Lesson 1 Planning and Management of the Teaching and Learning Process

This lesson will guide you in understanding developmentally appropriate learning principles and
how they can be used in designing effective instruction for various types of students. The objectives of this
lesson are the following:
1. analyze developmentally appropriate learning principles;
2. observe how developmentally appropriate learning principles can be applied in
teaching; and
3. reflect on the positive benefits of applying developmentally appropriate learning
principles in teaching and learning.

Education Theory

Using developmentally appropriate learning principles and strategies is one of the instructional
demands for the implementation of the K to 12 curriculum as stated in Republic Act 10533, otherwise
known as the Enhanced Basic Education Act of 2012. Developmentally appropriate learning principles and
strategies are based on the philosophy of learner-centered education that focuses on responding to the
nature, needs, and interests of the learners.
In the first model of curriculum development, Ralph Tyler (1949) emphasizes that understanding
the learners is one of the important sources of curriculum. Since learning is designed for the learners, it is
imperative for teachers to examine their needs, interests, learning styles, thinking styles, abilities,
exceptionalities, cultural background, socio-economic status, and other factors. Copple and Bredekamp
(2006) identify two things that teachers need to do to successfully engage in developmentally appropriate
practice in their classes:(1)meet learners where they are, as individuals and as a group; and (2) help
learners attain challenging and achievable goals that contribute to their ongoing development and learning
For Filipino children, the following principles of developmentally appropriate learning may be
considered by the teacher when planning and implementing instruction:

 each learner has different learning styles, thinking preferences, abilities, strengths, and
weaknesses;
 experiences have profound influence in learning;
 learning should address all areas of development;
 learning must be holistic;
 learning happens when the learner feels emotionally and physically secured and mentally
engaged;
 the cultural background and the family and social values of the learner influence learning ;
and
 Effective learning and motivation are important in promoting effective learning.

Observation

69 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER

A. Check whether the ff. teaching and learning tools are present in the classroom that you have observed.

Learning Tools Present None

1. Lesson Plan 
2. Kto12 Curriculum Guide 
3. Teachers Manual or 
textbook
4. Reference Materials 
5. Instructional Materials 

Other teaching tools present:

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

B. Ask the cooperating teacher to show his or her lesson plan to you. Analyze the lesson plan by checking
the appropriate box.

Subject English
Grade Level Grade 9
Topic The Seven Ages of Man

Standards Yes No
1. The objectives are measurable and developmentally appropriate for the grade 
level of the students.
2. The content is appropriate for the grade level of the students. 

3. The instructional materials needed for the lesson are identified. 

4. The sequence of instruction (instructional procedure) is easy to follow and 

logical.
5. The sequence of instruction follows an appropriate instructional design or 
learning theory.
6. Creative learning experiences are used in the lesson. 

7. Differentiated learning is used in the selection of learning activities. 

8. Assessment of learning is included in the instructional procedure. 

70 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER

Other comments and observations:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
A. Check (/) the box that corresponds to what you have observed in class. You may write further remarks in
the last column.

Developmentally Appropriate Observed Not Observed Remarks

Teaching Practices
1. Uses different teaching  The teacher does not only focus
strategies. on giving one strategy but she/he
also give other teaching
strategies to his/her students.
2. Promotes positive  The teacher makes sure that the
classroom environment. classroom is conducive for
students learning.
3. Respects the learning  The teacher is open in accepting
styles and abilities of the the ideas of the students.
learners.
4. Differentiates learning  The teacher provides different
activities activities to students to measure
if they really understand the
discussion.
5. Promotes active learning  The teacher is very active during
her discussion that makes her
students become active in the
class in the class.
6. Uses different  The teacher is very creative to
instructional materials her instructional materials.
7. Uses effective  Before the teacher introduce her
motivation strategy lesson for a day. She presents
an effective strategy to catch the
attention of the students.
8. Presents the objective of  The teachers make sure that the
the lessons effectively students meet the learning
objectives of the lesson.
9. Recalls prerequisite  The teacher recalls the
knowledge and experiences of the students in
experiences of the presenting lesson.
learners before
proceeding to the lesson
10. Presents lesson in  The teacher presents her lesson

71 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER

 meaningful way that is that is very understandable for
easy to understand the students.
11. Provides clear examples  The teacher provides clear
to explain concepts examples that makes the
learners understand the lesson.
12. Provides opportunity for  The teacher gives opportunity to
students to students to express their ideas in
practice/apply what they the class.
learned
13. Processes questions  The teacher is open to answer
and difficulties of the student’s questions regarding
students on their difficulties of the lesson.
14. Uses learning strategies  The teacher makes sure that the
that develops creativity learning strategies that he/she
and critical thinking gives to her students will help
them to develop their creativity
and critical thinking.
15. Provides helpful  In order for the students to be
feedback to help attentive in the class. The
students understand the teacher is always appreciating
lesson the students answer.
16. Encourages students to  The teacher is motivating her
do their best in students to do their best in their
accomplishing each study.
learning task
17. Promotes positive  The teacher is not only helping
learning behavior and the students to learn, but she
values in the lesson also teaches students a good
behavior and values that they
can apply every day.
18. Observes  The teacher shows good attitude
professionalism in toward her students. She is very
handling students kind the way he handles her
behavior students.
19. Shows enthusiasm and  The teacher is very active in
interest in every aspect delivering her lesson. That
of teaching makes the students interested to
the lesson.

20. Uses appropriate  The teacher uses appropriate

assessment tools to assessment tools to measure
measure learning learning outcomes to students by

72 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER

 outcomes giving varied activities.

Other comments and observations:

The teacher is really di her job as an educator because she shows her effort and passion of
teaching.
Processing

Read carefully and answer the following questions.

1. What developmentally appropriate learning principles and strategies are observed in class?
The teacher demonstrates her topic properly where she gives fact ideas and activities that
students can be challenged to answer it. Also, the teacher helps her students to answer the given
activity. Overall, she does her best in teaching.

2. What are the things that need to be improved by the teacher?

To be an excellent teacher, the instructor must enhance his or her instructional tactics on
how to cater to student needs as well as his or her performance inside the classroom.

3. How do the developmentally appropriate teaching practices improve the students' learning ability?
By allowing students to participate in the learning process while they solve issues and
absorb new information, developmentally appropriate teaching methods enhance students'
ability to learn.
Reflection

Complete the following:

1. I realized that each learner has a unique learning style, cognitive abilities, and deficiencies. As
teachers, we should not compare our students to other students because they all have different
learning talents and each student is unique.

2. I believe that the teacher's job is to figure out what the students' needs, wants, and interests are.
One of the most essential sources of curriculum is understanding the learners.

3. I feel that the importance of effective learning and motivation in supporting successful learning
cannot be overstated. If our students do not learn from us, we cannot claim to be effective
teachers.

4. When I become a teacher, I will carefully plan my lesson, most especially the teaching and learning
process on how effective my strategies to my students.

73 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER

Lesson 2 Aligning Learning Outcomes with Learning Competencies
This lesson will guide you in understanding how important it is to ensure perfect alignment between
learning competencies and learning outcomes. The objectives of this lesson are the following:
1. differentiate learning competencies from learning outcomes;
2. observe how teachers align learning outcomes with learning competencies; and
3. Analyze how learning outcomes can be aligned with learning competencies.

Education Theory

The K to 12 basic education curriculum is a standards-based curriculum. This means that it

includes content standards, performance standards, and learning competencies. The DepEd defines this
set of curriculum standards as:
1. Content standards - identify and set the essential knowledge and understanding that students
should learn.
2. Performance standards-describe the abilities and skills that students are expected to demonstrate
in relation to the content standards and integration of 21st century skills.
3. Learning competencies -refer to the knowledge, understanding, skills, and attitudes that the
learners need to demonstrate in every lesson.
Curriculum alignment is important to ensure an efficient and effective implementation of the curriculum.
Alignment is done at two levels:
1. At the macro level, curriculum alignment ensures that the curriculum standards are relevant and
responsive to the needs of the students, demand sand needs of the society, and the nature of the
discipline.
2. At the micro level, curriculum alignment ensures that the learning outcomes are aligned with
learning competencies prescribed in the curriculum. Learning competencies are the basis of the
teachers in developing learning outcomes, selecting topics and strategies, and designing
assessment tools.
Learning outcomes are specific knowledge, skills, and values that each student needs to master or
demonstrate as a result of learning. Learning outcomes are traditionally known as learning objectives or
instructional objectives.
Observation

A. Answer the following questions:

74 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER

 1. Does the school have a copy of the whole K to 12 curriculum guide?
Yes the school has a copy of the K to 12 curriculum guide. They can also get it by downloading it
through internet.

2. Is the curriculum guide available to all teachers?

Yes all teachers are provided a soft coy and hard copy.

3. Are the teachers using the K to 12 curriculum guide in planning their lessons?
Yes! Teachers are using the K-12 curriculum as their guide in planning a lesson as they
make their performance in standard ways and globally educators.

4. Are the teachers aware of the differences between content standards, performance standards, and
learning competencies?
Yes, the teachers are aware of the differences between content standard, performance
standards, and learning competencies as they provide clear direction to their students and
know what they have must taught to improve students learning.
B. From the lesson plans of five cooperating teachers, provide five examples of learning outcomes based
on each of the three learning domains.

1. Identify the elements of a short story.

2. Define the coordinating conjunction.
Knowledge 3. Identify parallelism
4. Identify the four kinds of sentences according to its function.
5. Identify the differences between countable and non-
countable nouns.
1. Write the elements of a short story (theme, setting,
characters and sequence of events.)
2. Explain the proper usage of coordinating conjunctions.
Skills 3. Construct sentences applying the appropriate parallel
structure.
4. Use four kinds in a complete sentence.
5. Classify the given nouns according to their type.
1. Value the importance of our own culture by preserving our
own tradition.
2. Promote harmonious relationship through good
Values communication and cooperation.
3. Display a sense of cooperation and optimism in the group
activity.
4. Appreciate the four kinds of sentence in everyday
communication.
5. Use appropriate determiners to modify the given nouns.

75 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER

C. Check if the learning outcomes used by the cooperating teachers in their lesson plans are aligned with
the appropriate learning competency from the Kto12 curriculum guide. Write down some of the learning
outcomes and learning competencies then check the appropriate box that corresponds to your findings.

Learning Outcomes Learning (Based on Competency Aligned Not Aligned

(K to 12)
Lesson 1: Kinds of Adverbs

a. Describe verb,
adjective, or another Apply the adverbs in a sentence.
adverb using
adverbs. 
b. Use adverbs in the
sentences correctly.
Lesson 2: Coordinating
Conjunction
1. Define the coordinating
conjunction. Compose clear and coherent
2. Explain the proper sentences using appropriate 
usage of coordinating grammatical structure.
conjunctions.
3. Promote harmonious
relationship through
good communication
and cooperation.

Lesson 3: Parallelism
1. Identify parallelism
2. Construct sentences Construct sentences applying
applying the appropriate the correct parallel structure. 
parallel structure.
3. Display a sense of
cooperation and
optimism in the group
activity.
Lesson 4:Four Kinds of
Sentences
1. Identify the four kinds of
sentences according to Construct sentences applying
its function. the kinds of sentences. 
2. Use four kinds in a

76 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER

 complete sentence.
3. Appreciate the four kinds
of sentence in everyday
communication.
Lesson 5:Countable and non-
countable nouns
1. Identify the differences
between countable and
non-countable nouns. Identify the differences between
2. Classify the given nouns countable and non-countable 
according to their type. nouns.
3. Use appropriate
determiners to modify
the given nouns.

D. Check the alignment of the learning outcomes with the teaching and learning strategies used by the
corresponding teachers in their lesson plans. Write down the learning outcomes and teaching strategies
and then check the box that corresponds to your findings.

Learning Outcomes Teaching Strategies Aligned Not Aligned

Lesson: 1 Habitat of the Animal
Classify/ categorize sounds
heard. 

Lesson :2 Coordinating
Conjunctions Cooperative learning
Collaboration
Brainstorming 
Summative Assessment
Differentiation

Lesson: 3 Parallelism
Summative assessment
Collaboration
Cooperative Learning 
Differentiation
Brainstorming
Lesson:4 Kinds of Adverbs
Use adverbs in sentences.

77 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER

 a. Describe verb, adjective,
or another adverb using 
adverbs.
b. Differentiate the types of
adverb
Lesson:5 Noun and kinds of
noun

a. Describe what is noun. Use clear and coherent 

sentences employing
appropriate

E. Check the alignment of the learning outcomes with the assessment tools used by the cooperating
teachers in their lesson plans. Write down the learning outcomes and assessment tools, then check the box
that corresponds to your findings.

Learning Outcomes Assessment Tools Aligned Not Aligned

Lesson: 1 Elements of a short
story. Evaluation of Instruction 
Rubrics

Lesson:2Coordinating
Conjunction Formative Assessment 
Summative Assessment

Lesson: 3 Parallelism
Evaluation of Instruction 
Formative Assessment

Lesson:4 Four Types of

Sentences Performance-based Assessment
Formative Assessment 
Evaluation of Instruction

78 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER

 Lesson: 5 Countable and non-
countable Nouns Evaluation of Instruction
Formative Assessment 
Summative Assessment

Processing

Read carefully and answer the following questions.

1. Are the teachers aware of the function of the K to 12 curriculum guide? Explain your answer.
Yes, instructors are aware of the purpose of the K-12 curriculum guide; nonetheless, it is extremely
difficult for them to create a lesson plan without it.

2. Are the teachers using the curriculum guide in planning their lesson? Explain your answer.
Yes, the teachers using the curriculum guide in planning their lesson as they address it to
the subject and teach it effectively.

3. What types of learning outcomes are emphasized in every lesson (knowledge, skills, and values)?
As I observe the learning outcomes that are emphasized in every lesson is the values as
the teacher making sure that the learnings of the students can be useful and use it in the real-life
situation so that it makes their lives productive.

4. Are the learning outcomes of the teachers aligned with the learning competency?
Yes, the instructors' learning outcomes were connected with the learning competency
because it was their responsibility to target the information, skills, and values throughout the
session.

5. Are the learning strategies of the teachers aligned with the learning outcomes?
Yes, the learning strategies of the teachers are aligned with the learning outcomes by this
it would be able to determine if their students understand the lessons. Teacher can determine if
their teaching is effective through the strategies given by the students.

6. Are the assessment tools of the teachers aligned with the learning outcomes?
Yes, the assessment tools of the teacher are aligned with the learning outcomes to measure the
learnings and capability of the students.

Reflection

Complete the following:

79 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER

 1. I realized that as a teacher will select the teaching strategy that is most appropriate for the subjects being
studies, the learner’s level of expertise, and the stage in their learning journey.

2. I believe that instructional objectives will be effective and efficient for students learning because it
is a measurement that the students learn from us.

3. I feel that the teacher and curriculum must be connected to each other to build learnings for
students.

4. When I become a teacher, I will be a model to them and guide them what to do, it’s important to
show them exactly how to do it. Regardless of how clear your directions are, it’s a good idea to
model how you expect them to complete an assignment, so they understand exactly what they’re
supposed to do. This will be especially helpful for your students to learn more.

Lesson 3 Relevance and Responsiveness of Learning Programs

Learning programs are essential in the implementation of the curriculum at the school and
classroom levels. This lesson will guide you in understanding how to plan and implement relevant and
responsive learning programs for the students. The objectives of this lesson are the following:
1. identify different learning programs available to support the curriculum;

80 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER

 2. observe how teachers plan and implement these learning programs; and
3. observe the effect of the different learning programs to the students.

Education Theory

Learning programs are designed to help the students reach the desired curriculum goals and
objectives. Each learning program is planned and implemented within the framework of learner-centered
philosophy in education. Learner-centered education is one of the promising products of the progressive
movement in education (Ornstein and Hunkins 1993). It refers to a kind of education that considers the
knowledge, skills, abilities, attitudes, interests, and beliefs that learners bring into the classroom (Curtis and
Carter 1996, Ornstein and Hunkins 1993). It also pays attention to the needs, concerns, expectations, and
the natural environment of the learners(Dewey 2001, Gandini 1997).
Since its inception in 2012, the K to 12 basic education curriculum myriad of curricular and
instructional programs were introduced to the whole education system. These learning programs aim to
support the implementation of the curriculum toward the development of a functionally literate and
holistically developed Filipinos. The following are learning programs planned and implemented by these
DepEd:

 Special Program for the Arts and Sports

 Special Program for Foreign Language
 Special Science Education Project
 Curriculum for the Gifted
 Transition Curriculum for Learners with Special Education Needs
 Special Education Program
 Indigenous Peoples' Education Inclusion Program
 Homeroom Guidance Program

Private schools are encouraged to implement these learning programs of DepEd. In many cases,
private schools also have various programs that reflect the philosophy, mission, and goals of the school.
Some examples are:

 Service learning
 Project-based learning
 Literacy Program
 Robotics and ICT Programs
 Performing Arts Programs

Observation

81 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER

A. Before starting your observation, it is important to read the annual plan (if private) or school improvement
plan (if public) of the school where you are assigned. Write a request letter to the principal noted by your
student teaching supervisor.

B. Based on the annual plan or the school improvement plan, what learning programs are provided for the
students?

Learning Programs Months Implemented

Buwan ng Wika August
Nutrition Month August
Symposium Year round
Intramurals September
Teacher’s Day October
Webinar Year round

C. Request an interview with the teachers and the principal. Ask the following questions:
1. How does the school plan for each learning program?
According to Mr. Jaymar Pajente the school principal of Christ the King College de
Maranding Highschool, the school plan each learning program like for example the Highschool
department we have orientation, we have meetings of teachers, we have preparing for calendars of
activities whole year and schools improvement plan the SSIP we follow that one as what being
mandated by DepEd and then the annual plan of the school. So, whatever which been approved by
the bodies so that is be mandate or we have to do in this particular year.

2. Who are involved in planning?

According to him, planning involves like for example the high school department of course the
Principal’s the teachers, the higher administration of the schools and if will be it could also be
included of course the BOT because there will be some major decisions we make it could be the
BOT also.

3. Are the stakeholders involved in planning the different learning programs? If yes, how are they
involved?
Yes, they are really involve like the PTA we are going to ask about the situation adoptable or the
situation wither it’s good for the students so of course it is great community of sharing ideas of the
stakeholder and the community itself, because we really need linkages we really need a link to the
community.

4. How does each learning program contribute to the development of the curriculum goals?
According to him, each learning program contributes to the development of the curriculum goals.
Since, the programs being implemented focused on molding useful citizens and holistic individuals
which is the common goal of the K to 12 curriculums.

82 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER

 5. How does the school monitor and evaluate the implementation of each learning program?
We done monitoring by the DepEd monitoring our achievement and feedback and e valuation.
D. If the school is private, gather the following data and information:
1. What type of curriculum is implemented?
Curriculum in education is broadly defined as the sum of all student’s experiences that
occur during the educational process. The word is frequently used to refer to a planned
educator or schools introduction aims.

2. What are the special features of the school's curriculum?

The special features of the curriculum is Sports and Academic.

3. What learning programs are implemented to support the curriculum?

The learning programs implemented are teacher’s training masteral, school offer for the teacher.

4. How does the learning programs support the philosophy of the school?
Student’s ability to and willingness to engage in critical thought are both enhanced by
studying philosophy. Courses in philosophy can be a beneficial addition to curricula that
place an emphasis on more formal modes of logical thinking, such as numerical literacy
and symbolic reasoning.

E. Identify the extra- and co-curricular programs being implemented in the school.
Co-curricular programs are those that take place outside of the regular curriculum
yet usually complement it. Extracurricular activities are those that take place outside of the
classroom and are not part of the curriculum.

Processing

Read carefully and answer the following questions.

1. How do the different learning programs support the development of the students?
The various learning programs aid in the growth of pupils by allowing them to improve their
abilities and talents through participation in various programs. It will also aid students in the
development of positive interpersonal relationships and communication.

2. How does each learning program support the goals and objectives of the curriculum?

83 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER

 Curriculum standardizes learning goals for an entire school and provides a clear path for students
to go from one grade to the next, in addition to establishing common goals between teachers and
students.

3. How does the school monitor and evaluate the implementation of each learning program?
To make sure that each learning program is beneficial for students' learning and
development, the school uses the strategic plan to track and evaluate its execution.

4. What are the challenges and problems in the implementation of each learning program?
The lack of teaching and learning resources, the lack of in-service training for teachers on
the new curriculum and staff development techniques, the lack of management support,
the training of managers to manage the transition to the new curriculum, the workload of
teachers, and the teaching methods are the challenges and problems in the
implementation of each learning program.
Reflection

Complete the following:

1. I realized that the implementation of schools programs must be done in all types of school wither it
is private or public, this will helps students to learn and develop their skills and knowledge.

2. I believe that designing your own learning programs will help us to grow as a teacher and also it
helps students to reach the desired curriculum goals and objectives they wanted to have. This will
support the learning development of the students.

3. I feel that learner- centered education is one of the promising products of the progressive
movement in education.

4. When I become a teacher, I will support all the learning programs that being implemented by the
DepEd, because I believe that this will have a good impact to the students.

Lesson 4 Enriching Teaching Practices through Professional Collaboration

84 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER

 Professional collaboration is important to empower teachers in shaping society's young minds. It
will also enrich their teaching practices and skill sets. This lesson will guide you in understanding how
teachers can collaborate with other educators to augment their teaching practices. The objectives of this
lesson are the following:
1. discuss how teachers can collaborate with other educators to improve teaching practices;
2. observe how teachers participate in collegial discussions to gather learning feedback to enrich
teaching practices; and
3. observe professional collaboration among teachers.

Education Theory

Teachers need to reflect on their teaching practices (Danielson 2007). They need to commit
themselves to continuous improvement that requires professional collaboration with colleagues.
Implementing a curriculum is a collaborative task of the whole school. It is never an individual task.
Teachers need to share their experiences and expertise to improve the implementation of the curriculum.
In ensuring the proper implementation of the K to 12 basic education curriculum, based on RA
10533, the following instructional approaches need to be applied by the teachers:

 learner-centered, inclusive, and developmentally appropriate;

 relevant, responsive, and research-based;
 culture-sensitive;
 contextualized and global and
 constructivist, inquiry-based, reflective, collaborative, and integrative pedagogical approaches.

These approaches demand greater collaboration and cooperation among teachers and stakeholders.
There are so many things that a teacher needs to learn for the K to 12 curriculum.

Observation

A. Ask permission from any school to gather the following data and answer the succeeding questions.

Total Enrolment Senior High – 261 Junior High -660=921

Enrolment per Grade Level Grade 7- 205 Grade 8- 188 Grade 9- 149 Grade 10 – 151
Grade 10- 151 Grade 11- 140 Grade 12- 150
Number of Sections Per Grade 3,2
Level
Average Class Size 16
Total Number of Teachers 24
Number of Teachers with MA units 6
Number of Teachers with MA LPT 7
Number of Teachers with Doctorate 0

85 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER

 Degree
Number of Master Teachers 6
Average Year of Service for 1 year
Teachers

1. Does the school implement a mentoring program for its teachers? How?
Mentoring is designed to assist educational systems in attracting, motivating, and
developing new leaders. Mentoring programs often provide even more advantages. Mentoring
programs in schools have a big impact on new teachers' retention, classroom instructional
techniques, and student progress.

2. Does the school conduct professional meetings to discuss learning issues and problems?
According to Mr. Jaymar Pajente, Yes High School department will always have monthly
meeting it will falls down to third week every month.

3. Does the school support the continuing education and development of its teachers? How?
According to him, Yes we have continuing professional development the schools offers
master’s program and other teachers are taking it up and then the schools also offering study first
program.

4. How do expert teachers help other teachers in improving their teaching practices?
Identify community and school-based options that may be beneficial, publicize them, and
encourage colleagues to use them. Reduce the stigma associated with seeking help or utilizing
support systems. Please check in. Inquire about the well-being of your co-workers.

5. What are the different teaching collaboration activities available or done by the teachers to improve
their teaching practices?
Teachers have attempted to organize various forms of collaborative activities in their
classroom instruction in order to attain this goal.

6. Is there an existing academic collaboration between the school/teachers and higher education
institutions? If yes, what forms of collaboration are done?
Yes, there is a collaboration between school/teachers and high education institutions as
they are helping in developing the curriculum and implement it to the students. It is collaborative
learning which means to develop higher-level thinking skills in students but boost their confidence
and self-esteem as well.

B. Ask permission to attend a faculty meeting or a professional meeting in the school Answer the following
questions:

86 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER

 1. Is sharing of good teaching practices part of the meeting? What types of good teaching practices
are shared?
Good teaching techniques are shared during meetings in order to learn about everyone's
opinions, identify areas for improvement, and receive feedback from others. Examples of sharing
practice include posting sample lessons, writing and talking about teaching techniques, opening up
classrooms for observation, creating a blog, videotaping lessons, planning seminars, and more.
2. How do teachers discuss issues and problems related to teaching and learning?
By conducting professional meetings to discuss learning issues and problem.

3. How do teachers observe professionalism during the meeting?

Appearance. Personal appearance and appropriate attire are also important aspects of
professionalism for instructors. It encompasses how you communicate and act both within and
outside of the classroom. It covers what you do outside of school and who you have contact with in
many communities.

4. Do the teachers include in their agenda how the result of learning assessment should be utilized to
improve instruction?
Yes, they include the result of learning assessment for them to know if their instructions
are needed to improve so that teachers have undertaken simultaneous curriculum and assessment
reform. Teachers must create and give assignments that elicit the qualities to be evaluated while
also allowing pupils to demonstrate their ability.

C. Identify the different continuing education and development programs offered to teachers to understand
the instructional demands of the K to 12 curriculum.

Professional Development through:

 Post- graduate Studies ( Master Degree)
 Attending Different Webinars Trainings
 Attending Learning Action Cell and in Services training.

Processing

Read the questions carefully and answer the following questions.

87 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER

 1. What are the implications of the data gathered during the preliminary activity?
The implications during the preliminary activity gather to teacher Participation Report which
it stands as great tool for gathering teacher ratings on academic engagement, work completion,
assignment correctness, and student behavior.

2. How can the school utilize the data to develop better professional collaboration among teachers to
improve their teaching practices?

The information is put to use by the school to promote improved professional collaboration
among teachers, enabling them to enhance their teaching methods by participating in
programs like webinars, seminars, and service trainings.

3. How can the school promote stronger collaboration among its teachers?

By planning a lesson where teachers can interact and build relationships with one another,
the school fosters stronger collaboration among its lecturers.

4. How does the school support and sustain a culture of excellence among teachers and other staff?
Live modeling, in which a teacher answers a question and explains their thought process
in front of the class, is one of the most potent strategies that teacher and other staff do so that they
create a culture of excellence.

Reflection

Complete the following:

1. I realized that teachers should insist on professional collaboration with their coworkers in order to
learn something fresh that they can use to their teaching technique.

2. I believe that practicing these four things is the greatest way to engage kids in the learning
process: Thoroughly prepare your session; I can tell if I'm not confident in the subject I'm
presenting by the expressions on the students' faces. Improve your speech by punctuating where
necessary and looking the students in the eyes. Use PPTs to assist people stay on track,
comprehend the overall storyline, and the order in which the problems are presented. Show some
acceptable videos and sufficiently discuss the contents of the videos to help pupils understand the
issues at hand.

3. I feel that teachers must be trained in how to implement these various instructional styles. They
must learn how to create projects and performance evaluations that effectively address trans
disciplinary knowledge and critical thinking abilities.

88 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER

 4. When I become a teacher, I will performance assessments on teaching and learning has on the
surface, been substantial. Because I believe that students are now writing and engaging in projects
that cut across traditional subject areas—and they are engaged in and excited about learning.
However, reforms in curriculum, performance standards, and professional support and
development for me as teachers also are essential if I attain to the ultimate goals of assessment
reform.

Lesson 5 Utilizing Teaching and Learning Resources and ICT

89 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER

 Learning resources are important in implementing a curriculum and supporting student learning.
This lesson will guide you in understanding how utilizing teaching and learning resources can lead to the
improved learning of the students. The objectives of this lesson are the following:
1. identify what teaching and learning resources are available for the implementation of the
curriculum;
2. observe how teachers use teaching and learning resources to enhance their teaching; and
3. observe how different teaching and learning resources can improve the students' learning

Education Theory

Teaching and learning resources are materials used by teachers to support the implementation of
curriculum and instruction. These teaching and learning resources are in the form of print, audio-visual
materials, databases, online resources, visual aids, real-objects, ICT tools, and other educational materials
available. Teaching and learning resources are important because they can significantly improve the
learning of the students and enhance the teaching and learning process. Teaching and learning resources
support the implementation of specific learning objectives in the lesson plan.
Since the millennial students are born into the Information Age, they have wide access to different
technologies. Thru technology particularly the Internet, they gather, learn, and analyze information. This
means that education should take advantage of ICT tools to provide more meaningful and relevant teaching
and learning experiences for the learners.
Some important features of an excellent teaching and learning resources are the following:
1. Learner-centered - addresses the needs, interests, learning styles, and thinking styles of the
learners;
2. Values-oriented - enforces the importance of learning, sharing, and creating knowledge to improve
peoples' lives and develop communities;
3. Process and outcomes-driven - contains activities that engage students in meaningful and
challenging learning;
4. Differentiated learning - addresses different learning needs, learning styles, and thinking styles;

5. ICT-integrated - allows the learners to utilize technology as a learning tool (blended learning); and
6. Excellent content - provides valid and updated content (this is for print materials like textbooks and
other references).

Observation

A. Identify different teaching and learning resources available in the school.

Categories Examples
Print Printer, Scanner and Photocopier

90 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER

 Audiovisual Materials Projectors, TV, and Microphone

Assessment Tools Books, Handouts, Computers and Test papers

Learning Objects Computer, books, Laboratories

Visual Materials Projector, books, computer, Newspaper

Audio Materials Speakers, Computers, Microphones, Speech lab

ICT-based Materials Computer, Audio-visual room, projectors, computer

lab

B. Check whether the school has the following learning resources:

Library 
Basic Science Laboratories 
Internet Facilities 
ICT Laboratory 
Technology and Livelihood Education Laboratory 
Audiovisual Room 
Gymnasium 
Clinic 
Guidance Office 
Speech Laboratory 
Auditorium 
Faculty Room 

C. Observe the classroom environment.

Criteria for Observation Observed Not Observation/Comments

Observed

91 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER

 1. Classroom are conducive for  The teacher make sure that the
learning. classroom is conducive for students
learning. He/she make sure that all
the learning materials should be
given to the students.
2. Classroom have enough  The teacher prioritize that the
lighting and ventilation. classroom has enough lightning
and ventilation, able for the
students to see clearly what is
written on the board.
3. Classroom are free of any  The teacher properly monitors the
hazard. classroom if the students are free
from any hazard. She/he always
make sure the safety of every
student she/he has.
4. Classroom are crowded.  The classroom is not so crowded,
since they have a big size of
classroom and students are limited.
5. Classroom are clean.  The teacher properly maintained
the cleanliness of the classroom. In
order for the student to move freely
on the classroom.

D. Analyze the lesson plans of the cooperating teachers. Examine how technology is used to support the
implementation of particular learning outcomes. Provide an example.

Learning Outcomes Topics Instructional Materials Needed

1. Identify the elements of a short

story.
2. Write the elements of a short
story (theme, settings,
characters, and sequence of Elements of a Short Laptop, Projector, Manila paper, Marker
events). Story
3. Value the importance of our
own culture by preserving our
tradition.
1. Define the coordinating
conjunctions.
2. Explain the proper usage of
coordinating conjunctions. Parallelism Manila paper, cardboard ,bond paper, marker

92 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER

 3. Promote Harmonious
relationship through good
communication and
cooperation.
1. Identify the four kinds of
sentences according to
function. Visual aid, marker, name tags, picture
2. Use the four kinds in a complete Four Kinds of
sentence. Sentences
3. Appreciate the four kinds of
sentence in everyday
communication.
1. Identify the differences between
countable and noncountable
nouns. Countable and
2. Classify the given nouns Noncountable nouns Laptop, pictures, projectors, speaker
according to their type.
3. Use appropriate determiners to
modify the given nouns.

E. Observe how technology is used to enhance teaching and learning process.

Learning Objectives Topics Instructional Materials Needed

Identify and discuss the Laptop, projector, manila pare, The lesson being discussed
elements of a short story marker, video clip using laptop and projector which
( theme, character, setting and is the present a video clip. For
events) the activity, the teacher provides
manila paper and marker for the
group activity.
The teacher used pictures during
Compose clear and coherent Pictures, Laptop, Projector the discussion and paste in on
sentences using appropriate the board. Then he/she used
grammatical structure. laptop and projector for the
whole discussion.
The discussion starts in giving
group activities to the students
using bond paper. Then, the
Construct sentences applying Manila paper, cardboard, bond teacher use manila paper for
the correct parallel structure. paper, marker delivering the discussion, and for

93 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER

 the evaluation of learning the
teacher used cardboard to
identify those sentences write on
it.

Construct sentences applying Visual aid, marker, name tags, For the whole discussion the
the kinds of sentences. picture teacher used visual aid in
presenting the lesson. She/he
also provide a nametags to
students, so that it is very easy
for him /her to identify the name
of the students and uses pictures
during the discussion.
Identify the difference between Laptop , pictures, projectors, The teacher used laptop and
countable and non-countable speaker, video clip pictures as part of presenting the
nouns. lesson. He/she also used video
clip in class and provide speaker
so that the video I clear to the
students.

Processing

Read carefully and answer the following questions.

1. Are there enough teaching and learning resources available in school?

Yes, the school has enough teaching and learning resources and also to avoid offending
students or the larger school community due to their vulgar, insulting, or controversial nature.

2. How are these teaching and learning resources utilized in teaching and learning?

It utilizes through helping learners to achieve more by assisting them in their learning. The
goal and significance of teaching and learning materials is to make lessons engaging, learning
simple, and allowing teachers to convey concepts clearly.

3. How do these teaching and learning resources help attain learning outcomes?

By offering resources and enhancing the teaching-learning process for both teachers and
students, teaching and learning resources assist in achieving learning outcomes and widening the
understanding of the learners.

94 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER

 4. How do these teaching and learning resources improve the quality of students' learning?

Students can build in-depth knowledge about a subject while also developing their specific
learning strategies, values, attitudes, and generic abilities when they use appropriate learning tools
effectively.

5. What teaching and learning resources are lacking in the school?

The lack of classroom materials is the problem of that school which it has a significant
impact on the teaching and learning process. The teaching-learning process will not become more
effective if these issues will not be fix.

Reflection

Complete the following:

1. I realized that teachers and principals need to ensure that the selection of teaching and learning resources
by considering the expected student learning outcomes and standards and considers the particular
needs of its students.

2. I believe that learning materials are critical in the implementation of a curriculum and supporting
students' learning since they can considerably improve students' learning and enhance the learning
process.

3. I feel that learning materials support the development of students. Teaching and learning resources
support the implementation of specific learning objectives in the lesson plan.

4. When I become a teacher, I will be a teacher that core of any living society. I will also study and
adapt technologies as it play an important role in training programme of teachers. Students‟
accesses knowledge and information through TV, digital media, cable network, internet and social
media i. e. Facebook, Twitter, Whatsapp, Linkedinn, Igo, Line, Wechat etc. And know ICT because
it is also very important for Preservice teacher education programme in the 21st Century. Without
proper knowledge of ICT teacher cannot perform in his/her classroom and it could not be said to be
a complete one.

95 FIELD STUDY 1: A GUIDE FOR 21ST CENTURY STUDENT TEACHER