LEARNING EPISODE

The School
1 Environment
Activity 1.1 Exploring the School Campus
Resource Teacher: Jimmy C. Gaba Teacher’s Signature:
___________
School: San Antonio Agro-Industrial and Vocational High School
(SANAIVHS)
Grade/Year Level: Grade 11 Subject Area: Food Beverage And Services
(FBS) Date: November 13,2023
To realize the Intended Learning Outcome, work my way through these
steps;
1. Visit a school. Look into facilities and support learning area in the
campus, then classroom.
2. Observe and use the checklist as you move around the school premises.
3. Analyze your gathered data about the school environment.
4. Reflect on the characteristics of a social environment that promotes
learning.
5. Present your idea of a good school environment through any of these:
a) Descriptive paragraph b) Photo essay
c) Sketch or drawing d) Poem, song or rap

OBSERVE
As you move around the campus, observation forms are provided for
you to document your observations. It is advised that you read the entire
worksheet before proceeding to the school site. A good understanding of the
activities and tasks to be accomplished in the activity sheets will yield better
learning results.
SCHOOL FACILITIES OBSERVATION CHECKLIST
Familiarize yourself with the different areas and facilities of the school. Check
the column to indicate their availability. Give a brief description of those that
are available and say how each will contribute to the students learning and
development.
Will it contribute to the
Facilities / Description student’s learning and
development? Why?

The office of the principal Yes, learners will reflect

Office of the Principal is very clean and well on the resource inside the
managed. The designs and office on how proper the
wall displays are in proper arrangement is, and how
places and it is visible to clean the office.
the visitors.
 Library The library is well managed Yes, because it is very
and clean. The books are in comfortable inside the
proper places. library.

Facilities Description Will it contribute to the

/ student’s learning and
development? Why?

Counseling Room The teachers are very kind Yes, because they are
and approachable. The comfortable to tell to the
office is also clean and well teachers their problem
managed. because they are very
helpful.
Canteen/Cafeteria The canteen/cafeteria is Yes, it helps student to
very neat as well as the reflect their attitude
vendors. They are always especially in cleanliness.
wearing their PPE at all
times.
Medical Clinic The Medical clinic has a Yes, in terms of
wide space so that client availability in needed
will not suffocate during the situation the students can
treatment. The staff and reflect about that.
medicine kit are always
prepared.
Audio
Visual/Learning
Resource Center

Science Laboratory The science laboratory has a Yes, this would ensure the
complete set of safety of the learners
Laboratory Symbols and while learning and they
Safety Precautions can enjoy the freedom

Gymnasium

Auditorium

Outdoor/Garden The teachers and students Yes, because students are

help each other to water the participating in gardening.
vegetable to maintain its
freshness and to maintain
cleanliness.
 Will it contribute to the
Facilities / Description student’s learning and
development? Why?

Home Economics
Room

Industrial Workshop
Area

PTA Office

Comfort Room for Comfort rooms are very Yes, they can learn about
Boys clean because teachers cleanliness and maybe they
always guide and reminds can apply that in their
the student to clean the CR respective houses.
after using.

Comfort Room For Comfort rooms are very Yes, they can learn about
Girls clean because teachers cleanliness and maybe they
always guide and reminds can apply that in their
the student to clean the CR respective houses.
after using.

Others (Please
Specify)

An Observation Guide for the CLASSROOM VISIT

Read the following statements carefully. Then write your observation
report on the space provided.

Guide Question Classroom Observation Report

1. Describe the community or The school is located near the houses of the
neighborhood where the school is students, but it does not disrupt the school
found. activities because its very quiet. It is also
accessible for transportation.
2. Describe the school campus. What The school campus is large. There are new
colors do you see? What is the buildings and old buildings but they are the
condition of the buildings? same in good conditions. The color upon
seeing the campus is green and dirty white.
3. Pass by the offices. What impression do The officers or teachers in these offices are
you have of these offices? very approachable. They have clean and well
manage office.
4. Walk through the school halls, the
library, the cafeteria. Look around and
find out the other facilities that the
school has.

1. Look at the walls of the classroom. What are posted on the walls? What heroes,
religious figures, lessons, visual aids, announcement, do you see posted?
- The classroom has enough wall displays such as reminders about sanitation and
emergency hotlines of different government rescue. The K-!2 program information.
The caution and hazard before, during and after the performance task inside the
classroom. The achievement corner where it displayed the achievers which
promotes the eagerness to the student to study hard.

2. Examine how the pieces of furniture are arranged. Where is the teacher’s table
located? How are the tables and chairs/desks arranged?
- The teacher’s desk is located beside the window and it is near to the door. The
student’s desks are well arranged as well as the chairs. The podium is in proper
places as well as the movable whiteboards in front of the classroom.

3. What learning materials/equipment are present?

- The learning materials are books and modules so that students have individual copy
during discussion. They have enough materials to use to their performance task as a
subject required.

4. Observe the students. How many are occupying one room?

- The classroom can occupy at least 20-30 students.

5. Is the room well-lit and well-ventilated?

- Yes it is, actually you can’t feel the big amount of heat inside the classroom
because of the electric fan that decreased the heat.

An Observation Guide for the CLASSROOM VISIT

Be guided by these tasks as you do your observation. Then accomplish the

matrix to record your data.
 CLASSROOM FACILITIES MATRIX

Classroom Facilities Description

(Location, umber, arrangement, condition)
1. Wall displays Front it has 2 displayed chart, both the right
side and left side has display. The displays are
well arranged and in good condition.
2. Teacher’s table Located at the left side near to the window
and near at the door.
3. Learner’s desks There are 4 large tables and 8 small tables
they are all in good conditions.
4. Blackboard they have 1 blackboard and small movable
whiteboard. They are in proper places and
well managed and they are in good conditions.
5. Learning materials/Visual aids The learning materials are books and modules
so that students have individual copy during
discussion.
6.
7.
8.
9.
10.

Write your observation report here.

Name of the School Observed: San Antonio Agro-Industrial and Vocational High School
(SANAIVHS)

Location of the School: Centro San Antonio City Of Ilagan Isabela

Date of Visit: November 24, 2022

ANALYZE

How do the school campus and the classroom in particular impact the learning
of the students going to school? What are your classrooms?
 The good design of infrastructure, field and landscape inside the school
campus has an effect to the learning of students because it is so attractive
and promotes calmness upon seeing it. The size of classroom, equipment’s,
materials, books, modules and bulletin boards are a big help to boost the
learning eagerness of every student. Of course, it also answers the demand
of the learners during performance task because of enough learning
materials needed. Our classroom is well managed and clean.
How does this relate to your knowledge of child and adolescent development?
How does this relate to your knowledge of facilitating learning?
 It links to my understanding of child and adolescent development, which
has made me aware of the individuality and differences of each learner,
which we must consider as future teachers. It's important for me to
 remember that children learn at different rates. In order to facilitate learning,
I must first understand each child's behavior and personality before deciding
which tactics will best suit them and implementing them. It has been
suggested that a child's surroundings have a significant impact on his
growth. When it comes to this stage, it is the most significant point at which
the child's experiences can become a source of boredom in his life. What he
encounters in his environment may be managed within his existence.

REFLECT

1. Would you like to teach in the school environment of child and

adolescent development? How does this relate to your knowledge of
facilitating learning?

 Yes, I believe I can discuss how to be more productive,

competitive, and innovative, despite the fact that I come from that
atmosphere. Innovation can happen at any time, and I'm willing to
participate. The school has excellent facilities. It connects to my
understanding of child and adolescent development, which has
made me aware of each learner's individuality and differences,
which we must consider as future instructors. It's critical for me to
keep in mind that children develop at different rates. To make
learning easier, I need to first understand each child's behavior and
personality before selecting which strategies will work best for
them and putting them into practice.

2. What kind of school campus of conducive to learning?

 A school that has all of the necessary facilities and equipment for
teaching is one that is favorable to learning. School must be
updated in any type of learning now that we are technologically
advanced. The clean and well managed school campus will help
students learning be better. A child friendly environment of school
campus that promotes comfortability and calmness for students is a
big help to their learning.

3. What kind of classroom is conducive to learning?

 A classroom that full equipped with learning materials such as;
books, module and materials for performance task. This kind of
classroom will promote learning to the highest level due to the
availability of materials needed.

4. In the future, how can you accomplish your answer in number 3?

 Willingness to help students is one of the attitudes that help me to

accomplish what needs in learning. Making decision without
planning might not be good. So, I want first to plan and sacrifice
my time and some money to buy materials and equipment so that
student has materials to use during practicum and discussion.

5. Write your additional learnings and insights here.

  The learning environment encompasses not just the physical
setting, but also how you interact with your pupils in various
situations and scenarios. They argue that what students see is what
they will do. As a result, as a future teacher, I'll be more sensitive to
any approaches or materials that are presented to them. It is
possible to be motivated to learn. As a result, the school campus
environment plays a vital role in inspiring kids to learn.

Activity 1.2 Observing bulletin board displays

Resource Teacher: Jimmy C. Gaba Teacher’s Signature:
___________
School: San Antonio Agro-Industrial and Vocational High School
(SANAIVHS)
Grade/Year Level: Grade 8,9 & 10
Subject Area: Electrical Installation & Maintenance (EIM)
Date: November 24-25, 2022
The display board, or what we more commonly refer to as bulletin board, is
one of the most readily and versatile learning resources.
To achieve the intended learning outcomes, work your way through these
steps: 1. Examine for bulletin board displays. Include samples of those
found at the entrance, lobby, hallways and classrooms. 2. Pick one and
evaluate the display. 3. Propose enhancements to make the display
more effective.

OBSERVE

As you look around and examine board displays, use the observation
guide and forms provided for you to document your observations.
 An Observation Guide for BOARD DISPLAYS

Read the following carefully before you observe.

1. Go around the school and examine the board displays. How many board displays do
you see?

2. Where are the displays boards found? Are they in places where target viewers can see
them?

3. What are the displays about? What key messages do they convey? What images and
colors do you see? How are the pieces of information and images arranged?

4. What materials were used in making the displays? Are borders used?

5. Do you notice some errors? (Misspelled words, grammar inconsistencies and the like)

6. Are the messages clear and easily understood?

7. Think about what got your attention. Why did it get your attention?

8. Take a photo of the display boards (if allowed).

Based on the questions on the observation guide, write your observation
report:

Observation REPORT
(You may paste pictures of the Board displays here.)

From among the board displays that you saw, pick the one that you got the
most interested in.
evaluate it using the evaluation from below.
 BOARD DISPLAYS EVALUATION FORM

Topic of the Board Display ______________________________________________

Location of the Board Display in School ___________________________________

Check the column that indicates your rating. Write comments to back up your
ratings.

4- Outstanding 3- Very Satisfactory 2- Satisfactory 1- Needs Improvement

NI S2 VS O
Criteria 1 3 4 Comments
Effective Communication
It conveys the message quickly
and clearly.
Attractiveness
Color and arrangement catch and
hold interest.
Balance
Objects are arranged, so stability is
perceived.
Unity
Repeated shapes or colors or use of
borders hold display together.
Interactivity
The style and approach
entice learners to be involved
and engaged.

Legibility
Letters and illustrations can be
seen from a good distance.
Correctness
It is free from grammar errors,
misspelled words, ambiguity.
Durability
It is well-constructed; items are
securely attached.

Bulletin Board Evaluated by:

Location:

Brief Description of the Bulletin Board:

EVALUATION

Strengths Weaknesses
 Description of the Bulletin
Board layout

Evaluation of educational
content and other aspects.

Recommendations or
Suggestions for improvement

Signature of Evaluator over Printed Name:

Based on your suggestions, make your board display lay-out. You may present
your output through any of these:
• A hand-made drawing or layout
• And electronic (computer) drawing/illustration or layout
• A collage

My Board Display Layout

ANALYZE

What do you think was the purpose of the board display?

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Did the board display design reflect the likes/interests of its target audience?
Why? Why not?
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_______________ Was the language used clear and simple for the target
audience to understand? Why? Why not?
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_______________ Was the board display effective? Why? Why not?
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_______________ What suggestions can you make?
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_______________ Based on your suggestions, propose an enhanced version of
this display board. Use the form below.
My Proposed Board Display

Theme:

Board Title:

Rationale: (Purpose)

Objectives:

Best features of my proposed bulletin enhancement:

Content Resources (Name each needfed resource and give each a brief description):

Materials for aesthetic enhancement:

REFLECT

1. Name at least five skills that a teacher should have to be able to come
up with effective board displays. Elaborate on why each skill is
needed.
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2. Which of the following skills you named # 1 do you already have?

Recall your past experiences in making board displays. How do you
practice these skills?
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3. Which skills do you still need to develop? What concrete steps will
you take on how you can improve on or acquire these skills?
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SHOW Your Learning Artifacts

 My Personal Illustration of Effective School Environment

Let your creativity

shine! We are now in 21st century era, every aspect of school, including
school and students, must be competitive. Technology is the most
popular thing in this new era so students and teachers should have
On the opposite box, access to and possess technological advancement skills and
present an illustration knowledge. We must keep up the pace of innovation by attending
showing your idea of school-based seminar for technology in order to ensure that we are all
an effective school part of the same system and competitive in all forms of learning.
environment through
any of these: For the sake of the teachers and students, the school's equipment
➢ A and facilities must be upgraded. The school should have established a
Descriptive mission and vision for themselves. Expect everyone to receive a high-
Paragraph quality education.
➢ A Photo
Essay Good characteristics are required to be a successful school.
A Sketch or These include a fascinating and safe learning environment in which
Drawing the child is safe from injury caused by murder or an accident. We
must remember as a future teacher that students are always reliant on
the teacher's instructions, so that professional leadership is also
required.

The importance of focusing on teaching and learning is also

something to consider. Purposeful teaching, a shared vision and goals,
high expectations for all students, accountability, and learning
communities should all be present.

“To be a teacher is to be a teacher in the correct sense. When

you, the instructor, learn from the learner, instruction begins. Put
yourself in his shoes so you can grasp what he's talking about and
how he’s talking about it.”

LEARNING EPISODE
 Learner Diversity:
2 Developmental
Characteristics, Needs and
Interests

Activity 2. 1 Observing learner characteristics at different stages

Resource Teacher: Jimmy C. Gaba Teacher’s Signature: ___________

School: San Antonio Agro-Industrial and Vocational High School
(SANAIVHS)
Grade/Year Level: Grade 8,9 & 10
Subject Area: Electrical Installation & Maintenance (EIM)
Date: November 24-25, 2022
To realize the Intended Learning Outcomes, I will work your way through
these steps:
Step 1 Observe 3 groups of learners from different levels (preschool, elem,
and high school).
Step 2 Describe each of the learners based on my observations.
Step 3 Validate my observation by interviewing the learners.
Step 4 Compare them in terms of their interest and needs.

OBSERVE

Use the observation guide and matrices provided for you to document your
observations.
An Observation Guide for the Learner’s Characteristics

Read the following statements carefully. Then write your observation report on the
provided space. Your teacher may also recommend another observation checklist if a more
detailed observation is preferred.

Physical

1. Observe their gross motor skills how they carry themselves, how they move, walk,
run, go up the stair, etc.
2. Are gross movements clumsy or deliberates/smooth?
3. How about their fine motor skills? Writing, drawing, etc.

Social

1. Describe how they interact with teachers and other adults.

2. Note how they also interact with peers. What do they talk about? What are their
concerns?

Emotional

1. Describe the emotional disposition or temperament of the learners. (happy, sad,

 easily cries, mood-shifts)
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they self-
conscious?

Cognitive

1. Describe their ability to use words to communicate their ideas. Note their language
proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for
evidence of their thinking skills.
Were the opportunities for problem solving? Describe how they showed
problem solving abilities.

Learner’s Development Matrix

Record the data you gathered about the learner’s characteristics and
needs in this matrix. This will allow you to compare the characteristics and
needs of learners at different levels. The items under each domain are by no
means exhaustive. These are just sample indicators. You may add other
aspects which you may have observed.

Development Preschooler Elementary High School

Domain Indicate age range of Indicate age range of Indicate age range
children observed: ___ children observed: ____ of children
observed: (14-19)
Their motions are
Physical planned, yet they do
Gross-motor skills occasionally run and
walk around freely,
Fine-motor skills especially when
they are playing.
Self-help skills Some people can
write legibly, read
Others with
comprehension, and
draw beautifully.
Sometimes they want
Social to listen to the
Interaction with teacher during
Teachers discussion but
sometimes
Interaction with engages in
Classmates/friends conversation with
their seatmates.
Interests So, to make the class
the source of
Others boredom of the
learners, the teacher
make some changes
in case of discussion
they will do
 practicum
performances so
student will
participate during
class hours.
They were able to
Emotional conceal their
Moods and emotions, which
temperament, ranged from joy to
expression of sadness. (Emotional
feelings ups and downs)
They were able to
Emotional control their
independence emotions at this
point. Shy or
embarrassed to cry
or express emotions
in public.

Others

Makes sense when he

Cognitive speaks. Ideas are
Communication openly expressed
Skills and communicated
effectively. Their
Thinking Skills viewpoints are
mostly based on
Problem-Solving their personal
experiences and the
Others lessons they've
learned.

ANALYZE

Write the most salient developmental characteristics of the learners you

observed. Based on these characteristics, think of implications for the teacher.
Example:

Level Salient Characteristics Implication to the Teaching-Learning

Observed Process

Preschool Age
range of learners
observed
3-4
 Level Salient Characteristics Implication to the Teaching-Learning
Observed Process

Preschool Age
range of learners
observed
_____

Elementary Age
range of learners
observed
______

High School • A keen observer • Thus, teachers must act and

Age range of • Could conduct appropriately, as they will
learners communicate serve as role models for pupils in
observed clearly and the formation of positive attitudes
_______ intelligently. and values.
• Can only read with
their eyes

REFLECT

1. While you were observing the learners, did you recall your own
experiences when you were their age? What similarities do you have
with the learners you observed?

 I remembered my own experiences when I was their age, during

discussion I was sleepy and sometimes I don’t pay attention to my
teacher and doing things that is not necessary like making a drawing
to my note and others. I only interested in actual performance led by
my teacher and I was happy that I excel in that kind of situation.

2. Think of a teacher you cannot forget for positive or negative reasons.

How did she/he help or not help you with your needs (physical,
emotional, social, and cognitive)? How did it affect you?

 The late Sir. Preza is one of the teachers I will never forget. I looked
up to him because he was nice, humble, and had a good sense of
humor. He was quite skilled, and he inspires me to showcase my
skill, knowledge and leadership abilities in doing electrical wiring
installation. His lessons and principles are ingrained in my hearts
and I was happy to become his student.
 3. Share your insights here.
 Teaching is both a vocation and a mission. Responding to God's
call is not easy, and it becomes even more difficult when you
have the mission of being a catalyst for change. Touching
someone's life is precious and molding them into the best
version of themselves is the most difficult, yet gratifying task.
The noblest occupation and the best career a person may have
been that of a teacher.
 Teaching is an extremely difficult profession, and our country
requires a large number of teachers to serve it, especially now
that our educational environment has been transformed.
 Teaching is not only focusing on improving your students'
abilities, talents, and intellectual capacity, but also being
adaptable and alert in assessing one's own limitations and
strengths.

Directions: read the items given below and encircle the correct answer.
1. A 14-year-old felt ignored by her crush whom she believes is her one true love. She
is crying incessantly and refuses to listen and accept sound advice that the teacher is
offering. Her refusal to accept is because _________?

a. She thinks what she feels is too special and unique, that no one has felt like this
before.
b. The teenager’s favorite word is ‘no’, and she will simply reject everything the
teachers say.
c. 14-years-old are not yet capable of perspective taking and cannot take the
teachers perspective.
d. Teenagers never listen to adult advice.

2. A preschool teacher is thinking about how best to develop the fine motor skills of
the 4-years-olds. Which of the following should he best consider?

a. Provide daily coloring book activities.

b. Ask the children to do repeated writing drills every day.
c. Encourage children to eat independently.
d. Conduct a variety of fun and challenging activities involving hand muscles
daily.

3. Science teacher Rita showed her class a glass of water with an egg in it. She asked
the class: “What happens to the egg if I add three-tablespoon salt to the glass of
water?” this is hypothesis formulation. What can you infer about the cognitive
developmental stage of Teacher Rita’s class?

a. Formal operational stage

b. Concrete operational stage
c. Pre-operational stage
d. Between concrete and pre-operational stage

SHOW Your Learning Artifacts

 Which is your favorite theory of development, how can this guide you
as a future teacher? Clip some readings about this theory and paste them here.

 Learners could be developed from their real zone of

development to the zone of proximal development through
scaffolding, according to my favorite hypothesis. This truly
motivates me since I believe that a teacher's job is extremely
gratifying because they are instrumental in helping a youngster
realize his or her greatest potential.
 Scaffolding is a process in which teachers provide students with
a specific type of support while they learn and develop a new
concept or ability. A teacher may impart new information or
demonstrate how to address a problem using the scaffolding
paradigm. After that, the teacher takes a step back and allows
the kids practice on their own. Structured support, such as
group practice, is put in place before the pupils become entirely
independent. Students could form small groups to assist one
another. This educational procedure is also known as "I do."
We do, and you do as well.” To put it another way, the teacher
demonstrates how to do something, then the class practices
together, and lastly, students work independently.

LEARNING EPISODE Focus On Gender, Needs, Strengths,

 Interests, Experiences Language, Race,

3
Culture, Religion, Socio-Economic Status,
Difficult Circumstances, And Indigenous
Peoples

Activity 3.1 Observing differences among learner’s gender, needs,

strengths, interests, and experiences; and differences among
learners’ linguistic, cultural, socio-economic, religious
backgrounds, and difficult circumstances.
Resource Teacher: Jimmy C. Gaba Teacher’s Signature: ___________
School: San Antonio Agro-Industrial and Vocational High School
(SANAIVHS)
Grade/Year Level: Grade 8,9 & 10
Subject Area: Electrical Installation & Maintenance (EIM)
Date: December 1-2, 2022
The learners’ different and the type of interaction they bring surely
affect the quality of teaching and learning. This activity is about observing and
gathering data to find out how student diversity learning.
To realize the Intended Learning Outcomes, work your way through these steps;
Step 1. Observe a class in different parts of a school day. (Beginning of the
day, class time, recess, etc.)
Step 2. Describe the characteristics of the learners in terms of age, gender,
and social and cultural diversity.
Step 3. Describe the interaction that transpires inside and outside the
classroom.
Step 4. Interview your Resource Teacher about the principles and practices
that she uses in dealing with diversity in the classroom.

Step 5. Analyze the impact of individual differences on learners’ interactions.

The observation form is provided for me to document my observations.
 An observation Guide for the Learners’ Characteristics
Read the following carefully before you begin to observe. Then write your observation
report on the space provided on the next page.
1. Find out the number of students. Gather data as to their ages, gender, racial groups,
religious, and ethnic backgrounds.

During class:
1. How much interaction is there in the classroom? Describe how the students interact
whit one another and with the teacher. As there groups that interact more with the
teacher than others.
2. Observe the learners seated at the back and the front part of the room. Do they behave
and interact differently?
3. Describe the relationship among the learners. Do the learners cooperate with or
compete against each other?
4. Who among the students participate actively? Who among them ask for most help?
5. When a student is called and cannot answer the teacher’s question, do the classmates
try to help them? Or do they raise their hands, so that the teacher will call them
instead?
Outside class:
1. How do the students group themselves outside class? Homogeneously, by age? By
gender? By racial or ethnic group? By their interests? Or are the students in mixed
social groupings? If so, describe their groupings.
2. Notice students who are alone or who are not interacting. Describes their behavior.

Interview the teachers and ask about their experience about learners in difficult
circumstances. Request them to describe these circumstances and how it has affected
the learners. Ask about the strategies they use to help these learners cope.

Ask the teachers about strategies they apply to address the needs of diverse students
due to the following factors:
• Gender, including LGBT
• Language and cultural differences
• Differences in religion
• Socio-economic status

OBSERVATION REPORT

Name of the School Observed

__________________________________________________
School Address
_____________________________________________________________

Date of Visit
_______________________________________________________________
ANALYZE

1. Identify the persons who play key roles in the relationships and
interactions in the classrooms. What roles do they play? Is there
somebody who appears to the leader, a mascot/joker, an attention
seeker, a little teacher, a doubter/pessimist?
The teacher and the learners are different individuals who plays their
own roles in classroom interactions. The role of the teacher is
facilitator, while the student takes on the role of learner. In a
classroom, the students have differed on their skills, natural gifts,
capacities and knowledge. During my observation there are students
who always want to be a leader on their class, some students have a
great sense of humor who makes all of his classmates laugh, and an
attention seeker who enjoys talking with his seatmates. There is also a
small teacher who always made himself available to teach and help his
classmates on their activity.

What makes the learners assume these roles? What factors affect they
behavior?
The factors that affect they behavior may include; the class and
Curriculum Structure, Teacher Behavior and Personality, Teaching
Methods, Parental Habits and Involvement, Family Issues and
Instability, Peer relationships, Learning Environment, and Assessment.

2. Is there anyone observed who appear left out? Are students who appear
“different”? Why do they appear different? Are they accepted or
rejected by the others? How is this shown?
None of the learners appear to be left out. The difference in cultures
student’s environment is a big factor that affect their behaviors. But
that does not mean they are not accepted in school nor the school
promotes fairness so all students who wants to learn is accepted. But
sometimes students want to have fun and play together because,
despite their differences in attitudes, skills, socioeconomic standing,
and abilities, they appreciate each other. By making the classroom a
perfect place to be, the teacher also indicates that they are accepted and
belong in the class.

What does the teacher do to address issues in life?

The teacher will play a critical role in this situation because he/she
needs to consider all of students before giving advice. So, during
discussions the teacher will always observe the learners on what
learning styles that needs to apply to make learning fruitful.
Demonstrating a genuine interest in learning about each learner and
their culture will help you gain their trust and develop a bond with
them, making them feel appreciated.
 3. How does the teacher influence the class interaction considering the
individual differences of the students?
By encouraging students to share their personal experiences with the
class or in groups, the instructor promotes class interaction. Students
are taught to recognize that they have something in common with the
rest of the class, despite their differences. Another option to
accommodate student diversity is to use a variety of educational styles.
By demonstrating fair ideals inside the classroom, the teacher can
influence class interaction while taking into account the different
variations of the students. When her students react with a bad answer
to the inquiry, the instructor does not discourage them. When the
pupils are in the classroom, the teacher does not reveal biases based
on their performance and routine.

4. What strategies does the teacher use to maximize the benefits of

diversity in the classroom? How does the teacher leverage diversity?
While maintaining an open discourse among students is crucial, you
must also ensure that you are attentive to everyone's culture, beliefs,
and language problems. Take the time to learn about each student's
cultural quirks, from learning styles to the language they speak, and
include this information into your lesson ideas. Provide appropriate
and relevant resources to English language learners, for example, to
help them enhance their English comprehension abilities. Create
learning experiences that are more interactive and demand
participation rather than teaching in a typical lecture approach. These
considerations will assist guarantee that every student feels included,
has the opportunity to study in their own way, and succeeds.

REFLECT

1. How did you feel being in the classroom? Did you feel a sense of
oneness or unity among the learners and between the teachers and
the learners?
I'm happy and at ease in that classroom since the teacher acknowledges our
presence and the pupils are kind to us. I got the impression that the teacher is
well-liked by her students because they pay attention and participate in
conversations. I can sense the unity among the students and the teacher in this
way
While I'm sitting in the back of the classroom, observing and watching the
students, I get the impression that I'm already teaching them. Within my
thoughts, I sensed a sense of oneness and unity among the students and the
teacher because the students interacted positively with their teacher and
responded without hesitation and qualm when their teacher asked a question.
This is demonstrated by a pupil who has complete self-assurance and trust in
himself.
Activity 3. 2. Observing differences among learners with disabilities,
giftedness, and talents.
To realize the Intended Learning Outcomes, work your way through these
steps.
1. Observe at least two of these classes.
a. SPED class with learners with intellectual disabilities
b. SPED class with learners with physical disabilities
c. SPED class for the gifted and talented
d. A regular class with inclusion of learners with disabilities
2. Note the needs of theses learners that the teacher should address.
3. Interview the teachers to find out more about the learners.
4. Write your observation report.
5. Analyze your observation data.
6. Reflect on your experience.

OBSERVE

Use the observation guide provided for you to document your observations.
An Observation Guide for the Learners’ Characteristics
Read the following carefully before you begin to observe. Then write your observation report
on the space provided.

1. Observe the class to see the differences in abilities of the learners.

2. Try to identify the students who seem to be performing well and those that seem to be
behind.
3. Validate your observations by asking the teacher about the background and needs of
the learners.
4. Observe the behavior of both regular students and those with special needs. Note their
dispositions, pace in accomplishing tasks, interaction with teacher, and interaction with
others.
5. Observe the teacher’s method in addressing the individual learning needs of the
students in his/her class?

OBSERVATION REPORT

Name of the School Observed

__________________________________________________

School Address
______________________________________________________________

Date of Visit
_______________________________________________________________
ANALYZE
 1. Did your observation match the information given by the teacher?
_____________________________________________________________________
___
_____________________________________________________________________
___
_____________________________________________________________________
___
_____________________________________________________________________
___
_________________________________________________________
_______________

2. Describe the differences in ability levels of the students in the class?

What practices or strategies are done or should be done to differentiate
instruction to meet the needs of the learners?
_________________________________________________________
_______________
_________________________________________________________
_______________
_________________________________________________________
_______________
_________________________________________________________
_______________

3. Describe the methods used by the teacher in handling the students’

differences in abilities. How did the students respond to the teacher?
Did the teacher use differentiated instruction? If yes, describe how.
_________________________________________________________
_______________
_____________________________________________________________________
___
_____________________________________________________________________
___
_________________________________________________________
_______________

REFLECT

1. Recall the time when you were in elementary or high school. Recall
the high and low achievers in your class. How did your teachers deal
with differences in abilities? Was your teacher effective?
_____________________________________________________________________
___
_____________________________________________________________________
___
_________________________________________________________
_______________

2. What dispositions and traits will you need as a future teacher to meet
the needs of the learners?
 _____________________________________________________________________
___
_____________________________________________________________________
___
_____________________________________________________________________
___
_________________________________________________________
_______________ OBSERVE, ANALYZE, REFLECT

Activity 3.3 Observing the school experiences of learners who belong to

indigenous groups.
To realize the intended learning outcomes, work your way through these steps.
1. Ensure that you have reviewed the no. 3. Focused on Indigenous
Peoples in the Learning essentials of Episode 3.
2. Observe in a school with a program for IP learners. Below are some
suggested schools:
a. Ujah School of Living Traditions, Hungduan, Ifugao
b. Sentrong Paaralan ng mga Agta, General Nakar, Quezon
c. Sitio Tarukan Primary School, Capas Tarlac
d. Mangyan Center for Learning and Development, Naujan, Oriental
Mindoro
e. Paaralang Mangyan na Angkop sa Kulturang Aalagaan
(PAMANAK), San Jose
Occidental Mindoro
f. Tubuanan Ati Learning Center, Balabag, Boracay Island
g. Balay Turun-an of Living Traditions, Brgy Garangan and Brgy.
Agcalaga, Calinog,
Iloilo
h. T’boli school of Living Traditions, Lake Sebu, Sount Cotabato
i. Daraghuyan-Bukidnon Tribal Community School, Dalwangan,
Malaybalay,
Bukidnon
j. Talaandig School of Living Traditions, Lantapan, Bukidnon
k. Bayanihan Elementary School, Marilog, Davao
l. Lumad BAkwit School, UP Diliman, Quezon City
Please note: ensure proper coordination of your college/university to obtain
permission from these schools before you visit.

If an actual visit is not feasible, consider a “virtual visit” through social

media. And if still not feasible consider a “virtual” field study through
watching Indigenous Peoples in the Philippines videos. There are several
available at YouTube. You can start with this video by Dep Ed:
DepEd Indigenous Peoples Education Office. National Indigenous Month
(October) Video,
2013. Retrieve from: https://www.youtube.com/watch?v=FsMjgQNz2Y
3. Write your observation report.
4. Analyze your observation data using the Indigenous Peoples Education
Framework.
5. Reflect on your experience.
OBSERVE

Use the observation guide provided for you to document your observations.
 An Observation Guide for Indigenous Peoples Education

Read the following carefully before you begin to observe. Then write your observation report
on the space provided.

If you are watching videos you searched, instead of actually visiting a school, have these
question in mind as you are watching the videos. You can try to get in touch with the creator
of the videos and interview them too.

1. Before you observe, read about the specific IP group in the school you will visit.
Know their norms and customary greetings. This will help you blend in the school
community and interact with respect.
2. Observe and note the different parts or areas of the school environment. How are
learning spaces around?
3. What activities do they do in these different areas of the school?
4. Who are the people who manage the school? Who are involved in teaching the
learners?
5. Observe how the teaching-learning process happen. Describe the learning activities
they have and the teaching strategies that the teacher uses.
6. Describe the interaction that is taking place between the teacher and learners, among
the teachers, and in the school in general.
7. What instructional materials and learning process resources are they using?
8. Interview the teacher or principal about the curriculum. Find out the curriculum goals.
You can use the questions found on the Analysis part of this activity.

Write your observation report here.

OBSERVATION REPORT

(You may include photos here.)

Name of the School Observed

__________________________________________________
School Address
______________________________________________________________
Date of Visit
_______________________________________________________________
OBSERVATION REPORT

(You may include photos here.)

ANALYZE

Curriculum Design, Answer each question based on your observation and

Competencies, and Content interview data.
1. Does the school foster a
sense of belonging to
one’s ancestral domain, a
deep understanding of the
community’s beliefs and
practices? Cite examples.
2. Does the school show
respect of the
community’s expression of
spirituality? How?
3. Does the school foster the
indigenous learners a deep
appreciation of their
identity? How?
4. Does the curriculum teach
skills and competencies in
the indigenous learners
that will help them
develop and protect their
ancestral domain and
culture?
5. Does the curriculum link
new concepts and
competencies to the life
experience of the
community?
6. Do the teaching strategies
help strengthen, enrich,
and complement the
community’s indigenous
teaching-process?
7. Does the curriculum
maximize the use of the
ancestral domain and
activities of the
community as relevant
settings for learning in
combination with
classroom-basted
sessions? Cite examples.
8. Is cultural sensitivity to
uphold culture, beliefs and
practices, observed and
applied in the
development and use of
instructional materials and
learning resources? How?
(For example, Culture
bearers of the Indigenous
Peoples are consulted).
9. Do assessment practices
 consider community
values and culture? How?
10. Do assessment processes
include higher order
thinking skills?

What do you think can still be done to promote and uphold the indigenous
peoples knowledge systems and practices and rights in schools?
_______________________________________________________________
_______________
_______________________________________________________________
_______________
_______________________________________________________________
_______________
_______________________________________________________________
_______________
_______________________________________________________________
_______________
_______________________________________________________________
_______________
_______________________________________________________________
_______________
_______________________________________________________________
_______________
_______________________________________________________________
_______________
_______________________________________________________________
_______________
_______________________________________________________________
_______________
_______________________________________________________________
_______________
_______________________________________________________________
_______________
_______________________________________________________________
_______________
_______________________________________________________________
_______________
_______________________________________________________________
_______________
_______________________________________________________________
_______________
_______________________________________________________________
_______________
_______________________________________________________________
_______________
_______________________________________________________________
_______________
_______________________________________________________________
_______________
_______________________________________________________________
_______________
_______________________________________________________________
_______________
_______________________________________________________________
_______________ REFLECT

Reflect based on your actual visit or videos that you watched.

1. What new things did you learn about indigenous peoples?
_____________________________________________________________________
___
_____________________________________________________________________
___
_____________________________________________________________________
___
_________________________________________________________
_______________
_________________________________________________________
_______________
_________________________________________________________
_______________

2. What did you appreciate most from your experience in visiting the
school with indigenous learners? Why?
_________________________________________________________
_______________
_____________________________________________________________________
___
_____________________________________________________________________
___
_____________________________________________________________________
___
_____________________________________________________________________
___
_________________________________________________________
_______________

3. For indigenous learners, as a future teacher, I promise these three

things:

3.1 Be open to and respect indigenous peoples by

______________________________________________________
_______________
______________________________________________________
_______________
______________________________________________________
_______________

3.2 Uphold and celebrate their culture, beliefs and practices by

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
 ______________________________________________________
_______________

3.3 Advocate for indigenous peoples education by

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
______________________________________________________
_______________

SHOW Your Learning Artifacts

With the principle of individual differences in mind, what

methods and strategies will you remember in the future to ensure
that you will be able to meet the needs of both the high and low
achievers in your class? Make a collection of strategies on how to
address the students’ different ability levels

LEARNING EPISODE Learner Diversity: The

Community and Home
4 Environment

ACTIVITY4.1 Observing the learner’s community and home

environment
Resource Teacher: ______________ Teacher’s Signature: ___________
School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date:
___________

To realize my Intended Learning Outcomes, I will work my way through

these steps:
1. Select a learner from the class which you have previously observed.
2. Interview the teacher about the learner's characteristics and the
community.
3. Conduct a home visit to your selected learner's residence.
4. Interview the parents about
a. the rules they implement at home concerning their child's
schooling.
b. the learner's activities and behavior while at home.
5. Write the Learner's Profile.
6. Analyze your observation and interview data.
7. Reflect on your observation experience.

Use the activity form provided for you to document your observations.

An Observation/Interview Guide for Home-School Link

Read the following carefully before you begin to observe/interview. Then write
observation report on the space provided.

The Learner
1. Make a general observation of the learner. Describe him/her in each of the domains of
development:
• physical body built and height (thin, chubby, underweight, overweight), level of
physical activity (fast, slow, lethargic, active, etc.)
• social interaction with teachers and classmates (loner, shy, sociable, friendly gets into
fights, liked by others, etc.)
• emotional moods, temperament, cries easily, loses temper, happy, shows enthusiasm,
excited, indifferent, etc.)
• cognitive (appears to understand lessons, copes with the lessons, excels, lags behind,
shows reasoning skills, turns in assignments and requirements, etc.)
 Interview the Teacher
1. What are the most noticeable characteristics of the learner? (Emotional disposition,
behavior and discipline, sense of responsibility, academic performance, relationship with
peers, relationship with adults, social adjustment)
2. How does the teacher communicate with the parents? How often? What do they
discuss? How do they decide of the best course of action to resolve issues or problems?
3. How does the teacher utilize resources in the community to support the teaching-
learning process? How does the teacher work with the community to meet the needs of the
learners?

Interview with Parents

1. Conduct a home visit. Once there, observe the home set-up. (Home is orderly, family
pictures in the living room, etc.)
2. Use the interview Questions on the next page. Just ask the questions with which you
feel comfortable.

Suggested Parent Interview Guide

Your teacher may ask you to use a more detailed interview guide. Be
free to translate the questions, if necessary.

Name of Learner:
Date of Birth: ___________________________________________ Age: _______
Grade/Year Level: _______________________________________ Gender: ________
Number of Siblings: ___________________________
Birth Order: _________________________________
Parents: _________________________________________________________
Mother: _________________________________________________________
Age: ______________ Occupation: ____________ Educational Attainment: _____________
Father: ____________ Occupation: ____________ Educational Attainment: _____________

Learner's Physical Aspect:

Health
1. Mother's Health during pregnancy with the learner:
2. Ailments or health problems of the learner as a child:
3. Age of the learner when he started to walk/talk:
4. Food preferences of the learner as a child and at present:
5. Who took care of him/her as a child?
Learner's Social Aspect:
1. Describe your child's sociability (friendly, outgoing, or shy,
loner).
2. Who were the learner's playmates?
3. As a child then, was he/she allowed to play outside?
4. Is he/she allowed to go out with friends?
5. Do you have rules for him/ her to follow regarding going out?
6. What are these rules? Emotional-Moral
1. What are your expectations of your child?
2. How do you provide a nurturing environment for your child?
3. Does your child go to you when she/he feels down or has a
problem? What do you do to meet his/her emotional needs?
 4. What do you do when he or she is not successful in something?
How do you discipline your children?
1. Do you have rules in the house? What are they?
2. How do you impose the rules?
3. What are the consequences of breaking the rules?
Learner's Cognitive Aspect:
1. What are the child's interests?
2. What is he/she good at in school?
3. In what subject/s does he/she have difficulty?
4. How do you monitor his/her performance in school? How do you
motivate him/her?
5. Do you have rules at home to help him develop good study habits?
6. What are these rules? How are they implemented?

After you have gathered all the necessary data. Write the learner’s
development profile using the outline below. Type the profile on a separate
sheet and attached it to this learning Episode.

THE LEARNER'S DEVELOPMENT PROFILE

(Outline)

The Learners' Development Profile

Name of the Learner __________________________________________________________
School _____________________________________________________________________
Date of Home
Visit_______________________________________________________________________
Date of Birth: Age:
Grade/Year Level: Gender:

Family Profile
Number of Siblings:
Birth Order:
Parent
Mother: Age:
Occupation: Educational Attainment:
 Father:
Occupation: Educational Attainment:

Physical Development
In paragraph form, describe the physical development of the learner. Combine
the teacher's, parents' responses, and your own observations.

Social Development
In paragraph form, describe the social development of the learner. Combine
the teacher's, parents' responses, and your own observations.

Emotional-Moral Development
In paragraph form, describe the emotional-moral development of the learner. Combine
the teacher's, parents' responses, and your own observations.

Cognitive Development
In paragraph form, describe the cognitive development of the learner.
Combine the teacher's, parents' responses, and your own observations.

Findings
Write here your salient findings about the learner.

Conclusions
Write your conclusions after you have analyzed the impact of the school and
the home on the learner's development. The questions in the Your Analysis portion of
this learning Episode can help you.

Recommendations
Write your recommendations.

ANALYZE

Your findings and recommendations in the Learner Development

Profile will help you answer the questions here.
1. From your home visit and interview, what do you think is the style
of parenting experienced by the learner? Explain your answer.
_____________________________________________________________________
_____________________________________________________________________
______________________________________________________
_______________
______________________________________________________
_______________
______________________________________________________
_______________

2. Relating your, data with what you learned from child development,
what family factors do you think contribute to the over-all
adjustment of the learner in school?
______________________________________________________
_______________
______________________________________________________
_______________
______________________________________________________
_______________
 ______________________________________________________
_______________
______________________________________________________
_______________

3. Does the communication between the home-school have an effect

on the learner? If yes, what are these effects?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
______________________________________________________
_______________
4. How can the teacher partner with the community to contribute to the
development and learning of the students? Who are the people or
which institutions can the teacher tap to seek advice regarding the
development and learning of students?
______________________________________________________
_______________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
______________________________________________________
_______________
______________________________________________________
_______________ REFLECT

1. Reflect on your own development as a child. What type of parenting

did you experience? How did it affect you?
The authoritative parenting style, in my experience, is the most effective.
They have clear and legitimate expectations of us, as well as constraints.
For example, my grandmother would allow me to play and hang out with
my friends outside, but only if we were close enough for her to see us and
ensure our safety. She also encourages us to join in any school activities
that we are interested in, depending on our abilities and interests. She
often told us the old adage, "Do not do unto others what you would not
want done to you." She always reminds us to set our priorities in life and
focus on it. To put God first in all our endeavors and never forget our
roots, to be kind and humble always.

2. As a future teacher, how would you establish good home-school

collaboration? How can you work well with the parents? How can you
help them? How can they help you? As a future teacher, I plan to have a
positive working connection with parents. Their involvement would be
extremely beneficial to the home-school connection. I'll make certain that
they do their part in meeting their children's requirements. I can work
well with parents by consulting their child's conduct in their home. I can
assist them by reporting on the child's academic progress and
performance.
 SHOW Your Learning Artifacts

1.

2.

H- C-
O- O-
M- M-
E- M-
U-
S- N-
C- I-
H- T-
O- Y-
O-
L-

L-
I-
N-
K-
 LEARNING EPISODE Creating an
5 Appropriate Learning
Environment

ACTIVITY 5.1
Managing Time, Space and Learning Resources

Resource Teacher: ______________ Teacher’s Signature: ___________

School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date:
____________

OBSERVE

Observe and use the observation sheet provided for you to document your
observations.
1. As you observe the class, look into the characteristics of the learners. Note their
ages.
The learners of Grade 9 ad Grade 10 Aquino were active during the lesson proper.
They
always follow the imposed classroom rules virtually. Their ages revolve around 13-16.

2. How many boys are there? How many girls?

3. Focus on their behavior. Are they already able to manage their own behavior?
Focusing on the behavior of the learners of the two-grade level I am observing they
can
already handle their own behavior with little assistance from their adviser.

4. Can the learners already work independently? Yes, the learners can already wok
independently.

5. Describe their span of attention.

Since it is impossible to determine the exact span of the learners attention, I think that
base on the prescribe hours of virtual learning their can attention can last to at least one
hour.

ANALYZE

Analyze and answer these questions on observed classroom

management practices. It is also good to ask the teacher for additional
information, so you can validate your observation. Write your notes below;
and then organize your data in the Table that follows.
 1. Are there areas in the classroom for specific purposes (storage of teaching aids,
books, students' belongings, supplies, etc.)? Describe these areas. Will it make a
difference if these areas for specific purposes are not present?

2. Are there rules and procedures posted in the room? List them down. Do these
rules reinforce positive behavior?

3. Did the students participate in making the classroom rules? If the Resource
Teacher is available, ask him/her to describe the process. What's the effect of
students' participation in rule-making on student's behavior?
Yes, the students were part of the formation of the classroom rules. They talk about the
Do’s and Don’ts during the virtual discussion. It then made the learners to abide to the
imposed classroom rules such as using the reaction if they want to participate, and they
always mute their microphone to avoid unnecessary noise.

4. What are the daily routines done by the Resource Teacher? (prayer, attendance,
assignment of monitors, warm-up activities, etc.) How are they done?
Before the resource teacher starts to discuss, she always check the attendance of the
students to know who attend on or before the time and those who entered the virtual
discussion late. After that she shows her screen to show who submitted their assignments and
those who were not.

5. Is there a seating arrangement? What is the basis of this arrangement? Does this
help in managing the class?

6. Observe the noise level in the classroom. How is this managed?

There are little noise in the virtual classroom for the microphone of the learners are
always muted. This is because these were one of the imposed classroom rules.

7. If a learner is not following instruction or is off-task, what does the Resource

Teacher do? Describe the behavior strategies used.
The Resource Teacher always remind her students to do not forget to pass their
assignments and that if they actively participate in the learning process they can extra points
and she always shows that she is taking notes of those who are reciting.

8. What does the Resource Teacher do to reinforce positive behaviors? (Behavior

strategies)
She always say thank you after the learners recited and appreciate their effort to attend
the discussion
REFLECT

Reflection as a future teacher.

1. Why do you need to enforce positive discipline?
Positive discipline teaches and reinforces positive habits while
removing negative ones; negative behaviors are weaned out without
damaging the child verbally or physically. Children are taught to
maintain self-control, accept responsibility, and consider the
consequences of their actions on themselves and others. Children are
taught to be responsible and respected members of their communities
through positive discipline.

ACTIVITY 5.2 Identifying the Different Aspects of Classroom

Management
OBSERVE

CLASSROOM MANAGEMENT
MATRIX Observe a class and accomplish the given matrix.

Aspects of Classroom Description Effect on the Learners

Management (to be filled out after you
answer the analysis questions)
1. Specific Areas in the
Classroom

2. Classroom Rules Classroom Rules fits the The learners became

Virtual Learning responsible to abide in the
Management System classroom rules
3. Classroom Procedures Classroom procedures Learners can be able to
follows the same understand the lesson process
procedures though some and grasp the objectives of the
activities were modified to discussion
fit the online learning
4. Daily Routines Classroom Daily routines Learners are acquainted now to
are the same during face to the routines thus they are
face though some were prepared during the lesson
omitted to it in the online proper
learning
5. Seating Arrangement

6. Handling misbehavior/off Teachers are handling Learners who misbehave will

task behavior misbehavior privately not embarrassed as the teacher
correct his/her behavior
7. Reinforcement of Positive She always appreciates the This motivates the learners to
Behavior effort of the students to participate actively in the
join the virtual discussion learning process and prepare in
and provide extra points to advance.
those who recites
8. Others

9. Others
10. Others

ANALYZE

1. How did the classroom organization and routines affect the learners'
behavior?
This, I feel, is why everyday routines must be incorporated into the
lives of students. As humans, our memories are brief; we are prone to
this, and in order to apply what we learn, we must train our bodies
and minds to master it. In terms of this so-called classroom
organization, it was set up for students to learn how to organize a
small group so that they would be prepared for a larger application in
which they could apply it to organizing a specific group when the time
came. Your pupils will know what their obligations are and what you
expect of them if you manage your classroom correctly. It also helps
 students manage their learning by providing a planned daily pattern
for your class (e.g., beginning class with a warm-up session and then
transitioning to lecturing).

2. What should the teacher have in mind when she/he designs the
classroom organization and routines? What theories and principles
should you have in mind?
Teacher should consider appropriate classroom organization and
procedures that are also compatible with her or his pupils' preferences
in general. S/he should primarily involve students in deciding this
issue so that they can learn how to manage themselves and their
routines, but with teacher aid. As a teacher I should always remember
the Theory of Howard Gardner that each learners has a specific
intelligent means they learn different from one another that is why it is
important to arrange the classroom that caters all kinds of learners.

3. Which behavior strategies were effective in managing the behavior of

the learners?
motivating students? Why were they effective?
A teacher's attitude has a big impact on how well she or he manages
her or his students' behavior. Teachers that exuded enthusiasm and a
cheerful demeanor in the manner they instructed their students
appeared to be considerably more effective. Students listen attentively
and are driven by the relaxed mood created by that particular teacher.
We humans have the ability to feel other people's moods and can
easily vibrate in them.

REFLECT

Reflect on the following and write your insights.

1. Imagine yourself organizing your classroom in the future. In what

grade year level do you see yourself? What routines and procedures
would you consider for this level Why? If I were to imagine myself in
a classroom, I would strongly suggest that I teach a firstyear high
school class. Why? Because I'd like to work with students who will be
in their first year of high school. I'd like to tap into their fresh
perspective and higher level of inquiry. The first year of high school is
crucial since it is the first time a student encounters something new
and their urge to learn new things is strongest. In terms of their daily
habits, I'd like to incorporate a prayer before our courses begin.
Following that, I'd like to begin my conversation and live greetings for
the students, and I anticipate receiving feedback from them as well.
Third, I'd probably ask a specific student to summarize our lesson
during the previews meeting before moving on to my lessons. I would
conclude my lecture by having my pupils give a quote that will help
them motivate themselves and others, followed by a prayer.

2. Make a list of the rules you are likely to implement in this level. Why
would you choose these rules?
The following guidelines are something I'd like to put in place.
 • When they are in virtual meeting, I would prefer them to wear
their proper uniform and identification or any decent clothes
• When the class is in session, keep muted because they will be
given plenty of time to complete tasks such as reporting, oral
recitation, or answering questions when they return.
• When they leave the classroom, they should make excuses.
• They should apply and treat their classmates with respect.
• When they are present, they should greet their teachers and
visitors politely.
• I'd like to see a higher level of participation from the pupils.
These rules will reduce the disturbance as virtual discussion takes
place and will make the discussion a participative one

3. Should learners be involved in making the class rules? Why?

Yes, learners should be involved in making the class rules. In today's
society, children are more than just students in a classroom; they are also
decision-makers. We are also in a progressive curriculum mode, which means
that most of the activities were assisted by the teacher, and it is highly
recommended that students participate in the majority of the activities. The
students should participate in the creation of class rules in order to exercise
their rights to express their opinions and ideas, and to ensure that these rules
are part of the process.

SHOW Your Learning Artifacts

Paste pieces of evidence of classroom rules that work in class. You may also
put pictures of the classroom of the physical space and learning stations which
contribute to the effective implementation of classroom management.
 LEARNING EPISODE Classroom
Management and
6 Classroom Routines

ACTIVITY 6.1 Observing Classroom Management and Routines

Resource Teacher: ______________ Teacher’s Signature: ___________

School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date:
____________

OBSERVE

Observe the classroom routines of the Resource Teacher by accomplishing the

given checklist.

Checklist on
Classroom Routines Check Yes (/) if observed and
(x) if not observed.

Classroom Routines Observed () Not Observed ()

1. Movement into the
classroom
2. Transition in classroom
activities
3. Movement out of the
classroom
4. Use of lavatories / comfort
room / washrooms
5. Passing of papers
6. Passing of books
 7. Working with pairs/groups
8. Tardy students
9. Absent students
10. Submission/Collection of
materials
11. Submission of projects
12. Asking questions during
lessons
13. Asking for assistance
14. Joining classroom
activities
15. Lining up
16. Walking in line
17. Fire drill / emergencies

18. Movement between

activities
19. Use of classroom supplies
20. Checking of assignments
Others, please specify
21.
22.
23.
24.
25

ANALYZE

Analyze the routines set by the Resource Teacher by answering the following
questions.
1. Were the routines effective in ensuring discipline and order in the class?
Why? Why not?
Yes, the routinary activities in the classroom ensures discipline and order in
the class. According to the Theory of Edward Thorndike The exercise or
practice of the proper response leads to strengthening the connection between
the stimulus and the matching response, according to the exercise law.
Practice strengthens connections, but discontinuing practice weakens them,
as the saying “use it or lose it” suggests. To understand and remember what
has been learnt, the learner must put what has been learned into practice.
Disuse diminishes the learning connection; practice increases it. When a skill
is mastered in the context of a real-world application, exercise becomes more
meaningful and effective.

2. Which of those routines were 'systematic and consistently implemented?

Explain your answer. Checking of tardiness, absenteeism, asking questions
during discussions, and checking of assignments. These routines were
always done by our resource every virtual learning. I think she do it asking
question in the middle of the discussion to check whether the students are
 still listening specially that it is difficult to see them since it is virtual
learning. She always shows who submits their assignments to show that
passing assignment is daily checked by our resource speaker. The
attendance of the students is always check before and after the virtual
discussion to ensure that students attend the virtual discussion.

REFLECT

Reflect on the various routines observed.

1. Which of the routines will you most likely apply in your class? Why?
Why not?
Checking of tardiness, absenteeism, asking questions during
discussions, and checking of assignments. These routinary activities
enables learners to attend the virtual discussion. They will be
motivated to do and turn in their assignments. Asking questions as the
discussions continues will make the learners listen and grasp the
lesson I am delivering. This would lessen the learners to do
unnecessary actions during the discussion since they are anticipating
that there is chance that they can be called so they will listen carefully,
and they will focus on what I am teaching them.

ACTIVITY 6.2 Listing Down

Classroom Rules

OBSERVE

Observe a class and list down the classroom rules formulated by the
Resource Teacher. Cite the importance of these rules.
Classroom rules are imperative and must be reinforced for learners'
safety and security. Rules also teach discipline and self-control. Rules
eliminate stress and will provide a more pleasant, secured and non-threatening
environment. Rules ensure the students' engagement and focus in their
classroom activities.
Classroom Rules Importance
1. E.g. Read directions well. - Ensures less error in answering the activity.
2. Use the reaction button in the MS teams- this would enable the teacher to determine
who among the students are participating
3. Enter the virtual room 10-15 minutes - both the teacher as well as the learners could
before the time practice punctuality
4. Always mute the microphone - ensures that the virtual classroom avoids
unnecessary noise
5. Submit assignment on or before the due - ensures that learners are punctual in
date submitting their assignments
6.
ANALYZE

1. Analyze each given rule. What circumstances led to the formulation of

the rule?
Those rules were formed because of the abrupt shifting of educational
landscape due to covid – 19 pandemic wherein Online platform with
the use MS TEASMS is the official learning management of the UCV
thus these rules were necessary to ensure that students will still receive
the quality education that they deserve. Those rules are formulated to
ensure that students can still actively participate in the class
discussion with lesser noise and disruptions.

2. Are classroom rules really important?

Classroom rules are established to teach students how to act in an
appropriate and safe manner in the classroom, hence boosting student
learning. In school, every minute counts. Everything will be in
disarray if the pupils do not have any rules to follow. This could lead
to students inflicting physical and mental harm on one another.
Furthermore, students will not be taught how to behave correctly in
society as they get older. Another factor to consider is that the
student's disruptive behavior will obstruct the learning chances of
other students.

REFLECT

Reflect on the various classroom rules set by the Resource Teacher.

Will you have the same rules? If not, what rules are you going to employ?
Explain your answer.
Yes, definitely I will impose the same classroom rules for these
classroom rules are applicable in our online learning. These rules I believe
will help the learners to grasp the lesson and teacher could deliver the
learning objectives smoothly though it is expected that during online some
disturbances and technical errors may pop or rise.

SHOW Your Learning Artifacts

Take some snapshots of the classroom routines employed by the Resource

Teacher which are worth emulating. Tell something about the pictures.

LEARNING EPISODE
 Physical and Personal
7 Aspects of Classroom
Management
ACTIVITY 7.1 Identifying Personal and Physical Aspects of Classroom Management

Resource Teacher: ______________ Teacher’s Signature: ___________

School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date:
____________

OBSERVE

Observe a class and interview the Resource Teacher. Ask how the
personal and physical aspects of classroom management ensure proper
classroom management and discipline.
Check if these aspects were observed in the classroom.
Aspects of Classroom Management YES NO
1. Personal Classroom Management
1.1 Is the teacher well-groomed that he/she demands respect from the
learners?
1.2 Is the teacher’s voice modulated and can be heard by the entire
class?
1.3 Was the teacher present in class?

1.4 Did the teacher arrive on class in time?

1.5 Does the teacher exude a positive attitude towards teaching?

2. Physical Classroom Management

2.1 Is the classroom well-ventilated?
2.2 Is the lighting good enough?
2.3 Is the classroom free from noise
2.4 Does the seating arrangement provide better interaction
2.5 Is the design/structure of the room inviting to classroom
activities?
2.6 Is the physical space/learning station clear from obstruction?

ANALYZE

Analyze the different elements of personal/physical classroom

management and answer the following questions.

1. How does the voice of the teacher affect classroom instruction?

 If the voice of the Resource Teacher is well modulated the learners will
not be sleepy in the middle of the discussion. This will ensure that the
learners will focus while discussion is ongoing. If the voice is well
modulated the learner can focus and can extend their attention span.
The tone of the teacher's voice is a strong tool. In terms of
engagement, behavior, and connection with students, it sets the tone
and climate for the entire classroom. For a teacher, his or her voice is
a valuable asset. When used effectively, the voice can captivate the
attention of students and encourage them to engage with the teacher
and the subject matter. A monotone voice will only boring the pupils
and make them lose interest in paying attention and participating.
Students might also be encouraged to make effective use of their
voices. Instead of telling kids to be quiet, etc., use this method.
Students can be taught how to utilize their voices appropriately, such
as when to be loud and when to be soft, as well as the physiology of
speech.

2. How does the punctuality of the teacher affect classroom discipline?

“Children are great imitators. So, give them something great to
imitate” someone has said. Teachers are the role model in the
classroom. So if learners observe that teachers attend the online class
on or before time, definitely they will do the same thing.

3. Why do we need to check on the physical aspects of classroom

management?
We have to check the physical aspect of the classroom management so
that we ensure that the learning environment for the learners is
conducive. Learners can learn more if they feel comfortable. They can
grasp the lesson if there are limited distraction.

REFLECT

Reflect on the aspects of personal and classroom management.

1. What does this statement mean to you as a future teacher? Explain.
“No amount of good instruction will come out without effective
classroom management.” No matter how ideal your lesson plan is, how
engaging your motivations are or no matter how deep the content of
your lesson is, if the learners don’t feel comfortable while learning
process takes place, there will be no learning at all. Objectives cannot
be achieved. The right classroom management produces an optimum
learning environment. This is critical for the safety, happiness, and
productivity of both teachers and students. A good classroom
management system will help teachers avoid burnout by reducing the
need for yelling, scolding, and other stressful disciplining methods that
generate teacher-student conflict. This type of setting promotes both
academic and social/emotional growth.

2. What are your plans in ensuring effective classroom management?

Since leaners are not in the physical classroom due to pandemic,
to ensure that there is still classroom management, We will create
a classroom rules that fits the online learning wherein every
students can be benefited.
 ACTIVITY 7.2 Demonstrating knowledge of positive and non-violent
discipline in the management of learner
behavior.

OBSERVE

Observe the classroom management strategies that your Resource

Teacher employs in the classroom. You may also conduct an interview to
substantiate your observation.
Check the management strategies employed by the Resource Teacher.
Check (/) observed, put an (x) if not observed and O for no opportunity to
observe.
Effective Classroom Management Strategies Observed Not No Opportunity
Observed to Observe
1. Model to the students how to act in
O
different situations.
2. Establish classroom guidelines. O
3. Document the rules. O
4. Refrain from punishing the entire class.

5. Encourage initiative from class.

6. Offer praise and rewards.

7. Use non-verbal communication O

8. Take time to celebrate group effort O
9. Let students work in groups.

10. Interview students to assess their needs.

11. Address bad behavior quickly. O

12. Consider peer teaching. O
13. Continuously engage the students.

14. Assign open-ended project.

15. Write group contracts. O

Others (Please specify)
16.
17.
18.
19.
20.

ANALYZE

Analyze the checklist you have accomplished and answer the given questions:
 1. How many strategies were employed by the Resource Teacher? Did
these contribute to better classroom management? Explain your
answer.
There are 7 strategies that were employed by the Resource Teacher.
Yes it contribute to better classroom management because learners are
enjoying and actively participating in the classroom discussion. They
share their ideas while strictly following the imposed classroom rules.
Lesson proper is more engaging and per as to my observation learners
can follow grasp the discussion.

2. What were not used by the Resource Teacher? Were these important?
What should have been used instead? Explain.
Check list 1,2,3,7,8,11,12, 15 were not use by the resource teacher.
This were important if there is a face to face learning. We don’t have
the opportunity to witness all these since whether we accept it or not
during virtual learning there are limitations, these were one of the
limitations.

REFLECT

As a future teacher, reflect on the observations then answer the given

question.
1. What classroom management strategies do I need to employ to respond
to diverse types of learners.
Appreciate and accommodate the similarities and differences among the
students' cultures. Effective teachers of culturally diverse students
acknowledge both individual and cultural differences enthusiastically and
identify these differences in a positive manner. This positive identification
creates a basis for the development of effective communication and
instructional strategies. Social skills such as respect and cross-cultural
understanding can be modeled, taught, prompted, and reinforced by the
teacher.
I have to bear in mind that according to Howard Gardner Theory of Multiple
Intelligences said that different intelligences may be independent abilities- a
person can be low in one domain area but high in another. All of us possess
the intelligences but in varying degrees of strength that’s is why we need to
prepare our lesson plan that could cater all kinds of learners. Activities
should also be fit to all learners.

SHOW Your Learning Artifacts

Show piece(s) of evidence of learning to capture the classroom

management strategies used by the Resource Teacher.
 LEARNING EPISODE Understanding the School Curriculum

Close Encounter with

8 the School Curriculum
ACTIVITY 8.1
Curricula in the School Setting

Resource Teacher: ______________ Teacher’s Signature: ___________

School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date:
____________

It’s time to look around. Discover what curriculum is operating in the

school setting. Recall the types of the curriculum mentioned earlier. Can you
spot where these are found? Let’s do a hunting game!

OBSERVE

1. Locate where you can find the following curriculum in the school
setting. Secure a copy, make observations of the process, and record
your information in the matrix below. Describe your observations.
Type of Curriculum Where Found Description
 1. Recommended Curriculum (K
to 12 Guidelines)

2. Written Curriculum
(Teacher’s Lesson Plan)

3. Taught Curriculum (Teaching

Learning Process)

4. Supported Curriculum
(Subject Textbook)
5. Assessed Curriculum
(Assessment Process)
6. Learned Curriculum
(Achieved Learning Outcomes)

7. Hidden Curriculum (Media)

ANALYZE

Which of the seven types of curriculum in the school setting is easy to find?
Why?
Which is difficult to observe? Why?
Are these all found in the school setting? How do curricula relate to one another?
Draw a diagram to show the relationship of one curriculum to
the other.
REFLECT

Make a reflection on the diagram that you have drawn.

 ACTIVITY 8.2 The Miniscule School Curriculum: The Lesson, A Closer Look

OBSERVE
This activity requires a full lesson observation from Motivation to Assessment

Procedure:
1. Secure permit to observe one complete lesson in a particular subject, in
a particular grade/year level.
2. Keep a close watch on the different components of the miniscule
curriculum: the lesson
3. Follow the three major components of a curriculum (Planning,
Implementing, and Evaluating/Assessing). Observe and record your
observation.

Observe And Record Observation on the Following Aspects

Major Curriculum Key Guide for Observation (Carefully look for the
Components indicators/behavior of the teacher along the key points. Write your
observation and description on your notebook.)
A. Planning 1. Borrow the teachers lesson plan for the day. What major parts
do you see? Request a copy for your use.
Answer the following questions:
a. What are the learning objectives/learning outcomes?
b. What are included in the subject matter?
c. What procedure of method will the teacher use to
implement the plan?
d. Will the teacher assess or evaluate the lesson? How will
this be done?
 B. Implementing Now it’s time to observe how the teacher implemented the prepared
lesson plan. Observe closely the procedures.
a. How did the teacher begin the lesson?
b. What procedure or steps were followed?
c. How did the teacher engage the learners?
d. Was the teacher a guide at the side?
e. Were the learners on task? /Or were they participating in the
class activity?
f. Was the lesson finished within the class period?
C. Evaluating Did learning occur in the lesson taught? Here you make observations
to find evidence of learning.
a. Were the objectives as learned outcomes achieved?
b. How did the teacher assess/evaluate it?
c. What evidence was shown? Get pieces of evidence.

ANALYZE

Write a paragraph based on the data you gathered using these key
questions?

1. How does the teacher whom you observed compare to the ideal
characteristics or competencies of global quality teachers?
_________________________________________________________
_______________
_________________________________________________________
_______________
_________________________________________________________
_______________

2. Was the lesson implemented as planned? Describe.

_________________________________________________________
_______________
_________________________________________________________
_______________
_________________________________________________________
_______________
3. Can you describe the disposition of the teacher after the lesson was
taught? Happy and eager? Satisfied and contented? Disappointed and
exhausted?
_________________________________________________________
_______________
_________________________________________________________
_______________
_________________________________________________________
_______________
4. Can you describe the majority of students’ reactions after the lesson
was taught? Confused? Happy and eager? Contented? No reactions at
all?
 _________________________________________________________
_______________
_________________________________________________________
_______________
_________________________________________________________
_______________

REFLECT

Based on your observations and task in Activity 2 how will you prepare your
lesson plan? Make a short paragraph on the topic.

ACTIVITY 8.3 Constructive Alignment of the

Components of a Lesson Plan

OBSERVE

Using the diagram below fill up the component parts of a lesson plan
I. Title of the Lesson:
_______________________________________________________
II. Subject Area:
_________________________________________________________
___
III. Grade Level:
_________________________________________________________
____
ANALYZE

Answer the following questions based on the diagram.

1. Are the three components constructively aligned? Explain.
_________________________________________________________
_______________
_________________________________________________________
_______________
_________________________________________________________
_______________
_________________________________________________________
_______________
2. Will the outcomes be achieved with the teaching method used? Why?
_________________________________________________________
_______________
_________________________________________________________
_______________
_________________________________________________________
_______________
_________________________________________________________
_______________
3. What component would tell if the outcomes have been achieved?
 _________________________________________________________
_______________
_________________________________________________________
_______________
_________________________________________________________
_______________
_________________________________________________________
_______________

REFLECT

What lessons have you learned in developing or writing a lesson plan?

What values will it give to the teacher if the three components are aligned?

SHOW Your Learning Artifacts

Learning Artifacts for Activity 1-3

Present an artifact for activity 1, 2 and 3.

Activity 1 Artifact
1. Present evidence for each kind of curriculum operating in the school
setting/ This can be in pictures, realia, documents, or others.

Activity 2: Artifact
1. Present a sample curriculum in a form of a Lesson Plan

Activity 3
1. Present a matrix to show the constructive alignment of the three
components of a lesson plan.
a. Example:
Lesson Title:
______________________________________________________
____ Subject Area:
______________________________________________________
___

Lesson Outcomes Teaching Methods Evaluation

 LEARNING EPISODE Preparing for Teaching

9 and Learning

Demonstrating an understanding of Research-Based

ACTIVITY 9.1
Knowledge Principles of Teaching and Learning

Resource Teacher: ______________ Teacher’s Signature: ___________

School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date:
____________

OBSERVE

Observe a class with the use of the principles of learning given in

Revisit the learning Essentials. I will identify evidence of
applications/violations of the principles of learning. I can cite more than one
evidence per principle of learning.

Principles of Learning What did the Resource Teacher do to

apply the principles of learning
1. Effective learning begins with the setting The resource teacher states the objectives of
of clear and high expectations of learning the discussion before she starts discussing
outcomes.
2. Learning is an active process The resource teacher asks questions and let
her students answer it
3. Learning is the discovery of personal Before she introduces the lesson, she asked
meaning and relevance of idea. first the opinion or ideas of her students
4. Learning is a cooperative and collaborative The Resource Teacher gives/provides group
process. Learning is enhanced in an activities that let her students work with their
 atmosphere of cooperation and collaboration. peers

ANALYZE

1. What principles of learning were most applied? Least applied?

The most applied principle of learning is the “Learning is an

Most applied active process”.

Least applied The least applied principle of learning is the “Learning is a

cooperative and collaborative process. Learning is enhanced
in an atmosphere of cooperation and collaboration”.
Give instances where this/these principle/s could have been applied?
Setting of clear and high expectations of learning outcomes on the first day of
class as part of the orientation will enable students to know what things are
expected to them. During asynchronous session, teachers should check
whether the learners did their part or not. The teacher should not always
provide everything during class discussion. Teacher should let learners to
discovery of personal meaning and relevance of idea in the topic. The teacher
should try not only once to include in the lesson proper the collaborative
learning even if the set up of education is virtual.

REFLECT

From among the principles of learning, which one do you think is the most
important?
In our educational landscape today wherein, the teachers are considered to
be only the facilitator and the students are builders of their own learning, the
most important principle of learning is that “Learning is the discovery of
personal meaning and relevance of idea.” As a future full pledge teacher we
should disregard the thought that leaners are like empty vessels or jar that
needs to fill in. Learners of todays generation are already full of rich ideas
stored in their minds. Our role as teacher is to help these learners to discover
in their own the things they want to learn. We are just here for them to guide
them, assist them and facilitate them as they learn from their own pace. We
should always remember that there is more retention of learnings if learners
are learning on their own.

Identifying Learning Outcomes that are Aligned

with Learning ACTIVITY 9.2
Competencies

OBSERVE

Observe a class, this time focusing on how the learning outcomes were
stated. Determine if the learning outcome/s was/were achieved or not? Give
evidence.
 1. Write the learning outcomes stated in the lesson.

Learning Outcomes (SMART Objectives?) Achieved

Yes No Yes No
1.
2.
3.
4.

5.

2. Cite pieces of evidence that these learning outcomes were achieved.

1.

2.

3.

4.

5.

ANALYZE

1. Do SMART objectives make the lesson more focused?

Based on my recent readings, setting the learning goals following
the SMART will make the lesson more focus. The utilization of principle of
SMART in the learning objectives will guide the teachers with regards in
achieving the desired learning outcomes and will clearly what the teacher
expects from the students, thus the students can prepare their own selves.
It gives them direction towards the learning progression and
comprehension of the students

REFLECT

Reflect on the

Lessons learned in determining SMART learning outcomes

Goals are part of every aspect of life specially education because it

provide a sense of direction, motivation, a clear focus, and clarify
importance. By setting goals, you are providing yourself with a target
to aim for. A SMART goal is used to help guide goal setting. SMART is
an acronym that stands for Specific, Measurable, Achievable,
Realistic, and Timely. Therefore, a SMART goal incorporates all of
these criteria to help focus your efforts and increase the chances of
 achieving your goal. Through SMART intended learning outcomes can
be achieve without encountering major problems that could hinder the
delivery of the lesson. SMATR will serve as conceptual framework for
teachers to follow to fully organized their lesson plan.

ACTIVITY 9.3 Distinguishing Between Inductive and Deductive Methods of

Teaching

OBSERVE

I will observe one Resource Teacher with the use of this observation
sheet. Using the guide questions, I shall reflect on my observations and
analysis.

Teacher-centered Student-centered
Did the teacher lecture all the time? Were students involved in the
teachinglearning process? How? Or were they
mere passive recipients of instruction?

Was the emphasis on the mastery of the Was the emphasis on the students’ application
lesson or on the test? Prove. of the lesson in real life? Give proofs.

Was class atmosphere competitive? Why? Was class atmosphere collaborative?

Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? disciplines/subjects?
What teaching-learning practice shows that teaching approach was:
a) Constructivist - connected to the past experiences of learners; learners constructed new
lesson meanings

b) Inquiry-based

c) Developmentally appropriate – learning activities fit the developmental stage of children

d) Reflective

e) Inclusive – No learner was excluded; teacher taught everybody

f) Collaborative – Students worked together

g) INTEGRATIVE – Lesson was multidisciplinary – e.g. In Science, Math concepts were

taught

ANALYZE

1. What are possible consequences of teaching purely/subject matter for

mastery ad for the test?
If teaching purely/subject matter for mastery and for the test
the possible consequence is that the eagerness of the students to learn
can be reduced. The learners will become dependent, and they will not
put effort to their studies thinking that everything is provided for them.
teaching purely/subject matter for mastery will hinder the development
of other skills such as critical thinking, reading and synthesizing the
information presented to them. Remember that in today’s generation
its not about what to teach but how to learn. Teaching learners how to
learn will help them become competitive even if the content of the
curriculum changes overtime.
2. If you were to reteach the classes you observed, would you be teacher-
centered or student-centered? Why?
It would be student-centered. Remember that learners are not
empty vessel that you have to fill in. Learners should not be viewed as
empty receptacles waiting to be filled but rather be perceived as partners
in the education process. Classroom is considered to be a community with
a great member and if we want them to be responsible let us give them the
responsibility. To learn by doing is the real score of experiential learning.
REFLECT

Reflect on Principles of Teaching worth applying

Learning is the discovery of personal meaning and relevance of

idea. This principle best describes that learner are not empty vessels
or receptacles that should be filled in by the teacher. Learners have
rich ideas stored in their minds. Minds of learners are like a faucet
that once you open it, rich ideas will flow from them. This is the reason
why in the 21st century, teachers are called facilitator of learning. They
are the one who will guide the leaners how to learn but they will not
spoon feed the learners. They should let children discover by
themselves how to learn. Remember that the content of the curriculum
changes overtime and if we guide learners how to learn, no matter how
many times content change it will not affect the learning process since
learners knows how to cope and how to learn. Learners should not be
viewed as empty receptacles waiting to be filled but rather be
perceived as partners in the education process. Classroom is
considered to be a community with a great member and if we want
them to be responsible let us give them the responsibility. To learn by
doing is the real score of experiential learning.

SHOW Your Learning Artifacts

Post proofs of learning that you were able to gain in this Episode. You
may attach the lesson plan (s) used by your Resource Teacher to show the
intended learning outcomes and the methods used in class.

LEARNING EPISODE The Instructional

10 Cycle

ACTIVITY 10.1 Applying the Guiding Principles in the Selection and Use of
Strategies

Resource Teacher: ______________ Teacher’s Signature: ___________

School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date:
____________

OBSERVE

Observe one class with the use of the observation sheet for greater
focus then analyze the observation with help of guide questions.
1. The more senses that are involved, the e.g. Teacher used video on how digestion
more and the better the learning. takes place and a model of the human
digestive system
2. Learning is an active process. The teacher frequently asked questions to
catch the attention of the learners
3. A non-threatening atmosphere enhances The voice of the teacher is sweet, and she
learning. always smile. This means that the teacher is
approachable
4. Emotion has the power to increase The teacher changes her voice to indicate
retention and learning. important information and to acknowledge
the misbehavior in the class
5. Good teaching goes beyond recall of The teacher before she starts new lesson, she
information always recalls their past discussion. She
frequently asked the learners to summarize
their past discussions
6. Learning is meaningful when it is Teacher uses the daily experience of the
connected to students’ everyday life. learners and latest news to introduce
the lesson
7. An integrated teaching approach is far The teacher sometimes integrates other
more effectively than teaching isolated disciplines or subjects to clarify and establish
bits of information. a strong learning. This is when she integrates
history to the discussion about the Pangaea to
explain and solidify the discussion.

ANALYZE

What is the best method of teaching? Is there such a thing?

I must state that there is no single optimal teaching approach because
our children do not all learn in the same way. There are different students
who respond differently to different ways, as well as different people. Yes,
some pupils learn well with manipulatives, while others learn best through
traditional techniques (actually reading the texts and taking notes). There is
no such thing as the "optimal teaching approach"; just because one method
worked well in one class does not guarantee it would work similarly well in
another. Teachers should avoid relying on a particular teaching method
excessively. A creative teacher should continue to experiment with teaching
styles that are most appropriate for the kind of students, lessons, and learning
environments in which he and his pupils find themselves. Only when the
students learn does the teacher succeed.

REFLECT

Reflect on this question?

 How do we select the appropriate strategy for our lessons?

Choosing the right tactics for your teaching objectives and students is the key
to effective teaching. Because kids learn in different ways, it's often beneficial
to use a number of methodologies in a single class, as well as a variety of
different learning activities and projects. In a classroom, there is a diversity
of learners. Learners differ from each other. That is the reason why we should
know the art of teaching and learning where it should be flexible and will
cater all kinds of learners. Again, selecting the appropriate teaching strategy
should be based on the theory of Howard Gardner. The theory of Multiple
Intelligence where he believes that learners may have a high intelligence on
one domain and may have low in another domain. Teaching strategy should
be based on the Learning/thinking styles and to their multiple intelligence.

ACTIVITY 10.2 Determining Outcome-Based Teaching and

Learning

OBSERVE

Observe a class and answer the following questions.

1. Did the Teacher state the learning objectives/intended learning

outcomes? (ILOs) at the beginning of the class? Dis he/she share them
with the class? How?
Yes, the resource teacher often states the intended leaning outcomes
before the class discussion. Yes, she shares it with class. She does it by telling
them that in this discussion these were the things expected to them.
2. What teaching-learning activities (TLAs) did he/she use? Did these
TLAs help him/her attain his/her lesson objectives? ILOs? Explain
your answer.
The teacher uses the Question-and-Answer. Yes, since through asking
questions and based on the answers of the students she can already assess the
extent of the learning of the learners. Since some activities are not really
applicable during the virtual, thus is the reason may be why the teacher uses
the question-and-activity to assess whether the learners meet the ILOs or not.

3. What assessment task/s did teacher employ? Is/are aligned with

objectives to the lesson objectives? ILOs?
She uses pen and paper assessment. Yes the questions were based on the
books they are utilizing and will really assessed whether the ILO are meet or
not.

ANALYZE

1. What are your thoughts about Outcome-Based Teaching and Learning

(OBTL)?
Simply said, OBTL is a student-centered approach to learning and
teaching that has gained widespread acceptance in universities throughout the
world. OBE is used at the institutional level, while OBTL is used in the
classroom. The core of OBE is OBTL. OBE is the overarching concept, while
OBTL elaborates on it.
REFLECT

Reflect on the use of OBTL.

Outcome-based Teaching and Learning (OBTL) is a student-centered
education strategy in which the program's targeted learning outcomes for
students are explicitly established. After that, teaching and learning activities
are carefully planned to help pupils attain these goals. The evidence of
OBTL's success is based on evaluation outcomes and student learning
experiences. It means that everything a teacher does should be focused on
what they want pupils to know, understand, and be able to do. To put it
another way, teachers should focus on assisting students in developing the
knowledge, abilities, and personalities that will enable them to attain the
clearly specified planned outcomes. When creating an OBE syllabus, we
commonly use a procedure called "constructive alignment." Which refers to
the process of creating a learning environment that encourages students to
engage in learning activities that lead to the intended learning outcomes. The
term 'constructive' relates to how a learner uses relevant learning activities to
generate meaning. The teacher's actions are referred to as "alignment." The
components of the teaching system, particularly the teaching techniques
employed and the assessment tasks, must be linked to the learning activities
assumed in the intended results.

ACTIVITY 10.3 Applying Effective Questioning Techniques

OBSERVE

Observe a class activity. You shall focus on the questions that the
Resource Teacher asks during the classroom discussion. Write the questions
raised and identify the level of questioning.
Types of question Examples of question that Resource Teacher
Asked
1. Factual / Convergent Closed /
Low level
2. Divergent / Higher-order/
Open-ended / conceptual
a. Evaluation
b. Inference
c. Comparison

d. Application
e. problem-solving

3. Affective
ANALYZE

1. Neil Postman once said: “Children go to school as a question mark and

leave school as periods1” does this something to do with the type of
question that teachers ask and the questioning and reacting techniques
that they employ?
This quotation has something to do with a successful questioning of a
teacher inside the classroom. that one important but critical component of the
teaching and learning process is the knowledge and abilities employed in
asking various types of questions in the classroom. Questions are significant
variables in the teaching and learning process because children's
accomplishment and level of involvement are influenced by the types of
questions teachers create and utilize in the classroom. As a result, teachers
must be cautious while designing/formulating questions in order to pique
students' interest, elicit ideas, clarify concepts, and challenge preconceptions.
When students are asked the correct questions, they improve their listening
and thinking skills. As a result, teachers must evaluate their current
questioning strategies.

REFLECT

Reflect on

The importance of using various reacting techniques

LEARNING EPISODE Utilizing Teaching-

11 Learning Resources
and ICT
ACTIVITY 11.1 Visiting the Learning Resource Center

Resource Teacher: ______________ Teacher’s Signature: ___________

School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date:
____________
OBSERVE

As you visit and observe the Learning Resource Center, use the
observation guide provided.
Ask the assistance of the center staff courteously.

An Observation Guide for a

LEARNING RESOURCE CENTER
Read the following statements carefully before you observe.
1. Go around the Learning Resource Center
2. Find out what learning resources are present
3. Examine and describe how the materials are arranged and how they are
classified. Are they free from dust and moisture? Are they arranged for
easy access?
4. Read the guidelines/procedure for borrowing of materials. Are these
guidelines/procedures posted are available for the users to refer to?
5. Familiarize yourself with the guidelines and procedures. Take photos
of the center (if allowed).

After you are through with your observation, classify the resources
available that you believe are most useful. Use the activity form provided for
you.

LIST OF AVAILABLE LEARNING RESOURCES

Available Learning Characteristics and Unique Teaching Approaches
Resources Capabilities where the Resource is Most
(Enumerate in bullet form) Useful
1. Print Resources
•
•
2. Audio Resources
•
•
3. Non-electronic
Visual Resources
•
•
4. ICT resources
•
•
Impression about the LRC:
 Name and signature of Observer:

Name and signature of the Learning Resource Center in-charge:

ANALYZE

Are the learning resources/materials arranged properly according to their

function and characteristics?
_______________________________________________________________
_______________
_______________________________________________________________
_______________
_______________________________________________________________
_______________

Do the guidelines and procedures facilitate easy access to the materials by the
teacher? Why? Why not?
_______________________________________________________________
_______________
_______________________________________________________________
_______________
_______________________________________________________________
_______________

What are the strengths of this Learning Resource Center?

_______________________________________________________________
_______________
_______________________________________________________________
_______________
_______________________________________________________________
_______________

What are its weaknesses?

_______________________________________________________________
_______________
_______________________________________________________________
_______________
_______________________________________________________________
_______________
What suggestion can you make?
_______________________________________________________________
_______________
_______________________________________________________________
_______________
_______________________________________________________________
_________

REFLECT

1. Which of the materials in the Learning Resources Center caught your

interest the most? Why?
_________________________________________________________
_______________
_________________________________________________________
_______________
_______________________________________________________________
_________

2. Which gadgets/materials are you already confident to use/operate?

_________________________________________________________
_______________
_________________________________________________________
_______________
_________________________________________________________
_______________

3. Which ones do you feel you need to learn more about?

_________________________________________________________
_______________
_________________________________________________________
_______________
_________________________________________________________
_______________

ACTIVITY 11.2 Observing Technology Integration in

the Classroom

OBSERVE

Class Observation Guide

Read the following questions and instructions carefully before you
observe.
1. What is the Lesson all about?
2. What visual aids/materials/learning resources is the teacher using?
3. Observe and take notes on how the teacher presents/uses the learning
resources.
4. Closely observe the learners’ response to the teacher’s use of learning
resources. Listen to their verbal responses. What do their responses
indicate? Do their responses show attentiveness, eagerness, and
understanding?
5. Focus on their non-verbal responses. Are they learning and are they
showing their interest in the lesson and in the material? Are they
 learning and are they showing their interest in the lesson and in the
materials? Are they looking towards the direction of the teacher and
the materials? Do their actions show attentiveness, eagerness, and
understanding?

OBSERVATION SHEET NO.

REPORT
Date of Observation
___________________________________________________________
School
_________________________________________________________________
____
Subject __________________________________ Topic
_____________________________ Grade/Year Level

ANALYZE

UTILIZATION OF TEACHING AIDS FORM

Grade or Year Level of Class Observed: Grade 10-AQUINO
Date of Observation: 10/07/21
Subject Matter: NON-MENDELIAN GENETICS
Brief Description of Teaching Approach Used by the Teacher: The teacher utilizes the
Learner-centered, Constructivist, Collaborative, Spiral Progression Approach
Teaching Aids Used Strengths Weakness Appropriateness of
(Enumerate in bullet the Teaching Aids
form) used
• Powerpoint It is the only Dependent on the It is very appropriate
• Video appropriate visual strength of the in situation like this
• Graphic aids that a teacher connectivity, playing
Organizers can use because the videos may be
• Pictures education is still sluggish or pictures
under the virtual may become blurry
learning.
Use the Technology Integration Form to analyze the class you observed. Refer
to the Technology Integration Matrix on p. 123, in which level of technology
integration do you think the teacher you observed operated? Why?
Based on the Technology Integration Matrix on p. 123, the level of
technology integration of the resource teacher I observed operated was under
the Transformation level. This because the teacher has created a rich learning
environment in which the learners are regularly and actively engage in
activities that would have been impossible to achieve without technology
specially that there is a no face-to-face class due to pandemic.
Based on the Technology Integration Matrix, what is the characteristic of the
learning environment in the class that you observed? Point your observations
that justify your answer.
Based on the Technology Integration Matrix, the characteristic of the
learning environment in the class that I observed, it is Constructive. With the
aid of the technology, learners were able to use technology to construct or
build their own understanding rather than simply receiving information from
the teacher. The technology serves as tool for the learners to discover and
create their own ideas and understanding. It aids them in the whole teaching
and learning process.

Overall, were the learning resources used effectively? Why? Why not? Give
your suggestions. Overall, the learning resources were used effectively. The
resources serve it purpose and that is to aid in the teaching and learning
process. It help the teacher to create a learning environment that learners
could learn with their classmate.

REFLECT

1. Put yourself in the place of the teacher. What would you do similarly and
what would you do differently if you would teach the same lesson to the
same group of students? Why? If I were the resource speaker I would do
the same strategies as asking one by one the ideas of the learners
regarding the topic. I would utilize the Ms teams as to rooms to let
learners work with their groupmates

ACTIVITY 11.3
Exploring Education 4.0

OBSERVE

Class Observation Guide

Read the following statements carefully before you observe.
1. What is the lesson about? What are the teacher’s objectives?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________
2. Note the important concepts that the teacher is emphasizing.
_________________________________________________________________________
_________________________________________________________________________
 _________________________________________________________________________
_________________________________________________________
3. Note the skills that the teacher is developing in the learners.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________

ANALYZE

Analyzing the information, you got from observing the class, surf the
internet to select electronic resources, including OERs social networking
sites, and apps with virtual or augmented reality thar will be useful in
teaching the same lesson. Evaluate the resources you found, using the set
of criteria discussed in the Revisit the Learning Essentials part of this
Episode. Use the form below to note your analysis and evaluation.

Electronic Resources Evaluation Form

Grade/Year Level
Subject Matter/Topic
(Based on the class
you observed)
Lessons
Objectives/Learning
Outcomes
Name and Describe Put a check if the resource satisfies the Describe how you
Type of the criterion can use it if you were
Electronic electronic to teach in the class
Resource resource you observed.
(include Accurate Appropriate Clear Complete Motivating Orga
author/ nize
publisher/ d
source).
REFLECT

1. Describe your experience in surfing the internet for appropriate electronic

resources for the class. What made it easy? Difficult?
____________________________________________________________
_______________
____________________________________________________________
_______________

2. How did you choose which electronic resources to include here? What did
you consider? Explain. Which of the new trends in Education 4.0 would
you like to explore mor for your work as a teacher? Why?
____________________________________________________________
_______________
____________________________________________________________
_______________

3. Reflect on your technology skills. What skills do you already have, and
what skills would you continue to work on to be better at utilizing
education 4.0 resources?
____________________________________________________________
_______________
____________________________________________________________
_______________

ACTIVITY 11.4 Professional Development Through MOOCS

OBSERVE

PPST Domain Competencies I Want to Work On MOOCS MOOC

related to the Provider
competencies
(include a
short
description)
1. Content
Knowledge and
Pedagogy
2. The Learning
Environment
3. Diversity of
Learners
4. Curriculum and
Planning
5. Assessing and
Reporting
6. Community
Linkages and
Professional
Engagement
7. Personal Growth
and
Professional
Development

ANALYZE

From among the MOOCs you explored, pick at least three which you
believe are the most appropriate for you. Describe the MOOCs below.

1. MOOC Title ______________________________________ Provider:

Objectives of the MOOC:

Content Outline

Why did you pick this MOOC?

2. MOOC Title ______________________________________

Provider:

Objectives of the MOOC:

Content Outline

Why did you pick this MOOC?

3. MOOC Title ______________________________________

Provider:

Objectives of the MOOC:

Content Outline

Why did you pick this MOOC?

 REFLECT

1. How can MOOCs help you in your future career as a professional

teacher and as a lifelong learner?
__________________________________________________________
_______________
__________________________________________________________
_______________
__________________________________________________________
_______________
__________________________________________________________
_______________

2. What did you learn from the way the providers use technology to teach
in the MOOCs?
__________________________________________________________
_______________
__________________________________________________________
_______________
__________________________________________________________
_______________
__________________________________________________________
_______________

3. How will you prepare yourself for MOOCS, as a learner, and as a

teacher who may someday teach a MOOC?
__________________________________________________________
_______________
__________________________________________________________
_______________
__________________________________________________________
_______________
_______________________________________________________________
__________

SHOW Your Learning Artifacts

LEARNING EPISODE
 Assessment FOR Learning
12 and Assessment AS Learning
(Formative Assessment)

ACTIVITY 12.1 Observing Assessment FOR Learning Practices

(Formative Assessment)

Resource Teacher: ______________ Teacher’s Signature: ___________

School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date:
____________

OBSERVE

1. Observe what teacher does or listen to what teacher says to find out if
the students understood the lesson while teaching learning is in
progress.
What Teacher Said Tally Total

What Teacher Did Tally Total

2. Did the teacher ask the class” Did you understand”? If she did, what
was the class response?
Yes, the teacher as the class if they understood the topic. The learners
respond they understood the topic.

3. Did the students make the teacher feel or sense they did not understand
the lesson or a part of the lesson? How?
No, this is because when the teachers asked question, they answer it
based on their own understanding

4. If they did, how did the teacher respond?

The teacher responds through thanking them and commending them
for they active participation

5. Were the students given the opportunity to ask questions for

clarifications? How was this done?
Yes, the teacher ask for further clarifications or
6. If she found out that her/his lesson was not clearly understood, what
did teacher do? Did you observe any of these activities? Please check.
________ Peer tutoring (Tutors were assigned by teacher to teach one
or two classmates)
________ Each one-teach-one (Students paired with one another)
________ Teacher gave a Module for more exercises for lesson
mastery
________ Teacher did re-teaching
Others, please
specify___________________________________________________
___
________________________________________________________
_______________

7. If she engaged himself/herself in re-teaching, how did she do it? Did

he/she use the same teaching strategy? Describe.
No, the resource teacher do not engage herself in re-teaching.

8. While re-teaching by himself/herself and/or with other students-turned

tutors, did teacher check on students’ progress?
No, the teacher do not integrate re-teaching
If yes, how? ___________________________________________________________
 ________________________________________________________
_______________
________________________________________________________
_______________
________________________________________________________
_______________

ANALYZE

1. Why should a teacher find out if students understand the lesson

while teaching is in progress? It is not better to do a once-and for-
all assessment at the completion of the entire lesson?
The teacher should assess whether the learners understood the
topic while teaching is in progress so that she can able to augment
remediation if she found out that learners have difficulty in
understanding the topic.

2. Why is not enough for a teacher to ask “Did you understand,

class?” when he/she intends to check on learners’ progress?
There is a possibility, some learners are embarrass to tell that they
don’t understood the lesson specially when majority of the class
said yes.

3. Should teacher record results of formative assessment for grading

purposes? Why or why not?
Formative assessment should not be recorded for grading
purposes. Formative assessment is used to assess the prior
knowledge of the learners, what best teaching strategy works for
them all, their weaknesses, and strengths.

4. Based on your observations, what formative assessment practice

worked? The best Formative assessment works for students is the
pre-test examination. This will enable you as a teacher to measure
the prior knowledge of the learners and how you will introduce
the topic.

5. For formative assessment, why is peer tutoring in class sometimes

seen to be more effective that teacher himself/herself doing the re-
teaching or tutoring?
Sometimes Peer Tutoring is most effective since learners
sometimes have the same length of understanding. Learners will
not afraid to ask questions to their peers and peers who
understood the lesson can explain it in a simple way.

6. Could an unreasonable number of failures at the end of the

term/grading period attributed to the non-application of formative
assessment? Why or why not?
Yes, unreasonable number of failures at the end of the
term/grading period attributed to the non-application of formative
assessment. Formative Assessment is used to assess or determine
 the needs of each individual learner in the classroom. To assess
what are the future problems that may occur as you proceed to the
learning process and provide tangible solutions for these
problems. To determine the teaching strategies to be utilized to
cater the needs of all types of learners. If, it happened thereof that
teacher did not apply formative assessment, then consequent
failures is attributed to it.

REFLECT

• Formative assessment is tasting the soup while cooking. Reflect on this

and write your reflections.
Formative Assessment is like tasting what needs to do as you go on to
the learning process. By tasting a soup you can determine if it salty or
not, does the soup tase better or not, in like manner Formative
assessment will tell you what lacks of what is abundant in the learners
knowledge. It will tell ahead of time the problems you may encounter
thus letting you to prepare ahead of time a tangible solution to these.

• Should you record results of formative assessment? Why or why not?

Yes, you may record the result of the formative assessment not as a
grading your learners but as a reference for you to look back what is
the problem and how you will you go about the problem.

SHOW Your Learning Artifacts

1. My Accomplished Observation Sheet
2. My Analysis
3. My Reflection
4. Snapshots of peer tutoring or other activities that show formative
assessment in practice

ACTIVITY 12.2 Observing Assessment AS Learning Practices

(Self-Assessment)

OBSERVE

Observe a class and find out practices that reflect assessment as learning.
Record your observations.
TEACHER MY OBSERVATION
1. Did teacher provide opportunities for Yes
the learners to monitor and reflect on
their own learning?
 2. What are the proofs that students were Learner are tasked to answers questions after
engaged in self-reflection, the discussion and upload it on their teams
selfmonitoring and self-adjustment?

3. Did students record and report their No

own learning?

4. Did teacher create criteria with the Yes

students for tasks to be completed or
skill to learned?

ANALYZE

1. If the students are at the heart of all assessment, then all assessment
should support students learning. Do you agree? Why or why not?
Yes, assessment should support students learning. Through assessment
you can already determine whether the learners have understood the
lesson or not. You an already determine what went wrong and what is
the best strategy that is applicable to all of them. Thus, assessment will
guide you to help your learners in the learning process.
2. Does assessment as learning have the same ultimate purpose as
assessment for learning? No, Assessment of learning is comparing
students' achievement levels to a standard using assessment data
collected at the end of the teaching and learning process. It's a
summative process that usually involves standardized assessments.
Assessment of learning scores are frequently used to evaluate the
effectiveness of teachers or schools to improve student
accomplishment based on the results of single, point-in-time exams.
Assessment FOR Learning integrates assessment techniques into the
teaching and learning process to ensure that instructional strategy is
constantly adjusted. It can involve test data, but it also covers other
quantitative and qualitative data, as well as a lot of anecdotal and
descriptive information.

REFLECT

The primary purpose of assessment is not to measure but to further

learning. Reflect on your personal experiences of assessment in school. Were
you given opportunities for self-assessment? If yes, what was its impact on
your learning?
Yes, we were given the opportunities to assess our own self. This helps me a
lot to determine what kind of learner I am. I discovered my strength and
weaknesses. I discovered my learning styles and meditated. Through self-
assessment, I was able to know the thing the I need to focus more and
enhanced. Through self-assessment I was able to make my grades good.

SHOW Your Learning Artifacts

1. My Accomplished Observation Sheet

2. My Analysis
3. My Reflection

LEARNING EPISODE Assessment OF Learning

(Summative Assessment)
13
ACTIVITY 13.1 Aligning Assessment Task with the Learning
Outcome

Resource Teacher: ______________ Teacher’s Signature: ___________

School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date:
___________

OBSERVE

• Observe at least 3 classes- 1 Physical or Biological Science or Math,

English, Filipino; 1 Social Science or Literature/Panitikan, EsP and 1
P.E/ Computer/EPP/TLE.

SUBJECTS LEARNING ASSESSMENT Is the If not aligned,

OUTCOME/S TASK (How did assessment improve on
teacher assess the tool/ task it.
learning assigned to
outcome/s? the learning
Specify outcome/s?
 P.E/EPP/TLE To learn how to Written quiz. No Performance
swim Enumerate the test- Let
different swimming students
strokes. perform the
different
swimming
strokes

Social Science. Determine the Written Quiz. Yes

Literature different function Enumerate the
/Panitikan. of arts functions of Arts
EsP

Physical/Biological Determine the Written Quiz. Yes

Science/Math organs and Enumerate the
English/Filipino functions of organs and their
Respiratory respective functions
system

ACTIVITY 13.2

ANALYZE

1. Are all the assessment task aligned to the learning outcomes? No, not
all the assessment task are aligned to the learning outcomes

2. What are the possible consequences if teacher’s assessment are not

aligned to learning outcome/s? Does this affect assessment results?
How?
The ILO cannot be achieved, Yes, It would not help the learners to
master the skills required for that lesson.

3. Why should assessment tasks be aligned to the learning outcomes?

Assessment tasked should be aligned to the learning outcomes to
ensure that learners will masters the knowledge and skills required.

REFLECT

• Reflect on past assessment you have been through. Were they all
aligned with what your teacher taught (with learning outcomes?)
Yes, they were all aligned with what our teacher taught (with learning
outcomes)

• How did this affect your performance? As a future teacher, what lesson
do you learn from this past experience and from this observation?
As a future teacher, everything in the classroom should be in sync,
including techniques, resources, and the performance quiz, in order to
get excellent results.
 Observing the Use of Traditional Assessment Tools

OBSERVE

• Observe classes and pay particular attention to the assessment tool

used by the teacher.
• With teacher’s permission, secure a copy of the assessment tool.

Direction: Put a check (✔ ) on the test which teacher used. From your teacher’s
test items, give an example.
Type of Put a Learning Outcomes Sample Test Comments (Is the
Traditional check Assessed Items of assessment tool
assessment tool/ Resource constructed in
Paper and pencil (✔) Teacher accordance with
test Here established
guidelines?)
Explain your answer.
Selected
Response type
1.Alternate
response

2.Matching type

3.Multiple Choice

4.Others
 Type of Put a check Learning Sample Test Comments (Is
Traditional Outcomes Items of the assessment
assessment tool/ (✔) if resource Assessed Resource tool constructed
Paper and pencil teacher used it Teacher in accordance
test with established
guidelines?)
Explain your
answer.
Constructed-
Response type
1.Completion

2.Short answer
type

3.Problem
solving

4.Essayrestricted

5.Essay-non
restricted

6.Others

ANALYZE

1. Which assessment tools/tasks were most commonly used by teacher

which one were rarely used? Why were they rarely used?
The commonly used assessment by the teacher is the short, answered
question. Problem solving is rarely used by the teacher.

2. Based on your answers found in the Tables above in which type of

assessment tools and tasks were Resource Teachers most skilled in test
construction? Least skilled?
 The teacher is skilled in constructing short answered question. The
least is problem solving because it is not still applicable on the topic

3. Can an essay or other written requirements, even if it is a written

paper-and-pencil test, be considered an authentic form of assessment?
Explain your answer.
Yes, because on essay, it is where students freely express their ideas,
opinions and the learnings they acquired.

REFLECT

How good are you at constructing traditional assessment tools? Which do you
find most difficult to construct? Any lesson/s learned?
I am quite good at constructing traditional assessment tools. I find difficult to
construct is the Problem solving.
I learned that in creating or constructing traditional assessment tool, it should
always be aligned in the ILO to ensure the mastery of the skills required.

ACTIVITY 13.3 Observing the Use of

Non-traditional Assessment Tools and
Scoring Rubrics

OBSERVE

• Observe classes in at least 3 different subjects and pay particular

attention to the assessment tool used by the teacher.
• With teacher’s permission, secure a copy of the assessment tool.
• Study the assessment tool then accomplish Observation Sheet.
• Did your Resource Teacher explain rubric to the students?
• Which type of rubric di that Resource Teacher use- analytic or
holistic?
Authentic Learning Sample of Product/ How product/ Comment/s (is
assessment/ Outcome Performance Assessed performance was the scoring
Non-traditional Assessed assessed rubric
/Alternative One example of a constructed
product assessed. according to
(Put a photo of the Describe how the standards.
product/ documented product/
performance in My performance was
Teaching Artifacts. assessed. Which
INCLUDE THE was used analytic
RUBRIC IN MY rubric or holistic
TEACHING rubric?
ARTIFACTS INCLUDE THE
RUBRIC IN MY
TEACHING
ARTIFACTS
1.Product

2.Performance

ANALYZE

1. Between analytic and holistic rubrics which one was more used? Why
do you think that type of rubric was used more?
HOLISTIC, it emphasizes on what the learner is able to demonstrate,
rather than what s/he cannot do
Based on your answer in #1, what can you say about the scoring
rubrics made and used by the Resource Teachers?
HOLISTIC, single criteria rubrics (one-dimensional) used to assess
participants' overall achievement on an activity or item based on
predefined achievement levels; performance descriptions are written
in paragraphs and usually in full sentences.

2. Will it make difference in assessment of students work if teacher

would rate the product or performance without scoring rubrics?
Explain.
Yes, the teacher will not have a basis on assessing the student works
and it will create a notion that the teacher is bias or unfair in grading
each student works.

3. If you were to improve on one scoring rubric used, which one and
how?
It would be students engagement and collaboration. In a rubrics,
students engagement and how they collaborate with their peer must
also be recorded. Include in the rubrics the collaboration and instill
that their collaboration is recorded and given a points.

4. Can an essay or other written requirements, even if it is written paper-

and-pencil test, be considered and authentic form of assessment?
Explain your answer.
Yes, they can be still considered as an authentic form of assessment.
The forced-choice measures of multiple-choice examinations, fill-in-
the-blanks, true-false, matching, and the like that have been and
remain so ubiquitous in education are referred to as "traditional
assessment" (TA). To complete the evaluation, students usually choose
an answer or recollect material. These tests could be standardized or
devised by the teacher.
 5. Can rubrics help make students to become self-directed or independent
learners? Do rubrics contribute to assessment AS learning (self-
assessment?) What if there were no rubrics in assessment?
Yes, rubrics will direct learners to what they need to do. Yes, rubrics
contribute to assessment as learning. If there is no rubrics, students
will not know what skills they need to master in a certain activity, the
teacher will not have a basis on grading the learners which will look
like a bias.
Does the Scoring Rubric is this FS BOOK 1 help you come up with
better output? Yes, the Scoring Rubric is this FS BOOK 1 help me
come up with better output.

REFLECT

Are authentic assessment tools and tasks new? Reflect on your experiences of
tests for all the years as student.
Yes, authentic assessment tools and tasks new because we are having our
online class due to covid19 pandemic. Some assessment don’t really measure
the extent of the learnings of the learners since answers can already found in
the internet. Its hard to determine whether learners learned or because of
internet they were able to answer all kinds of assessments.

SHOW Your Learning Artifacts

• Accomplished Observation Sheet
• Observations
• Reflections
• A photo of a product assessed and a documented performance test
• Samples of scoring rubrics used by Resource Teachers- one rubric to
assess a particular product and another rubric to assess a particular
performance together with your comments/s and improved version/s, if
necessary.
ACTIVITY 13.4 Scrutinizing the Types and Parts of a
Portfolio

OBSERVE

1. Ask your Resource Teacher for samples of portfolio, if any. If there

are, select one best portfolio from what you examined.
2. If none, research for a sample portfolio and include them My Learning
Artifacts.
3. Based on the sample portfolio given by your Resource Teacher/
researched by you, accomplish a Observation Sheet #
4. Put a check in right column.

What a Portfolio Includes

Elements of a Portfolio Present? Missing?
1. Clear objectives- The objectives
of the lesson/unit course are clear
which serve as a bases for selection.
2. Explicit guidelines for selection-
What, when where, how are
products/documented performances
selected.
3. Comprehensible criteria- the
criteria against which the portfolio
is graded must be understood by the
learners.
4. Selective significant pieces- The
portfolio includes only selected
significant materials.
5. Students reflection- There is
evidence that students reflected on
their learning.
6. Evidence of student’s
participation in selection of content
of portfolio- There is proof that
students took part in the selection of
the content of the portfolio.

ANALYZE

1. Which OBE in mind, which should be the basis for then selection of
pieces of evidence to show that what the students was supposed to
learn was learned? The Assessment Progress

2. Scrutinize the elements of this portfolio. Based on the parts, under

which type of portfolio odes this fall?

Elements of a ________________ Portfolio (Which type of portfolio?)

1. Cover Letter- “About the Author” and “What My Portfolio about My Progress as a
learner.
2. Tables of Contents with numbered pages.
3. Entries- both core (required items) and optional items (chosen by students).
4. Dates on all entries to facilitate proof of growth over time.
5. Drafts of aural/ oral and written products and revised revisions i.e (first drafts and
corrected/revised versions.)
6. Student’s Reflections

3. Where and when does the teacher make use of each of the 3 types of
portfolio?
 A showcase portfolio is a collection of products that illustrate the
owner's capabilities at any given time. An evaluation portfolio is a
collection of items that can be used to evaluate owner's the skills. A
development portfolio exhibits growth by demonstrating how the
owner (has) developed. Goods from various phases of the process,
stages in which feedback has been received, and possibly products
from work currently in progress will all be included in this type of
portfolio.

REFLECT

Have portfolios made the learning assessment process more inconvenient? Is

the effort exerted on portfolio assessment commensurate to the improvement
of learning and development of learner’s metacognitive process that result
from the use of portfolio?
No, portfolios do not made the learning assessment process more
inconvenient. Yes, the effort exerted on portfolio assessment commensurate to
the improvement of learning and development of learner’s metacognitive
process that result from the use of portfolio
SHOW Your Learning Artifacts

• Sample/s of Improved Written Test, both selected-response type and

supply type.
• Sample/s of product and performance assessed
• Sample/s of a rubric
• Sample/s of students’ reflection on his/her portfolio
 ACTIVITY 13.5

Determining the Level of Teacher’s Questions

OBSERVE

1. Observe s teacher in the classroom.

2. Note his/her questions both oral and written.
3. Score him/her according to the level of questions that he/she asks from
remembering to creating and metacognition and self-system thinking.
You may also refer to written tests for samples of questions in the
various levels.
4. Make tally, then get the total. Use Table 1 and Table 2 separately.

Table 1 Number of Questions per Level

Cognitive Rank Cognitive Rank Tally of Total
processes processes (and Assessment
(Bloom as Kendall and Tasks/
revised by Marzano) Questions
Anderson and
Krathworl
Self- system 6
Thinking

Metacognition 5

Creating 6-
Highest
Evaluating 5

Analyzing/An 4 Analysis 3 /

Applying 3 Knowledge 4
Utilization
Understanding/ 2 Comprehension 2 /

Remembering / 1-Lowest Retrieval 1 ////- Example 4

Table 2. Examples of Assessment Questions/ Assessment Tasks

Tally and Total Rank Tally and Total Rank Examples of Rank Based
Score of Score of Assessment on Use
Cognitive Cognitive Tasks/
Processes processes (and Questions
(Bloom as Kendall and Given by
revised by Marzano) Resource
Anderson and Teacher
Kwathwohl)
 Self- system 6- Highest e.g., Teacher
Thinking asked
student:
Why is the
lesson
important to
you?
Example: Metacognition 5
Creating= I

Evaluating=I 5-Highest

Analyzing / An= 5
II
Applying-III 4 3

Understanding- 3 4
II

Remembering= 2 2
IIII

1-Lowest 1-Lowest
I I
Rank Rank

ANALYZE

1. Which cognitive skill had the highest number of assessment questions?

Lowest number? Remembering cognitive skill had the highest number
of assessment questions while creating and evaluating has the lowest
number of assessment question.

2. What do these (lowest and highest number of assessment questions)

reveal about
Resource Teacher’s level of questions?
It reveals that the number of the questions created by the resource
speaker is based on the level of difficulty which these questions fall.

3. Based on Kendall’s and Marzano’s taxonomy, which are the highest

cognitive skills? Give an example of an assessment question for each
two highest cognitive skills- metacognitive skills and self- system
thinking.
 Based on Kendall’s and Marzano’s taxonomy, creating and evaluating
are the highest cognitive skills.
o How does Divergent Plate Boundaries create Mountain
Ranges? o How would you explain the occurrence of
Volcanic eruption underneath the ocean?

REFLECT

If you were to rate yourself on HOTS- where will you be a from a scale of 1
to 5(5 as highest where will you be?
If I were to rate myself on HOTS- from a scale of 1 to 5 I will be in middle or
average. It would be 3

As a future teacher, reflect on how will you contribute to the development of

learner’s HOTS?
Creating a HOTS question will enable students to vent out all their rich ideas,
the readings they made in the topic presented and all the things they acquire
as teaching and learning took place. I would create assessments that will
measure the skills intended on that certain topic.

ACTIVITY 13.6 Analyzing a Table of Specifications

ANALYZE

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

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

REFLECT

Read this conversations and reflect on teacher’s assessment practices.

Write your reflection here.

Student A: Saan naman pala pinulot ni Teacher ang kaniyang tanong? Ni isang tanong
sa tinuro, wala? (Where did Teacher get her test? Not one of what she taught came
out!)

Student B: Oo nga! Nakakainis! (You are right! How annoying!

Did you have a similar experience? Reflect on it. Will the required use of
Table of Specifications as guide in test construction solve the problem of
misaligned tests?
Yes, I do have similar experienced as presented above. Honestly, you cannot
give what you don’t have similarly, I cannot answer what I do not know. Yes,
requiring the TOS as guide in test construction will resolve the problem of mis
aligned tests.

SHOW Your Learning Artifacts

• Accomplished Observation Sheet

• Analysis
• Reflections
• Completed Sample TOS
 ACTIVITY 13.7 Computing Student’s Grades based on DepEd
Grading System

OBSERVE

A. SAMPLE STUDENTS REPORT CARD

1. Secure a sample of a Student’s Report Card from your Resource

Teacher.
2. Study a sample of an unused Student’s Record Card. Observe in
contents.
3. Ask permission from your Resource Teacher for an interview with
him/her and with a group student regarding the new grading
system.

B. INTERVIEW OF RESOURCE TEACHER

1. What are the new features of the latest grading system? What
things are you required to do with this grading system which you
were not asked before?
The Department of Education, or DepEd, will use a new
competency-based grading system for the K-12 Basic Education
Program beginning in the 2015-2016 school year per D.O. No. 8,
s.2015. The new grading system will use fewer grading system
components and a new transmutation table than the previous
Knowledge, Process, Understanding, and Performances (KPUP)
grading system.

Students' summative assessment results will be based on all of their

Written Works,
Performance Tasks, and Quarterly Assessment (WW-PT-QA)
scores from Grades 1 to 12. These three have different percentage
weights depending on the type of learning area.

From kindergarten to senior high school, all public schools must

comply. Although private schools are not obligated to follow the
same rules, the Department of Education strongly encourages
them to do so. Non-DepEd schools, on the other hand, can change
their policies to fit their mission and vision, but only with DepEd
Regional Office approval.

2. Which do you prefer- the old or the new grading system? Why? The
new grading system. Since you don’t have to manually compute the
grades of the learners. Just encode all the necessary information
on the give e-class record then it will automatically compute for
the learner’s grade. There are fewer things to consider on the new
grading system at the same it lessens the work load of the teacher
in computing grades.

C. INTERVIEW OF 5 STUDENTS
 1. What do you like in the new grading system?
There are three categories which we can get our grade. If I get
lower in one aspect, I can make good in another aspect

2. Do you have problems with the new grading system? If there is,
what? No, the learners have no problems with the new grading
system.

3. Does the new grading system give you a better picture of your
performance? Why or why not?
Yes, we can see where we did not perform well and where we
performed well. From that we can assess our own whole
performance during the quarter.

4. Which do you prefer- the old or the new grading system? Why?
We, prefer the new grading system. We can There are fewer things
to consider on the new grading system and we will know where
and what to focus.

D. REVIEW OF DEPED ORDER #8, s. 2015

Read DepED Order #8 s. 2015. You may refer to Appendix A.

Based on DepED Order 8, s. 2015, answer the following:
1. What are the bases for grading?
Written Work (WW) – makes sure students can express skills and
contents in written form
Performance Tasks (PT) – lets learners show what they know and can
do in diverse ways Quarterly Assessment (QA) – measures student
learning at the end of the quarter

2. How do you compute grades per quarter for grades 1 to 10 and grades
11 to 12. Give an example.
To calculate your final grades, follow the instructions below.
Add up all of the component's total scores.
Convert each component's total to a percentage score. Multiply the
quotient by 100 percent after dividing the entire raw score by the
greatest possible score.
Calculate the weighted average of the percentage scores. Multiply the
PS by the component's weight as given in Table 1.
Sum up the weighted scores of each component to get the initial grade.
Transmute the initial grade to get the quarterly grade using the new
transmutation table.

3. How do you compute grades at the end of the school year?

The average of the Quarterly Grades (QG) produces the Final Grade.
 Final Grade by Learning Area
The General Average is computed by dividing the sum of all final
grades by the total number of learning areas. Each learning area has
equal weight.

The Final Grade in each learning area and the General Average are
reported as whole numbers.

4. What descriptions and grading scale are used in reporting progress of

learners?

5. What are the bases for learners’ promotion and retention at the end of
the school year? For Grades 1 to 3 Learners Promotion and Retention
Requirements Decision
Final Grade of at least 75 in all learning Promoted to the next grade level
areas
Did Not Meet Expectations in not more Must pass remedial classes for learning
than two learning areas areas with failing mark to be promoted to
the next grade level. Otherwise, the
learner is retained in the same grade level.
Did Not Meet Expectations in three or Retained in the same grade level
more learning areas

For Grades 4 to 10 Learners Promotion and Retention

Requirements Decision
Final Grade of at least 75 in all Promoted to the next grade level
learning areas
Did Not Meet Expectations in not Must pass remedial classes for learning areas
more than two learning areas with failing mark to be promoted to the next
grade level. Otherwise, the learner is retained
in the same grade level.
Did Not Meet Expectations in three or Retained in the same grade level
more learning areas
Must pass all learning areas in the Earn the Elementary Certificate
Elementary
Earn the Junior High School Certificate
Must pass all learning areas in the Promoted to Senior High School
Junior High School
 For Grades 11 to 12 Learners Promotion and Retention
Requirements Decision
Final Grade of at least 75 in all Can proceed to the next semester
learning areas in a semester
Did not Meet Expectations in a Must pass remedial classes for failed
prerequisite subject in a learning area competencies in the subject before being
allowed to enroll in the higher-level subject
Did Not Meet Expectations in any Must pass remedial classes for failed
subject or learning area at the end of competencies in the subjects or learning areas
the semester to be allowed to enroll in the next semester.
Otherwise, the learner must retake the
subjects failed.
Must pass all subjects or learning Earn the Senior High School Certificate
areas in Senior High School

6. What is the report on learners’ observed values?

Marking Non-Numerical Rating
AO Always Observed
SO Sometimes Observed
RO Rarely Observed
NO Not Observed

E. GRADE COMPUTATION
Show sample computations of a grade:
• In a subject of your choice from grade 1 to 6 (if you are a future
elementary teacher)
• In your specialization if you are a high school teacher)
• Show the percentage contributions of written work, performance tasks
and quarterly assessment. Then give the descriptor. Refer to DepEd
Order # 8, s. 2015.

ANALYZE

Analyze data and information gathered from the interview and from your
review of an unused Student’s Report Card and the DepEd grading system.

1. Do teachers and students like the new grading system? Why or why
not?
Yes, both like the new grading system. For teachers, it is easy to use,
and it has fewer components. For students the grading system is not
bias and fair.

2. What are the good points of the new grading system according to
teachers? According to students?
The teachers don’t need manually compute for the grades of their
learners. They just have to input everything and by the use of the e-
class record grades of learners are automatically computed and
transmuted. According to learners the new grading system is good
since their grade will be transmuted and they will nor worry if they do
not meet the 75 grade for average learners.
 3. What are teachers challenged to do by this new grading system?
The challenged is how will those old teachers utilized the e-class
record. They are not technologically literate. They do not know how to
use excel.

4. Do you favor the distribution of percentages of written work,

performance tasks and quarterly assessment?
Yes, it is unbiased and fair for every learners.

5. Did you like the experience of computing grades? Why or why not?
Yes, I like it very much. It is an edge for me in my future endeavors. It
will not new anymore for me to compute the grades of learners when I
am already in the teaching profession.

REFLECT

In an era where the emphasis is self-directed learning and demonstration of

competenciesknowledge, skills and values learned (outcomes-based
education)-do grades really matter?
In my own perception, in this era, grades do not really matter. Grades will
just show your performance in school. In this harsh world, even if you have
the highest grade if you are not skilled enough, you will never have the life
you dream of. In today’s era, what counts is your skills. Pride cannot pay your
bills. Even if you have a high grade and the only work open for you is waiter,
then take the job. It shows therefore, that grades do not really matter. What
matters is the life skills you learn in the four corners of the room.
The values you acquire, skills and attitude is what matters in this real world.
 ACTIVITY 13.8
Reporting Students’ Performance

OBSERVE

Proceedings in a Card Distribution Day

1. Observe how cards are distributed on Card Distribution Day. Describe
how cards are distributed.
Way back when there is still a face-to-face learning, the distribution of
cards is every PTA meeting at the end of every quarter.

2. Describe how the Resource Teachers communicated learners’

assessment results and grades to present.
Based on my observation when there is still a face-to-face learning, the
adviser talks privately to the parents of learners who need extra
attention or those learners who have low grades.

3. Did parents raise questions or concerns? If yes, what were their

questions/ concerns? Yes, parents did ask questions concerns like how
they will be able to determine the awardees, the behavior of their child
and some matters like requirements.

4. How did the Resource Teacher handle their questions and concerns?
What answers did he/she give?
Going back when there is still a face-to-face, the teacher handles the
question by answering it one by one. She answered it base on the
memorandum given to her not her merely opinion. She shows some
evidences like her journal and class record to support her answers and
o provided a satisfactory answer to the parents.

Interview with Resource Teacher

1. How do you give feedback to your students regarding their
performance? When do you give feedback?
The teacher gives feedback during Homeroom PTA Meeting. She
usually does it at the ed of the grading period. Sometimes individual
feedback is written on the card of each learner.

2. How do you report student’s performance to parents? Does the school

have a regular way of reporting grades to parents?
Through conducting a homeroom PTA meeting. Yes, the school have
and it usually done every after the grading period.

3. What problems on grade reporting did you encounter with parents?

How did you address it/them?
Some parents do not attend the Homeroom PTA Meeting. Some just
attend exactly when card is being distributed. A teacher sends a
private message to the parents who did not attended the meeting or
sometimes she calls the parents through phones.

Interview with Students

 1. Do you see the meaning of your grades in the School Report Card?
Yes, I can see the meaning of my grades in my School Report Card.

2. Does knowing your grade motivate you to work harder?

Yes. Knowing my grades motivates me to work harder and spend more
time in studying.

Interview with Parents

1. Does your child’s Report Card give you a clear picture of your child is
performing? Yes, through my child’s report card I can see whether he
study well or not.

2. If you were asked what else should be found in the Report Card, which
one? Why? Everything that needed to be found in the School Report
Card have it all. There is nothing to needed to put there. I can see the
feedback of his adviser, his grades, his values and her absents in class.

3. Do you find the Card Distribution Day important? Why or why not?
Yes, the Card Distribution Day is very important. This where I can get
personally ask questions to the adviser of my child and personally ask
the problems she encountered while teaching my child.

4. Any suggestion on how to make Card Distribution more meaningful?

There should be at least short presentation like allow parents to
perform dance and sing with their child.

ANALYZE

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

The common issues raised on student’s performance is their attitude
and absenteeism in the class.

2. Based on your observations and findings, what practices must be

a) Maintained and Is the quarterly reporting on
student’s performance

b) Improved to make grades and reporting

meaningful?
Have some activity that requires the participation of parents and
the child during the reporting
REFLECT

1. Grades are often a source of misunderstanding. How should I do

reporting so that it will result to effective learning?

Before reporting, a teacher should first discuss the memorandum

on how the grades of each learner are being computed. Show all
the output of the learners that will serve as an artifact or evidence
on how each learner individually perform.

Tell also first the good ones that the learners have shown during
the quarter. If the learners have negative attitude, never tell it to
the whole class rather tell it to the concerned parents privately.

Then thank the parents for attending the reporting and listening to
how the grades of their child are being computed.

LEARNING EPISODE Knowing the Quality Teacher

The Teacher as a PERSON and
14 as a PROFESSIONAL

Activity 14.1 Teacher Personal Qualities: A View from my Lenses

Resource Teacher: ______________ Teacher’s Signature: ___________

School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date:
___________

OBSERVE

Procedure:
1. Secure a permit to observe a teacher.
2. Review the list of the Personal Qualities given above.
3. Follow the code given whether you will observe by seeing only or you
will observe and interview the teacher to gather information.
 4. Write down in the column of data results the description of the personal
qualities that you have found out. If the personal quality is not observed
by you or is not revealed in your interview, write not observed or not
manifested.

Personal Qualities Observe (O) Data Results

Interview (I) I have found out that…
a. Dignified Observe

b. Healthy Observe

c. Spiritual Observe
Interview
d. Knowledgeable Observe

e. Humble Observe
Interview
f. Determined Observe
Interview
g. Cooperative Observe
Interview

Activity 2 will focus on the Professional Competencies of the Teacher.

You may change your sample Teacher in Activity 1 with another
teacher or you can still observe the same teacher. In case you will not
change your teacher to be observed the same teacher will be your
sample for both Activity 1 and Activity 2. Aside from direct
observation, you will also do a Survey in Activity 2.

ANALYZE

Did you learn from your observation of the teacher? Now let us analyze
the information that you have gathered.

Answer the following Questions.

1. In Activity 1, what do you consider as the 3 most outstanding
significant personal qualities of the teacher you chose as your case?
Why do you consider these as outstanding?
a) Empathy. Empathy is a valuable trait to have in a teacher.
Children and adolescents have strong emotions and are often
coping with issues that we are unaware of outside of the
classroom. It's critical for a teacher to be able to connect with
their feelings, even if it doesn't seem significant. Children and
adolescents require validation of their feelings in order to fully
comprehend and process them. This is critical in assisting
 children in reaching emotional maturity. Teachers who lack
empathy are unable to assist students in overcoming actual
obstacles, whether little or major. It's critical for a teacher to
be able to put themselves in a student's shoes and make them
feel understood. It's critical to be compassionate and
considerate when teaching to ensure that students feel
protected.
b) Patience. Every kid will face their own set of challenges. Some
people will have trouble reading. Math will be difficult for
others. Others find it difficult to sit still during the school day!
Patience on the part of the teacher is crucial in assisting
students in overcoming their difficulties. Patience is a
necessary for a successful teacher in large classrooms with
numerous kids who are all different. And, as a teacher,
displaying patience is an excellent approach to set an example
for children. Patience is a crucial quality for effective
instructors, both in practice and as a role model.

c) Adaptable. Certain expectations may not always be met when

dealing with others, whether pupils or other teachers. Your
teaching approaches may not be appropriate for a particular
class, timetables may change, and changes may be required
with little or no notice. A great teacher can adapt their
teaching methods and expectations in order to continue to be
successful. They are always willing to assess what is working
for their kids and make adjustments as needed. This quality is
critical for teachers who wish to ensure that each student
succeeds in their classroom. When it comes to teaching, it's
critical to always move your courses around in a way that
promotes the most effective learning.

REFLECT

Good teachers are the role models, whether in school, at home or in

the community. From the teachers that you had from elementary to
college, did the personal qualities that they possess, help you learn
better as a student?
Identify one personal characteristics of your model teacher that has
made a great impact in your life as a learner. Reflect and describe how
this quality influenced you.
“A good teacher can give you a lot of facts that you will remember for
a day, but a great teacher can help you find knowledge that you will
remember for the rest of your life.”
Way back during my Senior High School life, it was never easy for me.
My classmate who helped me a lot during my Junior High School went to
another school. My classmate whom I depended on so much transferred to
private schools. Its hard for me to adjust but I cannot forget the 2 teachers on
my Senior High School one had challenged my capabilities, my knowledge
and skills upon knowing that I came from a Science Curriculum. This teacher
uttered a sentence which until now is inculcated in my heart and mind. “Is this
the project of a Senior High School Student which came from a Science
Curriculum?” from thereon, I always challenged myself to have an output
expected to me. Those questions helped me surpassed the limitations I myself
have set. That I can go beyond what I knew my limitations is. That I can
always surpass what is expected to me. This teacher boost my confidence. This
teacher taught me that I just have to discover my innate abilities and skills
and that I can surpass my limitations. I am grateful for this teacher for
indirectly telling me that “I just depend too much on my friends and now that
we part ways it is my time to stand on my own and create my own image. The
second one is a teacher who sees my potential. She encourages me to take the
major what my Heart dictates. She told me that she believes in me. Even
though I told her that I cannot pursue it because I am not good at numbers or
even formulas, she told me I can that’s why I made it until now.
Indeed, those 2 teachers do not just provides me a lot of facts that I
could remember just for a day but they help me seek knowledge that I could
remember for the rest of my life. The way how they can relate to their students
and how they can relate to me personally, it shows on thing. You can never be
a great teacher no matter how you mastered your topics or no matter how
good your teaching strategies are because a great teacher is someone who
can touch hearts and transformed lives.

Activity 14.2 Is the Teacher a Professional Teacher?

OBSERVE

Procedure:
1. Secure a permit to observe and
conduct a survey 2. Request the
following information from the teacher:
a. Name
b. LET License No
c. Evidence of Professional Growth (Masters or Doctorate, Seminars attended,
etc.)
3. Request a co-teacher or the head (only one of the 2) to answer the
checklist/rating scale about your sample teacher.
4. Answer the same survey instrument yourself.
5. Compare the answer of the co teacher or that of the head with
your answer on the survey. In what items do you have the same
answer?
6. Show the results in a summary table.
 Competencies of the Professional Teacher: A Special Case

Dear Ma’am/Sir:

I am a future teacher and I would like to know the characteristics of a professional

teacher. I will be very glad if you could answer the survey form about your co -teacher
_________________________________.

I will keep in confidence your identity, however, please allow me to use the data in my
lesson.

This is requirement in our course, Field Study 1.

Thank you very much.

__________________
BSEd Student

Name of the Teacher:

PRC License No.

Answer the following statements based on your OBSERVATIONS of the

teacher. Check Yes or No or Doubtful.
Does the Teacher exhibit the
Professional Competence competence of a
professional teacher? Check
your answer below.
1. Practices the Code of Ethics for Professional Teachers Yes No Doubtful
2. Teaches the subject matter very well with mastery

3. Keeps self updated with educational trends, policies and

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

Name and Signature of the Teacher Information (Peer)

OR:

Name and Signature of the Supervisor Information (Head)

AND

Your Name and Signature (Pre-Service Student)

ANALYZE

Did you learn from your observation and interview on teacher’s

professional competences? Now let us analyze the data.

Answer the following questions

1. In Activity 2, do you consider the Teacher as a Professional Teacher?
In what competencies is the teacher Strong? ___ Weak? ____
Doubtful? _____ Why?
Yes, the teacher is a professional teacher. The teacher is strong in all
components because she exhibits all the competencies.

2. Did you answer to the survey from coincide with the answers of the
co-teacher or head of the teacher you observed?
Yes, may be because her co-teachers are working with her for a long
time now.
REFLECT

Now, it is time to reflect on Activity 2

Complete the following sentences as your reflections from the results of Activity 2.
1. As a future teacher, the result imply that I should
Always remember that that how I perceived myself is different from
how others perceived me but what matters most is that if I knew deep
within me that I am exercising the 10 competences then there is
 nothing wrong in my actions. My personal life is different from my
professional life.

2. If all the teachers teaching today possess the professional

characteristics and competencies as the teacher/s observed then
learners will be
Will find motivation to study harder. To follow the model of their
teachers. They will be molded to someone that will contribute to the
societal change of our society. They will be the learners that Jose Rizal
expected to be “The Hope of this Society”.

SHOW Your Learning Artifact

Show here the artifacts of this Episode.

1. Short narrative about the teacher with a description of the personal
qualities and professional characteristics that you have observed. You
may request a picture from the teacher.
 LEARNING EPISODE Towards Teacher Quality:
Developing a Glocal Teacher
15 of the 21st Century

Activity 15.1 A Day in the School Life of a Quality

Teacher
Resource Teacher: ______________ Teacher’s Signature: ___________
School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date:
___________

OBSERVE

Note: Observe and record observations on the following aspects as key guide
to observations.
Teacher’s Major Key guide for Observation (Carefully look for the indicators/
Responsibility behaviors of the teacher along the key points. Write your
observations and description in your notebook. This will be
one of your artifacts.)
 A. Actual Teaching This Teacher
1. is learner-centered.
2. acts as a facilitator of learning.
3. has mastery of subject matter
4. sees to it that learning outcomes are achieved.
5. is pleasant and fair in dealing with the learners.
B. Management of Learning This teacher
1. allows all learners to participate in the lesson.
2. considers the needs of the learners in the seating
arrangement.
3. uses instructional support materials to help learners
understand the lesson.
4. sees to it that learning is achieved within the period of
time.
5. dismisses the class on time.
C. Administrative Work This teacher
1. keeps records of learners attendance every day.
2. keeps record of formative and summative tests.
3. submits reports and other documents on time.
4. does other tasks as requested by superiors.
5. cooperates with peers and staff in the cleanliness and
safety of the school.

ANALYZE

Refer to the results of your observation to answer the questions that follow.
1. Which of the three responsibilities shows majority of the indicators
being practiced?
A. Actual Teaching?
B. Management of Learning?
C. Administrative Work?
Management of learning shows majority of the indicators being practiced
2. Which demonstrated behavior, do you find in the teacher that is
worthy of emulation when you become a teacher? Describe
For me as I observe the class of our Resource Speaker, being
approachable and shows empathy to her learners is worthy to be
emulated when I become teacher. As a teacher we must always wear
the shoes of our learners. Let us try to understand why they are like
this, why they committed this and why they behave like that. From that
we can approach them and empathetically teach them the things they
need to learn. This is the reason why her learners are comfortable with
each other and there is smooth teaching and learning process.

3. Which of the major responsibilities does this teacher find difficult to

comply with? What are the reasons?
For me the major responsibilities does our resource speaker find
difficult to comply with is acts as facilitator of learning. In this virtual
learning, there is a need for the resource teacher to provide all the
necessary information since there is no assurance that the learners are
 really learning at their own pace. If she will just let learners learned
by themselves then there is possibility that not all learners will learn.

4. From your perspective, would you consider this teacher as quality

teacher? Why?
From my own perspective, I would consider our Resource Speaker as a
quality teacher. Despite the challenges brought by online learning, she
still delivers the topic and achieving the desired Intended Learning
Outcomes. She makes sures that her learners accomplish the posted
assignment and they actively participate during the online discussion.
She does not only teach what is found in the book but teaches from the
heart. Indeed, this teacher can touch heart and transformed lives.

REFLECT

Now, that you have spent one school day to observe this teacher, it
would be good for you to reflect on all your observations by answering
reflective questions below.

1. Are you inspired to become a teacher after your observation? If yes, why? If No, why not?

After my observation, I was inspired to become a teacher. Indeed, teaching is the noblest
profession one may ever have but it not easy as what others think. After the things I saw
during my observation, the smiles and the sense of satisfaction of the learners and my
resource teacher I was motivated to pursue this profession.

2. When you become a teacher in the future, how else would you do better as a
professional teacher?

I would develop my sense of empathy and adaptable to change. Being

empathetic to my learners will help me to establish a good relationship and
communication to my learners. Learners can freely tell what their problem is and
what’s bothering them and from that I can offer help to them.

3. What are some of the concerns that you foresee in the future as a
quality teacher? Do you think you will be ready to address these? Give at
least 2 concerns.

Culture shock when face-to-face

learning returns and Learner’s
engagement during virtual class
For me I would still be ready to address just give us trainings and enough
time to adapt
4. In what aspects of the teacher’s day, would you like to congratulate the
teacher you observed? Can you show your appreciation to this teacher by
sending a Thankyou card?
(Include this in your artifact)
I would like to congratulate my resource teacher for being approachable
to her learners including to us. Her example made me realize that its not
what you taught that the learners will remember but how you taught them.

Activity 15.2 The Environment as a Skill of the 21Creation and Management of

the New Learning st Century Quality Teacher

OBSERVE

Procedure:
1. Draw or sketch the current classroom where you are observing
2. Indicate and label all significant parts and furniture that you
find inside including these but not limited to:
a. Doors, windows
b. Teacher Table, Demonstration table
c. Cabinets, chalkboard
d. Gadgets, equipment
e. Plant boxes, etc.
f. Others not included in the list
3. Draw your vision of a classroom for the 21st century.

A. Current Classroom I am Observing

Grade level 10
ANALYZE

Make a comparison of your drawings A and B. Describe the similarities and

differences.
Explain why.
Features of the Present My Vision of the Future Why the similarity?
Classroom Components Classroom Why the difference?
- They are using MS - Will return to physical This because as of now the
Teams as their classroom country is facing covid—19
learning Management - Teachers will integrate pandemic so face-to-face to
System for the Virtual traditional and learning was not allowed but
class modernized way of soon everything will return
- Learners can see their teaching to normal where learners
teaching discussing - Learners can work will come to school again to
the lesson collaboratively with learn
- Learners can have their classmate
their assignments,
quizzes and exams

REFLECT

Based on the task that you made, what challenges await you as a future
teacher? How will you manage learning in the future classroom? How will you
prepare yourself to respond to 21st teaching-learning and become a global
teacher?
Make a short paragraph on how you will manage teaching-learning in the 21st
century classroom.
In the 21st century, integration of technology and artificial intelligence is a
must in education that is why if there are opportunities like trainings,
seminars or webinars on enhancing my
technological and innovative skills I should grab it. Who knows what will
happen in the future that is why we must continue to learn how to utilize
the technologies preset in our era to continually provide quality
education.

SHOW Your Learning Artifacts

These are the artifacts that you need to file in this episode.
1. Activity 15.1 Report on the Observations including evidence that
go with it. Activity 15.1 Narrative on the Day in the Social Life of
the Quality Teacher

2. Activity 15.2 Drawing of the process classroom and a Drawing of

your Vision of the Classroom for the 21st Century.

3. Activity 15.2 Narrative on how you manage teaching-learning in

the 21st Century classroom.
 LEARNING EPISODE
On Teacher’s Philosophy

16 of Education

Activity 16.1 Analyzing DepEd’s Philosophy of Education

Resource Teacher: ______________ Teacher’s Signature: ___________
School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date:
___________

OBSERVE

• Determine prevailing philosophies of education based on DepEd

Vision and Mission statements, core values and mandate and on the K
to 12 Curriculum Framework and Guide.
• Study the DepEd Vision and Mission statements. Core values and
Mandate.
• Read the features of the K to 12 Curriculum based on the Kto12
Curriculum Framework and Guide Sec. 5 of R.A. 10533.
• Accomplish the table below by answering these questions. Which
philosophies are express?
• Cite relevant statements to back up an identified philosophy of
education. You are given an example.
Philosophies of Education Which philosophies are Which philosophies
expressed in the DepEd expressed in the K to
Vision, Mission Statements, 12 Curriculum
Core Values, Mandate? Framework and
Give proof. Guide and Sec 5 of
RA 10533? Give
proof.
1. Essentialism – each mastery of Essentialism – The core
the basics; curriculum is values of maka-Diyos,
prescribed. makatao, maka-kalikasan, and
Subject matter – centered there are maka-bansa show that DepEd
universal, objective values; is essentislist. DepEd believes
inculcate values in subject matter in unchanging values that
need to be inculcated.
 2. Perennialism – teach those that Perennialism – The every graduate of
last, the classics; there are statement of the DepEd in basic education shall
universal values; inculcate these the Vision passionately love be an empowered
universal objective values their country and whose individual who has
values and competencies learned, through a
enable them to realize their program that is rooted
full potential. DepEd envision on sound educational
that learner will always love principles and geared
their country towards excellence,
the foundations for
learning throughout
life, the competence to
engage in work and be
productive, the ability
to coexist in fruitful
harmony with local
and global
communities, the
capability to engage in
autonomous, creative,
and critical thinking,
and the capacity and
willingness to
transform others and
one’s self.
3. Progressivism – very Progressivism – The In-service Training on
childcentered; teach those that statement of the DepEd that Content and Pedagogy
interest can be read in their Vision — Current DepED
the child; one learns by experience; “Department of Education teachers shall be
learners learn by doing so teacher continuously improves itself retrained to meet the
teacher’s teaching is experiential; to better serve its content and
values are subjective; no stakeholders.” performance standards
inculcation of values since they are of the new K to 12
subjective, instead teachers help curriculum.
students clarify their values
The DepED shall
ensure that private
education institutions
shall be given the
opportunity to avail of
such training.
4. Reconstructionism – school is Reconstructionism – The Give every student an
agent of change; school is Mandate of DepEd “The opportunity to receive
preparing students for the social Department of Education quality education that
changes; teaching is involving the (DepEd) formulates, is globally
implements, and coordinates competitive based on
 students in discussion of moral policies, plans, programs and a pedagogically sound
dilemmas projects in the areas of formal curriculum that is at
and non-formal basic par with international
education. It supervises all standards
elementary and secondary
education institutions,
including alternative learning
systems, both public and
private; and provides for the
establishment and
maintenance of a complete,
adequate, and integrated
system of basic education
relevant to the goals of
national development.
5. Existentialism – teachers teach Existentialism – The Make education
learners to make a choice, to make statement of the DepEd learner-oriented and
decisions and not merely to follow Mission “Teachers facilitate responsive to the
the crowd; one who does not make learning and constantly needs, cognitive and
a choice and so simply follow nurture every learner.” cultural capacity, the
others do not leave meaningful life circumstances and
diversity of learners,
schools and
communities through
the appropriate
languages of teaching
and learning,
including mother
tongue as a learning
resource
6. Pragmatism – That which is Pragmatism – The statement The curriculum
useful, that which is practical and of the DepEd Mission “To shall be learner-
that which works is what good; that protect and promote the right centered, inclusive
which is efficient and effective is of every Filipino to quality, and
that which is good, e.g. showing a equitable, culture-based, and developmentally
video clip on mitosis is more complete basic education” appropriate
efficient and more effective and
therefore more practical than
teacher coming up a visual aid by
drawing mistosis on a cartolina or
illustration board

Activity 16.2
Articulating My Personal Philosophy of Teaching
OBSERVE

• Observe how a teacher relates to every learner and he/she proceeds

with her teaching.
• Accomplish this Observation Sheet.

Here are philosophies of education. Find out which philosophies were

manifested in class by observing what and how teacher teaches and relates
to learners.

Philosophies of Education Teaching Behavior (State what the

teacher said, taught or did)
1. Essentialism – each mastery of the basics; In what way was teacher essentialist?
curriculum is prescribed;
Subject matter – centered there are universal, e.g. He/She saw to it that the students
objective values; inculcate values in subject matter mastered basic concepts and skills.

He/She inculcated values.

2. Perennialism – teach those that last, the classics; The teacher reminds the learners the
there are universal values; inculcate these universal Philosophy, Mission and Vision of the
objective values University
3. Progressivism – very child-centered; teach those The Resource Teacher let the learners
that interest the child; one learns by experience; perform the activities prescribed in the
learners learn by doing so teacher teacher’s module
teaching is experiential; values are subjective; no
inculcation of values since they are subjective, Here, she let learners discover whether
instead teachers help students clarify their values the teacher is correct or not
4. Reconstructionism – school is agent of change; Allowing the learners to have a peer-
school is preparing students for the social changes; topeer learning
teaching is involving the students in discussion of Providing learners how to adapt and
moral dilemmas how to learn
5. Existentialism – teachers teach learners to make a The teacher and school provides time
choice, to make decisions and not merely to follow for the learners to create decisions such
the crowd; one who does not make a choice and so as who will be their groupmate, what
simply follow others do not leave meaningful life will their strand and degree in college
6. Pragmatism – That which is useful, that which is The teacher instead of discussing how
practical and that which works is what good; that does plate boundaries move she shows
which is efficient and effective is that which is animated video clips to catch the
good, e.g. showing a video clip on mitosis is more attention of the learners
efficient and more effective and therefore more
practical than teacher coming up a visual aid by The teacher shows pictures to farther
drawing mitosis on a cartolina or illustration board proves what she is discussing and
presenting concrete evidence.

7. Rationalism – emphasizes the development of the The teacher creates a question that
learners’ reasoning powers; knowledge come learners need to answer based on facts
through reason; teacher must develop the reasoning and base on what is being discussed
power of the learner during the discussion
8. Utilitarianism – what is good is that which is The teacher uses teaching strategies
most useful that which brings happiness to the that caters all types of learners
greatest number of people; present in the virtual classroom.
9. Empiricism – source of knowledge is through the The teacher let the students perform
senses; teacher must involve the senses in some experiments through here learners
 teachinglearning learn base on their observation
.10. Behaviorism – behavior is shaped deliberately The teacher provides additional points
by forces in the environment and that the type of to those learners who actively engage
person and action desired can be the product of themselves during class discussion like
design; behavior is determined by others, rather answering the question or sharing their
than by persons own free will; teacher must ideas
carefully shape desirable behavior; drills are
commonly used to enhance learning. Rewards
reinforce learning.

11. Constructivism – learners are capable of The teacher posted an activity that let
constructing knowledge ang meaning; learners inquire for them to answer.
teachinglearning therefore is constructing Through inquiry, learners have learn to
knowledge and meaning; teacher does not just “tell” construct their own knowledge or idea
or dictate but asks learners for knowledge they
construct and meaning of lesson.

12. Other philosophies

ANALYZE

1. Based on your findings and observations in your Activity 16.1 and

Activity 16.2, which philosophies of education are dominant in
Philippine basic schools? Why do you say so?
Based on my findings and observations in Activity 16.1 and Activity
16.2, philosophies of education that are dominant in Philippine basic
schools’ teachers adhered to a high level of progressivism educational
philosophy and a high level of existentialist and reconstructionism
orientation.
2. If there is one philosophy that schools and teachers should give more
attention to, what should that be and why?
If there is one philosophy that schools and teachers should give more
attention to, that should be Pragmatism. We all know that curriculum
is dynamic. It means it can change overtime and if we teach learners
them practical ways how to learn then definitely no matter how any
times curriculum it will not affect the learning of the learners since
they already knew how to learn.

REFLECT

What is your philosophy of teaching? This describe what you believed you
should teach, how you should teach and how you should relate to others in
school- with the learners, your colleagues, your superiors and all other
stakeholders. Write them down. This is your title, “My
Philosophy of Teaching”
My Philosophy
of Teaching These may be of help: