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12 views113 pages

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skbarangaycandabong

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1

CHAPTER 1
Action Research

LESSON 1 Understanding Action Research

LESSON 2 Purposes of Action Research

LESSON
Understanding Action Research
1
2

This lesson will guide you in understanding Action Research. The objectives of
this lesson are the following:

 discuss the concept of action research;

 discuss the importance of action research to improve teaching and
learning; and
 analyze action research done in a school.

Education Theory

Action research is a process of systematic inquiry into a self-identified

teaching or learning problem to better understand its complex dynamics and to
develop strategies geared towards the problem's improvement (Hamilton and
Zaretsky 1997). It is a disciplined process of inquiry aimed to develop solutions to
various issues and problems related to teaching and learning. It is a technique that
guides every teacher to systematically and critically reflect on different teaching
and learning practices. Specifically, action research is:

 a process of taking scientific action to improve teaching and learning;

 is typically designed and conducted by teachers who analyze data from
their school and classroom experiences to improve their own teaching and
learning practice; and
 a type of applied research in which the teacher-researcher is actively
involved in the process of study.

Action research empowers every teacher to meet all challenges in the

teaching profession related to the implementation of the curriculum. It enables
teachers to examine their teaching practices and experiences in relation to an
educational theory. In action research, the teacher is the doer of the action, which
means it is the teacher who plans, develops, and implements the research and at
the end, takes informed action to implement the purposes of the study.

Guided Practice
A. Preliminary Activity: Answer the following questions:

1. Does the school have a research agenda?

______________________________________________________________________________
__________________________________________________________________________

2. What are included in the school's research agenda?

______________________________________________________________________________
__________________________________________________________________________
3

3. Is there a policy for teachers to conduct action research?

______________________________________________________________________________
__________________________________________________________________________

4. What is the focus of their action research?

______________________________________________________________________________
__________________________________________________________________________

5. Is there available funding for this action research?

______________________________________________________________________________
__________________________________________________________________________

B. Analysis of Action Research

Examine the previous action research conducted by the teachers. Supply the
information needed in the table below:

Needed Information Data

1. How many action research

are conducted each year?

2. How many teachers are

doing action research?

3. What are the topics of

their action research?

4. How many action research

were published or
presented in a conference?

5. How many action research

were funded by the school
or an outside agency?

C. Conduct an Interview. Ask the following questions:

1. Are you aware of the action research process?

______________________________________________________________________________
__________________________________________________________________________

2. What are your action research topics?

______________________________________________________________________________
__________________________________________________________________________

3. Do you have enough time to conduct action research?

______________________________________________________________________________
__________________________________________________________________________

4. Are there incentives for teachers who conduct research?

______________________________________________________________________________
__________________________________________________________________________

5. How did action research improve your teaching practices?

______________________________________________________________________________
__________________________________________________________________________

6. How did action research enhance students' learning?

______________________________________________________________________________
__________________________________________________________________________

Processing
Examine the data you have gathered. Answer the following questions:

1. Do the school and the teachers have a research culture?

______________________________________________________________________________
__________________________________________________________________________

2. Are the teachers aware of the process in conducting action research?

______________________________________________________________________________
__________________________________________________________________________
3. How did action research improve the teaching and learning practices in the
school?
______________________________________________________________________________
__________________________________________________________________________

4. What are the things that could be done to encourage the teachers to conduct
action research?
______________________________________________________________________________
__________________________________________________________________________

Reflection
5

Write your reflection by completing the following statements:

 I believe it is essential to:

 From now on, I am determined to:

LESSON
Purposes of Action Research
2

This lesson will guide you in understanding the purposes of conducting action
research. Specifically, the objectives of this lesson are the following:
6

 discuss the purposes for conducting action research and

 analyze the purposes of action research done in a school.

Education Theory

Action research can be participated by an individual teacher or a group of

teachers who has a common concern in the field of teaching and learning. It
provides an opportunity for professional development and collaboration. There are
several purposes of action research that could be read in several references and
could also be observed among teacher researchers.

 It allows teachers to understand the nature of educational issues and

problems.
 It helps teachers propose solutions to educational issues and problems.
 It develops teachers to become empowered reflective practitioners.
 It creates progress on school priorities.
 It develops a research culture among teachers.
 It develops professional collaboration among teachers.
 It helps teachers to develop curricular and instructional innovations.
 It builds a professional culture in school.
 It provides an opportunity for teachers to improve their teaching skills.
 It responds to the learning needs of students.

Guided Practice
A. Interview some teacher-researchers using the following questions. Summarize
their responses and write them on the space provided after each question.

1. Who influenced you to conduct action research?

______________________________________________________________________________
__________________________________________________________________________

2. What was your experience when you conducted your first action research?
______________________________________________________________________________
__________________________________________________________________________

3. How does action research help you as a teacher?

______________________________________________________________________________
__________________________________________________________________________

4. What are the lessons you learned from your action research experiences?
______________________________________________________________________________
__________________________________________________________________________
7

B. Analyze sample action research in school. Read each action research carefully.
Select at least three action research. Identify the purposes of each research.

Title of Action Research Purposes

Processing
Examine the data you have gathered. Answer the following questions:

Questions Answers
1. How many of the action
research were aimed to
improve the curriculum
content?
2. How many were aimed to
improve instruction?
3. How many were aimed to
improve students’
behavior and motivation?
4. What percentage of
teachers are doing action
research?
5. What is the percentage of
the teachers who think
that action research are
helpful?

Do you think action research helped develop a culture of excellence among teachers
and students? Explain your answer.

_____________________________________________________________________________________
_____________________________________________________________________________________
8

____________________________________________________________________________

Reflection
Write your reflection by completing the following statements:

 I believe it is essential to
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________

 From now on, I am determined to

CHAPTER 2
Instructional Planning
9

LESSON 1 Determining the Nature of Instructional Planning

LESSON 2 Formulating the Instructional Objectives

LESSON 3 Writing Your Lesson Plan

LESSON 4 Selecting Appropriate Teaching Strategies

LESSON 5 Selecting Appropriate Instructional Materials

LESSON
Determining the Nature of Instructional Planning
1

This lesson will guide you in understanding the purpose and importance of
instructional planning to the success of instruction. Specifically, the objectives of this
lesson are the following:

 explain the importance of instructional planning;

 determine the elements of instructional planning; and
10

 observe how instructional planning is being done.

Education Theory
Planning is an integral part of successful instruction. Stephen Keague quoted
that proper planning and preparation prevents poor performance. Instructional
planning as defined by the Virginia Department of Education as cited in DepEd Order
42, series of 2016, is the process of determining what learning opportunities
students in school will have by planning the content of instruction, selecting
teaching materials, designing the learning activities and grouping methods, and
deciding on the pacing and allocation of instructional time.

According to Republic Act 7797, entitled An Act to Lengthen the School

Calendar from Two Hundred (200) Days to Not More than Two Hundred Twenty
(220) Class Days as imposed in DepEd Order 25, series of 2018, states that learners
are expected to be in school for a total of 200 class days for school year 2018 to
2019. Therefore, if there is 200 to 220 class days every school year, teachers are
expected to plan and teach for 200 to 220 classroom instructions.

So how will it be possible? Teachers who spend more time in preparation will
spend less time trying to keep their students on the learning track. A general outline
of the year's work should be prepared before the beginning of the school year. A
detailed schedule for each week and a specific schedule for each day should be
prepared well in advance of the time they will be needed (Arnold, 2010).

Here are some practical planning tips teachers have found useful according to
Partin (2005):
1. Make a general plan for the year.
2. Try to plan at least a week in advance.
3. Make a master lesson plan form.
4. Focus on the goal/s you hope to accomplish.
5. Do not over rely on knowledge-level objectives.
6. Keep a notebook for each class to organize the lesson plans, tests, and so on.
7. Develop and store your lesson plans on a computer.
8. Schedule the blocks of time your students have to be out of the room.
9. If possible, schedule challenging and new content early in the day.
10.Always have several sponge activities available for students to work on.
11.Use colored folders to arrange each day's lesson plan and student papers.
12.Use a checklist to help organize you lessons.
13.Have materials for the next day's lesson ready before you leave the school.
14.Save a few moments at the end of each day to reflect on your day's lessons.
Guided Practice

A. Directions: Interview your cooperating teacher. List down five (5) preparation tips
being done by the teacher in planning for a successful classroom instruction.

1.________________________________________________________________________________
11

_____________________________________________________________________________

2.________________________________________________________________________________
_____________________________________________________________________________

3.________________________________________________________________________________
_____________________________________________________________________________

4.________________________________________________________________________________
____________________________________________________________________________

5.________________________________________________________________________________
_____________________________________________________________________________

B. Directions: Through the help of your cooperating teacher, determine how many
minutes or hours does your cooperating teacher prepare the following elements
of instructional planning.
1. How many minutes or hours does your cooperating teacher take to prepare a
lesson. plan? Why does it take your cooperating teacher that long?
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________

2. How many minutes or hours does your cooperating teacher prepare the
learning activities for effective instruction? Why does it take your cooperating
teacher that long?
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________

3. How many minutes or hours does your cooperating teacher prepare the
instructional materials needed? Why does it take your cooperating teacher
that long?
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________
Processing
Examine the data you have gathered. Answer the following questions:

A. In your own words, how will you define instructional planning?

__________________________________________________________________________________
12

__________________________________________________________________________________
_________________________________________________________________________

B. Which among the tips on instructional planning is the most difficult to follow?
Why do you think so?
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________

C. What will happen if the teacher did not prepare for the classroom instruction?
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________

D. Which among the given tips above is the most important? Why?
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________

Reflection
Write your reflection by completing the following statements:

 I realized that:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
______________________________________________________________________

LESSON
Formulating the Instructional Objectives
2

This lesson will guide you in understanding how to properly formulate

instructional objectives that are congruent with the assessment. Specifically, the
objectives of this lesson are
the following:

 observe how teachers compose instructional objectives;

 formulate instructional objectives using the Bloom's Taxonomy; and

 determine the components of the DepEd Curriculum Guide.

Education Theory

One of the important features in instructional planning is formulating the

instructional objectives. Kibler et. al (1974), as cited in Western Kentucky University,
defined instructional objectives as a statement that will describe what the learner
will be able to do after completing the instruction.

Furthermore, Mager (1984) stated the characteristics of instructional

objectives:

 Instructional objectives are specific, measurable, short-term, observable

student behaviors. They indicate the desirable knowledge, skills, or attitudes
to be gained.

 An instructional objective is the focal point of a lesson plan. Objectives are the
foundation upon which you can build lessons and assessments and instruction
that you can prove meet your overall course or lesson goals.

 Think of objectives as tools you use to make sure you reach your goals. They
are the arrows you shoot towards your target (goal).

 Begin with an understanding of the particular content to which the objectives

will relate.

 The purpose of objectives is not to restrict spontaneity or constrain the vision

of education in the discipline; but to ensure that learning is focused clearly
enough that both students and teacher know what is going on, and so
learning can be objectively measured.

Gutierrez (2007) mentioned that an instructional objective consists of two

essential components: behavior and content. The behavior tells what a learner is
expected to perform and is expressed in verb form while the content specifies the
topic that the students are expected to learn.

In constructing the instructional objectives, we use the Taxonomy of Instructional

Objectives devised by Benjamin Bloom (1956) and later revised by Anderson and
Krathwohl (2001) in selecting the measurable behaviors or verbs.

Type of
Learning Examples of Appropriate Assessment
Objective
14

Recall Objective test items such as fill-in-the-blank, matching, labeling,

Recognize or multiple-choice questions that require students to:
Identify  recall or recognize terms, facts, and concepts.

Activities such as papers, exams, problem sets, class discussions,

Interpret or concept maps that require students to:
Exemplify  summarize readings, films, or speeches;
Classify  compare and contrast two or more theories, events, or
Summarize processes;
Infer  classify or categorize cases, elements, or events using
Compare established criteria;
Explain  paraphrase documents or speeches; and
 find or identify examples or illustrations of a concept or
principles.

Activities such as problem sets, performances, labs, prototyping,

Apply or simulations that require students to:
Execute  use procedures to solve or complete familiar or
Implement unfamiliar tasks; and
 determine which procedure(s) are most appropriate for
a given task.

Activities such as case studies, critiques, labs, papers, projects,

Analyze
debates, or concept maps that require students to:
Differentiate
 discriminate or select relevant and irrelevant parts;
Organize
 determine how elements functions together, and
Attribute
 determine bias, values, or underlying intent in
presented material.

Evaluate
Activities such as journals, diaries, critiques, problem sets,
Check
product reviews, or studies that require students to:
Critique
 test, monitor, judge, or critique readings, performance, or
Assess
products against established criteria or standards.

Create Activities such as research projects, musical compositions,

Generate performance, essays, business plans, website designs, or set
Plan designs that require students to:
Produce
Design  make, build, design or generate something new.
(Retrieved from: http://www.cmu.edu/teaching/assessment/basics/alignment.html)

In 2012, the Department of Education (DepEd) released a set of curriculum

guides for the different subjects from kindergarten to grade 10, Teachers in public
and private schools are encouraged to use and to follow the curriculum guide in
writing the instructional objectives, which is now, called learning competencies.
Guided Practice
A. With the guide of your cooperating teacher, write six (6) instructional objectives
composed of behavior and content following the revised Bloom’s Taxonomy.
15

Learning Competency 1 (Remembering):

___________________________________________________________________________

Learning Competency 2 (Understanding):

___________________________________________________________________________

Learning Competency 3 (Applying):

___________________________________________________________________________

Learning Competency 4 (Analyzing):

___________________________________________________________________________

Learning Competency 5 (Evaluating):

___________________________________________________________________________

Learning Competency 6 (Creating):

___________________________________________________________________________

B. Download the DepEd Curriculum Guide. Select one (1) learning competency for
each component of the revised Bloom's Taxonomy. Cite the behavior and the
content in each learning competency.

Learning Competency 1 (Remembering):

___________________________________________________________________________
Learning Competency 2 (Understanding):
___________________________________________________________________________
Learning Competency 3 (Applying):
___________________________________________________________________________
Learning Competency 4 (Analyzing):
___________________________________________________________________________
Learning Competency 5 (Evaluating):
___________________________________________________________________________
Learning Competency 6 (Creating):
___________________________________________________________________________

Processing
Examine the data you have gathered. Answer the following questions:
16

1. What difficulty have you encountered in formulating the instructional

objectives using the revised Bloom's Taxonomy?
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________

2. Which is easier to use in constructing the instructional objectives, Bloom's

Taxonomy or the DepEd Curriculum Guide? Why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________

Reflection
Write your reflection by completing the following statements:

 I believe it is essential to:

 From now on, I am determined to:

LESSON
Writing Your Lesson Plan
3

This lesson will guide you in understanding how to properly write a daily
lesson plan. Specifically, the objectives of this lesson are the following:
 determine the basic parts of a lesson plan;
 write a sample daily lesson plan; and
17

 discover the daily lesson log.

Education Theory

One of the daily tasks of the teacher is to prepare a daily lesson plan or
sometimes called a learning plan. For the veteran teachers, writing a lesson plan is
as easy as breathing. But for the beginning teachers, writing a lesson plan is
probably their greatest challenge.
According to DepEd Order 42, series of 2016, planning lessons is fundamental
to ensuring the delivery of teaching and learning in schools. These guidelines aim to
support teachers in organizing and managing their classes and lessons effectively
and efficiently and ensure the achievement of learning outcomes. Furthermore,
preparing lessons through the Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP)
provides the teacher an opportunity for reflection on what learners need to learn,
how learners learn, and how best to facilitate the learning process.
A lesson plan according to Reece and Walker (2003) has two functions:

1. a strategy or plan for teaching and

2. a series of cues to be used during the lesson.
Moreover, the lesson plan is intended to help you proceed logically without
being bound to your notes, but even with detailed planning, every eventuality
cannot be catered for so the lesson plan is essentially tentative and flexible. A
lesson plan should not limit you in your approach and it should contain sufficient
flexibility to cater for circumstances as they arise in the session.
A daily lesson plan does not have a general format. Some lesson plans follow
a certain pattern such as 4 A's (Activity, Analysis, Abstraction, Application) or 5 E's
(Engage, Explore, Explain, Elaborate, Evaluate) while some schools customize their
lesson plan format. None theless, every lesson plan must contain the following basic
parts:

1. Instructional Objectives;
2. Subject Matter;
3. Content;
4. Learning Resources;
5. Values Integration;
6. Procedures; and
7. Assignment.

Moreover, a daily lesson log is an outline version of a detailed lesson plan and
defined in DepEd Order 42, series of 2016, as a template teachers use to log parts of
their daily lesson. The DLL covers a day or a week's worth of lessons.

Guided Practice
A. With the permission of your cooperating teacher, paste a sample daily or detailed
lesson plan. Answer the following questions below.
18

1. What are the parts of the sample detailed or daily lesson plan?
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________

2. Which among the basic parts of a lesson plan does the sample lesson plan
include?
19

3. What are the other parts of the sample lesson plan which is not included in the
basic parts of the lesson plan?
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________

B. Interview your school principal/cooperating teacher. Ask the following questions:

1. What is the importance of writing a lesson plan?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
______________________________________________________________________

2. When do the teachers write the lesson plan, daily or weekly? Why?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
______________________________________________________________________

3. How do they check, evaluate, and monitor the lesson plans of the teachers?
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________

C. With the guidance of your cooperating teacher, write a detailed lesson plan
about the next topic for the class. Paste your detailed lesson plan here.
20
21

Processing
Examine the data you have gathered. Answer the following questions:

1. What is the importance of writing a lesson plan?

2. In preparing the lesson plan, which part is the most difficult to prepare?
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________

3. Which do you think is the most important part of a lesson plan? Why?
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________

Reflection

Write your reflection by completing the following statements:

 From now on, I am determined to:

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
______________________________________________________________________

LESSON
Selecting Appropriate Teaching Strategies
4
22

This lesson will guide you in understanding how to properly select appropriate
teaching strategies in preparation for classroom instruction. Specifically, the
objectives of this lesson are the following:

 explain the principles of selecting appropriate teaching strategies;

 determine the level of participation on some teaching strategies; and
 observe how teachers select and use different teaching strategies.

Education Theory

Appropriate teaching strategies that are aligned with the instructional

objectives and assessments are vital elements in the success of any classroom
instruction. Every teaching episode, the teacher is encouraged to select and use a
unique and interesting teaching strategy.

According to Armstrong (2013), teaching strategies refer to methods used to

help students learn the desired course contents and be able to develop achievable
goals in the future. Teaching strategies identify the different available learning
methods to enable them to develop the right strategy to deal with the target group
identified. Assessment of the learning capabilities of students provides a key pillar in
the development of a successful teaching strategy.

There are some guiding principles in the selection and usage of appropriate
teaching
strategies according to Corpuz and Salandanan (2013):

1. Learning is an active process.

2. The more senses that are involved in learning, the more and the better
learning.
3. Emotion has the power to increase retention and learning.
4. Learning is meaningful when it is connected to students' everyday life.
5. Good teaching goes beyond the recall of information.
6. An integral teaching approach is far more effective than teaching isolated
bits of information.

There are numerous teaching strategies that we may use but always
remember that there is no single best method in selecting the appropriate teaching
strategy. Using various teaching strategies is definitely the best. However, we
should always bear in our mind that our students are the center of the teaching and
learning process; their participation in the teaching strategies will give life to the
prepared strategy. Here are some common teaching strategies based on the level of
participation of the learners that we may use in our classes:
23

Level of Level of
Teaching Strategy Teaching Strategy
Participation Participation
Lecture Low Gaming/Quiz Medium

Demonstration Low/High Brainstorming High

Team Teaching Low Assignment High

Discussion High Field Trip Medium

Debate High Role Play High

Question and Answer Medium Ice Breaker High

Video Medium Simulation High

Seminar Medium Case Study Medium

Laboratory Medium Project High

(Adapted from Reece & Walker 2003)

Guided Practice
A. Observe your cooperating teacher in one of his/her classes. List five (5) teaching
strategies that he/she used and determine the level of participation of the
students.

Teaching Strategy Level of Participation

B. Explain the guiding principles in selecting and using appropriate teaching

strategies.

1. Learning is an active process.

__________________________________________________________________________________
____________________________________________________________________________

2. Emotion has the power to increase retention and learning.

__________________________________________________________________________________
____________________________________________________________________________
24

3. Learning is meaningful when it is connected to students' everyday life.

__________________________________________________________________________________
____________________________________________________________________________

Processing
Examine the data you have gathered. Answer the following questions:

1. Based on your observations, what is the common level of participation of the

students to the teaching strategies used by the teacher?
__________________________________________________________________________________
____________________________________________________________________________

2. Which among the guiding principles of selecting and using teaching strategies is
the most important? Why?
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________

3. Why do teachers need to use various teaching strategies?

Reflection
Write your reflection by completing the following statements:

 I realized that
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________

 From now on, I am determined to

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________

LESSON
Selecting Appropriate Instructional Materials
5
25

This lesson will guide you in understanding how to properly prepare

appropriate instructional materials. Specifically, the objectives of this lesson are the
following:

 determine the different instructional materials;

 explain the principles in selecting and using instructional materials; and
 evaluate instructional material.

Education Theory

In preparing appropriate instructional materials, the use of all the five senses
is very significant. They use hearing through audio aids like the cassette recorder
and voice recorder, sight through visual aids like charts and posters, websites and
printed sources like handouts and books, touch through resources like specimens
and models, and also, to a lesser extent, taste and smell in, for example, cookery.

Also, more than one sense can be combined in a visual aid such a film, a
tape-slide presentation, or a web-based presentation which combines both hearing
and sight. It is important to remember that learning materials should be about
creating multimedia-giving students the best possible opportunity to learn using a
range of tools and techniques (Reece & Walker 2003).

There are also guiding principles in using instructional materials according to

Corpuz & Salandanan (2013).

1. All instructional materials are aids to instruction. They do not replace the
teacher.
2. Choose the instructional material that best suits your instructional
objectives.
3. If possible, use a variety of tools.
4. Check out your instructional material before class starts to be sure it is
working properly.

Guided Practice
A. List the top 5 most used instructional materials of your cooperating teacher in
his/her classes.

Top 1:

Top 2:

Top 3:

Top 4:

Top 5:
26

B. Evaluate an instructional material (IM) used by your cooperating teacher using

the checklist below.

Evaluation of Instructional Material

Preview YES NO N/A

1. Did your cooperating teacher check in advance:

a. that he/she has not used too many IMs:

b. that he/she has not used too few IMs; and

c. that his/her instructional materials worked?

Presentation
2. Can the IM be seen or heard?
3. It is used for too long or not long enough?
4. Is the instruction clear (Does it aid learning)?

Design
5. Will it work (blackout, bulbs, leads)?
6. Is there a logical sequence?
7. Is the time for use about right?
8. Can it be misinterpreted?
9. Is there enough or too much variety?
10.Is there enough or too much color?
11.Is it well made?

Use
12.Has your cooperating teacher invited the
cooperation of the students?
13.Does it attract attention?
14.Has your cooperating teacher decided how it will be
introduced?
15.Does it supplement verbal information?
16.Does it hold attention?
17.Is it challenging for the students?
18.Does it consolidate learning?

C. Explain the guiding principles in selecting and using instructional materials.

1. All instructional materials are aids to instruction. They do not replace the
teacher.
___________________________________________________________________________
_______________________________________________________________________

2. Choose the instructional material that best suits your instructional

objectives.
___________________________________________________________________________
_______________________________________________________________________

3. If possible, use a variety of tools.

___________________________________________________________________________
_______________________________________________________________________

Processing

Examine the data you have gathered. Answer the following questions:

1. What is the importance of using appropriate instructional materials in the class?

2. What common instructional materials does your cooperating teacher use in

his/her classes?
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________

Reflection
Write your reflection by completing the following statements:

 I believe it is essential to:

______________________________________________________________________________
______________________________________________________________________________
28

________________________________________________________________________

CHAPTER 3
Instructional Resources

LESSON 1 Understanding Instructional Resources

LESSON 2 Educational Researches and Literatures

LESSON 3 Digital Media Resources

LESSON 4 Graphic Organizers as Resources for Virtual Presentation

LESSON 5 Teacher-made Instructional Resources

LESSON Understanding Instructional Resources

Instructional resources provide information and tools to draw upon in order to

support teaching and learning activities. This lesson is designed to help you in
understanding the different instructional resources and its application to teaching
and learning. Specifically, the objectives of this lesson are the following:

 discuss the importance of instructional resources for teaching and

learning;
 identify the different types of instructional resources; and
 analyze how these resources are applied in teaching and learning.

Education Theory

Instructional resources are the keys to achieving the lesson goals and
objectives. It is a broad range of materials that can be used to facilitate effective
teaching. Any resource or material that help teachers in teaching is considered as
instructional resources. In a learner centered environment, teachers need to have
access to a wide range of instructional resources in order to better help students in
the development of their knowledge, skills, and attitudes and to provide them with
meaningful experiences that will support them in learning.

Studies have shown that instructional resources have great implication to

teaching and learning (Nacario 2014; Okongo et.al. 2015; Olayinka 2016 Maharaj-
Sharma et.al. 2017). To ensure a meaningful and effective delivery of the lesson, it
is essential for teachers to consider the relevance, quality, and currency of
instructional resources to be used. In selecting instructional resources, it is also
important for teachers to ensure that it is tailored to the content of the lesson to be
taught and to the learning style of students. As what Shulman (1986) said, learners
are unlikely to appear in the classroom as blank slates, hence, it important to
consider the knowledge and capability of the learner in choosing instructional
resources to be used in teaching and learning activities.

There are varieties of instructional resources that are commonly used to aid
teaching and learning activities; these include:

1. digital learning resources (digital media, documents in digital formats,

software and applications, websites);
2. non-digital learning resources (printed materials such as textbooks, work
books, research journals etc.);
3. graphic organizers or visual presentations; and
4. teacher-made resources (improvised teaching materials).

In addition to these resources, the DepEd has also adopted the

implementation of the Learning Resource Management and Development System
(LRMDS) where teachers can access lesson exemplars, teacher's guides, and
curriculum guides that will help them in the delivery of the lesson in a particular
grade level.
30

Guided Practice
A. Preliminary Activity: Find answers to the following questions.

1. Does the school have library facilities? __________________

2. Does the library contain textbooks and other reference materials?
__________________
3. Do teachers and students have access to the library resources?
__________________
4. Do teachers have a copy of the K to 12 curriculum guides? __________________
5. Do teachers have a copy of the teacher's guide? __________________
6. Do teachers have access to the Internet? __________________
7. Do teachers have access to technology tools? __________________
8. Does the school provide training of teachers in the use of varied instructional
resources?
__________________

B. Request permission to conduct an interview with teachers. Identify the

instructional resources used by teachers in teaching and learning.

1. What are the types of instructional resources used by teachers to motivate

learners about the lesson?
______________________________________________________________________________
__________________________________________________________________________

2. What are the types of instructional resources used by teachers in the delivery
of the content of the lessons?
______________________________________________________________________________
__________________________________________________________________________

3. What types of instructional resources are used by teachers in the assessment

of students' academic performance?
______________________________________________________________________________
__________________________________________________________________________

4. What are the types of resources used by teachers in practical applications?

______________________________________________________________________________
__________________________________________________________________________
31

Processing
Review the data you have gathered carefully. Answer the following questions:

1. How essential is the use of varied instructional resources to teaching and

learning?
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________

2. Aside from the K to 12 Curriculum Guide and Teachers' Guide, what is the
most essential instructional resource?
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________

3. In the absence of available instructional resources, what is the best thing that
a teacher should do to support teaching and learning activities?
______________________________________________________________________________
______________________________________________________________________________
_______________________________________________________________________

Reflection
Write your reflection by completing the following statements:

 I believe it is essential to:

LESSON
Educational Researches and Literatures
2

Educational researches and literatures are used as standard sources of

information to support formal studies as well as the validity of the content of lessons
to be taught. This lesson will help you in understanding how research and literatures
are used in instructional planning. Specifically, the objectives of this lesson are the
following:

 discuss the significance of using research and literatures in instructional

planning and
 analyze how these resources can help improve instruction and student
learning.

Education Theory

Educational research such as research journals are academic researches that

are usually peer-reviewed or refereed and have undergone the scrutiny of experts in
a specific field prior to publication whereas literatures are written works such as
textbooks, manuscripts, workbooks, guidebooks, and other printed materials that
are published and deemed to have artistic or intellectual values. These instructional
resources provide a wide range of theoretical principles and concepts that will
further enhance teachers' technological, pedagogical, and content knowledge
(TPCK) in a particular discipline.

Educational researches and literatures are useful resources for teachers in

order to have a comprehensive and relevant material that will support the content
and delivery of their lesson plans. It is a collection of knowledge where teachers can
draw a lot of information about teaching and learning approaches. Research and
literatures contains relevant information that can be used to support the validity of
content to be taught and pedagogical strategies to be used. It presents new
knowledge based on research findings and experts opinions that can help improve
the content of a particular subject matter to be taught including appropriate
strategies and approaches to improve student learning.

In choosing appropriate resources for your lesson, it is important to consider

its content and make sure that is aligned with the course syllabus and the teaching
principles required in the delivery of the K to 12 Curriculum.

Guided Practice
A. Preliminary Activity. Look for research journals and literatures that can be used
as instructional resources for your chosen field of specialization or major. Cite at
least three (3) and write down your answers on the columns provided on the next
page.
33

1. TEXTBOOKS
Year
Published
Name of (write N.D. Title of the City of
Publisher
Author/s if there is Book Publication
no date
indicated)
1.

2. RESEARCH JOURNALS
Year
Published
Name of (write N.D. Title of the City of
Publisher
Author/s if there is Book Publication
no date
indicated)
1.
34

B. Find answers to the following questions:

1. Do teachers use educational research journals and literatures to support the

teaching and learning activities?
__________________________________________________________________________________
____________________________________________________________________________

2. What are the challenges faced by the teachers in using educational research and
literatures?
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________

3. Does the school promote the use of research-based materials and textbooks to
support instruction?
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________

Processing
Review the data you have gathered. Answer the following questions.

1. How do educational research and literatures help improve the content of the
lesson?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
______________________________________________________________________

2. How do teachers benefit from using these types of instructional resources?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
______________________________________________________________________

LESSON
Digital Media Resources
3

Digital media is an ICT-based instructional resource used to improve instruction.

This lesson will help you in understanding digital media integrated in the teaching
and learning process. Specifically, the objectives of this lesson are the following:

 discuss what is the use of digital media in teaching and learning;

 analyze how digital media can improve student learning; and
 create digital media to support instruction.

Education Theory

Digital media is an ICT-based instructional resource that can be created and

preserved in digital formats. In today's era of digital technology, it is relatively easy
to create audio and video materials using tablets and smartphones and share them
to other digital devices or online where they can be accessed by audiences
worldwide.

Digital media is seen as a potential to transform the teacher's pedagogical

technique and students learning process. Unlike traditional resources (printed texts
and images), digital media is more flexible since it can be modified and reproduced
easily. Searching text from an e-book for example is way lot easier compared to
browsing each textbook page. It will also help them in analyzing what is being
taught and encourage them to think critically and creatively.

The following are some forms of digital media that can be used by teachers as
resources to enhance teaching and learning activities:

digital videos, infographics;

digital audios; social media;
digital images; video games;
presentations; webpages;
36

e-books; Open Educational Resources (OERs); and

electronic documents; application software.

Using digital media for teaching and learning requires skills and competency
on the use of ICT tools. Since much of digital resources are now available online, it is
essential for teachers to evaluate and validate first the digital media content to be
used to make sure that it is appropriate for the learners' need.

Guided Practice
A. Preliminary Activity. List down the digital media used by teachers in teaching and
learning activities. Write your answers below.

Processing

Review the data you have gathered carefully. Answer the following questions:

1. How does digital media impact student learning?

2. What are the advantages and disadvantages of using digital media in teaching
and learning? Write down your answers below:

Advantages Disadvantages
37

Other comments:
_________________________________________________________________________________
_________________________________________________________________________________
___________________________________________________________________________

LESSON
Graphic Organizers as Resources for Visual Presentation
4

A graphic organizer is a type of visual presentation used to demonstrate

relationship of facts and ideas with the lesson being taught. This topic will guide you
in understanding how graphic organizers will help improve instruction. Specifically,
the objectives of this lesson are the following:

 observe how graphic organizers and visual presentations are being used for
teaching and learning;
 discuss the important benefits of using graphic organizers and visual
presentations to students; and
 integrate graphic organizers and visual presentations in lesson plans,

Education Theory

It is said that a picture is worth a thousand words; we make meaning out of

pictures and translate abstract images into realistic ones. According to 3M Visual
Systems Division (1997), visual aids have been found to have improved learning by
up to 400 percent. Hence, using graphic organizers as instructional resources can
help improve teaching and learning activities.

In a study conducted by Johal (2011), he concluded that the use of mind

mapping in teaching mathematics has made learning enjoyable and fun, it helped
learners gain a deeper understanding of the mathematics topics and have improved
their mathematics achievement This means that graphic organizers such as mind
mapping and the likes are useful resources for instruction.
38

Graphic organizer and visual presentations are communication tools used to

present and demonstrate the relationship of facts and ideas related to the lesson
being taught. It serves a guide for learners and helps them develop creative and
critical thinking skills as it encourages visual analysis of the concept map or diagram
being presented. Graphic organizers can be used during brainstorming of ideas,
motivating learners, and in assessing student learning. Some examples of graphic
organizers are the following:

 concept maps;
 mind maps;
 webs;
 plots;
 Venn diagram;
 flow charts;
 tables; and
 graphs.

Guided Practice

1. Using the Venn diagram below, identify the advantages of using graphic
organizers compared to other forms of instructional resources.

Processing
Draw a concept map about graphic organizers. Identify the benefits of using graphic
organizers in student learning.
39

LESSON
Teacher-made Instructional Resources
5

Teacher-made resources are instructional resources developed or modified by

teachers based on the learning style of students. This lesson will help you in
understanding how teacher. made resources can improve student learning.
Specifically, the objectives of this lesson are the following:

 discuss the significance of teacher-made resources to student learning and

 analyze how to develop and produce instructional resources.

Education Theory

Finding and collecting instructional resources is one of the greatest challenges

for teachers. Often times, teachers encounter difficulty in preparing instructional
plans due to the lack of available materials, access to technology, and financial
support. As a teacher, it is essential to have access to a wide range of instructional
resources for effective teaching.

There are many excellent materials that are ready to use for instruction.
However, in a learner-centered classroom setting, the students are the primary
consideration in designing instructional plans. Each student or group of students has
its own unique ability and learning style which requires instructional methodologies
and resources that are suited to their own learning style. As such, teachers need to
develop and produce appropriate instructional resources that will meet the lesson
objective.
40

Developing and producing your own instructional resources is one way of

contextualizing instruction. In the absence of ready-made resources, teachers can
use available indigenous materials to support the delivery of the lesson. Teacher-
made resources can be in the form of graphic organizers, handouts, visual aids,
worksheets, and among others.

Guided Practice
A. Conduct a survey of instructional resources developed and produced by
teachers. List down your answers below.

B. Describe how teacher-made resources are developed.

C. Identify the challenges faced by teachers in developing and producing teacher-

made resources.
41

Processing
Review the data you gathered carefully. Answer the following questions:

1. What is the primary consideration in developing and producing teacher-made

resources?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
______________________________________________________________________

2. How do students benefit from teacher-made resources?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
______________________________________________________________________

CHAPTER 4
Instructional Strategies

LESSON 1 Constructivist Teaching

LESSON 2 Differentiated Learning

LESSON 3 Integrated Teaching and Learning

LESSON 4 Cooperative Learning

LESSON 5 Problem-based Learning

LESSON
Constructivist Teaching
1

This lesson will guide you in understanding the concept of constructivist

teaching approaches and its role in the improvement of teaching and learning.
Specifically, the objectives of this lesson are the following:

 discuss the concept of constructivist teaching;

 discuss the important principles of constructivist teaching, and
 observe how constructivist teaching approaches are done in actual teaching.

Education Theory
The constructivist teaching approach is one of the instructional approaches
required in the implementation of the K-12 Curriculum. The constructivist theory is a
popular way of looking and understanding how people learn. Constructivism is
arguably the dominant model for human learning in educational psychology today
(Lucas 2000). It is a theory of knowledge that involves a conception of the knower, a
conception of the known, and a conception of the relation of knower-known-all has
relations with teaching and learning (Bettencourt 1993). While there are different
interpretations of constructivism from different authors, a common denominator
seems to be a belief that people create knowledge and are influenced by values and
culture (Phillips 1995).
43

Constructivism believes that learners bring mental models to any learning

situation and that people construct their own meaning based on their experiences to
understand concepts around them (Tolman 1995). This theory believes that children
learn new ideas about the natural world as a result of what they observed,
experienced, and what they have been told, by integrating them into existing
knowledge structures (Carale and Campo 2003; Martin 2001; Tolman 1995). This
was well supported by Hodson (1998) in advocating that the learners are not
passive recipients of knowledge; rather they are active constructors of knowledge
and reconstructors of their own understanding.

From the constructivist perspective, learning is not a stimulus-response

phenomenon. It requires self-regulation and the building of conceptual structures
through reflection and abstraction. It gives a new paradigm at how learners address
or solve problems and build-up models of the learners' conceptual structures (von
Grasersfeld, 1995). In the constructivism theory, the learner is seen as a scientist
doing active investigation on a certain problem or any subject of inquiry (Hodson
1998; Martin 2001).

Guided Practice
Observe actual classes using the following constructivist teaching and learning
practices.

Not
Observe
Constructivist Teaching Practices Observe Other Comments
d
d
1. Active learning strategies
2. Meaningful learning activities
3. Effective questioning strategies
4. Real-life and concrete examples
5. Cooperative learning activities
6. Problem-solving activities
7. Active investigation
8. Integrative learning activities
9. Practice and feedback activities
10.Effective motivation techniques
11.Generalizations are provided by
students
12.Positive classroom atmosphere
13.Lessons and activities are
interesting
14.Students are encouraged to take
an active role in learning
44

15.Experiential learning activities

16.Varied learning activities
17.Students' views are respected
18.Positive learning environment
19.Linking ideas and concepts with
real-life experiences
20.Modeling positive behavior
21.Available learning materials
22.Learning styles are respected
23.Differentiated learning strategies

Processing

Examine carefully the data you have gathered. Answer the following questions:

1. Does the teacher employ constructivist teaching-learning approaches?

______________________________________________________________________________
__________________________________________________________________________

2. How do students respond to constructivist activities?

3. How did constructivist teaching improve the teaching and learning practices
in the school?
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________

4. What things could be done to encourage teachers to use constructivist

teaching-learning approaches?
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________

Reflection
Write your reflection by completing the following statements:
45

 I believe it is essential to:

 From now on, I am determined to:

LESSON
Differentiated Learning
2

This lesson will guide you in understanding the concept of differentiated

learning and its role in the improvement of students' learning performance.
Specifically, the objectives of this lesson are the following:

 discuss the concept of differentiated learning;

 discuss the important principles of differentiated learning; and
 observe how differentiated learning is done in actual teaching.

Education Theory

Differentiated learning means creating multiple paths so that students of

different. abilities, interests, or learning needs experience equally appropriate ways
to absorb, use, develop, and present concepts as a part of the daily learning
process. It allows students to take greater responsibility and ownership for their own
learning and provides opportunities for peer teaching and cooperative learning. It is
an effective instruction that is responsive to students' readiness, interests, and
learning preferences.
46

The K-12 Curriculum requires all teachers to use differentiated learning

approaches and activities. Differentiated learning involves:

 using assessment to gather information about students' readiness,

interests, and learning preferences;
 using this information to differentiate the learning environment,
instruction, assessment, and evaluation; and
 selecting varied strategies to meet the particular needs of students.

Guided Practice
Observe actual classes using the following differentiated teaching and learning
practices.

Not
Differentiated Teaching and Observe
Observe Other Comments
Learning Practices d
d
1. Varied learning activities based on
the learning styles of students
2. Respect of individual differences
3. Objectives are designed based on
the abilities of the students
4. Objectives consider the level of
students
5. Topics are modified based on
learners needs and background
6. Learning activities are designed to
help every student learn
7. Assessment results are used to
improve instruction
8. Provision for individual and
collaborative learning
9. Lessons are developmentally
appropriate
10.Uses various assessment tools

Processing
Examine carefully the data you have gathered. Answer the following questions:

1. Does the teacher employ differentiated teaching-learning approaches?

______________________________________________________________________________
__________________________________________________________________________

2. How do students respond to differentiated teaching and learning activities?

______________________________________________________________________________
______________________________________________________________________________
47

________________________________________________________________________

3. What are the challenges met by teachers in the implementation of

differentiated teaching and learning?
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________

4. How does differentiated teaching and learning improve students' learning?

Reflection
Write your reflection by completing the following statements:

 From now on, I am determined to:

LESSON
Integrated Teaching and Learning
3

This lesson will guide you in understanding the concept of integrative

teaching and learning and its role in the improvement of students' performance.
Specifically, the objectives of this lesson are the following:

 discuss the concept of integration;

 discuss the important principles of integrative teaching and learning; and
 observe how integration is done in actual teaching.

Education Theory

Integration is a holistic view of teaching and learning whereby knowledge,

values, and skills learned in various subjects in the curriculum are integrated and
connected using common curriculum threads and curriculum themes. Integration is
an approach to curriculum design where related subjects are integrated using
curriculum themes. In instruction, integration connects lessons that are connected
and brings the topic to the level of learners' experiences. The K-12 Curriculum
identifies integration as one of the approaches that should be used in the
implementation of the curriculum.
48

The study of Pawilen, Arre, and Lindo (2010) shows that the design of the
integrated curriculum follows the procedure for a thematic approach.

1. Selecting or deciding a theme or a thematic unit - The first thing that

teachers do is to select the theme of the curriculum. Themes are selected
from concepts or topics from different subject areas that are interesting to
young children. The theme serves as the focus of teaching and learning for a
certain period of time. It is also the organizing center of the thematic web.

2. Selecting topics from different subjects that are related to the theme
-Teachers will develop a curriculum web where different concepts and skills
related to the theme are selected.

3. Planning different activities that are related to the theme - Different

activities are planned for each topic in the curriculum web. It is important that
the activities should be interesting and appropriate to the level of the
students. Free-guided play, music activities, simple experiments and
observations, outdoor activities, group discussion, storytelling, and individual
activities are examples of learning experiences provided to the students.

4. Selecting instructional materials to be used - Materials that are used for

actual teaching are selected. The use of authentic or real objects is
encouraged. The school has adequate instructional materials such as print,
audio-video materials, toys, and other equipment provided for the students.

5. Planning the schedule - Teachers will then divide the lesson into smaller
units of study. Each topic is usually scheduled on a daily or weekly basis
depending on the scope of the topic.

6. Designing assessment and evaluation tools - Narrative reports that

include teachers' observation on the performance and behaviour of each
student in the classroom are used in evaluating the learners.

Integration is always done in subjects like social studies, science, language,

values education, music and arts, and physical education.

Processing
Examine carefully the data you have gathered. Answer the following questions:

1. Does the teacher use integrated teaching-learning approaches?

__________________________________________________________________________________
____________________________________________________________________________

2. How do students respond to integrated teaching and learning activities?

__________________________________________________________________________________
__________________________________________________________________________________
49

_________________________________________________________________________

3. What are the challenges met by teachers in the implementation of integrated

teaching and learning?
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________

4. How does integrated teaching and learning improve students' learning?

Reflection
Write your reflection by completing the following statements:

 I believe it is essential to:

LESSON
Cooperative Learning
4

This lesson will guide you in understanding the concept of cooperative

learning, and its role in the improvement of students' performance. Specifically, the
objectives of this lesson are the following:

 discuss the concept of cooperative learning;

 discuss the important principles of cooperative learning, and
 observe how cooperative learning is done in actual teaching.

Education Theory
Cooperative learning is one of the instructional approaches required in the
implementation of the K-12 Curriculum. Arends (1998) identified the following
features of cooperative learning:

 Students work in teams to master academic materials.

 Teams are made of up of high, average, and low achievers.
 Whenever possible, teams include a racial, cultural, and sexual mix of
students.
 Reward systems are group-oriented rather than individually oriented.
50

Cooperative learning aims to significantly improve the learning performance of

the students. It encourages cooperation among students in achieving a particular
learning task rather than competition. It also allows the students to take leadership
and active participation in every class activities. In cooperative learning, students
also learn important skills such as: (1) social skills, (2) sharing skills, (3) participation
skills, (4) communication skills, and (5) leadership skills.

Guided Practice
Observe classes and provide examples of cooperative learning activities that are
used by teachers in their classes.
Subjects Cooperative Learning Activities

Processing
Examine carefully the data you have gathered. Answer the following questions:

1. Does the teacher use cooperative learning approaches?

2. How do students respond to cooperative learning activities?

3. What are the challenges met by teachers in the implementation of cooperative

learning?
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________

4. How does cooperative learning improve students' learning?

LESSON
Problem-based Learning
5

This lesson will guide you in understanding the concept of problem-based

learning and its role in the improvement of students' performance. Specifically, the
objectives of this lesson are the following:

 discuss the concept of problem-based learning;

 discuss the important principles of problem-based learning; and
 observe how problem-based learning is done in actual teaching.

Education Theory

Problem-based learning includes using authentic and meaningful problem

situations that can serve as springboards for investigations and inquiry, Arends
(1998) identified the following features of problem-based instruction:

 Organizing lessons around questions or problems;

 Interdisciplinary focus;
 Authentic investigation;
 Production of learning artifacts and exhibits; and
 Collaboration.
52

In problem-based learning, students are expected to develop important learning

skills such as (1) critical thinking skills, (2) problem-solving skills, (3) and creativity,
Problem-based learning also allows the students to collaborate, work with a team,
and gain leadership skills. Problem-based learning also uses project-based approach,
discovery learning approach, and experiment method.

Guided Practice
Observe classes and provide examples of problem-based learning activities that are
used by teachers in teaching various topics.

Topics Problem-based Learning Activities

Processing
Examine carefully the data you have gathered. Answer the following questions:

1. Does the teacher use problem-based learning approaches?

__________________________________________________________________________________
____________________________________________________________________________

2. How do students respond to problem-based learning activities?

3. What are the challenges met by teachers in the implementation of problem-

based learning?
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________

4. How does problem-based learning improve students' learning?

__________________________________________________________________________________
__________________________________________________________________________________
53

_________________________________________________________________________

Reflection
Write your reflection by completing the following statements:

 From now on, I am determined to:

CHAPTER 5
Classroom Management

LESSON 1 Understanding Classroom Management

LESSON 2 Importance of Classroom Management

LESSON 3 Classroom Management and Discipline

LESSON 4 How to Effectively Manage a Class

LESSON 5 Establishing an Effective Classroom Management Plan

LESSON
Understanding Classroom Management
1

This lesson will guide you in understanding a very important concept in the
teaching and learning process-classroom management. Specifically, the objectives
of this lesson are the following:

 discuss the concept of classroom management and

 analyze the classroom management models used by teachers in the
classroom.

Education Theory
Classroom management refers to the strategies used by teachers in order to
make sure that students will be able to learn well. This includes the techniques and
skills used by teachers to ensure that students exhibit behaviors that help promote
learning ("What is Classroom Management?" 2018)

Teachers manage the class with the ultimate goal of avoiding disruption.
There are four theories on classroom management. These are behaviorism, choice
theory, learner-directed learning, and assertive discipline (Simpson 2015).

Behaviorism or Skinner's Model focuses on ensuring that students are guided

by rules. Teachers who adopt this model make sure that students follow rules.
Reinforcement is used to ensure that the students will follow the classroom rules. If
the students follow, good behavior is recognized through praise or other forms of
reward. If the students misbehave or do not follow rules, the behavior is either
ignored or punished.
55

The Choice Theory or the Glasser Model values the importance of making
students understand the reasons behind their behavior so that they can make
responsible choices. Teachers who use this approach see themselves as facilitators
in guiding students make the right decisions. They ensure that the activities,
curriculum, and the learning environment will be able to address the needs of the
students. Classroom rules are still very essential to regulate behavior, however,
teachers who use this model encourage students to reflect and discuss their actions
and improve their behavior if rules have not been followed.

The learner-directed learning or Jones Model states that the role of the
teachers is to help students develop self-control. As a facilitator, teachers empower
students to be responsible for their own learning and actions. Through appropriate
gestures, a system of incentives and guidance, teachers help students manage their
own behavior (Simpson 2015).

Guided Practice
A. Preliminary Activity: Interview a teacher. Answer the following questions:

1. List down ways on how you manage a class.

2. What classroom management model do you adhere to? Why?

Processing
Examine your answers. Answer the following questions:

1. What classroom management model appeals to you most? Why?

2. What things do teachers need to consider in managing the class?

Reflection
Write your reflection by completing the following statements:
56

LESSON
Importance of Classroom Management
2

This lesson will guide you in understanding the importance of classroom

management. Specifically, the objectives of this lesson are the following:

 discuss the importance of classroom management in the learning-teaching

process and
 discover how classroom management affects the learning environment.

Education Theory

Classroom management is important because it maximizes students'

learning. The significance of classroom management in students' learning has been
proven in a study of Marzano, Marzano, and Pickering in 2003. In the said study, the
achievement of students increased when teachers were able to implement effective
classroom management strategies. This can be attributed to the fact that students
can learn better when they are in an environment where they can focus and feel
more at ease.

In addition to benefitting the students, classroom management is also

beneficial to teachers. When teachers are able to manage the class well, they are
able to create a learning environment that is conducive to learning. Thus, teachers
who are able to effectively manage the class will be able to encourage students to
participate in classroom activities. This is because the students can easily see that
57

cooperating with the teacher would contribute to their growth and development as a
learner. Furthermore, teachers can also have time to get to know their students as
they spend their time interacting with each other rather than spending the time
disciplining the students (Essays, UK 2013). Discussion on the importance of
classroom management. Retrieved from
https://www.ukessays.com/essays/education/discussion-on-theimportance-of-
classroom-management-education-essay.php?vref=1)

Guided Practice
Interview a teacher. Ask the following questions:

1. Is classroom management important? Why? Why not?

2. How does classroom management affect students?

3. How does classroom management affect teachers?

Processing
Examine the data you have gathered. Answer the following questions:

Questions Answers
1. How important is classroom
management to the
teaching-learning process?
2. Aside from optimizing
learning, how else does
classroom management
affect students?
3. How can teachers fully
benefit from classroom
management?
58

Reflection
Write your reflection by completing the following statements:

 I believe it is essential to:

LESSON
Classroom Management and Discipline
3

This lesson will guide you in understanding how discipline is linked with
classroom management. Specifically, the objectives of this lesson are the following:

 Discuss the importance of classroom management and

 Analyze the importance of disciple in the classroom management.

Education Theory

How well students benefit from the learning process would depend to a large
extent on how teachers manage the class. The way the teacher organizes the
learning environment, the curriculum and how students interact with one another
play a significant role in the way students would learn. Often, classroom
management is linked with discipline. Students' behavior or misbehavior are often
linked with classroom management. Misbehavior is always linked with disruption in
classroom management (Osher, et al. 2010). As such, when talking about classroom
management, teachers often make sure that discipline is often taken into
consideration.
It is therefore essential that in implementing procedures for classroom
management and discipline, the following should be given importance:
 discussion of appropriate behavior;
59

 informing students about desirable social skills; and

 involvement of students in the formulation of classroom rules.

Guided Practice
Interview a teacher. Summarize his/her response and write it on the space provided
after each question.

1. How do you manage your class?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________

2. What is the greatest challenge that you have encountered so far in terms of
classroom management?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________

3. What do you think are the essential considerations in managing the class?
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________

Processing

Examine the data you have gathered. Answer the following questions:

Questions Answers

1. What can you say about

classroom management?

2. How can teacher

effectively implement
classroom management?

Reflection

Write your reflection by completing the following statements:

 I believe it is essential to:

 From now on, I am determined to:

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________

LESSON
How to Effectively Manage a Class
4

This lesson will guide you in discovering how teachers can effectively manage
a class. More specifically, the objectives of this lesson are the following:

 discuss ways on how teachers can effectively manage a class and

 state essential qualities that teachers should possess to effectively manage a
class.

Education Theory

Managing the class entails certain essential considerations that teachers need
to make. According to Huth (2015), in order to effectively manage a class, teachers
should be able to:

1. understand the essential role that they play in implementing effective

classroom management strategies;
2. implement rules that will consistently be implemented;
3. align expectations with consequences;
4. demonstrate flexibility are not working; looking for alternative strategies
when current strategies are not working
5. create a positive learning environment by emphasizing respectful behavior in
the classroom; and
6. guide students' behavior by modeling appropriate behavior in the classroom.
61

Teachers should also continue to show patience as they guide students by

explaining expectations, rules, and policies clearly. This would ensure that students
would understand why policies exist and the benefit that they could get from
following these rules.

Guided Practice
A. Preliminary Activity. Interview the cooperating teacher about all the strategies
he/she has experienced to implement to ensure that the class is managed well.
List down at least three strategies and explain its implications below.

Classroom Management
Reasons for Implementation
Strategies

B. Interview your cooperating teacher using these questions. Summarize and write
his/her answers in the space below.

1. How did you choose the classroom management strategies that you have
implemented?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________

2. What prompted you to use this/these strategy/strategies?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________

3. What are the challenges and problems you encountered while choosing the
most effective strategy for managing your class?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
62

______________________________________________________________________

4. What is the most essential consideration that teachers need to effectively

manage the class?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________

Processing
Examine the data you have gathered. Answer the following questions:

1. What should be the main consideration of teachers in choosing a strategy to

manage a class?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________________________________

2. How can teachers effectively manage a class?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________________________________

Reflection
Write your reflection by completing the following statements:

 I believe it is essential to:

 From now on, I am determined to:

______________________________________________________________________________
63

LESSON
Establishing an Effective Classroom Management Plan
5

This lesson will guide you in understanding how teachers can effectively
implement a classroom management plan. Specifically, the objectives of this lesson
are the following:

 discover ways on how teachers effectively establish a classroom management

plan and
 state key elements in planning an effective classroom management plan.

Education Theory

In establishing an effective classroom management plan, there are four key

elements that teachers need to consider: communication, consistency, content, and
commendation (Huth 2015).

Communication is a way for teachers to effectively impart expectations. At

the beginning of classes, it is important that teachers should express the
expectations in class clearly. Once these expectations are established, the students
would know exactly how they should behave and interact with each other
appropriately. These expectations, then, can be translated into rules. It is also
important that teachers should remember to include the students in formulating
rules. These rules should be simple and can easily be remembered by the students,
and should be stated positively.

Another key element in implementing an effective classroom management

plan is consistency. Expectations should be consistent with rules. Rules in turn
64

should be consistent with consequences. Students will be able to remember the

rules or policies if these are consistently and constantly implemented.

Planning the lesson well is essential in making sure that the class is managed
well. If teachers know the content and use appropriate pedagogy, they will be able
to manage the class well.

Lastly, commendation is important. In planning an effective way to manage

the class, teachers should always see to it that students are recognized and
acknowledged when they exhibit appropriate behavior.

Teachers should always remember that prevention is the key in ensuring that
students will demonstrate appropriate and respectful behavior in class.

Guided Practice
A. Interview a teacher. Write the responses on the table below.
How do you make your classroom
Cite Reasons
management plan?

Processing
Examine the data you have gathered. Answer the following questions:

1. What can you say about how the teacher formulated her classroom
management plan?
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________

2. Do you think that these plans are helpful in managing the class? Why? Justify.
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________

Reflection
Write your reflection by completing the following statements:

 I believe it is essential to:

______________________________________________________________________

CHAPTER 6
Assessment of Learning

LESSON 1 Determining the Nature of Assessment

LESSON 2 Preparing for Assessment

LESSON 3 Writing Good Test Items

LESSON 4 Creating and Using Rubrics

LESSON 5 Preparing a Learning Portfolio

LESSON
Determining the Nature of Assessment
1

This lesson will guide you in understanding the purposes, principles, and
approaches in assessing students learning. Specifically, the objectives of this lesson
are the following:

 distinguish the purposes of assessment;

 explain and evaluate the guiding principles of assessment; and
 compare the basic approaches in educational assessment.

Education Theory

Assessment refers to the measurement of how effectively the students

learned, usually against stated learning outcomes (Reece and Walker 2003). In
addition, DepEd Order no. 55, series of 2016, defined assessment as the process of
measuring learner's progress in the attainment of learning standards and 21st
century skills. The results of the various forms of assessment shall be used to
quantify judgments on the learner's academic performance.

There are several purposes why teachers assess their students' performance
based on Oxford Brookes University. It might be for motivating, creating learning
opportunities, providing grades and feedback, or ensuring quality assurance. The
assessment data will be utilized to reach educational decisions.

Educational Testing Service (2003) outlined three basic but essential

questions in developing and using assessment:
67

1. What am I trying to find out about my students learning? What learning goals
or outcomes do I want to measure?
2. What kind of evidence do I need to show that my students have achieved the
goals that I am trying to measure?
3. What kind of assessment will give me that evidence?

Furthermore, assessment according to Gutierrez (2007) is guided with six

principles that are worth considering:

1. Address learning targets or curriculum goals.

2. Provide efficient feedback on instructions.
3. Use a variety of assessment procedures.
4. Ensure that assessment is valid, reliable, and fair.
5. Keep record of assessment.
6. Interpret and communicate results of assessment meaningfully.

There are two basic approaches in interpreting assessment results, the norm and
criterion referenced assessment.
The first approach is the norm-referenced assessment which measures the
student's performance compared with the rest of the students who were given a
specific task or test. It gives the student's relative status among other students. For
example, Sean Xavier is the top 1 of the class. This example shows Sean Xavier's
standing compared to other students in the class.
On the other hand, the second approach is the criterion-referenced assessment
which measures the student's condition based on a certain criteria or related task. It
depicts what a student can and cannot do. For example, Sean Xavier can recite the
poem correctly, clearly, and properly. This example shows that Sean Xavier can
perform the given task without comparing his performance to the performance of
other students.

Guided Practice
A. Direction: Interview your cooperating teacher about the purpose of assessment.
List 3 purposes why he/she is assessing his/her students.

Assessment Purpose
1:

Assessment Purpose
2:

Assessment Purpose
3:

B. Direction: Explain the importance of each assessment principle briefly.

1. Address learning targets or curriculum goals.

______________________________________________________________________________
68

______________________________________________________________________________
________________________________________________________________________

2. Provide efficient feedback on instructions.

3. Use a variety of assessment procedures.

4. Ensure that assessment is valid, reliable, and fair.

5. Keep record of assessment.

6. Interpret and communicate results of assessment meaningfully.

C. Directions: Evaluate using the scale below if your cooperating teacher is

practicing the assessment principles. Check the appropriate column of your
answer.

5 – Always Observes 2 – Rarely Observes

4 – Often Observes 1 – Never Observes
3 – Sometimes Observes

Assessment Principles 5 4 3 2 1
1 Address learning targets of curriculum
69

goals.
2 Provide efficient feedback on instructions.
3 Use a variety of assessment procedure.
Ensure that assessment is valid, reliable,
4
and fair.
5 Keep record of assessment.
Interpret and communicate results of
6
assessment meaningfully.

D. Compare the norm-referenced assessment and criterion-referenced assessment.

Write your answer on the Venn diagram below.

Norm- Criterion-
Processing referenced referenced
Examine the data you have gathered. Answer the following questions:

1. Based on the three (3) purposes of assessing students given by your

cooperating teacher, which is the most important?
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________

2. Which among the six assessment principles is the most important for you?
Explain your answer.
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________

3. Which approach is more applicable in a 21 st century classroom, norm-

referenced assessment or criterion-referenced assessment? Why?
______________________________________________________________________________
70

______________________________________________________________________________
________________________________________________________________________

Reflection
Write your reflection by completing the following statements:

 I realized that
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________________________________

 I believe it is essential to
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________________________________

 From now on, I am determined to

LESSON
Preparing for Assessment
2

This lesson will guide you in understanding the preliminary preparations in

assessing students learning. Specifically, the objectives of this lesson are the
following:

 discuss the importance of table of specifications;

 create a table of specifications for one grading period; and
 critique a table of specifications.

Education Theory

Benjamin Franklin once said, "By failing to prepare, you are preparing to fail."
Preparation is a vital element for any success. Nowadays, many people become
successful with whatever endeavor they are in because they are prepared.

Assessment is not just simply judging, grading, and reporting of student

performance. Assessing student learning and achievement is more than that. To
make every assessment a huge success, there are several preparations that should
be done ahead of time.
71

Before the teacher writes the test items, he/she should anticipate the numbers of
test items that will be included to measure and evaluate student performance. In
doing this, a table of specifications must be prepared.

A table of specifications, sometimes called test blueprint, is a table or chart that

helps the teachers align objectives, instruction, and assessment (Notar et al., 2004).
This tool is commonly used in constructing summative tests. This can also be done
in one-way or two-way depending on the purpose. It includes the learning outcomes
to be tested, number of recitation days, number of items for each learning outcome
to be tested, percentage of items and item placement.

Below is an example of a one-way table of specifications.

Number
Percenta Item
of Number
Objective ge of Placeme
Recitatio of Items
Items nt
n Days
1. Define noun 2 3 6% 1-3
2. Differentiate proper and
3 5 10% 4-8
common nouns
3. Write sentences using proper
4 7 14% 9-15
and common nouns
4. Determine collective nouns 3 5 10% 16-20
5. Compare abstract from
4 7 14% 21-27
concrete nouns
6. Define pronouns 2 3 6% 28-30
7. Enumerate the different kinds
7 12 24% 21-42
of pronouns
8. Use the different kind of
5 8 16% 43-50
pronouns in a sentence
TOTAL 30 50 100%

Guided Practice
A. Ask for a copy or take a photo of a copy of a sample table of specifications from
your cooperating teacher. Paste it below.
72

Processing
Examine the data you have gathered. Answer the following questions:

1. Why is it important to prepare and plan before you assess?

2. What are the different features of the table of specifications of your

cooperating teacher? State each feature.
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________

3. What is the most difficult part in creating a table of specifications? Why?

4. What will happen to the test if the teacher does not prepare a table of
specifications?
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________

Reflection
Write your reflection by completing the following statements:
 I realized that
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________

 I believe it is essential to
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________

LESSON
Writing Good Test Items
3

This lesson will guide you in understanding how to property and correctly
construct good test items. Specifically, the objectives of this lesson are the
following:

 determine select type from supply type;

 evaluate the select and supply type in a test; and
 construct good select and supply test items.

Education Theory

Sometimes, the way the teacher constructs the test items hinders the
students from getting the right answer. Aside from mastering the content and
74

pedagogy, teachers should be knowledgeable on how to properly construct good

test items.

Gutierrez (2007) pointed out ten (10) general rules that the teachers should
consider in writing any type of test item.

1. The test item should match the desired learning outcome or competency. It
should measure the behavior and content of an instructional objective.
2. There should be only one correct or best answer that experts generally agree.
Avoid answers that need a lot of argumentation or debate.
3. The language used in all the items should be simple, clear, and definite.
4. The test items should present a clear and definite task. No ambiguous term
should be used.
5. The test items should follow acceptable rules of grammar. Correct usage,
proper use of capitalization and punctuation marks should be observed.
Subject-verb agreement must be correct.
6. All items of the same type should be grouped together. All true-false items
should be grouped together.
7. The test items should be arranged from the easiest to the most difficult. If
easy items are placed at the beginning of a test the students are motivated to
answer the next succeeding items.
8. More items than actual needed must be prepared. Extra items can replace
discarded items during review and editing process.
9. A scoring key or key to correction should be prepared. It avoids pattern clue
to the correct answers. Also, in this way, ambiguous items can be detected.
10.Test items should be prepared in advance. They should be subjected to
review and editing for clarity and conciseness.

Test items can be categorized into two basic types of test items: the select type
and the supply type.

In the select type items, several possible answers are presented. The students
are required to choose the correct or best answer. This test type is easier to answer
compared to the supply type. Some examples of select type items are multiple-
choice, matching type, and true-or-false.

Moreover, the supply types items can be answered by providing the right word,
phrase, or even sentences. The students are asked to supply their own answers to
specific questions. Some examples of supply type items are short answers and
essay.

Guided Practice
A. Ask for a copy or take a picture of a copy of a quarterly test from your
cooperating teacher. Paste the copy/photo of the sample quarterly examination
and evaluate the test items using the checklist below.
75

Not
General Rules in Writing Test Items Observ
Observ
(Gonzales 2007) ed
ed
1. The test item should match the desired learning outcome
or competency. It should measure the behavior and
content of an instructional objective.
76

2. There should be only one correct or best answer that

experts generally agree. Avoid answers that need a lot of
argumentation or debate.
3. The language used in all the items should be simple,
clear, and definite.
4. The test items should present a clear and definite task.
No ambiguous term should be used.
5. The test items should follow acceptable rules of
grammar. Correct usage, proper use of capitalization and
punctuation marks should be observed. Subject-verb
agreement must be correct.
6. All items of the same type should be grouped together.
All true-false items should be grouped together.
7. The test items should be arranged from the easiest to the
most difficult. If easy items are placed at the beginning of
a test the students are motivated to answer the next
succeeding items.

Processing
Examine the data you have gathered. Answer the following questions:

1. Which is easier to construct, select type items or supply type items?

______________________________________________________________________________
__________________________________________________________________________

2. Which is easier to check, select type items or supply type items?

______________________________________________________________________________
__________________________________________________________________________

3. Which is more objective, select type items or supply type items? Why?
______________________________________________________________________________
__________________________________________________________________________

4. How do you ensure fairness and objectivity in checking essay type items?
______________________________________________________________________________
__________________________________________________________________________
LESSON
Creating and Using Rubrics
4

This lesson will guide you in understanding the purpose of using and constructing
rubrics for certain activity. Specifically, the objectives of this lesson are the
following:

 explain the purpose of using rubrics;

 evaluate a sample scoring rubric; and

 create and use a rubric for a particular class activity.

Education Theory

One of the major trends in educational assessment is the shift from the paper-
and-pencil test to authentic skills assessment. Authentic assessment refers to the
application of real-world tasks performed by the students inside the classroom. This
new shift in assessment is integrated inside the classroom through different
performance tasks given and supervised by the teachers.

The performance tasks as emphasized in DepEd Order 8, series of 2015, allow

learners to show what they know and are able to do in diverse ways. They may
create or innovate products or do performance-based tasks. Performance-based
tasks may include skills demonstration, group presentations, oral work, multimedia
presentations, and research projects.

Language/AP/
Components Science/Math MAPEH/EPP/TLE
ESP
Written Works 30% 40% 20%
Performance Tasks 50% 40% 60%
Quarterly
20% 20% 20%
Assessment

Rubrics, as defined by The Center for Innovation in Research and Teaching,

are grading tools that provide a systematic method of scoring students based on
detailed performance standards. Rubrics are most commonly used to grade
presentations, papers, portfolios. speeches, and projects where the grading may
otherwise be subjective. The primary purpose of the rubric is to standardize the
assessment and provide more consistent grading. The rubric also serves as an
effective communication tool between the faculty member and the students by
outlining expectations in advance. Students will clearly know and understand the
standards that are expected for each grading level.

Gutierrez (2008) outlined the steps in developing a scoring rubric:

1. Identify the qualities that will be looked into a student's output.

2. Define the criteria from top to bottom level of performance.
3. Assign a numerical value to each level of performance.

A Sample Writing Activity Rubric

Needs
Very Good Good Fair
Criteria Improvement
4 3 2
1
78

Content Knowledgeable, Sure Limited Does not show

substantive knowledge of knowledge of knowledge of
development of subject, limited subject, little subject, not
ideas, relevant development of substance, relevant to
to assigned ideas, mostly inadequate assigned topic.
topic relevant to development
topic, but lacks of topic
detail
Organizati Fluent Somewhat Non-fluent, Does not
on expression, choppy, loosely ideas are communicate,
ideas clearly organized, but confusing or no organization
stated/ main ideas disconnected, or not enough
supported, well stand out, lacks logical to evaluate
organized, limited sequencing
logical support, logical and
sequencing, but incomplete development
cohesive sequencing
Mechanics Few errors of Some errors of Frequent errors Many errors of
spelling, spelling, of spelling, spelling,
punctuation, punctuation, punctuation, punctuation,
capitalization, capitalization, capitalization, capitalization,
paragraphing paragraphing, paragraphing, paragraphing
but meaning meaning or not enough
understood confused or not
to evaluate
understood

Guided Practice
A. Directions: Ask your cooperating teacher for a copy or take a photo of a copy of
any rubric that he/she is using. Paste and evaluate the rubric.

1. What activities does the sample rubric intended to measure?

2. How many criteria are there? Are the criteria enough to measure the task?
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________

3. What is the highest possible score?

4. Are descriptive and numerical values of the rubric aligned?

Paste the sample/photo of the rubric here.

Processing
Examine the data you have gathered. Explain your answers to the following
questions:

1. What is the main purpose of using a rubric?

2. What will happen if the teacher will not use a rubric in grading a performance
task of the students?
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________
80

Reflection

Write your reflection by completing the following statements:

 I believe it is essential to
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________

LESSON
Preparing a Learning Portfolio
5

This lesson will guide you in understanding the importance of assessing

students' learning through preparing a learning portfolio. Specifically, the objectives
of this lesson are the following:

 explain the use of a learning portfolio;

 determine the purposes of developing learning portfolios; and
 prepare a field study portfolio.
81

Education Theory

Aside from the shift from the paper-and-pencil test to authentic skills
assessment, another trend in educational assessment is the use of portfolio in
assessing students' learning.

Portfolio' as defined by Hart (1994), is a container that holds evidence of an

individual's skills, ideas, interests, and accomplishments. Furthermore, Gutierrez
(2008) defined portfolio as a collection of student work that has been selected and
organized to show student-learning progress (developmental portfolio) or to show
sample of student's best work (showcase portfolio). It is not a scrapbook but a
purposeful collection of anything worth considering.

The ultimate aim in using a portfolio is to develop independent, self-directed

learners. Long-term portfolios provide a more accurate picture of students' specific
achievements and progress and the areas that need attention (Partin 2005).

Winter (1990) as cited in Mitchell (1992) outlined thirty-five purposes of using

a portfolio in assessing students learning and progress although we will only
highlight on preparing a learning portfolio as a teaching and assessment tool.

As a teaching tool:

1. to provide students ownership, motivation, a sense of accomplishment, and

participation;
2. to involve students in a process of self-evaluation;
3. to help students and teachers set goals;
4. to build in time for reflection about students' accomplishments;
5. to individualize writing instruction;
6. to provide more reasons/opportunities to write;
7. to set up an apprenticeship situation;
8. to connect reading, writing, and thinking;
9. to aid in parent conferences;
10.to give importance to daily writings; and
11.to extend the amount of time devoted to practice in writing.

As an assessment tool:

1. to serve as an alternative to standardized testing;

2. to serve as a college application/high school placement vehicle;
3. to replace competency exams;
4. to serve as a grade or end-of-year culminating activity;
5. to provide program evaluation; and
6. to serve as a vehicle for changing the schools' conversation with the public.
82

Guided Practice
A. Directions: Interview your cooperating teacher. List three (3) purposes why
teachers ask students to prepare a learning portfolio.

B. Paste a picture of yourself during your FS Observation together with your

cooperating teacher/s:

Processing
Examine the data you have gathered. Answer the following questions:

1. When it is your time to teach, what will you ask your students to compile in
their learning portfolio? Why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
83

______________________________________________________________________

2. As future teacher, what is the importance of assessing student’s learning by

preparing a learning portfolio?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________

3. Among the purposes given by your cooperating teacher, which purpose is the
best? Why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________

Reflection
Write your reflection by completing the following statements:

 I believe it is essential to:

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________

 From now on, I am determined to:

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________

CHAPTER 7
School Environment
84

LESSON 1 The School Environment

LESSON 2 The Physical Learning Environment

LESSON 3 Student-Centered Learning Environment

LESSON 4 School Safety, Security, and Emergency Preparedness

LESSON 5 Child-friendly Learning Environment

LESSON
The School Environment
1

This lesson will help you in understanding the importance of the school
environment in teaching and learning. It will help you familiarize the different
components of the learning environment. Specifically, the objectives of this lesson
are the following:

 discuss the importance of the school environment to teaching and learning;

 identify the different components of the school environment; and
 analyze how the school environment affects the student learning.
85

Education Theory

The school environment refers to the academic environment where teaching

and learning take place. It includes the physical location, physical facilities,
psychological climate, and community context. According to Spencer and Blades
(2005), the impact of physical environment on the behavior and attitudes of
teachers has a mediating effect on student achievement. Schneider (2003, cited in
Spencer and Blades, 2005) also concluded that poor school conditions make it
difficult for teachers to deliver lessons. Hence, it is important for teachers to learn
and find ways to build a learning environment that can best accommodate diverse
learners and to transform the school environment to achieve educational goals and
objectives. According to Weinstein and David (1987, cited in Spencer and Blades,
2005), the school environment should serve the following common functions with
respect to children's development:

 to foster personal identity;

 to encourage the development of competence;
 to provide opportunities for growth;
 to promote sense of security and trust; and
 to provide interaction and privacy.

Since the school serves as the second home of students, it is important to keep it
safe. secured, and conducive for learning. In the Philippines, the physical location
and facilities for private schools are designed in accordance with the minimum
requirements of the Department of Education (DepEd). Section 30.7 of DepEd Order
No. 88, series of 2010 stipulates that the school should own sites adequate for
their own buildings, for physical education, athletics, military training and
recreation, and for vocational education where this course is required in
the curriculum. Further, its size, nature, location, and accessibility must
adequately serve the purpose of the school. It should be free from noise,
unpleasant odors and dust, and should be sufficiently far from cockpits,
dancing halls, bowling alleys, movie houses, markets, garbage dumps,
funeral parlors, cemeteries, heavy traffic, highway, jails, railroad yards,
and manufacturing and industrial establishments. In addition, specific
requirements for land area and facilities are provided for the school's compliance
prior to the issuance of permit to operate.

Moreover, the learning environment shall be in accordance with DepEd's vision

that it shall be learner-centered and adopts the mission to protect and promote the
right of every Filipino to quality, equitable, culture-based, and complete basic
education where:

 Students learn in a child-friendly, gender-sensitive, safe, and motivating

environment.
 Teachers facilitate learning and constantly nurture every learner.
86

 Administrators and staff, as stewards of the institution, ensure an enabling

and supportive learning environment for effective learning to happen.
 Family, community, and other stakeholders are actively engaged and share
responsibility for developing life-long learners.

The school which serves as the foundation of developing good moral values to
children shall promote the following DepEd Core Values of being maka-Diyos,
maka-tao, makakalikasan, and makabansa.

Guided Practice
A. Preliminary Activity. Conduct a survey of the school environment. Provide a
description of the following components:

Components Description
Location

Physical Facilities

Psychological Climate

Community Context

B. Answer the following questions:

1. Which component is the strength and weakness of the school? Explain your
answer.
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________

2. How does the school maintain the safety and security of students?
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________
87

3. What are the best practices of the school in keeping the learning environment
conducive for teaching and learning?
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________

4. How do teachers promote social development and cultural diversity to

learners?
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________

5. In what ways does the school promote a positive school-community

relationship?
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________

Processing
A. Review the data you have gathered carefully. Answer the following questions:

1. What makes a good physical learning environment?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________

2. How does the school environment impact students' motivation and academic
achievement?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________

3. Which components of the school environment greatly impact student

academic performance?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
88

______________________________________________________________________

Reflection
Write your reflection by completing the following statements:

 I believe it is essential to
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________

LESSON
The Physical Learning Environment
2

This lesson will guide in understanding the physical component of the school
environment. It will help you in analyzing how the physical environment affects
teaching and learning. Specifically, the objectives of this lesson are the following:

 discuss how the physical environment should be structured and maintained

for conducive learning;
89

 identify the different components of the physical environment, and

 analyze how the physical environment affects student learning.

Education Theory

The physical environment of a school is considered as one of the essential

keys in creating a positive learning environment. It refers to the physical
characteristic of the school which includes physical structures such as school
buildings and classrooms, library and laboratory facilities, and offices including the
community where the school is situated. Since learning takes place mostly within
the school, it is important that the school should have appropriate facilities to
support students' needs while within the school.

According to the study conducted by Suleman & Hussain (2014) regarding the
effect of a classroom's physical environment on the academic achievement
students, they concluded that well-equipped classrooms and physical facilities have
significant positive effects on students' academic performance. The comfort that the
physical facilities bring to students influences their concentration on the lesson
being taught that leads them to better understanding of the topic being discussed.
Weimer (2002) also emphasized that classroom environments affect behavior,
including the motivation to learn and the willingness to accept responsibility for
learning. Hence, school facilities and its location must be strategically designed and
maintained to ensure a safe and conducive learning environment. It is also essential
for the school to have policies and procedures on the use and maintenance of school
facilities and equipment to keep a positive learning environment.

Guided Practice
A. Preliminary Activity. Familiarize yourself with the school's facilities. Check if the
following are available. Provide a description of facilities that are available on the
corresponding column below.
Not
Availab
Physical Structure Availab Description
le
le
Office of the Principal

Administrative Office
Security and Maintenance
Office
Faculty Room

Student Center

Classrooms

Library

Science Laboratory

TLE Laboratory
90

ICT Laboratory

Audio-Visual Room

Medical & Dental Clinic

Guidance and Counseling
Room
Cafeteria/Canteen

Auditorium

Play Area

Restroom for Males

Restroom for Females

Others (please specify)

B. Provide a description of the community where the school is located. Write your
observation. below:

Name of School: __________________________________________________________

Location of the School: _____________________________________________________

Date of Observation: _______________________________________________________

C. Conduct a survey of the school's physical facilities. Find answers to the following
questions:

1. Does the school have enough classrooms to accommodate students?

______________________________________________________________________

2. Are classrooms conducive for teaching and learning?

______________________________________________________________________
91

3. Are tables, chairs, and furniture within the classroom properly arranged?
______________________________________________________________________

4. Are there enough chairs for students?

______________________________________________________________________

5. Does the school observe cleanliness?

______________________________________________________________________

6. Are school facilities safe for student learning?

______________________________________________________________________

7. Do students have access to library resources?

______________________________________________________________________

8. Are students and teachers provided with the equal opportunity to use
laboratory facilities?
______________________________________________________________________

9. Does the school have policies on the use and maintenance of school's
physical facilities and equipment?
______________________________________________________________________

10.Are students and teachers aware of the school policies?

______________________________________________________________________

Processing
Review and analyze the data you have gathered. Answer the following questions:

1. How does the physical environment affect the teaching and learning process?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________

2. What makes a classroom conducive for learning?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________
92

3. What things does the school need to improve in order to ensure and maintain
safety and conduciveness of the school's physical environment?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________

Reflection
Write your reflection by completing the following:

NOTE: After this page, insert a short-sized bond paper where you shall attach
photo/s of the school you have observed for this lesson as well as some
photo/s of the community where the same school is located.

LESSON
Student-Centered Learning Environment
3

This lesson will guide in understanding the purposes of creating a student-

centered learning environment. It will help you in analyzing how a student-centered
learning environment impacts learners. Specifically, the objectives of this lesson are
the following:

 discuss the benefits of a student-centered learning environment;

 analyze how teachers create a student-centered learning environment, and
93

 identify good practices in maintaining a student-centered learning

environment.

Education Theory

The K to 12 Curriculum is designed in line with the principle that it should be

learner centered. A learner-centered/student-centered approach includes methods
and strategies of teaching that shift the focus of instruction from teachers to
students. In a student-centered learning environment (SCLE), the students' interest
is acknowledged as the primary focus of instruction. It requires instructional
methodologies and techniques that acknowledge individual differences and promote
inclusion. SCLE places teachers as facilitators of learning that focuses on
understanding the student's interests and abilities including how they learn and way
how they will be assessed.

In order for the learner-centered curriculum to be implemented, teachers

must be aware of the principles that will help them in establishing a student-
centered learning environment. The National Research Council Report (Donovan
et.al. 1999), articulated that in designing a learner-centered environment, teachers
must pay close attention to the knowledge, skill, and attitudes that learners bring
into the classroom to understand the learners' conception and preconception of the
subject matter.

Regeiluth, Myers, & Lee (2016) proposed the following foundational

educational principles for learner-centered education:

1. Attainment-based instruction: Learner progress should be based on learning

rather than time.
2. Task-centered instruction: Instruction should be organized around the
performance of authentic tasks.
3. Personalized instruction: Instruction during task performance should be
personalized based on the learners' competency level, learning or career
goals, interests, and other characteristics.
4. Changed roles: The roles of the teacher, learner, and technology should be
transformed. Teachers shall serve as facilitators and mentors, learners should
be self-regulated and active rather than passive learners, and technology
shall be whenever appropriate to support instruction.
5. Changed curriculum: The curriculum should be extended and reorganized in a
way that is more closely related to people's lives and more interdisciplinary,
such as thinking effectively, acting effectively, relating effectively, and
accomplishing effectively.

Guided Practice
A. Check if the following characteristics of SCLE are observed. Write your comment
on the column provided below for items that are not observed.
94

Not
Observ
SCLE Learning Environment Observe Comments
ed
d
1. The teacher serves as the learning
facilitator and provides opportunities
for students to participate in
teaching and learning activities.
2. Students are aware of the lesson
and why it is taught.

3. Students are aware of the learning

outcomes of a particular lesson.

4. Lessons are designed based on the

result of assessment of student's
prior learning.
5. Instructional resources are
contextualized based on the
learners' needs and background.
6. The teacher promotes collaborative
learning.
7. The teacher encourages students to
respect individual differences and
cultural diversity.
8. Students are provided with
opportunities to engage in teaching
and learning activities.
9. Students are given opportunities to
explore their own interests and
abilities.
10.Students are given opportunities to
share thoughts and ideas and
explore new knowledge at their own
time and pace.
11.Students’ works are acknowledged
and recognized.
12.The teacher engages students in the
assessment and in giving feedback
regarding their academic
performance.
13.Students are encouraged to use
their personalized learning
resources.
14.The physical environment promotes
a safe, friendly, and culturally-
responsive learning environment.
95

15.The teachers and school official

respects the diversity of students,
teachers, and staff.

B. Conduct an interview with teachers. Find answers to the following questions.

1. How do teachers encourage students to respect individual differences?

________________________________________________________________________

2. How do teachers assess students' prior learning?

________________________________________________________________________

3. In what ways do teachers motivate students arouse their interest about the
lesson?

________________________________________________________________________

4. How do teachers create a positive learning environment?

________________________________________________________________________

5. How do teachers promote cultural diversity?

________________________________________________________________________

Processing
Review and analyze the data you have gathered. Answer the following questions:

1. How important is the role of teacher as a facilitator of SCLE?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________

2. How do the physical environment, instructional strategies, and instructional

resources contribute to promoting SCLE?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________
96

3. What are the benefits of promoting SCLE to learners?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________

4. What is the greatest challenge of transforming a learning environment to

SCLE?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________

Reflection
Write your reflection by completing the following statements:

 I realized that:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________

LESSON
School Safety, Security, and Emergency Preparedness
4

This lesson will help you analyze how to create a safe and healthy learning
environment. It will guide in planning for emergency preparedness and securing the
school property and the life of stakeholders within the school. Specifically, the
objectives of this lesson are the following:

 discuss the processes of creating a safe learning environment;

 identify safety and precautionary measures within the school premises;
and
97

 identify possible threats that may affect the safety and security of
students and teachers.

Education Theory

School safety, security, and emergency preparedness plays a very crucial role
in making the school a comfortable place for students and teachers. It is one of the
major considerations of parents in choosing a school where to enroll their children.
Keeping a positive learning environment is not an easy task and requires close
collaboration and coordination with teachers, parents, and members of the
community. Through the school-community collaboration, the school can help
strengthen its emergency plans and build a positive school climate and good
relationship with the community that will encourage everyone to share information
regarding possible threats and avoid them from happening in the future.

Some of the common factors that affect school safety and security are
associated with or caused by disasters (i.e. typhoon, flood, earthquake), physical
environment (i.e. building structures, facilities and equipment, location of the
school), and human factor (bullying, harassment, criminal acts, civil disturbances).
As such, school officials should ensure proper management of the school
environment for safety and security.

In 2015, the DepEd established a system of coordination and information

management to provide guidance to the DepEd Field Office, schools, and Disaster
and Risk Reduction Management (DRRM) coordinators on the their respective roles
and functions through DepEd Order No. 21, series of 2015. The said order also aims
to capacitate DRRMO coordinators and other DepEd constituents to disasters and
emergencies and to facilitate an immediate and efficient flow of information during
disaster and emergencies.

As a teacher, it is very important to be responsive to students during an

emergency to help ensure their safety and well-being. Below are some of the
following tips that a teacher may consider for emergency preparation:

 Prepare emergency kits.

 Participate in emergency drills.
 Familiarize yourself with designated emergency routes and evacuation areas.
 Practice how to maintain order while in assembly area.
 Always be aware of students' attendance.
 Establish a buddy system for students and teachers with disabilities.
 Establish communication and coordination with designated DRRM
Coordinators.
Guided Practice
A. Preliminary Activity. Find answers to the following questions. Write your
comments on the column provided below if the answer is "NO."

Questions Yes No Comments

1. Does the school have a security force that

checks and maintains the safety of
school's property, employees, and
students?
2. Does the school conduct regular inspection
and risk mapping within and around the
school premises?
3. Does the school have a disaster and risk
reduction management office and
coordinators?
4. Does the school have an emergency
response team?
5. Does the school have a medical clinic and
emergency kits?
6. Does the school have pre-designated
emergency routes and an evacuation
area?
7. Does the school have established safety
procedures and guidelines on the use of
school's physical facilities and laboratory
equipment?
8. Does the school have established policies
and guidelines on student discipline?
9. Does the school have established
partnership with teachers, parents, and
members of the community?
10.Does the school adopt the implementation
of DepEd Order No. 21, series of 2015?

B. Describe the standard operating procedure (SOP) implemented by the school to

ensure the safety and security of stakeholders during the following situations:

Situation Emergency Plans/Preparations

1. Natural disaster such as

floods and earthquakes
2. Fire or explosion

3. Bomb scare/bomb threats

4. Civil disturbances involving,
students, teachers, and school
employees
5. School events and activities
6. Accidents involving students,
teachers, school employees,
visitors
7. Bullying/fighting/harassments
99

8. Criminal activities

9. Gun firing incidents

10.Medical emergency

11.Structural failure
12.Vehicular accident involving a
school bus or private cars
13.Lost or missing child

14.Suicide incidents

Other comments:
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________

Processing
A. Review and analyze carefully the data you have gathered. Answer the following
questions:

1. How important is school safety, security, and emergency preparedness to

teachers?
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________

2. How does school safety and security affect the teaching and learning process?
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________

3. How important is the school-community partnership to ensure the safety and

security of the school environment and its stakeholders?
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________
LESSON
Child-friendly Learning Environment
5
100

This lesson will guide you in understanding how to create and maintain a
child-friendly learning environment. It will help you understand the benefits of
creating a learning environment. Specifically, the objectives of this lesson are the
following:

 discuss how to create and maintain a child-friendly learning environment;

 discuss the characteristics of a child-friendly learning environment, and
 identify strategies that promote a child-friendly and gender-sensitive learning
environment.

Education Theory

Creating a child-friendly, gender-sensitive, safe, and motivating environment

is one of the DepEd's mission in order to protect the rights of every Filipino to
quality, equitable, culture based, and complete basic education. DepEd's mission is
consistent with the Sustainable Development Goal (SDG) 4-Quality Education and
SDG 5-Gender Equality which require not just inclusive and quality education but
promote gender-equality and empowerment of all women respectively. Regardless
of the physical condition of the learning environment, the responsibility of fulfilling
DepEd's mission to transform it into a child-friendly learning environment lies within
the hands of school administrators and teachers. This means providing learners with
quality education, a safe and secured learning environment with adequately trained
teachers equipped with adequate instructional resources.

According to UNICEF (2012), a rights-based and child friendly-school ensures

a physically safe, secured, healthy, and psychologically enabling learning
environment for every learner. It recognizes, encourages, and supports students'
capacities as learners by providing a school culture, teaching behaviors, and
curriculum content that are focused on learning and the learner. It also aims to
develop a learning environment in which children are motivated to learn and help
children realize their right to quality basic education.

UNICEF (2012) highlighted two characteristics of a rights-based and child-

friendly learning environment. These are:

 It is a child-seeking school – actively identifying excluded children to get

them enrolled in school and included in learning, treating children as subjects
with rights and State as duty-bearers with obligations to fulfill these rights,
and demonstrating, promoting, and helping to monitor the rights and well-
being of all children in the community.

 It is a child-centered school – acting in the best interests of the child,

leading to the realization of the child's full potential, and concerned both
about the "whole" child (including her health, nutritional status, and well-
being) and about what happens to children in their families and communities -
before they enter school and after they leave it.
101

Guided Practice
A. Check if the following child-friendly school practices are observed.
Not
Observ
Child-friendly School Practices Observ Remarks
ed
ed
1. It promotes respect for diversity and
ensures equality.
2. It promotes quality learning outcomes
and quality teaching.
3. It ensures a healthy and safe learning
environment.
4. It promotes physical, psychological,
sociological, and emotional health.
5. It provides a positive learning
environment and learning
experiences.
6. It promotes gender equality.
7. It promotes contextualization of
instruction.
8. It encourages student participation in
school activities.
9. It promotes a learner-centered
environment.
10.It involves teachers, parents, and
members of the community in the
fulfillment of children's rights.

B. Identify the best practices of the school that respond to the following
characteristics of a child-friendly school. Write your answers on the column
below:

Characteristics of a
Best Practices
Child-friendly School
1. It is inclusive and culturally
responsive.
2. It promotes quality education.
3. It is healthy and protective of
children.
4. It is gender-sensitive.
5. It promotes community
participation

C. Answer the following questions:

1. How does the school address the general health and well-being of students?
______________________________________________________________________________
______________________________________________________________________________
102

________________________________________________________________________

2. How safe and conducive is the learning environment to students?

3. How does the school encourage students to enroll school?

4. How does the school encourage child participation in school activities?

5. What school initiatives include community participation to ensure the child's

right?
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________

Processing
Review the data you have gathered carefully. Answer the following questions.

1. How does a child-friendly school environment impact a student's learning

experience?
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________

2. How will you contribute in creating a child-friendly school?

3. What things does the school need to improve to be declared as child-friendly

school?
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________

CHAPTER 8
Duties and Responsibilities of Student Teachers

LESSON 1 Committing to Teaching

LESSON 2 Knowing Stakeholders

LESSON 3 Preparing to Teach

LESSON 4 Planning and Organizing

LESSON 5 Reflecting on Teaching

104

LESSON
Committing to Teaching
1

This lesson will guide you in understanding the importance of internship as an

essential preparation for teaching. Specifically, the objectives of this lesson are the
following:

 discover the professional obligations of a student teacher and

 state the importance of fulfilling professional obligations.

Education Theory

John Dewey has emphasized the need for individuals to interact with their
environment in order to learn ("6. Democracy and Education" 2017). In teacher
education, student internship provides students with opportunities to apply what
they know in the classroom. Internships do not only provide students with
experience, these also provides future teachers the opportunity to develop other
necessary skills to prepare them for the teaching profession. The experience that
they will gain will surely allow them to develop work ethics and improve
communication and decision-making skills.

It is therefore important for student teachers to be aware of their professional

obligations in order to benefit from the internship program. The student teachers
should commit to the following:

 Follow the school's policies.

 Conduct one's self in a professional manner by wearing the appropriate attire.
 Confer with the College/University Supervisor on a regular basis.
 Participate in all school activities such as school assemblies, faculty and PTA
meetings, athletic events, parent-teacher conferences, in-service trainings and
other school functions.
 Meet the cooperating teacher on a regular basis to review teaching performance,
and plan lessons.
 Inform the school, cooperating teacher, and University/College Supervisor if
illness would prevent attendance in class.

Guided Practice
A. Interview a teacher. Ask the following questions:

1. What do you expect from a student teacher?

______________________________________________________________________________
105

______________________________________________________________________________
________________________________________________________________________

2. What should a student teacher do to be able to grow professionally?

______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________
Processing
Examine the data you have gathered. Answer the following questions:

Questions Answers
1. How important is
student internship in
preparing you to
become a professional
teacher?
2. What will make this
internship experience
truly beneficial to you?

Reflection
Write your reflection by completing the following statements:

 I believe it is essential to:

 From now on, I am determined to:

LESSON
Knowing Stakeholders
2

This lesson will help you get to know the people and places in the school
community to make your field immersion more meaningful and beneficial, as you
are able to establish relationships with people in the school community. Specifically,
the objectives of this lesson are the following:

 familiarize one's self with the faculty, administrators, and

 personnel of the school and discuss the importance of knowing students well.

Education Theory

In order to truly benefit from the field immersion experience, it is necessary to

first and foremost know the school community. The school community is comprised
of teachers, administrators, students, and anyone who has a stake in the teaching-
learning process. It may also refer to social and emotional connections that
community members may have to the school. These connections may be familial in
nature as these would include parents and relatives of the students or experiential
which may include former students (School Community 2014).

Knowing people in the school community is a good starting point for

establishing relationships with them. A good working relationship is the key to
success in any endeavor.

Aside from knowing the people who are working in the school community, it is
very essential to get to know the students. Students are at the center of the learning
process. As such, knowing and establishing a relationship with them is important
because when students feel comfortable with their teachers, they learn best.

Guided Practice
A. Preliminary Activity: Answer the following:

1. Who are the people in the school community you need to closely work with?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________

2. Why is it important to know the students?

______________________________________________________________________________
107

Processing
Examine your answers. Answer the following questions:

1. How can you establish a good working relationship with the people in the
community?
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________

2. How can you know your students best?

Reflection
Write your reflection by completing the following statements:

 I believe it is essential to:

 From now on, I am determined to:

LESSON
Preparing to Teach
3

This lesson will guide you in discovering the essential preparations needed
prior to actual teaching. Specifically, the objectives of this lesson are the following:

 discuss ways on how to prepare for teaching and

 list down important considerations to be made prior to teaching.

Education Theory

Prior to teaching, it is important that student teachers are aware of what to

prepare in order to ensure that the first teaching experience is a success. Below is a
list of things that a student teacher needs to do:

 Get a copy of the school calendar.

 Look for school facilities to be used (library, computer laboratory, playroom,
audio visual room, etc.).
 Look for available reading materials and teaching tools used by the cooperating
teacher.
 Get a copy of the faculty and student handbook and review existing policies and
procedures.
 Become familiar with the way the cooperating teacher manages the class.
 Observe the way the class interacts with each other and with the teacher.

Guided Practice
Consider your own practice. Assess the things that you have done or will still do to
make yourself ready for teaching.

1. What things have you done to make yourself ready for teaching?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________

2. What things are you currently doing to make yourself ready for teaching?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
109

______________________________________________________________________

3. What are some of the things that you still need to do to make yourself ready
for teaching?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________

Processing
Examine the information that you have gathered. Answer the following questions:

Questions Answers

1. What can you say about

the preparations that
you have done so far to
make yourself ready to
teach?

2. In preparing to teach,
what has been your
greatest challenge and
achievement so far?

Reflection
Write your reflection by completing the following statements:

 I believe it is essential to:

 From now on, I am determined to:

LESSON
Planning and Organizing
4

This lesson will guide you to discover how teachers effectively plan for
teaching. More specifically, the objectives of this lesson are the following:

 discuss ways on how student teachers plan the lessons before teaching and
 identify the areas that need to be considered in planning the lesson.

Education Theory

Teaching a class entails a lot of planning. Every student teacher should be

able to anticipate well how the lesson will be implemented to ensure that the whole
teaching experience will not only be a success but most of all will be beneficial to
students. Thus, in planning to teach, student teachers should bear in mind to:

 Include all aspects of the lesson such as instructional goals or objectives,

motivation, subject matter to be covered, procedures to be used, lesson
closure, instructional materials and other supplies that will be needed, and
assessment of students.
 Make use of varied teaching strategies in order to make the lesson
interesting. Come up with plans to be able to manage the class well.
 Consider the level of development of students.
 Document students' progress.

Guided Practice
Look at the tasks below. Identify the specific details that will help you
accomplish each task. Write your answers below.

Tasks Specific Details Required to Accomplish the Task

1. Writing the lesson

plan
2. Choosing teaching
strategies
3. Planning for
classroom
management
4. Determining the
profile of students
5. Documenting
students' progress

Processing
Examine the data you have gathered. Answer the following questions:
111

1. Which among the tasks will be the easiest for you to accomplish? Why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________

2. Which task will be the hardest to accomplish? Why?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________

Reflection
Write your reflection by completing the following statements:

 I realized that:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________

 I believe it is essential to:

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________

 From now on, I am determined to:

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________

LESSON
Reflecting on Teaching
5
112

This lesson will guide you to discover how teachers can improve the way they teach.
Specifically, the objectives of this lesson are the following:

 state ways on how to reflect on one's practice and

 use reflective practice to improve teaching.

Education Theory

Teachers play a key role in education. Students' acquisition of knowledge and

development of skills depend to a large extent on how teachers perform their roles
in the classroom. It is therefore important that teachers continuously find means
and ways to improve how they teach so that students would benefit more from the
teaching-learning process.

An effective way for teachers to improve the quality of their teaching is to

engage in reflective practice. Internship provides opportunities for students to learn
about teaching and at the same time, assess their own practice.

Reflective practice is the ability to look into one's own practice (Mathews
et.al., 2017). It allows teachers to assess their own practice, analyze strategies used
for teaching, and look for ways on how the practice can be improved.

Both pre-service and in-service teachers can benefit from reflective practice.
Through coaching or mentoring and peer involvement, student teachers are guided
on how they can properly reflect on their own practice.

Cooperating teachers can use the weekly meetings to involve everyone to

share their experiences in class. Through sharing, student teachers will be able to
learn from each other and at the same time, reflect on their own practice as well.

Journal writing is another way in which student teachers can reflect on their
practice. Through this, student teachers are able to write personal experiences,
challenges, and successes encountered. Journal writing can also be a means in
which the student will be able to express all thoughts and feelings about teaching
experiences. This provides student teachers the opportunity to review events that
happened in the classroom and determine ways on how to improve teaching.

Using a portfolio is another way for student teachers to gauge and assess
their performance. Through documenting activities, student teachers can reflect if
strategies used were effective or not.

Lastly, videotaping one's self while teaching will allow the student teacher to
see how he or she conducted her/himself in class. This will also provide the student
teacher with an opportunity to see how the students' benefitted from the teaching
process.
113

Reflection
Write your reflection by completing the following statements:

 I realized that:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________

 I believe it is essential to:

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________

 From now on, I am determined to:

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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