students?
➢ Invest in training and education
➢ Establish an ID entrance policy
➢ Secure the doors and windows
➢ Communicate the importance of security
➢ Installed CCTV

3. What are the best practices of the school in keeping the learning environment
conducive for teaching and learning?
Effective instructors seek for ways to improve student learning at every
opportunity. To build a learning environment in the classroom, you must first
consider the physical area. Make use of all available space in the room to create
an environment that promotes participation and learning.

4. How do teachers promote social development and cultural diversity to learners?

Show an interest in your students' ethnic backgrounds. Encourage your
pupils to learn about their cultural backgrounds and share that knowledge with

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their peers in order to build a trustworthy connection. Examine and celebrate

the diversity of cultures, beliefs, and social behaviors.

5. In what ways does the school promote a positive school-community

relationship?
➢ Create a Greeter Program.
➢ Teacher of the Month should be honored.
➢ Establish a volunteer reading program.

C. Conduct an interview with the teachers, Identify the strategies of the school that
promote the DepEd Core Values. Write your answer below.
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching

Processing
A. Review the data you have gathered carefully. Answer the following questions:
1. What makes a good physica learning environment?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching
2. How does the school environment impact students’ motivation and academic
achievement?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching
3. Which components of the school environment greatly impact student academic
performance?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching

B. Based on the data you have gathered, what are the best characteristics of a good
school environment? Write your answer below.
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching

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Reflection
Write your reflection by completing the following statements:
• I realized that:
Students' attention is improved, anxiety is reduced, and emotional and
behavioral regulation is supported in a good classroom atmosphere. Learners are
more likely to gain more motivation when educators build a good learning culture,
which leads to excellent learning results.

• I believe it is essential to:

Have a good school environment. It's understandable that pupils would do
better if they were learning in a good setting. After all, most individuals would
agree that some surroundings are better for learning and academic success than
others.

• From now on, I am determined to:

Apply all my learnings and teach it to my future students.

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LESSON 2: The Physical Learning Environment

Learning Outcomes
• Discuss how the physical environment should be structured and maintained for
conducive learning;
• Identify the different components of the physical environment; and
• Analyze how the physical environment affects students learning.

Introduction
The physical environment of a school considered as one of the essential keys in
creating a positive learning environment. It refers to the physical characteristics of the
school which includes physical structures such as school buildings and classrooms, library
and laboratory facilities, and offices including the community where the school is situated,
since learning takes place within the school, it is important that the school should have
appropriate facilities to support student's needs while within the school.
Observation
A. Preliminary activity. Familiarize yourself with the school’s facilities. Check if the
following are available. Provide a description of facilities that are available
corresponding column below.

Physical Structure Available Not Description

Available
Office of the Principal /
Administrative Office /
Security and Maintenance office /
Faculty room /
Student Center /
Classrooms /
Library /
Science Laboratory /
TLE Laboratory Not observed
ICT Laboratory Not observed
Audio-Visual Room Not Observed
Medical & Dental Clinic Not Observed
Guidance and Counseling Room /
Cafeteria/Canteen /
Auditorium Not Observed
Play Area /

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Restroom for Males /

Restroom for Females /

B. Provide a description of the community where the school is located. Write your
observation below:
Name of school: Kumintang Elementary School
Location of the school: Kumintang Ilaya, Batangas City
Date of Observation: November 18, 2021
The school was located beside the high-way need a lot of
commercial complex, gasoline station and fast food chains.

C. Conduct a survey of the school's physical facilities. Find answers to the following
questions:
1. Does the school have enough classrooms to accommodate student?
Not really
2. Are classrooms conducive for teaching and learning?
Yes
3. Are tables, chairs and furniture within the classroom properly arranged?
Yes
4. Are there enough chairs for students?
Yes
5. Does the school observe cleanliness?
Yes
6. Are school facilities safe for students learning?
Yes
7. Do students have access to library resources?
Yes
8. Are students and teachers provided with the equal opportunity to use laboratory
facilities?
Yes
9. Does the school have policies on the use and maintenance of school's physical
facilities and equipment?
Yes
10. Are students and teachers aware of the school policies?
Yes

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Processing
A. Review and analyze the data you have gathered. Answer the following questions:
1. How does the physical environment affect the teaching and learning process?
A learning-friendly physical environment seeks to reduce
distractions that may divert student’s attention away from their studies. This
necessitates ensuring that nothing is retained in the classroom that isn't
required or that isn't capable of assisting the children's learning process in
any manner.
2. What makes classroom conducive for learning?
Creating a learning-friendly classroom environment requires
arranging the physical space, enlisting student cooperation, establishing a
collaborative atmosphere, and lastly, sustaining a healthy classroom climate
and culture.
3. What things does the school need to improve in order to ensure and maintain
safety and conduciveness of the school's physical environment?

B. Draw a school with a complete physical facility. Provide a description and function
of each facilities.
(Photo indicated below)

Reflection
Write your reflection by completing the following statements:
• I realized that:
Morale and student learning are affected by the physical environment in the
classroom.

• I believe it is essential to:

Involve students in the physical environment may improve it, strengthen the
sense of community in the classroom, and offer kids a sense of authority.

• From now on, I am determined to:

Search and explore different strategies on how to make my classroom a
conducive for learning.

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LESSON 3: Student-Centered Learning Environment

Learning Outcomes
• Discuss the benefits of a student-centered learning environment;
• Analyze how teachers create a student-centered learning environment; and
• Identify good practices in maintaining a student-centered learning environment.

Introduction
The K to 12 Curriculum is designed in line with the principle that it should be
learner-centered. A learner-centered/student-centered approach includes methods and
strategies of teaching that shift the focus of instruction from teachers and students. I a
student-centered learning environment (SCLE), the student’s interest is acknowledged as
the primary focus of instruction. It requires instructional methodologies and techniques that
acknowledge individual differences and promote inclusion.SCLE places teachers as
facilitators of learning that focuses on understanding the student’s interest and abilities
including how they learn and the way how they will be assessed.

Observation
A. Check if the following characteristics of SCLE are observed. Write your comment on
the column provided below for items that are not observed.
SCLE Learning environment Observed Not Observed
1. The teacher serves as the learning /
facilitator and provides opportunities for
students to participate in teaching and
learning activities.
2. Students are aware of the lesson and why /
it is taught.
3. Students are aware of the learning /
outcomes of a particular lesson.
4. Lessons are designed based on the result /
of assessment of student’s prior learning.
5. Instructional resources are /
contextualized based on the learner’s needs
and background.
6. The teacher promotes collaborative /
learning.
7. The teacher encourages students to /
respect individual differences and cultural
diversity.
8. Students are provided with opportunities /

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to engage in teaching and learning

activities.
9. Students are given opportunities to /
explore their own interests and abilities.
10. Students are given opportunities to /
share thoughts and ideas and explore new
knowledge at their own time and place.
11. Student’s works are acknowledged and /
recognized.
12. The teacher engages students in the /
assessment and in giving feedback
regarding their academic performance.
13. Students are encouraged to use their /
own personalized learning resources.
14. The physical environment promotes a /
safe, friendly, and culturally-responsive
learning environment.
15. The teacher and school official respects /
the diversity of students, teachers and staff.

B. Conduct an interview with teachers. Find answers to the following questions.

1. How do teachers encourage students to respect individual differences?
I usually explain to them that they need to respect the abilities, strength and
weaknesses of their classmates. During the activities

2. How do teachers assess students’ prior learning?

By having a short quiz or review about the previous lesson It helps me assess if my
students understand and still remember what lesson we tackled.

3. In what ways do teachers motivate students to arouse their interest about the lesson?
By letting them explore about the activities. And preparing lesson or activity
wherein you know they are interested will help me to catch their attention and be
interested in the lesson.

4. How do teachers create a positive learning environment?

In creating positive learning environment, the teacher must welcome the opinion of
every students let them express their ideas. In that way they will feel at ease during
class.

5. How do teachers promote cultural diversity?

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Teachers can promote cultural diversity by encouraging students to research and

share information about their ethnic background as a means of fostering a trusting
relationship with fellow classmates. Give chance to celebrate the differences in
traditions, beliefs, and social behaviors inside the classroom.

C. Identify challenges faced by the teachers in promoting SCLE. Explain why?

Challenges Explanation
Not Applicable/ Not able to Not Applicable/ Not able to
observe. I hope to observe it on observe. I hope to observe it on
my Pre-Service Teaching my Pre-Service Teaching

Processing
Review and analyze the data do you have gathered. Answer the following question.
1. How important is the role of teacher as a facilitator of SCLE?
The most successful learning happens in every classroom when instructors serve as
facilitators or activators of learning. Teachers are now constructing dynamic, engaging
learning experiences that rely on students' talents and interests, rather than offering
formulaic sets of worksheets, chores, or practice problems.

2. How do the physical environment, instructional strategies, and instructional

resources contribute to promoting SCLE?
It makes students feel more at ease in the classroom and provides a welcoming
environment that motivates students to attend every day. The environment determines
how time is organized and what responsibilities are expected to be played. People's
feelings, thoughts, and behaviors will be influenced by their physical surroundings.

3. What are the benefits of promoting SCLE to learners?

Students' attention and focus are improved in an engaged learning environment,
which also creates meaningful learning experiences, stimulates greater levels of
student achievement, and inspires students to exercise higher-level critical thinking
abilities.

4. What is the greatest challenge of transforming a learning environment to SCLE?

The difficulties included a lack of motivation and confidence, a lack of engagement
among teachers and students, class size, and pupils' uneasiness while working with
others.

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Reflection
Write your reflection by completing the following statements:
• I realized that:
Students' communication and teamwork abilities will improve as a result of
employing a student-centered approach to education. Students' capacity to think
and work independently has improved. Student involvement in school activities and
education in general has increased.

• I believe it is essential to:

Use student-centered classroom because it is more beneficial to the learning
of the student where they learn by doing, are allowed to communicate.

• From now on, I am determined to:

Use also student-centered classroom because it will be beneficial for the
students and it will let them learn more by their own.

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LESSON 4: School Safety, Security, and emergency preparedness

Learning Outcomes
• Discuss the processes of creating a safe learning environment:
• Identify safety and precautionary measures within the school premises: and
• Identify possible threats that may affect the safety and security of students and
teachers.

Introduction
School safety, security, and emergency preparedness plays a very crucial role in
making the schools a comfortable place for student and teachers. It is one of the major
considerations of parents in choosing a school where to enroll their children. Keeping a
positive learning environment is not an easy task and requires close collaboration and
coordination with teachers, parents and members of the community. Through the school-
community collaboration, the school can help strengthen its emergency plans and build a
positive school climate and good relationship with the community that will encourage
everyone to share information regarding possible threats and avoid them from happening
in the future.

Observation
A. Preliminary Activity. Find answers to the following question. Write your comments on
the column provided below if the answer is “NO.”
Questions Yes No
1. Does the school have a security force /
that checks and maintains the safety of
school’s property, and students?
2. Does the school conduct regular /
inspection and risk mapping within and
around the school premises?
3. Does the school have a disaster and /
risk reduction management office and
coordinators?
4. Does the school have an emergency /
response team?
5. Does the school have a medical clinic /
and emergency kits?
6. Does the school have pre-designated /
emergency routes and an evacuation
area?
7. Does the school have established /
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safety procedures and guidelines on the

use of school’s physical facilities and
laboratory equipment?
8. Does the school have established /
policies and guidelines on student
discipline?
9. Does the school have established /
partnership with teachers, parents, and
members of the community?
10. Does the school adopt the /
implementation of DepEd Order No.21,
series of 2015?

B. Describe the standard operating procedures (SOP) implemented by the school to ensure
the safety and security of stakeholders during the following situation.

Situation Emergency Plans/Preparations

1. Natural disaster such as floods Not Applicable/ Not able to observe. I
earthquakes hope to observe it on my Pre-Service
Teaching
2. Fire or explosion Not Applicable/ Not able to observe. I
hope to observe it on my Pre-Service
Teaching
3. Bomb scare/bomb threats Not Applicable/ Not able to observe. I
hope to observe it on my Pre-Service
Teaching
4. Civil disturbances involving, Not Applicable/ Not able to observe. I
Students ,teachers, and school employees hope to observe it on my Pre-Service
Teaching
5. School events and activities Not Applicable/ Not able to observe. I
hope to observe it on my Pre-Service
Teaching
6. Accidents involving students, teachers, Not Applicable/ Not able to observe. I
school employees, visitors hope to observe it on my Pre-Service
Teaching
7. Bullying/fighting/harassments Not Applicable/ Not able to observe. I
hope to observe it on my Pre-Service
Teaching
8. Criminal activities Not Applicable/ Not able to observe. I
hope to observe it on my Pre-Service

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Teaching
9. Gun firing incidents Not Applicable/ Not able to observe. I
hope to observe it on my Pre-Service
Teaching
10. Medical emergency Not Applicable/ Not able to observe. I
hope to observe it on my Pre-Service
Teaching
11. Structural failure Not Applicable/ Not able to observe. I
hope to observe it on my Pre-Service
Teaching
12. Vehicular accident involving a school Not Applicable/ Not able to observe. I
bus or private cars hope to observe it on my Pre-Service
Teaching
13. Lost or missing child Not Applicable/ Not able to observe. I
hope to observe it on my Pre-Service
Teaching
14. Suicide incidents Not Applicable/ Not able to observe. I
hope to observe it on my Pre-Service
Teaching

C. Conduct risk mapping within the school premises. Identify possible risks and threats to
the school’s safety and security. Write your 0bservations on the space provided below.
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service Teaching

Processing
A. Review and analyze carefully the data you have gathered. Answer the following
question?
1. How important is school safety, security, and emergency preparedness to teachers?
School safety and security is mostly about prevention and forethought,
school safety professionals should do the same. You can help children and
teenagers in your community study in a safer, healthier environment by obtaining
complete, approved school safety training.

2. How does school safety and security affect the teaching and learning process?
School atmosphere and safety have been shown to have a direct influence
on a student's academic achievement in studies. A kid who feels uncomfortable in
the classroom will have a difficult time paying attention and concentrating,
resulting in worse marks. High grades, likewise, "depend on a student's perceptions
of safety," according to study.

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3. How important is the school-community partnership to ensure the safety and

security of the school environment and its stakeholders?
Everyone benefits when schools and community organizations collaborate
to boost learning. This might be due to the fact that excellent partnerships with
schools can promote high-quality, interesting, and challenging activities, as well as
staff involvement.

4. What are the best practices of the school in disaster risk reduction and management?
➢ Identifying and quantifying catastrophe risk.
➢ Education and the advancement of knowledge.
➢ Educating individuals about the dangers they face (awareness raising)
➢ DRM should be included into national planning and investment.
➢ Institutional and legislative structures must be strengthened.
B. Describe the school’s process in addressing issues related to safety and security of
students.
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service Teaching

Reflection
Write your reflection by completing the following statement:
• I realized that:
Academic accomplishment, maintaining high standards, creating strong
relationships between staff and students, and promoting parental and community
engagement are all priorities in a safe learning environment. In order to provide a
healthy learning environment, it is critical to resolve disagreement and prevent
violence.

• I believe it is essential to:

Build a safe learning environment. It's critical to start every session that
deals with potentially sensitive topics by providing a safe, secure learning
atmosphere. This will give students the confidence to communicate their ideas,
ideals, and attitudes without fear of negative peer response.

• From now on, I am determined to:

Identify safety and precautionary measures within my future school
premises.

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LESSON 5- Child-friendly Learning Environment

Learning Outcomes
• Discuss how to create and maintain a child-friendly learning environment;
• Discuss the characteristics of a child-friendly learning environment; and
• Identify strategies that promote a child-friendly and gender-sensitive learning
environment

Introduction
Creating a child-friendly, gender-sensitive, safe and motivating environment is one
of the DepEd’s mission in order to protect the rights of every Filipino to quality, equitable,
culture-based, and complete basic education. Deped’s mission is consistent with the
Sustainable development Goal (SDG) 4-Quality education and SDG 5-gender Equality
which require not just inclusive and quality education but promote gender-equality and
empowerment of all women respectively. Regardless of the physical condition of the
learning environment, the responsibility of fulfilling DepEd’s mission to transform it into
a child-friendly learning environment lies within the hands of school administrators and
teachers. This means providing learners with quality education, a safe and secured learning
environment with adequately trained teachers equipped with adequate instructional
resources.

Observation
A. Check if the following child-friendly school practices are observed.
Child-friendly School Practices Observed Not
Observed
1. It promotes respect for diversity and ensures /
quality.

2. It promotes quality learning outcomes and /

quality teaching.
3. It ensures a healthy and safe learning /
environment.
4. It promotes physical, psychological, /
sociological, and emotional health.
5. It provides a positive learning environment /
and learning experiences.
6. It promotes gender equality. /
7. It promotes contextualization of instruction. /

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8. It encourages student participation in school /

activities.
9. It promotes a learner-centered environment. /
10. It involves teachers, parents, and members of /
the community in the fulfillment of children’s
rights.

B. Identify the best practices of the school that respond to the following
characteristics of a child-friendly school. Write your answers on the column below:
Characteristics of a Child-friendly Best Practices
School
It is inclusive and culturally responsive. Not Applicable/ Not able to observe. I
hope to observe it on my Pre-Service
Teaching
It promotes quality education. Not Applicable/ Not able to observe. I
hope to observe it on my Pre-Service
Teaching
It is healthy and protective of children. Not Applicable/ Not able to observe. I
hope to observe it on my Pre-Service
Teaching
It is gender-sensitive. Not Applicable/ Not able to observe. I
hope to observe it on my Pre-Service
Teaching
It promotes community participation. Not Applicable/ Not able to observe. I
hope to observe it on my Pre-Service
Teaching

C. Answer the following questions:

1. How does the school address the general health and well-being of students?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching
2. How safe and conducive is the learning environment to students?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching
3. How does the school encourage students to enroll in school?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching
4. How does the school encourage the child participation in school activities?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching

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5. What school initiatives include community participation to ensure the child’s

rights?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching

Processing
A. Review the data you have gathered carefully. Answer the following questions.
1. How does a child-friendly school environment impact a student’s
learning experience?
Intuitive drive to participate, create, and discover new ideas is
heightened in a conducive learning atmosphere. Children may engage,
shape their activities, rebuild their plays, and explore their own knowledge
by creating and developing learning spaces in the classroom.
2. How will you contribute in creating a child-friendly school?
➢ Be a role model for others.
➢ Read aloud to each other.
➢ Keep an eye on your child's activities.
➢ Create a relaxing environment.
➢ Give constructive feedback.
➢ Help with homework at home.
➢ Get them ready for the tests.
➢ Reward them for their accomplishments.

3. What things does the school need to improve to be declared as child-

friendly school?
➢ A Child-Friendly School is non-discriminatory, inclusive, and
gender-sensitive.
➢ Children respond well to a child-friendly school.
➢ Children benefit from a child-friendly school.
➢ All children are cared for and protected in a child-friendly school.

B. Write an essay about your vision of a child-friendly school.

If a school aspires to be identified as child-friendly and inclusive, it must
provide a safe environment for all students, regardless of their social or racial
backgrounds. Education is a fundamental human right, and child-friendly
institutions should promote the comfort and protection of children. They should
also implement child-friendly teaching approaches and encourage equality among
all children, as well as meeting their basic needs and tapping into their gifts and
potential. The staff of such a school must ensure that each child feels safe and
comfortable. Without employing any forceful or threatening approaches, teachers

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should promote the development of children, their desire to learn, and urge them to
study more. This school is child-centered. Adults working at the school should
behave in the best interests of the students, assist them in reaching their full
potential, and be concerned about their health and safety. A child-friendly school
should be concerned with its students' life outside of school, as well as events in
their families and communities. A child-friendly educational institution should
offer high-quality education, with learning procedures suited to each child's
developmental stage, learning style, and ability. Cooperative, active, and
democratic learning approaches are required. The school should give learning
materials and resources.

Reflection
Write your reflection by completing the following statements:
• I realized that:
Regardless of social background, ethnic origin, gender, or degree of ability, a child-
friendly educational institution is inclusive, protective, and healthy for all children.
It offers all of the required amenities to improve the effectiveness and comfort of
the child's school experience.

• I believe it is essential to:

Have a child friendly school. Child-friendly schools strive to provide a learning
atmosphere that is both motivating and conducive to learning. Children are treated
with kindness and respect by staff members, who respond to all of their health and
safety requirements.

• From now on, I am determined to:

Study and learn more about child friendly school to apply it in my future profession.

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WEEK 8
LESSON 1: Committing to Teaching

Learning Outcomes
• Discover the professional obligations of a student teacher; and
• State the importance of fulfilling professional obligations.

Introduction
John Dewey has emphasized the need for individuals to interact with their
environment in order to learn (“6. Democracy and Education” 2017). In teacher education,
student internship provides students with opportunities to apply what they know in the
classroom. Internship do not only provide students with experience, these also provides
future teachers opportunity to develop other necessary skills to prepare them for the
teaching profession. The experience that they will gain will surely allow them to develop
work ethics and improve communication and decision-making skills.

Observation
A. Interview a teacher. Ask the following questions:
1. What do you expect from a student teacher?
What I am expecting from my student teacher is a kind of teacher that is always
willing to learn and take criticism constructively.

2. What should a student teacher do to be able to grow professionally?

A student teacher should always take every opportunity yo learn for her to
professional growth.

Processing
Examine the data you have gathered. Answer the following questions:

Questions Answers
1. How important is Through internship, it
student internship in opened our minds the real
preparing you to world of teaching. It helped
become a us to know the challenges
professional that we may encounter to
teacher? surpass it.
2. What will make this It showed us the possible
internship problems and struggles that

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experience truly we may encounter so that in

beneficial to you? the real world of teaching we
already know what to do.

Reflection
Write your reflection by completing the following statements:
• I realized that:
Student teachers are required to use activities, assignments, grouping,
materials, resources, structure, and pacing to interest students in learning subject.
They will learn and use tactics for inquiry and discussion that encourage student
engagement and information gain.

• I believe it is essential to:

Have Internship because interns gain more knowledge of teaching and learn
or sharpen the necessary skills, attitudes, and values associated with effective job
performance through the internship program. Internships assist students in
modifying their knowledge and skills, such as what they know and how they will
work.

• From now on, I am determined to:

Know more and observed more on strategies that I can use in the future.

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LESSON 2: Knowing Stakeholders

Learning Outcomes
• Familiarize one's self with the faculty, administrators, and personnel of the school
and
• Discuss the importance of knowing students well.

Introduction
In order to truly benefit from the field immersion experience, it is necessary to first
and foremost know the school community. The school community is comprised of teachers,
administrators, students, and anyone who has a stake in the teaching-learning process. It
may also refer to social and emotional connections that community members may have to
the school. These connections may be familial in nature as these would include parents and
relatives of the students or experiential which may include former students (School
Community 2014).

Observation
A. Preliminary Activity: Answer the following:
1. Why is it important to know your student?
The more you understand about your students' backgrounds, the easier your
work will be. This involves gaining a better understanding of their language,
culture, beliefs, family, and living environment. This understanding will assist
you in providing greater classroom assistance for your students as well as
receiving more support from home.

2. Why is it important to know the students?

The more you understand about your students' backgrounds, the easier your
work will be. This involves gaining a better understanding of their language,
culture, beliefs, family, and living environment. This understanding will assist
you in providing greater classroom assistance for your students as well as
receiving more support from home.

Processing
Examine your answer. Answer the following questions:
1. How can you establish a good working relationship with the people in the
community?
➢ Pay attention to the people around you. When you need to, check in
with individuals.
➢ Maintain an open line of communication.

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➢ Respect one another.

➢ Extend your horizons.
➢ Become a volunteer for their organization
➢ Encourage one another to accomplish better.
➢ When things are bad, you have each other's backs.
2. How can you know your students best?
1.) Conferring one-on-one. At least once a week, I prefer to sit down with each
of my students one-on-one and just speak.
2.) Make a mental note of what you're seeing. Simple observation may teach
you a lot about pupils.
3.) The Parents.The parents can teach you a lot about your students.

Reflection
Write your reflection by completing the following statements:

• I realized that:
It is important to know your students well because by understanding what
your students anticipate from you. By getting to know your students, you'll be able
to provide exactly what they need. You may approach them as a friend and mentor,
guiding them to improve their behavior and attitudes, if you have a better
knowledge of them. Have regular talks with them.
• I believe it is essential to:
Teachers to know their students well. Teachers who understand how their
students learn can guide them and help them advance in their studies. Teachers who
recognize their pupils as distinct people can assist them in navigating they’re often
perplexing and anxious lives.

• From now on, I am determined to:

Know more different strategies on how to know well my future students for
us to have a good and better relationship to each other.

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LESSON 3: Preparing to Teach

Learning Outcomes
• Discuss ways on how to prepare for teaching and
• List down important considerations to be made prior to teaching.

Introduction
Prior to teaching, it is important that student teachers are aware of what to prepare
in order to ensure that the first teaching experience is a success. Below is a list of things
that a student teacher needs to do:
• Get a copy of the school calendar.
• Look for school facilities to be used (library, computer laboratory, playroom, audio-
visual room, etc.)
• Look for available reading materials and teaching tools used by the cooperating
teacher.
• Get a copy of the faculty and student handbook and review existing policies and
procedures.
• Become familiar with the way the cooperating teacher manages the class.
• Observe the way the class interacts with each other and with the teacher.

Observation
Consider your own practice. Assess the things that you have done or will still do to
make yourself ready for teaching.
1. What things have you done to make yourself ready for teaching?
Made a lot of lesson plans, practice demo teachings, observed a real class,
checked a modules and test papers, attend seminars and many more.
2. What things are you currently doing to make yourself ready for teaching?
Keep observing, exploring, motivating and surrounding myself with educator
minds.
3. What are some of the things that you still need to do to make yourself ready for
teaching?
Develop my behavior and professionalism of how professional teacher should
be.
Processing
Examine the information that you have gathered. Answer the following questions:

Questions Answers
1. What can you say about the I didn’t expect that I am already here. After
preparations that you have done so all the hardships that I’ve encountered, I

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far to make yourself ready to teach? didn’t realize that I already overcome/
surpass it.
2. In preparing to teach, what has been My greatest challenge so far is when doing
your greatest challenge and the teachers responsibilities, acting like a
achievement so far? professional one, I think that’s one of the
hardest things that I think I am challenged.
One of my achievements so far is I surpass
all the problems and challenges that I have
encountered so far.

Reflection
Write your reflection by completing the following statements:
• I realized that:
Being a student teacher is already opening our minds of what real teacher world is
and I was happy and excited for what I will encounter and surpass more.

• I believe it is essential to:

Prepare us in this kind of professionalism because it is not easy as what others think,
and I am thankful that I’ve experienced it.

• From now on, I am determined to:

Value all the things that I’ve learned and always take the opportunities coming.

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LESSON 4: Planning and Organizing

Learning Outcomes
• Discuss ways on how student teachers plan the lessons before teaching and
• Identify the areas that need to be considered in planning the lesson.

Introduction
Teaching a class entails a lot of planning. Every student teacher should be able to
anticipate well how the lesson will be implemented to ensure that the whole teaching
experience will not only be a success but most of all will be beneficial to students. Thus,
in planning to teach, student teachers should bear in mind to:
• Include all aspects of the lesson such as instructional goals or objectives, motivation,
subject matter to be covered, procedures to be used, lesson closure, instructional
materials and other supplies that will be needed, and assessment of students.
• Make use of varied teaching strategies in order to make the lesson interesting.
• Come up with plans to be able to manage the class well.
• Consider the level of development of students.
• Document students’ progress.

Observation
Look at the tasks below. Identify the specific details that will help you accomplish
each task. Write your answers below.

Tasks Specific Details Required to

Accomplish the Task
1. Writing the lesson plan It should be done every day.

2. Choosing teaching strategies It should be appropriate for all the

students.
3. Planning for classroom It should be appropriate and suited for all
management the students and they must be included in
the plan.
4. Determining the profile of students To know and understand each of the
students to have a good and strong
relationship to each other.
5. Documenting students’ progress To know if each students are developing
and if they’re all learning.

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Processing
Examine the data you have gathered. Answer the following questions:
1. Which among the tasks will be the easiest for you to accomplish? Why?
Planning for classroom management because it should be done once and should
repeated remind them.

2. Which task will be the hardest to accomplish? Why?

Choosing teaching strategies, because not all are applicable in just one strategy so
we need to try multiple of strategies to know what really suits for all.

Reflection
Write your reflection by completing the following statements:
• I realized that:
In teaching world, others think that it is just an easy task without knowing that there
are loads of paper works and responsibilities for the students.

• I believe that it is essential:

To know your responsibilities in teaching for you not to fail as a teacher.

• From now on, I am determined to:

Embrace the teaching world because being a teacher is one of the huge
responsibilities that a person can have.

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LESSON 5: Reflecting on Teaching

Learning Outcomes
• State ways on how to reflect on one’s practice and
• Use reflective practice to improve teaching.

Introduction
Teachers play key role in education. Students’ acquisition of knowledge and
development of skills depend to a large extent on how teachers perform their roles in the
classroom. It is therefore important that teachers continuously find means and ways to
improve how they teach so that students would benefit more from the teaching-learning
process.
Videotape or write your experiences in journal. Review the video or read what
you have written. Answer the following questions:
Questions Answer
1. What are the highlights of your lesson? My learnings
2. What are the areas can you improve on? My behavior, character, and my whole self
3. If given a chance to repeat your lesson, how Take more opportunities, value more the
are you going to improve it? things that I didn’t, and take seriously
everything.

Processing
Examine the data you have gathered. Answer the following questions:
A. Upon reflecting on your practice, what significant insights did you get from the
experience?
I realized that I’ve been through a lot, and didn’t expect that I can make it. I’m just
proud of myself that I’m behalf of it already

B. What did you discover about yourself after reflecting on your own practice?
I discover that I am strong, that I can also do it and that I deserve it.
Reflection
Write your reflection by completing the following statements:
• I realized that:
I love what I’m doing and I want to experience more and enlighten more in many
things that will help me grow as a person and as a future teacher.
• I believe it is essential to:
Practice and encounter hardships for you to know the meaning of success.
• From now on, I am determined to:
Search, explore and embrace more the teaching world.

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Banghay Aralin sa Filipino

Inihanda Ni: Danniela Marie N Cagas
I. Layunin
A. Natutukoy ang mga bagay na nagsisimula sa letrang A;
B. Naisusulat ng tama ang malaking letrang A at maliit na letrang a;
C. Napapahalagahan ang kahalagahan ng titik A sa pamamagitan ng isang gawain.

II. Paksang Aralin

A. Paksa : Letra/tunog Aa
B. Sanggunian: K12 Curriculum Guide,
C. Kagamitan : Video, larawan

III. Pamamaraan
Gawain ng Guro Gawain ng Mag-aaral
1. Panimulang Gawain
Magsitayo ang lahat para sa ating panalangin

(Sa ngalan ng Ama, ng Anak, ng Espiritu Santo (Tatayo ang mga bata)
Amen…)

2. Pagbati
Magandang Umaga mga bata!

Maari na kayong magsi upo. Magandang umaga din po

3. Pagtala ng Liban ma’am.
Mga bata, mayroon dito sa ibabaw ng mesa na isang
kahon, ilalagay ninyo sa loob ng kahon ang inyong larawan
at dito ko makikita kung kayo ba ay pumasok ngayong
araw.

Maliwanag ba mga bata?

Magaling mga bata at walang liban sa inyo, bigyan natin

ang bawat isa ng limang palakpak.
Opo, ma’am

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4. Pampasiglang Gawain Ilalagay ng mga bata ang

Bago tayo magsimula sa ating klase ay mayroon kanilang larawan sa kahon)
akong ipapanood na video sa inyo. Pero bago tayo
magsimula, kamusta naman ang panahon ngayong araw? (Papalakpak ang mga bata)
Mainit ba o maulan? Mainit po.

Tama, ngayong araw ay mainit.

Tumayo ang lahat at sumabay sa kanta. (Kakanta ang mga bata)

(Ipapanood ang video)

Ngayon ay maari na kayong umupo.

B. Panlinang na Gawain

1. Pagganyak

Ngayon mga bata sa pagdako natin sa ating tatalakayin

ngayong umaga nais kong making kayo sa aking sasabihin.
Maliwanag ba yon mga bata?

Una, makinig ng maayos sa direksyon.

Padalawa, itaas ang kamay kung nais sumagot.
Huli, makipag partisipasyon sa talakayan.

Naintindihan ba mga bata?

Mga bata, nais kong tingnan ninyo ang larawang ito.

Larawan po ng Anghel.

A-n-g-he-l
Anghel!

Ano ang nakikita ninyo sa larawan?

May pakpak po, titser.
(Ipasusulat ng guro sa bata ang salitang ‘Anghel’) Kasama po ni Papa Jesus sa
langit.
Mga bata maari niyo bang basahin ang salitang ito?

Mahusay! Mga bata maaari niyo bang ilarawan kung ano Mabait po, titser.

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ang katangian ng anghel? Mabuti po ang gawin sa

kapwa.

Tama! Gusto niyo bang maging anghel?

Upang maging anghel tayo kailangan nating. Anong dapat
gawin? Aa, po Titser. (ah)

(Ituturo ng guro ang malaking titik A at sasabihin ang A)

Mga bata, saan nga ulit nagsisimulang letra ang salitang

Anghel?

Magaling!

Ngayon naman mga bata may tanong ako. Sino sainyo ang Sumusunod sa direksyon
may pangalan na nagsisimula sa letrang A? ang mga bata.

(Magtataasan ng kamay ang may mga pangalang

nagsisimula sa letrang A.

Mga bata makinig sa aking direksyon.

Isusulat ninyo sa isang papel ang pangalan ninyo na
nagsisimula sa letrang A.
Pagkatapos ay magpapakilala kayo sa unahan.

Naunawaan ba mga bata? Opo, Titser.

Children are introducing

their names in front.

My name is…

My name is….

My name is…

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My name is….
And it starts with letter A.

Pumapalakpak ng masaya ang

mga bata.

Mahusay! Dahil dyan bigyan ninyo ang inyong sarili ng

limang palakpak.

Maari na kayong magsiupo mga bata.

Para sa araw na ito ang ating pag-aaralan ay tungkol sa titik

Ngayon mga bata may ibibigay ako sa inyong tracers, nais

kong gawin ninyo ito sa inyong upuan, maliwanag ba mga
bata?

2. Paglalahad
Panuto: Bakatin ang malaking titik Aa.

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Panuto: Bakatin ang maliit na titik Aa.

(pumalakpak)

Panuto: Bakatin ang Malaki at maliit na titik Aa.

Opo
(Bibigyan ng sapat na oras para matapos ang Gawain)

Tapos na ba kayo mga bata? Kung tapos na kayo ay maari

ninyo ng ipasa ito sa akin.

Bigyan ng 5 palakpak ang sarili.

Ngayon naman ay dadako tayo sa ikalawa nating Gawain.

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May ibibigay ako sa inyong worksheet, sa worksheet na ito

ay mayroon kayong gagawain.

Gawain 2.
Panuto: Bilugan ang letra/tunog Aa.

1. Aa Dd
2. Ss Aa
3. Aa Ll
4. Pp Aa
5. Aa Mm

Tapos na ba kayo mga bata?

Mahusay!

3. Pagtatalakay
At ngayon upang mas inyong maunawaan ang ating aralin
sa araw na ito, bibigyan ko ulit kayo ng karagdagang
gawain.

(Bibigyan ng worksheet ang bawat isa.)

Babasahin ang panuto.

Gawain 3
Panuto: Bilugan ang tamang larawan.

1.ahas

2.atis

3. araw

Opo, teacher

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4.aso

5.apoy

Tapos na ba kayo mga bata?

Para sa ating Gawain 4 narito ang panuto, makinig ng

mabuti ng mga bata.
Gawain 4
Panuto: Pagkabitin ang magkaparehong larawan.

Opo, teacher

Gawain 5
Panuto: Hanapin at kulayan ang letrang Aa. Tungkol po sa titik A

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Opo teacher
(Ang mga bata ay may iba’t-
ibang sagot)

Mga bata tapos na ba kayo sa ating Gawain 5?

Magaling!

4. Paglalahat
Ngayon mga bata alam kong marami na kayong natutunan
Tungkol saan nga muli ang ating aralin?

Magaling!

Sa tingin nyo? Mahalaga ba ang letrang Aa?

Bakit?

Mahusay!

Ang letrang A ay mahalaga dahil kung wala ito ay walang

mga salitang katulad ng Aso, Araw, Atis, Ahas, Apoy at
Opo, teacher tapos na po
iba. Kaya mahalang matutunan natin ang letrang A.
kami.

5.Paglalapat
Ngayon mga bata gawin ang Gawain 8. Gawin ito ng
tahimik.

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Ngayon kung tapos na ang Gawain 8 ay isunod ang

Gawain 9. Gumawa ng tahimik. Naiintindihan ba?

IV. Pagtataya

Gawain 10
Panuto: Ikahon ang unahang titik ng bawat larawan.

Aa Dd

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2. Xx Aa

Aa Ee

4. Aa Ss

5.
Oo Aa

V. Kasunduan
Ako ay may alagang aso. Magdikit ng larawan ng asosa loob ng kahon.

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