LEARNING EPISODE 1: THE SCHOOL ENVIRONMENT

Activity 1.1 Exploring the School Campus

Resource Teacher: Mrs. Rachelle Bigtas Teacher’s Signature: ___________

School: Tabaco National High School Grade/Year Level: Grade 11

Subject Area: English Date: _______________

OBSERVE

SCHOOL FACILITIES OBSERVATION CHECKLIST

Will it contribute to the

Facilities Description students’ learning and
development. Why?
The principal's office is a well-
kept and air-conditioned space.
It will support the growth of
As soon as you enter, you can
the student's education since a
see the organizational chart.
Office of the Principal tidy principal's office reflects
The principal's desk is a large
the student and motivates them
glass-topped table, showcasing
to learn more efficiently.
numerous awards received by
the school.
The library has four long
tables, six rows of Students will enjoy studying in
bookshelves, and a teacher's a library with clean and
Library
table. Additionally, the books comprehensive books and
are arranged by genre and furniture.
subject.
The student will benefit from
listening to the counselor's
The counselling area features guidance regarding their
two tables and one sofa. A academic issues, which will
Counseling Room
printer and two electric fans help them study more. They
are offered. may also find peace of mind
and rejuvenation in the
counselling space.
If they provide nutritious
The cafeteria is clean and well-
meals, as these aid in the main
managed. Their utensils are,
goal of education, which is to
Canteen/Cafeteria after all, completed. The
enhance students' focus,
communal seating facilitates
concentration, and cognitive
student engagement.
abilities.
The medical clinic has a The school clinic is essential
Medical Clinic
modest room or suite divided for providing first aid, triage
 into parts for consultation, for illnesses and injuries, direct
treatment, and rest. It also services for students with
contains cupboards for special needs, and health
medications, first-aid kits, and education counselling and
supplies. There is a waiting education for students.
area with chairs for students
who need medical assistance.
The Audio Visual/Learning
Resource Centre provides It enhances the teacher's
teachers with portable audio- presentation skills and
Audio Visual/Learning visual instruments (e.g., improves student learning and
Resource Center microphones, speakers) to retention. Using audiovisual
improve their lessons. The PA tools improves students' critical
system is used for school thinking and analytical skills.
activities and assemblies.
The science laboratory is well-
ventilated, with windows or Laboratory experiences can
exhaust fans to guarantee help learners comprehend the
adequate air circulation, principles and assumptions
Science Laboratory
particularly during chemistry underlying the development
experiments. All methods are and interpretation of scientific
clearly visible under bright knowledge.
illumination.
It can also be used for physical
The gym hosts various events education, allowing students to
Gymnasium and programs, including indoor improve their physical strength
sports. through fitness exercises and
group tasks.
School programs can revitalize
The auditorium is a covered
students' bodies and minds.
gymnasium with stacked
Auditorium Having fun while learning
seating on both sides and a
enhances a student's self-
stage in front.
esteem and confidence.
The school garden cultivates
vegetables such as pechay, It offers students hands-on
eggplant, tomatoes, okra, and learning experiences,
Outdoor/Garden string beans while promoting an appreciation for
incorporating modern and nature, agriculture, and
innovative gardening sustainable practices.
techniques.
They refer to it as a cooking
There is an exciting
room, a space designed for
specialization in culinary arts
culinary creativity. Fully
available for students in grades
equipped with all essential
9 through 12. This program not
cooking tools and meal
Home Economics Room only focuses on honing
preparation equipment, it
essential cooking skills but also
invites you to explore your
emphasizes important aspects
culinary skills. The wash area
like dressmaking and beauty
is conveniently visible,
care.
ensuring cleanliness.
 The Industrial Workshop Area Hands-on experience improves
is equipped with an impressive students' achievements and
variety of tools and equipment problem-solving abilities,
that cater to every skill level. equipping them for technical
Industrial Workshop Area
From essential hand tools like careers and daily life, while
hammers and saws to state-of- promoting positive behavior
the-art machines such as drills and attitudes in interactions
and welding equipment. with others.
The PTA office offers parents
Upon my observation, the
valuable learning opportunities
absence of a PTA office on
such as organizing, budgeting,
PTA Office campus is a significant
and planning skills, helping
oversight that needs
them gain insight into their
addressing.
children's educational journeys.
By learning to use shared
facilities responsibly, students
will develop essential
It is small, tidy, and clean. It
discipline and cultivate good
Comfort Room for Boys contains a garbage can and has
personal hygiene habits that are
a supply of water.
vital for their social
interactions and overall well-
being.
This space is small, tidy, and
Students will cultivate essential
impeccably clean, making it
discipline and personal hygiene
inviting and functional. It
skills by effectively utilizing
Comfort Room for Girls features a garbage can for
public facilities, promoting a
convenience and ensures a
healthier and more responsible
reliable supply of water,
community.
enhancing its practicality.
The computer room features an
impressive setup with 20 state-
Access to quality computer
of-the-art computers, a high-
facilities is essential for
quality printer, a projector for
students, as it enhances their
Others engaging presentations, and a
ability to acquire knowledge
(Please specify.) spacious table for
across multiple subjects and
collaboration. Its clean, white
successfully tackle assignments
walls create a bright and
and research projects.
inviting atmosphere, perfect for
productivity and creativity.

An Observation Guide for the CLASSROOM VISIT

Guide Question Classroom Observation Report

1. Describe the community or There was only the sound of passing vehicles; otherwise,
neighborhood where the school is there was no noise from them. During Cleanliness Awareness
found.
Month in Panal, the Barangay Tanods, SK authorities,
 Barangay leaders, and community members all participate
actively. The school campus and the community maintain a
strong relationship, which I believe stems from mutual
respect and support. The dedication of the teachers to their
students is evident to the entire community, further fostering
respect among everyone involved.

When you step onto the TNHS campus, you can’t help but be
impressed by its vastness and the charm of the newly
constructed building. The various structures are thoughtfully
arranged around welcoming central spaces like a quadrangle,
open field, or garden—ideal for flag ceremonies, school
1. 2. Describe the school campus. assemblies, sports, and community events. The buildings are
What colors do you see? What is adorned in light pastel shades such as pale yellow, orange, or
the condition of the buildings? mint green, which not only create a calming effect but also
brighten the surroundings, echoing the beauty of nature with
its trees and clouds. Meanwhile, the newer buildings boast
modern designs in white, beige, or gray tones, offering a
sleek and minimalist appearance that enhances the campus's
overall appeal.

The offices at TNHS are a testament to the respect and

professionalism that define our school environment. They are
vital spaces where administrative tasks, faculty meetings, and
essential operations take place, forming the backbone of our
3. Pass by the offices. What school management. These areas, including the Principal's
impression do you have of these Office and the Guidance Counselor's Office, are crucial for
offices? addressing both academic and organizational issues. The
culture of moving through these spaces in silence and warmly
greeting those we encounter reflects our commitment to
fostering a respectful environment, essential for the success
of both staff and students.

The library is a quiet space filled with well-stocked books,

study tables, and a librarian's desk. The school canteen,
known as Alay Kapwa, serves as a bustling hub during
2. 4. Walk through the school halls, breaks, offering a variety of Filipino comfort foods. Schools
the library, and the cafeteria. Look
typically have a multi-purpose covered court for sports
around and find out the other
facilities that the school has. activities and events, as well as a school clinic that provides
first-aid treatment for injuries and illnesses. These facilities
are well-organized and stocked to ensure the convenience of
students.
The student profile includes photographs, the name of the classroom's student officer,
students' birthdays, a bulletin board, sayings and quotations, scenic displays, and a
representation of the president of the Philippines displayed on the walls. The classroom has
two teaching desks: one at the front and one at the back, both featuring glass tops. The
teacher's chair is made of wood, while the students' chairs are a combination of wood and
plastic, with some designed for left-handed students. Each classroom accommodates 40
chairs, which are organized neatly. In terms of learning resources and equipment, the
classroom is equipped with a TV display, learner's desks, various learning materials such as
modules and books, and a blackboard. During face-to-face lessons, the classroom can hold up
to 40 pupils, and it is well-ventilated. Each classroom also has four ceiling fans and one stand
fan for the teacher.

CLASSROOM FACILITIES MATRIX

Classroom Facilities Description
(Location, number, arrangement, condition)
1. Wall Displays Throughout the classroom, wall displays are organized and can be
found at the front, back, and sides.

2. Teacher’s Table There are two teacher tables in the center of the room, one in the
front and one in the back. The tables are well-organized.

3. Learner’s Desks The student seats are built of wood and acrylic, with some adapted
for left-handed students. Each classroom contains 40 chairs, which
are organized in one row.
4. Blackboard The chalkboard is positioned in the front, as is customary.
Each room has a blackboard that is kept clean.

5. Learning Materials / Visual aids and books are the most common learning materials I've
Visual Aids seen. These are placed at a convenient location for both the teacher
and the students to use. They are brand new and in great condition.

Write your observation report here.

Name of the School Observed: Tabaco National High School

Location of the School: Panal-Bangkilingan Tabaco City, Albay

Date to Visit: September-October, 2024

When we began our first actual observation in TNHS, I was both excited and scared because
it was my first experience as a student teacher. The head teacher assigned us to monitor a
certain classroom and its pupils' learning process. The head teacher roomed and escorted us to
our designated classroom. I was astounded by the various offices and facilities they have. As
the class began, I documented my observations in my notebook, including how my
coordinating teacher handled students and created a school environment conducive to
learning. After observing the school for a month, I noticed that nearly all grade levels now use
smart TVs and projectors. It helps to make students more interested and productive.

ANALYZE

Inside the rooms, there are bookshelves. This is where teaching materials are used.
in the classroom and are properly organized. Every classroom has a television that shows
instructional films that will undoubtedly provide students with further knowledge. The school
grounds and classroom facilities have a considerable impact on the learning of pupils who
attend high school. If the school and classroom facilities are inappropriate, pupils will
contemplate not going. In contrast, if the student is comfortable or media with the school's
facilities, he or she will be more eager to attend. Developing a nice learning environment for
pupils will result in an excellent learning experience in.

A child and an adolescent grow in completely different ways. Students have different attitudes
and behaviors separated from one another. Students are more inclined to learn if they are
comfortable with the people around them. The environment and the fact that they are safe.
The school has a crucial function to play in the lives of children and adolescents learning and
development.

REFLECT

Yes, I want to teach at Tabaco National High educational since the educational environment is
highly accessible. The surroundings are very calm, the school facilities are nicely kept, the
classroom is orderly, and. The setting is charming, and the classroom is in superb condition,
motivating both students and teachers of evaluation learning. And I am very closed to my
fellow loveable teachers.

In my opinion, a school is beneficial to learning when it features all of the fantastic facilities,
such as a standard size. There include classrooms, laboratories, and a library. Complete
amenities will most likely assist and benefit student learners in understanding the topic area
under study. The environment is clean, well-kept, and free of pollutants.

A conducive learning environment includes comfortable chairs, adequate ventilation, and

well-equipped teachers to help pupils achieve their learning objectives.

This experience taught me about the life of a teacher, the significance of connecting with
young minds, and the necessity for teachers to be more sensitive to their kids. The teacher
holds the student's potential and contributes to their development. That is why the instructor
must be complex and adaptable. This helps me understand how to attain goals and establish a
conducive teaching environment for learners.
This experience taught me about the life of a teacher, the significance of connecting with
young minds, and the necessity for teachers to be more sensitive to their kids. The teacher
holds the student's potential and contributes to their development. That is why the instructor
must be complex and adaptable. This helps me understand how to attain goals and establish a
conducive teaching environment for learners.

Activity 1.2 | Observing Bulletin Boards Displays

OBSERVE

Observation REPORT

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

The display is about back-to-school. It welcomes pupils to the new school year. It contains a
wide range of colors and designs, as well as several images and information about them. Of
course, material is presented in such a way that viewers may understand it readily. Cartolina,
printed bond sheets, Styrofoam, recycled materials, plastic coverings and many more
materials are commonly used on display boards. They are utilized to enhance and transmit the
display boards' messages to visitors. Based on my observations, I did not see any faults on the
display boards. One explanation is that these boards are thoroughly inspected by their
manufacturers. The messages are clear and simple to understand. It caught my eye due of the
design and colors.

BOARD DISPLAYS EVALUATION FORM

Topic of the Board Display: BULLETIN BOARD

Location of the Board Display in School: At the back inside the classroom

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

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

Criteria NI S VS 0 Comments
1 2 3 4
Effective
Communication Audiences easily
It conveys the understood the supplied
message quickly information
and clearly
Attractiveness
Colors and
The colour scheme is
arrangement
appealing and captivating.
catch and hold
interest
Balance
Objects are
One side of the display
arranged so
board is more populated
stability is
than the other.
perceived.

Unity
The exhibit is visually
Repeated shapes
appealing due to the shape
or colors or use
of the pieces, which
of borders hold
resemble a large heart.
display together.
Interactivity
The style and The majority of shared
approach entice images prompted learners
learners to be to read and remark on
involved and them.
arranged.
Legibility
Letters and
illustrations can
Some letters are legible,
be seen from a
but others are too small to
good distance.
be read from a distance.

Correctness
It is free from The creators and designers
grammar errors, of the bulletin board
misspelled display are be alert to
words, errors.
ambiguity.
Durability
It is well- The display boards were
constructed; protected with a plastic
items are cover and lasted a long
securely period.
attached.
Bulletin Board Evaluated by:
Location:
Brief Description of the Bulletin Board: This bulletin board is an essential resource,
providing valuable information that benefits both students and teachers.
EVALUATION

Strengths Weaknesses
Description of the BulletinIt is neat and well Some of the letters are not legible
Board Layout organized. It is also in a distance.
durable.
Evaluation of educational The bulletin board The display board shows less
content and other aspects portrays or shows educational information.
various sayings
about life and the
love of God.
Recommendations or Suggestions for Improvement:

Make the letters a little bigger and legible. Put some information like latest news and
educational related information
Signature of Evaluator over Printed Name:

My Board Display Lay-out

ANALYZE

The primary purpose of board displays is to effectively orient and inform both learners and
teachers. These displays play a crucial role in keeping everyone updated about school events.
For visual learners, in particular, display boards are invaluable as they provide a clear visual
representation of the information being conveyed.

The board display is expertly tailored to engage the interests of the entire school community,
including students, teachers, and staff.

Moreover, the language used is accessible and easily understood, enabling everyone to relate
to the visuals. With straightforward language, students can confidently navigate the
information presented.

This method is not just effective; it is essential for sharing critical information that benefits
both students and educators alike.

To enhance this experience, I strongly advocate for the installation of additional bulletin board
displays throughout the school. These displays should showcase vital information that our
learners need to thrive, making them an integral part of their educational journey.

My Proposed Board Display

Theme: Nature Board

Board Title: Save Mother Earth

Rationale: (Purpose)

The viewers/readers will be motivated to do good things and to save and protect the nature.

Objectives:

Viewers/Readers will be able to:

a. See the effect of their wrong doings;
b. Pattern their activities to the goodness portrayed on the display board; and
c. Value Mother Earth as their precious home.

Best features of my proposed bulletin enhancement:

shows the things you can do to protect the Earth.

Content resources (Name each needed resource and give each a brief description):

Simple Things You Can Do to Help Protect the Earth

 The importance of saving mother Earth: Saving our earth and its environment becomes highly
important as it provide us food and water to sustain life.

Materials for aesthetic enhancement:

As I work on creating the bulletin board, I find myself in need of additional resources, such as
materials for the board and the necessary glass. I would greatly appreciate a donation from the school
to help support this project. If the school is unable to contribute or can only provide a small amount,
I will certainly consider reaching out to family or friends for financial assistance, sharing the
importance of this initiative. Any surplus funds will be reserved for future materials, as I plan to
refresh the bulletin board's content every three months throughout the school year.

REFLECT:

The following are the skills needed to come up with an effective board display; Creativity that
tries to pep up the otherwise dry and boring overhead projector displays that most of us have
been subjected to. These can be tedious in the extreme. A good teacher would be able to liven
the presentation up. Visual Skills is the presentation must be clearly visualized by the teacher.
The ability to not only visualize it but to put it down in the way that is visualized is highly
important. Teachers have been compared to interior designers or artists in this respect: They
can see what they want and how to get there. The Editing Skills is when you to start trimming
down a long presentation. Keep the information there and cut down the unnecessary padding
and the like. The ability to prune down boring verbiage and overly wordy displays would be
invaluable at this point. The Organization organizes content by collating, contrasting,
arranging and grouping the content of the display into a coherent, meaningful and manageable
form. Visual displays should be organized into the lesson plan rather than an event in
themselves. Students should develop multiple skills if they are viewing a display.
Communication is when teachers should also know how to make the data appealing to their
pupils: Some will be more receptive to information presented in one way than others; the
teacher should know how to present their facts to the class through the visualization process.

Making board displays was not something I had done in school. I may, nevertheless, believe
myself to have these creative and visualizing abilities. Despite the fact that I am not an expert
in any way, I believe I could carry off this makeover and make it significantly more engaging
for the students.

I don't have enough confidence in my grammar and communication skills; I believe I'll have
to work on that by reading and getting back to my past lessons. I'm not the type of person who
can pick something from a hat and put it to good use. If I have to spend money on a project, I
will do everything I can to complete it without even considering other options. To construct
something like this, I'll need to obtain some ideas from the internet and ask my colleagues for
advice on how to do it.
LINK Theory to Practice

1. C 4. A
2. D 5. C
3. A 6. C

SHOW Your Learning Artifacts

My Personal Illustration of an Effective School Environment

One of the most important factors affecting student learning in the classroom
environment. An effective learning environment is one in which students perceive
their classrooms to be positive and encouraging, as well as a place where they feel safe
and secure.

The learning must be done by the students. We must ensure that learners are
able to work in an atmosphere that supports them in their endeavors. To put it another
way, it is our role as educators to provide the atmosphere for success.

There is no one-size-fits-all approach to creating an effective learning

environment. It must be appropriate for the learning environment. However, before
we start designing a lesson or task, we should consider how this learning environment
might look. We can now create a wide range of effective learning environments thanks
to technological advancements. However, technology alone will not ensure learner
success; it must be combined with other components.

Students' attention is improved, anxiety is reduced, and emotional and

behavioral regulation is supported in a positive school environment. Learners are
more likely to acquire better motivation when educators build a good learning culture,
which leads to excellent learning outcomes. Schools might potentially raise student
accomplishment by improving their learning environments.
LEARNING EPISODE 2:
LEARNER DIVERSITY: DEVELOPMENTAL CHARACTERISTICS,
NEEDS AND INTERESTS

Activity 2.1 | Observing learner characteristics at different stages

OBSERVE

Learners’ Development Matrix

High School
Indicate age range
Development Domain
of children
observed: 16-17 years old

Physical

Gross-motor skills They have the freedom to do whatever they desire. They can
nurture the plants by watering them. They can walk or run
swiftly, showcasing their energy. They can effortlessly drag a
table and lift a chair, demonstrating their strength and capability.

Fine-motor skills They have the ability to craft intricate letters and produce
stunning artistic designs.

Self-help skills They are able to create their reports

Others

Social

Interaction with Teachers Students are encouraged to share their ideas related to the lesson,
which is essential for a dynamic learning experience. They must
listen attentively to improve their understanding and actively
engage in reporting activities.

Interaction with They have the right to choose their friends.

Classmates/friends

Interests They value teamwork, brainstorming, and discussion, and they

enjoy collaborating with each other.

Others
 Emotional

Moods and temperament, They are often moody and can be quite expressive at times.
expression of feelings

Emotional independence They confidently manage their emotions and choose to keep their
feelings private.

Others

Cognitive

Communications Skills They excel at using metacognition in their discussions and

communicate effectively in English.

Thinking skills They possess the ability to grasp intricate concepts with ease.

Problem-solving They have the ability to effectively solve problems.

Others

ANALYZE

Level Salient Characteristics Implications to the

Observed Teaching-Learning Process
High School
They express themselves Teachers must serve as role models
Age range of learners articulately, sharing insights that for their students, guiding them to
observed 16-17 years are rooted in both their imitate positive behaviors. It is
old experiences and extensive essential to encourage exploration
knowledge. and foster a spirit of discovery.

REFLECT

During my observations of the students, I reflected on my own experiences at their age. I

shared similar joys with my peers, such as playing games, engaging in storytelling with
classmates, running in the hallways, and sharing snacks. However, I recognized that I was
distinct from them in my commitment to our lessons. At times, I was also talkative and
actively participated in class discussions.
A significant influence in my educational journey was Mrs. Nida Pomario, a teacher who left
a lasting impression on me. I admired her teaching strategies and found her subject matter to
be particularly engaging. She possessed a commendable sense of humor, exhibited kindness
tempered with a degree of strictness, and treated her students with a nurturing approach. Her
encouragement and inspiration motivated me to pursue a career in teaching.

The role of a teacher is fundamentally important. It is essential for educators to connect

lessons to the interests of their students, facilitating exploration and engagement in
discussions to effectively foster motivation for learning.

LINK Theory to Practice

1. A
2. D
3. A

SHOW Your Learning Artifacts

My favorite theory of development is Lev Vygotsky's Social Interaction in Learning and

Interaction. Vygotsky argues that social interaction is crucial for cognitive development. He
emphasizes that social interaction is not just a part of development; rather, it actually precedes
and shapes it. This perspective highlights the importance of collaborative learning in fostering
our intellectual growth.
LEARNING EPISODE 3:
FOCUS ON GENDER, NEEDS, STRENGTHS, INTERESTS,
EXPERIENCES LANGUAGE, RACE, CULTURE, RELIGION, SOCIO-ECONOMIC
STATUS, DIFFICULT CIRCUMSTANCES, AND INDIGENOUS PEOPLES

NOT OBSERVED
LEARNING EPISODE 4:
LEARNER DIVERSITY: THE COMMUNITY AND HOME ENVIRONMENT

Activity 4.1 | Observing the learner’s community and home environment

OBSERVE

An Observation/Interview Guide for Home-School Link

NOT OBSERVED

ANALYZE

NOT OBSERVED

REFLECT

NOT OBSERVED

LINK Theory to Practice

1. D
2. A
3. D
SHOW Your Learning Artifacts

The Influence of School, Family, and Community on Student Achievement When

parents talk to their children about school, expect them to do well, assist them in
college planning, and ensure that out-of-school activities are positive, their children
perform better in school. Students benefit more when schools engage families in ways
that are linked to increased learning. When schools form relationships with families
that address their concerns and value their contributions, they are more likely to
maintain ties that lead to improved student achievement. And studies show that
when families and communities band together to hold underperforming schools
accountable, school districts make meaningful policy, practice, and resource reforms.

H - ome is the first step

O-f
M - an’s
E - ducation

S - ome of the parents and teachers

C - ommunicate and cooperate to
H - ave and produce an
O - rganized and productive characteristics
O-f
L - earners

C - aring together
O - ne big family
M - ade by the people
M - ade by our differences
U - nder one sky
N - eighbors and friends
I - n perfect harmony
T - ogether
Y - es, together we can
L - earn
I - ncrease and develop communication of parents and teachers to have a
N - ice learning environment for the learners in order for them to have
K - nowledge and more learning
LEARNING EPISODE 5:
CREATING AN APPROPRIATE LEARNING ENVIRONMENT

Activity 5.1 | Managing Time, Space and Learning Resources

OBSERVE

In my observations, the students' ages span from 16 to 17 years. Among the 42 students in the
class, 23 are boys and 19 are girls. Importantly, their ability to perform tasks varies; some
thrive in independent work, while others benefit greatly from teacher guidance. These
students are emotionally expressive; they do not restrain their feelings. Their happiness is
evident in their smiles, while their anger comes forth clearly. This openness is a strength—
students who share their emotions can foster a supportive classroom environment. Despite
many of them managing to complete assignments independently, a significant portion seeks
help from teachers, highlighting the need for tailored support. Additionally, students engage
best when visual materials captivate their interest. When they are drawn into a topic, their
attention can be sustained for long periods; conversely, if they find the subject dull, their focus
diminishes instantly. It is crucial to recognize these dynamics to enhance their learning
experience effectively.

ANALYZE

The classroom is structured into designated areas that serve specific functions, allowing students to
securely store their belongings, such as textbooks, slippers, notebooks, and additional materials. This
organizational strategy enhances the students' ability to access necessary resources for completing
assignments and reviewing important notes. The establishment of classroom rules promotes a culture of
responsibility and encourages positive behavior among the students. According to the teacher, these
rules were formulated through a voting process that included the classroom president and was facilitated
by the teacher. At the commencement of each class, the teacher greets the students and requests that a
representative lead a prayer, subsequently inquiring about the well-being of all participants. Generally,
students respond affirmatively, indicating that they are well. Once the students are seated, the teacher
prepares her presentation using a laptop and projector, while simultaneously taking attendance by calling
the students’ last names. This method enables the teacher to quickly identify absentees. Students are
arranged alphabetically from A to Z, although accommodations are made for those with vision or hearing
impairments to sit at the front, thereby facilitating effective classroom management and student
engagement. The noise level within a high school classroom often reflects the students' enthusiasm for
interaction. During discussions, students demonstrate high levels of engagement and a willingness to
participate. Nonetheless, the teacher maintains a composed demeanor, guiding the students to
communicate with greater respect and reminding them that excessive volume can disrupt neighboring
classrooms. Some students encounter challenges in adhering to instructions during tasks. While the
teacher accepts their submissions, she underscores the importance of following directions; repeated
failures to do so will result in non-acceptance of work. This approach encourages students to learn from
their mistakes and to heed instructor guidance. Additionally, the teacher reinforces positive behavior by
acknowledging and commending students for their contributions and efforts.
REFLECT

Fostering positive behavior and discipline in students enables teachers to pinpoint their challenges more
effectively, minimizing misunderstandings about their performance. This approach not only cultivates
responsible and disciplined individuals but also encourages kindness, ultimately creating a more
supportive learning environment for everyone.

Activity 5.2 | Identifying the Different Aspects of Classroom Management

OBSERVE

CLASSROOM MANAGEMENT MATRIX

Effect on the Learners

Aspects of Classroom
Description (to be filled out after you
Management
answer the analysis questions)
This arrangement will facilitate
This is a space where students enhanced concentration, as
1. Specific Areas in the
can store their items and individuals will have the
Classroom
belongings. assurance that their belongings
are securely stored.
This will enable them to take
2. Classroom Rules Everyone participated in this.
responsibility.
The formal completion of this This will empower them to
3. Classroom Procedures task will occur following the effectively communicate their
conclusion of the class. feelings and concerns.
This will empower students to
It is essential to adhere to the
4. Daily Routines navigate their daily tasks with
following guidelines.
confidence and clarity.
This arrangement empowers
This approach will effectively
teachers to skillfully manage
enhance students' concentration
5. Seating Arrangement student noise, creating a more
and reduce potential
focused and productive
distractions from their friends.
learning environment.
Recognizing the attitudes of
6. Handling misbehavior/off- Addressing concerns related to students is crucial for fostering
task behavior inappropriate conduct. an effective learning
environment.
This approach will
This is focused on recognizing significantly enhance students'
7. Reinforcement of Positive
and understanding students' confidence as they will be
Behavior
attitudes. celebrated and recognized for
their efforts.
ANALYZE

The implementation of this approach enables students to become organized and attentive
regarding their actions. They acquire the ability to prioritize tasks and differentiate between
those that require immediate attention and those that may be deferred. Educators should
consider pedagogical strategies that effectively enhance students' knowledge and skills.
Furthermore, it is essential to emphasize initiatives that foster organization and responsibility
among students, thereby cultivating their potential as effective learners. A successful behavior
management strategy centers on reinforcing positive behavior, which not only aids students in
recognizing their responsibilities and limitations but also motivates them to engage with their
tasks earnestly and with commitment.

REFLECT

I envision my future role as a teacher assigned to grade 1 students, where I aim to foster a
positive learning environment. My proposed routine involves prompting students to reflect on
the positive and enjoyable experiences they had the previous day. This exercise is intended to
help them commence their day with a sense of joy and enthusiasm.

I believe it is essential for students to engage in routines that facilitate the development of
school procedures. The rules I intend to implement at this educational level include promoting
responsibility, punctuality, attentiveness, respectfulness, minimizing noise, and demonstrating
generosity. These behaviors are foundational and will aid students in recognizing the
significance of maintaining a positive attitude and proper conduct.

Furthermore, I plan to involve students in the process of establishing classroom rules. By

participating in this process, they will develop a sense of ownership and accountability
regarding the rules, as they will have collectively agreed upon and accepted the guidelines we
establish together.

LINK Theory to Practice

1. D
2. C
3. B
SHOW Your Learning Artifacts
LEARNING EPISODE 6:
CLASSROOM MANAGEMENT AND CLASSROOM ROUTINES

Activity 6.1 | Observing Classroom Management and Routines

OBSERVE

Checklist on Classroom Routines

Check Yes (√) if observed and (×) 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 √

ANALYZE

Implementing structured routines within the classroom setting serves to continuously remind
students of their daily activities, thereby fostering discipline in their educational pursuits.
These systematic and consistently applied routines encompass various aspects, including
transitions between activities, submission of projects and materials, participation in
collaborative class activities, seeking assistance, utilization of classroom supplies, and
conducting emergency drills. Such routines are commonly utilized in the classroom
environment, as they facilitate cooperative engagement among students in pairs and groups.

REFLECT
Establishing and reinforcing classroom rules is fundamental to ensuring the safety and
security of learners. These rules foster discipline and self-control, which contribute to
reducing stress and promoting a more pleasant and secure learning environment. Furthermore,
they play a crucial role in maintaining student engagement and focus during classroom
activities.

Activity 6.2 | Listing Down Classroom Rules

OBSERVE

Classroom Rules Importance

1. Asking permission to go out for
Giving respect to the teacher in charge.
necessary.
2. Read the instruction/direction very Lessen the error of answering the given
well. task and exam.
3. Clean the room before and after
To maintain the cleanliness of the room
using it.
4. Wear proper uniform. To become responsible.
5. No I.D no entry. To become responsible
6. No vandalism and No loitering. To maintain the cleanliness of the room.
7. No one should talk while someone is
Practicing respect with one another.
talking.

ANALYZE

The circumstances that led to the establishment of classroom rules by the teacher are
noteworthy. A considerable number of students display a lack of responsibility and are not
sufficiently guided in their actions. The introduction of these rules aims to help students learn
how to manage their behavior effectively. Classroom rules are fundamental, as they assist
educators in guiding and disciplining students, thereby fostering a sense of responsibility in
their actions.

REFLECT

During my experience as an elementary and high school student, I encountered numerous

classroom rules, the majority of which exhibited a significant degree of similarity. As I pursue
a career in education, I intend to incorporate the same fundamental rules established by my
teachers, albeit with a distinct approach to their implementation. I firmly believe that these
rules contributed to my development as a responsible individual and equipped me with the
ability to exercise self-regulation. I am confident that implementing these classroom rules will
facilitate the personal growth of all students, guiding them toward becoming more
conscientious individuals.
SHOW Your Learning Artifacts

Immediately following the prayer, the resource teacher efficiently lights up the monitor to
deliver important reminders and ensure that class attendance is taken before the lesson begins.
This routine sets a productive tone for the day, helping students stay organized and engaged.

LINK Theory to Practice

1. A 4. D
2. A 5. D
3. A
LEARNING EPISODE 7:
PHYSICAL AND PERSONAL ASPECTS OF CLASSROOM MANAGEMENT

Activity 7.1 | Identifying Personal and Physical Aspects of Classroom Management

OBSERVE

Aspects of Classroom Management YES NO

1. Personal Classroom Management
1.1 Is the teacher well-groomed that he/she demands respect from the
√
learners?
1.2 Is the teacher’s voice modulated and can be heard by the entire
√
class?
1.3 Was the teacher present in class? √
1.4 Did the teacher arrive on time in class? √
1.5 Does the teacher exude a positive attitude towards teaching? √
2. Physical Classroom Management
2.1 Is the classroom well-ventilated? √
2.2 Is the lighting good enough? √
2.3 Is the classroom free from noise? √
2.4 Does the seating arrangement provide better interaction? √
2.5 Is the design/structure of the room inviting to classroom activities? √
2.6 Is the physical space / learning station clear from obstruction? √

ANALYZE

The modulation of one's voice can significantly enhance students' learning experiences by
effectively conveying messages and information. When students are able to hear all that, their
instructor discusses during lessons, they are more likely to engage in thoughtful dialogue.
Employing a direct and sincere tone when communicating with students fosters trust and
assists in aligning their efforts with the instructor's expectations.

Furthermore, a teacher's punctuality plays a critical role in establishing classroom discipline,

as educators serve as role models for their students. Students frequently look up to their
teachers, and this influences their behavior. Therefore, it is imperative for educators to
maintain a high level of professionalism by consistently demonstrating punctuality.

Moreover, attention must be given to the physical aspects of classroom management, as these
elements are vital for creating an environment in which students feel comfortable and secure
while learning. Ensuring that the physical attributes of the learning space are optimal will
promote safety and order within the classroom setting.
REFLECT

The statement conveys that "No amount of effective instruction can be realized in the absence
of proficient classroom management." Even in cases where a school has defined appropriate
classroom rules, these guidelines are rendered ineffective if the educator responsible for their
enforcement does not adhere to them. The conduct of teachers invariably influences student
behavior; when students observe that their educator disregards the established rules, it
communicates that noncompliance is permissible. Consequently, it is imperative that a
teacher's actions are consistent with the regulations they are tasked with implementing.

As prospective educators, it is essential that we embody the qualities characteristic of

effective teaching and fulfill the requisite elements for successful classroom management.
This includes punctuality, a well-modulated voice, and a polished appearance. Furthermore,
attention must be given to the physical learning environment, ensuring it is equipped with
adequate ventilation, appropriate lighting, and other essential factors that foster a conducive
atmosphere for learning.

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

management of learner behavior

OBSERVE

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

Effective Classroom Management Strategies Observed Not No

Observed Opportunity
to Observed
1. Model to the students how to act in different
√
situations.
2. Establish classroom guidelines. √
3. Document the rules. √
4. Refrain from punishing the entire class. √
5. Encourage initiative from class. √
6. Offer praise and rewards. √
7. Use non-verbal communication. √
8. Take time to celebrate group effort. √
9. Let students work in group. √
10. Interview students to assess their needs. √
11. Address bad behavior quickly. √
12. Consider peer teaching. √
13. Continuously engage the students. √
14. Assign open-ended project. √
15. Write group contracts. √
Others (Please specify)
ANALYZE

The Resource Teacher utilizes a range of effective strategies that significantly enhance
classroom management. As educators, it is imperative to serve as positive role models for
students by consistently demonstrating respect, generosity, kindness, and authority. Such
behavior fosters a reciprocal relationship, encouraging students to engage similarly, which
contributes to a conducive learning environment. In an interview with the Resource Teacher,
she articulated that effective classroom management is fundamental to her teaching approach
and is essential for facilitating improved educational outcomes.

REFLECT

The classroom management strategies I need to employ for diverse learners include
interviewing them to assess their needs, allowing group work to address their differences, and
initiating peer teaching.

SHOW Your Learning Artifacts

This image illustrates several classroom management strategies employed by my Resource

Teacher.

LINK Theory to Practice

1. D 4. D
2. C 5. D
3. D
LEARNING EPISODE 8:
CLOSE ENCOUNTER WITH THE SCHOOL CURRICULUM

Activity 8.1 | Curricula in the School Setting

OBSERVE

Type of Curriculum Where found Description

*Basic Education
(DEPED) It is recommended by
1. Recommended Curriculum (K to 12 *Higher Education scholars, non-scholars
Guidelines) (CHED) and professional
*Vocational Education organizations.
(TESDA)
Syllabus
• Module Documents based on
2. Written Curriculum (Teacher’s
• Books the recommended
Lesson Plan)
• Lesson plans curriculum
• Course of study
Strategies and styles
3. Taught Curriculum (Teaching Teachers always deliver
used by the teacher for
Learning Process) their lesson
effective learning
A curriculum that has
been planned, and
taught needs
materials, objects,
4. Supported Curriculum (Subject * ICT Laboratory
gadgets, laboratory
textbook) * Science Laboratory
and many more that
will help the teacher
implement the
curriculum
Standardized test
5. Assessed Curriculum (Assessment • State test It used to measure the
process) • Teacher-made students’ performance
test
Small or big
6. Learned Curriculum (Achieved The result of the
accomplishment of learning
Learning Outcomes) assessment of the student
outcomes.
The concept of unplanned
curricula in educational
Socialization institutions refers to those
elements that are not
7. Hidden Curriculum (Media) • Peer sharing
formally documented or
• Brainstorming intentionally taught, yet they
have a substantial impact on
the learning process. This
 encompasses various
influences, including peer
interactions, media
representations, the school
environment, cultural
traditions, and natural
disasters, among others.

ANALYZE

Among the seven recognized types of curriculums in educational institutions, the following
categories are commonly acknowledged:

1. Recommended Curriculum: This category includes guidelines established for the K to 12

education system.
2. Basic Education Curriculum: This curriculum is regulated by the Department of Education
(DEPED).
3. Higher Education Curriculum: This is overseen by the Commission on Higher Education
(CHED).
4. Vocational Education Curriculum: This curriculum is administered by the Technical
Education and Skills Development Authority (TESDA).

Additionally, there exists the Written Curriculum, which comprises Teacher's Lesson Plans,
syllabi, educational modules, instructional books, and lesson outlines.

The Taught Curriculum pertains to the content delivered during the teaching and learning
process, with educators facilitating lessons to students. Furthermore, the Supported
Curriculum encompasses resources such as subject-specific textbooks and various
laboratories, including Information and Communications Technology (ICT) and science
laboratories.

The Assessed Curriculum relates to the evaluation processes involved in education, which
may include standardized tests, state assessments, and teacher-created examinations.

Moreover, the Learned Curriculum reflects the outcomes achieved by students as a result of
these assessments.

Among these seven types, the Hidden Curriculum, often shaped by media influences, presents
the greatest challenge in observation. This category refers to the unintended lessons learned
by students from their environments, which may not be explicitly included in formal lesson
plans.

The interconnectedness of these curricula enhances the overall educational experience. The
curriculum serves as the foundational element of education, significantly contributing to the
quality and effectiveness of schooling.
REFLECT

The relationship between the various curricula is that they mutually enhance each other,
helping the school achieve its goal of providing quality education. The curriculum is one of
the most important tools used by the school, as it outlines the methods for teaching.

Activity 8.2 | The Miniscule School Curriculum: The Lesson, A Closer Look

ANALYZE

The educator plays a pivotal role in facilitating and inspiring student learning, collaborating
with them to establish new educational opportunities. She employs data and measurements to
inform and enhance both student learning and program development. Prior to the class
discussion, she meticulously planned the lesson, detailing anticipated student interactions. The
lesson plan encompasses specific activities and a series of questions that students are expected
to address during class hours. The teacher experiences a sense of fulfillment and assurance, as
she has successfully communicated the lesson in accordance with her plan. She is optimistic
that the students will engage actively in the ensuing discussion. Following the lesson, the
majority of students articulated feelings of satisfaction and happiness with the information
presented by their instructor. They maintained their focus on the assigned activities and
derived enjoyment from the learning experience.
REFLECT

The teacher facilitates and inspires students to learn by collaborating with them to create new
learning opportunities. She utilizes data and measurements to support students' learning and
program development. I will prepare my lesson based on the given curriculum. Each lesson
should build on the previous one and flow seamlessly into the next. In addition to the key
components of the curriculum, there are several guidelines to follow. Each component has
essential aspects that need to be considered during its construction. A lesson plan should take
into account the various types of learners being taught; the activities should be tailored to the
students' abilities and skills. The lesson should include subject matter, objectives, specific
learning activities, and organized assessments to enhance students' learning.

Activity 8.3 | Constructive Alignment of the Components of a Lesson Plan

OBSERVE

I. Title of the Lesson: Analyzing Themes and Symbolism in Short Stories

II. Subject area: English
III. Grade Level: Grade 11
ANALYZE

Yes, because if assessment drives students' learning, they are more likely to reach our desired
outcomes if the assessment is in line with our goals.

Yes, because the teacher has supplied a corresponding method for each learning outcome on
the diagram.

The assessment of the students. We can determine whether the learning outcomes are being
met in this component by looking at the score.

RFLECT

One of the most essential things I learned is that an effective lesson plan is something that
every teacher should aim for. Teachers have a guide to follow when teaching a lesson when
they have an effective lesson plan. I also learned that technology, writing, and reading should
all be addressed in a lesson plan. These skills must be practiced throughout a student's life,
and we must include them into many elements of their schooling to help them.

Our educators deserve our gratitude and respect at all times. It's because they go to great
lengths to ensure that no one in their class falls behind.

SHOW Your Learning Artifacts

Activity 1 Artifact

RECOMMENDED CURRICULUM
WRITTEN CURRICULUM

TAUGHT CURRICULUM
SUPPORTED CURRICULUM

ASSESSED CURRICULUM
 HIDDEN CURRICULUM

Activity 2 Artifacts
Activity 3 Artifact

Lesson Title: SPEECH CONTEXTS

Subject Area: English
Grade Level: Grade 11

Lesson Outcomes Teaching Methods Evaluation

Identify the various types of The teacher will have the The teacher will prompt the
speech context. students guess the word by class to engage in a group
unscrambling the letters and activity that simulates
using four pictures as clues. various communicative
She will then ask her situations in different
students to identify the contexts. Each group will
speech context in various then choose a particular
speech situations. context to portray through a
short skit, incorporating
appropriate verbal and non-
verbal gestures.

LINK Theory to Practice

1. B 4. D
2. B 5. B
3. D
LEARNING EPISODE 9: PREPARING FOR TEACHING AND LEARNING

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

of Teaching and Learning

OBSERVE

What did the Resource Teacher do to apply

Principles of Learning
the principle of learning
1. Effective learning begins with the setting of To apply this principle of learning, the
clear and high expectations of learning outcomes. teacher must present her lesson in a creative
way via projector regarding to what is her
learning outcomes.
2. Learning is an active process. To apply this principle of learning, the
teacher let her students participates and
interacts with the learning process.
3. Learning is the discovery of personal meaning To apply this principle of learning, the
and relevance of ideas. teacher asked her students to share their
thoughts and ideas regarding the topic.
4. Learning is a cooperative and a collaborative To apply this principle learning, the teacher
process. Learning is enhanced in an atmosphere must group her students and gave them an
of cooperation and collaboration. activities related to the topic. Each group
will analyze and do brainstorm. The
students in every group will participate and
cooperate happily to their task.

ANALYZE

The most widely used principle of learning is active learning. During the class discussion, the
teacher urges all students to pay attention and interact/participate. She encouraged students to
ask questions in order to gain a better knowledge of the topic. She also devises activities that
keep students active and engaged.

Collaborative work is the principle of learning that is used the least. It is not necessary for
them to collaborate in every activity that the teacher assigns. It's also positive that they'll work
on their task individually. Everything in the learning process should be adjusted so that each
learner may work independently and collaboratively.

In a classroom setting, the teacher will create a strategy that encourages students to
collaborate and work independently. The teacher also ensures that she adheres to the school's
curriculum. She will then use the most appropriate method for the learner's needs. For
collaborative activities such as acting in a play or giving a presentation with their classmates.
Inside the classroom, they are strongly encouraged to engage in active participation.

REFLECT
For me, the most important aspect of any student's education is active learning. In a student-
centered approach, which employs student engagement to teach and they are expected to
explore. Traditional learning, which consists of a single lecture on a topic, is not suitable. It is
essential to participate in active learning activities since they are more effective in advancing
the learning of all students.

Activity 9.2 | Identifying Learning Outcomes that are Aligned with the Learning
Competencies

OBSERVE

1. Write the learning outcomes stated in the lesson.

Learning Outcomes (SMART Objectives) Achieved

Yes No Yes No
1.Define the different
instructional materials which / /
could be used for reporting.
2.Differentiate and compare
the values of instructional / /
materials.
3.Construct a paragraph
about the uses of
instructional materials in / /
constructivist and traditional
perspective.

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

1.The teacher ask learners to define the different instructional materials that was use for
reporting.
2.The learners are able to differentiate and compare the values of instructional materials
that was used.
3.They are able to construct a paragraph about the uses of instructional materials through
the constructivist and traditional perspective.

ANALYZE

Yes, creating defined, quantifiable, attainable, realistic, and time-bounded objectives helps to
focus the lesson. In the learning process, every student will engage their cognitive, affective,
and psychomotor domains. To provide a sense of direction in teaching, it is critical to create
objectives that fit the SMART pattern. It also assists us in organizing and achieving our
desired learning results
REFLECT

When developing objectives or desired learning outcomes, it is important to follow the

SMART pattern. It aids in providing a clear direction for what should be accomplished during
the learning process. Introducing SMART goals can help students in developing the ability to
overcome problems. It also helps students in getting a head start in learning.

Activity 9.3 | Distinguishing Between Inductive and Deductive Methods of Teaching

OBSERVE

Teacher-centered Student-centered
Did the teacher lecture all the time? Were students involved in the teaching-
learning process? How? Or were they mere
- No, she also allowed students to talk passive recipients of instruction?
or share their thoughts on the subject
- No, she also allowed students to talk or
share their thoughts on the subject

Was the emphasis on the mastery of the Was the emphasis on the students’
lesson or on the test? Prove. application of the lesson in real life? Give
proofs.
- No, she also allowed students to talk or
share their thoughts on the subject - Yes, there are times when teachers ask
students to share their perspectives and
relate them to real-life situations.

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

- No, I didn't notice any competition in - Yes, the classroom environment was
the classroom. They appear to be collaborative, with the
establishing a collaborative atmosphere, teacher and students working together to
based on what I've seen. achieve the
learning objectives.

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

- No, the teacher is a multi-discipline/ - Yes, she makes connections between

subject teacher. the lesson and other disciplines/subjects
that will benefit in their development
What teaching-learning practice shows that teaching approach was:
a) constructivist – connected to past experiences of learners; learners constructed new
lessons meanings.

It is a theory that states that learners build knowledge rather than passively receiving
information. When learners are actively involved in the learning process, they learn
more effectively

b) inquiry based

It's a learning technique that stresses the learner's role in the process rather
than the teacher telling students what they need to know. They are
encouraged to explore and ask.

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

children

It is a teaching approach in early childhood education in which teachers encourage

the development of their students

d) reflective

- Reflection is a cycle that must be repeated, just like teaching: self-assess

the impact of your instruction on learning, explore new ways of teaching, test
out new ideas in practice, and repeat
e) inclusive – No learner was excluded; teacher taught everybody.

It gives all students access to a wide range of learning options and the
opportunity to achieve educational goals in an environment where they feel
accepted.

f) collaborative – Students worked together.

It is a method of education that involves employing groups to improve

learning by collaborating with one another. This is also a method that will
assist learners in working independently while simultaneously collaborating.

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

taught.

It's a teaching method in which the learner combines past knowledge and
experiences to impart new knowledge
ANALYZE

The potential repercussions of solely educating for mastery and testing are that students will
not develop higher order thinking skills. Because everything is memorized without a
comprehensive understanding of the lesson, learners will have weak knowledge. These
higher-order thinking skills will extend beyond simple data observation and memorization.
Every learner's learning progress and critical thinking will be enhanced.

If I had to teach again, I would go for student-centered learning. It encompasses the planning,
teaching, and assessment of each learner's abilities and needs. Learners move from being
passive recipients of information to active participants in their own discovery process as a
result of this. These stresses the use of technology in a creative and effective manner to
accomplish learning objectives. It also aims to make use of a teacher's skills in a variety of
ways to encourage all students in a class to participate.

REFLECT

Learning is a process that should be used in a cooperative and collaborative approach. This
encourages students to work independently while yet collaborating. Because they are working
together, it also helps them to establish unity. It aids in the development of social skills and
self-confidence in all students.

LINK Theory to Practice

1. A 4. A
2. B 5. C
3. A

SHOW Your Learning Artifacts

LEARNING EPISODE 10: THE INSTRUCTIONAL CYCLE

Activity 10.1 | Applying the Guiding in the Selection and Use of Strategies

OBSERVE

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. A video clip of the computer's basic
components was shown by the teacher. She
demonstrated to the students what she
wanted them to learn and teach them. The
teacher encourages students to interact by
allowing them to express themselves in
class about their prior understanding of the
subject.
3. A non-threatening atmosphere enhances Students can cope with the subject more
learning. easily with the help of technology and its
integration into education. Their cognitive
level in terms of how things are done
improves as a result of this
4. Emotion has the power to increase Students pick up information rapidly and at
retention and learning. their own pace. They were able to finish the
lesson with the help of technology and a
teaching method in which the teacher is
approachable and answers all of the
students' queries. A period for feedback will
enable all learners bridge the gap and solve
their learning deficiencies
5. Good teaching goes beyond recall of She also asked the students to recollect
information. information and evaluate their
comprehension.
6. Learning is meaningful when it is The teacher asked the students about the
connected to students’ everyday life. role of computers in their daily life, including
study, communication, and other activities.
She connects it to the learner's day-to-day
activities
7. An integrated teaching approach is far Some of the things that the teacher
more effective than teaching isolated bits of discusses are broad. She made a point of
information. emphasizing the most important facts and
ideas in the lesson so that the students
would not be confused and would fully
comprehend it.
ANALYZE

The best teaching method, in my opinion, incorporates a variety of approaches that appeal to
students' diverse intelligences, as well as student-centered learning and a dash of discovery
learning. A teacher should start a class with something significant that will inspire students to
want to learn more as he or she leads them through the core of the lesson. After offering some
background information and instructions, the teacher stops giving direct instruction (teacher –
lecture) and gives control to the students, who are now in charge of their own learning.

REFLECT

The key to effective teaching, in my opinion, is to use the correct strategies for teaching
objectives and students. Because students learn in different ways, it's often advantageous to
incorporate a variety of methods, as well as a variety of learning activities and projects, within
a single class

Activity 10.2 | Determining Outcome-Based Teaching and Learning

OBSERVE

To address her class objectives, she presents the specific targeted learning objectives to the
subject matter in class. She begins by detailing how she approached the class with questions
and what they should learned from her

She handed the students a flash card. She asked the students to express their thoughts or
points of view on the content of the flash cards. Because the students are able to respond to
her questions, I believe she has achieved some of her objectives.

The teacher prepares a written exam by giving the students the story guide questions to
answer. It is in line with her objectives because it corresponds to the lesson she is discussing.
Her entire teaching technique is based on the targeted learning outcomes or objectives when it
comes to learning activities and assessment.

ANALYZE

The OBTL learning and teaching approach is a student-centered strategy that has been widely
implemented at universities all around the world. They should be measurable and specific in
terms of educational objectives. These describe what learners will be able to do after
completing their course or program.

REFLECT
The emphasis in OBTL is on the desired effect of the instruction on the learner, not on what
the teacher desires to teach. The results determine the substance of the curriculum,
instructional methods and strategies, and the evaluation procedure. The findings also serve as
a basis for evaluating curriculum.

Activity 10.3 | Applying Effective Questioning Techniques

OBSERVE

Types of Questions Examples of Questions that the Resource Teacher

Asked
1. Factual / Convergent What is values?
Closed / Low level
2. Divergent / Higher – order / How can you make your transcend?
Open- ended / Conceptual
a. Evaluation Do you like the discussed the topic ?
b. Inference When an old lady crossing the road carrying a heavy
thing, what will you do?
c. Comparison How can you determine if your values is good or not?
d. Application If you have a good values, what will you do in order TO
make it helpful to others as well?
e. Problem-solving In what ways will you able to help people?
3. Affective How will you feel if you lend someone a helping hand?

ANALYZE

Yes, in the context that the educator is doing an excellent job in his or her class and the
students are gaining knowledge from their teachers.

REFLECT

It’s important when giving feedback on whether or not a response is correct. Recognizing and
applauding good comments. I’m going to follow up with some questions. Redirecting
questions is a good idea. In response to a student’s answer, ask comparable questions.
Encouragement using nonverbal techniques, rephrasing the seemingly hard question Getting
students to ask questions is a good way to start.

SHOW Your Learning Artifacts

A student-centered approach to student learning is one that is outcome-based. This strategy

demands both the proclamation of what we expect our students to learn and the gathering of
evidence to determine whether they have learned it. A clear understanding and articulation of
intended learning outcomes aids the design of an effective curriculum, the delivery of relevant
and appropriate teaching, and learning evaluation activities. The outcome-based approach has
been accepted by universities all across the world. It directs students' active learning as well
as course and program enhancement. OBTL begins by developing the course curriculum with
a clear focus on certain learning outcomes that we want students to acquire as a result of
taking the class. The educational outcomes - the knowledge, abilities, and dispositions that
students should imbibe from the course – should be the focus of the learning outcome. The
clarity and specificity of each unit's/desired module's learning outcomes are critical in
deciding on pedagogical method and delivery.

LINK Theory to Practice

1. D 4. A
2. C 5. B
3. D
LEARNING EPISODE 11: UTILIZING TAECHING-LEARNING RESOURCES AND
ICT

Activity 11.1 | Visiting the Learning Resource Center

OBSERVE

An Observation Guide for a

LEARNING RESOURCE CENTER

Name of Center Observed:

Date of Observation:

Name of Observer:

Course/Year/School:

List of Available Learning Resources

Available Learning Characteristics and Teaching Approaches

Resources Unique Capabilities where the Resource is
(Enumerate in bullet form) Most Useful

1. Print Resources - Increases the students' Lecture: When compared

• Books vocabulary bank to English textbooks for
• Dictionaries Filipinos, Thai textbooks
- The ability to read has lag behind. It's important to
improved. figure out how fast the
- These are also useful students are learning
resources for educators in
terms of preparing classes.

2. Audio Resources These audio resources Lecture: These tools are

• Microphones help in keeping the very useful for increasing
• Speakers students' attention. volume when music is
being played (or even
during lectures).

3. Non-electronic . These traditional materials When the teacher employs

Visual Resources are some of the most basic both direct and indirect
• Pictures resources that are methods of instruction,
• Whiteboard available. These function
• Blackboard as consistent partners for
 • Chalk teachers during lessons these materials are quite
• Whiteboard Pens because they are the beneficial.
easiest to obtain.

4. ICT Resources - Teachers and students These tools are flexible,

• Computer can access a wealth of allowing them to be used in
• Smart TV knowledge and teaching a variety of educational
• resources via the internet. methods and approaches.

Impression about the LRC: The school has a number of resources that are important to
the teaching and learning process. The student was exposed to new concepts and ideas
through the usage of electronic resources. The resources and materials were properly
organized. All of the additional materials, such as books in each subject and
dictionaries, are well organized.

Name and Signature of Observer:

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

ANALYZE

Yes, the resources or materials were properly organized. All of the other resources, such as
books and dictionaries, are well organized. The proper management of all learning resources
in the learning resource center should be taught to the students.

When it comes to the use of resources, such as microphones, speakers, and projectors, these
are all closely monitored. The teachers who want to borrow the materials sign up on a
borrower's slip, specifying when they will return the materials. This is particularly necessary
in order to avoid the loss of valuable educational materials

The learning resource center's key strength, thanks to the efforts of the teachers, is its student
attractiveness. Many photos are hung on the walls, which serve as learning materials for the
students on their own. The ICT resources are also well-maintained.

Because there are so many things stuffed in there, there isn't enough room to move about.
Students were not allowed extra time in their computer room to visit their computer lab if they
wanted to study more or explore the many applications of the computer.
Larger room so that other specimens or equipment important to the learning process can be
displayed, and students can undertake various activities inside the learning resource center. To
accommodate the entire class, the computer center should include extra computer units. They
should be allowed to explore or browse the computer's various functions. They should be able
to access the computer area anytime they have assignments or tasks that they need to do.

REFLECT

In the learning resource center, a Smart TV has been installed. The screen is large enough for
students to see and can be connected to a computer. They appear to be highly useful for
teachers, in my opinion. Because extra clips are available online, the creation of visual aids
can be minimized.

I believe it is the computer in their computer room that I am most comfortable using or
operating. However, just the most basic computer applications are available.

Smart TV, in my opinion, is an emerging trend in both technology and education. Students
might be motivated to participate in classroom discussions if the learning environment
becomes dynamic. It draws students' attention, making both teaching and learning more
successful.

Activity 11.2 | Observing Technology Integration in the Classroom

OBSERVE

Class Observation Guide

OBSERVATION SHEET NO.

REPORT

Date of Observation September and October

School TNHS
Subject ENGLISH
Topic Modals
Grade/Year Level Grade 11

ANALYZE

UTILIZATION OF TEACHING AIDS FORM

Grade or Year Level of Class Observed: Grade 11

Date of Observation: September, 2024
 Subject Matter: English
Brief Description of Teaching Approach Used by the Teacher: The teacher's teaching
method is individualized teaching, in which students read the descriptions on the visual aids
and the teacher engages with them. After that, the teacher offers the students some
instances of what she talked about and assigns them certain activities.

Teaching Aids Strengths Weaknesses Appropriateness of

used the Teaching Aids
(Enumerate in bullet used
form)
The teacher It will only be weak if The visual aid
understands how to the teacher writes supports the teacher
Visual aids make the best use terms that are not in presenting her
of the available understandable to lecture and, rather
resources. Due to the students and if than books, it
the legibility of the the content is not captures the
visual aids, the expressed clearly. attention of the
students can students. Students'
understand the text attention will be
drawn to the teacher
and the visual aids
in front of the
classroom if this
material is used.

The teacher was motivated to use the resources in the lesson because they were suited for
achieving the day's learning objectives in a way that the students would appreciate.

As far as I can tell, using the instructional materials is not difficult. Because the visual aids
can attract the students’ attention, I see that they are motivated and interested.

The learning tools are, on the whole, good. In the video, the teacher has mastered the art of
incorporating technology into her classroom. She used a variety of ICT tools. She was able to
skillfully use all of the materials in such a way that the students were able to enjoy, listen to,
and participate in the discussion.

REFLECT`

It is important to use visual aids in teaching students as a future teacher because they are very
useful. I think it to be quite useful educational resources. Not only will you use visual aids,
but you will also use other instructional materials connected to the topic you will be
discussing. I feel that one way to be a great teacher is to provide effective educational
materials.
 Activity 11.3 | Exploring Education 4.0

OBSERVE

Class Observation Guide

The teacher discussed about Modals, Students will understand what modals are, their forms,
and their meanings is learning objective.

The teacher highlights the importance of identifying and understanding the functions of modal
verbs in English, as well as differentiating between various types, including those that indicate
ability, permission, obligation, and possibility.

The ability to correctly use modal verbs in speaking and writing, apply modals to create
sentences that express various degrees of certainty, obligation, and permission, and
comprehend how modals influence sentence meaning and tone.

ANALYZE

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

Electronic Resources Evaluation Form

Grade/Year Level
Subject Matter/Topic
(Based on the class NOT OBSERVED
you observed)
Lesson Objectives/
Learning Outcomes
Name and Describe Put a check if the Describe
Type the resource satisfies how you
of electronic the criterion can use it if
Electronic resource you were to
Resource (include teach in the
author/ class you
publisher/ NOT OBSERVED observed.
source).

Accurate Appropriate Clear Complete Motivating Orga-

nized
N/A N/A N/A N/A N/A N/A N/A N/A

REFLECT

I must first read the outline of the materials that appear on Google before browsing the
internet for relevant electronic resources for the class. I need to figure out if it’s relevant to my
topic. Yes, it’s challenging, but with the help of numerous websites, it’s quite simple.

When choosing an electronic resource, there are numerous factors to consider. The first factor
to evaluate is credibility. It requires deciding on resources that have already been proven and
tried. The second factor to evaluate is appropriateness. If you search on Google, you will find
a plethora of other items that are unrelated and should not be mentioned. The next step is to
make yourself available. Choose resources that are easily accessible

I'd say that after years of surfing the web and using electronic devices and equipment, I'm
now 70% technologically competent. Microsoft Word, PowerPoint, and Excel were used. My
spreadsheet skills are most likely the technology skills that I will continue to improve. Other
tools and code that are being used in it are unfamiliar to me.

Activity 11.4 | Professional Development Through MOOCS

OBSERVE

PPST Domain Competencies I MOOCs related to MOOC Provider

want to work on the competency/ies
(Include a short
description)
1. Content I'd like to improve Effective classroom COURSERA
Knowledge and my communication communication
Pedagogy strategies
 strategies in the
classroom.
2. The Learning Social and physical Learning activities COURSERA
Environment Environment and high standards
of learning .
3. Diversity of Understanding the Diverse set of COURSERA
Learners diverse types of learning activities.
learners.
4. Curriculum and I want to work in Teaching learning COURSERA
Planning having a high approaches
standards of learning practices
outcomes
5. Assessing and Integration of Teaching learning COURSERA
Reporting formative activities.
assessment
Procedures
6. Community In order to have a Foundation of COURSERA
Linkages and successful teacher for learning:
Professional cooperation with the Relationship building
Engagement school, I will involve helps in the
parents in the formation of solid
process. ties among school
leaders, families,
and colleagues
7. Personal Growth I'd like to improve my Computer literacy COURSERA
and Professional computer skills. allows students to
Development investigate a wide
range of computer-
related topics

ANALYZE

1. MOOC Title: Time and Stress Management

Provider: COURSERA
Objectives of the MOOC
• To learn how to identify and overcome time wasters.
• To define procrastination
. • To discuss the importance of delegation; and
• To identify stressors and describe effective coping measures.
Content Outline
• Personal development
• Stress management
• Time
Why did you pick MOOC?
I chose this MOOC because managing stress and time is a useful skill that can be used to a
variety of professional and life scenarios. You'll discover how to manage your time effectively
and avoid distractions and time wasters
2. MOOC Title: Human-Computer Interaction
Provider: COURSERA
Objectives of the MOOC
• Learn how to design technologies that bring people joy, rather than frustration.
• Learn how to generate design ideas, techniques for quickly prototyping them
Content Outline
• Human-centered design: An Introduction `
• Design Principles: An Introduction
• Social computing
• Input and interaction
Why did you pick MOOC?
This MOOC appealed to me since it will benefit students. Attempt to persuade them of the
significance of technology in all facets of human life. the use of technology to all aspects of
human life.

3. MOOC Title: Foundations of Teaching for Learning: Being a Professional

Provider: COURSERA
Objectives of the MOOC
• To develop your own philosophy of teaching and making sure that you continue to
• improve your knowledge and skills.
• Content Outline
• What it means to be a professional
• Ethics, codes of conduct and standards for teachers
• Legal and administrative responsibilities of a teacher • Developing a personal philosophy of
teaching
Why did you pick MOOC?
This MOOC appealed to me since it will educate me on what it means to be a teacher. This
will help me in reflecting on the role of the teacher and the school in each student's
achievement and development. I'd like to consider teaching, what educators are expected to
do, and what teaching includes.

REFLECT

This MOOC appealed to me since it will educate me on what it means to be a teacher. This
will help me in reflecting on the role of the teacher and the school in each student's
achievement and development. I'd like to consider teaching, what educators are expected to
do, and what teaching includes.

Despite the fact that technology is always evolving, the learning experience is both enjoyable
and rewarding. In my opinion, there are a few aspects that distinguish different MOOC
providers: forum participation is a huge benefit for people who want to engage with others in
a more social context. Not only does this make learning more enjoyable, but the flurry of
action from tens of thousands of students also aids in increasing engagement and course
completion.

Teachers can observe how other educators operate through MOOCs. I've always believed that
observing other educators can provide valuable insight into pedagogy. If they're good, you
should try to emulate them; if they're bad, you should avoid making the same mistakes they
did. This was one of the key reasons I needed to participate in MOOCs as a future educator.
They allow me to observe how they are prepared and delivered, as well as learn from other
participants' reactions.

LINK Theory to Practice

1. D 4. B 7. D 10. B
2. B 5. A 8. A 11. B
3. A 6. C 9. D 12. A

SHOW Your Learning Artifacts

1.

This is a PowerPoint presentation that students can review if they are having trouble
understanding the discussion. The PowerPoint presentation was both dynamic and interesting.
It also fits the topic that the subject teacher is discussing.
 2.

These learning materials have something to do with my area of expertise. It allows students to
adapt more knowledge while also allowing them to utilize their other abilities. As long as my
teaching instruction corresponds to the anticipated learning outcome, these materials will
eventually support my teaching instruction. This is also an approach for imparting knowledge
with the added benefit of being able to use it.
3.This website is extremely helpful and educational. There are several teaching resources and
ideas from various sources. This website may be helpful to students and teachers. On a certain
topic, it provides guides, answers, opinions, and ideas. What learning styles work, what skills
modern teachers need, educational challenges, how to keep your students involved in class,
and more. If you have any questions or need help on your topic, you may also approach local
and international teachers. This will help me in my chosen profession in the long run

4.This is a website with a variety of online tools and materials that can be used in the
classroom. It provides its members with a workshop, seminars, free resources, and meetings.
This website is a huge benefit to me as a future teacher since I believe it will help me enhance
my teaching skills. Experience alone is insufficient; however, exploring will provide a key to
improving the quality of education provided.

5. Education and Technology Overview

https://www.worldbank.org/en/topic/edutech

The World Bank Group is the largest financier of education in the developing world, working
on education programs in more than 80 countries to provide quality education and lifelong
learning opportunities for all.

The WBG works in partnership with governments and organizations worldwide to support
innovative projects, timely research, and knowledge sharing activities about the effective and
appropriate use of information and communication technologies (ICTs) in education systems -
- "EdTech" -- to strengthen learning and contribute to poverty reduction around the world, as
part of its larger work related to education.

The World Bank estimated the levels of “Learning Poverty” across the globe by measuring the
number of 10-year old children who cannot read and understand a simple story by the end of
primary school. In low- and middle-income countries “learning poverty” stands at 53%, while
for the poorest countries, this is 80% on average. With the spread of the Coronavirus disease
(COVID-19), 180+ countries mandated temporary school closures, leaving ~1.6 billion
children and youth out of school at its height and affecting approximately 85% of children
world-wide. While most countries are working towards re-opening schools, there are still
intermittent closures and use of hybrid learning.

Reflecting on COVID Response and Remote Learning

Technology played and continues to play an essential role to deliver education to the students
outside of school. Commendably, all countries were able to deploy remote learning
technologies using a combination of TV, Radio, Online and Mobile Platforms. However,
many children in low income countries did not participate in remote learning with about a
third of low income countries reporting that 50% of children had not been reached in a joint
UNESCO-UNICEF-World Bank survey. The pandemic has also led to significant losses in
learning. School closures and limited access to remote learning means that Learning Poverty
is likely to worsen from 53% to 63% especially in low-income countries if no remediation
interventions are taken.

The crisis has starkly highlighted the inequalities in digital access and that ‘business as usual’
will not work for delivery of education to all children. To close the digital divides in
Education and leverage the power of technology to accelerate learning, reduce learning
poverty, and support skills development a focus must be placed in bridging the gaps in: i)
digital infrastructure (connectivity, devices and software); ii) human infrastructure (teacher
capacity, student skills and parental support); and iii) logistical and administrative systems to
deploy and maintain tech architecture.

Education systems must adapt. It is against this backdrop that the EdTech team at the World
Bank has identified five key questions to address in the short to medium term. These
questions touch on the need to re-imagine education, to provide an equitable, engaging and
fun learning experience for all children.

How can countries leverage EdTech investments to develop resilient hybrid learning systems?
This question requires both reflecting on the lessons from implementation of remote learning
during COVID and addressing the new digital infrastructure access divide. The World Bank
is working with countries to identify how to address issues of affordable connectivity, device
procurement, cloud solutions and multi-modal delivery of education. Moreover, the
investments that countries have made in remote learning could be leveraged address existing
challenges in education. Many countries are now thinking about a dual role for remote
learning: as an insurance policy against future calamites especially in a world experiencing
climate change as well as a way to reach out of school children and provide a lifelong
education to all citizens.

How can countries recover learning loss, more effectively harness data and personalize
learning with technology? The World Bank is deepening its work on adaptive learning
systems, remote assessment and how education systems can more effectively use learning
analytics to personalize education. A major part of this work will be developing a new
strategy for Education Management Information Systems (EMIS 2.0) to support more
effective use of data.

What are the changing roles and new skills for teachers in hybrid learning systems and how
can additional human connections be leveraged through technology? The World Bank is
exploring teacher competency frameworks, teacher networks, and communities of innovative
teachers to support countries to empower teachers. Teachers are still central to learning even,
or rather, especially in an environment rich with technology. Evidence is growing that
bypassing Teachers and not engaging them with technology does not lead to student learning
improvement.

How can countries leverage open technology ecosystems to expand access to quality content
and learning experiences? The World Bank will collaborate with partners developing open
global public goods and strategies to engage the large ecosystem of innovators in client
countries to support the design and development of new educational content and curriculum.
The team will develop communities of practice around EdTech innovation hubs and creative
talent to develop new open educational libraries. A key content area of focus will be climate
change.

How can technology support the development, measurement and accreditation of future
skills? The World Bank will support countries to define 21st century competencies in students
and teachers; explore ways to more effectively measure these skills and accredit these skills in
collaboration with external partners sharing knowledge and experience in communities of
practice on hard to measure skills and blockchain for education.

Education technology by itself is not a panacea

Though investment in EdTech has been increasing, learning and outcomes as a result have not
changed considerably in many countries. An OECD report found that, when it comes to
impact of computer usage in schools as measured through PISA, “impact on student
performance is mixed, at best." COVID however has changed the debate on EdTech from a
question of if to a question of how. Experience to date highlights that teaching and learning
remotely is not the same as face-to-face pedagogy. Many teachers with access to e-content,
for instance, use it like any another textbook to read from in class. Some adjustments include
shorter and more modular content, more engaging content such as edutainment, continuous
feedback, smaller group on-line discussions on more open-ended questions. Education at its
heart is about human connections and relationships. While we can never replace the magic
that happens between great teachers and students in an in-person environment, we should
focus on the social aspects of technology to enhance connections from a distance. Much more
attention must be directed on how technology will enhance teaching and learning in a blended
learning environment reaching students, both in school and at home.
LEARNING EPISODE 12: ASSESSMENT FOR LEARNING AND ASSESSMENT AS
LEARNING (Formative Assessment)

Activity 12.1 | Observing Assessment for Learning Practices (Formative Assessment)

OBSERVE

What Teacher Said Tally Total

Do you understand class? II 2

What do you mean by these II 2

words?

Any other answers? III 3

Yes, the teacher would keep checking with the class to see if they had understood the discussion. The
students' reactions will be determined by whether or not the topic being discussed is simple to
comprehend.

Yes, usually when the lesson is a little confusing or difficult. When the teacher notices students' brows
furrowing in perplexity, she will know.

Slow down and ask of random student. Furthermore, the teacher makes another attempt to completely
explain the lesson. Include examples or illustrations whenever available.

Yes. If there is any confusion, the teacher will ask another question to the class. Whether they require
clarification or do not comprehend the lesson, they should ask.

__✓__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

The teacher focused on providing another example and scenario in which her students can easily
follow the discussion in order to re-teach knowledge that has helped the students learn, stay engaged,
and significantly improve their understanding of skills, concepts, and content.

This is accomplished by asking students questions on what they have learned about the topic, and in
this way, they are communicating and sharing ideas with one another based on what they have
genuinely learned.
ANALYZE

In order to assess students' comprehension of the lesson, the teacher must occasionally ask them
questions or assign them an assignment to complete in a certain period of time. Furthermore,
conducting a once-and-for-all evaluation is not a smart idea because teachers will be unable to respond
to their students' various needs. Students' learning and are less likely to keep track of their progress
with their peers successfully.

The teacher has no way of knowing whether they actually understand because they are too confused to
respond, they believe they understand but don't, or they are too embarrassed to express their lack of
comprehension in front of others. However, if a teacher asks follow-up questions or activities and
teaches them correctly to the best of his or her ability, it will help students understand the lesson better,
especially if an appropriate teaching style is used.

The answer is yes and no in my opinion. Because recording is a part of the learning and a way of
monitoring or testing the learners' knowledge, it is not necessary. There are other formative
evaluations that should be completed as well. To encourage students to take the lecture more seriously
and in-depth, it should be recorded. It will motivate students to pay more attention to the topic and
participate actively in the teaching-learning process.

The question and response section of the formative assessment worked for me since it allowed both
the teacher and the student to interact. This allows them to interact with one another and discuss ideas
for making their classes more engaging. Peer tutoring in class is sometimes considered as more
successful than the educator himself because this method is less terrifying or threatening to students. It
is less difficult for students to construct. After they've established a personal connection with their
peers, they feel at ease interacting, asking questions, sharing ideas, and learning with confidence.
Students can benefit from peer tutoring because they can relate to one another, come up with new
ideas, and help one another with their challenges. As a result, students are more involved and
responsible for their group's learning.

Yes, an excessive number of failures at the end of the term/grading period could be attributed to a lack
of formative assessment, because the latter plays an important role in continuously monitoring
students' progress, and its absence would imply that students are less closely monitored throughout the
teaching-learning process, resulting in an excessive number of failures at the end of that period. To put
it another way, the teacher could not simply jump to the end of the learning process without first
assessing the students' learning progress

REFLECT

When we say that formative assessment entails tasting the soup while it's cooking, we indicate
that it's used to analyze or monitor students' progress while the teaching learning process is
ongoing. In order to assess students' grasp of the lesson or instruction, the teacher must
occasionally ask them questions or assign them an assignment to complete in a certain period
of time. The teacher will be able to provide additional clarification to the students if they have
any questions regarding their lesson as an outcome of this. As a result, teachers can use
formative assessment to decide what needs to be altered. Learn how to evaluate or aid
students with their studies.
Yes, some forms of formative evaluation, such as short quizzes, should be recorded in order
for students to focus on the lesson. It will motivate students to pay more attention in class and
participate more actively in the teaching-learning process.

SHOW Your Learning Artifacts

1. My Accomplished Observation Sheet

What Teacher Said Tally Total

Do you understand class? II 2

What do you mean by these II 2

words?

Any other answers? III 3

2. My Analysis

It is important for the teacher to monitor during her lesson if her students are learning or not
because as a teacher, we must ensure that after the class every learner will learn the lesson
because they will bring their learnings to their respective homes and they will reflect it on
their own. And also, in order for them to become a better citizen in the future.

3. My Reflection

Record keeping is an essential aspect of grading and formative assessment. Each student's
entries should identify the child's current proficiency level with each target and its criteria. A
consistent record keeping system is essential for grading reliability. The disadvantage of
formative assessments is that they can take time, more time than teachers might perceive that
they have. To repeatedly check students' learning takes more time than to administer one test
at the end of a lesson or unit.
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

Teacher My Observation
1. Did teacher provide opportunities for the Yes. By asking if they have any questions,
learners to monitor and reflect on their own keeping notebooks, writing reflective
learning? essays, and collecting a portfolio, the
teacher encourages students to reflect on
their learning.
2. What are proofs that students were The outcomes of students' self-reflection can
engaged in self-reflection, self-monitoring be seen in their notebooks and portfolios to
and self-adjustment? a considerable extent.
3. Did students record and report their own Yes, in their journals and portfolios. They
learning? keep track of what they've learned by
collecting their work, such as quizzes,
written assignments, and other projects, and
submitting them to the class at the end of the
quarter.
Did teacher create criteria with the students Yes. The learning task determines the
for tasks to be completed or skill to learned? teacher's criteria. Mechanics, style,
structure, and substance, for example, are
requirements for written activities; creativity,
originality, and other elements are criteria for
other learning

ANALYZE

I agree because the purpose of evaluation is to promote rather than evaluate learning. By
devoting valuable instructional time to delivering and scoring tests, teachers frequently use
assessment to aid learning. The results should be valuable enough to justify the time and effort
put in. They're concerned about the data and how they may use it to better education and
student development.

The word "for" in assessment FOR learning denotes that the purpose of the assessment is to
improve and ensure learning. This is known as formative assessment, which is an assessment
done while the teacher is guiding the students through the formation learning process. It
ensures that students are learning even as the teacher is teaching. Assessment is linked to self-
assessment in the context of learning. Assessment is already a type of learning for the
students, as the term implies. Students learn about themselves as learners (e.g. paragraph
writers) and become aware of how they learn as they assess their own work (e.g. a paragraph)
and/or with their peers using scoring rubrics. As they assess their own work (e.g. a paragraph)
and/or with their peers using scoring rubrics, they learn on their own what a good paragraph
is.
REFLECT

I came to the opinion in school that the human mind is wired to compare itself to others. This
is how we acquire knowledge. From the moment we are born, we learn through imitation,
repetition, and assessment – even on a little scale.

SHOW Your Learning Artifacts

1. My Accomplished Observation Sheet

Teacher My Observation
1. Did teacher provide opportunities for the Yes. By asking if they have any questions,
learners to monitor and reflect on their own keeping notebooks, writing reflective
learning? essays, and collecting a portfolio, the
teacher encourages students to reflect on
their learning.
2. What are proofs that students were The outcomes of students' self-reflection can
engaged in self-reflection, self-monitoring be seen in their notebooks and portfolios to
and self-adjustment? a considerable extent.
3. Did students record and report their own Yes, in their journals and portfolios. They
learning? keep track of what they've learned by
collecting their work, such as quizzes,
written assignments, and other projects, and
submitting them to the class at the end of the
quarter.
Did teacher create criteria with the students Yes. The learning task determines the
for tasks to be completed or skill to learned? teacher's criteria. Mechanics, style,
structure, and substance, for example, are
requirements for written activities; creativity,
originality, and other elements are criteria for
other learning

2. My Analysis

Assessment is a key component of learning because it helps students learn. When students are
able to see how they are doing in a class, they are able to determine whether or not they
understand the course material. Assessment can also help motivate students. If students know
they are doing poorly, they may begin to work harder. Just as assessment helps students,
assessment helps teachers. Frequent assessment
allows teachers to see if their teaching has been effective. The assessment also allows teachers
to ensure students learn what they need to know in order to meet the course's learning
objectives.

3. My Reflection
Self-assessment provides insight into my true comprehension and can help to identify gaps in
my knowledge. Encourages me to examine my own learning and levels of understanding. And
can also be an important 'wakeup call', identifying areas that require improvement. This
approach promotes a shift towards student-centered learning in which students define their
own goals and the steps required to meet them. Reflecting on the things that I have learned
requires me to consider new knowledge in the light of my previous experiences. This can
open up new levels of understanding, as well as dispel any former misconceptions I may have
had. It promotes deeper learning; it improves student engagement and lastly develops
judgment skills. In order to assess my own work, I must develop my judgment skills so I can
define what is 'good' or 'bad' about a piece of work. This ability to judge the quality of a piece
of work can then be more widely applied to the work of others - including source materials.

LINK Theory to Practice

1. C 4. B 7. C 10. A
2. A 5. A 8. C 11. B
3. C 6. A 9. D
LEARNING EPISODE 13: ASSESSMENT OF LEARNING (Summative Assessment)

Activity 13.1 | Aligning Assessment Task with the Learning Outcome

OBSERVE

Subjects Learning Assessment Is the If not

Outcome/s Task (How did assessment aligned,
Teacher tool /task improve on
assess the aligned to it.
learning the learning
outcome/s? outcome/s?
Specify.
P.E/EPP/TLE To dance Written quiz- No Performance
tango Enumerate the test – Let
steps of tango students
in order. dance tango.
Social Science Differentiate Written Quiz: Yes No need to
Literature/Panitikan supply and Compare and improve
ESP demand Contrast
Supply and
Demand (Venn
Diagram)
Physical/Biological Show Written Quiz: Yes The
Science/Math/ concern and Identify the assessment
English/Filipino cooperation type of tool/task was
in taking good Ecological related to the
care of the relationship learning
environment that is present outcome
in the given because the
statement students were
able to identify
the type of
ecological
relationship

ANALYZE

Yes, the evaluation activities and tools used by the teacher were all linked to the learning
objectives.

When assessment activities are not connected to particular topics, there could be a number of
factors that affect students' learning outcomes. Students can put what they've learned in class
into practice by completing tasks and activities. It can help ensure that the "correct" abilities
are evaluated using the right procedures
Students would recognize how their accomplishments would be evaluated if the evaluation
was aligned with the planned course intended learning outcomes. Through learning outcomes,
students are obliged to demonstrate what they have learned. On the other side, the assessment
plan specifies how they will be able to demonstrate their learning.

REFLECT

I experienced flashbacks to previous assessments I had performed in high school and at this
college while doing this activity. There are two types of teachers: those who display a passion
for teaching and never weary of giving their best in the classroom, and those who do not.
There's also one teacher who hardly ever speaks to the students. When it comes to assessment,
a teacher who teaches every day will employ this simple method that is linked to the learning
outcome. Another type of teacher who seldom teaches is one who employs nonlearning-
related assessments.

It motivates me to do better since it puts my abilities to analyze and respond to activities to

the test. It also helps me evaluate my performance and identify areas where I need to improve.
As a future teacher, I've learned that aligning assessments and learning goals affects students'
intrinsic motivation by directing them to the content of the lessons and the connections
between the activities and the lesson.

LINK Theory to Practice

1. C 4. C 7. A
2. A 5. A 8. A
3. A 6. A 9. C

Activity 13.2 | Observing in the Use of Traditional Assessment Tools

OBSERVE

Direction: Put a check (√) on the test which teacher used. From your teacher’s test items,
give an example.

Type of Traditional Put a Learning Sample Test Comments (Is

Assessment check (√) Outcome Item of the assessment
Tool/Paper and Pencil Here Assessed Resource tool constructed
Test Teacher in accordance
with established
guidelines?)
Explain your
answer.
Selected Response Type
1. Alternate response N/A N/A N/A N/A
2. Matching Type N/A N/A N/A N/A
3. Multiple Choice ✓ For the fable, Question: The learning
students select What is the outcomes,
the correct moral of the assessments,
answers. story? and subject
A) Speed matter, which is
always wins the fable, are all in
race. sync with one
B) Slow and other in this
steady wins the lesson.
race.
C) Never
challenge
someone
weaker than
you.
D) Taking naps
during important
tasks is wise.

4. Others N/A N/A N/A N/A

Type of Traditional Put a check Learning Sample Test Comments (Is

Assessment (√) Outcome Item of the
Tool/Paper and Here Assessed Resource assessment
Pencil Test Teacher tool
constructed in
accordance
with
established
guidelines?)
Explain your
answer.
Constructed Response Type
1. Completion N/A N/A N/A N/A
2. Short answer Can write What is the N/A N/A
type haiku to traditional
express syllable
his/her structure of a
environmental Haiku?
thoughts in a
holistic way
3. Problem solving N/A N/A N/A N/A
4. Essay – restricted N/A N/A N/A N/A
5. Essay-non- N/A N/A N/A N/A
restricted
6. Others N/A N/A N/A N/A
ANALYZE

The multiple-choice and short answer types are the most typically used since they are one of
the most common and effective ways for students to understand and comprehend the topic.

Short answer and multiple-choice questions, in my opinion, are the most important. Multiple
choice because the teacher receives factual knowledge about their topic and provides students
with options for appropriate responses, and essay types because the teacher employs or
integrates. Students' perspectives on the issue's questions. These will help students use their
critical thinking skills as well as retain and apply the concepts learned during the lesson.

Yes, because essays and other written tasks still described their experiences and how they plan
to use them in real-life situations. Assume that students will be able to put what they've
learned to good use in the community or in their personal lives.

REFLECT

If I had to compare myself to the teachers in terms of traditional assessment, I believe I am

not as skilled. Multiple-choice is the most challenging to construct, in my opinion, based on
my experience with Assessment of Learning I and II. Because this type of exam necessitates
the consideration of numerous aspects. If you make a mistake with the stem or your choices,
the item will be invalidated, and there are additional restrictions and limitations to be aware
of. Furthermore, developing a test of this type will take a significant amount of time and
effort. Some of your students will finish the exam in a matter of minutes, while others will
have to make educated guesses. A table of specifications will be quite useful to us, as I've
discovered from preparing this type of exam.

LINK Theory to Practice

1. C 4. B
2. A 5. A
3. A 6. C

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

OBSERVE

Authentic Learning Sample of How a product / Comment/s

Assessment/ Outcome Product/Performan performance was (Is the
Non-Traditional/ Assessed ce Assessed assessed scoring
Alternative rubric
 One example of a Describe how the constructed
product product/performan according to
assessed. (Put a ce was assessed. standards)?
photo of the Which was used
product/documen analytic rubric or
ted performance holistic rubric?
in My Teaching INCLUDE THE
Artifacts. RUBRIC IN MY
INCLUDE THE TEACHING
RUBRIC IN MY ARTIFACTS.
TEACHING
ARTIFACTS.
1. Product N/A N/A N/A N/A

2. Performance N/A N/A N/A N/A

ANALYZE

According to my observations, holistic rubrics were more commonly used than analytic
rubrics since they were easier to construct and made the evaluations simple. Holistic rubrics
analyze the output as a whole.

The scoring rubrics that were used were appropriate for the product/performance that was
being evaluated. It was right and fair.`

Yes, because criteria or rubrics should always be used when evaluating a product or
performance; if they aren't, we can conclude that the grades or scores aren't credible or
reliable. Without this, there may be prejudice in grading because the student has no
understanding what the findings are based on.

If I'm going to improve one of the rubrics, it'll be the poster rubrics. I'll just change the format
to something more appropriate.

Yes, an essay can be deemed an authentic assessment, despite the fact that it is done with
paper and pencil because it is obviously written. It requires students to create, construct, and
organize concepts based on what they have learned and used in real-world problems, rather
than just selecting responses from a list of options.

Rubrics allow students to be self-directed because they can evaluate their own work by
studying the specified criteria. It aids evaluation as learning since students are encouraged to
reflect on their own output and learnings to see if they have truly accomplished the desired
outcomes.
The scoring rubric for FS Book 1 has aided me in creating a better output. This rubric directs
and helps me in evaluating my work to determine whether I should improve it, make changes,
or leave it alone. The rubrics offer me with some key aspects to consider in order to create a
good output.

REFLECT

I remember seeing such assessment tools in high school, but maybe there's a new innovation
in the works that can assist more students learn. Assessment is an important element of the
learning process; we used to assess using traditional methods, but authentic assessment has
taken their place. It is not new, though; it has been used for years, and performance tasks are
frequently used in the classroom. We are truly assessed in my learning path over the years.
Making an authentic output, group projects, and various types of performance assignments are
just a few of the interesting and demanding assessments that allow us to apply what we're
learning or what we've learned in real-life situations.

SHOW Your Learning Artifacts

• Accomplished Observation Sheet

NOT OBSERVED

• Observations

Rubrics also assist teachers in tracking a student's progress and developing and revising a
lesson plan. They give a student and a teacher a way to assess the quality of a body of work.
When a student's appraisal of his or her work differs from the teacher's assessment, a
conference can be scheduled to allow the student to explain his or her comprehension of the
topic and justify the presentation approach.

• Reflection

Authentic assessment begins with the students being made aware of clear and precise
performance criteria. It asks students to come up with their own answers to questions rather of
selecting from a list of options, as in multiple choice items, and it needs them to employ a
variety of higher-order thinking skills (HOTS). This type of assessment promotes a learner-
centered classroom in which the teacher's primary goal is to assist students in adopting
responsibility for their own learning and developing self-evaluation skills. The teacher creates
activities and assesses the outcomes, which provides the data needed to track students'
development and evaluate the teacher's teaching strategies. In authentic assessment rubrics, on
the other hand, they are important since they inform both the teacher and the students on what
is being assessed. Rubrics not only increase consistency in scoring, but they also promote
validity by clarifying the standards of achievement that the teacher would use in evaluating
students.

• A photo of a product assessed and a documented performance test

NOT OBSERVED

LINK Theory to Practice

1. A 4. A
2. B 5. A
3. C

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 in My Learning Artifacts.
3. Based on the sample portfolio given by your Resource Teacher/research by you,
accomplish Observation Sheet #
4. Put a check in the right column.

What a Portfolio Includes

Elements of a Portfolio Present? Missing?
1. Clearance 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 the selected significant
materials.
5. Student’s reflection – there is evidence /
that students reflected on their learning.
 6. Evidence of student participation in /
selection of content of portfolio – there is
proof that students took part in the
selection of the content of the portfolio.

ANALYZE

In light of the OBE, I believe that the actions and output of the students should be used to lead
the selection of evidence to demonstrate that the students learnt what they were meant to
learn. They should be included in the portfolio so that the teacher can assess the students'
progress within a given class period. Any written or creative responses to what they've learned
from the students should also be provided.

Elements of a DEVELOPMENTAL/GROWTH Portfolio (Which type of portfolio?)

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

Teachers who want to know how students grow or change over time, how to help students
develop process skills like self-evaluation and goal-setting, how to identify students' strengths
and weaknesses, and how to track the development of additional products/performances
should use the development or growth portfolio. Showcase Portfolios were used to showcase
end-of-year/semester achievements, to create a sample of best work for a career or college
application, to illustrate student assessments of favorite, best, or most significant work, and to
communicate a student's current aptitudes to potential teachers. When a teacher wants to keep
track of a student's progress toward a set of standards, keep track of achievement for grading,
and accurately place students.

REFLECT

The portfolio, in my opinion, did not complicate the work of learning assessment; rather, it
simplified it. Because one type of portfolio can be used to assess a student's progress
immediately. In addition, the portfolio contains evidence of the student's learning in each
lesson. Furthermore, the time spent evaluating portfolios is proportional to the improvement
made in learners' metacognitive processes as a result of portfolio use. Students were given the
opportunity to evaluate themselves and submit feedback in order to enhance their learning
strategies and obtain a better understanding of the topic.
SHOW Your Learning Artifacts

• Sample/s of Improved Written Tests, 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

LINK Theory to Practice

1. A
2. A
3. A
4. B
5. C

Activity 13.5: Determining the Level of Teacher’s Questions

OBSERVE

Table 1. Number of Questions per Level

Cognitive Rank Cognitive Rank Tally of Total

Processes Processes Assessment
(Bloom as (Kendall and Tasks/
revised by Marzano) Questions
Anderson and
Krathwohl)
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 Rank Tally and Total Rank Example of Rank

Total Score of Score of Assessment Based
Cognitive Cognitive Tasks/ on Use
Processes Processes Questions
(Bloom as (Kendall and Given by
revised by Marzano) Resource
Anderson and Teacher
Krathwohl)
Self-system 6-Highest e.g., Teacher
Thinking asked students:
 Why is the lesson
important to you?
Metacognition 5
Example: 6-Highest
Creating = I
Evaluating = I 5
Analyzing / An 4 Analysis 3
= II
Applying = III 3 Knowledge 4
Utilization
Understanding 2 Comprehension 2
= II
Remembering 1-Lowest Retrieval = III 1-Lowest
= IIIII I I
Rank Rank

ANALYZE

Among the cognitive skills, creating ranks is the highest, while remembering and placing is
the lowest.

In the taxonomy of learning, the teacher places a greater emphasis on the highest level of
cognitive skills.

The two highest cognitive skills are self-system thinking and metacognitive skills.

REFLECT

If I had to rank my higher order thinking skills, I would give myself a 4 since I am aware that
I can always improve my HOTS, but I am able to think outside the box and respond logically
to questions.

As a future teacher, I should assist students in developing their HOTS by implementing

activities that correspond to higher and highest cognitive thinking skills. Questioning
techniques and the types of assessment questions and tasks are also crucial considerations. It
should assist them in developing critical thinking skills and the ability to apply their
knowledge and skills in real-world situations.

LINK Theory to Practice

1. C 4. B
2. A 5. B
3. A
Activity 13.6: Analyzing a Table of Specifications

REVISIT the Learning Essentials

Learning No. of Cognitive Level Total

Outcome Class Rem Un Ap An Ev Cr
Hours
1. Use the 3.45 1.0781 1.617 1.941 1.294 0.539 4.312 10.781
plural form of
regular nouns
2. Use plural
form of 3.30 1.031 1.547 1.856 1.237 0.516 4.125 10.312
irregular nouns
3. Use clear
and coherent 5.0 1.662 2.344 2.813 1.875 0.781 6.25 15.625
sentences
employing
appropriate
grammatical
structures:
Kinds of
Nouns – Mass
Nouns and
Count Nouns
4. Use clear
and coherent 5.25 1.641 2.461 2.953 1.969 0.820 6.562 16.406
sentences
employing
appropriate
grammatical
structures
(quantifiers of
mass nouns)
5. Compose
clear and 6.30 1.969 2.953 3.544 2.363 0.984 7.875 19.688
coherent
sentences
using
appropriate
grammatical
structures:
Kinds of
Nouns
(Possessive
Nouns)
 6. Identify and 4.30
use concrete 13.438 1.344 2.016 2.419 1.613 0.672 5.375
nouns and
abstract nouns
Total 31.60/ 100 10 15 18 12 5 40
32 hrs

ANALYZE

To ensure exam content validity, each component must contain all of the necessary levels and
skills to ensure that you meet the class's specified objectives.

To accurately distribute the amount of test items to each learning outcome. As a result, other
learning outcomes or specific topics should not be overlooked, and the quantity of items
should be distributed evenly according to the number of hours the topic has been taught.

Yes, learning outcomes should be placed in the first column of the OBE, not the topic; it
provides precise targeted goals, and we may conclude that learning outcomes should be
placed there from the word outcomebased.

No, the test can be valid if it is based on the specifications table that has been prepared. The
test's blueprint is the TOS. TOS is really important to me, and a teacher cannot create a test
with content validity without it. The TOS acts as a test pattern for the teacher to use when
creating examinations or other assessments. While a test may be valid, TOS will definitely be
of tremendous use to teachers.

REFLECT

It's clear from the conversation that the test isn't related to anything they've learned or
discussed in class. I had a similar situation in high school, where we had to take an
examination in one subject that contained test items that we had not previously studied. It's
very upsetting when all of your hard work studying and analyzing your lessons has been for
nothing. I understand that teachers are only human. They aren't perfect. They make mistakes.
Actually, when I study something, I make an effort to read and concentrate on what my
teacher has told us. However, as the exam began, my initial impression was somewhat
unexpected. I was taken aback since the questions were so far from what I had learned, and
some of them had not yet been discussed. This type of exam, in my opinion, is ineffective,
because the content does not accurately reflect the students' abilities based on their previous
knowledge. We must continue to follow and create questions based on what we have thought
to our students because otherwise, we will simply confuse our own students. A teacher should
always prepare his TOS in this circumstance since it will lead them to more valid questions
and content. That is not how we should act. Our words and deeds must be firm. From there, a
Table of Specifications can be used to correct the situation, since it will serve as the teacher's
guidance in constructing the exam questions.

REFLECT

Yes, I remember having tests in the past where there were some test items that were not
discussed. I remember having difficulty in answering those questions because I really cannot
recall them being talked about in the class. Therefore, a TOS is a great guide to constructing
tests and can solve the problem of misaligned tests. A test made based on the TOS can be a
valid measure of the students' knowledge. Also, a TOS gives a sufficient number of partitions
on the cognitive levels which ensures a more adequate and detailed coverage.

SHOW Your Learning Artifacts

Accomplished Observation Sheet

Learning No. of Cognitive Level Total

Outcome Class Rem Un Ap An Ev Cr
Hours
1. Use the 3.45 1.0781 1.617 1.941 1.294 0.539 4.312 10.781
plural form of
regular nouns
2. Use plural
form of 3.30 1.031 1.547 1.856 1.237 0.516 4.125 10.312
irregular nouns
3. Use clear
and coherent 5.0 1.662 2.344 2.813 1.875 0.781 6.25 15.625
sentences
employing
appropriate
grammatical
structures:
Kinds of
Nouns – Mass
Nouns and
Count Nouns
4. Use clear
and coherent 5.25 1.641 2.461 2.953 1.969 0.820 6.562 16.406
sentences
employing
appropriate
grammatical
structures
 (quantifiers of
mass nouns)
5. Compose
clear and 6.30 1.969 2.953 3.544 2.363 0.984 7.875 19.688
coherent
sentences
using
appropriate
grammatical
structures:
Kinds of
Nouns
(Possessive
Nouns)
6. Identify and 4.30
use concrete 13.438 1.344 2.016 2.419 1.613 0.672 5.375
nouns and
abstract nouns
Total 31.60/ 100 10 15 18 12 5 40
32 hrs

• Analysis

Assessment is an important element of the teaching and learning process, but sometimes
teachers make mistakes and students are not assessed in accordance with what has been
taught. The table of specifications will help teachers in determining how they will prepare for
their exams. The TOS acts as a test blueprint. It will make it easier for teachers to prepare the
test and align it with the learning outcomes and the number of hours spent teaching the lesson.

• Reflection

TOS ensures that the test or evaluation is valid and reliable. If students perceive that their
efforts are not useless, they are more willing to study harder and develop the skills they have
learned. Even if you create easier questions, if they are not included in all discussions and
lessons for that time period of learning, students will be annoyed and disappointed in the end.
• Completed Sample TOS

LINK Theory to Practice

1. A 4. B
2. A 5. A
3. A 6. A

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

OBSERVE

A. Sample Students’ Report Card

NOT OBSERVED

B. Interview of Resource Teacher

NOT OBSERVED

C. Interview of 5 Students

NOT OBSERVED
 D. Review of DepEd Order # 8, s. 2015

This information can be found in the curriculum guides. The weighted raw score of the
learners' summative assessments will be used to determine all grades. The grading system will
be based on a competency grading system.

STEP 1: Grades from all student grades are added up. This results in the total score for each
component, namely Written Works, Performance Tasks and Quarterly Assessment. Raw
scores from each component have to be converted to a Percentage Score. This is to ensure that
values are parallel to each other.
STEP 2: The sum of each component is converted to percentage score. To compute the
percentage score (PS), divide the raw score by the highest possible score then multiply the
quotient by 100%. Percentage Score (PS)= Learners total score/Highest possible score X
100%
STEP 3: Percentage score are then converted to Weighted Scores to show the importance of
each component in promoting learning in the different subjects.
Weighted Score (WS) = Percentage Score x Weight of component

The general average or final grades are calculated at the end of the school year by dividing the
sum of all final grades by the total number of learning areas. Each learning area is given the
same amount of weight.

The basis for a learner's promotion and retention is their ability to meet expectations. The
student is advanced to the next grade level if he or she has a final grade of 75 or above in all
learning areas.

Learners' observed behavior in showing the Core Values of Maka-Diyos, Makatao,

Makakalikasan, and Makabansa will be reported using a non-numerical rating scale.

E. Grade Computation

NOT OBSERVED
ANALYZE

Yes, based on my interview, I infer that the new grading system helped them a lot.

From the teacher’s point of view, I cannot tell since the resource teacher I interviewed said
that she has been using the old grading system. For the student, she is able to monitor the
progress and improve her performance given the grading system.

Not mentioned. (Not applicable)

Yes, for me, they are fairly distributed since most students give or exert more effort on their
written works/performance tasks. Also, these are the assessments which best showcase their
learnings.

Yes, I was able to know and practice how to compute the percentage score, the weighted
score, the initial, quarterly, and final grade

REFLECT

Grading systems are a great help both for the teachers and the students. First, the teachers
have a basis on how they can grade their students fairly. For the students, they are able to
monitor their own learning and their grades. Also, they are able to balance their performance
in a way that they can find opportunities to bring their score up/higher by making up for failed
or low scores. With these, I think that transparency of the grading system to the students is
important. This way, they are aware of how their performances in academics are computed.

LINK Theory to Practice

1. B 4. A 7. D 10. A 13. D
2. B 5. C 8. A 11. A 14. A
3. C 6. A 9. D 12. C 15. B

Activity 13.8: Reporting Students’ Performance

OBSERVE

Proceedings in a Card Distribution Day

NOT OBSERVED
Interview with Resource Teacher

NOT OBSERVED

Interview with Resource Teacher

NOT OBSERVED

Interview with Students

NOT OBSERVED

Interview with Parents

NOT OBSERVED

ANALYZE

NOT OBSERVED

REFLECT

They claim it's important to know your marks or the outcome of your performance. It will
provide you with a clear image of how effectively you maintain and enhance your
performance, but students and parents frequently misunderstand how things turned out,
prompting them to ask questions. As a teacher, you should report and discuss the results in a
clear and objective manner in order to cleanse your mind of anything that is bothering you.
You should provide appropriate feedback in a non-offensive manner. You should encourage
students to work harder and parents to support their children. Showing and discussing the
reports, as well as providing feedback, aids the learners in self-evaluation and, as a result,
learning occurs. Self-evaluation is also a technique of determining how well they will learn
and act in order to improve.

LINK Theory to Practice

1. D 4. B
2. A 5. A
3. C 6. B
Learning Episode 14: The Teacher as a PERSON and as a PROFESSIONAL

OPTIONAL
Learning Episode 15: The Teacher as a PERSON and as a PROFESSIONAL

OPTIONAL
Learning Episode 16: On Teacher’s Philosophy of Education

OPTIONAL
REFLECTIONS ON THE FIELD STUDY AREAS OBSERVED AND EVIDENCE OF
LEARNING

During my recent experience at Tabaco National High School, I have undergone substantial
personal and professional growth. A significant aspect of this period has been my enhanced
understanding of the teaching profession in preparation for my upcoming on-the-job training
(OJT) years. Through direct observation of classes at TNHS and further exploration of
effective teaching methodologies and classroom organization, I now possess greater
confidence in my capabilities to successfully educate students in the future. Additionally, my
aspiration to become an educator has intensified during this time, and I find myself less
apprehensive about the challenges of teaching due to the solid foundation I have established.

Nevertheless, several recurring themes in education have remained evident. Observing three
distinct classrooms with varying teaching styles has proven to be particularly instructive. Each
environment provided unique insights into the ways in which student interactions can
positively or negatively influence the classroom climate, as well as various strategies for
addressing challenging behaviors. I am appreciative of these observations, as they have
deepened my comprehension of classroom dynamics and the necessity for adaptability.

Furthermore, I found the concept of differentiated instruction to be of paramount importance.

I observed a teacher who skillfully modified her instructional techniques to meet the diverse
needs of her students, providing additional support for those who required it while
simultaneously challenging advanced learners. This experience reinforced the critical role of
flexibility and creativity in lesson planning to ensure that all students feel included and
empowered to succeed.

Moreover, I witnessed the profound effects of reflective teaching during my observations. My

mentor teacher frequently articulated the rationale behind her instructional decisions and
actively sought feedback regarding her lessons. This reflective practice demonstrated that
teaching is a continuous journey of learning and self-improvement. It also encouraged me to
critically evaluate my own teaching methods and explore opportunities to enhance
engagement and effectiveness in my lessons. As a student teacher, my time spent in the
classroom has offered invaluable insights into both the art and science of education,
significantly shaping my understanding of the responsibilities inherent in being an educator.
RETROSPECTION

As I step into the library, the sight of its meticulously organized

shelves and perfectly arranged books fills me with a sense of wonder.
The calm atmosphere, accentuated by the soft whispers of fellow
readers, enhances my admiration for this haven of knowledge.
APPENDICES