FS 1

Republic of the Philippines
NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY

Gabaldon Campus
ISO 9001:2015 Certified
COLLEGE OF EDUCATION
Maira Lyn A. Dupra December 05, 2022

BEED 4-A FIELD STUDY 2
OBSERVATIONS
OF TEACHING-
LEARNING IN
ACTUAL SCHOOL
ENVIRONMENT
MAIRA LYN A. DUPRA
Student
Andie Capinding
Professor
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Learning Episode 1 Knowing The Learners
ACTIVITY 1.A Evidences of Cognitive Abilities for Learners In Elementary School Level
Grade Observed: 6 SSES Subject Matter: Place Value Of Decimals

SUBJECT AREA: Mathematics LESSON OBJECTIVES: Illustrate the
relationship between decimal points and
place value
Time: 1:00 pm – 2:00 pm
COGNITIVE ABILITIES EVIDENCE
Example of Specific Student
behavior/action/response/work
Understands Cause And Effect The teacher told the learners to study the
existing discussion about mathematics at
home, but the student did not follow into it,
so they forgot how to solve their problem
and got the lowest scores on the summative
test in mathematics.
Develop Logical And Thinking Skills Learners will answers the addition and
subtraction and then they will put the answer
on the place value of decimal chart.
Look For Specific Information Before the learners respond, they listen to
what is being taught to them so that they can
better understand it.
Able To Compare Objects And Events Learners know how to illustrate a decimal
points and place value on the chart.
Learn Best When They Are Actively Learners become more active when they are
Involved Rather Than Just Plain Listening solving a problem on the board, particularly
during recitation.
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Understands Seriousness And Consequences Learners focus on the lesson and everyone
Of Actions listened on their teacher so they are all
understand the lesson and got the highest
score.
Able To Read And Write And Are Skillful After discussion of decimal points, the
By The End Of This Stage learners undertake an activity and they are
on the board.
Classify Objects In A Variety Of Ways Learners can better understand the use of
decimal points and reading decimal values if
their teacher create a chart.
ANALYZE
1. Which of the listed cognitive abilities were the most observable and least observable?
Can you give provide possible reasons?
Understanding the seriousness and consequences of action is the most observable
because this is where the teachers teaching style and different ways of learning can be
seen. Look specific information is the least observable because all learners are willing to
listen in order to learn deeply. Learners are disciplined, so they pay close attention to any
information or knowledge that is presented to them.
2. Does age affect the learning of the students?

Age does affect the learning of the learners. It makes take us longer to learn new
information. Adults have more difficulty learning new things, remembers old
information, and multitasking. To understand what causes this weakening, we must first
understand how memory works.
3. Can you explain why a teacher learns in a different way?

Learners learn in different ways; no two minds are the same. The brain is
composed of several channels that enable in learning. Some learners learn better by
seeing, others by hearing, and still others need to do something to deeply comprehend
new knowledge.
REFLECT
1. Can you cite an example of cognitive abilities you possess at a given age? Which
among those cognitive abilities did you find difficult to acquire and why?
The cognitive abilities I possess at a given age is the Understands seriousness and
consequences of action because learners listened carefully so they understand the
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lesson and got the highest score. While the difficult to acquire is the develop logical
thinking skills because when they study, this is where their minds are cultivated.
2. At present, what do you think are the factors that would affect the cognitive
development of the learners?
The environment and learning opportunities of the learners will have an impact on
their cognitive development, the environment has a significant influence on a
learner’s cognitive development. When their surroundings are comfortable and
peaceful, children remain motivated to learn. If a learners provided with learning
opportunities by their teacher, he or she will be motivated and eager to learn.
ACTIVITY 2.B Observing the Learners Learning Style
GRADE OBSERVED: 6 SSES SUBJECT MATTER: Verb Tenses

SUBJECT AREA: English LESSON OBJECTIVE: Students will be
able to write a sentence using the past,
present, or future.
TIME: 8:30 – 9:30 am
1. In order to memorize information, such as the spelling of a difficult word or
locker combination, you:
1. Practice over and over again.
2. Recite the word or numbers out loud.
3. Visualize the word or numbers in your head.
2. When you want to learn new song lyrics, you:
1. Dance around and play air guitar to the beat.
2. Sing along to the radio.
3. Download the lyrics and read them.
3. While you study, you like to:
1. Walk around and review your notes.
2. Discuss the material with your parents or friends.
3. Read your notes or textbook independently.
4. When preparing to go somewhere new, you prefer to:
1. Walk, drive, or bike the route ahead of time.
2. Listen to someone tell you how to get there.
3. Look at a map.
5. When you get a new gadget that needs to be assembled, you:
1. Just start putting it together.
2. Ask someone to read you the directions.
3. Read all of the steps before you begin.
6. If you have to work on a project with others, you would rather:
1. Help to build and construct a model.
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2. Participate in group discussions and brainstorm ideas.

3. Draw graphs or scribe group.
7. You tend to like classes that include:
1. Hands-on experiments.
2. Lots of lectures.
3. Reading assignments.
8. When studying a play in English class, you prefer to:
1. Act it out.
2. Listen to the play read by others.
3. Read the play silently to yourself.
9. When you are able to choose a project and present it to your class, you’d
rather:
1. Create a working replica.
2. Give a presentation.
3. Create a poster.
10. When you are able to choose a project and present it to your class, you’d
rather:
1. Create a working replica.
2. Give a presentation.
3. Create a poster.
11. When you work at solving a challenging problem, do you:
1. Make a model of the problem or walk through all of the steps in your mind?
2. Call a few friends or talk to an expert for advice?
3. Create a list of the steps you need to take and check them off as they’re done?
SUMMARY
Number of students with different learning styles (24 pupils)
VISUAL AUDITORY KINESTHETIC

6 8 10
ANALYZE
1. What is the significance for teachers of knowing their students' learning styles?
Teachers need to be aware of their students’ preferred methods of learning in
order to plan a lessons that fit or modify about their teaching and to provide the most
appropriate and meaningful activities or tasks to suit a specific learner group at different
stages.
2. What are the implications to education if the teachers treat all the students/learners alike?
The implication to education if the teachers treat all the students alike or if the
teacher give all students the same encouragement, some might get it while others would
not.
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REFLECT
1. What will you recommend as a future teacher to help your students develop abilities that
fall into the Multiple Intelligence's category/ How are you going to address their needs?
Give examples in each of the category.
As a future teacher, to help the learners develop abilities that fall into the Multiple
Intelligence, I recommend the Visual-spatial. For example, learners draw a diagram,
illustrate a group project, or develop a PowerPoint presentation. I encourage the learners
to use symbols or colors to help them make sense of their notes, since they may struggle
with traditional note-taking methods. And also the Graphic organizers can help them to
study well.
ACTIVITY 1.3 Observing Differences Among Learners
OBSERVATION REPORT
I observed the full of energy learners into the classroom that I’d been
assigned. They greet each other and to the teachers and they clean the classroom on
their own leadership. A group of students had 24 learners, 12 girls and 12 boys.
There are the brown and black students, but they all convey the same beliefs and
culture. There are the loud, the talkative, the shy, and confident. Everyone is
concerned with the study and seeing a desire to learn.
The learners’ interactions with each other and with the teacher have been
nice because they are attentive. My cooperating teacher is strict, which is why the
learners are disciplined and actually respond to what their teacher asks them to do.
They differ in their behavior, particularly when it comes to completing tasks
because some are noisy and others are clumsy, but there is some disagreement in
their work tasks, but they are realizing what they did wrong. They all take part,
particularly in their recitation, and they don’t compete, but they do share their ideas
and knowledge.
When it comes to recitation and sharing the solution on the board, they
collaborate and share knowledge when others are struggling. They gain knowledge
in class and cannot be self-sufficient. They are also used to responding to the
recitation by raising their hands and sometimes holding a “show me board.” They
are entertained by this style of teaching, and everyone participates.
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Interview the teachers about the challenges they encounter with regard to student needs and
diversity and what strategies they apply to address them?
1. Gender, including LGBT

Some students face a unique set of challenges because of their religious beliefs – anxiety,
quiet and shame, low self-esteem.
2. Language and cultural differences

Ensure that students know how to have open and respectful conversation. And
acknowledge religious differences.
3. Differences in religion
Children living in poverty come to school without having enough sleep and without
having had breakfast. They are more likely to develop academic skills slower that can lead to
poor cognitive development, social development and physical health as well.
4. Socioeconomic status
To meet the gaps, teach with their social needs, address health concerns and challenge
them.
ANALYZE
1. What have you observed in the relationship and interactions in the classroom? Is there
anyone you observed who appear left out? How is this shown?
I observed in the class, nothing is left out because learners are able to follow and
keep up. Some of them may not fully comprehend it immediately, whereas others will.
Since the learners all seem to be smart and competitive, teaching learners isn’t really
difficult.
2. How does the Teacher influence the class interaction considering the individual
differences of the students?
The teacher can influence the interaction of the class considering the individual
differences of the students by disciplining and sharing good manners, and interacting
with them equally.
3. What strategies does the Teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?
The teacher’s strategies for maximizing the benefits of diversity in the classroom
include reminding the learners every day of good manners, equal treatment, and how to
act as a student, as well as respect for one another. The teacher uses diversity to enable
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one another and sets up group assignments to expose learners to diverse perspectives by
just letting helping learners to share information to share information to experience and
solve a problem.
REFLECT
1. Diversity in a classroom is a broad topic. It could also refer to students who are not
physically fit or with learning disabilities. How would you modify your instruction
to learners who are physically or mentally challenged? (5 sentences or more)
Having an understanding of a disability and the limitations caused by that
disability are essential when teaching to and interacting with students whose
learning styles are different from their peers. Students with Learning Disabilities
and Attention Deficit/Hyperactivity Disorder often called “hidden disabilities”,
learners with LD’s and/or ADHD make up the majority of learners registered with
DR. I would modify my teaching to students with physical or mental disabilities, I
am preparing lectures and then I presenting the materials they need. I make an
outline to the main points and write a key terms. Also, lectures interactive and move
around the room. Lastly, to get their attention and handle them well, I am going to
summarize or draw conclusions at the end of the lecture.
Learning Episode 2 Routines and Management in The Classroom
ACTIVITY 2.1 Observing Classroom Management and Routines

CHECKLIST ON CLASSROOM ROUTINE
Check Yes (/) if observed and (X) if not observed.
CLASSROOM ROUTINE OBSERVED NOT

(/) OBSERVED
(X)
1. Checking of attendance. /
2. Reporting for tardy and absent /
studies.
3. Singing of National Anthem /
(During Mondays).
4. Greeting the teachers and /
classmates.
5. Prayer before class begins. /
6. Reminders on online rules and X
others.
7. Motivation prior to the class start. /
8. Submission/collection of /
assignments/materials.
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9. Permission to answer/ask questions /

(emoticons).
11. Working with pairs/groups. /
12. Classroom break. /
13. Use of technology – laptop, tablet, /
cellphone.
14. Behavior Management /
(warning/action).
15. Asking for assistance. /
16. Joining classroom activities. /
17. Group work. /
18. Online quiz. X
19. Movement between activities. /
20. Turning in activities after lesson /
discussion.
21. Dismissal. /
Other routines that the teacher
used
22. Individual Recitation /
23. Checking individual quizzes /
24. Cleaning the classroom before to /
start study.
ANALYZE
1. Were the routines useful in maintaining class discipline and order? Why? Why not?
The activities that are useful in maintaining the discipline and order of the
class are the turning in activities after lesson discussion because the students are
active and they can immediately apply what they have learned after their lesson. It
is more useful because students focus on activities when they understand what they
are studying.
2. Cite any of the classroom management principles by Good and Broppy which were
applied by the teacher.
Check Attendance, reporting for tardy and absent studies, Singing of
National Anthem, Greeting the teachers and classmates, prayer before the class,
motivation prior to the class start, Submission/collection of assignments/materials,
Permission to answer/ask questions, Use of technology – laptop, tablet, cellphone,
Behavior Management (warning/action), Turning in activities after lesson
discussion.
REFLECT
1. How will you establish classroom management in your class?
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Positive, workable classroom management can be one of the most difficult

things for teachers to develop, but that is the most valuable aspects to practice when
it comes to effective teaching and learning. I’m going to establish clear classroom
routines and expectations in order to make them clear, positive, and specific. I will
take the time to teach the routines and expectations because it will make everything
else that much easier to implement. Furthermore, I will role-play situations to
demonstrate what to do and what not to do.
ACTIVITY 2.2 Creating A List of Classroom Rules
CLASSROOM RULES IMPORTANCE

1. E.g. Read directions well Ensures less error in answering the
activity.
2. Listen carefully to the lesson. Check the paper carefully before
submitting it.
3. Be responsible in all different Read the instructions carefully before
facets. answering the activities.
4. Be obedient. Be active in recitations.
5. Make your own paper and do not Submit paperwork/activities on time.
cope the works of others.
ANALYZE
1. How did the teacher involve the students in the development of classroom
procedures and rules? Did the teacher introduce them to the class? Explain in at
least 5 or more sentences.
By discussing the rules and regulations, as well as what the learners can do
to keep the environment clean while studying. During class, my cooperating teacher
discussed the benefits of keeping one’s health and environment neat and clean. And
the teacher also explained the positive outcome to each learner. The teacher also
used scenarios to demonstrate to the students what should and should not be
undertaken. Most of all, they are disciplined to bear responsibility for everything.
2. Did the teacher assist pupils in internalizing classroom procedures and norms in
order for them to become self-directed learners? Explain in at least 5 or more
sentences.
Yes, the teacher assists the learners in internalizing classroom procedures
and norms in a way that benefits everyone and is easy for students to follow. The
teacher goes overall of the tasks that the learners will complete before they proceed.
And the teacher is observing them while they are completing their tasks. Their
reading is also personalized, so you can track them and see who is following
immediately and who should be able to focus on. They are also reminded every day
to focus on good deeds and discipline.
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REFLECT
1. Based on your own experience, what classroom rules set by your teacher you
consider effective and what are those you consider lest. Why and why not?
The classroom rules set by my cooperating teacher consider effective is be
responsible in all different facets because all learners follow the instructions and
they are responsible when it comes to study, they are listening and they know how
to be careful specially in their things. And the classroom rules consider lest is the
reading well because they are till now practice how to read faster and pronounce
correctly. They are more participate in other activities.
2. Consider the different classroom rules established by the resource Teacher. Will
you follow the same set of rules? What rules will you consistently adopt? Explain
your response.
Yes, I will follow the classroom rules of my cooperating teacher because it
is effective and organized. The rules that I will constantly adopt is the Reminding
them to listen carefully during class discussion because students follow especially
when they are interested in what is being studied.
Learning Episode 3 A Closer Look of the School Curriculum
ACTIVITY 3.1 The Curriculum in The School

1. Locate where you can find the types of curriculum in the school setting. Secure a
copy, make observations of the process and record your information in the matrix
below. Described your observations.
TYPE OF WHERE DESCRIPTION
CURRICULUM FOUND
1. Recommended CHED It is where you
Curriculum (K to 12 Website can find the most
Guidelines/CHED PSG) essential
competencies and
may be able to use
all year-round and
indicates its area
per-quarter.
2. Written Curriculum School School personnel
(Teacher’s Lesson Plan) hires a specialist, a
contract of service
to develop a plan
to meet their set
goals/objectives.
3. Taught Curriculum Classroom It is the lecture
(Teaching-Learning gave by the
process) teacher, initiating
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group activities.
Teacher
demonstrates
guidance to the
learners.
4. Supported Curriculum School These are the
(Subject Textbook) available
resources in the
school. It can be
human, books,
workbooks,
teacher’s guide
and etc. And it
includes
laboratory
equipment.
5. Assessed Curriculum School It is the
(Assessment Process) assessment of the
learners whether
formative or
summative to
determine their
level of learnings.
6. Learned Curriculum School These are the
(Achieved Learning skills or expertise
Outcomes) you may be able
to see to the
learners thru
activities such as
trainings,
seminars, and etc.
7. Hidden Curriculum School This is the
(Media) learning taught by
the teacher or it
may not be taught
from the school.
ANALYZE
1. In school setting, which of the seven types of curricula is the most common? Why?
The most common in the seven types of curriculum is Supported
Curriculum, because when the teacher teaches the students, they use other resources
to assist the learners in comprehending what they are discussing. They apply it in
with their teaching and learning daily.
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2. What type of curriculum is the least common? Explain your answer.

The least common of the type of curriculum is the Hidden Curriculum
because it is hard to observe, you don’t have an idea on what kind of expertise does
the learners have.
3. Are these all found in the school setting? Explain.
Yes, all of these curriculum is referring to the learning of the learners.
4. Draw a diagram to show the relationship of one curriculum to the other. Give your
rationale.
CURRICULUM
WRITEN TAUGHT ASSESSED

CURRICULUM CURRICULUM CURRICULUM
RECOMMENDED
CURRICULUM
SUPPORTED LEARNED HIDDEN

CURRICULUM CURRICULUM CURRICULUM
Among the seven curriculum, three have the same main goal and target the same
curriculum, which is the recommended curriculum. This curriculum includes written
curriculum, taught curriculum, and assessed curriculum. They have a relationship with one
another that deals with the higher order thinking skills of each learner. They establish
objectives to helps the learners develop and meet the level of competencies considered
necessary. They had to assess themselves whether they were learning or not on the other
curriculum. Or what skills they lack and may be able to assess themselves through various
activities.
REFLECT
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1. Which type of curriculum does the teacher seem to overlook and how are you going
to further develop or enhanced it to support the learning process or needs of the
students.
The type of curriculum does the teacher seem to overlook is the Hidden
Curriculum and it is described as “hidden” because it is usually unacknowledged or
examined by the learners. Ultimately our goal in any type of teaching should be to
teach the learners to learn on their own, and the hidden curriculum is no different. I
will always teach the learners to help me improve the Hidden Curriculum. Giving
learners permission to ask questions and teaching them to encourage for themselves
can sometimes be enough. For example, if I don’t know what to carry to an event,
I'll consult with that person. To avoid conflicts, I will ask after the first lesson. And
I will keep an eye on or observe those around me every day. Teaching the learners
to follow those around them through modeling and video modeling can be helpful
because it teaches us how to behave in unfamiliar situations, for example when I
enter to the classroom, I observe how the learners act and what are their different
ways of learning to know how I handle them.
ACTIVITY 3.2 The Minuscule Curriculum: The Lesson, A Closer Look
A. PLANNING Lesson objectives:

- Identify the meaning of words
through structural analysis using
prefixes,
- Write the appropriate prefix in
every root word being used in a
sentences, and
- Value the importance of prefixes
in reading, conversation and
communication.
Subject Matter:
- Identifying the Meaning of
Unfamiliar Words through
Structural Analysis using
Prefixes.
Procedure:
- Preliminary Activity (prayer,
energizer, greetings, checking of
attendance, pronunciation drill)
- Review and Enumerate the
previews lesson.
- Give a motivation through
surprise gift box.
- Presentation of the lesson
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through read the story.

- Analysis and Discussion.
- Generalization to know if the
learners learn.
- Application and Evaluation.
- Giving an Assignment.
Yes, the teacher will assess or evaluate
the lesson. When the teacher generalizes
throughout the lesson, teacher would
recognize if all planning has planned is
effective. The teacher will assign
exercises such as reading the story and
using the prefixes in the word box to fill
In the missing prefixes. In this way, the
students will be able to fully understand
their topic.
B. IMPLEMENTING - The teacher begin the lesson with a
surprise gift box
- When presenting the lesson, teacher
gives a story and took an analysis and
discussion in order for learners could
follow along. And read the words from
the story, highlighting the underlined
syllables that represent the word
prefixes.
- Teacher engage the learners with
presenting a surprise gift box because
this thing encourage the learners’
interest. Following discussion, a teacher
demonstrated the significance of what
they had learned that day.
- Yes, a teacher is a guide on the side.
- Yes, learners actively participate in
class and participate in the recitation in
order to understand their lesson.
- Yes, the lesson was finished during the
class period.
C. EVALUATING/ASSESSING - Goals were met as a learning outcome.
- a teacher evaluated it through the
practice exercise of selecting the right
prefix in each word and provide fixing
skills. Moreover, the teacher will
explain with the learners what they
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discussed that day.

- the evidence presented would be that
the learners were divided into four
groups and given activities to complete.
Once completed, a story was seen for
learners to read and use the prefixes in
the word use the prefixes in the word
box to write the missing prefixes.
ANALYZE
1. Was the lesson implemented planned? Describe.
Yes, the teacher followed her lesson plan accordingly. It was so organized
that the learners are being actively participating to the class because it is very
catchy from the start.
2. Can you describe the disposition of the teacher after the lesson was taught? Happy
and eager? Satisfied and contented? Disappointed and exhausted?
The teacher looks satisfied, happy and contented. The teacher always fulfills
her discussion on time and can effectively share it with the learners. She looks
happy because she may conclude that the learners understand their lesson.
3. Can you describe the majority of students’ reactions after the lesson was taught?
Confused? Happy and eager? Contented? No reactions at all.
The learners are eager and happy. Since some of their activities are
performance task, they are excited to see themselves and find out the result of their
activity.
REFLECT
 Based on your observations and tasks in activity 3.2, how will you prepare your
lesson plan? Make a short paragraph of the topic.
Constructing a lesson plan is really hard. If you construct, your imagination is in
action also. Pretending that you are in the class already. But reality happens in the
classroom and it is a big different. You imagine, but sadly, reality hits you. This is a fact in
preparing a lesson plan. This is not just a merely lesson plan. And so, in preparing one, I
should plan on what are we going to do through the competencies are already given. Also,
on how am I going to achieve the set objectives. In planning, I should evaluate the lesson
plan I prepared to meet the goals.
ACTIVITY 3.3 Constructive of The Components of a Lesson Plan

I. TITLE OF THE LESSON: Place Value of Decimals
II. SUBJECT AREA: Mathematics
III. GRADE LEVEL: 6
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OUTCOMES
 Read and write decimals using tenths, hundredths, and thousandths.

 Illustrate the relationship between decimal points and place value.
TEACHING METHODS
 Presenting the chart of Place Value of Decimals.

Decimal Point
Thousandths
thousandths
Hundredths
Hundredths
Tenths
Ones
Tens
Ten
3 0 · 5 0
1 5 · 2 5
5 6 · 3 5 1
4 1 · 6 7 1
0 · 4 1 0 6
 Discussing new concepts and practicing skills.

- Group the pupils into four working teams and have them perform the task.
 Developing Mastery.
- Do keep moving and daily recitation.
ASSESSMENT
 Problem Solving
 How do these lesson affects us every day while dealing money, weight, length
etc.?
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1. Are the three components constructively aligned? Explain.

Yes, it started from what is likely easy to the difficult level. It is a way of
developing one’s skills.
2. Will the outcomes be achieved with the teaching methods used? Why?
Yes, because it is a step-by-step method not just for the high achievers but
also to the low achievers.
3. What component would tell if the outcomes have been achieved?

The learners output.
REFLECT
1. What have you discovered as a result of planning or writing a lesson plan?
I discovered in planning or writing a lesson plan is to consider the classroom set-up.
It is big deal for it help the learners to focus on the lesson no matter how interesting
your lesson and how prepare you are if the classroom set-up is not encouraging,
then there’s no reason for them to listen and participate.
2. What benefit well alignment of the three components provide to the teacher?
The benefit of success will be gained by teacher if the three components are aligned
together. Success in delivering they lessons efficiently, and learning to the learners
effectively.
Learning Episode 4 Getting Ready to teach and Learn
ACTIVITY 4.1 Identifying The Teaching Method Used by My Resource Teachers.
HOW DOES THE TEACHER START HIS/HER LESSON?
My Cooperating Teacher start her lesson by motivating learners and the learners
discussed their prior knowledge.
DEVELOPMENT OF HIS/HER LESSON
After motivating the learners, they read a story and find the unfamiliar words of the
story. And my cooperating teacher discuss the unfamiliar words to better understand
the learners.
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HOW DOES THE TEACHER END HIS/HER LESSON?
The lesson end by generalization, teacher ask the learners if they have no questions or
if they understand what they are tackled at their period. After all, the teacher give an
assignments to the learners.
ANALYZE
1. Dis the teacher use the deductive or inductive method? Prove your answer.
The teacher use deductive method because it begin with the teacher discuss the
lesson to read the story and find the unfamiliar words. And teacher explain their lesson
effectively. The lesson ends by the learners that sharing their thoughts regarding their
understanding to their lesson.
2. In which teaching method were students more involved in the teaching-learning

process?
The teaching methods that more effectively for me is the inductive method because
it is the way that learners discovery some techniques and discovery method that trains
the mind of the learners and also it encourage and motivating learners such as
participating in the class actively.
3. Which method had greater demand from the teacher in terms of questioning and
organizing skills? Why?
The method had greater demand is deductive method because it is well-organized
and it begin and clarify with the objectives and instructions that able to follow. Learners
rapidly getting the lessons.
This two method are effectively and possible to achieve if the learners are willing to
learn and focus to their study. And if the teacher are give a clear instructions or
objectives that the learners will easily follow and if it is more activity that need to
accomplish, teacher have no problem to achieve it. And lastly, teacher are able to
organized what his/her lesson presents to the learners.
4. Was there an instance when the teacher taught the lesson deductively/inductively
when it could have been better if she taught inductively/deductively? Explain your
answer.
 Demonstrating an understanding of research of research-based knowledge
principles of the teaching and learning.
5. What principles of learning were most applied? Least applied?
Most applied: As I observed, the most commonly used having to learn principle is
"learning is an active process" where a student-centered approach is used. In this
principle, the teacher serves as a facilitator rather than the sole source of
information. For example, the teacher lectured, and the students simply listened to
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her without taking notes. Then, after the teacher lectured, the students worked in
groups to read and recall the lesson and elaborate on the teacher's lecture content.
Least applied: As far as I should see, the principle of learning discovery of personal
meaning and relevance of ideas is the least applied. The majority of all the teacher's
class period is finished and ended by the teacher's discussion about the lesson, and
active participation is not possible due to lack of time.
REFLECT
1. Which of the learning principles do you consider to be the most important? Why?
Prove you answer.
For me, the most important principle is "learning is an active process" because of
the student performance to teach. It encourages learners to engage participate in the
learning process by employing a student-centered approach. The pupil's involvement in
this approach is to actively engage in knowledge instruction with the teacher, and the
teacher's role is to encourage them. As a matter of fact, it enhances critical thinking and
develops problem-solving skills.
Learning Episode 5 Assessment FOR Learning, Assessment OF Learning and

Assessment AS Learning.
ACTIVITY 6.1 Observing Various Assessment
ASSESSMENT FOR ASSESSMENT AS ASSESSMENT OF
LEARNING LEARNING LEARNING
Observe Observe Observe
instructor/teacher instructor/teacher and instructor/teacher
activities that show student activities that activities that show
assessment for learning show assessment as assessment of learning
and write about them. learning and write about and write about them.
(Assessment while them. (Self-Assessment) (Assessment at the end
teacher teaches) of Teaching)
Ma’am Desiree (my Teacher secure the My cooperating teacher

cooperating teacher) learners that they are administered the 1st
used pre-test to know fully understand the quarter examination.
the target of learning lesson. They have Q&A
process of the learners. to know if the learners
And formative test is totally cope up with
giving on the learners their lesson.
after the lesson.
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ANALYZE
1. Should teacher record result of FORMATIVE Assessment for grading purpose?
Why or why not?
For me, formative assessment does not contribute toward a successful academic
level designation, but it is designed to teach learners for the summative work that they
will complete afterward in the lesson.
2. What FORMATIVE Assessment practice worked, Based on your observation.

Based on my observations, my cooperating teacher used formative assessment by
asking participants one by one and having them interpreted the discussion of the day
and then giving an analysis of what she really individual learns or ideas about the
lesson that was going to be tackled. The teacher will now analyze which participants
need more help and plan what strategies she will use to assess some students' learning
gaps.
3. Which Assessment was/were least observed/not observed?

My cooperating teacher asserts all of the assessment learning, but when I was
attempted to visualize through classes, I observed that assessment as learning would be
the least observed, because sometimes the teacher often omits to ask the students if they
understand or catch up on the lesson.
4. Which of the Assessment were observed to have been practiced?

My cooperating teacher has always given a quiz or activity after the lesson is
finalized or discussed.
5. Based on your observations, to what extent is Assessment AS learning (self-

assessment) practiced compared to Assessment FOR (formative) and OF Learning
(summative)?
I noticed that assessment as learning stimulated learners to develop themselves,
intimating that they'll be responsible for their own learning. Assessment as learning
encourages learners to think on their own learning and to hold themselves personally
accountable for it.
6. Did you observe assessment practices for the three forms of assessment? Explain
your answer.
Based on my observations of the Grade 6 SSES, I observed that my Cooperating
Teacher administers a non-formal test before the class begins, as well as she makes sure
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that she manages her classes, particularly those who struggle to comprehend the lesson.
My CT, on the other hand, since she teaches her pupils, simply administers a test
following the lesson discussion. She is teaching in the Edukasyon Sa Pagpapakatao
(ESP) subject at the time.
REFLECT
1. Did you enjoy/like assessment as a student? Do students enjoy being assessed?
Why or why not.
Some students struggle assessment because it causes them feel anxious about
passing or failing. However, those that have recognized the significance of such
assessment appreciate and value it. I believe assessment is a way to better to train
learners to participate in classroom activities. It is also a way for me to engage in a
specific performing task and other assessment activities that the teacher engages.
2. What can you do to eliminate students’ fear of assessments? Can frequent formative
assessment (FORMATIVE Assessment) reduce if not eliminate fear assessment?
Formative diagnostics reduces student anxiousness; by being afraid, learners aware
of their own progress in learning. Formative assessment also provides teachers with
feedback to help them improve their teaching strategies and methods.
Learning Episode 6 On teacher’s Philosophy of Education
ACTIVITY 6.1 On teacher’s Philosophy of Education

1. Observe actions of a teacher who is a progressivist:
Mrs. Desiree M. Mangalinao was role model I may further simply serve as an
example under this educational philosophy. She is a sixth-grade teacher. Throughout
the class, she serves as a guide for the elementary teachers. She is knowledgeable about
the method of inquiry as well as the listener's content. Lessons are inspired based on the
classes rather than being granted directly by her. Her teaching style is to make
everything interesting in her lessons. She always informed judgement to get learners to
connect with one another so that they can learn and develop collaboration and
coordination, integration of different cultures, and patience in conveying different
points of view.
2. Observe actions of a teacher who is behaviorist
Ma'am Desiree was still a behaviorist teacher, which I observed. She is still the type
of woman who prefers everything to be on time in order to encourage work ethic in her
students. When she discusses and asks questions, the students respond, and she always says
"very good" to the students who get the correct answer. She posts everyone's quiz score to
motivate students to study extra hard and achieve a higher score, and she is generous with
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appreciation while being strict with punishment and words. And she is extremely organized
and hard - working.
ANALYZE
1. What philosophy, if any, should schools and teachers focus on, and why?
The philosophy that should be the primary focus of the teacher and school is
reconstructionism or social reconstructionism. The essence of this philosophy addresses
the crisis situations tried to bring about by the advancement of time in society. These
situations include social, political, and economic issues which must be "reconstructed"
by learners who are directly involved inside the teaching and learning process. Learning
has been one of the tools used in this philosophy to redevelop the ever-changing
society.
REFLECT
1. Based on your concrete experience and actions of the teacher you have observe,
how important is your philosophy of education to your future career as a teacher?
My philosophy of teaching exemplifies a tasks I do every day in the classroom. As
a future educator, I applied progressivist and behaviorist philosophies to my future
teaching style. I give my best to apply my learning style to the teaching process of my
future generations. As the future, I want to build not only my pupils' expertise but also
their behavior. I want students who are actively involved and manifest behaviors that
shape them as individuals.
2. How would your experience and observations contribute to your becoming a

teacher?
It has helped me a lot. For clarification purposes, a techniques that I've seen
students ’ learning are using in diverse circumstances will definitely come in useful to
me since I try teaching. Moreover, having some insight into some virtues all I have
discovered has led me to believe that differences inside the classroom can be addressed
by not being compassionate, but just enough to ensure that all students, despite the
economic or social status, can express themselves fully. Eventually, praising pupils has
a significant impact on their motivation to learn more and actively participate in the
lesson.
3. What is your teaching philosophy? This expresses your beliefs about what you
should teach, how you should educate, and how you should interact with others at
school?
My teaching philosophy would be that learners learn at a student's own speed and
intensity; it is challenging to impose learning when students are not yet ready. A
learners will be able to learn something if their prior knowledge supports their content
knowledge. What should be taught is the fundamentals, which should lead to advanced
knowledge by using the fundamentals as a foundation. Good interactions as well as
reinforcement materials should be present in the environment.
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EVIDENCE OF LEARNING
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Republic of the Philippines

NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY

Maira Lyn A. Dupra December 05, 2022

Learning Episode 1 Knowing The Learners

Grade Observed: 6 SSES Subject Matter: Place Value Of Decimals

2. Does age affect the learning of the students?

3. Can you explain why a teacher learns in a different way?

ACTIVITY 2.B Observing the Learners Learning Style

GRADE OBSERVED: 6 SSES SUBJECT MATTER: Verb Tenses

2. Participate in group discussions and brainstorm ideas.

VISUAL AUDITORY KINESTHETIC

ACTIVITY 1.3 Observing Differences Among Learners

1. Gender, including LGBT

2. Language and cultural differences

Learning Episode 2 Routines and Management in The Classroom

ACTIVITY 2.1 Observing Classroom Management and Routines

CLASSROOM ROUTINE OBSERVED NOT

9. Permission to answer/ask questions /

Positive, workable classroom management can be one of the most difficult

ACTIVITY 2.2 Creating A List of Classroom Rules

CLASSROOM RULES IMPORTANCE

Learning Episode 3 A Closer Look of the School Curriculum

ACTIVITY 3.1 The Curriculum in The School

2. What type of curriculum is the least common? Explain your answer.

WRITEN TAUGHT ASSESSED

SUPPORTED LEARNED HIDDEN

ACTIVITY 3.2 The Minuscule Curriculum: The Lesson, A Closer Look

A. PLANNING Lesson objectives:

through read the story.

discussed that day.

ACTIVITY 3.3 Constructive of The Components of a Lesson Plan

 Read and write decimals using tenths, hundredths, and thousandths.

 Presenting the chart of Place Value of Decimals.

 Discussing new concepts and practicing skills.

1. Are the three components constructively aligned? Explain.

3. What component would tell if the outcomes have been achieved?

Learning Episode 4 Getting Ready to teach and Learn

ACTIVITY 4.1 Identifying The Teaching Method Used by My Resource Teachers.

HOW DOES THE TEACHER START HIS/HER LESSON?

DEVELOPMENT OF HIS/HER LESSON

HOW DOES THE TEACHER END HIS/HER LESSON?

2. In which teaching method were students more involved in the teaching-learning

Learning Episode 5 Assessment FOR Learning, Assessment OF Learning and

Ma’am Desiree (my Teacher secure the My cooperating teacher

2. What FORMATIVE Assessment practice worked, Based on your observation.

3. Which Assessment was/were least observed/not observed?

4. Which of the Assessment were observed to have been practiced?

5. Based on your observations, to what extent is Assessment AS learning (self-

Learning Episode 6 On teacher’s Philosophy of Education

ACTIVITY 6.1 On teacher’s Philosophy of Education

2. How would your experience and observations contribute to your becoming a

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