Review Notes in Prof Ed 413 (Field Study 1)

(Observation of Teaching-Learning in an Actual School Environment)

CHAPTER I-CONTENT KNOWLEDGE and PEDAGOGY

Lesson 1 – Pedagogical Content Knowledge and its Application Across the Curriculum
 Shulman (1986) – introduced Pedagogical Content Knowledge (PCK) of the subject area is one of
the competencies expected in a teacher education graduate (CHED 2017).
 PCK is the blending of content knowledge and pedagogical knowledge that is unique among
teachers. It is the type of knowledge in which the teacher relates his or her pedagogical
knowledge to the content knowledge to make the lesson more relevant and comprehensible to
learners.
 Choppin (2009) – emphasized that the notion of curricular-content knowledge has the potential
to be a tool to explore how teachers develop and connect content knowledge, pedagogical
content knowledge and curricular knowledge in practice.
 3 categories of teacher’s knowledge that are essential in teaching and learning:
 Content Knowledge – knowledge of the subject matter or academic course to be taught
or expected to be learned by students, which require 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 comprehensible to the
learners.
 Curricular Knowledge – the knowledge of the curriculum, which is represented by full
range of programs designed for teaching a particular subject/course at a given level.

Lesson 2 – Researched-based Instruction and Principles of Teaching and Learning

 K-12 curriculum shall be learner-centered, relevant, responsive, and researched-based.
 RA 10533 known as Enhanced Basic Education Act of 2012 – 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 claims, 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.
 Research-based instruction and the principles of teaching are to be taken as a strategy that
promotes the use of empirical evidences, scientific findings, theoretical claims, quantitative data
or practical experiences to inform the content of lessons and instructional strategies. The
application of researched-based instruction and the principles of teaching and learning does not
only transit the knowledge based on existing theories and principles but also transforms these
into new knowledge.
 Carnegie Mellon University (2016) articulates the following researched-based principles and
strategies that can make teaching effective and efficient:
1. acquiring relevant knowledge about the student and using that knowledge to inform our
course design and classroom teaching;
2. aligning the three major components of instruction: learning objectives, assessments,
and instructional activities;
3. articulating explicit expectations regarding learning objectives and policies;
4. prioritizing knowledge and skills we choose to focus;
5. recognizing and overcoming our expert blind spots;
6. adopting appropriate teaching roles to support our learning goals; and
7. progressively refining our courses based on reflection and feedback.
 In 2016, DepEd adopted the Basic Education Research Agenda (BERA) by virtue of DepEd Order
No. 39, series of 2016 to provide guidance to DepEd and its stakeholders in the conduct of
education research. It serves as a guide for education researchers who seek to;
1. build gains from existing research;
2. generate new knowledge on less explored, but priority fields of basic education;
3. systematically focus DepEd’s attention on relevant education issues; and
4. maximize available resources for research inside and outside of the Department.

Lesson 3 – Positive Use of Information and Communications Technology

 UNESCO 2018 – teachers play a critical role in supporting learners to face challenges and seize
opportunities in the digital world.
 (P21 Framework for 21st Century Learning 2016) – one of the 21st Century skills that students
need to succeed in the information age is literacy skill that comprises information literacy,
media literacy and technology literacy. Teachers should be equipped with pedagogical
 knowledge, but also with technological knowledge to adapt to the demand of the 21st century
teaching and learning.
 Misha and Koehler (2016) define technological knowledge (TK) as knowledge as knowledge of
different technologies from traditional materials such as books, chalk, and blackboard to more
advanced technologies like digital technologies that involve skills required to operate hardware
and software and the ability to adapt to new technologies regardless of type. Further,
pedagogical uses of technology require the development of a complex situated form of
knowledge called technological pedagogical content knowledge (TPACK). The framework
describes the teacher’s knowledge of technology integration, which adds technological
knowledge to Shulman’s concept of PCK.
 There is a need to have a clear to have a clear vision of the role of teachers in harnessing the
power of ICT in the classroom and beyond (UNESCO 2011).
 UNESCO ICT Competency Framework for Teachers (ICT-CFT) was created to help countries
develop a comprehensive national ICT competency policy and standard.
 UNESCO Bangkok in partnership with CHED addressed this vision by integrating the ICT
competency standards for teachers in the revised undergraduate teacher education program
of 2017 which aims to build teacher education graduates’ ability to apply ICT to promote
quality, relevant and sustainable educational practices.
 DepEd Order No. 78 series of 2010- implementation of DepEd Computerization Program (DCP)
to provide public school teachers with appropriate technologies to enhance the teaching and
learning process and meet the challenges of the 21st century with the following objectives:
1. provide computer laboratory packages to secondary schools;
2. provide e-classroom to elementary school;
3. provide laptop units to mobile teachers;
4. integrate ICT in the school system;
5. raise the ICT literacy of learners, pupils, students, teachers and school heads; and
6. reduce computer backlog in public schools.

Lesson 4 – Strategies for Promoting Literacy and Numeracy

 one of the largest 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 by 2030. This serves as
forefront of teaching literacy and numeracy should be equipped with knowledge on strategies
that promote literacy and numeracy skills.
 Literacy and numeracy skills are foundational skills that learners need to develop to succeed
life. These are:
1. ability to understand the effective use of language and communication skills (reading,
writing, listening and speaking)
2. mathematical concepts (number sense, addition, subtraction, multiplication, division,
decimals, fractions)
 the following are some strategies that can be used to promote literacy in teaching and learning:
1. brainstorming and discussion;
2. cooperative learning;
3. inquiry-based learning;
4. problem-based learning;
5. using visuals, semantics and graphic organizers;
6. promoting journal and writing;
7. organizing games, role playing, drama and charades;
8. using music, rhythm and dance;
9. conducting experiments and practical experience;
10. storytelling; and
11. using audio and video materials.
 Meanwhile, below are the strategies for building numeracy in different learning areas:
1. Using concepts of time, numbers, dates and sequencing events in teaching History,
Social Studies, Values Education and ICT;
2. Measuring distance, volume, weight and height and using percentage and calculation in
teaching Science and Mathematics;
3. Collecting, comparing and interpreting data in teaching Science, Mathematics, social
Studies and TLE;
4. Using graphs and diagrams in teaching Mother Tongue, English, Filipino, Values
Education, Mathematics and TLE;
5. Using game scores, dance steps and rhythm in teaching MAPEH; and
6. Using play money in teaching financial literacy in TLE, Mathematics and Social studies.
 DepEd Order No. 12 - Early Language, Literacy and Numeracy Program: Professional
Development component. Inline with Pres. Benigno Aquino’s 10point agenda that “every child
 should be a reader by Grade 1” with a primary goal to develop the Filipino children’s literacy and
numeracy skills and attitudes toward lifelong learning.

Lesson 5 – Strategies for Developing Critical and Creative Thinking as well as Higher-Order Thinking
Skills
 Higher Order Thinking Skills (HOTS) is a concept of learning based on cognitive process that are
beyond the basic thinking skills classified in Bloom’s taxonomy which is based on cognitive
domain, thinking skills are organized into six major classes namely; (higher order) evaluation,
synthesis, analysis, (lower order) application, comprehension, knowledge.
 Anderson and Krathwol’s Revised Taxonomy offer active verbs for the six levels to help teachers
in writing lesson objectives.

Bloom’s Taxonomy Anderson and Krathwol’s Revised Taxonomy

Higher order
 Evaluation Create (Keywords – hypothesizing, designing, constructing)
 Synthesis Evaluate (Keywords – checking, critiquing)
 Analysis Analyze (Keywords – differentiating, organizing, attributing)

Lower order
 Application Apply (Keywords – executing, implementing
 Comprehension Understand (keywords – interpreting, exemplifying, classifying,
summarizing, inferring, comparing, explaining
 Knowledge Remember (Keywords – recognizing, recalling)

 Critical and creative thinking are considered to be HOTS as they require a more complex level of
thinking. Critical thinking is the ability to make logical, rational and reasonable judgment using
HOTS such as analyzing, synthesizing, and evaluating before making conclusion. It is also the
ability to become resourceful, open-minded, innovative and adaptive in addressing problems; it
involves HOTS such as analyzing, designing, composing and constructing to generate ideas or
create something new.
The following are some of the strategies to enhance HOTS of students as suggested by Collins
(2014):
1. teach the language and concept of higher-order thinking skills;
2. encourage questioning and discussion to tap into particular HOTS;
3. teach subject concepts to connect students;
4. provide scaffolding by giving student support at the beginning of the lesson such as
visuals, graphic organizers and problem-solving tasks; and
5. encourage higher-order thinking to foster deep conceptual understanding.

Lesson 6 – Mother Tongue, Filipino and English in Teaching and Learning

 Mother-Tongue Based – Multilingual Education (MTB-MLE) thru DO No. 74 series of 2009 which
aims to improve the student’s learning as well as their cultural awareness by understanding the
language.
 Republic Act No. 10533 known as The Enhanced Basic Education Act of 2013 which provides that
basic education should be delivered in languages understood by the learners as it plays a
strategic role in shaping the formative years of learners.
 Subjects using Mother Tongue – mathematics, araling panlipunan, MAPEH, Edukasyon sa
Pagpapakatao in Grades 1 & 2.
 12 major languages or Lingua Franca specified in DO No. 16 series of 2012 – Tagalog,
Kapampangan, Pangasinense, Iloko, Bikol, Cebuano, Hiligaynon, Waray, Tausog,
Maguindanaoan, Maranao and Chabacano.

Lesson 7 – Classroom Communication Strategies

 Communication skills is one of the 21st century competencies that every student needs which is
essential in exchanging information between people which makes teaching and learning easier.
 Communication may occur between individuals, groups, organizations and social classes
regardless of their complexities, distance, space and time (Rosengren 2000).
 Verbal communication is arguably the most pervasive form of communication (Rocci and de
Saussure 2016). There are 2 forms:
1. Oral communication – a communication thru spoken words done face-to-face, in video
chat or telephone call
2. Written communication – a communication thru the use of written or printed
documents, emails, fax messages, SMS/text messages or online messaging/chat.
  Non-verbal communication is the process of communication that does not use any oral or
written words which uses signals, behaviors, expressions or movements. Hall and Knapp (2013)
identifies these as:
1. Facial behavior;
2. Vocal behavior;
3. Gesture and body movements;
4. Eye behavior;
5. Face and body physiognomy (non verbal cues for trait impressions)
6. Proxemics and haptic interaction (the closeness continuum)

CHAPTER II- THE LEARNING ENVIRONMENT

Lesson 1 – Learner Safety and Security
 Learning Environment – any context in which learning is supposed to take place. It may refer to
physical space like; classroom, laboratory, or any room. Non-formal learning environment like
distance learning, online or virtual learning where the teaching-learning process occurs (Bernard
2012).
 Learning Environment – is more than just physical components it is where the needs of learners
are addressed, interactions occur and relationship are established in order for learning to
effectively take place.
 Environment – plays a vital role in learning (Hannah 2013). For learning to take place, certain
needs must be met.
 According to Abraham Maslow (formulated a hierarchy of needs) – each level should be fulfilled
in order to progress to the next stage. 2 basic needs identified are security and safety. Students
must be in an environment where they are free to move, talk and interact with others without
compromising their physical, psychological and emotional health by establishing routines,
clearly defined rules and policies clearly explained.
 Burleson and Thoron 2014 – knowing what to expect provide students an opportunity to mange
behavior as they deem fit in a predictable learning environment.

Lesson 2 – Fair Learning Environment

 The goal of any teacher is to provide the students with a safe learning environment. Making
students feel safe, they should be allowed to be themselves, make mistakes and be in an
environment that is fair. Fair learning environment that will not use the same mode of delivery
of the lessons/topics, does not provide students the same academic experience all the time. A
fair learning environment that provides students with lessons, strategies and challenges that will
address their individual needs.
 Inequalities in the classroom often occur when the teacher gives utmost importance to
academic achievements, thereby alienating other students who are not gifted academically. A
fair learning environment uses an inclusive pedagogy where students are provided with varied
experiences, activities and opportunities (Spratt and Florian 2013).
 Hart, et. Al. (2004) inclusive pedagogy promotes a fair learning environment because it gives the
students a chance to learn from a range of opportunities and experiences provided by the
teacher.
 Teacher should adopt various teaching techniques to suit the different learning capabilities of
the students.

Lesson 3 – Management of Classroom Structure and Activities

 Robert Sommer (1977) – the classroom layout depends on the teacher’s philosophy, objectives,
activities and priorities.
 Rows and columns- teacher believes that children learn best by listening. Cluster arrangement
of tables and chairs – teachers believe that students should collaborate and communicate.
 Fernandes, et. Al. (2011) – learning activities also affect how physical space is set up. If activity
requires students to work together, there should be areas where they can work as a group. But
to work individually, chairs and tables should be arranged in rows and columns.
 Gremmen, et.al (2016) – priorities and objectives also dictate how a class is structured.
Academic and classroom management as top considerations when determining appropriate
class layout.
 Teachers most often arrange the physical structure to address the best way students can
learn. Teachers should look into the activities that the students are engaged in.
 Classroom set up should also account for behavior management. Students who need special
attention should be strategically placed in front so that they can be attended to immediately.
(Earp 2017).
Lesson 4 – Support for Learners Participation
 Various ways to improve student participation in class discussions and activities:
 Hollander (2002) – teacher needs the students to understand that participation is a
collective undertaking of the class and their contribution can help in the learning
process. If given the opportunity to share what they know and show what they can do,
and recognized for their efforts, they will realize that their contributions matter. It is
important that the teacher gives the students the opportunity to ask or even converse
with each other. Allowing students who are not confident in talking in front of the whole
class to participate.

Lesson 5 – Promotion of Purposive Learning

 Teachers should always remember that learning is purposive and that students are constantly
learning. When they observe, they learn. They form mental representations of expectations,
processes and consequences of their actions. To promote learning, teacher should provide
students with opportunities to observe behavior or task, thus, a learning environment should
provide avenues for students to observe, thereby allowing students to form cognitive maps that
enable them to make a mental representation of a specific situation, discover the behavior
appropriate for that situation, and perform the expected outcomes.

Lesson 6 – Management of Learner Behavior

 Lynch (2016) – teachers use 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/her role better. Thus, classroom management is essential in ensuring effective learning
environment. Teachers need to provide a venue where students’ potentials will be maximized to
the fullest and plays a significant role in providing a learning environment that would satisfy and
meet the needs and interests of the students.
 William Glasser (1999) – behavior is propelled by an inherent need to satisfy 5 basic needs:
need to love and belong, need to survive, need to feel empowered, need to be free and need to
be happy. Glasser’ Choice Theory suggests that students behave according to how their needs
will be fulfilled and satisfied. Thus, it is essential that teacher establishes; a relationship with the
students to be able to address their individual needs, establish a positive relationship with the
students that the teacher can motivate to stay focused and engaged, provide students with
activities that will enable them to take charge of their won learning and apply what they have
learned until mastery is achieved.
 B.F. Skinner (1982) – teacher manage students’ behavior through rewards and punishment.
Teachers reinforce good behavior by giving external rewards like praises, prizes or good grades.
If deprived of rewards, their behavior is likewise regulated.
 Alfie Kohn (2006) – students behavior can be managed well if they are given opportunity to
satisfy their curiosity. Suggested that students be given the freedom to pursue concepts that
interest them instead of imposing predetermined lessons. Teachers need not use grades or
external rewards to motivate students. Students learn because they see the relevance of what
they are learning in their own lives.

CHAPTER III- DIVERSITY OF LEARNERS

Lesson 1 – Learner’s Gender, Needs, Strengths, Interests and Experiences
 Aniekee Ezekiel quoted that “the ability to recognize and respect individual differences is the
beginning of a successful relationship.” Student-teacher relationship is important to promote
effective instruction. However, this will be impossible without knowing the uniqueness and
differences of your students-the-heart and center of teaching-learning process.
 DepEd Order No. 32, series of 2017 – Promote gender-sensitive Classrooms. This policy ensures
a gender-responsive physical and social environment that promotes respect for all people and
has zero tolerance for all forms of discrimination, violence and abuse. Promotes
institutionalization of gender-responsive teaching-learning plans, guides, processes, activities
mechanisms and measures. With this policy, we can assure that gender stereotyping which
ignores individual differences in basic education will be prevented.
 RA 10533 – Act enhancing the Philippine basic education system (expanded the years of
schooling in basic education from 10 years to 12 years) – adherence to this, to ensure that
classroom learning is fun and enjoyable, the needs and interests of the students should be the
priority of every school. Making the curriculum learner-centered, inclusive and developmentally
appropriate. Making education learner-oriented and responsive to the needs, cognitive and
cultural capacity, as well as the circumstances and diversity of learner, schools and communities.
Thru this policies, schools can follow a learner-centered curriculum that is anchored on the
 learner’s needs and interests. Barnes (2013) outlines 5 steps to create progressive, student-
centered classroom:
 Create ongoing projects
 Integrate technology
 Replace homework with engaging in-class activities
 Eliminate rules and consequences, and
 Involve students in evaluation.

Lesson 2 – Learner’s Linguistic, Cultural, Socio-economic and Religious Backgrounds

 Brown Martin (2017) – in his article “Education and the Fourth Industrial Revolution” – Artificial
intelligence, automation, mobile supercomputing, intelligent robots, self-driving cars and neuro-
technological brain enhancements are some of the products of this revolution. However,
teachers with a heart will never be replaced by a machine.
 Knowing your learners’ linguistic, cultural, socio-economic and religious backgrounds and
adjusting the instruction based on their differences will direct you to differentiated instruction.
 Differentiated means tailoring instruction to meet individual needs. Whether teachers
differentiate content, process, products or the learning environment, the use of the ongoing
assessment and flexible grouping make this a successful approach to instruction (Tomlinson
2000).

Lesson 3 – Learners with Disabilities, Giftedness and Talents

 No student should be left behind. Common tagline in promoting inclusive education.
 Integrating exceptional learners into the regular classroom adds further challenge to the job
of teaching diverse students.
 Sadler et.al. (2008) – categorize exceptional learners into the following:
1. Students with mental retardation
2. Students with learning disabilities;
3. Students with emotional disturbance or bahavior disorders;
4. Students with hearing and language impairments;
5. Students with visual impairments;
6. Students with attention deficit hyperactivity disorder;
7. Students with other health and physical impairments;
8. Students with severe and multiple disabilities; and
9. Gifted and talented students.
 Teachers use the term “students with disabilities” to highlight the person, not the disability. In
the past, the term “handicapped students” was used. Gifted and talented refers to students with
the ability to learn fast and with ease which also posses exemplary ability in arts and music,
sports, leadership and the like.

Lesson 4 – Learners in Difficult Circumstances

 Victor Hugo quoted that he who opens a school door, closes a prison. The most heroic task of
the teacher is to shape good citizens.
 There are different difficult circumstances that the students may face while in school are:
1. Geographic isolation
2. Chronic illness
3. Displacement due to armed conflict
4. Urban settlement
5. Abuse (physical, psychological, emotional)

Lesson 5 – Learners from Indigenous Group

 According to United Nations Development Program, the Philippines is a culturally diverse
country with about 14-17 million indigenous people (IPs) belonging to 110 ethno-linguistic
groups mainly concentrated in Northern Luzon (Cordillera Administrative Region, 33%),
Mindanao (61%) with some groups in the Visayas area.
 RA 8371 – known as Indigenous Peoples Right Act which recognizes and promotes all the rights
of indigenous cultural communities/indigenous people (ICCs and IPs).
 DepEd Order 62, series of 2011 – IPs remain the most vulnerable and marginalized members of
society which lack access to decent basic social services, have limited opportunities to engage in
the mainstream economy, and suffer social, economic and political exclusion.
 DepEd Order 32, series of 2015 – Adopting the Indigenous Peoples Education (IPED) Curriculum
Framework recognizes the right of IPs to basic education that is culturally rooted and responsive
which seeks to provide guidance to schools and other education programs, both public and
private, engage with indigenous communities in localizing, indigenizing and enhancing the K-12
curriculum based on their respective educational and social contexts.
CHAPTER IV- CURRICULUM and PLANNING
Lesson 1 – Planning and Management of the Teaching and Learning
 RA 10533 known as Enhanced Basic Education Act of 2012 focus on developmentally
appropriate learning principles and strategies based on philosophy of learner-centered
education that focuses on responding to the nature, needs and interests of the learners.
 Ralph Tyler (1949) on the first model of curriculum development, emphasizes that
understanding the learners is one of the most important sources of curriculum, it is imperative
for teachers to examine their needs, interests, learning styles, thinking styles, abilities,
exceptionalities, cultural background, socio-economic status and other factors.
 Coople and Bredekamp (2006) – identify 2 things that teachers need to do to successfully
engage in developmentally appropriate practice in their classroom: (1) meet learners where
they are, as individuals and as a group; (2) help learners attain challenging and achievable goals
that contribute to their ongoing development and learning.
 For the Filipino children, the following principles of developmentally appropriate learning
considered by the teacher when planning and implementing instruction:
 Each learner has different learning styles, thinking preferences, abilities, strengths and
weaknesses;
 Experience have profound influence in learning;
 Learning should address all areas of development;
 Learning must be holistic;
 Learning happens when the learner feels emotionally and physically secured and
mentally engaged;
 The cultural background and the family and social values of the learner influence
learning; and
 Affective learning and motivation are important in promoting effective learning.

Lesson 2 – Aligning Learning Outcomes with Learning Competencies

 K-12 basic education curriculum is a standard-based curriculum. DepEd defines this set of
curriculum standards as:
 Content standards – identify and set the essential knowledge and
understanding that student should learn.
 Performance standards – describe the abilities and skills that students are
expected to demonstrate in relation to the content standards and integration of
21st century skills.
 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 in 2 levels:
1. Macro level – curriculum alignment ensures that the curriculum standards are
relevant and responsive to the needs of the students, demands and needs of
the society and the nature of the discipline.
2. Micro level – curriculum alignment ensures that the learning outcomes are
aligned with learning competencies prescribed in the curriculum. Learning
competencies are the basis of the teachers in developing learning outcomes,
selecting topics and strategies and designing assessment tools. Learning
outcomes are specific knowledge, skills and values that each student needs to
master or demonstrate as a result of learning. Learning outcomes are
traditionally known as learning objectives or instructional objectives.

Lesson 3 – Relevance and Responsiveness of Learning Programs

 Ornstein and Hunkins (1993) – learning programs are designed to help the students 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.
 Curtis and Carter (1996), Ornstein and Hunkins (1993) – learning programs refers to a kind of
education that considers the knowledge, skills, abilities, attitudes, interests and beliefs that
learners bring into the classroom.
 Dewey (2001), Gandini (1997) – learning programs pay attention to the needs, concerns,
expectations and the natural environment of the learner.
 K-12 basic education curriculum myriad of curricular and instructional programs were
introduced to the whole education system. These learning programs aim to support the
implementation of the curriculum toward the development of a functionally literate and
 holistically developed Filipinos. The following are learning programs planned and implemented
by DepEd:
 Special program for the Arts and Sports
 Special program for Foreign Language
 Special Science Education Project
 Curriculum for the Gifted
 Transition Curriculum for Learners with Special Education Needs
 Special Education Program
 Indigenous Peoples’ Education
 Inclusion Program
 Homeroom Guidance Program
 Private schools are encouraged to implement these learning programs of DepEd. In many cases,
private schools also have various programs that reflect the philosophy, mission and goals of the
school, they are:
 Service learning
 Project-based learning
 Literacy program
 Robotics and ICT Programs
 Performing Arts Programs

Lesson 4 – Enriching Teaching Practices through Professional Collaboration

 Danielson (2007) – teachers need to reflect on their teaching practices. They need to commit
themselves to continuous improvement that requires professional collaboration with
colleagues. Teachers need to share their experiences and expertise to improve the
implementation of the curriculum. The following instructional approaches need to be applied by
the teachers:
 Learner-centered, inclusive and developmentally appropriate;
 Relevant, responsive and research-based;
 Culture-sensitive;
 Contextualized and global; and
 Constructivist, inquiry-based, reflective, collaborative and integrative pedagogical
approaches.

Lesson 5 – Utilizing Teaching and Learning Resources and ICT

 Teaching and learning resources are materials used by teachers to support the implementation
of curriculum and instruction in the form of print, audio-visual materials, databases, online
resources, visual aids, real-objects, ICT tools and other educational materials available. These
are important for they can significantly improve the learning of the students which enhances the
teaching learning process.
 Some important features of an excellent teaching learning resources are:
 Learner-centered – addresses the needs, interests, learning style and thinking styles of
the learners;
 Values-oriented – enforces the importance of learning, sharing and creating knowledge
to improve peoples’ lives and develop communities;
 Process and outcomes-driven – contains activities that engage students in meaningful
and challenging learning;
 Differentiated learning – addresses different learning needs, learning styles and
thinking styles;
 ICT-integrated - allows the learners to utilize technology as a learning tool (blended
learning); and
 Excellent content – provides valid and updated content (this is for print materials like
textbooks and other references).

CHAPTER V- ASSESSMENT and REPORTING

Lesson 1 – Design, Selections, Organization and Utilization of Assessment Strategies
 DepEd Order No. 8, series of 2015 – assessment is a continuous process of identifying,
gathering, organizing and interpreting quantitative and qualitative information about what
learners know and can do.
 In designing and utilizing an assessment strategy, the teacher must know the purpose of
assessment of which there are 3 ways to assess students’ learning according to purpose:
1. Diagnostic assessment – given in the beginning of the school year at the beginning of a
new unit of study. This assessment strategy attempts to quantify what students already
know about a 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.

Lesson 2 – Monitoring and Evaluation of Learner Progress and Achievement

 Cotton (1988) – Monitoring are activities pursued by the teacher to keep track of student
learning for purpose of making instructional decisions and providing feedback to students of
their progress.
 Gutierrez (2007) – believes that if the instruction is satisfactory and acceptable, the teacher can
proceed to the next instructional objective. If the result is unsatisfactory or unacceptable,
he/she has to reteach the same lesson using different strategies or materials.
 Teachers carefully monitor the students’ learning and progress through the following:
 Questioning students during classroom discussions to check their understanding of the
material being taught;
 Going around the classroom during seatwork and engaging in one-on-one contact with
students about their work;
 Assigning, collecting and correcting homework and recording grades;
 Conducting periodic reviews with students to confirm their grasp of the learning
material and identify gaps in their knowledge and understanding;
 Administering and correcting tests and recording scores; and
 Reviewing student performance data and using these data to make the needed
adjustments in instruction.

Lesson 3 – Feedback to Improve Learning

 Reece and Walker (2003) – teacher encourages and supports each student by giving
constructive feedback either in the form of mark or grade, comment or mixture of the two.
Making sure for a greater benefit to the student for future improvement.
 Gibbs, et.al. (1986) – checklists for giving feedback to students:
1. Keep the time short between the student writing and the feedback. Where possible
make feedback instantaneous;
2. Substantiate a grade or mark with comments both in the text for specific aspects and
with a summary at the end;
3. Balance negative comments with positive ones and ensure that negative ones are
constructive;
4. Follow-up written comments with oral feedback and aim for a dialogue;
5. Make the criteria clear to students when setting the work and give them written criteria
where possible;
6. Make further suggestions to further develop ideas;
7. Give periodic oral feedback on rough drafts.

Lesson 4 – Communication of Learners’ Needs, Progress and Achievement to the Key Stakeholders
 DepEd Order No. 8, series of 2015 – 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.
 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, utmost candor and tact in pointing out the learners’ deficiencies and in seeking parents’
cooperation for the proper guidance and improvement of the learners.
 DepEd Order No. 36, series of 2016 – the following awards maybe bestowed on the deserving
students: classroom awards, grade-level awards and special awards.

Lesson 5 – Use of Assessment Data to Enhance Teaching and Learning Practices and Programs
 Educational Testing Service – assessment process should not stop after the paper has been
scored and the last oral presentation has been evaluated.
 Guskey 1997 – if assessments provide information for both students and teachers, then they
cannot mark the end of learning. Instead, assessments must be followed by high-quality,
corrective instruction designed to remedy whatever learning errors the assessment has
identified.

CHAPTER VI- COMMUNITY LINKAGES and PROFESSIONAL ENGAGEMENT

Lesson 1 – Establishment of Learning Environments that are Responsive to Community Contexts
  “It takes a village to raise a child” (from African proverb)
 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.
 The following are suggested strategies to foster a learning environment that is responsive to
community context:
1. Establishment of a school-community partnership to foster positive relationship and to
explore common goals that may improve school programs and policies as well as the
community;
2. Promotion of cultural and traditional activities to increase the teacher’s cultural
awareness and to preserve local traditions, beliefs and values;
3. Utilization of culturally responsive teaching approaches to integrate teaching and
learning practices that are within the experience and cultural frame of the students; and
4. Contextualization and localization of learning content and materials to create a relevant
and meaningful learning experience for the students.

Lesson 2 – Engagement of Parents and the Wider Community in the Educative Process
 “Partnership for 21st Century” n.d. – partnership between teachers and parents is established
through the organization of a parent-teachers association (PTA) 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).
 According to George Lucas Foundation (cited in the “Partnership for 21st Century” n.d.), strong
home-school connections result in the following outcomes:
 Children do better in school when their parents are involved in their education;
 After-school learning opportunities promote student achievement;
 Community youth development programs spur academic development; and
 School that integrates community services reduces risk and promotes resilience in
children.

Lesson 3 – Professional Ethics

 Good Ethics is based on moral principles and appropriate conduct that one should observe as a
professional.
 RA 7836, the Code of Ethics for Professional Teachers was promulgated by virtue of PRC Board
Resolution Number 435, series of 1997. In accordance with the preamble of the Code of Ethics
for Professional Teachers – teachers are referred to as duly licensed professionals who possess
dignity and high moral values as well as technical and professional competence in the practice of
their noble profession. They strictly adhere to observe and practice this set of ethical and moral
principles, standards and values. (PRC 1997)
 Code of Ethics covers all public and private school teachers in basic education, technical-
vocational education as well as non-formal education. It articulates the professional
accountability and responsibility of teachers with the state, the community, the teaching
profession, the higher authorities in the profession, the learners, the parents, the business and
as a person.
 PRC 2015 – sets of ethical standards also serves as sufficient ground for the imposition against
the erring teacher of the disciplinary action consisting of revocation of teacher’s license or
suspension from the practice of profession. The teacher as a model should religiously practice
the Code of ethics for Professional Teachers to set a good example not only to the students but
most especially in the teaching profession and the community they serve.

Lesson 4 – School Policies and Procedures

 School policies and procedures help schools in establishing rules and guidelines in the operation
and implementation of school programs and projects. School policies define the processes
within the school including the interaction among the school, learners, parents and members of
the wider community.
 Some factors considered in establishing a school policy are the provision for the following:
1. Safety and security;
2. Use of school facilities and equipment;
3. Admission and retention;
4. Graduation;
5. Teaching and learning;
6. Grading system;
7. School fees;
 8. School uniforms;
9. Educational trips;
10. Medical and dental services;
11. Guidance and counselling;
12. Students with additional needs;
13. Disciplinary actions;
14. Administrative sanctions;
15. Faculty development;
16. Human resource;
17. Quality assurance;
18. Community linkage;
19. Gender and development; and
20. Academic records.
 DepEd Order No. 88, series of 2010 – manual of regulations for private basic education which
serves as guide in implementing their programs to ensure that the implementation anchored in
the mandate of the DepEd.

CHAPTER VII- PERSONAL GROWTH and PROFESSIONAL DEVELOPMENT

Lesson 1 – Philosophy of Teaching
 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.
 Teaching philosophy influences content and pedagogy which can be categorized into 2: teacher-
centered and student or learner-centered.
 Teacher-centered philosophy emphasizes on the teachers’ role in transmitting knowledge,
skills, attitudes and values. Use tests to determine if objectives are met. Essentialism and
Perennialism are 2 examples of a teacher-centered philosophy.
 Essentialism advocates the teaching of basic skills in order to train the mind which
gradually become complex as students progress to the next level. Core knowledge in
different disciplines is essential and the teachers should use lectures, memorization,
drills and assessment.
 Perennialism focuses on developing critical thinking skills, mastery of content in a
sequential order and reasoning skills (Lynch 2016).
 Student or Learner-centered philosophy puts emphasis on how student learn. Teachers focuses
on individual needs of students making sure to benefit from the teaching-learning process.
Maximizing student’s potential in order to equip with knowledge, skills and attitudes preparing
them for the real world. Classes are less structured and focus on problem-solving skills.
 Progressivism, existentialism and social reconstructionism are examples of student-centered
philosophy.
 Progressivism believes in equipping students with the ability to learn through hands-on
engagement. Teachers are facilitators rather than sources of information. Small group
discussion and learning centers dominate the progressive room.
 Existentialism believes in giving students opportunities to learn concepts that interest
them. Teachers believe that students should find meaning in whatever it is they are
learning. Classroom is equipped with things that interests them. Existentialist classroom
have students learning different topics at different rates.
 Social reconstructionism believes that schools can contribute in solving social problems.
Teachers engage students in projects or activities that will address a social issue and
create an impact in society (Lynch 2016).
 In responding to the needs of the 21st century learners, a student or learner-centered philosophy
is essential so that communication, creativity, collaboration, critical thinking and problem-
solving skills will develop.

Lesson 2 – Dignity of Teaching as a Profession

 Teachers play a big role in the lives of students thus, they should possess personal and
professional qualities that will help students succeed in school and develop the love for learning.
Pearson (2018) study to determine the qualities of teachers students are looking namely: relates
well with students; nurturing, understanding and kind; committed to the profession; and
engages students in learning in order to motivate them.
 Peterson-De Luca 2016 – when teachers able to establish rapport with students, the easier the
students will learn.
 Professional qualities of effective teachers: taking time to listen and help students, manages
class well, collaborates with other professionals to share expertise, constantly seeks ways to
 grow professionally, uses appropriate instructional methods, has mastery of content and
decisive (Goldberg 2003).
 Professional qualities reveal that effective teachers go beyond the call of duty and continue to
update self with knowledge and skills for the good of their students.

Lesson 3 – Professional Links with Colleagues

 DuFour 2005 – collaboration among teachers means working together to reflect the practices
and improve teaching.
 Peterson 2002 – reveals that collaboration with colleagues is more significant that short-term
workshops or seminars.

Lesson 4 – Professional Reflection and learning to Improve Practice

 Dewey 1933 – people do not learn from experiences unless the reflect on these experiences.
 Reflective practice is a term used when teachers study their own experiences to improve the
way they teach. It is deliberate act to think about past, present and future actions in order to
improve teaching (Harvey, et.al. 2016).
 Ways of reflecting one’s practice is thru autobiography, student evaluation, peer observation
and research. Autobiography is a way of documenting practices which could be done in the form
of journal writing, portfolio and other forms to reflect on their practices in class. (Brookfield
1995)
 Students are the direct recipients of teaching. They are the best position to gauge how teachers
perform in class ang how effectively they teach. Thus, student evaluations, which can be done
formally and informally, can best inform teachers about their practices.
 Peer observation can inform teachers about the practices that they need to keep and improve.
Thru this, teachers can learn the best practices of their colleagues, ponder on their own
practices and determine ways to improve these practices. To improve their practices, they can
resort to studying researches and theories.

Lesson 5 – Professional Development Goals

 Philippine Professional Standards for Teachers (PPST) is composed of seven domains which is
composed of 37 different strands (DepEd 2017) where teachers in different stages of their
career are guided to develop themselves professionally. They are:
 Domain 1 – Content Knowledge and Pedagogy
1. Content knowledge and its application within and across curriculum areas
2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as other higher-
order thinking skills
6. Mother tongue, Filipino and English in teaching and learning
7. Classroom communication strategies
 Domain 2 – Learning Environment
1. Learner safety and security
2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior
 Domain 3 – Diversity of Learners
1. Learner’s gender, needs, strengths, interests and experiences
2. Learner’s linguistic, cultural, socio-economic and religious background
3. Learners with disabilities, gifted ness and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups
 Domain 4 – Curriculum and Planning
1. Planning and management of the teaching and learning process
2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich the teaching practice
5. Teaching and learning resources including ICT
 Domain 5 – Assessment and Reporting
1. Design, selection, organization and utilization of assessment strategies
2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
 4. Communication of learner needs, progress and achievement to key stakeholders
5. Use of assessment data to enhance teaching and learning practices and
programs
 Domain 6 – Community Linkages and Professional Engagement
1. Establishment of learning environments that are responsive to community
contexts
2. Engagement of parents and the wider school community in the educative
process
3. Professional ethics
4. School policies and procedures
 Domain 7 – Personal Growth and Professional Development
1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goals.