My Final Portfolio

Republic of the Philippines
SULTAN KUDARAT STATE UNIVERSITY

College of Teacher Education
ACCESS Campus, EJC Montilla, Tacurong
FS 401 PORTFOLIO
Observation of Teaching-Learning with actual School Environment
First Semester, Academic Year 2024-2025
MARIA A. MONTILLA MEMORIAL ELEMENTARY SCHOOL

Cooperating School
ANTONETTE U. BUENAFE
Pre-Service Teacher
SUBMITTED TO:
HASSANAL P. ABUSAMA PhD

PRACTICUM SUPERVISOR
Antonette U. Buenafe FS 401 Portfolio 2
TABLE OF CONTENTS
Page
PART I: PRELIMINARIES
Title Page 1
Table of Contents 2
Acknowledgment 3
Introduction 4
PART II: FS STUDENT BIOGRAPHY

Autobiography 5
Beliefs in Teaching and Learning (Pre and Post) 6
PART III: WORKSHEETS AND REFLECTION COMPILATIONS

Learning Episode 1 7
PART V: Documentation/Appendices
Pictures 116
ACKNOWLEDGEMENT
The journey to becoming a teacher is a transformative one, filled with both challenges
and rewards. Standing at the threshold of my teaching career, I feel a deep sense of gratitude for
many individuals and experiences that have brought and shaped me to this point.
First and foremost, I want to give honor and humbly express my deepest gratitude to our
almighty God for his blessings, wisdom and Guidance throughout my field study journey.
My sincere gratitude to our Dean Dr. Christine Abo PhD and to our Chairperson
Ma’am Mary Grace Gallego PhD for giving us the opportunity to experience and have this
Field study 1 and 2.
My gratitude extends to the School Principal Mr. Charlie G. Braga and the Assistant
Principal Sir Neil Casador that have welcomed us with open arms. The opportunity to observe
and experienced teachers in action, to interact with students from diverse backgrounds, and to
immerse ourselves in the real-world dynamics of education has been invaluable.
I am also profoundly thankful to my Resource Teacher Ma’am Rachelle D. Cruzada for

her passion for education, for being open and free when I need her support and guidance, her
engaging discussions and invaluable guidance helps me to be equipped with the knowledge,
skills and confidence that she provided, it helps me to have a deeper understanding of the
challenges and rewards that lie ahead, and have ignited within me a renewed passion for making
a difference in the lives of young learners.
To our FS Supervisor, Sir Hassanal P. Abusama PhD for his efforts, guidance and
unwavering support during our Field Study, we are very grateful Sir.
I am also grateful to my fellow pre-service teachers for sharing this journey with
me, you’ve been a source of support and inspiration both in the classroom and outside. We have
learned from each other, challenged each other, and ultimately grown together.
To my professors and instructors. Your passion for education and unwavering

commitment to our growth have been truly inspiring. Your insightful lectures, engaging
discussions, and invaluable guidance have equipped us with the knowledge, skills, and abilities
both in the classroom and through practical experiences, have provided us with the tools and
knowledge we need in order to succeed.
Finally, I am eternally grateful for the unwavering support of my family and friends.
Your encouragement, understanding, and belief in me have been my constant source of strength.
As I embark on this new chapter, I am filled with anticipation and a deep sense of purpose. I am
ready to embrace the challenges and rewards that lie ahead, and I am committed to becoming a
dedicated and effective teacher, inspiring and empowering students to reach their full potential.
INTRODUCTION
Teaching is a Noble profession and the path to become a teacher is paved with
anticipation, excitement, and a deep sense of purpose. As I stand on the cusp of this journey, I
find myself filled with a mix of eagerness and humility.
This portfolio is the representation of my journey and the result of my challenging yet
memorable experiences, learnings, and development as a future teacher. You will discover a
thorough examination of my instructional designs, classroom management techniques,
pedagogical approach, and reflections on my practicum experiences during my Field Study 1.
I was once a fan of my teachers and they are the ones who inspired me and the reason for
my desire to enter the world of education. Through my dedication and perseverance to become
one of them I’ve also drawn to the idea of guiding young minds, nurturing their curiosity, sharing
my knowledge and helping them discover their own potential.
My journey to this point has been marked as one of the challenging yet memorable field
study that I’m going encounter. By a passion for knowledge, a love for working with children,
and a commitment to making a positive impact on the lives of others I am eager to learn from
experienced educators, accepting corrections and lessons, to engage with diverse learners, and to
contribute to the vibrant tapestry of the educational landscape. This serves as one of my
aspirations, my commitment to the profession, and my readiness to embark on this new exciting
yet challenging journey.
AUTOBIOGRAPHY
I am Antonette U. Buenafe born on December 19, 2002, I lived in Purok 8,

Mabini Extension, Tacurong City. I completed my education in elementary at Abang
Suizo Elementary School and in secondary at Virgina Fajardo Griño National High
School and Tacurong National High School. I am currently studying at Sultan Kudarat
State University taking up Bachelor of Elementary Education (BEED) course. My parents
name are Arman Buenafe and Marilou Buenafe, we are three siblings and I am the eldest,
followed by my younger brother named Herman Buenafe and our youngest sister named
Scarlet Amara Buenafe
I am fond of writing short stories when I get bored, I also like listening music
especially the songs written by Arthur Nery and TJ Monterde, I love to watch movies or
series like Kdrama, cdrama, and Thai the series. I am fond of playing different kinds of
sports, especially volleyball, badminton, soccer, and baseball. I also love to eat delicious
food, especially Fried Chicken, beef steak, Fruit salad, and many more. I am fascinated to
the color of black and blue and my favorite actor and actress come from different fields
of singing and dancing who come from Korea, china and Thailand.
Our life is simple, sometimes we are happy, sad and sometimes we argue to some
mis understanding but despite of that we are still together and we always help each other
in every difficulties that might arrive along the way. When we encounter difficulties, we
still fighting and we keep on moving forward. We always trust God and asking for his
guidance to help us through any circumstances that might arrive in our life.
I have so many experiences and these experiences taught me to become strong

and to continue and fight to every challenges of life. I’ve experienced going to school
without money, crying for various reasons but despite that, the good experiences still
dominated where I met many friends, went to different places, bought the things I
wanted, ate my favorite foods and doing the things that I love to do.
My dream is to become a Teacher or a fireman. I want to serve the people

especially children and to help the youth. My dream is to travel around the world, lift out
of poverty and to give my family a good and happy life that they deserve. I aim to fulfill
all my dreams by striving to finish my studies and continue to strive and never give up
against any challenge in life.
BELIEFS IN TEACHING AND LEARNING (PRE AND POST)
It is crucial to understand and internalize the basic common beliefs in teaching and learning both
before and after stepping into the classroom. These beliefs serve as the foundation for effective teaching
practices and lifelong learning for students. By recognizing and embracing these beliefs, educators can
create a positive and conducive learning environment that fosters growth, development, and academic
success.
One of the fundamental beliefs in teaching and learning is that every student is unique and has
their own set of strengths, weaknesses, interests, and learning styles. It is essential for the teachers to
recognize and respect these differences in order to effectively cater their diverse needs. By
acknowledging their individuality, educators can tailor their teaching methods and strategies to ensure
that all of their students have the opportunity to learn and succeed. Additionally, it is widely believed in
the field of education that effective teaching involves not only imparting knowledge but also nurturing
critical thinking, problem-solving skills, and creativity in students. Future teachers should strive to create
a dynamic and engaging learning environment that encourages students to think critically, analyze
information, and communicate their ideas effectively. By incorporating hands-on activities, group
projects, and real-world applications into their teaching, educators can cultivate a deeper understanding of
concepts and foster a sense of curiosity and exploration in students.
We all know that education is a lifelong process. As a future teacher, it is important to instill a
love for learning in students and encourage them to pursue knowledge and personal growth both inside
and outside of school. By promoting a growth mindset and a curiosity for learning, we educators can
empower students to become lifelong learners who continuously seek new opportunities for intellectual
and personal development. We should encourage and create lessons that are relevant, engaging, and
meaningful to students in order to spark their interest and encourage active participation in the learning
process. By incorporating multimedia, technology, and real-world examples into their lessons, educators
can make learning more interactive, enjoyable, and relevant to students' lives.
In conclusion, as a future teacher, it is important to embrace and embody the basic common
beliefs in teaching and learning in order to effectively educate and inspire students. By recognizing the
uniqueness of each student, promoting a love for lifelong learning, fostering critical thinking skills, and
creating engaging and meaningful learning experiences, educators can create a positive and enriching
learning environment that empowers students to reach their full potential. By upholding these
fundamental beliefs, future teachers can make a lasting impact on the lives of their students and contribute
to the overall success and well-being of society as a whole.
LEARNING
FIELD STUDY 1 EPISODE
The School Environment
FS 1 1
SPARK Your Interest
This episode 1 provides an opportunity for students to examine and reflect on a school
environment that promotes learning and development.
TARGET Your Intended Learning Outcome
 At the end of this episode, I must be able to determine the characteristics of a school
environment that is safe, secure, and is supportive of learning (PPST 2.1.1).
REVISIT the Learning Essentials
1. A physical environment conducive for learning is one that has consistent practices that:
 Keep the school safe, clean, orderly and free from distraction;
 Maintain facilities that provide challenging activities; and
 Address the physical, social, and psychological needs of the students.
2. Display boards can be powerful in communicating information about the learning

environment. They help in building and establishing the school culture. Those boards
become one way for everyone to learn about the vision-mission, goals, and values that the
school upholds.
3. As a basic part of the school’s visual environment, display boards have for general
purposes:
 Decorative- they offer visual stimulation and appeal to aesthetics. They set the social
and psychological atmosphere of the school.
 Motivational - they encourage students to perform better and have greater confidence.
An example would be the display of students’ outputs that show that each output is
recognized and valued. The bulletin boards help celebrate the learners’ growth and
progress.
 Informational - they are used as a strategy to readily disseminate information.
 Instrumental - they move students to respond and participate through interactive
displays. They get students to think about and communicate their learning.
4. The set of criteria for evaluating bulletin board displays includes effective
communication, attractiveness, balance, unity, interactivity, legibility, correctness, and
durability.
OBSERVE, ANALYZE, REFLECT
Activity 1.1 Exploring the School Campus
Resource Teacher: Rachelle D. Cruzada Teachers Signature: ___________

School: Maria A. Montilla Memorial Elementary School Grade/Year Level: Grade VI
Date: _October 14, 2024___
To realize the Intended Learning Outcome, work my way through these steps:
1. Visit a school, look into facilities and support learning areas in the campus, then in the
classroom.
2. Observe and use the checklist as you move around the school premises.
3. Analyze your gathered data about the school environment.
4. Reflect on the characteristics of a school environment that promotes learning.
5. Present your idea of a good school environment through any of these:
a) Descriptive paragraph b) Photo essay
c) Sketch or drawing d) Poem, song or rap
OBSERVE
As you move around the campus, observations forms are provided for you to document
your observations. It is advised that you read the entire worksheet before proceeding to the
school site. A good understanding of the activities and tasks to be accomplished in the activity
sheets will yield better learning results.
SCHOOL FACILITIES OBSERVATION CHECKLIST
Familiarize yourself with the different areas and facilities of the school. Check the
column to indicate their availability. Give a brief description of those that are available, and say
how each will contribute to the students learning and development.
Will it contribute to the students

Facilities / Description
learning and development? Why?
Yes it will, because through the office of

the principal they can talk to their
The principal’s office is well
principal about their problems and
Office of the maintained, it is also well
/ issues then their principal will help them
Principal ventilated and has a wide space
by guiding, supporting and encouraging
for their meeting.
them to grow and develop as a good
individual.
It is located inside the classroom

of grade 1-B. The room is not Yes because students can go to Library
spacious but the books and other to search or to find a book that will be
things are well organized. The helpful to their assignments,
Library /
Tables, stand fan and chairs are requirements or other task. It will also
also provided for the students help them to have their focus and
who wants to read and visit the improve their learnings.
school library.
Counseling / The counseling room is located Yes, because through counseling they
Room beside the canteen. The room is are able to learn some lessons, take
well maintained and it has some advices and develop their personal
enough space to cater student

and emotional well-being.
issues and problems.
It has a small place and has

many tables and chairs for the Yes, it will help them to be disciplined
Canteen/
/ students to become more in terms of following the line and avoid
Cafeteria
comfortable when they are noise.
eating their snacks.
The clinic is spacious. It has

medicine table, sanitizer and Yes it provides help or first aid to help
Medical
/ display materials about first aid the students when they are injured or
Clinic
kit and informational materials they have illness.
paste on the wall.
Audio
Visual/Learni
N/A N/A
ng Resource
Center
Science
N/A N/A
Laboratory
The gym is wide and clean. It is Yes, it will help them to develop their
Gymnasium / also located at the back of grade talent and skills when they are having a
5-C and grade 1-A. program or activity.
Auditorium N/A N/A
Yes, because it helps them to be

Outdoor/ They have different outdoors responsible and be motivated to plant
/
Garden garden. It is open and spacious. vegetables and herbals that will be
beneficial for them.
Home It is not really spacious, located The learners can be able to learn their
Economics / beside the canteen. It is also lesson since they can also use it as their
Room clean and well maintained. classroom in their EPP subject.
Industrial
Workshop N/A N/A
Area
PTA Office N/A N/A
The comfort room is well

Comfort maintained and it is located
It helps them to maintain cleanliness and
Room for / beside or at the back of the
have a proper hygiene
Boys different classrooms of
MAMMES.
Comfort / The comfort room is well It helps them to promote health and
Room for maintained and it is located prevent illnesses when they maintain the
beside or at the back of the

Girls different classrooms of cleanliness of their comfort rooms.
MAMMES.
Yes it will hone their personal well-

The playground is open and it being especially on how to Socialize and
Playground / has a wide and clean communicate, and be friends with other
environment. students when they are in the
playground.
ICT Room N/A N/A
Yes it will help the students to develop

Washing They have 3 washing area and it
/ how to maintain cleanliness, and to take
Area is clean.
proper hygiene.
An Observation Guide for the CLASSROOM VISIT

Read the following statements carefully. Then write your observation report on the space
provided.
Guide Question Classroom Observation Report
1. Describe the The school is located at EJC Montilla, along national highway. It is
community or surrounded by tress and other green plants. The school is far from
neighborhood where the house of the students.
the school is found.
2. Describe the school Throughout my observation MAMMES is very clean, you can see
campus. What colors do
you see? What is the many colors but the most significant color that you’ll see is the
condition of the shade of green since they have different trees and plants.
buildings?
3. Pass by the offices. Passing by through the offices of MAMMES makes me inspired
What impression do and it feels comfortable since most of the classroom is very clean
you have of these and well ventilated.
offices?
4. Walk through the
school halls, the library, As I observe they have a guard house, a flag pole which they use it
and the cafeteria. Look during their flag ceremony and they have benches and shack under
around and find out the the trees.
other facilities that the
school has.

School: Maria A. Montilla Memorial Elementary School Grade/Year Level: Grade 6
Date: October 14, 2024
1. Look at the walls of the classroom. What are posted on the walls? What “I entered
heroes, religious figures, lessons, visual aids, announcements, do you the
see posted? classroom
 Some of the classrooms have bulletin boards, Visuals Aids especially in
with the
the lower grade, different announcements and other activities.
conviction
2. Examine how the pieces of furniture are arranged. Where is the teachers
table located? How are the tables and chairs/desks arranged? that it was
 The furniture are arranged at the back at the side of the teachers table. crucial for
The teachers table is located at the center at the back and at the front. me and
The tables and chairs are arranged in center. every other
3. What learning materials/equipment are present? student to
 TV, Laptop, and books be an
4. Observe the students. How many are occupying one room? active
 The students occupying the room is 35. participant,
5. Is the room well-lit and well-ventilated?
not a
 The classroom is well – lit and well- ventilated
passive
consumer.
Learning is
a place
where
paradise
can be
created.”
-Bell
Hooks,
Teaching
to
Transgress
. NY:
Routledge,
1994.
An Observation Guide for the CLASSROOM VISIT

The
Be guided by these tasks as you do your observation. Then accomplish the matrix to record your
breaking
data. down of
information
CLASROOM FACILITIES MATRIX materials
into their
Description component
Classroom Facilities parts,
(Location, number, arrangement, condition) examining
(and trying
to
1. Wall Display N/A
understand
the
organization
2. Teacher’s Table It has 2 teachers table, located at the center at the back andalinstructure
of) such
front at the left side. It is new and strong.
information
to develop
3. Learner’s Desks The learner’s desk is Located at the center of the classroom anddivergent
it
is divided into two (2) rows and the desk is new and durable. conclusions
by
4. Blackboard The blackboard is located at the center of the students facing identifying
them when the teacher is having a class. It is big and new. motives or
causes,
5. Learning Materials/ making the
The learning materials/visual aid is located at the blackboard inferences,
Visual Aids
facing the learners. and/ to
finding
They have 3 comfort rooms 1 for male, 1 for female and 1 for evidence
the to
6. Comfort Room support
Teacher, it is located outside the classroom of grade 6 - B, it is
generalizati
clean and well maintained.
ons. It
N/A involves:
7. Reading Area
⦁Seeing
8. Personal Care & patterns
Grooming/Health N/A
Area
9. Art Area N/A
10. Numeracy Area N/A
11. Drama Room N/A
N/A
12. Audiovisual Area
Write your observations report here.
Name of the School Observed : Maria A. Montilla Memorial Elementary

School
Location of the school: EJC Montilla Tacurong City
Date of Visit :
MY OBSERVATION
During my observation they don’t have wall display, Reading Area, Personal
Care & Grooming/Health Area, Art Area, Numeracy Area, Drama Room and
Audiovisual Area. They have Teacher’s Table, 2 teachers table, located at the
center at the back and in front at the left side. It is new and durable.
They also have Learner’s Desks, The learner’s desk is Located at the center of
the classroom and it is divided into two (2) rows, the desk is new and durable.
The blackboard is located at the center of the students facing them when the
teacher is having a class. It is big and new.
Learning Materials/ Visual Aids, The learning materials/visual aid is located

at the blackboard facing the learners. They have 3 comfort rooms 1 for male,
1 for female and 1 for the Teacher, it is located outside the classroom of grade
6 - B, it is clean and well maintained.
ANALYZE
1. How do the school campus and the classroom in particular impact the learning of the
students going to school? What are your conclusions?
 The classroom and the campus can impact the development of every students not only
physically but the whole being of a student. The school helps them to become a good
leader and a good individual that will change the society. It helps the student to improve
and learn the different values and lessons of life be it in imagination or in reality.
2. How does this relate to your knowledge of child and adolescent development?
 I can easily understand their behavior and development, I able to connect with them since
I have my background knowledge about the child and adolescent development.
3. How does this relate to your knowledge of facilitating learning?
 I can able to handle their behaviors and I am aware of what strategies will be used in
order to provide their needs.
REFLECT
1. Would you like to teach in the school environment you just observed?
Why? Why not?
 Yes I would really love to teach in the school environment that I’ve assigned not just
because the school environment is very open and the Teachers there is very kind and
approachable but because I’m challenge to the school environment.
2. What kind of school campus is conducive to learning?
 A school where every child is special and equal, where the facilities and resources are
present and where it is vibrant and the atmosphere is comfortable. A school campus that
creates and environment that supports student learning, engagement and overall well-
being.
3. What kind of classroom is conducive to learning?
 A classroom where everyone is free, where everyone are heard and valued. A classroom
where every learners are happy despite of stressful activities and a classroom that helps
them grow not only physically but mentally and emotionally. A classroom that is well
ventilated and has a comfortable atmosphere.
4. In the future, how can you accomplish your answer in number 3?
 In the near future I can accomplish my answer in number three by following my own
direction in which I will work hard and do everything in order to accomplish my goal
which is to provide a conducive and open learning environment for my learners.
5. Write your additional learning and insights here.
 I learned how to control my patience to become more understandable and be open for
corrections.
Activity 1.2 Observing bulletin board displays
Resource Teacher: Rachelle D. Cruzada Teachers Signature:

Subject Area: ESP & Mathematics________________ Date: October 15, 2024
The display board, or what we are commonly refer to as bulletin board, is one of the most
readily available and versatile learning resources.
To achieve the Intended Learning Outcomes, work your way through these steps: 1.
Examine for bulletin board displays. Include samples of those found at the entrance, lobby,
hallways and classrooms. 2. Pick one and evaluate the display. 3. Propose enhancements to make
the display more effective.
OBSERVE
As you look around and examine board displays, use the observation guide and forms
provided for you to document your observations.
An observation Guide for BOARD DISPLAYS
Read the following carefully before you observe.
1. Go around the school and examine the board displays. How many board displays do
you see?
 As I examined the school of MAMMES I found out that they have 16 board displays some are
new and some are old.
2. Where are the display boards found? Are they in places where target viewers can see
them?
 It can be found beside the guard house. The target viewers can easily see them since
we can pass by through the board display when we go to canteen, guidance, office of
the principal
3. What is the display about? What key message do they convey? What images and color
do see? How are the pieces of information and images arranged?
 It is all about the different activities, accomplishments and announcements of math and
science club, word corners, PTA officers, signage, rules, warnings and reminders for
everyone. We can see different shades of colors, the pieces of information is arranges
accordingly.
4. What are the displays about? What key messages do they convey? What images and
colors do you see? How are the pieces of information and images arranged?
 It is all about the different activities, accomplishments and announcements of math and
science club, word corners, PTA officers, signage, rules, warnings and reminders for
everyone. We can see different shades of colors, the pieces of information is arranges
accordingly.
5. What materials were used in making the displays? Is border used?
 The materials used in making the displays are tarpaulin, colored cartolina, plastic
cellophane, printed pictures, bond papers, and the board made with wood and steel.
6. Do you notice some errors? (Misspelled words, grammar inconsistencies and the like)
 No I don’t see some errors or corrections.
7. Is the message clear and easily understood?
 The message is clear and can easily understood because of the clear font and font size
8. Think about what got your attention. Why did it get you attention?
 The word corner got my attention because of the color and the clear and
understandable font what was used in the tarpaulin.
9. Take a photo of the display boards (if allowed).
Based on the questions on the observation guide, write you observation report:
Observation REPORT
From among the board displays that you saw, pick the one that you got most interested in
Evaluate it using the evaluation form below.
BOARD DISPLAYS EVALUATION FORM
Topic of the Board Display
Location of the Board Display in School
Check the column that indicates your rating. Write comments to buck up your
ratings.
4-Outstanding 3-Very Satisfactory 2-Satisfactory 1-Needs Improvement
NI S VS O
Criteria Comments
1 2 3 4
Effective Some of the board display are clear and

communication understandable
It conveys the /
message easily and
clearly
Attractiveness The color attracts the readers
Color and /
arrangement catch
and hold interest.
Balance The objects are organized
Objects are arranged /

so stability is
perceived.
Unity The shapes and colors are perfectly combined.
Repeated shapes or
colors or use of /
borders display
together.
Interactivity The style and approach is interactive.
The style and

approach entice /
learners to be
involved in engage.
Legibility The letters of the board display was clear and

/ readable
Letters and
illustration can be
seen from a good

distance.
Correctness There’s no grammatical error
It is free from
grammar errors, /
misspelled words, and
ambiguity.
Durability All important information was posted.
It is well-constructed; /
items are securely
attached.
Bulletin Board Evaluated by: Antonette U. Buenafe
Location: Inside the school of MAMMES
Brief Description of the Bulletin Board: The Board Display was all about Announcement,
PTA officers, Word Corners and Information about mathematics and English clubs.
EVALUATION
Strengths Weaknesses
Description of the Bulletin Some is understandable and Since some of the bulletin
Board Layout clear board is old some of the
display are not readable and
some of the font is not
understandable
Evaluation of educational Some of the information is Add more activities and

content, and other aspects clear announcement to present in
the bulletin board
Recommendations or Suggestions for improvement:
Add more display boards especially in different subjects and other field that will help
the students to become aware of the information and other relevant learnings.
Signature of evaluator over Printed Name:
ANTONETTE U. BUENAFE
Based on your suggestions, make your board display lay-out. You may present your output
through any of these:
 A hand-made drawing or layout
 An electronic (computer) drawing/illustration or layout
 A collage
ANALYZE
What do you think was the purpose of the board display?

 The purpose of board displays is to enhance communication, to visualize the information
and have a productivity in various setting. It help us to become updated, to have an
information sharing and visual communication.
Did the board display design reflect the likes/interest of its target audience? Why? Why not?
 The board display design reflect the likes/interest of its target audience because it is clear
and readable. It is also creative to the point that it catches the attention of every students.
Was the language used clear and simple for the target audience to understand? Why? Why not?
 Yes the language is clear and simple for the target audience to understand because the
font and the size that was used is appropriate to the board display in order for the readers
to understand what they are reading.
Did the board display effective? Why? Why not?
 It is very effective because it catches the attention of the students most importantly it
helps them to become aware and be knowledgeable enough about the different
information that their school have.
What suggestions can you make?
 If it is necessary I want to have more board display because the more board display the
more information they will gather.
Based on your suggestions, propose an enhanced version of the display board. Use the form
below.
My Proposed Board Display
Theme:
Animals that live in their different habitats, their adaptations and characteristics
Board Title: “Amazing Animals: Land. Water and Air”
Rationale :( Purpose)
The purpose of board display is to visualize the information about animals and to engage and
encourage the students to learn and become aware about the diversity of animal life and their
characteristics and adaptations.
Objectives:
 To determine which type of animal lives in land, water, and air.

 To be aware of the different characteristics and adaptations of animals and
 To picture out the faces of the different animals.
Best Features of my proposed bulletin enhancement:
 The picture of different animals.
Content Resources (Name each needed resources and give each a brief description):
 Printed picture of animals and their characteristics and adaptation.
Materials for aesthetic enhancement:
 Tarpaulin, Bond paper, Colored paper for design, Cartolina, printed pictures of
different animals, Plastic cellophane for the cover of bulletin board.
REFLECT
1. Name at least five skills that a teacher should have to be able to come up with effective board
displays. Elaborate on why each skill is needed.
 A Teacher should have critical thinking skills in which she/he will understand and think
critically what board displays they will do in order to be beneficial to the learning of their
learners. She/he must have creativity skills in order to come up with the designs of
her/his board displays to catch the attention of their learners. Lastly being resourceful in
order for them to address the unexpected issues and to adapt to the challenges and
overcome the obstacles along their way.
2. Which of the skills you named in # 1 do you already have? Recall your past experiences in
making board displays. How do you practice these skills?
 The creativity skills and being resourceful, being creative in making designs and aligning
the concept of my board display and being resourceful about the availability of materials
that will be use during my working time.
3. Which skills do you need to develop? What concrete steps will you take on how you can
improve on or acquire these skills?
 My critical thinking skills, I can improve it by practicing, exploring and cultivating my

own curiosity in a right way. To take my time in reflecting and analyzing what’s wrong
and what’s right in order for me to grow.
LINK Theory to Practice
Directions: Read the items given below and encircle the correct answer.
1. With the PPST as guide, an ideal learning environment should have the following
characteristics, EXCEPT ____________.
A. the learning environment promotes fairness
B. is safe and conducive for learning
C. builds many professional linkages
D. establish and maintain consistent standards of learner’s behavior
2. Which facilities are present in a health-promoting school environment?

I. Canteen that sells all kind of food including junk food
II. Comfort rooms common for boys and girl
III. Sanitary drinking fountains
IV. Safe playground
A. II, III and IV C. I and II
B. I, II, III, and IV D. III and IV
3. Which physical school environment supports learning?
A. Availability of flexible classroom furniture
B. Presence of spacious classrooms
C. Prominence of bulletin boards in every building
D. Tall school buildings
4. Examine the bulletin board display. This bulletin board fulfils which primary purpose?
A. Instructional-interactive
B. Informational
C. Motivational
D. Decorative
5. Examine the bulletin board display. This bulletin board fulfills which primary purpose?
A. Instructional-interactive
B. Informational
C. Motivational
D. Decorative
5. Examine the bulletin board display. This bulletin board fulfils which primary purpose?
E. Instructional-interactive
F. Informational, decorative
G. Motivational, decorative
H. Instructional, informational
SHOW Your Learning Artifacts
My Personal Illustration of an Effective School Environment

POEM
Let your Creativity Shine! A safe and welcoming atmosphere,
Where students can laugh and share,
On the opposite box, present and Building friendships that will last forever,
illustration showing your idea of A strong foundation for them to be better.
an effective school environment
through any of these: A school environment that unlocks the potential,
A Descriptive Paragraph In shaping future generations to become a good individual.
A Photo Essay Let us strive to build such a place,
Where students can learn and grow at their own pace,

A Sketch or Drawing
Where communities thrive and knowledge reigns,
A poem, song or rap
In an effective school environment that will never complain.
EVALUATE Performance Task
Evaluate Your Work Task, Field Study 1 – The School as a Learning Environment
Learning Outcome: Determine the characteristics of a school environment that provides social,
psychological, and physical environment supportive of learning.
Name of FS Student: Antonette U. Buenafe Date Submitted: October 16, 2024_
Year & Section: 4-D Course: Bachelor of Elementary Education
Needs
Learning Excellent Very Satisfactory Satisfactory
Improvement
Episode 4 3 2
1
All observation One (1) to two (2) Three (3) Four (4) or
questions/tasks observation observation more
completely questions/tasks not questions/tasks not observation
answered/ answered/ answered/ questions/tasks
accomplished. accomplished. not answered/
Accomplished accomplished.
Analysis All questions were All questions were Questions were not Four (4) or
answered answered answered more
completely; completely; completely; answers observation
answers are with answers are clearly are not clearly questions were
depth and are connected to connected to not answered;
thoroughly theories; grammar theories; one (1) to answers not
grounded on and spelling are three (3) connected to
theories; grammar free from errors. grammatical/ theories; more
and spelling are spelling errors. than four (4)
free from error. grammatical/
spelling errors.
Reflection Profound and clear; Clear but lacks Not to clear and Unclear and
supported by what depth; supported shallow; somewhat shallow; rarely
were observed and by what were supported by what supported by
analyze. observed and were observed and what were
analyzed. analyzed. observed and
analyzed.
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not

Artifacts reflected on in the reflected on in the reflected on in the reflected on in
context of the context of the context of the the context of
learning outcomes; learning outcomes; learning outcomes; the learning
complete, well- complete; well complete; not outcomes; not
organized, highly organized; very organized, relevant complete; not
relevant to the relevant to the to the learning organized; not
learning outcome. learning outcome outcomes relevant
Submission Submitted before Submitted on the Submitted a day Submitted two

the deadline deadline after the deadline (2) days or
more after the
deadline
Comments Over-all Rating

score (Based on
transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
HASSANAL P. ABUSAMA PhD __________________

Signature of FS Teacher above Printed Name Date
LEARNING
Learner Diversity
FS 1 2 Development Characteristics, Needs and Interest

SPARK Your Interest
Episode 2 provides me with an opportunity to observe learners of different ages and

grade levels. It highlights the differences in their characteristics and needs. As a future teacher, it
is important for me to determine my learners’ characteristics and needs so that I will be able to
plan and implement learning activities and assessment that are all developmentally appropriate.
 At the end of this Episode, I must be able to describe the characteristics, needs and
interests of learners from different developmental levels. (3.1.1).
Here are major principles of development relevant to this Episode:

1. Development is relatively orderly. Development follows directional patterns such as, from the
head to the toe (cephalocaudal), and from the center of the body then outwards (proximodistal).
2. Development takes place gradually.
3. All domains of development and learning physical, social and emotional, and cognitive are
important, and they are closely interrelated, (NAEYC, 2009).
4. Development proceeds toward greater complexity, self-regulation, symbolic or
representational capabilities, (NAEYC, 2009).
Activity 2.1 Observing learner characteristics at different stages
Resource Teacher: Rachelle D. Cruzada Teacher's Signature: _________

School: Maria A. Montilla Memorial Elementary School Grade/Year Level: Garde 6
Date: __ October 16, 2024_______________
To realize the Intended Learning Outcomes, I will work your way through these steps.
Step 1 Observe 3 groups of learners from different levels (preschool, elem., and high school).
Step 2 Describe each of the learners based on my observations.
Step 3 Validate my observation by interviewing the learners.
Step 4 Compare them in terms of their interests and needs.
OBSERVE
Use the observation guide and matrices provided for you to document your observations.
An Observation Guide for the Learners Characteristics
Read the following statements carefully. Then write your observation report on the provided space.
Your teacher may also recommend another observation checklist if a more detailed observation is
preferred.
Physical
1. Observe their gross motor skills how they carry themselves, how they move, walk, run, go up the
stairs, etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motors skills? Writing, drawing, etc.
Social
1. Describe how they interact with teachers and other adults.
2 Note how they also interact with peers. What do they talk about? What are their concerns?
Emotional
1. Describe the emotional disposition or temperament of the learners (happy, sad, easily cries, mood
shifts).
2. How do they express their wants needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they self-conscious?
Cognitive
1. Describe their ability to use words to communicate their ideas. Note their language proficiency.
2 Describe how they figure out things. Do they comprehend easily Look for evidence of their
thinking skills.
3.Were there opportunities for problem solving? Describe how they showed problem solving
abilities.
Learners Development Matrix
Record the data you gathered about the learners’ characteristics and needs in this matrix. This
will allow you to compare the characteristics and needs of learners at different levels. The interns
under each domain are by no means exhaustive. These are just sample indicators. You may add other
aspects which you may have observed.
Development Preschooler Elementary High School
Domain Indicate age range Indicate age range of children Indicate age range of
of children observed children observed
observed: 4-7
Physical Moves, walks and runs
Gross motor skills
 They can perform
Fine motor skills difficult dance steps.
 They can lift up their
Self-help skills own chairs.
 They can draw their
Others names, can draw shapes
and lines.
 They can understand and
analyze every lessons.
 They can do their
assignments.
Social
Interaction with
Teachers  They can voluntarily
answer the questions.
Interaction with  They can play and
Classmate/friends laugh with their peers.
 They love to sing and
Interests play their cellphones.
 They are very active.
Others
Emotional
Moods and
temperament,  Sometimes they are
expression of feelings stubborn and they can
express their own
Emotional feelings.
independence  Others are sensitive.
 They are when they are
Others playing with their
friends.
Cognitive
Communication
Skills  They can express and
share their ideas.
Thinking skills  They can easily
understand the lesson.
Problem-solving  Most of them can answer
on their own but some
Others are still need the
guidance and help of
their teachers.
ANALYZE
Write the most salient developmental characteristics of the learners you observed. Based on these
characteristics, think of implications for the teacher.
Example:
Level Salient Characteristics Implications to the
Observed Teaching-Learning Process
Preschool
Age range of learners
observed 3-4
Level Salient Characteristics Implications to the

Observed Teaching-Learning Process
Preschool
observed ___3__-4
__
Elementary
Age range of learners  They are very  The teacher must engage the
observed 5-12 active in the students through energizer
discussion. before the discussion in order

 They easily get for them to become alive or
bored when they she/he must be active or alive
don’t like the topic. while discussing in order for
 Short attention their student not to get bored.
span.
 They are very
independent.
High School
observed 13-UP
REFLECT
1. While you were observing the learners, did you recall your own experiences when you were their
age? What similarities or differences do you have with the learners you observed?
 While observing my learners I recall my experiences when I am with their age, I’m also
very active when it comes to discussion and I am very noisy just like them. I play when
there’s no teacher and I create noise even when the teacher is discussing. The difference
between me and them is that one word is enough for me to listen and I am very
competitive student.
2. Think of a teacher you cannot forget for positive or negative reasons. How did she/he help or not
help you with your needs (physical, emotional, social and cognitive)? How did it affect you?
 The teacher that I will never forget during that time is Ma’am Cruz she became my
inspiration during those days he become a teacher and a mother to us, she help me to
become a good student, she encourage me to strive hard and don’t let my emotion be the
hindrance to my success. She is very kind, lovable, very pretty and simple teacher during
those time.
3. Share your other insights here.
 Teaching is a noble profession where everyone can be challenge. It is all about sharing
and connecting with your students in order for them to grow and develop as a good
individual and as a good citizen of our nation.
1. A 14-year-old felt ignored by her crush whom she believes is her one true love. She is crying
incessantly and refuses to listen and accept sound advice that the teacher is offering. Her
refusal to accept is because_____________.
A. she thinks what she feels is to special and unique, that no one has felt like this before
B. the teenager's favorite word is “no”, and she will simply reject everything the teacher
says
C. 14-year-olds are not yet capable of perspective taking and cannot take the teacher's
perspective
D. teenagers never listen to adult advice help or it affect
2. A preschool teacher is thinking about how best to develop the fine motor skills of the 4-year-
olds. Which of the following should be best consider?
A. Provide daily coloring book activities
B. Ask the children to do repeated writing drills everyday
C. Encourage children to eat independently,
D. Conduct a variety of fun and challenging activities involving hand muscles daily.
3. Science Teacher Rita showed her class a glass of water with an egg in it. She asked the class:
"What happens to the egg 1 add three-tablespoon salt to the glass of water?” This is
hypothesis formulation. What can you infer about the cognitive developmental stage of
Teacher Rita's class?
A. Formal operational stage
B. Concrete operational stage
C. Pre-operational stage
D. Between concrete and formal operational stage
Which is your favorite of development. How can this guide you as a future teacher? Clip some
readings about this theory and paste them here.
 My favorite development or theory is the classical conditioning of Ivan Pavlov in which it
involves associating a neutral stimulus with an unconditioned response. Over time, the neutral
stimulus becomes a conditioned stimulus that can evoke a conditioned response. By
incorporating classical conditioning into my teaching practice I can create positive and engaging
learning environment that supports students learning and behavior.
Evaluate Your Work Task. Field Study 1: Episode 2: Learner Diversity: Developmental
Characteristics, Needs, and Interests
Learning Outcome: Determine the characteristic, needs and interests of learners from different
developmental levels.
Name of FS Student: Antonette U. Buenafe Date Submitted: October 17, 2024____

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episode
Accomplish All observation One (1) to two (2) Three (3) observation Four (4) or more
ed questions/tasks observation questions/tasks not observation
Observatio completely questions/tasks answered/accomplished questions/tasks not
n Sheet answered/accomplished completely . answered/accomplishe
. answered/accomplished. d.
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely, answered completely, answered completely, observation questions
answers are with depth answers are clearly answers are not clearly were not answered,
and are thoroughly connected on theories, connected to theories; answers not connected
grounded on theories, grammar and spelling One (1) to three (3) to theories, more than
grammar and spelling are free from error. grammatical spelling four (4) grammatical
are free from error. errors. spelling errors.
Reflection Profound and clear; Clear but lacks depth, Not so clear and Unclear and shallow,
supported by what were supported by what were shallow, somewhat rarely supported by
observed and analyzed. observed and analyzed. supported by what were what were observed
observed and analyzed. and analyzed.
Learning Portfolio is reflected on Portfolio is reflected on Portfolio is not Portfolio is not
Artifacts in the context of the in the context of the reflected on in the reflected on in the
learning outcomes; learning outcomes; context of the learning context of the learning
Compete, well Compete, well outcomes; Compete, outcomes; not
organized, highly organized, very relevant not organized, relevant compete, not
relevant to the learning to the learning outcome. to the learning organized, not
outcome. outcome. relevant.
Submission Submitted before the Submitted on the Submitted a day after Submitted two
deadline deadline the deadline (2) days or more after
the deadline
COMMENTS Rating:
Over-all Score (Based on
transmutation)

Scor 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
e
Gra 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
de
99 96 93 90 87 84 81 78 75 72 71-Below
_____HASSANAL P. ABUSAMA PhD______ ________________

LEARNING
FIELD STUDY 1 EPISODE Focus on Gender, Needs, Strengths, Interests,
Experiences Language, Race Culture, Religion, Socio-
FS 1 3
economic Status, Difficult Circumstances, and
Indigenous Peoples
SPARK Your Interest
Episode 3 provides an opportunity to observe how differences and gender, racial, cultural
and religious backgrounds, including coming from indigenous groups influence learner behavior,
interaction, and performance in school. One will also analyze and reflect on practices that
teachers used in leveraging diversity in the classroom. It also provides an opportunity to observe
how differences in abilities affect interaction in school and learn about strategies that teachers
used in addressing the learners needs toward effective teaching and learning.
At the end of this Episode, I must be able to:

 describe the characteristics and needs of learners from diverse backgrounds:
 identify the needs of students with different levels of abilities in the classroom:
 identify best practices in differentiated teaching to suit the varying learner needs in a
diverse class (PPST 3.1.1): and
 demonstrate openness, understanding, and acceptance of the learners' diverse needs and
backgrounds
Here are principles and concepts relevant to this episode:

1. Principles of Development
a. Development and learning proceed at varying rates from child to child, as well as
uneven rates across different areas of the child's functioning. (NAEYC 2019)
b. Development and learning are maximized when learners are challenged to achieve
at a level just above their current level of mastery, and also when they have many
opportunities to practice newly acquired skills.
c. Differentiated instruction is a student-centered approach that aims to match the
learning content, activities and assessment to the different characteristics,
abilities, interests, and needs of the learners.
2. The PPST highlighted the following factors that bring about the diversity of learners:
a. Differences in learners’ gender, needs, strengths, interests, and experiences
b. Learners' linguistic cultural socioeconomic and religious backgrounds
c. Learners with disabilities, giftedness, and talents
d. Learners under challenging circumstances which include geographic isolation,
chronic illness, displacement due to armed conflict, urban resettlement or
disasters, child abuse, and child labor.
Effective teachers are knowledgeable about how issues related to the factors mentioned
affect learners. The teachers develop in them sensitivity and empathy. They remember that the
learners respond and perform at different levels. The teachers assure the students that their
gender identity, culture and religion are respected, their strengths are recognized, and their
needs will be met. These teachers declare to all that everyone has the chance to learn and
succeed. They create a learning community where everyone can work together and contribute
regardless of their abilities, capacities and circumstances.
Teachers who celebrate and leverage student diversity in the classroom:
 use strategies to build a caring community in the classroom
 model respect and acceptance of different cultures and religions
 bring each of the student's home culture and language into the shared culture of
the school
 provide more opportunities for cooperation than competition
3. Focus on Indigenous Peoples

A young teacher's approach to indigenous peoples starts with a keen awareness of
one's own identity, including one's beliefs and cultural practices. Through serious
reflection one may realize that the self is a product of all the influences of key people in
one's life and the community, real and virtual. Similarly, learners from indigenous groups
carry with them their beliefs, views and cultural practices. One's attitude needs to be that
of openness and respect. Come in not with the view that one's own culture is superior.
We approach with the sincere willingness and deep interest to know and understand the
indigenous peoples' culture. We aim to make teaching-learning facilitative rather than
imposing.
a. From your professional education subjects/courses, most likely you have discussed
indigenous peoples in the Philippines. You learned that our country has about 110
ethno-linguistic groups, majority of which is in Mindanao, some in Northern Luzon
and fewer in the Visayas. (UNDP Philippines, 2010). They represent about 10-20% of
our total population. There are two big indigenous peoples’ groups which have
several smaller ethnic groups within them, the non-muslim groups called the Lumads
in Mindanao, and the lgorots in Northern Luzon. Among others, we have the
Badjaos. Ati and Tumandok, Mangyans, and Aetas.
b. Republic Act 8371 (1997), the Indigenous Peoples' Rights Act, recognizes and
protects the rights of indigenous cultural communities (ICC) and indigenous peoples
(IP). Our country was admired by other nations for enacting this law. However, years
later, so much still has to be done to improve the lives of millions of people from
indigenous groups. (Reyes, Mina and Asis, 2017)
c. Guided by RA8371, in 2015 Dead Issued DO 12. 2015, Adopting the Indigenous
Peoples Education (IPED) Curriculum Framework. Most useful for you as a
future teacher to remember in the 5 Key Elements of an Indigenous Peoples
Education Curriculum (DO 32, s.2015 enclosure. pp. 15-18)
1. Curriculum Design, Competences and Content. Interfacing the national curriculum
with Indigenous Knowledge are systems and practices (IKSPs) and Indigenous Learning
systems (ILS) the desire of a culturally appropriate and responsive curriculum has the
following features:
a. Anchors the learning context on the ancestral domain, the community's work
view, and its indigenous cultural institutions.
b. Includes and respects the community's expression of spirituality as part of the
curriculum context.
c. Affirms and strengthens indigenous cultural identity,
d. Revitalizes, regenerates, strengthens, and enriches IKSPs, ILS, and indigence
languages.
e. Emphasizes competencies that are needed to support the development and
protection of the ancestral domain, the vitality of their culture, and the
advancement of indigenous peoples' rights and welfare.
f. Supports the community's efforts to discern new concepts that will contribute
to the community's cultural integrity while enabling meaningful relations with
the broader society.
2. Teaching Methodologies and Strategies. A culturally appropriate and responsive

curriculum employs teaching methodologies and strategies that strengthen, enrich and
complement the community's indigenous teaching-learning process.
3. Learning Space and Environment. A culturally appropriate and responsive curriculum

recognizes that the ancestral domain where IKSPs are experienced, lived and learned is
the primary learning environment and learning space of indigenous learners
4. Learning Resources. Instructional materials, and other learning resources shall be

developed and utilized in line with the described curriculum content and teaching
learning processes.
5. Classroom Assessment. Assessment shall be done utilizing tools appropriate to the

standards, competencies, skills, and concepts being covered. Their design and use shall
address the needs and concerns of the community and shall be developed with their
participation.
Activity 3.1 Observing differences among learners' gender, needs, strengths, Interests,
and experiences; and differences among learners' linguistic, cultural, socio-
economic, religious backgrounds, and difficult circumstances.

Date: _ October 17, 2024__________
The learners' differences and the type of interaction they bring surely affect the quality of
teaching and learning. This activity is about observing and gathering data to find out how student
diversity affects learning.
To realize the Intended Learning Outcomes, work your way through these steps:
Step 1. Observe a class in different parts of a school day. (Beginning of the day, class time,
recess, etc.)
Step 2. Describe the characteristics of the learners in terms of age, gender, and social and
cultural diversity.
Step 3. Describe the interaction that transpires inside and outside the classroom
Step 4. Interview your Resource Teacher about the principles and practices that she uses in
dealing with diversity in the classroom.
Step 5. Analyze the impact of individual differences on learners’ interactions.
The observation form is provided for me to document my observations.
OBSERVE
An Observation Guide for the Learners’ Characteristics
Read the following carefully before you begin to observe. Then write your observation
report on the space provided on the next page.
1. Find out the number of students. Gather data as to their ages, gender, racial groups
religious, and ethnic backgrounds.
During class:
1. How much interaction is there in the classroom! Describe how the students interact with
one another and with the teacher. Are there groups that interact more with the teacher
than others.
2. Observe the learners seated at the back and the front part of the room. Do they behave
and interact differently?
3. Describe the relationship among the learners. Do the learners cooperate with or compete
against each other?
4. Who among the students participate actively? Who among them ask for most help?
5. When a student is called and cannot answer the teacher's question, do the classmates try
to help him? Or do they raise their hands, so that the teacher will call them instead?
Outside class:
1. How do the students group themselves outside class? Homogeneously, by age, by

gender? By racial or ethnic groups? By their interests? Or are the students in mixed social
groupings? If so, describe the groupings.
2. Notice students who are alone and those who are not interacting. Describe their behavior.
Interview the teachers and ask about their experience about learners in difficult
circumstances. Request them to describe these circumstances and how it has affected the
learners. Ask about the strategies they use to help these learners cope.
Ask the teachers about strategies they apply to address the needs of diverse students due
to the following factors
 Gender, including LGBT

 Language and cultural differences
 Differences in religion
 Socio-economic status
OBERVATION REPORT
The School Observed : Maria A. Montilla Memorial Elementary School
School Address: EJC MOntilla, Along the High way
Date of Visit: October 17, 2024
During class discussion the interaction in the classroom is very good they have different
perspectives, others are playing while others are busy communicating with each other. They have
respect when they are talking or interacting with their teachers or to their elders. Most of the
learners seating in front are much more focus and quiet than the learners at the seating at the back.
They behave differently since the learners who seated at the back can be confident that they will
not be notice by the teacher.
Everyone is participating in every discussion, they do not compete rather they helping each
other and they are very happy when they got a highest score or when they know that their score is
the same with others it could higher or lower.
Most of the students participate actively in every discussion some of the student in the
classroom needs to have a guidance and help from the teacher. They help one another and they are
willing to answer and help their classmates who didn’t know the answer to the question of their
teacher. When they are in the outside of their classroom they group themselves according to their
friends and by their interests. They care about their differences as long as they can cope up with
their games or they know how to mingle with others.
I’ve notice that some of the students are alone because they are not good in communicating,
ashamed to socialize with others, they often bow their head when they encounter or meet other
students in the hallway, or they are introvert person they want peace and quiet environment where
they can focus and be happy on their own.
Teachers are often faced with students who come from difficult circumstances that affect their ability to
learn and succeed in the classroom. The most common experiences teachers have with learners in difficult
circumstances is their behavior and the lack of access to basic needs. In order to help these learners cope,
teachers must first create a safe and supportive environment where students feel valued and respected. It is
important to build relationships with these students and show them that they are cared for. Teachers can
implement strategies such as differentiated instruction and flexible seating arrangements to accommodate
students who may be struggling academically or emotionally.
ANALYZE
1. Identify the persons who play key roles in the relationships and interactions in the classroom.
What roles do they play? Is there somebody who appears to be the leader, a mascot/joker, as
attention seeker, a little teacher, a double pessimist?
 Ceferino, Kenneth, Romar, Aldrin, King and Julie they are the students who leads the
classroom to be more active. Kenneth play as the joker/mascot in the classroom he is very
energetic and very funny. Julie appears as their president/ Teacher at the same time she
leads the whole class. Aldrin appear as the low-key person to their classroom active but
serious when it comes to his studies or to the discussion. Jomar, Ceferino and King sometimes
appear as an attention seeker and at the same time a joker to their group.
2. What makes the learners assume these roles? What factors affect their behavior!
 Others assume these roles as a serious yet a joke for them. Sometimes they make fun with it
without knowing that it is not really funny or it can cause distraction and misbehavior that will
bring to commotion or for their teacher to become mad at them.
3. Is there anyone you observed who appear left out? Are students who appear “different?” Why do
they appear different? Are they accepted or rejected by the others? How is this shown?
 They appear different because some of them cannot easily catch up or understand the lesson
while others are gifted enough to easily understand but despite of their differences there’s no
student being left out and they are not rejected.
4. What does the teacher do to address issues like this?

 The teacher will give many examples in order for them to understand, she let her students to
answer in the board in order to practice and while answering she assisted it.
5. How does the teacher influence the class interaction considering the individual differences of the
students?
 The teacher influence the class interaction by using different kind of strategies it could be group
activities, she doesn’t discourage her students when they got a wrong answer, she gave praises
and rewards whenever they answer is correct. She also encourage fair learning environment.
6. What strategies does the teacher use to maximize the benefits of diversity in the classroom? How
does the teacher leverage diversity!
 Diversity in the classroom is a valuable resource that can bring a range of benefits for both
students and teachers. The Teacher must know the different needs of her students in order for her
to meet those needs. Teacher can use to maximize the diversity in the classroom by
implementing and creating a welcoming and inclusive environment where all students feel valued
and respected. Promote cultural awareness, celebrating diversity, and incorporating diverse
perspectives into the curriculum. Teachers can also ensure that all students have the opportunity
to share their experiences and perspectives with their classmates in order to foster a sense of
mutual understanding and respect.
REFLECT
1. How did you feel being in that classroom? Did you feel a sense of oneness or unity
among the learners and between the teacher and the learner?
 While observing in their classroom I feel comfortable and I am beyond happy because
despite of being noisy when I say quiet they listen and when it comes to discussion I
could feel their oneness or the unity among the students and the Teacher, they became
one, they participate actively and they help one another. When the teacher ask a question
without hesitation they answer it actively and confidently.
Activity 3.2 Observing differences among learners with disabilities, giftedness, and
talents.

Date: _ October 18, 2024__________
To realize the Intended Learning Outcomes, work your way through these step.
1. Observe at least two of these classes
a.SPED class with learners with intellectual disabilities
b. SPED class with acts with physical disabilities

c.SPED class for the gifted and talented
d. a regular class with inclusion of learners with disabilities
2. Note the needs of the learners that the teacher should address
3. Interview the teachers to find out more about the learners.
4. Write your observation report
5. Analyze your observation data
6. Reflect on your experience
OBSERVE
Use the observation guide provided for you to document your observations
An Observation Guide for the Learners' Characteristics
Read the following carefully before you begin to observe. Then write your observation report on the space
provided
1. Observe the class to see the differences in abilities of the learners.

2. Try to identify the students who seem to be performing well and those that seem to be behind
3. Validate your observations by asking the teacher about the background and needs of the learners.
4. Observe the behavior of both regular students and those with special needs. Note their
dispositions, pace in accomplishing tasks, interaction with teacher and interaction with others
5. Observe the teacher's method in addressing the individual learning needs of the students in his/her
class.
OBSERVATION REPORT
Name of the School Observed: Maria A. Montilla Memorial Elementary School
School Address: EJC Montilla, Tacurong City, Along the Highway
Date of Visited: October 18, 2024
Observing the behavior of both regular students and those with special needs can provide valuable
insights into the diverse ways in which individuals learn and interact in an educational setting. The needs
of the students depend on their behavior. Others may need guidance and support in order to grow. As I
observe, I can sense the big difference of every individual, the differences of their perspective, and most
especially their behavior. Others are very active when it comes to playing or during their discussions, and
some of them have different worlds where they enjoy laughing and playing with their cellphones and
sleeping; others are shy and like to be alone.
All of them are regular and normal students, so they can interact with each other and finish or
accomplish the task easily. They often display a higher level of motivation and engagement in classroom
activities. If I will compare them to the students who have special needs, they are really different when it
comes to thinking and behavior.
During their discussion, their teacher uses a variety of instructions, routines, and classroom rules in
order for her students to be productive. The teacher is very aware of the background and needs of her
learners in order to provide them with the best possible education and support. By making common
observations about our students, such as their socioeconomic status, cultural background, learning styles,
and social and emotional needs, we can better understand how to help them succeed. Through our
awareness and responsiveness to the needs of our students, we can create a more inclusive and supportive
learning environment for all.
ANALYZE
1. Did your observation match the information given by the teacher?

 Yes my observation match the information given by the teacher.
2. Describe the differences inability level of the students in the class? What practices or
strategies are done or should be done to differentiate instruction to meet the needs of the
learners?
 The Teacher must know her students in order for her to understand them. She must be
sensitive, reasonable and knowledgeable enough about what appropriate strategies will
she used in order to meet the different needs of her learners.
3. Describe the methods used by the teacher in handling the students’ differences in abilities.
How did the students respond to the teacher? Did the teacher use differentiate instruction? If
yes, describe how?
 The e of the teacher in handling student differences is very effective. Despite of being
diverse they are very active while participating in every discussion. Yes she uses different
instruction in which she knows that her students will be engaged and be motivated to
listen in her discussion. She treated her students fairly, she is very dedicated and the best
Teacher that the students will follow and be inspired.
REFLECT
1. Recall the time when you were in elementary or high school. Recall the high and low
achievers in your class. How did your teacher deal with differences in abilities? Was your
teacher effective?
 During my elementary and high school days my teacher used different variety of methods
in order for us to learn even though we have our differences. I can sense their passion and
dedication while teaching us during those days, they let tutor our classmates who don’t
know how to read and understand simple sentences or words, they gave us many
examples about our topics in order for us to understand and they never insult or degrade
us even though our level of intelligence is different from others.
2. What dispositions and traits will you need as a future teacher to meet the needs of the
learners?
 In order to meet the needs of my learners I must have to know what are their needs and
their capabilities in order for me to understand and be connected with them. I must foster
equality, respect and dedication for them to become comfortable and learn without
pressure and hesitations.
Activity 3.2 Observing the school experiences of learners who belong to Indigenous
groups.

School: Maria A. Montilla Memorial Elementary School Grade/Year Level:Grade 6
Date: _ October 18, 2024__________
To realize the Intended Learning Outcomes, work your way through these steps.
1. Ensure that you have reviewed the no. 3 Focused on Indigenous peoples in the Learning
essentials of Episode 3.
2. Observe in a school with a program for IP learners. Below are some suggested schools:
a. Ujah School of Living Traditions, Hungduan, Ifugao
b. Sentrong Pamang mga Agta. General Nakar, Quezon
c. Sitio Tarukan Primary School, Capas Tarlac
d. Mangyan Center for Learning and Development, Naujan, Oriental Mindoro
e. Paaralang Mangyan na Angkop sa Kulturang aalagaan (PAMANAKA), San Jose
Occidental Mindoro
f. Tubuanan Ati Learning Center, Balabag, Boracay Island
g. Balay Turun-an Schools of Living Traditions, Brgy Garangan and Brgy.
Agcalaga, Calinog. Iloilo
h. Tboli School of Living Traditions, Lake Sebu, South Cotabato
i. Daraghuyan-Bukidnon Tribal Community School, Dalwangan, Malaybalay,
Bukidnon
j. Talaandig School of Living Traditions, Lantapan, Bukidnon
k. Bayaniban Elementary School, Marilog, Davao
l. Lumad Bakwit School, UP Diliman, Quezon City
Please note: Ensure proper coordination of your college/university to obtain permission from
these schools before you visit.
If an actual visit is not feasible, consider a "virtual visit through social media. And if still not
feasible consider a "virtual field study through watching Indigenous Peoples in the Philippines
videos. There are several available at Youtube. You can start with this video by DepEd:
DepEd Indigenous Peoples Education Office National Indigenous Month (October) Video.
Retrieved, 2013 from: https://www.com/watch?v=FsMjgQN2Y
3. Write your observation report.

4. Analyze your observation data using the Indigenous Peoples Education Framework
5. Reflect on your experience.
OBSERVE
Use the observation guide provided for you to document your observations.
An Observation Guide for indigenous Peoples Education
Read the following carefully before you begin to observe. Then write your observation report on the
space provided
If you are watching videos you searched, instead of actually visiting a school, have these question in
mind as you are watching the videos. You can try to get in touch with the creator of the videos and
interview them too.
1. Before you observe, read about the specific IP group in the school you will visit. Know their
norms and customary greetings. This will help you blend in the school Community and act with
respect
2. Observe and not the different parts or areas of the school environment. How are learning spaces
arranged?
3. What activities do they do in these different areas of the school?
4. Who are the people who manage the school? Who are involved in teaching the learners?
5. Observe how the teaching-learning process happen. Describe the learning activities they have and
the caching strategies that the teacher uses.
6. Describe the interaction that is taking place between the teacher and learners, among the teacher,
and in the school in general
7. What instructional materials and learning resources are they using?
8. Interview the teacher or principal about the curriculum. Find out the curriculum goals. You can
use the questions found on the Analysis part of this activity
OBSERVATION REPORT
Name of the School Observed: Tboli School of Living Traditions, Lake Sebu, South Cotabato
School Address: Lake Sebu, South Cotabato
Date of Visit : October 17, 2024
Source: https://youtu.be/U_3l9w0ca7U?si=zhX7TqlUPR_Qk59R
Reflection
As I watch the video I able to learn the different cultures, beliefs and tradition of the Tboli tribe.
Tboli are the most well-known tribe in the Philippines and can be found in the mountains of
Southern Mindanao. Most of their population are found near lake Sebu of South Cotabato which
also is the site of the school of the living traditions (STL). The upper part of STL is where teaching
and learning occurs.
They preserve their traditional way of living that they adapt from their ancestors and past it
through the next generation. They focus more on the reality of living. They promote equality and
their differences is not a hindrance for them to quit school or to continue on improving. SLT offers
many programs and services for the students like, weaving, arts and craft, theatre and performing
arts. Mostly students are taught to play different kind of instruments, taught to do weaving and
dancing.
The people who manage the school are those experienced Tboli people. The interaction between
the teachers and students are bound by respect and disciplined. The students are very active,
obedient and they pay attention attentively to their teacher. The learning resources that they use are
uniquely their own or it was made by them bound to their culture and knowledge that they acquire to
their ancestors.
ANALYZE
Curriculum Design, Competencies

and Content
Answer each question based on your observation and
interview data
1. Does the school foster a sense of Yes they foster sense of belonging and understanding
belonging to one's ancestral of the community’s beliefs and practices by respecting
domain, a deep understanding of their own culture and practices. They promote their
the community's beliefs and
way of living and they let others to experience and
practices? Cite examples
know their own culture and beliefs.
2. Does the school show respect of They respect their own beliefs and individual culture
the community's expression of by following and believing to what they are doing and
spirituality? How? the effects and blessing that they will get.
3. Does the school foster in the Yes the school offers an open environment where they
indigenous learners a deep offer trainings and learning about their living, what
appreciation of their identity? are their cultures and beliefs that helps them to
How?
recognize their identity.
4. Does the curriculum teach skills Yes, the curriculum is very helpful for them because it
and competencies in the helps them to learn, to be aware of what is happening
indigenous learners that will help around them and to promote and preserve their own
them develop and protect their
cultural heritage.
ancestral domain and culture?
5. Does the curriculum link new Yes because of their perseverance, kindness and
concepts and competencies to the dedication their community became popular that other
life experience of the community? people will stay here and explore how they preserve
their cultural heritage.
6. Do the teaching strategies help Yes it helps them to improve and develop one step at a
strengthen, enrich, and time. The mode of teaching depends on the capacity of
complement the community's every learners if they can handle or understand easily
indigenous teaching-process?
but the main purpose is that those strategies helps to
enrich their interest and strengthen their learning and
mastery in the teaching process.
7. Does the curriculum maximize Yes because their learning is continues, it doesn’t only
the use of the ancestral domain end at the four corners of their classroom but they are
and activities of the community as able to learn and experience the outside scenarios
relevant settings for learning in
especially learning to know the different sports,
combination with classroom-
based sessions? Cite examples languages and different living of every individual.
8. Is cultural sensitivity to uphold Yes it is observe and applied because school promotes
culture, beliefs and practices, inclusivity. Respecting the differences, promoting
observed and applied in the equal treatment of every individual and using
development and use of
instructional materials that everyone can understand.
instructional materials and
learning resources? How? (For
example, Culture bearers of the
Indigenous Peoples are
consulted.)
9. Do assessment practices consider Yes because what we practice is what we adapt and
community values and culture? what we know. Teachers help us to learn what is right
How? from wrong and what values
10. Do assessment processes include Yes because in their tribe they possess creativity skills
application of higher order where they do fabric weaving to create clothes and
thinking skills? other materials that are beneficial for them,
craftsmanship and chanting. The students also develop
problem solving skills where they can apply to their
decisions in their daily life.
What do you think can still be done to promote and uphold the indigenous people’s
knowledge system and practices and rights in schools?
 We need to support them by acknowledging their own uniqueness, understanding their

cultural heritage and supporting them financially, giving them enough resources and
teaching them the knowledge that they know and they are not familiar.
REFLECT
Reflect based on your actual visit or videos that you watched.
1. What new things did you learn about indigenous peoples?

 I learned that just like us they are also needs support and understanding. Indigenous
people aims to protect, preserve and promote their own cultural heritage, they all have the
same goal which is to have an equal and open education where they are being recognize,
valued and respected. They are very kind, approachable and talented individuals who
foster unity and peace amidst diversity.
2. What did you appreciate most from your experience in visiting the school with indigenous
learners? Why?
 I appreciate how dedicated they are to help the young generation to have their own
education, how talented they are in terms for using different instruments, when dancing
and when they create or when they do fabric weaving. How approachable and kind they
are when they shared their experiences and knowledge about their living.
3. For indigenous learners, as a future teacher, I promise these three things:

3.1 Be open to and respect indigenous people by being mindful and respectful to my choice
of words and action inside and outside the classroom.
Uphold and celebrate their culture, beliefs, and practices by expressing and sharing their
own beliefs and experiences. Respecting and valuing their differences in order to create
harmony and comfortable learning environment.
Advocate for indigenous people’s education by accepting them equally, providing

inclusive and open learning environment and encourage group activities where everyone
is free from discrimination.

With the principle of individual differences in mind, what methods and strategies will
you member in the future to ensure that you will be able to meet the needs of both the high
and low achievers in your class? Make a collection of strategies on how to address the
students' difference ability levels.
Teaching Strategies
As a future teacher, I will remember to:
 Invest time in getting to know each of my students so that I will be able to know their
strengths, weaknesses, interests, and objectives in life for me to build rapport and respond
to their needs since they are all different from each other.
 Reduce pressure impose to them but rather make motivating and enjoying activities for
them to have fun while learning.
 Allow the use of Filipino and English language for recitations or question and to answer
inquiry so that all my students will be given an opportunity to share their ideas, learnings,
and opinions with less pressure.
 Vary the subject related activities and tasks into individual, group, and pair work so that
students have an opportunity to interact, communicate, forms relationship and learn from
their classmates for them to be able to relate with one another.
 Pay close attention to the low achievers in class and conduct a counseling to discover
their problems, difficulty and even hindrances to their focus in learning so as a teacher
one will be able to address it accordingly.
 Use different teaching methods and style such as direct instruction, flipped classroom,
kinesthetic learning, differentiated instruction, inquiry-based learning, exploratory
learning, game-based learning, and students-center learning to match the multiple
intelligence of the students: verbal-linguistic, logical-mathematical, intrapersonal,
interpersonal, and naturalistic.
 Use different learning resources such as:
 Written materials like textbooks, magazines, newspapers, journals, thesis, etc.
 Digital materials like pictures, videos, documentaries, gifts etc.
 Internet resources search engines like Google, Encarta, online websites,
articles, e-books etc.
 Actual experience such as visiting museums, other schools, science centrums,
gallery, work immersion, etc.
 Provide an inclusive learning environment for all the students to feel that they are belong
and cared despite of their individual differences.
 Make sure that there is no discrimination and to treat everyone with fairness and equality.

1. Which statement on student diversity is CORRECT?

A. The teacher must do his/her best to reduce student diversity in class.
B. The less the diversity of students in class the better for the teacher and students.
C. The teacher should accept and value diversity.
D. Student diversity is purely due to students' varied cultures.
2. Which student thinking behavior indicates that he/she values diversity?
C. He/She regards his culture as superior to other's cultures.
D. He/She regards his culture as inferior to other's cultures.
E. He/She accepts the fact that all people are unique in their own way.
F. He/She emphasizes the differences among people and disregards their
commonalities.
3. What is a teaching-learning implication of student diversity?
A. Compare students.
B. Make use of a variety of teaching and assessment methods and activities
C. Do homogeneous grouping for group activities.
D. Develop different standards for different student groups
4. All are features of the Indigenous Peoples Education Curriculum, EXCEPT _______.
A. Affirms and strengthen indigenous cultural identity

B. Makes education exclusive to the indigenous culture
C. Revitalizes, regenerates, and enriches IKSPS and indigenous languages
D. Anchors the learning context on the ancestral domain, the community's world
view, and its indigenous cultural institutions
6. All are best practices in using learning resources for indigenous learners, EXCEPT ____.
A. Culturally generated learning resources only include indigenous group's artifacts,
stories, dances, songs, and musical instruments.
B. The language used in instructional materials, especially in primary years, which
highlight
C. Cultural sensitivity and protocols are observed in development and use of
instructional materials
D. The indigenous community's property rights are upheld in publishing learning
resources
7. All are best practices for assessment in the Indigenous Peoples Education Framework.
EXCEPT ________.
A. Including the practice of competencies in actual community and family
situation.
B. Applying higher order thinking skills and integrative understanding across subject
areas.
C. Using informational context in the assessment standards and content faithfully
without modification
D. Including community-generated assessment processes that are part of indigenous
learning system
8. Read the following comment by the teacher. Which of these comments will most likely
make a child try harder, rather than give up?
A. Sinuwerte ka ngayon dito sa test, ha?

B. Hindi ka talaga magaling dito sa paksang ito, no?
C. Nakita ko na kailangan mong maglaan ng mas mahabang panahon sa paksang ito,

para lubos mong maunawaan ito.
D. Nahihirapan ka sa paksang ito maari kitang tulungan.
9. Which of the following demonstrations differentiated instruction?

A. The teacher groups the learners by their ability level and makes the groups work
with the same topic but assign a different task appropriate for each group to
accomplish.
B. The teacher divides the class into three heterogeneous groups and assign the same
activity for each group to work on.
C. The teacher groups the learners by their ability level and assign deferent content
topics for the group to work on.
D. The teacher groups the learner by ability level and assign each group a different
tack on the same topic, and then request three different teachers, each to assess one
of the groups.
10. Which teaching practice gives primary consideration to individual differences?

A. Allowing children to show that they learned the stages of mitosis in a way where
they feel most comfortable
B. Allowing children to show that they learned the stages of mitosis in a way where
they feel most comfortable except by lecturing
C. Preparing two different sets of examination, one for the fast learners and another
for the slow learners
D. Applying two sets of different standardsEVALUATE Performance Task

Evaluate Your Work Task, Field Study 1, Episode 3 Focus on Gender, Needs, Strengths,
Interests, Experiences Language, Race Culture, Religion, Socio-economic Status, Difficult
Circumstances, and Indigenous Peoples
Learning Outcome: describe the characteristics and needs of learners from diverse backgrounds;
identify the needs of students with different levels of abilities in the classroom; identify best
practices in differentiated teaching to suit the varying learner needs in a diverse class (PPST
3.1.1): and demonstrate openness, understanding, and acceptance of the learners' diverse needs
and backgrounds
Name of FS Student: Antonette U. Buenafe Date Submitted __ October 18, 2024_
Year & Section: 4-D Course: Bachelor of elementary Education
Very Needs
Learning Excellent Satisfactory
Satisfactory Improvement
Episode 4 2
3 1
Accomplished All observation One (1) to two Three (3) Four (4) or more
Observation questions/tasks (2) observation observation observation
Sheet completely questions/tasks questions/tasks not questions/tasks
answered/ not answered/ answered/ not answered/
accomplished. accomplished. accomplished.
Accomplished
Analysis All questions All questions Questions were not Four (4) or more
were answered were answered answered observation
completely; completely; completely; questions were
answers are with answers are answers are not not answered;
depth and are clearly clearly connected answers not
thoroughly connected to to theories; one (1) connected to
grounded on theories; to three (3) theories; more
theories; grammar and grammatical/ than four (4)
grammar and spelling are free spelling errors. grammatical/
spelling are free from errors. spelling errors.
from error.
Reflection Profound and Clear but lacks Not to clear and Unclear and
clear; supported depth; shallow; somewhat shallow; rarely
by what were supported by supported by what supported by
observed and what were were observed and what were
analyze. observed and analyzed. observed and
analyzed. analyzed.

Artifacts reflected on in reflected on in reflected on in the reflected on in
the context of the the context of context of the the context of
learning the learning learning outcomes; the learning
outcomes; outcomes; complete; not outcomes; not
complete, well- complete; well organized, relevant complete; not
organized, organized; very to the learning organized; not
highly relevant relevant to the outcomes relevant
to the learning learning

outcome. outcome
Submission Submitted before Submitted on Submitted a day Submitted two

the deadline the deadline after the deadline (2) days or more
after the deadline
score (Based on
transmutation)
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
__HASSANAL P. ABUSAMA PhD____ __________________

LEARNING
Learner Diversity: The Community and Home
FS 1 4
Environment
SPARK Your Interest
Episode 4 provides opportunities for you to have more in-depth look into the factors that affect
the development of a learner. Focus will be on the early experiences and characteristics of the leaner
as described by the family and other significant others. You will also focus how the teacher links
with the community to maximize the learning and development of students.
TARGET Your Intended Learning Outcomes

 Describe the influencing factors in the home environment that affect the students learning.
 seek advice concerning strategies that build relationships with parent’s guardians and the
wider community (6.2.1); and
 Identify effective strategies on how teachers can work together with the family.
REVISIT the learning Essentials

1. Urie Bronfenbrenner’s bio-ecological model presents the learner within the context of layers of
relationship systems that make up the learner's environment. The layers are:
Microsystem Mesosystem Exosystem Macrosystem Chronosystem
includes the the connection the bigger Outmost layer the element of
structure such between the social system which includes time patterns of
one's family structures in the which includes cultural values stability and
school and microsystem the city customs and pacing of the
neighborhood government, the laws child's everyday
workplace, and life
the mass media
The model helps the teacher investigate every aspect in the learner's environment to understand
his behavior. The teacher's important role is not to replace what is missing at home (if any), but to
work so that the school becomes an environment that welcomes and nurtures families. The teacher
works to create work to create a partnership with the family and the community to bring out the best
in every learner.
2. Baumrind's Parenting Styles
Authoritarian. Parents are very firm with their child and expect unwavering and unquestioning
obedience. Rules are set by parents and misbehavior is met with withdrawal of affection,
physical punishment or threats.
Permissive. Parents are not firm or controlling. They have few expectations. May be warm and
caring but appear to be uninvolved and uninterested.
Rejecting-Neglecting. Parents are disengaged with children. Neither demanding nor responsive to
children. Provide no structure, supervision, support or guidance.
Authoritative. Parents achieve a good blend. They are firm yet loving. Have clear and reasonable
expectations and limits for their children. Treat children with respect and warmth. Make children
understand consequence of their behavior.
Children of:
Authoritarian Parents; are often unhappy, fearful, withdrawn, inhibited, hostile and aggressive.
They have low self-esteem and difficulty with peers.
Permissive Parents: believe that their parents do not care for them. They are often impulsive,
aggressive luck self-control that they have low levels of independence and responsibility.
Rejecting-Neglecting Parents; are found to be the least competent in their overall functioning and
adjustment.
Authoritative Parents: are socially competent, self-reliant, and have greater ability to show self-
control. They have higher self-esteem and are better adjusted.
-Based on Child Development by Santrock 2001

Activity 4.1 Observing the learner's community and home environment

School: Maria A. Montilla Memorial Elementary School Grade/Year Level: _Grade 6__________
Date: _ October 21, 2024________________
To realize my Intended Learning Outcomes, I will work my way through these steps:
1. Select a learner from the class which you have previously observed.
2. Interview the teacher about the learner's characteristics and the community.
3. Conduct a home visit to your selected learner's residence.
4. Interview the parents about
a. the rules they implement at home concerning their child's schooling
b. the learner's activities and behavior while at home.
5. Write the Learner's Profile.
6. Analyze your observation and interview data.
7. Reflect on your observation experience.

Antonette
Use the activity form provided for you to document your U. Buenafe FS 401 Portfolio 51
observations.
Read the following carefully before you begin to observe/interview. Then write your
observation report on the space provided.
The Learner
1. Make a general observation of the learner. Describe him/her in each of the domains of
development
 physical- body built and height (thin, chubby, underweight, overweight), level of physical
activity (fast, slow, lethargic, active, etc.)
 social interaction with teachers and classmates (loner, shy, sociable, friendly, get into
fights, liked by others, etc.)
 emotional moods, temperament, cries easily, loses temper, happy, shows enthusiasm,
excited, indifferent, etc.)
 cognitive (appears to understand lessons cope with the lessons, excel, lags, shows
reasoning skills, turn in assignments and requirements, etc.)
Interview the Teacher

1. What are the most noticeable characteristics of the learner? (Emotional disposition,
behavior and discipline, sense of responsibility study habits, academic performance,
relationship with peers, relationship with adults, social adjustment)
Interview with Parents

1. Conduct a home visit. Once there observe the home set-up, Home is orderly.
family pictures in the living room, etc.)
2. Use the Interview Questions on the next page. Just ask the questions with which
you feel comfortable
An Observation/ Interview Guide for Home-School Link

Suggested Parent Interview Guide

Your teacher may ask you to use a more detailed interview guide. Be free to translate the
questions, if necessary.
Name of Learner: Zyian Eduard L. Ortega
Date of Birth: August 10, 2013 Age: 11
Grade/Year Level: Gender

Number of Siblings: 4
Birth Order:
Parents
Mother: Robelyn Ortega
Age: 37 Occupation: Housewife Educational Attainment: College level
Father: Aldrin Ortega Occupation: Utility Educational Attainment: College Graduate
Learner’s Physical Aspect:

Health
1. Mother's Health during pregnancy with the learner.
 When I’m pregnant I am very thankful that I am ok and I don’t have any problem during
my pregnancy to Zyian.
2. Ailments or health problems of the learner as a child.
 When Zyian is a child up until now I’m so thankful because he is healthy and he has no
iilments or health problems.
3. Age of the learner when he started to walk/talk.
 He can walk when he is in 11 months.
4. Food preferences of the learner as a child and at present
 Up until now he really likes to eat a cerelac.
5. Who took care of him/her as a child?
 I took care of him during and until now.
Learner's Social Aspect:
1. Describe your child's sociability (friendly, outgoing, or shy, loner).

 Zyian is a jolly kid, he is very friendly, outgoing, active yet sometimes naughty.
2. Who were the learner's playmates?
 His close friends and playmates are Romar and Xaniel
3. As a child then, was he/she allowed to play outside?
 When he is a child I let him play outside for him to experience the outside world and for
him to meet other kids.
4. Is he/she allowed to go out with friends?
 I let him go out with his friends but with limit and guidance.
5. Do you have rules for him/her to follow regarding going out?
 Yes
6. What are these rules?
 When he go out and play with his friends he should go home early or before sunset.
Emotional-Moral
1. What are your expectations of your child?
 My expectation to my child is not high, I just want him to work hard and give his best in
order for him to finish his study, get a stable job and be happy.
2. How do you provide a nurturing environment for your child?
 I will provide a nurturing environment for my child by protecting, respecting and letting
them to have their education. Giving them the safety, providing their needs and wants and
support them to what they do.
3. Does your child go to you when she/he feels down or has a problem? What do you do to meet
his/her emotional needs?

 Zyian is not really the kind of kid that will share his problems to me. But when it is
serious Yes he’ll go to me and I will motivate him and tell him that everything gonna be
alright and that he can lean on us and we will be here always for him.
4. What do you do when he/she is not successful in something?
 When he felt down because he’s not successful in something I always motivate him and
telling him that he must study hard and continue to give his best in order for him to be
successful in something that he wants.
How do you discipline your children?
1. Do you have rules in the house? What are they?
 We are not really strict when it comes to our house, the one rules that we have is that they
must respect their elders, clean their mess and when he go out and play with his friends
he should go home before sunset.
2. How do you impose the rules?
 We impose the rules by telling them.
3. What are the consequences of breaking the rules?
 When they break the rules they will have their punishment or they will be Kigan.
Learner's Cognitive Aspect:

1. What are the child's interests?
 He loves to play Mobile legend in his phone and he is fond of playing basketball.
2. What is he/she good at in school?
 He is good in sports most especially in takraw.
3. In what subject/s does he/she have difficulty?
 He is not really good in the subject of Filipino,
4. How do you monitor his/her performance in school? How do you motivate him/her?
 I monitor my child by attending meetings in his school and motivate him to work and
study hard.
5. Do you have rules at home to help him develop good study habits?
 I’m not really strict to them, I’m just reminding them always to study and be good.
6. What are these rules? How are they implemented?
 I’m just reminding them always to study hard, be good always and I will get his phone in
order for him to have his focus while studying.
After you have gathered all the necessary data, Write the learner’s development profile
using the outline below. Type the profile on a separate sheet and attached it to this learning
episode.
THE LEARNER’S DEVELOPMENT PROFILE (Outline)

Name of the Learner: Zyian Eduard L. Ortega
School: Maria A. Montilla Memorial Elementary School
Date of Home visit: October 31, 2024 Date of Birth: August 10, 2013 Age: 11
Grade/Year/level: Grade 6 Gender: Male
Family Profile: Number of siblings: 4 Birth Order:
Parent
Mother: Robelyn Ortega
Age: 37 Occupation: Housewife Educational Attainment: College level___
Father: Aldrin Ortega Occupation: Utility Educational Attainment: College Graduate
Physical Development
 During the pregnancy of Maam Robelyn she is very thankful that she’s ok and she don’t have any
problem during her pregnancy to Zyian. When Zyian is a child up until now her mother was very
thankful because he is healthy and he has no iilments or health problems. In his 11 months he can
already walk and Up until now he really likes to eat a cerelac. The one took care of him during and
until now is his mother.
Social Development
 Zyian is a jolly kid, he is very friendly, outgoing, active yet sometimes naughty. His close friends
and playmates are Romar and Xaniel. When he is a child I let him play outside for him to experience
the outside world and for him to meet other kids. I let him go out with his friends but with limit and
guidance. When he go out and play with his friends he should go home early or before sunset.
Emotional Development
 My expectation to my child is not high, I just want him to work hard and give his best in order for
him to finish his study, get a stable job and be happy. I will provide a nurturing environment for my
child by protecting, respecting and letting them to have their education. Giving them the safety,
providing their needs and wants and support them to what they do. Zyian is not really the type of a
child that will share his problems to me. But when it is serious Yes he’ll go to me and I will motivate
him and tell him that everything gonna be alright and that he can lean on us and we will be here
always for him. When he felt down because he’s not successful in something I always motivate him
and telling him that he must study hard and continue to give his best in order for him to be successful
in something that he wants.
Cognitive Development
 He loves to play Mobile legend in his phone and he is fond of playing basketball. He is good in
sports most especially in takraw. He is not really good in the subject of Filipino. I monitor my child
by attending meetings in his school and motivate him to work and study hard. I’m not really strict to
them, I’m just reminding them always to study and be good. I’m just reminding them always to
study hard, be good always and I will get his phone in order for him to have his focus while
studying.
Findings – I have found out that Zyiana was really a loving brother a good child. Zyian is physically and
emotionally good because of his supportive parents who help him grow. He have a lot of friends because of
his behavior. He also listens and respects his parents.
Conclusions – I conclude that parents should not always be strict in order to disciplined their child rather
they must have to support, guide and understand their children in order for them to grow and Respect them. I
also conclude that if the parents support the child in anything that they do it will affect the child positively.
They will become a good individual and they grow with respect and discipline.
Recommendations – Having a child is very crucial so we must always remember that it is always our
obligation to give them a proper education in which they grow as a good individual.
ANALYZE
Your findings and recommendations in the Learner Development Baumrind's Parenting Styles
Profile will help you answer the questions here.
Authoritarian. Parents are very
firm with their child and expect
unwavering and unquestioning
1. From your home visit and interview, what do you think is the obedience. Rules are set by
style of parenting experienced by the learner? Explain your parents and misbehavior is met
answer. with withdrawal of affection,
 During my interview I was happy because the physical punishment or threats.
Permissive. Parents are not firm
parenting style is effective and I can see that they are or controlling. They have few
connected and very close with each other. The parents expectations. May be warm and
understand and support her child no matter what caring but appear to be
happens. uninvolved and uninterested.
Rejecting-Neglecting. Parents are
disengaged with children. Neither
demanding nor responsive to
2. Relating your data with what you learned from child
children. Provide no structure,
development, what family factors do you think contribute to the supervision, support or guidance.
development and over-all adjustment of the learner in school? Authoritative. Parents achieve a
 One of the factor is the support and the guidance of good blend. They are firm yet
how the parents teach and discipline their children loving. Have clear and reasonable
inside their house. expectations and limits for their
children. Treat children with
respect and warmth. Make
3. Does the communication between the home-school influenced children understand consequence
the learner? If yes, what are these effects? of their behavior.
 Communication between the home and school plays a
crucial role in the development and academic success Children of:
of a learner. It creates a strong support system for the Authoritarian Parents; are often
unhappy, fearful, withdrawn,
learner. When parents and teachers work together to
inhibited, hostile and aggressive.
support the student, they create a cohesive environment They have low self-esteem and
that nurtures the learner’s growth and development. difficulty with peers.
This collaboration ensures that the learner receives Permissive Parents: believe that
consistent guidance and encouragement, both at home their parents do not care for them.
and in the school setting. Communication between the They are often impulsive,
home and school can help the students to become aggressive luck self-control that
they have low levels of
respectful, identify and address any issues or independence and responsibility.
challenges the learner may be facing it can also help in Rejecting-Neglecting Parents;
creating a positive and enriching educational are found to be the least
experience for the learner. competent in their overall
functioning and adjustment.
Authoritative Parents: are
socially competent, self-reliant,
4. How can the teacher partner with the community to contribute
and have greater ability to show
to the development and learning of the students? Who are the self-control. They have higher
people or which institutions can the teacher tap to seek advice self-esteem and are better
regarding the development and learning of students adjusted.
 As a future educator, one of the key elements in -Based on Child Development by
shaping a successful learning environment for students Sontrock 2001
is building strong partnerships with the community.
Through collaborating with various community
resources and organizations, we educators can enrich
the educational experience of our students, provide
them with opportunities for hands-on learning, enrich
their educational experience, addressing their diverse
needs, and foster a sense of belonging and connection
and contribute to the overall development of their
learning. The Teacher can seek guidance and support to
the principals, their colleagues, experts and other
institutions that can help her regarding the
development and learning of students.
REFLECT
1. Reflect on your own development as a child. What type of parenting did you experience? How
did it affect you?
 I’ve experience being hurt by my parents because I’m bad and sometimes I didn’t listen to
them but despite of being hurt by them, I’ve realized that it is their way for us to be
disciplined and for us to follow and respect them, it could bad for others but for me I am very
thankful to their strictness because today I am safe and I’m not one of those individual who
get pregnant because they didn’t listen and follow their parents.
2. As a future teacher, how would you establish good home-school collaboration? How can you
work well with the parents? How can you help them? How can they help you?
 As a future teacher, establishing good collaboration between home and school is essential for
the success of every students and it is also very crucial since not all parents are
understanding. As a future teacher, I would work towards building positive relationships with
parents through effective communication. I would strive to maintain open lines of
communication with parents through regular updates on their child's progress, behavior, and
any concerns that may arise. This can be done through emails, phone calls or even parent-
teacher conferences. By keeping parents informed and involved, they can feel more
connected to their child's education and be more supportive of their learning.
Directions: Read the items given below and encircle the correct answer
1. Which are most likely the kind of children raised by authoritarian parents?
I. Fearful
II. Inhibited
III Hostile
IV. Withdrawn
A. I and II B. I, II and III

C. II and III D. I, II, and IV
2. If a child was raised by authoritative parents, how will most likely will he/she behave in class?
A. Relates well to classmates
B. Is suspicious of others
C. Quarrels often with classmates
D. Has low level of independence
3. Which parenting styles contribute/s to the development of children who have low level of
responsibility?
A. Authoritarian
B. Authoritative
C. Permissive
D. Neglecting and permissive
Color Your
World…
1. Make an artistic,
colorful, and
creative visual
expression of your
2. insights or feelings
H – Home for every child about the influence
O – Opportunities for growth and success of the home and
M – Mutual support and collaboration and school and
community to the
E – Empowering individuals and families.
learners.
S – Shaping future generations of our community Then, write a few

C –Cultivating responsable citizens, statements on the
H – Harnessing collective potential, space below about
O – Optimizing learning and Outreach their passion your visual art
O - Opening doors to a new pssibilities that will
L - Lead to a positive change and development.
C – Creating a brighter future

Stick
O – Offering help, hope and opportunities
with
M – Making difference to the life of every individual Acrostic…
M – Maximizing community impact,
U – Understanding and embracing diversity and 2. make a reflection
N – Nurturing a sense of community to acrostic about the
I – Inspire positive change and to home, school and
T – Transform lives and commuties for community.
Y – Youth empowerment and development.

Evaluate Your Work Task. Field Study 1: Episode 4: Learner Diversity: The Community and
Home Environment
Learning Outcome: Describe the influencing factors in the home environment that affect the
students’ learning *seek advice concerning strategies that built relationships with
parents/guardians and the wider community (6.2.1) and *identify effective strategies on how
teachers can work together with the family.
Name of FS Student: Antonette U. Buenafe Date Submitted: _ October 22, 2024_


Episode
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation questions/tasks observation questions/tasks not observation
Sheet completely questions/tasks answered/accomplished questions/tasks not
answered/accomplish completely . answered/accomplish
ed. answered/accomplis ed.
hed.
answered completely, answered answered completely, observation questions
answers are with completely, answers answers are not clearly were not answered,
depth and are are clearly connected to theories; answers not
thoroughly grounded connected on One (1) to three (3) connected to theories,
on theories, grammar theories, grammar grammatical spelling more than four (4)
and spelling are free and spelling are free errors. grammatical spelling
from error. from error. errors.
Reflection Profound and clear; Clear but lacks Not so clear and Unclear and shallow,
supported by what depth, supported by shallow, somewhat rarely supported by
were observed and what were observed supported by what were what were observed
analyzed. and analyzed. observed and analyzed. and analyzed.
Learning Portfolio is reflected Portfolio is reflected Portfolio is not Portfolio is not
Artifacts on in the context of on in the context of reflected on in the reflected on in the
the learning the learning context of the learning context of the
outcomes; Compete, outcomes; Compete, outcomes; Compete, learning outcomes;
well organized, well organized, very not organized, relevant not compete, not
highly relevant to the relevant to the to the learning organized, not
learning outcome. learning outcome. outcome. relevant.
the deadline
COMMENTS Rating:
transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below
HASSANAL P. ABUSAMA PhD ________________

FIELD STUDY 1 LEARNING Creating an Appropriate Learning Environment
EPISODE
FS 1 5
SPARK Your Interest
This learning Episode provides an opportunity to mine how classrooms are structured or
designed to allow everyone's maximum participation for effective learning. You should be able to
examine how classroom management practices affect learning. This Episode enhances the
application of the theories learned in the following professional subject such as Facilitating learner
Centered-Teaching and The Child and Adolescent Learners and Learning Principles
.

 plan on how to manage time, space, and resources; and
 provide a learning environment appropriate to the learners and conducive to learning.

The classroom climate that is conducive for learning is one that is non-threatening yet business-
like. It is a classroom where, when creating audio-visual presentations, the following are observed:
 Specific classroom rules and procedures are clear
 Classroom rules and procedures are discussed within the first few days of the school.
 Students are involved in the design of rules and procedures
 Techniques to acknowledge and reinforce acceptable behavior are employed.
 Clear limits for unacceptable behavior are established and negative consequences for such
are communicated
 Classroom processes are democratic
OBSERVE,
1. As you ANALYZE,
observe theREFLECT
class, investigate the characteristics of the learners. Note their ages.
Activity 5.1 Managing Time, Space and Learning Resources
1. How many boys are there? How many girls?
 Teacher:
Resource The total students of Grade 6-Bonifacio are 35. Signature:_________
Teacher's They have 19 boys and 16 girls.
School: BUENAFLOR ELEMENTARY SCHOOL Grade/Year Level: VI
2. Focus on their behavior. Are they already able to manage their own behavior?
Date:_________________
 In their case most of them cannot be able to handle their own behavior because of the
influence of their peers and their decisions when they choose to follow or listen to the
OBSERVEteachers.
Observe and use the observation sheet provided for you to document your observations
3. Can the learners already work independently?
 Yes in my case they are already capable to work independently but not all the time since
they are in their 6th grade.
4. Describe their span of attention.

 They are very active in terms of playing and their attention span matters when they don’t
really want to listen in the discussion or they get board to the discussion of the teacher.
ANALYZE
Analyze and answer these questions on observed classroom management practices. It is also
good to ask the teacher for additional information, so you can validate your observation. Write
your notes below; and then organize your data in the Table that follows.
1. Are there areas in the classroom for specific purposes (storage age of teaching aids, books,
students' belongings, supplies, etc.). Describe these areas. Will it make a difference is
these areas for specific purposes are not present?
 They have cleaning materials, divan box and medicinal supplies at the side of teachers
table. It is well organized. Yes it will really make difference when it is not present
because it is very useful and if this area is not present the classroom will become a
mess or it will make the classroom dirty.
2. Are there rules and procedures posted in the room? List them down. Do these rules
reinforce positive behavior?
 There’s none but before they started their lesson the teacher will present a classroom
rules for the students to be aware and to follow. Yes it reinforce positive behavior
because they became obedient and disciplined.
3. Did the students participate in making the classroom rules? If the Resource Teacher is
available, ask him/her to describe the process. What's the effect of student’s participation
in rulemaking on student's behavior?
 Yes the student participate in making the classroom rules. They are very obedient to
follow the rules and they become responsible on their own behavior and they become
disciplined
4. What are the daily routines done by the Resource Teacher? (Prayer, attendance,
assignment of monitors, warm-up activities, etc.) How are they done?
 The routine of my resource teacher is very effective. Before the class started they
conducting a flag ceremony inside the classroom, then after that an opening prayer,
attendance, energizer, classroom rules, recalling the past lessons, discussions and other
activities.
5. Is there a seating arrangement? What is the basis of this arrangement? Does this help in
managing the class?
 The seating arrangement depends on their behavior. It helps the class because they
will be disciplined and become responsible on their own actions.
6. Observe the noise level in the classroom. How is this managed?
 The level of noise depends on the voices of every students. It is manage by telling
them to minimize their voice or to give them activity in order for them to keep quiet.
7. If a learner is not following instruction or is off task, what does the Resource Teacher do?
Describe the behavior strategies used.
 They all follow the instruction because when my RT gives an activity she always
make it understandable and she will explain it properly in order for them to know and
understand.
8. What does the Resource Teacher do to reinforce positive behaviors? (Behavior strategies)
 My Resource Teacher give rewards and points to those students or groups who got a
correct answer or participate in the learning process. She also praise the students who
got the right answer.
REFLECT
Reflection as a future teacher

1. Why do you need to enforce positive discipline?
 It is needed in order to promote a positive and productive learning environment where
everyone improves and grow. It is also needed to enforce positive discipline in order for
our learners to respect and support each other, encourage responsibility and
accountability and to reduce misbehavior in the classroom.
Activity 5.2 Identifying the Different Aspects of Classroom Management Resource Teacher

School: Maria A. Montila Memorial Elementary School Grade/Year Level: Grade 6
Date: __ October 22, 2024_____
OBSERVE
CLASSROOM MANAGEMENT MATRIX
Observe a class and accomplish the given matrix.

Aspects of Classroom Description Effect on the Learners
Management (to be filled out after you answer
the analysis questions)
1. Specific Areas in the  Teachers table,  It helps them to be more
classroom cleaning materials, focus and become
comfortable in the learning
process.
2. Classroom Rules  Set of rules and  It helps them to established

guidelines to impose and ensure a productive,
or designed in order respectful and safe learning
to assist the behavior environment. It also help
of the students. them to become responsible
and be disciplined.
3. Classroom  It helps them to be
Procedures  Lesson introduction, productive, to follow and
communication, be aware of their classroom
activities and procedure and to enhance
cleaning time. their academic focus.
4 Daily Routines  Flag ceremony  It helps them to be more

inside the classroom, productive and responsible
prayer, prayer, to their behavior and at the
same time it will help them
attendance,
to increase their confidence
energizer, classroom and comfort levels since
rules, discussions they already know their
and activities. daily routine.
5. Seating Arrangement  It is divide into 2  It helps them to be

columns and it is discipline and become
arranged according responsible to their actions.
to their heights.
6. Handling  Misbehave students  It helps them to improve

misbehavior/off-task are the one who their behavior and to
behavior answers the promote responsibility and
questions. accountability.
7. Reinforcement of  The teacher gives  It helps them to boost their

Positive 100 points to every confidence, be motivate
Behavior groups that will get a and encourage to do their
correct answer and best.
she will tell her
students to give them
the different types of
claps.
ANALYZE
1. How did the classroom organization and routines affect the learners' behavior?
 Classroom organization and routines play a crucial role in shaping learners' behavior.
When a classroom is well-organized and has consistent routines in place, students are
more likely to stay focused, engaged, and on task. Classroom organization and routines
can affect the behavior of every learners by improving their growth. It affects the
behavior of every learners for them to become productive and be responsible to their
actions. It also helps them to promote collaboration and communication to interact
positively with their peers.
2. What should the teacher have in mind when she/he designs the classroom organization and
routines? What theories and principles should you have in mind?
 When designing the classroom organization and routines, there are several important
factors that teachers should keep in mind in order to create a productive and effective
learning environment for their students. The teacher must know the background of her
students what appropriate routines and classroom organization would she implement in
order to achieve her goal, and to become beneficial for her students. She must establish
clear expectations for behavior and academic performance from the beginning. This
includes setting rules for classroom conduct, as well as establishing procedures for
completing assignments, asking questions, and seeking help when needed. Teacher
should consider the physical layout of the classroom, establish clear expectations for
behavior and academic performance, and incorporate principles of effective classroom
management. By creating a supportive and engaging learning environment that promotes
collaboration and inquiry, teachers can help to enhance student learning and achievement
in the classroom.
3. Which behavior strategies were effective in managing the behavior of the learners? In
motivating students? Why were they effective?
 The behavior strategies that was effective in managing the behavior of the learners is
when the Teacher is authoritative in order for them to be disciplined. It will help them to
be more active and to participate in every discussion because they listen and follow their
teacher. It is very effective because it can foster self-improvement and be obedient.
REFLECT
Reflect on the following and write your insights.
1. Imagine yourself organizing your classroom in the future. In what grade year level do you see
yourself? What routines and procedures would you consider for this level. Why?
 I see myself teaching grade 5, similar to others, if it is applicable and beneficial for my
classroom setting, so I must apply it. I will apply the routine of my resource teacher
because I know that it is very effective, productive, and engaging, from starting the class
with an opening prayer, giving energizer for motivation, setting classroom rules,
recalling the past topics, discussing, giving examples, elaborating on the topics, and
giving quizzes and assignments.
2. Make a list of the rules you are likely to implement in this level. Why would you choose these
rules?
The classroom rules that I want to implement in this level are the following:
 Listen when the Teacher is speaking and when your classmate is answering.
 Raise your right hand if you want to ask or to answer.
 Cooperate to all individual and group activities.
 Keep your workspace clean and tidy.
 Behave properly.
I would choose this rules because during my observation it was proven that this rules are very
effective and convenient.
3. Should learners be involved in making the class rules? Why?

 Yes in order to be fair and for them to be responsible and accountable if they don’t follow
the rules that they are involve.

Direction: Read the items given below and encircle the correct answer.
1. Focusing on natural consequences of students’ behavior develops more self-regulation in the

students. Which of the following teacher statements demonstrates focusing on natural
consequences?
A. “Those who were noisy today during seatwork will not be allowed to play games in the
computer later.”
B. "If it takes you longer to finish the seatwork because time is wasted with chatting, then we
won't have time to go to the playground anymore.”
C. "Those who are well-behaved in class will be given plus 5 points in the quiz.”
D. If you get a grade of 95 or higher in the first two assignments, you will be exempted from the
3rd assignment.
2. Learners are more likely to internalize and follow classroom rules when _________.
A. the teacher clearly explains the rules she prepared
B. the learners know the punishments for not following the rules
C. the learners participate in the rule-making process
D. the teacher gives additional points for those who follow the rules
3. For a teacher to establish and maintain consistent standards of learner’s behavior, they should do
all EXCEPT ___________.
A. give immediate feedback to reinforce appropriate behavior of learners
B. be open to exceptions each time a learner misbehaves in class
C. communicate and enforce school policies and procedures clearly and consistently
D. handle behavior problems promptly and with due respect to learners' rights

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

Evaluate Your Work Task. Field Study 1: Episode 5: Creating an Appropriate Learning
Environment
Learning Outcome: Plan on how to manage time space, and resources. Provide a learning environment
appropriate to the learners and conducive to learning.
Name of FS Student: Antonette U. Buenafe Date Submitted: _ October 23, 2024_

Year & Section:4-D Course: Bachelor of Elementary Education
Learning Excellent Very Satisfactory Satisfactory Needs

Episode Improvement
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation questions/tasks observation questions/tasks not observation
Sheet completely questions/tasks answered/accomplish questions/tasks not
answered/accompl completely ed. answered/accomplis
ished. answered/accomplishe hed.
d.
Analysis All questions All questions were Questions were not Four (4) or more
were answered answered completely, answered completely, observation
completely, answers are clearly answers are not questions were not
answers are with connected on theories, clearly connected to answered, answers
depth and are grammar and spelling theories; One (1) to not connected to
thoroughly are free from error. three (3) grammatical theories, more than
grounded on spelling errors. four (4) grammatical
theories, grammar spelling errors.
and spelling are
free from error.
Reflection Profound and Clear but lacks depth, Not so clear and Unclear and shallow,
clear; supported supported by what shallow, somewhat rarely supported by
by what were were observed and supported by what what were observed
observed and analyzed. were observed and and analyzed.
analyzed. analyzed.
Learning Portfolio is Portfolio is reflected Portfolio is not Portfolio is not
Artifacts reflected on in the on in the context of reflected on in the reflected on in the
context of the the learning outcomes; context of the context of the
learning Compete, well learning outcomes; learning outcomes;
outcomes; organized, very Compete, not not compete, not
Compete, well relevant to the organized, relevant to organized, not
organized, highly learning outcome. the learning outcome. relevant.
relevant to the
learning outcome.
Submission Submitted before Submitted on the Submitted a day after Submitted two
the deadline deadline the deadline (2) days or more
after the deadline
COMMENTS Rating:
transmutation)
Sco 20 19 17 16 15 14 13-12 11 10 9-8 7-below

re -
18
Gra 1.0 1. 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
de 25
99 96 93 90 87 84 81 78 75 72 71-Below
HASSANAL P. ABUSAMA PhD ______ ________________

LEARNING Classroom Management and Classroom Routines

FIELD STUDY 1
EPISODE
FS 1 6
SPARK Your Interest
This Episode focuses on the classroom structure and routines performed by teachers in
class to provide a safe, friendly non-threatening and caring environment. Effective classroom
routines ensure order and discipline to help the students to stay calm and focused in their daily
tasks.
At the end of this episodes, I must be able to
 identify the classroom routines set by the teachers; and
 observe how the students execute the various classroom routines.
Routines are the backbone of daily classroom life. They facilitate teaching and learning
routines don't just make the life of the teacher easier. The save valuable classroom time. Efficient
routines make it easier for students to learn and achieve more.
Establishing routines early in the school year:
 To run your daily activities, run smoothly.

 Ensure you to manage time effectively.
 Help you maintain order in the classroom.
 Make you more focused on teaching because you spend less time in giving directions/
instructions; and
 Enable you to explain to the learners what are expected of them.
Activity 6.1 Observing Classroom Management and Routines


Date: _October 24, 2024__________
OBSERVE
Observe the classroom of the Resource Teacher by accomplishing the given checklist
Checklist on Classroom Routines
Check Yes ( ) if observed and ( ) if not observed.
Classroom Routines Observed ( ) Not Observed (

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

ANALYZE
Analyze the routines set by the Resource Teacher by answering the following questions.
1. Were the routines effective in ensuring discipline and order in the class? Why? Why
not?
 In my opinion, the routines of a teacher play a key role in ensuring discipline and order in the
class to foster effective, productive and conducive atmosphere for students to focus on their
studies and excel academically. It helps them to be productive and be obedient to every routine
that will help them grow.
2. Which of those routines where systematic and consistently implemented? Explain your
answer.
 The routines that are systematic and consistently implemented by my Resource Teacher
are Asking questions during lesson and joining classroom activities because through
these they can collaborate, engage and participate with their peers. It can also improve
their communication and socialization skills and most importantly it can help them to
check their understanding and learnings about the lesson that they have discussed.
REFLECT
Reflect on the various routine observe.
1. Which of the routine will you most likely apply in your class? Why? Why not?
 As a future teacher, I will choose the routine of joining classroom activities and asking
questions during lessons in order to promote collaboration with every student and create a
productive and understanding learning environment. It will also help them to be
motivated, engage themselves with the different perspectives of their classmates, and
promote positive impact and improvement for the learners.
Activity 6.2 Listing Down Classroom Rules
Resource Teacher: Rachelle D. Cruzada Teacher’s Signature: ___________

Date: _ October 25, 2024_____________
OBSERVE
Observe a class and list down the classroom rules formulated by the Resource Teacher.
Cite the importance of these rules.
Classroom rules are imperative and must be reinforced for learners' safety and security.
Rules also teach discipline and self-control. Rules eliminate stress and will provide a more
pleasant, secured and non-threatening environment. Rules in sure the students' engagement and
focus in their classroom activities.
Classroom Rules Importance
Listen while the Teacher is

speaking In order for the students to be obedient and
have their focus while learning.
Raise your hand if you want to ask It will help the students to be organize and
or answer promote respect and
Cooperate to all individual and It is important in order for them to have a

group activities smooth, organized and respectful
participation.
Share your ideas. It helps them to share their knowledge, to

acknowledge their ideas and to check their
learnings.
Behave Properly. It is important in order for the learner’s to

have their focus and to be discipline.
ANALYZE
1. Analyze each given rules. What circumstances led to the formulation of the to the k rule?
 The rule is organized according to the behavior of the learners and for their own
growth and improvement.
2. Are classroom rules important?
 Yes the classroom rules is very important in promoting an active and effective
teaching-learning process.
REFLECT
Reflect on the various classroom rules set by the Resource Teacher. Will you have the same
rules? If not, what rules are you going to employ? Explain your answer.
 As a future teacher,
I believe my resource
teacher and I have
the same rules. It is
because
 we have the same
goal for the learners
which is to help them
enhance and develop
their
 thinking skills
 Classroom rules are designed to maintain order, respect, and focus in the
classroom, ensuring that students can maximize their learning potential. As a
future I will also employ the classroom rules set by my Resource Teacher because
I know it is also effective. As a future educator I will add some rules in which I
know that will benefit my students. I will set the rules to arrive early in the
classroom to promote punctuality, I would prioritize rules that promote active
participation, critical thinking, collaboration, and respect for diverse perspectives.
Rules relating to academic honesty, mutual respect, and constructive dialogue
would be non-negotiable in my classroom. Additionally, I would encourage open
communication and feedback to ensure that students feel heard and valued in the
learning process.
Take some snapshot of the classroom routines employed by the Resource Teacher which are
worth emulating. Tell something about the pictures.
 Flag ceremony inside the classroom, opening prayer and engaging students through
dancing before starting the discussion. It helps them to become more productive and
motivated to learn in the learning process. It will also help them to be grateful to all the
blessings that they have receive everyday.
Evaluate Your Work Task, Field Study 1 – Classroom Management and Classroom Routines
Learning Outcome: Identify the classroom routines set by the teacher; and observe how the
students execute the various classroom routines.
Name of FS Student: Antonette U. Buenafe Date Submitted _ October 25, 2024__
Year & Section:4-D Course: Bachelor of Elementary Education
Very
Learning Excellent Satisfactory Needs Improvement
Satisfactory
Episode 4 2 1
3
Accomplished All observation One (1) to two Three (3) Four (4) or more
Observation questions/tasks (2) observation observation observation
Sheet completely questions/tasks questions/tasks questions/tasks not
answered/ not answered/ not answered/ answered/
accomplished. accomplished. accomplished.
Accomplished
Analysis All questions All questions Questions were Four (4) or more
were answered were answered not answered observation questions
completely; completely; completely; were not answered;
answers are with answers are answers are not answers not connected
depth and are clearly connected clearly connected to theories; more than
thoroughly to theories; to theories; one four (4) grammatical/
grounded on grammar and (1) to three (3) spelling errors.
theories; spelling are free grammatical/
grammar and from errors. spelling errors.
spelling are free
from error.
Reflection Profound and Clear but lacks Not to clear and Unclear and shallow;
clear; supported depth; supported shallow; rarely supported by
by what were by what were somewhat what were observed
observed and observed and supported by and analyzed.
analyze. analyzed. what were
observed and
analyzed.

Artifacts reflected on in reflected on in reflected on in reflected on in the
the context of the the context of the the context of the context of the learning
learning learning learning outcomes; not
outcomes; outcomes; outcomes; complete; not
complete, well- complete; well complete; not organized; not relevant
organized, highly organized; very organized,
relevant to the relevant to the relevant to the
learning learning outcome learning
outcome. outcomes
Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline deadline after the deadline days or more after the
deadline
score (Based on
transmutation)
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
HASSANAL P. ABUSAMA PhD __________________

1. What term applies to the established ways of managing a classroom into more organized and
systematic structure?
A. Classroom routine
B. Positive discipline
C. Classroom discipline
D. Classroom management
2. When is the best time to establish classroom routines?
A. At the start of the year
B. At the end of the class
C. At the start of the activity
D. At the start of the class discussion
3. What is the primary reason for the establishment of classroom routines?

A. To ensure order sent
B. To eliminate stress
C. To be always fair
D. To control the class
4. To ensure order in the transition activities, what must be done?
A. Assign a leader
B. Post the rules sent
C. Let students work in groups
D. Set the rules before activity
5. What routine must be set to guarantee the safety of the students?
A. Assign a leader
B. Let them work in pairs
C. Let them work individually
D. Set the do's and don’ts in every activity
FIELD STUDY 1 LESSON EPISODE Physical and

Personal Aspects of
FS 1 7 Classroom
Management
SPARK Your Interest
This Episode tackles classroom management and discipline. It focuses on the personal
physical aspects of classroom management which are central to teaching and therefore must be
consistently implemented.
 identify the two (2) classroom management; and

 determine the classroom management strategies that the Resource Teacher

employed in his/her class.
REVISIT the Learning

Essentials
Classroom management refers to the wide variety of skills and techniques that teachers
use to keep students organized, orderly, focused, attentive on tasks and academically productive
in class.
Importance of Effective Classroom Management
 increases chance of student success.

 paves the way for the teacher to engage students in learning.
 helps create an organized classroom environment.
 increases instructional time - creates consistency in the employment of rules and
regulations.
 aligns management strategies with school wide standards.
 decreases misbehavior in the classroom.
 gives student boundaries as well as consequences
Two aspects of Classroom Management.
1. Personal Classroom Management consists of managing your own self to ensure order
and discipline in your class. It includes:
1.1 . voice
1.2 . personal grooming
1.3 . attendance
1.4 . punctuality
1.5 . personal graciousness
Managing yourself as a teacher contributes to the order and well-being of your class.
2. Physical Classroom Management consists of managing the learning environment.

Attending to these physical elements of the learning environment ensures the security
and order in the class. It includes:
3.1. ventilation
3.2. lighting
3.3. acoustics
3.4. seating arrangement
3.5. structure / design of the classroom
3.6. physical space/learning stations
Some Effective Classroom Management Strategies
1. Model to the students how to act in different situations.

2. Establish classroom guidelines

3. Document the rules.
4. Refrain from punishing the entire class
5. Encourage initiative from class
6. Offer praise and rewards
7. Use non-verbal communication
8. Take time to celebrate group effort
9. Let students work in groups
10. Interview students to assess their needs
11. Address bad behavior quickly
12. Consider peer teaching
13. Continuously engage the students
14. Assign open-ended project
15. Write group contracts
Identifying Personal and Physical Aspects of Classroom

Activity 7.1 Management

Date: __October 28, 2024____________
OBSERVE
Observe a class and interview the Resource Teacher. Ask how the personal and physical
aspects of classroom management ensure proper classroom management and discipline. Check if
these aspects were observed in the classroom.
ASPECTS OF CLASSROOM MANAGEMENT YES NO

1. Personal Classroom Management
1.1 Is the teacher well-groomed that he/she demands respect from the
learners. /
1.2 Is the teacher’s voice modulated and can be heard by the entire class? /
1. 3 Was the teacher present in class? /
1.4 Did the teacher arrive on time in class? /

1.5 Does the teacher exude a positive attitude towards in teaching? /
2. Physical Classroom Management
2.1 Is the classroom well-ventilated? /

2.2 Is the lighting good enough? /
2.3 Is the classroom free from noise? /
2.4 Does the seating arrangement provide better interaction? /
2.5 Is the design/structure of the room inviting to classroom activities? /

2.6 Is the physical space/learning station clear from obstruction? /
ANALYZE
Analyze the different elements of personal/physical classroom management and answer the
following questions?
1. How does the voice of the teacher affect classroom instruction?

 The Teacher has a pleasant and moderate voice that can be easily heard and
understood by everyone. The way she delivered her message is loud and cleared. The
voice of the teacher will help the students to be attentive, to hear and understand what
she’s discussing and for them to become more active and engaging.
2. How does the punctuality of the teacher affect classroom discipline?

 Punctuality is a crucial aspect of a teacher’s professionalism and has a significant
impact on classroom discipline. When a Teacher is consistently late, it sets a negative
example for students and undermines their authority. Students may become unruly or
disruptive when they perceive that the teacher is not fully committed to their
education. The punctuality of the Teacher affect classroom discipline in a way that the
students can easily adapt to it and they will be motivated to attend class early just like
their teacher. Additionally, arriving late can disrupt the flow of the lesson and waste
valuable instructional time so it is very essential for teachers to be punctual in order to
maintain a positive learning environment and establish a culture of respect and
accountability within the classroom.
3. Why do we need to check on the physical aspects of classroom management?

 It is needed to check the physical aspects of classroom management in order to be
organize, prevent behavioral issues and to help promote and improve the learnings of
every student. It is also needed to create a welcoming, safe and supportive learning
environment for the students to become comfortable and more focus.
REFLECT
Reflect on the aspects of personal and classroom management.
1. What does this statement mean to you as a future teacher? Explain.

“No amount of good instruction will come out without effective classroom management”.
 The phrase “No amount of good instruction will come out without effective classroom
management” emphasizes the importance of creating a positive and structured learning
environment for students. When teachers prioritize classroom management and establish clear
expectations for behavior, they set the stage for effective instruction and meaningful learning
experiences for their students. By focusing on both classroom management and instruction,
teachers can create a learning environment where students are able to thrive and reach their
full potential academically.
2. What are your plans in ensuring effective classroom management?

 In my opinion, the routines of a teacher play a crucial role in ensuring discipline and order in
the class. As a future Teacher My plans in ensuring effective classroom management is that I
want to set clear expectations where every students are aware and be responsible with their
actions and behavior., consistently enforce consequences, and establish routines for daily
activities so that students can focus on their education. I also need to continuously evaluate
and adjust their routines in order to meet their individual needs and to ensure a productive and
orderly classroom environment.
Activity 7.2: Demonstrating knowledge of positive and non-violet discipline in the

management of learner behavior.

School: Maria A. Montilla Memorial Elementary School Grade/Year Level:Grade 6
Date: _October 28, 2024__________
OBSERVE
Observed the classroom management strategies that your Resource Teacher employs in
the classroom. You may also conduct an interview to substantiate your observation.
Check the management strategies employed by Resource Teacher.
Check (/) observed, put an (X) if not observed and 0 for no opportunity to observed.
Effective classroom management strategies Observed Not Not

observed opportunity
to observe
1. Model to the student how to act in /

different situation
2. Establish classroom management /
3. Document the rules /
4. Refrain from punishing the entire class /
5. Encourage initiative from class /
6. Offer praise and rewards. /
7. Use non-verbal communication /
8. Take time to celebrate group effort /

9. Let students work in group /
10. Interview students to assess their needs /
11. Address bad behavior quickly /
12. Consider peer teaching /
13. Continuously engage the student /
14. Assign open-ended project /
15. Write group contacts /
Others (PLEASE SPECIFY)
16.
17.
18.
ANALYZE
Analyze the checklist you have accomplished and answer the given questions.
1. How many strategies were employed by the Resource Teacher? Did these contribute
better classroom management? Explain your answer.
 Variety of strategies were employed by the Teacher because she believes that in order
to be an effective teacher, she must have a plan B in which she explores different
strategies in order for her to be prepared at all times. Yes, it contributes to having
better classroom management because it helps the student to become a responsible and
disciplined individual, for them to be more productive and improve their behavior.
2. What were not used by the Resource Teacher? Were these important? What should have
been used instead? Explain.
 There’s none because my Resource Teacher used variety of methods in which her
students will be comfortable, effective and grow as an individual.
REFLECT
As a future teacher, reflect on the observation then answer the given question.
1. What classroom management strategies do I need to employ to response to diverse types of

learners?
 To response to the diverse needs of every students, we must first interview them in
order for us to assess their individual needs and then allow them to work in groups in
order for them to be aware of their individual differences. As a future educator I must
know the needs and differences of my students. I must have equal treatment and
comfortable yet serious impression to them. I must acknowledge and respect their
diversity and promote an open and welcoming environment where every student is
valued and understand.
SHOW YOUR ARTIFACTS
Show piece(s) of evidence of

learning to capture the
classroom management
strategies used by your
Resource Teacher.
Evaluate Your Work Task. Field Study 1: Episode 7: Physical and Personal Aspects of Classroom
Management
Learning Outcome: identify the two (2) classroom management; and determine the classroom
management strategies that the Resource Teacher employed in his/her class.
Name of FS Student: Antonette U Buenafe Date Submitted: __ October 29,

2024_______________

Episode Improvement
Accomplishe All observation One (1) to two (2) Three (3) observation Four (4) or more
d questions/tasks observation questions/tasks not observation
Observation completely questions/tasks answered/accomplish questions/tasks not
Sheet answered/accomplish completely ed. answered/accomplis
ed. answered/accomplishe hed.
d.
answered completely, answered completely, answered completely, observation
answers are with answers are clearly answers are not questions were not
depth and are connected on theories, clearly connected to answered, answers
thoroughly grounded grammar and spelling theories; One (1) to not connected to
on theories, grammar are free from error. three (3) grammatical theories, more than
and spelling are free spelling errors. four (4) grammatical
from error. spelling errors.
supported by what supported by what shallow, somewhat rarely supported by
were observed and were observed and supported by what what were observed
analyzed. analyzed. were observed and and analyzed.
analyzed.

the learning the learning outcomes; context of the context of the
outcomes; Compete, Compete, well learning outcomes; learning outcomes;
well organized, organized, very Compete, not not compete, not
highly relevant to the relevant to the organized, relevant to organized, not
learning outcome. learning outcome. the learning outcome. relevant.
deadline deadline the deadline (2) days or more
after the deadline
COMMENTS Rating:
transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grad 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
e
99 96 93 90 87 84 81 78 75 72 71-Below
HASSANAL P. ABUSAMA PhD _________ ________________

1. How will you prevent truancy among students?
A. Check attendance regularly.

A. Allocate budget for each student.
B. Improve sanctions on absentees
C. Always prepare and teach your lessons effectively.
2. What will be the most effective way of dealing with non-participative

students?
A. Let them do what pleases them
B. Refer the matter to the Guidance Counselor.
C. Employ engaging and enjoyable activities.
D. Give them the grader they deserve based on their performance.
3. How will you help the shy and timid students in your class?
A. Treat them naturally.

B. Let them be as they are.
C. Refer them to the Guidance Office.
D. Encourage them to join as many activities as possible in class.
4. How will you put to optimum use the leadership skills of your students?
A. Recognize their leadership skills.
B. Let them just do what they please.

C. Refrain from calling them all the time.
D. Empower them to initiate activities in class.
5. To discipline unruly students, Teacher Helen always tells her

students "Remember I am the person in authority here. I have the power
to pass or fail you." Do you agree with Teacher Helen's reference to
power?
A. We need more data to give a categorical answer.
B. Yes, passing and failing are in the hands of a teacher.
C. Yes, one may use the power given you to blackmail students.
D. No, teacher authority is not meant to be used to pass or fail students.
LEARNING
Understanding the School Curriculum
FS 1 8 Close Encounter with the School Curriculum
SPARK Your Interest
Formal education begins in school. Schools are institutions established to design total learning
activities appropriate for each team in each grade level. Thus, schools have recommended
curriculum which is the enhanced K to 12 curricula. The recommended curriculum was translated
into written curriculum like books, modules, teachers' guides, and lesson plans which are the basis of
the taught curriculum. A teacher who implements the curricula needs support materials (support
curriculum) to enhance teaching and learning so that the written and the taught curricula can be
assessed (assessed curriculum) to determine if learning took placed (learned curriculum). However,
there are so many activities that happen in schools but are not deliberately planned. This refers to the
hidden curriculum.
A classroom teacher plans, implements, and evaluates school learning activities by preparing a
miniscule curriculum called a lesson plan or a learning plan. The teacher then puts life to lesson plan
by using it as a guide in the teaching-learning process where different strategies can be used to
achieve the learning objectives or outcomes. There are many styles of writing a less plan, but the
necessary parts or elements such as (a) Learning Outcomes (b) Subject Matter (c) Teaching --
Learning Strategies, and (d) Evaluation or Assessment should always be included.
All of these elements should be aligned so that at the end of the teaching-learning episode,
learning will be achieved with the classroom teacher is a guide.
At the end of this Episode, I must be able to.

 identify the different curricula that prevail in the school setting.
 describe how the teacher manages the school curriculum by planning, implementing lessons
through different strategies and assessment of learning outcomes; and
 analyze if the teacher aligns the objectives to subject matter, to teaching strategies and
assessment
School Curriculum: What is this about?

From a broad perspective, curriculum is defined as the total learning process and
outcomes as in lifelong learning. However, school in this course limits such definition of total
learning outcomes to confine to a specific learning space called school. Schools are formal
institutions of learning where the two major stakeholders are the learners and the teacher.
Basic education in the Philippines the Department of Education or DepEd and the
recommended curriculum is the K-12 Enhanced Basic Education Curricula of 2013. All basic
education schools offering kindergarten (K) elementary (Grades 1 to 6) and Secondary (Grades 7-10,
Junior High School and Grades 11 to 12, Senior High School) adhere to this national curriculum as a
guide in the implementation of the formal education for K to 12.
What are the salient features of the K to 12 Curriculum? Here are the features. It is a
curriculum that:
1. strengthens the early childhood education with the use of the mother tongue,
2. makes the curriculum relevant to the learners. The use of contextualized lessons and addition
of issues like disaster preparedness, climate change and information and communication
technology (ICT) are included in the curriculum. Thus, in-depth knowledge, skills and
values, attitude through continuity and consistency across every level and subject,
3. builds skills in literacy. With the use of Mother Tongue as the main language in studying and
learning tools from K to Grade 3, learners will become ready for higher level skills,
4. ensures unified and seamless learning. The curriculum is designed in a spiral progression
where the students learn first the basic concepts, while they study the complex ones in the
next grade level. The progression of topics matches with the developmental and cognitive
skills. This process strengthens the mastery and retention,
5. gears up for the future. It is expected that those who finish basic education in Grade 12 will
be ready for college or tech voc careers. Their choice of careers will be defined when they go
to Grade 11 and 12,
6. nurtures a fully developed youth. Beyond the K to 12 graduates the learner will be ready to
embark on different career paths for a lifetime. You will recall that a school curriculum is of
many types for the kindergarten to Grade 12 in the country.
• The enhanced curriculum K to 12 curriculum is the Recommended Curriculum. It is to

be used nationwide as mandated by Republic Act 10533.
• When the curriculum writers began to write the content and competency standards of the
K to 12 Curriculum it became a Written Curriculum. It reflects the substance of RA
10533 or the Enhanced Basic Education Act of 2013. In the teacher's class it is the lesson
plan. A lesson plan is a written curriculum in miniscule.
• What has been written in a lesson plan has to be implemented. It is putting life to the
written curriculum, which is referred to as the Taught Curriculum. The guidance of the
teacher is very crucial.
• A curriculum that has been planned, and taught needs materials, objects, gadgets,
laboratory, and many more that will help the teacher implement the curriculum. This is
referred to as the Supported Curriculum.
• To find out if the teacher has succeeded in implementing the lesson plan, an assessment
shall be made. It can be done in the middle or end of the lesson. The curriculum is now
called the Assessed Curriculum.
• The result of the assessment when successful is termed as Learned Curriculum.
Learned curriculum whether small or big indicates accomplishment of learning outcomes.
• However, there are unplanned curriculums in schools. These are not written, nor
deliberately taught but they influence learning. These include peer influence, the media,
school environment, the culture and tradition, natural calamities and many more. This
curriculum is called Hidden Curriculum or Implicit Curriculum.
So, what will be the roles and responsibilities of the teacher in the relations with the school
curriculum, specifically in the K to 12 or the enhanced curriculum for basic education?
Teachers then should be multi-talented professionals who
• know and understand the curriculum as enumerated above.
• write the curriculum to be taught.
•plan the curriculum to be implemented.
•initiate the curriculum which is being introduced.
•innovate the curriculum to make it current and updated.
• implement the curriculum that has been written and planned; and
• evaluate the written, planned and learned curriculum.

Activity 8.1 Curricula in the School Setting
It’s time to look around. Discover what curriculum is operating in the school setting. Recall the
types of curricula mentioned earlier. Can you spot where these are found? Let’s do a hunting
game!
OBSERVE

Date: __October 29, 2024_______________
1. Locate where you can find the following curriculum in the school setting. Secure a copy,
make observations of the process, and record your information in the matrix below. Describe
your observations.
Type of Curriculum Where found Description
1. Recommended Curriculum (K Basic education by DepEd, A curriculum that is

to 12 guidelines) Higher Education by CHED, recommended by scholars and
Vocational Education by other well-known
TESDA organizations and institutions.
2. Written Curriculum Curse syllabi, modules, Created and checked at the

(Teacher’s Lesson Plan) books, instructional guides, national level and used in a
lesson plan. range of educational contexts.
3. Taught Curriculum (Teaching Modules, books, lesson plan,

Learning Process) DLL It has been written and
implemented. Putting life in a
written curriculum.
4. Supported Curriculum Teachers, textbooks, It is planned and taught that

(Subject textbook) workbooks, visual aids, needs materials, gadgets,
objects laboratory and other
materials to help the teacher in
the learning process.
5. Assessed Curriculum Standardized tests, district It can be done before, during

(Assessment Process) tests and teacher made tests. and after the lesson to assess
the learning of every students.
6. Learned Curriculum Achieved learning outcomes It is the bottom line where

(Achieved Learning Outcomes) every student learned.
7. Hidden Curriculum (Media) Unplanned curriculum that The unintended curriculum

applied to any learning where the student can learn
outcomes that are not from school environment,
designed in lesson plan. policies and the procedure of
the school. Learning outside of
the 4 corners of the classroom.
ANALYZE
1. Which of the seven types of curriculums in the school setting is easy to find? Why?
 Among the seven types of curriculum in the school setting the easy to find is the
recommended curriculum since it is already recommended by scholars and other well-
known organizations and institutions, and the written curriculum where we can see and
touch because it is documents based on course of the study, module, books, instructional
guides and lesson plan.
2. Which is difficult to observe? Why?

 Among the seven types of curriculum in the school setting the difficult to observe is the
hidden curriculum since these are not written nor deliberately taught, it is an unplanned
curriculum that we cannot predict or we cannot foreseen.
3. Are these all found in the school setting? How do curricula relate to one another?
 Yes all of these are found in the school setting because they both benefit and
interconnected from each other. Without the presence of other curriculums we cannot
create a comprehensive and effective educational framework.
Draw a diagram to show the relationship of one curriculum to the other.

REFLECT
Make a reflection on the diagram that you have drawn.
 The diagram shows the 7 different types of curriculum in which they have different usage
but all interconnected and interdependent with each other. Understanding the relationship
between these different types of curriculum is very essential for us to create a
comprehensive and effective educational framework.
Activity 8.2 The Miniscule School Curriculum: The Lesson, A closer Look

Date: _October 29, 2024_______
OBSERVE
This activity requires a full les observation from Motivation to Assessment.

Procedure:
1. Secure permit to observe one complete lesson in a particular subject, in particular grade/year
level.
2. Keep a close watch on the different components of the miniscule curriculum: the lesson
3. Follow the three major components of a curriculum (Planning. Implementing and Evaluating/
Assessing. Observe and record your observation.
Observe and Record Observation on the Following Aspects Major Curriculum
Major Curriculum Key Guide for Observation (Carefully look for the
Components indicators/behavior of the teacher along the key points. Write your
observation and description in your notebook.)
A. Planning 1. Borrow the teacher's lesson plan for the day. What major parts do
you see? Request a copy for your use.

Answer the following questions:
a. What are the lesson objectives/learning outcomes?
b. What are included in the subject matter?
c. What procedure or method will the teacher use to implement the
plan?
d. Will the teacher assess or evaluate the lesson? How will this be
done?
B. Implementing Now it's time to observe how the teacher implemented the prepared
lesson plan Observe closely the procedure.
a. How did the teacher begin the lesson?
b. What procedure or steps were followed?
c. How did the teacher engage the learners?
d. Was the teacher a guide at the side?
e. Were the learners on task? / Or were they participating in the
class activity?
f. I Was the lesson finished within the class period?
C. Evaluating/Assessing Did learning occur in the lesson taught? Here you make observations
to find evidence of learning.
a. Were the objectives as learned outcomes achieved?
b. How did the teacher assess/evaluate it?
c. What evidence was shown? Get pieces of evidence
ANALYZE
Write a paragraph based on the data you gathered using these key questions?
1. How does the teacher whom you observed compare to the ideal characteristics or
competencies of global quality teachers?
 Observing a teacher in the classroom, it is essential to analyze and reflect on how their
teaching practices align with the ideal characteristics and competencies of global quality
teachers. In my observation I have identified several key qualities that set them apart and
showcase their effectiveness in the classroom. One of the most striking characteristics of
the Teacher that I have observed is their ability to create a positive and inclusive learning
environment for their students.
2. Was the lesson implemented as planned? Describe.

 Yes the lesson was implemented as planned from identifying the learning objectives
through using different types of Teaching methods and evaluating student’s knowledge.
3. Can you describe the disposition of the teacher after the lesson was taught? Happy and
eager? Satisfied and contented? Disappointed and exhausted?
 The disposition of the Teacher after the lesson was very happy I can feel her satisfaction
and contentment while teaching her students, how she deliver her lesson confidently
knowing that the students are eager to learn and they actively participating throughout her
discussion.
4. Can you describe most students' reactions after the lesson was taught? Confused? Happy
and eager? Contented? No reactions at all.
 After the lesson most of the students are happy because they able to learn and understand
the lesson that their Teacher have discussed.
REFLECT
Based on your observations and tasks in Activity 2 how will you prepare your lesson
plan? Make a short paragraph on the topic.
 Base on my observation when preparing a lesson plan, one of the most important aspects
to consider is the learning objectives of the lesson. As a future educator, one way I will
prepare my lesson plan is by conducting a thorough assessment of my students’
individual learning styles, strengths, and weaknesses. I will first know and understand
their individualities, thisPresent a picture
will allow me toconnected to teaching
tailor my the methods to better suit the
needs of my student. Additionally, I will
topic and ask incorporate
students for a variety of teaching strategies, such
as hands-on activities, group work, and visual aids, to accommodate different learning
engagement
preferences. Furthermore, I will regularly assess student progress and adjust my lesson
plan as needed to ensure Discuss
that what is Proper are
all students Waste
able to achieve their academic goals.
Overall, my goal as anDisposal
educator is to create a supportive and inclusive classroom
environment where all students feel engaged, motivated, and capable of reaching their
full potential. Present a picture about
biodegradable and non-
biodegradable
Explain the effects of improper

Activity 8.3 Constructive Alignment
disposalofofthe Components of a Lesson Plan
waste
Resource Teacher: Rachelle D. Cruzada

Giving examples and scenariosTeacher's Signature: _________
 Elaborate the discussion
Date: _ October 29, 2024__________________
OBSERVE
Using the diagram below fill up the component parts of a lesson plan
I. Title of the Lesson: Proper Waste Disposal

II. Subject area: Science
III. Grade Level: 4
Outcomes Teaching Method Assessment
At the end of the Asking questions about

lesson the
students can:
the lesson through
picture analysis.
a) Define what Identify whether it is air
proper waste pollution, water
disposal is.
pollution or land
b) Identify
biodegradable pollution
and non-
biodegradable -Group activity – You
ANALYZE
Answer the following questions based on the diagram.
1.) Are the three components constructively aligned? Explain.

 Yes by presenting the learning outcomes followed by teaching methods in which you’ll
be discussing, explaining and elaborating the topic, creating group activities tailored to
the lesson and doing some assessment or evaluation to test or to check if the students
really understand and learn your lesson or to assess if the learning objectives was
achieved.
2.) Will the outcomes be achieved with the teaching methods used? Why?
 Yes the outcome has been achieved because the Teacher really give her best to do the
step by step discussion, by presenting pictures for visualization, by giving many
examples and scenarios, by asking questions connected to the lesson and elaborating the
topic in order for the students to understand and for the outcomes to be achieved.
3.) What component would tell if the outcomes have been achieved?
 The evaluation or assessment component would tell if the outcome have been achieved
because it will check or assess the students learning and understanding of the lesson if
they really understand the lesson or the outcome have been achieved because the students
get a passing score or above average.
REFLECT
What lessons have you learned in developing or writing a lesson plan?
 We all know that it is very crucial when we develop or write a lesson plan. We need to
align everything from planning to implementing and for evaluating. I have learned is the
importance of understanding the principles of instructional design. This involves
considering the learning objectives, determining the appropriate instructional strategies,
and selecting relevant assessment methods. By clearly outlining what I want my students
to learn and how I will assess their understanding, I am able to create a cohesive and
comprehensive lesson plan. I have also learned the significance of incorporating
technology into my lesson plans to enhance student learning and engagement. I have
learned the importance of incorporating real-world experiences and authentic assessments
into my lesson plans. By connecting classroom learning to the outside world, I can make
my lessons more relevant and meaningful for my students.
What value will it give to the teacher if the three components are aligned?
 Creating a well-organized and effective lesson plan is essential for teachers to provide
quality education to their students. When the three components of a lesson plan –
objectives, Teaching methods and assessment techniques are aligned it can help the
teacher achieve their teaching goals more efficiently and effectively. It enhance their
teaching practice and better support student learning in the classroom. Additionally it can
help them to easily evaluate student learning accurately and provide meaningful feedback
to guide their progress.
Learning Artifacts for Activity 1-3

Present an artifact for Activity 1, 2, and 3.
Activity 1 Artifact
1. Present evidence for each kind of curriculum operating in the school setting. This can
be pictures, documents, or others.
1.Recommended Curriculum (K to 12 Given that the students are under the K to 12

guidelines) Curriculum.
2.written Curriculum (Teacher’s Lesson
Plan)
3.Taught Curriculum (Teaching Learning

Process)
4.Supported Curriculum (Subject Textbook)
5.Assesed Curriculum (Assessment Process)

6.Learned Curriculum (Achieved Learning

Outcomes)
7.Hidden Curriculum (Media)
Activity 2: Artifact
1. Present a sample curriculum in a form of a Lesson Plan
A Lesson Plan in Oral Communication
Content Standard: The learners recognizes that communicative competence requires

understanding of the speech style.
Performance Standard: The learners demonstrate effective use of communicative strategy

in the variety of speech situation.
I. Learning Objectives:
1. Distinguish the types of speech style. (EN11/120C-Ifj-17)
2. Identify social situations in which each speech style is appropriate to use. (EN11/120C-
Ifj-18)
3. Give the appropriate language forms to be used in a particular speech style. (EN11/12C-
Ifj_19)
II. Subject Matter:
Content: Types of Speech Style
Materials: pictures, projector, computer
References: Oral Communication in Context; p.35
by: Philippe John Fresnillo Sipacio and Anne Richie Garcia Balgos Oral Communication
in Context, pp. 49-51
by: Ramona S. Flores
Process Skills: Explaining, formulating
Values Integration: Courtesy
I. Learning Activities
a. Review:
- What was our lesson yesterday?
- What are the Types of Speech Content?
- Compare Interpersonal and Intrapersonal Context?
b. Motivation:
Do you believe that the way we speak shows our attitude? Why?
c. Activity:
How will you say “Happy Birthday” to your:
a. girlfriend / boyfriend
b. Mother / Father
c. Teacher Adviser
d. friend
d. Situational Analysis:
* Why do you differ with our style when talking to different persons?
* Why is it necessary to have an appropriate language or a vocabulary to be
used or observed when we are engaging ourselves in communication?
e. Lesson Proper and Deepening of Input

The teacher will have a deepening of the lesson and discuss on the different
styles of speech.
f. Abstraction:
* When can we say that a speech is formal?
* What would be our appropriate vocabulary to be observed when we are
talking to our school principal?
g. Application
Grouping of the class into 3 and each group will be given one task to
Make. Let them report afterwards.
Group 1 Task: Make a dialogue out of the picture given.

Group 2 Task: List down at least two examples on each style.
Group 3 Task: Identify the style used by reading the text messages.
h. Integration: Why is it important to know who our audience are when we are
speaking?
II. Evaluation
Direction: Identify the type of style appropriate for the following situations.
1. talking to a costumer or psychiatrist
2. delivering campaign speeches
3. talking and laughing about memorable experiences
4. having a one-on-one conversation with a loved one
5. delivering an oratorical speech
III. Assignment:
What are the Types of Speech Act?
Demonstrated by:
RICHIE G. FACIOLAN
Teacher Applicant
Activity 3: Artifact
19. Present a matrix to show the constructive alignment of the three components of a lesson
plan.
a. Example:
IV. Lesson Title: Ang mga Paraan ng Pakikipaglaban ng mga Pilipino para sa Kalayaan
Laban sa Hapon
Subject Area: K-12 Gabay Pangkurikulum sa Kurikulum APAN

Grade Level: 6
Republic of the Philippines
SULTAN KUDARAT STATE UNIVERSITY
College of Teacher Education
ACCESS, EJC Montilla, City of Tacurong
Semi-Detailed Lesson Plan
Teaching Gifted and Talented Learners
I. Objectives:
At the end of the lesson, the learners will be able to:
a) Explain the stimulus-response theory and its three (3) major laws.
b) Appreciate the importance of the three major laws of stimulus-response theory
and;
c) Demonstrate the three major laws of Thorndike’s stimulus-response theory
through group activities.
II. Subject matter
Topic: Thorndike’s Stimulus- Response Theory

Materials: PowerPoint presentation, Cellphone, Capcut
Reference: Education of the Gifted and Talented (Garry A. Davis, Sylvia B. Rimm, Del
Siege), ://www.britannica.com/science/stimulus-response-theory
III. Learning Process

A. Preliminaries
 Greetings
 Prayer
 Checking of attendance
 Reminding classroom rules
B. Motivation
Let the learners arrange the scrambled letters.
1. SSTULIUM
2. WAL FO CTFEFE
3. EXEESRCI
4. REASSDINE
5. REESPSON
C. Developmental Activities
1. Activity
Instruction: The learners will be group into four (4) each group must have 5
representatives to answer the following questions.
1. What theory did Thorndike’s proposed?

2. He is the American psychologist who proposed the stimulus – response theory?
3. It is known as the Law of Action Tendency.
4. Learning occurs through repetition and practices.
5. It is the theory of Learning that states that Behavior that is followed by a positive
consequence is more likely to be repeated while the Behavior that is followed by
a negative consequence is likely to be repeated.
2. Analysis
 The Teacher will assess the understanding of the learners through asking
questions during and after the discussion and group activities.
3. Abstraction
Thorndike’s Stimulus-Response Theory

Who is Edward Thorndike? He is the father of modern educational psychology and

known for his trial-and-error theory of learning. His research focused on the connection
between stimulus and response, which is commonly known as the S-R theory of
psychology. This theory is based on the idea that learning is a gradual process that
occurs through trial and error. This iterative process allows for the refinement of skills
and knowledge over time. Learning through trial and error involves experimenting with
different actions to discover what works and what doesn’t. As individuals encounter
successes and failures, they gradually adjust their behavior based on the outcomes.
THREE MAJOR LAW OD THORNDIKE’S STIMULUS-RESPONSE THEORY
The law of readiness, also known as the “law of action tendency," It is the
primary law of learning. This law suggests that learning takes place when an action
tendency is aroused through preparatory adjustment, set, or attitude. For example, if a
person is not prepared to learn a guitar or to learn their lessons, it will be useless, the
person will not make any progress, and eventually the person will not learn to play the
guitar. For Thorndike, if one is not prepared to learn, then learning cannot be
automatically instilled in him. According to the law of exercise, learning occurs through
repetition and practice. Thorndike’s law of exercise is also referred to as the “Law of
Use and Disuse.” For example, in typing, if one is not able to type faster, then one
needs exercise and repetition—one needs to practice typing on a regular basis. Lastly,
the law of effect is based on the idea that learning is a gradual process that occurs
through trial and error. Responses that are followed by positive consequences are more
likely to be repeated, while responses that are followed by negative consequences are
less likely to be repeated, for example, awarding good grades, stars, and social
acceptance to students for acceptable schoolwork. When students receive praise at
home from their parents, acceptance from their peers, and rewards for stars earned,
they get positive reinforcement.
1. Application
 The learners will be group into three (3). Each group must create a real-life
scenario where they can apply the 3 major law of Thorndike’s Stimulus-
Response Theory. They will be given 5 minutes to present.
 Provide constructive feedback to learners based on their performance.
Rubrics for Role Playing
CRITERIA PERCENTAGE
Creativity 20%
Content 30%
Presentation 40%
Teamwork 10%
Total Score 100%
IV. Evaluation
Instruction: Encircle the correct answer to the following questions.
1. Who is Edward Thorndike’s?

a. a Doctor
b. a psychologist
c. an Artist
2. What are the three primary law of Thorndike’s Theory?
a. Readiness, Exercise and Effect
b. Readiness, Effect and response
c. Effect, Response and Readiness
3. This law suggests that learning takes place when an action tendency is aroused
through preparatory adjustment, set, or attitude?
a. Law of Response
b. Law of Readiness
c. Law of Effect
4. it is referred to as the “Law of Use and Disuse”
a. Law of exercise
b. Law of effect
c. Law of readiness
5. This law is based on the idea that learning is a gradual process that occurs
through trial and error.
a. Law of readiness
b. Law of effect
c. Law of Readiness
V. Assignment
 Read in advance the Thurstone's Multiple Factors Theory of Intelligence.
Prepared By: Antonette U. Buenafe BEED 4-D

Evaluate Your Work Task. Field Study 1: Episode 8: Close Encounter with the School Curriculum
Learning Outcome: Identify the different curricula that prevail in the school setting. *Describe
how the teacher manages the school curriculum by planning, implementing lessons through
different strategies and assessment of learning outcomes.
*Analyze if the teacher aligns the objectives to subject matter, to teaching strategies and
assessment.
Name of FS Student: Antonette U. Buenafe Date Submitted: October 29, 2024__


Episode Improvement
Sheet answered/accomplish completely ed. answered/accomplis
ed. answered/accomplishe hed.
d.
answered completely, answered completely, answered completely, observation
answers are with answers are clearly answers are not questions were not
depth and are connected on theories, clearly connected to answered, answers
thoroughly grounded grammar and spelling theories; One (1) to not connected to
on theories, grammar are free from error. three (3) grammatical theories, more than
and spelling are free spelling errors. four (4) grammatical
from error. spelling errors.
analyzed.
the learning the learning outcomes; context of the context of the
outcomes; Compete, Compete, well learning outcomes; learning outcomes;
well organized, organized, very Compete, not not compete, not
deadline deadline the deadline (2) days or more
after the deadline
COMMENTS Rating:
transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below
HASSANAL P. ABUSAMA PhD ________________

Choose the correct answer from the options given

1. When we say school curriculum it only refers to the K to 12 curricula.
A. This statement is true
B. This statement is not true
C. This statement is half true
D. This statement is silly
2. A professional teacher should skills to address the need for a curricularist EXCEPT one.
Which one is NOT?
A. Knower of the curriculum
B. Believer of the curriculum
C Implementer of the curriculum
D. Writer of the curriculum
3. The influence of multimedia, peers, community tradition, advancement in technology, though

not deliberately taught in the lessons will influence the curriculum. This is referred to as ______.
A. written curriculum
B. recommended curriculum
C. implemented curriculum
D. hidden Curriculum
4. Which two components of the lesson plan (as a miniscule curriculum) should be aligned?
I. Outcomes and Assessment
II. Assessment and Teaching Methods
III. Outcomes and Teaching Methods
A. I only B. II only C. III only D. I, II and III
5. What is the most important why there should be constructive alignment of the components of
the curriculum?
Antonette U. Buenafe FS 401 Portfolio100
A. For case of correcting by the school principal

B. To assure that each component contributes to the attainment of the learning outcomes
C. As a required template when starting to write a lesson plan
D. As a model of other lesson plans written and published
LEARNING
Preparing for Teaching and Learning
FS 1 9
SPARK Your Interest
This Episode gives emphasis on the principles of learning which must be applied to
ensure quality instruction. It also focuses on the intended learning outcomes which set the
direction of the lesson. They must be (SMART) Specific, Measurable, Attainable, Realistic and
Time-bound) and formulated in accordance with time-tested principles. It also determines the
teaching method used by the Resource Teacher whether (inductive or deductive) which is the
practical realization or application of an approach. This episode dovetails with the course on
Facilitating Learner-Centered Teaching.
► identify the teaching-learning practices that apply or violate the principles of teaching
Learning.
► determine the guiding principles on lesson objectives/learning outcomes applied in
instruction.
► judge if lesson objectives/intended learning outcomes are SMART.
► determine whether the intended learning outcomes are achieved at the end of the lesson.
► observe the teaching methods used by the Resource Teacher, and
► differentiate the different methods of teaching
These are the time-tested principles of teaching and learning

1. Effective learning begins with setting clear expectations and learning outcomes,
2. Learning is an active process, "What I hear, I forget; what I see, I remember; what I do, I
understand."
3. Learning is the discovery of the personal meaning of ideas. Students are given the
opportunity to connect what they learn with other concepts learned, with real world
experiences and with their own lives.
4. Learning is a cooperative and a collaborative process.
A teaching method consist of systematic and orderly steps in teaching-learning process. It is the
practical realization or application of an approach. All methods of teaching can be classified
either as deductive (direct) or inductive (indirect).
DEDUCTIVE INDUCTIVE
Begins with a rule, Methods Begins with the
generalization, Of
concrete, experience
abstraction and ends Teaching details, examples
with concrete, and ends with a rule,
experience, details generalization
examples abstraction
OBSERVE,
ANALYZE, REFLECT
Activity 9.1Demonstrating an Understanding of
Research-Based Knowledge
Principles of Teaching and Learning

Date: _________________
OBSERVE
Observe class with the use of the principles of learning given in Revisit the Learning Essentials. I
will identify evidence of applications/violations of the principles of learning. I can cite more than
one evidence per principle of learning.
What did the Resource Teacher do to
Principles of Learning apply the
principle of learning
1. Effective learning begins with the Using power point presentation the Teacher
setting of clear and high expectations present the classroom rules and the lesson
of learning outcomes outcomes in order for the students to be
aware.
2. Learning is an active process The Teacher prepared an energizer and ask
some questions connected to the lesson for
engagement and motivation.
3. Learning is the discovery of personal The Teacher will ask some questions about
meaning and relevance of ideas the topic and let her students to explore,
discover, think critically, and share their
answer or ideas. The Teacher will discuss the
lesson and give many examples for them to
understand.
4. Learning is a cooperative and a The Teacher will be having a group activity,
collaborative process. Learning is the students will be group according to their
enhanced in an atmosphere of seat plan. Each member should participate
cooperation and collaboration through brainstorming, asking questions and
changing of their ideas for collaboration and

cooperation.
ANALYZE
1. What principles of learning were most applied?
Most Applied
 Effective learning begins with the setting of clear and high expectations of learning
outcomes and it is the principle that is widely recognized and most applied in educational
settings. Setting clear and high expectations of learning outcomes provides students with
a roadmap for success. When students know what is expected of them, they are more
likely to stay focused and motivated to achieve those goals. This not only helps students
to stay on track with their studies but also provides them with a sense of direction and
purpose in their academic pursuits.
Least Applied
 Learning is a cooperative and a collaborative process. Learning is enhanced in an
atmosphere of cooperation and collaboration is least applied because in some cases,
competition and individualism may be prioritized over collaboration, leading to a more
competitive and isolated learning environment. Moreover, in some educational settings,
there may be limited opportunities for collaboration due to factors such as large class
sizes, tight schedules, and lack of resources. In these cases, students may be left to
navigate the learning process on their own, missing out on the benefits of working
together with their peers.
Give instances where this/these principle/s could have been applied?

 During discussion and group activities students can collaborate, participate and engage
their self to their peers. Before the Teaching and learning process occurs where the
teacher set the classroom rules and Learning objectives for the students to become aware
of what will be achieved after the discussion and they will able to explore and think
critically if what is the answer to the question of their Teacher.
REFLECT
From among the principles of learning, which one do you think is the most important?
 One of the most important principles of learning that I believe is that the learning is an
active process. This means that learning is not a passive activity where students simply
receive information from a teacher and memorize it. As a future educator, I firmly believe
that learning is an active process is one of the most important principles of learning. By
encouraging students to engage actively in their own learning, educators can help
students develop the critical thinking skills, problem-solving abilities, and creativity that
they need to succeed in today’s world. Active learning not only leads to better academic
outcomes but also prepares students to be lifelong learners who are able to adapt and
thrive in an ever-changing world.
Activity 9.2 Identifying Learning Outcomes that are aligned with Learning Competencies
Date: _October 31, 2024________________
OBSERVE
Observe class, this time focusing on how the learning outcomes were stated. Determine if
the learning outcome/s was/were achieved or not. Give evidence.
1. Write the learning outcomes stated in the lessons.

(SMART
Achieved
Learning Outcomes Objectives)
YES NO YES NO
1. Analyzing pictures /
2. Sketch and paint a mural using
/ /
colors and shapes
3. Make a paragraph from picture
/ /
presented
4. Paints a landscape using colors
/ /
and shape
5. Realize the choice of colors and
/ /
shape
2. Cite pieces of evidence that these learning outcomes were achieved.
1. The learners output.
2. The paragraph they presented. – N/A
3. Picture of student using colors and shape.
4. Students task to make an observation report on their work. – N/A
5. The pupils will need to comply their requirement as their projects on time, the
project is making a task.
ANALYZE
1. Do SMART objectives make the lesson more focused?

 SMART objectives are a popular tool used in education to help guide lesson planning and
ensure that teaching goals are specific, measurable, achievable, relevant, and time-bound.
By employing SMART objectives in lesson planning it can make the lesson more
focused, organized, and effective. It helps the teacher to clearly define their learning
objectives and it can provide students with a clear roadmap of what they need to
accomplish during the lesson. Additionally by setting specific, measurable, achievable,
relevant, and time-bound objectives, teachers can provide students with clear learning
goals, keep their lessons relevant to the curriculum, assess student progress, and create a
sense of urgency and accountability within the lesson.
REFLECT
Reflect on the
Lesson learned in determining SMART learning outcomes
 Determining SMART learning outcomes is essential for effective teaching and learning.
By setting specific, measurable, achievable, relevant, and time-bound goals, we future
educators can guide our students towards success and ensure that their efforts are focused
on meaningful learning experiences. It will also helps them to understand exactly what is
expected of them and they can focus to their efforts on meeting those expectations. As a
future educator, I will continue to apply the principles of SMART goal setting in my
practice for me to continue support my students in reaching their full potential and
achieving their academic success.
Activity 9.3 Distinguishing Between Inductive and Deductive Methods of Teaching

Date: _ October 31, 2024____
OBSERVE
I will observe one Resource Teacher with the use of this observation sheet. Using the guide
questions, I shall reflect on my observation and analysis.
Teacher-centered Student-centered
Did teacher lecture all the time? Were students involved in the teaching-
learning process? How? Were they mere
 Not all the time because sometimes passive recipients of instruction?
she also let her students identify, read
and answer her questions connected to  Yes they are involve, by actively
the topic. participating in every discussion and
answering and reading the questions
of their Teacher.
Was the emphasis on the mastery of the Was the emphasis on the students’
lesson or on the test? Prove. application of the lesson in real life?
 Yes because some of the test focuses Give proofs.
on the level of understanding and  Some are applied in real life for
master of every students if they really example the behavior that they have
understand the lesson. in socialization and the learnings that

they have that they use in their
everyday life.
Was class atmosphere competitive? Why? Was class atmosphere collaborative? Why?
 No they are not competitive they just  Yes it is collaborative because of the
enjoy the discussion and actively active participation of every learners
participating. at the same time they enjoyed.
Did teacher focus only on one Did teacher connect lessons to other
discipline/subject? disciplines/subjects?
 No because sometimes she connects  Yes the Teacher connect the lesson to
the topic to other subjects that will be other subjects as long as she knows
beneficial to the learning of her that is appropriate and interconnected
students. to the topic she was discussing.
What teaching-learning practice shows that teaching approach was:
a) Constructivist-connected to experience of learners; learners constructed new lesson

meanings.
 students are asked to conduct experiments and draw conclusions based on their
observations.
b) Inquiry-based
 Students conducting research, analyzing primary sources, and presenting their findings
to the class
c) Developmentally appropriate-learning activities fit the developmental stage of children
 Teachers use storytelling, games, and art projects to reinforce basic literacy and
numeracy skills.
d) Reflective
 In a science class discussing climate change, a teacher can present a scenario of a

family living in a coastal town facing the effects of rising sea levels and the students
reflects to the scenario
e) Inclusive- No learner was excluded; teacher taught everybody.
 In a literature class discussing a novel featuring LGBTQ+ characters, a teacher can

present a scenario that explores the challenges faced by individuals in the LGBTQ+
community
f) Collaborative- Students worked together
 Students work in pairs or small groups to solve complex word problems.

g) Integrative- Lesson was multidisciplinary- e.g. In Science, Math concepts were taught
 Students analyze data and graphs using math concepts such as averages and
percentage.
ANALYZE
1. What are possible consequences of teaching purely subject matter for mastery and for the
test?
 If we focus solely on subject matter for mastery the consequences is that it may neglect
the development of important life skills such as communication, collaboration, and
critical thinking. Our student’s will not have the ability to work effectively in a team, to
communicate their ideas clearly, or think critically about complex issues. As a result,
students may graduate lacking the soft skills necessary to succeed in the workforce and
navigate the challenges of adulthood.
2. If you were to reteach the classes you observed, would you be teacher-centered or
student-centered? Why?
 When reteaching the classes I observed, I would prefer to integrate both teacher-centered
and student-centered approaches for a balanced and engaging learning experience.
Reteaching the classes I observed using a combination of teacher-centered and student-
centered methods would cater to the diverse needs of students and promote a more
engaging and effective learning experience. As a college level student, I believe that this
blended approach would help to create a dynamic and interactive classroom environment
where students are actively participate in the discussion of their Teacher and fosters
academic growth and development. Furthermore, I aim to create a classroom that
balances structure and autonomy, guidance and exploration, and knowledge transmission
and application and this dual approach can ultimately enhance the academic performance,
critical thinking skills, and overall educational experience of every students.
REFLECT
Reflect on
Principles of teaching worth applying
 Principles of teaching are essential guidelines that educators follow in order to effectively
instruct and engage students in the learning process. I believe that they are still worth
applying and can have a significant impact on student learning outcomes. It can help
students to become motivated, feel valued, respected and more engaged in the learning
process. By incorporating these principles into teaching practice, we future educators can
help students reach their full potential and become successful lifelong learners.

Direction: Encircle the letter of the correct answer
1. Teacher Rose believes that students need not know the intended learning outcome of the
lesson. She proceeds to her learning activities at once without letting them know what they
are supposed to learn for the day. Which principle of learning does Teacher Rose negate
a. Effective learning begins with setting clear expectations and learning Outcomes
b. Learning is an active process
c. Learning is the discovery of the personal meaning of ideas
d. Learning is a cooperative and a collaborative process
2. Teacher Lil avoids drills out of context. She gives real-world Math problems for students to
drill on. Teacher Lil is very much convinced of which principle of learning?
a. Learning is an active process
b. Learning is the discovery of the personal meaning of ideas.
c. Learning is a cooperative and collaborative process
d. Effective learning begins with setting clear expectations and learning outcomes
3. For meaningful teaching and learning, it is best to connect the lesson to the life of students by
integrating a relevant value in the lesson. Which principle is applied?
a. Lesson objectives intended learning outcomes must integrate 2 or 3 domains-
cognitive, skill and affective or cognitive and affective or skill and affective.
b. Begin with the end in mind.
c. Share lesson objectives /intended learning outcomes with students.
d. Write SMART lesson objectives intended learning outcomes
4. Teacher Ruben wanted his students to rate their own work using the scoring rubric which he
explained to the class before the students began with their task. Based on revised Bloom's
taxonomy, in which level of cognitive processing are the students?
A. Evaluating C. Applying
B. Synthesizing D. Analyzing
5. You are required to formulate your own philosophy of education in the course, The
Teaching Profession. Based on Bloom's revised taxonomy, in which level of cognitive
processing are you?
A. Analyzing C. Creating
B. Applying D. Evaluating

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

Evaluate Your Work Task. Field Study 1: Episode 9: Preparing for Teaching and Learning
Learning Outcome: Identify the teaching-learning practices that apply or violate the principles of
teaching learning; determine the guiding principles on lesson objectives/learning outcomes
applied in instruction; judge if lesson objectives/intended learning outcomes are SMART;
determine whether or not the intended learning outcomes are achieved at the end of the lesson;
observe the teaching methods used by the Resource Teacher and differentiate the different
methods of teaching.
Name of FS Student: Antonette U. Buenafe Date Submitted: _November 07, 2024_

Episode
Sheet answered/accomplish completely ed. answered/accomplishe
ed. answered/accomplishe d.
d.
answered completely, answered completely, answered completely, observation questions
answers are with answers are clearly answers are not were not answered,
depth and are connected on theories, clearly connected to answers not connected
thoroughly grounded grammar and spelling theories; One (1) to to theories, more than
on theories, grammar are free from error. three (3) grammatical four (4) grammatical
and spelling are free spelling errors. spelling errors.
from error.
analyzed.
the learning the learning outcomes; context of the context of the learning
outcomes; Compete, Compete, well learning outcomes; outcomes; not
well organized, organized, very Compete, not compete, not
the deadline
COMMENTS Rating:
transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grad 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
e
99 96 93 90 87 84 81 78 75 72 71-Below
_ HASSANAL P. ABUSAMA PhD ____ ________________

FIELD STUDY 1 LEARNING The Instructional Cycle
EPISODE
FS 1 10
SPARK Your Interest
This Episode centers on the guiding principles in the selection and use of teaching
methods. It will also tackle lesson development in the OBTL way. The K to 12 curriculum and
teacher education curriculum are focused on outcomes, standards, and competencies. This means
that lessons must be delivered with focus on outcomes. Likewise, this Episode dwells on types of
questions, questioning and reacting techniques that teachers make use of. The type of questions
that teachers ask and their manner of questioning and reacting to student responses have a
bearing on class interaction. This Episode strengthens the theories learned in the course,
Teaching Methods, and Strategies and in other professional subjects in Education.

At the end of this Episode, I must be able to.
►identify the application of some guiding principles in the selection and use of teaching
strategies
►determine whether or not the lesson development was in accordance with outcome-based
teaching and learning
►identify the Resource Teacher's questioning and reacting techniques
►outline a lesson in accordance with outcome-based teaching-learning

These are the guiding principles in the selection and use of teaching methods.
1. Learning is an active process
2. The more senses that are involved, the more and the better the learning
3. A non-threatening atmosphere enhances learning.
4. Emotion has the power to increase retention and learning
5. Good teaching goes beyond recall of information
6. Learning is meaningful when it is connected to students' everyday life.
7.An integrated teaching approach is far more effective than teaching isolated bits of
information.
Realizing the importance of these guiding principles in teaching and learning, the
Department of Education promotes Standards and Competency-Based teaching with its K to
12 Curriculum Guide. The Technical Education Skills Development Authority (TESDA) has
been ahead of DepEd and the Commission on Higher Education (CHED) in the practice of
Competency.
Standards-Based Teaching and Assessment. CHED requires all higher education

institutions in the country to go Outcome-Based Education (OBE) in the CHED Memo 46, s.
2012. Outcome-Based teaching and learning (OBTL) is OBE applied in the teaching-learning
process. It is equivalent to competency-Based and Standards-Based teaching and learning in
the K to 12 Curriculum.
When you apply OBTL, you see to it that the teaching-learning activities (TLAs) and in
turn the Assessment Tasks (ATs) are aligned with the intended learning outcomes. In other
words, is OBTL you first establish your intended learning outcomes (lesson objectives). Then
you determine which teaching learning activities (TLAs) and also assessment tasks (ATs)
you would have to use to find out if you attained your ILO’s.
In lesson planning, the ILOs are our lesson objectives, the TLAs’ are the activities we use
to teach and the ATs are the evaluation part.
OBE and OBTL are not entirely new. They are importantly new. With mastery learning
of Benjamin Bloom (1971), we were already doing OBE and OBTL.
Likewise, it is also important that teachers must be able to have the mastery of the art of
questioning and reacting techniques to ensure the effective delivery of instruction.
These are the types of questions that teachers ask.
Types of questions that Teachers Ask

1. Factual/Convergent/Closed/Low Who, What, Where, When questions with
level one acceptable answer
2. Divergent/Open-ended/High Open-ended; has more than one acceptable

level/Higher order/Conceptual answer
Have you learned something from our
a. Evaluation
discussion?
e.g., When the phone rang and Liz picked it

b. Inference up, she was all smiles. What can you infer
about Liz?
What is the difference between sound and

c. Comparison silence
d. Application Create a video of proper handwashing.
e. Problem-solving What can you do to be healthier?
3. Affective e.g., How do you feel?
These are also some of the reacting techniques that teachers use:
1. Providing acceptance feedback

2. Providing corrective feedback
3. Giving appropriate and sincere praise
4. Repeating the answer
5. Explaining the answer/ expanding the answer
6. Rephrasing the question
7. Asking follow up questions
8. Redirecting questions to other pupils
9. Soliciting student questions
10. Encouraging through non-verbal behavior
11. Criticizing respondent for his/her answer
12. Scolding for misbehavior or for not listening
13. Overusing expressions such as “okay”, “right”
Activity 10.1 Applying the Guiding Principles in the Selection and Use of Strategies

Date: _November 07, 2024___
OBSERVE
Observe one class with the use of the observation sheet for greater focus then analyze my
observation with the help of the guide questions.
e.g., Teacher used video on how

1. The more senses that are involved, digestions takes place and a model of the
the more and the better the learning. human digestive system.
The teacher conduct an oral recitation

2. Learning is an active process. and a question and answer portion.
The Teacher is very considerate to her

3. A non-threatening atmosphere students. She understands
enhances learning.
The teacher listen and value the answers

4. Emotion has the power to increase of her students. Shae also gave praises to
retention and learning. those students who got a correct answer
The Teacher conduct a review to assess

5. Good teaching beyond recall of the learning and understanding of her
information. students to the past lesson.
The Teacher listen and allow her students

6. Learning is meaningful when it is to share their own experiences connected
connected to students’ everyday
to the topic.
life.
The Teacher incorporate other subjects to

7. An integrated teaching approach is her lesson as long as it will be beneficial
far more effective than teaching and interconnected.
isolated bits of information.
ANALYZE
What is the best method of teaching? Is there such a thing?

 When it comes to the best method of teaching, there is no one fits all answer. We
have different students and they have different learning styles, and what works
well for one student may not work for another.
REFLECT
Reflect on this question.
How do we select the appropriate strategy for our lesson?
 As future educators, one of the most important tasks we will face is selecting the
appropriate strategy for our lessons. There are several factors to consider when
choosing a teaching strategy, including the content being taught, the learning
styles of our students, and the goals we have for the lesson. For example, a lesson
on history may benefit from a more traditional lecture-style approach, while a
lesson on science may be better suited to hands-on experiments or group projects.
We also select the appropriate strategy for our lesson by knowing and
understanding the individual needs of our learners, by exploring and analyzing
their different behavior, perspective and knowledge. We must take into account
the learning styles of our students since every student is unique, and they may
learn best through different methods. By being thoughtful and intentional in our
approach to teaching, we can create a positive and engaging learning environment
for our students and help them to reach their full potential.
Activity 10.2 Determining Outcome-Based Teaching and Learning

School:Maria A. Montilla Memorial Elementary School Grade/Year Level: Grade VI
Date: __ November 09, 2024_____
OBSERVE
Observe a class and answer the following questions.
1. Did the teacher state the learning objectives/intended learning outcomes (ILOs)
beginning of the class? Did he/she share them with the class? How?
 It is crucial for the teacher to clearly state the learning objectives or intended
learning outcomes (ILOs) at the beginning of each class. In the case of my
Resource Teacher before the class started she always present the learning
objectives in order for her students to have a roadmap for them to understand
what they are expected to learn and achieve by the end of the session. It also
provide students with a sense of direction and purpose. By clearly outlining
what is expected of them, students are able to focus their attention on the key
concepts and skills that they need to master. This enables students to prioritize
their learning efforts and stay on track throughout the course.
2. What teaching-learning activities (TLEs) did he/she use? Did these TLAs help
him/her attain his/her lesson objectives/ILOs? Explain your answer.
 My Resource Teacher uses different kind of activities tailored to the lesson
that she will implemented. As a future educator we are constantly exposed to
various teaching-learning activities (TLAs) that our professors implement in
order to help us attain our lesson objectives or intended learning outcomes
(ILOs). One of the most common TLAs that teachers implement is the
traditional lecture format. During lectures, Teacher deliver content to students
through verbal communication, visual aids, and sometimes multimedia
presentations. She also promote group discussions and hands-on activities in
order for the students to be engage and motivated to participate through these
teachers are able to cater to different learning styles and provide students with
a well-rounded educational experience.
3. What assessment task/s did teacher employ? Is/are these align to the lesson
objectives/ILOs?
 Throughout my college experience, I have encountered a variety of
assessment tasks employed by my professors to evaluate our understanding
and mastery of the lesson objectives and intended learning outcomes (ILOs).
The assessment tasks employed by teachers play a crucial role in evaluating
our progress and ensuring that we are meeting the intended learning outcomes
of the course. One common assessment task that teachers often use is quizzes
or tests and it is aligned to her lesson objectives. These assessments typically
consist of multiple-choice, short answer, or essay questions that require
students to demonstrate their knowledge of the material covered in class and
for her to assess, if her students really understand and learn some lessons
about her discussion.
ANALYZE
What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?
 OBTL or Outcome-Based Teaching and Learning focuses results. It is student-
centered in which it helps to improved and enhance the learning of every students.
The objectives should be measurable. Outcome-Based Teaching and Learning
(OBTL) is a teaching approach that focuses on defining clear, measurable
learning outcomes and aligning teaching methods and assessments to these
outcomes. It is very valuable approach that can enhance the learning experience
of every students. By clearly defining learning outcomes, promoting active
student engagement, and developing practical skills, OBTL can help students
achieve their academic goals and prepare them for their future growth and
success.
REFLECT
Reflect on the use of OBTL.

 As a future educator, the use of Outcome-Based Teaching and Learning (OBTL)
is an essential aspect of my teaching philosophy. OBTL focuses on setting clear
learning outcomes and aligning teaching strategies and assessment methods to
ensure that students achieve these outcomes. Reflecting on my future role as an
educator, I believe that OBTL provides a structured and effective framework for
promoting student success and facilitating meaningful learning experiences in the
classroom. I aspire to incorporate OBTL principles into my teaching practices to
create a dynamic and student-centered learning environment. By setting clear and
challenging learning outcomes, using a variety of teaching strategies and
assessment methods, and providing constructive feedback to support student
learning. Lastly, I aim to empower my students to become independent and
lifelong learners.
Activity 10.3 Applying Effective Questioning Techniques

Date: November 11, 2024_____
OBSERVE
Observe a class activity. You shall focus on the questions that the Resource Teacher asks
during the classroom discussion. Write the questions raised and identify the level of
questioning.
Examples of Questions that the resource

Types of Question
teacher asked
1. Factual/Convergent/Closed/Low What year did the Civil War end

level
How did the Civil War impact the social and
2. Divergent /Higher order/Open-
economic structure of the United States?”
ended/Conceptual
Do you think the civil war effectively help us
a. Evaluation to meet the independence Why or why not?”
Based on the evidence provided, what can you

b. Inference
infer about the impact of Civil war in the life
of Every Filipino”
c. comparison Compare and contrast the impact of Civil war

in the Philippines.
In the near future how would you apply your
d. Application
learnings about the civil war
How would you address the issue of rising
e. problem-solving pollution levels in a major city?
How has studying this topic changed your

3. Affective
perspective on the world?
ANALYZE
1. Neil Postman once said: “Children go to school as question marks and leave school as
periods! “Does this have something to do with the type of questions that teachers ask
and the questioning and reacting techniques that they employ?
 Neil Postman’s quote, “Children go to school as question marks and leave school
as periods,” raises an important question about the education system and the
impact it has on students’ attitudes towards learning. As a college-level student, I
believe that this quote highlights the shift that occurs in students’ attitudes
towards questioning and curiosity as they progress through their education. When
students first enter school, they are full of curiosity and wonder. They are
constantly asking questions, eager to learn and explore the world around them.
However, as they progress through their education, something changes and this
have something to do with the type of question that the Teacher employ. They are
no longer encouraged to ask questions and seek answers, they are more on spoon
feeding, If teachers only ask closed-ended questions that have one correct answer,
students are not encouraged to think critically or creatively. They are simply
expected to provide the “right” answer and move on.
REFLECT
Reflect on
The importance of using various reacting techniques
 As a future educator, it is important to understand the significance of using

various reacting techniques in the classroom. Reacting techniques are essential
tools that help engage students, promote critical thinking skills, and create a
dynamic learning environment. By incorporating a variety of reacting techniques
into our lesson plans, we educators can enhance the overall learning experience of
our students and encourage active participation in the classroom. It also create an
interactive and engaging learning environment where everyone can participate
actively and each of them are being valued.
Show proofs of learning that you were able to gain in the Episode by interviewing at least two
teachers on their thoughts on OBTL.

Evaluate Your Work Task. Field Study 1: Episode 10: The Institutional Cycle
Learning Outcome: Identify the application of some guiding principles in the selection and use of
teaching strategies; determine whether or not the lesson development was in accordance with
outcome-based teaching and learning; identify the Resource Teacher's questioning and reacting
techniques; and outline a lesson in accordance with outcome based teaching-learning.
Name of FS Student: Antonette U. Buenafe Date Submitted: November 15, 2024


Episode
Observation completely questions/tasks answered/accomplished. questions/tasks not
Sheet answered/accomplish completely answered/accomplish
ed. answered/accomplis ed.
hed.
answered completely, answered answered completely, observation questions
answers are with completely, answers answers are not clearly were not answered,
depth and are are clearly connected to theories; answers not
thoroughly grounded connected on One (1) to three (3) connected to theories,
on theories, grammar theories, grammar grammatical spelling more than four (4)
and spelling are free and spelling are free errors. grammatical spelling
from error. from error. errors.
Reflection Profound and clear; Clear but lacks Not so clear and Unclear and shallow,
supported by what depth, supported by shallow, somewhat rarely supported by
were observed and what were observed supported by what were what were observed
analyzed. and analyzed. observed and analyzed. and analyzed.
Learning Portfolio is reflected Portfolio is reflected Portfolio is not reflected Portfolio is not
Artifacts on in the context of on in the context of on in the context of the reflected on in the
the learning the learning learning outcomes; context of the
outcomes; Compete, outcomes; Compete, Compete, not organized, learning outcomes;
well organized, well organized, very relevant to the learning not compete, not
highly relevant to the relevant to the outcome. organized, not
learning outcome. learning outcome. relevant.
the deadline
COMMENTS Rating:
transmutation)

Score 20 19- 17 16 15 14 13-12 11 10 9-8 7-below
18
Grade 1.0 1.2 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
5
99 96 93 90 87 84 81 78 75 72 71-Below
__ HASSANAL P. ABUSAMA PhD ________________

Direction: Encircle the letter of the correct answer. Episode 1
1. Learning is an active process. Which one is an application of this principle?

A. Avoid drills which are out of context.
B. Teach your content from multidisciplinary perspective
C. Group students for work or project, the way project becomes less expensive.
D. Let students learn the steps in opening a computer by making them follow the steps
2. The more senses that are involved, the more and the better the learning which practice is
aligned with this principle?
A. Employ cooperative learning.
B. Teach using mostly verbal symbol.
C. Invite parents as resource speaker in class.
D. Bring students to field trips with consent of school and parents.
3. In OBTL, upon which should my assessment be based?

A. Content C. Scope of subject matter
B. Intended Learning Outcome D. Teaching and Learning Activity
4. Which type of question will least promote interaction among students?

A. Divergent Convergent
B. Conceptual D. Inference
5. To obtain well-thought-out answers, which questioning behavior helps?

A. Allowing sufficient time
B. Asking open-ended questions
C. Asking non-direction question
D. Involving as many as possible
DOCUMMENTATION
This picture represents my Field Study 1 Journey at Maria A. Montilla Memorial

Elementary School. It includes my observation inside and outside of their classroom, during their
class hour, during their convocation day, and during their outside activities, for example, the
mental health symposium and the anti-drug symposium.

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Republic of the Philippines

SULTAN KUDARAT STATE UNIVERSITY

MARIA A. MONTILLA MEMORIAL ELEMENTARY SCHOOL

HASSANAL P. ABUSAMA PhD

PART II: FS STUDENT BIOGRAPHY

PART III: WORKSHEETS AND REFLECTION COMPILATIONS

I am also profoundly thankful to my Resource Teacher Ma’am Rachelle D. Cruzada for

To my professors and instructors. Your passion for education and unwavering

I am Antonette U. Buenafe born on December 19, 2002, I lived in Purok 8,

I have so many experiences and these experiences taught me to become strong

My dream is to become a Teacher or a fireman. I want to serve the people

BELIEFS IN TEACHING AND LEARNING (PRE AND POST)

The School Environment

TARGET Your Intended Learning Outcome

REVISIT the Learning Essentials

2. Display boards can be powerful in communicating information about the learning

OBSERVE, ANALYZE, REFLECT

Activity 1.1 Exploring the School Campus

Resource Teacher: Rachelle D. Cruzada Teachers Signature: ___________

Will it contribute to the students

Yes it will, because through the office of

It is located inside the classroom

enough space to cater student

It has a small place and has

The clinic is spacious. It has

Auditorium N/A N/A

Yes, because it helps them to be

PTA Office N/A N/A

The comfort room is well

beside or at the back of the

Yes it will hone their personal well-

ICT Room N/A N/A

Yes it will help the students to develop

An Observation Guide for the CLASSROOM VISIT

Guide Question Classroom Observation Report

Resource Teacher: Rachelle D. Cruzada Teachers Signature: ___________

An Observation Guide for the CLASSROOM VISIT

9. Art Area N/A

10. Numeracy Area N/A

11. Drama Room N/A

Write your observations report here.

Name of the School Observed : Maria A. Montilla Memorial Elementary

Location of the school: EJC Montilla Tacurong City

Learning Materials/ Visual Aids, The learning materials/visual aid is located

OBSERVE, ANALYZE, REFLECT

Activity 1.2 Observing bulletin board displays

Resource Teacher: Rachelle D. Cruzada Teachers Signature:

An observation Guide for BOARD DISPLAYS

Read the following carefully before you observe.

new and some are old.

BOARD DISPLAYS EVALUATION FORM

Topic of the Board Display

Location of the Board Display in School

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

Effective Some of the board display are clear and

Attractiveness The color attracts the readers

Balance The objects are organized

Objects are arranged /

Unity The shapes and colors are perfectly combined.

Interactivity The style and approach is interactive.

_HASSANAL P. ABUSAMA PhD ______________