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Module in FS1 Enhanced

This document outlines a module content guide for a Field Study 1 course. It describes the course objectives, schedule, requirements, topics, and learning activities. The course aims to help students apply teaching theories and principles through observation. It also focuses on assessment tools, literacy/numeracy strategies, higher-order thinking skills, and classroom communication.

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0% found this document useful (0 votes)

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Module in FS1 Enhanced

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ERICA SANTIAGO

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Download as DOCX, PDF, TXT or read online on Scribd

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REF No.

: DO- CoEd-FS 1
COLLEGE OF EDUCATION Status : Rev 9
Date Issued : June 2020

MODULE CONTENT GUIDE

Prepared by: RODELIO B. PASION, Ph.D. Noted by: ELIZABETH L. BAGUIO, Ph.D. - Dean
Week : 1 Term: 1st Semester: 1st Academic Year: 2020 – 2021
Subject Code: FS 1 Course Title: Field Study 1
COURSE DESCRIPTION: This Field Study course 1 is designed to provide FS students with
opportunities to connect teaching-learning theories and principles. It is intended to help the FS
students observe how these principles of teaching and learning are applied by the resource teacher
to make the teaching-learning process interactive, meaningful, exciting and enjoyable. Moreover,
this course is designed to record the application of teaching theories and principles in the learning,
environment, to help students verify the cognitive, metacognitive, individual differences and.
motivational factors that influence the acquisitions of knowledge. This is also designed to provide
FS students with opportunities to connect.

I. COURSE INTENDED LEARNING OUTCOMES (CILO)

1. articulate the SJIT LPVM and Core Values;

2. identify the different assessment tools;
3. distinguish the different significance of the different assessment tools;
4. employ the relevance of each assessment tool in the classroom;
5. categorize the validity of each assessments;
6. evaluate the effective of each assessment tools employed in the class;
7. construct a personalize assessment tools to assess the performance of the students; and
8. submit a significant coion of different assessment tools.
II. COURSE GUIDE (course rules/instructions, Coverage inclusion Dates/schedule,
grading criteria)
A. Course Rule
1. Read and comprehend the powerpoint presentation given.
2. Do some research online and read other literature if confusions are encountered.
3. In readings, you are required to read latest literatures.
4. Proper citations must be observed in all your readings.
5. Never hesitate to discuss with your professor through email, private message, if there
are ambiguities regarding the topic being presented or discussed.
6. Strictly observe the given schedule in terms of dead lines of outputs and related
requirements.
7. Scholarly outputs will be expected everytime you submit your readings and related
requirements.
1st Term Schedule 2nd Term Schedule
Inclusive Dates Week Details Inclusive Dates Week
August 17-22, 2020 Week 1 October 19-24, 2020 Week 1
August 24-29, 2020 Week 2 October 26-31, 2020 Week 2
September 1-5, 2020 Week 3 November 3-7, 2020 Week 3
Prelim / Midterm
September 7-12, 2020 Week 4 November 9-14, 2020 Week 4
Exams
September 14-19, 2020 Week 5 November 16-21, 2020 Week 5
September 21-26, 2020 Week 6 November 23-28, 2020 Week 6
September 28-October 3,
Week 7 December 1 – 5, 2020 Week 7
2020
October 5-10, 2020 Week 8 Midterm / Final December 7 – 12, 2020 Week 8
Exams /
Submission
and/or
compliance of

1
Requirements
October 12-17, 2020 - Term Break
Course Requirements:
1. Attendance, Quizzes, Participations, Projects, Activities, and Major Examinations
2. Grading Criteria:
Quizzes/Assignments 25%
Class Activities/Laboratory Output 35%
Periodic Examination 40%
Total 100%
III. MODULE LEARNING OUTCOMES
At the end of the chapter, the students are able to:

A. differentiate content knowledge from pedagogical knowledge and curricular knowledge;

B. analyze the importance of research-based instruction and the principles of teaching and
learning;
C. identify different types of information and communication technologies (ICT) for teaching
learning;
D. identify strategies in promoting literacy and numeracy;
E. recognize the importance of HOTS in teaching learning;
F. determine how instruction plans are designed in line with the principles of mother tongue;
and
G. differentiate from verbal and non-verbal communication.
IV. CONTENT TOPIC DISCUSSION (attached content theories/ applications and specific
learning objectives)
Chapter 1. Content Knowledge and Pedagogy

Lesson 1. Pedagogical Content Knowledge and Its Application Across the Curriculum
Lesson 2. Research-based Knowledge and Principles of Teaching and Learning
Lesson 3. Positive Use of ICT
Lesson 4. Strategies for promoting Literacy and Numeracy
Lesson 5. Strategies for Developing Critical and Creative Thinking, as well as Other Higher Order
Thinking Skills
Lesson 6. Mother Tongue, Filipino and English in Teaching and Learning
Lesson 7.Classroom Communication Strategies

V. TEACHING LEARNING ACTIVITES (TLA’s) (with TLA guides, must be doable thru
online)
A. Face-to-face lecture discussion, autodidactic learning, online research for further ideas
relevant to the topic and lastly, assessment.
B. Reading and self-comprehension
VI. ASSESSMENT TASK (AT’s) / EVALUATION/RUBRICS (WITH ASSESSMENT guides)
A. Formative Test
B. Reflective Test
C. Summative Test
D. Practical Test
VII. ASSIGNMENT (include here the target module for the preceding MODULE guides )
Research the following topics: Learners Safety and Security, Fair Learning Environment,
Management of Classroom Structure and Activities, Support for Learners Participation, Promotion
of Purposive Learning, and Management of Learner Behavior
VIII. REFERENCES
Anderson, L. et.al. (2001). A Taxonomy for Learning, Teaching, and Assessing. A Revision of
Bloom’s Taxonomy of Educational Objectives. New York: Addison Wesley Longman, Inc.
Heidelberg.

Arnold, V.D. (2010). Planning for effective instruction. The Teacher Education Journal, Vol. 24,
1988, Issue 3.

2
Barnes, M. (2013). Five steps to create a progressive, student-centered classroom. Retrieved from
http://inservice.ascd.org/five-steps-to-create-a-progressive-student-centered-classroom/
Lesson 1. Pedagogical Content Knowledge and Its Application Across the
Curriculum

The mastery of content and comprehensive pedagogical content knowledge

(PCK) of the subject area is one of the competencies expected in a teacher education
graduate (CHED2017) Shulman introduce PCK in 1986 and defined three categories of
the teacher knowledge that are essential in teaching and learning. These are the
following.

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

taught or expected to be learn by the student, which requires understanding of fact
concept, principle.
Pedagogical knowledge- the knowledge of teaching which include method and
strategies of formulating the subject matter to make it more comprehensible to the
learned.
Curricular knowledge- the knowledge of the curriculum, which is represented by full
range of program design for the teaching a particular subject/course at the given level.
PCK is the blending of content knowledge and Pedagogical knowledge that is unique
among the teacher. It is the type of knowledge in which the teacher relate his/her
pedagogical knowledge to content knowledge to make the lesson more relevant and
comprehensible to the learners.
While it is the important for the teacher the mastery of content and Pedagogical skill, it
is essential to have the curricular knowledge to deliver the content effectively Choppen
(2009).
Emphasize that the nation of curricular-context knowledge has the potential to be the
tool to explore how teacher develop and connect content knowledge, pedagogical
knowledge and curricular knowledge.

Processing

A. Based on what you have observed in class, explain the importance of the
different kinds of knowledge.

1. Content Knowledge
2. Pedagogical Knowledge
3. Curricular Knowledge

B. What do you think are the strategies used by the teacher to enrich the mastery of
the lesson?

C. What do you think are the strategies used by the teacher to enrich the
pedagogical knowledge?

D. What do you think are the strategies used by the teacher to enrich the curricular
knowledge?

Reflection. Complete the following statements.

A. I realize that:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

3
B. I believe that:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

D. Being a professional teacher requires:

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Lesson 2. Research-based Knowledge and Principles of Teaching and Learning

The K-12 curriculum shall be learner-centered, relevant, responsive, and

research-based .As stated in RA 10533 otherwise known as the ENHANCE BASIC
ACT OF EDUCATION 2012, it shall promote the use of pedagogical approaches that
are constructivist, inquiry-based, reflective, collaborative, and integrative. These
principles and approaches, which are typically, derived from empirical researches,
theoretical claims, quantitative data, practical, experiences, and ideological or
philosophical beliefs shall serve as rules or guiding principles that will direct teachers in
the attainment of particular outcome. Research-based instruction and principles of
teaching and learning are to be taken as a strategy that promotes the use of empirical
evidences, scientific findings, theoretical claims or practical experiences to inform the
content of lessons and instructional strategies. The data on students poor academic
performance, for example, can be analyze to identify the problem and determine
appropriate strategies to prevent similar cases in the future. The application of research-
based instruction and principles of teaching and learning does not only transmit the
knowledge based on existing theories and principles, but also transform these into new
knowledge. Carnegie Mellon University (2016) articulates the following research-based
principles and strategies that can make teaching more effective and efficient;
1. acquiring relevant knowledge about the student and using that knowledge to
inform our course design and classroom teaching;
2. aligning the three major component of instruction: learning objectives,
assessments and instructional activities;
3. articulating explicit expectations regarding learning objectives and policies;
4. prioritizing knowledge and skills we choose to focus on;
5. recognizing and overcoming our expert blind spots;
6. adopting appropriate teaching roles to support our learning goals; and
7. progressively refining course based on reflection and feedback;

In 2016, the Department of Education (DepEd) adopted the Basic Education

Research Agenda (BERA) by virtue of DepEd Order No. 39, series of 2016 to provide
guidance to the DepEd and its stakeholders in the conduct of education research. It
serves as a guide for education researchers who seek to;
1. builds gains from existing research

4
2. generate new knowledge on less explored, but priority fields of basic
education;
3. systematically focus on DepEd’s attention on relevant education issues; and
4. maximize available resources for research inside and outside Department.

Processing. Read carefully and answer the following questions based on what you
have observed in class.

A. How do research-based instructional strategies enrich the pedagogical content

knowledge of teachers?

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

C. What are the things that the teachers need to do in order to improve their
research skills?

Reflection. Complete the following statements.

D. Being a professional teacher requires:

Lesson 3. Positive Use of ICT

Teachers play a critical role in supporting learners to face a challenges and seize
opportunities in the digital world. (UNESCO, 2018). This lesson will help you ascertain
how to demonstrate skills using technology to promote quality- learning outcomes. The
objectives of this lesson are the following:

5
1. Identify different types of information and Communication Technology ( ICT) for
teaching and learning;
2. Observe the proper use of ICT in teaching and learning ; and
3. Understand how technology can improve teaching and learning.

One of the 21th Century skills that students need to succeed in the information
age is literacy skills, which comprise information literacy, media literacy, and technology
literacy (P21 Framework for 21th Century Learning 2016). Thus, teachers should not
only be equipped with Pedagogical knowledge, but also with Technological knowledge
to adapt with the demand of the 21th century teaching and learning. Mishra and Koehler
(2006) define technological knowledge (TK) as knowledge of different technologies from
traditional such us books, chalk and blackboard to more advanced technologies like
digital technologies that involve skills required to operate hardware and software and
the ability to adapt to new technologies regardless of type. Mishra and Koehler (2006),
the pedagogical uses of technology require the development of a complex situated from
of knowledge called technological pedagogical content knowledge (TPACK). The
TPACK framework describes the teachers’ knowledge for technology integration, which
adds technologies knowledge to Shulman's concept of PCK. It is an overlap of content
knowledge, pedagogical knowledge, and technological knowledge.

Relatively, due to rapid development of technologies, there is a need to have a

clear vision of the role of teachers bin enhancing the power of ICT in the classroom and
beyond (UNESCO 2011). Thus, the UNESCO ICT Competency Framework for teachers
(ICT- CFT) was created to help counties develop a comprehensive national ICT
Competency policy and standard. UNESCO Bangkok in participating with the
Commission on Higher Education (CHED) addressed this vision by integrating the ICT
Competency standards for teachers in the revised undergraduate Teacher education
program of 2017, which aims to build teachers education graduates ability to apply ICT
to promote quality, relevant and sustainable educational practice.
In order to provide public school teachers with appropriate technologies to
enhance the teaching and learning process and meet the challenges of the 21th
century, DepEd implemented the DepEd Computerization Program (DCP) in 2010 by
virtue of DepEd Order No. 78. The objectives of the DCP are the follows:
1. Provide computer laboratory package to secondary schools;
2. Provide e-classroom to elementary schools;
3. Provide laptop in units to mobile teachers
4. Integrate the ICT in the school system;
5. Raise the ICT literacy if learner’s pupil’s, students, teachers and schools heads
l; and
6. Reduce the computer backlogs in public schools.

Processing. Read carefully and answer the following questions based on what you
have observed in class.

A. What are the problems or challenges in integrating ICT in teaching and learning?

B. What are he challenges encountered by students in using ICT tools and other
forms of digital technologies?

C. In what domain/s of ICT competency standards for teachers do teachers need

improvement? Why?

D. How will you promote the positive use of ICT to your students?

Reflection. Complete the following statements.

A. I realize that:

6
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

D. Being a professional teacher requires:

Lesson 4. Strategies for promoting Literacy and Numeracy

One of the target goals is specified under the global goals 4.6 is to ensure that all
youth and the sustainable proportion of adult both men and women achieve literacy and
numeracy by 2030.to achieve their goals teacher who serve as forefront of teaching
literacy and numeracy should be equipped with knowledge on strategies that promote
literacy and numeracy skill. Literacy and numeracy skills are the foundational skills that
learners need to be develop in order to succeed in life. These basics skills refers to the
student ability to understand the effective use of language communication skills.
(reading, writing, listening and speaking).and mathematical concept(Number sense,
addition, subtraction, multiplication and division, decimal, fraction) that are useful in
everyday life . According to Wyatt-Smith, Elkins, and Gunn (2011), literacy and
numeracy education is core in quality learning across all phases of schooling and
curriculum area. This means that the teacher roles is instigating literacy and numeracy
is significant to improve the student academic performance knowing how literacy and
numeracy taught under the k-12 curriculum and understanding the learners
competencies are essential in identify appropriate strategies to promote literacy and
numeracy among the students.

Processing. Read carefully and answer the following questions based on what you
have observed in class.

A. How can literacy affect one’s life?

B. How important is numeracy in our daily life?

C. How can literacy and numeracy improve the learner’s academic performance?

7
D. In the absence of digital technologies and printed materials, what do you think
are the strategies you can use to promote literacy and numeracy?

Reflection. Complete the following statements.

D. Being a professional teacher requires:

Lesson 5. Strategies for Developing Critical and Creative Thinking, as well as

Other Higher Order Thinking Skills

Higher-order thinking skills (HOTS) is a concept of learning based on cognitive

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

Bloom’s Anderson’s Revised Taxonomy

Taxonomy
Evaluation Create – put elements together to

8
form a coherent functional whole,;
recognize elements into a new
pattern or structure
(Keywords: Hypothesizing,
designing, constructing)
Synthesis Evaluate – make judgment based
HIGHER ORDER on criteria and standard
(Keywords: Checking, critiquing)
Analysis Analyze – break material into its
constituent parts and determine how
the parts relate to one another and
to an overall structure or purpose
(Keywords: differentiating,
organizing, attributing)
Application Apply – carry out or use procedure
in a given situation
(Keywords: Executing,
LOWER ORDER implementing)
Comprehension Understand – construct meaning
from instructional messages,
including oral, written, and graphic
communication
(Keywords: Interpreting,
exemplifying, classifying,
summarizing, inferring,
comparing, explaining)
Knowledge Remember - retrieve relevant
knowledge from long-term memory
(Keywords: Recognizing,
recalling)

Relatively, critical and creative thinking are considered to be HOTS as they

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

Processing. Read carefully and answer the following questions based on what you
have observed in class.

A. In what part of the instructional plan can teachers apply HOTS?

B. How can higher order thinking skills improve the students’ learning?

C. How important is creative and critical thinking in the 21st century workplace?

D. What are the things that teachers need to improve on in order to enrich students’
HOTS?

9
Reflection. Complete the following statements.

D. Being a professional teacher requires:

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

Mother Tongue Based-Multilingual Education (MTB-MLE) under the K to 12 basic

education program was institutionalized in 2009 through DO No. 74 series of 2009.
MTB-MLE aims to improve the students learning as well as their cultural awareness by
understanding the language. Section 4 of the Republic Act No. 10533, otherwise known
as The Enhanced Basic Education Act provides the basic education should be delivered
in languages understood by the learners as it plays a strategic role in shaping the
formative years of learners. Mother tongue is used as a medium of instruction in
teaching Mathematics, Araling Panlipunan, Music Arts, Physical Education and Health
(MAPEH), and Edukasyon sa Pagpapakatao in Grades 1 and 2. It is also taught as a
separate learning area in Grades 1 and 2 as provided by DepEd Order No. 31, series of
2013. Aside from Mother Tongue, Filipino and English are also included in Grade 1 as a
separate subjects which focus on fluency and as MOIs from Grade 4 onwards.
Relatively, 12 major languages or Lingua Franca are specified in DO No. 16, series of
2012 as learning areas and MOIs. These are: Tagalog, Kapampangan, Pangasinense,
Iloko, Bicol, Cebuano, Hiligaynon, Waray, Tausog, Maguindanaoan, Maranao and
Chabacano. In addition seven other languages were identified as MOIs in various

10
regions per DO No. 28, s. 2013. These are: (Ybanag (Region II – Tuguegarao City,
Cagayan, Isabela), Ivatan (Region II – Batanes Group of Islands), Sambal (Region III –
Zambales), Aklanon (Region IV – aklan, Capiz), Kinaray-a (Region VI – Capiz, Aklan),
Yakan (ARMM – Basilan), and Surigaonon (CARAGA – Surigao City and Provinces).
Mother Tongue, Filipino, and English as MOIs are also offered as learning areas under
the K to 12 curriculum with focus on oral language, phonological awareness, book and
print knowledge, alphabet knowledge, phonics and word recognition, fluency, spelling,
writing and composition, grammar awareness and structure, vocabulary development,
reading comprehension, listening comprehension, attitudes towards language, literacy
and literature, and study strategies.

Processing

A. Based on what you have observed in class, identify the benefits of using Mother
Tongue, Filipino and English as MOIs.

1. Mother Tongue

2. Filipino

3. English

B. Based on what you have observed in class, identify the strategies to improve the
teacher’s ability to help students understand Mother Tongue, Filipino and
English?

C. Explain how Mother Tongue can enrich cultural awareness of both teachers and
students?

Reflection. Complete the following statements.

D. Being a professional teacher requires:

________________________________________________________________
________________________________________________________________
________________________________________________________________

11
________________________________________________________________
________________________________________________________________

Lesson 7.Classroom Communication Strategies

Communication skill is one of the 21st century competencies that every student
needs. It is essential in exchanging information with other people. Communication
makes teaching and learning easier. Communication may occur between individuals,
groups, organizations, and social classes regardless of their complexities, distance,
space and time (Rosengren 2000). In a classroom setting where the teacher usually
plays the role as conveyor of message or information, his/her ability to communicate
with the learners is very essential in order to engage them in class discussion.
According to Rocci and De Saussure (2016), verbal communication is arguably the
most pervasive form of communication especially in the huge gamut of communication
phenomena where spoken and written language combines with other modalities such
as gestures and picture. There are two known forms of verbal communication.
1. Oral Communication – a communication through spoken words done face-
to-face, in video chat, or on telephone call.
2. Written Communication – a communication through the use of written or
printed documents, emails, fax message, SMS/test messages, or online
messaging/chat.

Non-verbal communication, on the other hand, is the process of communication

that does not use any oral or written words. Communication in this form takes place with
the use signals, behaviors, expressions, or movements. Hall and Knapp (2013) identify
the modalities of non-verbal communication in the following forms;
1. Facial Behavior
2. Vocal Behavior
3. Gesture and Body movement
4. Eye Behavior
5. Face and Body physiognomy: nonverbal cues for trait impressions.
6. Proxemics and haptic interactions; the closeness continuum.

Processing. Read carefully and answer the following questions based on what you
have observed in class.

A. How important are the verbal and non-verbal forms of communication to the
teachers?

B. How do verbal and non-verbal forms of communication affect the students’

learning?

C. What forms of communication do the teachers and the students need to improve
on?

Reflection. Complete the following statements.

12
________________________________________________________________
________________________________________________________________

B. I believe that:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
C. I feel that:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

D. Being a professional teacher requires:

13
Week 2 Term: 1st Semester: 1st Academic Year: 2020-2021
Subject Code: FS 1 Course Title: Field Study 1
MODULE LEARNING OUTCOMES
At the end of the chapter, the students are able to:

A. identify safety and security policies are practices in a learning environment;

B. explain the concept of a fair learning environment;
C. determine how the classroom structure and activities affect students’ participation;
D. discover how the learning environment in class can increase student participation; determine
ways of promoting purposive learning; and
E. determine how to effectively manage classroom structure and activities.
CONTENT TOPIC DISCUSSION (attached content theories/ applications and specific learning
objectives)
Chapter 2: Learning Environment

Lesson 1. Learners Safety and Security

Lesson 2. Fair Learning Environment
Lesson 3. Management of Classroom Structure and Activities
Lesson 4. Support for Learners Participation
Lesson 5. Promotion of Purposive Learning
Lesson 6. Management of Learner Behavior
TEACHING LEARNING ACTIVITES (TLA’s)

A. Face-to-face lecture discussion, autodidactic learning, online research for further ideas
relevant to the topic and lastly, assessment.
B. Reading and self-comprehension

ASSESSMENT TASK (AT’s) / EVALUATION

A. Formative Test
B. Reflective Test
C. Summative Test
D. Practical Test

ASSIGNMENT
Research on the following topics: Learners’ Gender, Needs, Strengths, Interests and Experiences,
Learners’ Linguistic, Cultural, Socio-economic, and Religious Backgrounds, Learners’ with
Disabilities, Giftedness and Talents, Learners in Difficult Circumstances, and Learners from
Indigenous Groups
REFERENCES
Bernard, J. (2012). A place to learn. Lessons from research on learning environments. Retrieved
from UNESCO Institute for /statistics Website:
http://unesdoc.unesco.org/images/0021/002154/215468e.pdf

Burleson, S. and Thoron, A. (2014). Maslow’s hierarchy of needs and its relation to learning and
achievement. UF/IFAS Extension, 495, pp. 1-3. Retrieved from:
https://edis.ifas.ufl.edu/pdffiles/WC/WC15900.pdf

14
Bickford, D.J., & Wright, D.J. (2018). Chapter 4. Community: The Hidden context for Learning:
Retrieved from: https://www.educause.edu/research-and-publications/books/learning-
spaces/chapter-4-community-hidden-context-learning. Date accessed: August 10, 2018

Brookfield, S.D. (2017). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.

Carnegie, Mellon University. Eberly Center. (2016). Teaching Principles. Retrieved from
https://www.cmu.edu/teaching/principles/teaching.html
Lesson 1. Learners Safety and Security

Learning environment refers to any context which learning is supposed to take

place. It may refer to a physical place like classroom, laboratory or any room. It may
also refer to a non-formal learning environment such as distance learning and online
and virtual learning where the teaching-learning process occurs (Bernard). In other
words, learning environment is more than just physical components. It refers to any
space where the needs of learners addressed, interaction occurs and relationships are
established in order for learning to effectively take place. Environment plays a vital role
in learning (Hannah 2013). For learning to take place, it is important that certain needs
are met, students will have difficult time focusing on their studies if their mind is
preoccupied with matters other than the lesson being taught. Psychologist Abraham
Maslow formulated a hierarchy of needs. It states that each level should be fulfilled in
order to progress to the next stage. Two basic needs identified by Maslow are security
and safety. Students should be in an environment where they are free to move, talk,
and interact with others without compromising their physical, psychological and
emotional health. This can be done by making sure that routines are established, rules
are clearly defined and policy are explicitly explained. Knowing what to expect provides
students an opportunity to manage as they seem fit in a predictable learning
environment (Burleson and Thoron, 2014).

Processing. Read carefully and answer the following questions based on what you
have observed in class.

A. What features of the learning environment have significantly contributed to the

students learning?

B. In your own opinion, how can the school learning environment be improved?

C. How does Maslow’s theory explain the importance of security and safety in
ensuring that learning will take place?

Reflection. Complete the following statements.

15
C. I feel that:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

D. When it’s my time to become a teacher, I will:

Lesson 2. Fair Learning Environment

The goal of any teacher is to provide the students with a safe learning
environment. In order to make students feel safe, they should be allowed to be
themselves, make mistakes, and be in an environment that is fair. A fair learning
environment does not espouse teaching that use the same mode of delivery for all
lessons or topics. It also does not impose the same expectations for all students.
Furthermore, it does not provide students the same academic experiences all the time.
On the contrary, a fair learning environment provides students with lessons, strategies,
and challenges their individual needs. Inequalities in the classroom often occur when
the teacher gives utmost importance to academic achievements, thereby alienating
other students who are not as gifted academically. Fair learning environment uses an
inclusive pedagogy where students are provided with varied experiences, activities, and
opportunities (Spratt and Florian 2013). Inclusive pedagogy as espoused by Hart,
Drummond, and Mcintyre (2004) promotes a fair learning environment because it gives
the students a chance to learn from a range of opportunities and experience provided
by the teacher. In other words, the teacher should adopt various teaching in order to suit
the different learning capabilities of the students.

Processing. Read carefully and answer the following questions based on what you
have observed in class.

A. What could have contributed to the presence or absence of a fair learning

environment?

B. How does fair learning environment affect the way children learn?

Reflection. Complete the following statements.

16
________________________________________________________________
________________________________________________________________

C. I feel that:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
D. When it’s my time to become a teacher, I will:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Lesson 3. Management of Classroom Structure and Activities

According to Robert Sommer (1977), the classroom layout depends on the

teacher's philosophy, objectives, activities, and priorities. Teachers who believe that
children learn best by listening usually arrange desks and chairs in rows and columns.
On the other hand, teachers who believe that students should collaborate and
communicate arrange desks and tables in clusters. Aside from the teacher's philosophy,
learning activities also affect how the physical space is set up. If the activity requires
students to work together, then there should be areas where they can work as a group.
However, if students need to do their work individually, then the chairs and tables
should be arranged in rows and columns (Fernandez, Huang, and Rinaldo 2011).
Priorities and objectives also dictate how a class is structured. Gremmen, van den Berg.
Segers, and Cillessen (2016) identify academic and classroom management as top
considerations when determining the appropriate class layout. Teachers most often
arrange the physical structure in order to address the best way students can learn.
Thus, the best way for teachers to determine the ideal classroom set-up is to look into
the activities that the students are engaged in. Finally, the classroom set-up should also
account for behavior management. Students who need special attention should be
strategically placed in front so that they can be attended to immediately (Earp 2017).

Processing. Based on what you have observed in class answer the following
questions.

A. Do you think that the classroom structure is consistent with the teacher’s
objectives?

B. How the classroom set-up does affects the students’ performance and learning?

C. If you were the teacher, what kind of classroom structure would you adopt to
maximize the students’ learning?

Reflection. Complete the following statements.

17
B. I believe that:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

D. When it’s my time to become a teacher, I will:

Lesson 4. Support for Learners Participation

There are various ways to improve students’ participation in class discussion and
activities. First, the teacher needs the students to understand that participation is a
collective undertaking of the class and their contribution can help in the learning process
(Hollander 2002). If the students are given the opportunity to share what they know and
show what they can do, and if they are recognized for their efforts, they will realize that
their contributions matter. Likewise, teachers should also make sure that the learning
environment is conducive to participation. The physical set- up should make it easy for
students to communicate with the teachers and classmates. Various ways of arranging
the classroom layout should be explored to make sure that the students are facing not
only the teacher but also their classmates. The teacher should also to make it a point to
move around the room. This will not only give the students more opportunities to
interact with the teacher, but it will also encourage students to interact with one another.
The tendency of students when the teacher is in front of the room is to direct their
questions and answers to the teacher. It is important that the teacher gives the students
the opportunity to ask or even converse with each other (Hollander 2002). Lastly, the
teacher should explore various teaching strategies to ensure that all the students can
participate activity. The teacher should make sure that the students can answer or
discuss the lesson after a concept is introduced. By anticipating this, the students are
more likely to be attentive. The teacher can also engage the students in other non-
threatening activities involving small groups, pairs, or triads. These will allow students
who are not confident talking in front of the whole class to participate (Hollander, 2002).

Processing. Read carefully and answer the following questions based on what you
have observed in class.

A. How does the teacher encourage the students to participate actively in class?

B. What do you think is the best classroom set-up to encourage the students to
engage in the activity?

C. What strategies should the teacher use to make the students participate in class?

18
Reflection. Complete the following statements.

D. When it’s my time to become a teacher, I will:

Lesson 5. Promotion of Purposive Learning

Edward Chance Tollman made significant contribution in the field of cognitive

psychology. He conducted various study on learning and motivation. His revolutionary
views differ from other behaviorists in the sense that he believes that there are internal
factors such as cognitive maps and psychological drives that prompt behavior
(Hergenhahn 2009). Unlike other behaviorists, Tollman did not believe in introspection
and rejected anything that cannot be observed. He researched on purposive or goal-
directed behavior in animals and humans. Although most of his studies involved rats, he
was able to find out that humans, like animals, are constantly learning with or without
motivation or reinforcement. Toll together with his colleagues studied the behavior of
white rat in a maze. The first group of rats was permitted to move around the maze
without reinforcement. The second group of rats was rewarded once they were able to
find their way through the maze. The third group of rats was only rewarded after the
tenth day of experiment. Comparing the three groups of rats, the second group of rats
had fewer mistakes as the researcher predicted. However, the third group rats also
manifested fewer mistakes when given a reward. This only suggests that from the
onset, the third group of rats had been forming mental maps of the environment. I was
only when they were rewarded that they manifested their learning. Tollman call this
“latent learning” because learning is only manifested when the right conditions are
given. Propelling students’ behavior to learn becomes purposive in an ideal learning
environment. When the rats exhibited fewer mistakes when given rewards, learning
became purposive (Pickren and Rutherford 2010). Teachers should always remember
that learning is purposive and that students are constantly learning. When they
observed, they learn. As a student observed, they form mental representation of
expectation, process, and consequences of their actions. As such, in order to promote

19
learning, teachers should provide students with opportunities in observe a behavior or a
task. Thus, the learning environment should provide avenues for students to observe.
This kind of informal learning allows students to form cognitive maps that enable them
to make a mental representation of a specific situation, discover the behavior that is
appropriate for that situation, and perform expected outcomes.

Processing. Read carefully and answer the following questions based on what you
have observed in class.
A. Does the teacher support purposive learning? If yes, how? If no, how can the
teacher support purposive learning?

B. How else can purposive learning be promoted in the classroom?

Reflection. Complete the following statements.

D. When it’s my time to become a teacher, I will:

Lesson 6. Management of Learner Behavior

The teacher uses variety of skills and strategies to make students become
interested and engaged in the learning process. By managing the class, the teacher is
able to fulfill his/her role better. Thus, classroom management is essential in ensuring
an affective learning environment (Lynch2016).The teacher need to provide a venue
where the student’s potentials will be maximized to the fullest. As a manager, the
teacher plays significant role in providing learning environment that would satisfy and
meet the needs and interests of the students. William Glasser (1999) proposes that
behavior is propelled by an inherent need to satisfy five basic needs: the need to love

20
and belong, the need to survive, the need to feel empowered, to need to be free, and
the need to be happy. Glassers Choice Theory suggest that students behave according
to how their needs will be fulfilled and satisfied. Thus, it is essential that the teacher
establish a relationship with the students to be able to address their individual needs. It
is only by being able to establish positive relationship with the students that the teacher
can motivate them to say focused an engaged .The teacher who believes in this theory
provides the students with activities that will enable them to take charge of their own
learning and apply what they have learned until mastery is achieved. BF Skinner (1982)
suggest that the teacher manage the students behavior through rewards and
punishment .According to skinner , the teacher reinforce good behavior by giving
external rewards like praises ,prizes ,or good grades .On the other hand, if students are
deprived of rewards that they find appealing ,their behavior is likewise regulated. The
teacher who follows this theory always makes sure that good behavior is acknowledge
in order for that behavior to be repeated. In contrast, Alfie Kohn (2006) believes that
student’s behavior can be managed well if they are given opportunity to satisfy their
curiosity. In this theory, Kohn suggests that students be given the freedom to pursue
concept that interest them instead of imposing predetermined lessons on them. When
students are engaged in learning the concept of their choice, they become more
involved in their own learning. Teacher, according to Kohn, need not use grades or
external rewards to motivate students. Students learn because they see the relevance
of what they are learning in their own lives.

Processing. Read carefully and answer the following questions.

A. What kind of classroom management does the teacher practice? Why?

B. Do you think that the management style would best maximize students’ learning?

Reflection. Complete the following statements.

D. When it’s my time to become a teacher, I will:

21
Week 3 Term: 1st Semester: 1st Academic Year: 2020-2021
Subject Code: FS 1 Course Title: Field Study 1
MODULE LEARNING OUTCOMES
At the end of the chapter, the students are able to:

A. discuss the steps in creating a student-centered classroom;

B. determine the learners’ linguistic, cultural, and religious backgrounds;
C. determine how the internal stakeholders deals with exceptional learners;
D. list down the difficult circumstances being experienced by the students; and
E. evaluate the school programs for students from indigenous groups.
CONTENT TOPIC DISCUSSION (attached content theories/ applications and specific learning
objectives)
Chapter 3: Diversity of Learners

Lesson 1. Learners’ Gender, Needs, Strengths, Interests and Experiences

Lesson 2. Learners’ Linguistic, Cultural, Socio-economic, and Religious Backgrounds
Lesson 3. Learners’ with Disabilities, Giftedness and Talents
Lesson 4. Learners in Difficult Circumstances
Lesson 5. Learners from Indigenous Groups
TEACHING LEARNING ACTIVITES (TLA’s)

A. Face-to-face lecture discussion, autodidactic learning, online research for further ideas
relevant to the topic and lastly, assessment.
B. Reading and self-comprehension

ASSESSMENT TASK (AT’s) / EVALUATION

A. Formative Test
B. Reflective Test
C. Summative Test
D. Practical Test

ASSIGNMENT
Research on the following topics: Planning and Management of Teaching and Learning Process,
Learning Outcomes aligned with Learning Competencies, Relevance and Responsiveness of
Learning Programs, Professional Collaboration to Enrich Teaching Practice, and Teaching and
Learning Resources Including ICT

REFERENCES
Bloom, B., Engelhart, M., Furst, E., Hill, W., & Krathwohl. (1956). Taxonomy of Educational
Objectives: The Classification of Educational Goals: Handbook 1: Cognitive Domain.
Canada: David McKay Company, Inc.

Brown-Martin, G. (2017). Education and the fourth industrial revolution. Retrieved from:
https://medium.com/learning-re-imagined/education-and-the-fourth-industrial-revolution-
cd6bcd7256a3

22
Choppin, J.M. (2009). Curriculum Context Knowledge: Teacher Learning from Successive
enactments of Standards-Based Mathematics Curriculum. Massachusetts: Wiley
Periodical Inc.

Code of Ethics for Professional Teachers. Retrieved from:

http://teachercodes.iiep.unesco.org/teachercodes/codes/Asia/Philippines.pdf

Dewey, J. (2001). The school and society & the child and the curriculum. New York: Dover
Publications, Inc.
Lesson 1. Learners’ Gender, Needs, Strengths, Interests and Experiences

Aniekee Ezekiel once quoted that the ability to recognize and respect individual
differences is the beginning of a successful relationship. Student- teacher relationship is
very important to promote a more effective instruction. However, this will be impossible
without knowing the uniqueness and differences of your students- the heart and center
of teaching and learning. To promote gender-sensitive classrooms, the DepEd issued
DepEd Order 32, series of 2017. This policy ensures a gender-responsive physical and
social environment that promotes respect for all people and has a zero tolerance for all
forms of discrimination, violence, and abuse. It also promote the institutional of gender-
responsive teaching-learning plans, guides, processes, activities, mechanism and
measures. With this policy, we can assure that gender stereotyping which ignores
individual differences in basic education will be prevented. To ensure the classroom
learning is fun and enjoyable, the needs and interest of the students should be the
priority of every school. RA 10533 adheres to this principle by making the curriculum
learner-centered, inclusive, and developmentally appropriate by making policy makes
education learner-oriented and responsive to the needs, cognitive and cultural capacity,
as well as the circumstances and diversity of learners, schools, and communities.
Through these policies, schools can follow a learner-centered curriculum that is
anchored in the learners’ needs and interests. Barnes (2013) outlines five steps to
create a progressive, student-centered classroom:
1. Create ongoing projects;
2. Integrate technology
3. Replace homework with engaging in-class activities;
4. Eliminate rules and consequences; and
5. Involve students in evaluation.

Processing. Read carefully and answer the following questions.

A. Based from your readings and observations, how to promote a gender sensitive
school/classroom which of the answers is the best? Why?

B. How will you determine the strength and weaknesses of your students?

C. Which among the steps on creating progressive, student centered classroom is

the best step? Why?

D. How are you going to use the learner’s needs and interests in creating amore
effective instruction?

Reflection. Complete the following statements.

23
________________________________________________________________
________________________________________________________________

D. When it’s my time to become a teacher, I will:

Lesson 2. Learners’ Linguistic, Cultural, Socio-economic, and Religious

Backgrounds

Brown Martin (2017) mentions in his article entitled Education and the Fourth
Industrial Revolution that we are on the precipice of what the World Economic Forum
Calls the Fourth Industrial Revolution. The artificial intelligence, automation, mobile
supercomputing robots, self-driving cars, and neuro-technological brain enhancements
are some of the product of this revolution. Evidence of dramatic change is all around us
and it is happen exponential rite: Almost everything has been replaced by robots
through artificial intelligence However; teacher with a heart will never be replaced by a
machine. John C Maxwell, an American author, speaker, and pastor. Quoted that
students do not care how much you know until they know how much you care. Teachers
who show care to their students will earn respect and trust from their students, which
will later lead to successful teaching and learning. Knowing your leaders' linguistic,
cultural, socio-economic and religious background: and adjusting the instruction based
on their differences will direct you to differentiated instruction. Differentiated means
tailoring instruction to meet individual needs. Whether teachers differentiate content,
process, products, or the learning environment, the use of ongoing assessment and
flexible grouping make this a successful approach to instruction (Tomlinsos 2000).

Processing. Read carefully and answer the following questions.

A. Does the number of boys and girls affect the classroom instruction? How?

B. Does the religious background of the students affect the preparation of the
lesson? How?

C. Is the mother tongue of the most of the students affect the medium of instruction?
How?

D. Is the socio-economic differences off the students affect their learning? How?

24
E. Is contextualization, localization, and indigenization of the curricula being done to
fit the cultural background of the students?

Reflection. Complete the following statements.

D. When it’s my time to become a teacher, I will:

Lesson 3. Learners’ with Disabilities, Giftedness and Talents

No learner should be left behind. This is a common tagline in promoting inclusive

education, which is being implemented nationwide. In every instruction, there are
students who can easily cope with the lessons and there are students who have
difficulty in understanding a simple lesson. The latter are considered exceptional
learners. Integrating exceptional learners into the regular classroom adds further
challenge to the job of teaching diverse students. Sadkeret al. (2008) categorize
exceptional learners into the following:
1. students with mental retardation;
2. students with learning disabilities;
3. students with emotional disturbance or behavior disorders;
4. students with hearing and language impairments;
5. students with visual impairments;
6. students with attention deficit hyperactivity disorder;

25
7. students with other health physical impairments;
8. students with severe and multiple disabilities; and
9. gifted and talented students.

Teaching exceptional learners offers teachers the opportunity to stretch their

imagination and creativity. Teachers use the term “students with disabilities” to highlight
the person, not the disability. In the past, the term “handicapped students” was used.
On the other hand, “gifted and talented” refers to students with the ability to learn fast
and with ease. They may also possess exemplary ability in arts and music, sports,
leadership, and the like.

Processing. Read carefully and answer the following questions.

A. Watch the film titled, Every Child is Special. After watching the movie, complete
the template of the Critical Analysis below.

In making a critical analysis about a movie, you systematically evaluate a

work’s effectiveness including what it does well and what it does poorly. It can be
used to discuss a book, novel, article or an essay. You must watched the movie
carefully and may need to look up scenes or dialogue you are unfamiliar with or
research related themes prior to writing your analysis.

 state the title of the film, director name and the place
where the movie was taken
 provide the synopsis of the film and identify the
directors thesis
Introduction  state your own thesis statement and your main idea
about the film

The film directed by __________________ is an excellent

film because…
 briefly outline the main ideas or theme of the film
 should involve who, what, when, why and how
 you may also choose to discuss the plot, style or
point of view

 The film is all about…

Summary  The setting is…
 The main character…
 The themes is…
 The director argues that…
 The research was…
 The main points are…
 The movie ends…
Analysis  critically state what you like and do not about the
film
 explain your ideas with specific examples from the
film (classroom based)
 assess whether the writer and director achieved
their intended goal
 the analysis may look whether the film is

 focused, understandable, persuasive, clear,

informative
 original, exciting, interesting, well-organized
 directed at the appropriate audience, meeting

26
the purpose
 well presented, with appropriate ending and
more…

The analysis is made up of several different paragraphs

 restate your thesis in new words
 summarize your main ideas if possible with new and
stronger words
Conclusion  include a call to action for your reader

You must see this film because….

The film is not useful because….

Remember critical analysis should be fun! This is your chance to say what
you think about the film, but you must back up your opinions with supporting
arguments and specific details from the text.

B. How do the answers of the school principal, classroom adviser, and guidance
counselor on dealing with exceptional learners differ from each other?

C. Based from your observations on how a teacher uses a strategy in teaching

learners with disability and giftedness, which strategy is best? Why?

D. What have you realized after watching the film Every Child is Special?

E. Write a slogan to promote inclusive learning in the Philippines.

Reflection. Complete the following statements.

D. When it’s my time to become a teacher, I will:

27
Lesson 4. Learners in Difficult Circumstances

Every students is like a runner in a race, Learners often encounter obstacle on

their way to finish line. However, it is important to note that learning should not be
hindered by any difficult circumstances. Hence, 21st century teacher design special
educational lessons and strategies to make responsive classrooms that are ready to
address these difficult circumstance. Victor Hugo quote that he who opens a school
door, closes a prison. This just shows how teachers can change the life of a person.
The teachers are student second parents, and the future of the student lies in the hands
of their teachers. The most heroic task of the teacher is hope good citizens. There are
different difficult circumstances that the students may face while in school here are
some examples:

1. geographic isolation
2. chronic illness
3. displacement due to armed conflict
4. urban resettlement
5. abuse (physical, psychological, emotional)

Addressing these difficulties is key for more productive and more meaningful
student learning.

Processing. Read carefully and answer the following questions.

A. Create a poster slogan promoting a diverse and responsive classroom.

B. Based on this lesson, what is the most heroic task of a teacher?

C. Among the different difficult circumstances given by the students, which is the
most complicated? Why?

D. In your own opinion, what is the best strategy to use when teaching a student
with chronic disorder?

Reflection. Complete the following statements.

28
A. I realize that:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

D. When it’s my time to become a teacher, I will:

Lesson 5. Learners from Indigenous Groups

Classroom in the 21st century are extremely different from the classroom of the
past. One of the seven Cs in teaching and learning in the 21 st century is cross- cultural
understanding. Tracing where our student came from and anticipating this in preparing
the lesson is an essential ingredient toward a successful and effective classroom
instruction. There are different indigenous group in the country. According to the United
Nations Development Program. The Philippines is a culturally diverse country with
about 14-17 million indigenous people (IPs) belonging to 110 ethno-linguistic groups.
They are mainly concentrated in Northern Luzon (Cordillera Administrative Region,
33%) and Mindanao (61%) with some groups in the Visayas area. In 1997, Republic Act
8371, also known as Indigenous People Right Act, was enacted. This law recognized
and promotes all the rights of indigenous cultural communities /indigenous people (ICCs
and IPs). IPs remain to be the most vulnerable and marginalized members of society.
Many IP communities continue to lack access to decent basics social services, have
limited opportunities to engage in the mainstream economy, and suffer social,
economic, and political exclusion (DepEd Order 62, series of 2011). As a result. The
DepEd issued DepEd Order 32, series of 2015, entitled adopting the Indigenous
Peoples Education (IPED) Curriculum Framework. The DepEd order recognizes the
right of IPs to basic education that is culturally rooted and responsive. The IPED
Curriculum Framework seeks to provide guidance to school and order education
program. Both public and private, as they engage with indigenous communities in

29
localizing, indigenizing, and enhancing the K to 12 curriculum based on their respective
educational and social context.

Processing. Read carefully and answer the following questions.

A. Why it is necessary to create the IPED Curriculum Framework?

B. What school program would you recommend to the school administrators to

address the needs of IPs?

C. Among the indigenous groups, what particular group that most of the students
belong?

Reflection. Complete the following statements.

D. When it’s my time to become a teacher, I will:

30
Week 4 Term: 1st Semester: 1st Academic Year: 2020-2021
Subject Code: FS 1 Course Title: Field Study 1
MODULE LEARNING OUTCOMES
At the end of the chapter, the students are able to:

A. analyze developmentally appropriate learning principles;

B. differentiate learning competencies from learning outcomes;
C. identify different learning programs available to support the curriculum;
D. discuss how teachers can collaborate with other educators to improve teaching practices;
and
E. identify what teaching and learning resources are available for the implementation of the
curriculum.
CONTENT TOPIC DISCUSSION (attached content theories/ applications and specific learning
objectives)
Chapter 4: Curriculum and Planning

Lesson 1. Planning and Management of Teaching and Learning Process

Lesson 2. Learning Outcomes aligned with Learning Competencies
Lesson 3. Relevance and Responsiveness of Learning Programs
Lesson 4. Professional Collaboration to Enrich Teaching Practice
Lesson 5. Teaching and Learning Resources Including ICT
TEACHING LEARNING ACTIVITES (TLA’s)

A. Face-to-face lecture discussion, autodidactic learning, online research for further ideas
relevant to the topic and lastly, assessment.
B. Reading and self-comprehension

ASSESSMENT TASK (AT’s) / EVALUATION

A. Formative Test
B. Reflective Test
C. Summative Test
D. Practical Test

31
http://unesdoc.unesco.org/images/0021/002154/215468e.pdf

Bickford, D.J., & Wright, D.J. (2018). Chapter 4. Community: The Hidden context for Learning:
Retrieved from: https://www.educause.edu/research-and-publications/books/learning-
spaces/chapter-4-community-hidden-context-learning. Date accessed: August 10, 2018

Brookfield, S.D. (2017). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.

Carnegie, Mellon University. Eberly Center. (2016). Teaching Principles. Retrieved from
https://www.cmu.edu/teaching/principles/teaching.html

Lesson 1. Planning and Management of Teaching and Learning Process

Using developmentally appropriate learning principles and strategies is one of
the instructional demands for the implementation of the K-12 curriculum stated in
Republic act 10533, otherwise known as the Enhancement Basic Education Act of
2012. Developmentally appropriate learning principles and strategies are based on the
philosophy of learner-centered responding education that focuses on responding to the
nature, needs, and interests of the learners. In the first model of curriculum
development, Ralph Tyler (1949) emphasizes that understanding the learners is one of
the important sources of curriculum. Since learning is designed for the learners, it is
imperative for teachers to examine their needs, interest, learning, styles, thinking styles,
abilities exceptionalities, cultural background, socio-economic status and other factors.
Copple and Bredekamp (2006) identify two things that teachers need to do to
successfully engage in developmentally appropriate practice in their classes: (1) meet
learners where they are, as individuals and as group;(2) help learners attain challenging
and achievable goals that contribute to their ongoing development and learning. For
Filipino children, the following principles of developmentally appropriate learning may be
considered by the teacher when planning and implementing instruction:

 Each learner has different learning styles, thinking preferences, abilities,

strengths, and weaknesses.
 Experience have profound influence in learning;
 Learning should address all areas of development;
 Learning must be holistic;
 Learning happens when the learner feels emotionally and physically secured
and mentally engaged;
 The cultural background and the family and social values of the learner influence
learning; and
 Affective learning and motivation are important in promoting learning.

Processing. Read carefully and answer the following questions.

A. What developmentally appropriate learning principles and strategies are

observed in class?

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

C. How do the developmentally appropriate teaching practices improve the

students’ learning ability?

Reflection. Complete the following statements.

32
A. I realize that:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

D. When it’s my time to become a teacher, I will:

Lesson 2. Learning Outcomes aligned with Learning Competencies

The k-12 basic education curriculum is a standard-based curriculum, this means

that it includes content standards, performance standards, and learning competencies.
The DepEd defines this set of curriculum standards as:

1. Content standard-identify and set the essential knowledge and understanding

that students should learn.
2. Performance standards-describe the abilities and skills that students are
expected to demonstrate in relation to the contents standards and integration
of 21st century skills.
3. Learning competencies-refers to the knowledge, understanding, skills, and
attitudes that learners need to demonstrate in every lesson.

Curriculum alignment is important to ensure an efficient and effective

implementation of the curriculum alignment is done at two levels:

1. At the macro level, curriculum alignment ensures that the curriculum

standards are relevant and responsive to the needs of the students, demands
and needs of the society, and the nature of the discipline.
2. At the micro level, curriculum alignment ensures that the learning outcomes
are aligned with learning competencies prescribed in the curriculum. Learning
competencies are the basis of the teachers in developing learning outcomes,
selecting topics and strategies, and designing assessment tools.

33
Learning outcomes are specific knowledge, skills, and values that each students
needs to master or demonstrate as a result of learning. Learning outcomes are
traditionally known as learning objectives or instructional objectives.

Processing. Read carefully and answer the following questions.

A. Are the teachers aware of the function of the K-12 curriculum? Explain your
answer.

B. Are the teachers using the curriculum guide in planning their lesson? Explain
your answer?

C. What types of learning outcomes are emphasized in every lesson (knowledge,

skills, and values)?

D. Are the learning outcomes of the teacher aligned with the learning competency?

E. Are the learning strategies of the teachers’ aligned with the learning outcomes?

F. Are the assessment tools of the teachers aligned with the learning outcomes?

Reflection. Complete the following statements.

D. When it’s my time to become a teacher, I will:

Lesson 3. Relevance and Responsiveness of Learning Programs

Learning programs are designed to help the student reach the desired curriculum
golds and objectives. Each learning program is planned and implemented within the
framework of learner-centered philosophy in education. Learner-centered education is
one of the promising products of the progressive movement in education (Ornstein and

34
Hunkins, 1993). It refers to a kind of education that considers the knowledge, skills,
abilities, attitude, interest, and beliefs the learners bring into the classroom (Curtis &
Carter 1996; Ornstein and Hunkins 1993). It also pays attention to the needs, concerns,
expectations, and the natural environment of the learners (Dewey 2011; Gandini 1997).
Since its inception in 012, the K-12 basic education curriculum myriad of curricular and
instructional programs were introduced to the whole education system. These learning
programs aim to support the implementation of the curriculum towards the development
of a functionally literate and holistically developed Filipinos. The following are learning
programs planned and implemented by the DepEd:
 Special Programs for the arts and Sports;
 Special Programs for foreign Language;
 Special Science Education Project;
 Curriculum for the Gifted;
 Transition Curriculum for Learners with Special Education Needs;
 Special Education Programs;
 Inclusion Programs; and
 Homeroom Guidance Program.

Private schools are encouraged to implement these learning programs of

DepEd. In many cases, private schools also have various programs that reflect the
philosophy, mission, and goals of the school. Some example are:
 Service learning;
 Project-based learning;
 Literacy Program;
 Robotics and ICT Programs; and
 Performing Arts Programs.

Processing. Read carefully and answer the following questions.

A. How do the different learning programs support the development of the students?

B. How does each learning program support the goals and objectives of the
curriculum?

C. How does the school monitor and evaluate the implementation of each learning
program?

D. What are the challenges and problems in the implementation of each learning
program?

Reflection. Complete the following statements.

35
C. I feel that:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

D. When it’s my time to become a teacher, I will:

Lesson 4. Professional Collaboration to Enrich Teaching Practice

Teachers need to reflect on their teaching practices (Danielson 2007). They need to
commit themselves to continuous improvement that requires Professional Collaboration
with Colleagues. Implementing a curriculum is a collaborative task of the whole
experiences and expertise to improve the implementation of the curriculum. In ensuring
the proper implementation of the K-12 basic education curriculum, based on RA 10533,
the following instructional approaches need to be applied by the teachers.

 Learner-centered, inclusive, and developmentally appropriate;

 Relevant, responsive, and research-based;
 Culture-sensitive;
 Contextualized and global;
 Constructivist, inquiry based, reflective, collaborative and integrative
pedagogical approaches;

These approaches demand greater collaboration and cooperation among

teachers and stakeholders. These are so many things that a teacher needs to learn for
the K-12 curriculum.

Processing. Read the questions carefully and answer the following questions.

A. Identify the different continuing education and development programs offered to

teachers to understand the instructional demands of the K to 12.

36
B. Identify strategies that the school can utilize to develop better professional
collaboration among teachers to improve their teaching practices.

C. How can the school promote stronger collaboration among its teachers?

D. How does the school support and sustain a culture of excellence among teaching
and non-teaching personnel?

Reflection. Complete the following statements.

D. When it’s my time to become a teacher, I will:

Lesson 5. Teaching and Learning Resources Including ICT

Teaching and learning resources are material used by teachers to support the
implementation of curriculum and instruction. These teaching and learning resources
are in the form of print, audio-visual materials, databases, online resources, visual aids,
real-objects, ICT tools, and other educational material available. Teaching and learning
resources are important because they can significantly improve the learning of the
students and enhance the teaching learning objectives in the lesson plan. Since the
millennial students are born into the information age, they have wide access to different
technologies. Trough technology particularly the internet, they gather, learn, and
analyze information. This means that education should take advantage of ICT tools to
provide more meaningful and relevant teaching and learning experiences for the
learners. Some important features of an excellent teaching and learning resources are
the following:

1. Learner-centered-addresses the needs interest, learning style, and thinking

styles of the learners;
2. Values-oriented-enforces the importance of learning, sharing, and creating
knowledge to improve people lives and develop communities;

37
3. Process and outcomes-driven-contains activities that engage students in
meaningful and challenging learning;
4. Differentiated learning-addresses different learning needs, learning styles,
and thinking styles;
5. ICT-integrated-allows the learners to utilize technology as a learning tool
(blended learning) and;
6. Excellent content-provides valid and updated content (this is for print
materials like textbooks and other references).

Processing. Read carefully and answer the following questions.

A. Are there enough teaching and learning resources available in school?

B. How does these teaching and learning resources utilized in teaching and
learning?

C. How do these teaching and learning resources help attain learning outcomes?

D. How do these teaching and learning resources improve the quality of students
learning?

E. What teaching and learning resources are lacking in the school?

Reflection. Complete the following statements.

D. When it’s my time to become a teacher, I will:

38
Week 5 Term: 1st Semester: 1st Academic Year: 2020-2021
Subject Code: FS 1 Course Title: Field Study 1
MODULE LEARNING OUTCOMES
At the end of the chapter, the students are able to:

A. explain the meaning of the term assessment;

B. discuss the meaning of monitoring learners’ progress;
C. discuss how constructive feedback improve students’ learning;
D. discuss the essence of communicating the students’ need to their parents; and
E. determine the use of assessment data.
CONTENT TOPIC DISCUSSION (attached content theories/ applications and specific learning
objectives)
Chapter 5: Assessment and Reporting

Lesson 1. Design, Selection, Organization and Utilization of Assessment Strategies

Lesson 2. Monitoring and Evaluation of Learner Progress and Achievement
Lesson 3. Feedback to Improve Learning
Lesson 4. Communication of Learner Needs, Progress and Achievement to Key Stakeholders
Lesson 5. Use of Assessment Data to Enhance Teaching and Learning Practices and Programs
TEACHING LEARNING ACTIVITES (TLA’s)

A. Face-to-face lecture discussion, autodidactic learning, online research for further ideas
relevant to the topic and lastly, assessment.
B. Reading and self-comprehension

ASSESSMENT TASK (AT’s) / EVALUATION

A. Formative Test
B. Reflective Test
C. Summative Test
D. Practical Test

39
REFERENCES
Bernard, J. (2012). A place to learn. Lessons from research on learning environments. Retrieved
from UNESCO Institute for /statistics Website:
http://unesdoc.unesco.org/images/0021/002154/215468e.pdf

Brookfield, S.D. (2017). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.

Carnegie, Mellon University. Eberly Center. (2016). Teaching Principles. Retrieved from
https://www.cmu.edu/teaching/principles/teaching.html

Lesson 1. Design, Selection, Organization and Utilization of Assessment

Strategies

As defined in DepEd Order no.8, series of 2015, assessment is a continuous

process of identifying, gathering, organizing, and interpreting quantitative and qualitative
information about what learners know and can do. Indeed, and the objective and
subjective information accumulated from various assessment is valuable.
In designing and utilizing an assessment strategy, the teacher must know the purpose
of assessment. There are three ways to assess students learning according to purpose
(edudemic.com).

1. Diagnostic assessment is given at the beginning of the school year or at the

beginning of a new unit of study. This assessment strategy attempts to quality
what students already know about a topic.
2. Formative assessment is given throughout the learning process. The
assessment strategy seeks to determine how students are progressing through
certain learning goal.
3. Summative assessment is given at the end of the year or unit. This assessment
strategy assess the students’ mastery of a topic after instruction.

Through the use of various assessment strategies in our learning episodes, we

can ensure that we hone not only the cognitive domain but also the effective and
psychomotor for domains, which will result in the holistic learning development of the
students.

Processing. Read carefully and answer the following questions.

A. What will happen if the teacher uses the same assessment strategy every day?

B. Which of the three assessment strategies has been used more often in class?
Why do you think so?

C. In your own opinion, which of the three assessment strategies is the most
important?

D. How does assessment improve students’ learning and the teacher’s

performance?

Reflection. Complete the following statements.

40
A. I realize that:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

D. When it’s my time to become a teacher, I will:

Lesson 2. Monitoring and Evaluation of Learner Progress and Achievement

Continuous monitoring of the students ‘progress inside the classroom has many
benefits. By doing this, teachers collect useful data, improve instruction, ensure
achievement of every learner, and identify students at risk. “Monitoring” is viewed by
cotton (1988) as activities pursued by teacher to keep track of student learning for
purposes of making instructional decision and providing feedback to students on their
progress. Teachers carefully monitor the students ‘learning and progress through the
following:
 questioning students during classroom discussion to check their
understanding of material being taught
 going around the classroom during seatwork and engaging in one-on-one
contact with students about their work;
 assigning, collecting, and correcting homework and recording grades;
 conducting periodic reviews with students to confirm their grasp of the
learning material and identify gaps in their knowledge and understanding;
 administering and correcting tests and recording scores; and
 reviewing student performance data and using these data to make the
needed adjustments in instruction.

In addition, Gutierrez (2007) believes that if the instruction is satisfactory and

acceptable, the teacher can proceed to the next instructional objective. If the result of
41
instruction is unsatisfactory or unacceptable, he/she has to reteach the same lesson
using different strategies and materials. Below is the goal-oriented instructional model
(GOIM) that teachers use as a reference in monitoring the students’ learning.

If formative test results are satisfactory, PROCEED

Specification Pre-
of Objectives Instruction Evaluation
assessment

If formative test result is not satisfactory - RETEACH

The Goel-Oriented Instructional Model (GOIM)

Every learner’s achievement should be given worth and value. The DepEd Order
No. 36, series of 2016 recognizes that all students have their unique strengths that need
to be idenified, strengtened, and publicly acknowledge. The table below shows the
academic excellence awards given to learners who meet the following cut-off grades.

Academic Excellence Performance Average Grade /Quater

With Highest Honors/May Pinakamataas
98-100
na Karangalan
With High Honors/ May Mataas na
95-97
Karangalan
With Honors/ May Karangalan 90-94

Processing. Read carefully and answer the following questions.

A. What are the best practices in monitoring seatwork?

B. What are the best practices in monitoring students’ comprehension during class
discussion?

C. What are the best practices in monitoring examination?

D. If you are going to handle an advisory class, how are you going to make your
class unique and be suited in this new normal environment?

E. Can you suggest any best tips in evaluating and recognizing students’
achievement .

Reflection. Complete the following statements.

42
C. I feel that:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

D. When it’s my time to become a teacher, I will:

Lesson 3. Feedback to Improve Learning

Indeed, it is important that the teacher encourages and supports each student by
giving constructive feedback. Feedback can be given as a mark or grade. Comments, or
a mixture of the two. You will know that if a mark is given, then it is perhaps the first and
only thing that is looked at. The comments take time to write, but should be of much
greater benefit to the student in terms of future improvements (Reece and Walker
2003). Moreover, the learners must be given feedback about their performance.
Feedback must be specific. “Good work!” is a positive feedback and is welcome but
actually is not a very good feedback since it is not specific (Corpuz 2015). A better more
specific feedback includes written observations and comments of the teacher on how
the learners can improve their works. The following is a checklist for giving feedback to
students (Gibbs et al. 1986);
1. Keep the time short between the student writing and the feedback. Where
possible, make feedback instantaneous.
2. Substantiate a grade or mark with comments both in the text for specific aspects
and with a summary at the end.
3. Balance negative comments with positive ones and ensure that negative ones
are constructive
4. Follow-up written comments with oral feedback and aim for a dialogue.
5. Make the criteria clear to students when setting the work and give them written
criteria where possible.
6. Make further suggestions to further develop ideas.
7. Give periodic oral feedback on rough drafts.

Lack of time is one of the biggest challenges that teachers face on a regular
basis and this especially impacts feedback opportunities. You may know exactly what
you want to tell your students about their work, but with time constraints and a
potentially high volume of students, it can be difficult to give them the feedback they
need. With this in mind, make it your goal at work smarter, not harder. Do not try to
spend more time than you already do on feedback. Instead, make the effort to optimize
your time.

Processing. Read carefully and answer the following questions.

A. When is the right time to provide constructive feedback: during or after the
students’ performance?

43
B. How does giving feedback help in the instructional decisions of the teacher?

C. Can you identify a best practice of your teachers in giving feedback.

Reflection. Complete the following statements.

D. When it’s my time to become a teacher, I will:

Lesson 4. Communication of Learner Needs, Progress and Achievement to Key

Stakeholders

Learning will not be successful without the help and cooperation of the key
stakeholders, the parent's and guardian's. According to the Code of Ethics for
Professional Teachers, every teacher shall inform the parents, through proper
authorities, about the progress and deficiencies of the learners under him, exercising
utmost candor and tact in pointing out the learner’s deficiencies and in seeking the
parent's cooperation for the proper guidance and improvement of the learners. In
DepEd Order 8, series of 2015, the summary of the learner's progress is shown
quarterly to the parents or guardians through a parent-teacher conference, in which the
report card is being discussed. A parent-teacher conference (PTC) is conducted every
grading period to ensure the effective communication of the learner's needs and
progress to the key stakeholders. The table below is used to determine the learner's
progress, which includes the grading scale with the corresponding descriptor and
remark.

Descriptor Grading Scale Remark

Outstanding 90 - 100 Passed
Very Satisfactory 85 - 89 Passed
Satisfactory 80 - 84 Passed
Fairly Satisfactory 75 - 79 Passed

44
Did Not Meet Expectations Below 75 Failed

The prospect of a PTC can arouse intense emotions in both the teacher and the
parent. New teachers can be especially anxious about meeting parents for the first time.
The reality is that most parents really do want their children to have a positive school
experience and prefer to develop a cooperative home - school relationship.
Professionally conducted PTCs can prove a most valuable strategy for improving
student classroom behavior as well as enhancing learning (Partin,2005). Furthermore,
the student's achievement can be communicated to the parents or guardians through
recognition programs conducted by the schools. In DepEd Order 36, series of 2016, the
following awards may be bestowed on the deserving students: classroom awards, grade
- level awards and special awards.

Processing. Read carefully and answer the following questions.

A. Why is PTC important?

B. If you will conduct a PTC, what will you include in your agenda?

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

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

Reflection. Complete the following statements.

D. When it’s my time to become a teacher, I will:

Lesson 5. Use of Assessment Data to Enhance Teaching and Learning Practices

and Programs

45
The assessment process should not stop after the final paper has been scored
and the last oral presentation has been evaluated. It is important for teachers to
evaluate each assessment after it has been administered. Doing so can help teachers
interpret the assessment results more accurately and use those result more effectively
in their instruction (Educational Testing Service). The qualitative and quantitative data
obtained from student assessments are vital. However, the gathered result will not
serve their purpose if the teacher does not know how to use the data properly. Every
school year, a transformative teacher uses the different assessment data he/she
collects to further improve his/her instruction. This best practice will ensure that
teachers also evaluate their performance and take preliminary measures to augment it.
If assessment provide information for both students and teachers, then they cannot
mark the end of the learning. Instead, assessment must be followed by high-quality,
corrective instruction designed to remedy whatever learning errors the assessment has
identified (Guskey 1997).

Processing. Read carefully and answer the following questions.

A. Which of the five best practices of using assessment data to improve classroom
instruction shown by your teachers is the most important? Why?

B. Which of the five ways of using assessment data to improve school programs
mentioned by the principal is the best? Why?

C. Interview a teacher (online/virtual or physical – observe the health protocol set by

the IATF). Ask him/her about his/her thoughts on the previous school year and
he/she has done to improve this year?

Reflection. Complete the following statements.

D. When it’s my time to become a teacher, I will:

46
Week 6 Term: 1st Semester: 1st Academic Year: 2020-2021
Subject Code: FS 1 Course Title: Field Study 1
MODULE LEARNING OUTCOMES
At the end of the chapter, the students are able to:

A. analyze how the learning environment can affect student learning;

B. analyze how parents and the wider community affect the educative process;
C. analyze the importance of the Code of Ethics to professional teachers and students;
and
D. analyze the importance of school policies and procedures.
CONTENT TOPIC DISCUSSION (attached content theories/ applications and specific learning
objectives)
Chapter 6: Community Linkages and Professional Development

Lesson 1. Establishment of Learning Environments that are Responsive to Community Context

Lesson 2. Engagement of Parents and the Wider School Community in the Educative Process
Lesson 3. Professional Ethics
Lesson 4. School Policies and Procedures
TEACHING LEARNING ACTIVITES (TLA’s)

A. Face-to-face lecture discussion, autodidactic learning, online research for further ideas
relevant to the topic and lastly, assessment.
B. Reading and self-comprehension

ASSESSMENT TASK (AT’s) / EVALUATION

A. Formative Test
B. Reflective Test
C. Summative Test
D. Practical Test

ASSIGNMENT
Research on the following topics: Philosophy of Teaching, Dignity of Teaching as a Profession,

47
Professional Links with Colleagues, Professional Reflection and Learning to Improve Practice, and
Professional Development Goals
REFERENCES
Bernard, J. (2012). A place to learn. Lessons from research on learning environments. Retrieved
from UNESCO Institute for /statistics Website:
http://unesdoc.unesco.org/images/0021/002154/215468e.pdf

Brookfield, S.D. (2017). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.

Carnegie, Mellon University. Eberly Center. (2016). Teaching Principles. Retrieved from
https://www.cmu.edu/teaching/principles/teaching.html

Lesson 1. Establishment of Learning Environments that are Responsive to

Community Context

As the African proverb says, “It takes a village to raise a child.” For every learning
institution, there is a community with prevailing culture that influences the learning
environment. Bickford and Write (2018) define community as the social context of the
students and their environment that consist of people with a common purpose, shared
values, and agreement on learning goals. Community can be considered a great source
of knowledge; therefor it is important to understand its role in engaging teachers and
students in learning. Meaningful learning happens in an environment that adapts to the
context of the community. Hence, learning environment must be responsive to the
community context that requires an understanding of cultural beliefs and practices,
language, history, race, ethnicity, and perspective from different cultural backgrounds.
The following are suggested strategies to foster a learning environment that is
responsive to community context:
1. establishment of a school-community partnership to foster positive relationship
and to explore common goals that may improve school programs and policies as
well as the community;
2. promotion of cultural and traditional activities to increase the teacher’s cultural
awareness and to preserve local traditions, beliefs, and values;
3. utilization of culturally responsive teaching approaches to integrate teaching and
learning practices that are within the experience and cultural frame of students;
and
4. contextualization and localization of learning content and materials to create a
relevant and meaningful learning experience for the students.

Processing. Read carefully and answer the following questions.

A. How does community affect the learning environment?

B. How important is curriculum contextualization and localization of lesson and

learning materials?

48
C. What strategies are you going to use in order to create a culturally-responsive
learning environment?

Reflection. Complete the following statements.

D. Being a professional teacher requires:

Lesson 2. Engagement of Parents and the Wider School Community in the

Educative Process

A 21ST century learning environment both give and gets from families and the
local community (“Partnership for 21st Century” n.d). In the Philippines, the partnership
between teacher and parents is established through the organization of a parent-
teacher association (PTA). A PTA is organized to provide a forum to discuss issues and
solutions relating to the school program, and ensure full cooperation of parents in the
implementation of such program. It is also organized to encourage coordination with
members of the community to address relevant concerned and provide support to the
school for the promotion of common interest (DepEd 2009). According to George Lucas
Foundation (cited in “Partnership for 21st Century” n.d), strong home-school connections
result in the following outcomes:
 children do better in school when their parents are involved in their education.
 after-school learning opportunities promote student achievement
 community youth development programs spur academic development; and
 school that integrates community services reduce risk and promotes resilience in
education.

49
Teacher should build a good relationship with parents and the wider community
to improve the learning environment. They must be equipped with necessary
competency in dealing with stakeholders to implement properly the school’s program
and facilitate the discussion on issues and concerns relating to the student academic
performance.

Processing. Read carefully and answer the following questions.

A. What are the benefits in engaging parents and members of community in the
implementation of the school programs?

B. Identify strategies that promote positive relationships with parents and members
of the community including mechanism to ensure their full support to school
programs.

C. What is the important of having PTA meeting?

Reflection. Complete the following statements.

D. Being a professional teacher requires:

Lesson 3. Professional Ethics

50
The kind of teacher you are and the way that you portray yourself matters a lot to
your employer, the community, and the stakeholders. A role models, teachers are
expected to embody good ethics, which is a fundamental requirement of a profession.
Good ethics is based on moral principles and appropriate conduct that one should
observe as a professional. Pursuant to Section 6 of RA 7836, the Code of Ethics for
Professional Teachers was promulgated by virtue of PRC Board Resolution No. 435,
series of 1997. In accordance with the preamble of the Code of Ethics for Professional
Teachers, teachers are referred to us duly licensed professionals who possess dignity
and high moral values as well as technical and professional competence in the practice
of their noble profession. They strictly adhere to, observe, a practice this set of ethical
and moral principles, standard, and values (PRC 1997). The Code of Ethics cover all
public and private school teachers in basic education, technical-vocational education, as
well as non-formal education. It articulates the professional accountability and
responsibility of teachers with the state, the community, the teaching profession, the
higher authorities in the profession, the learners, the parents, the business, and as a
person. Relatively, this set of ethical standards also serve as sufficient ground for the
imposition against the earning teacher of the disciplinary action consisting of revocation
of teacher’s license or suspension from the practice of profession (PRC,2015). The
teacher as a model should religiously practice the Code of Ethics Professional Teachers
to set a good example not only to the students but most especially in the teaching
profession and the community they serve.

Processing. Read carefully and answer the following questions.

A. What is the importance of the Code of Ethics to teachers?

B. How does the Code of Ethics influence the personal life of a teacher?

C. How does the Code of Ethics influence a teacher’s competence?

D. In what aspect that the teacher need improvement?

E. How will you promote the Code of Ethics to fellow teachers?

F. Write an essay about the characteristics of an ideal teacher.

51
Reflection. Complete the following statements.

D. Being a professional teacher requires:

Lesson 4. School Policies and Procedures

The whole operation of a school lies in school policies and procedures. The
school administrator and teachers should be guided with the school's policies and
adhere to the procedures and guidelines for the successful implementation of school
programs and projects. School policies and procedures help schools in establishing
rules and guidelines in the operation and implementation of schools program and
projects.it upholds the schools vision, mission, goals and objectives that serve as a
guide to school administrator, teachers, and students in their everyday life on campus.
School policies define the processes within the school including the interaction among

52
the school, learners, parents, and members of the wider community. Some of the
important factors considered in establishing a school policy are the provision for the
following:

1. Safety and security;

2. Use of school facilities and equipment;
3. Admission and retention;
4. Graduation;
5. Teaching and learning;
6. Grading system;
7. School fees;
8. School uniforms;
9. Educational trips;
10. Medical and dental services;
11. Guidance and counseling;
12. Students with additional needs;
13. Disciplinary actions;
14. Administrative sanctions;
15. Faculty development;
16. Human resources;
17. Quality assurance;
18. Community linkage;
19. Gender and development and
20. Academic records,

School policies and procedures are developed at the institutional level. However,
for private schools in basic education, A set of minimum requirements is provided in the
manual of regulations for private basic education per DepEd order no.88, series of 2010
for their compliance. The manual of regulation serves as a guide for private schools in
basic education in implementing their programs to ensure that the implementation
anchored in the mandate of DepEd.

Processing. Read carefully and answer the following questions.

A. What is the importance of school policies and procedures to teacher and

students?

B. What is the most important aspect to consider when developing a school policy?

C. What is the importance of stakeholders’ consultation when formulating a policy?

D. In the event that a problem occurs in the absence of school policy, what should a
teacher do to address the problem?

E. What are the things that the school needs to improve?

Reflection. Complete the following statements.

B. I believe that:

53
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

D. Being a professional teacher requires:

Week 7 Term: 1st Semester: 1st Academic Year: 2020-2021

Subject Code: FS 1 Course Title: Field Study 1
MODULE LEARNING OUTCOMES
At the end of the chapter, the students are able to:

A. determine the teaching philosophy that can address the needs of the 21st century learners;
B. discuss professional traits that teachers should possess;
C. discuss ways on how to link with other educators;
D. determine various ways to engage in reflective practice; and
E. determine the goals that teachers should pursue to grow professionally.
CONTENT TOPIC DISCUSSION (attached content theories/ applications and specific learning
objectives)
Chapter 7: Personal Growth and Professional Development

Lesson 1. Philosophy of Teaching

Lesson 2. Dignity of Teaching as a Profession
Lesson 3. Professional Links with Colleagues
Lesson 4. Professional Reflection and Learning to Improve Practice
Lesson 5. Professional Development Goals
TEACHING LEARNING ACTIVITES (TLA’s)

A. Face-to-face lecture discussion, autodidactic learning, online research for further ideas
relevant to the topic and lastly, assessment.
B. Reading and self-comprehension

ASSESSMENT TASK (AT’s) / EVALUATION

A. Formative Test
B. Reflective Test
C. Summative Test
54
D. Practical Test

REFERENCES
Bernard, J. (2012). A place to learn. Lessons from research on learning environments. Retrieved
from UNESCO Institute for /statistics Website:
http://unesdoc.unesco.org/images/0021/002154/215468e.pdf

Brookfield, S.D. (2017). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.

Carnegie, Mellon University. Eberly Center. (2016). Teaching Principles. Retrieved from
https://www.cmu.edu/teaching/principles/teaching.html

Lesson 1. Philosophy of Teaching

How a teacher views teaching and learning is dependent on exposure, culture,

and training (Pajares, 1992). Teachers’ practices in the classroom are basically can
offshoot of education and exposure. All these experience form part of beliefs that
become a basis of the teacher’s philosophy. The teaching philosophy influences content
and pedagogy. Teaching philosophies can be categorized into two: teacher-centered
and student-centered. Teacher-centered philosophy underscore the relevance of
teachers in education. This kind of philosophy places an emphasis on the teachers’ role
in transmitting knowledge, skills, attitudes, and values. Teachers who believe in this
philosophy use tests to determine if the objectives are met. Essentialism and
Parennialism are two examples of a teacher-centered philosophy. Essentialism
advocates the teaching of basic skills in order to train the mind. These skills gradually
become complex as students’ progress to the next level. Core knowledge in different
disciplines is essential and the other hand, focuses on developing critical thinking skills,
mastery of content in sequential order and reasoning skills (Lynch 2016). Student- or
learner-centered philosophy puts emphasis on how students learn. Teachers focus on
individual needs of students to make sure that they will benefit from the teaching-
learning process. Teachers who adhere to this philosophy focuses on maximizing the
potential of the students In order to equip them with knowledge, skill and attitudes that
will help them face and overcome the challenges of the real world. Since teachers and
students plans together the relevant concepts to be taught and the way these concepts
will be learned, classes are less structured and are more focused on problem-solving
skills. Progressivism, existentialism, and social reconstructionism are example of a
student-centered philosophy. Progressivism believes in equipping students with the
ability to learn through hand-on engagement. Teachers are regarded as facilitators
rather than a source of information. Small group discussion and learning centers
dominate the progressive classroom. Existentialism, on the other hand, believes in
giving the students opportunities to learn concepts that interest them. Teachers who
believe in existentialism believe that students should be able to find meaning in
whatever it is that they are learning. Thus, the classroom is equipped with things that

55
are of interest to the students. Since students learn better when they have interest in the
subject matter, a typical existentialist classroom will have students learning different
topics at different rates. Social recontructionism believes that schools can contribute to
solving social problems. Teachers who believe in social reconstructionism will engage
students in projects or activities that will enable them to address a social issue and
create a n impact in society (lynch 2016) In responding to the needs of the 21st century
learners, students- or learner-centered philosophy is essential so that communication,
creativity, collaboration, critical thinking, and problem-solving skills will be developed.

Processing. Read carefully and answer the following questions.

A. What do you think of the teaching philosophy of the teacher that you have
observed?

B. Cite your reasons for your answer in previous question.

C. How does the teacher’s philosophy of teaching impact the learners?

Reflection. Complete the following statements.

D. When it’s my time to become a teacher, I will:

Lesson 2. Dignity of Teaching as a Profession

Teachers play a big role in the lives of students. Thus, teachers should possess
personal and professional qualities that will help students succeed in school and
develop the love for learning. Pearson (2018) conducted a study to determine the
personal qualities that students are looking for a teacher. Based on this study students
ages 15 to 19 cite the following characteristics of effective teachers: relates well with
students; nurturing, understanding and kind; knows students well: committed to the
profession; and engages students in learning in order to motivate them. In other words,

56
students are not really focused on how much knowledge the teachers can share, but
are more concerned with how teachers can connect and establish a relationship with
them. This just goes to show that when teachers are able to establish a rapport with
students, it will be easier for students to learn (Peterson-DeLuca 2016). In terms of
professional qualities, effective teachers possess the following characteristics: taking
time to listen and help students, manages class well, collaborates with other
professionals to share expertise, constantly seeks ways to grow professionally, uses
appropriate instructional methods, has mastery of content, and is decisive (Goldberg
2003). These professional qualities reveal that effective teachers go beyond the call of
duty. Teachers should continue to update self with knowledge and skills for the good of
their students.

Processing. Read carefully and answer the following questions.

A. What do you think are the best qualities of the teacher that you have observed?
Why?

B. How can the teacher continue to grow personally and professionally?

Reflection. Complete the following statements.

D. When it’s my time to become a teacher, I will:

Lesson 3. Professional Links with Colleagues

It is a recognized fact that teachers need to collaborate with one another in order
to grow professionally. Collaboration among teachers means working together to reflect
on practices and improve teaching (DuFour 2005). In recent years, schools have
emphasized the need for students to collaborate. In the same manner, educational
leaders have also seen the importance of collaboration in professional development

57
(Robbins and Alvy 2003). A study by Peterson in 2002 reveals that collaboration with
colleagues is more significant than short-term workshops or seminars. The reason
behind this is that short-term workshops may inspire teachers for a moment but will
have a little impact on the way they teach. However, when teachers are given the
opportunity to work together for a period of time, they establish a relationship that can
greatly impact the way they teach. When teachers share practices, reflections, and
experiences with colleagues whom they have been working with for quite some time,
they tend to learn more. Thus, conversing about professional practice is necessary as it
provides novice teachers some kind of mentoring. It also allows seasoned teachers to
renew their interest in teaching as they are given the opportunity to share their expertise
(Williams 2010). If schools do not provide opportunities for collaboration, teachers need
to look for opportunities to link with colleagues. It is important to note that before
professional relationships can be established, teachers have to forge personal
relationships with other teachers. There are various ways of connecting with colleagues.
First, find time to talk to colleagues. Second, ask them about their experiences in the
classroom. Ask for advice and listen to how they were able to address similar concerns.
Third, volunteer to work on a project with teachers. The more you engage yourself in
projects, the more you will learn not only about the working style of your colleagues but
also about lessons on commitment, passion, and hard work.

Processing. Read carefully and answer the following questions.

A. Do you think that linking with colleagues is important in teaching? Why? Why
not?

B. How does collaborating with other teachers impact the students?

C. If you were the teacher, how will you collaborate with your colleagues?
Reflection. Complete the following statements.

D. When it’s my time to become a teacher, I will:

58
Lesson 4. Professional Reflection and Learning to Improve Practice

People do not learn from experience unless they reflect on these experiences
(Dewy 1933). One of the way in which teachers can improve the way they teach is to
reflect on their own practice. Reflective practice is a term used when teacher study their
own experience to improve the way they teach. It is a deliberate act to think about the
past, present, and future actions in order to improve teaching (Harvey, Coulson, and
McMaugh 2016). There are various ways of reflecting on one’s practice. This can be
done using an autobiography, student evaluation, peer observation, and research
(Brookfeld 1995). Autobiography is a way of documenting practices. This can be done in
the form of journal writing, portfolio, and other form of writing that teacher can use to
reflect on their practices in the class. Students are the direct recipients of teaching.
They are in the best position to gauge how teacher perform n class and how effectively
they teach. Thus, student evaluation, which can be done formally or informally, can best
inform teachers about their practices. Peer observation can inform teacher about
practices that they need to keep and improve. Through peer observation, teacher can
learn the best pract6ces of their colleagues, ponder on their own practices, and
determine the way to improve these practices. In trying to improve their own practices,
the teacher can also resort to studying researches and theories. Teachers are guided
on how practices can be further improved based on the results of studies conducted.

Processing. Read carefully and answer the following questions.

A. How does the teacher reflect on her own practices?

B. Do you think it is necessary to evaluate one’s own practices? Why? Why not?

C. If given a choice, what do you think is the best way that you can do to help
improve your own practices?

Reflection. Complete the following statements.

D. When it’s my time to become a teacher, I will:

59
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Lesson 5. Professional Development Goals

Teachers need to be lifelong learner because of the constant changes in the

education landscape brought about by development in the field of research. Hence, it s
but logical to point out the teachers should set goals to keep the abreast with the needs
of their students and at the same time promote the development of the teaching
profession. In a study of teacher’s professional goals, t was found that teacher focus on
different objectives at each level of their career. Early and mid- career teachers are
interested in knowing more about curriculum and instruction and becoming specialist n
the subject or area that they currently teaching. Teachers who are in the late career
stage are no longer interested in improving their teaching skills. Rather, their goals are
focused on learning more about technological innovation and how these changes can
be applied in the classroom (Louws et al 2017). The study only revealed that a standard
continuing professional degree [program will not work with all teacher. Thus, for this
reason, the Philippine Professional Standards for Teacher (PSST) was developed.
PSST is composed of 7 domain, each of which s develop themselves professionally.
More specifically, these seven domain have a total of thirty –seven strands (Department
of Education 2017). The following are the domain and the Different Strands:

Domain 1. Content Knowledge and Pedagogy

1. Content knowledge and its application within and across curriculum areas
2. Research – based knowledge and principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as other higher
order thinking skills.
6. Mother tongue, Filipino and English in teaching and learning
7. Classroom communication strategies

Doman 2. Learning Environment

8. Learner safety and Security

9. Fair learning environment
10. Management of classroom structure and activities
11. Support for learner participation
12. Promotion of purposive learning
13. Management of learner behavior

Doman3. Diversity of learners

14. Learners gender, needs, Strength, interest and experience

15. Learners linguistics, cultural, socio- economic, and religious backgrounds
16. Learners with disabilities, Gifted, and talents
17. Learners in difficult circumstances
18. Learners from indigenous groups

Domain 4. Curriculum and Planning

19. Planning and Management of the teaching and learning process

60
20. Learning outcome aligned with learning competences
21. Relevance and responsive of learning programs
22. Professional collaboration to enrich the Teaching practice
23. Teaching and learning resources including ICT

Domain 5. Assessment and reporting

24. Design , selection, organization, and utilization and assessment strategies

25. Monitoring and evaluating of learners progress and achievement
26. Feedback to improve learning
27. Communication of learners needs, progress and achievement to key
stakeholders
28. Use of assessment data to enhance teaching and learning practices and
programs

Doman. Community linkage and Professional engagement

29. Establish of learning environment that are responsive to community context

30. Engagement of parents and the wider school community in the educative
process
31. Professional ethics
32. School policies and procedures

Domain 7. Personal Growth and Professional Development

33. Philosophy of teaching

34. Dignity of teaching as Profession
35. Professional links with colleagues
36. Professional reflection and learning to improve practice
37. Professional development goals

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

A. Do you think that the teacher was able to address her learning goals? Why? Why
not?

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

domain or strand should the teacher address as her/his learning goal? Explain
your answer.

Reflection. Complete the following statements.

61
C. I feel that:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

D. When it’s my time to become a teacher, I will:

Week 8 Term: 1st Semester: 1st Academic Year: 2020-2021

Subject Code: FS 1 Course Title: Field Study 1
MODULE LEARNING OUTCOMES
At the end of the chapter, the students are able to:

A. conduct a micro-teaching (selected students):

B. submit the portfolio as part of the requirements of the course: and
C. complete the requirements necessary for the completion of the course.
CONTENT TOPIC DISCUSSION (attached content theories/ applications and specific learning
objectives)
Chapter 9: Micro Teaching

TEACHING LEARNING ACTIVITES (TLA’s)

A. Observation
B. Demonstration Teaching
C. Critiquing

ASSESSMENT TASK (AT’s) / EVALUATION

A. Formative Test
B. Reflective Test
C. Summative Test
D. Practical Test

62
ASSIGNMENT
A. Submission of the portfolio.
B. Submission of the Final Exam requirement
REFERENCES
Bernard, J. (2012). A place to learn. Lessons from research on learning environments. Retrieved
from UNESCO Institute for /statistics Website:
http://unesdoc.unesco.org/images/0021/002154/215468e.pdf

Brookfield, S.D. (2017). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.

Carnegie, Mellon University. Eberly Center. (2016). Teaching Principles. Retrieved from
https://www.cmu.edu/teaching/principles/teaching.html

Attached is the Demonstration Checklist

EVALUATION RATING FORM OF STUDENT DEMONSTRATION TEACHING

Name of Student: _________________ Date:

Subject Matter: ___________________________________ Rating: _______________

Please rate the student (demonstrator) by checking the scale indicator that best describes his/her
teaching performance.

Grading Equivalent:
Scale 5 4 3 2 1
Rating 4.50 – 5.00 4.00 – 4.40 3.50 – 3.90 3.00 – 3.40 2.50 – 2.90
Percentage 95 – 100 90 – 94 85 – 89 80 – 84 75 – 79
Description Outstanding Very Satisfactory Satisfactory Fair Poor

Passing Grade for Demonstration is 3.5 = 85%

CRITERIA WITH SCALE INDICATORS 5 4 3 2 1
I. TEACHER’S PERSONALITY: The demonstrator
1. is neat and well-groomed.
2. is free from mannerisms that tend to disturb the learners’ attention.
3. is strong to command respect and attention.
4. shows dynamism and enthusiasm.
5. has a well-modulated voice.
6. has a good command of the language.
II. LESSON PLANNING: The demonstrator uses a lesson plan with Cognitive, Affective, and Psychomotor
(CAP) objectives congruent to the
7. subject matter.
8. strategies and teaching procedure.
9. formative/summative assessment.
III. CONTENT: The demonstrator
10. demonstrates in-depth knowledge of the subject matter.

63
11. relates the lesson to actual life situations.
12. keeps abreast of new ideas and understanding in the field.
13. gives sufficient and concrete examples to create meaningful learning
experiences.
IV. TEACHING METHODS: The demonstrator
14. uses methods that suit to the needs and capabilities of the learners.
15. adapts creatively his/her methods to the learners capabilities.
16. makes effective use of the formative assessment such as graphic
organizers, etc.
V. CLASSROOM MANAGEMENT: The demonstrator has a systematic way of
17. monitoring attendance, checking assignment/homework, agreement.
18. maintaining order and discipline inside the classroom.
19. placing visual aids or power point presentation to have an easy reach
during teaching.
20. give clear and definite directions as to how activity is done.
21. assessing practice exercises to check for learners understanding.
22. correcting, distributing, and collecting papers.
23. evaluating individual or group work samples or performance task.
VI. QUESTIONING SKILLS: The demonstrator stimulates discussion by
24. facilitating factual recall.
25. probing for learners deep understanding.
26. helping learners articulate their ideas and thinking process.
27. promoting risk-taking and problem solving to enhance learners reasoning
skills.
28. providing immediate and corrective feedback.
29. encouraging divergent and evaluative thinking.
30. helping learners as higher level or HOTS questions.

Total Points = Average Rating ___________________

Note: Please give the rating to the demonstrator immediately after the demonstration for post conference.

Observed by:

RODELIO B. PASION, Ph.D.

Professor

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