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ELC 401- FIELSD STUDY-1

(OBSERVATION OF TEACHING-LEARNING OF
ACTUAL SCHOOL ENVIRONMENT)

KUMINTANG ELEMENTARY SCHOOL

DR. TERESITA L. CULLA MS. ZARINA KIMBERLY E. GOBRES

PRINCIPAL IV COOPERATING TEACHER

DANNIELA MARIE N. CAGAS

BEED IV-1
STUDENT

BACHELOR IN ELEMENTARY EDUCATION

2021
 TABLE OF CONTENTS

Title Page ............................................................................................................................1

Table of Contents ...............................................................................................................2

WEEK 2
Lesson 1 ...................................................................................................................3
Lesson 2 ...................................................................................................................8
Lesson 3 .................................................................................................................12
Lesson 4 .................................................................................................................16
Lesson 5 .................................................................................................................20
WEEK 3
Lesson 1 .................................................................................................................24
Lesson 2 .................................................................................................................27
Lesson 3 .................................................................................................................30
Lesson 4 .................................................................................................................32
WEEK 4
Lesson 1 .................................................................................................................35
Lesson 2 .................................................................................................................38
Lesson 3 .................................................................................................................41

Lesson 4 .................................................................................................................44
WEEK 5
Lesson 1 .................................................................................................................47
Lesson 2 .................................................................................................................52
Lesson 3 .................................................................................................................57
Lesson 4 .................................................................................................................60
WEEK 6
Lesson 1 .................................................................................................................64
Lesson 2 .................................................................................................................67
Lesson 3 .................................................................................................................70
Lesson 4 .................................................................................................................73
WEEK 7
Lesson 1 .................................................................................................................75
Lesson 2 .................................................................................................................78
Lesson 3 .................................................................................................................81
WEEK 8
Lesson 1 .................................................................................................................85
Lesson 2 .................................................................................................................87
Lesson 3 .................................................................................................................89
Lesson 4 .................................................................................................................91
 Name of School: Kumintang Elementary Scool
Principal: Teressa L. Culla
Cooperating Teacher: Zarina Kimberly E. Gobres

WEEK 2
Lesson 1
Lesson/Topic- Pedagogical Content Knowledge and Its Application Across the
Curriculum

Learning Outcomes
1. Differentiate content knowledge from pedagogical knowledge and curricular
knowledge;
2. Observe how teachers align the content of the lesson to the curriculum, and
3. Analyze the benefits of pedagogical content knowledge.

Introduction
The mastery of content and comprehensive pedagogical content knowledge (PCK)
of the subject area is one of the competencies expected in the teacher education graduation
(CHED, 2017). Shulman introduced PCK in 1986 and defined three categories of teacher’s
knowledge that are essential in teaching and learning.

⚫ Content Knowledge- the knowledge of the subject matter or academic course to be

taught or expected to be learned by students, which requires understanding of facts,
concepts or principles.
⚫ Pedagogical Knowledge- the knowledge of teaching, which includes methods and
strategies of formulating the subject matter to make it more comprehensive to the
learners.
⚫ Curricular Knowledge- the knowledge of the curriculum, which is represented by full
range of programs designed for teaching a particular course at a given level.
Observation
A. Write down the information asked and answer the succeeding questions based
on your class observation.

Name of Teacher: Ms. Zarina Kimberly E. Gobres

Date and time of Observation: November 17, 2021; 7:30- 8:30 am
Educational Background: Bachelor’s Degree
Assigned grade and section: Grade III- Camia
Assigned subject/s: English

1.
 2. Are the teacher’s background and qualification aligned with the subject/s he or
she is assigned to teach?
Yes.
3. Does he or she use the K to 12 curriculum guides in preparing a lesson plan?
Yes.
4. Does he or she consider the learner’s prior knowledge in designing a lesson plan?
Yes.
5. Does he or she used varied teaching strategies to deliver the subject matter?
Yes, she is.
6. Does he or she conduct a research in planning for his or her lesson?
Yes, she is.

B. Check (/) the box that corresponds to your classroom observation. Write your
remarks in the rightmost column.

Indicators Observed Not Remarks

Observed
1. Explain the subject matter The teacher was
a. Clearly / really well prepared
b. Accurately / and able to deliver
c. Comprehensively / the lesson clearly
and properly.
2. Relates the subject matter with the The teacher was
previous lessons that have been taught able to relate the
/
or future lessons to be taught. previous lesson to
the present lesson
and the students
easily understand
the lesson.
3. Present facts, theories and concepts / The teacher
to support the validity of content. presented the facts
well by power point
presentation.
4. Manifests understanding of the The teacher asked
learners’ background in relation to the some questions to
/
subject matter. the students to see if
the students
understand well the
lesson.
5. Utilizes appropriate pedagogical The teacher used
strategies in the delivery of the subject different
 matter. / pedagogical
strategies to her
students.
6. Integrates appropriate technology The teacher used
tools specific to the subject matter to technology
/
be taught. appropriately and
had a better
outcome on her
class.
7. Promotes inquiry-based learning to The teacher asked
develop higher order thinking skills questions that
/
and/or 21st century skills. provoke students to
think themselves
and become more
independent
learners.
8. Uses appropriate languages to make The teacher used
subject matter delivery more basic English that
/
comprehensible. the students
understand well and
they had a good
communication.
9. Shows skills in the use of The teacher was
information and communications well prepared and
/
technologies (ICT) to facilitate has an alternative
teaching and learning. material that may
use for technical
errors.
10. Uses effective verbal and non- The teacher used
verbal forms of communication effective verbal and
/
strategies to promote meaningful non-verbal forms in
learning. communicating the
students and they
had a good
communication to
each other.

Other comments:
The teacher was really patient to her students and she is good in teaching. She is
dedicated to her profession and she deliverer her lesson well. She asks her students
if they have questions and she evaluate her students after lesson.
Processing
A. Based on what you have observed in class, explain the importance of the different kinds
of knowledge.
1. Content Knowledge
How we view the content goals we are supposed to achieve with our
students is affected by our own content knowledge, that’s why content knowledge
is one of the important knowledges that we should focused on. It has an impact on
how we listen to and respond to our students' concerns. It has an impact on our
ability to communicate well and ask interesting questions. It has an impact on our
willingness to approach a mathematical concept with our students in a flexible
manner and to develop connections. It has an impact on our ability to push each
learner when he or she is ready or motivated. And it has an impact on our abilities
to provide such opportunities to our students on a more daily basis.

2. Pedagogical Knowledge
The importance of pedagogical knowledge is it can assist students get a
better understanding of essential content and improve the quality of your teaching.
Being aware of how you teach can help you better understand how to help students
learn more deeply. Teachers' pedagogical "knowledge base" contains all of the
cognitive knowledge needed to create effective teaching and learning settings. This
method is useful because it focuses on the relationship between knowledge and
behavior, or, in other words, the quality of instruction.

3. Curricular Knowledge
It refers to a teacher's knowledge of the school's learning programs, which
have been created for various curricular levels. The learning program includes the
exact topics and subjects taught at each level, as well as the different instructional
materials and activities that assist the learning process. Individual teachers must be
able to create conceptual connections between their topics and other subjects as a
requirement. Furthermore, when teachers are able to recognize the connections of
disciplines, deep curriculum knowledge promotes collaboration. These points of
interaction can be used as a starting point for an overall concept.

Reflection
Complete the following:
1. I realized that
I realized that in teaching, there are a lot of things that we should consider
first before going into the field. We must first have the content knowledge,
pedagogical knowledge and curricular knowledge. Without these different kinds of
knowledge, I know that we will not have a good and better outcome in our lesson.
2. I believe that
I believe that these different kinds of knowledge will help me as a future
teacher to be a good and better teacher. Through these, I am able to apply and use
a lot of teaching strategies and I am able to clearly deliver my lesson and my
students will understand well our topic easily by applying it all.

3. I feel that
I feel that by having these kinds of knowledge will help me to have a good
interaction and communication with my students. It will enhance my
communication skills, I am able to use different strategies and my students are able
to enjoy our class because they are able to understand well the lesson and they are
able to think themselves.

4. When I become a teacher, I will

When I become a teacher, I will apply also what strategy my cooperating
teacher is doing. I will imitate her, I want to be like her who has a strong and patient
personality. I will also study well my lesson to have a good discussion with my
students and also, I will use a lot of strategies in my class.
Lesson 2
Lesson/Topic- Research-based Instruction and Principles of Teaching and Learning

Learning Outcomes
1. Analyze the importance of research-based instruction and the principles of
teaching and learning;
2. Observe how these can enrich teacher’s pedagogical content knowledge and
improve student’s learning;
3. Recognize their effect on learners; and
4. Examine how various theories and principles are applied in planning instructions.

Introduction
The K to 12 curriculums shall be learner-centered, relevant, responsive, and
research-based. As stated in RA 10533 otherwise known as the Enhanced Basic Education
Act of 2012, it shall promote the use of pedagogical approaches that are constructivist,
inquiry-based, reflective, collaborative, and integrative. These principles and approaches,
which are typically, derived from empirical researches, theoretical claim, practical
experiences, and ideological or philosophical beliefs shall serve as rules or guiding
principles that will direct teachers in the attainment of a particular outcome.

Observation
A. Answer the following questions based on your class observations.
1. Does the school promote research culture among the teachers? How?
Yes. Research culture were promoted at school by encouraging the
teachers to make one and join in different research congress. The schools
provide different refresher course about research as well.
2. Do the teachers undertake research activities to enhance their pedagogical
content knowledge? What are these activities?
Yes.
3. Are the teachers aware of the standards, principles, and pedagogical approaches
behind the K-12 curriculum?
Yes.
4. Do the teachers integrate research findings, empirical evidence, and theories to
support validity of content to be taught? How?
Yes. By making sure the facts of the lesson that we are teaching to our students.
5. Do the teachers use varied teaching approached based on K-12 curriculum
principles? How?
Yes.
B. Check (/) the box that corresponds to your class observation. You may write
your comments in the Remarks column.
Indicators Observed Not Remarks
 Observed
1. Administers diagnostic exam to / The teacher test
assess the students’ prior knowledge. well the student’s
prior knowledge.
2. Prepares a lesson based on the / The teacher based
students’ needs. the weekly home
learning plan on
student’s needs.
3. Relates the topic to students’ / The teacher used an
interest to motivate learners. interesting
motivation that her
students will relate.
4. Contextualizes the content of the The teacher used an
lesson according to students’ appropriate content
/
background. according to her
student’s
background.
5. Articulates a clear set of learning / The teacher set a
objectives. clear objective and
did it well.
6. Provides varied activities to support / The teacher used
learning objectives. appropriate
activities that is
connected to her
topic and objective.
7. Draws on relevant bodies of The teacher used
knowledge to make the lesson more different strategies
/
relevant. for her lesson to be
more relevant.
8. Reflects on teaching methodology / The teacher used
and strategies used for effectiveness. different kinds of
teaching
methodologies and
strategies and the
students enjoyed it.
9. Examines the students’ previous The teacher checks
performance to modify learning the student’s
objectives and content of the lesson, previous
including the teaching strategy used. / performance to see
if they were
developed.
 10. Aligns assessment tasks and The teacher used an
instructional activities with the appropriate
/
learning objectives. instructional
activity aligned
with the learning
objectives.

C. What is the research-based instructional strategies applied by the cooperating

teacher? Write your answers in the space below.
These are the following research-based instructional strategies applied by
the cooperating teacher:
• Setting Objectives
• Reinforcing Effort
• Cooperative Learning
• Cues, Questions, & Advance Organizers
• Instructional Planning
• Direct Instruction and etc.

Processing
Read carefully and answer the following questions based on what you have
observed in class.
1. How do research-based instructional strategies enrich the pedagogical content
knowledge of teachers?
There are a lot of things that a research-based can enrich the teachers
pedagogical content knowledge. First, it Creates an Educative Environment,
Students learn that effort is worthy of praise even if they don't achieve anything.
Next, Assisting Students in their Learning, students can use cues, questions, and
advance organizers to help them focus on what matters and prepare for learning.
Models, symbols, and physical movement are examples of nonlinguistic
representations that may be used to take information in ways that boost brain
activity. Students must determine what is vital, comprehend the framework in
which information is given, and learn to paraphrase while summarizing and taking
notes. Lastly, assisting students in expanding and applying their knowledge. Using
Venn diagrams and charts, you may identify similarities and distinctions.

2. How do research-based instructional strategies affect the students’ learning?

Setting goals and delivering feedback gives students a sense of direction,
validates their interest and engagement, and motivates them to finish projects.
Cooperative learning has a good impact on student learning

3. What do teachers need to do to improve their research skills?

 For me, teachers can improve their research skills by doing research in many
sources, by getting some suggestions from other researchers and borrowing some
research that co-teachers did too.

Reflection
Complete the following:
1. I realized that
I realized that using research-based will help us as a teacher to use a lot of
strategies that will enhance our pedagogical content knowledge. Research-based
has a lot of benefits in terms of developing lessons, it can help us to communicate
with our students appropriately and use strategies that is appropriate to their age
and grade level.

2. I believe that
I believe that through research-based, it will enhance my teaching skills and
it will help my students to learn more and understand well our lessons. I am able to
understand my students’ different behaviors and know how to handle them. They
are able to enjoy our class by using different strategies and by using creative
instructional materials.

3. I feel that
I feel that if I use the research-based, my students and I will have a good
communication to each other and we are able to enjoy our discussion. I can also
feel that we will have a better outcome since we will be using a lot of appropriate
strategies that will help them to enhance their different skills and will help them to
understand well our lesson.

4. When I become a teacher, I will

When I become a teacher, I will imitate my critic teacher, I will also use a
lot of strategies that I think will be appropriate to my students and I think that will
be beneficial for them. I will also apply research-based to enrich my pedagogical
content knowledge and different kinds of knowledge that will help me to grow as a
teacher.
Lesson 3
Lesson/Topic- Strategies for Promoting Literacy and Numeracy

Learning Outcomes
1. Define the terms “numeracy” and “literacy”;
2. Observe how literacy and numeracy are integrated in teaching and learning; and
3. Identify strategies in promoting literacy and numeracy.

Introduction
One of the target goals specified under Global Goals 4.6 is to ensure that all youth
and a sustainable proportion of adults, both men and women, achieve literacy and
numeracy by 2030. To achieve this goal, teachers who serve as forefront of teaching
literacy and numeracy should be equipped with knowledge on strategies that promote
literacy and numeracy skills.

Observation
A. For each given domain, write down the literacy strategies used by the cooperating
teacher during your class observation.
Observation Strategies
1. Oral Language Use Open-Ended Prompts
Model Eye Contact When Listening
2. Phonological Awareness Focus on Rhyming
Break Apart Words
3. Book and Print Knowledge Making a Sign
Reading Aloud
4. Alphabet Knowledge Use Memory Devices Such as Pictures,
Keywords, Rhymes, Actions
5. Phonics and Word Recognition Repeat Reading
6. Fluency Pre-Teach Vocabulary
7. Spelling Phonetic Spelling Strategy
8. Writing and Composition Brainstorming Topics
9. Grammar Awareness and Provide Students with Multiple Exposures
Structure to a Variety of Grammatical Situations.
10. Vocabulary Development Reinforce Their Remember New Words
11. Reading Comprehension Identifying the Main Idea and
Summarization
Questioning
12. Listening Comprehension Talk Less
B. Write down the numeracy strategies used by the cooperating teacher during your
class observation in the following subjects.
Subjects Strategies
1. Language Graphic Organizer
(English/Filipino/Mother Tongue)
2. Mathematics Show me Board
3. Science
Gather data by making observations and
taking measurements

4. History/Araling
Maps
Panlipiunan/Social Studies
5. Values Education/Conduct
Education Problem solving
6. Computer/ICT Table
7. Music, Arts, Physical Education, Diagrams
and
8. Technology and Livelihood Graphs
Education
9. Others: Interpretations of timeline

C. Processing
Read carefully and answer the following questions based on what you have
observed in class.
1. How can literacy affect one’s life?
Literacy boosts self-esteem and overall quality of life. Readers
who are struggling are more likely to have trouble expressing
themselves verbally as well. This can result in anxiety, depression, or
other problems that have a negative impact on one's overall quality of
life. Literacy is a basic human right and the foundation for anyone's
capacity to learn. It is important for social and human progress because
it gives the people the skills and confidence they need to change their
life, leading to better health and the capability to earn more money.

2. How important is numeracy in our daily life?

Numeracy is necessary for daily living. From simple activities like
telling the time, cooking, and setting the table to more difficult ones like
comprehending mobile phone plans, planning a vacation, reading a map,
and interpreting schedules, there's something for everyone. Individuals
need numeracy to improve logical thinking and reasoning techniques in
their daily actions. For tasks such as reading receipts, reading directions,
 and even playing sports, we require numeracy to solve issues and make
sense of numbers, time, patterns, and forms.

3. How can literacy and numeracy improve the learner’s academic

performance?
Literacy is boosted, system, and continued in other areas of learning,
and the use of mathematical skills all across curriculum enhances the
investigations of each curriculum area and led to the growth of a wider
and deeper understanding of numeracy. Many aspects of your life can
be considerably improved by achieving an appropriate level of reading
and numeracy, including your social life, schooling, and employment
opportunities. Your ability to read, write, and comprehend information
has a significant impact on your employment.

4. In the absence of digital technologies and printed materials, what do you

think are the strategies you can use to promote literacy and numeracy?
For me the best strategies that I can use to promote literacy and
numeracy is our own experience, our body and our surroundings. We
can still promote it even without technologies and printed materials, all
we have to do is to be resourceful and use our creativity.
Reflection
Complete the following:
1. I realized that
Literacy is important for learners to participate with the written word in
everyday life. Being able to read and write allows you to stay up to date on current
events, communicate effectively, and comprehend the issues that shape our society.
Literacy education must be improved so more children in the world get,
also learned reading and writing in traditional ways in the classroom for them to
know that there are a lot of strategies and ways for them to learn how to read and
write.

2. I believe that
I believe that if the teacher introduces to students the different ways to learn
a lot of things like reading, writing and counting the students will able to develop
more their literacy and numeracy. And also, I believe that if the teacher uses an
interesting and appropriate motivation, the students will participate willingly and
share their thoughts accordingly.

3. I feel that
I feel that my students will enjoy my accompany to them because I will do
all my best, all that I learned in the past few years and will use creative ways for
them to learn in the most exciting and enjoyable way. Since I am once an
 elementary student too, I want them to feel also what I felt when I was once an
elementary.

4. When I become a teacher, I will

When I become a teacher, I will apply all things that I’ve observed, I will
apply all the things that I have experienced and learned during my elementary and
high school days, and I will let my students to experience the things that I enjoyed
during my elementary days because I really enjoyed it. I am not gonna enjoy those
days without the effort of my teachers and through that they are my inspiration
when I become a teacher.
Lesson 4
Lesson/Topic- Strategies for Developing Critical and Creative Thinking as well as
Higher-Order Thinking Skills

Learning Outcomes
1. Observe how teachers apply HOTS in formulating lesson objectives and
assessments;
2. Identify the strategies that enhance the student’s HOTS; and
3. Recognize the importance of HOTS in teaching and learning.

Introduction
Higher-order thinking skills (HOTS) is a concept of learning based on cognitive
processes that are beyond the basic thinking skills classified in Bloom’s taxonomy. Based
on Bloom’s taxonomy of cognitive domain, thinking skills are organized into six major
classes and presented in hierarchical order (see Table 1). The hierarchical presentation
suggests that learners should master lower level thinking skills such as knowledge,
comprehension, and application before they can demonstrate HOTS such as analysis,
synthesis, and evaluation. Anderson and Krathwohl revised Bloom’s taxonomy of
educational objective in 2001. This led them to provide six categories of the cognitive
process dimension and related cognitive processes (see Table 1) and offer active verbs for
each level to help teachers in writing lesson objectives.

Table 1. Taxonomy of Educational Objectives: Cognitive Domain

Bloom’s Anderson and Krathwohl Revised Taxonomy
Taxonomy
Evaluation Create- put elements together to form a coherent functional
whole; recognize elements into a new pattern or structure
(Keywords: hypothesizing, designing, constructing)
Synthesis Evaluate- make judgment based on criteria and standard
HIGHER (Keywords: checking, critiquing)
ORDER Analysis Analyze- break material into its constituent parts and
determine how the parts relate to one another and to an
overall structure or purpose (Keywords: differentiating,
organizing, attributing)

Observation
A. Ask the cooperating teacher to show his or her lesson plan to you. Review the
objectives of each lesson in the lesson plans. Provide examples of educational
objectives based on the following HOTS;
1. Creating Not Applicable/ Not able to
observe. I hope to observe it on my
 Pre-Service Teaching.

2. Evaluating Not Applicable/ Not able to

observe. I hope to observe it on my
Pre-Service Teaching.

3. Analyzing Not Applicable/ Not able to

observe. I hope to observe it on my
Pre-Service Teaching

B. Indicate whether the following HOTS strategies are applied during your class
observation by checking the appropriate box. Write your remarks in the last column.
HOTS Strategies Observed Not Remarks
Observed
1. Teaches the The teacher uses
concepts of / graphic organizers.
HOTS
2. Promotes the The teacher uses
use of HOTS / open-ended
when prompts.
communicating
3. Encourages The teacher
question and / encourages the
answer during students to think
discussion outside the box.
4. Uses visuals and The teacher helps
graphic the students to
organizers to / understand easily
connect the information
concepts through graphic
organizers.
5. Uses problem- The teacher
solving to foster / encourages
critical thinking students to use their
creative thinking.
6. Promotes The teacher
collaborative promotes
learning to / collaborative
generate new learning to generate
ideas new ideas.
7. Encourages The teacher
 students to encourages her
elaborate their / students to
answers elaborate their
answers.
8. Promotes The teacher ask
inquiry-based questions,
learning to / problems and
validate ideas scenarios.
9. Uses The teacher uses
educational educational
objectives that / objectives that
foster HOTS foster HOTS
10. Uses assessment The teacher uses
that promotes / assessment that
HOTS promotes HOTS.

Processing
Read carefully and answer the following questions based on what you have
observed in class.
1. In what part of the instructional plan can teachers apply HOTS?
The HOTS was applied in the activities in the instructional plan.
2. How can HOTS improve the students’ learning?
The Question-Answer Relationships (QARs) approach trains kids to
classify the kind of questions they're being asked and then use that knowledge
to help them come up with responses. The reader is taught two types of
question-answer relationships: (1) if the solution can be found in the text — "In
the Book" questions — and (2) whether the reader must rely on his or her own
knowledge — "In My Head" questions.

3. How important is creative and critical thinking in the 21st century workplace?
Critical thinking is, without a doubt, more important than it has ever been.
It teaches young people how to tell the difference between reliable information
and 'fake news,' which is an important skill in our increasingly digitalized
society. Teachers play an important role in teaching students to examine and
assess what they see and read.

4. What are the things that teachers need to improve on to enrich the students’
HOTS?
Teach students how to solve problems using a step-by-step method. This
type of higher-order thinking will help the students in solving problems more
 quickly and easily. Encourage pupils to utilize alternate problem-solving
strategies and provide them with a variety of problem-solving options.

Reflection
Complete the following:
1. I realized that
I realized that HOTS will really help us as a teacher to become more critical
thinkers and with that we are able to apply it in our teaching to adopt it also by our
students.

2. I believe that
I believe that if we teachers are critical thinkers then the students will
become critical thinkers too. And also, I believe that practice makes perfect, so if
we always employ HOTS in our lessons then our students critical thinking skills
will be able to develop.

3. I feel that
I feel that if I am able to learn more strategies on how to strengthen more
my students HOTS then I am able to have a lot of strategies that I am able to use
for them to enhance their critical thinking skills.

4. When I become a teacher, I will

When I become a teacher, I will assure that in my lesson plan, I will always
apply the HOTS so that every day, my students are able to learn more and enhance
more their critical thinking skills.
Lesson 5
Lesson/Topic- Classroom Communication Strategies

Learning Outcomes
1. Differentiate verbal from non-verbal communication;
2. Observe how communication strategies are used in the classroom;
3. Determine how communication strategies support the learner’s understanding of
the lesson; and
4. Discover how communication strategies improve the learner’s academic
performance

Introduction
Communication skill is one of the 21st century competencies that every student
needs. It is essential in exchanging information between people. Communication makes
teaching and learning easier.
1. Oral Communication- a communication through spoken words done face-to-face,
in video chat, or on a telephone call.
2. Written Communication- a communication through the use of written or printed
documents, emails, fax messages, SMS/text messages, or online messaging/chat.

Observation
A. Identify the verbal and nonverbal forms of communication used by teachers and
students in the classroom.
Verbal Nonverbal Remarks
Teachers Discussing Raising hands The teacher trained
Asking question Eye contact the students well on
Gestures what are her
Facial Expression gestures means.
Students Asking concerns Raising hands The students are
Sharing thoughts Eye contact able to understand
Gestures the teacher verbally
Facial Expression and non-verbally.

B. Check (/) the box that corresponds to what you have observed in class. Write your
remarks in the last column.
Communication Strategies for Observed Not Remarks
Teachers Observed
Communicates with a friendly tone / The teacher’s
voice is very
calm and
sounds
 confident.
Thinks before speaking to avoid The teacher is
utterance of irrelevant words always well
/
prepared for
her lesson.
Speaks clearly and articulately The teacher
delivers the message he or she is uses proper
/
trying to convey and easy
words.
Speaks with confidence / The teacher is
knowledgeable
to her lesson.

Communication Strategies for Observed Not Remarks

Teachers Observed
Demonstrates ability to produce / The teacher is
intelligent and fluent discourse confident about
her discussion.
Demonstrates skills in written / The teacher is
communication able to show
her
communication
skills through
writing.
Demonstrates proficiency in oral / The teacher is
communication very good and
professional in
communicating
with the
students.
Manifests positive attitude towards / The teacher is
students very patient,
understandable
and considerate
with her
students.

Other comments and observations:

I have observed that the teacher is very professional in her profession. She is well
dedicated and committed to it. She is very understandable and considerate to her students
and able to communicate to her students professionally.
Processing
Read carefully and answer the following questions on what you have observed in
class.
1. How important are the verbal and non-verbal forms of communication to the
teachers?
Verbal and Non-Verbal forms of communication is one of the important
things for teachers because without communications there will be no such teaching
and most importantly learning. That’s why verbal or non-verbal both are important
in terms of teaching.

2. How do verbal ad non-verbal forms of communication affect the students’ learning?

Through verbal and non-verbal forms of communication, the student’s
affect their learning because they are able to learn easily the lessons, they are able
to understand things verbally or non-verbally.

3. What forms of communication do the teachers and the students need to improve on?
Creating a supportive environment where students feel their needs are being
met and they can get help is vital to classroom success. This involves demonstrating
to students that you are approachable and that you have an open-door policy if they
want extra help. Recognizing that all children have different intellectual talents and
learning paces, as well as offering additional help when required, is critical. During
class, this also entails making students feel at ease to raise questions and assuring
them that they are in a secure environment where they will not be criticized.
Another excellent method is to encourage students to work together on group
projects rather than competing for grades and recognition. This method promotes
teamwork, cooperation, and open communication between students and teachers.

Reflection
Complete the following:
1. I realized that verbal and non-verbal forms of communication are important in
teaching to easily communicate with the students and to build a good relationship
between the teachers and the students.
2. I believe that everything starts with good communication because without it, the
students will not able to understand the discussion if there is no such good
communication between the teacher and the students.
3. I feel that the students will learn more and interested more to the class if the teacher
has a good communication skill wherein they are able ask questions, suggest and
share thoughts freely and if the teacher is confident enough with her lesson.
4. When I become a teacher, I will use a lot of strategies and will build a good
relationship between me and my students so that they are able to enjoy our
discussion and learn a lot of things by me.
WEEK 3
Lesson 1
Lesson/Topic- Fair Learning Environment

Learning Outcomes
1. Explain the concept of a fair learning environment;
2. Discuss how inclusive pedagogy promotes a fair learning environment; and
3. Reflect on how a fair learning environment contributes to the students’ academic
performance.

Introduction
The goal of any teacher is to provide the students with a safe learning environment.
To make students feel safe, they should be allowed to be themselves, make mistakes, and
be in an environment that is fair. A fair learning environment does not espouse teaching
that uses the same mode of delivery for all lessons or topics. It also does not impose the
same expectations for all students. Furthermore, it does not provide students the same
academic experiences all the time. On the contrary, a fair learning environment provides
students with lessons, strategies, and challenges that will address their individual needs.

Observation
Check (/) the box that corresponds to your class observation and answer the
succeeding questions.
Yes No
The teacher provides students opportunities to make /
mistake.
The teacher knows the students well. /
The teacher provides a wide range of options from which /
students can choose from in order to engage in an activity.
The students are allowed to engage in a variety of /
experiences to learn a new concept or skills.
The students are encouraged to express themselves. /
The teacher extends the lesson so that all students benefits /
from it.
The teacher utilizes various ways of determining how /
students learn.

1. What can you say about the learning environment?

The classroom setting and how it looks and feels is referred to as the
learning environment, and it can be positive or negative. Teachers have a variety
of methods to influence the learning environment, including the physical,
psychological, and instructional settings.
 2. How can the teacher further promote a fair learning environment?
Promoting equality and diversity in the classroom need not be a challenge and is
something that all children should be familiar with from an early age. This means:
• Setting clear rules in regards to how people should be treated.
• Challenging any negative attitudes.
• Treating all staff and students fairly and equally.
• Creating an all-inclusive culture for staff and students.
• Avoiding stereotypes in examples and resources.
• Using resources with multicultural themes.
• Actively promoting multiculturalism in lessons.
• Planning lessons that reflect the diversity of the classroom.
• Ensuring all students have equal access to opportunities and participation.
• Making sure that learning materials do not discriminate against anyone and are
adapted where necessary, e.g. large print or audio tape format.
• Using a variety of teaching methods.
• Using a variety of assessment methods.
• Ensuring policies and procedures don’t discriminate against anyone.

Processing
Read carefully and answer the following questions based on what you have
observed in class.
1. What could have contributed to the presence or absence of a fair learning
environment?
Fairness in the classroom not only earns respect for the teacher, but it also
offers students a sense of security and trust in the classroom. All of the students
in the class will benefit by creating an environment based on fairness, trust, and
respect.

2. How does a fair learning environment affect the way children learn?
Seating, light, noise, and even color may all have an impact on learning
ability. Students that study in a fair learning environment have been proven to
be more motivated, engaged, and capable in general.

Reflection
Complete the following:
1. I realized that
I realized that having a fair learning environment will encourage the
students to learn more to be dedicated more and to be engaged in all.a
2. I believe that
I believe that if the teacher shows a fair learning environment to her students,
then she is doing a good job. Through promoting fair learning environment, she is
also promoting equality to all the students among their differences.

3. I feel that
I feel that having this kind of environment will boost my student’s
confidence to participate more on our class and will help me also as a teacher
to discuss comfortably and happily to them.

4. When I become a teacher, I will

When I become a teacher, I will make sure to make a fair and healthy
environment for my students to have a strong relationship between me and them.
I will set rules that is capable for all and set boundaries that will be good for
everyone.
Lesson 2
Lesson/Topic-Management of Classroom Structure and Activities
Learning Outcomes
1. Observe how teachers manage classroom structure and activities;
2. Determine how the classroom structure and activities affect the student's
participation; and
3. Learn how to effectively manage classroom structure and activities.

Introduction
According to Robert Sommer (1977), the classroom layout depends on the teacher's
philosophy, objectives, activities and priorities.
Teachers who believe that children learn best by listening usually arrange desks
and chairs in rows and columns. On the other hand, teachers who believe that students
should collaborate and communicate arrange desks and tables in clusters.
Observation
A. In the box below, draw the room layout of the class you have observed.

B. Interview the cooperating teacher. Ask the following questions:

1. What can you say about the physical structure of your
classroom?
I can say that the physical structure of my classroom is very
ideal that its setup allows the teacher and your students to move
inside without bumping into each another or other objects and
without distracting others at work. The physical arrangement of
the classroom is set up to maximize teacher-student interactions
while minimizing distractions. The space can accommodate the
number of students in my class. It is well-lighted and very
conducive to learning.

2. What were the things that you considered when you arranged the
classroom?
 In arranging my classroom, the first thing I consider
is the space. I want as much as possible to maximize the
utilization of the space. Students need a comfortable space to
think and to record their ideas. Set out a comfortable chair or
two, or pillows for students to use for reading or thinking.
Remember the process of learning is just as important as the
outcomes. Don’t be tied to the arrangement, however. If
something isn’t working, change it. As you get to know your
students better you’ll be able to judge the best placement for
maximum learning and minimal distractions.

3. What do you think are the advantages and disadvantages of this

kind of physical setup?
This kind of set up provide students opportunities to be
involved in the discussion and in the class. They are able to see
one another and have a big space in the center to perform well.
While the disadvantage is they will be destructed to see
everyone by their seats.

Processing
Based on what you have observed in class and the teacher's responses on the
interview, answer the following questions:
1. Do you think that the classroom structure is consistent with the teacher's
objectives? Why? Why not?
Yes, because the classroom set up will define the teacher itself. The classroom will
be the place where her students will learn a lot of things and where they will experience a
lot of things.

2. How does the classroom setup affect the student's performance and learning?
Yes, because through classroom set up, the students are able to move well,
participate well, think well and the classroom will be the training ground of the student’s
that’s why for me classroom set up will really affect the student’s performance and learning.
3. If you were the teacher, what kind of classroom structure would you adopt to
maximize the students learning?
If I were the teacher I will adopt the Semi-Circle setup because I remember when I
was in my elementary days, I am able to understand more the lesson and I am able to see
everything and every one through this setup so that this is what I will adopt to help my
students to easily observe and to easily focus on me while discussing.
Reflection
Complete the following:
1. I realized that
I realized that classroom setup also has a huge impact to student’s learning
that’s why we must think if what is the best and suited for our students to learn
effectively.

2. I believe that
I believe that we teachers know our student’s well so we should know if
what appropriate and suited classroom setup we should do to our classroom so
that our students are able to participate well and actively.

3. I feel that
I feel that my student’s will participate well and enjoy their staying at our
classroom because I will give them their comfort and support their needs to
reach the excitement that they want.

4. When I become a teacher, I will

When I become a teacher, I will give them the best and the creative way that
I can be that will help my students to learn easily and at the same time enjoying
their environment that we will build.
Lesson 3
Lesson/Topic-Support for Learner Participation

Learning Outcomes
1. Observe strategies implemented by teachers to encourage students to participate in class;
and
2. Discover how the learning environment in class can increase student participation.

Introduction
There are various ways to improve student participation in class discussions and
activities.
First, the teacher needs the students to understand that participation is a collective
undertaking of the class and that their contribution can help in the learning process
(Hollander 2002). Likewise, teachers should also make sure that the learning environment
is conducive to participation. Lastly, the teacher should explore various teaching strategies
to ensure that all the students can participate actively.

Observation
Check (/) the box that corresponds to what you have observed in class.
Yes No
1. The teacher tells the students of
his or her expectations after every /
activity.
2. The teacher recognizes the effort
made by the students who
/
participate.
3. The classroom is arranged in a
way that the students can see and
/
communicate with each other.
4. The teacher moves around the
room as he or she discusses the
/
lesson.
5. The teacher makes use of various
teaching strategies to elicit the
/
students’ participation.
6. The students are given the
opportunity to discuss their
thoughts, ideas, and opinions with
the whole class or some classmates. /
Processing
Read carefully and answer the following questions based on what you have observed in
class.
1. How does the teacher encourage the students to participate actively in class?
Since we are now in the new normal, the classes are done through online or virtual
class. Based on my observation the teacher encourages her students by Using chat to check
for understanding. Through chat in in the virtual class, the students are freely allowed to
type their thoughts and answers confidently.

2. What do you think is the best classroom setup to encourage the students to engage in the
activity?
For me since we are now using an online class, the best classroom setup that may
encourage the students to engage on the activity is having a huge font and instruct them
when to use their microphones, let them open their cameras and let them to use the chat.
Through this the students will easily understand the discussion and the students will be
confident enough if they keep open their cameras.

3. What strategies should the teacher use to make the students participate in class?
The teacher may use a lot of strategies to encourage her students to participate in
class. The teacher may loud her voice so that the students will hear clear and loudly the
lesson and understand it well. The teacher also may sound friendly so that her students will
not become shy or not become afraid to her.

Reflection
Complete the following:
1. I realized that
I realized that being dedicated in encouraging students will help them to
participate regularly because as they found that how their teacher is eager to let
them participate then they will feel comfortable and confident to participate in the
class.
2. I believed that
I believe that being a good, cheerful and friendly teacher will help the
students to participate in class appropriately, regularly and confidently.
3. I feel that
I feel that students participate in class when they observe their teacher as
friendly, understanding and considerate.
4. When I become a teacher
When I become a teacher, I will make sure that my students are
comfortable with me with respect and I the teacher will be an understanding one,
considerate and will keep motivating them to boost more their confidence to
participate in class regularly.
 Lesson 4
Lesson/Topic-Management of Learner Behavior

Learning Outcomes
1. Observe how teachers manage learner behavior;
2. Discuss different variables that influence learner behavior in the class; and
3. Identify techniques used by the teacher in managing learner behavior.

Introduction
The teacher uses a variety of skills and strategies to make their students become
interested and engaged in the learning process. By managing the class, the teacher is able
to fulfill his or her role better. Thus, classroom management is essential in ensuring an
effective learning environment (Lynch 2016). The teachers need to provide a venue where
the students' potentials will be maximized to the fullest. As a manager, the teacher plays a
significant role in providing a learning environment that would satisfy and meet the needs
and interests of the students, William Glasser (1999) proposes that behavior is propelled
by an inherent need to satisfy five basic needs: the need to love and belong, the need to
survive, the need to feel empowered, to need to be free, and the need to be happy. Glasser's
Choice Theory suggests that students behave according to how their needs will be fulfilled
and satisfied. Thus, it is essential that the teacher establishes a relationship with the students
to be able to address their individual needs. It is only by being able to establish a positive
relationship with the students that the teacher can motivate them to stay focused and
engaged. The teacher who believes in this theory provides the students with activities that
will enable them to take charge of their own learning and apply what they have learned
until mastery is achieved.

Observation
Preliminary Activity
Observe the teacher. Check the item that best describes the learning environment.
Yes No Remarks
The teacher expects
1. Does the teacher expect the students to the students to respond
respond according to how the lesson was / according to what
taught? they’ve learned in the
lesson.
The teacher provides
2. Does the teacher provide the students
students opportunities
with opportunities to engage in activities of /
to participate in
their choice?
activities.
 The teacher praises
3. Does the teacher provide immediate
/ students as they
feedback like praises or grades?
participate.

4. Is the classroom environment arranged The teacher arranged

/
so that the students can easily collaborate? the classroom well.

The teacher arranged

5. Is the classroom environment arranged
the classroom
so that the students can freely explore their /
appropriately and
interests?
accordingly.
The teacher provides
6. Does the teacher provide the students
/ students with
with opportunities to succeed?
opportunities.
The teacher corrects
7. Does the teacher immediately correct the
/ the students
mistakes made by students?
appropriately.
The teacher guides
8. Does the teacher guide the students to the students to
/
discover their own mistakes? discover their own
mistakes.
The teacher challenge
9. Does the teacher allow the students to
students to learn more
commit mistake until they are able to /
and to enhance their
correct these errors on their own?
critical thinking skills.
The relationship of
10. Is the student-teacher relationship
/ teacher-student it very
cordial?
good.
The teacher allows
11. Can the students freely express their the students to share
/
thoughts and ideas in class? their thoughts by
raising their hands.
The teacher allows
12. Does the teacher listen to the student’s the students to share
/
ideas? their ideas to boost
their confidence.

Processing
Read carefully and answer the following questions.
1. What kind of classroom management does the teacher practice? Why?
Authoritative. The authoritative classroom management approach requires a
balance between teacher authority and student participation. Students are
 encouraged to participate and interact in this type of classroom while still
conforming to the regulations.
2. Do you think that the management style that the teacher is using in class
contributes to the students’ learning? Why? Why not?
For me yes. Since the they are still in grade 3, still they need to practice how to
follow the rules and know how to communicate properly.
3. If you were the teacher, what management style would best maximize students
learning?
For me I will also use this kind of classroom management too for me and for my
students to have a strong relationship between us. They will know how to follow
rules, what are the proper ways to do and I the teacher will lead them.

Reflection
Write your reflection by completing the following:
1. I realized that
I realized that there are a lot of classroom management that we can use and it’s up
to us if what is suitable for us and for our students.

2. I believed that
I believe that we teachers should decide first of what’s the best strategy is
appropriate for our students and next we should ask for their wants to provide
their needs and by that the students will learn more affectively.

3. I feel that
I feel that the students will love more what they’re doing if it suits with their
interests so we the teachers should know what are their wants specially their
needs.

4. When I become a teacher

When I become a teacher, I will assure that I meet my students wants, needs and
interests because through this it will affect their learnings and they are able to
participate regularly. I the teacher will choose the best classroom management
that suits to them and we both will enjoy our relationship to each other.
WEEK 4
Lesson 1
Lesson/Topic- Learner’s Gender, Needs, Strengths, Interests, and Experiences
Learning Outcomes
1. Observe how stakeholders can promote a gender-sensitive school/classroom;
2. Discuss the steps in creating a student-centered classroom; and
3. Determine the strengths and weaknesses of your students.
Introduction
Aniekee Ezekiel once quoted that the ability to recognize and respect individual
differences is the beginning of a successful relationship. Student-teacher relationship is
very important to promote a more effective instruction. However, this will be impossible
without knowing the uniqueness and differences of your students-the heart and center of
teaching and learning.
Observation
A. Interview the following internal school stakeholders on how they promote a gender-
sensitive school/classroom. Write their responses on the lines provided below.

School principal
According to the School Principal they promote a gender-sensitivity
school/classroom by having a different comfort rooms for male and female. Every
classroom has their own comfort rooms separately for males and females.
Department head
Not Applicable.
Cooperating teacher
Not Applicable.
Guidance counselor
Not Applicable.

B. Discuss how the following steps create a progressive, student-centered classroom.

1. Create ongoing projects.
The ongoing project is critical to the promotion of mastery. The key to
successful ongoing projects is to give pupils a variety of project options that
allow them to demonstrate what they've learned. Many objectives or
requirements can be satisfied in a single well-crafted project that gives students
control over the end product's appearance. The ongoing project helps to excite
the workshop environment, which serves as the foundation for the student-
centered classroom.

2. Integrate technology.
In today’s digital world, it doesn’t matter if your classroom is filled with
computers; pupils have computers in their hands. Mobile learning is no longer
a futuristic concept; it is now the present. Learners will be more engaged in any
 activity or project if they have access to hundreds of fantastic, free web tools
for presenting, curating, and sharing knowledge. Students get motivated to
participate in practically any class activity when they have access to a variety
of fascinating web tools.

3. Replace homework with engaging in-class activities.

Measuring performance using grades and test scores is a deceptive
barometer of learning since the teacher has complete control over these areas,
and control has no place in a student-centered classroom. Students generate
more in class when they are engaged in ongoing projects that are guided by
interactive web tools, which eliminates the need for homework. Most
importantly, when students are not given “do-this-and-do-it-my-way”
assignments, they become eager to finish the projects they have made and opt
to conduct schoolwork outside of class. One of the best aspects of the student-
centered classroom is that it fosters learning for the sake of learning.

4. Eliminate rules and consequences.

A lively student-centered classroom's workshop setting emphasizes a focus
on learning with little time for interruption. Remove all discussion of rules and
consequences from the start of the school year to set the tone. Explain that your
learning environment is based on mutual respect and a desire to learn, and that
there will be no time for misbehavior. Maintain an engaging environment, and
behavior will never be an issue.

5. Involve students in evaluation.

On exercises, projects, and report cards, numbers, percentages, and letters
reveal very little about learning. The use of narrative feedback that follows a
precise formula and encourages students to resubmit tasks that do not exhibit
mastery promotes a student-centered environment. This method is based on the
student and teacher giving each other feedback. Involving students in
discussions about their learning not only creates trust, but it also helps them
become better critics of their own work, which is a fantastic aspect of the
excellent student-centered classroom.
C. List down 10 strengths and weaknesses of the students from the class you have
observed.
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching.
Processing
Read carefully and answer the following questions.
1. Based on your interviews with internal school stakeholders on how to promote a
gender-sensitive school/classroom, which of the answers is the best? Why?
 For me, the best answer was the school principal. It Is because it is right to
and good to promote this such sensitivity since they’re still young for them to apply
it until their adulthood.
2. How will you determine the strengths and weaknesses of your students?
By simply observing them on how they participate in class. On how they
interact with the teachers and with his/ her classmates. And of course, by assessing
him/her in a proper way.
3. Which among the steps on creating progressive, student-centered classroom is the
best step? Why?
Not Applicable.
4. How are you going to use the learner’s needs and interests in creating a more
effective instruction?
For me one of the strategies that I can use to learner’s needs and interests in creating
a more effective instruction is by “Giving a choice” Allow them to control the pace.
Allowing pupils to select their own beginning point on an assignment will keep
them comfortable while also challenging them. Try assigning stages of arithmetic
tasks to your kids, with increasing levels of complexity. Find the area of a cube;
determine the surface area of a rectangular prism; figure the amount of wrapping
paper needed to cover a rectangular box; determine how many cans of paint you'll
need to paint a house with specified proportions, from least to most advanced. Once
pupils have decided on a starting point, the instructor can help them progress to
higher levels of expertise.

Reflection
Complete the following:
1. I realized that
Upon observing and doing interviews, I realized that we future teachers must be
considerate with our student’s sensitivity and one of it is gender sensitivity. We
must promote any activity that they must feel that they are included. Through they
will feel that they are welcome and that they are included.
2. I believed that
I believe that if the children felt welcome, included and involve, the children will
actively participate in the school and they will have a good and strong relationship
to each other.
3. I feel that
I feel that if we teachers will think another strategy or program that will show a
gender sensitivity, I feel that it will boost more student’s confidence and
improvements.
4. When I become a teacher
When I become a teacher, I will think more programs and organizations that I think
will promote gender equality for them to be more confident with themselves and
with others.
Lesson 2
Lesson/Topic- Learner’s Linguistic, Cultural, Socio-economic, and Religious
Backgrounds

Learning Outcomes
1. Determine the learner’s linguistic, cultural, and religious backgrounds;
2. Access how teachers can address individual differences; and
3. Observe how teachers give importance in differentiated instruction.

Introduction
Brown-Martin (2017) mentions in his article entitled Education and the Fourth
Industrial Revolution that we are on the precipice of what the World Economic Forum calls
the Fourth Industrial Revolution. The artificial intelligence, automation, mobile
supercomputing, intelligent robots, self-driving cars, and neuro-technological brain
enhancements are some of the products of this revolution. Evidence of dramatic change is
all around us and it is happening at an experiential rate. Almost everything has been
replaced by robots through artificial intelligence. However, teachers with a heart will never
be replaced by a machine.

Observation
A. Ask your cooperating teacher for a copy of his or her School Form I (School
Register). Paste a copy of the School Form I in the box below and answer the
following questions.
1. What is the grade and section that you have observed?
Grade III- Camia
2. How many boys and girls are there?
18 Boys and 16 Girls
3. What is the religion of the majority of the students?
Roman Catholic
4. What is the common mother tongue of the students?
Tagalog
5. Does the class have a student who belongs to an ethnic group?
None.

B. List down 10 strategies your cooperating teacher can use to address the individual
differences (linguistic, cultural, socio-economic, and religious backgrounds) of the
students.
Strategy 1: Learn about your students
Strategy 2: Interview students
Strategy 3: Integrate relevant word problems
Strategy 4: Present new concepts by using student’s vocabulary
Strategy 5: Deliver different forms of content through learning stations.
 Strategy 6: Call on each student
Strategy 7: Use media that positively depict a range culture
Strategy 8: Encourage student to propose ideas for projects
Strategy 9: Establish cooperative base groups
Strategy 10: Involve parents by using take-home letters

C. Ask the cooperating teacher about how he or she gives importance to differentiated
instruction in his or her classes.
Different students mean different strength, weaknesses and abilities. Therefore,
differentiated instruction in my class or when I am giving activities is very important to
make sure that I can attend to every needs of my students.

Processing
Read carefully and answer the following questions.
1. Does the number of boys and girls affect the classroom instruction? How?
No, because they are all treated equally.
2. Does the religious background of the students affect the preparation of the lesson?
How?
No. Because we promote equality and unity.
3. Does the mother tongue of most of the students affect the medium of instruction?
How?
Yes.
4. Do the socio-economic differences of the students affect their learning? How?
Yes
5. Are contextualization, localization, and indigenization of the curricula being done
to fit the cultural background of the students?
Yes

Reflection
Complete the following:
1. I realized that
It's important to understand that "equality" in education does not indicate that
all students are learning in the same way. Instead, it includes taking into
consideration the special needs of each student and adjusting the program
appropriately.

2. I believe that
Differentiation allows you to deliver individualized instruction to students by
adjusting the pace, level, or style of learning to engage their strengths and
abilities.
3. I feel that
Incorporating students' interests into the curriculum is one of the most effective
methods to inspire them. Allow pupils to pick the themes they'll report on in a
paper or project as much as possible. Look for methods to include hobbies in
smaller ways, such as arithmetic word puzzles. Learning may be linked to
hobbies, which can be a strong approach to reinforce basic curriculum topics.

4. When I become a teacher, I will

I will provide students a variety of learning opportunities for effective learning,
such as using a variety of resources rather than just textbooks, and utilizing a
spectrum of intelligences and multi-sensory experiences to tap the various
potentials of students.
Lesson 3
Lesson/Topic- Learner’s with Disabilities, Giftedness, and Talents

Learning Outcomes
1. Determine how the internal stakeholders deals with exceptional learners;
2. Observe how teachers use various strategies in teaching talented students; and
3. Write a reflection about the film Every Child is Special.

Introduction
No learner should be left behind. This is a common tagline in promoting inclusive
education, which is being implemented nationwide. In every instruction, there are students
who can easily cope with the lessons and there are students who have difficulty in
understanding a simple lesson. The latter are considered exceptional learners. Integrating
exceptional learners into the regular classroom adds further challenge to the job of teaching
diverse students.

Observation
A. Interview the following internal school stakeholders on how they deal with students
with disability and gifted learners.
Internal Stakeholders How do you deal with learners with
disability and giftedness?
Name of the School Principal: According to the principal, they deal
Teressa L. Culla with learners with disability and
giftedness by having their own class
which is the SPED Class and they also
have the Inclusive Class wherein the
students who has a disability will be
included in the regular class.
Name of the Classroom Adviser:
Zarina Kimberly E. Gobres Not applicable.
Name of the Guidance Counselor: Not Applicable.

B. Sit in class with exceptional learners. Observe how the teacher uses different
strategies in teaching exceptional learners. List down five observations.
Observation 1: Not Applicable/ Not able to observe. I hope to observe it on my Pre-
Service Teaching.
Observation 2: Not Applicable/ Not able to observe. I hope to observe it on my Pre-
Service Teaching.
Observation 3: Not Applicable/ Not able to observe. I hope to observe it on my Pre-
Service Teaching.
 Observation 4: Not Applicable/ Not able to observe. I hope to observe it on my Pre-
Service Teaching.
Observation 5: Not Applicable/ Not able to observe. I hope to observe it on my Pre-
Service Teaching
C. Watch the film, Every Child is Special. After watching the movie, write a
reflection about the film.

Every Child is Special

Every teacher has a significant role on the growth of his or her students. This is
illustrated in the movie "Every Child is Special," which tells the story of Ishaan Awasthi,
who’s suffering from dyslexia, and the teacher who changed his life. Ishaan struggled
to recognize letters and numbers and couldn't read or write. His parents and teachers
were completely unaware of his situation. He felt different from others since no one
understood him. His parents and teachers believed he was a moron and lazy. He felt
lonely as a result of them. The kind of relationship we have with our children has a big
impact on how they see themselves and what they will become. Lack of patience,
compassion, and kindness, as well as a lack of understanding of one's physical, mental,
and emotional state, can make one feel worthless and undesired. Ishaan encountered Mr.
Ram Shankar Nikumbh, a substitute art teacher, in the movie. He discovered the little
boy's problem as a result of his determination to help him, and he gave extra time to
teach him in areas he had not yet mastered. Mr. Ram Shankar Nikumbh's personality,
in my opinion, shows some of the characteristics that make an awesome teacher. A
teacher who not only instructs but also inspires. A teacher who isn't afraid to instruct his
students in new and unexpected ways. Furthermore, a teacher who uses constructive
strategies in dealing with and managing students' issues and demonstrates a strong
knowledge of psychology in teaching. Everything changes when the teacher focuses on
fully knowing the boy. We are frequently blinded by the rules and high standards in
achieving academic requirements, and we fail to recognize a person's value. We feel
that an underperforming child, who struggles to read and write and can't demonstrate
particular skills and knowledge in a certain setting, isn't worth our time. Teachers, in
my opinion, should assist a student in whatever manner they can. They should
investigate the child's learning potential as well as what inspires and does not motivate
a child. Teachers must have a genuine desire to make a difference in the lives of young
people, in addition to having a strong knowledge of subject matter, curriculum, and
standards.

Processing
Read carefully and answer the following questions.
1. How do the answers of the school principal, classroom adviser, and guidance
counselor on dealing with exceptional learners differ from each other?
They are all grateful that they have a program and classes for exceptional learners.
In addition, they also have inclusive education wherein they include exceptional
learner to regular students.
2. Based on your five observations on how a teacher uses a strategy in teaching
learners with disability and giftedness, which strategy is the best? Why?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching.
 3. What have you realized after watching the film Every Child is Special?
What I realized in the film is that we teachers should be sensitive, observer,
explorer and researcher because without all of it we’re not able to know our
students, we’re not able to give their special needs and they’re not able to learn
effectively.
4. Write a slogan to promote inclusive learning in the Philippines.
“INCLUSIVE EDUCATION IS NEEDED AND SHOULD BE THE RULE,
NOT THE EXCEPTION”.

Reflection
Complete the following:
1. I realized that
I realized that not all gifted students in the classroom will be identified, and
those that are may not appear to be exceptional at all times. As a result, it's
important that you avoid being distracted by misleading preconceptions.

2. I believe that
I believe that whether you're in your first year or your 30th, the best thing you
can do for yourself as a teacher is to let go of the concept of "normal" and allow
all students to grow from where they are, not where your teacher training
courses say they should be.

3. I feel that
I feel that meeting the needs of gifted and talented students does not have to be
a full-time job. Conducting informal whole-class evaluations on a regular basis
is one of the simplest methods to better understand how to give challenging
material.

4. When I become a teacher, I will

When I become a teacher, I will assure that I will fulfill my student’s needs,
wants and interests for them to feel that they are important and included and
also for them to learn effectively.
Lesson 4
Lesson/Topic- Learners in Difficult Circumstances

Learning Outcomes
1. List down the difficult circumstances being experienced by the students;
2. Observe how teachers prepare lessons for students in difficult circumstances; and
3. Create a poster-slogan promoting a diverse and responsive classroom.

Introduction
Every student is like a runner in a race. Learners often encounter obstacles on their
way to the finish line. However, it is important to note that learning should not be hindered
by any difficult circumstances. Hence 21st century teachers should design special
educational lessons and strategies to make responsive classrooms that are ready to address
these difficult circumstances.

Observation
A. Interview the students on the difficulties they encounter while enrolled in school.
List down 10 difficulties on the lines provided.
1. Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching.

B. Interview the cooperating teacher. Ask how he or she considers the different
difficult circumstances faced by the students in preparing lessons and strategies.
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching.

C. Create a poster-slogan promoting a diverse and responsive classroom.

Processing
A. Read carefully and answer the following questions.
1. Based on this lesson, what is the most heroic task of the teacher?
Teachers prioritize social-emotional learning.
As the epidemic became more real, and student isolation became more
widespread, teachers began to see the impact COVID-19 was having on our
children's mental health. They knew that information and curriculum would
have to take a second seat to their pupils' psychological needs for the time being.
2. Among the different difficult circumstances given by the students, which is the
most complicated? Why?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching.
B. In your own opinion, what is the best strategy to use when teaching a student with
chronic disorder?
Make exceptions, but treat these pupils as you would any other. Students
who are dealing with a chronic disease or condition may require additional time on
an exam or may need to leave the classroom regularly. However, as contradictory
as it may appear, the desire to provide special attention to pupils with chronic
illnesses may cause more harm than benefit. This is due to their desire to be
accepted by their peers. Assist the learner in not feeling isolated while still attending
to his or her needs.

Reflection
Complete the following:
1. I realized that
I realized that we teachers should recognize when a student is having
difficulty. We should keep an eye out for any gap between you and your
students, as well as any signs that something isn't completely right. "It could be
a sign that something is wrong if the child can't maintain focus on a lesson, can't
follow directions, or has lack of emotional control, for example, is easy to get
upset or excited," Eredics explains. Other warning symptoms include a pupil
who is not hearing what the teacher is saying, is focused on one subject, has
difficulty reading, or is better at vocal communication than written expression.

2. I believe that
I believe that we teachers should make an exception, but treat them as you
would do in any other students. Students who are dealing with a chronic
disorder or a particular disease may take a little more time on an examination
or may need to leave the classroom regularly. However, as contradictory as it
may seem, the desire to provide special treatment to students with chronic
illnesses may cause more harm than help. This is due to their desire to be
accepted by their classmates. Assist the learner in not feeling excluded while
 still attending to his or her needs. The first stage, according to Eredics, is to be
a role model: "The teacher must lead by example and build an inclusive
environment."

3. I feel that
I feel that we teachers should seek advice. If a student is having problems
in the classroom due to a chronic disease or condition, the first thing the teacher
should do is seek guidance and help. Consult with the family about their needs
as well as those of their child, and then contact the school's learning support
professionals.

4. When I become a teacher, I will

When I become a teacher, I will make sure that I am able to provide the best
that I can give to my students and they are able to receive the best treatment that
they deserve to have with or without illness. I know and I believe that they are all
equally deserve to treat and to have the best education that they will be needed for
their future. I want them to realized that they should treat each of them equally and
love one another. And I will start it with myself by showing them how much I love
them and how much I care for them. I know that as a teacher, I will have a huge
impact in my students lives, so I will do all my very best to give them and offer
them what I know and what I’ve learned in the past few years and do it with them
wholeheartedly.
WEEK 5
Lesson 1
Lesson/Topic: Planning and Management of the teaching and Learning Process

Learning Outcomes
1. Analyze developmentally appropriate learning principles.
2. Observe how developmentally appropriate learning principles can be applied in
teaching and
3. Reflect on the positive benefits of applying developmentally appropriate learning
principles in teaching and learning.

Introduction
Using developmentally appropriate learning principles and strategies is one of the
instructional demands for the implementation of k-12 curriculum as stated in Republic Act
10533, otherwise known as the Enhanced Basic Education Act of 2012. Developmentally
appropriate learning principles and strategies are based on the philosophy of learner-
centered educational that focuses on responding to the nature, needs, and interests of the
learners.

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

Teaching Tools Present None

1. Lesson Plan /
2. K to 12 Curriculum Guide /
3. Teacher' Manual or Text
book /
4. Reference Materials /
5. Instructional Materials /

B. Ask the cooperating teacher to show his or her lesson plan to you. Analyze the
lesson plan by checking the appropriate box.
Subject ENGLISH
Grade level GRADE 3
Topic BE VERBS
Standards Yes No
1. The objectives are measurable and
developmentally appropriate for the
/
grade level of the students.
2. The content is appropriate for the
grade level of the students.
 /
3. The instructional materials needed for
the lesson are identified.
/
4. The sequence of instruction
(instructional procedure) is easy to
/
follow and logical.
5. The sequence of instruction follows an
appropriate instructional design or
/
learning theory.
6. Creative learning experiences are used
in the lesson.
/
7. Differentiate learning is use in the
selection of learning activities.
/
8. Assessment of learning is included in
the instructional procedure.
/

A. Check (/) the box that corresponds to what you have observed on class you may
write further remarks in the last column.

Developmentally Appropriate Observed Not Remarks

Teaching Practice Observed
1. Uses different teaching / The teacher uses
strategies different
strategies
2. Promote positive The teacher
classroom environment promotes a
/
positive
environment.
3. Respect the learning style The teacher
abilities of the learners shows respect to
/
the students.
4. Differentiates learning / The teacher
activities differentiates
learning
activities.
5. Promote active learning / The teacher uses
active activities.
6. Uses different The teacher uses
instructional materials video
/
presentations,
and power points
when presenting.
7. Uses effective motivation The teacher uses
strategy effective
motivation
/ strategy.
8. Presents the objective of The teacher
the lessons effectively discusses first the
/
objectives of the
lesson.
9. Recalls prerequisite The teacher
knowledge and recalls student’s
experiences of the learners learnings in
before proceeding to the previous lessons.
lesson /
10. Presents lesson in The teacher
meaningful way that is presents lesson in
easy to understand meaningful and
/ easy way.
11. Provide clear examples to The teacher
explain concepts provides clear
examples for
/ students.
12. Provide opportunity for The teacher gives
student to practice/apply student’s time to
what they learned apply and
practice what

/ they’ve learned.

13. Processes questions and The teacher uses

difficulties of students open-ended
questions to
enhance students
critical thinking
skills.
/
14. Uses learning strategies The teacher uses
that develops creativity HOTS in her
and critical thinking. lesson plan.
 /
15. Provides helpful feedback The teacher
to help students states her
understand the lesson feedback to her
/ students to help
them understand
more the lesson.
16. Encourages students to do The teacher
their best in accomplishing motivates well
each learning task her students
/ every discussion.
17. Promotes positive learning The teacher
behavior and values in the shows a well
/
lesson professional
behavior to her
students.
18. Observes professionalism The teacher is
in handling student’s professional
behavior enough to handle
/ her student’s
behavior.
19. Shows enthusiasm and The teacher
interest in every aspect of shows
/
teaching enthusiasm and
interest in every
aspect of
teaching.
20. Uses appropriate The teacher uses
assessment tools to an appropriate
/
measure learning assessment tools
outcomes to measure
student’s
learning.

Other comments and observations:

The teacher shows the quality of a professional teacher. She knows well her
students and she know what and appropriate strategy to use for her students.
Processing
Read carefully and answer the following questions.
1. What developmentally appropriate learning principles and strategies are
observed in class?
 Creating a caring learning community. This involves creating a
comfortable environment in the classroom for students to express
themselves, ask questions, and try out new ideas.

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

Communication is a key tool for learning. Dialogue, whether with a
student or a parent, allows you to communicate important facts and
recommendations that may be key to the student's development.

3. How do developmentally appropriate teaching practices improve the

students’ learning ability?
DAP minimizes learning gaps, improves all children's progress, and
encourages students to collaborate and participate in the learning
process while solving their own problems while discovering new
material (Compple & Bredekamp, 2009). Research has shown that
developmentally appropriate practices help students succeed.

Reflection
Complete the following:
1. I realized that
Meeting children where they are which means teachers must get to know them
well and setting goals that are both demanding and attainable are both essential
components of developmentally appropriate practice.

2. I believe that
All teaching methods should be age and developmentally appropriate, sensitive
to children as people, and attentive to the social and cultural environments in
which they live.

3. I feel that
Developmentally appropriate practice does not mean making things easier for
children. Rather, it means ensuring that goals and experiences are suited to their
learning and development and challenging enough to promote their progress
and interest.

4. When I become a teacher, I will

Apply the DAP because I know that the best practice is based on knowledge
not on assumptions. I will research and always up to date to know their needs.
Wants and interests to develop their learnings.
Lesson 2
Lesson/Topic: Aligning Learning Outcomes with Learning Competencies

Learning Outcomes
1. Differentiate learning competencies from learning outcomes;
2. Observe how teachers align learning outcomes with learning competencies; and
3. Analyze how learning outcomes can be aligned with learning competencies.

Introduction
The k-12 basic education curriculum is a standards-based curriculum. This means that
it includes content standards, performance standards, and learning competencies. The
DepEd defines this set of curriculum standards as:
1. Content standards – Identify and set the essential knowledge and understanding
that students should learn.
2. Performance standards – Describe the abilities and skills that the students are
expected to demonstrate in relation to the content standards and integration of 21st
century skills.
3. Learning Competencies – Refer to the knowledge, understanding, skills, and
attitudes that the learners need to demonstrate in every lesson.

Curriculum alignment is important to ensure an efficient and effective implementation

of the curriculum. Alignment is done at two levels.
1. At the macro level, curriculum alignment ensure that the curriculum standards are
relevant and responsive to the needs of the students, demands and needs of society,
and the nature of the discipline.
2. At the micro level, curriculum alignment ensures that the learning outcomes are
aligned with learning competencies are the basis of the teachers in developing
learning outcomes, selecting topics and strategies, and designing assessment tools.

Observation
A. Answer the following questions:
1. Does the school have a copy of the k-12 curriculum guide?
Yes.
2. Is the curriculum guide available to all teachers?
Yes.
3. Are the teachers using k-12 curriculum guide in planning their lessons?
Yes, they are.
4. Are the teachers aware of the differences between content standards,
performance standard and learning competencies?
Yes, they are.
B. From the lesson plan of five cooperation teachers, provide five examples of
learning outcomes based on each of the three learning domains.

Knowledge Not Applicable/ Not able to observe. I

hope to observe it on my Pre-Service
Teaching.

Skills Not Applicable/ Not able to observe. I

hope to observe it on my Pre-Service
Teaching.

Values Not Applicable/ Not able to observe. I

hope to observe it on my Pre-Service
Teaching.

C. Check if the learning outcomes used by the cooperating teachers in their lesson
plan are aligned with the appropriate learning competency from k-12 curriculum
guide. Write down some of the learning outcomes and learning competencies
then check the appropriate box that corresponds to your findings.

Learning Learning Aligned Not Aligned

Outcomes Competency (Based
on K-12)
Lesson 1: Not Applicable/ Not Not Applicable/
able to observe. I Not able to
hope to observe it on observe. I hope
my Pre-Service to observe it on
Teaching. my Pre-Service
Teaching.
Lesson 2: Not Applicable/ Not Not Applicable/
able to observe. I Not able to
hope to observe it on observe. I hope
my Pre-Service to observe it on
Teaching. my Pre-Service
Teaching.
Lesson 3: Not Applicable/ Not Not Applicable/
able to observe. I Not able to
hope to observe it on observe. I hope
 my Pre-Service to observe it on
Teaching. my Pre-Service
Teaching.
Lesson 4: Not Applicable/ Not Not Applicable/
able to observe. I Not able to
hope to observe it on observe. I hope
my Pre-Service to observe it on
Teaching. my Pre-Service
Teaching.
Lesson 5: Not Applicable/ Not Not Applicable/
able to observe. I Not able to
hope to observe it on observe. I hope
my Pre-Service to observe it on
Teaching. my Pre-Service
Teaching.
Lesson 6: Not Applicable/ Not Not Applicable/
able to observe. I Not able to
hope to observe it on observe. I hope
my Pre-Service to observe it on
Teaching. my Pre-Service
Teaching.

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

Learning Outcomes Teaching Strategies Aligned Not Aligned

Not Applicable/ Not Not
Not Applicable/ Not able to observe. I Applicable/
able to observe. I hope to observe it on Not able to
hope to observe it on my Pre-Service observe. I
my Pre-Service Teaching. hope to
Teaching. observe it on
my Pre-
Service
Teaching.
 E. Check the alignment of the learning outcomes with the assessment tools used by
the cooperating teachers in their lesson plans. Write down the learning outcomes
and assessment tools, then check the box that corresponds findings.

Learning Assessment Aligned Not Aligned

Outcomes Tools
Not Applicable/ Not Not Applicable/ Not
able to observe. I Not able to Applicable/
hope to observe it on observe. I hope to Not able to
my Pre-Service observe it on my observe. I hope
Teaching. Pre-Service to observe it on
Teaching. my Pre-Service
Teaching.

Processing
Read carefully and answer the following questions.
1. Are the teachers aware of the function of the K-12 curriculum guide? Explain you
answer.
Yes, they are. The teacher uses the K-12 curriculum guide and applying ot to theor
students regularly.

2. Are the teachers using the curriculum guide in planning their lesson? Explain your
answer.
Yes, they are. The teachers are all using the K-12 curriculum in preparing their
lessons to have a same pattern and appropriate for all their students.

3. What types of learning outcomes are emphasized in every lesson (knowledge and
values)?
4. Are the learning outcomes of the teachers aligned with the learning competency?
Yes, it is.

5. Are the learning strategies of the teachers aligned with the learning outcomes?
Yes, it is

6. Are the assessment tools of the teachers aligned with the learning outcomes?
Yes, it is.
Reflection
Complete the following:
1. I realized that
Clear objectives and criteria help students focus on the most sources to enhance
while staying motivated with the overall goal.

2. I believe that
The alignment of activities and assessments helps students focus on abilities
that are relevant to the learning objectives, reducing wasted time.

3. I feel that
If the learning outcomes is aligned to the learning competencies, during
assessments, students are able to focus on the learning objective and
demonstrate the precise skill necessary.

4. When I become a teacher, I will

Also use a lot of strategies to aligned my learning outcomes to learning
competencies. Through that, my students are able to focus on our topic and
learn effectively.
Lesson 3
Lesson/Topic: Relevance and Responsiveness of Learning Programs

Learning Outcomes
1. Identify different learning programs available to support the curriculum
2. Observe how teachers plan and implement these learning programs and
3. Observe the effect of the different learning programs to the students.

Introduction

Learning programs are design to help the student reach the desired curriculum goals
and objectives. Each learning program is planned and implemented within the framework
of learner-centered philosophy in education. Learner centered education is one of the
promising products of the progressive movement in education (Ornstein and Hunkins
1993). It refers to a kind of education that considers the knowledge, skills, abilities,
attitudes, interest, and beliefs that learners bring into the classroom (Curtis and Carter 1996,
Ornstein and Hunkins 1993) it also pays attention to the needs, concerns, expectations, and
the natural environment of the learners (Dewey 2001, Gandini 1997).

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

B. Based on the annual plan or the school improvement plan, what learning programs
are provided for the students?
Learning Programs Months Implemented
Lock Session including the parents SY 2021-2022
Free Loads for Grade 4-6 SY 2021-2022
Reading Project SY 2021-2022

C. Request an interview with the teachers and the principal. Ask the following
questions:
1. How does the school plan for each learning program?
By having a meeting with the stakeholders to know the concerns and
suggestions for the development of each students.
2. Who are involved in planning?
Stakeholders
3. Are the stakeholders involved in planning the different learning programs? If
yes, how they involved?
Yes, by including them in the plan and in the meeting to accept their suggestions
and by informing them.
 4. How does each learning program contribute to the development of the
curriculum goals? How does the school monitor and evaluate the
implementation of each learning program?
Since we all know that reading is very important for our students, so by having
such programs will have a huge contribution to the students if they are able to
read on their own. As a school head, I am instructing the teachers to have an
online assessment to assess students.

D. Identify the extra and co-curriculum programs being implemented in the school.
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching.

Processing
Read carefully and answer the following questions.
1. How do the different learning programs support the development of the students?
Teacher-led governance is the most efficient approach to develop student-centered
learning programs and, as a result, improve student achievement. Teachers are
better equipped to satisfy the unique needs of their school community by
outsourcing decision-making to people closest to students.
2. How does each learning programs support the goal and objectives of the curriculum?
Learning programs are a technique for teachers to arrange, order, and plan out
learning goals for a single instructional time, usually with the intention of guiding
students toward bigger, longer-term educational goals like satisfying class learning
standards, doing well, and so on.
3. How does the school monitor and evaluate the implementation of each learning
program?
Monitoring and assessment provide a foundation for challenging and testing
assumptions. Monitoring and evaluation should be a vital aspect of any school since
it helps in planning. A school should make use of technology tools to assist in data
collection. It also highlights errors and offers pathways for both learning and
improvement.
4. What are the challenges and problems in implementation of each earning program?
Resources and long-term viability: Rural towns often have limited financial,
technological, and human resources. It can be particularly challenging to raise
sufficient start-up cash to ensure the program's long-term viability. Having a
community-based network of stakeholders and partners can help provide resources
and support for a program.
Reflection
Complete the following:
1. I realized that
Teachers enhance learning by providing knowledge in imaginative and
powerful ways using a variety of strategies. Whole-group instruction,
personalized attention, experiential education, and the use of a worldwide
vision are examples of strategies that can help teachers succeed in the curricular
process.

2. I believe that
Teachers' responsibility in the curriculum is to assist students in developing an
engaged relationship with the information. Active learning will improve
curriculum focus and retention, resulting in a more engaging learning
environment.

3. I feel that
Curriculum and practical experiences are intertwined in an interactive manner
that immerses students in learning.

4. When I become a teacher, I will

Consider how my students incorporate their choice into classroom learning. I
will help my students to connect content to an individualized plan that reflects
a career interest.
Lesson 4
Lesson/Topic: Enriching Teaching Practices through Professional Collaboration.

Learning Outcomes
1. Discuss how teachers can collaborate with other educators to improve teaching
practices;
2. Observe how teachers participate in collegial discussion to gather learning feedback
to enrich teaching practices and;
3. Observe professional collaboration among teachers.

Introduction
Teachers need to reflect on their teaching practices (Danielson 2007). They need to
commit themselves to continuous improvement that requires professional collaboration
with colleagues. Implementing a curriculum is a collaborative task of the whole school. It
is never an individual task. Teachers need to share their experience and expertise to
improve the implementation of the curriculum.

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

Total Environment 1400

Enrolment per Grade Level Kinder- 195
Grade I- 201
Grade II- 160
Grade III- 202
Grade IV- 195
Grade V- 157
Grade VI- 158
SPED- 12
Number of Section Pes Grade Level Kinder- 4
Grade I- 6
Grade II- 5
Grade III- 6
Grade IV- 5
Grade V- 5
Grade VI- 4
SPED- 1
Average Class Size 33
Total Number of Teachers 41
Number of Teachers with MA units Not Applicable/ Not able to
observe. I hope to observe it on my
 Pre-Service Teaching.
Number of Teachers with Doctorate Not Applicable/ Not able to
Degree observe. I hope to observe it on my
Pre-Service Teaching.
Number of Master Teachers Not Applicable/ Not able to
observe. I hope to observe it on my
Pre-Service Teaching.
Average Year of Service for Teachers Not Applicable/ Not able to
observe. I hope to observe it on my
Pre-Service Teaching.

1. Does the school implement a mentoring program for its teachers? How?
One of the mentoring programs that they implement in Kumintang Elementary
School is the Lock Session, through google meet. Besides that, there is also a
technical assistance to the teachers through observation classes.
2. Does the school conduct professional meeting to discuss learning issues and
problems?
Yes, every month they are conducting meeting for professional issues, most
especially is the promotion for teachers to know if who’s capable for promotion.
3. Does the school support the continuing educational and development of its teachers?
How?
Since they can’t provide financial support, it is only the motivation for teachers to
pursue to study for their promotion and for their professional growth.
4. How do expert teachers help other teachers in improving their teaching practices?
In Kumintang Elemtary School, they have expert teachers and those expert teachers
are the master teachers. There are four (4) master teachers and they have assigned
coaching and mentoring. They are going to coach those teachers who are new in
the field of teaching. The master teacher also provide technical support for their co
teachers.
5. What are the different collaboration activities available or done by the teachers to
improve their teaching practices?
The collaboration that they do is they are grouped by making their learning
materials by grade levels, because they don’t have supplies from the regional office
so they implement this to do their learning materials in school and with that they
are having a collaboration with other teachers.
6. Is there any existing academic collaboration between the school/teachers and higher
education institutions? If yes, what forms of collaboration are done?
Through webinar, they share to their co-teachers who did not attended what they
have discussed in the webinar and with that they have their collaboration.
 B. Ask a permission to attend a faculty meeting or professional meeting in the school.
Answer the following question.
1. Is sharing of good teaching practices part of the meeting? What types of good
teaching practices are shared?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching.
2. How does teacher discuss issues and problems related to teaching and learning?
3. Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching. How do teachers observe professional during the meeting?
4. Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching. Do the teachers include in their agenda how the result of learning
assessment should be utilized to improve instruction?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching.
C. Identify the different continuing education and development programs offered to
teachers to understand the instructional demands of K-12 curriculum.
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching.

Processing
Read the question carefully and answer the following questions.
1. What are the implementations of the data gathered during the preliminary
activity?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching.
2. How can the school utilize the date to develop better professional collaboration
among teachers to improve their teaching practice?
3. Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching. How can the school promote stronger collaboration among its
teachers?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching.
4. How does the school support and sustain a cultural of excellence among
teachers and other staff?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching.
Reflection
Complete the following:
1. I realized that
Asking questions is a simple and efficient way to form relationships with your
colleagues. Don't be scared to ask questions if you don't understand anything or
need assistance. Administrators, professors, and especially mentors are all
people who will help you succeed.

2. I believe that
Being yourself and being honest while interacting with a colleague will help
you to build a good relationship with your colleague. Instead of transactional
connections, try to build real ones with your colleagues. This will demonstrate
to your colleagues that you care about the connection.

3. I feel that
One type of professional development that enhances teaching methods and
student performance is teacher observation.
4. When I become a teacher, I will
I will do my best to be the best version of myself I will do my best to be part of
my colleagues and will show my real attitudes and be trustworthy that they will
want.
WEEK 6
Lesson 1
Lesson /Topic- Design, Selection, Organization, and Utilization of Assessment
Strategies

Learning Outcomes
1. Explain the meaning of the term assessment;
2. Compare diagnostic, formative, and summative assessment strategies; and
3. Observe how teachers use different assessment strategies inside the class.

Introduction
As defined in DepEd Order No. 8, series of 2015 is a continuous process of
identifying, gathering, organizing, and interpreting quantitative and qualitative information
about what learners know and can do. Indeed, the objective and subjective information
accumulated from various assessment is valuable.
In designing and utilizing an assessment strategy, the teacher must know the
purpose of assessment.
There are three ways to assess students’ learning according to purpose
(edudemic.com):
1. Diagnostic assessment is given at the beginning of the school year or at the
beginning of a new unit of study. This assessment strategy attempts to quantify what
students already know about the topic.

2. Formative assessment is given throughout the learning process. This assessment

strategy seeks to determine how students are progressing through a certain learning goal.

3. Summative assessment is given at the end of the year or unit. This assessment
strategy assesses the students’ mastery of a topic after instruction.

Observation
A. Define the meaning of assessment by completing the acronym with word that is related
to assessment.
A- NALYZE
S- ET
S- UMMING-UP
E- VALUATE
S- CAN
S- TUDY
M- ONITOR
E- XAMINE
N- EED
T- EST
B. Compare diagnostic, formative, and summative assessment by completing this Venn
diagram.

Diagnostic Formative
Give at the beginning of the given throughout the learning
school year. process.

strategy attempts to quantify to determine how students are

what students already know progressing through a certain
about the topic. learning goal.

Given at the end of the year or

unit.

assesses the students’ mastery

of a topic after instruction.

Summative

C. Observe the assessment strategies used by your cooperating teacher in class. List down
five assessment strategies and categories the type of each assessment strategy.

Assessment Types of Assessment

1. Diagnostic Test Diagnostic Assessment
2. Short Comparative Assessment Formative Assessment
3.Summative Test Summative Assessment
4.Seatwork Formative Assessment
5. Final Essay Summative Assessment

D. Interview the cooperating teacher on how he or she uses the results of diagnostic,
formative, and summative assessments.
1. Results of diagnostic assessment
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service Teaching.
2. Results of formative assessment
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service Teaching.
3. Results of summative assessment
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service Teaching.

Processing
Read carefully and answer the following questions.
1. What will happen if the teacher uses the same assessment strategy every day?
The teacher will not be able to see if her students are improving or learning on her.
2. Which of the three assessment strategies has been used more often in class? Why
do you think so? Summative Test, it is because it must be used to test student’s
knowledge and learning in the past discussions.
 3. In your own opinion, which of the three assessment strategies is the most important?
Explain your answer. For me, it is the summative test. With this test, you will see if
the students really learned from you and you will also see if you as a teacher are
effectively using the strategies that they need.
4. How does assessment improve the students’ learning and the teachers’ performance?
It will enhance students learning because if the result shows a high score then it shows
that the teacher used the right strategies that suits for her lesson and for her students.

Reflection
Complete the following:
1. I realized that
The assessment is intended to keep track of the students' improvement. The data
also allow an individual student to be compared to others his age and grade
level. It makes it easier to see a student's strengths and weaknesses in
comparison to their classmates.

2. I believe that
Students can also determine their goals through assessment. Furthermore, this
goal-oriented approach helps with the development of their interests. It also
expands the scope of knowledge in specific subjects.

3. I feel that
The concept of assessment provides a motivating factor to the process. This not
only encourages students to learn. It does, however, allow the school
community to progress toward a more developed society. All of these
accomplishments are the product of increasing the system's activity.

4. When I become a teacher, I will

I'll research and use several approaches to evaluate various characteristics of
the students.
Lesson 2
Lesson /Topic- Monitoring and Evaluation of Learner Progress and Achievement

Learning Outcomes
• Discuss the meaning of monitoring the learners’ progress;
• Observe how the teachers monitors students’ progress in class and
• Observe how the teacher evaluates the learners’ achievement

Introduction
Continuous monitoring of the students’ progress inside the classroom has many
benefits. By doing this, teachers collect useful data, improve, instruction, ensure
achievement of every learner, and identify students at risk. Monitoring is viewed by Cotton
1988 as activities pursued by the teacher to keep track of student learning for purpose of
making instructional decisions and providing feedback to students on their progress. Every
learner’s achievement should be given worth and value.

Observation
Observe how your cooperating teacher monitors the following:
Seatwork
Observation 1: Discussed the instructions first and repeat it twice up to three times.
Observation 2: Permits students to ask her if there are unrecognizable or unidentified items.
Observation 3: Gives students enough time to answer the seatwork.

Students’ comprehension during discussion

Observation 1: Ask students Open and Close Ended Questions.
Observation 2: Ensure that her students read engaging texts for significant amount of time
Observation 3: Select materials for students that will help them learn in a realistic way
like interest-based or topic-based texts.

Examination
Observation 1: Since it’s online class, their examination was held in google classroom and
the teacher is using a power point.
Observation 2: The teacher gives her students a significant amount of time to answer the
questions accordingly.
Observation 3: The teacher discussed the instructions first before they start and ask the
students multiple times if they understand it.

Homework
Observation 1: Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching.
Observation 2: Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching.
Observation 3: Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching.

Complete the table below by making an inventory of academic excellence awardees.

Due to pandemic, the school does not give any excellence awardees unless grade 6
student.

Processing
Read carefully and answer the following questions.
1. Which of your observation in monitoring seatwork is the best? Why?
The best seatwork’s that I’ve observed is reading, since the students are still in grade 3, it
is good for them to read more to enhance their reading skills. That’s why for me, reading
is one of the best seatwork’s that I’ve observed.

2. Which of your observation in monitoring students’ comprehension during class

discussion is the best? Why?
The best comprehension during class that I’ve observed is the comparing and contrasting.
Through this activity, the students critical thinking skills will be enhanced and it will help
them develop their higher order thinking skills.

3. Which of your observations in monitoring examination is the best? Why?

For me, the best examination that I’ve observed is the summative test. It is because, through
this examination, the teacher will be able to know if the students really learn from her and
also to know if what the students learn and if the strategy used by the teacher was effective.

4. If you are going to handle an advisory class, how are you going to make your class
awarding unique?
I will make a unique awarding by awarding all my students. Each of them will receive an
award according to their strengths and their expertise because I know that each person has
a unique characteristics and unique specialties.

5. Which of the tips in evaluating and recognizing students’ achievement is the best? Why?
Continuous evaluation is the greatest way for evaluating student achievement since it aids
in making reliable educational planning decisions.

Reflection
Complete the following:
1. I realized that
Evaluating on students requires strategy, clear judgment, and empathy, from
creating evaluation criteria to fostering self-improvement.
2. I believe that
Daily review, quizzes, assessments, and long-term projects are all useful methods
for keeping track of progress during a class. To preserve objectivity, use a combination
of these evaluation tools and evaluate assignments randomly.

3. I feel that
Areas of learning that students love may be found through listening and observation,
and engaging activities can be used to further consolidate or extend the learning.

4. When I become a teacher, I will

• Determine the student's level of comprehension, skills, and knowledge.
• Create a detailed image of the student's personality and interests.
• Determine what the student is thinking and how he or she is learning.
• Examine the impact of the surroundings on the student's ability to learn.
• Extend the learning of the learner
Lesson 3
Lesson/Topic- Communication of Learners’ Needs. Progress, and Achievement to the
Key Stakeholders

Learning Outcomes
1. Discuss the essence of communicating the students’ needs to their parents;

2. Write a narrative report pf a parent-teacher conference; and

3. Explain how the teacher communicates the students’ achievements.

Introduction
Learning will not be successful without the help and cooperation of the key
stakeholders, the parents or guardians. According to the Code of Ethics for Professional
Teachers, every teacher shall inform the parents, through proper authorities, about the
progress and deficiencies of the learners under him, exercising utmost candor and fact in
pointing out the learners deficiencies and in seeking the parents’ cooperation for the proper
guidance and improvement of the learners.
In DepEd Order 8, series of 2015, the summary of the learner’s progress is shown
quarterly to the parents or guardians through a parent-teacher conference, in which the
report card is being discussed. A parent-teacher conference (PTC) is conducted every
grading period to ensure the effective communication of the learners’ needs and progress
to the key stakeholders. The table below is used to determined the learners’ progress, which
includes the grading scale with the corresponding descriptor and remark.
Descriptor Grading Scale Remark
Outstanding 90-100 Passed
Very Satisfactory 85-89 Passed
Satisfactory 80-84 Passed
Fairly Satisfactory 75-79 Passed
Did Not Meet Expectation Below 75 Passed

Observation
A. Observe how your cooperating teacher communicates the students’ needs and progress
to their parents when conducting a PTC and card distribution. Write a narrative report of
the PTC on the space space provided.

NARRATIVE REPORT OF PARENT-TEACHER CONFERENCE

Grade and Section: III- CAMIA Grading Period: 2ND GRADING
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service Teaching.
B. Interview the cooperating teacher. Ask for some useful tips on how he or she
communicates the students’ needs to the parents.

Parents and guardians play an essential role in elementary school learning, but
effectively reaching them can be an ongoing challenge for teachers. Below are some of the
tips I can give or improve communication with parents regarding the needs of the students.

Tip 1: When speaking to parents, assure them that everything you discuss is
confidential and that as an elementary school teacher, you always have your
students’ best interests at heart.

Tip2: When talking to parents, ask questions. Not just about the students’ study
habits, but also their interests. Listen and absorb the information. Ask follow-up
questions. You’ll be surprised how much you can learn about not only your students,
but their families, too.

Tip 3: Always be approachable when parents and guardians needed something

from the teacher, as it is the learners who will benefit from it.

C. Of the three useful tips given by you cooperating teacher, what is the most
important? Explain and write your answer below.

“Always be approachable when parents and guardians needed something

from the teacher, as it is the learners who will benefit from it”. For me it is the best
tips among all. Because first we as a teacher should build first a strong and good
relationship to the teachers and to have a good and strong relationship to them, we
need to be approachable first that’s why for me it is the best tips among all that I
will apply in my teaching skills.

A. Help in the preparation of a school-based recognition program. Write your

experience and cite the contributions you have made to make the recognition
program successful.
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching.

Processing
Read carefully and answer the following questions.
1. Why is PTC important?

Teacher-parent conferences allow you to improve communication between school

and home, keep parents up to date on their child's development, and build a long-term
strategy for the student. You'll discover helpful tips for preparing for these meetings.

2. If you will conduct a PTC, what will you include in your agenda?
 Prepare a schedule that you can share with parents meeting agenda. Include things
like your overall view of the child, his or her development in each academic area,
standardized test results, your content-area goals for the child, and the strategies you'll use
to achieve them.

3. How will you communicate the failing grade of a student to the parent?

Before voicing your worry, take a deep breath and make sure you're calm. Instead
of speaking on the heat of a moment during drop-off or dismissal, plan a time to speak.
Assume good intentions and start the conversation by asking questions and getting
additional information.

4. What will you suggest to the parent of a student who got a failing mark twice in the same
subject?

I’ll suggest to the parent’s that they need to talk to their child and encourage them
to study harder and ask them if they have concern and problems for them to help them.

Reflection
Complete the following:
1. I realized that
Parents who are more involved in their children's education can assist their
children achieve better academic performance.

2. I believe that
Students are held to a higher standard of responsibility when their parents
are involved in school activities.

3. I feel that
Parents can benefit from effective parent-teacher communication. Because
parents aren't always present in the classroom, regular talks with teachers can help
them figure out which subjects their children excel at and which ones they struggle
with.

4. When I become a teacher, I will

Make sure that my relationship to my students’ parents is really good that I
am able to talk with them confidently and regularly to know how their kids doing
inside the classroom. Through this we are free to ask questions to each other and say
our concerns for their children.
Lesson 4
Lesson/Topic- Use of Assessment Data to Enhance Teaching and Learning Practices
and Programs

Learning Outcomes
1. Determine the use of assessment data;
2. Distinguish how assessment data can help in improving teaching and learning; and
3. Observe how teachers use the qualitative and quantitative data of the students.

Introduction
The assessment process should not stop the final paper has been scored and the last
oral presentation has been evaluated. It is important for teachers to evaluate each
assessment after it has been administered. The qualitative and quantitative data obtained
from student and assessments are vital, they gathered results will not serve their purposes
if the teacher does not know how to use the data properly. The best practice will ensure
that teachers also evaluate their performance and take preliminary measure to augment it.

Observation
A. Observe how your cooperating teacher uses the data from students’
assessments to improve classroom instruction. List five best practices of
using the student assessment data.
1. Align the criteria for your evaluations to the learning objectives.
2. Make sure the assessment rubric is easy to understand.
3. Make sure the assessment instructions and comments are simple and helpful to the
students.
4. Consider a mix of formative and summative evaluations.
5. Develop daily instructional strategies
B. Interview the school principal. Ask the five ways by which the teachers can use
assessment data to improved school programs.
1. Analyze the assessment data.
2. Look for the list mastered skills.
3. Intervention or Innovation.
4. Look for students who did not achieve the objectives.
5. Enrichment Activities

Processing
Read carefully and answer the following question.
1. Which of the best practices of using the assessment data to improve classroom
instructions shown by your cooperating teacher is the most important? Why?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service Teaching.
2. Which of the five ways of using assessment data to improve school programs
mentioned by the principal is the best? Why?
Enrichment Activities. It is because through this activity, it develops the students reading
and comprehension skills.
3. Interview the cooperating teacher. Ask him/her about his or her thoughts on the
previous school year and what he or she has done to improve this year.
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching.

Reflection
Complete the following:
1. I realized that
The process of identifying, choosing, developing, collecting, evaluating,
interpreting, and applying information to improve students' learning and
development is known as assessment. Using this method, administrators may
collect assessment data and use it to design and deliver individualized training.

2. I believe that
Teachers can use assessment data to create their own tailored strategy for
problematic students. Personalizing a student's plan can take many forms, but there
are a few common factors to consider.

3. I feel that
When it comes to establishing daily teaching tactics, knowing where each student
stands may help teachers see the broader picture. This enables them to go from
assessing pupils to grouping them according to important assessment data patterns.

4. When I become a teacher, I will

I will keep track of my students'. I may use progress monitoring to find out how my
students are doing in terms of important reading and math abilities, as well as
classroom performance. This form of monitoring should be done on a regular basis
so that all parties concerned are used to it.
WEEK 7
Lesson 1
Lesson/Topic: Establishment of Learning Environments That Are Responsive to
Community Contexts

Learning Outcomes
1. Analyze how the learning environment can affect student learning.
2. Observe how to create a culturally responsive learning environment; and
3. Observe how teachers contextualize teaching and learning activities

Introduction
As the African proverb says, “It takes a village to raise a child.” For Every learning
institution, there is a community with prevailing culture that influences the learning
environment. Bickford and Wright (2018) define community as the social context of the
students and their environment that consists of people with a common purpose, shared
values, and agreement on learning goals.
Observation
A. Conduct a survey in school. Gather the following information.
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching.

B. Interview the cooperating teacher. Ask the following questions:

1. Does the school have active school-community partnership?

Yes. Parents of our students are very involved in the school especially in
this time of pandemic wherein their home serves as their school and parents as one
of their teachers.
2. Who are involved in the school-community partnership?
Teachers, parents, barangay officials and other people in the community
are involved in the said partnership.
3. Does the school engage members of the community in the school
partnership?
Yes
4. What are the school programs/projects supported by the community?
Brigada Eskwela
5. What are the activities conducted by the school to raise cultural sensitivity
and awareness?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching.
6. Does the school have community extension programs?
Yes.
7. What are the programs/projects extended by the school to the community?
 Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching.
8. Are the teachers aware of the background of the community where the
school is located?
Yes.
9. How does the school promote contextualization and localization to its
teacher?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching.
10. Are the lessons contextualized?
Yes

Processing
Read carefully and answer the following questions.
1. How does community affect the learning environment?
Members of the community teach the children (such as adults, peers, etc). The
environment of a town is reflected in the behavior of its residents. As a result,
the neighborhood environment is critical for children's learning success. The
community's environment has an impact on children's learning.
2. How important is curriculum contextualization and localization of lessons and
learning materials?
By linking and presenting a lesson in the context of the current local
environment, culture, and resources, it assists teachers and students in
comprehending topics. Teachers should not sacrifice the lesson's idea or
substance only to make a contextualized and localized version of it.
3. What strategies are you going to use in order create a culturally-responsive
learning environment?
4. Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching.
5. How will you use the data you have gathered from the preliminary activity?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching.

Reflection
Complete the following:
1. I realized that
A contextualized lesson can include activities that introduce vocabulary and
language structures, help students to practice simple oral or written requests,
and practice understanding the supervisor's response.
2. I believe that
Assessments are also used by teachers to facilitate learning by encouraging
pupils to synthesize and extend their knowledge. Students, for example, require
opportunities to employ several practices in developing a specific core concept
and to apply each practice in the context of multiple core ideas over the course
of teaching.

3. I feel that
Contextual learning resources are those that allow students to process new
information or knowledge in ways that make sense to them within their own
frames of reference.

4. When I become a teacher, I will

Apply contextual learning to enhance my student’s knowledge and also to
enhance my teaching.
Lesson 2
Lesson/Topic: Engagement of Parents and the Wider Community in the Education
Process

Learning Outcomes
1. Observe how teachers collaborate with parents and members of the community
2. Observe how teachers organize a parent teacher association PTA meeting;
3. Observe how teachers deal with parents in addressing various issues and concerns;
4. Analyze how parents and the wider community affect the educative process.

Introduction
A 21st century learning environment both gives and gets support from families and
the local community ‘Partnership for 21st Century’ n.d. In the Philippines, the partnership
between teachers and parents is establish through the organization of a parent teachers
association PTA. A PTA is organized to provide a forum to discuss issues and solutions
relating to the total school program, and ensure full cooperation of parents in the
implementation of such program. It is also organized to encourage coordination with
members of the community to address relevant concerns and provide support to the school
for the promotion of common interest (DepEd 2009).
Observation
A. Interview the principal. Ask the following questions:
1. Are teachers and parents aware of the DepEd Order No. 54, series of 2009?
Yes, they are. They orient parents every opening of school year.
2. Does the school have an active PTA?
Yes. They are very supportive in giving assistance in financial and in maintaining
the physical facilities.
3. How often does the PTA meet?
Quarterly.
4. What are usual issues and concerns raised by stakeholders during PTA meetings?
Before when face to face, the parent’s concern was to allow them to enter the
school campus during dismissal to pick-up their child but I did not allow them
because they will be a destruction to other students who have their classes.
5. Are the issues and concerns raised during PTS meeting/s properly addressed?
Yes.
6. Does the school engage parents and members of the community in the
implementation of school programs?
Yes. Because parents and other stakeholders has a huge contribution to the
development and in implementing programs.
7. Do parents and members of the community provide full support to school
programs and activities?
Yes, but not all, but most are supportive.
8. Describe the relationship of teacher with parents and members of the community.
 The relationship of teachers and parents are very good. It is because the parents
support to the teacher and to the schools are offered wholeheartedly.

B. Request permission to observe a PTA meeting. Ask permission to record the

proceedings. Prepare highlight of proceedings from the meeting using the
following format.
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching.

C. Ask help from your cooperating teacher. Identify school programs/activities that
need support from parents and community members.
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching.

Processing
Read carefully and answer the following questions.
1. What are the benefits of engaging parents and members of community in the
implementation of school programs?
The relationships that schools form with parents/families/communities have
been demonstrated to have positive benefits on schools and school districts. These
relationships were linked to higher school attendance rates, lower dropout,
delinquency, and pregnancy rates, and enhanced disciplinary methods.
2. Identify strategies that promote positive relationship with parents and members
of the community including mechanism to ensure their full support to school
programs?
Create a parent approach that is mobile-first.
You may make this information more accessible to parents by offering them
options for how they wish to interact with your school. And we all know how
busy parents are.
3. What have you learned from observing a PTA meeting?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching.
Reflection
Complete the following:
1. I realized that
Children who have positive parent-teacher relationships:
• achieve greater academic, emotional, and social success
• are more content at school
• attend school more regularly
• are more obedient
2. I believe that
We teachers should always pay attention to your parents. Even if you disagree
with the parent, your first action should always be to listen.

3. I feel that
Student learning, wellness, and high expectations for student achievement are
all aided by partnerships between parents, students, and schools. The ability of
schools and families to promote student learning, welfare, and developmental
outcomes is strengthened through relationships between the school and the
wider community.

4. When I become a teacher, I will

Assure that I will build a strong and good relationship between me and my
students’ parents. Through that, it will lessen the conflict between us.
Lesson 3
Lesson/Topic: Professional Ethics

Learning Outcomes
1. Observe how the Code of Ethics for Professional Teachers is being practiced;
2. Analyze the importance of the Code of Ethics to teachers and students, and
3. Analyze the professional and social accountability of teachers.

Introduction
The kind of teacher you are and the way that you portray yourself matters a lot to
your employer, the community, and the stakeholders. As role models, teachers are expected
to embody good ethics, which is a fundamental requirement of a profession. Good ethics
is based on moral principles and appropriate conduct that one should observe as a
professional.

Observation
A. Answer the following questions:
1. Does the school have a faculty manual?
Yes
2. Does the faculty manual reflect the Code of Ethics for Professional Teachers?
Yes
3. Are there provisions in the manual regarding disciplinary actions or sanctions
to misbehavior, misconduct, or unethical practices of teachers?
Yes
4. Does the school provide trainings or re-orientation for teachers regarding the
Code of Ethics for Professional Teachers?
Yes

B. Request a copy of the Code of Ethics for Professional Teachers. Provide a summary
of each article. Write down your answer on the left column.
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching.

C. Review the Code of Ethics for Professional Teachers. Identify which of the ethical
standards promotes the enhancement of the teachers' competency in terms of the
following:

Knowledge Not Applicable/ Not able to

observe. I hope to observe it
on my Pre-Service Teaching.
 Skills Not Applicable/ Not able to
observe. I hope to observe it
on my Pre-Service Teaching.

Attitude Not Applicable/ Not able to

observe. I hope to observe it
on my Pre-Service Teaching.

D. Observe the teachers. Describe how they act professionally within the school. Write
down your observation below.
The teachers interact with one another in a productive manner. They are focused on
professionalism and also concerned about the school community and they
collaborate with their colleagues to create a learning environment that promotes
success.

Processing
A. Read carefully and answer the following questions.
1. What is the importance of the Code of Ethics to teachers?
Teacher Ethics and Its Importance. The purpose of the code of ethics for teachers
is to safeguard the rights of children, all children. Teachers must recognize that by
accepting a teaching post, they are agreeing to act ethically.

2. How does the Code of Ethics influence the personal life of a teacher?
Teachers must adhere to a professional code of ethics as role models for their
students. This code assures that students’ proper education that is just, truthful, and
rigorous. Teachers' major obligations to their pupils are specified in a professional
code of ethics, which also defines their position in a student's life.

3. How does the Code of Ethics influence a teacher's competence?

In their teaching careers, teachers can use a code of ethics to assist them establish
a secure, productive, and happy learning environment. When making educational
decisions, the Ethical Principles foster positive connections between teachers,
students, and parents.

4. In what aspect does the teacher need improvement?

Comprehensive topic knowledge, multiple models of instructional techniques and
assessment practices, learning and development of children and adults, clinical and
supervisory abilities, and the capacity to model good instructional and assessment
practices are all required of educators.
 5. How will you promote the Code of Ethics to fellow teachers?
Teachers' profession requires honesty with themselves and others, as well as mutual
respect in all contact. Fairness is vital while dealing with individual students and
groups, as well as in the workplace. Fairness entails fostering equality, non-
discrimination, and the avoidance of favoritism.

B. Write an Essay about the characteristics of an ideal teacher.

Someone who is passionate about teaching, produces a pleasant teacher/student

relationship and classroom environment, and is creative in his or her teaching is an ideal
teacher. Being a teacher is one of my greatest desire, that’s why for me if I become a teacher
I want my students to love me for who I am and what I will do for them. There are
characteristics of an ideal teacher that I want to be and one of these is being respectful.
Respect for the kids is a desirable attribute in a teacher. Each person's thoughts and
opinions should be respected rather than judged. They should be able to speak their minds
without feeling self-conscious. Having high expectations for your students is another
positive trait. Every student should be encouraged to perform their best and reach goals
that they may not have previously achieved. Another good trait that a teacher should have,
in my opinion, is good communication abilities. Not only should they keep the children
informed about what is going on in class, but they should also keep the parents updated.
Teachers must be able to communicate with all of their students because some are at
different stages of development. Being good with children is also one attribute that will
make me a good teacher. A teacher, in my opinion, must be able to care for the students
they are educating. You should also be overjoyed at the prospect of having an impact on
their lives. We must enjoy dealing with children and assisting them in understanding
concepts that they may not be aware of. An excellent teacher is like a burning lamp that
draws pupils out of the darkness of ignorance and shines the light of knowledge into their
life. He lights his students' lives, guiding them down the right path and assisting them in
living a successful and happy life.

Reflection
Complete the following:
1. I realized that
The aim of the law of ethics for educators is to defend the children's rights, all
children. Teachers must understand that by accepting a teaching job, they are agreeing to
abide by the code of ethics.

2. I believe that
Teachers' primary responsibilities to their pupils are outlined in a professional code
of ethics, which also defines their position in a student's life. In the classroom, whether
virtual or in person, and in their interactions with parents and coworkers, educators must
demonstrate impartiality, honesty, and ethical behavior.

3. I feel that
A code of ethics is crucial because it gives forth the framework for a preemptive
warning and explicitly spells out the norms for behavior. Businesses of all sizes rely on
their management personnel to provide an example of ethical behavior for other employees.

4. When I become a teacher, I will

Apply the code of ethics to enhance my professionalism, and also to gained respects
from my student’s and from other people.
WEEK 8
Lesson 1
Lesson/ Topic –Philosophy of Teaching

Learning Outcomes
1. Identify the different philosophies of teaching; and
2. Determine the teaching philosophy that can address the needs of the 21st century
learners.

Introduction
How a teacher views teaching and learning is dependent on exposure, culture, and
training (Pajares 1992). Teachers’ practices in the classroom are basically an offshoot of
education and exposure. All these experiences form part of beliefs that become a basis of
the teacher’s philosophy.
The teaching philosophy influences content and pedagogy. Teaching philosophies
can be categorized into two: teacher-centered and student- or learner-centered.
Teacher- centered philosophy underscores the relevance of teachers in education.
This kind of philosophy places an emphasis on the teachers’ role in transmitting knowledge,
skills, attitudes, and values.
Student- or learner- centered philosophy puts emphasis on how students learn.

Observation
Observe a teacher for two weeks. Please write your observations on the following:
1. Classroom Layout
Due to pandemic, the classroom layout remains as it is.
2. Teaching Methodology
The teacher’s teaching methodology is developing day by day. The teacher uses a
lot of strategies that is aligned and suits to her students.
3. Assessment
The assessments took every before quarter, every discussion and every after the
quarter to measure student’s learning.
4. Materials
Due to pandemic, the teacher uses technological materials.

Processing
Read carefully and answer the following questions.
1. What do you think is the teaching philosophy of the teacher that you have
observed?
I think the teaching philosophy of the teacher that I have observed is “Teaching
and education are not one size fits all”.
2. Cite the reasons for your answer in the previous question.
 It is because, the teacher always considers each one of her students and she
assure that the materials and strategies that she will be using will be appropriate
and suits for all.
3. How does the teacher’s philosophy of teaching impact the learners?
The learners are able to participate since they feel the encouragement from the
teacher and they can feel that they are all included, that’s why they’re all
participating well.

Reflection
Complete the following:

1. I realized that
These educational philosophies place a strong emphasis on WHAT should be
taught. Insights into a subject or the application of various theories in specific
instances.

2. I believe that
The student's ability to reflect and modify in response to feedback from students
and peers, as well as their future ideas and goals for teaching and learning
effectiveness, are all things to consider.

3. I feel that
Philosophy cultivates a broad perspective and aids in determining why schools
exist, what subjects are important, how students should learn, and what
resources and methods should be employed.

4. When I become a teacher, I will

Apply also the philosophy of my critic teacher for me to have a broaden
understanding on how should students learn and how should they teach.
Lesson 2
Lesson/ Topic – Dignity of Teaching as a Profession

Learning Outcomes
1. Discover personal traits of a good teacher; and
2. Discuss professional traits that teachers should possess.

Introduction
Teachers play a big role in the lives of the students. Thus, teacher should possess
personal and professional qualities that will help students succeed in school and develop
the love for learning.

Observation
Observe a class. List down the personal and professional qualities of the
cooperating teacher, which you think, contribute to the development of the students.
1. Personal qualities
• Skills in communication
• Listening
• Collaboration
• Adaptability

2. Professional qualities
• Fair
• Honest
• Patience
• Listen Well

Processing
Read carefully and answer the following questions.
1. What do you think are the best qualities of the teacher that you have observed?
Skills in communication.
2. How can the teacher continue to grow personally and professionally?
By attending seminars, by being confident and by being always prepared before
she faces her students.

Reflection
Complete the following:

1. I realized that
Teachers give students hope to keep striving to learn and progress by
consistently using encouraging words, actions, and facial expressions. Models
 respect by using respectful language in interactions with students and by paying
attention to their thoughts and feelings.

2. I believe that
Teachers might benefit from professional development training to improve their
time management and organization skills. As a result, teachers become more
efficient and have more time to focus on pupils rather than paperwork.

3. I feel that
If we future teacher already practicing being a professional teacher, then it
would be easy for us to act professionally to our future students.

4. When I become a teacher, I will

Assure that I will offer the best that I can professionally to have a good and
strong bond with my co-teachers, students, parents and all the people that I am
interacting with.
Lesson 3
Lesson/ Topic – Professional Reflection and Learning to Improve Practice

Learning Outcomes
1. Discover how reflecting on one owns practice can improve teaching and
2. Determine various ways to engage in reflective practice.

Introduction
People do not learn from experiences unless they reflect on these experiences
(Dewey 1933). One of the ways in which teachers can improve the way they teach is to
reflect on their own practice. Reflective practice is a term used when teachers study their
own experiences to improve the way they teach. It is a deliberate act to think about past,
and future actions in order to improve teaching (Harvey et al. 2016).

Observation
A. Interview the cooperating teacher. Ask the following questions:
1. How do you evaluate your practices in the classroom?
I evaluate the different practices in my classroom by assessing its effect to
my students as they are on top of my priorities. Weighing its advantages and
disadvantages and from there I will make necessary adjustments.
2. Do you think it is necessary to evaluate one’s own practices? Why? Why not?
Yes. Because it will make you realize what else should be done for the
betterment of my classroom practices.
3. If given a choice, what do you think is the best way that you can do to help
improve your own practices?
I think the best way to improve my own practices is to share it to others so
that I can gain some insights and suggestions for its improvement, two heads
are better than one anyway. So, additional suggestion will help me improve it.

Processing
Read carefully and answer the following questions.
1. How does the teacher reflect on her own practices?
By sharing it to others so she can gain some insights and suggestions for her
improvement.

2. What can you say about the way the teacher reflects on her own practices?
It is one of the right things to do because I also do it and it’s effective.

3. How do you think reflective practice can be further reinforced in schools?

Reflective practice allows teachers to enhance their practice in order to better
fulfill their students' learning requirements. It assists teachers in making well-
 informed decisions that can be defended and explained to others, as well as
utilized to guide future activities. It enables teachers to adjust and respond to
problems.

Reflection
Complete the following:

1. I realized that
Reflective practices permit teachers to make changes and respond to problems.
It aids teachers in recognizing their underlying assumptions and attitudes about
learning and teaching. It aids educators in fostering a healthy learning
environment.

2. I believe that
The ability to reflect on one's activities in order to engage in a continual learning
process is known as reflective practice.

3. I feel that
Reflective practice can help you build a better understanding of others and
increase self-awareness, which is a major component of emotional intelligence.
Reflective practice can also aid in the development of creative thinking abilities
and promote active participation in work processes.

4. When I become a teacher, I will

Also do reflective practice to know what more to enhance with me, what will
help me to become more effective teacher and to develop more my learnings.
Lesson 4
Lesson/ Topic –Professional Development Goals

Learning Outcomes
1. Determine the goals that teachers should pursue to grow professionally and
2. Use the Philippine Professional Standards for Teachers as a guide to develop
goals for professional development.

Introduction
Teacher need to be life-long learners because of the constant changes in the
education landscape brought about by developments in the field of research. Hence, it is
but logical to point out that teachers should set goals to keep them abreast with the needs
of their students and at the same time promote the development of the teaching profession.

Observation
A. Interview the cooperating teacher. Ask the following questions:

1. As a teacher, in what areas, do you think you should improve on?

Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching.

2. What do you do to address the areas that you need to improve on or develop?
Not Applicable/ Not able to observe. I hope to observe it on my Pre-Service
Teaching.

Processing
Read carefully and answer the following questions based on the interview you
conducted.

1. Do you think the teacher was able to address her learning goals? Why? Why
not?
Yes, because the result of the assessment was good and based on how the
students participate, it shows that they really learned from the teacher.

2. Based on the Philippine Professional Standards for Teachers, what particular

domain or strand should the teacher address as her learning goal? Explain your
answer.
• Content Knowledge and Pedagogy
• Learning Environment
• Diversity of Learners
• Assessment of Reporting
 • Professional Engagement
• Personal Growth
• Professional Development

Reflection
Complete the following:

1. I realized that
There must be a system of feedback, team collaboration, and personal and
professional growth goals in place for teachers to grow and develop. Active
learning, collaboration with peers, and modeling best practices in the field are
all supported by teacher professional development.

2. I believe that
Teacher should plan for achieving each goal. Break down your ambitions into
smaller tasks so you may set realistic goals for yourself.

3. I feel that
We teachers are expected to participate in professional development as teachers
in order to improve our skills and better serve the changing needs of students.

4. When I become a teacher, I will

Apply all the learnings and I will set goals to envision what my expected
outcome and also to have a better result.