LEARNING EPISODE Assessment OF Learning

(Summative Assessment)
13
ACTIVITY 13.1 Aligning Assessment Task with the Learning Outcome
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ___________

OBSERVE
 Observe at least 3 classes- 1 Physical or Biological Science or Math, English, Filipino; 1
Social Science or Literature/Panitikan, EsP and 1 P.E/ Computer/EPP/TLE.

SUBJECTS LEARNING ASSESSMENT Is the If not

OUTCOME/S TASK (How did assessment aligned,
teacher assess the tool/ task improve on
learning assigned to it.
outcome/s? the learning
Specify outcome/s?
P.E/EPP/TLE To dance tango Written quiz. No Performance
Enumerate the test- Let
steps of tango in students dance
order. tango.

Social Science.
Literature
/Panitikan.
EsP

Physical/Biologica To solve Flash on a screen Yes

l mathematical a 5 items
Science/Math problem mathematical
English/Filipino problem
ANALYZE
1. Are all the assessment task aligned to the learning outcomes?
- YES
2. What are the possible consequences if teacher’s assessment are not aligned to learning
outcome/s? Does this affect assessment results? How?
-It would not help the learner’s progress.
3. Why should assessment tasks be aligned to the learning outcomes?
- in order to have a great outcomes or result
REFLECT
 Reflect on past assessment you have been through. Were they all aligned with what your
teacher taught (with learning outcomes?)
-YES
 How did this affect your performance? As a future teacher, what lesson do you learn from
this past experience and from this observation?
-As a future teacher all things should be aligned in teaching setting like for examples
the strategies, the materials needed and also the performance quiz in order to have a
great outcomes.
 ACTIVITY 13.2

Observing the Use of Traditional Assessment Tools

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

2.Matching type

3.Multiple Choice

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

2.Short answer
type

3.Problem ✔
solving

4.Essay-
restricted

5.Essay-non
restricted

6.Others
ANALYZE
1. Which assessment tools/tasks were most commonly used by teacher which one were
rarely used? Why were they rarely used?
-problem solving and the rarely used is essay restricted

2. Based on your answers found in the Tables above in which type of assessment tools and
tasks were Resource Teachers most skilled in test construction? Least skilled?
- Problem solving and the least skilled is essay it is because she is a mathematics
teacher

3. Can an essay or other written requirements, even if it is a written paper-and-pencil test,

be considered an authentic form of assessment? Explain your answer.
- Yes it is because it is your own way of writing and answering.

REFLECT
How good are you at constructing traditional assessment tools? Which do you find most difficult
to construct? Any lesson/s learned?
- Well the difficulties in constructing a traditional assessment tool is the decent
and also the way of making it original on your own.
 ACTIVITY 13.3 Observing the Use of Non-traditional Assessment Tools and
Scoring Rubrics

OBSERVE
 Observe classes in at least 3 different subjects and pay particular attention to the
assessment tool used by the teacher.
 With teacher’s permission, secure a copy of the assessment tool.
 Study the assessment tool then accomplish Observation Sheet.
 Did your Resource Teacher explain rubric to the students?
 Which type of rubric di that Resource Teacher use- analytic or holistic?
Authentic Learning Sample of Product/ How product/ Comment/s (is
assessment/ Outcome Performance Assessed performance was the scoring
Non-traditional Assessed assessed rubric
/Alternative One example of a constructed
product assessed. according to
(Put a photo of the Describe how the standards.
product/ product/
documented performance was
performance in My assessed. Which
Teaching Artifacts. was used analytic
INCLUDE THE rubric or holistic
RUBRIC IN MY rubric?
TEACHING INCLUDE THE
ARTIFACTS RUBRIC IN MY
TEACHING
ARTIFACTS

1.Product

2.Performance
ANALYZE
1. Between analytic and holistic rubrics which one was more used? Why do you think that
type of rubric was used more?
-HOLISTIC
Based on your answer in #1, what can you say about the scoring rubrics made and used
by the Resource Teachers?
- HOLISTIC because in learning math needs more focus as a whole
2. Will it make difference in assessment of students work if teacher would rate the product
or performance without scoring rubrics? Explain.
- Yes he/ she wouldn’t have a basis in scoring and it would look like a bias.
3. If you were to improve on one scoring rubric used, which one and how?
- It would be on the part of students’ engagement for them to be more motivated.
4. Can an essay or other written requirements, even if it is written paper-and-pencil test, be
considered and authentic form of assessment? Explain your answer.
- Yes it depends on the rubrics provided by the teacher.
5. Can rubrics help make students to become self-directed or independent learners? Do
rubrics contribute to assessment AS learning (self-assessment?) What if there were no
rubrics in assessment?
-Yes, if there is no rubric then it won’t have a basis in scoring and even in
evaluating a learners.
Does the Scoring Rubric is this FS BOOK 1 help you come up with better output?
-YES

REFLECT
Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all the
years as student.
-Well on today’s way of exams it’s done through technology because of online class.
SHOW Your Learning Artifacts
 Accomplished Observation Sheet
 Observations
 Reflections
 A photo of a product assessed and a documented performance test
 Samples of scoring rubrics used by Resource Teachers- one rubric to assess a particular
product and another rubric to assess a particular performance together with your
comments/s and improved version/s, if necessary.
 ACTIVITY 13.4 Scrutinizing the Types and Parts of a Portfolio

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

What a Portfolio Includes

Elements of a Portfolio Present? Missing?
1. Clear objectives- The objectives /
of the lesson/unit course are clear
which serve as a bases for selection.
2. Explicit guidelines for selection- /
What, when where, how are
products/documented performances
selected.
3. Comprehensible criteria- the /
criteria against which the portfolio
is graded must be understood by the
learners.
4. Selective significant pieces- The /
portfolio includes only selected
significant materials.
5. Students reflection- There is /
evidence that students reflected on
their learning.
6. Evidence of student’s /
participation in selection of content
of portfolio- There is proof that
students took part in the selection of
the content of the portfolio.
ANALYZE
1. Which OBE in mind, which should be the basis for then selection of pieces of evidence to
show that what the students was supposed to learn was learned?
- The assessment progress.
2. Scrutinize the elements of this portfolio. Based on the parts, under which type of portfolio
odes this fall?

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

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

3. Where and when does the teacher make use of each of the 3 types of portfolio?
- when it’s needed
REFLECT
Have portfolios made the learning assessment process more inconvenient? Is the effort exerted
on portfolio assessment commensurate to the improvement of learning and development of
learner’s metacognitive process that result from the use of portfolio?
- YES
SHOW Your Learning Artifacts

 Sample/s of Improved Written Test, both selected-response type and supply type.
 Sample/s of product and performance assessed
 Sample/s of a rubric
 Sample/s of students’ reflection on his/her portfolio
 ACTIVITY 13.5 Determining the Level of Teacher’s Questions

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

Table 1 Number of Questions per Level

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

Metacognition 5

Creating 6-
Highest
Evaluating 5

Analyzing/An 4 Analysis 3 /

Applying 3 Knowledge 4
Utilization
Understanding/ 2 Comprehension 2 /

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

Table 2. Examples of Assessment Questions/ Assessment Tasks
Tally and Total Rank Tally and Total Rank Examples of Rank Based
Score of Score of Assessment on Use
Cognitive Cognitive Tasks/
Processes processes (and Questions
(Bloom as Kendall and Given by
revised by Marzano) Resource
Anderson and Teacher
Kwathwohl)
Self- system 6- Highest e.g., Teacher
Thinking asked
student:
Why is the
lesson
important to
you?
Example: Metacognition 5
Creating= I

Evaluating=I 5-Highest

Analyzing / An= 5
II
Applying-III 4 3

Understanding- 3 4
II

Remembering= 2 2
IIII

1-Lowest 1-Lowest
I I
Rank Rank
ANALYZE
1. Which cognitive skill had the highest number of assessment questions? Lowest number?
- Remembering has the highest while evaluating and creating has the lowest.
2. What do these (lowest and highest number of assessment questions) reveal about
Resource Teacher’s level of questions?
-all are accepted.
3. Based on Kendall’s and Marzano’s taxonomy, which are the highest cognitive skills?
Give an example of an assessment question for each two highest cognitive skills-
metacognitive skills and self- system thinking.
- Kendall's and Marzano's knowledge taxonomy and Bloom's taxonomy of learning did not
contradict with each other. Talking about the purpose and objective of these taxonomies,
both were aimed at helping learners learn best. These taxonomies focused on the learners'
(learner-centered) development and progress
REFLECT
If you were to rate yourself on HOTS- where will you be a from a scale of 1 to 5(5 as highest
where will you be?
-At the middle 3

As a future teacher, reflect on how will you contribute to the development of learner’s HOTS?
As a future teacher I would help my learners HOTS development by the following
strategies Take the mystery away, teach the concept of concepts, Name key concepts, and
Categorize concepts. Tell and show, Move from concrete to abstract and back, Teach steps
for learning concepts, Go from basic to sophisticate. The following would develop their
HOTS
 ACTIVITY 13.6 Analyzing a Table of Specifications

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

REFLECT
Read this conversations and reflect on teacher’s assessment practices. Write your reflection
here.

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

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

Did you have a similar experience? Reflect on it. Will the required use of Table of
Specifications as guide in test construction solve the problem of misaligned tests?

SHOW Your Learning Artifacts

 Accomplished Observation Sheet
 Analysis
 Reflections
 Completed Sample TOS
ACTIVITY 13.7 Computing Student’s Grades based on DepEd Grading System

OBSERVE
A. SAMPLE STUDENTS REPORT CARD

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

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

B. INTERVIEW OF RESOURCE TEACHER

1. What are the new features of the latest grading system? What things are you required
to do with this grading system which you were not asked before?
- In the Philippines, some universities follow a 4-Point Scale, which resembles or
is equivalent to the U.S. grading system. This system uses a grade between 0.00
to 4.00 wherein 4.00 is the highest and 0.00 being a failing mark.

Other universities follow a 5-Point Scale, wherein the highest grade is a 1.00 and
the lowest is a 5.00 (failing mark). The lowest passing mark is actually a 3.00.
Although usually not depicted, a grade of 4.00 is equivalent to a grade of
incomplete. If the school does not use the grade point "4.00", it will use "INC"
instead.

Most colleges and universities will use either the 4-Point or 5-Point Scales when
presenting final grades. When scoring individual coursework, they will use the
Percent Grade, Letter Grade, or both. More importantly, Philippine universities
do not have standard grade equivalence. Different universities have varied
equivalence range, while passing grades are subject to imposed academic quality
of an institution
2. Which do you prefer- the old or the new grading system? Why?
- The new it embodied all perspectives.
C. INTERVIEW OF 5 STUDENTS

1. What do you like in the new grading system?

- The New Grading Scheme has been implemented with the goal of reducing
misclassification of students based on grades. It will put an end to unhealthily
competitive behaviour among top achievers. It will alleviate cultural pressures
and give the student more freedom.
 2. Do you have problems with the new grading system? If there is, what?
- Nothing
3. Does the new grading system give you a better picture of your performance? Why or
why not?
- YES, for me to look forward it would be a goal and a way.
4. Which do you prefer- the old or the new grading system? Why?
- The new grading system it is because it gives more freedom to the students.

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

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

Based on DepED Order 8, s. 2015, answer the following:
1. What are the bases for grading?
- Standards- competency based grading system. The minimum grade needed to pass
specific learning area is 60, which is transmuted to 75 in the report card. The lowest mark
that can appear on the report card is 60 for the quarterly grades and final grades.
2. How do you compute grades per quarter for grades 1 to 10 and grades 11 to 12. Give an
example.
- Add up all the total score for each component.
Convert the sum for each component to percentage score. Divide the total raw score
by the highest possible score, then multiply the quotient by 100%.
Convert the percentage scores to weighted scores.
3. How do you compute grades at the end of the school year?
- By adding up all accumulated final grades and dividing that figure by the number of
grades awarded. This calculation results in a mathematical mean—or average—of all final
grades
4. What descriptions and grading scale are used in reporting progress of learners?
- Fairly Satisfactory: 75-79
Satisfactory: 80-84
Very Satisfactory: 85-89
 Did Not Meet Expectations: Below 75

5. What are the bases for learners’ promotion and retention at the end of the school year?
- Must pass remedial classes for failed competencies in the subjects or learning areas to be
allowed to enroll in the next semester. Otherwise the learner must retake the subjects
failed. ... Remedial classes are conducted after the Final Grades have been computed.
6. What is the report on learners’ observed values?
- The Core Values teach us to have love for God (Maka-Diyos), love for fellow men
or others (Makatao), love for nature (Maka-kalikasan), and love for the country
(Makabansa). Every program or co-curricular and extra-curricular activities done
in school must be guided by the said values

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

ANALYZE
Analyze data and information gathered from the interview and from your review of an unused
Student’s Report Card and the DepEd grading system.
1. Do teachers and students like the new grading system? Why or why not?
- YES because needed data that would be fair is in this new grading system.
2. What are the good points of the new grading system according to teachers? According to
students?
-according to teachers it was good, according to students it was a fair grading
3. What are teachers challenged to do by this new grading system?
-The ways on how the students to excel or perform well because it was needed in
obtaining high grades
4. Do you favor the distribution of percentages of written work, performance tasks and
quarterly assessment?
-YES
5. Did you like the experience of computing grades? Why or why not?
-YES As a future teacher it would be pleasure to.
REFLECT
In an era where the emphasis is self-directed learning and demonstration of competencies-
knowledge, skills and values learned (outcomes-based education)-do grades really matter?

- NO
 ACTIVITY 13.8 Reporting Students’ Performance

OBSERVE
Proceedings in a Card Distribution Day
1. Observe how cards are distributed on Card Disribution Day. Describe how cards are
distributed.
- On face to face it was distributed systematically
2. Describe how the Resource Teachers communicated learers’ assessment results and
grades to present.

- They did that based on their performance

3. Did parents raise questions or concerns? If yes, what were their questions/ concerns?
- Yes. What their child achievement and how they perform
4. How did the Resource Teacher handle their questions and concerns? What answers did
he/she give?
- She gave assurance that she will be a great teacher

Interview with Resource Teacher

1. How do you give feedback to your students regarding their performance? When do you
give feedback?
- At the end of the semester or it was written in the card
2. How do you report student’s performance to parents? Does the school have a regular way
of reporting grades to parents?
- Scheduled a meeting

3. What problems on grade reporting did you encounter with parents? How did you address
it/them?
- Some parents don’t believe but teachers had a proof.
Interview with Students
1. Do you see the meaning of your grades in the School Report Card? YES

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

Interview with Parents

1. Does your child’s Report Card give you a clear picture of your child is performing? YES

2. If you were asked what else should be found in the Report Card, which one? Why?

- The students’ scores in all perspective

3. Do you find the Card Distribution Day important? Why or why not?
- Yes it was a day for the achievements and problems that needed to discuss with
the parents

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

- ACHIEVEMENT IS A MUST

ANALYZE
1. What were the most common issues raised on students’ performance?
- On how they cope up or adjust on hearing someone’s idea.

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

a) Maintained and

b) Improved to make grades and reporting meaningful?

REFLECT
1. Grades are often a source of misunderstanding. How should I do reporting so that it
will result to effective learning?
-For me, the best way to report grades to parents is to first introduce the grading
system to them. You should also show them how to compute it so that they are
aware of it. Then explain and present the learner's performance and how they
interact in their daily lives at school. For me, you should honestly report the
student's true performance, not in a frank manner, but in such a way that the
parents are aware of the student's performance. In this manner, parents will
assist the teacher in encouraging their learner to participate and to exert extra
effort, particularly in class.
 LEARNING EPISODE Knowing the Quality Teacher
The Teacher as a PERSON and
14 as a PROFESSIONAL
Teacher Personal Qualities: A View from my Lenses
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ___________

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

Personal Qualities Observe (O) Data Results

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

b. Healthy Observe

c. Spiritual Observe
Interview
d. Knowledgeable Observe
 e. Humble Observe
Interview
f. Determined Observe
Interview
g. Cooperative Observe
Interview

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

ANALYZE

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

Answer the following Questions.

1. In Activity 1, what do you consider as the 3 most outstanding significant personal
qualities of the teacher you chose as your case? Why do you consider these as
outstanding?
a) Outstanding teachers use a repertoire of teaching strategies to engage
students.
b) Outstanding teachers develop positive relationships with their students.
c) Outstanding teachers adapt their lessons for individual differences
REFLECT
Good teachers are the role models, whether in school, at home or in the
community. From the teachers that you had from elementary to college, did the personal
qualities that they possess, help you learn better as a student?
Identify one personal characteristics of your model teacher that has made a great
impact in your life as a learner. Reflect and describe how this quality influenced you.
- A good teacher can teach you something you'll remember for a day, but a great teacher can
teach you something you'll remember for the rest of your life. A teacher has the ability to
influence many important aspects of a person's life. Teachers are similar to second parents in
that they spend as much, if not more, time with a child each day than parents do. They play
an important role in shaping a child's personality and, in some cases, their future. They can
teach you the value of trust and how to be trustworthy. A teacher should be able to recognize
each student as an individual as well.

Activity 14.2 Is the Teacher a Professional Teacher?

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

Competencies of the Professional Teacher: A Special Case

Dear Ma’am/Sir:
I am a future teacher and I would like to know the characteristics of a professional
teacher. I will be very glad if you could answer the survey form about your co-teacher
_________________________________.
I will keep in confidence your identity, however, please allow me to use the data in my
lesson.
This is requirement in our course, Field Study 1.

Thank you very much.

__________________
BSEd Student

Name of the Teacher:

PRC License No. Grade level Taught:
Answer the following statements based on your OBSERVATIONS of the teacher. Check Yes or
No or Doubtful.
Does the Teacher exhibit the
Professional Competence competence of a professional
teacher? Check your answer
below.
1. Practices the Code of Ethics for Professional Teachers Yes No Doubtful
2. Teaches the subject matter very well with mastery /
 3. Keeps self updated with educational trends, policies and /
curricula
4. Uses varied teaching methods that facilitate learning with /
skill and ease
5. Engages the parents and other stakeholders to cooperate as /
partners in educating the children
6. Teaches with compassion based on the knowledge and /
understanding of the characteristics and needs of diverse
learners
7. Prepares curriculum plans, implements these with innovation /
in every lesson
8. Designs or selects and utilizes appropriate assessment /
strategies and tools for lesson taught
9. Make classroom atmosphere physically (arrangement) and /
psychology (friendly, inclusive)safe and secure for learning
10. Serves willingly beyond teaching work by participating in /
other extracurricular activities when needed

Name and Signature of the Teacher Information (Peer)

OR:

Name and Signature of the Supervisor Information (Head)

AND

Your Name and Signature (Pre-Service Student)

ANALYZE

Did you learn from your observation and interview on teacher’s professional
competences? Now let us analyze the data.

Answer the following questions

 1. In Activity 2, do you consider the Teacher as a Professional Teacher? In what
competencies is the teacher Strong? _/__ Weak? ____ Doubtful? _____ Why?
- She always did well
2. Did you answer to the survey from coincide with the answers of the co-teacher or head of
the teacher you observed?
Why
- Yes

REFLECT
Now, it is time to reflect on Activity 2
Complete the following sentences as your reflections from the results of Activity 2.
1. As a future teacher, the result imply that I should
- Take note and do.
2. If all the teachers teaching today possess the professional characteristics and
competencies as the teacher/s observed then learners will be
-the learners will be mold and learn beyond what is thought.
SHOW Your Learning Artifact
Show here the artifacts of this Episode.
1. Short narrative about the teacher with a description of the personal qualities and
professional characteristics that you have observed. You may request a picture from the
teacher.

My Teacher, My Hero

She had a very funny personality. An approachable teacher and a very kind person. Her
strategies in teaching tells a lot about her personality, she let everyone participate and
cooperate for them to be able to learn even more. She even persuade them to strive harder
because it will be their common goal in life. She’s indeed a known professional teacher with a
soft heart to all students she handle.
 LEARNING EPISODE Towards Teacher Quality:
Developing a Glocal Teacher
15 of the 21st Century

A Day in the School Life of a Quality Teacher

Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ___________
Activity 15.1
OBSERVE
Note: Observe and record observations on the following aspects as key guide to observations.
Teacher’s Major Key guide for Observation (Carefully look for the indicators/
Responsibility behaviors of the teacher along the key points. Write your
observations and description in your notebook. This will be one of
your artifacts.)

A. Actual Teaching This Teacher

1. is learner-centered.
2. acts as a facilitator of learning.
3. has mastery of subject matter
4. sees to it that learning outcomes are achieved.
5. is pleasant and fair in dealing with the learners.
B. Management of Learning This teacher
1. allows all learners to participate in the lesson.
2. considers the needs of the learners in the seating arrangement.
3. uses instructional support materials to help learners understand
the lesson.
4. sees to it that learning is achieved within the period of time.
5. dismisses the class on time.
 C. Administrative Work This teacher
1. keeps records of learners attendance every day.
2. keeps record of formative and summative tests.
3. submits reports and other documents on time.
4. does other tasks as requested by superiors.
5. cooperates with peers and staff in the cleanliness and safety of
the school.

ANALYZE
Refer to the results of your observation to answer the questions that follow.
1. Which of the three responsibilities shows majority of the indicators being practiced?
A. Actual Teaching?
B. Management of Learning?
C. Administrative Work?

2. Which demonstrated behavior, do you find in the teacher that is worthy of emulation
when you become a teacher? Describe.
- In order to improve education, our teachers need to exemplify the leadership
qualities. These include being approachable and communicative, passionate, committed,
and innovative
3. Which of the major responsibilities does this teacher find difficult to comply with?
What are the reasons?
-Broadly speaking, the function of teachers is to help students learn by imparting
knowledge to them and by setting up a situation in which students can and will learn
effectively. But teachers fill a complex set of roles, which vary from one society to
another and from one educational level to another.

4. From your perspective, would you consider this teacher as quality teacher? Why?
- Some qualities of a good teacher include skills in communication, listening, collaboration,
adaptability, empathy and patience. Other characteristics of effective teaching include an
engaging classroom presence, value in real-world learning, exchange of best practices and a
lifelong love of learning

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

1. Are you inspired to become a teacher after your observation? If yes, why? If No, why not?
Yes it would be a great work.

2. When you become a teacher in the future, how else would you do better as a professional
teacher?
I would be a professional teacher but still had morale in all students

3. What are some of the concerns that you foresee in the future as a quality teacher? Do you think
you will be ready to address these? Give at least 2 concerns.
* All ideas are accepted
* Voiceless student should be heard

4. In what aspects of the teacher’s day, would you like to congratulate the teacher you observed?
Can you show your appreciation to this teacher by sending a Thankyou card? (Include this in
your artifact)
THANK YOU FOR LETTING US OBSERVE YOUR CURRENT CLASS
 The Creation and Management of the New Learning
Activity 15.2 Environment as a Skill of the 21st Century Quality Teacher

OBSERVE

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

A. Current Classroom I am Observing

Grade level______
B. My Classroom for the 21st Century
ANALYZE

Make a comparison of your drawings A and B. Describe the similarities and differences.
Explain why.
Features of the Present My Vision of the Future Why the similarity?
Classroom Components Classroom Why the difference?
-Clear Rules and -Flexibility of furniture and - Learners prior priority.
Expectations. space. The differences is the
- Classroom expectations -Areas for collaborative improvement of needs.
should be clear to all learning and independent
students. study.
-Frequent and Successful -Facilitation of movement.
Assessment. -Fostering of inspiration
-High Student Engagement and creativity.
and Involvement. -Technology.
-Authentic and Purposeful -Light and bright colors-
Learning.
-Efficient Housekeeping

REFLECT

Based on the task that you made, what challenges await you as a future teacher? How
will you manage learning in the future classroom? How will you prepare yourself to respond to
21st teaching-learning and become a global teacher?
Make a short paragraph on how you will manage teaching-learning in the 21st century
classroom.
 I would manage them based on their perception because we all know in this new era
students are in technology so for teachers and students good relationship good
communication must be implied.

SHOW Your Learning Artifacts

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

2. Activity 15.2 Drawing of the process classroom and a Drawing of your Vision of the
Classroom for the 21st Century.

3. Activity 15.2 Narrative on how you manage teaching-learning in the 21 st Century

classroom.
 LEARNING EPISODE
On Teacher’s Philosophy
16 of Education

Analyzing DepEd’s Philosophy of Education

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

OBSERVE

Activity 16.1
 Determine prevailing philosophies of education based on DepEd Vision and Mission
statements, core values and mandate and on the K to 12 Curriculum Framework and
Guide.
 Study the DepEd Vision and Mission statements. Core values and Mandate.
 Read the features of the K to 12 Curriculum based on the Kto12 Curriculum Framework
and Guide Sec. 5 of R.A. 10533.
 Accomplish the table below by answering these questions. Which philosophies are
express?
 Cite relevant statements to back up an identified philosophy of education. You are given
an example.
Philosophies of Education Which philosophies are Which philosophies
expressed in the DepEd expressed in the K to
Vision, Mission Statements, 12 Curriculum
Core Values, Mandate? Framework and
Give proof. Guide and Sec 5 of
 RA 10533? Give
proof.
1. Essentialism – each mastery of Essentialism – The core
the basics; curriculum is values of maka-Diyos, maka-
prescribed. tao, maka-kalikasan, and
Subject matter – centered there are maka-bansa show that DepEd
universal, objective values; is essentislist. DepEd believes
inculcate values in subject matter in unchanging values that
need to be inculcated.
2. Perennialism – teach those that Any proof of perennialism?
last, the classics; there are
universal values; inculcate these
universal objective values
3. Progressivism – very child- Any proof of progressivism?
centered; teach those that interest
the child; one learns by experience;
learners learn by doing so teacher
teacher’s teaching is experiential;
values are subjective; no
inculcation of values since they are
subjective, instead teachers help
students clarify their values
4. Reconstructionism – school is Any proof of
agent of change; school is reconstructionism?
preparing students for the social
changes; teaching is involving the
students in discussion of moral
dilemmas
5. Existentialism – teachers teach Any proof of existentialism?
learners to make a choice, to make
decisions and not merely to follow
the crowd; one who does not make
a choice and so simply follow
others do not leave meaningful life
6. Pragmatism – That which is Any proof of pragmatism?
useful, that which is practical and
that which works is what good; that
which is efficient and effective is
that which is good, e.g. showing a
video clip on mitosis is more
efficient and more effective and
therefore more practical than
teacher coming up a visual aid by
drawing mistosis on a cartolina or
 illustration board

Activity 16.2 Articulating My Personal Philosophy of Teaching

OBSERVE

 Observe how a teacher relates to every learner and he/she proceeds with her teaching.
 Accomplish this Observation Sheet.

Here are philosophies of education. Find out which philosophies were manifested in class by
observing what and how teacher teaches and relates to learners.

Philosophies of Education Teaching Behavior (State what the

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

He/She inculcated values.

2. Perennialism – teach those that last, the classics; They use tried and true teaching
there are universal values; inculcate these universal methods and techniques that are
objective values believed to be most beneficial to
disciplining students' minds.
3. Progressivism – very child-centered; teach those Collaborative and cooperative
that interest the child; one learns by experience; learning
learners learn by doing so teacher teacher’s
teaching is experiential; values are subjective; no
inculcation of values since they are subjective,
instead teachers help students clarify their values
4. Reconstructionism – school is agent of change; Allow pairs of students to teach each
school is preparing students for the social changes; other
teaching is involving the students in discussion of
moral dilemmas
5. Existentialism – teachers teach learners to make a the teachers and school laying out
choice, to make decisions and not merely to follow what they feel is important and
the crowd; one who does not make a choice and so allowing the students to choose what
simply follow others do not leave meaningful life they study.
6. Pragmatism – That which is useful, that which is It makes activity the basis of all
practical and that which works is what good; that teaching and learning. It makes
which is efficient and effective is that which is learning purposeful and infuses a
good, e.g. showing a video clip on mitosis is more sense of reality in education.
efficient and more effective and therefore more
practical than teacher coming up a visual aid by
drawing mistosis on a cartolina or illustration board

7. Rationalism – emphasizes the development of the The students use deductive reasoning
learners’ reasoning powers; knowledge come to validate their answers
through reason; teacher must develop the reasoning
power of the learner
8. Utilitarianism – what is good is that which is That the teacher will do whatever it
most useful that which brings happiness to the takes to make sure that the majority
greatest number of people; of the class is succeeding
academically.
9. Empiricism – source of knowledge is through the Experience helps individuals to
senses; teacher must involve the senses in teaching- enhance their ability to learn and also
learning to teach.
10. Behaviorism – behavior is shaped deliberately When teachers reward their class or
by forces in the environment and that the type of certain students with a party or
person and action desired can be the product of special treat at the end of the week
design; behavior is determined by others, rather for good behaviour throughout the
than by persons own free will; teacher must week.
carefully shape desirable behavior; drills are
commonly used to enhance learning. Rewards
reinforce learning.

11. Constructivism – learners are capable of Students use inquiry methods to ask
constructing knowledge ang meaning; teaching- questions, investigate a topic, and use
learning therefore is constructing knowledge and a variety of resources to find solutions
meaning; teacher does not just “tell” or dictate but and answers.
asks learners for knowledge they construct and
meaning of lesson.
 12. Other philosophies

ANALYZE

1. Based on your findings and observations in your Activity 16.1 and Activity 16.2, which
philosophies of education are dominant in Philippine basic schools? Why do you say so?
- Research findings showed that the Filipino preservice teachers espoused a very high
adherence to progressivism educational philosophy and high orientation to existentialism
and Reconstructionism. They also showed a moderate adherence to perennialism and
existentialism philosophies

2. If there is one philosophy that schools and teachers should give more attention to, what
should that be and why?
- Student should free to voice out their problems. Humanism fostering each
student to his or her fullest potential. Humanism is a progressive philosophy of life that,
without theism or other supernatural beliefs, affirms our ability and responsibility to lead
ethical lives of personal fulfilment that aspire to the greater good
REFLECT
What is your philosophy of teaching? This describe what you believed you should teach,
how you should teach and how you should relate to others in school- with the learners, your
colleagues, your superiors and all other stakeholders. Write them down. This is your title, “My
Philosophy of Teaching”
My Philosophy of Teaching
These may be of help:
I believed that the learner is someone who is learning about a particular subject or how to do
something
I believed that I should teach the learners what they have to learn
By providing them the best it can be as their teacher
I believe that all of us should be on the same vision and mission or in the same umbrella for
us to be able to work together in a good way.