FIELD STUDY 1 LEARNING EPISODE

Utilizing Teaching-

11 Learning Resources and

ICT

ANALYZE

Electronic Resources Evaluation Form

Grade/Year level
Subject Matter/Topic (Based on
the class you observed)
Lesson Objectives/Learning
Outcomes
Name and Describe the Put a check if the resource satisfies the criterion. Describe how you
Type of electronic resource can use it if you
Electronic (include were to teach in the
Resource author/publisher/ class you observed.
Source).

Accurate Appropriate Clear Complete Motivating organiz

ed

REFLECT

1. Describe your experience in surfing the internet for appropriate electronic resources for the class?
What made it easy? Difficult?
2. How did you choose which electronic resources to include here? What did you consider? Explain.
Which of the new trends in Education 4.0 would you like to explore more for your work as a
teacher? Why?
3. Reflect on your technology skills. What skills do you already have, and what skills would you
continue to work on to be better at utilizing education 4.0 resources?
EVALUATE Performance Task

Learning episode Excellent Very Satisfactory Needs

4 Satisfactory 2 improvement
3 1
Accomplished All observation One (1) to two Three (3) observation Four (4) or more
Observation Sheet questions/tasks (2) observation questions/tasks not observation
completely questions/tasks answered/accomplish questions/tasks not
answered/accomp not ed answered/accompl
lished answered/accom ished.
plished
Analysis All questions All questions Questions were not Four (4) or more
were answered were answered answered completely; observation
completely; completely; answers are not clearly questions were not
answers are with answers are connected to theories; answered; answers
depth and are clearly one (1) to three (3) not connected to
thoroughly connected to grammatical/spelling theories; more
grounded on theories; errors. than four (4)
theories; grammar grammar and grammatical/spelli
and spelling are spelling are free ng errors.
free from error. from errors,
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; supported shallow; somewhat shallow; rarely
by what were by what were supported by what supported by what
observed and observed and were observed and were observed and
analysed. analysed. analysed. analysed.
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in the reflected on in reflected on in the reflected on in the
context of the the context of the context of the learning context of the
learning learning outcomes. Complete; learning
outcomes; outcomes. not organized, outcomes; not
complete, well Complete; well relevant to the complete; not
organized, highly organized, very learning outcome. organized, not
relevant to the relevant to the relevant.
learning outcome. learning
outcome.
Submission Submitted before Submitted Submitted a day after Submitted two (2)
the deadline. before the the deadline. days or more after
deadline. the deadline.
COMMENT/S
Over-all
Score
Rating:
(Based
on
transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below
FIELD STUDY 1 LEARNING EPISODE

Assessment FOR Learning

12 and
Assessment AS Learning
(Formative Assessment)

ANALYZE

1. Why should a teacher find out if students understand the lesson while teaching is in progress? It is
not better to do once-and-for-all assessment at the completion of the entire lesson?
2. Why is not enough for a teacher to ask “Did you understand, class?” when he/she intends to check
on learners’ progress?
3. Should a teacher record results of formative assessment for grading purposes? Why or why not?
4. Based on your observations, what formative assessment practice worked?
5. For formative assessment, why is peer tutoring in class seem to be more effective than teacher
himself/herself doing the re-teaching or tutoring?
6. Could an unreasonable number of failures at the end of the term/grading period be attributed to the
non-application of formative assessment? Why or why not?

REFLECT

 Formative assessment is tasting the soup while cooking. Reflect on this and write your reflections.
 Should you record results of formative assessment? Why or why not?

ANALYZE

1. If the student is at the heart of all assessment, then all assessment should support student learning.
Do you agree? Why or why not?
2. Does assessment as learning have the same ultimate purpose as assessment for learning?

REFLECT

The primary purpose of assessment is not to measure but to further learning. Reflect on your personal
experiences in school. Were you given opportunities for self-assessment? If yes, what was its impact on your
learning?
EVALUATE Performance Task

Learning episode Excellent Very Satisfactory Needs

4 Satisfactory 2 improvement
3 1
Accomplished All observation One (1) to two Three (3) observation Four (4) or more
Observation Sheet questions/tasks (2) observation questions/tasks not observation
completely questions/tasks answered/accomplish questions/tasks not
answered/accomp not ed answered/accompl
lished answered/accom ished.
plished
Analysis All questions All questions Questions were not Four (4) or more
were answered were answered answered completely; observation
completely; completely; answers are not clearly questions were not
answers are with answers are connected to theories; answered; answers
depth and are clearly one (1) to three (3) not connected to
thoroughly connected to grammatical/spelling theories; more
grounded on theories; errors. than four (4)
theories; grammar grammar and grammatical/spelli
and spelling are spelling are free ng errors.
free from error. from errors,
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; supported shallow; somewhat shallow; rarely
by what were by what were supported by what supported by what
observed and observed and were observed and were observed and
analysed. analysed. analysed. analysed.
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in the reflected on in reflected on in the reflected on in the
context of the the context of the context of the learning context of the
learning learning outcomes. Complete; learning
outcomes; outcomes. not organized, outcomes; not
complete, well Complete; well relevant to the complete; not
organized, highly organized, very learning outcome. organized, not
relevant to the relevant to the relevant.
learning outcome. learning
outcome.
Submission Submitted before Submitted Submitted a day after Submitted two (2)
the deadline. before the the deadline. days or more after
deadline. the deadline.
COMMENT/S
Over-all
Score
Rating:
(Based
on
transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below
FIELD STUDY 1 LEARNING EPISODE

13 Assessment OF Learning

REFLECT

 Reflect on past assessments you have been through. Were they all aligned with what your teacher
taught (with learning outcomes?
 How did this affect your performance? As a future teacher, what lesson do you learn from this past
experience and from this observation?

ANALYZE

3. Will it make a difference in assessment of student work if teacher would rate the product or
performance without scoring rubrics? Explain.

4. Can an essay or other written requirements, even if it is a written paper-and-pencil test, be considered
an authentic form of assessment? Explain your answer.

5. Can rubrics be make students to become self-directed or independent learners? Do rubrics contribute
to assessment AS learning (self-assessment?) what if there were no rubrics in assessment?

REFLECT

Are authentic assessment tools and tasks new? Reflect on your experiences of test for all the years as a
student.

REFLECT

If you were to rate yourself on HOTS – where you be from a scale of 1 to 5 (5 as highest) where will you
be?
As a future teacher. Reflect on how you will contribute to the development of learners’ HOTS?
 Activity 13.6 Analysing a table of specifications

No.
learning outcomes of Cognitive Level Total
Class
Hours
Rem Un Ap An Ev Cr

1.
2.
3.
4.
5.
6.
Total

ANALYZE

1. What parts must a TOS contain to ensure test content validity?

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

OBSERVE

D. Review of DepEd Order # 8, s. 2015

1. What are the basis for grading?
2. How do you compute grades per quarter for Grades 1 to 10 and Grades 11 to 12. Give an example.
3. How do you compute grades at the end of the school year?
5. What are the bases for learners’ promotion and retention at the end of the school year?
6. What is the report on learners’ observation values?
E. Grade Computation
Show sample computation of a grade:
 In a subject of your choice from Grades 1 to 6 (if you are a future elementary teachers)
 In your specialization if you are a high school teacher.
 Show your percentage contributions of written work, performance tasks and quarterly assessment.
Then give the descriptor. Refer to DepEd Order # 8, s. 2015

REFLECT

In an era where the emphasis is self-directed learning and demonstration of competencies, knowledge, skills
and values learned (outcomes-based education) - do grades really matter?

Activity 13.8 Reporting Students’ Performance

OBSERVE

Proceedings in a Card Distribution Day

1. Observe how cards are distributed on Card Distribution Day. Describe how cards are distributed.
2. Describe how the Resource Teachers communicated learners’ assessment results and grades to
parents.
3. Did parents raise questions or concerns? If yes, what were their questions/concerns?
4. How did the Resource Teacher handle their questions and concerns? What answers did he/she gives?
Interview with Resource Teacher
1. How do you give feedback to your students regarding their performance? When do you give
feedback?
2. How do you report students’ performance to parents? Does the school have a regular way of reporting
grades to parents?
3. What problems on grade reporting did you encounter with parents? How did you address it/them?

Interview with students

1. Do you see the meaning of your grades in the School Report Card?
2. Does knowing your grade motivate you to work harder?
Interview with parents
1. Does your child’s Report Card give you a clear picture of how your child is performing?
2. If you were asked what else should be found in the Report Card, which one? Why?
3. Do you find the Card Distribution Day important? Why or why not?
4. Any suggestion on how to make Card Distribution more meaningful?

ANALYZE

1. What were the most common issues raised on students’ performance?

2. Based on your observations and findings, what practices must be
a) Maintained and
b) Improved to make grades and reporting meaningful?

REFLECT

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

Learning episode Excellent Very Satisfactory Needs

4 Satisfactory 2 improvement
3 1
Accomplished All observation One (1) to two Three (3) observation Four (4) or more
Observation Sheet questions/tasks (2) observation questions/tasks not observation
completely questions/tasks answered/accomplish questions/tasks not
answered/accomp not ed answered/accompl
lished answered/accom ished.
plished
Analysis All questions All questions Questions were not Four (4) or more
were answered were answered answered completely; observation
completely; completely; answers are not clearly questions were not
answers are with answers are connected to theories; answered; answers
depth and are clearly one (1) to three (3) not connected to
thoroughly connected to grammatical/spelling theories; more
grounded on theories; errors. than four (4)
theories; grammar grammar and grammatical/spelli
and spelling are spelling are free ng errors.
free from error. from errors,
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; supported shallow; somewhat shallow; rarely
by what were by what were supported by what supported by what
observed and observed and were observed and were observed and
analysed. analysed. analysed. analysed.
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in the reflected on in reflected on in the reflected on in the
context of the the context of the context of the learning context of the
learning learning outcomes. Complete; learning
outcomes; outcomes. not organized, outcomes; not
complete, well Complete; well relevant to the complete; not
organized, highly organized, very learning outcome. organized, not
relevant to the relevant to the relevant.
learning outcome. learning
outcome.
Submission Submitted before Submitted Submitted a day after Submitted two (2)
the deadline. before the the deadline. days or more after
deadline. the deadline.
COMMENT/S
Over-all
Score
Rating:
(Based
on
transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below
FIELD STUDY 1 LEARNING EPISODE

14 The Teacher as a PERSON

and as a PROFESSIONAL

REFLECT

Identify one personal characteristics of your model teacher that has made a great impact in your life as a
learner. Reflect and describe how this quality influenced you.

Activity 14.2 Is the teacher a Professional Teacher?

Name of the Teacher: ___________________________________________________

PRC license No. ____________________________________Grade Level Taught: ______________
Answer the following statements based on your OBSERVATION of the teacher. Check Yes or No or
Doubtful.

Does the teacher exhibit the

competence of a
Professional Competence professional teacher? Check
your answer below.
Yes No Doubtful
1. Practices code of Ethics for Professional Teachers

2. Teaches the subject matter very well with mastery

3. Keep self-updated with educational trends, policies, and curricula

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

________________________________
Name and Signature of the Teacher informant (peer)

OR:

________________________________________
Name and Signature of the supervisor informant (Head)

AND

______________________________________________
Your Name and Signature (Pre-service Student)

ANALYZE

Answer the following questions.

1. In activity 2, do you consider the Teacher as a professional Teacher? In what competencies is the
teacher Strong? _____ Weak? ____ Why?
2. Did your answers to the survey form coincide with the answers of the professional characteristics
and competencies as the teacher/teachers observed then learners will be
 SHOW YOUR LEARNING ARTIFACTS

Show here the artifacts of this episode.

1. Short narrative about the teacher with a description of the personal qualities and professional
characteristics that you have observed. You may request a picture from the teacher.
My Teacher, My Hero
EVALUATE Performance Task

Learning episode Excellent Very Satisfactory Needs

4 Satisfactory 2 improvement
3 1
Accomplished All observation One (1) to two Three (3) observation Four (4) or more
Observation Sheet questions/tasks (2) observation questions/tasks not observation
completely questions/tasks answered/accomplish questions/tasks not
answered/accomp not ed answered/accompl
lished answered/accom ished.
plished
Analysis All questions All questions Questions were not Four (4) or more
were answered were answered answered completely; observation
completely; completely; answers are not clearly questions were not
answers are with answers are connected to theories; answered; answers
depth and are clearly one (1) to three (3) not connected to
thoroughly connected to grammatical/spelling theories; more
grounded on theories; errors. than four (4)
theories; grammar grammar and grammatical/spelli
and spelling are spelling are free ng errors.
free from error. from errors,
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; supported shallow; somewhat shallow; rarely
by what were by what were supported by what supported by what
observed and observed and were observed and were observed and
analysed. analysed. analysed. analysed.
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in the reflected on in reflected on in the reflected on in the
context of the the context of the context of the learning context of the
learning learning outcomes. Complete; learning
outcomes; outcomes. not organized, outcomes; not
complete, well Complete; well relevant to the complete; not
organized, highly organized, very learning outcome. organized, not
relevant to the relevant to the relevant.
learning outcome. learning
outcome.
Submission Submitted before Submitted Submitted a day after Submitted two (2)
the deadline. before the the deadline. days or more after
deadline. the deadline.
COMMENT/S
Over-all
Score
Rating:
(Based
on
transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below
FIELD STUDY 1 LEARNING EPISODE

Towards Teacher Quality:

15 Developing a Glocal
Teacher of the 21st Century

REFLECT

 In what aspects of the teacher’s day, would you like to congratulate the teacher you
observed? Can you show your appreciation to this teacher by sending a Thank you card?
(Include this in your artifact)

The Creation and Management of the New Learning Environment as a Skill of

Activity 15.2 the 21st Century Quality Teacher.

OBSERVE

A. Current Classroom I am Observing

Grade level
 B. My Classroom for the 21st Century

ANALYZE

Make a comparison of your drawings A and B. Describe the similarities and differences. Explain why.
features of the Present My Vision of the Future Why the similarity?
Classroom Components Classroom Why the difference?
 REFLECT

Make a short paragraph on how will you manage teaching-learning in the 21st century classroom.
EVALUATE Performance Task

Learning episode Excellent Very Satisfactory Needs

4 Satisfactory 2 improvement
3 1
Accomplished All observation One (1) to two Three (3) observation Four (4) or more
Observation Sheet questions/tasks (2) observation questions/tasks not observation
completely questions/tasks answered/accomplish questions/tasks not
answered/accomp not ed answered/accompl
lished answered/accom ished.
plished
Analysis All questions All questions Questions were not Four (4) or more
were answered were answered answered completely; observation
completely; completely; answers are not clearly questions were not
answers are with answers are connected to theories; answered; answers
depth and are clearly one (1) to three (3) not connected to
thoroughly connected to grammatical/spelling theories; more
grounded on theories; errors. than four (4)
theories; grammar grammar and grammatical/spelli
and spelling are spelling are free ng errors.
free from error. from errors,
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; supported shallow; somewhat shallow; rarely
by what were by what were supported by what supported by what
observed and observed and were observed and were observed and
analysed. analysed. analysed. analysed.
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in the reflected on in reflected on in the reflected on in the
context of the the context of the context of the learning context of the
learning learning outcomes. Complete; learning
outcomes; outcomes. not organized, outcomes; not
complete, well Complete; well relevant to the complete; not
organized, highly organized, very learning outcome. organized, not
relevant to the relevant to the relevant.
learning outcome. learning
outcome.
Submission Submitted before Submitted Submitted a day after Submitted two (2)
the deadline. before the the deadline. days or more after
deadline. the deadline.
COMMENT/S
Over-all
Score
Rating:
(Based
on
transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below
FIELD STUDY 1 LEARNING EPISODE

On Teacher’s Philosophy

16 of Education

Activity 16.1 Analyzing DepEd’s Philosophy of Education

Philosophies of Education Which philosophies are Which philosophies are

expressed in the DepEd Vision, expressed in the K to 12
Mission Statements, Core Curriculum Framework and
Values, and Mandate? Give Guide and sec 5 of RA 10533?
proof Give proof.
1. Essentialism- teach Essentialism – the core values of Essentialism – List of standards
mastery of the basics; maka-Diyos, makatao, maka- and competencies that learners
curriculum is prescribed; kalikasan and maka-bansa show are expected to attain is the
subject matter-centered that DepEd is essentialist. DepEd subject to learn.
there are universal, believes in unchanging values -Essentialist
objective values; that need to be inculcated.
inculcate values in
subject matter.
2. Perenialism - teach those
that last, the classics;
there are universal
values; inculcate these
universal, objective
values
3. Progressivism – very
child-centered; teach
those that interest the
child; one learns by
experience; learners learn
by doing so teacher
teacher’s teaching is
experiential; values are
subjective; instead
teachers help students
clarify their values.
4. Reconstructionism –
school is agent of change;
schooling is preparing
students for this social
changes; teaching is
involving the students in
discussions of moral
dilemmas.
5. Existentialism - Teachers
teach learners to make a
choice, to make a
decisions and not merely
to follow the crowd; one
who does not make a
choice and so simply
follow others do not
leave meaningful life.
6. Pragmatism - That which
is useful, that which is
practical and that which
works is what is good;
that which is efficient and
effective is that which
good.e.g. is showing a
video clip on mitosis is
more efficient and more
effective and therefore
more practical than
teacher coming up with a
visual aid by drawing
mitosis on a cartolina or
illustration board.
7. Rationalism -emphasizes
the development of the
learners’ reasoning
powers; knowledge
comes through reason;
teacher must develop the
reasoning power of the
learner.
8. Utilitarianism -what is
good is that which is
most useful (that which
brings happiness) to the
greatest number of
peoples.
9. Empiricism - source of
knowledge is through the
senses; teacher must
involve the senses in
teaching-learning
10. Behaviourism –
behaviour is shaped
deliberately by forces in
the environment and that
the type of person and
actions desired can be the
product of design;
behaviour is determined
by others, rather than by
person’s own free will;
teacher must carefully
shape desirable
 behaviour; drills are
commonly used to
enhance learning.
Rewards reinforce
learning.
11. Constructivism – learners
are capable of
constructing knowledge
and meaning; teacher
does not just “tell” or
dictate but asks learners
for knowledge they
construct and meaning of
lesson

ANALYZE

 If there is one philosophy that schools and teachers should give more attention to, what should that
be and why?

REFLECT

My Philosophy of Teaching
EVALUATE Performance Task

Learning episode Excellent Very Satisfactory Needs

4 Satisfactory 2 improvement
3 1
Accomplished All observation One (1) to two Three (3) observation Four (4) or more
Observation Sheet questions/tasks (2) observation questions/tasks not observation
completely questions/tasks answered/accomplish questions/tasks not
answered/accomp not ed answered/accompl
lished answered/accom ished.
plished
Analysis All questions All questions Questions were not Four (4) or more
were answered were answered answered completely; observation
completely; completely; answers are not clearly questions were not
answers are with answers are connected to theories; answered; answers
depth and are clearly one (1) to three (3) not connected to
thoroughly connected to grammatical/spelling theories; more
grounded on theories; errors. than four (4)
theories; grammar grammar and grammatical/spelli
and spelling are spelling are free ng errors.
free from error. from errors,
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; supported shallow; somewhat shallow; rarely
by what were by what were supported by what supported by what
observed and observed and were observed and were observed and
analysed. analysed. analysed. analysed.
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in the reflected on in reflected on in the reflected on in the
context of the the context of the context of the learning context of the
learning learning outcomes. Complete; learning
outcomes; outcomes. not organized, outcomes; not
complete, well Complete; well relevant to the complete; not
organized, highly organized, very learning outcome. organized, not
relevant to the relevant to the relevant.
learning outcome. learning
outcome.
Submission Submitted before Submitted Submitted a day after Submitted two (2)
the deadline. before the the deadline. days or more after
deadline. the deadline.
COMMENT/S
Over-all
Score
Rating:
(Based
on
transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below