THE

FIELD STUDIES

LEARNING MODULES

2 0 2 1 - 2 0 2 2
THE FACULTY OF INSTITUTE OF TEACHING AND LEARNING

Edwin Auditor, Ph.D. (cand.)

Rosarie Anne S. Borja, RGC, Ph.D. (cand.)
Felicidad Corenna E. Broño, MA (cand.)
Carmela M. Buhain, MA
Dhana A. Canoy, MA
Lorena A. Castro, Ph.D. (cand.)
Victoria L. Delos Santos, Ph.D.
(cand.) Joseph P. Erfe, Ph.D.
Irma L. Escobia, MA
Charmaine T. Espejo, MA
Teresita S. Festin, Ph.D.
Jeffrey C. Ginez, MA
Cristina D. Macascas, Ph.D. (cand.)
Dorothy J. Naval, MA
Annabelle D.C. Palmiery, Ph.D. (cand.)
Pauline Giselle L. Paraan, MA
Marivic M. Pimentel, Ph.D. (cand.)
Myrna G. Rabina, Ph.D. (cand.)
Nikolee Marie A. Serafico-Reyes, Ph.D.
Myla Zenaida Cabrillas Torio, Ph.D. (cand.)
Marilou M. Ubiña, Ph.D.
Evelyn M. Varron, Ph.D. (cand.)

Darryl Roy T. Montebon, Ph.D.

Director
 THE PT01 EXPERIENTIAL LEARNING MODULE
“Career Stage 1 or Beginning
Welcome to Practice Teaching 1, the Teachers have gained the
Field Study course for your Outcomes qualifications recognized for entry
Based Teacher Education Curriculum. This into the teaching profession. They
course is primarily to prepare you, future have a strong understanding of the
teachers, for the teaching profession by subjects/areas in which they are
exposing you to the different areas of trained in terms of content
teaching and learning processes. knowledge and pedagogy. They
possess the requisite knowledge,
In this Experiential Learning module, you skills and values that support the
are going to perform activities that will teaching and learning process.
particularly help you possess the They manage learning programs
competencies of the teacher professional and have strategies that promote
development in the country is described learning based on the learning
in the Philippine Professional Standards needs of their students. They seek
for Teachers or the PPST. The PPST advice from experienced
describes the continuous development of colleagues to consolidate their
teachers from beginning to exemplary teaching practice”
stages. Each stage in the PPST articulates
certain skills in teaching and learning and With the different Domains of the
other areas of education. PPST in mind, these learning modules
are divided into the six units that
More importantly, it is our desire to correspond to each domain. Each
prepare you in your first career stage--the lesson has been purposely designed
beginning teacher. As described in the to let you develop as beginning
PPST Handbook (2017) the: teachers endowed with skills and
attitudes described in the PPST.
 THE PT01 EXPERIENTIAL LEARNING MODULE

● About the Module

● Autobiography
DOMAIN 1 Content Knowledge and Pedagogy
● LESSON 1: Content Knowledge and its Application
● LESSON 2: Research-Based Knowledge and Principles of Teaching and
Learning
● LESSON 3: Positive Use of ICT
● LESSON 4: Strategies for Promoting Literacy andNumeracy
● LESSON 5: Strategies for Developing Critical and Creative Thinking as well
as
other Higher Order Thinking Skills
DOMAIN 2: Learning Environment
● LESSON 1: The Learning Environment
● LESSON 2: Management of Classroom and Learner Behavior
DOMAIN 3: Diversity of Learners
● LESSON 1: Learner’s Gender, Needs. Strengths, Interests and Experiences
in
Difficult Circumstances
● LESSON 2: Diversity of Learners: Making Classrooms Inclusive and
Responsive
to Learners
DOMAIN 4: Curriculum and Planning
● LESSON 1: Planning and Management of Teaching and Learning Process
● LESSON 2: Aligning Learning Outcomes with Learning Competencies
● LESSON 3: Professional Collaboration to Enrich Teaching Practice
DOMAIN 5: Assessment and Reporting
● LESSON 1: Assessment in the Classroom
● LESSON 2: Monitoring and Feedbacking
● LESSON 3: Communicating Student Progress
DOMAIN 5: Assessment and Reporting
● LESSON 1: Assessment in the Classroom
● LESSON 2: Monitoring and Feedbacking
● LESSON 3: Communicating Student Progress
ABOUT THE MODULE
The learning modules are divided into seven units that correspond to each learning
domain in the PPST. The activities for each module follow the TORCH model developed by
Montebon, Calamlam, and Varela (2015). The TORCH model is an acronym for the flow of
activities to facilitate field study courses.

Gathers preconceived knowledge or identifies the motivation of pre-service teachers on

the topic to be studied.

Provides pre-service teachers with opportunities to observe and study the different
classroom scenarios where they can further learn the different strategies and approaches to
teaching and learning.

Allows pre-service teachers to reflect on their observations and determine which

practices are aligned or differ from their preconceived knowledge on the topic being

The confirmation of passion happens through feedback and conference between the pre-service
teachers and supervising instructors. The feedback process allows pre-service teachers to discuss
what they have realized as they observed in the online class. The supervising instructors confirm
correct ideas and correct misconceptions at this stage.
 ladies, Mr. and Mrs. Joey & Victoria Trinidad that were
also raised and born in Binan, Laguna.

PERSONAL
INFORMATION

I am Deanna Zamora Trinidad and most of my

colleagues call me Deanne or Dee, as simple as that. I
am also a type of person who is very simple when it
comes to fashion and or aesthetics. I do reside in the
small town of San Pedro in the province of Laguna ,
where a lot of Buko Pie and Hot Springs Resort
flourished. I am 21 years of age, born on April 15,2000 in
Binan, Laguna, the town where Dr. Jose Rizal pursued
his primary education. And I am the first born of two
TEACHING PHILOSOPHY
 The first Domain recognizes the importance of teachers’ mastery of content
knowledge and its interconnectedness within and across curriculum areas, coupled
with a sound and critical understanding of the application of theories and principles
of teaching and learning. This Domain encompasses teachers’ ability to apply
developmentally appropriate and meaningful pedagogy grounded on content
knowledge and current research. It considers teachers’ proficiency in Mother
Tongue, Filipino and English in the teaching and learning process, as well as needed
skills in the use of communication strategies, teaching strategies, and technologies
to promote high quality learning outcomes.
Specifically, this domain envisions the beginning teachers to:
1. Demonstrate content knowledge and its application within and/or
across curriculum teaching areas.
2. Demonstrate an understanding of research-based knowledge and
principles of teaching and learning.
3. Show skills in the positive use of ICT to facilitate the teaching and
learning process.
4. Demonstrate knowledge of teaching strategies that promote literacy
and numeracy skills.
5. Apply teaching strategies that develop critical and creative thinking,
and/or other higher-order thinking skills.
6. Use Mother Tongue, Filipino and English to facilitate teaching and
learning.
7. Demonstrate an understanding of the range of verbal and non-verbal
classroom communication strategies that support learner
understanding, participation, engagement and achievement.
 Teachers as facilitators of learning should be able to demonstrate content knowledge
and its application within and/or across curriculum teaching areas. Demonstration of
content knowledge and its application makes one an efficient and effective facilitator.

Are you ready to be a teacher? Well, based on your perception and self-reflection,
kindly complete the statements below.

GUIDE QUESTION:
What do you know, can you do, feel and envision about your content
knowledge as a beginning teacher?

AS A BEGINNING TEACHER, I...

KNOW:

That my content knowledge and pedagogy is being molded by the subjects and courses in
professional education in the entire journey in the Philippine Normal University- which is the center for
excellence in teacher education. I also know that I am competitive enough to impart understanding and
expertise in my students most especially in the virtual classroom.
DO:
I practice my understanding and expertise in the field by conducting demonstration teaching
which I perceived to be the reality in the whole-wide journey in the teaching profession. That is why,
learning and developing my content knowledge and pedagogy is a continuous process until I
become the master of my own traits.
FEEL:

That my knowledge and expertise in the field of teaching Social Studies is being challenged, and it is
brought by the pandemic. Sometimes I feel like I am not that ready and competitive when it comes to
imparting such knowledge and creativity - the art of teaching. But I am always captivated by the beliefs
and perseverance that I have from the beginning of my teaching journey.

ENVISION:

I always perceive myself as an innovative teacher in the near future that will not only conduct a
knowledgeable but inclusive learning environment for my students, I always perceive that I am one of
the best products of the Philippine Normal University, its excellence, when it comes to imparting
knowledge and expertise in learning and processes making it engaging and meaningful indeed.
 VIRTUAL CLASSROOM OBSERVATION
Do the following:
● As a beginning teacher, examine how your supervising instructor/professor prepares
her /his MEDIA lesson on asynchronous learning mode.
● Observe how s/he conducts his/her synchronous virtual class.
● Answer the following question:

GUIDE QUESTION:
How did s/he apply his/her content knowledge within and/ or across curriculum teaching
areas to provide an engaging and meaningful learning experience to his/her
students/pupils in asynchronous mode? Synchronous mode?

During the synchronous class of my fellow teachers and my supervisor in the field
study, they made sure that everyone in the class was present and ready to learn,
starting with warming them up since that was only their first week in the class of
Araling Panlipunan, in the art of a lively greetings such as “ Kumustahan” and it
indeed catched the attention of our dear students. When it comes to expertise, it
was demonstrated well by making the subject all-encompassing, resources were well
cited, and they showed great confidence imparting it. The teachers also
demonstrated a successful art of questioning which made the class engaging and
meaningful as well. In addition to that , the tools in the virtual classroom were also
utilized well, promoting an inclusive learning environment. Also, the teachers do not
forget to acknowledge all the students’ answers which I think is the best part of the
learning and processes most especially during these times, as I perceived that
acknowledgement is very important for the reason of self-fulfilment, making them
learn more and grow.

GUIDE QUESTION:
What misconceptions were common among students on the topic discussed? How did the
teacher correct the misconception?
In a general sense, Araling Panlipunan was always perceived as boring and not
interesting, but the teachers corrected all those misconceptions by imparting and or
demonstrating their knowledge well, the teaching approaches were all innovative
and inclusive , the art of teaching itself was well demonstrated and it debunked the
idea that the subject matter was boring. And it is by the art of questioning itself,
preparing a well and neat presentation , utilizing the tools well in a virtual classroom,
and acknowledging the students’ effort to participate and engage in the classroom,
and this made the learning processes meaningful and exciting as well.
 SELF-REFLECTION
Ponder on the following questions and write your answers on the space provided below.

GUIDE QUESTION:
Revisit your previous answer to KWLE statements. Is there anything you’ve realized you
should have indicated explicitly in the chart? Why?

Through my KWLE chart, I should have emphasized more the teaching innovation,
because I have realized that in the future, most especially we are still experiencing
the effect brought by the pandemic, it is indeed important to utilize all of the tools in
the virtual classroom well. Apparently, the platform that we always use in
synchronous sessions was Zoom Meeting, for me I am still adjusting and learning
the platform, because I already mastered the Google Classroom, that is why I
realized that to improve my content knowledge and pedagogy, I should have always
be productive , adaptive, and flexible to make learning more engaging and
meaningful.

GUIDE QUESTION:
Reflect on the outcome of your virtual observation, is there anything you need to improve
to become more adept with your content knowledge? Justify your answer.

Yes, learning and development in this teaching career is always a continuous

process. In order for me to be very skilled in a virtual classroom, I should read more
books and articles given that I will teach history and any other disciplines in the social
sciences, which is very critical during this days that fake news and information
scattered all over the world of internet and connection, such as facebook, tiktok, twitter
and etc. I must be knowledgeable enough to debunk misconceptions and historical
distortions. For the reason that history and its information is very powerful during these
times, if the misconception was not corrected at first in the classroom, it is like a huge
domino effect in the society.
 PEER REFLECTIVE CIRCLE
● Set a common time with your groupmates for a peer-reflective circle. Post a picture of
your work in the space provided as evidence of your session.
● Share your answers for the KWL chart and your learning plans with your groupmates.

GUIDE QUESTION:
What can you deduce from the result of your comparative analysis, sharing and
colleagues’ critique on your e learning plan?
As we have conducted a meaningful peer reflective circle, all of us know that
we are indeed a competitive future teachers when it comes to content
knowledge and pedagogy, as we are groomed to be in our entire journey in the
university. At the same time, we are continuously practicing it by observing
critically in the virtual classroom and through the research as well. On the other
hand , we are all challenged to be more adaptive and inclusive in the virtual
learning environment, due to the effect brought by the pandemic. Moving
forward, we envisioned ourselves to be innovative teachers someday by
creating a more engaging and meaningful learning process.
 ADDRESSING MISCONCEPTIONS

Recall the misconceptions you have identified in your lesson observation. Post an
evidence or describe the scenario of that observation. Design an activity or plan how
to better address the said misconception. Post a copy of your plan in this section of
the module.

In a general sense, Araling Panlipunan was always perceived as boring and not
interesting, but the teachers corrected all those misconceptions by imparting and or
demonstrating their knowledge well, the teaching approaches were all innovative
and inclusive , the art of teaching itself was well demonstrated and it debunked the
idea that the subject matter was boring. And it is by the art of questioning itself,
preparing a well and neat presentation , utilizing the tools well in a virtual classroom,
and acknowledging the students’ effort to participate and engage in the classroom,
and this made the learning processes meaningful and exciting as well.
 Teachers as managers of the teaching-learning process should be able to choose a
strategy that will work best in their class. To do this, effective teaching and learning
strategies that are primarily supported by research studies must be used.
Research-based knowledge and principles of teaching and learning means that the
teachers carry out their tasks guided by different studies on the education process. Guerrero
(n.d.) described in her study that teacher-knowledge significantly affect student outcomes.
Therefore, it is imperative for research to inform teacher-knowledge.
More importantly, it is crucial that the knowledge teachers gained from researches be
integrated in the teaching-learning process. Teacher-knowledge then in this context doesn’t
just involve only the content in the discipline but encompasses both cognitive and affective
capabilities of a teacher. This knowledge is believed to contribute to the development of the
teacher’s principles on teaching and learning.
Therefore in this lesson, you are expected to:

1. Describe different principles on teaching and learning

2. Identify effective research-based teaching-learning practices
3. Develop one’s principle on teaching and learning

At the end of the session, the practice teachers (PTs) will be able to:
Demonstrate an understanding of research-based knowledge and principles
of teaching and learning.
 MY FAVORITE TEACHER
Directions: Identify one teacher that you admire most and answer the questions that follow.

1. Who is your favorite teacher?

My favorite teacher is Mr. Wensley Reyes, a former professor in the

Faculty of Behavioral and Social Sciences.

2. What discipline/subject did he/she teach you?

He taught Philippine Nationalism and Development, which anchored the disciplines and ideas of
Nationalism, and Development per se.

3. What are the qualities of your teacher that you admire most? Why?

One of the qualities of Mr. Wensley Reyes that I admired the most is being able to teach in a substance.
Meaning to say , when he is giving readings which is indeed the favorite part in studying social sciences, he was
able to make us understand what is the essence of the readings. At some point, when the article is difficult to
understand , it is easier for us to obtain the information for the factors that made us move if we are sleepy and
many more.

4. What specific teaching strategy can you remember that your favorite teacher
employed that helped you effectively learn the content he/she is teaching?
of the strategy was that he make us move and exercise to absorb the readings, and
we are not drowned in all of the readings because there was a session by group that we will share our
thoughts in a peer and then share it in a while in front of the class. In addition to that Mr.Reyes also
had a strategy wherein we have reflective insights one by one whenever the class will end.

5. How did your favorite teacher influence you to become a teacher too?

He influenced me to pursue my passion in teaching by making me realize that education is really

important in today’s generation. It is a domino effect that when you educate a student, it will also
make a society grow and develop in all little ways, and make the world a better place.
 VIRTUAL CLASSROOM OBSERVATION
Your supervisors will facilitate a classroom observation either through recorded classroom
demonstration or actual online synchronous instruction. Accomplish the observation guide
below for this activity.

OBSERVATION GUIDE
(modified from Practice teaching Form A7A & B)
Directions: Take down notes from the beginning to the end of the lesson. Based on these
notes, answer directly the given questions on important aspects of the lesson.

A. MATERIALS/CLASSROOM MANAGEMENT
1. Instructional Materials
1.1 What materials were used?

The materials that were used during the synchronous session were a powerpoint presentation ,
gamified activities, and any other electronic-based materials to conduct an online session.

1.2. What were the reasons for the use of such materials?
The main reason to use those materials was in order to conduct a meaningful virtual classroom
that enables teachers and students to be engaged. Because if there were no creative
powerpoints, the students might not be able to catch up the lesson effectively.

1.3. Were the materials adequate and appropriate? Why or why not?
Yes the materials used were appropriate for the reason that it was approved by the supervisor
and it was made very inclusive and suitable for the learners’ needs.

2. Classroom Management
2.1. What routine activities were systematized?
In terms of classroom management, one of the routine activities that were systemized was that
utilizing the tools in virtual classroom (Zoom), for example, when they understand a certain
instruction there is no need to open their microphone and speak, they just need to click the raise
hand button or chat a dot in the chat box.

2.2. Was the classroom atmosphere conducive to learning?

Yes it was conducive to learning because all of the students were able to participate in the
classroom, creating a more engaged and meaningful learning environment.

2.3. How did the teacher maintain discipline?

At the beginning of the lesson, the teacher already provided the rules, and in order to maintain
the discipline in the classroom she\he kept reminding the students to conduct Netiquette or
 etiquette in the virtual learning environment.

2.4. What classroom management problems were evident?

One of the problems in classroom management was that, even though the cameras of the
students were widely opened, we teachers were not really sure if the attention was really into us
due to some technical constraints because not all teachers were tech-savvy. And one of the
problems for classroom management was if a teacher is not tech-savvy and might as well, can’t
multitask.

2.5. How did the teacher cope with such incidents?

A teacher can cope up with such incidents by learning continuously on how to utilize the virtual
classroom’s tools. And also, the classroom was well managed as the teacher imposed authority
consistently making the students more engaged for a better learning experience.

2.6. Was the class well-managed? Justify your answer.

The classroom was well managed as the teacher imposed authority consistently making the
students more engaged for a better learning experience. And at the end of the lesson, students
were able to justify and confidently answer specific questions thrown by a teacher.

B. TEACHING STRATEGIES
1. Preparatory Activities
1.1 How did the teacher arouse the attention of the learner?
The teacher aroused the attention of the students by preparing creative presentations and
activities that were very inclusive for all learners.

1.2. How did the teacher maintain the interest of the learner in the lesson?
The teacher maintains the interest of the learners by doing rewards and punishment, meaning
to say, when the teacher throwned a question, the student should answer and there shall be a reward
and or a punishment.

1.3. How did the teacher establish the learner's goal or direction of learning?
The teacher established the learner’s goal by being consistent enough in the entire discussion
and always anchoring the discussion with the primary objectives in learning.

2. Developmental Activities
2.1. How did the teacher present the lesson?
The teacher presented the lesson through a gamified powerpoint presentation which absolutely
gained attention and interest for learning most especially it is a discipline and discussion about
history and its timeline.

2.2. How did the teacher solicit learner’s participation/involvement in the lesson?
A teacher gained participation in their discussion by throwing processing questions, and
acknowledging the students whenever they participated. Absolutely, there was an art of
questioning that was imposed by the teacher.

2.3. Did the students participate actively? Why? Or Why not?

Yes the students participated actively, for the reason that they were engaged in the full
discussion, they were able to confidently answer all the questions and activities satisfactorily.
3. Synthesizing Activities
3.1. Did the learners discover the concepts/principles? How did the teacher lead them to
discovery?
Yes the learners were able to discover the principles of the discussion as the teacher was
consistently doing the art of questioning which made the learners and the teacher calibrated in
the entire discussion which enabled a meaningful learning experience.

3.2. What technique(s) did he/she used to help the class arrive at the synthesis of the lesson?
The teacher has a technique to throw an art of questioning for the learners which leads the
learners to summarize the concepts and discussion, and lead them in a discovery learning
method.

3.3. What provisions were made for the application to the lesson?

Inclusive discussions were made for the application of the lesson, as it is very important that the
teacher can address a learners’ need when it comes to learning and development for a
meaningful virtual learning experience..
 THE FOUR C’S
Analyze the observation checklist that you have accomplished in the previous activity and
complete the table that follows. Kindly refer to the questions to guide your answers.

1. Connection: What were your personal realizations from your observations on how
teaching and learning proceed in the classroom?
2. Challenge: What challenges have you observed that were encountered by the
teacher and students?
3. Concept: What observations did you have that somehow connect to what you have
discussed in your professional education courses?
4. Changes: What research-based practice do you think can help promote positive
change in the processes that you have observed?

Area on Connection Challenge Concept Changes

Teaching and
Learning

Instructional
Materials Instructional Not all learners One of which was Attainable
Materials should have the ability to that, Instructional implementation
also be attainable access a certain Materials for or preparation of
for all kinds of instructional teaching Social Instructional
learners. Students material due to Studies should be Materials should
should be able to lack of resources attainable and be readily
access it in their in a virtual inclusive for all available for all the
own different classroom. learners, it shall learners.
ways. impose an
attainable virtual
learning
environment for a
meaningful
learning
experience.

Classroom
Management Upon realization , I encountered that Classroom Classroom
classroom classroom Management is management
management management was really important as should be
shall be definitely affected it imposes a consistently done
consistently made. if the students meaningful so that a teacher
were not fully learning can maintain
engaged. experience. discipline in a
virtual classroom.
Preparatory
Activities
Preparatory Being not Always know what Preparatory
activities should tech-savvy is a your students Activities shall be
be conducted domino effect, a know, a anchored on
because it teacher should preparatory student needs and
prepares students, create preparatory activity can be availability of their
warming them up activities that are brainstorming, resources.
on how the lesson effective for a organizing, or
should look like. virtual classroom , stating the lesson
if the teacher is objectives
not tech-savvy
he/she can not
make effective
preparatory
activities.

The The
Developmental
developmental developmental
Activities
activities were a activities shall
really important Then again , IOne of the include the
part of the lesson developmental strategies for an opportunity for
because this activities should improved learning at all
served as a be engaging in a development times.
gateway and virtual classroom, activities is an art
opportunity for one of the of questioning.
practice and challenges is lack
participation. of online
resources.

The teacher has a One of the Synthesizing nclusive

Synthesizing
technique to challenges in activities shall discussions were
Activities
throw an art of terms of address the made for the
questioning for synthesizing the learners’ needs application of the
the learners which discussion is when and they shall lesson, as it is very
leads the learners the students were impose their full important that the
to summarize the not engaged. potential in the teacher can
concepts and classroom by address a learners’
discussion, and being engaged for need when it
lead them in a a meaningful comes to learning
discovery learning learning and development
method. experience. for a meaningful
virtual learning
experience.
 PROFESSIONAL READING
Find one journal article that discusses the importance of research-based teaching practice.
Complete the details below and answer the guide question that follows.

Title:Principle of Instruction: Research-based Strategies that All Teachers Should Know

Author(s): Barak Rosenshine

Reference:Principles of Instruction: Research-Based Strategies That All Teachers Should Know

Rosenshine, Barak American Educator, v36 n1 p12-19, 39 Spr 2012

Insights:

Education involves helping a novice develop strong, readily accessible background

knowledge. It’s important that background knowledge be readily accessible, and this
occurs when knowledge is well rehearsed and tied to other knowledge. The most effective
teachers ensured that their students efficiently acquired, rehearsed, and connected
background knowledge by providing a good deal of instructional support. They provided
this support by teaching new material in manageable amounts, modeling, guiding
student practice, helping students when they made errors, and providing for sufficient
practice and review. Many of these teachers also went on to experiential, hands-on
activities, but they always did the experiential activities after, not before, the basic material
was learned.

GUIDE QUESTION:
Why should teaching-learning strategies be based on research?
Teaching and learning should be based on research, as education involves helping a
novice develop strong, readily accessible background knowledge. It’s important that
background knowledge be readily accessible, and this occurs when knowledge is well
rehearsed and tied to other knowledge. The most effective teachers ensured that their
students efficiently acquired, rehearsed, and connected background knowledge by
providing a good deal of instructional support. They provided this support by teaching
new material in manageable amounts, modeling, guiding student practice, helping
students when they made errors, and providing for sufficient practice and review. Many of
these teachers also went on to
 WHAT WILL YOU DO NOW?

Describe a classroom phenomenon that interests you to work on a classroom based

action research (CBAR). Attach a copy of your CBAR proposal here.
 \Republic of the Philippines
Philippine Normal University
The National Center for Teacher Education
INSTITUTE OF TEACHING AND LEARNING

CBAR Proposal Form

Note: To align with the University’s standard operating procedures, this form, with minor modifications, is in congruence with EPR-Form-22

CBAR TITLE: The Effectiveness of Active Learning in Participation of Grade 6

Araling Panlipunan of PNU-ITL
PROPONENT/S: Ruiz, Cynthia
Sarmiento, John Robert
Tababa, John Cris
Trinidad, Deanna
TOPIC IN THE PNU RESEARCH
AGENDA Student Participation in the Virtual Learning

I. Brief Description of the One of the abilities nurtured in the Araling Panlipunan - K to
study 12 Basic Education Curriculum is
communication (Araling Panlipunan Curriculum
Guide, 2016, p. 8) which manifested through
students' interaction and participation inside
the classroom. With the spread of COVID-19 in
the Philippines, the Department of Education
announced the physical closure of schools to
mitigate the transmission of the deadly virus
(Adedoyin & Soykan, 2020). As a result, the
schools shifted to remote education to provide
continuous learning amidst the pandemic.

The Department of Education through its stakeholders

implemented the Basic Education Learning
Continuity Plan (BE-LCP) that guarantees the
continuous learning of the students during the
pandemic using modular and online learning,
TV- and radio-based instruction, or blended
learning modalities (Cruz, 2021). In the Araling
Panlipunan online classes, the teachers discuss
the topics in bichronous digital way citing
Powerpoint presentations, Youtube video
watching, and document submission in the
learning management system as an approach
to learning and participation.

As online learning continuously occurred, the Teacher's

Dignity Coalition stated that students’
participation in online classes has been
dwindling. Citing various problems, according
to Rotas & Cahapay (2020), such as unstable
internet connectivity, inadequate learning
resources, and non-engaging online sites and
platforms reduce student participation in the
Araling Panlipunan classes.

Contextualizing the problem into the classroom setting, the

 Philippine Normal University - Institute of
Teaching and Learning (PNU-ITL) regulated a
bichronous mode of learning for A.Y.
2021-2022. As the online classes are
conducted every week, the topic with the
integration of quarterly themes and weekly
sub-themes employed in the classroom using
different strategies and applications. With this
setup, there must be research on effective
strategies employed to increase student
participation in the virtual classroom.

II. Significance of the study to The goal of this study is to improve the learning experiences of
the research priorities of Grade 6-Malikhain students at PNU-ITL. The
the University problem affects a variety of stakeholders,
including social science teachers, practice
teachers, and the institution.

Conducting this study in the classroom is valuable to the

growth of teaching and learning, as it can
assist them in a variety of ways, including the
following:

● It promotes the development of strategies, skills,

practice, and knowledge, all of which are critical
components of the learning process.
● It examines classroom dynamics, considers student
actions and interactions, validates and challenges
existing methods that can influence student
participation.
● The research can be used to advance academic
knowledge in the education field, particularly in an
online classroom setting.

Thus, the use of active learning to regulate students' learning is

vital for remote learning education to succeed
in uncertain times.

III. Statement of 1. How is active learning employed in virtual classrooms?

Purpose/Objectives 2. How does active learning affect student participation
in the virtual classroom?
3. What factors affect the implementation of active
learning to increase student participation in the virtual
classroom?
IV. Graphical Conceptual The PNU-ITL proceeds its academic year through bichronous
Framework learning where asynchronous and synchronous
classes are implemented every week with
different learning topics. The virtual learning
participation of the students becomes the
concern to deliver maximum and quality
learning despite the new adjusting learning
modalities. The study conducted by
Vonderwell & Zachariah (2005) mentioned that
students' technical skills and the discussion
board interface design impacted the level of
 participation of the students. There are few
students who show exemplary demonstration
for the discussion boards. Whilst, some
reported disorientation in utilizing the
discussion interface and understanding it.
Moreover, the student’s level of engagement
with technology was less advanced citing the
fewer experiences and expertise of the
students about technology. Those who have
been assigned online roles are participative
than those who have not. The information
overload also influenced the less participation
of the students. As the integration of immense
technological skills and environment in the
learning set-up today, Yukselturk (2010)
supported the study of Vonderwell &
Zachariah (2005). He revealed the reasons for
the low level of interaction. The author cited
that participants’ different responsibilities and
occupations in life, nature of online learning,
lack of interactive activities in the discussion
forum, the difficulty of the subject area, and
peer preference with a similar background are
the concerns for low-level interaction of the
students in the online learning. In terms of
learning model strategy, Lapitan et al. (2021)
identified the following constraints in
designing the DLPCA for virtual classroom
implementation: a) lack of capable gadgets; b)
unstable internet access; c) power
interruptions; d) disturbing learning
environment, and e) non-academic
responsibilities within the family.

Despite the factors affecting the instructional strategies and

learning participation of the student, there is a
study by Lapitan et al. (2021) where he found
out that the concept of cognitivism and
constructivism approach through DLPCA
(Discover, Learn, Practice, Collaborate, and
Assess) strategy, a five-component blended
learning strategy for the transition from
face-to-face learning to full virtual instruction,
are evident and best to apply in the online
classroom setting. While Sharoff (2019) stated
that communal building where groupmates
pose questions anonymously used by the
teacher as learning questions of the particular
topic, and group dynamics through learning
platforms is effective to foster collaboration
and active participation of the students. The
author also proved that 5-7 students are best
for active and deliberative peer discussions
with minimal teacher guidance and producing
good content within the group.
Above all, as the students' participation becomes concerned
for effective and quality learning. It is essential
to understand the characteristics of
participants in the online setup. Thus,
Hrastinski (2009) conceptualized online
learning as online participation. He presented
four characteristics of online participation
namely: a) participation as known taking
responsibility and maintaining relations with
others is a complex process; b) physical and
psychological tools are the support of
participation; c) participation is not similar to
writing and talking, and d) participation is
essentially involving all kinds of relations;
collaboration with peers may involve.
Understanding these contribute to the
effective resolution and application of
strategies and practices mentioned above.

Figure 1 below outlines the graphical conceptual framework of

the study. It will discuss the virtual activities,
materials, and strategies to increase virtual
student participation and factors affecting the
implementation of these for positive virtual
student participation. Moreover, the tools for
measuring student participation are utilized
alongside materials, practices, and strategies.

Figure 1: Graphical Conceptual Framework of Study

Brame (n.d.) has simply defined active learning as an

activity where students are continuously
involved in constructing their own
knowledge. This can be attained through
asking questions, participating in class
discussions, and collaborating with other
people through activities such as
community-based projects etc. With this,
active learning promotes higher order
thinking skills and collaborative activities in
order to produce student learning. Active
learning strategies has also been found
effective when it was employed on STEM
subjects. Compared to traditional learning
where the students just listen to a teacher
to learn, active learning was found to be
more effective as students are more
involved with their learning across various
disciplines where active learning strategy is
embedded. Thus, the effectiveness of the
 strategy to boost student performance is
evident in classrooms it was applied to.

V. Methodology Research Design

This research investigation will utilize descriptive-mixed
method approach which is defined as a type of
research in which the elements of qualitative
and quantitative methods are combined for
the purpose of breadth and depth
understanding of the chosen study
(Schoonenboom & Johnson, 2017) and to
describe virtual participation of the students in
their Araling Panlipunan synchronous classes.

Participants
The Grade 6 - Araling Panlipunan students of the Philippine
Normal University - Institute of Teaching and
Learning will be the participants of the study.

Purposeful sampling as a known technique in research for the

selection of knowledgeable and experienced
individuals (Patton, 2002) involved in the
phenomenon of interest will be utilized to
gather convergent results from different
sources of the study.

Data Gathering Tools

Observation and interviews will be utilized to collect qualitative
responses from the participants. Whereas, a
survey questionnaire will serve as a
quantitative data gathering tool of the study.
The qualitative-quantitative tools will contain
pertinent questions about the student
participation, strategies, and barriers that
occurred during virtual learning.

Data Analysis
The data will undergo thematic analysis to identify the themes
that emerged from a transcription of the
interview. These also use statistical calculations
from counting and measuring the survey
questionnaire results. Cross-checking will be
used to verify the observational data gathered
by the researcher. After gathering data from
qualitative and quantitative tools, synthesis of
the whole data will be done to derive
convergent results of the study.
VI. Ethical Considerations – In order to collect the data for the research study, the
Present the researchers used six sessions of classroom
plan to address observations through demonstrative teachings.
the following: Before the researchers begin, the instruments
will be verified and validated by the research
 ● Type of participants (if adviser, who will make comments and
involves vulnerable recommendations to ensure content validity.
population) The researchers will carry out the study with
● Risk/s to participants ethical considerations in mind, particularly
and researchers when it comes to informing and obtaining
● Benefits to the consent from school authorities and
participants or participants. The participant's identities and
community responses will be kept strictly confidential, and
they will be informed that the information they
● Confidentiality and
provide will only be used for research
handling of data
purposes.
● Consent form contents
● Conflict of interest

VII. Personnel and their

specific job descriptions Role Name Function

Ruiz, Cynthia Problem solver, and

Sarmiento,Robert John solution seeker. The
Researcher
Tababa, John Cris researchers, who
Trinidad, Deanna control the flow of
the paper.
The one who takes
down notes
important data and
information obtained
from data gathering
Encoder Tababa, John Cris and analysis. The
Trinidad, Deanna encoder also made
sure of the accuracy
of the information
and the one who
copy-reads the
research.
The one who seeks
data from the
Ruiz, Cynthia participants/respond
Trinidad, Deanna ents with due ethical
Data Gatherer
Tababa, John Cris considerations,
Sarmiento, Robert guidelines, and
analysis.

Its role is to organize

the schedules and
Sarmiento, Robert activities in
Workforce Organizer
conducting the
research.

The following table is a summary of activities for the research study

VIII. Schedule of Activities to be conducted. The researchers will start
classroom observation starting from week 1 of the
Indicate duration of each activity 2nd quarter and will last until the 6th and last week
and inclusive of the same quarter. The observation shall take place
dates
once a week depending on the scheduled
synchronous session per week of grade 6 - Malikhain
Inclusive

Activity Duration Key people

 November 22

1. Crafting of December 6,
CBAR 2 weeks
proposal

2. Start of
December
classroom
observation
5 days
for 2nd
Quarter,
17, 2021 ● Cynthia Ruiz
Week 1
● Robert John
3. 2nd Quarter,
January 10- Sarmiento
Week 2 5 days
14, 2022 ● John Cris
observation
Tababa
4. 2nd Quarter,
February 7- ● Deanna
Week 3 5 days
11, 2022 Trinidad
observation
5. 2nd Quarter,
February 21-
Week 4, 4 days
24, 2022
observation
February 28-
March 4,
6. 2nd Quarter,
Week 5, 5 days
observation

7. 2nd Quarter
March 7-
Week 6, 2 days
8, 2022
observation

IX. References Brame, C.J. (n.d.) Active Learning.

https://cft.vanderbilt.edu/wp-content/uploads/sites/
59/Active-Learning.pdf

Lapitan, L., Jr., Tiangco, C. E., Sumalinog, D., Sabarillo, N. S., & Diaz, J.
M. (2021). An effective blended online teaching and
learning strategy during the COVID-19 pandemic.
Education for Chemical Engineers, 35, 116–131.
https://doi.org/10.1016/j.ece.2021.01.012

Hrastinski, S. (2009). A theory of online learning as online

participation. Computers & Education, 52(1), 78-82.
http://dx.doi.org/10.1016/j.compedu.2008.06.009

Patton MQ. Qualitative research and evaluation methods. 3rd Sage

Publications; Thousand Oaks, CA: 2002. [Google
Scholar] cited by Palinkas LA, Horwitz SM, Green CA,
Wisdom JP, Duan N, Hoagwood K. Purposeful
Sampling for Qualitative Data Collection and Analysis
in Mixed Method Implementation Research. Adm
Policy Ment Health. 2015 Sep;42(5):533-44. doi:
10.1007/s10488-013-0528-y. PMID: 24193818;
PMCID: PMC4012002.

Schoonenboom J., Johnson R.B. How to Construct a Mixed Methods

Research Design. Kolner Z. Soz. Sozpsychol.
2017;69:107–131. doi: 10.1007/s11577-017-0454-1.
[PMC free article] [PubMed] [CrossRef] [Google
Scholar]
Sharoff, Leighsa. (2019). Creative and Innovative Online Teaching
Strategies: Facilitation for Active Participation. The
Journal of Educators Online. 16.
10.9743/JEO.2019.16.2.9.

Vonderwell, Selma & Zachariah, Sajit. (2005). Factors that Influence

Participation In Online Learning. Journal of Research
on Technology in Education. 38.
10.1080/15391523.2005.10782457.

Yukselturk, Erman. (2010). An investigation of factors affecting

student participation level in an online discussion
forum. Turkish Online Journal of Educational
Technology. 9. 24-32.
 Teachers as facilitators of learning should be able to show skills in the positive use of
ICT to facilitate the teaching and learning process.
Positive use of ICT can empower learners and teachers and transform the teaching
and learning process.

At the end of the session, the practice teachers (PTs) will be able to:
Show skills in the positive use of ICT to facilitate the teaching and learning
process

WORD CLOUD
 VIRTUAL CLASSROOM OBSERVATION
● Observe how your supervising instructor/professor integrates ICT in their asynchronous
learning on ePNU/GMeet.
● Observe how your SI/SP conducts the synchronous learning mode and list down the
positive use of ICT to facilitate teaching and learning process.

GUIDE QUESTION::
How do we positively use ICT to facilitate teaching and learning process?
 PAIR AND SHARE
● In pairs, take turns in sharing your insights regarding the asynchronous and
synchronous learning modes you have observed with emphasis on the positive use of
ICT to facilitate teaching and learning process.
● Validate your insights and consensually synthesize positive use of ICT to facilitate
teaching and learning process using a graphic organizer. Write your answer on the
space provided for.

GUIDE QUESTION::
If you were to teach the same lesson using the resources available to you, would you do
the things shown by the teacher? Which of these things would you continue? Which of
these things need improvement?
GUIDE QUESTION::
If you were to teach the same lesson using the resources available to you, would you do the things
shown by the teacher? Which of these things would you continue? Which of these things need
improvement?
There will always be room for improvement, while teaching in the internet world or in a virtual
classroom things are subject to change. If I was tasked to do things shown by the teacher, I would
hesitate to do it. Apparently, I am a product of K-12 Education that imposed 21st century skills. One
of the skills that I should highlight is the ability to use technology and communication in an effective
manner.
 VIDEO ANALYSIS
● Watch more video-based demo lessons on the positive use of ICT from You
Tube/Khan Academy.
● Given a number of classroom scenarios (Based on the You Tube/Khan Academy
videos they’ve watched), analyze further some positive uses of ICT to facilitate
teaching and learning process.

GUIDE QUESTION:
Which practice/s show/s positive use of ICT based on the video/s you’ve watched? Could
you suggest better or other ways of doing it to facilitate and enhance learning? Cite a
concrete example.

Positive use of ICT was shown in the videos that I have watched, one thing I observed was
that the videos in Youtube/ Khan Academy were accessible anytime anywhere. It also
imposed clear instructions and communication between the teaching and learning
processes for a meaningful learning experience. In addition to that, the academic video
also showed inclusivity for all types of learners, it can be for visual and or auditory
learners, and for learners that learned best in text. Apparently, there would always be
room for improvement, this video might be enhanced by showing the physique of the
instructor not only with the voice over, because it adds up credibility of the lesson per se.
Also, to impose positive use of ICT , list of references should be shown and then again it
will add up for the credibility of the lesson conducted and to show respect for copyright
and infringement, which is one of the goals of a positive use of ICT.

SCREENSHOT OF VIDEOS AND OTHER MEDIA:

 ACTION PLAN

Prepare an action plan on how to positively use ICT to facilitate teaching and
learning process in two or three lessons agreed upon by your SI/SPs based on the
theme focused for the quarter.

GUIDE QUESTION::
How can you promote positive use of ICT to facilitate teaching and learning process
better?

I can promote the positive use of ICT by encouraging

the learners by the use of online resources
wisely and effectively. To draw a bigger picture,
whenever they are acquiring resources online, they
should never forget to put citations, also when inside
the virtual classroom, each and everyone shall
impose etiquette, for example, when they are not
speaking they should turn off their microphones,
and by any chance inclusive learning should be as
follow, I will not oblige them to turn on their
cameras all the time. And by any chance, it improves
and inculcates the positive use of ICT.
 The teacher knowledge and skills of his/her subject is very essential in order to help
students achieve their full potential in each subject. Content knowledge generally refers to
the facts, concepts, theories, and principles that are taught and learned in specific academic
courses. Pedagogy is the method, techniques and strategies of teaching, both as a subject
or theoretical concept The key to enhanced and holistic learning is by taking principles from
knowledge of the subject matter and the art of teaching, and combining them for a fully
immersive learning environment.
Literacy and numeracy are important because they form the basis of our learning.
They are required to acquire other skills, as well as for participation in everyday life. Literacy
and numeracy skills underpin workforce participation, productivity and the broader
economy, and can also impact on social and health outcomes.

At the end of the session, the practice teachers (PTs) will be able to:
● Discuss what is literacy and numeracy.
● Determine the different strategies applicable to promote students literacy and
numeracy.
● Reflect on which teaching and learning strategies are appropriate to develop
fundamental literacy and numeracy among learners.
 TEACHER’S ROLE IN
PROMOTING
Directions: LITERACY AND
NUMERACY
1. Read on the given article with comprehension.
2. Illustrate through the use of concept map the difference between literacy and
numeracy.
3. Briefly discuss your own understanding of literacy and numeracy.
4. Be ready to present your work to the class and answer the guide question that follow.
 GUIDE QUESTION::
What do you think are the challenges in the promotion of literacy and numeracy
among students?

In today’s generation, challenges in promotion of literacy and numeracy were seen and
observed amongst students. The first challenge is lack of role models. We all know that online
learning and processes lack a role model, since there are distance constraints. Together with
the parents of the learners, teachers were having a dilemma communicating with the
students’ parents due to lack of resources. In addition to that the socio-economic status of
the students’ parents highly affects the promotion of literacy and numeracy, by any chance,
not all of the Filipino households were educated or attained high quality education per se.
 Directions
● Watch the video on strategies to promote literacy and numeracy.
● Accomplish the checklist and answer the given guide questions (with observation
checklist)

GUIDE QUESTION::
Enumerate and discuss briefly the appropriate strategies used to develop literacy and
numeracy.
There were a lot of ways and or strategies to promote literacy and numeracy, and
here as follows;
Intervene with children very often, as it enables children to speak and practice
it on a daily basis.
Let reading, counting, and solving problems an everyday routine.
Play rhyming games, shapes, and patterns.
In distance learning, if it is possible to set up a conducive learning
environment that supports motor development, do it for your children.
Be a role model, children learn best when they are able to see it with someone
older or higher than them, make it a habit to write, count, speak, and solve
problems, making them familiarized with letters, shapes, and patterns.

Revisit and analyze your output in the previous activities.

1. Connection: How does the knowledge of content and strategy to use affect students’ learning?
Knowledge and content is very important in students’ learning and development, it affects
students’ learning by making students gain a lot more information, making them throw an art of
question, and it makes learning more meaningful and experiential.

2. Challenge: What are the factors that one should consider in selecting an appropriate strategy to
promote students’ literacy and numeracy?
There are a lot of factors to consider when it comes to promoting literacy and numeracy, first is
students’ needs, and then being a good role model that promotes a conducive learning
environment as well.

3. Concept: What are the concepts or theories that you learned from professional educational courses
that are essential/helpful in choosing the appropriate strategies to develop literacy and numeracy
of students?
One of which is the Social Learning Theory by Albery Bandura, because it is really an important
factor for the students to have a role model to have them familiarized with letters, numbers, and
or patterns. Most especially nowadays, in distance learning, there were constraints between
teachers and learners, that is why the members of the households were expected to be a role
model that promotes numeracy and literacy amongst learners, for a meaningful learning
experience.
 CASE ANALYSIS
Study the following classroom scenarios (two case studies will be presented showing
strategy used to promote literacy and numeracy.

GUIDE QUESTION:
Does the teacher used appropriate strategy to develop literacy and numeracy among
students? Why or why not? Briefly explain your answer.
Upon observation , an educator never fails to use an appropriate strategy to develop
literacy and numeracy amongst learners. The teachers that I have observed, have their
unique ways of teaching, it enables students to be familiar with the words, letters,
numbers, shapes, patterns and time as well. In addition to that they also conduct and
promote a conducive learning environment for students, that make reading, counting,
and problem solving a routine on a daily basis. Also being a good role model was also
observed, as have mentioned, being a good role model is one of the primary factors for
the students to mimic a meaningful learning experience of speaking, counting, reading,
solving problems, and the ability to have these skills for a 21st century, an ever changing
world

WHAT WILL YOU DO NOW?

Based on what you learned, choose one or two strategies that you plan to use to develop
literacy or numeracy. Make a lesson plan and integrate the chosen strategy/ies.
● Reading Literacy Program
● Numerical Literacy
● Science Concept and Skill
 Domain 1 recognizes the importance of teachers’ mastery of content knowledge and its
interconnectedness within and across curriculum areas, coupled with a sound and critical
understanding of the application of theories and principles of teaching and learning. This
Domain encompasses teachers’ ability to apply developmentally appropriate and
meaningful pedagogy grounded on content knowledge and current research. It takes into
account teachers’ proficiency in Mother Tongue, Filipino and English in the teaching and
learning process, as well as needed skills in the use of communication strategies, teaching
strategies, and technologies to promote high-quality learning outcomes. (PPST, 2017)
Strand 5 of Domain 1 which focuses on strategies for developing critical and creative
thinking, as well as other higher order thinking skills aims to prepare you, the pre-service
teacher, to foster meaningful, active and engaged teaching and learning. Through this
strand, you will be equipped with the know-how and pedagogy to apply in strengthening
your learners’ and your own competencies such as distinguishing fact from fiction,
synthesizing and evaluating information as well as the ability to clearly communicate, solve
problems and discover truths.
Critical thinking is a higher-order thinking skill. Higher-order thinking skills go beyond
basic observation of facts and memorization. They are what we are talking about when we
want our students to be analytical, evaluative, creative and innovative. Creative thinking, a
companion to Critical thinking, is an invaluable skill for learners. It is important because it
helps one look at problems and situations from a fresh perspective. Creative thinking is a
way to develop new, novel or unorthodox solutions that do not depend wholly on past or
current solutions.
This module will help you understand, apply and reflect on certain strategies that
promote or develop Critical thinking, creative thinking and Higher-Order Thinking Skills.

At the end of the session, the practice teachers (PTs) will be able to:
● Define, identify and differentiate Critical thinking skills, Creative thinking skills, and
other Higher-order thinking skills;
● Determine the different strategies that are applicable in promoting or developing
critical and creative thinking, as well as other higher order thinking skills; and
● Reflect on different observed lessons that use certain strategies which promote or
develop critical and creative thinking, as well as other higher order thinking skills.
● Explain why teachers need to develop Critical thinking, Creative Thinking and other
HOTS among the 21st century learners..
 VIDEO ANALYSIS
Directions:

1. Go over the Guide Questions below first and then answer them after watching the video
through the link indicated below:
https://www.youtube.com/watch?v=W9laJT_SkOs

GUIDE QUESTION::
What is the video all about?

The video is all about the difference between critical thinking and creative thinking,
and all its importance in the daily world of the 21st century.

GUIDE QUESTION::
What examples were provided to compare and contrast the ideas presented in the video?

The examples provided were the scenarios that creative and critical thinking should be
applied, one of which is that critical thinking is for business minded/ business people, and
on the other hand creative thinking is for those people who are artistic. Apparently, at the
end of the day, critical and creative thinking should be applied altogether.

GUIDE QUESTION::
What definitions or key words were given to set apart Critical thinking from Creative
thinking?

In creative thinking it is mostly associated with thinking “outside the box” or

thinking innovatively , on the other hand critical thinking is the ability to
think efficiently and effectively.
GUIDE QUESTION::
What can you say about the importance of developing Critical Thinking and Creative
Thinking as personal skills or competencies in a teacher or a learner?
The importance of developing critical and creative thinking as personal skills of a
teacher and a leaner is that it enables them to have skills, behaviours and
dispositions to be resourceful, innovative, full of logic and reasoning, that make
them perform above and beyond in school, or in their personal lives on a daily basis.
In addition to that, when they were placed in a certain scenario, they were able to
draw conclusions, design a course of action and evaluate the results and procedures
of the innovative ways and procedures that they were able to do. Moreover, having
these as a personal skill is needed in the 21st century, living in a world full of
information , they have the ability to filter it and draw conclusions on it.
 ARTICLE ANALYSIS
Directions:

1. Read the article using the link below and the answer the questions that follow:
https://www.aeseducation.com/blog/four-cs-21st-century-skills

GUIDE QUESTION::
What are the 4C’s of the 21st-century skills?
The 4 C’s of the 21st- Century Skills

1. Critical Thinking
Critical thinking empowers students to discover the truth in assertions,
especially when it comes to separating fact from opinion.
2. Creativity
Creativity allows students to embrace their inner strengths from big-picture
planning to meticulous organization.
3. Collaboration
Collaboration is the ability to socialize or work with people for the rest of their
lives.
4. Communication
Communication is the ability to convey ideas efficiently.

GUIDE QUESTION::
Why do the learners need to develop these skills?

Learners need to develop these skills as we are now living in a 21st Century, an
ever-changing world. It is important in their career growth and development to
address the needs of globalization. Whereas, everyone was expected to think
outside the box, work efficiently with others, and convey ideas for more productive
outcomes and progress.
GUIDE QUESTION::
Recall a few strategies which you were taught in your Strategies subject that may fall
under and/or lend itself to the development of any of the 4Cs of the 21st-century skills.

Content knowledge and pedagogy is one of the strategies that fall under the
development of 21st Century skills, wherein critical thinking should be observed
because as a teacher, we needed to filter information, we should know which is
accurate or not because we will be teaching a lot of students in the near future and
this avoids misinformation/ misleading information. On the other hand, a teacher
should think creatively and make teaching as an art, a teacher should try a lot of
things that they have never tried before. Moreover, in this strategy a teacher should
be able to express their ideas by communicating effectively, and working with their
colleagues efficiently. And this leads to a more productive output that shall address
the needs of the society.
Directions
1. Your supervisors will facilitate a classroom observation either of the following scenarios:
a. Videotaped classroom demonstration
b. Actual online synchronous instruction
2. As you observe, accomplish the checklist that follows.
3. Answer the guide questions that follow.

OBSERVATION QUESTIONNAIRE
1. What strategies were employed by the teacher which you think promotes Critical
Thinking, Creative Thinking or HOTS?
a. The teacher asked the students to create concept maps, graphic
organizers to summarize the lesson.
b. The teacher continuously asked questions, and proceeded with the art
of questioning making students think innovatively and efficiently.
c. The teacher was able to utilize technology and implement it inside the
classroom.
d. The teacher was able to teach step-by-step methods to solve problems
or to address certain issues and dilemmas.

2. What kind of questions were asked by the teacher? Write a few and then put a
check to those which you think target HOTS.
What do you think could have happened next?
Do you know of another instance where...?
What would you change in the story?
From the information given, develop a set of instructions about ...?
What do you see as possible outcomes? ...
What was the turning point?
What did you learn today?
How did the lesson meet the Learning Objective?
How will this lesson benefit you in the future?

3. What activities can you consider to be under Critical Thinking and Creative
Thinking?
Think-Pair-Share
Ice Breakers
Role Playing
Debates
Case Studies
Problem-based learning
 FOCUS QUESTION
What big ideas did you gather from your classroom observations regarding Critical,
Creative Thinking and HOTS?
In the 21st Century, wherein everyone were expected to be flexible and have the
ability to communicate, collaborate, think innovatively and efficiently, I have learned
that it is really important for these skills to be acquired in a daily basis so as a
teacher and a learner we can address the needs of globalization, making us
competitive and progressive in the future. Moreover, in this information/ digital era
we are expected to be critical enough to filter this information, we can identify what
is fake to accurate information and sources. And this is very helpful to avoid
misleads and misconceptions, moving forward we are expected to be responsible
citizens/ netizens.

Analyze the observation that you have done in the previous activity and complete the table
that follows. Kindly refer to the questions to guide your answers.
1. Connection: What were the connections that you can draw between your observation
experience and your own learning?
2. Challenge: From your observation, what challenges were encountered by the teacher
which given the chance you would want to help with?
3. Concept: What concepts from your observations did you learn and somehow can
connect to what you have discussed in your professional education courses?
4. Changes: What changes in your teaching practices will you employ to focus more on
developing HOTS, Critical and Creative teaching among your future students?

Area on Teaching and Learning

1. Connection: As a future educator I have observed that I possessed the skills in the 21st century, because
these skills were part of my entire career growth and development starting back when I was in Senior
High School, we are fully immersed and educated in the objectives of 21st Century Skills and education.
2. Challenge: The challenge was that the teacher does not have enough knowledge in technology, or
he/she is not that tech-savvy, and this is the primary factor to consider because the 21st century requires
adaptability and flexibility. Moving forward, we can address the needs and challenges of society and
globalization.
 CASE ANALYSIS
Study the following scenarios and describe why or why not they should continue with their
practices.

Scenario 1: A teacher always make his/her students memorize key concepts in the lesson,
define them from memory, make them enumerate the important words from the lesson
and expects them to perform well when given problem solving activities.

The teacher should continue with their practices because it highly promotes Higher Order
Thinking Skills, Creative, and Critical Thinking. For the reason that memorizing is really not
enough to learn a certain concept, it should be enumerated, and summarized into a concept
maps and or organizers and it shall make learning meaningful and experiential.

Scenario 2: The teacher often asks Why and How questions and encourages his /her
students to ask the same kinds or any question anytime, before, during and after the lesson
for as long as they do it politely.

Yes, the teacher should continue this practice as it promotes thinking efficiently and
effectively, it also imposes the art of questioning which is very important to have an
engaged classroom set up.
GUIDE QUESTION:
Why should teaching-learning strategies be focused on developing Critical and Creative
Thinking?
In the 21st Century, wherein everyone were expected to be flexible and have the
ability to communicate, collaborate, think innovatively and efficiently, I have
learned that it is really important for these skills to be acquired in a daily basis so as
a teacher and a learner we can address the needs of globalization, making us
competitive and progressive in the future. Moreover, in this information/ digital era
we are expected to be critical enough to filter this information, we can identify
what is fake to accurate information and sources. And this is very helpful to avoid
misleads and misconceptions, moving forward we are expected to be responsible
citizens/ netizens.
 WHAT WILL YOU DO NOW?

From your observations, identify which practices will you adapt in your practice
teaching.
● Strategies for Thematic Planning
● Problem Solving Strategies (integrated with them)
● Experiments
 The second Domain recognizes the importance of demonstrating teachers’
knowledge on existing policies, guidelines and procedures to provide a safe and
secure learning environment. This is to highlight their role to nurture learners by
creating an environment that facilitates effective learning while effectively
managing learners’ behavior in a physical or virtual space.
In this chapter, pre-service teachers are expected to develop the following
competencies in the PPST Domain 2:
1. Demonstrate knowledge of policies, guidelines and procedures that
provide safe and secure learning environments.
2. Demonstrate understanding of learning environments that promote
fairness, respect and care to encourage learning.
3. Demonstrate knowledge of managing classroom structure that engages
learners, individually or in groups, in meaningful exploration, discovery
and hands-on activities within the available physical learning
environments.
4. Demonstrate understanding of supportive learning environments that
nurture and inspire learner participation.
5. Demonstrate knowledge of learning environments that motivate learners
to work productively by assuming responsibility for their own learning.
6. Demonstrate knowledge of positive and non-violent discipline in the
management of learner behavior.
 As the theorists of behaviorism posit, the environment affects learning. Therefore, as
teachers to be, it is significant to be familiar on how to effectively set-up an environment
that will promote effective learning among students. More importantly, children’s safety in
school is tantamount to the promote effective learning. Hence, pre-service teachers should
be familiar of the existing policies and procedures to ensure that student safety is being
upheld in their schools and classrooms.
Specifically, this domain envisions the beginning teachers to:
1. Identify the characteristics of a safe and secure learning environment based on
the existing policies, guidelines and procedures provided by DepEd.
2. Evaluate the existing learning environment based on the existing policies,
guidelines and procedures
3. Promote the importance of ensuring safety and security of the learners.
 VIDEO ANALYSIS
Directions:

1. Watch the video on YouTube using the link below and answer the guide questions
that follow:
https://www.youtube.com/watch?v=bNcQjnpmFns

GUIDE QUESTION::
What is the video all about?
The video that I have watched is about creating a positive classroom environment
where students have their opportunities to improve social skills and interaction
with others, and as a teacher, it enables them to reflect and see how classroom
environments shall be created, then again it’s not about you it’s about them. In
addition to that, a teacher should foster a positive learning environment that has
value in action, equity, and a sense of belongingness that the students have the
ability to interact and practice their social skills.
GUIDE QUESTION::
What ideas have you learned about maintaining a positive classroom environment?
I have learned that it is really important to create a positive classroom environment,
because it creates a positive learning culture leading to that more likely to acquire
learning motivation and results in greater learning outcomes and makes learning
more meaningful and experiential. And as a future teacher, creating a positive
environment should not be about me and not satisfying my needs alone, but about
students, about them despite the differences that they have. Moving forward, a
teacher has the power to create a positive learning environment that drives greater
outcomes and motivation of learning.

GUIDE QUESTION::
How do you think the ideas if the speaker apply in the Philippines?

During these critical times of the pandemic where virtual classrooms were
conducted, creating positive learning environments should always be observed.
Apparently, social skills were not really put into practice, and as an educator it is our
role to foster a positive learning environment that might reduce stress and anxiety
amongst students, that also support their emotional and behavioural regulations
and capacity. Moving forward, we can also promote mental health and awareness
by creating a positive learning environment.
 LEARNING SPACE AT HOME
Identify a student from the class you are observing and ask consent for interview. You may
set an appointment with the child and the parent on his/her learning space. Post a picture of
the child’s learning space below.
As you interview and observe the picture of the learning space, answer the following:
Check the columns on the right to indicate the presence or Present Absent
absence of the following in the child’s learning space at home:
/
● Permanent learning space

/
● Adequate lighting

/
● Adequate ventilation

/
● Sturdy table

/
● Sturdy chair that is fit to the learner’s height

/
● Sufficient space that allows movements

/
● Safe electrical connections

/
● Safely functioning gadgets

/
● Free from noise and other distractions

/
● Adult support/presence
 FACE TO FACE CLASSROOM
Identify an in-service teacher in your community that you can interview. Ask for pictures of
their classrooms and then paste them in the space provided below.

As you interview and observe the picture of the learning space, answer the following:

Check the columns on the right to indicate the presence or Present Absent
absence of the following in a real classroom:
/
● Seats that are fit for the learner’s heights
/
● Enough distance in between rows of chairs
/
● Adequate sturdy shelves that are reachable by students
/
● Fittings like doorknobs, switches, outlets and the like are
safely installed and within reach of children
/
● Available functioning instructional devices such as visual
aids, audio- visual aids, and other devices, that can promote
learning
 /
● Properly framed and safely installed chalkboard
or whiteboard with ledge
/
● Contains the standard facilities like handwashing corner,
drinking jar, trash can, storage cabinet, chart stand, first aid
kit, etc
/
● Enough classroom space that allows flexibility of seating
arrangement
/
● Grilled windows with emergency exits

/
● Two swing-out doors at the opposite sides of the classroom

Check the columns on the right to indicate the presence or Present Absent
absence of the following in a real classroom:
/
Smooth finished walls

/
Curtains that are away from wall-mounted electric fans

/
Unobstructed doors and exit windows
/
Visible fire extinguisher/s in the area
/
Covered wirings and other electrical fixtures

GUIDE QUESTION::
How are students’ safety promoted in the two kinds of classrooms that you have
observed?

As per the two set-ups that I was able to observe, I think the two classrooms somehow or
satisfactorily promoted safety among the students. Because as I have keenly observed, the
students in face to face classroom environment were seen to have limited chairs, and the
space was not adequate in learning, on the other hand in the virtual learning environment
of the other student was that the church and table was not stu
GUIDE QUESTION::
What are the challenges have you identified?
The challenge that I was able to identify was that, learning environments in both of the
scenarios was critical and can both affect the meaningful learning

GUIDE QUESTION::
What strategies can you suggest?
One of the strategies that I can suggest is that the teacher should be more inclusive
when it comes to the approach of his/her teaching. Empathize and acknowledge the
students so that it can also promote a meaningful learning experience.
 DOCUMENT ANALYSIS
Visit the link below to read the policies, guidelines and procedures for school safety as
prescribed in the different orders issued by the DepEd.
1. Chapter 4 of Educational Facilities Manual (2010)
2. DO. 27 s. 2015 Promoting family earthquake preparedness
3. DO. no.72 s. 2012 Continuing fire safety and awareness program
4. DO. 37 s. 2015 The comprehensive disaster risk education and management in
education framework

Based on the representation that you made and using the spaces below, create a list of the
items observed and practiced items that are unobserved or neglected as stipulated in the
DepEd Orders.

Observed/practiced DepEd safety and Unobserved/neglected DepED safety and

security policies and guidelines security policies and guidelines

1.Health and Disaster Risk 1.Hazardous electrical wirings due to

Reduction Measures overuse, deterioration, and substandard
installations;
2.SCHOOL EQUIPMENT 2.Lack of markings for emergency exits, and the
blockage of these exits with unused furniture,
among others;
3.Revised Fire Code of the Philippines (RA 3.Absence of fire sprinklers, lack of fire
No. 9514) committed by schools, the fighting equipment/fire extinguishers,
Department irregular servicing or non-maintenance of
existing fire extinguishers that do not
comply with ISO 9001-2008 series
certified as preferably required to ensure
the use of quality and non-ozone
depleting products;
4.Department of Education (DepEd) 4.Inadequate provisions of outlets, which
promotes Family Earthquake cause overload, particularly due to
Preparedness excessive connection of
equipment/appliances via octopus outlet
and other inappropriate extension; and

5.Comprehensive Disaster Risk Reduction 5.Non-organization of fire brigades and

and Management (DRRM) in Basic lack of preparedness for fire emergencies.
Education Framework to guide DRRM
efforts in the basic education sector
towards resilience-building in offices and
schools, and to ensure that quality
education is continuously provided and
prioritized even during disasters and/or
emergencies.

Share it with the class and counter check your work with others. Come up with a list of the
provisions that are most commonly observed/practices and another list of those that are
generally neglected or violated.

Observed/practiced DepEd safety and Unobserved/neglected DepED safety and

security policies and guidelines security policies and guidelines

1.Health and Disaster Risk 1.Hazardous electrical wirings due to

Reduction Measures overuse, deterioration, and substandard
installations;
2.SCHOOL EQUIPMENT 2.Lack of markings for emergency exits, and the
blockage of these exits with unused furniture,
among others;
3.Revised Fire Code of the Philippines (RA 3.Absence of fire sprinklers, lack of fire
No. 9514) committed by schools, the fighting equipment/fire extinguishers,
Department irregular servicing or non-maintenance of
existing fire extinguishers that do not
comply with ISO 9001-2008 series
certified as preferably required to ensure
the use of quality and non-ozone
depleting products;
4.Department of Education (DepEd) 4.Inadequate provisions of outlets, which
promotes Family Earthquake cause overload, particularly due to
Preparedness excessive connection of
equipment/appliances via octopus outlet
and other inappropriate extension; and

5.Comprehensive Disaster Risk Reduction 5.Non-organization of fire brigades and

and Management (DRRM) in Basic lack of preparedness for fire emergencies.
Education Framework to guide DRRM
efforts in the basic education sector
towards resilience-building in offices and
schools, and to ensure that quality
education is continuously provided and
prioritized even during disasters and/or
emergencies.
Share it with the class and counter check your work with others.

GUIDE QUESTION::
How faithful are the schools in implementing the School Safety Policies?

Most of the time DEPED acknowledged and implemented the DepEd’s policy and
guidelines, it is just that some areas require a lot of network and or resources to
pursue it yet most of the schools were implementing these guidelines as it
promotes safety amongst the students.
 ● With a partner, make a table of those neglected provisions and suggest doable
activities to ensure safety and security.
● Make another chart of the observed safety and security practices and suggest ways to
improve them.

GUIDE QUESTION::
What measures can be done to ensure safety and security?

To ensure and promote safety and security, schools should always pursue and
implement the DepEd security measures, policies , and guidelines.

Observed/practiced DepEd safety and Unobserved/neglected DepED safety and

security policies and guidelines security policies and guidelines

1.Health and Disaster Risk 1.Hazardous electrical wirings due to

Reduction Measures overuse, deterioration, and substandard
installations;
2.SCHOOL EQUIPMENT 2.Lack of markings for emergency exits, and the
blockage of these exits with unused furniture,
among others;
3.Revised Fire Code of the Philippines (RA 3.Absence of fire sprinklers, lack of fire
No. 9514) committed by schools, the fighting equipment/fire extinguishers,
Department irregular servicing or non-maintenance of
existing fire extinguishers that do not
comply with ISO 9001-2008 series
certified as preferably required to ensure
the use of quality and non-ozone
depleting products;
4.Department of Education (DepEd) 4.Inadequate provisions of outlets, which
promotes Family Earthquake cause overload, particularly due to
Preparedness excessive connection of
equipment/appliances via octopus outlet
and other inappropriate extension; and

5.Comprehensive Disaster Risk Reduction 5.Non-organization of fire brigades and

and Management (DRRM) in Basic lack of preparedness for fire emergencies.
Education Framework to guide DRRM
efforts in the basic education sector
towards resilience-building in offices and
schools, and to ensure that quality
education is continuously provided and
prioritized even during disasters and/or
emergencies.
 CREATION OF A VIRTUAL CLASSROOM
In groups of three or four, create a virtual classroom using Augmented Reality apps such as
Roblux. Post a link of your work in the space provided below.

GUIDE QUESTION::
How will you ensure safety and security in your own classrooms?

Most of the time DEPED acknowledged and implemented the DepEd’s policy and
guidelines, it is just that some areas require a lot of network and or resources to
pursue it yet most of the schools were implementing these guidelines as it promotes
safety amongst the students.
To ensure and promote safety and security, schools should always pursue and
implement the DepEd security measures, policies , and guidelines
 Classroom management is used to describe classroom order. Teachers may have different
functions, yet one of the most important roles is to manage the class effectively. One
important reason is that effective teaching and learning cannot take place in a poorly
managed classroom. While the struggle of handling classroom management is shared by
both newly hired teachers and those who are considered more experienced, newly hired
teachers identify student discipline as their most challenging problem. Armed with
appropriate teaching strategies and an effective discipline plan, you will soon find classroom
management one of the least worries in teaching.
Specifically, the following are the objectives in this lesson:
1. Analyze the practices of effective school teachers and the role of the personal
philosophy of the teacher in developing a classroom management plan.
2. Implement classroom/behavior management techniques
 MIND MAP ON CLASSROOM
MANAGEMENT
Directions:

1. In groups of 2 or 3, work together and create a mind map that describes your idea of
classroom management.

GUIDE QUESTION::
How will you describe an effective learning environment?
A good learning environment offers a safe platform for learners. Before you can
expect learners to succeed academically, they should also feel safe both mentally
and physically.In order to maintain a safe learning environment, learners must feel
supported, welcomed, and respected. In addition to that, an effective learning
environment is a place where you are not accepted because of what you perform,
but for who you are. It's a place where you can be honest with both your struggles
and your victories, and in both cases be met with open arms and curiosity.
GUIDE QUESTION::
Share your personal experiences from your school days about classes in which your
learning space design was used effectively and classes where this design just did not
work. Identify some reasons why that is so.
I think a negative learning environment that I experienced was a classroom that is not
inclusive, it gives me anxiety every time the teacher itself does not acknowledge me.
 VIRTUAL CLASSROOM OBSERVATIONS
Observation assignments are designed to help you have a more productive learning
experience. Your supervisors will facilitate a classroom observation either of the following
scenarios:
1. Videotaped classroom demonstration
2. Actual online synchronous instruction
Take down notes from the beginning to the end of the lesson. Based on these notes, answer
directly the given questions on the important aspects of the lesson.

A. MATERIALS/CLASSROOM MANAGEMENT
1. Draw a map of the learning environment.

1.1 How is it (or is it not) conducive to learning?

It is conducive for learning if a student has a lot of resources or has access for all of the resources
needed for virtual learning. In our country, somehow the virtual learning environment is not
conducive because not all the students have access to the mere resources.

1.2. How would you describe the room? How many students? Teachers? Others?
 They are using zoom as a platform, the platform was somehow easy to use, and the students
were 31 inside the virtual classroom. The students and teachers were absolutely engaged, as
Zoom has many features to utilize.
2. Materials Instruction
2.1. What materials were used? Why?
Since this is an online learning platform , mostly the materials were gamified powerpoint for a
meaningful learning experience.

2.2. Were the materials adequate and appropriate? Why or why not?

Yes, all of the materials were appropriate since it imposes a meaningful classroom that enables
students to learn a lot from it.

2.3. How effective do the materials seem to be? What evidence do you have?

It is effective , as I have observed that students were able to participate in the class excellently.

3. Classroom Management
3.1. What are the routine activities?
The class has started with preliminary activities such as prayer, reminders, and attendance
checking.

3.2. How many interruptions were there during the class period? For what? By whom?
If there is any interruption, it is because of signal or internet strength. If the teacher is asking
someone to answer a specific question, there is a sort of delay, causing interruptions and dead
air.

3.3. How did the teacher manage classroom procedures (i.e. management of instructional
groups, transitions, and materials and supplies etc.)?
The teacher managed the classroom procedures by telling it at the beginning of the class and by
any chance, it was definitely effective because the students were now able to get proper
expectations on how the class should begin.

3.4. How did the teacher maintain discipline/manage student behavior? (e.g. expectations are
being implemented)

By telling it at the beginning of the class and by any chance, it was definitely effective because the
students were now able to get proper expectations on how the class should begin.

3.5. What classroom management problems were evident?

As per my observation it was not evident as the teacher managed the class excellently.

3.6. How does the teacher deal with the management problems?
By telling the direction repeatedly and by any chance the teacher continuously asked the
students on how they feel about the set up.

3.7. Are all students treated equally? Is sexist or racist language used?

Yes, there were no discrimination in the classroom.

GUIDE QUESTION::
What best practices did you gather from your classroom observations?
What best practices did you gather from your classroom observations?
I learned that it is very important to discipline the students by telling them the
procedures, guidelines, and proper expectations on how the classes should start.
Also, it is very important to create a positive virtual classroom environment that
promotes inclusivity amongst all learners, which I believe is very effective for a
meaningful learning experience.

GUIDE QUESTION::
In terms of your style of classroom management, what did you find out about yourself
today?
It is very important to create a positive virtual classroom environment that
promotes inclusivity amongst all learners, which I believe is very effective for a
meaningful learning experience.

GUIDE QUESTION::
What did you commit to change about your classroom’s physical space to better represent
about teaching and learning?

For a better learning space, I shall promote an inclusive learning environment that
captures the learners' differences.
Complete the diagram below on your realizations on classroom equipment.
 PROFESSIONAL READINGS
Find professional readings about classroom and learner management. Based on your
readings, answer the guide questions.

Title of Article: Classroom Management Techniques

Author:Jim Scrivener

Reference:
https://books.google.com.ph/books?hl=en&lr=&id=ScKTo1mZidwC&oi=fnd&pg=PR1&dq=classr
oom+and+learner+management&ots=9ldTJlBnsp&sig=SSUFuIXWK7NBMZEE2b2SmrmZs7w
&redir_esc=y#v=onepage&q=classroom%20and%20learner%20management&f=false

GUIDE QUESTION::
Why is classroom management important?
Classroom management is important because it directly affects your students ability
to learn and your ability to teach. It impacts a teacher's ability to be effective and
actually enjoy teaching. Most importantly, a well managed classroom highly impacts
students' academic success.

GUIDE QUESTION::
Why should classroom and learner management be based on research?
It should be based primarily on research and methodology, to cater or captures the
need of all types of learners, basically classroom management shall be based on
inquiry that will impact academic learning and meaningful experiences.

GUIDE QUESTION::
What is Positive Behavioral Interventions and Supports (PBIS)?
Positive Behavioral Interventions and Supports (PBIS) is a proactive approach that
schools use to improve school safety and promote positive behavior. At its heart,
PBIS calls on schools to teach students positive behavior strategies, just as they
would teach about any other subject—like reading or math.
 YOUR TURN!
Based on your classroom demonstration, how did you facilitate effective classroom
strategies? Describe your experience and post an evidence in the space provided.

EXPERIENCE

I was able to facilitate effective classroom strategies by inquiry-based instruction , I also

led and implemented technology in the classroom. In addition to that, I also let the
student lead in the classroom, by making it appear that I am their facilitator of the lesson
and since I created a gamified powerpoint, the class was student-centered. And for me
this creates a positive virtual learning environment that promotes inclusivity as well, and a
meaningful learning experience.
EVIDENCE
 The most important stakeholders of the teaching-learning process are the students
because the whole process should be centered around them. Therefore, it is
imperative that teachers should know their students. In today’s education setting,
inclusivity is a buzzword. The school and the teachers should strive to ensure that ‘no
children should be left behind’. Hence, the PPST stresses the need for teachers to
exhibit the competencies on catering and responding to the needs of the learners.
Such competencies are described in Domain 3—Diversity of Learners.
Specifically, the Domain 3 aims to develop among teachers’ competency to:
1. Demonstrate knowledge and understanding of differentiated teaching to
suit the learners’ gender, needs, strengths, interests and experiences.
2. Implement teaching strategies that are responsive to the learners’
linguistic, cultural, socio-economic and religious backgrounds.
3. Use strategies responsive to learners with disabilities, giftedness and
talents.
4. Demonstrate understanding of the special educational needs of learners in
difficult circumstances, including: geographic isolation; chronic illness;
displacement due to armed conflict, urban resettlement or disasters; child
abuse and child labor practices.
 The role of the teachers requires them to be knowledgeable not only of the content of
their subject matter but also other essential information such as relevant details about their
diverse learners. The domain that covers this lesson emphasizes the central role of teachers
to establish learning environments that are responsive to the diversity of learners. Knowing
and understanding the diverse background of learners is pertinent to the design and
planning of learning opportunities that teachers do.
Diversity is celebrated and is considered to play an important role in the success of every
learning activity. Recognizing diversity of learners will help lead teachers to differentiate
teaching and learning activities that will ensure the production of productive citizens
contributing to national growth and in turn the global village.
Specifically, this lesson aims to make the pre-service teachers:
1. Describe learners’ gender, needs, strengths, interests, and experience;
2. Determine the context of their learners in difficult situations; and
3. Reflect on the diversity of their learners based on their gender, needs, strengths,
interests and their situation.
A TEACHERS’ STORY IN TEACHING INDIGENOUS PEOPLE
Directions:
1. Go to the link below and read the article entitled: Indigenous people’s
education during COVID-19: An
environmentalists’ perspective
https://arete.ateneo.edu/connect/indigenous-peoples-education-during-covid-
19-an-envir onmentalists-perspective

GUIDE QUESTION::
What were the notable experiences of the teachers?
The teachers are worried about how they can deliver an effective education for the
Indigenous People, as they are facing the risk of pandemic.

GUIDE QUESTION::
What struggles did the teacher describe?

There were lot of struggle, but the teacher highlighted on how IP was described to
be “walang pinagaralan” and that was an extreme challenge to them as we are
facing the risk of pandemic, where in education is still innovating the new
approaches.

GUIDE QUESTION::
Why do you think that teachers should address the challenges described?
The said challenge is being addressed by educating themselves as well, and
thinking innovatively on different approaches on how education should flourish
among IP even though we are at risk of pandemic.
Directions:
1. Study the observation guide for diversity of learners. Be familiar with the areas and
statements you will need to consider in taking notes of your observations.
2. Your supervisor will facilitate any of the following activities for appreciation of the
diversity of learners:
a. Actual online synchronous lesson;
b. Video clip of a class showcasing diversity of learners; and
c. Allow you to interview teachers on how they address diversity of learners that
are not observable in the video and online classroom observation.
3. During the session, you are expected to take notes related to how the following factors
contributing to the learners’ diversity are addressed in class:
a. Gender
b. Needs
c. Strengths
d. Interests
e. Experiences
f. Difficulties
4. Use the template that follows to take note of your observations. Answer the guide
questions that follow.

Observation Guide for Diversity of Learners

Instructions: Consider the video clip you have seen or class observation/s you had and the
interview you have conducted. Read the following statements and evaluate if they are
evident in the classes. If the statements are evident in the classes you have seen or as
attested by the teacher you have interviewed, put a tick mark (/) on the appropriate column.
Provide additional details of observations you have noted.

Table 1. Observation Guide for Diversity of Learners

Statement Evident
(/)

/
Teaching Learning Process

/
1. The teacher effectively uses a variety of teaching methods that meet different
learning styles.

/
2. The learner assessment is fair and does not discriminate against any learner.

/
3. The language used by the teacher is non-discriminatory, inclusive and
appropriate.
 Statement Evident
(/)

/
Teaching Learning Process

/
4. Discussion and comments within the learning environment are managed to
ensure learner language is appropriate, inclusive and non-discriminatory.

/
5. The class is well-managed to ensure a safe learning environment.

/
6. Materials and topics are sensitively presented.

/
7. Resources utilized are accessible (easy to read, visual/symbols, auditory, large
print, etc.)

/
8. Provision is given to help learners access information needing additional
resources.

/
Classroom Interactions

/
1. Discriminatory behavior is always dealt with in accordance with the provider’s
disciplinary and harassment policy and charter

/
2. Learners treat each other with respect, and listen to one another’s views, even
if they do not agree with them. Learners respect the teacher.

/
3. The teacher addresses the needs of individual learners, for example the
potential isolation of a learner who is the only male or female in the group, or
requests to observe religious practices or holidays

/
4. Discussion and small group work ensures that a range of views are
represented and cliques do not develop.

/
5. Learners are encouraged to work with others with differing abilities and from
different backgrounds.

/
6. Alternative approaches are naturally considered when group activities present
communication difficulties who find social interaction difficult

/
7. The lesson plan gives evidence of how the teacher and learning support staff
have liaised together. Learning support staff are allocated and deployed to meet
student’s needs.

/
8. Behavior of all students is fairly and consistently managed always taking into
account the severity/level of their disability
 Statement Evident
(/)

/
9. Respect is shown for religious beliefs and practices, for example appropriate
break times are given during Ramadan

/
Teacher Qualities and Disposition

/
1. The teacher role models and champions good equality and diversity practice,
for example modelling language and behaviour that promotes inclusivity and
respect for others

./
2. Prejudiced or inappropriate language, views or behaviour are always
appropriately challenged to promote understanding and bring about
behavioural change

/
3. In their behaviour, teachers, encourage harmonious relationships between
different groups of learners

/
4. No assumptions are ever made about students, for example the assumption
that students are white, middle class, English speaking, non-disabled, living in a
house owned by two biological heterosexual parents with internet access,
broadband and PC’s

/
5. The teacher creates an atmosphere of mutual trust where each learner feels
valued regardless of background, identity or personal circumstances

/
6. The teacher sets high expectations for all students.

/
7. The teacher is confident in talking about equality and diversity and tackling
equality and diversity issues

Note: Items adapted from: http://equalityanddiversity.net/docs/observation-of-teaching-and-learning-2014.pdf

Analyze the data you have gathered in the Observation activities that you have done. Reflect
on the data that you have gathered and answer the questions that follow.

What is the common evidence of teachers’ conscious efforts to ensure that diversity of
learners is properly addressed?
Upon observation, the diversity of learners is properly addressed because the teacher
celebrates the diversity, by getting to know the students, maintaining communication,
acknowledging and respecting them, and also giving them freedom and flexibility. On
top of that, the teacher prepares a lesson plan that incorporates the respect for diversity
and cultural sensitivity.

What are the effective ways to ensure that diversity of learners will be properly addressed?
The teacher should celebrate the diversity, by getting to know the students, maintaining
communication, acknowledging and respecting them, and also giving them freedom and
flexibility. On top of that, the teacher prepares a lesson plan that incorporates the respect
for diversity and cultural sensitivity.

Should teachers always be able to effectively address concerns on diversity of learners?

What are their common difficulties/challenges?

Yes, most especially we are learning and conducting classes virtually, students tend
to be more sensitive, thus the teacher should celebrate diversity all the time. On the
other hand, challenges are inevitable and the common difficulties are
communication barrier stereotypes and prejudice.

In your future practice, how do you see yourself ensuring that diversity of learners will be
properly dealt?
As an advocate of inclusive education , and also a future teacher or educator that
prioritizes students’ differences, I see myself as a teacher who will opens
communication for all learners, also celebrating diversity by incorporating it with
the lesson per se.
 Consider the following pictures and illustrations depicting diversity of learners.
Accomplish the second and third column by: 1) Describing the diversity of learners shown
(column 2) and
2) Identifying the issues and concerns related to the picture (column 3). Answer the
guide questions that follow.

Description Diversity issues and concerns

The picture shows students of

different races.
There are instances that they
have a conflict with their beliefs
that is why the teacher plays an
important role to celebrate
diversity of learners.

The issues that are identified in

the pictures are lack of resources
amongst the differences of
learners, and on top of that is they
are facing the risk of pandemic
which is extremely challenging,
because not all of the learners the
same.
The issues that are identified in
the pictures are lack of resources
amongst the differences of
learners, and on top of that is they
are facing the risk of pandemic
which is extremely challenging,
because not all of the learners is
the same.
The picture shows students that
have inclusive needs.
There are instances that they
have a conflict with their beliefs
that is why the teacher plays an
important role to celebrate
diversity of learners.

Non-disabled and disabled students (in this case a boy in

a wheel Stock Photo - Alamy
GUIDE QUESTION::
What are the common factors that you have identified that differentiate a learner from
another?
The common factor that a learner differs from one another is the race and ethnicity,
access to resources, gender and religion, and social status.

GUIDE QUESTION::
What issues have you identified based on the given pictures?
The issues that are identified in the pictures are lack of resources amongst the differences
of learners, and on top of that is they are facing the risk of pandemic which is extremely
challenging, because not all of the learners and e

GUIDE QUESTION::
As a future teacher, how would you address these issues?

Yes, ofcourse I will address the said constraints and issues, as an innovative
educator I will think of ways and approaches on how to improve education even
though we are at risk of pandemic. Also, I will develop new approaches to celebrate
diversity amongst learners.
 IN YOUR OWN EXPERIENCE

Recall your encounter with children and site a specific challenge that you have experienced.
How did you manage the said challenge? Post an evidence of the said experience (if there
is).

EXPERIENCE

Way back in NSTP days , where we were assigned to a different barangay to conduct
community teaching. I was able to handle two students, and it was challenging because
the other student did not know how to read and write, and the other one already has the
ability to read and write. And to address this specific concern, I have developed a lesson
plan that celebrates differences of learner so as I can also create a positive learning
environment, I made them collaborate and help each other, I also taught them
innovatively that promotes inclusivity. I was assured that during that time , no one was left
behind and it gave me a positive outcome to this one in a million opportunity.

EVIDENCE
 Teachers are expected to understand that learning environments must be
responsive of learners’ diversity. These diverse characteristics and experiences of
learners become inputs to an effective planning and development of learning
opportunities. Diversity is shown in different constructs such as culture, religion,
socio-economic status, ethno-linguistic background, disability, and giftedness.
Hence, the celebration of learner diversity is shown through inclusivity in classrooms,
which presupposes a purposeful design, teaching, and assessment that is engaging,
meaningful, and accessible to all.
In this lesson, you will explore the tenets of diversity and inclusive teaching that
will foster success of learners with various linguistic, cultural, socio-economic, and
religious backgrounds; disabilities, giftedness, and talents; and learners from
indigenous groups.
Specifically, this lesson aims to make the pre-service teachers:
1. Implement teaching strategies that are responsive to the learner’s
linguistic, cultural, socio-economic and religious backgrounds and;
2. Use strategies that are responsive to learners with disabilities, giftedness
and talents
 SOCIAL IDENTITY WHEEL
To understand diversity, one must be keen on identifying social identities and reflect on
the various ways these identities become visible or more keenly felt at different times, and
how these identities impact the ways others perceive and treat them. By doing so, as
teachers, we are able to translate these in our classroom to become more inclusive.
In this activity, you are to accomplish your own identity wheel and become aware of your
own social identities (e.g. race, gender, sex, ability, disability, sexual orientation, etc.) and
further categorize these identities based on which matter most in your own perception and
which matter most in others’ perception.

Directions:
1. Accomplish your own Social Identity Wheel by using the image below. The chart
below features a circle that is separated into 11 sections. Each section is labeled:
(starting at the top and moving clockwise around the circle) ethnicity;
socio-economic status; gender; sex; sexual orientation; national origin; first
language; physical, emotional, developmental (dis)ability; age; religious or spiritual
affiliation; race.

2. After answering all of the 11 sections, identify the following prompts by putting the
corresponding number beside the social identifier section. These prompts are in the
center of the circle: (1) Identities you think about most often; (2) Identities you think
about least often; (3) Your own identities you would like to know more about; (4)
Identities that have the strongest effect on how you perceive yourself; (5)
Identities that have the greatest effect on how others perceive you.

Note: You can download the pdf version of the Social Identity Wheel at
https://sites.lsa.umich.edu/inclusive-teaching/wp-content/uploads/sites/732/2020/07/Social-I
dentity-WheelDefinitions.pdf

3. Accomplishment of activity may be done electronically/online or you can print the

image and have your answers handwritten.
SOCIAL IDENTITY WHEEL
 SPECTRUM ACTIVITY FOR THE SOCIAL IDENTITY WHEEL
After accomplishing you Social Identity Wheel, answer the following questions for
discussions. These questions will guide you on how critical social identities are and how
these are more or less keenly felt in different social contexts. You can write your answers on
the space provided below each question.

1. What part of your identity do you think people first notice about you?

People tend to notice first my mental and physical ability.

2. What part of your identity are you most proud of?

I am most proud of my language and communication skills, because in such a way I was able to
touch many lives.

3. What part of your identity did you struggle the most with growing up?

I struggled most with my appearance because for some reason I was bullied. Growing up, I am very
fat, or should we say that I waas obese and it does not fit with the demands of the society
because what matters for people is skinny, and good looking. People tend to be insensitive
because they were not properly educated.

4. For what part of your identity do you feel you receive privilege for most often?

I believe this is from language and communication skills, for the reason that not all people excel in
communication, and I was able to change different walks of life because of that.

5. For what part of your identity do you feel you face oppression for most often?

I feel oppressed with my physical appearance for some reason I was bullied. Growing up, I am very fat,
or should we say that I waas obese and it does not fit with the demands of the society because
what matters for people is skinny, and good looking. People tend to be insensitive because they
were not properly educated.

6. What part of your identity do you see having the most effect on your interactions with students?

I believe this is from language and communication skills, for the reason that not all people excel in
communication, and I was able to change different walks of life because of that.

7. What part of students’ identities do you most often see affecting their interactions with you?

I believe this is from language and communication skills, for the reason that not all people excel in
communication, and I was able to change different walks of life because of that.
 HOW PRIVILEGE IMPACTS LEARNER DIVERSITY AND
INCLUSIVITY IN THE CLASSROOM
In the previous activity, the Social Identity Wheel, you may have noticed that our own
identities are a double-edged sword when it comes to understanding diversity. Oftentimes,
these identities are a privilege that we use as a gateway to have access in the teaching and
learning process. In order to design effective strategies that are responsive to learners’
diversity and incorporating inclusion in the classroom, understanding privilege is essential.
The LSA Inclusive Teaching Initiative of the University of Michigan identified ways on how
our privilege may impact us and how instructor or teacher privilege impact students.

A. Some ways that your privilege may impact you:

● If your students read you as white, gender-conforming, male, able-bodied, and
affluent, they likely perceive you as a person of intelligence and authority, which may
benefit you in student course evaluations and the ways your students engage with
you in class.
● If you experience privilege, you can assume that many of your students, if not most,
likely share your identity and privilege, and that they won’t be biased against you.
● If you do not experience disabilities or language barriers, you are likely better able to
meet the expectations of workload and grading turn-around than some of your
colleagues who lack those kinds of privilege.
● If you experience privilege, the standard canon for your field of study is likely written
by people who share your identity or identities. And you can teach that canon without
students or peers suggesting that your course is political or overly topical.

B. Some ways instructor privilege may impact students who don’t share that
privilege:
● Students who don’t experience privilege may worry that their instructor and peers are
biased against them and their worldview.
● If a student’s identity is not well represented in the syllabus or shared among their
peers, they may fear that their experiences, interests, and perspectives will be treated
as marginal, off topic, or overly political. And they may worry that they will be asked to
speak for their entire social group (for example, that they may be called on to provide
“the Muslim perspective” or have their experience objectified as a “teachable
moment” or “inspirational story”).
● Students may worry that they can’t depend on the instructor to identify harmful
comments or behavior in the classroom and that you may not support them if they
call-out those harmful comments and behavior themselves.
 ● If a student has language barriers (such as from speaking English as a secondary
language, having a disability that impacts their processing of written or spoken
language, or having grown up speaking a dialect of English that is not commonly
valued in the college classroom), they may be concerned that the instructor and their
peers will think that they are underprepared for the course or that the instructor
might not take those obstacles into account when they evaluate their work.
● If a student requires an accommodation in order to manage the course requirements,
they may fear that the instructor will doubt the validity of their needs, demand
documentation that they don’t have, judge them adversely for needing an
accommodation, or express other resistances to providing an accommodation that
the student will have to defend against.

Directions:
1. Study the observation guide for diversity of learners. Be familiar with the areas and
statements you will need to consider in taking notes of your observations.
2. Your supervisor will facilitate any of the following activities for appreciation of the
diversity of learners:
a. Actual online synchronous lesson;
b. Video clip of a class showcasing diversity of learners; and
c. Allow you to interview teachers on how they address diversity of learners that
are not observable in the video and online classroom observation.
3. During the session, you are expected to take notes related to how the following factors
contributing to the learners’ diversity are addressed in class:
a. Culture
b. Religion
c. socio-economic status
d. ethno-linguistic background
e. Disability
f. giftedness/talent
4. Use the Observation Checklist template from Domain 3 Lesson 1 to take note of
your observations.
Observation Guide for Diversity of Learners

Instructions: Consider the video clip you have seen or class observation/s you had and the
interview you have conducted. Read the following statements and evaluate if they are
evident in the classes. If the statements are evident in the classes you have seen or as
attested by the teacher you have interviewed, put a tick mark (/) on the appropriate column.
Provide additional details of observations you have noted.

Table 1. Observation Guide for Diversity of Learners

Statement Evident
(/)

Teaching Learning Process

/
1. The teacher effectively uses a variety of teaching methods that meet different
learning styles.

/
2. The learner assessment is fair and does not discriminate against any learner.

/
3. The language used by the teacher is non-discriminatory, inclusive and
appropriate.

/
4. Discussion and comments within the learning environment are managed to
ensure learner language is appropriate, inclusive and non-discriminatory.

/
5. The class is well-managed to ensure a safe learning environment.

/
6. Materials and topics are sensitively presented.

/
7. Resources utilized are accessible (easy to read, visual/symbols, auditory, large
print, etc.)

/
8. Provision is given to help learners access information needing additional
resources.

/
Classroom Interactions

/
1. Discriminatory behavior is always dealt with in accordance with the provider’s
disciplinary and harassment policy and charter

/
2. Learners treat each other with respect, and listen to one another’s views, even if
they do not agree with them. Learners respect the teacher.
 Statement Evident
(/)

/
Classroom Interactions

/
3. The teacher addresses the needs of individual learners, for example the
potential isolation of a learner who is the only male or female in the group, or
requests to observe religious practices or holidays

/
4. Discussion and small group work ensures that a range of views are
represented and cliques do not develop.

/
5. Learners are encouraged to work with others with differing abilities and from
different backgrounds.

/
6. Alternative approaches are naturally considered when group activities present
communication difficulties who find social interaction difficult

/
7. The lesson plan gives evidence of how the teacher and learning support staff
have liaised together. Learning support staff are allocated and deployed to meet
student’s needs.

/
8. Behavior of all students is fairly and consistently managed always taking into
account the severity/level of their disability

/
9. Respect is shown for religious beliefs and practices, for example appropriate
break times are given during Ramadan

Teacher Qualities and Disposition

/
1. The teacher role models and champions good equality and diversity practice,
for example modelling language and behaviour that promotes inclusivity and
respect for others

2. Prejudiced or inappropriate language, views or behaviour are always

appropriately challenged to promote understanding and bring about
behavioural change

/
3. In their behaviour, teachers, encourage harmonious relationships between
different groups of learners

/
4. No assumptions are ever made about students, for example the assumption
that students are white, middle class, English speaking, non-disabled, living in a
house owned by two biological heterosexual parents with internet access,
broadband and PC’s
 Statement Evident
(/)

/
5. The teacher creates an atmosphere of mutual trust where each learner feels
valued regardless of background, identity or personal circumstances

/
6. The teacher sets high expectations for all students.

/
7. The teacher is confident in talking about equality and diversity and tackling
equality and diversity issues

Note: Items adapted from: http://equalityanddiversity.net/docs/observation-of-teaching-and-learning-2014.pdf

Analyze your accomplished observation checklist. Reflect on the data that you have
gathered by answering these probing questions based on the identified practices for
meeting learners’ diversity.

Practice How did the How do I What can I do to

teacher demonstrate this better implement
demonstrate practice in my these practices with
this practice? own class? fidelity?

Models, encourages, and

practices respect for Considers When appropriate, When appropriate,
students’ invites invites
diversity in background,
identity, preferences, and diverse students to share students to share unique
backgrounds, unique experiences,
all other areas.
identities, experiences, backgrounds, and
strengths, and backgrounds, and histories and models
challenges during histories and models active listening and
lesson active listening and positive,
planning, positive, responsive questioning,
instruction, responsive commenting, and giving
assessment, and questioning,
and receiving feedback
classroom commenting, and
management giving Varies the social
and receiving demands
Involves all feedback
required for learning or
participants in
performance depending
whole-class Varies the social
discussions in demands
a supportive, required for learning
encouraging way, or
allowing students performance
to “take depending
a pass” or to
“recover” as
necessary

Creates an environment
that is safe and respectful When appropriate, Considers students’ When appropriate,
invites diverse backgrounds, invites
of all cultures and
backgrounds students to share identities, strengths, students to share unique
unique and experiences,
experiences, challenges during backgrounds, and
backgrounds, and lesson histories and models
histories and planning, instruction, active listening and
models assessment, and positive,
 active listening classroom responsive questioning,
and management commenting, and giving
positive, and receiving feedback
responsive Involves all
questioning, participants in Varies the social
commenting, and whole-class demands
giving discussions in required for learning or
and receiving a supportive, performance depending
feedback encouraging way,
allowing students to
Varies the social “take
demands a pass” or to
required for “recover” as
learning or necessary
performance
depending
Supports and encourages
a diverse learning Considers nvolves all nvolves all participants in
students’ participants in whole-class discussions
community engaged in
diverse whole-class in
common interests
backgrounds, discussions in a supportive,
or activities
identities, a supportive, encouraging way,
strengths, and encouraging way, allowing students to
challenges during allowing students to “take
lesson “take a pass” or to “recover” as
planning, a pass” or to necessary
instruction, “recover” as
assessment, and necessary
classroom
management

Involves all
participants in
whole-class
discussions in
a supportive,
encouraging way,
allowing students
to “take
a pass” or to
“recover” as
necessary
Considers students’
diverse backgrounds, Considers nvolves all nvolves all participants in
students’ participants in whole-class discussions
identities, strengths, and
diverse whole-class in
challenges during lesson
backgrounds, discussions in a supportive,
planning,
identities, a supportive, encouraging way,
instruction, assessment,
strengths, and encouraging way, allowing students to
and classroom
challenges during allowing students to “take
management
 lesson “take a pass” or to “recover” as
planning, a pass” or to necessary
instruction, “recover” as
assessment, and necessary
classroom
management

Involves all
participants in
whole-class
discussions in
a supportive,
encouraging way,
allowing students
to “take
a pass” or to
“recover” as
necessary
Involves all participants in
whole-class discussions in Considers nvolves all nvolves all participants in
students’ participants in whole-class discussions
a supportive,
diverse whole-class in
encouraging way,
backgrounds, discussions in a supportive,
allowing students to
identities, a supportive, encouraging way,
“take a pass” or to
strengths, and encouraging way, allowing students to
“recover” as necessary
challenges during allowing students to “take
lesson “take a pass” or to “recover” as
planning, a pass” or to necessary
instruction, “recover” as
assessment, and necessary
classroom
management

Involves all
participants in
whole-class
discussions in
a supportive,
encouraging way,
allowing students
to “take
a pass” or to
“recover” as
necessary
Practice How did the How do I What can I do to
teacher demonstrate this better implement
demonstrate practice in my these practices with
this practice? own class? fidelity?

When appropriate, invites

students to share unique Considers involves all nvolves all participants in
students’ participants in whole-class discussions
experiences,
diverse whole-class in
backgrounds, and
backgrounds, discussions in a supportive,
histories and models
identities, a supportive, encouraging way,
active listening and
strengths, and encouraging way, allowing students to
positive,
challenges during allowing students to “take
responsive questioning, lesson “take a pass” or to “recover” as
commenting, and giving planning, a pass” or to necessary
and receiving feedback instruction, “recover” as
assessment, and necessary
classroom
management

Involves all
participants in
whole-class
discussions in
a supportive,
encouraging way,
allowing students
to “take
a pass” or to
“recover” as
necessary
Varies the social
demands required for Considers nvolves all nvolves all participants in
students’ participants in whole-class discussions
learning or performance
diverse whole-class in
depending on student
backgrounds, discussions in a supportive,
comfort level.
identities, a supportive, encouraging way,
strengths, and encouraging way, allowing students to
challenges during allowing students to “take
lesson “take a pass” or to “recover” as
planning, a pass” or to necessary
instruction, “recover” as
assessment, and necessary
classroom
management

Involves all
participants in
whole-class
discussions in
a supportive,
encouraging way,
 allowing students
to “take
a pass” or to
“recover” as
necessary

Massachusetts Department of Elementary and Secondary Education (2020). The Educator Effectiveness Guidebook for Inclusive Practice. Retrieved from:
https://www.doe.mass.edu/edeval/guidebook/2a-rubric.pdf

EQUITY PRACTICE SPACES USING TEACHER MOMENTS

Addressing learners’ diversity can be a bit tough as a task but by being aware of these
differences, it opens up a new perspective in designing and implementing responsive
teaching strategies.
At this point, you are now, at least, ready to apply these diversity and inclusion practices in
a scenario. You will be involved in an interactive case study that threads in creating
inclusiveness and belonging in the classroom.

Directions: You will be needing a computer or smartphone with internet connection for this
activity
1. Go to the website: https://teachermoments.teachingsystemslab.org/equity?web
2. Once the web page is loaded, scroll down to the “Field-tested practice spaces” and
click “Gendered or racialized student comments”
3. Read carefully the scenarios presented in the case and respond accordingly based on
your understanding of learner diversity and personal judgment.
GUIDE QUESTION::
How might you handle such a moment? How can you take advantage of it as an
opportunity to advance student learning?

This is a great opportunity for learning. By any chance I can

turn around the situation by educating the students and
making them more aware of differences, cultural, and or
gender sensitivity. As an innovative educator I do celebrate
diversity, and I could not tolerate racist or sexist remarks, and
by that chance I am creating a positive learning environment
that also promotes inclusive learning amongst the diverse
learners.

General ideas to consider:

● Think ahead about how you might handle difficult classroom dynamics — and what
aspects of your course content might produce them.
● If tensions arise, do acknowledge them, in the moment or later.
● Be flexible with your plans: if students are intensely attuned to an issue, let it have the
time and attention it needs. Use the intensity to facilitate students’ learning.
Adapted for use by The Center for Research on Language and Teaching, University of Michigan.
Resource hosted by LSA Inclusive Teaching Initiative, University of Michigan (http://sites.lsa.umich.edu/inclusive-teaching/).

INVENTORY OF INCLUSIVE TEACHING STRATEGIES

Applying knowledge on learner diversity and inclusion requires certain level of
understanding, paradigm shift, and proficiency. To help you use, implement, and
demonstrate necessary skills that will celebrate a learners’ diverse background, reflect and
annotate these inclusive teaching strategies in every lesson planning and implementation
you do. Let this be your guide to remind you that every time you teach, there will always be
an opportunity to celebrate and embrace diversity.

Inclusive Teaching Strategies Inventory Resource

 Do you or would you use the following strategies?
✓= I use this in my teaching
~ = I sort of use this in my teaching
X = I do not use this in my teaching
✩ = I would like to try this, though I may need more information or resources
Inventory of Inclusive Teaching Strategies. Adapted for use by The Center for Research on Language and Teaching, University of Michigan. Some content adapted from
Linse & Weinstein, Shreyer Institute for Teaching Excellence, Penn State, 2015.
Resource hosted by LSA Inclusive Teaching Initiative, University of Michigan (http://sites.lsa.umich.edu/inclusive-teaching/).
Instructor-Student Interactions
● Learn and use students’ names — what they choose to be called and how they
pronounce it.
○ Clarify how you want students to address you, especially if you teach students
from a range of educational and cultural backgrounds.
○ Distribute a student background questionnaire early in the term to learn about
students’ experience with the course topics, educational background,
professional ambitions, general interests, etc.
○ Encourage students to visit office hours, and use that time to ask about their
experiences with course topics as well as their interests outside the class.

● Communicate high expectations and your belief that all students can succeed.
○ Allow for productive risk and failure. Make it known that struggle and challenge
are important parts of the learning process, not signs of student deficiency.
○ Seek multiple answers or perspectives to questions.
○ Avoid making generalizations about student experiences.
○ Avoid making jokes at students’ expense.
○ Refrain from asking individual students to speak for a social identity group.
○ Communicate concern for students’ well-being, and share information about
campus resources.
○ Communicate in writing and person your goal of making learning equally
accessible to all students. Welcome requests for documented accommodations
as a chance to include everyone more fully in learning.

● Carefully frame objectives when raising potentially sensitive or uncomfortable topics.

○ Model productive disagreement, showing how to critique a statement or idea
rather than the speaker.

● Stop or intervene in a discussion if comments become disparaging or devalue other

students’ experiences.

● Avoid giving verbal instructions without a written corollary. (Multiple modes can be
helpful to students with processing disabilities as well as non-native English speakers.)

● Allow ample time for any in-class activities that require substantial reading, and
provide guidance that reflects the fact that processing times will vary (e.g., how to
approach the task given you may not finish reading, or what to do if you do finish it
before the time is up).
Student-Student Interactions
● Encourage students to learn and use one another’s names.
● Use icebreakers regularly so students can learn about one another.
● Establish guidelines, ground rules, or community agreements for class participation.
● In class, have students work in pairs, triads, or small groups.
● Have students write and share about how their background can contribute to a
particular class activity.
● For long-term teams, structure check-ins and opportunities for peer feedback about
group process.
● On the syllabus, identify collaboration or perspective-taking as skills students will
build in the course.
● In class, explain the value of collaboration for learning. Speak of students’ diverse
perspectives as an asset.
● Provide students opportunities to reflect on what they learned through collaborative
activities (formal or informal).
● Deliberately assign students to small, heterogeneous groups that do not isolate
underrepresented students.
● Set up study groups that deliberately group students with different strengths.
● Have students complete a self-assessment inventory and discuss with peers.
● Have students complete low-stakes small group activities that help them see and
value the contributions of others.
● Establish ways for students to intervene if they feel a certain perspective is being
undervalued or not acknowledged.

Content
● Choose readings that deliberately reflect the diversity of contributors to the field.
● Use visuals that do not reinforce stereotypes but do include diverse people or
perspectives.
● Use diverse examples to illustrate concepts, drawing upon a range of domains of
information.
● Avoid references that are likely to be unfamiliar to some students based on their
backgrounds (e.g., citing American pop culture from ‘when you were in high school’ in
a class with many international students).
● Emphasize the range of identities and backgrounds of experts who have contributed
to a given field.
● Use varied names and socio-cultural contexts in test questions, assignments, and
case studies.
● Teach the conflicts of the field to incorporate diverse perspectives.
● Deliberately choose course materials with a range of student physical abilities in
mind.
● Deliberately choose course materials with students’ range of financial resources in
mind.
● Analyze the content of your examples, analogies, and humor; too narrow a perspective
may alienate students with different views or background knowledge.
● Include authors’ full names, not just initials, in citations. (This can help emphasize
gender diversity or unsettle assumptions about authorship).
Instructional Practices
● Assess students’ prior knowledge about your field and topics so that you can
accurately align instruction with their needs.
● Help students connect their prior knowledge to new learning (e.g., before introducing
a new topic ask students individually to reflect on what they already know about the
topic).
● Invite students to identify examples that illustrate course concepts.
● Use a variety of teaching methods and modalities (verbal, visual, interactive, didactic,
etc.) rather than relying on one mode of engagement.
● Ask students for concrete observations about content (e.g., a reading, image, set of
data) before moving to analytical questions. (This can give everyone a common
starting point and model analytical processes you want to teach).
● Use a pace that lets students take notes during lecture.
● Clarify the expectations and grading scheme for each assignment.
● Create time in class for students to discuss and ask questions about assignments or
assignment expectations.
● Emphasize the larger purpose or value of the material you are studying.
● Structure discussions to include a range of voices: e.g., take a queue, ask to hear from
those who have not spoken, think-pair-share activities.
● Use brief in-class writing activities to get feedback on what students are learning and
thinking
● Use blind grading methods, when appropriate.
 Domain 4 addresses teachers’ knowledge of and interaction with the national
and local curriculum requirements. This Domain encompasses their ability to
translate curriculum content into learning activities that are relevant to learners and
based on the principles of effective teaching and learning. It expects teachers to
apply their professional knowledge to plan and design, individually or in
collaboration with colleagues, well-structured and sequenced lessons. These lesson
sequences and associated learning programs should be contextually relevant,
responsive to learners’ needs and incorporate a range of teaching and learning
resources. The Domain expects teachers to communicate learning goals to support
learner participation, understanding and achievement.
Specifically, the Domain on Curriculum and Planning envisions beginning
teachers to possess the following competencies:
1. Prepare developmentally sequenced teaching and learning process to
meet curriculum requirements.
2. Identify learning outcomes that are aligned with learning competencies.
3. Demonstrate knowledge in the implementation of relevant and responsive
learning programs.
4. Seek advice concerning strategies that can enrich teaching practice.
5. Show skills in the selection, development and use of a variety of teaching
and learning resources, including ICT, to address learning goals.
 Planning is crucial for effective teaching and learning process. It is inevitable that teachers
should be skilled in preparing activities that are aligned with the curricular requirements.
More importantly, teachers need to prepare how to execute the plan in the classroom.
In this lesson, the pre-service teachers are expected to:
1. Describe the importance of lesson planning
2. Determine effective strategies for effective lesson planning

Study the quotation below and answer the guide question that follow.
 LESSON PLAN ANALYSIS
Directions:
1. Identify a teacher (public/private) and ask for a copy of their lesson plan.
2. Attach a copy of the said lesson plan here.
3. Study the lesson plan and complete the checklist that follows.

*Attach Copy Here ( The teacher does not give a permission to post her lesson plan)

Does the Learning Objective…

1. clearly state what you expect students will be able to do by the end of
the instructional unit? /
2. reflect the level of learning that you want to see?

3. express what the learners will do (rather than what you, as the teacher, will
do)? /
4. explain to learners what “good” looks like?

Does the lesson plan…

1. list the materials needed for its implementation?

2. cites references that were used?

/
Do the content input strategies…

1. clearly convey the teaching points to learners

/
2. cover what students need to know to successfully achieve the objectives?
/
Does the Review and Motivation activities…

1. create relevance and interest in the topic/subject of instruction?

/
2. generate interest and focus in the learners?

3. make links between previous instruction and the current focus of learning?
/
 4. draw on what learners are aware of and what they already know about the
topic? /
Do the learning activities…

1. provide learners with supportive, step by step opportunities to learn and

practice using the content to achieve the objectives? /
2. reinforce the learning necessary to achieve the objectives?
/
3. allow students to learn in a safe environment?
/
4. provide learners with supportive, step by step opportunities to learn and
practice using the content to achieve the objectives?

Do the review and formative assessment…

1. provide feedback to both the teacher and the students on the learning that
has occurred?

2. measure achievement of the objectives?

/
3. focus students on the learning that they will be responsible for
demonstrating?

4. reinforce the key elements of learning?

/
Does the closing…

1. show students explicitly how evaluation aligns with the objectives and
teaching/learning activities? /
2. link learning to course outcomes and summative evaluations?

GUIDE QUESTION::
What features of the lesson plan do you find notable?

Since this is a detailed lesson plan , I noticed the organization of activities where in, it
specifically depicts the flow of the lesson, altogether the response of the teacher and the
students.
GUIDE QUESTION:
How do you think can the plan be improved?

The lesson plan can be improve for the suggestion as follows;

1. Why am I teaching this lesson?

Required curriculum? Learner interest? Teachable moment?

2. What do I hope to accomplish?

Skill development? Concept for understanding? Product to be produced? What are the
learning goals?

3. Who are the learners?

Range of abilities? Range of ages? Ethnic diversity and varying cultures?

4. What is the timeframe for teaching this lesson?

Part of a unit? One period/block schedule? Isolated lesson? Part of a sequential lesson?

5. How will I begin this lesson to capture learner interest?

Relevance to their lives? Props/visual display?

6. What resources will I need to teach this lesson?

Audiovisual or technology? Learner handouts? Manipulatives or visual displays?

7. How will learners spend their time during the lesson?

Small group discussion? Individual? Large group? Hands on activity? Taking notes?

8. How will this lesson be assessed?

Formally/informally? Quiz or test? Observation of learning? Open ended questions? Written?
Verbal? What are the success criteria? Are they to be co-constructed? with learners?

9. How will I end the lesson or close the period?

Review and summary? Collect papers? Seatwork assignment? Homework?

10. How will I know whether I succeeded in teaching the lesson?

Self-assessment? Reflection? Response of learners? Associate teacher feedback?
 REFLECTION PAPER
Directions:
1. Go over with the two previous activities, gather your thoughts and reflect the
practices that you have in mind and the learnings you have acquired from the
observation.
2. Write a reflection paper that relates to planning and management of the teaching
and learning process.
3. Provided below is the scoring rubric for you to be guided in crafting your output.

Criteria Advanced Proficient Developing Beginnin Rate

4 3 2 g1

Content Satisfies Satisfies Satisfies only Satisfies only

a. Describes an effective seven-eigh only three-four one or two
planning and t indicators five-six indicators indicator/s
management in the indicators
teaching-learning
b. Presents classroom
management techniques
while teaching
c. Indicates appropriate
instructional strategies
d. Identifies the
appropriate learning
experiences given in the
new normal
e. Discusses the
importance of lesson
planning
f. Presents coherent ideas
g. Has a good reflection
on planning and
management
h. Exhibits originality of
answers
 Criteria Advanced Proficient Developing Beginnin Rate
4 3 2 g1

Conventions Satisfies Satisfies Satisfies only Satisfies only

a. Uses correct and six-seven only three one or two
appropriate words indicators four-five indicators indicator/s
b. Uses correct sentence indicators
construction and
grammar
c. Exhibits correct
spelling
d. Properly uses
punctuation marks
e. Uses proper indentions
f. Uses proper
capitalizations
g. Properly cites articles
and/or researches

Promptness Submits Submits Submits Submits

output 2-3 output on output one output 2-3
days before time day after the days after the
the deadline deadline
deadline

Total

Lesson Planning and Classroom Management is not really an easy task to

deal with most especially education is being challenged by the pandemic. One thing I
have learned is to continue to strive as an innovative teacher in all aspects and with
due respect. Moreover, as a future educator, always perceive that planning and
management as a new challenges and opportunities at this time of pandemic.Even
though there is no face-to-face classes yet, always continue to be better to manage
the classroom as this is giving us a new set of skills and knowledge on top of our
mastery to conduct a face-to-face classroom set up.

This gave us a realization that lesson planning and classroom management

requires a lot of skills and knowledge, as we all pioneered to conduct a virtual
classroom. In addition to that, we all know that there should be a certain advocacy for
continuing education in the middle of the pandemic, and that is inclusive education
and no one should be left behind. For me, as a future educator who agrees to the
demand of the 21st century and in behalf of globalization, we, educators shall
celebrate the differences of each and everyone and we shall focus on developing a
lesson plan, and conducting an effective classroom environment without limiting
ourselves to celebrate diversity.

To sum it all, lesson planning and management not only focuses on

face-to-face set up, as an innovative educator we shall learn a new set of skills that
adhere to the needs of the society today. And as the demand of globalization, we shall
embody the celebration of diversity that advocates for an inclusive education which
no one is left behind.
Confirmation of Passion
MOVIE REVIEW AND
ANALYSIS
Directions:

1. You have already validated the practices you have in mind that was transpired in your
checklist through the actual observation in synchronous teaching facilitated by SI/SP.
2. You are now ready to strengthen your learning through a movie analysis.
3. Watch the movie entitled, “Like stars on Earth, every child is special.”
4. Make an analysis of the movie by identifying the various areas concerning planning
and management of the teaching and learning process.
5. Your output must consist of introduction, body and conclusion.
 This story shows us that every child is special. Every child is special in their
own ways. If you're not a studious person, it doesn't mean that you are not special and
you can't do anything. God created us with different abilities. Different abilities that
can be grown if we are practicing it to make it more useful.We all have individual
differences, as well as Ishaan in the movie that has dyslexia. He is the person that just
cannot seem to get anything right in class buy are more interested with surrounding
like in the
arts, animals, and playing games and sometimes he can't button his pants. Though he
cannot cope up easily with his class, he has a talent that anybody can’t have. Other
people will say that they are unlucky because their life is miserable but the true thing
is that they never give effort/do their best to make their life change.

As a future educator, we shall improve and extend our passion for the students
like Ishaan, we shall develop the skills and knowledge to conduct a positive classroom
environment and create a lesson plan that is inclusive. A student like Ishaan needed
an inclusive education, where he could imagine himself learning and growing the
best way it is, and the child like Ishaan should no longer be left behind. By this chance,
we can create an inclusive classroom management which is very helpful to have a
meaningful learning experience amongst students.

In conclusion, the movie itself gave us the depiction on how teachers, students,
and the whole sector of the society accept a child like Ishaan. It gave us the idea and
or notion that no child should be left behind most especially in the classroom because
if we give them the chance to learn and grow by their own needs and capabilities, we
are creating the future for them, we are opening a lot of doors to them.
That is the reason why it gave me a lot of realizations and reflections that in order for
me to create and manage a positive learning environment, and an inclusive education
that celebrates diversity, and it adheres to the needs of the society during this most
important yet critical time of the year.
 LESSON PLANNING
Directions:

1. You are now about to complete this module. As you end, you will plan your first ever
actual teaching by writing your lesson plan in your preferred topic.
2. You will create two lesson plans with the same topic using two formats: MEDIA model
used by ITL and Daily Learning Plan (DLP) used by public schools.
3. Ensure that you incorporate the principles of curriculum and planning in writing your
lesson plan.
4. Have your lesson plan checked by your respective SI/SP.
5. Post a copy of your corrected lesson plan in this section.

Grade
School: Level: VI

GRADES 1 to Learning ARALING

12 Teacher: Area: PANLIPUNAN

DAILY
Teaching
LESSON LOG
Dates and
Time: November 18, 2021 Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESD THURSDA FRIDAY

AY Y

Pamantayang Nalalaman ang mapanuring pag-unawa at kaalaman sa bahagi ng Pilipinas sa

Nilalaman globalisasyon batay sa lokasyon nito sa mundo gamit ang mga kasanayang
pangheograpiya at ang ambag ng malayang kaisipan sa pag-usbong ng
(Content nasyonalismong Pilipino.
Standard)

Pamantayan sa Naipamamalas ang pagpapahalaga sa kontribusyon ng Pilipinas sa isyung

Pagganap pandaigdig batay sa lokasyon nito sa mundo.

(Performance
Standard)
Pamantayan sa Nabibigyang halaga ang mga kontribosyon ng mga Natatanging Pilipinong
Pagkatuto nakipaglaban para sa kalayaan

(Learning Hal: Emilio Aguinaldo, Gregorio del Pilar, Miguel Malvar, Iba pang bayaning
Competencies) Pilipino

Layunin (Lesson Nabibigyang Nalalaman Naipamalas Pagbabalik Naisasagot

Objectives) halaga ang mga ang mga ang aral sa mga nang wasto
kontribosyon ng kontribosyon kahalagahan natalakay sa ang
mga ng mga ng mga unang katanungan
Natatanging Natatanging kontribosyon markahan sa Unang
Pilipinong Pilipinong ng Markahan
nakipaglaban nakipaglaban natatanging
para sa para sa Pilipinong para
kalayaan kalayaan sa kalayaan

1. Emilio
Aguinaldo

2. Gregorio
del Pilar

3. Miguel
Malvar

Paksang Aralin Kontribosyon Kontribosyon Kontribosyon Balik-aral sa Pagsusulit sa

ng mga ng mga ng mga mga leksiyon Unang
(Subject Matter) Natatanging Natatanging Natatanging sa Unang Markahan
Pilipinong Pilipinong Pilipinong Markahan
Nakipaglaban Nakipaglaban Nakipaglaban
para sa para sa para sa
Kalayaan: Kalayaan: Kalayaan:

a. Si Emilio
Aguinaldo
Gregorio del Miguel Malvar
Pilar

Gamitang Pilipinas Isang Pilipinas Pamana 5 1999

Panturo Sulyap at Bansang pahina 131-133
Pagyakap 1. Pag-unlad
(Learning 2006 pahina 6.2000
Resources) 180-186 pahina 191-194

Pamamaraan

(Procedure)

a. Reviewing Pagpapakita ng Pagpapakita Pagpapakita ng

previous larawan ni ng larawan ni larawan ni
lesson/s or Emilio Gregorio del Miguel Malvar
presenting the Aguinaldo Pilar
new lesson

b. Establishing Anu– ano ang Itanong ang Paggawa ng

a purpose for mga mga maikling jingle
the lesson pagbabago sa sumusunod: tungkol sa
patakaran ni pamumuno ni
Emilio Sino si Miguel Malvar.
Aguinaldo? Gregorio del
Pilar?

c. Presenting Pagpapakita ng Itatanong sa Sabihin:

examples/insta video clip na mga bata ang Mayroong
nces of the new nagpapakita tungkol sa tayong
lesson tungkol sa mga mga larawan tatalakayin
nagawang tungkol sa mga
kabutihan ni ((Idikit ang kontribusyon ni
Emilio mga larawan Miguel Malvar.
Aguinaldo para nga mga
sa bayan. naging Ø Pamumuno
pangulo sa
kabilang si sandatahan
Gregorio del g hukbo ng
Pilar)
Pilipinas.

Ø Tinaguriang
kahuli-hulih
ang heneral
na sumuko
sa hukbo ng
mga
Amerikano.
d. Discussing Mga Tanong: Mga Tanong:
new concept
Ang pagkaroon
ng kaalaman
1. Anu – ano ang 1. Ano sa tungkol sa
mga inyong
buhay ni
pagbabago sa palagay ang
panahon ni kinalaman ng Miguel Malvar
Emilio mga larawan ay
Aguinaldo? sa ating nakakatulong
paksa para mas
ngayon? makilala nation
siya bilang isa
2. Naibigan o sa mga
nagustuhan ba
pangulo ng
ng mga Pilipino 2. Sa mga
ang mga larawang ito, bansa noon.
nagging alin dito si
kontribusyon ni Gregorio del
Emilio Pilar?
Aguinaldo?

3. Ano ang
kabutihang 3Ano ang
naidulot sa mga kaibahan ni
pagbabagong Gregorio del
ginawa ni Pilar at Emilio
Emilio Aguinaldo?
Aguinaldo sa
ating bansa?

e. Continuation
of the
discussion of
new concept

f. Developing Pangkatang Gamit ang Gumawa ng

Mastery Gawain iba’t – ibang poster tungkol
uri ng graphic sa mga
Pangkat 1 organizer, pagbabagong
–Pagtala sa ipakita ang naganap sa
mga mga pamumuno ni
pagbabagong programang Miguel Malvar.
nagawa ni nagawa ni
Emilio Gregorio del Original File
Aguinaldo. Pilar. Submitted and
Formatted by
Pangkat 2 – DepEd Club
Paggawa ng Member - visit
semantic web depedclub.com
for more
Pangkat 3 –
Paggawa ng
poster

Pangkat 4 –
Pagpapakita ng
 isang dula -
dulaan

g. Finding Bumuo ng Magkaroon Tanong: Paano

practical pangkat na may ng isang dula mo mabigyang
application of limang kasapi. – dulaan na halaga ang
concepts and Lumikha ng nagpapakita mga naging
skills in daily jingle tungkol sa nagawa ni
living sa pagbabago pagpapahala Miguel Malvar
sa patakaran ni ga sa sa ating bansa?
Emilio programang
Aguinaldo. nailunsad ni
Gregorio del
Pilar.

h. Making Sino ang Anu – ano Isa-isahin ang

generalizations makapag ulat ang mga mga
and ukol sa mga programang pagbabagong
abstractions pagbabagong ipinatupad ni nagawa ni
about the nagawa ni Gregorio del
Miguel Malvar
lesson Emilio Pilar?
Aguinaldo? sa Pilipinas?

i. Sagutin ang Sagution ang Gumawa ng

mga tanong: mga pangkatang
v sumusunod: pagtataya(grap
hic organizer)
1. Kailan
tungkol sa mga
1. Sino ang ipinan
unang pangulo pagbabagong
ganak
ng unang naganap sa
si
republika ng Gregor panahon ni
Pilipinas? io del Miguel Malvar.
Pilar?
2. Anu – ano
ang mga
hanapbuhay ni
Emilio
2. Paano
Aguinaldo bago
nakipa
siya naging
glaban
pangulo?
si
3. Ano ang Gregor
naging io del
hangarin ni Pilar
Aguinaldo sa sa
pag-aklas? mga
Ameri
4. Bakit hindi kano?
siya
nagtagumpay
sa kanyang
pag-aaklas sa
mga
Amerikano?

5. Naibigan ba
ng mga Pilipino
ang
pamumuno ni
 Emilio
Aguinaldo?
Bakit?

j.Additional
Activities for
application or
remediation

Remarks

Reflection

a. No. of learners
for application or
remediation

b. No. of learners
who require
additional
activities for
remediation who
scored below 80%

c. Did the
remedial lessons
work?

No. of learners
who have caught
up with the lesson

d. No. of learners
who continue to
require
remediation

e. Which of my
teaching
strategies worked
well?

Why did these

work?

f. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?

g. What
innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?

PAMANTASANG NORMAL NG Panuruang

Paaralan PILIPINAS 2020-
Pang-araw-araw Instituto ng Pagtuturo at Pagkatuto Taon
Maynila
na Tala sa
Trinidad, Deanna Aralin
Pagtuturo
Guro Asignatura
Valenzuela, Nicole Panlip

UNANG MARKAHAN Ikalimang Linggo

Yugto: (ALAMIN (Know), PAUNLARIN (Process), PAGNILAYAN AT UNA

(Reflect and Understand),
GAWIN (Transfer) Ilipat/Isabuhay)
Petsa: Nobyembre 18, 2021

Seksyon: 6 Malikhain

I. PAMANTAYAN

Ang mag-aaral ay naipamamalas ang mapanuring pag-unawa at k

A. Pamantayang bahagi ng Pilipinas sa globalisasyon batay sa lokasyon nito sa m
Pangnilalaman ang mga kasanayang pangheograpiya at ang ambag ng malayang
pag-usbong ng nasyonalismong Pilipino.
B. Pamantayan sa Ang mga mag-aaral ay naipamamalas ang pagpapahalaga sa kontr
Pagganap Pilipinas sa isyung pandaigdig batay sa lokasyon nito sa mundo.

Nasusuri ang pakikibaka ng mga PIlipino sa panahon ng

C. Mga Kasanayan sa Pilipino-Amerikano
Pagkatuto (Unang Putok sa panulukan ng Silencio at Sociego, Sta. Mesa, Laba
Pass, Balangiga Massacre)

Pangkabatiran: Nasusuri ang pakikibaka ng mga Pilipino sa panaho

Digmaang-Pilipino- Amerikano.

D. Mga Tiyak na Pandamdamin:Nakapagpapahalaga sa kabayanihan ng mga Pilipin

Layunin panahon ng Digmaang-Pilipino Amerikano.

Saykomotor: Nakalilikha ng infomercial tungkol sa mga pangyayari

panahon ng Digmaang Pilipino- Amerikano at kahalagahan ng pag
paghahayag ng saloobin.
II. NILALAMAN

A. Yunit

B. Aralin Digmaang Pilipino-Amerikano.

C. Paksa Pakikibaka ng mga Pilipino sa Panahon ng Digmaang-Pilipino.

 D. Nakatuong Paano ko magagamit ang mga facts, pagsusuri at pangangatwiran
Tanong maipahayag ang aking mga opinyon? (How can I use facts, judgmen
reasoning to express my opinions?)

E. Mga Kagamitang
Panturo

1. Mga Agno, L. N., Tadena, R. D., Balonso, C. E., & dela Cruz, M. M. (2016).Kultu
Sanggunian/Pahi Kasaysayan, at Kabuhayan. Vibal.
na/Dahon Lorenzana, M. V., Mercado, M. M., & Santillan, N. R. (2019).Isang Bansa
Lahi. Vibal.
a. Gabay ng Guro

b. Modyul MODYUL 12 ANG PANANAKOP NG MGA AMERIKANO DepEd LRM

Lakbay sa Lahing Pilipino 6, pp82-84
c. Teksbuk

Alvenia P. Palu-ay. Makabayan Kasaysayang Pilipino 5 : Quezon City

Corporation, 2010, 129-132.
Chaput, D.(1980).Private William W Grayson's War in the Philip
Nebraska History 61, 355-366.
Ethel H. Estrella, Ruben M. Milanbilang, and Natividad Reynaldo
.Pilipinas Perlasng Silanganan Bayan ng Magiting 5 : Sta. Ana
Educational Materials,Inc. 2002, 153-171.
Estrelita B. Capiῆa and Gloria P. Barrientos.Pilipinas: Bansa
5(Heograpiya, Kasaysayan at Sibika) : Quezon City: SD Public
d. Karagdagang
2000,118-131.
Pinagkuhaan
Juan Alvin B. Tiamson.Pilipinas Serye ng Heograpiya, Kasaysaya
ng Kaalaman 6:Sampaloc, St. Augustine Publications, Inc., 2009, 178-197.
Van Meter, H.H.(1900).The Truth About the Philippines The Liberty Le
Chicago.
William, H. (2020). Balangiga Samar Map.
Homer, D (1902). Kill everyone over ten-Gen. Jacob H. Smith. Library
Manuscript Division. New York Journal cartoon.
Grant, H. (June 10, 1899).The Filipino’s First Bath. Judge, New York.
The Urban Roamer.(2010).Commemorating The First Shot of the
Philippine-American War.
PowerPoint Presentation
e. Karagdagang Quizizz
Kagamitang Wooclap
Panturo Word Document
Zoom

III. PAMAMARAAN
 Panimulang Gawain
Panalangin: (Pangungunahan ng isang mag-aaral ang pagda
Pagtatala ng Liban: (Ang mag-aaral ay magbubukas ng cam
guro ay kukuha ng larawan bilang attendance)
Paalala o Netiquette: (Ilalahad ng guro ang mga paalala na da
sa klase)

Gawaing: Balik-tanaw

Ang deklarasyon ng kasarinlan ng Pilipinas

at ang Pagkakatatag ng Unang Republika

Panuto: Ipakita ang iyong husay sa pagbabalik tanaw

nakaraang aralin. Ang guro ay magbabahagi ng link para
upang sagutin ang mga sumusunod na katanungan, Ito’y p
lamang ng hanggang tatlong (3) minuto.
Link:https://quizizz.com/join/quiz/618dc52fa92f89001d9ee8
udentShare=true

A. Balik-Aral/Drill

1. Saan nabuo ang Kongreso ng Malolos, at nahalal bila

ng Unang Republika ng Pilipinas si Emilio Aguinaldo?
A. Simbahan ng Barasoain , Malolos Bulacan
B. Tahanan ni Aguinaldo, Kawit Cavite
2. Anong suliranin ang kinakaharap ng Unang Republika
A. Pagkuha ng pagkilala ng ibang bansa sa bago
republika.
B. And dahang-dahang pagpapalakas ng mga Am
pagsakop sa Pilipinas.
C. Lahat ng nabanggit.
3. Ano ang kasunduang naganap sa pagitan Espanya
Unidos, kung saan ay ibinenta ang Pilipinas sa
$20,000,00?
A. Kasunduan sa Paris
B. Kasunduan sa Biak na Bato

Susi sa Pagwawasto:
 1. A
2. C
3. A

Gawain: I-Witness (Word Puzzle)

Panuto: Ang mga mag aaral ay hahatiin sa anim (6) na pa

saan sila ay maghahanap ng mga mahahalagang salita m
Word Puzzle. Bibigyan rin nila ng pagkakahulugan ang m
nahanap.

B. Pag-uugnay ng
Bagong Aralin-
 Nasusuri ang pakikibaka ng mga Pilipino sa panahon ng Digmaan
Amerikano.

Mula sa nauna nating gawain ay ating natunghayan ang imp

C. Paghahabi sa pagsusuri ng mga facts sa pagpapaunlad ng ating komunikasyo
Layunin ng Aralin pagiging masiyasat ay nakukuha tayo ng mga panibagong idey
maibahagi sa ating kapwa kamag aral. Hindi lamang yon, s
pagsusuri ay makikita din natin kung tama ba ang mga imporma
mga nababasa. Dahil dito ay matuto tayong maging maingat sa pa
maging mapagmatyag sa bawat impormasyon makikita.Kaya
tutungo na tayo sa bagong aralin na nangangailangan ng pagsusu
 Gawain: Lakbay-Suri

Panuto: Ang bawat grupo mula sa naunang pangkatang

bibigyan ng mga larawan na kanilang susuriin para s
asynchronous class. Ito’y naglalayong mapaunlad ang
kaalaman tungo sa diskusyon na magaganap sa synchronous

Halimbawa ng mga larawang susuriin:

D. Pagtalakay ng
Bagong Konsepto
#1
 Ang Panimula ng Digmaang Pilipino-Amerikano
Malamang ay nagtataka rin kayo kung paano nga ba nag
Digmaang Pilipino-Amerikano, Bakit nga ba tayo sinakop ng mga A
Ano kaya ang kanilang dahilan? Tara at ating tuklasin!

Upang maintindihan ang mga pangyayari, tara at tayo’y magsuri n

THE FILIPINO’S FIRST BATH by Grant Hamilton

Judge, New York, June 10, 1899

Pamprosesong Tanong:
1. Tungkol saan ang larawan at ano ang nais ipabatid na mensa
2. Ano ang iyong naramdaman o nahinuha mula sa larawan?
 Mula sa larawang inyong sinuri ay maiuugat natin an
pananakop sa ating bansa kanilang perspektibong tinatawag na “W
Burden”. Ito ay ang paniniwala na ang kanilang lahi ay superyor k
Kaya’t sa isip nila ay tungkulin nilang pamahalaan ang iba lahi. D
iprinoklama nila ang “Benevolent Assimilation” (Disyembre 2
pangangatwiran na ang kanilang pananakop sa ating bansa
pangasiwaan tayo at gabayan, sila daw ay ating kaibigan.

Tara at tayo’y magsuri pa:

Pahina ng Kasunduan sa Paris (Ang pagbebenta sa Pil

  Disyembre 10, 1898

Pamprosesong Tanong:
1. Tungkol saan ang larawan ?
2. Ano kaya ang naramdaman ng ating mga kababayan ng mal
ang kasunduang naganap?

Bago pa man ito naganap, ang mga kinatawan na Pilipinong

Emilio Aguinaldo sa Kasunduan sa Paris (Disyembre 10, 1898) ay hin
ng pagkakataong makilahok sa usapin ukol sa ating bansa.Ito’y
sapagkat hindi kinikilala ang ating bansa at ninanais pa n
pamahalaan. Kaya ang Perspektibong “White Man's Burden” ay neg
ang bawat bansa ay may kanya kanyang kultura, paraan ng pam
paglilipon.
 Ang Pakikibaka ng mga Pilipino noong panahon ng Digma
Pilipino-Amerikano.

Unang Putok sa panulukan ng Silencio at Sociego Sta. Me

Silencio at Sociego Sta. Mesa

Retrieved from Google Maps (2021)

Ang pakikipagkomunikasyon sa ating kapwa tao ay tunay na

lalo na panahon ng pagkakaroon ng tensyon, pagkakainitan at
tunghayan natin ang historya ng Kalye Silencio at Sociego sa Sta. M
 Upang maintindihan ang mga pangyayari, tara at tayo’y magsuri n

(HISTORICAL MARKER)
UNANG PUTOK SA DIGMAANG FILIPINO AMERIKANO

The Urban Roamer (2010) 

Commemorating The First Shot of the Philippine-Americ

Pamprosesong Tanong: 
1. Tungkol saan ang larawan at ano ang kahalagahan nito?
2.  Anong makasaysayang pangyayari ang naganap sa Kalye ng
Sociego sa Sta. Mesa?
 Larawan ni William W Grayson (1899)
Philippine-American War, 1899-1902.

Si Private William Grayson na isang amerikanong sundalo n

sa Nebraska ay naatasang magpatrolya sa Blockhouse 7, sa Kalye
Sociego (Pebrero 4, 1899). Nang dakong 9:00 ng gabi ay may
Corporal Anastacio Felix at ang dalawa niyang kapwa sundalo. Si
ni William Grayson ng salitang “Halt”. Ang salitang halt ay
naintindihan, kaya’t patuloy silang naglakad. Ito’y inulit niya ng pa
beses, ayon kay Grayson ay maysumagot pa ng "halto!". Da
pinaputukan niya sila ng baril at namatay si Corporal Anastacio Felix
Pamprosesong Tanong:
1. Bakit kaya hindi huminto sa paglalakad ang mga sundalo
noong sila’y sinabihan ni Private William Grayson ng “Halt” ?

Matapos ang pangyayaring ito ay nagpatuloy ang pakikipa

putukan mula sa dalawang panig. Hiniling din ni Emilio Aguinaldo
Elwell Otis na ipatigil ang barilang nagaganap, ngunit ito’y hin
sapagkat ang sinagot sa kanya ni Otis sa pamamagitan ng pagp
liham ay "fighting, having begun, must go on to the grim end”.D
ganap na idineklara ni Aguinaldo ang pakikidigma laban sa mga Am

Kung tutuusin ay mali din ang ginawa aksyon ni Grayson sa

kaniyang aksyon ay naging madahas. Hindi natin maiiwasan ang p
ng hindi pagkakaintindihan, lalo na kung ibang lenggwahe ang gam
kausap. Ang pangyayaring ito ang siyang naging mitsa ng
Pilipino-Amerikano. Ang aral na makukuha natin mula dito ay kin
natin maging maingat sa mga salita at impormasyong ating bibit
na ngayong pandemya sapagkat maaaring maging iba ang dating n
kapwa, kaya panatilihin ang paggalang at pagiging masiyas
impormasyong ating nakikita at nadidinig.
 Labanan sa Tirad Pass

Ang pagkakaroon ng kasanayan sa heograpiya ng isang lugar a

sapagkat nakakatulong ito upang mapadali ang ating paglal
heograpiya din ginagamit bilang taktika sa labanan.

Upang maintindihan ang mga pangyayari, tara at tayo’y magsuri n

Heograpiya ng Tirad Pass

E. Pagtalakay ng Battle of Tirad Pass Monument and Historical Marker

Bagong Konsepto Retrieved from Google Maps (2021)
#2 Pamprosesong Tanong:
1. Ano ang iyong napansin sa larawan?
2. Paano nakaapekto ang heograpiya ng Tirad Pass sa pakikipag
mga Pilipinong sundalo sa mga Amerikano?

General Gregorio del Pilar and his troops in Pampanga, arou

(Philippine-American War).
 Kahanga hanga ang ginawang paglaban ni Heneral Gregor
at mga Pilipinong Sundalo sa Tirad Pass, Ilocos Sur noong Disyem
sapagkat halos 500 na mga sundalong Amerikano na pinamunu
Peyton C. March ang kanilang nakalaban. Sila’y nakarating dito sa
Pangulong Emilio Aguinaldo ay tumungo pahilaga upang mailayo
republika sa mga Amerikano.

Upang mabigyan ng sapat na panahon din sina Aguinaldo na

ay inatasan niya si Gregorio del Pilar at ang 59 na sundalo na maki
bulubundukin na ito. Dahil sa Heograpiya ng lugar ay tumagal d
anim na oras ang labanan.Kahit si Richard Henry Little, na
correspondent noong panahon ng digmaan ay ipinakita din ang pa
Gregorio del Pilar sapagkat labis niyang inuudyok ang kanyang
sundalo na magpatuloy lang sa paglaban. Ngunit sa kasamaang pa
namatay din sa labanan na ito.Ang mas malungkot pa dito ay ang
kinuha pa ng mga sundalong Amerikano ang kanyang mga kagam

Balangiga Massacre
 Historical Marker of Balangiga Massacre circa 1901

Balangiga, near the San Lorenzo de Martir Parish Churc

Retrieved from Google Maps (2021)

Ang naganap na labanan sa Balangiga, Samar ay tunay na n

pakikibaka at paggamit ng taktika ng ating mga kababayang Pilip
sa mismong lugar din na ito ay malagim ang naging karanas
Pilipino sa kamay ng mga Amerikano. Dumating ang mga
Amerikano ng Company C, 9th Infantry sa Balangiga noong Agost
sila’y nagmamanman din sa lugar, sapagkat ang si Heneral Vicente
Pilipinong gerilya ay nasa Samar.Nung una ay maayos ang pak
dalawang panig sa isa’t isa, ngunit pumutok ang balita ukol sa pag
pangmomolestiya ng dalawang lasing na Amerikanong sundalo sa
mula sa kanilang lugar. Naghigpit din ang mga Amerikano sa mg
ng balangiga, kung saan ang mga lalaki sa bayan ay hindi pinakain
at kinuha din nila ang mga gulok sa mga kabahayan.
 Ang mga paglalarawan na ito ay matatagpuan din natin s
'Balangiga: A Tale of Two Nations,' na dokumentaryo ni Sandra Agu
kaya ang ginawa ng ating mga kababayang Pilipino matapos it
kanila ng mga Amerikanong sundalo?

Tara at tayo’y magsuri ng larawan:

American soldiers posing with a Balangiga bell in Calbayog, Sam

(1902)

Pamprosesong Tanong
1. Paano ginamit ang mga batingaw ng Balangiga (Balangiga B
noong panahon ng digmaan?
2. Bakit mahalaga ang mga batingaw ng Balangiga (Balangiga

Nagplano ang mga taga Balangiga at sina Valeriano Abanad

ng pulisya sa bayan, na lusubin ang mga Amerikano. Ang isa sa ta
ang pagbibihis babae ang mga lalaki at kunwari sila’y pupunta ng
kinaumagahan ng Setyempre 28, 1901 ang mga kampana sa sim
siyang ginamit ng mga Pilipinong sundalo bilang hudyat ng pag at
Amerikano.Sa 74 tauhan ng Amerikano ay 36 ang napatay sa laba
nasugatan, at apat ang nawawala. Sa parte naman ng mga Pilipin
nasawi at 22 ang sugatan.
 Ngunit mas lalong naging marahas ang sagot ng mga Am
naganap na pangyayari. Ito’y makikita sa utos na isinagawa ni Hene
Smith.

Upang maintindihan ang mga pangyayari, tara at tayo’y magsuri n

“Kill everyone over ten- Gen. Jacob H. Smith.’

New York Journal cartoon by Davenport, Homer (1902)
 Pamprosesong tanong:
1. Ano ang iyong napansin sa mga larawan at tungkol saan ito?
2. Ano ang iyong naramdaman o nahinuha mula sa mga larawa

Nakakalungkot isipin sapagkat libo-libo ang mga ma

namatay sa Samar bago matapos ang digmaan. Kinuha din ng mga
ang tatlong batingaw ng Balangiga, bilang “war booties”. Kalaunan
din ito noong Disyembre 15, 2018.

Gawain: Subukin Mo!

Panuto: Matapos ang talakayan, ang mga mag-aaral ay

pagyamanin at masuri kung saan at ano ang mga pa
naganap, at kung sino ang mga bayani at pinuno sa ilalim ng
Pilipino Amerikano. Ipapakita ng guro ang mga sumusunod
sa pamamagitan ng PowerPoint Presentation. Ang mga est
maaring sumagot sa isang pirasong papel o sa chat section n

Identification: Sagutan ang mga sumusunod na katanung

pirasong papel o sa chat section ng Zoom.

_____1.Ano ang kasunduang naganap noong Disyembre 10, 1898 na

sa Digmaang Pilipino-Espanyol?
_____2.Anong bayan sa Maynila matatagpuan ang kalye Sociego at S
F. Paglinang sa _____3.Sino ang tinatawag na “Goyo” o batang Heneral, na siyang
Kabihasaan Tungo labanan sa Tirad Pass?
sa Paghuhubog _____4.Ano ang labanang naganap sa Hilagang Luzon noong Dis
na Pagsusuri 1899 na pinamunuan ng magiting na Heneral na si Goyo?
(tungo sa _____5. Sino ang gerilyang Pilipino ang magiting na pinam
Formative Digmaang Pilipino-Amerikano sa Balangiga, Samar?
Assessment)

Susi sa Pagwawasto:
1. Kasunduan sa Paris
2. Sta. Mesa, Manila
3. Heneral Gregorio Del Pilar
4. Labanan sa Tirad Pass
5. Heneral Vicente Lukban
 Gawain: Kaalaman ay Pagyamanin!

Panuto: Ikaw ay inaasahang maghayag ng iyong repleksyon uk

pinagyamang kaalaman sa ating aralin. Sa iyong kwaderno o sa is
na bond paper ay sumulat ng 2-5 pangungusap kung ano ang iyong
sa kasaysayang naganap sa pakikibaka ng mga Pilipino noong
Pilipino-Amerikano.
G. Paglalapat ng
Aralin sa Gabay na Tanong:
Araw-araw na 1. Sa kasalukuyang panahon ng pandemya , paano mo maipap
buhay- iyong kabayanihan at kagitingan tulad ng isinagawa ng m
noong panahon ng digmaan?

2. Sa mga makasaysayang pangyayaring na naganap, maram

nakitang sitwasyon ukol sa hindi pagkakaunawaan at Ito rin
mitya ng digmaan. Sa iyong palagay ano ang mabisang pa
magkaroon ng malawakang pag-unawa sa isa’t isa, lalo
panahon ng pandemya?

Gawain: Ibuod Mo!

Panuto: Pagkatapos ng aralin ang mga mag-aaral na in
bumuo ng isang salita o konsepto tungkol sa kanilang mga
sa aralin na ibinahagi sa klase. Ibabahagi ng guro ang l
Wooclap para sa paglalahat ng aralin.

Link: www.wooclap.com/DCPNML

H. Paglalahat ng
Aralin-

Gabay na tanong:
1. Ano ang mahahalagang pangyayari ang iyong natutunan sa a
at Ano ang iyong naramdaman matapos ang aralin sa Panaho
Digmaang Pilipino- Amerikano?
2. Paano mo mapapahalagahan ang pakikibaka ng mga Pilipino
panahon ng digmaang Pilipino- Amerikano?

I. Pagtataya ng
Aralin Gawain: Infomercial
(Assessment/
Summative) Panuto:

Ang anim (6) na grupo mula sa mga nakaraang pangkatang

gagawa ng isang malikhaing infomercial. Ang video na gaga
infomercial ay 2-3 minuto lamang. Magbibigay ang guro n
saan maaaring ipasa ang gawain o sa Google Classroom. Sak
ika-lima (Nobyembre 15-19, 2021) at ika-anim na linggo (
22-26,2021) ng ating pag-aaral.

Dapat na maipakita sa inyong infomercial ang inyong na

Week 5 Digmaang Pilipino-Amerikano at Pakikibaka ng mga
panahon ng Digmaang Pilipino at dapat maiugnay din sa at
Myself at subtheme na “Paano ko magagamit ang mga fact
at pangangatwiran upang maipahayag ang aking mga opi
can I use facts, judgments, and reasoning to express my opin

At sa Week 6 naman ay ang mga Kontribusyon ng mga N

Pilipino at dapat din maiugnay sa ating subtheme na “
(pagpapaunlad ng sarili) at sa mga tanong na How do I take
body?Why do we recognize the importance of the personal
individual?

Ang gawaing ito ay maaari nang ipasa simula Nobyembre 26,

huling araw ng pasahan ay sa hanggang sa Nobyembre 29, 20

RUBRIKS SA PAGMAMARKA
 Gawain:Magsaliksik ka!
J. Karagdagang
Gawain o Panuto: Para sa susunod na aralin, magsaliksik tungkol sa mga N
Remediation / Bayani sa Himagsikan na sina Emilio Aguinaldo at Apolinario Mab
Takdang Aralin kwaderno ang makakalap at maaari ninyong gamitin ang iyong li
Maghanda sa magiging partisipasyon sa klase.

IV. Mga Tala

Reflect on your teaching and assess yourself as a teacher. Think abo
students’ progress this week. What works? What else needs to be do
V. Pagninilay
the students learn? Identify what help your instructional supervisors
provide for you so when you meet them, you can ask them relevant
A. Bilang ng
mag-aaral na
nakakuha ng 80%
sa pagtataya.
B. Bilang ng
mag-aaral na
nangangailangan
ng iba pang
gawain para sa
remediation
 C. Nakatulong ba ang
remedial? Bilang
ng magaaral na
nakaunawa sa
aralin.
D. Bilang ng mga
mag-aaral na
magpapatuloy sa
remediation?
E. Alin sa mga
istratehyang
pagtuturo
nakatulong ng
lubos? Paano ito
nakatulong?
F. Anong suliranin
ang aking
naranasan na
solusyunan sa
tulong ang aking
punungguro at
superbisor?
G. Anong
kagamitang
panturo ang aking
nadibuho na nais
kong ibahagi sa
mga kapwa ko
guro?
Ref: DepEd Order No. 42, s. 2016
 Aligning learning outcomes with the learning competencies is one of the most crucial
components of the lesson planning process and, as much of teaching, aligning is
sophisticated work. Learning outcomes specify teaching intent, that is, what your students
should be able to do the following instructions. They tell you and your students where you
are going. Educators often refer to learning outcome as a specific statement (objective) that
describes exactly what a student will be able to do in some measurable way (Hartel and
Foegeding, 2004). Outcomes answer questions such as:
● By the end of a program of study, what do you want students to be able to do?
● How can your students demonstrate the knowledge the program intended them to
learn?
There may be more than one measurable outcome defined for a given competency. With
practice, this module should lead you to your mastery in writing learning outcomes.
Specifically, the following are the objectives in this module:
● Determine what learning outcomes are and how they can be used to design a lesson
plan and assess student learning.
● Apply the theory of constructive alignment that underlies the outcomes model of
learning.
 FRAYER MODEL
Directions:

1. Complete the four-square organizer for the following key concepts: Competency and
Learning outcome.
2. Share your conclusions with the entire class. Use these presentations to review the
entire list of key concepts.
GUIDE QUESTION::
What is the difference between Competencies and Learning Outcomes?
- Competency is a general statement that describes the desired knowledge, skills,
and or behaviors while the Learning outcomes is a specific statement where a
student will be able to do in some measurable way at the end of the lesson.

A. Review the sample lesson plan you have secured from a teacher in Lesson 1. Using the
matrix given below, analyse the sample you secured and give your comments and
suggestions.

Components Comments

Pakikibaka ng mga Pilipino It tells the reader directly

Title of the Lesson Plan/Topic
noong Panahon ng Digmaang what the lesson is all
Pilipino- Amerikano. about.
-Nasusuri ang pakikibaka ng It is specific, and
Competencies (MELCS)
mga Pilipino sa panahon ng attainable.
Digmaang Pilipino-Amerikano
•Unang Putok sa panulukan ng
Silencio at Sociego, Sta.Mesa
• Labanan sa Tirad Pass
• Balangiga Massacre

Cognitive, Affective, It is specifici, measurable,

Intended Learning
Psychomotor attainable, realistic, and
Outcomes/Objectives
time-bound.
Gamified presentation, It is innovative, creative,
Instructional strategies
cooperative learning, and and engaging.
inquiry-based.
Picture Analysis, Identification, It is time-bound, and
Assessments
and Multiple Choice Test. engaging.

GUIDE QUESTION::
Are the objectives composed of only learning outcomes and not learning activities?
Explain.
No, because learning outcomes can be attainable and measurable if we add or
apply some learning activities that make students engaged for the entire learning
experience, thus the outcomes will be realistic.
GUIDE QUESTION::
Are the learning outcomes stated in overt observable terms? Explain.

Yes, learning outcomes should be in observable manner, so that we can distinguish if

it is specific, measurable, attainable, realistic, and time-bound.

GUIDE QUESTION::
Are the learning outcomes aligned with the curriculum competencies? Explain.

Yes because a curriculum set a specific standards on how learning outcomes should be
met.

GUIDE QUESTION::

Are the learning outcomes able to cover meaningful content, skills, and/or dispositions?

Yes, it should cover meaningful content, skills, and or dispositions as it were set by the
competency, and it should be aligned with it.
 Realization Through Reflections
Analyse the observation that you have accomplished in the previous activity and complete the diagram
that follows.
 PROFESSIONAL READING
Find professional readings about learning outcomes alignment. Based on your readings,
answer the guide questions.

Title: Examining the Alignment of Subject Learning Outcomes and Course Curricula
Through Curriculum Mapping
Author(s): Bick-Har Lam and Kwok-Tung Tsui

Reference: Lam, B., and Tsui, K. (2013). Examining the Alignment of Subject Learning
Outcomes and Course Curricula Through Curriculum Mapping. Retrieved from Google.
Scholar.

GUIDE QUESTION::
Why should learning outcomes and learning competencies be aligned?

Lam and Tsui (2013), posits that Subject Learning Outcome (SLO) and Course
Curricula should be aligned for the reason that it gives a glimpse on how the
students can learn in a timely manner, realistic, measurable, and attainable.
It can also enhance the curriculum implementation and its effectiveness to
teaching and learning processes.

GUIDE QUESTION::
What do well-aligned learning outcomes look like?

The study of Lam and Tsui (2013), explain that the well-aligned learning
outcomes can be described if the implementation of curriculum is effective
amongst the teaching and learning process, and also if the teacher executed
her skill and attitudes in a rightway. Moreover, it also promoted student
centered pedagogical practices that engage them in effective learning.
 CREATING OBJECTIVES

Use the “Objective Builder” created by the University of Central Florida. Objective builder
provides a step-by-step process for the creation of measurable learning outcomes/objectives
in the cognitive, affective, or psychomotor domains. So here is the challenge. Take the
competencies (MELCS) and use the Objective Builder to create objectives for your classroom.

Competency Learning Outcomes/Objectives

Nasusuri ang pakikibaka ng Pangkabatiran: Nasusuri ang pakikibaka ng mga Pilipino sa

mga PIlipino sa panahon ng panahon ng Digmaang-Pilipino- Amerikano.
Digmaang
Pilipino-Amerikano
(Unang Putok sa panulukan
ng Silencio at Sociego, Sta.
Mesa, Labanan sa Tirad Pass,
Balangiga Massacre)

Nasusuri ang pakikibaka ng Pandamdamin:Nakapagpapahalaga sa kabayanihan ng mga

mga PIlipino sa panahon ng Pilipino sa panahon ng Digmaang-Pilipino Amerikano.
Digmaang
Pilipino-Amerikano
(Unang Putok sa panulukan
ng Silencio at Sociego, Sta.
Mesa, Labanan sa Tirad Pass,
Balangiga Massacre)

Nasusuri ang pakikibaka ng

mga PIlipino sa panahon ng Saykomotor: Nakalilikha ng infomercial tungkol sa mga
Digmaang pangyayari sa panahon ng Digmaang Pilipino- Amerikano at
Pilipino-Amerikano kahalagahan ng pagsusuri sa paghahayag ng saloobin.
(Unang Putok sa panulukan
ng Silencio at Sociego, Sta.
Mesa, Labanan sa Tirad Pass,
Balangiga Massacre)
GUIDE QUESTION::
What are the components of well-constructed learning objectives? Explain each.

The components of well- constructed learning objectives are SMART,

Specific, Measurable, Attainable, Realistic, and Time-bound.
S- The learning outcome should be direct, meaningful and detailed.
M- The goal is quantifiable to track the progress.
A- The outcome should be realistic and have the goals and resources
available.
Realistic- It should be aligned with the needs of the competency.
Time-bound- It adheres with a deadline.

GUIDE QUESTION::
How do you make a meaningful connection between the competencies and learning
outcomes?

It is really important to create a meaningful connection between

competencies and learning outcomes. It is by making sure that students
meet their goals and achievements attainably and realistically, they should
always learn that these goals have a deadline to meet, thus, it promotes a
meaningful learning experience between the teacher and the students.
GUIDE QUESTION::
In terms of constructing a learning outcome, what did you find out about yourself today?

I find myself challenged and excited because as I have mentioned, education

is challenged by the pandemic, so as a future educator I should be innovative
in such a way that I can address the needs of all types of students, and an
effective learning outcome shall follow.

GUIDE QUESTION::
What did you commit to change about constructing a learning outcome to better assess
the learners?
I shall commit to align the curriculum for all the learning outcomes that I will
create, and this will lead to the better assessment of all learners, and might
as well lead to a meaningful learning experience.
 Teaching in the four corners of the room is not enough. Teachers should go out and be
able to experience professional collaboration to enrich teaching practice. Collaborating
teachers can transform learning of the students.
What are these professional collaboration? How would these help develop the teaching
practice of a teacher? How a teacher would set professional collaboration?
Specifically, the following are the objectives in this lesson:
1. Determine different professional collaboration that would help the teacher
enrich teaching practice.
2. Reflect on the different professional collaboration for professional growth.

Write your ideas about the word COLLABORATION.

Read the following articles about teacher collaboration.

Teacher Collaboration
Strong collaboration and collaborative cultures develop over time and require commitment
to the process. While the benefits are clear, genuine collaboration is complex.
Patience in the moment and anticipation for the outcome can lead to deep teacher
learning that translates into tangible student achievement.
What will it take to maximize organizational models for productive teacher collaboration in
your school? School leaders—principals and teachers—need to work together and commit to
a collaborative culture. They need to ensure dedicated time for the organizational model
within the school day.
Common planning time, professional learning communities, and critical friends groups
each require regular, dedicated time for teachers to collaborate. With time, teachers can
develop authentic collaborative communities in which they address common issues, shared
goals or school-wide initiatives; engage in mutually beneficial endeavours using communal
resources; and advance their skills, knowledge, and dispositions related to student learning.
Retrieved from:
https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/4
46/Building-Teacher-Collaboration-School-wide.aspx

GUIDE QUESTION::
What is teacher collaboration?

It is noteworthy as it involves debating, planning, and problem-solving

together amongst educators. This is where teacher works together sharing
ideas and resources to discuss the improvement on how to deal and assess
their students.

GUIDE QUESTION::
Why is collaborative planning important to teachers?

It plays an important role in building relationships among teachers so that

they can create a positive working environment, with ethics and
professionalism as they derive to fulfill their personal goals.

GUIDE QUESTION::
What do you think is the most effective strategy for teacher collaboration?

The most important strategy for teacher collaboration is to establish and

clear group goals, wherein it serves as a foundation for a clearer vision of
learning outcomes, that shall create a meaningful learning experience.
Article 2:
Teacher Collaboration: How to Approach It In 2020
Teacher collaboration occurs when members of a learning community work together to
increase student learning and achievement. If our ultimate destination as educators is
student achievement, think of teacher collaboration as the journey. Collaboration is not a
task to complete then move on, it’s an ever-changing, ongoing process that is only enhanced
by social networks and access to new technology.
The beauty of collaboration is not only the ability to tap into various perspectives and ideas,
but also to share responsibility for our students’ learning. The more people invested in a
student’s education, the better the chance that student has to be successful.
So, why is it that effective collaboration among teachers is not happening in any formalized
or regular way despite the obvious benefits? It could be that some educators are unaware of
the myriad benefits, or simply haven’t put the time or effort into the collaboration process.
Let’s take a deeper look into how teacher collaboration benefits everyone involved.

Benefits of Teacher Collaboration

When teachers come together to share information, resources, ideas, and expertise,
learning becomes more accessible and effective for students. Collaborating means
purposefully building interpersonal relationships and working towards healthy
interdependence, which occurs when teachers are comfortable giving and receiving help
without forfeiting accountability.
When we get teachers co-planning and co-teaching based on a shared vision, here are
some of the benefits we can expect:
● Increased Academic Effort — Since teachers who collaborate on instruction are all on
the same page, they can increase the level of academic rigor to match the core
competencies they want students to meet.
● Increased Understanding of Student Data —Teachers are better equipped to
deconstruct relevant data (and implement effective solutions) from both formative
and summative assessments. They also have a sense of shared responsibility for
celebrating success and analyzing failure.
● More Creative Lesson Plans — When teachers communicate and share ideas, they
also share an enlarged repertoire of instructional strategies that encourage creative
instruction. Colleagues may be influenced to try different approaches or have
opportunities to help a peer with a new approach.
● Less Teacher Isolation — While teachers should not feel forced to collaborate to avoid
any “contrived congeniality,” having the opportunity to share ideas and information
combats professional loneliness and frustration which improves staff morale and
professional satisfaction.

The best part about the benefits of teacher collaboration is that they can be a reality — as
they are in so many learning communities around the world. The key is acknowledging,
understanding, and working diligently to overcome the challenges and obstacles standing in
the way of high-quality teacher collaboration.
Challenges of Effective Teacher Collaboration
According to the Global State of Digital Learning Survey, more than 30% of teachers, and
nearly 50% of administrators report that teacher collaboration is a top priority for them.
When we learned that almost 30% of those administrators believe that getting their teachers
to collaborate is one of their biggest challenges, we tend to wonder where the disconnection
is.
For many schools, teacher collaboration is unchartered territory, leaving the practice
unstructured and inconsistent. The most common challenges of high-quality, effective
teacher collaboration is:
● Lack of a True Professional Learning Community (PLC) — PLCs are a powerful tool
in education and school reform. Without a commitment to the PLC process, teacher
collaboration can seem forced and challenging.
● Lack of Planning, Collaboration, or Reflection Time — Many teachers and
administrators feel like there are not enough hours in the school day. The most
common challenge of effective collaboration is a lack of time to focus on working
together. While this reason may occasionally be used to mask other issues—like
personality conflicts or fear of judgment — it is still worth noting that planning time is
a valuable resource for educators that should be embedded in their teaching
responsibilities.
● Personality Conflicts and Territoriality—Collaborative groups are comprised of
multiple personalities and unique belief systems which can lead to unproductive
experiences.

The Role of Technology in Teacher Collaboration

Despite these challenges, data proves that Professional Learning Communities (PLC) and
Professional Learning Networks (PLN) are extremely effective methods of teacher
collaboration that have a direct influence on student engagement and achievement, as well
as growth for the educators who work with them. Technology plays a major role in modern
teacher collaboration. Actively participating in a PLN on a social network gives you direct
access to the knowledge, experience, and resources of countless educators who you may
have never connected with in your immediate professional circles.
Twitter is an amazing digital hub for educators and educational resources. Create an
account or log in to the one you haven’t used since 2013 and follow educators you admire.
Take it a step further by participating in relevant Twitter Chats — when a group of Twitter
users (Tweeters?) meet at a predetermined time to discuss a particular topic.
Also, don’t forget about the built-in capabilities that your district’s learning management
system (LMS) offers. You probably already have the tools to connect with colleagues and
share ideas in an online community tailored to your district or school. It has the
communication and sharing tools you need, your LMS is the perfect place to create common
assessments, track student data, share resources, and keep assignments.
If you’re part of a PLC school in which educators gather regularly for in-person
collaborative sessions, technology is still a tool for high-quality collaboration. Have access to
your LMS in these meetings as a place to create instructional content, store lesson plans and
resources, and analyze student data—with the added benefit of live human interaction.
Video technology aids teacher collaboration, as well. Record lessons to use for professional
development and coaching in collaborative meetings. Or collaborate with teams of teachers
on other campuses via video chat applications like Google Hangouts or Zoom.
GUIDE QUESTION::
What can students benefit from teacher collaboration?

The students can best acquire knowledge and skills that are important for
their learning and development, as teachers will consolidate their skills and
knowledge, creating one complex idea that will address the needs of the
students.

GUIDE QUESTION::
What are examples of teacher collaboration?

It can be a peer reflection on their teaching practices, debate, collegial or

peer assessments/feedbacks, pair or group discussions, information or inquiry
exchange activities, these are the few examples of teacher collaboration.

GUIDE QUESTION::
How can you promote teacher collaboration?

Teachers should embrace change and be open for all constructive criticisms,
they should value and respect the role and work of their co-educators, also by
developing a sense of community, anad creating a truly shared vision and
goals for the future of education, re-imagined by the time of pandemic.
 Recall the university activity that your organization engaged with. List down the planning,
preparations and adjustments that you did before, during and after the activity.

Identify the resources needed, also by seeking

help from the fellow students, and also asking
them their preferences before conducting the
university activity.

Implementing the plans to engage the audience,

and instructing them on the flow of the activity to
make them more engaged.

There will be a feedback after the activity wherein

students will evaluate the parts of events, and on
behalf of the organizers, there will be a
post-conference to discuss the gains and rooms
for improvements conducting the activity.

Evaluate your activity using the following rubric.

The Self- Assessment

Foundational Level: Establishing and Supporting Collaborative Teams

1.1 Time for Collaboration

4 3 2 1 RATING

Staff have regular

collaborative
Staff
collaborative
have Staff
collaborative
have Staff do not have
collaborative
4
planning time planning time planning time planning time.
daily or weekly as occasionally. infrequently or
schedule. outside of the
school day.
 1.2 Adequate Materials and Resources (meeting space, venue, logistics, etc.).

4 3 2 1 Rating

Collaborative
teams have
Collaborative
teams have access
Collaborative teams
have access to
Collaborative
teams do not
4
access to all to some materials some materials have access to
necessary and/or resources and/or resources any necessary
materials and and know how to but do not have a materials or
resources. request additional way to request resources.
from the school. additional from the
school.

1.3 Clearly Articulated Roles and Responsibilities (team leader, facilitator, note-taker) Within
Teams

4 3 2 1 Rating

Collaborative
teams have a
Collaborative
teams have a
Collaborative team
members have
Collaborative
team members
4
clearly clearly established informal roles and do not have
established structure with expectations are clearly defined
structure with defined functions, unclear for how staff roles.
defined but staff do not should participate
functions, and participate and/or or fulfill these roles.
staff play these fulfill these roles
roles effectively. consistently.

1.4 Building Consensus Around Vision and Goals

4 3 2 1 Rating

All participating
staff have a
Most participating
staff have a shared
Less than half of
participating staff
There is little to
no shared vision
4
shared vision for vision for how have a shared vision of how
how collaboration of how collaboration
collaboration supports improved collaboration supports
supports programs and supports programs improved
improved activities that will and activities, and programs and
programs and help them achieve there is little activities.
activities that will this vision. consensus around
help them how this vision
achieve this translates into
vision. organizational
goals.
GUIDE QUESTION::
What big ideas did you gather from your retrospection and assessment?

It is very important to gather information, plan and collaborate before conducting

an event, so that an organizer can visualize the flow of a successful one. This might
lead to a fruitful success that benefits not only the audience, but all of the people
that are part of the event.

Read and analyse the article below and complete the activity that follows.

Building Teacher Collaboration School-wide

Models for teacher collaboration are ineffective without true participation.
Micki M. Caskey and Jan Carpenter

Teacher collaboration has been a common element of middle grades initiatives for years,
typically one or more of these three organizational models: common planning time,
professional learning communities, and critical friends groups.
Each model is distinct, yet they share common features. They 1) advance teacher learning,
2) address context-specific issues, 3) foster collegiality, 4) reduce teacher isolation, and 5)
lead teachers to greater insights about teaching and learning. The overarching, and arguably
the most important common element, is the goal of improved student learning.
What makes each organization model unique? First, the teachers are organized differently
in each model: interdisciplinary teams, disciplinary teams, or self-selected teams. Second, the
starting point for teachers’ collaboration differs. In common planning time, teacher teams
begin with an analysis of the holistic needs of students; in professional learning
communities, the teacher teams begin with the analysis of students’ academic progress;
and in the critical friends groups, the teacher teams begin with an identified need or
interest for improved practice. The recognized features of each organization model are
summarized in Table 1.
Table 1. Organizational Models that Promote Teacher Collaboration

Common Planning Time Professional Critical Friends Groups

Learning
Commu
nities

● Interdisciplinary ● Disciplinary teams ● Group

teams— teachers ● On-going process of gathers voluntarily
share same collective inquiry and action to improve
students research practice
● Collective analysis of through
● Coordinate team
student assessment data in collaborative
policies and
relation to specific learning learning
procedures
● Uses coaches and
● Discuss students targets
specific protocols
● Meet with parents ● Use of data to inform and
used to guide
● Plan team assess effectiveness of
sessions
activities, thematic instruction
● Identify
or cross-curricular
school-specific
units
student learning
● Examine student
goals, reflect on
work
practices for
● Participate in
achieving the
professional
goals,
development
collaboratively
examine student
work

Strategies for Building Teacher Collaboration

Organizational models facilitate, but do not guarantee collaboration. How teachers
engage in a model can make a difference. Teachers’ personal stance about whether they
“have to” or “want to” participate in an organizational model is critical to successful
collaboration. Equally important is understanding how to engage effectively in collaborative
work with colleagues.

As with other skills, we gain a greater capacity for collaboration with the opportunity
to practice. To initiate or revitalize teacher collaboration in your school, try these five
strategies.

1. Create a truly shared vision and goals. The level of ownership they feel in the
process influences how much teachers actually invest in collaborative work. A shared
vision and goals can lead to that sense of ownership. For example, identify your team’s
shared vision of caring for students and student learning, set goals related to that vision,
discuss how the team’s work can help attain those goals, and check in often to assess
progress. The strong connection between the work and the vision of the team can help
individuals see purpose and assume ownership in the process.

2. Develop a sense of community. At its core, collaboration is relational. Getting to

know your colleagues, understanding their passions, and taking the time to connect on a
personal level can help members gain mutual respect and look past perceived eccentricities
in others. Establishing shared values and commitments can unify the group and provide
purpose for their collective work. Like all relationships, a collaborative community develops
over time and requires work to maintain.
Trust influences the effectiveness of collaborative work. Respecting group commitments
such as being fully present at meetings and seeing the best in others helps establish trust
and build a cohesive community. Other ways to develop community include establishing
traditions, celebrating accomplishments, and recognizing individual contributions.

3. Identify group norms. Let’s face it: collaboration can be uncomfortable or stressful at
times. When we are transparent about our work and our beliefs, our colleagues can see our
limitations as well as our strengths, placing us in a position of vulnerability. Sharing with and
trusting colleagues require courage and humility. A climate of trust can help establish the
safe environment that’s necessary for open communication.

Identifying and establishing group norms also can help develop that safe environment.
Norms might include defining roles and responsibilities, using protocols for interpersonal
communication, and outlining parameters for time management.

Taking the time to get to know the learning styles, needs, interests, fears, and hopes of each
team member helps shape the norms for how the group engages in the shared work.

4. Use discussion and dialogue. Whether they are integrating curriculum, analyzing
data, or studying a new practice, teams should understand the roles of, and differences
between, dialogue and discussion. They are equally important to the group process.

Discussion moves the conversation forward. In discussion, individuals state their opinions for
the purpose of building consensus or making decisions.

The goal of dialogue is to share and broaden knowledge. Dialogue invites multiple
perspectives, values the exploration of biases and assumptions, questions the status quo,
and entertains new ways of knowing and being. Dialogue requires active listening,
willingness to state beliefs, the ability to bear the tension of ambiguity, and belief in the
transformative potential in the process.

5. Work through conflict. Dialogue can cultivate deep professional learning as

individuals and teams explore new ideas for practice. However, dialogue may also lead to
conflict. It can be helpful for your team to develop a conflict management plan and to
monitor conflict as it arises.

Teams can help manage conflict by providing time, space, grace, and support for individuals
as they work through their emotions. Individuals also should monitor their own emotions
and practice self-care.

Using professional judgment, your team can determine when to explore the roots of conflict
and when to provide space for reflection and cooling down. While sometimes
uncomfortable, conflict often provides growth opportunities.
Recall the activities for PT01 that you have collaborated with your colleagues. Reflect on what
you have worked and describe which model did you follow. Elaborate your experience here.

SANGANDIWA EXPERIENCE
Recall your experiences on Sangandiwa activity of ITL and describe how did the principles of
collaboration happen in the activity. Post a copy of a sample output that you have analysed.
 Domain 5 relates to processes associated with a variety of assessment tools and
strategies used by teachers in monitoring, evaluating, documenting and reporting
learners’ needs, progress and achievement. This Domain concerns the use of
assessment data in a variety of ways to inform and enhance the teaching and
learning process and programs. It concerns teachers providing learners with the
necessary feedback about learning outcomes. This feedback informs the reporting
cycle and enables teachers to select, organize and use sound assessment processes.
Specifically, the Domain 5 aims pre-service teachers to possess the following
competencies:
1. Demonstrate knowledge of the design, selection, organization and use of
diagnostic, formative and summative assessment strategies consistent
with curriculum requirements.
2. Demonstrate knowledge of monitoring and evaluation of learner progress
and achievement using learner attainment data.
3. Demonstrate knowledge of providing timely, accurate and constructive
feedback to improve learner performance.
4. Demonstrate familiarity with a range of strategies for communicating
learner needs, progress and achievement.
5. Demonstrate an understanding of the role of assessment data as feedback
in teaching and learning practices and programs.
 Assessment is a crucial component of the teaching and learning process for it is
tantamount to achieving the objectives of the lesson. Therefore, pre-service teachers should
be prepared for the task that may include designing, selecting, organizing, and utilizing
different assessment strategies.
Therefore, in this lesson you are expected to:
1. Describe valid and appropriate assessment processes
2. Determine assessment procedures that are aligned with the instructional process
3. Design quality assessment materials

Study the comic strip below and answer the guide questions that follow.
GUIDE QUESTION::
Based on the scenario, how will you define assessment?
- In the scenario given above, I would say that assessment is defined as a set of processes
that is gradually conducted to test something.

GUIDE QUESTION::
Why is assessment important?
- Assessment is important because it helps students learn, by conducting assessment
we can determine the strength and weaknesses of the student, and if there’s any, it
gives us the ability to improve the way we teach so that moving forward we can create a
meaningful learning environment.

GUIDE QUESTION::
What is the ultimate outcome for assessment?
- The ultimate outcome for assessment is the learning of a student.

Identify a teacher and ask different assessment materials he/she used in a particular lesson
(activity sheets, quiz, unit tests, etc.). Attach a copy of the material in this section.
 Assessment Purpose Objective being General
Material Addressed Observations

Formative Summative

Activity sheets

Seat works

Quiz / The objective of this Upon observation, this

assessment is for the assessment could be
student to complete done even better if
the statement about the objective about
their community. the present time is
included, so that we
can determine if the
student can apply it in
a real-life scenario,
and that makes
learning meaningful.
Unit Test

Periodical Test

Performance

GUIDE QUESTION::
Do/Does the assessment/s used by the teacher align with the objective/s of the lesson?
Yes it is aligned with the objectives of the lesson and it is also aligned with the Most
Essential Learning Competency.

GUIDE QUESTION::
Do/Does the assessment/s used by the teacher engage students in meaningful learning?\

Yes it also encourage meaningful learning, as the completion type of assessment is not a
knowledge like assessment, and it also avoids route learning.
GUIDE QUESTION::
Do/Does the assessment/s used by the teacher measure the intended content and
performance standards?

Yes it measures the intended performance standard as it is aligned with the Most
Essential Learning Competency and with the lesson objectives.
Based on your observations, list the different assessment principles that you think will work
best in your class.

PRINCIPLE 1: Reliability
- It is important if an assessment tool is reliable so that we can produce consistent
results with accuracy and dependability.

PRINCIPLE 2: Authenticity
- An assessment shall include relevant and interesting topics for meaningful
learning experience.

PRINCIPLE 3: Validity
- An effective assessment is trustworthy, and shall be based on reliable resources.

PRINCIPLE 4: Practicability
- The assessment tool is paractival, giving ease to interpret the results without
compromising the validity and its reliability.

PRINCIPLE 5: Fairness
- It shall give students an opportunity to have equal resources to demonstrate what
they know.
 WHICH TYPE IS IT?
Fill out the matrix below with appropriate assessment type--quiz, performance task,
problem solving, portfolio, reflection paper, role play, brochure making, video presentation,
etc.

Cognitive Domain Affective Domain Psychomotor Domain

Level Assessment Level Assessment Level Assessment

Type Type Type

Creating Internalizing Naturalisation

Evaluating

Analyzing Organizing Articulation

Applying / Valuing / Precision /

Understanding Responding Manipulation

Remembering Receiving Imitation

 YOUR OWN

Prepare a copy of at least one assessment material that you have prepared and describe its
purpose and how will you further improve it. Post a copy of your assessment output here.

- The purpose of this assessment tool is to analyze a certain scenario for which the
students are expected to fill out the blanks. On the other hand this assessment tool is
also open for the rooms of improvement, and it is one of my principles. Based on the
record, it shall be more aligned with the given objectives, and it shall also reflect
authenticity of the resources used.
 Aside from just giving appropriate assessment tools, it is imperative that pre-service
teachers need to know how to monitor student progress. In assessment, it is important that
teachers need to know the areas that students can still improve on or the challenges that
can hinder their progress. More importantly, teachers should be able to effectively
communicate these observations among their learners.
Therefore, in this lesson you are going to:
1. Describe how to effectively monitor and evaluate a learner’s progress and
achievement
2. Determine how to give feedback to improve learning
 VISUAL DIAGRAM
In groups 3 or 4, create a diagram of your understanding of monitoring and feedbacking.
Post a copy of your work in the box below and answer the questions that follow.
 GUIDE QUESTION::
Why is monitoring student progress important?

AIt is important to monitor students’ progress because for them to learn more and learn
faster, and as a teacher, you can assess your teaching strategy and its effectiveness, that
will work best to students’ meaningful virtual learning experience in the context of
education amidst the pandemic.

GUIDE QUESTION::
Why should students know about their progress?
-Monitoring their own academic progress is an important life skill for students. It
fosters metacognition (awareness of one's own thought processes), which has
been associated with higher levels of achievement

Complete the table below based on your class observations at the ITL. Your observations
from your co-preservice teachers may count.

Date Grade Level & Subject Observations on Methods Used

Monitoring and Feedback Mechanism

Evaluation

/
11/04/2021 Grade 6- Araling
Panlipunan

/
11/11/ 2021 Grade 6- Araling
Panlipunan

/
12/10/2021 Grade 6- Araling
Panlipunan
GUIDE QUESTION::
Is/Are the feedback mechanism/s used by the teacher appropriate? Why?

-Yes, the feedback mechanism is appropriate because it was solely based on the
guidelines given by the supervisor, and it is very effective because we can observe the
growth and development as a pre-service teacher.

GUIDE QUESTION::
How did the teacher monitor the learner’s progress and achievement?
- After the synchronous classes, learning does not end with it, the teachers continuously
monitor the progress by giving them an activity that was composed and evaluated
using a rubric. On the other hand, as education still challenged by the pandemic, a
teacher can easily monitor the progress by using social media platforms, and etc.

Reflect on your observations above and analyse how did the teacher facilitate monitoring
and feedback based on the RISE model of feedback shown below:
GUIDE QUESTION::
At which level where most of the strategies of the teacher belong?
- Most of the strategies that the teacher belongs to are Inquire. As they tend to seek
information and then as a strategy, that gathered information was asked amongst the
students, basically the teachers served as a facilitator with a good art of questioning as
information is gathered.

GUIDE QUESTION::
What can you suggest to help the teacher improve his/her monitoring and feedback
mechanism?
- To improve teachers’ monitoring and feedback mechanism, a teacher shall be under
Elevate. Nowadays, teaching shall have its purpose, since pandemic challenges the
education, it is way important to teach with a purpose, and it shall leave a meaningful
learning experience between the teacher and the student.

GUIDE QUESTION::
How about you, at which level is your skill in monitoring and feedbacking? What do you
plan to do to improve it?
I am currently at Reflect, upon assessing the students, I am also evaluating my teaching
strategies for it to be more progressiv,e and growth between me and my students will
flourish. I am planning to improve it with elevate, that will serve a lot of purpose.
 PROFESSIONAL READING
Find professional readings about feed-backing, monitoring, and evaluating learners’
progress and achievement.

Title: School Improvement Research Series

Author(s): Kathleen Cotton

Reference: Cotton, K. (1993). School Improvement Research Series. Retrieved from

https://educationnorthwest.org/sites/default/files/monitoring-student-learning.pdf

GUIDE QUESTION::
What insights have you learned from the research you have read?
- According to Cotton, K (1993), When educators speak of classroom monitoring, they
generally refer to the following teacher behaviors: Questioning students during
classroom discussions to check their understanding of the material being taught
Circulating around the classroom during seatwork and engaging in one-to-one
contacts with students about their work Assigning, collecting, and correcting
homework; recording completion and grades Conducting periodic reviews with
students to confirm their grasp of learning material and identify gaps in their
knowledge and understanding Administering and correcting tests; recording scores
Reviewing student performance data collected and recorded and using these data to
make needed adjustments in instruction Defined this way, monitoring obviously
includes many kinds of activities, but it is important to note that the present analysis
does not address issues relating to schoolwide or district-level monitoring of student
learning. It is not concerned, except incidentally, with monitoring students' behavior.
And it provides only cursory information on such matters as teacher training in
monitoring and assessment practices or the processes teachers follow in putting
monitoring information to use.

GUIDE QUESTION::
What specific strategies have you learned to improve your monitoring and feedbacking
skills?
-Does the use of learning probes have a beneficial effect on student achievement? The
research indicates that this approach can indeed produce achievement benefits.
Particularly effective techniques include: Keeping questions at an appropriate level of
difficulty; that is, at a level where most students can experience a high degree of success
in answering Paying close attention to who is answering questions during classroom
discussion and calling upon non volunteers Asking students to comment or elaborate on
one another's answers Using information on students levels of understanding to
increase the pace of instruction whenever appropriate. (There is a strong positive
relationship between content covered and student achievement. Monitoring can alert
 teachers to situations where they can profitably pick up the instructional pace and thus
cover more material (Cotton, 1993).

GUIDE QUESTION::
How will you apply what you have learned from the research?

- Teaching shall be inquiry-based, I can apply what I have obtained from the research by
simply understanding the students’ capabilities and behavior, by any chance,
feed-backing and monitoring shall be attainable, practical and reliable.
Prepare a copy a written and performance task you have conducted in your class and post it
in this section. Describe how you have conducted the monitoring and feedback in
facilitating the said activities and which principles of assessment you have followed.
- By the use of rubric to monitor and feedback the exhibit/ Gallery Walk as a performance
task of my student, I easily identify the strengths and weaknesses of their work. This
served as a measurement of progress, not only by their works but for me as a teacher.
That is why my feedback and monitoring is a reflection of me as a pre-service teacher.
Moreover, the said assessment tool is attainable, reliable, and valid, it also encourages
fairness and authenticity.
 Upon completing the process of assessment and evaluation, it is imperative that
stakeholders particularly the parents, should be informed about the results of the process.
In this lesson, you are going to:
1. Determine how to effectively communicate the learner needs, progress and
achievement to key stakeholders.
2. Use of assessment data to enhance teaching and learning practices and programs

Study the picture below and answer the questions that follow.
Set an interview with a teacher on how they manage the distribution of report cards
and parent-teacher conference. Post an evidence of your interview and a short
transcript of you conversation.

TEACHER BACKGROUND:

Suggested Interview Questions:

1. What are your memorable experiences on reporting pertinent information about
students’ progress to parents?
2. What challenges have you experience in communicating student progress to
parents?
3. How do you manage the challenges or conflicts during parent-teacher conference?
 Answer the following questions based on your interview with a teacher?
1. Why is it important to communicate student progress to the parents?
In the context of education amidst the pandemic, it is really important to communicate among
the parents of the students to monitor their progress at school as parents are the drivers of learning at home.

2. What principles should be followed in communicating student progress to parents?

- In practical terms, respectful communication with parents and families might mean:
using preferred pronouns with parents and children. using ordinary, everyday language rather than
professional jargon. working with interpreters if you speak a different language from the family you're
working with.

PROFESSIONAL READING
Find professional readings about the role of assessment data as feedback in teaching and
learning practices and programs.

Title:Understanding the Role of ASsessment in Learning

Author(s):Harris and Hodges, 1995

Reference:
https://www.queensu.ca/teachingandlearning/modules/assessments/04_s1_01_intro_section.h
tml

GUIDE QUESTION::
How did this article help you understand the importance of the role of assessment data
as feedback in teaching and learning practices and programs?
Assessment plays an important role in the process of learning and motivation. The
types of assessment tasks that we ask our students to do determine how students will
approach the learning task and what study behaviours they will use. In the words of
higher education scholar John Biggs, “What and how students learn depends to a
major extent on how they think they will be assessed.” (1999, p. 141).
Given the importance of assessment for student learning, it is important to consider
how to best measure the learning that you want your students to achieve. Assessment
should integrate grading, learning, and motivation for your students. Well-designed
assessment methods provide valuable information about student learning. They tell us
what students learned, how well they learned it, and where they struggled.
Describe your own experiences in communicating student progress to parents. Show an
evidence of the process.

GUIDE QUESTION::
How did you communicate student progress to parents?

- As education is being challenged by the pandemic, I communicate the students’

progress to the parents by being in touch with them through phone calls and
meetings which are conducted virtually.

GUIDE QUESTION::
What principles did you observe?
- I observed the fairness of this monitoring and feedback of progress. It also shows
practicality and reliability.

GUIDE QUESTION::
What else can you improve?
- I can improve the process by having an innovative ideas on how we can debunk the
idea that it is hard to reach out the parents most especially this pandemic, as they were
a conflict in resources.
Other videos in Critical Thinking
1. https://www.youtube.com/watch?v=y7iMEH7jGFk
2. https://www.youtube.com/watch?v=eBAdfJye2QU
Strategies in Developing Critical Thinking Skills
1.
https://www.youtube.com/watch?v=dnhmV1NNX6U
Creative Thinking
1.
https://www.youtube.com/watch?list=RDCMUCJg43fASYmwa-pLlMQITVnw&v=qV7DiTFdtvw
& feature=emb_rel_end
How to Develop Critical and Creative Thinking Skills
1. https://www.youtube.com/watch?v=4jCzPg2qE1s
HOTS
1. https://www.youtube.com/watch?v=vfxgWir3G8Y

DOMAIN 3 (LESSON 1)

1. Reference for Observation guide for diversity of learners: Items adapted from:
http://equalityanddiversity.net/docs/observation-of-teaching-and-learning-2014.pdf
2. Reference for picture for item 1 for Picture Analysis:
https://www.gettingsmart.com/2017/02/3-visions-truly-inclusive-education/
3. Reference for picture for item 2.1 for Picture Analysis:
https://www.rappler.com/moveph/bangketa-eskwela-foundation-dara-tuazon-teach-street-ch
ildren
4. Reference for picture for item 2.2 for Picture Analysis:
https://www.schoolmalaysia.com/resources/international_school_fees.php
5. Reference for picture for item 3 for Picture Analysis:
https://www.washingtonpost.com/news/wonk/wp/2016/02/16/the-remarkably-different-answe
rs-men-and-women-give-when-asked-whos-the-smartest-in-the-class/
6. Reference for picture for item 4 for Picture Analysis:
https://www.alamy.com/non-disabled-and-disabled-students-in-this-case-a-boy-in-a-wheel-c
hair-image68438919.html
7. Reference for picture for item 5 for Picture Analysis:
https://www.pinterest.ph/pin/118712140150007629/?autologin=true&lp=true

DOMAIN 5

Kauchak, D. & Eggen, P. (2017). Introduction to teaching: Becoming a professional.

 Trinidad, Deanna Z.
Name of Practice Teacher:

Name of Internship Supervisor: Math:

Science
:
Cooperating School: PNU - Institute of Teaching and Learning

Address: Taft Avenue, Manila

MONTHS SYNCHRONOUS (in hrs) ASYNCHRONOUS (in hrs)

36 54
October

43 49
November

25 17
December

3 0
January

107 120
TOTAL

I certify on my honor that the above mentioned is a true and correct summary report of
the hours of work performed, record of which was made daily at the time of arrival and
departure from office.

Practice Teacher
(Signature above Printed Name)

Noted by: Signed by:

Math Cooperating Teacher DARRYL ROY T. MONTEBON, Ph.D.

(Signature above Printed Name) Direc
tor
PNU-ITL
(Manila)
Kindly click the link to view my Daily Journal through PADLET
or you can also scan using the QR CODE below!
https://padlet.com/trinidaddz/zmjduihzpps7vgf6
 Field study really means a lot to me, I will not be a better teacher if I do
not have this opportunity to learn and to grow. The overall experience was
indeed full of challenges, knowledge, and skills that I will bring through my
entire teaching journey. In addition to that, growth and development
would not foster if I do not have a competitive, generous, and
understanding supervisor, classmates, and co-teachers. That is why I am
grateful about it.

Also, the experience digging into the world of PNU-ITL really immersed
me into the real world and journey of teaching, from teaching
demonstration and clerical works of a teacher and I can say that I am ready
for my next Practice Teaching outside the university. By any chance, it gave
me hope because I thought that I will not be fully immersed because it is
an online set-up and I can only see them virtually, but I was wrong.

To conclude, Field Studies is really one of the starting points for career
growth and development. It has been a challenging journey with the
course but it leaves you astounded because it will fully immerse you with
your entire teaching journey. I also look forward that the experience shall
innovate on the succeeding batch of Field Study teachers.