LEARNING EPISODE

The School
1 Environment

Activity 1.1 Exploring the School Campus

Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ___________
To realize the Intended Learning Outcome, work my way through these steps;
1. Visit a school. Look into facilities and support learning area in the campus, then
classroom.
2. Observe and use the checklist as you move around the school premises.
3. Analyze your gathered data about the school environment.
4. Reflect on the characteristics of a social environment that promotes learning.
5. Present your idea of a good school environment through any of these:
a) Descriptive paragraph b) Photo essay
c) Sketch or drawing d) Poem, song or rap

OBSERVE
As you move around the campus, observation forms are provided for you to document
your observations. It is advised that you read the entire worksheet before proceeding to the
school site. A good understanding of the activities and tasks to be accomplished in the activity
sheets will yield better learning results.
 SCHOOL FACILITIES OBSERVATION CHECKLIST
Familiarize yourself with the different areas and facilities of the school. Check the column to
indicate their availability. Give a brief description of those that are available and say how each
will contribute to the students learning and development.
Will it contribute to the
Facilities / Description student’s learning and
development? Why?

The office of the principal Yes, learners will be

Office of the Principal is in order and very quiet. motivated to join any
Recognitions are neatly contestant if they can see
arranged and visible that recognitions are
displayed
Library The books are up to date to Yes, learners could get the
meet the need and demand updated information they
of the learners need

Facilities Description Will it contribute to the

/ student’s learning and
development? Why?

Counseling Room The counseling room is Yes, learners could freely

very serene. It is a good express what is troubling
place where learners can them without any fear
express what’s troubling
them
Canteen/Cafeteria There is different canteen in Yes, a full tummy will help
the university that provides the learners learn and
different services and offers grasp all the ideas
different foods presented in the learning
process.
Medical Clinic The Medical clinic have Yes, this is important
completed in medical first because we don’t know
aide medicines and when and where accidents
equipment’s happen
 Audio The Audio-Visual Center Yes, the Audio-Visual
Visual/Learning can accommodate a large Center will help the
Resource Center number and lighted learners to watch
properly and well comfortably the historical
ventilated movies needed in the
learning
Science Laboratory The science laboratory has Yes, this would ensure the
a complete set of safety of the learners
Laboratory Symbols and while learning and they
Safety Precautions can enjoy the freedom

Gymnasium The gymnasium is large Yes, the learners can

that it can occupy a large socialize and have the
number of students. Well freedom to perform they
ventilated and lighted talents
Auditorium

Outdoor/Garden The outdoor garden Yes, the outdoor garden

provides relaxation to the will let the learners
passers specially to the experience how to plant
learners and take care of it

Will it contribute to the

Facilities / Description student’s learning and
development? Why?

Home Economics
Room

Industrial Workshop
Area
 PTA Office

Comfort Room for The height of the toilet Yes, a comfortable comfort
Boys bowl for the comfort rooms will provide
rooms for boys are incline additional comfort to the
to their height and age. learners and they can feel
Clean and provide safe when using it
comforts
Comfort Room For The height of the toilet Yes, Yes, a comfortable
Girls bowl for the comfort comfort rooms will
rooms for girls are incline provide additional comfort
to their height and age. to the learners and they
Clean and provide can feel safe when using it
comforts.

Others
(Please Specify)

An Observation Guide for the CLASSROOM VISIT

Read the following statements carefully. Then write your observation report on the space
provided.

Guide Question Classroom Observation Report

1. Describe the community or The neighbor of the school is silent. There is
neighborhood where the school is no unnecessary noise in the neighborhood.
found. Away from any disruption.
2. Describe the school campus. What The school campus is large. The common
colors do you see? What is the color are marron, chocolate brown and dirty
condition of the buildings? white.
 3. Pass by the offices. What impression The offices shouts disciplines and those
do you have of these offices? recognitions are being displayed

4. Walk through the school halls, the The other facilities that can be found are the
library, the cafeteria. Look around and ships, the hotel, the welding room and
find out the other facilities that the swimming pool
school has.

1. Look at the walls of the classroom. What are posted on the walls? What heroes,
religious figures, lessons, visual aids, announcement, do you see posted?

2. Examine how the pieces of furniture are arranged. Where is the teacher’s table located?
How are the tables and chairs/desks arranged?

3. What learning materials/equipment are present?

4. Observe the students. How many are occupying one room?

5. Is the room well-lit and well-ventilated?

An Observation Guide for the CLASSROOM VISIT

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

Classroom Facilities Description

(Location, umber, arrangement, condition)
1. Wall displays
2. Teacher’s table
3. Learner’s desks
4. Blackboard
5. Learning materials/Visual aids
6.
7.
 8.
9.
10.

Write your observation report here.

Name of the School Observed: UNIVERSITY OF CAGAYAN VALLEY

Location of the School: BALZAIN HIGHWAY, TUGUEGARAO CITY 3500, CAGAYAN,

PHILIPPINES

Date of Visit:

ANALYZE
How do the school campus and the classroom in particular impact the learning of the students
going to school? What are your classrooms?
Students' learning settings are critical to their performance. The state of each building and the
school environment had a significant impact on the learning growth of the pupils. Students will be
unable to concentrate in class if their educational environment does not accommodate their
learning adaptability. Seating, light, noise, and even color can all have an impact on learning
ability. Students that study in a good learning environment have been demonstrated to be more
motivated, engaged, and capable in general. Students learning in poor circumstances, on the other
hand, such as those that are uncomfortable, loud, or full of distractions, will have a much harder
time absorbing knowledge and being interested. As a result, when educating pupils, we must
consider the optimal atmosphere for them.

How does this relate to your knowledge of child and adolescent development? How does this
relate to your knowledge of facilitating learning?
It links to my understanding of child and adolescent development, which has made me aware of
the individuality and differences of each learner, which we must consider as future teachers. It's
important for me to remember that children learn at different rates. In order to facilitate learning,
I must first understand each child's behavior and personality before deciding which tactics will
best suit them and implementing them. It has been suggested that a child's surroundings has a
significant impact on his growth. When it comes to this stage, it is the most significant point at
which the child's experiences can become a source of boredom in his life. What he encounters in
his environment may be managed within his existence.

REFLECT
1. Would you like to teach in the school environment of child and adolescent development?
How does this relate to your knowledge of facilitating learning?
Definitely Yes, I believe I can discuss how to be more productive, competitive, and
innovative, despite the fact that I come from that atmosphere. Innovation can happen at
any time, and I'm willing to participate. The school has excellent facilities, and even if it
did not, I would not reconsider my decision because students in private schools require
greater attention to direct their educational experiences. I can understand how difficult it
is for kids to study in that setting, yet their determination to learn has piqued my interest.
It connects to my understanding of child and adolescent development, which has made me
aware of each learner's individuality and differences, which we must consider as future
instructors. It's critical for me to keep in mind that children develop at different rates. To
make learning easier, I need to first understand each child's behavior and personality
before selecting which strategies will work best for them and putting them into practice.

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

A school that has all of the necessary facilities and equipment for teaching is one that is
favorable to learning. School must be updated in any type of learning now that we are
technologically advanced. The learning environment on the school site must be complete,
good, and operational. There must also be minimal pollution, as well as clean and well-
organized amenities that can help pupils learn more effectively without being hampered by
their surroundings.

3. What kind of classroom is conducive to learning?

It's not only about the facilities in the classroom; it's also about the instructor and how he
or she conducts themselves and helps their students. Cleanliness comes first for me,
followed by beautification. Students' curiosity is piqued by colorful bulletin boards or
information boards, for example. A classroom that is conducive to learning must be clean,
pollution-free, well-ventilated, and equipped with all necessary amenities. Air
conditioning, a microphone with bass, and a comfort room were among the amenities. The
floor must be tiled as well.

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

I'll use my creativity and enthusiasm for teaching to pique their interest on both sides of
the classroom. Every kid has a right to speak up about their ideas and beliefs. There will
be no one left behind. As a future teacher, I may achieve my third goal by requesting
financial assistance from our legislators. I can also prevent corruption in student funds
 because the kids' primary motivation for attending school is to learn, not to be bribed by
any financial organization.

5. Write your additional learnings and insights here.

The learning environment encompasses not just the physical setting, but also how you
interact with your pupils in various situations and scenarios. They argue that what students
see is what they will do. As a result, as a future teacher, I'll be more sensitive to any
approaches or materials that are presented to them. It is possible to be motivated to learn.
As a result, the school campus environment plays a vital role in inspiring kids to learn.
How could any student concentrate on their studies if their rooms are hot and stuffy? The
learner's surroundings, in turn, can affect the learner's learning progress, in my opinion.

Activity 1.2 Observing bulletin board displays

The display board, or what we more commonly refer to as bulletin board, is one of the
most readily and versatile learning resources.
To achieve the intended learning outcomes, work your way through these steps: 1.
Examine for bulletin board displays. Include samples of those found at the entrance, lobby,
hallways and classrooms. 2. Pick one and evaluate the display. 3. Propose enhancements to make
the display more effective.

OBSERVE
As you look around and examine board displays, use the observation guide and forms
provided for you to document your observations.
 An Observation Guide for BOARD DISPLAYS

Read the following carefully before you observe.

1. Go around the school and examine the board displays. How many board displays do
you see?

2. Where are the displays boards found? Are they in places where target viewers can see
them?

3. What are the displays about? What key messages do they convey? What images and
colors do you see? How are the pieces of information and images arranged?

4. What materials were used in making the displays? Are borders used?

5. Do you notice some errors? (Misspelled words, grammar inconsistencies and the like)

6. Are the messages clear and easily understood?

7. Think about what got your attention. Why did it get your attention?

8. Take a photo of the display boards (if allowed).

Based on the questions on the observation guide, write your observation report:
 Observation REPORT
(You may paste pictures of the Board displays here.)
From among the board displays that you saw, pick the one that you got the most interested in.
evaluate it using the evaluation from below.

BOARD DISPLAYS EVALUATION FORM

Topic of the Board Display ______________________________________________

Location of the Board Display in School ___________________________________

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

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

NI S VS O
Criteria 1 2 3 4 Comments
Effective Communication
It conveys the message quickly
and clearly.
Attractiveness
Color and arrangement catch and
hold interest.
Balance
Objects are arranged, so stability is
perceived.
Unity
Repeated shapes or colors or use of
borders hold display together.
Interactivity
The style and approach entice
learners to be involved and
engaged.

Legibility
Letters and illustrations can be
seen from a good distance.
Correctness
It is free from grammar errors,
misspelled words, ambiguity.
Durability
It is well-constructed; items are
securely attached.
Bulletin Board Evaluated by:

Location:

Brief Description of the Bulletin Board:

EVALUATION

Strengths Weaknesses
Description of the Bulletin
Board layout

Evaluation of educational
content and other aspects.

Recommendations or
Suggestions for
improvement

Signature of Evaluator over Printed Name:

Based on your suggestions, make your board display lay-out. You may present your output
through any of these:
• A hand-made drawing or layout
• And electronic (computer) drawing/illustration or layout
• A collage

My Board Display Layout

ANALYZE
What do you think was the purpose of the board display?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Did the board display design reflect the likes/interests of its target audience? Why? Why not?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Was the language used clear and simple for the target audience to understand? Why? Why not?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Was the board display effective? Why? Why not?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What suggestions can you make?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
 Based on your suggestions, propose an enhanced version of this display board. Use the
form below.
My Proposed Board Display
Theme:

Board Title:

Rationale:
(Purpose)

Objectives:

Best features of my proposed bulletin enhancement:

Content Resources (Name each needfed resource and give each a brief description):

Materials for aesthetic enhancement:

REFLECT

1. Name at least five skills that a teacher should have to be able to come up with effective
board displays. Elaborate on why each skill is needed.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. Which of the following skills you named # 1 do you already have? Recall your past
experiences in making board displays. How do you practice these skills?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. Which skills do you still need to develop? What concrete steps will you take on how you
can improve on or acquire these skills?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
SHOW Your Learning Artifacts

My Personal Illustration of Effective

School Environment
Let your creativity
shine! In this new era, every aspect of school, including school and students,
must be competitive. Students and teachers should have access to and
possess technological advancement. We must keep up with the pace of
On the opposite box, innovation in order to ensure that we are all part of the same system
present an and competitive in all forms of learning. For the sake of the teachers
illustration showing and students, the school's equipment and facilities must be upgraded.
your idea of an The school should have established a mission and vision for
effective school themselves. Expect everyone to receive a high-quality education.
environment through
any of these: These characteristics are required in a successful school. These
include a fascinating and safe learning environment in which the child
➢ A is safe from injury caused by murder or an accident. Because the
Descriptive students are continually reliant on the teacher's instructions,
Paragraph professional leadership is also required. The importance of focusing
➢ A Photo on teaching and learning is also something to consider. Purposeful
Essay teaching, a shared vision and goals, high expectations for all students,
➢ A Sketch or accountability, and learning communities should all be present.
Drawing
A poem, song or rap Physical education is one of many aspects of being environmentally
conscious, as I learnt. Maybe it's for the students' school amenities or
how they move about inside the school. Inside the school, students
should feel protected and at ease. Students should be encouraged to
attend all lessons if the school is friendly, colorful, and green. I feel it
is extremely simple to attain if everyone is passionate about their
profession, especially teachers, who play a critical part in creating a
positive school environment.

“To be a teacher is to be a teacher in the correct sense. When you, the

instructor, learn from the learner, instruction begins. Put yourself in
his shoes so you can grasp what he's talking about and how he's
talking about it.”
 LEARNING EPISODE Learner Diversity:
Developmental

2 Characteristics, Needs and

Interests

Activity 2. 1 Observing learner characteristics at different stages

Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ___________

To realize the Intended Learning Outcomes, I will work your way through these steps:
Step 1 Observe 3 groups of learners from different levels (preschool, elem, and high school).
Step 2 Describe each of the learners based on my observations.
Step 3 Validate my observation by interviewing the learners.
Step 4 Compare them in terms of their interest and needs.

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

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

Physical

1. Observe their gross motor skills how they carry themselves, how they move, walk, run,
go up the stair, etc.
2. Are gross movements clumsy or deliberates/smooth?
3. How about their fine motor skills? Writing, drawing, etc.

Social

1. Describe how they interact with teachers and other adults.

2. Note how they also interact with peers. What do they talk about? What are their
concerns?

Emotional

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

Cognitive

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

Record the data you gathered about the learner’s characteristics and needs in this matrix.
This will allow you to compare the characteristics and needs of learners at different levels. The
items under each domain are by no means exhaustive. These are just sample indicators. You may
add other aspects which you may have observed.

Development Preschooler Elementary High School

Domain Indicate age range of Indicate age range of Indicate age range
children observed: ___ children observed: ____ of children
observed: _____
Their motions are
Physical planned, yet they do
Gross-motor skills occasionally run and
walk around freely,
Fine-motor skills especially when
they are playing.
Self-help skills Some people can
write legibly, read
Others with
comprehension, and
draw beautifully.
Listens intently but
Social occasionally
Interaction with engages in
Teachers conversation with
their seatmates.
Interaction with Teachers are held in
Classmates/friends high regard. They
should choose pals
Interests with whom they get
along well and with
Others whom they may
share comparable
experiences.
They were able to
Emotional conceal their
Moods and emotions, which
temperament, ranged from joy to
expression of sadness. (Emotional
feelings ups and downs)
They were able to
Emotional control their
independence emotions at this
 point. Shy or
Others embarrassed to cry
or express emotions
in public.
Makes sense when
Cognitive he speaks. Ideas are
Communication openly expressed
Skills and communicated
effectively. Their
Thinking Skills viewpoints are
mostly based on
Problem-Solving their personal
experiences and the
Others lessons they've
learned.

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

Level Salient Characteristics Implication to the Teaching-Learning

Observed Process

Preschool • Preschoolers like to • Therefore, the teacher should

Age range of move around a lot. remember to use music and
learners observed movement activities not just in PE
3-4 but in all subject areas.
• Therefore, teachers should not
expect preschoolers to stay seated
for a long period of time.
 Level Salient Characteristics Implication to the Teaching-Learning
Observed Process

Preschool
Age range of
learners observed
_____

Elementary
Age range of
learners observed
______

High School • A keen observer • Thus, teachers must act and

Age range of • Could communicate conduct appropriately, as they will
learners observed clearly and serve as role models for pupils in
_______ intelligently. the formation of positive attitudes
• Can only read with and values.
their eyes

REFLECT

1. While you were observing the learners, did you recall your own experiences when you
were their age? What similarities do you have with the learners you observed?
I remembered my own experiences when I was their age; I, too, enjoyed playing, running,
and chatting with my classmates, and I was occasionally chastised by the teacher for not
paying attention. But I'm different from them in that I'm focused on my academics and I'm
not afraid to show off my abilities.
 2. Think of a teacher you cannot forget for positive or negative reasons. How did she/he
help or not help you with your needs (physical, emotional, social, and cognitive)? How
did it affect you?
Teacher Eduardo is one of the teachers I will never forget. I looked up to him because he
was nice, humble, and had a good sense of humor. He was quite skilled, and he inspires
me to showcase my speaking and leadership abilities. His lessons and principles are
ingrained in my hearts, and he was one of my early role models for wanting to be a teacher.

3. Share your insights here.

Teaching is both a vocation and a mission. Responding to God's call is not easy, and it
becomes even more difficult when you have the mission of being a catalyst for change.
Touching someone's life is precious and molding them into the best version of themselves
is the most difficult, yet gratifying task. The noblest occupation and the best career a person
may have is that of a teacher. Doctors, attorneys, judges, architects, and other well-known
professions would not exist if teaching did not exist. Teaching is an extremely difficult
profession, and our country requires a large number of teachers to serve it, especially now
that our educational environment has been transformed.
Teaching is not only focusing on improving your students' abilities, talents, and intellectual
capacity, but also being adaptable and alert in assessing one's own limitations and
strengths.

SHOW Your Learning Artifacts

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

Learners could be developed from their real zone of development to the zone of proximal
development through scaffolding, according to my favorite hypothesis. This truly motivates
me since I believe that a teacher's job is extremely gratifying because they are instrumental
in helping a youngster realize his or her greatest potential.
Scaffolding is a process in which teachers provide students with a specific type of support
while they learn and develop a new concept or ability. A teacher may impart new
information or demonstrate how to address a problem using the scaffolding paradigm.
After that, the teacher takes a step back and allows the kids practice on their own.
Structured support, such as group practice, is put in place before the pupils become
entirely independent. Students could form small groups to assist one another. This
educational procedure is also known as "I do." We do, and you do as well.” To put it
another way, the teacher demonstrates how to do something, then the class practices
together, and lastly, students work independently.
 LEARNING EPISODE Focus On Gender, Needs, Strengths,
Interests, Experiences Language, Race,

3
Culture, Religion, Socio-Economic Status,
Difficult Circumstances, And Indigenous
Peoples

Observing differences among learner’s gender, needs, strengths, interests,

Activity 3.1
and experiences; and differences among learners’ linguistic, cultural,
socio-economic, religious backgrounds, and difficult circumstances.
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ___________
The learners’ different and the type of interaction they bring surely affect the quality of
teaching and learning. This activity is about observing and gathering data to find out how student
diversity learning.
To realize the Intended Learning Outcomes, work your way through these steps;
Step 1. Observe a class in different parts of a school day. (Beginning of the day, class time,
recess, etc.)
Step 2. Describe the characteristics of the learners in terms of age, gender, and social and
cultural diversity.
Step 3. Describe the interaction that transpires inside and outside the classroom.
Step 4. Interview your Resource Teacher about the principles and practices that she uses in
dealing with diversity in the classroom.
Step 5. Analyze the impact of individual differences on learners’ interactions.
The observation form is provided for me to document my observations.
 An observation Guide for the Learners’ Characteristics

Read the following carefully before you begin to observe. Then write your observation
report on the space provided on the next page.
1. Find out the number of students. Gather data as to their ages, gender, racial groups,
religious, and ethnic backgrounds.

During class:
1. How much interaction is there in the classroom? Describe how the students interact
whit one another and with the teacher. As there groups that interact more with the
teacher than others.
2. Observe the learners seated at the back and the front part of the room. Do they behave
and interact differently?
3. Describe the relationship among the learners. Do the learners cooperate with or
compete against each other?
4. Who among the students participate actively? Who among them ask for most help?
5. When a student is called and cannot answer the teacher’s question, do the classmates
try to help them? Or do they raise their hands, so that the teacher will call them
instead?
Outside class:
1. How do the students group themselves outside class? Homogeneously, by age? By
gender? By racial or ethnic group? By their interests? Or are the students in mixed
social groupings? If so, describe their groupings.
2. Notice students who are alone or who are not interacting. Describes their behavior.

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

Ask the teachers about strategies they apply to address the needs of diverse students
due to the following factors:
• Gender, including LGBT
• Language and cultural differences
• Differences in religion
• Socio-economic status
 OBSERVATION REPORT

Name of the School Observed __________________________________________________

School Address _____________________________________________________________

Date of Visit _______________________________________________________________

ANALYZE

1. Identify the persons who play key roles in the relationships and interactions in the
classrooms. What roles do they play? Is there somebody who appears to the leader, a
mascot/joker, an attention seeker, a little teacher, a doubter/pessimist?
The teacher and the pupils are two individuals who play critical roles in classroom
interactions. The teacher takes on the role of facilitator, while the student takes on the role
of learner. In a classroom, students differ in terms of their skills, natural gifts, and
capacities. There are students that play the role of leader, a young clown who makes all of
his classmates laugh, and an attention seeker who enjoys singing and has a lovely voice.
There is also a small teacher who teaches the children not to do bad things.

What makes the learners assume these roles? What factors affect they behavior?
Each position they play in the classroom relationship and interactions demonstrates that
they have distinct personalities and interests. The factors that affect they behavior may
include; the class and Curriculum Structure, Teacher Behavior and Personality, Teaching
Methods, Parental Habits and Involvement, Family Issues and Instability, Peer
relationships, Learning Environment, and Assessment.

2. Is there anyone observed who appear left out? Are students who appear “different”? Why
do they appear different? Are they accepted or rejected by the others? How is this shown?
None of the learners appear to be left out. Yes, learners appear different with each other.
Because each family has its own culture, the students represented a variety of cultures.
Some students who were members of a minority group were still accepted by their peers.
They just want to have fun and play together because, despite their differences in attitudes,
skills, socioeconomic standing, and abilities, they appreciate each other. By making the
classroom a perfect place to be, the teacher also indicates that they are accepted and
belong in the class.

What does the teacher do to address issues in life?

The instructor must first comprehend each individual student in order to create cultural
awareness in the classroom. Take the time to get to know each student's cultural
background, hobbies, learning styles, and other characteristics. Demonstrating a genuine
interest in learning about each kid and their culture will help you gain their trust and
develop a bond with them, making them feel appreciated. If kids feel valued and at ease
with their teacher, they are more likely to feel at ease communicating with and respecting
their classmates - and communication is at the heart of a culturally aware and inclusive
classroom.
 3. How does the teacher influence the class interaction considering the individual
differences of the students?
By encouraging students to share their personal experiences with the class or in groups,
the instructor promotes class interaction. Students are taught to recognize that they have
something in common with the rest of the class, despite their differences. Another option
to accommodate student diversity is to use a variety of educational styles. By demonstrating
fair ideals inside the classroom, the teacher can influence class interaction while taking
into account the different variations of the students. When her students react with a bad
answer to the inquiry, the instructor does not discourage them. When the pupils are in the
classroom, the teacher does not reveal biases based on their performance and routine.

4. What strategies does the teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?
While maintaining an open discourse among students is crucial, you must also ensure that
you are attentive to everyone's culture, beliefs, and language problems. Take the time to
learn about each student's cultural quirks, from learning styles to the language they speak,
and include this information into your lesson ideas. Provide appropriate and relevant
resources to English language learners, for example, to help them enhance their English
comprehension abilities. Create learning experiences that are more interactive and
demand participation rather than teaching in a typical lecture approach. These
considerations will assist guarantee that every student feels included, has the opportunity
to study in their own way, and succeeds.

REFLECT

1. How did you feel being in the classroom? Did you feel a sense of oneness or unity
among the learners and between the teachers and the learners?
I'm happy and at ease in that classroom since the teacher acknowledges our presence and the
pupils are kind to us. I got the impression that the teacher is well-liked by her students because
they pay attention and participate in conversations. I can sense the unity among the students and
the teacher in this way
While I'm sitting in the back of the classroom, observing and watching the students, I get the
impression that I'm already teaching them. Within my thoughts, I sensed a sense of oneness and
unity among the students and the teacher because the students interacted positively with their
teacher and responded without hesitation and qualm when their teacher asked a question. This is
demonstrated by a pupil who has complete self-assurance and trust in himself.
Activity 3. 2. Observing differences among learners with disabilities, giftedness, and
talents.
To realize the Intended Learning Outcomes, work your way through these steps.
1. Observe at least two of these classes.
a. SPED class with learners with intellectual disabilities
b. SPED class with learners with physical disabilities
c. SPED class for the gifted and talented
d. A regular class with inclusion of learners with disabilities
2. Note the needs of theses learners that the teacher should address.
3. Interview the teachers to find out more about the learners.
4. Write your observation report.
5. Analyze your observation data.
6. Reflect on your experience.

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

An Observation Guide for the Learners’ Characteristics

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

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

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

Name of the School Observed __________________________________________________

School Address ______________________________________________________________

Date of Visit _______________________________________________________________

ANALYZE

1. Did your observation match the information given by the teacher?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. Describe the differences in ability levels of the students in the class? What practices or
strategies are done or should be done to differentiate instruction to meet the needs of the
learners?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. Describe the methods used by the teacher in handling the students’ differences in
abilities. How did the students respond to the teacher? Did the teacher use differentiated
instruction? If yes, describe how.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

REFLECT

1. Recall the time when you were in elementary or high school. Recall the high and low
achievers in your class. How did your teachers deal with differences in abilities? Was
your teacher effective?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. What dispositions and traits will you need as a future teacher to meet the needs of the
learners?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
OBSERVE, ANALYZE, REFLECT

Activity 3.3 Observing the school experiences of learners who belong to indigenous
groups.
To realize the intended learning outcomes, work your way through these steps.
1. Ensure that you have reviewed the no. 3. Focused on Indigenous Peoples in the Learning
essentials of Episode 3.
2. Observe in a school with a program for IP learners. Below are some suggested schools:
a. Ujah School of Living Traditions, Hungduan, Ifugao
b. Sentrong Paaralan ng mga Agta, General Nakar, Quezon
c. Sitio Tarukan Primary School, Capas Tarlac
d. Mangyan Center for Learning and Development, Naujan, Oriental Mindoro
e. Paaralang Mangyan na Angkop sa Kulturang Aalagaan (PAMANAK), San Jose
Occidental Mindoro
f. Tubuanan Ati Learning Center, Balabag, Boracay Island
g. Balay Turun-an of Living Traditions, Brgy Garangan and Brgy. Agcalaga, Calinog,
Iloilo
h. T’boli school of Living Traditions, Lake Sebu, Sount Cotabato
i. Daraghuyan-Bukidnon Tribal Community School, Dalwangan, Malaybalay,
Bukidnon
j. Talaandig School of Living Traditions, Lantapan, Bukidnon
k. Bayanihan Elementary School, Marilog, Davao
l. Lumad BAkwit School, UP Diliman, Quezon City
Please note: ensure proper coordination of your college/university to obtain permission from
these schools before you visit.
If an actual visit is not feasible, consider a “virtual visit” through social media. And if
still not feasible consider a “virtual” field study through watching Indigenous Peoples in the
Philippines videos. There are several available at YouTube. You can start with this video by Dep
Ed:
DepEd Indigenous Peoples Education Office. National Indigenous Month (October) Video,
2013. Retrieve from: https://www.youtube.com/watch?v=FsMjgQNz2Y
3. Write your observation report.
4. Analyze your observation data using the Indigenous Peoples Education Framework.
5. Reflect on your experience.
OBSERVE

Use the observation guide provided for you to document your observations.
An Observation Guide for Indigenous Peoples Education

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

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

1. Before you observe, read about the specific IP group in the school you will visit.
Know their norms and customary greetings. This will help you blend in the school
community and interact with respect.
2. Observe and note the different parts or areas of the school environment. How are
learning spaces around?
3. What activities do they do in these different areas of the school?
4. Who are the people who manage the school? Who are involved in teaching the
learners?
5. Observe how the teaching-learning process happen. Describe the learning activities
they have and the teaching strategies that the teacher uses.
6. Describe the interaction that is taking place between the teacher and learners, among
the teachers, and in the school in general.
7. What instructional materials and learning process resources are they using?
8. Interview the teacher or principal about the curriculum. Find out the curriculum goals.
You can use the questions found on the Analysis part of this activity.
Write your observation report here.
OBSERVATION REPORT

(You may include photos here.)

Name of the School Observed __________________________________________________

School Address ______________________________________________________________
Date of Visit _______________________________________________________________
OBSERVATION REPORT

(You may include photos here.)

ANALYZE

Curriculum Design, Answer each question based on your observation and

Competencies, and Content interview data.
1. Does the school foster a
sense of belonging to
one’s ancestral domain, a
deep understanding of the
community’s beliefs and
practices? Cite examples.
2. Does the school show
respect of the
community’s expression
of spirituality? How?
3. Does the school foster the
indigenous learners a deep
appreciation of their
identity? How?
4. Does the curriculum teach
skills and competencies in
the indigenous learners
that will help them
develop and protect their
ancestral domain and
culture?
5. Does the curriculum link
new concepts and
competencies to the life
experience of the
community?
6. Do the teaching strategies
help strengthen, enrich,
and complement the
community’s indigenous
teaching-process?
7. Does the curriculum
maximize the use of the
ancestral domain and
activities of the
community as relevant
settings for learning in
combination with
classroom-basted
sessions? Cite examples.
 8. Is cultural sensitivity to
uphold culture, beliefs and
practices, observed and
applied in the
development and use of
instructional materials and
learning resources? How?
(For example, Culture
bearers of the Indigenous
Peoples are consulted).
9. Do assessment practices
consider community
values and culture? How?
10. Do assessment processes
include higher order
thinking skills?

What do you think can still be done to promote and uphold the indigenous peoples
knowledge systems and practices and rights in schools?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
REFLECT

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

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

2. What did you appreciate most from your experience in visiting the school with
indigenous learners? Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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

3.1 Be open to and respect indigenous peoples by

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

3.2 Uphold and celebrate their culture, beliefs and practices by

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

3.3 Advocate for indigenous peoples education by

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
SHOW Your Learning Artifacts

With the principle of individual differences in mind, what methods and strategies
will you remember in the future to ensure that you will be able to meet the needs of
both the high and low achievers in your class? Make a collection of strategies on how
to address the students’ different ability levels

.
 LEARNING EPISODE Learner Diversity: The
Community and Home
4 Environment

ACTIVITY4.1 Observing the learner’s community and home environment

Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ___________

To realize my Intended Learning Outcomes, I will work my way through these steps:
1. Select a learner from the class which you have previously observed.
2. Interview the teacher about the learner's characteristics and the community.
3. Conduct a home visit to your selected learner's residence.
4. Interview the parents about
a. the rules they implement at home concerning their child's schooling.
b. the learner's activities and behavior while at home.
5. Write the Learner's Profile.
6. Analyze your observation and interview data.
7. Reflect on your observation experience.

Use the activity form provided for you to document your observations.

An Observation/Interview Guide for Home-School Link

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

The Learner
1. Make a general observation of the learner. Describe him/her in each of the domains of
development:
• physical body built and height (thin, chubby, underweight, overweight), level of
physical activity (fast, slow, lethargic, active, etc.)
• social interaction with teachers and classmates (loner, shy, sociable, friendly gets into
fights, liked by others, etc.)
• emotional moods, temperament, cries easily, loses temper, happy, shows enthusiasm,
excited, indifferent, etc.)
• cognitive (appears to understand lessons, copes with the lessons, excels, lags behind,
shows reasoning skills, turns in assignments and requirements, etc.)
 Interview the Teacher
1. What are the most noticeable characteristics of the learner? (Emotional disposition,
behavior and discipline, sense of responsibility, academic performance, relationship with
peers, relationship with adults, social adjustment)
2. How does the teacher communicate with the parents? How often? What do they discuss?
How do they decide of the best course of action to resolve issues or problems?
3. How does the teacher utilize resources in the community to support the teaching-learning
process? How does the teacher work with the community to meet the needs of the learners?

Interview with Parents

1. Conduct a home visit. Once there, observe the home set-up. (Home is orderly, family
pictures in the living room, etc.)
2. Use the interview Questions on the next page. Just ask the questions with which you
feel comfortable.

Suggested Parent Interview Guide

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

Name of Learner:
Date of Birth: ___________________________________________ Age: _______
Grade/Year Level: _______________________________________ Gender: ________
Number of Siblings: ___________________________
Birth Order: _________________________________
Parents: _________________________________________________________
Mother: _________________________________________________________
Age: ______________ Occupation: ____________ Educational Attainment: _____________
Father: ____________ Occupation: ____________ Educational Attainment: _____________

Learner's Physical Aspect:

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

After you have gathered all the necessary data. Write the learner’s development profile using the
outline below. Type the profile on a separate sheet and attached it to this learning Episode.
 THE LEARNER'S DEVELOPMENT PROFILE (Outline)

The Learners' Development Profile

Name of the Learner __________________________________________________________
School _____________________________________________________________________
Date of Home
Visit_______________________________________________________________________
Date of Birth: Age:
Grade/Year Level: Gender:

Family Profile
Number of Siblings:
Birth Order:
Parent
Mother:
Age:
Occupation: Educational Attainment:
Father:
Occupation: Educational Attainment:

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

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

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

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

Findings
Write here your salient findings about the learner.

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

Recommendations
Write your recommendations.
ANALYZE
Your findings and recommendations in the Learner Development Profile will help you
answer the questions here.
1. From your home visit and interview, what do you think is the style of parenting
experienced by the learner? Explain your answer.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

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

3. Does the communication between the home-school have an effect on the learner? If
yes, what are these effects?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. How can the teacher partner with the community to contribute to the development and
learning of the students? Who are the people or which institutions can the teacher tap
to seek advice regarding the development and learning of students?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
REFLECT

1. Reflect on your own development as a child. What type of parenting did you experience?
How did it affect you?
The authoritative parenting style, in my experience, is the most effective. They have clear and
legitimate expectations of us, as well as constraints. For example, my grandmother would
allow me to play and hang out with my friends outside, but only if we were close enough for
her to see us and ensure our safety. She also encourages us to join in any school activities that
we are interested in, depending on our abilities and interests. She often told us the old adage,
"Do not do unto others what you would not want done to you." She always reminds us to set
our priorities in life and focus on it. To put God first in all our endeavors and never forget our
roots, to be kind and humble always.

2. As a future teacher, how would you establish good home-school collaboration? How can
you work well with the parents? How can you help them? How can they help you?
As a future teacher, I plan to have a positive working connection with parents. Their
involvement would be extremely beneficial to the home-school connection. I'll make certain
that they do their part in meeting their children's requirements. I can work well with parents
by consulting their child's conduct in their home. I can assist them by reporting on the child's
academic progress and performance.
SHOW Your Learning Artifacts

1.

2.

H- C-
O- O-
M- M-
E- M-
U-
S- N-
C- I-
H- T-
O- Y-
O-
L-

L-
I-
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K-
 LEARNING EPISODE Creating an
5 Appropriate Learning
Environment

ACTIVITY 5.1
Managing Time, Space and Learning Resources
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ____________

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

1. As you observe the class, look into the characteristics of the learners. Note their
ages.
The learners of Grade 9 ad Grade 10 Aquino were active during the lesson proper. They
always follow the imposed classroom rules virtually. Their ages revolve around 13-16.

2. How many boys are there? How many girls?

3. Focus on their behavior. Are they already able to manage their own behavior?
Focusing on the behavior of the learners of the two-grade level I am observing they can
already handle their own behavior with little assistance from their adviser.

4. Can the learners already work independently?

Yes, the learners can already wok independently.

5. Describe their span of attention.

Since it is impossible to determine the exact span of the learners attention, I think that
base on the prescribe hours of virtual learning their can attention can last to at least one hour.
ANALYZE
Analyze and answer these questions on observed classroom management practices. It is
also good to ask the teacher for additional information, so you can validate your observation. Write
your notes below; and then organize your data in the Table that follows.

1. Are there areas in the classroom for specific purposes (storage of teaching aids,
books, students' belongings, supplies, etc.)? Describe these areas. Will it make a
difference if these areas for specific purposes are not present?

2. Are there rules and procedures posted in the room? List them down. Do these rules
reinforce positive behavior?

3. Did the students participate in making the classroom rules? If the Resource
Teacher is available, ask him/her to describe the process. What's the effect of
students' participation in rule-making on student's behavior?
Yes, the students were part of the formation of the classroom rules. They talk about the
Do’s and Don’ts during the virtual discussion. It then made the learners to abide to the imposed
classroom rules such as using the reaction if they want to participate, and they always mute
their microphone to avoid unnecessary noise.

4. What are the daily routines done by the Resource Teacher? (prayer, attendance,
assignment of monitors, warm-up activities, etc.) How are they done?
Before the resource teacher starts to discuss, she always check the attendance of the
students to know who attend on or before the time and those who entered the virtual discussion
late. After that she shows her screen to show who submitted their assignments and those who
were not.

5. Is there a seating arrangement? What is the basis of this arrangement? Does this
help in managing the class?

6. Observe the noise level in the classroom. How is this managed?

There are little noise in the virtual classroom for the microphone of the learners are
always muted. This is because these were one of the imposed classroom rules.

7. If a learner is not following instruction or is off-task, what does the Resource

Teacher do? Describe the behavior strategies used.
The Resource Teacher always remind her students to do not forget to pass their
assignments and that if they actively participate in the learning process they can extra points
and she always shows that she is taking notes of those who are reciting.

8. What does the Resource Teacher do to reinforce positive behaviors? (Behavior

strategies)
She always say thank you after the learners recited and appreciate their effort to attend
the discussion
REFLECT

Reflection as a future teacher.

1. Why do you need to enforce positive discipline?
Positive discipline teaches and reinforces positive habits while removing negative ones;
negative behaviors are weaned out without damaging the child verbally or physically.
Children are taught to maintain self-control, accept responsibility, and consider the
consequences of their actions on themselves and others. Children are taught to be
responsible and respected members of their communities through positive discipline.

ACTIVITY 5.2 Identifying the Different Aspects of Classroom Management

OBSERVE
CLASSROOM MANAGEMENT
MATRIX Observe a class and accomplish the given matrix.

Aspects of Classroom Description Effect on the Learners

Management (to be filled out after you
answer the analysis questions)
1. Specific Areas in the
Classroom

2. Classroom Rules Classroom Rules fits the The learners became

Virtual Learning responsible to abide in the
Management System classroom rules
3. Classroom Procedures Classroom procedures Learners can be able to
follows the same understand the lesson process
procedures though some and grasp the objectives of the
activities were modified to discussion
fit the online learning
4. Daily Routines Classroom Daily routines Learners are acquainted now to
are the same during face to the routines thus they are
face though some were prepared during the lesson
omitted to it in the online proper
learning
5. Seating Arrangement

6. Handling misbehavior/off - Teachers are handling Learners who misbehave will

task behavior misbehavior privately not embarrassed as the teacher
correct his/her behavior
7. Reinforcement of Positive She always appreciates the This motivates the learners to
Behavior effort of the students to join participate actively in the
the virtual discussion and learning process and prepare in
provide extra points to advance.
those who recites
8. Others

9. Others
10. Others

ANALYZE
1. How did the classroom organization and routines affect the learners' behavior?
This, I feel, is why everyday routines must be incorporated into the lives of students. As
humans, our memories are brief; we are prone to this, and in order to apply what we learn,
we must train our bodies and minds to master it. In terms of this so-called classroom
organization, it was set up for students to learn how to organize a small group so that they
would be prepared for a larger application in which they could apply it to organizing a
specific group when the time came. Your pupils will know what their obligations are and
what you expect of them if you manage your classroom correctly. It also helps students
manage their learning by providing a planned daily pattern for your class (e.g., beginning
class with a warm-up session and then transitioning to lecturing).

2. What should the teacher have in mind when she/he designs the classroom organization
and routines? What theories and principles should you have in mind?
Teacher should consider appropriate classroom organization and procedures that are also
compatible with her or his pupils' preferences in general. S/he should primarily involve
students in deciding this issue so that they can learn how to manage themselves and their
routines, but with teacher aid. As a teacher I should always remember the Theory of
Howard Gardner that each learners has a specific intelligent means they learn different
from one another that is why it is important to arrange the classroom that caters all kinds
of learners.

3. Which behavior strategies were effective in managing the behavior of the learners?
motivating students? Why were they effective?
A teacher's attitude has a big impact on how well she or he manages her or his students'
behavior. Teachers that exuded enthusiasm and a cheerful demeanor in the manner they
instructed their students appeared to be considerably more effective. Students listen
attentively and are driven by the relaxed mood created by that particular teacher. We
humans have the ability to feel other people's moods and can easily vibrate in them.
REFLECT

Reflect on the following and write your insights.

1. Imagine yourself organizing your classroom in the future. In what grade year level do
you see yourself? What routines and procedures would you consider for this level Why?
If I were to imagine myself in a classroom, I would strongly suggest that I teach a first-
year high school class. Why? Because I'd like to work with students who will be in their
first year of high school. I'd like to tap into their fresh perspective and higher level of
inquiry. The first year of high school is crucial since it is the first time a student encounters
something new and their urge to learn new things is strongest. In terms of their daily habits,
I'd like to incorporate a prayer before our courses begin. Following that, I'd like to begin
my conversation and live greetings for the students, and I anticipate receiving feedback
from them as well. Third, I'd probably ask a specific student to summarize our lesson
during the previews meeting before moving on to my lessons. I would conclude my lecture
by having my pupils give a quote that will help them motivate themselves and others,
followed by a prayer.

2. Make a list of the rules you are likely to implement in this level. Why would you choose
these rules?
The following guidelines are something I'd like to put in place.

• When they are in virtual meeting, I would prefer them to wear their proper uniform
and identification or any decent clothes
• When the class is in session, keep muted because they will be given plenty of time
to complete tasks such as reporting, oral recitation, or answering questions when
they return.
• When they leave the classroom, they should make excuses.
• They should apply and treat their classmates with respect.
• When they are present, they should greet their teachers and visitors politely.
• I'd like to see a higher level of participation from the pupils.
These rules will reduce the disturbance as virtual discussion takes place and will make the
discussion a participative one

3. Should learners be involved in making the class rules? Why?

Yes, learners should be involved in making the class rules. In today's society, children are
more than just students in a classroom; they are also decision-makers. We are also in a progressive
curriculum mode, which means that most of the activities were assisted by the teacher, and it is
highly recommended that students participate in the majority of the activities. The students should
participate in the creation of class rules in order to exercise their rights to express their opinions
and ideas, and to ensure that these rules are part of the process.
SHOW Your Learning Artifacts

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

ACTIVITY 6.1 Observing Classroom Management and Routines

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

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

OBSERVE

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

Checklist on Classroom Routines

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

Classroom Routines Observed () Not Observed ()

1. Movement into the
classroom
2. Transition in classroom
activities
3. Movement out of the
classroom
4. Use of lavatories / comfort
room / washrooms
5. Passing of papers
6. Passing of books
7. Working with pairs/groups
8. Tardy students
9. Absent students
10. Submission/Collection of
materials
11. Submission of projects
12. Asking questions during
lessons
 13. Asking for assistance
14. Joining classroom
activities
15. Lining up
16. Walking in line
17. Fire drill / emergencies

18. Movement between

activities
19. Use of classroom supplies
20. Checking of assignments
Others, please specify
21.
22.
23.
24.
25

ANALYZE
Analyze the routines set by the Resource Teacher by answering the following questions.
1. Were the routines effective in ensuring discipline and order in the class? Why? Why not?
Yes, the routinary activities in the classroom ensures discipline and order in the class.
According to the Theory of Edward Thorndike The exercise or practice of the proper response
leads to strengthening the connection between the stimulus and the matching response, according
to the exercise law. Practice strengthens connections, but discontinuing practice weakens them,
as the saying “use it or lose it” suggests. To understand and remember what has been learnt, the
learner must put what has been learned into practice. Disuse diminishes the learning connection;
practice increases it. When a skill is mastered in the context of a real-world application, exercise
becomes more meaningful and effective.

2. Which of those routines were 'systematic and consistently implemented? Explain your answer.
Checking of tardiness, absenteeism, asking questions during discussions, and checking of
assignments. These routines were always done by our resource every virtual learning. I think she
do it asking question in the middle of the discussion to check whether the students are still listening
specially that it is difficult to see them since it is virtual learning. She always shows who submits
their assignments to show that passing assignment is daily checked by our resource speaker. The
attendance of the students is always check before and after the virtual discussion to ensure that
students attend the virtual discussion.
REFLECT
Reflect on the various routines observed.
1. Which of the routines will you most likely apply in your class? Why? Why not?
Checking of tardiness, absenteeism, asking questions during discussions, and
checking of assignments. These routinary activities enables learners to attend the virtual
discussion. They will be motivated to do and turn in their assignments. Asking questions as
the discussions continues will make the learners listen and grasp the lesson I am delivering.
This would lessen the learners to do unnecessary actions during the discussion since they
are anticipating that there is chance that they can be called so they will listen carefully,
and they will focus on what I am teaching them.

ACTIVITY 6.2 Listing Down Classroom Rules

OBSERVE
Observe a class and list down the classroom rules formulated by the Resource Teacher.
Cite the importance of these rules.
Classroom rules are imperative and must be reinforced for learners' safety and security.
Rules also teach discipline and self-control. Rules eliminate stress and will provide a more
pleasant, secured and non-threatening environment. Rules ensure the students' engagement and
focus in their classroom activities.
Classroom Rules Importance
1. E.g. Read directions well. - Ensures less error in answering the activity.
2. Use the reaction button in the MS teams - this would enable the teacher to determine
who among the students are participating
3. Enter the virtual room 10-15 minutes - both the teacher as well as the learners could
before the time practice punctuality
4. Always mute the microphone - ensures that the virtual classroom avoids
unnecessary noise
5. Submit assignment on or before the due - ensures that learners are punctual in
date submitting their assignments
6.
ANALYZE
1. Analyze each given rule. What circumstances led to the formulation of the rule?
Those rules were formed because of the abrupt shifting of educational landscape due to
covid – 19 pandemic wherein Online platform with the use MS TEASMS is the official
learning management of the UCV thus these rules were necessary to ensure that students
will still receive the quality education that they deserve. Those rules are formulated to
ensure that students can still actively participate in the class discussion with lesser noise
and disruptions.

2. Are classroom rules really important?

Classroom rules are established to teach students how to act in an appropriate and safe
manner in the classroom, hence boosting student learning. In school, every minute counts.
Everything will be in disarray if the pupils do not have any rules to follow. This could lead
to students inflicting physical and mental harm on one another. Furthermore, students will
not be taught how to behave correctly in society as they get older. Another factor to
consider is that the student's disruptive behavior will obstruct the learning chances of other
students.

REFLECT
Reflect on the various classroom rules set by the Resource Teacher. Will you have the
same rules? If not, what rules are you going to employ? Explain your answer.
Yes, definitely I will impose the same classroom rules for these classroom rules are
applicable in our online learning. These rules I believe will help the learners to grasp the lesson
and teacher could deliver the learning objectives smoothly though it is expected that during online
some disturbances and technical errors may pop or rise.

SHOW Your Learning Artifacts

Take some snapshots of the classroom routines employed by the Resource Teacher which are
worth emulating. Tell something about the pictures.
 LEARNING EPISODE Physical and Personal
Aspects of Classroom
7 Management

ACTIVITY 7.1 Identifying Personal and Physical Aspects of Classroom Management

Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ____________

OBSERVE
Observe a class and interview the Resource Teacher. Ask how the personal and physical
aspects of classroom management ensure proper classroom management and discipline.
Check if these aspects were observed in the classroom.
Aspects of Classroom Management YES NO
1. Personal Classroom Management
1.1 Is the teacher well-groomed that he/she demands respect from the
learners?
1.2 Is the teacher’s voice modulated and can be heard by the entire
class?
1.3 Was the teacher present in class?

1.4 Did the teacher arrive on class in time?

1.5 Does the teacher exude a positive attitude towards teaching?

2. Physical Classroom Management

2.1 Is the classroom well-ventilated?
2.2 Is the lighting good enough?
2.3 Is the classroom free from noise
2.4 Does the seating arrangement provide better interaction
2.5 Is the design/structure of the room inviting to classroom
activities?
2.6 Is the physical space/learning station clear from obstruction?
ANALYZE
Analyze the different elements of personal/physical classroom management and answer
the following questions.

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

If the voice of the Resource Teacher is well modulated the learners will not be sleepy in
the middle of the discussion. This will ensure that the learners will focus while discussion
is ongoing. If the voice is well modulated the learner can focus and can extend their
attention span. The tone of the teacher's voice is a strong tool. In terms of engagement,
behavior, and connection with students, it sets the tone and climate for the entire
classroom. For a teacher, his or her voice is a valuable asset. When used effectively, the
voice can captivate the attention of students and encourage them to engage with the teacher
and the subject matter. A monotone voice will only boring the pupils and make them lose
interest in paying attention and participating. Students might also be encouraged to make
effective use of their voices. Instead of telling kids to be quiet, etc., use this method. Students
can be taught how to utilize their voices appropriately, such as when to be loud and when
to be soft, as well as the physiology of speech.

2. How does the punctuality of the teacher affect classroom discipline?

“Children are great imitators. So, give them something great to imitate” someone has said.
Teachers are the role model in the classroom. So if learners observe that teachers attend
the online class on or before time, definitely they will do the same thing.

3. Why do we need to check on the physical aspects of classroom management?

We have to check the physical aspect of the classroom management so that we ensure that
the learning environment for the learners is conducive. Learners can learn more if they
feel comfortable. They can grasp the lesson if there are limited distraction.

REFLECT
Reflect on the aspects of personal and classroom management.
1. What does this statement mean to you as a future teacher? Explain.
“No amount of good instruction will come out without effective classroom management.”
No matter how ideal your lesson plan is, how engaging your motivations are or no
matter how deep the content of your lesson is, if the learners don’t feel comfortable while
learning process takes place, there will be no learning at all. Objectives cannot be
achieved. The right classroom management produces an optimum learning environment.
This is critical for the safety, happiness, and productivity of both teachers and students. A
good classroom management system will help teachers avoid burnout by reducing the need
 for yelling, scolding, and other stressful disciplining methods that generate teacher-student
conflict. This type of setting promotes both academic and social/emotional growth.

2. What are your plans in ensuring effective classroom management?

Since leaners are not in the physical classroom due to pandemic, to ensure that there
is still classroom management, We will create a classroom rules that fits the online
learning wherein every students can be benefited.

ACTIVITY 7.2 Demonstrating knowledge of positive and non-violent discipline in the

management of learner behavior.

OBSERVE
Observe the classroom management strategies that your Resource Teacher employs in the
classroom. You may also conduct an interview to substantiate your observation.
Check the management strategies employed by the Resource Teacher.
Check (/) observed, put an (x) if not observed and O for no opportunity to observe.
Effective Classroom Management Strategies Observed Not No Opportunity
Observed to Observe
1. Model to the students how to act in
O
different situations.
2. Establish classroom guidelines. O
3. Document the rules. O
4. Refrain from punishing the entire class.

5. Encourage initiative from class.

6. Offer praise and rewards.

7. Use non-verbal communication O

8. Take time to celebrate group effort O
9. Let students work in groups.

10. Interview students to assess their needs.

11. Address bad behavior quickly. O

12. Consider peer teaching. O
13. Continuously engage the students.

14. Assign open-ended project.

15. Write group contracts. O

Others (Please specify)
 16.
17.
18.
19.
20.

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

1. How many strategies were employed by the Resource Teacher? Did these contribute to
better classroom management? Explain your answer.
There are 7 strategies that were employed by the Resource Teacher. Yes it contribute to
better classroom management because learners are enjoying and actively participating in
the classroom discussion. They share their ideas while strictly following the imposed
classroom rules. Lesson proper is more engaging and per as to my observation learners
can follow grasp the discussion.

2. What were not used by the Resource Teacher? Were these important? What should have
been used instead? Explain.
Check list 1,2,3,7,8,11,12, 15 were not use by the resource teacher. This were important if
there is a face to face learning. We don’t have the opportunity to witness all these since
whether we accept it or not during virtual learning there are limitations, these were one of
the limitations.

REFLECT
As a future teacher, reflect on the observations then answer the given question.
1. What classroom management strategies do I need to employ to respond to diverse types
of learners.
Appreciate and accommodate the similarities and differences among the students'
cultures. Effective teachers of culturally diverse students acknowledge both individual and cultural
differences enthusiastically and identify these differences in a positive manner. This positive
identification creates a basis for the development of effective communication and instructional
strategies. Social skills such as respect and cross-cultural understanding can be modeled, taught,
prompted, and reinforced by the teacher.
I have to bear in mind that according to Howard Gardner Theory of Multiple
Intelligences said that different intelligences may be independent abilities- a person can be low in
one domain area but high in another. All of us possess the intelligences but in varying degrees of
strength that’s is why we need to prepare our lesson plan that could cater all kinds of learners.
Activities should also be fit to all learners.
SHOW Your Learning Artifacts
Show piece(s) of evidence of learning to capture the classroom management strategies used
by the Resource Teacher.
 LEARNING EPISODE Understanding the School Curriculum

Close Encounter with

8 the School Curriculum
ACTIVITY 8.1 Curricula in the School Setting
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ____________

It’s time to look around. Discover what curriculum is operating in the school setting.
Recall the types of the curriculum mentioned earlier. Can you spot where these are found? Let’s
do a hunting game!

OBSERVE
1. Locate where you can find the following curriculum in the school setting. Secure a copy,
make observations of the process, and record your information in the matrix below.
Describe your observations.
Type of Curriculum Where Found Description
1. Recommended Curriculum (K
to 12 Guidelines)

2. Written Curriculum
(Teacher’s Lesson Plan)

3. Taught Curriculum (Teaching

Learning Process)

4. Supported Curriculum
(Subject Textbook)
5. Assessed Curriculum
(Assessment Process)
6. Learned Curriculum
(Achieved Learning Outcomes)

7. Hidden Curriculum (Media)

ANALYZE

Which of the seven types of curriculum in the school setting is easy to find? Why?
Which is difficult to observe? Why?
Are these all found in the school setting? How do curricula relate to one another?
Draw a diagram to show the relationship of one curriculum to the other.
REFLECT
Make a reflection on the diagram that you have drawn.
 ACTIVITY 8.2 The Miniscule School Curriculum: The Lesson, A Closer Look

OBSERVE
This activity requires a full lesson observation from Motivation to Assessment

Procedure:
1. Secure permit to observe one complete lesson in a particular subject, in a particular
grade/year level.
2. Keep a close watch on the different components of the miniscule curriculum: the lesson
3. Follow the three major components of a curriculum (Planning, Implementing, and
Evaluating/Assessing). Observe and record your observation.

Observe And Record Observation on the Following Aspects

Major Curriculum Key Guide for Observation (Carefully look for the
Components indicators/behavior of the teacher along the key points. Write your
observation and description on your notebook.)
A. Planning 1. Borrow the teachers lesson plan for the day. What major parts
do you see? Request a copy for your use.
Answer the following questions:
a. What are the learning objectives/learning outcomes?
b. What are included in the subject matter?
c. What procedure of method will the teacher use to
implement the plan?
d. Will the teacher assess or evaluate the lesson? How will
this be done?
B. Implementing Now it’s time to observe how the teacher implemented the prepared
lesson plan. Observe closely the procedures.
a. How did the teacher begin the lesson?
b. What procedure or steps were followed?
c. How did the teacher engage the learners?
d. Was the teacher a guide at the side?
e. Were the learners on task? /Or were they participating in the
class activity?
f. Was the lesson finished within the class period?
C. Evaluating Did learning occur in the lesson taught? Here you make observations
to find evidence of learning.
a. Were the objectives as learned outcomes achieved?
b. How did the teacher assess/evaluate it?
c. What evidence was shown? Get pieces of evidence.
ANALYZED

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

1. How does the teacher whom you observed compare to the ideal characteristics or
competencies of global quality teachers?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. Was the lesson implemented as planned? Describe.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Can you describe the disposition of the teacher after the lesson was taught? Happy and
eager? Satisfied and contented? Disappointed and exhausted?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. Can you describe the majority of students’ reactions after the lesson was taught?
Confused? Happy and eager? Contented? No reactions at all?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

REFLECT

Based on your observations and task in Activity 2 how will you prepare your lesson plan? Make
a short paragraph on the topic.
 ACTIVITY 8.3 Constructive Alignment of the Components of a Lesson Plan

OBSERVE

Using the diagram below fill up the component parts of a lesson plan
I. Title of the Lesson: _______________________________________________________
II. Subject Area: ____________________________________________________________
III. Grade Level: _____________________________________________________________

Outcomes Teaching Method Assessment

Fill this up Fill this up Fill this up

ANALYZE

Answer the following questions based on the diagram.

1. Are the three components constructively aligned? Explain.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Will the outcomes be achieved with the teaching method used? Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. What component would tell if the outcomes have been achieved?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

REFLECT

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

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

SHOW Your Learning Artifacts

Learning Artifacts for Activity 1-3

Present an artifact for activity 1, 2 and 3.

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

Activity 2: Artifact
1. Present a sample curriculum in a form of a Lesson Plan
Activity 3
1. Present a matrix to show the constructive alignment of the three components of a lesson
plan.
a. Example:
Lesson Title: __________________________________________________________
Subject Area: _________________________________________________________

Lesson Outcomes Teaching Methods Evaluation

 LEARNING EPISODE Preparing for Teaching
and Learning
9
Demonstrating an understanding of Research-Based Knowledge
ACTIVITY 9.1 Principles of Teaching and Learning

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

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

OBSERVE

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

Principles of Learning What did the Resource Teacher do to

apply the principles of learning
1. Effective learning begins with the setting The resource teacher states the objectives of
of clear and high expectations of learning the discussion before she starts discussing
outcomes.
2. Learning is an active process The resource teacher asks questions and let
her students answer it
3. Learning is the discovery of personal Before she introduces the lesson, she asked
meaning and relevance of idea. first the opinion or ideas of her students
4. Learning is a cooperative and collaborative The Resource Teacher gives/provides group
process. Learning is enhanced in an activities that let her students work with their
atmosphere of cooperation and collaboration. peers

ANALYZE

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

Most applied The most applied principle of learning is the “Learning is an active
process”.

Least applied The least applied principle of learning is the “Learning is a cooperative
and collaborative process. Learning is enhanced in an atmosphere of
cooperation and collaboration”.
Give instances where this/these principle/s could have been applied?
Setting of clear and high expectations of learning outcomes on the first day of class as part
of the orientation will enable students to know what things are expected to them. During
asynchronous session, teachers should check whether the learners did their part or not. The
teacher should not always provide everything during class discussion. Teacher should let learners
to discovery of personal meaning and relevance of idea in the topic. The teacher should try not
only once to include in the lesson proper the collaborative learning even if the set up of education
is virtual.

REFLECT

From among the principles of learning, which one do you think is the most important?
In our educational landscape today wherein, the teachers are considered to be only the
facilitator and the students are builders of their own learning, the most important principle of
learning is that “Learning is the discovery of personal meaning and relevance of idea.” As a future
full pledge teacher we should disregard the thought that leaners are like empty vessels or jar that
needs to fill in. Learners of todays generation are already full of rich ideas stored in their minds.
Our role as teacher is to help these learners to discover in their own the things they want to learn.
We are just here for them to guide them, assist them and facilitate them as they learn from their
own pace. We should always remember that there is more retention of learnings if learners are
learning on their own.

Identifying Learning Outcomes that are Aligned with Learning

ACTIVITY 9.2
Competencies

OBSERVE

Observe a class, this time focusing on how the learning outcomes were stated. Determine
if the learning outcome/s was/were achieved or not? Give evidence.

1. Write the learning outcomes stated in the lesson.

Learning Outcomes (SMART Objectives?) Achieved

Yes No Yes No
1.
2.
3.
4.
5.

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

1.

2.

3.

4.

5.

ANALYZE

1. Do SMART objectives make the lesson more focused?

Based on my recent readings, setting the learning goals following the SMART will make
the lesson more focus. The utilization of principle of SMART in the learning objectives will
guide the teachers with regards in achieving the desired learning outcomes and will clearly
what the teacher expects from the students, thus the students can prepare their own selves. It
gives them direction towards the learning progression and comprehension of the students

REFLECT

Reflect on the

Lessons learned in determining SMART learning outcomes

Goals are part of every aspect of life specially education because it provide a sense of
direction, motivation, a clear focus, and clarify importance. By setting goals, you are
providing yourself with a target to aim for. A SMART goal is used to help guide goal
setting. SMART is an acronym that stands for Specific, Measurable, Achievable, Realistic,
and Timely. Therefore, a SMART goal incorporates all of these criteria to help focus your
efforts and increase the chances of achieving your goal. Through SMART intended
learning outcomes can be achieve without encountering major problems that could hinder
the delivery of the lesson. SMATR will serve as conceptual framework for teachers to follow
to fully organized their lesson plan.
 ACTIVITY 9.3 Distinguishing Between Inductive and Deductive Methods of
Teaching

OBSERVE

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

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

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

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

Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? disciplines/subjects?
What teaching-learning practice shows that teaching approach was:
a) Constructivist - connected to the past experiences of learners; learners constructed new
lesson meanings

b) Inquiry-based

c) Developmentally appropriate – learning activities fit the developmental stage of

children

d) Reflective

e) Inclusive – No learner was excluded; teacher taught everybody

f) Collaborative – Students worked together

g) INTEGRATIVE – Lesson was multidisciplinary – e.g. In Science, Math concepts were

taught

ANALYZE

1. What are possible consequences of teaching purely/subject matter for mastery ad for the
test?
If teaching purely/subject matter for mastery and for the test the possible
consequence is that the eagerness of the students to learn can be reduced. The learners
will become dependent, and they will not put effort to their studies thinking that everything
is provided for them. teaching purely/subject matter for mastery will hinder the
development of other skills such as critical thinking, reading and synthesizing the
information presented to them. Remember that in today’s generation its not about what to
teach but how to learn. Teaching learners how to learn will help them become competitive
even if the content of the curriculum changes overtime.
 2. If you were to reteach the classes you observed, would you be teacher-centered or
student-centered? Why?
It would be student-centered. Remember that learners are not empty vessel that you
have to fill in. Learners should not be viewed as empty receptacles waiting to be filled but
rather be perceived as partners in the education process. Classroom is considered to be a
community with a great member and if we want them to be responsible let us give them the
responsibility. To learn by doing is the real score of experiential learning.

REFLECT

Reflect on Principles of Teaching worth applying

Learning is the discovery of personal meaning and relevance of idea. This principle
best describes that learner are not empty vessels or receptacles that should be filled in by
the teacher. Learners have rich ideas stored in their minds. Minds of learners are like a
faucet that once you open it, rich ideas will flow from them. This is the reason why in the
21st century, teachers are called facilitator of learning. They are the one who will guide
the leaners how to learn but they will not spoon feed the learners. They should let children
discover by themselves how to learn. Remember that the content of the curriculum changes
overtime and if we guide learners how to learn, no matter how many times content change
it will not affect the learning process since learners knows how to cope and how to learn.
Learners should not be viewed as empty receptacles waiting to be filled but rather be
perceived as partners in the education process. Classroom is considered to be a community
with a great member and if we want them to be responsible let us give them the
responsibility. To learn by doing is the real score of experiential learning.

SHOW Your Learning Artifacts

Post proofs of learning that you were able to gain in this Episode. You may attach the
lesson plan (s) used by your Resource Teacher to show the intended learning outcomes and the
methods used in class.
 LEARNING EPISODE The Instructional
Cycle
10
ACTIVITY 10.1 Applying the Guiding Principles in the Selection and Use of Strategies
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ____________

OBSERVE
Observe one class with the use of the observation sheet for greater focus then analyze the
observation with help of guide questions.
1. The more senses that are involved, the e.g. Teacher used video on how digestion
more and the better the learning. takes place and a model of the human
digestive system
2. Learning is an active process. The teacher frequently asked questions to
catch the attention of the learners
3. A non-threatening atmosphere The voice of the teacher is sweet, and she
enhances learning. always smile. This means that the teacher is
approachable
4. Emotion has the power to increase The teacher changes her voice to indicate
retention and learning. important information and to acknowledge
the misbehavior in the class
5. Good teaching goes beyond recall of The teacher before she starts new lesson, she
information always recalls their past discussion. She
frequently asked the learners to summarize
their past discussions
6. Learning is meaningful when it is Teacher uses the daily experience of the
connected to students’ everyday life. learners and latest news to introduce the
lesson
7. An integrated teaching approach is far The teacher sometimes integrates other
more effectively than teaching isolated disciplines or subjects to clarify and establish
bits of information. a strong learning. This is when she integrates
history to the discussion about the Pangaea to
explain and solidify the discussion.
ANALYZE

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

I must state that there is no single optimal teaching approach because our children do not
all learn in the same way. There are different students who respond differently to different ways,
as well as different people. Yes, some pupils learn well with manipulatives, while others learn best
through traditional techniques (actually reading the texts and taking notes). There is no such thing
as the "optimal teaching approach"; just because one method worked well in one class does not
guarantee it would work similarly well in another. Teachers should avoid relying on a particular
teaching method excessively. A creative teacher should continue to experiment with teaching styles
that are most appropriate for the kind of students, lessons, and learning environments in which he
and his pupils find themselves. Only when the students learn does the teacher succeed.

REFLECT
Reflect on this question?
How do we select the appropriate strategy for our lessons?
Choosing the right tactics for your teaching objectives and students is the key to effective
teaching. Because kids learn in different ways, it's often beneficial to use a number of
methodologies in a single class, as well as a variety of different learning activities and projects.
In a classroom, there is a diversity of learners. Learners differ from each other. That is the reason
why we should know the art of teaching and learning where it should be flexible and will cater all
kinds of learners. Again, selecting the appropriate teaching strategy should be based on the theory
of Howard Gardner. The theory of Multiple Intelligence where he believes that learners may have
a high intelligence on one domain and may have low in another domain. Teaching strategy should
be based on the Learning/thinking styles and to their multiple intelligence.

ACTIVITY 10.2 Determining Outcome-Based Teaching and Learning

OBSERVE
Observe a class and answer the following questions.

1. Did the Teacher state the learning objectives/intended learning outcomes? (ILOs) at the
beginning of the class? Dis he/she share them with the class? How?
Yes, the resource teacher often states the intended leaning outcomes before the class
discussion. Yes, she shares it with class. She does it by telling them that in this discussion these
were the things expected to them.
 2. What teaching-learning activities (TLAs) did he/she use? Did these TLAs help him/her
attain his/her lesson objectives? ILOs? Explain your answer.
The teacher uses the Question-and-Answer. Yes, since through asking questions and based
on the answers of the students she can already assess the extent of the learning of the learners.
Since some activities are not really applicable during the virtual, thus is the reason may be why
the teacher uses the question-and-activity to assess whether the learners meet the ILOs or not.

3. What assessment task/s did teacher employ? Is/are aligned with objectives to the lesson
objectives? ILOs?
She uses pen and paper assessment. Yes the questions were based on the books they are
utilizing and will really assessed whether the ILO are meet or not.

ANALYZE
1. What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?
Simply said, OBTL is a student-centered approach to learning and teaching that has gained
widespread acceptance in universities throughout the world. OBE is used at the institutional level,
while OBTL is used in the classroom. The core of OBE is OBTL. OBE is the overarching concept,
while OBTL elaborates on it.

REFLECT
Reflect on the use of OBTL.
Outcome-based Teaching and Learning (OBTL) is a student-centered education strategy
in which the program's targeted learning outcomes for students are explicitly established. After
that, teaching and learning activities are carefully planned to help pupils attain these goals. The
evidence of OBTL's success is based on evaluation outcomes and student learning experiences. It
means that everything a teacher does should be focused on what they want pupils to know,
understand, and be able to do. To put it another way, teachers should focus on assisting students
in developing the knowledge, abilities, and personalities that will enable them to attain the clearly
specified planned outcomes. When creating an OBE syllabus, we commonly use a procedure called
"constructive alignment." Which refers to the process of creating a learning environment that
encourages students to engage in learning activities that lead to the intended learning outcomes.
The term 'constructive' relates to how a learner uses relevant learning activities to generate
meaning. The teacher's actions are referred to as "alignment." The components of the teaching
system, particularly the teaching techniques employed and the assessment tasks, must be linked to
the learning activities assumed in the intended results.
 Applying Effective Questioning Techniques
ACTIVITY 10.3

OBSERVE
Observe a class activity. You shall focus on the questions that the Resource Teacher asks
during the classroom discussion. Write the questions raised and identify the level of questioning.
Types of question Examples of question that Resource Teacher
Asked
1. Factual / Convergent Closed
/ Low level
2. Divergent / Higher-order/
Open-ended / conceptual
a. Evaluation
b. Inference
c. Comparison

d. Application
e. problem-solving

3. Affective

ANALYZE
1. Neil Postman once said: “Children go to school as a question mark and leave school as
periods1” does this something to do with the type of question that teachers ask and the
questioning and reacting techniques that they employ?
This quotation has something to do with a successful questioning of a teacher inside the
classroom. that one important but critical component of the teaching and learning process is the
knowledge and abilities employed in asking various types of questions in the classroom. Questions
are significant variables in the teaching and learning process because children's accomplishment
and level of involvement are influenced by the types of questions teachers create and utilize in the
classroom. As a result, teachers must be cautious while designing/formulating questions in order
to pique students' interest, elicit ideas, clarify concepts, and challenge preconceptions. When
students are asked the correct questions, they improve their listening and thinking skills. As a
result, teachers must evaluate their current questioning strategies.
REFLECT
Reflect on
The importance of using various reacting techniques

LEARNING EPISODE Utilizing Teaching-

11 Learning Resources
and ICT
ACTIVITY 11.1 Visiting the Learning Resource Center
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ____________

OBSERVE
As you visit and observe the Learning Resource Center, use the observation guide
provided.
Ask the assistance of the center staff courteously.

An Observation Guide for a

LEARNING RESOURCE CENTER
Read the following statements carefully before you observe.
1. Go around the Learning Resource Center
2. Find out what learning resources are present
 3. Examine and describe how the materials are arranged and how they are classified. Are
they free from dust and moisture? Are they arranged for easy access?
4. Read the guidelines/procedure for borrowing of materials. Are these
guidelines/procedures posted are available for the users to refer to?
5. Familiarize yourself with the guidelines and procedures. Take photos of the center (if
allowed).

After you are through with your observation, classify the resources available that you believe
are most useful. Use the activity form provided for you.

LIST OF AVAILABLE LEARNING RESOURCES

Available Learning Characteristics and Unique Teaching Approaches
Resources Capabilities where the Resource is Most
(Enumerate in bullet form) Useful
1. Print Resources
•
•
2. Audio Resources
•
•
3. Non-electronic
Visual Resources
•
•
4. ICT resources
•
•
Impression about the LRC:

Name and signature of Observer:

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

ANALYZE
Are the learning resources/materials arranged properly according to their function and
characteristics?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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

What are the strengths of this Learning Resource Center?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

What are its weaknesses?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What suggestion can you make?
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________

REFLECT
1. Which of the materials in the Learning Resources Center caught your interest the most?
Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
 2. Which gadgets/materials are you already confident to use/operate?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

ACTIVITY 11.2 Observing Technology Integration in the Classroom

OBSERVE
Class Observation Guide
Read the following questions and instructions carefully before you observe.
1. What is the Lesson all about?
2. What visual aids/materials/learning resources is the teacher using?
3. Observe and take notes on how the teacher presents/uses the learning resources.
4. Closely observe the learners’ response to the teacher’s use of learning resources. Listen to
their verbal responses. What do their responses indicate? Do their responses show
attentiveness, eagerness, and understanding?
5. Focus on their non-verbal responses. Are they learning and are they showing their interest
in the lesson and in the material? Are they learning and are they showing their interest in
the lesson and in the materials? Are they looking towards the direction of the teacher and
the materials? Do their actions show attentiveness, eagerness, and understanding?

OBSERVATION SHEET NO.

REPORT
Date of Observation ___________________________________________________________
School _____________________________________________________________________
Subject __________________________________ Topic _____________________________
 Grade/Year Level

ANALYZE
UTILIZATION OF TEACHING AIDS FORM
Grade or Year Level of Class Observed: Grade 10-AQUINO
Date of Observation: 10/07/21
Subject Matter: NON-MENDELIAN GENETICS
Brief Description of Teaching Approach Used by the Teacher: The teacher utilizes the
Learner-centered, Constructivist, Collaborative, Spiral Progression Approach
Teaching Aids Used Strengths Weakness Appropriateness of
(Enumerate in bullet the Teaching Aids
form) used
• Powerpoint It is the only Dependent on the It is very appropriate
• Video appropriate visual strength of the in situation like this
• Graphic aids that a teacher connectivity, playing
Organizers can use because the videos may be
• Pictures education is still sluggish or pictures
under the virtual may become blurry
learning.

Use the Technology Integration Form to analyze the class you observed. Refer to the Technology
Integration Matrix on p. 123, in which level of technology integration do you think the teacher
you observed operated? Why?
Based on the Technology Integration Matrix on p. 123, the level of technology integration
of the resource teacher I observed operated was under the Transformation level. This because the
teacher has created a rich learning environment in which the learners are regularly and actively
engage in activities that would have been impossible to achieve without technology specially that
there is a no face-to-face class due to pandemic.
Based on the Technology Integration Matrix, what is the characteristic of the learning
environment in the class that you observed? Point your observations that justify your answer.
Based on the Technology Integration Matrix, the characteristic of the learning
environment in the class that I observed, it is Constructive. With the aid of the technology, learners
were able to use technology to construct or build their own understanding rather than simply
receiving information from the teacher. The technology serves as tool for the learners to discover
and create their own ideas and understanding. It aids them in the whole teaching and learning
process.

Overall, were the learning resources used effectively? Why? Why not? Give your suggestions.
Overall, the learning resources were used effectively. The resources serve it purpose and
that is to aid in the teaching and learning process. It help the teacher to create a learning
environment that learners could learn with their classmate.

REFLECT
1. Put yourself in the place of the teacher. What would you do similarly and what would you
do differently if you would teach the same lesson to the same group of students? Why?
If I were the resource speaker I would do the same strategies as asking one by one the ideas
of the learners regarding the topic. I would utilize the Ms teams as to rooms to let learners
work with their groupmates

ACTIVITY 11.3 Exploring Education 4.0

OBSERVE

Class Observation Guide

Read the following statements carefully before you observe.
1. What is the lesson about? What are the teacher’s objectives?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________
2. Note the important concepts that the teacher is emphasizing.
_________________________________________________________________________
_________________________________________________________________________
 _________________________________________________________________________
_________________________________________________________
3. Note the skills that the teacher is developing in the learners.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________

ANALYZE

Analyzing the information, you got from observing the class, surf the internet to select
electronic resources, including OERs social networking sites, and apps with virtual or
augmented reality thar will be useful in teaching the same lesson. Evaluate the resources
you found, using the set of criteria discussed in the Revisit the Learning Essentials part of
this Episode. Use the form below to note your analysis and evaluation.

Electronic Resources Evaluation Form

Grade/Year Level
Subject Matter/Topic
(Based on the class
you observed)
Lessons
Objectives/Learning
Outcomes
Name and Describe Put a check if the resource satisfies the Describe how you
Type of the criterion can use it if you were
Electronic electronic to teach in the class
Resource resource you observed.
(include Accurate Appropriate Clear Complete Motivating Orga
author/ -
publisher/ nize
source). d
REFLECT
1. Describe your experience in surfing the internet for appropriate electronic resources for the
class. What made it easy? Difficult?
___________________________________________________________________________
___________________________________________________________________________

2. How did you choose which electronic resources to include here? What did you consider?
Explain. Which of the new trends in Education 4.0 would you like to explore mor for your
work as a teacher? Why?
___________________________________________________________________________
___________________________________________________________________________

3. Reflect on your technology skills. What skills do you already have, and what skills would
you continue to work on to be better at utilizing education 4.0 resources?
___________________________________________________________________________
___________________________________________________________________________

ACTIVITY 11.4 Professional Development Through MOOCS

OBSERVE

PPST Domain Competencies I Want to Work On MOOCS MOOC

related to the Provider
 competencies
(include a
short
description)
1. Content
Knowledge and
Pedagogy
2. The Learning
Environment
3. Diversity of
Learners
4. Curriculum and
Planning
5. Assessing and
Reporting
6. Community
Linkages and
Professional
Engagement
7. Personal
Growth and
Professional
Development

ANALYZE

From among the MOOCs you explored, pick at least three which you believe are the most
appropriate for you. Describe the MOOCs below.

1. MOOC Title ______________________________________

Provider:

Objectives of the MOOC:

Content Outline

Why did you pick this MOOC?

2. MOOC Title ______________________________________

Provider:

Objectives of the MOOC:

 Content Outline

Why did you pick this MOOC?

3. MOOC Title ______________________________________

Provider:

Objectives of the MOOC:

Content Outline

Why did you pick this MOOC?

REFLECT

1. How can MOOCs help you in your future career as a professional teacher and as a lifelong
learner?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

2. What did you learn from the way the providers use technology to teach in the MOOCs?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

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

SHOW Your Learning Artifacts

LEARNING EPISODE Assessment FOR Learning

and Assessment AS Learning
12 (Formative Assessment)

ACTIVITY 12.1 Observing Assessment FOR Learning Practices (Formative

Assessment)
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ____________

OBSERVE
1. Observe what teacher does or listen to what teacher says to find out if the students
understood the lesson while teaching learning is in progress.
What Teacher Said Tally Total
 What Teacher Did Tally Total

2. Did the teacher ask the class” Did you understand”? If she did, what was the class
response?
Yes, the teacher as the class if they understood the topic. The learners respond they
understood the topic.
 3. Did the students make the teacher feel or sense they did not understand the lesson or a
part of the lesson? How?
No, this is because when the teachers asked question, they answer it based on their own
understanding

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

The teacher responds through thanking them and commending them for they active
participation

5. Were the students given the opportunity to ask questions for clarifications? How was this
done?
Yes, the teacher ask for further clarifications or
6. If she found out that her/his lesson was not clearly understood, what did teacher do? Did
you observe any of these activities? Please check.
________ Peer tutoring (Tutors were assigned by teacher to teach one or two classmates)
________ Each one-teach-one (Students paired with one another)
________ Teacher gave a Module for more exercises for lesson mastery
________ Teacher did re-teaching
Others, please specify______________________________________________________
_______________________________________________________________________

7. If she engaged himself/herself in re-teaching, how did she do it? Did he/she use the same
teaching strategy? Describe.
No, the resource teacher do not engage herself in re-teaching.

8. While re-teaching by himself/herself and/or with other students-turned tutors, did teacher
check on students’ progress?
No, the teacher do not integrate re-teaching
If yes, how? ___________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

ANALYZE

1. Why should a teacher find out if students understand the lesson while teaching is in
progress? It is not better to do a once-and for-all assessment at the completion of the
entire lesson?
 The teacher should assess whether the learners understood the topic while teaching
is in progress so that she can able to augment remediation if she found out that
learners have difficulty in understanding the topic.

2. Why is not enough for a teacher to ask “Did you understand, class?” when he/she
intends to check on learners’ progress?
There is a possibility, some learners are embarrass to tell that they don’t understood
the lesson specially when majority of the class said yes.

3. Should teacher record results of formative assessment for grading purposes? Why or
why not?
Formative assessment should not be recorded for grading purposes. Formative
assessment is used to assess the prior knowledge of the learners, what best teaching
strategy works for them all, their weaknesses, and strengths.

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

The best Formative assessment works for students is the pre-test examination. This
will enable you as a teacher to measure the prior knowledge of the learners and how
you will introduce the topic.

5. For formative assessment, why is peer tutoring in class sometimes seen to be more
effective that teacher himself/herself doing the re-teaching or tutoring?
Sometimes Peer Tutoring is most effective since learners sometimes have the same
length of understanding. Learners will not afraid to ask questions to their peers and
peers who understood the lesson can explain it in a simple way.

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

attributed to the non-application of formative assessment? Why or why not?
Yes, unreasonable number of failures at the end of the term/grading period attributed
to the non-application of formative assessment. Formative Assessment is used to assess
or determine the needs of each individual learner in the classroom. To assess what are
the future problems that may occur as you proceed to the learning process and provide
tangible solutions for these problems. To determine the teaching strategies to be
utilized to cater the needs of all types of learners. If, it happened thereof that teacher
did not apply formative assessment, then consequent failures is attributed to it.

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

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

Yes, you may record the result of the formative assessment not as a grading your learners
but as a reference for you to look back what is the problem and how you will you go about
the problem.

SHOW Your Learning Artifacts

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

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

OBSERVE
Observe a class and find out practices that reflect assessment as learning. Record your
observations.
TEACHER MY OBSERVATION
1. Did teacher provide opportunities for Yes
the learners to monitor and reflect on
their own learning?

2. What are the proofs that students were Learner are tasked to answers questions after
engaged in self-reflection, self- the discussion and upload it on their teams
monitoring and self-adjustment?
 3. Did students record and report their No
own learning?

4. Did teacher create criteria with the Yes

students for tasks to be completed or
skill to learned?

ANALYZE
1. If the students are at the heart of all assessment, then all assessment should support
students learning. Do you agree? Why or why not?
Yes, assessment should support students learning. Through assessment you can already
determine whether the learners have understood the lesson or not. You an already
determine what went wrong and what is the best strategy that is applicable to all of them.
Thus, assessment will guide you to help your learners in the learning process.
2. Does assessment as learning have the same ultimate purpose as assessment for learning?
No, Assessment of learning is comparing students' achievement levels to a standard using
assessment data collected at the end of the teaching and learning process. It's a summative
process that usually involves standardized assessments. Assessment of learning scores are
frequently used to evaluate the effectiveness of teachers or schools to improve student
accomplishment based on the results of single, point-in-time exams.
Assessment FOR Learning integrates assessment techniques into the teaching and learning
process to ensure that instructional strategy is constantly adjusted. It can involve test data,
but it also covers other quantitative and qualitative data, as well as a lot of anecdotal and
descriptive information.

REFLECT
The primary purpose of assessment is not to measure but to further learning. Reflect on your
personal experiences of assessment in school. Were you given opportunities for self-assessment?
If yes, what was its impact on your learning?
Yes, we were given the opportunities to assess our own self. This helps me a lot to determine what
kind of learner I am. I discovered my strength and weaknesses. I discovered my learning styles
and meditated. Through self-assessment, I was able to know the thing the I need to focus more and
enhanced. Through self-assessment I was able to make my grades good.

SHOW Your Learning Artifacts

1. My Accomplished Observation Sheet
2. My Analysis
3. My Reflection
 LEARNING EPISODE Assessment OF Learning
(Summative Assessment)
13
ACTIVITY 13.1 Aligning Assessment Task with the Learning Outcome
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ___________

OBSERVE
• Observe at least 3 classes- 1 Physical or Biological Science or Math, English, Filipino; 1
Social Science or Literature/Panitikan, EsP and 1 P.E/ Computer/EPP/TLE.

SUBJECTS LEARNING ASSESSMENT Is the If not

OUTCOME/S TASK (How did assessment aligned,
teacher assess the tool/ task improve on
learning assigned to it.
outcome/s? the learning
Specify outcome/s?
P.E/EPP/TLE To learn how to Written quiz. No Performance
swim Enumerate the test- Let
different swimming students
strokes. perform the
different
swimming
strokes

Social Science. Determine the Written Quiz. Yes

Literature different function Enumerate the
/Panitikan. of arts functions of Arts
EsP

Physical/Biological Determine the Written Quiz. Yes

Science/Math organs and Enumerate the
English/Filipino functions of organs and their
Respiratory respective functions
system
ACTIVITY 13.2

ANALYZE
1. Are all the assessment task aligned to the learning outcomes?
No, not all the assessment task are aligned to the learning outcomes

2. What are the possible consequences if teacher’s assessment are not aligned to learning
outcome/s? Does this affect assessment results? How?
The ILO cannot be achieved, Yes, It would not help the learners to master the skills
required for that lesson.

3. Why should assessment tasks be aligned to the learning outcomes?

Assessment tasked should be aligned to the learning outcomes to ensure that learners will
masters the knowledge and skills required.

REFLECT
• Reflect on past assessment you have been through. Were they all aligned with what your
teacher taught (with learning outcomes?)
Yes, they were all aligned with what our teacher taught (with learning outcomes)

• How did this affect your performance? As a future teacher, what lesson do you learn from
this past experience and from this observation?
As a future teacher, everything in the classroom should be in sync, including techniques,
resources, and the performance quiz, in order to get excellent results.
 Observing the Use of Traditional Assessment Tools

OBSERVE
• Observe classes and pay particular attention to the assessment tool used by the teacher.
• With teacher’s permission, secure a copy of the assessment tool.

Direction: Put a check (✔) on the test which teacher used. From your teacher’s test items, give
an example.
Type of Put a Learning Outcomes Sample Test Comments (Is the
Traditional check Assessed Items of assessment tool
assessment tool/ (✔) Resource constructed in
Paper and pencil Here Teacher accordance with
test established
guidelines?)
Explain your answer.
Selected
Response type
1.Alternate
response

2.Matching type

3.Multiple Choice

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

2.Short answer
type

3.Problem
solving

4.Essay-
restricted

5.Essay-non
restricted

6.Others
ANALYZE

1. Which assessment tools/tasks were most commonly used by teacher which one were
rarely used? Why were they rarely used?
The commonly used assessment by the teacher is the short, answered question. Problem
solving is rarely used by the teacher.

2. Based on your answers found in the Tables above in which type of assessment tools and
tasks were Resource Teachers most skilled in test construction? Least skilled?
The teacher is skilled in constructing short answered question. The least is problem solving
because it is not still applicable on the topic

3. Can an essay or other written requirements, even if it is a written paper-and-pencil test,

be considered an authentic form of assessment? Explain your answer.
Yes, because on essay, it is where students freely express their ideas, opinions and the
learnings they acquired.

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

I am quite good at constructing traditional assessment tools. I find difficult to construct is the
Problem solving.

I learned that in creating or constructing traditional assessment tool, it should always be aligned
in the ILO to ensure the mastery of the skills required.
 ACTIVITY 13.3 Observing the Use of Non-traditional Assessment Tools and
Scoring Rubrics

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

1.Product

2.Performance
ANALYZE

1. Between analytic and holistic rubrics which one was more used? Why do you think that
type of rubric was used more?
HOLISTIC, it emphasizes on what the learner is able to demonstrate, rather than what s/he
cannot do
Based on your answer in #1, what can you say about the scoring rubrics made and used by
the Resource Teachers?
HOLISTIC, single criteria rubrics (one-dimensional) used to assess participants' overall
achievement on an activity or item based on predefined achievement levels; performance
descriptions are written in paragraphs and usually in full sentences.

2. Will it make difference in assessment of students work if teacher would rate the product
or performance without scoring rubrics? Explain.
Yes, the teacher will not have a basis on assessing the student works and it will create a
notion that the teacher is bias or unfair in grading each student works.

3. If you were to improve on one scoring rubric used, which one and how?
It would be students engagement and collaboration. In a rubrics, students engagement and
how they collaborate with their peer must also be recorded. Include in the rubrics the
collaboration and instill that their collaboration is recorded and given a points.

4. Can an essay or other written requirements, even if it is written paper-and-pencil test, be

considered and authentic form of assessment? Explain your answer.
Yes, they can be still considered as an authentic form of assessment. The forced-choice
measures of multiple-choice examinations, fill-in-the-blanks, true-false, matching, and the
like that have been and remain so ubiquitous in education are referred to as "traditional
assessment" (TA). To complete the evaluation, students usually choose an answer or
recollect material. These tests could be standardized or devised by the teacher.

5. Can rubrics help make students to become self-directed or independent learners? Do

rubrics contribute to assessment AS learning (self-assessment?) What if there were no
rubrics in assessment?
Yes, rubrics will direct learners to what they need to do. Yes, rubrics contribute to
assessment as learning. If there is no rubrics, students will not know what skills they need
to master in a certain activity, the teacher will not have a basis on grading the learners
which will look like a bias.
Does the Scoring Rubric is this FS BOOK 1 help you come up with better output?
Yes, the Scoring Rubric is this FS BOOK 1 help me come up with better output.
REFLECT
Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all the
years as student.
Yes, authentic assessment tools and tasks new because we are having our online class due to covid-
19 pandemic. Some assessment don’t really measure the extent of the learnings of the learners
since answers can already found in the internet. Its hard to determine whether learners learned or
because of internet they were able to answer all kinds of assessments.

SHOW Your Learning Artifacts

• Accomplished Observation Sheet
• Observations
• Reflections
• A photo of a product assessed and a documented performance test
• Samples of scoring rubrics used by Resource Teachers- one rubric to assess a particular
product and another rubric to assess a particular performance together with your
comments/s and improved version/s, if necessary.
 ACTIVITY 13.4 Scrutinizing the Types and Parts of a Portfolio

OBSERVE
1. Ask your Resource Teacher for samples of portfolio, if any. If there are, select one best
portfolio from what you examined.
2. If none, research for a sample portfolio and include them My Learning Artifacts.
3. Based on the sample portfolio given by your Resource Teacher/ researched by you,
accomplish a Observation Sheet #
4. Put a check in right column.

What a Portfolio Includes

Elements of a Portfolio Present? Missing?
1. Clear objectives- The objectives
of the lesson/unit course are clear
which serve as a bases for selection.
2. Explicit guidelines for selection-
What, when where, how are
products/documented performances
selected.
3. Comprehensible criteria- the
criteria against which the portfolio
is graded must be understood by the
learners.
4. Selective significant pieces- The
portfolio includes only selected
significant materials.
5. Students reflection- There is
evidence that students reflected on
their learning.
6. Evidence of student’s
participation in selection of content
of portfolio- There is proof that
students took part in the selection of
the content of the portfolio.
ANALYZE

1. Which OBE in mind, which should be the basis for then selection of pieces of evidence to
show that what the students was supposed to learn was learned?
The Assessment Progress

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

Elements of a ________________ Portfolio (Which type of portfolio?)

1. Cover Letter- “About the Author” and “What My Portfolio about My Progress as a
learner.
2. Tables of Contents with numbered pages.
3. Entries- both core (required items) and optional items (chosen by students).
4. Dates on all entries to facilitate proof of growth over time.
5. Drafts of aural/ oral and written products and revised revisions i.e (first drafts and
corrected/revised versions.)
6. Student’s Reflections

3. Where and when does the teacher make use of each of the 3 types of portfolio?
A showcase portfolio is a collection of products that illustrate the owner's capabilities at
any given time. An evaluation portfolio is a collection of items that can be used to evaluate
owner's the skills. A development portfolio exhibits growth by demonstrating how the
owner (has) developed. Goods from various phases of the process, stages in which
feedback has been received, and possibly products from work currently in progress will all
be included in this type of portfolio.

REFLECT
Have portfolios made the learning assessment process more inconvenient? Is the effort exerted
on portfolio assessment commensurate to the improvement of learning and development of
learner’s metacognitive process that result from the use of portfolio?
No, portfolios do not made the learning assessment process more inconvenient. Yes, the effort
exerted on portfolio assessment commensurate to the improvement of learning and development
of learner’s metacognitive process that result from the use of portfolio
SHOW Your Learning Artifacts

• Sample/s of Improved Written Test, both selected-response type and supply type.
• Sample/s of product and performance assessed
• Sample/s of a rubric
• Sample/s of students’ reflection on his/her portfolio
 ACTIVITY 13.5 Determining the Level of Teacher’s Questions

OBSERVE
1. Observe s teacher in the classroom.
2. Note his/her questions both oral and written.
3. Score him/her according to the level of questions that he/she asks from remembering to
creating and metacognition and self-system thinking. You may also refer to written tests
for samples of questions in the various levels.
4. Make tally, then get the total. Use Table 1 and Table 2 separately.

Table 1 Number of Questions per Level

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

Metacognition 5

Creating 6-
Highest
Evaluating 5

Analyzing/An 4 Analysis 3 /

Applying 3 Knowledge 4
Utilization
Understanding/ 2 Comprehension 2 /

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

Table 2. Examples of Assessment Questions/ Assessment Tasks
Tally and Total Rank Tally and Total Rank Examples of Rank Based
Score of Score of Assessment on Use
Cognitive Cognitive Tasks/
Processes processes (and Questions
(Bloom as Kendall and Given by
revised by Marzano) Resource
Anderson and Teacher
Kwathwohl)
Self- system 6- Highest e.g., Teacher
Thinking asked
student:
Why is the
lesson
important to
you?
Example: Metacognition 5
Creating= I

Evaluating=I 5-Highest

Analyzing / An= 5
II
Applying-III 4 3

Understanding- 3 4
II

Remembering= 2 2
IIII

1-Lowest 1-Lowest
I I
Rank Rank
ANALYZE

1. Which cognitive skill had the highest number of assessment questions? Lowest number?
Remembering cognitive skill had the highest number of assessment questions while
creating and evaluating has the lowest number of assessment question.

2. What do these (lowest and highest number of assessment questions) reveal about
Resource Teacher’s level of questions?
It reveals that the number of the questions created by the resource speaker is based on the
level of difficulty which these questions fall.

3. Based on Kendall’s and Marzano’s taxonomy, which are the highest cognitive skills?
Give an example of an assessment question for each two highest cognitive skills-
metacognitive skills and self- system thinking.
Based on Kendall’s and Marzano’s taxonomy, creating and evaluating are the highest
cognitive skills.
o How does Divergent Plate Boundaries create Mountain Ranges?
o How would you explain the occurrence of Volcanic eruption underneath the
ocean?

REFLECT
If you were to rate yourself on HOTS- where will you be a from a scale of 1 to 5(5 as highest
where will you be?
If I were to rate myself on HOTS- from a scale of 1 to 5 I will be in middle or average. It would
be 3
As a future teacher, reflect on how will you contribute to the development of learner’s HOTS?
Creating a HOTS question will enable students to vent out all their rich ideas, the readings they
made in the topic presented and all the things they acquire as teaching and learning took place. I
would create assessments that will measure the skills intended on that certain topic.
 ACTIVITY 13.6 Analyzing a Table of Specifications

ANALYZE
1. What parts must a TOS contain to ensure test content validity?
2. Why is there a need for number of items per cognitive level?
3. With OBE in mind, it is correct to put learning outcome not topic in the first column?
Why or why not?
4. Can a teacher have a test with content validity even without making a TOS?
5. Complete the given TOS.

REFLECT
Read this conversations and reflect on teacher’s assessment practices. Write your reflection
here.

Student A: Saan naman pala pinulot ni Teacher ang kaniyang tanong? Ni isang tanong sa tinuro,
wala? (Where did Teacher get her test? Not one of what she taught came out!)

Student B: Oo nga! Nakakainis! (You are right! How annoying!

Did you have a similar experience? Reflect on it. Will the required use of Table of
Specifications as guide in test construction solve the problem of misaligned tests?
Yes, I do have similar experienced as presented above. Honestly, you cannot give what you don’t
have similarly, I cannot answer what I do not know. Yes, requiring the TOS as guide in test
construction will resolve the problem of mis aligned tests.
SHOW Your Learning Artifacts
• Accomplished Observation Sheet
• Analysis
• Reflections
• Completed Sample TOS
ACTIVITY 13.7 Computing Student’s Grades based on DepEd Grading System

OBSERVE
A. SAMPLE STUDENTS REPORT CARD

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

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

B. INTERVIEW OF RESOURCE TEACHER

1. What are the new features of the latest grading system? What things are you required
to do with this grading system which you were not asked before?
The Department of Education, or DepEd, will use a new competency-based grading
system for the K-12 Basic Education Program beginning in the 2015-2016 school year
per D.O. No. 8, s.2015. The new grading system will use fewer grading system
components and a new transmutation table than the previous Knowledge, Process,
Understanding, and Performances (KPUP) grading system.

Students' summative assessment results will be based on all of their Written Works,
Performance Tasks, and Quarterly Assessment (WW-PT-QA) scores from Grades 1 to
12. These three have different percentage weights depending on the type of learning
area.

From kindergarten to senior high school, all public schools must comply. Although
private schools are not obligated to follow the same rules, the Department of Education
strongly encourages them to do so. Non-DepEd schools, on the other hand, can change
their policies to fit their mission and vision, but only with DepEd Regional Office
approval.

2. Which do you prefer- the old or the new grading system? Why?
The new grading system. Since you don’t have to manually compute the grades of the
learners. Just encode all the necessary information on the give e-class record then it
will automatically compute for the learner’s grade. There are fewer things to consider
on the new grading system at the same it lessens the work load of the teacher in
computing grades.
 C. INTERVIEW OF 5 STUDENTS

1. What do you like in the new grading system?

There are three categories which we can get our grade. If I get lower in one aspect, I
can make good in another aspect

2. Do you have problems with the new grading system? If there is, what?
No, the learners have no problems with the new grading system.

3. Does the new grading system give you a better picture of your performance? Why or
why not?
Yes, we can see where we did not perform well and where we performed well. From
that we can assess our own whole performance during the quarter.

4. Which do you prefer- the old or the new grading system? Why?
We, prefer the new grading system. We can There are fewer things to consider on the
new grading system and we will know where and what to focus.

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

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

Based on DepED Order 8, s. 2015, answer the following:
1. What are the bases for grading?
Written Work (WW) – makes sure students can express skills and contents in written form
Performance Tasks (PT) – lets learners show what they know and can do in diverse ways
Quarterly Assessment (QA) – measures student learning at the end of the quarter

2. How do you compute grades per quarter for grades 1 to 10 and grades 11 to 12. Give an
example.
To calculate your final grades, follow the instructions below.
Add up all of the component's total scores.
Convert each component's total to a percentage score. Multiply the quotient by 100 percent
after dividing the entire raw score by the greatest possible score.
Calculate the weighted average of the percentage scores. Multiply the PS by the
component's weight as given in Table 1.
Sum up the weighted scores of each component to get the initial grade.
Transmute the initial grade to get the quarterly grade using the new transmutation table.
 3. How do you compute grades at the end of the school year?
The average of the Quarterly Grades (QG) produces the Final Grade.

Final Grade by Learning Area

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

The Final Grade in each learning area and the General Average are reported as whole
numbers.

4. What descriptions and grading scale are used in reporting progress of learners?

5. What are the bases for learners’ promotion and retention at the end of the school year?
For Grades 1 to 3 Learners Promotion and Retention
Requirements Decision
Final Grade of at least 75 in all learning Promoted to the next grade level
areas
Did Not Meet Expectations in not more Must pass remedial classes for learning
than two learning areas areas with failing mark to be promoted to
the next grade level. Otherwise, the
learner is retained in the same grade level.
Did Not Meet Expectations in three or Retained in the same grade level
more learning areas
 For Grades 4 to 10 Learners Promotion and Retention
Requirements Decision
Final Grade of at least 75 in all Promoted to the next grade level
learning areas
Did Not Meet Expectations in not Must pass remedial classes for learning areas
more than two learning areas with failing mark to be promoted to the next
grade level. Otherwise, the learner is retained
in the same grade level.
Did Not Meet Expectations in three or Retained in the same grade level
more learning areas
Must pass all learning areas in the Earn the Elementary Certificate
Elementary
Earn the Junior High School Certificate
Must pass all learning areas in the Promoted to Senior High School
Junior High School

For Grades 11 to 12 Learners Promotion and Retention

Requirements Decision
Final Grade of at least 75 in all Can proceed to the next semester
learning areas in a semester
Did not Meet Expectations in a Must pass remedial classes for failed
prerequisite subject in a learning area competencies in the subject before being
allowed to enroll in the higher-level subject
Did Not Meet Expectations in any Must pass remedial classes for failed
subject or learning area at the end of competencies in the subjects or learning areas
the semester to be allowed to enroll in the next semester.
Otherwise, the learner must retake the
subjects failed.
Must pass all subjects or learning Earn the Senior High School Certificate
areas in Senior High School

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

Marking Non-Numerical Rating
AO Always Observed
SO Sometimes Observed
RO Rarely Observed
NO Not Observed

E. GRADE COMPUTATION
Show sample computations of a grade:
 • In a subject of your choice from grade 1 to 6 (if you are a future elementary teacher)
• In your specialization if you are a high school teacher)
• Show the percentage contributions of written work, performance tasks and quarterly
assessment. Then give the descriptor. Refer to DepEd Order # 8, s. 2015.

ANALYZE
Analyze data and information gathered from the interview and from your review of an unused
Student’s Report Card and the DepEd grading system.

1. Do teachers and students like the new grading system? Why or why not?
Yes, both like the new grading system. For teachers, it is easy to use, and it has fewer
components. For students the grading system is not bias and fair.

2. What are the good points of the new grading system according to teachers? According to
students?
The teachers don’t need manually compute for the grades of their learners. They just have
to input everything and by the use of the e-class record grades of learners are automatically
computed and transmuted. According to learners the new grading system is good since
their grade will be transmuted and they will nor worry if they do not meet the 75 grade for
average learners.

3. What are teachers challenged to do by this new grading system?

The challenged is how will those old teachers utilized the e-class record. They are not
technologically literate. They do not know how to use excel.

4. Do you favor the distribution of percentages of written work, performance tasks and
quarterly assessment?
Yes, it is unbiased and fair for every learners.

5. Did you like the experience of computing grades? Why or why not?
Yes, I like it very much. It is an edge for me in my future endeavors. It will not new
anymore for me to compute the grades of learners when I am already in the teaching
profession.

REFLECT
In an era where the emphasis is self-directed learning and demonstration of competencies-
knowledge, skills and values learned (outcomes-based education)-do grades really matter?
In my own perception, in this era, grades do not really matter. Grades will just show your
performance in school. In this harsh world, even if you have the highest grade if you are not skilled
enough, you will never have the life you dream of. In today’s era, what counts is your skills. Pride
cannot pay your bills. Even if you have a high grade and the only work open for you is waiter, then
take the job. It shows therefore, that grades do not really matter. What matters is the life skills you
learn in the four corners of the room.
The values you acquire, skills and attitude is what matters in this real world.
 ACTIVITY 13.8 Reporting Students’ Performance

OBSERVE
Proceedings in a Card Distribution Day
1. Observe how cards are distributed on Card Distribution Day. Describe how cards are
distributed.
Way back when there is still a face-to-face learning, the distribution of cards is every
PTA meeting at the end of every quarter.

2. Describe how the Resource Teachers communicated learners’ assessment results and
grades to present.
Based on my observation when there is still a face-to-face learning, the adviser talks
privately to the parents of learners who need extra attention or those learners who have
low grades.

3. Did parents raise questions or concerns? If yes, what were their questions/ concerns?
Yes, parents did ask questions concerns like how they will be able to determine the
awardees, the behavior of their child and some matters like requirements.

4. How did the Resource Teacher handle their questions and concerns? What answers did
he/she give?
Going back when there is still a face-to-face, the teacher handles the question by answering
it one by one. She answered it base on the memorandum given to her not her merely
opinion. She shows some evidences like her journal and class record to support her
answers and o provided a satisfactory answer to the parents.

Interview with Resource Teacher

1. How do you give feedback to your students regarding their performance? When do you
give feedback?
The teacher gives feedback during Homeroom PTA Meeting. She usually does it at the ed
of the grading period. Sometimes individual feedback is written on the card of each learner.

2. How do you report student’s performance to parents? Does the school have a regular way
of reporting grades to parents?
Through conducting a homeroom PTA meeting. Yes, the school have and it usually done
every after the grading period.
 3. What problems on grade reporting did you encounter with parents? How did you address
it/them?
Some parents do not attend the Homeroom PTA Meeting. Some just attend exactly when
card is being distributed. A teacher sends a private message to the parents who did not
attended the meeting or sometimes she calls the parents through phones.

Interview with Students

1. Do you see the meaning of your grades in the School Report Card?
Yes, I can see the meaning of my grades in my School Report Card.

2. Does knowing your grade motivate you to work harder?

Yes. Knowing my grades motivates me to work harder and spend more time in studying.

Interview with Parents

1. Does your child’s Report Card give you a clear picture of your child is performing?
Yes, through my child’s report card I can see whether he study well or not.

2. If you were asked what else should be found in the Report Card, which one? Why?
Everything that needed to be found in the School Report Card have it all. There is nothing
to needed to put there. I can see the feedback of his adviser, his grades, his values and her
absents in class.

3. Do you find the Card Distribution Day important? Why or why not?
Yes, the Card Distribution Day is very important. This where I can get personally ask
questions to the adviser of my child and personally ask the problems she encountered while
teaching my child.

4. Any suggestion on how to make Card Distribution more meaningful?

There should be at least short presentation like allow parents to perform dance and sing
with their child.
ANALYZE
1. What were the most common issues raised on students’ performance?
The common issues raised on student’s performance is their attitude and absenteeism in
the class.

2. Based on your observations and findings, what practices must be

a) Maintained and
Is the quarterly reporting on student’s performance

b) Improved to make grades and reporting meaningful?

Have some activity that requires the participation of parents and the child during the
reporting

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

Before reporting, a teacher should first discuss the memorandum on how the grades of
each learner are being computed. Show all the output of the learners that will serve as
an artifact or evidence on how each learner individually perform.

Tell also first the good ones that the learners have shown during the quarter. If the
learners have negative attitude, never tell it to the whole class rather tell it to the
concerned parents privately.

Then thank the parents for attending the reporting and listening to how the grades of
their child are being computed.
 LEARNING EPISODE Knowing the Quality Teacher
The Teacher as a PERSON and
14 as a PROFESSIONAL

Activity 14.1 Teacher Personal Qualities: A View from my Lenses

Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ___________

OBSERVE
Procedure:
1. Secure a permit to observe a teacher.
2. Review the list of the Personal Qualities given above.
3. Follow the code given whether you will observe by seeing only or you will observe
and interview the teacher to gather information.
4. Write down in the column of data results the description of the personal qualities that
you have found out. If the personal quality is not observed by you or is not revealed in
your interview, write not observed or not manifested.

Personal Qualities Observe (O) Data Results

Interview (I) I have found out that…
a. Dignified Observe

b. Healthy Observe

c. Spiritual Observe
Interview
d. Knowledgeable Observe
 e. Humble Observe
Interview
f. Determined Observe
Interview
g. Cooperative Observe
Interview

Activity 2 will focus on the Professional Competencies of the Teacher. You may
change your sample Teacher in Activity 1 with another teacher or you can still observe the
same teacher. In case you will not change your teacher to be observed the same teacher
will be your sample for both Activity 1 and Activity 2. Aside from direct observation, you
will also do a Survey in Activity 2.

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

Answer the following Questions.

1. In Activity 1, what do you consider as the 3 most outstanding significant personal
qualities of the teacher you chose as your case? Why do you consider these as outstanding?
a) Empathy. Empathy is a valuable trait to have in a teacher. Children and
adolescents have strong emotions and are often coping with issues that we are
unaware of outside of the classroom. It's critical for a teacher to be able to connect
with their feelings, even if it doesn't seem significant. Children and adolescents
require validation of their feelings in order to fully comprehend and process them.
This is critical in assisting children in reaching emotional maturity. Teachers who
lack empathy are unable to assist students in overcoming actual obstacles, whether
little or major. It's critical for a teacher to be able to put themselves in a student's
shoes and make them feel understood. It's critical to be compassionate and
considerate when teaching to ensure that students feel protected.
b) Patience. Every kid will face their own set of challenges. Some people will have
trouble reading. Math will be difficult for others. Others find it difficult to sit still
during the school day! Patience on the part of the teacher is crucial in assisting
students in overcoming their difficulties. Patience is a necessary for a successful
teacher in large classrooms with numerous kids who are all different. And, as a
teacher, displaying patience is an excellent approach to set an example for
 children. Patience is a crucial quality for effective instructors, both in practice and
as a role model.

c) Adaptable. Certain expectations may not always be met when dealing with others,
whether pupils or other teachers. Your teaching approaches may not be
appropriate for a particular class, timetables may change, and changes may be
required with little or no notice. A great teacher can adapt their teaching methods
and expectations in order to continue to be successful. They are always willing to
assess what is working for their kids and make adjustments as needed. This quality
is critical for teachers who wish to ensure that each student succeeds in their
classroom. When it comes to teaching, it's critical to always move your courses
around in a way that promotes the most effective learning.

REFLECT
Good teachers are the role models, whether in school, at home or in the community.
From the teachers that you had from elementary to college, did the personal qualities that
they possess, help you learn better as a student?
Identify one personal characteristics of your model teacher that has made a great
impact in your life as a learner. Reflect and describe how this quality influenced you.
“A good teacher can give you a lot of facts that you will remember for a day, but a great
teacher can help you find knowledge that you will remember for the rest of your life.”
Way back during my Senior High School life, it was never easy for me. My classmate who
helped me a lot during my Junior High School went to another school. My classmate whom I
depended on so much transferred to private schools. Its hard for me to adjust but I cannot forget
the 2 teachers on my Senior High School one had challenged my capabilities, my knowledge and
skills upon knowing that I came from a Science Curriculum. This teacher uttered a sentence which
until now is inculcated in my heart and mind. “Is this the project of a Senior High School Student
which came from a Science Curriculum?” from thereon, I always challenged myself to have an
output expected to me. Those questions helped me surpassed the limitations I myself have set. That
I can go beyond what I knew my limitations is. That I can always surpass what is expected to me.
This teacher boost my confidence. This teacher taught me that I just have to discover my innate
abilities and skills and that I can surpass my limitations. I am grateful for this teacher for indirectly
telling me that “I just depend too much on my friends and now that we part ways it is my time to
stand on my own and create my own image. The second one is a teacher who sees my potential.
She encourages me to take the major what my Heart dictates. She told me that she believes in me.
Even though I told her that I cannot pursue it because I am not good at numbers or even formulas,
she told me I can that’s why I made it until now.
 Indeed, those 2 teachers do not just provides me a lot of facts that I could remember just
for a day but they help me seek knowledge that I could remember for the rest of my life. The way
how they can relate to their students and how they can relate to me personally, it shows on thing.
You can never be a great teacher no matter how you mastered your topics or no matter how good
your teaching strategies are because a great teacher is someone who can touch hearts and
transformed lives.

Activity 14.2 Is the Teacher a Professional Teacher?

OBSERVE
Procedure:
1. Secure a permit to observe and conduct a survey
2. Request the following information from the teacher:
a. Name
b. LET License No
c. Evidence of Professional Growth (Masters or Doctorate, Seminars attended,
etc.)
3. Request a co-teacher or the head (only one of the 2) to answer the checklist/rating
scale about your sample teacher.
4. Answer the same survey instrument yourself.
5. Compare the answer of the co teacher or that of the head with your answer on the
survey. In what items do you have the same answer?
6. Show the results in a summary table.
 Competencies of the Professional Teacher: A Special Case
Dear Ma’am/Sir:
I am a future teacher and I would like to know the characteristics of a professional
teacher. I will be very glad if you could answer the survey form about your co-teacher
_________________________________.
I will keep in confidence your identity, however, please allow me to use the data in
my lesson.
This is requirement in our course, Field Study 1.

Thank you very much.

__________________
BSEd Student

Name of the Teacher:

PRC License No. Grade level Taught:
Answer the following statements based on your OBSERVATIONS of the teacher. Check Yes or
No or Doubtful.
Does the Teacher exhibit the
Professional Competence competence of a
professional teacher? Check
your answer below.
1. Practices the Code of Ethics for Professional Teachers Yes No Doubtful
2. Teaches the subject matter very well with mastery

3. Keeps self updated with educational trends, policies and

curricula
4. Uses varied teaching methods that facilitate learning with
skill and ease
5. Engages the parents and other stakeholders to cooperate as
partners in educating the children
6. Teaches with compassion based on the knowledge and
understanding of the characteristics and needs of diverse
learners
 7. Prepares curriculum plans, implements these with innovation
in every lesson
8. Designs or selects and utilizes appropriate assessment
strategies and tools for lesson taught
9. Make classroom atmosphere physically (arrangement) and
psychology (friendly, inclusive)safe and secure for learning
10. Serves willingly beyond teaching work by participating in
other extracurricular activities when needed

Name and Signature of the Teacher Information (Peer)

OR:

Name and Signature of the Supervisor Information (Head)

AND

Your Name and Signature (Pre-Service Student)

ANALYZE

Did you learn from your observation and interview on teacher’s professional
competences? Now let us analyze the data.

Answer the following questions

1. In Activity 2, do you consider the Teacher as a Professional Teacher? In what
competencies is the teacher Strong? ___ Weak? ____ Doubtful? _____ Why?
Yes, the teacher is a professional teacher. The teacher is strong in all components because
she exhibits all the competencies.

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

Now, it is time to reflect on Activity 2

Complete the following sentences as your reflections from the results of Activity 2.
1. As a future teacher, the result imply that I should
Always remember that that how I perceived myself is different from how others perceived
me but what matters most is that if I knew deep within me that I am exercising the 10
competences then there is nothing wrong in my actions. My personal life is different from
my professional life.

2. If all the teachers teaching today possess the professional characteristics and
competencies as the teacher/s observed then learners will be
Will find motivation to study harder. To follow the model of their teachers. They will be
molded to someone that will contribute to the societal change of our society. They will be
the learners that Jose Rizal expected to be “The Hope of this Society”.
SHOW Your Learning Artifact
Show here the artifacts of this Episode.
1. Short narrative about the teacher with a description of the personal qualities and
professional characteristics that you have observed. You may request a picture from the
teacher.
 LEARNING EPISODE Towards Teacher Quality:
Developing a Glocal Teacher
15 of the 21st Century

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

Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ___________

OBSERVE
Note: Observe and record observations on the following aspects as key guide to observations.
Teacher’s Major Key guide for Observation (Carefully look for the indicators/
Responsibility behaviors of the teacher along the key points. Write your
observations and description in your notebook. This will be
one of your artifacts.)

A. Actual Teaching This Teacher

1. is learner-centered.
2. acts as a facilitator of learning.
3. has mastery of subject matter
4. sees to it that learning outcomes are achieved.
5. is pleasant and fair in dealing with the learners.
B. Management of Learning This teacher
1. allows all learners to participate in the lesson.
2. considers the needs of the learners in the seating
arrangement.
3. uses instructional support materials to help learners
understand the lesson.
4. sees to it that learning is achieved within the period of time.
5. dismisses the class on time.
C. Administrative Work This teacher
1. keeps records of learners attendance every day.
2. keeps record of formative and summative tests.
3. submits reports and other documents on time.
4. does other tasks as requested by superiors.
5. cooperates with peers and staff in the cleanliness and safety
of the school.
ANALYZE

Refer to the results of your observation to answer the questions that follow.
1. Which of the three responsibilities shows majority of the indicators being practiced?
A. Actual Teaching?
B. Management of Learning?
C. Administrative Work?
Management of learning shows majority of the indicators being practiced
2. Which demonstrated behavior, do you find in the teacher that is worthy of emulation
when you become a teacher? Describe
For me as I observe the class of our Resource Speaker, being approachable and shows
empathy to her learners is worthy to be emulated when I become teacher. As a teacher we
must always wear the shoes of our learners. Let us try to understand why they are like this,
why they committed this and why they behave like that. From that we can approach them
and empathetically teach them the things they need to learn. This is the reason why her
learners are comfortable with each other and there is smooth teaching and learning
process.

3. Which of the major responsibilities does this teacher find difficult to comply with? What
are the reasons?
For me the major responsibilities does our resource speaker find difficult to comply with
is acts as facilitator of learning. In this virtual learning, there is a need for the resource
teacher to provide all the necessary information since there is no assurance that the
learners are really learning at their own pace. If she will just let learners learned by
themselves then there is possibility that not all learners will learn.

4. From your perspective, would you consider this teacher as quality teacher? Why?
From my own perspective, I would consider our Resource Speaker as a quality teacher.
Despite the challenges brought by online learning, she still delivers the topic and achieving
the desired Intended Learning Outcomes. She makes sures that her learners accomplish
the posted assignment and they actively participate during the online discussion. She does
not only teach what is found in the book but teaches from the heart. Indeed, this teacher
can touch heart and transformed lives.
REFLECT
Now, that you have spent one school day to observe this teacher, it would be good
for you to reflect on all your observations by answering reflective questions below.

1. Are you inspired to become a teacher after your observation? If yes, why? If No, why not?
After my observation, I was inspired to become a teacher. Indeed, teaching is the noblest
profession one may ever have but it not easy as what others think. After the things I saw
during my observation, the smiles and the sense of satisfaction of the learners and my
resource teacher I was motivated to pursue this profession.

2. When you become a teacher in the future, how else would you do better as a professional
teacher?
I would develop my sense of empathy and adaptable to change. Being empathetic to my
learners will help me to establish a good relationship and communication to my learners.
Learners can freely tell what their problem is and what’s bothering them and from that I can
offer help to them.

3. What are some of the concerns that you foresee in the future as a quality teacher? Do you
think you will be ready to address these? Give at least 2 concerns.
Culture shock when face-to-face learning returns and Learner’s engagement during virtual
class
For me I would still be ready to address just give us trainings and enough time to adapt

4. In what aspects of the teacher’s day, would you like to congratulate the teacher you
observed? Can you show your appreciation to this teacher by sending a Thankyou card?
(Include this in your artifact)
I would like to congratulate my resource teacher for being approachable to her learners
including to us. Her example made me realize that its not what you taught that the learners
will remember but how you taught them.
 The Creation and Management of the New Learning
Activity 15.2
Environment as a Skill of the 21st Century Quality Teacher

OBSERVE

Procedure:
1. Draw or sketch the current classroom where you are observing
2. Indicate and label all significant parts and furniture that you find inside including
these but not limited to:
a. Doors, windows
b. Teacher Table, Demonstration table
c. Cabinets, chalkboard
d. Gadgets, equipment
e. Plant boxes, etc.
f. Others not included in the list
3. Draw your vision of a classroom for the 21 st century.

A. Current Classroom I am Observing

Grade level 10
ANALYZE
Make a comparison of your drawings A and B. Describe the similarities and differences.
Explain why.
Features of the Present My Vision of the Future Why the similarity?
Classroom Components Classroom Why the difference?
- They are using MS - Will return to physical This because as of now the
Teams as their classroom country is facing covid—19
learning Management - Teachers will integrate pandemic so face-to-face to
System for the Virtual traditional and learning was not allowed but
class modernized way of soon everything will return
- Learners can see their teaching to normal where learners
teaching discussing - Learners can work will come to school again to
the lesson collaboratively with learn
- Learners can have their classmate
their assignments,
quizzes and exams

REFLECT

Based on the task that you made, what challenges await you as a future teacher? How
will you manage learning in the future classroom? How will you prepare yourself to respond to
21st teaching-learning and become a global teacher?
Make a short paragraph on how you will manage teaching-learning in the 21st century
classroom.
In the 21st century, integration of technology and artificial intelligence is a must in education
that is why if there are opportunities like trainings, seminars or webinars on enhancing my
technological and innovative skills I should grab it. Who knows what will happen in the future
that is why we must continue to learn how to utilize the technologies preset in our era to
continually provide quality education.
SHOW Your Learning Artifacts
These are the artifacts that you need to file in this episode.
1. Activity 15.1 Report on the Observations including evidence that go with it.
Activity 15.1 Narrative on the Day in the Social Life of the Quality Teacher

2. Activity 15.2 Drawing of the process classroom and a Drawing of your Vision of the
Classroom for the 21st Century.

3. Activity 15.2 Narrative on how you manage teaching-learning in the 21st Century
classroom.
 LEARNING EPISODE
On Teacher’s Philosophy
16 of Education

Activity 16.1 Analyzing DepEd’s Philosophy of Education

Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ___________

OBSERVE
• Determine prevailing philosophies of education based on DepEd Vision and Mission
statements, core values and mandate and on the K to 12 Curriculum Framework and Guide.
• Study the DepEd Vision and Mission statements. Core values and Mandate.
• Read the features of the K to 12 Curriculum based on the Kto12 Curriculum Framework
and Guide Sec. 5 of R.A. 10533.
• Accomplish the table below by answering these questions. Which philosophies are
express?
• Cite relevant statements to back up an identified philosophy of education. You are given
an example.
Philosophies of Education Which philosophies are Which philosophies
expressed in the DepEd expressed in the K to
Vision, Mission Statements, 12 Curriculum
Core Values, Mandate? Framework and
Give proof. Guide and Sec 5 of
RA 10533? Give
proof.
1. Essentialism – each mastery of Essentialism – The core
the basics; curriculum is values of maka-Diyos, maka-
prescribed. tao, maka-kalikasan, and
Subject matter – centered there are maka-bansa show that DepEd
universal, objective values; is essentislist. DepEd believes
inculcate values in subject matter in unchanging values that
need to be inculcated.
2. Perennialism – teach those that Perennialism – The statement every graduate of
last, the classics; there are of the DepEd in the Vision basic education shall
universal values; inculcate these passionately love their be an empowered
universal objective values country individual who has
and whose values and learned, through a
competencies program that is rooted
enable them to realize their on sound educational
full potential. DepEd envision principles and geared
that learner will always love towards excellence,
their country the foundations for
learning throughout
life, the competence to
engage in work and be
productive, the ability
to coexist in fruitful
harmony with local
and global
communities, the
capability to engage in
autonomous, creative,
and critical thinking,
and the capacity and
willingness to
transform others and
one’s self.
3. Progressivism – very child- Progressivism – The In-service Training on
centered; teach those that interest statement of the DepEd that Content and Pedagogy
the child; one learns by experience; can be read in their Vision — Current DepED
learners learn by doing so teacher “Department of Education teachers shall be
teacher’s teaching is experiential; continuously improves itself retrained to meet the
values are subjective; no to better serve its content and
inculcation of values since they are stakeholders.” performance standards
of the new K to 12
subjective, instead teachers help
curriculum.
students clarify their values
The DepED shall
ensure that private
education institutions
shall be given the
opportunity to avail of
such training.
4. Reconstructionism – school is Reconstructionism – The Give every student an
agent of change; school is Mandate of DepEd “The opportunity to receive
preparing students for the social Department of Education quality education that
changes; teaching is involving the (DepEd) formulates, is globally
implements, and coordinates competitive based on
 students in discussion of moral policies, plans, programs and a pedagogically sound
dilemmas projects in the areas of formal curriculum that is at
and non-formal basic par with international
education. It supervises all standards
elementary and secondary
education institutions,
including alternative learning
systems, both public and
private; and provides for the
establishment and
maintenance of a complete,
adequate, and integrated
system of basic education
relevant to the goals of
national development.
5. Existentialism – teachers teach Existentialism – The Make education
learners to make a choice, to make statement of the DepEd learner-oriented and
decisions and not merely to follow Mission “Teachers facilitate responsive to the
the crowd; one who does not make learning and constantly needs, cognitive and
a choice and so simply follow nurture every learner.” cultural capacity, the
others do not leave meaningful life circumstances and
diversity of learners,
schools and
communities through
the appropriate
languages of teaching
and learning,
including mother
tongue as a learning
resource
6. Pragmatism – That which is Pragmatism – The statement The curriculum shall
useful, that which is practical and of the DepEd Mission “To be learner-centered,
that which works is what good; that protect and promote the right inclusive and
which is efficient and effective is of every Filipino to quality, developmentally
that which is good, e.g. showing a equitable, culture-based, and appropriate
video clip on mitosis is more complete basic education”
efficient and more effective and
therefore more practical than
teacher coming up a visual aid by
drawing mistosis on a cartolina or
illustration board
 Activity 16.2
Articulating My Personal Philosophy of Teaching

OBSERVE

• Observe how a teacher relates to every learner and he/she proceeds with her teaching.
• Accomplish this Observation Sheet.

Here are philosophies of education. Find out which philosophies were manifested in class by
observing what and how teacher teaches and relates to learners.

Philosophies of Education Teaching Behavior (State what the

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

He/She inculcated values.

2. Perennialism – teach those that last, the classics; The teacher reminds the learners the
there are universal values; inculcate these universal Philosophy, Mission and Vision of the
objective values University
3. Progressivism – very child-centered; teach those The Resource Teacher let the learners
that interest the child; one learns by experience; perform the activities prescribed in the
learners learn by doing so teacher teacher’s module
teaching is experiential; values are subjective; no
inculcation of values since they are subjective, Here, she let learners discover whether
instead teachers help students clarify their values the teacher is correct or not
4. Reconstructionism – school is agent of change; Allowing the learners to have a peer-to-
school is preparing students for the social changes; peer learning
teaching is involving the students in discussion of Providing learners how to adapt and
moral dilemmas how to learn
5. Existentialism – teachers teach learners to make a The teacher and school provides time
choice, to make decisions and not merely to follow for the learners to create decisions such
the crowd; one who does not make a choice and so as who will be their groupmate, what
simply follow others do not leave meaningful life will their strand and degree in college
6. Pragmatism – That which is useful, that which is The teacher instead of discussing how
practical and that which works is what good; that does plate boundaries move she shows
which is efficient and effective is that which is good, animated video clips to catch the
e.g. showing a video clip on mitosis is more efficient attention of the learners
and more effective and therefore more practical than
teacher coming up a visual aid by drawing mitosis on The teacher shows pictures to farther
a cartolina or illustration board proves what she is discussing and
presenting concrete evidence.

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

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

12. Other philosophies

ANALYZE
1. Based on your findings and observations in your Activity 16.1 and Activity 16.2, which
philosophies of education are dominant in Philippine basic schools? Why do you say so?
Based on my findings and observations in Activity 16.1 and Activity 16.2, philosophies of
education that are dominant in Philippine basic schools’ teachers adhered to a high level
of progressivism educational philosophy and a high level of existentialist and
reconstructionism orientation.
2. If there is one philosophy that schools and teachers should give more attention to, what
should that be and why?
If there is one philosophy that schools and teachers should give more attention to, that
should be Pragmatism. We all know that curriculum is dynamic. It means it can change
overtime and if we teach learners them practical ways how to learn then definitely no
matter how any times curriculum it will not affect the learning of the learners since they
already knew how to learn.

REFLECT
What is your philosophy of teaching? This describe what you believed you should teach,
how you should teach and how you should relate to others in school- with the learners, your
colleagues, your superiors and all other stakeholders. Write them down. This is your title, “My
Philosophy of Teaching”
My Philosophy of Teaching
These may be of help: