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ACKNOWLEDGEMENT

First and foremost, I want to thank our Lord God for giving me life, strength, and
wisdom in finishing this and for guiding me in conducting my observation.

I also want to thank the following people for helping and accompanying me in
finishing this portfolio. Additionally, Sir Charlie T. Anselmo, who extended us the
warmest welcome and guided us by bringing important knowledge that we can apply
to our chosen field. to spur us on as we continue with our observation to do our best.

Thank you to the course facilitator and the dean of our college of education for
providing us with all necessary facilities.

My grateful thanks go out to my cooperating teacher (Team Minante – Science

Major), they are always kind enough to take the time to listen to me out loud and to
understand my situation when my internet connection is acting up. And for letting us
to do this work to their home without any hesitation.

Finally, I would like to thank my ever-loving family for their unwavering support and
my classmates, who are always by my side no matter what, for keeping me motivated
despite the pressure to finish this project. Everyone, I am so grateful.

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Course Description:

This is the first experiential course, which will immerse a future teacher to actual
classroom situation and learning environment where direct observation of teaching learning
episodes that focus on the application of educational theories learned in content and pedagogy
courses will be made. Observation on learner’s behavior, motivation and teacher’s strategies
of teaching, classroom management, and assessment in learning among others shall be given
emphasis. A portfolio shall be required in the course.

This course is designed to help the field study students verify the behavior of the
student in the actual learning environment. It will require them to recognize feasible
approaches to facilitate learning considering the learner’s different phases of development and
social environment.

Learning Objective

At the end of this Episode, the students must be able to :

1. determine the characteristics of a school environment that is safe, secure,

and is supportive of learning.

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Exploring the School Campus

EPISODE 1
THE SCHOOL ENVIRONMENT

SCHOOL FACILITIES OBSERVATION CHECKLIST

Name of School: Cauayan City National High School
– Research Annex

Address: Minante 1, Cauayan, Isabela.

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

As you move around the campus, activity 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 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?
Office of the Principal ✓ The office of the principal is free Let’s be honest about the fact that

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from the pollution. The papers Principal’s office is the cleanest room in
appear there where properly any school. And we know that everyone
arranged. Have a good wanted a clean and beautiful room. It
ambiance. motivates students to also clean their
classroom and make it beautiful for them
to have a satisfying environment.

Library x There is no school library only a Having a lot of books and furniture in
book pantry, but books are the library makes student to stay there
properly arranged and there’s a and study for a long period of time. It
barrow logbook. thinks they should a room that is for
School library that have any kind of
books can find.

Counseling Room ✓ The counseling room was so It is good to accommodate student and
peaceful, an area where the motivate them to study hard and well.
students can accommodate
properly.

Canteen/Cafeteria ✓ School is still under construction School canteen should sell nutritious or
it is not good as what I have healthy food that will helps students to be
expected. healthy if they were selling a healthy
food and we all know that junk foods and
many Filipino delicacies can also be seen
there.

Medical Clinic ✓ The school clinic is located at Clinic is very important anywhere,
the back. Clinic is not especially inside the school. In case
spacious and there is limited of emergency, they no need to go
medicine. They have weight outside to get in hospital. School
scale. should also have every medical aids.
Audio-Visual / ✓ The medical clinic is clean. It helps sick and students with mild
Learning resource Medicines are available and injury to rest and take medicine so that if
Center properly arranged. There are they are now okay, they can slowly
also a Bed for sick or injured continue to study.
students.

Science Laboratory ✓ There is a lot of science tools and Having a lot of tools and equipment in
material that can be found in our science laboratory help students to
laboratory. As well as models like improve and do more about science and
the Globe, the Volcano as well as also having a lot of fun in their
human anatomy. There’s also experimental activities.
disaster equipment.

Gymnasium ×

Auditorium ×

Outdoor / Garden ✓ I see a lot of kinds of plants such This area or part of school campus is
as herbal medicine plants and for very important for students who studies
home décor. about plants and this also this garden
can teach them to be more responsible in

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persevering nature.

Home Economics ✓ A lot of home and industrial tools This is very important not just for the
Room and equipment can be found in subject course but also for every school.
the laboratory.

Industrial Workshop ×
Area
PTA Office ×

Comfort Room for ✓ Clean and have a cubicle but Having a clean and good smell comfort
Boys sometimes there is no water room makes student feel comfortable
supply. when using it. And they will not be
distracted in their studies just because of
the stink smell of it.

Comfort Room for ✓ Clean and have a cubicle but Having a clean and good smell comfort-
Girls sometimes there is no water room makes student feel comfortable
supply. when using it. And they will not be
distracted in their studies just because of
the stink smell of it.

Others ✓ There are more than 20 It helps students to enhance their

computers a small area (room) knowledge and makes them a 21st
(Please specify) exclusive for teacher. century ICT learners.

An Observation Guide for the CLASSROOM VISIT

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

Guide Questions Classroom Observation Report

1. It is far from highway may be on estimated it will be 2

1. Describe the community or kilometers trip to get there (from Cauayan Centro to CCNH-
neighborhood where the school is RA). But their school is near to public market and elementary
found school.

2. The school campus is not that wide. There’s one building

2. Describe the school campus. What (two storey) for Senior High School. The colors I see is yellow
colors do you see? What are the and green. You can easily tour the whole campus.
conditions of the buildings?

3. There is one building for the office it has three rooms for
3. Pass by the offices. What impression teachers, principal and visitors. In front of the building, they
do you have of these offices? have a chairs and tables. One of the rooms is not spacious
that can accommodate. You can easily spot the office since it
is in front of their school gate.
4. School hallways are narrow. There is no library, but they

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4. Walk through the school halls, the have stool for books that you can barrow. It is in front of the
library, and the cafeteria. Look office. The school canteen is in the back, and I think it is
around and find out the other under construction since the old one is not already functional.
facilities that the school has They have nursery garden and vegetable garden. The parking
lot is at the center of the campus. They use the main gate for
entrance and exit. There is no extra public restroom outside.

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Resource Teacher: Artemio L. Dumelod

School: Cauayan City National High School – Research Annex
Grade/Year Level: Grade 8 - DIAMOND
Subject Area: Science - Earth and Life Science
Date: November 8, 2022

1. Look at the walls of the classroom. What are posted on the walls? What
heroes, religious figures, lessons, visual aids, announcements, do you
see posted?

2. Examine how the pieces of furniture are arranged. Where is the teacher's
table located? How are the tables and chairs/ desks arranged?

3. What learning materials/equipment are present?

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

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

An Observation Guide for the CLASSROOM VISIT

Be Guided by these task as you do your observation. Then accomplish the matrix to record
your data.

CLASSROOM FACILITIES MATRIX

Classroom Facilities Description

(Location, number, arrangement, condition)

Wall displays are on every corner of the wall; there's a lot of it; it is also
1. Wall display well-arranged; old but good and still in used. They are all printed and
laminated. It composed of operation board center, students’ corner,
NDEF, bulletin board, and science anatomy models.
2. Teacher’s Table Placed in at the front; and it looks like it is now often used.
Center: there are fifty-three chairs (53), complex; old and there are one
3. Learner’s Desk long table placed at the back.
Front; 1 white board and 1 black board; look old; not cleaned and there
4. Blackboard is one cabinet with a lot of display next to the board. There are lots of
printed material posted.
Front; 1 television; it placed at the top of the board; it is old but can be
5. Learning use. 1 old DVD player may be not already functionable. it has also metal
Materials/Visual Aids lock.

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Write your observation here.

Name of the School Observed: Cauayan City National High School – Research Annex
Location of the School: Minante 1, Cauayan City, Isabela
Date to visit: November 7, 2022

How do the school campus and the classroom in particular impact the learning of the students
going to school? What are your conclusions?
• The school environment, the school classroom and the school campus itself is satisfying
since it is near community market and just walking distance. It affects the learning
development of every student the school should be the safe and comfort place for them. The
student cannot concentrate into their classes if their school environment does not suit their
learning adaptability. In teaching our students we should choose and consider a best
environment for them to be more excited to come to school.

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

• It is believed that a child's environment has a significant impact on their development.

When discussing this kind of stage, this is a very important point at which the child's
experiences can continue to affect him for the rest of his life. He can control his existence
regardless of the environment he is exposed to. Never forget that the school is our second
home.

1. Would you like to teach in the school environment you just observed? Why?
• Yes, if I have given a chance to because even though this school is quiet not popular
and since it is just an extension. The student divers but they are approachable and
respectful. As what I observed these students are hardheaded, but you can easily address it.
These children need someone that can give the attention they want but also will discipline
them.

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

• The school campus that is conducive to learning mast have a complete, good and
operating facilities. There must have no pollution, clean and well-organized classroom and

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environment for students able to enhance their learning process without any barriers from
its environment. The good thing is it is far on roads and highways.
3. What kind of classroom is conducive to learning?
• The conducive for learning classroom must free from pollution, clean and well-
organized, and wide that one room can accommodate 40 or more students. Have smart
projector or just one smart television for the better delivery of class discussion that students
can easily understand their lesson as well as aircon and has its own comfort room. The
floor must also be tiled.
4. In the future, how can you accomplish your answer in number 3?
• Being a responsible and good teacher someday, I can accomplish all my answers in

number 3 by critically thinking and planning what is really the classroom need, the

learners need. So, everything that is not there I can provide. I believe I can achieve it all for

my students able to be comfortable in my classroom for them to study well.

5. Write your additional learning and insights here.

• I believe that schools are incredibly significant especially to our students. So, we
must keep its environment clean, free from pollution and beautiful for them to be motivated
and inspired them to study well because school environment helps them in their learning
development. Schools considered as their second home so it must be inclusive and should
possessed the equity. They feel safe and welcomed that support their future endeavors.

MY LEARNING PORTFOLIO
MY PERSONAL ILLUSTRATION OF AN EFFECTIVE SCHOOL
ENVIRONMENT

These kinds of characteristics and qualities are necessary for an effective school. Included
in this is a safe learning environment where students are protected from harm and
accidents. Teachers are necessary because students always follow what they are taught. To
allow students to study quietly and attentively, the environment must be free from outside
noise. Teaching should be done with a purpose, and there should be accountability and
learning communities. Every kind of gender identity and socioeconomic status should be
welcomed at school. Their surroundings ought to be secure and welcoming. Additionally,
these will aid in their future endeavors.

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EPISODE 2
LEARNER DIVERSITY: DEVELOPMENTAL CHARACTERISTICS,
NEEDS AND INTERESTS

INTENDED LEARNING OUTCOME

• At the end of this Episode, I must be able to describe the characteristics needs,
interest of learner from different development.

The Learning Essentials

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
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)

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OBSERVE, ANALYZE, REFLECT

Observing learner characteristics at different

ACTIVITY 2.1

Resource Teacher: Artemio L. Dumelod

School: Cauayan City National High School – Research Annex
Grade/Year Level: Grade 8 - DIAMOND
Subject Area: Science - Earth and Life Science
Date: November 2022

To realize the Intended Learning Outcomes, I will work your way through these steps:
Step 1 Observe 3 groups of learners from different levels (preschool, elem., and high school).
Step 2 Describe each of the learners based on my observations.
Step 3 Validate my observation by interviewing the learners.
Step 4 Compare them in terms of their interests and needs.

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,
and run, go up the stairs, etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motor’s 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

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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.

Learner’s 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 item under each domain is by no means exhaustive. These are
just sample indicators. You may add other aspects which you may have observed.

Development Preschooler Elementary High School College

Domain
Indicate the age range Indicate the age Indicate the age Indicate the
of children observed: range of children range of student age range
3-5 observed: 9-10 observed: 12-13 of student
observed:
___

Physical

• Gross-motor skills • Moves freely; run • Elementary • Their action is done

without attention on students are quite deliberately but
who or what they behaving than pre- sometimes they still
bumped in. school they can stay run and walk freely.
longer seating and Do something that
just listening to the they passionate with.
teacher.

• Could write legibly,

• They can write read with
clearly and draw comprehension and
•Fine-motor skills • They are not good in properly. some can draw well.
writing and drawing.
• They also could
help themselves
• They can help
• They need their independently.
themselves
parent and/or teacher Rarely ask teachers
independently;
if they do something. for help.
•Self-help skills when they didn't
understand or do a
thing, they ask for

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Others help and guidance.

Social

• Interaction with • Some pupils answers • They interact with • Listen attentively
Teachers need to follow-up by their teachers but sometimes
the teacher. politely and nicely engaged in talking to
and with all due their seatmates.
• Some pupils share
respect.
with their things and
some are not. Child-
• Chooses friend
to-child conversation.
• Interaction with • The children whom they get along
Classmates/friends interact with one well.
another in a manner
wherein it is casual,
• They just wanted to child-to-child
color some drawings. conversation.

• Talking on what
• Usually their they want to be in the
• Interests interests revolve future. What they
around chatting, want to do and about
playing around and favorites. But many
Others with their toys and are also engaged in
the children modern technology
nowadays are also like playing online
engaged in modern games.
technology like
playing on a
computer and
online games.

Emotional

• Moods and • Cry easily if • The kids are quite • They could hide
temperament, someone is teasing expressive about their feelings from
them. But also smile their sentiments and being happy to sad
expression of
and laught easily if emotions. When (mood swing).
feelings
they make something they are joyful, sad,
fun. or furious, they
express it to others
and their teachers.

• This grade school,

• Do and feel unlike kids in
something that they earlier grades, they • They could hide
wanted without are capable of theie emotion now.
• Emotional thinking the handling their own Some are ashamed or

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independence consequences. personal freedom. shy of crying or

Depends on teachers showing emotion in
to ease their feelings. public.
Others

Cognitive

• Even if their • Talk with sense and

communication whatever they want
Communication • Simple words can be
skills are not fully to say. Communicate
Skills expressed. Some didn't
developed, you can well.
pronounce words
see their potential
properly.
and the attempts
they make when
discussing in front
of others, despite
their shyness.

• Their reasoning
abilities are keen,
and they are
• Ideas mostly came increasing every
from their experience. day as new
information enters • Their reasoning
Child can't hide
their heads. skills are enhanced
anything.
and improved. Many
Thinking skills ideas are dancing in
• When kids ask to their mind.
• Problem solving is
always depending on execute
the teachers. mathematical
operations and • Many understand
board tasks, they the problem and
are putting their solve it properly and
Problem-solving problem-solving there are some who
skills to the test, didn't but tried their
which will best to solve it but
undoubtedly help with the guide of
Others
them strengthen teachers.
their minds.

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Write the most salient developmental characteristics of the learners you

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

Example:
Level Salient Characteristics Implication to the Teaching-Learning
Process
Preschooler Preschoolers like to move Therefore, the teacher should remember to
around a lot use music and movement activities not
age range of learners observed:
just in PE but in all subject areas
_3-5
Therefore, the teacher should not expect
preschooler to stay seated for a long
period of time

Level Salient Characteristics Implication to the Teaching-Learning

Process

Preschooler

Age range of learners observed:

3-5 • Therefore, the teacher should also give
• Preschoolers can sometimes
physical activities that can help in
throw tantrums and still
developing gross and fine motor skills in a
developing motor skills.
child, suchas molding clay, playtime and
basic scribbling.

• Teacher should not expect pre-school to

be good at writting.

Elementary

Age range of learners observed: • Elementary kids are more •As a result, teachers should pay special
9-10 disciplined than pre- attention to what he or she says or dictates
schoolers, and they pay close since students will look up to them as role
attention to their teacher's models.
directions.

• Elementary kids are more

• As a result, teachers must give clear
self-sufficient than pre-
instructions and guidance on what the
schoolers, therefore the
class should do.
teacher does not need to tell
them what to do one by one.

High School
• Even if the students are in a higher
Age range of learners observed: • High School Students like
section, the teacher must maintain a high
12-13 to be in the latest trends and
level of enthusiasm in the classroom.
can understand lessonsbetter

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when they are integrated with • Teachers should integrate their teaching
real life situations. with technology to keep students
interested, and they should relate the
importance of the lesson to the students'
everyday lives.

• The teacher must recognize the kids'

efforts.

• Teacher must treat everyone in class

equally and without partiality.
College

Age range of learners observed:

____

While you were observing the learners, did you recall your own experiences when
you were at their age what similarities or differences do you have with the learners
you observed?

Yes. I was brought back to my days in secondary school as I watched the

students. There are also board works, recitations, and practice exercises. Their
experiences and mine are similar in that I enjoy interacting with my classmates a
lot. My ability to participate in class is a key factor in gauging my understanding of
the material our teacher has taught us. The difference between us is that I believe
that if I understand the lecture, I will stop paying attention to my teacher and
instead engage in conversation with my seatmates.

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?

Mrs. Josephine Macugay, a new teacher in my Alma Mater, is one of former

high school teachers I will never forget. She is recognized for being approachable
and good at teaching especially on mathematics subject; she is also known for
requiring a lot of handwritten outlines in order to pass her class. She is truly kind
and friendly to her students, she acted like our second mother. There are some
circumstances that she is getting mad. But as time went on, I realized that beneath
her tough exterior and tough demeanor, she had a kind and caring heart for her
students. And now that I think of her, I also want to thank her for her compulsory

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outlines, which were extremely beneficial to me academically. The patience and

perseverance I demonstrated while writing those never-ending outlines aided me
greatly in gaining the information I currently possess.

Share your other insights here.

As I concluded this chapter, I realized that there are numerous things that
influence or contribute to a child's development. From Physical, Mental, Social,
and Cognitive theory, which focuses on the learner's ability to cope with or catch up
with the people in his or her surroundings.

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EPISODE 3
FOCUS ON GENDER, NEEDS, STRENGTHS, INTERESTS, EXPERIENCES,
LANGUAGE, RACE, CULTURE, RELIGION, SOCIO-ECONOMIC STATUS,
DIFFICULT CIRCUMSTANCES, AND INDIGINOUS PEOPLES

STATUS, DIFFICULT CIRCUMSTANCES AND

INDIGENOUS PEOPLES

INTENDED LEARNING OUTCOME

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 and
• demonstrate openness, understanding, and acceptance of the learners' diverse
needs and backgrounds.

REVISIT the Learning Essentials

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 at 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
whenthey 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, socio-economic and religious backgrounds
c. Learners with disabilities. giftedness, and talents
d Leaners under challenging circumstances which include geographic
isolation, chronic illness, displacement due to armed conflict, urban
resettlement or disasters, child abuse, and child labor.

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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 people’s groups which have several smaller
ethnic groups within them, the non-muslim groups called the Lumads in
Mindanao, and the Igorots 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 prove the lives of millions of people from indigenous groups. (Reyes,
Mina and Asis, 2017)
c. Guided by RA 8371, in 2015 DepEd issued DO 32, s.2015, Adopting
the Indigenous Peoples Education (IPED) Curriculum Framework, Most
useful for you as a future teacher to remember are the 5 Key Elements of
an Indigenous Peoples Education Curriculum (DO 32, s.2015
enclosure.pp.15-18):

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1. Curriculum Design, Competencies and Content. Interfacing the national

curriculum with Indigenous Knowledge systems and practices (IKSPs) and
Indigenous Learning systems (ILS) the design of a culturally appropriate and
responsive curriculum has the following features:

a. Anchors the learning context on the ancestral domain, the community's

world 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
indigenous
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.

1. 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.

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OBSERVE, ANALYZE, REFLECT

ACTIVITY 3.1 Observing differences among learner’s gender,

needs, strengths, interest, and experiences; and
differences among learner’s linguistics, cultural, socio-economic, religious
backgrounds and difficult circumstances.

Resource Teacher: Artemio L. Dumelod Teacher’s Signature:

School: Cauayan City National High School – Research Annex
Grade/Year Level: Grade 8 - DIAMOND
Subject Area: Science - Earth and Life Science
Date: November 2022

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.

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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

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OBSERVATION REPORT

School Observed: Cauayan City National High School – Research Annex

School Address: Minante 1, Cauayan City, Isabela

Date of Visit: November 14, 2021

To the extent that they can be regulated and controlled, the learner can
be trusted to make their own decisions and create their thoughts. To eliminate
unwanted and unwelcome occurrences, a regulated environment is essential.
Constant direction and care are tolerated to the utmost extent possible
because their attention span is limited.

You can acknowledge them by using their own language as well as their
interests, hobbies, wants, and ambitions in terms of what they want to do or
become in the future because they have their own technique of focus.

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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 an attention seeker, a little teacher, a doubter/pessimist?

As I browsed the students' online profiles, I discovered that there are not
many students who seem to be leaders, but there are enough for the whole
class. The class also has a few jokesters, which enhances the online learning
environment. In addition, it is challenging to evaluate the students because,
at one point in the synchronous meeting, I am unable to verify whether
these students have any additional responsibilities because some of them
don't open their mics at such times.
What makes the learners assume these roles? What factors affect their
behavior?

It is encouraging to see the student leaders taking on their responsibilities as

classroom leaders and guiding the entire class after being chosen and
trusted by their peers. While the class jokers or mascots already do this since
they are natural-born class clowns.

2. 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?

While some students might come across as timid, this does not necessarily
mean that they are feeling "left-out.". They are one of those reserved
students who rarely engages in social interaction. It is good for the teacher
that he always gives every student a chance to speak and shine.

3. What does the teacher do to address issues like this?

He constantly exhorts them to improve their weaknesses. He constantly

provides his students with chances to excel and demonstrate their skills.

4. How does the teacher influence the class interaction considering the individual
differences of the students?

The instructor is aware of his students' differences and is sensitive to

them. He always demonstrates equality for each of them by allowing
everyone to have their turn in the classroom.

5. What strategies does the teacher use to maximize the benefits or diversity in
the classroom? How does the teacher leverage diversity?
Because of the individual variations of the students, the teacher can
affect class interaction through exhibiting fair values inside the classroom.

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ACTIVITY 3.2

1. How did you feel being in that classroom? Did you feel the sense of oneness
or unity among the learners and between the teacher and the learner?

As a pro-teacher, I can tell that the teacher and the students are
working together as a team because they both seem comfortable as the
debate goes on. The teacher uses a variety of strategies to engage all of his
students in the discussion while also making sure they are constantly
inspired to take part in class.

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Observing differences among learners with disabilities, giftedness and talents

Resource Teacher: Artemio L. Dumelod Teacher’s Signature:

School: Cauayan City National High School – Research Annex
Grade/Year Level: Grade 8 – DIAMOND
Subject Area: Science – Earth and Life Science
Date: November 2022

To realize the Intended Learning Outcomes, work your way through these steps

1. Observe at least two of these classes.

a. SPED class with learners with intellectual disabilities
b. SPED class with learners with physical disabilities
c. SPED class for the gifted and talented
d. a regular class with inclusion of learners with disabilities
2. Note the needs of 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.

Use 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.
6. Observe the teacher’s method in addressing the individual learning needs of
the students in his/her class.

OBSERVATION REPORT

School Observed: Cauayan City National High School – Research Annex

School Address: Minante, Cauayan City, Isabela

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Date of Visit: November 29, 2021

Those who perform well in recitation are expected to answer questions

accurately, while those who do not are given the opportunity to answer as the
teacher reviews the lesson for them and guides them to answer the question
correctly.
As I continue to observe, I am enthralled by this class, particularly by the
teacher's approach to dealing with his students personally with a feeling of fairness.
And it is, without a doubt, one of the best qualities that a teacher may possess and
manifest in the classroom, as it will assist students in learning more effectively
despite their peculiarities.

1. Did your observation match the information given by the teacher?

Yes! Students have their different strength and weaknesses just like
my resource teacher say. They differ from their personality, attitude, and
behavior.
2. Describe the differences in ability levels of the students in the class? What
practices or strategies are done or should be done to differentiate instruction to
meet the needs of the learners?

As a future educator, I can tell that the teacher and the students are
cooperating as a team because they both appear at ease as the discussion
continues. The teacher makes sure that all his students are inspired to
participate in class by employing a variety of strategies to involve them in
the discussion.

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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 used the
differentiated instruction? If yes, described how
The teacher employs a variety of instructional strategies, including
incorporating stories into conversations, using audio-visual
presentations, and most importantly, giving each student time to speak
their mind. As a result, discussions often include students.

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?

Most underachievers finished their assignments on time when I

was in high school. Due to the extra time, they have been given to
finish their projects, the teacher's response to this situation is
successful because it enables the students to work calmly and under
less stress.

2. What dispositions and traits will you need as a future teacher to meet the needs of
the learners?

As a future teacher, I will need a sense of justice and equality

since they'll be critical for accepting students' differences and
providing a high-quality education, and they'll help me do so.

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OBSERVE, ANALYZE, REFLECT

OBSERVING THE SCHOOL EXPERIENCES OF

ACTIVITY 3.3
LEARNERS WHO BELONG TO INDIGENOUS GROUPS
Resource Teacher: Artemio L. Dumelod Teacher’s Signature:
School: Cauayan City National High School – Research Annex
Grade/Year Level: Grade 8 - DIAMOND
Subject Area: Science - Earth and Life Science
Date: November 2022

To realize the Intended Learning Outcomes, work your way through these steps.

1. Ensure that you have reviewed the no. 3 Focused on Indigenous Peoples in the
Learning essentials of Episode 3.
2. Observe in a school with a program for IP learners. Below are some suggested
schools:

a. Ujah School of Living Traditions, Hungduan, Ifugao

b. Sentrong Paaralan ng mga Agta, General Nakar, Quezon
c. Sitio Tarukan Primary School, Capas Tarlac
d. Mangyan Center for Learning and Development, Naujan, Oriental Mindoro
e. Paaralang Mangyan na Angkop sa Kulturang Aalagaan (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. T'boli 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. Bayanihan Elementary School, Marilog, Davao
l. Lumad Bakwit School, UP Diliman, Quezon City

Please note: Ensure proper coordination of your college/university to obtain

permission from these schools before you visit.
If an actual visit is not feasible, consider a "virtual visit" through social media.
And if still not feasible consider a "virtual" field study through watching
Indigenous Peoples in the Philippines videos. There are several available at
Youtube. You can start with this video by Dep Ed:

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DepEd Indigenous Peoples Education Office. National Indigenous Month (October)

Video, 2013. Retrieve from: https://
www.youtube.com/watch?v=FsMigONz2Y

3. Write your observation report.

4. Analyze your observation data using the Indigenous Peoples Education Framework.
5. Reflect on your experience.

Use the observation guide provided for you to document your observation.

AN OBSERVATION GUIDE FOR INDIGENEOUS PEOPLES EDUCATION

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

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

1. Before you observe, read about the specific IP group in the school you will
visit.
Know their norms and customary greetings. This will help you blend in the
school community and interact with respect.
2. Observe and note the different parts or areas of the school environment.
How are learning spaces 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 teaching strategies that the teacher uses.
6. Describe the interaction that is taking place between the teacher and
learners, among the teachers, and in the school in general.
7. What instructional materials and learning 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

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Curriculum Design, Answer each question based on your observation and

Competencies, and Content interview data

1. Does the school foster a sense of From what I have observed, they have an appreciation
belonging to one's ancestral domain, a and respect for other cultures and uniqueness. An
deep understanding of the community's example of this is prayer, each of us has our own way of
beliefs and practices? Cite examples worshiping God, but in our prayers they unite and honor
each other.
2. Does the school show respect of the Yes, they really true on their respecting one’s religion.
community's expression of spirituality?
how?

3. Does the school foster in the Yes, I have seen many different students with different
indigenous learners a deep appreciation ethnic identities. but to the teacher, they treat their
of their identity? How? students fairly and fairly.

4. Does the curriculum teach skills and Yes, there are other topics or subjects that teach them.
competencies in the indigenous learners By promoting and preserving their custom, culture.
that will help them develop and protect
their ancestral domain and culture?

5. Does the curriculum link new Yes, they revise and planning a better teaching method
concepts and competencies to the life that will fit for this kind of topic.
experience of the community?

6.Do the teaching strategies help Yes, educators know how to teach their related to this
strengthen, enrich, and complement the topic.
community's indigenous teaching-
process?

7.Does the curriculum maximize the use It depends on the specific curriculum and educational
of the ancestral domain and activities of system in question. In some cases, curriculums may
the community as relevant settings for incorporate the use of the ancestral domain and
learning in combination with classroom- community activities as relevant settings for learning in
combination with classroom-based sessions. However, in
based sessions? Cite examples.
other cases, this may not be the case. It is important to
note that curriculum development is a complex process
and it is influenced by various factors such as culture,
tradition, social, economic, political and educational
policies.
8. Is cultural sensitivity to uphold es, cultural sensitivity is an important aspect to consider
culture, beliefs and practices, observed in the development and use of instructional materials
and applied in the development and use and learning resources. One way to uphold culture,
of instructional materials and learning beliefs, and practices is to consult with culture bearers of
the Indigenous Peoples and other cultural experts to
resources? How? (For example, Culture
ensure that the materials are accurate and respectful of
bearers of the Indigenous Peoples are

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consulted.) Application of higher order their culture. Additionally, instruction should also be
thinking skills. designed to promote higher order thinking skills, such as
analysis, synthesis, and evaluation, rather than just rote
memorization. This approach can help to respect and
value diverse perspectives and ways of knowing, which is
an important aspect of cultural sensitivity.
9 Do assessment practices consider Assessment practices should consider community values
community values and culture? How? and culture in order to be fair and valid for all students.
One way to do this is by incorporating culturally
responsive assessment methods, which take into account
the cultural backgrounds and experiences of students.
This can include using multiple forms of assessment,
such as performance-based tasks and assessments that
reflect the students' community and cultural context.
10. Do assessment processes include Assessment processes should include the application of
application of higher order thinking higher order thinking skills, as they are an important
skills? aspect of measuring students' critical thinking abilities
and understanding of complex concepts. Higher order
thinking skills include abilities such as analysis,
synthesis, evaluation, and problem solving.

What do you think can still be done to promote and uphold the indigenous
people’s knowledge systems and practices and rights in schools?

There is much that can still be done to promote and strengthen Indigenous
knowledge systems, practices and rights in schools.

One approach is to incorporate Indigenous knowledge systems and practices

into curriculum and education in a meaningful and respectful way. This may
include using Indigenous languages as a medium of instruction, incorporating
Indigenous ways of knowing and learning into the curriculum, and providing
opportunities for students to learn from Indigenous educators and community
members. Another approach is to involve Indigenous communities and
organizations in the education process, for example by consulting Indigenous
leaders and organizations in the development and implementation of education
policies, involving Indigenous parents and community members in school decision-
making, and creating opportunities for community building. based education.

It is also important to have cultural competency training for all educators

and staff to promote understanding of indigenous peoples and their perspectives,
cultures and languages. This can help educators recognize and respect the diversity
and richness of Indigenous cultures and create an inclusive and respectful learning
environment for Indigenous students.

Additionally, schools can work to recognize and acknowledge the historical

injustices and colonization that Indigenous peoples have faced and the lasting
impact this has on Indigenous peoples and communities. This can be achieved by
integrating accurate and inclusive history and social studies lessons and
acknowledging Indigenous peoples' treaties, land rights and sovereignty, and

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schools can also address discrimination and biases in the against Aboriginal
students and families.

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

1. What new things did you learn about indigenous peoples?
Students are truly divers. You may encounter of even teach students with
their own uniqueness. They are respectful and hardworking. They are
approachable and friendly. I learned that they can “makipag-sabayan” with
their classmate to think that they are part of indigenous people.

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

They are so hardworking and really love comes to school. They want to be
friend with everybody. I can clearly see the essence of their hardworking.
For indigenous learners, as a future teacher, I promise these three things:
2.1 be open to and respect indigenous peoples by
Treating them equally and equitably. I may encounter some problem
regarding with their different culture that would challenge but I will
prepare myself to deal with this. I will set an environment which
everyone will respect and appreciate each other’s ethnicity.

2.2 Uphold and celebrate their culture, belief and practices by

Promoting each other culture, acknowledge and respect. To be proud
of with their cultures and customs.

2.3 Advocate for indigenous people’s education by

Setting an environment with diversity that will fit to my learners so
that no one will feel alone because of their background status. This
environment will nurture and support their future endeavors.

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EPISODE 4

LEARNER DIVERSITY:
THE COMMUNITY AND HOME ENVIRONMENT

INTENDED LEARNING OUTCOME

At the end of this Episode, I must be able to:
• describe the influencing factors in the home environment that affect the
students' learning,
• seek advice concerning strategies that build relationships with
parents/guardians and the wider community; and
• identify effective strategies on how teachers can work together with the
family.

The Learning Essentials

1. Urie Bronfenbrenner’s biological model presents the learner within the context
of layer of relationship system that make up the learner’s environment. The
layers are:

Microsystem Mesosystem Exosystem Macrosystem Chronosystem

includes the the connection the bigger Outermost layer the element of
structure between the social system which includes time, patterns of
Such as one's structures in the which includes cultural values, stability and
family, school microsystem the city CustomS and pacing of the
and government, laws child's everyday
neighborhood the workplace life.
and the mass
media

The model helps the teacher look into 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 a
partnership with the family and the community to bring out the best in every learner.

2. Baumrind's Parenting Styles

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Authoritarian. Parents- are very firm with their children 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 from 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 and lack self-control; may they have low levels of
independence and responsibility.

Rejecting-Neglecting Parents: are found to be the least competent in their

over-all 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, 2004.

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OBSERVE, ANALYZE, REFLECT

OBSERVING THE LEARNER’S COMMUNITY

ACTIVITY 4.1 AND HOME ENVIRONMENT

Resource Teacher: Artemio L. Dumelod

School: Cauayan City National High School – Research Annex
Grade/Year Level: Grade 8 - DIAMOND
Subject Area: Science - Earth and Life Science
Date: November 2022

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

steps:

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

USE THE ACTIVITY FORM FOR YOU TO DOCUMRNT YOUR

OBSERVATIONS

An Observation/Interview Guide for Home School Link

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:

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• physical body built and height (thin, chubby, underweight,

overweight), level of physical activity (fast, slow, lethargic, active,
etc.)
• social interaction with teachers and classmates (loner, shy, sociable,
friendly, gets into fights, liked by others, etc.)
• emotional moods, temperament, cries easily, loses temper, happy,
shows enthusiasm, excited, indifferent, etc.)
• cognitive (appears to understand lessons, copes with the lessons,
excels, lags, shows reasoning skills, turns in assignments and
requirements, etc.)

Interview the Teacher

1. What are the most noticeable characteristics of the learner? (Emotional

disposition, behavior and discipline, sense of responsibility, study habits,
academic performance, relationship with peers, relationship with adults, social
adjustment)

"My learners are, very responsible. They are very good in my class. They
answer and responds quickly and actively. They are also very friendly and
cooperative student. They control, discipline and manage their own
behavior. And the way they interacts with us, they teachers, and other
elders, they are respectful."
2. How does the teacher communicate with the parents? How often? What do they
discuss? How do they decide of the best course of action to resolve issues or
problems?

"When it comes to any disciplinary actions, ever since, I didn't have any
communication with my parents. The only times that I meet and converse
with her parents, is that, when I'm going to say something good things about
her performance in the class and also when I am submitting their report
cards."
3. How does the teacher utilize resources in the community to support the teaching-
learning process? How does the teacher work with the community to meet the needs
of the learners?

Teachers always face the task of pulling together the diverse understandings
their students bring to the classroom. The use of community resources
provides a shared memory for the class. For example, going on a field trip is
only part of the total experience. As students and teachers talk about the trip
and think about it after it is over, they are building shared understanding.
The event becomes part of the common knowledge of the class and can be
referred to in subsequent lessons. What was learned is, thus, reinforced and
extended in later discussions as the teacher refers to field observations.
Learning resources are things that teachers can access to help them do some
aspect of their job better as part of the professional development process.

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This is important because the quality of teachers has been highlighted as the
most important factor in determining the effectiveness of a school system.
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.

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Suggested Parent Interview Guide

Name of learner: Leeniel Perico Burigsay

Date of birth: October 30, 2007 Age: 15
Grade/Year Level: Grade 8 Gender: Male
Number of Siblings: 5 Birth order: 3

Parents
Mother: Lorielay Dela Cruz Perico
Age: 44 Occupation: Waitress Educational Attainment: College Graduate

Father: Nelson Perico Burigsay

Age: 38 Occupation: Tricycle Driver Educational Attainment: High School Level

Learner’s Physical Aspect

Health
1. Mother’s health during pregnancy with the learner: Healthy
2. Ailments or health problems of the learner: None
3. Age of the learner when he started to walk: 2 talk: 4
4. Food preferences of the learner as a child and at present: None
5. Who took care of him/her as a child? Mother

Learner's Social Aspect:

1. Describe your child's sociability (friendly, outgoing or shy, loner). Friendly, Shy, Approachable
2. Who were the learner's playmates? Classmates
3. As a child then, was he/she allowed to play outside? Yes
4. Is he/she allowed to go out with friends? No
5. Do you have rules for him/ her to follow regarding going out? Yes
6. What are these rules? Not allowed to sleep with his friends, he has curfew/limit. He must be at
home at exactly 4 o’clock pm.

Emotional-Moral
1. What are your expectations of your child? Be on time, limit his time using his phone. Be responsible
at home.
2. How do you provide a nurturing environment for your child? by providing things that can help him
academically and personally. Putting away unnecessary things that might distract him.
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? My child used to not tell his problems, but somethings I talk to him when he
feels like he cannot do it by his self.
4. What do you do when he/she is not successful in something? I try my best to comfort him and tell
that it is okay to failed sometimes. I’m sure that he can make it and second round.

How do you discipline your children?

1. Do you have rules in the house? What are they? It’s just a house rules that they must obey.
2. How do you impose the rules? telling the rules that they can easily understand and follow.
Including the consequences.
3. What are the consequences of breaking the rules? Discipline and curfew.

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Learner's Cognitive Aspect:

1. What are the child's interests? Music, arts, and adventuring
2. What is he/she good at in school? He is consistent honor student
3. In what subject/s does he/she have difficulty? Math
4. How do you monitor his/her performance in school? How do you motivate him/her? I’m assured that
he’s doing good with his classmate/friends. I always tell him that life is hard we you did not finish
your study.
5. Do you have rules at home to help him develop good study habits? Yes, I have house rules that help
him
6. What are these rules? How are they implemented? After school, do his household stuff and
afterwards the schoolwork. Limit phone usages.

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

THE LEARNER’S DEVELOPMENT PROFILE (OUTLINE)

The Learner’s Development Profile

Name of the Learner: Leeniel Perico Burigsay

School: Cauayan National High School – Research Annex
Date of Home Visit: January 8, 2023
Date of Birth: October 30, 2007, Age: 15
Grade/Year Level: Grade 8 Gender: Male

Family Profile
Number Of Siblings: 5
Birth Order: 3
Parent:
Father: Nelson Perico Burigsay
Age: 38
Occupation: Tricycle Driver Educational Attainment: Highschool Level
Mother: Lorielay Dela Cruz Perico
Age: 44
Occupation: Waitress Educational Attainment: College Graduate

Physical Development
in paragraph form, describe the physical development of the learner. Combine the teacher's, parents'
responses, and your own observations.
He is very coordinated and has improved. He’s active to outdoor activities. Very friendly
and like to play outside during non-school day.

Social Development
In paragraph form, describe the social development of the learner. Combine the teacher's, parents'
responses, and your own observations.
He is good at communicating effectively and building good relationships with his peers. I
have also notice that he is cooperative in school activities such as group activities. His social skill is
good that he can make friend easily.

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

He is having a hard time sometimes showing his emotion, he would rather cope it by his
self than asking for some help with others. But he really knows to handle his emotions
empathetically and sympathetically. But as a future educator, I will support him by developing a
safe and supportive learning environment.

Cognitive Development
In paragraph form, describe the cognitive development of the learner. Combine the teacher's, parents'
responses, and your own observations.
I have noticed as a teacher that he went from various cognitive development. He starting to
show an understanding of cause and effect or becoming more curious and interested in exploring
the world around him. He is good in solving some hard questions or activities. When it comes in
experimenting or solving puzzles.

Findings
Write here your salient findings about the learner.
He is going through various stages of physical development, like walking and running, as
well as developing fine motor skills. He starts to think critically that he can solve hard puzzles and
the likes. I can see that he really grow fast.

Conclusions
Write your conclusions after you have analyzed the impact of the school and the
home on the learner's development. The questions in the Your Analysis portion of this
learning Episode can help you.
The learner's educational experience is clearly shaped by both the school and the home
after looking at how they affect a learner's development. While the home offers a more relaxed and
nurturing environment and acts as the learner's main support system, the school offers structured
instruction, academic support, and opportunities for socialization and extracurricular activities.

The school can help with academics, chances for skill development, and initiatives that
foster cultural sensitivity and respect for various viewpoints, cultures, and languages. The learner
can practice and apply those skills in a safe and nurturing environment at home. The home can
also support the learner's academic endeavors by creating a conducive learning environment.

Recommendations
Write your recommendations.
My analysis led me to make the following suggestions for supporting and fostering a learner's
development at home and at school:

Cooperation and communication between the home and the school should be encouraged. This
can be accomplished by including community members, such as parents, in school decision-making and by
giving parents and caregivers frequent updates on their children's progress.

In both the home and the classroom, encourage cultural sensitivity and respect for various

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viewpoints, cultures, and languages. This can be accomplished by incorporating Indigenous knowledge
systems and practices into the curriculum, consulting with Indigenous leaders and organizations during the
development and implementation of educational policies and offering cultural competency training to all
teachers and staff.

Community members and cultural experts can be included in the creation and implementation
of educational policies, opportunities for community-based education can be created, and performance-
based tasks and open-ended questions can be used in assessments to help achieve this.

Your findings and recommendations in the Learner Development Profile will help
you answer the questions here.

1. From your home visit and interview, what do you think is the style of
parenting experienced by the learner? Explain your answer?

In my opinion, the learner's parents are strict and "open.". This

suggests that the learner's parents are providing their son with a
somewhat strict environment, to the point where they aren't pressuring
him to get good grades instead of encouraging him to study hard and
pass all required subject areas.
2. Relating your data with what you learned from child development, what
family factors do you think contribute to the development and over-all
adjustment of the learner in school?

The first factor that affects a learner's development and general

adjustment in school is the learner's emotional-moral growth in her
family's love. This is followed by the family's sociocultural background
and, finally, the family's economic standing.
3. Does the communication between the home-school influence the learner?
If yes, what are these effects?

Yes. There might be some annoyances that prevent the learners

from engaging in their learning activities while they are learning
remotely. The learning process benefits especially from good
communication between the home and school environments.
4. How can the teacher partner with the community to contribute to the
development and learning of the students? Who are the people or which
institutions can the teacher tap to seek advice regarding the development
and learning of students?

The teacher can seek parental assistance in the development of the

student. They can create some guidelines about the student and help

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them progress by doing some work or planning other teaching method

they will suit with their learning capability.

1. Reflect on your own development as a child. What type of parenting did you
experience?
My parents were not strict, and they don’t pressure me. However,
sometimes they keep a close eye on my comments on every subject, and they
make sure I have time to study in my spare time, especially at home but
supports me on my endeavors. These have helped me become more
disciplined and responsible at school, and they have also resulted in positive
feedback from my teachers. Furthermore, this aided my moral and
behavioral development.

2. As a future teacher, how would you establish good homeschool collaboration?

How can you work well with the parents? How can you help them? How can
they help you?
I hope to establish a fruitful working relationship with parents as a
future teacher. I'll make sure they do their part as parents and that both of
us respect and uphold the child's rights. I'll do everything in my power to
ensure that their sons receive a top-notch education.

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EPISODE 5

CREATING AN APPROPRIATE LEARNING ENVIRONMENT

INTENDED LEARNING OUTCOME

At the end of this Episode, I must be able to:

• Plan on how to manage time
• Provide a learning environment appropriate to the learners and conducive
learning.

The Learning Essentials

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.

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OBSERVE, ANALYZE, REFLECT

MANAGING TIME. SPACE AND LEARNING

ACTIVITY 5.1
RESOURCES

Resource Teacher: Artemio L. Dumelod

School: Cauayan City National High School – Research Annex
Grade/Year Level: Grade 8 - DIAMOND
Subject Area: Science - Earth and Life Science
Date: November 2022

Observe and use the observation sheet provided for you to document your
observations.

1. As you observe the class, look into the characteristics of the learners. Note their ages.
Most of the students who attended the synchronous class were aged 16-17. The learners
are more like to respond on the teacher when he is asking something. Moreover, at some point,
it is difficult to make the students do something through online classes.

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

17 boys and 19 girls

3. Focus on their behavior. Are they already able to manage their own behavior?
Yes, since they can respond properly to their teacher and show proper emotions during
the discussion

4. Can the learners already work independently?

Yes! Based on my observation they can work by themselves, but some are not.

5. Describe their span of attention.

The students’ span of attention during the online class is long, this is because of the
continuous motivation of the teacher while he is teaching.

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Analyze and answer these questions on observed classroom management

practices. It is also good to ask the teacher for additional information, so you can
validate your observation. Write your notes below; and then organize your data in the
Table that follows.

1. Are there areas in the classroom for specific purposes (storage of teaching aids,
books, students’ belongings, supplies, etc.)? Describe these areas. Will it make a
difference if the areas for specific purposes are not present?
A shelf or bookcase to store books and other reading materials
A storage cabinet or cupboard to store teaching materials and materials
Shelves or lockers for students to store their belongings
A pantry to store pens, pencils, paper and other classroom supplies
A whiteboard or bulletin board to display student information and work.
2. Are there rules and procedures posted in the room? List them down. Do these rules
reinforce positive behavior?
In the classroom, there are different rules. There are some for the group and
some for their behavior. These rules guarantee each student will behave positively,
which is advantageous.

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?
When the teacher closely monitors the students' work and ensures that they do
not copy or duplicate their late-returning classmates' answers, it is evident that the
teacher always adheres to the standards of the classroom, particularly when it
comes to asynchronous learning. Furthermore, in synchronous consultations, the
teacher is always in charge of maintaining order.

4. What are the daily routines done by the Resource Teacher? (Prayer, attendance,
assignment of monitors, warm-up activities, etc.) How are they done?
Their daily routines include greetings, prayer, checking of attendance, and
reviewing the past lesson. There is also a collecting of savings. He assured that
every inch of surrounding is professionally cleaned.

5. Is there a seating arrangement? What is the basis of this arrangement? Does this
help managing the class?
Their sitting arrangement is alternate (boy, girl, boy). My Resource teacher
set this arrangement because tend to talk to their friends and can interrupt the
discussion.
6. Observe the noise level in the classroom. How is this managed?
When class being noisy you can easily talk to them to be quiet. Since they are
well discipline. The noisiness can manage.

7. If a learner is not following instruction or is off task, what does the Resource
Teacher do? Describe the behavior strategies used.

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A clear and consistent expectation for behavior in the classroom can be

established by reminding students of the rules and potential penalties. This can
assist students in comprehending expectations and in making wiser decisions
regarding their behavior. The fact that every student is held to the same standards
can also help to foster a sense of fairness and consistency in the classroom.

Additionally, it can support the development of a supportive and respectful

environment in the classroom by addressing behavior in a timely and direct
manner. This can help to build a relationship of trust and respect between the
resource teacher and the students, as well as contribute to the development of an
environment that is conducive to learning for all students.

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

strategies)
Positive reinforcement: This technique entails rewarding students for good
behavior, such as complimenting them on their work or for adhering to the rules.
By doing so, the likelihood that those actions will be repeated in the future may be
increased.

By consistently exhibiting positive behaviors, the resource teacher can act as

an example of how those behaviors should be carried out. This can assist students
in learning what is expected of them as well as appropriate behavior.

Collaborative problem-solving: The resource teacher can work with students to

identify and resolve problems that may be causing undesirable behaviors rather
than simply reacting to them. The students may feel more ownership and
responsibility as a result of this.

Reflection as a future teacher

1. Why do you need to enforce positive discipline?
Positive discipline eliminates bad behaviors while also promoting and
reinforcing good ones. Students are taught how to control their emotions, take
responsibility for their actions, and think about how those actions affect both
themselves and other people.
Students who feel a sense of belonging to their family, school, and
community are less likely to act inappropriately. Positive discipline aids in the
growth of these abilities. When everything functions, the environment you create is
successful. We as teachers should support them appropriately in their future
endeavors.

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IDENTIFYING THE DIFFERENT ASPECTS

ACTIVITY 5.2 OF CLASSROOM MANAGEMENT

Resource Teacher: Artemio L. Dumelod

School: Cauayan City National High School – Research Annex
Grade/Year Level: Grade 8 - DIAMOND
Subject Area: Science - Earth and Life Science
Date: November 2022

CLASSROOM MANAGEMENT MATRIX

Observe a class and accomplish the given matrix.
Aspects of Classroom Description Effect of the Learners
Management (to be filled out after you answer the analysis
question)
1. Specific Areas in the classroom N/A Their learning resources may
not complete.
2. Classroom Rules The rules were made by Set them in a positive behavior.
the teacher and were
followed by every student
in the class.
3. Classroom Procedures Good quality Makes them focused in their
learnings.
4. Daily Routines Always done and properly Set themselves and be ready for
addressed. the discussions all day
5. Seating arrangement N/A N/A
6. Handling misbehavior/off-task Properly addressed by the Misbehaviors done by the
behavior teacher. learners will affect the whole
class.
7. Reinforcement of Positive Always done and set The learners should always have
Behavior before the class starts. a positive vibe for the class to be
more interesting and fun.

1. How did the classroom organization and routines affect the learners’ behavior?
The routine of classroom setup has an impact on the students' focus,
motivation, and learning process. The students are therefore aware of what
they must do, what they must do, and what the teacher requires of them.

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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 setup and procedures for the classroom, the
teacher should keep in mind that the beneficiaries are the students. Always
focus on both the likes and dislikes of her student. In order to make learning
as seamless and enjoyable as possible, she should always consider her
students' needs and interests.

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

learners? In motivating students? Why were they effective?
I consider patience to be a virtue. Students have diverse personalities
and behaviors, it is critical to have more patience with each of them. The
classroom and will be as long as we can establish this.
There won't be any problems or commotion among the students.

Reflect on the following and write your insights.

1. Imagine yourself organizing your classroom in the future. In what level do you
see yourself? What routines and procedures would you consider for this level?
Why?
As I picture myself as a high school teacher. I will set up procedures
and routines for my students to increase their class participation. They will
feel safe and comfortable because of the classroom's tidy and interesting
design. This will spur them on to study appropriately and productively.
2. Make the list of the rules you are likely to implement in this level. Why would
you choose these rules?
I'll just adhere to the rules, like being a responsible and considerate
teacher. These rules will improve the coherence and fun of my lesson.
Additionally, it will instill certain morals in my students and give them a
chance to consider their own conduct.

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

It is essential that the rules are developed with the students in mind.
They must be aware of them in order to follow them more successfully and
accommodate their preferences for classroom management because they are
the ones who will benefit from the rules. By upholding and fostering
discipline, classroom rules will benefit them.

SHOW Your Learning Artifacts

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

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EPISODE 6

SCHOOL FACILITIES OBSERVATION CHECKLIST

Name of School: Cauayan City National High School
– Research Annex

Address: Minante 1, Cauayan, Isabela.

INTENDED LEARNING OUTCOME

At the end of this Episode, I must be able to:

• identify the classroom routines set by the teacher; and

• observe how the students execute the various classroom routines

The Learning Essentials

Routines are the backbone of daily classroom life. They facilitate teaching and
learning. Routines don't just make the life of the teacher easier. They save valuable
classroom time. Efficient routines make it easier for students to learn and achieve
more.

• Establishing routines early in the school year:

• enables you to run your daily activities run smoothly;
• ensures you to manage time effectively;
• helps you maintain order in the classroom;
• makes you more focused in teaching because you spend less time in giving
directions/instructions; and
• enables you to explain to the learners what are expected of them.

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OBSERVE, ANALYZE, REFLECT

OBSERVING CLASSROOM MANAGEMENT

ACTIVITY 6.1
AND ROUTINES

Resource Teacher: Artemio L. Dumelod

School: Cauayan City National High School – Research Annex
Grade/Year Level: Grade 8 - DIAMOND
Subject Area: Science - Earth and Life Science
Date: November 2022

Observe the classroom routines of the Resource Teacher by accomplishing the given
checklist.
CHECKLIST ON CLASSROOM ROUTINES
Check Yes ( ) if observed and (x) if not observed.
Classroom Routines Observed ( ) Not Observed (x)
1. Movement into the classroom x
2. Transition in classroom activities
3. Movement out of the classroom x
4. Use of lavatories/ comfort room/washrooms
5. Passing of papers x
6. Passing of books x
7. Working with pairs/groups
8. Tardy students x
9. Absent students
10. Submission/Collection of materials x
11. Submission of projects
12. Asking questions during lessons
13. Asking for assistance
14. Joining classroom activities
15. Lining up
16. Walking in line

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17. Fire drill/ emergencies

18. Movement between activities
19. Use of classroom supplies
20. Checking of assignments
Others, please specify.

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?
The classroom routines were obviously successful in maintaining
discipline and order in class because students were motivated to begin class
as the routine progressed. They knew what was expected of them, what was
expected of them, and what behavior was acceptable. Kids were able to
improve their sense of responsibility and self-control as a result.

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

Explain your answer.
The teacher carefully planned administrative processes, educational
tasks, and interactive routines that are implemented methodically and on a
regular basis because these routines will support the student in their
learning process. Administrative procedures are appropriately designed
because they lay out exactly how students must complete their tasks.
Additionally, the tasks of instruction are consistent because the teacher
engages in them alongside the students. Last but not least, interactive
routines are carried out consistently and methodically, giving students the
chance to ask questions about the discussion and lesson at any time.

Reflect on the various routines observed.

1. Which of the routines will you most likely apply in your class? Why? Why not?
To accommodate a range of learners, we must employ classroom
management strategies such as interviewing students to determine their
needs and letting them work in groups so that they are aware of their
distinct differences. Consider peer teaching and give group effort some
thought. These are just a few of the many effective classroom management
strategies available, and we can always think of new ways to make our
classroom better as time goes on.

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Listing Down Classroom Rules

ACTIVITY 6.2

Resource Teacher: Artemio L. Dumelod

School: Cauayan City National High School – Research Annex
Grade/Year Level: Grade 8 - DIAMOND
Subject Area: Science - Earth and Life Science
Date: November 2022

Observe a class and list down the classroom rules formulated by the Resource
Teacher. Cite the importance of these rules.

Classroom rules are imperative and must be reinforced for learners" safety and
security. Rules also teach discipline and self-control. Rules eliminate stress and will
provide a more pleasant, secured and non-threatening environment. Rules ensure the
students' engagement and focus on their classroom activities.

Classroom Rules Importance

1. Come to class on time - This practice makes students set and be ready
(online/face-to-face) for the class

2. Listen to teacher and speak only - This makes students to respect teacher when
when needed. he/she is speaking and for the smooth
transition of teaching and learning.
3. Respect other differences. (Don't - This will make learners to be friendly and
Bully) respect each other.

4. Don't use cellphones or any - This will make students to focus on the
gadgets if it's not educational discussion and less distractions.
related.

5. Do you best! - This will set a positive behaviour.

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

They came into being as a result of numerous problems that had

previously happened, which prompted the creation of a regulation to stop
them from happening again. To advance academically and keep control of
kids, there must be rules that must be followed.

2. Are classroom rules really important?

The rules in the classroom are crucial. When taking online classes,
students will be guided by the rules. As a group of people is more
challenging to organize in remote learning, it will help with class
organization. Furthermore, because some students may copy the responses
of their classmates in asynchronous learning, the rules will be crucial.

Reflect on the various classroom rules set by the resource Teacher. Will you
have the same rules? What rules are you going to employ? Explain your answer.
There's a lot of classroom rule that all teachers must implemented but in
this time of pandemic I do believe that we don't need to be strict specially at
this time. If I will be going to set or employ a rule that will make students
motivated, encourage, and have a fun while learning such like.
• Always keep come to class early
• Listen to teacher and classmates when speaking in related to the topic
• When you have anything to ask, you are free to raise your hand
• Respect each other’s differences
• Always wear your smile
• Be who you are and be confident and,
• Have fun in learning.

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EPISODE 7
PHYSICAL AND PERSONAL ASPECTS OF
CLASSROOM MANAGEMENT

At the end of this Episode, I must be able to:

• Identify the two aspects of classroom management; and

• Determine the classroom management strategies that the Resource Teacher
employed in his/her class.

The Learning Essentials

Classroom management refers to the wide variety of skills and techniques that
the teacher use to keep students organized, orderly, focused, attentive on task 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

Ref: http://www.ehow.comn

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

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2. Physical Classroom Management consists of managing the learning environment.

Attending to these physical elements of the learning environment ensures the safety,
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.

Ref. prodigygame.com

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OBSERVE, ANALYZE, REFLECT

IDENTIFYING PERSONAL AND PHYSICAL

ACTIVITY 7.1
ASPECTS OF CLASSROOM MANAGEMENT

Resource Teacher: Artemio L. Dumelod

School: Cauayan City National High School – Research Annex
Grade/Year Level: Grade 8 - DIAMOND
Subject Area: Science - Earth and Life Science
Date: November 2022

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 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?

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Analyze the different elements of personal/physical classroom management

and answer the following questions
1. How does the voice of the teacher affect the classroom instructions?
The teacher's voice is clearly audible to the entire class, and the
instructions are understandable.
2. How does the punctuality of the teacher affect classroom discipline?
The instructor has set a great example for the students to follow by
being on time. It is advantageous for the instructor to start the day's lesson
without having to worry about upholding discipline and order.
3. Why do we need to check the physical aspects of classroom management?
Because it affects both teacher and student behavior, the physical
environment is important for maintaining classroom discipline. This precise
and thorough design makes some acts conceivable while ruling out others.

Reflect on the aspect of personal and classroom management.

1. What does the statement mean to you as a future teacher? Explain.
“No amount of good instruction will come out without effective classroom
management”
In other words, poor classroom management stunts kids' social and
emotional development. dot. When children observe how peers'
misbehavior diverts their teacher's attention, they come to understand
that their own needs are irrelevant. Through efficient classroom
management, this ensures that kids are taught the right lessons.
2. What are your plans in ensuring effective classroom management?
Our students must be comprehended. Make an effort to get to know
each student on a personal level. Develop an understanding and a
trusting relationship with them. Make sure your nonverbal cues and
paralinguistic expressions show that you care about each student.

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DEMONSTRATING KNOWLEDGE OF
ACTIVITY 7.2 POSITIVE AND NON-VIOLENT DISCIPLINE IN
THE MANAGEMENT OF LEARNER
BEHAVIOR

Resource Teacher: Artemio L. Dumelod

School: Cauayan City National High School – Research Annex
Grade/Year Level: Grade 8 - DIAMOND
Subject Area: Science - Earth and Life Science
Date: November 2022

Observe the classroom management strategies that your Resource Teacher

employs in the classroom. You may also conduct an interview to substantiate your
observation.
Check the management strategies employed by the Resource Teacher.
Check ( ) Observed, put an (x) if not observed and O for no opportunity to
observe.
Effective Classroom Management Strategies Observed Not No
Observed Opportunity
to Observed
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. x
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. x
12. Consider peer teaching.
13. Continuously engage the students.
14. Assign open-ended project.
15. Write group contracts. x
Others (Please specify)

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Analyze the checklist you have accomplished and answer the given questions:
1. How many strategies were employed by the Resource Teacher? Did these
contribute to the better classroom management? Explain your answer.
My resource teacher uses a variety of strategies, many of which have
improved classroom management. Because, in accordance with our
resource teacher, if you, as a teacher, set an example for your students and
exhibit respect and authority in the classroom, you will eventually be able to
use these classroom management techniques successfully.
2. What were not used by the Resource Teacher? Were these important? What
should have been used instead? Explain.
When we spoke with our resource teacher, she said that these methods of
classroom management are similar to those she employs in his class, that
they are all necessary and effective, and that they have all been used.

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

question.

1. What classroom management strategies do I need to employ to respond to

diverse types of learners?
A future teacher must possess strong classroom management skills in
order to foster a supportive and fruitful learning environment for all their
students. This is especially true when working with a diverse group of
students because they may all have different needs and learning preferences.
There are a number of strategies that can be used to address this diversity
and make sure that every student has the chance to succeed.

Instructional differentiation is one important tactic. To achieve this,

you must modify your instruction to accommodate the requirements of each
student. To better meet the needs of various learners, you might do this by
offering a variety of materials or activities for the class to participate in. For
students who learn visually, for instance, you might use visual aids, or you
might give kinesthetic learners hands-on activities. Regardless of a student's
ability level or preferred learning style, differentiated instruction enables
you to meet their needs.

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SHOW Your Learning Artifacts

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

management strategies used by your Resource Teacher.

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EPISODE 7
CLOSE COUNTER WITH THE SCHOOL
CURRICULUM

INTENDED LEARNING OUTCOME

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.

The Learning Essentials

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 curriculum 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 teachers. Basic education in the Philippines is
under the Department of Education or DepEd and the recommended curriculum is the
K-12 or 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 to12 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 of 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 graduate the learner
will be ready to embark on different career paths for a lifetime. You will

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recall that a school curriculum is of many types for the kindergarten to

Grade 12 in the country.

• The enhanced curriculum K to12 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.
• In order 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 curriculum 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.

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OBSERVE, ANALYZE, REFLECT

CURRICULA IN THE SCHOOL SETTING

ACTIVITY 8.1

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?

Resource Teacher: Artemio L. Dumelod

School: Cauayan City National High School – Research Annex
Grade/Year Level: Grade 8 - DIAMOND
Subject Area: Science - Earth and Life Science
Date: November 2022

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 observation.

Type of Curriculum Where Found Description

1. Recommended The Ministry of
It identifies the
Curriculum (K to 12 Education, the
knowledge, abilities, and
Guidelines) Commission on Higher subject matter that will be
Education, or anystressed throughout the
professional organization
instructional process.
can recommend andSchools are frequently
implement a curriculum given a suggested
curriculum as a policy
recommendation,
complete with a list of
goals and an outline of the
material that suggests
graduation requirements.
2. Written Curriculum Lesson plan or syllabus the one created by
(Teacher's Lesson Plan) written by teacher curriculum specialists
with the help of subject-
matter specialists. This
type of written curriculum
needs to be pilot tested or
put to the test in

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representative schools in
order to determine its
effectiveness.
3. Taught Curriculum Implementation of written Any activity or lesson that
(Teaching Learning Process) curriculum takes place in a classroom
is considered to be part of
the taught curriculum.
When professors deliver a
lecture, begin group work,
or encourage students to
carry out a laboratory
experiment under their
supervision, they are
demonstrating the
curriculum that is being
taught.
4. Supported Curriculum Materials which support should make it possible for
(Subject textbook) or help in the every learner to achieve
implementation of the authentic, lifelong
written curriculum learning.
5. Assessed Curriculum To determine the extent of A series of assessments
(Assessment Process) teaching or tell if the are made to determine
students are progressing how much is being taught
or how well the student is
doing.
6. Learned Curriculum What student learned How capable students
(Achieved Learning should be at the end of a
Outcomes) class can be determined
using learning outcomes.
What students are capable
of doing or engaging in
within their cognitive,
emotional, or psychomotor
domains can be used to
define a learning outcome.
The test results show the
learning outcome that
students can obtain by
achieving learning goals.
7. Hidden Curriculum This may be partially in The term "hidden
(Media) what is not taught inside a curriculum" refers to
school's formal unintended or unwelcome
curriculum. curriculum that is crucial
to learning. Procedures,
standards, and values
make up its structure. For
more details, view the
three-minute video below.

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Which of the seven types of curriculums in the school setting is easy to find? Why?
The Recommended Curriculum (K to 12 Guidelines), one of the seven different
types of curricula, is the easiest to locate because it has already been provided by
the institution that is considered to be the headquarters of all other educational
institutions that produce this kind of curriculum guide.

Which is difficult to observe? Why?

Hidden curriculum because this is unintended curriculum.

Are these all found in the school setting? How do curricula relate to one another?
Yes, the connections between the curricula are strong, and they both benefit
from one another. The curriculum, for instance, is the cornerstone of education
and what distinguishes the quality of education from the most fundamental
concepts to the most complex skills.

Draw a diagram to show the relationship of one curriculum to the other.

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Make a reflection on the diagram that you have drawn.

Curriculum is one of several tools or methods utilized to provide you with an education or to
teach you. The various curriculums are inextricably linked, and they assist each other and
operate better than others, and/or better for specific pupils than others.

THE MINISCULE SCHOOL CURRICULUM: THE

ACTIVITY 8.2 LESSON, A CLOSER LOOK

Resource Teacher: Artemio L. Dumelod

School: Cauayan City National High School – Research Annex
Grade/Year Level: Grade 8 - DIAMOND
Subject Area: Science - Earth and Life Science
Date: November 2022

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

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

Observe and Record Observation on the Following Aspects

Major Curriculum Key Guide for Observation (Carefully look for the
Components indicators/behavior of the teacher along the key points. Write your
observation and description 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

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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. 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.

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?

For students to succeed in a global society, the teacher encourages and

supports their learning. The resource teacher works together with the
students to jointly develop new learning opportunities. In addition, the
educator makes use of data to better their programs and assist students in
learning.

2. Was the lesson implemented as planned? Describe.

Lessons are prepared in advance of being used in class. The lesson's

main curriculum elements interact with one another and are related to one
another. Along with the lesson plans, an activity checklist was also utilized.
The tasks that the instructor will complete during the online class have been
compiled in a list.

3. Can you describe the disposition of the teacher after the lesson was taught?
Happy and eager? Satisfied and contented? Disappointed and exhausted?

Because he knows he delivered the lecture as planned and the students

participated actively in the online meeting, the teacher exudes happiness and
contentment after the session. Along with promoting student learning and
presenting a positive image of the teaching profession, he also demonstrated
professional attitudes and behavior.
4. Can you describe the majority of students' reactions after the lesson was taught?
Confused? Happy and eager? Contented? No reactions at all.
While some students might find the subject confusing, others might be
ecstatic and eager to learn more. While some students may be happy with

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the lesson, others may not respond at all. The manner in which a lesson is
taught, the way in which students are engaged, the degree of difficulty of the
material, the level of the students' interest, and many other factors can also
affect how students respond.

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

No matter what is included in a lesson plan, each lesson should be built on the
one before it and flow into the next without any gaps. In addition to the main parts
of a curriculum, there are additional rules to follow. When developing each lesson
plan, it's important to take into account the level or type of students, their prior
knowledge, which will enable me to move forward, and the possible teaching
strategies that we will employ. Following that, the class is set up, the learning
objectives are determined, specific learning activities are planned, and the students'
progress is evaluated.

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CONSTRUCTIVE ALIGNMENT OF THE

ACTIVITY 8.3 COMPONENTS OF A LESSON PLAN

Resource Teacher: Artemio L. Dumelod

School: Cauayan City National High School – Research Annex
Grade/Year Level: Grade 8 - DIAMOND
Subject Area: Science - Earth and Life Science
Date: November 2022

Date: December 1, 2022

Using the diagram below fill the component part of lesson plan
I. Title of the Lesson: Earthquake
II. Subject Area: Earth and Life Science
III. Grade/Year level: Grade 8 - Diamond

Outcomes Teaching Method Assessment

Fill this up Fill this up Fill this up

a. • Define
magnitude and • Student-centered • Recitation and
intensity. activities
b. Investigate the
strength
between
intensity and
magnitude
impact; and
c. Write down
examples of the
strength and
effect of an
earthquake.

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Answer the following questions based on the diagram.

1. Are the three components constructively aligned? Explain.
Yes, all the elements are constructively aligned, starting with the
establishment of learning objectives, followed by decisions about the most
effective methods to use to achieve those objectives and the type of
assessment that is required to gauge the students' level of learning.

2. Will the outcomes be achieved with the teaching methods used? Why?

The lesson's teaching method is effective, and the students will learn the
material better thanks to the teacher's assessment procedure.

3. What component would tell if the outcomes have been achieved?

The evaluation and assessment phase will show whether the outcomes have
been attained when students achieve passing or above average scores and
perform well in the activity set.

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

What will it give to the teacher if the three components are aligned?
I have discovered that you must align the three elements when creating a lesson
plan in order to achieve your objectives. You must prepare ahead of time for the
information, skills, and desired outcome and provide evaluation and assessment
that is anchored with your learning outcomes in order to test your learners' current
understanding of the lesson and conversation about it. The lesson plan's material
needs to be well-organized and put into practice through real-world examples.

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SHOW Your Learning Artifacts

Learning Artifacts for Activity 1-3

Present an artifact for Activity 1, 2, and 3.

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

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

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Activity 3: Artifact
Present a matrix to show the constructive alignment of the three components
of a lesson plan.
a. Example:
Lesson Title: Waste
Subject Area: Earth and Life Science
Grade Level: Grade 11

Lesson Outcomes Teaching Methods Evaluation

a. Define magnitude and •Teacher-centered • Recitation and activities

intensity;
b. Investigate the strength
between intensity and
magnitude impact; and
c. Write down examples
of the strength and
effect of an earthquake.

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EPISODE 8
PREPARING FOR TEACHING AND LEARNING

INTENDED LEARNING OUTCOME

At the end of this Episode, I must be able to:

• 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.

The Learning Essentials

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.

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A teaching method consists of systematic and orderly steps in the 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).

INDUCTIVE
DEDUCTIVE
Begins with the
Begins with a rule, concreate, experience,
Methods
generalization, details, examples
abstraction and ends of and ends with a rule,
with concreate, Teaching generalization,
experience, details, abstraction
examples

OBSERVE, ANALYZE, REFLECT

DEMONSTRATING AN UNDERSTANDING OF
ACTIVITY 9.1 RESEARCH-BAESD KNOWLEDGE PRINCIPLES OF
TEACHING AND LEARNING
Resource Teacher: Artemio L. Dumelod
School: Cauayan City National High School – Research Annex
Grade/Year Level: Grade 8 - DIAMOND
Subject Area: Science - Earth and Life Science
Date: November 2022

Observe a class with the use of the principles of learning given in Revisit the
Learning Essentials. I will identify evidence of applications/violations of the
principles of learning. I can cite more than one evidence per principle of learning.

Principles of Learning What did the Resource Teacher do to apply

the principle of learning?
1. Effective learning begins with the setting Explaining the objectives of the lesson at the
of clear and high expectations of learning start of the class.
outcomes.
2. Learning is an active process. Recitation

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3. Learning is the discovery of personal Applying and explaining lesson in real life
meaning and relevance of ideas. situation.

4. Learning is a cooperative and a Question and answer portion and group

collaborative process. Learning is enhanced activity
in an atmosphere of cooperation and
collaboration.

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

MOST APPLIED
Learning is an active process
LEAST APPLIED
Learning is the discovery of personal meaning and relevance of ideas.
Give instances where this/these principle/s could been applied.
Learning is an active process; resource teacher applies this learning
process by making students recite or explain a specific topic. This helps
students to express themselves and share their ideas to other.

From one of the principles of learning, which one do yo think is the most
important?
Setting clear and high standards for learning outcomes is the first step
in creating an effective learning environment. We must hold our students to
a high standard so that they can give their all during all activities, tests, and
other situations without feeling under pressure. For them to be able to be
ready and correct their ideas about the topics we will be teaching, explain
the objectives of each one.

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IDENTIFYING LEARNING OUTCOMES THAT ARE

ACTIVITY 9.2 ALLIGNED WITH LEARNING COMPETENCIES
Resource Teacher: Artemio L. Dumelod
School: Cauayan City National High School – Research Annex
Grade/Year Level: Grade 8 - DIAMOND
Subject Area: Science - Earth and Life Science
Date: November 2022

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

Learning Outcomes (Smart Achieved

Objectives)
Yes No Yes No
1. Intellectual skills ✓ ✓
2. Cognitive strategies ✓ ✓
3. Verbal information ✓ ✓
4. Motor skill ✓ ✓
5. Attitude ✓ ✓

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

1. Intellectual skills, students apply different levels of learning, which is discrimination, students
have the ability to distinguish between objects based on their physical traits, features, and
dimensions, much like the various types of stone. The rule that makes it difficult to comprehend
how objects and events, like tsunamis that follow earthquakes, are related.
2. Cognitive strategies are yet another intellectual capability for learning and thinking. The
recitation of students' ideas about a particular topic (question and answer) is part of this.
3. To make learning meaningful and memorable, verbal information enables students to make
connections between new information and what is already stored in memory. When a student
can recall a particular lesson or topic, the teacher assigns a keyword.
4. The teacher must give students clear instructions in order to learn the necessary motor skills.
To aid learning in their laboratories or in any other situation that might arise in real life,
provide a checklist, image, or diagram.
5. When teaching about attitude, teachers should assist students in recalling an instance in
which the attitude would be appropriate. They should also present a convincing role model and
use that role model to explain or illustrate the appropriate decisions or actions to take in the
situation at hand.

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Do a smart objective make the lesson more focused?

Yes. The teacher instructs the students on how to apply three domains.
This allows for the use of the students' cognitive, affective, and psychomotor
abilities. By following the learning objectives, knowledge and learning can
be managed effectively and efficiently. Additionally, the lesson will be well-
planned and laser-focused on the goals because of the stated objectives.

Reflect on the Lesson learned in determining SMART learning outcomes.

Ideal learning objectives should outline a plan of action for the learner
in terms of acquiring new knowledge, skills, and attitudes. In a lecture or
small group session, everyone's choice of what to say should be based on
what you want the students to learn. A good learning objective is one that
summarizes a student's behaviors in clear, precise, and detailed terms.

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DISTINGUISHING BETWEEN INDUCTIVE

ACTIVITY 9.3 AND DEDUCTIVE METHODS OF TEACHING

Resource Teacher: Artemio L. Dumelod

School: Cauayan City National High School – Research Annex
Grade/Year Level: Grade 8 - DIAMOND
Subject Area: Science - Earth and Life Science
Date: November 2022

I will observe one Resource Teacher with the use of this observation sheet. Using the
guide questions, I shall reflect on my observations and analysis.
Teacher-centered Student-centered
Did the teacher lecture all the time? Were students involved in the teaching-
learning process? How? Or were they mere
passive recipients of instruction?

• Due to the limited number of students who can • The teacher always involves the student
participate in synchronous lessons and some throughout the lesson properly.
students' preference for self-modular learning,
the teacher does not lecture constantly.
What was the emphasis on the mastery of the Was the emphasis on the students’ application
lesson? of the lesson in real life? Give proofs.

• whenever a teacher explains a subject or asks

• The assessment portion of the lesson was students to relate it to a situation from their
where the focus was. own lives.

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

• Yes, provided that everyone in the class takes • The students work cooperatively and
part in the discussion. collaboratively with one another during group
activities and recitation.

Did teacher focus only on one discipline/subject? Did teacher connect lesson to other disciplines/
subjects?
• The teacher emphasizes discipline before,
during, and after class when using a behavioral • The teacher made it simple for the students to
approach. To make his lectures easier to follow, understand the book by integrating it with other
he sprinkled them with a variety of topics. lectures on the subject.

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What teaching-learning practice shows that teaching approach was:

a) Constructivist-connected to past experiences of a learners; learners constructed new
lesson meanings

• The professors ask the students about their prior experiences before allowing them
to form their own conclusions and generate original ideas.
b) inquiry-based

• The teacher probed the students' ideas and thoughts on the subject during this
time by asking them a number of questions.

c) developmentally appropriate - learning activities fit the developmental stage of children

• In order to help the learners or students develop their cognitive thinking, he

added relevant examples and audiovisuals to his lessons.

d) reflective

• After the discussion, the teacher asks the students how they will think about
or use the subject in practical situations.

e) inclusive No learner was excluded; teacher taught everybody.

• The teacher does not have any prejudices against any of the students.
Regardless of their backgrounds, he pushed all of his students to actively engage in
class discussions and learning activities.

f) collaborative - Students worked together.

• Group or pair projects are given by the teachers. To collaborate with their
classmate, this student will make an effort.

g) integrative- Lesson was multidisciplinary - e.g. In Science, Math concepts were taught

• The teacher integrated it and connected it to the subject matter using a variety of
lessons, which helped the students absorb and comprehend the information more thoroughly than
they otherwise would have..

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1. What are possible consequences of teaching purely subject matter for mastery
and for the test?

In a classroom where student-centered instruction is used, teachers and

students share the spotlight. Instead of focusing solely on the teacher,
students and teachers converse on an equal basis. Through group activities,
students gain communication and cooperation skills.

2. If you were to reteach the classes you observed, would you be teacher-centered
or student-centered? Why?

Since numerous educators have shown that almost all students can learn in
a student-centered environment, I'll be a student-centered educator. My
primary goal is to give students the chance to enhance their skills and
knowledge through experiences and opportunities.

Reflect on Principles of teaching worth applying.

For educators to improve their own and their students' learning processes, it is
essential to follow the Principles of Teaching. This encourages excellent learning
and teaching practices in universities that are dedicated to learning-centered
approaches.
The curriculum places learning at its core; as constructivists, we must unlock the
knowledge that already exists in our minds; teachers merely integrate us with
preexisting knowledge. We are constantly seeking knowledge. Students who are
cooperative, collaborative, and disciplined are needed.
It will be simple to make daily observations and interpretations of students'
performance and growth in class if you have sharp reflective teaching skills. We
will be able to recognize which evaluations are more appropriate and how to
conduct them more successfully if we have sharp reflective teaching abilities.

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EPISODE 9
THE INSTRUCTIONAL CYCLE

INTENDED LEARNING OUTCOME

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 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.

The Learning Essentials

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 its 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 Kto12
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, in OBTL you first establish your intended learning
outcomes (lesson objectives). Then you determine which teaching-learning activities
(TLAs) and also the assessment tasks (ATS) you will have to use to find out if you
attained your ILO's.

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In lesson planning, the ILOs are our lesson objectives, the TLA's are the
activities we use to teach and the AT's 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 a 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.

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 to 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

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OBSERVE, ANALYZE, REFLECT

APPLYING THE GUIDING PRINCIPLES IN THE

ACTIVITY 10.1
SELECTION AND USE OF STRATEGIES

Resource Teacher: Artemio L. Dumelod

School: Cauayan City National High School – Research Annex
Grade/Year Level: Grade 8 - DIAMOND
Subject Area: Science - Earth and Life Science
Date: November 2022

Observe one class with the use of the observation sheet for greater focus then analyze
my observations with the help of the guide questions.

1. The more senses that are involved, the The teacher used a video to demonstrate how
more and the better the learning. earthquakes and tsunamis develop.

2. Learning is an active process. Teacher wants to know what his students think
about the subject. (Recitation).
3. A non-threatening atmosphere enhances The class has a friendly atmosphere which makes
learning the students more motivated to learn and participate
in the class.
4. Emotion has the power to increase Positive emotions in the classroom, which are
retention and learning. mediated by levels of self-motivation and
contentment with the course materials, enhance
learning and support academic success.
5. Good teaching goes beyond recall of We don't want our students to memorize concepts;
information. instead, we want them to internalize, support, and
master them through repetition of the current or
previous lesson.
6. Learning is meaningful when it is As part of his daily routine, the teacher makes it a
connected to students' everyday life. point to ask students how they can apply the subject
to their own lives. And inquire about their ability to
reflect and apply what they are learning.
7. An integrated teaching approach is far The involvement of students in the teaching and
more effective than teaching isolated bits learning process was boosted by their experiences,
of information education, and skill development, cultural programs
that focused on English instruction, and academic
learning style..

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

There is no "best" method of instruction in my opinion. Models,
audio recordings, and visual aids are all useless if the teacher lacks self-assurance.
I do think that the best way to teach is to have the teacher laugh and smile and love
and learn alongside the students. For us to be able to teach a student effectively and
efficiently, we need to be aware of their strengths and weaknesses.

Reflect on this question.

How do we select the appropriate strategy for our lessons?

There are several methods you can employ as a future teacher to

choose appropriate lesson plans. One crucial step is to take the specific learning
objectives of the lesson into account. Prior to the lesson, decide what you want your
students to understand or be able to do. Next, think about the different teaching
philosophies and techniques that support those goals.

The needs and traits of your students should be taken into account as a
further crucial step. Considering their age, cultural background, prior knowledge,
and learning preferences are just a few considerations. Make adjustments to your
lesson plan to meet the unique needs of your students.

Additionally, you can get student feedback and use it to evaluate your
teaching strategies. This aids in determining what functions well, what does not,
and where adjustments are required.

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ACTIVITY 10.2 DETERMINING OUTCOMES BASED

TEACHING AND LEARNING
Resource Teacher: Artemio L. Dumelod
School: Cauayan City National High School – Research Annex
Grade/Year Level: Grade 8 - DIAMOND
Subject Area: Science - Earth and Life Science
Date: November 2022

Observe a class and answer the following questions.

1. Did the Teacher state the learning objectives/intended learning outcomes (LOs) at
the beginning of the class? Did he/she share them with the class? How?
If the teacher outlines her objectives in class, then the students will
be expected to learn by the end of the school year, course, unit, lesson,
project, or class period. And everyone agrees that presenting goals is
important. They give learning purpose. They form the foundation for
lesson planning. The benchmark for measuring student achievement is
provided by the objectives.

2. What teaching-learning activities (TLAs) did he/she use? Did these TLAs help
him/her attain his/her lesson objectives/ ILOs? Explain your answer.
By finishing an evaluation task. A challenge in an assessment or
the subsequent activity in your unit can both benefit from the new skills
or knowledge they have acquired.

3. What assessment task/s did teacher employ? Is/Are these aligned to the lesson
objectives/ ILOs?

The tests are a component of the curriculum for the students. I can
state that the tests offered there are related to the course objectives
because I comprehend the students' module.

What are your thoughts about Outcome-Based Teaching and Learning

(OBTL)?

A student-centered teaching and learning approach called OBTL has been widely
used in educational settings all over the world. The distinctions between the terms

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"outcomes," "goals," and "objectives," as well as why OBTL, which uses

outcomes, is seen as more student-centered, are first and foremost confusing to
many instructors.

Reflect on the use of OBTL

Students will benefit from this knowledge because they can apply it to their
everyday lives. It was possible for OBTL students to monitor their development and
decide whether a particular subject was suitable for them. This was made possible
by the fact that teachers can use OBTL to give their students more structured
learning experiences and higher-quality instruction.

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ACTIVITY 10.3 APPLYING EFFECTIVE QUESTIONING

TECHNIQUES

Resource Teacher: Artemio L. Dumelod

School: Cauayan City National High School – Research Annex
Grade/Year Level: Grade 8 - DIAMOND
Subject Area: Science - Earth and Life Science
Date: November 2022

Observe a class activity. You shall focus on the questions that the Resource
Teacher asks during the classroom discussion. Write the questions raised and identify
the level of questioning.

Types of Question Examples of Questions that the Resource

Teacher Asked
1. Factual/ Convergent Closed/ Low level "What is your idea when you hear the word
natural phenomena?"
2. Divergent/ Higher order/ Open-ended/ "How does waste affect human health and the
Conceptual environment?"

a. evaluation "Can you enumerate the natural phenomena

or disaster that we tackled?"
b. inference N/A

c. comparison "What is the difference between sedimentary

rocks and metamorphic rocks?"
d. application "What will you do if earthquake occur?"

e. problem-solving N/A

3. Affective "How safety tips help you if this natural

phenomena strikes?"

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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?

Yes. If the teachers are employing sound methods and posing the proper questions
to the students, it will affect how the students respond and ask questions in turn.
Consider it as one of the exams that a teacher can administer. If the students can
respond to the questions truthfully and accurately, it suggests that they have
learned something, which is a "from a question mark to a period."

Reflect on

The importance of using various reacting techniques

In order to encourage students to ask appropriate, pertinent, and high-level

questions, the teacher's questioning technique is essential. Her queries can be used
as examples. Even though frequent questioning has been associated with the
acquisition of facts, simply asking more questions does not support the acquisition
of more challenging material. Just as it was with higher cognitive questions,
explicit instruction might be necessary to help students understand complex
concepts.

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EPISODE 10
UTILIZING TEACHING-LEARNING
RESOURCES AND ICT

UTILIZING TEACHING-LEARNING
RESOURCES AND ICT

INTENDED LEARNING OUTCOME

At the end of this Episode, I must be able to:

• identify and classify learning resource materials in the multi-media center;

• show skills in the positive use of ICT to facilitate the teaching-learning
process
• show skills in the evaluation, selection, development, and use of a variety
learning
• resources, including ICT to address learning goals;
• analyze the level of technology integration in the classroom; and
• demonstrate motivation to utilize ICT for professional development goals.

The Learning Essentials

UNESCO ICT Competency Framework for Teachers Version 3 (ICT CFT v3,
2018) The Information and Communications Technology Competency Framework for
Teachers (ICT CFT) version 3 is a comprehensive framework guide teachers'
development on the effective and appropriate use of ICT in education. It highlights
what teachers should know and do clustered in six aspects, namely: 1. Understanding
ICT in Education, 2. Curriculum and Assessment, 3. Pedagogy, 4. Application of
Digital Skills, 5. Organization and administration, and 6. Teacher Professional
Learning.
Similar to the PPST, the ICT CFT also articulated competencies in levels which guide
teachers as they develop their 1CT skills from Level 1, Knowledge Acquisition, to
Level 2, Knowledge Deepening, and Level 3, Knowledge Creation. The Commission
on Higher Education Teacher Education Curricula (2017) includes the UNESCO ICT
CFT so most likely you have tackled this in your Technology for Teaching and
Learning classes.

It will be good to review the UNESCO ICT CFT v3 framework as you work in
this episode. The activities here are meant for you to observe, analyze and reflect
about the competencies discussed in the framework. (Access it
at https://www.open.edu/openlearncreate/pluginfile.php/306820/mod_resource/content/2/UNE
SCO%20ICT%20Competency%20Framewor %20V3. pdf)

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The Learning Resource Center

1. A school usually sets up a center that will provide valuable support to the
teaching-learning process. Over the years the name of this center has
evolved. Some of the names are Audiovisual Center, Media and
Technology Resource Center, Teaching-Learning Technology Department,
or Simply Learning Resource Center
2. With the swift development of ICT, the natural outcome was the ever-
expanding interface between the traditional library and ICT both in terms of
hardware and software systems and applications.
3. Schools may have different set-ups when it comes to a Learning Resource
Center (LRC). Some have replaced the term library with LRC. Some have a
separate library, LRC, and Audio Visual or Media Center. Some only have
the LRC both for teachers and students. Still some have combined their
learning resource centers with maker spaces.
4. The common purpose among these centers is to provide print, audio-visual
and ICT resources to support the teaching-learning process
5. The goals of the Center may include orienting and training teachers in the
use of audiovisual and ICT resources, working with teachers and
administrators in producing instructional materials, making available useful
resources to the students, teachers, and the school community.
6. In order to support the philosophy and aims of the school, the Center must
fulAl the following functions: center of resources, laboratory of learning,
agent of teaching, service agency, coordinating agency, recreational reading
center, and a link to other community resources

Technology Integration

Levels of Technology Integration into the curriculum

Transformation:
Adaptation:
Infusion: The The
Adoption: The The teacher
teacher teacher creates
teacher directs encourages
creates a à rich
students in the adaptation of
Entry: The learning learning
conventional tool-based
teacher uses environment environment In
use of tool- software by
technology to that infuses which students
Technology Integration based allowing
deliver the power of regularly
Matrix software. If students to
Curriculum technology engage in
such software select a tool
content to tools activities that
is available, and modify its
students. throughout would have
this level is the use to
the day and been impossible
recommended accomplish
across subject to achieve
entry point. the task at
areas without
hand
technology.

Active: Students are Students begin Students have Throughout Given ongoing
Students use
actively engaged in using to utilize opportunities the school access to online
technology for
technology as a tool rather technology to select and day, resources,
drill and practice
s of Learning Environment

than passively receiving tools to create modify students are students

and computer-
information from the products, for technology empowered actively Select
based training.
technology. example using tools to to select and pursue
a word accomplish appropriate topics beyond

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processor to specific technology the imitations

create a report. purposes, for tools and of even the best
example using actively apply school library.
colored cells them to the
on a tasks at hand.
spreadsheet to
plan a garden

Throughout
Technology
Students have the day and
Students have enables
opportunities across subject
opportunities students to
Collaborative: Students to select and areas,
Students to utilize collaborate
use technology tools to modify students
primarily work collaborative with peers and
collaborate with others technology utilize
alone when using tools, such as experts
rather than working tools to technology
technology. email, in irrespective of
individually at all times. facilitate tools to
conventional time zone or
collaborative facilitate
ways. physical
work collaborative
distances.
learning.

Students
Students begin
Students have utilize
to utilize
opportunities technology
constructive Students use
to select and to make
tools such ass technology to
Constructive: Students modify connections
Technology is graphic construct,
use technology tools to technology and
used to deliver organizers to share, and
build understanding rather tools Construct
information to build upon publish
than simply receive to assist them understanding
students. prior knowledge to a
information, in the across
knowledge worldwide
construction disciplines
and audience.
of and
construct
understanding. throughout
meaning
the day.

By means of
technology
Students have
Students have tools, students
opportunities Students
opportunities participate
Students use to apply select
Authentic: Students use to select and in outside-of-
technology to technology appropriate
technology tools to solve modify school
complete tools to some technology
real-world problems technology projects and
assigned activities content- tools to
meaningful to them rather tools to problem-
that are generally specific complete
than working on artificial solve solving
unrelated to real- activities that authentic
assignments. problems activities that
world problems. are based on tasks across
based on real- have meaning
real- world disciplines.
world issues. for the students
problems.
and the
community.

Students receive From time to Students have Students use Students

Goal Directed: Students
directions, time, opportunities technology engage in
use technology tools to set
guidance, and students have to select and tools to set ongoing
goals, plan activities,
feedback from the modify the goals, plan metacognitive
monitor progress, and
technology, rather opportunity to use of activities, activities at a
evaluate results rather
than using use technology monitor level that
than
technology tools technology to tools to progress, and Would be
simply completing
to set goals, plan either plan, facilitate goal evaluate unattainable
assignments without
activities, monitor monitor, or setting, results without the
reflection
progress, or self- evaluate an planning, throughout support of
evaluate activity. monitoring, the technology

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and evaluating curriculum. tools.

specific
activities

The Technology Integration Matrix provides a comprehensive framework

for you to define and evaluate technology integration. It will provide you direction
and guide you in the process of achieving effective teaching with technology. The
teacher's integration of technology in instruction can be described as progressing in 5
levels: entry, adoption, adaptation, infusion and finally transformation.
The teacher also works at creating a learning environment that encourages and
enables quality technology integration. The interdependent characteristics of the
learning environment are being active, collaborative, constructive, authentic, and goal
directed.
The Technology Integration Matrix connects the Levels of Technology
Integration and the Characteristics of the Learning Environment. Examine the matrix
below. To make you understand how integration is done in each of the levels and
environment, explore the TIM website and learn from the many interesting videos
showing technology integration. Go to http:/fcit. usf.edu/matrix/matrix.php
Observing Technology Integration in the Classroom
(Reproduced with permission of the Florida Center for Instructional Technology,
College of Education, University of South Florida, fcit.usf.edu)

Evaluation of ICT Resources

The world wide web is 1liké an endless network of information, ever-
expanding and almost limitless. Electronic resources come in different forms like
websites, web quests, blogs, social network sites, on-line courses, a wide range of
tools, and so many forms of apps.
One of the abilities that will be most useful to you as a future teacher is the
capacity to not only find information but also to decide which of those you will use
and which ones you will set aside. Aim to improve your capacity to assess online
resources. The resources that will help you achieve your teaching-learning goals will
be up to you to decide.
Below is a set of criteria which you can use to evaluate resources

1. Accuracy. The resource material comes from a reliable source and 1S

accurate, free from error and is up-to-date.
2. Appropriateness. The resource is grade/level-appropriate. The content
matches what is needed by the teacher.
3. Clarity. The resource clearly addresses the instructional goals in mind.
4. Completeness. The content is complete. It has all the information needed to
be able to use them.
5. Motivation. The resource is engaging and rewarding to learners. It will
encourage the active participation of the learners.

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6. Organization. The resource is logically sequenced. It clearly indicates

which steps should be taken. The procedures or processes flow smoothly.

(Based on the work of Fitzgerald, Mary Ann, Lovin, Vicki, & Branch, Robert Maribe (2003).
A Gateway to Educational Materials: An Evaluation of an Online Resource for Teachers and an
Exploration of User Behaviors. Journal of Technology and Teacher Education. 11(1), 21-51).

Education 4.0
Shwab described the 4th wave of the industrial revolution. The unprecedented
speed at which technology is evolving has disrupted many vital processes that involve
how we run production, businesses and consequently how we teach and learn. The
following Technology trends have huge potential to transform the ways we teach and
learn (UNESCO, 2018):
1. Open Educational Resources (OER). OERs are materials that can be used
for teaching and learning that do not require payment of royalties nor license fees.
There is an abundance of OERs in the form of textbooks course materials, curriculum
maps, streaming videos, multimedia apps, podcasts, and many others. They can have
a significant impact on education as they are made available and easily accessible in
the internet. Be sure to explore them to help you work on this episode
2. Social Networks. Social networks have revolutionized the' way we interact, learn
about things and share information. Sites and apps such as facebook, twitter,
Instagram provide a virtual venue for teachers and learners to work together interact
among themselves and with other classrooms locally and globally
3. Mobile Technologies. Filipinos are one of the most active on the internet, and also
one who sends the most number of text messages per day. This indicates the high
number of mobile device users. These devices can also be used as a learning tool by
allowing teachers and students more opportunities to learn inside and even outside the
classroom.
4. The Internet of Things. loT is a system of computing mechanisms that become
built-in into many everyday things, that allow sending and receiving data through the
internet. A lot of things have turned "smart." We have smart cars that can navigate on
its own. Smart houses that monitor temperature and light. Smart TVs that interface
with the internet. Watches that send our vital signs to our doctors. All of these
development can influence the way we teach and learn.
5. Artificial Intelligence. Commonly, artificial intelligence is associated when
computers or machine simulate thinking and behaviors of humans such as talking,
learning and solving problems. Virtual assistants such as Siri, Alexa, Bixby and
Google assistant are near samples of Al. Among others, uses of Al in education can be
in the areas of gamification and adaptive instruction for learners with special needs.

6. Virtual Reality and Augmented Reality. VR is a simulation of an environment by

a computer program that allows a person to visit and experience the environment
virtually. In AR, images from computer programs interlay with the actual views of the
real-word, resulting in an extended, expanded, or altered view of a real-world

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environment. In education, among others, VR and AR programs and apps allow more
exciting ways of seeing and experiencing things that add to the motivation and
engagement of learners.

7. Big Data. Through the billions of interactions and transactions are done
electronically, and through the internet, an enormous amount of data is generated and
stored. The challenge is how to make sense of this data, through analytics and
research, possibly answer pertinent questions about how to make teaching and
learning most effective.

8. Coding. Coding is a skill necessary to create computer software, apps, and

websites.
Today, there are learning programs that introduce coding activities as early as
kindergarten. Robotics programs in the elementary and secondary programs introduce
and hone the skills of young learners. Coding helps learners develop novel ways of
exploring and trying out ideas, especially when done with problem or project-based
learning approaches.

9. Ethics and privacy protection. We have repeatedly heard about how quickly
technology is changing and impacting our lives. Through all this, It is crucial to
ensure that human values and principles govern or guide our use of technology.
Ethical practices that protect the rights of every person need to be upheld.

“Fundamental Digital skills for 21st Century

Teachers”
Record and edit Create Create infographics
audio clips interactive video and posters
content • Piktochart.com
• Canva.com
• You tube video Editor
• • Drawings.google.com
Soundcloud.com • Wevideo.com
• • Thinglink.com
Audioboom.com • Magisgto.com
• Vocaroo.com • Animoto.com
• Clyp.it

Create PLNs, Use blogs and wikis Create engaging

connect, discover new to create presentation
content and grow participatory spaces
professionally • Blogger.com • Docs.google.com
• Twitter.com • Wordpress.com • Haikudeck.com
• Facebook.com • Edublogs.org • Zoho.com/docs/show.html
• Wikispaces.com • Prezi.com
• Plus.google.com
• Linkedin.com

Create digital portfolio Curate, organize and share Create digital

digital resources quizzes
• Web.seesaw.me

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• Silk.co • Flipquiz.me
• Sites.google.com • Diigo.com • Riddle.com
• Weebly.com • Scoop.it • Quizalize.com
• Educlipper.net • Testmaz.com
• Edshelf.com

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Massive Open On-line Courses

Massive Open On-line Courses (MOOCs) are online courses open to a big
group of people. Below are the basic information about MOOCS. Let us focus on
each word:
Massive
• MOOCs are on-line courses designed for large number of participants,
usually larger than the number of students that can fit a regular
classroom. There can be hundreds or even be a thousand students or
more.
Open

• There is mostly freedom of place, pace and time.

• Courses can be accessed by anyone anywhere as long as they have
internet connection
• Courses are open to everyone without entry qualifications.
• Some courses are for free.
Online

• All aspects of the course are delivered online.

Course
The MOOC course offers a full course experience including

• Educational content. May include video, audio, text, games, simulations,

social media and animation
• Facilitation interaction among peers. Builds a learning community through
opportunities to interact
• Some interaction with the teacher or academic staff
• Activities/tasks, tests, including feedback. Participants are provided with some
feedback mechanism. Can be automatically generated like quizzes, feedback
from peers or the teacher.
• Some kind of (non-formal) recognition options. It includes some kind of
recognition like badges or certificate of completion. A formal certificate is
optional and most likely has to be paid for.
• A study guide/syllabus. This includes instructions as to how you may learn
from the materials and interactions presented.

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EPISODE 11

OBSERVE, ANALYZE, REFLECT

ACTIVITY 11.1 VISITING THE LEARNING RESOURCE CENTER

Resource Teacher: Artemio L. Dumelod

School: Cauayan City National High School – Research Annex
Grade/Year Level: Grade 8 - DIAMOND
Subject Area: Science - Earth and Life Science
Date: November 2022

To realize the Intended Learning Outcomes, work through these steps:

1. Visit a school's Learning Resource Center. Look around and see what
resources and facilities are available inside.
2. Ask the Learning Resource Center in-charge about how some 'equipment or
facilities are used.
3. Make an inventory of its available resources and classify them according to
their characteristics and functions.

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

An Observation Guide for a

LEARNING RESOURCE CENTER

Read the following statements carefully before you observe.

1. Go around the Learning Resource Center.

2. Find out what learning resources are present.

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3. Examine and describe how the materials are arranged and how they are
classified. Are they free from dust and moisture? Are they arranged for easy
access?
4. Read the guidelines/procedures for borrowing of materials. Are these
guidelines procedures posted are available for the users to refer to?
5. Familiarize yourself with the guidelines and procedures. Take photos of the
center (if allowed).

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

Name of Centered Observed: Cauayan City National High School – Research Annex
Date of Observation: November 2022
Name of Observer: Virgilio N. Ignacio Jr
Course/Year/School: Isabela State University – Cauayan City Campus

LIST OF AVAILABLE LEARNING RESOURCES

Available Learning Resources Characteristics and Unique Teaching Approaches where the
(Enumerate in bullet form) capabilities Resource is Most Useful
1. Print Resources
• Books • in good condition and • Modular learning for students.
• Modules contain data, logic for
processing, and
instructions.

2. Audio Resources
• radio room • Easily accessible • Most used in airing live lessons
• mic and speaker and/or discussion.

3. Non electronic Visual

Resources • Teachers use visual • Since models are replicas (or
• board resources to present even scale reproductions) of real
• models (human system, information in their objects or actions, students
globe or volcano’s structure) lessons. frequently view them as helpful.

4. ICT Resources
• Television • keep everyone up to date • for visual and video
• Computer with trends; easily presentation.
• projector accessible. A wide range
of technological resources
and tools are used to
manage, create, and
distribute information.
Impression about the LRC
• The e Learning Resource Center is adequate to the demands of students and serves as a useful
resource. Resources would aid a lot in the learning of the students and also motivates them.

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Name and Signature of Observer

Name and Signature of the Learning Resource Center In-charge

1. Are the learning resources/materials arranged properly according to their

functions and characteristics?
Yes, the arrangement is correct because the items are arranged
according to their functionalities.

2. Do the guidelines and procedures facilitate easy access to the materials by the
teachers? Why? Why not?
Not observed

3. What are the strengths of this Learning Resource Center?

It helps students to explore more, and it is a great support not only to
them but also in teacher's teaching process.

4. What are its weaknesses?

It is limited and not everyone can have access with it.

5. What suggestions can you make?

The school can ask help to the government to supply, donate or provide
these resources.

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1. Which or the materials in the Learning Resource Center caught your interest the
most? Why?

Regarding learning resources, the availability of a computer for

research sparked my interest the most. Students' academic progress will be
significantly aided by computers with internet connections because of the
wealth of knowledge and data they provide. In the past, students solely relied
on books and other written materials.

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

Due to my extensive experience with computers and knowledge of how

to operate them, I feel comfortable using them.

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

I was amazed when I went to the Cauayan City National High School -
Research Annex and went into the radio room because there were so many
microphones and buttons that I wanted to use but did not know how to. I
was therefore curious to learn more about it.

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OBSERVE, ANALYZE, REFLECT

ACTIVITY 11.2 OBSERVING TECHNOLOGY INTEGRATION IN THE

CLASSROOM

Resource Teacher: Artemio L. Dumelod

School: Cauayan City National High School – Research Annex
Grade/Year Level: Grade 8 - DIAMOND
Subject Area: Science - Earth and Life Science
Date: November 2022

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

these steps: Observe a class for three meetings. Videotape, if allowed. Step 2.
Describe how technology was integrated in the lessons and how the students were
involved. Step 3. Use the Technology Integration Matrix to analyze the technology
integration done by the teacher. Step 4. Reflect on what you have learned.

As you observe the class, use the observation sheets provided for you to document
your
observations.
Class Observation Guide

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

UTILIZATION OF TEACHING AIDS FORM

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Grade/Year Level of Class Observed: Grade 8 - DIAMOND

Date of Observation: November 2021

Subject Matter: Science

Brief Description of Teaching Approach Used by the teacher: The teacher used
teacher and student-centered approach.

Teaching Aids Strengths Weaknesses Appropriateness of

used Teaching Aids Used
(Enumerate in
bullet form)

• Video and Audio • Effective and • Does not work • Get used to it, or
Presentation easy to manipulate well when internet especially when we
especially during connection is want to show
synchronous class weak. students the other
side of the world. It
is beyond
imagination. And
since the mode of
teaching and
learning is online, it
is also suitable.

Use the Technology Integration Form to analyze the class you observed. Refer to the
Technology Integration Matrix on page 100, in which level of technology integration
do you think the teacher you observed operated? Why?
The teacher does a good job with it. Customization of teacher use, where
teachers facilitate the customization of tool-based software by allowing students to
select a tool and change its use for a given task.
Based on the Technology Integration Matrix, what isa the characteristic of the
learning environment in the class that you observed? Point your observation that
justify your answer.
The following are the characteristics of the learning environment in the class that
I had observed:

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Collaborative: A classroom resource teacher I had observed grouped her students

into groups of five to present specific topics using the technology she had prepared—
a laptop and a projector.
Constructive: Technology; laptops and projectors are the main teaching aids for the
resource teachers I have observed, so it is a source of information for students to
build understanding

Over-all, were the learning resources used effectively? Why not? Give your
suggestions.
Overall, I think the resource teacher does a fantastic job of putting the
resources into practice for students. Students are more likely to participate and
collaborate in your conversation and are more likely to pay attention to the
PowerPoint presentation projected on the whiteboard.

Put yourself in the place of the teacher. What would you do similarly and what would
differently if you would teach the same lesson to the group of students? Why?
I would take into account my teaching philosophy if I were an educator
instructing the same subject. According to our resource teacher, "the outstanding
teacher inspires.". Second, I'm going to consider my students. I'll see to it that my
students learn from my errors. In addition to receiving information, they should
also learn how to respond to and consider the various social issues that are
currently affecting them. Because it should be incorporated into the K–12 teaching
and learning process as a 21st century teacher.

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OBSERVE, ANALYZE, REFLECT

ACTIVITY 3.1 EXPLORING EDUCATION 4.0

Resource Teacher: Artemio L. Dumelod

School: Cauayan City National High School – Research Annex
Grade/Year Level: Grade 8 - DIAMOND
Subject Area: Science - Earth and Life Science
Date: November 2022

Explore Education 4.0 through these steps:

1. Observe a class and take note of the topic being presented.
2. Surf the net to find sites that provide support materials and/or interactive
programs (web quests/games) on the topic. Try to ask Siri, Alexa;
3. List and describe at least 5 open-source sites/interactive programs; from
open-source
4. Evaluate the materials or programs
5. Reflect on your FS experience.

Class Observation Guide

Read the following statements carefully before you observe.

1. What is the lesson about? What are the teacher's objectives?

WASTE

• Described how people generate different types of waste as they make use of
various resources in everyday life.

• Explain how different types of waste affect peoples health and environment.

• Expected to participate during online class.

2. Note the important concepts that the teacher is emphasizing.

• On how different type of waste affects human health and environment.

• On how to generate waste

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3. Note the skills that the teacher is developing in the learners.

• knowledge and concept analysis

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

Electronic Resources Evaluation Form

Grade/ Year Level: Grade 8
Subject Matter/Topic
(Based on the class you
observed). MAGNITUDE AND INTENSITY (Earthquake)

Lesson Objectives/Learning
Outcomes.
a) Define magnitude and intensity;
b) Investigate the strength between intensity and magnitude impact; and
c) Write down examples of the strength and effect of an earthquake

Label the Describ Describe

parts of e the how you
earthqua differen can use it
ke ces of if you
occurren magnitu were to
Put a check if the resource satisfies the criterion.
ces de vs teach in
based on intensity the class
the . you
illustrati observed
ons
Accur Appropri Cle Compl Motivati Organiz
ate ate ar ete ng ed
Laptop ✓ ✓ ✓ ✓ ✓ ✓ I can use
it by
showing
video in
relevance
to the
topic.
Used

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also for
powerpoi
nt
presentati
on that
may help
them saw
or read
the topic
that i'm
going to
discuss.
The is
very
important
especiall
y at this
time of
pandemic
because
we
integrate
learning
online.

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

resources for the class? What made it easy? Difficult?

Finding appropriate electronic materials for the class can be

challenging at times, so I can't share all of my devices with the group.

2. How did you choose which electronic resources to include here? What did
you consider?

Laptop, microphone, and earphones are essential in this pandemic

period because they allow for clear communication with students and a
smooth discussion flow.

3. Explain. Which of the new trends in Education 4.0 would you like to
explore more for your work as a teacher? Why?

Online games are something that many students and I enjoy playing.
In order to make the class and day lively and fun while learning a lot, I
will use online games for teaching and learning in the future.

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

I can say that I can handle simple and complex tasks even though I'm
still learning how to use computers. I'll continue looking. In my daily life
as a teacher, student, and person, I'll search for websites that will assist
me in using technological resources.

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INTENDED LEARNING OUTCOME

At the end of this Episode, I must be able to:

• demonstrate knowledge of the design and use of formative assessment, and
• explain the importance of formative assessment.

The Learning Essentials

• In Outcome-based Teaching-Learning/Competency-based Teaching/Teaching

by
• Objective, we ensure that the intended outcome/competency/objective is
attained at the end of the lesson and so while we are still in the process of
teaching we do check learners' understanding and progress.
• If we find out that the learners failed to understand prerequisite knowledge and
skills, we reteach until learners master them. This is called FORMATIVE
assessment, assessment while the learners are being formed or taught. It is
assessment in the midst of instruction.
• Formative assessment is also referred to as assessment for learning.
Assessment for learning simply means we do assessment to ensure learning.
• We do not wait for the end of the lesson to find out if learners understood the
lesson or not because if it is only at the end of the lesson that we discover that
the learners did not understand the lesson, we have wasted so much time and
energy teaching presuming that everything was clear, only to find out at the
end of the lesson that the learners did not understand the lesson at all. This
means that we have to reteach from the very beginning, something that we
could have saved ourselves from doing had we given time to find out if the
lesson was understood while still teaching.
• Assessment for learning encourages peer assessment.

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OBSERVE, ANALYZE, REFLECT

OBSERVING ASSESSMENT FOR LEARNING

ACTIVITY 12.1 PRACTICES (FORMATIVE ASSESSMENT)

Resource Teacher: Artemio L. Dumelod Teacher’s Signature:

School: Cauayan City National High School – Research Annex
Grade/Year Level: Grade 8 - DIAMOND
Subject Area: Science - Earth and Life Science
Date: December 2022

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

What Teacher Said Tally Total

• Okay class, did you • ///// - // •7

understand?...
• Any clarifications? • /// •3

2. Did the teacher ask the class "Did you understand"? If she did, what was the
class response?

"Yes sir! We do understand."

3. Did the students make the teacher feel or sense they did not understand the
lesson or a part of the lesson? How?

No, the class that i observe was noticeably confident with their answers
and ideas about the topic. They responded immediately.

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

The teacher asks normally "Does anyone have a question before I

move on into the next slide?" or sometimes the teacher ask his student if
they're really understand the lesson.

5. Were the students given the opportunity to ask questions for clarification?
How was this done?

They're always given the opportunity to ask the teacher if they don't
understand the topic or if there is something that makes them puzzled. And
the teacher clarifies it to them.

6. If she found out that her/his lesson was not clearly understood, what did teacher
do? Did you observe any of these activities? Please check.
X Peer tutoring (Tutors were assigned by teacher to teach one or two
classmates
X Each- one-teach-one (Students paired with one another)
✓ Teacher gave a Module for more exercises for lesson mastery
X Teacher did re-teaching
✓ He did Clarification in the lesson (topic that students didn't clearly
understand)

7. If she engaged himself/herself in re-teaching, how did she do it? Did he/she use
the same teaching strategy? Describe.

N/A

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

did teacher check on students" progress? If yes, how?

N/A

1. Why should a teacher find out if students understand the lesson while
teaching is in progress? It is not better to do a once-and-for- all assessment
at the completion of the entire lessons?
Before moving on to the next lesson, students must understand the
prerequisites, so the teacher must ask them if they did. It is important to
ask students questions throughout the course rather than relying only on
the assessment because if they did not understand the previous section of
the lesson, how would they understand the next?

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2. Why is not enough for a teacher to ask, "Did you understand, class?" when
he/she intends to check on learners' progress?

A teacher will never be satisfied with a simple "Did you understand,

class?". If the teacher intends to monitor the progress of the students,
they might respond dishonestly. As a result, the teacher should always
follow the statement with questions about what was just discussed that
the students should respond to or questions about what was said earlier
that the students should respond to.

3. Should teacher record results of formative assessment for grading

purposes? Why or why not?

Yes, because records are needed for grading and formative

evaluation. Each student's entries should specify their level of
proficiency for each objective and its corresponding criteria. A reliable
record-keeping system is necessary for reliable grading. At all times,
parents and students should have access to these documents.

4. Based on your observations, what formative assessment practice worked?

According to my observations, summative tests and quizzes are used

to help students pinpoint their areas of need for improvement while also
identifying their strengths and weaknesses.

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

be more effective than teacher himself/herself doing the re-teaching or
tutoring?

Higher student response and feedback rates are possible with peer
tutoring, which boosts academic performance. Additionally, it gives
students more chances to put particular skills into practice, improving
retention. By instructing another student, the student tutor learns the
subject more thoroughly.

6. Could an unreasonable number of failures at the end of the term/grading

period be attributed to the non-application of formative assessment? Why
or why not?

Yes, as the student's relationship with their teacher, parents, and

self should be normalized by the assessment system. Assessment of
knowledge assimilation and advancement of subject skills cannot be the
sole focus of the system for monitoring and evaluating student academic
performance. It serves more significant societal functions by assessing
each student's level of readiness at each stage of the educational process.

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• Formative assessment is tasting the soup while cooking. Reflect on this and
write your reflections.
• Should you record results of formative assessment? Why or why not?

We can take a break from education and taste the soup using a variety
of methods to gauge student achievement and knowledge. We must create
instruction that allows students to hit the rewind button and review what
they missed the first time.

I should not record the outcome of the formative assessment. In the

end, the purpose of formative assessment is to direct students toward the
growth of their own "learning to learn" abilities. As a result, one of the
most important roles of teachers is to assist students in developing a variety
of learning strategies and a sense of self-worth.

OBSERVING ASSESSMENT AS LEARNING

ACTIVITY 12.2 PRACTICES (SELF-ASSESSMENT)

Resource Teacher: Artemio L. Dumelod Teacher’s Signature:

School: Cauayan City National High School – Research Annex

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Grade/Year Level: Grade 8 - DIAMOND

Subject Area: Science - Earth and Life Science
Date: November 2022

INTENDED LEARNING OUTCOME

At the end of this Episode, I must be able to:

• demonstrate knowledge of the design and use of self-assessment; and
• explain the importance of self-assessment

The Learning Essentials

• Assessment as learning means assessment is a way of learning.

• It is the use of an ongoing self-assessment by the learners in order to monitor
their own learning.
• This is manifested when learners reflect on their own learning and make
necessary adjustments so that they achieve deeper understanding.
• Assessment as learning encourages students to take responsibility for their
own learning.
• It requires students to ask questions about their learning.
• It provides ways for students to use formal and informal feedback and self-
assessment to help them understand the next steps in learning
• It encourages self-assessment and reflection.

Observe a class and find out practices that reflect assessment as learning.
Record your observations.

Teacher My Observation

1. Did teacher provide opportunities In class or in a small group, you can get each
for the learners to monitor and student to talk about one idea they had about
reflect on their own learning? what they had learned today. Encourage
students to consider their areas of concern or
difficulty before sharing how they solve
problems.
By giving students the time and space to
2. What are proofs that students reflect, we enable them to be lifelong learners
were engaged in self-reflection, and critical thinkers. When students complete
self- monitoring and self- their modules independently, self-reflection
adjustment? and self-monitoring are always a part of their
learning.
3. Did students record and report No, but I do think that the teacher uses
their own learning? modules to track each student's progress in

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learning.
4. Did teacher create criteria with Criteria serve as guidelines or rules when they
the are applied to evaluate student responses,
students for tasks to be completed products, or performances. The development
or skill to learned? of a rubric is built upon criteria.

1. If the student is at the heart of all assessment, then all assessment should
support student learning. Do you agree? Why or why not?

Yes, since learning and assessment are essential elements of motivation

and learning. A well-designed assessment process can reveal important
information about student learning. They also let us know what the students
learned and where they had difficulties in the classroom.

2. Does assessment as learning have the same ultimate purpose as assessment for
learning?

No, because learning assessment entails analyzing assessment results at

the conclusion of the teaching and learning process to rank students' levels
of success against a benchmark. It is typically summative in nature and
founded on standardized testing.

The primary purpose of assessment is not to measure but, to further learning.

Reflect on your personal experiences of assessment in school. Were you given
opportunities for self-assessment? If yes, what was its impact on your learning?

Learners' (students') evaluation of their own performance is known as

student self-assessment. Students might benefit from this procedure by becoming
more self-aware and accountable for their own learning. It is used to assist students
in acquiring specific learning abilities that are necessary for professional

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competence. Reflective practice, specific self-evaluation criteria, and performance

improvement techniques are incorporated into ongoing learning to increase self-
awareness.

EPISODE 12
PEOPLES ASSESSMENT OF LEARNING
(SUMMATIVE ASSESSMENT)

INTENDED LEARNING OUTCOME

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At the end of this Episode, I must be able to demonstrate understanding of the design,
selection, organization and use of summative assessment strategies consistent with
curriculum requirements by being able to:
• determine the alignment of assessment tools and tasks with intended learning
outcomes;
• critique traditional and authentic assessment tools and tasks for learning in the
context of established guidelines on test construction;
• evaluate non-traditional assessment tools including scoring rubrics;
• examine different types of rubrics used and relate them to assessment of
student learning
• distinguish among the 3 types of learners' portfolio;
• evaluate a sample portfolio;
• construct assessment questions for HOTS following Bloom's Taxonomy as
revised by Anderson and Krathwohl and Kendall's and Marzano's taxonomy:
• explain the function of a Table of Specifications;
• distinguish among types of learners' portfolios and their functions;
• compute students' grade based on DepEd's grading policy;
• state the reason(s) why grades must be reported to parents; and
• describe what must be done to make grade reporting meaningful.

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OBSERVE, ANALYZE, REFLECT

ALIGNING ASSESSMENT TASK WITH THE

ACTIVITY 13.1 LEARNING OUTCOMES

Resource Teacher: Artemio L. Dumelod Teacher’s Signature:

School: Cauayan City National High School – Research Annex
Grade/Year Level: Grade 8 - DIAMOND
Subject Area: Science - Earth and Life Science
E
INTENDED LEARNING OUTCOME
• Determine alignment of assessment task with learning outcome
• Formulate assessment task aligned with the learning outcome

The Learning Essentials

• In accordance with Outcome-Based Teaching-Learning, the learning outcome
determines assessment task.
• Therefore, the assessment task must necessarily be aligned to the learning
outcome.

Observe at least 3 classes - I 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 Task Is the assessment If not aligned,

Outcome/s (How did Teacher tool/task aligned improve on it
assess the learning to the learning
outcomes? outcomes?
Specify.
P.E/ EPP/TLE To dance Written quiz- No Performance test-
tango Enumerate the steps of Let students
tango in order. dance tango

Social Science. N/A N/A N/A N/A

Literature/Panitikan.
EsP

Physical/Biological On how to Written quiz - Yes There is nothing

Science/Math/ segregate enumerate the different to improve in this

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English/Filipino waste types of waste and on assessment task

properly. how to segragate it because the
properly for it to not teacher explained
affect human health it well.
and environment.

1. Are all the assessment tasks aligned to the learning outcome?

The teacher of my resource has standardized all her assessment

tasks, so yes.
They have a goal and learning outcome.

2. What are possible consequences if teacher's assessment tasks are not aligned
to learning outcome/s? Does this affect assessment results? How?

Yes, if the assessment tasks are not in line with the learning outcomes
and class objectives, it will affect the assessment result. Additionally, since
the assessment result will reflect your performance, you won't have an
efficient and successful teaching and learning process.

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

All assessment tasks should be in line with the learning objectives;

when you meet your lesson's objectives and get a high assessment score, you
can tell if you're a good teacher. Based on what you learned and learned
about during your discussion, the assessment outcome will be determined.

• Reflect on past assessments you have been through. Were they all aligned with
what your teacher taught (with learning outcomes?)

Most assessments I have undergone focus on learning outcomes, but

some are not. As students, it is particularly important for us to stay on track
with our learning processes because it helps us learn more effectively.
Moreover, an out-of-context review would hamper the process.

• How did this affect your performance? As a future teacher, what lesson do you
learn from this past experience and from this observation?
To solve a problem or demonstrate competence in efficient performance
assessments, students can apply their knowledge. According to research,

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students' performance and achievement increase when they comprehend

and put to use the criteria for success with a learning task.

This observation will help me decide what I should do in the future as a

teacher. Each assessment task needs to be in line with what you have taught,
as I have discovered. Check your learning objectives and outcomes once
more before implementing the instructional materials and any assessment,
such as an exam, quiz, activity, or task.

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ACTIVITY 13.2 OBSERVING THE USE OF TRADITIONAL TOOLS

Resource Teacher: Artemio L. Dumelod Teacher’s Signature:

School: Cauayan City National High School – Research Annex
Grade/Year Level: Grade 8 - DIAMOND
Subject Area: Science - Earth and Life Science
Date: December 2022

INTENDED LEARNING OUTCOME

• Critique traditional assessment tools and tasks for learning in the context of
established guidelines on test construction

The Learning Essentials

• Traditional assessment tools are also called paper-and-pencil tests.

• Traditional assessment tools usually measure learning in the cognitive domain.
• Traditional or paper-and-pencil tests can be classified either as selected-
response tests or constructed-response/supply type of tests.
• Common examples of selected -response type of tests are alternate response
test (True-False, yes-no), multiple choice and matching type of test.
• Common examples of constructed-response type of test are short answer,
problem solving and essay

• 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.

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Direction: Put a check (on the test which teacher used. From your teacher's test items,
give an example.

Type of Put a Learning Sample Test Comments (ls the

Traditional Check Outcome item of assessment tool
Assessment ( ) Assessed Resource constructed in
Tool/ Paper Here Teacher accordance with
and Pencil established
Test guidelines?)
Explain your answer

Selected Response Type

1.Alternate
response
type

2. Matching .

3. Multiple ✓ Which natural Yes, because it

Choice disaster is a supports the stated
violent rotating learning objectives
column of air from the lesson.
extending from a Additionally, since it
thunderstorm to calls for more
the ground? advanced thinking
a. Drought skills from the
b. Tornado students, this kind of
c. Hurricanes test will be beneficial
d. Earthquake when it pertains to the
topic.
4. Jumbled ✓ Identify which a variety of Yes, because it
Words word/answer is ground supports the stated
appropriate movements, such learning objectives
with the as rockfalls, from the lesson.
question. deeply seated Furthermore, since it
slope failures, calls for more
mudflows, and advanced thinking
debris flows, skills from the
may be included students, this type of
in mass wasting topic-related test will
events that are be beneficial.
also referred to
as landslips.

Type of Put a Learning Sample Test Comments (ls the

Traditional Check Outcome item of assessment tool
Assessment ( ) Assessed Resource constructed in

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Tool/ Paper (if Teacher accordance with

and Pencil Resource established
Test Teacher guidelines?)
used it) Explain your answer

Constructed- Response Type

1. Completion

2. Short answer
type

3. Problem
solving

4. Essay - ✓ Cognitive What do you the learner uses

restricted strategy think are the personal strategies to
best ways to think, organize, learn
reduce waste and behave. And
from being answer the question in
produced? their very best ideas
and knowledge.
5. Essay-non-
restricted

6. Others

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

ones were rarely used? Why were they rarely used?

Since they are one of the most adaptable test types available, multiple-
choice tests were the most widely used evaluation tool among teachers,
whereas illustration/drawing tests were the least common.

2. Based on your answers found in the Tables above in which type of assessment
tools and tasks were the Resource Teachers most skilled in test construction?
least skilled?

According to the tables above, the teacher has the most proficiency
with multiple choice questions because he can vary the format of the test,
and completion questions are the least proficient because I was not able to
observe the teacher using this type of assessment tool in his class.
3. Can an essay or other written requirements, even if it is a written paper-and-
pencil test, be considered an authentic form of assessment? Explain your
answer.

Yes, because by using rubrics as a guide, we can still use this kind of
test to gauge students' understanding of and knowledge of a particular
subject. The creative learning experience can also be used to put students'
abilities and knowledge to the test in a real-world setting.

How good are you at constructing traditional assessment tools? Which do you find
most difficult to construct? Any lesson/s learned?

As a teacher in initial training, I am not good as a resource teacher. I'm not

good at building traditional assessment tools yet and I'm still learning how to build
them properly, but I can say I learned a lot from him which made me a better
teacher someday.

OBSERVING USE OF NON-TRADITIONAL

ACTIVITY 13.3 ASSESSMENT TOOLS AND SCORING

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RUBIRICS

Resource Teacher: Artemio L. Dumelod Teacher’s Signature:

School: Cauayan City National High School – Research Annex
Grade/Year Level: Grade 8 - DIAMOND
Subject Area: Science - Earth and Life Science
Date: December 2022
INTENDED LEARNING OUTCOME

At the end of this Episode, I must be able to:

• Evaluate non-traditional assessment tools including scoring rubrics
The Learning Essentials
• There are learning outcomes that cannot be assessed by traditional assessment
tools.
• Authentic/non-traditional /alternative assessment tools measure learning
outcomes like performance and product.
• These performance task and product are assessed by the use of scoring rubric.
• A rubric is a coherent set of criteria for student's work that includes
descriptions of levels of performance quality on the criteria. (Brookhart, 2013)
• The main purpose of rubrics is to assess performances and products.
• There are two types of rubrics analytic and holistic. Analytic rubrics describe
work on each criterion separately while a holistic rubric assesses a student
work as a whole.
• For diagnostic purposes, the analytic rubric is more appropriate.
• For a holistic view of a product or performance, the holistic rubric will do.
• A good scoring rubric contains the criteria against which the product or
performance is rated, the rating scale and a description of the levels of
performance.

• 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 the rubric to the students?
• Which type of rubric did the Resource teacher use analytic or holistic?

Authentic Assessment/ Learning Sample of Product How a product/ Comment/s

Non-Traditional/ Outcome Performance performance was (ls
Alternative Assessed Assessed assessed the scoring
rubric
One example of a Describe how the constructed
product assessed. product according to

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(Put a photo of the performance was standard?)

product documented assessed. Which
performance in My was used analytic
Teaching Artifacts. rubric or holistic
rubric?
INCLUDE
THE RUBRIC IN
MY TEACHING
ARTIFACTS.

1. Product

2. Performance

1. Between analytic and holistic rubrics which one was more used? Why do
you think that type of rubric was used more?

Except for the "Output" and "Performance" rubrics above, rubrics

commonly used as analytical rubrics are, I noticed, with a rating scale of 1
to 5 and a description for each item. It's easier for students to create their
scores or performance when they have a guide, and it's easy to understand
what grade you can get based on your score or performance.

2. Based on your answers in # 1, what can you say about the scoring rubrics
made and used by the Resource Teachers?

N/A

3. Will it make a difference in assessment of student work if teacher would rate

the product or performance without scoring rubrics? Explain.

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Yes, there are variations because the rubrics serve as a guide for
students in building and creating their product or outcome, as well as a
guide for teachers in assessing and evaluating student achievements and
achievements. Students will be baffled by how the teacher rated their
performance and production if there are no rubrics.

4. If you were to improve on one scoring rubric used, which one and how?

If I want to improve an assessment rubric that I use, I will improve

the holistic rubrics. Each criterion will have a description. For example, in
content, creativity, etc. I will put a description of what the content should
be.
5. 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.

Students apply their newly acquired skills to a new circumstance or

environment through authentic assessment. Students' ability to use their
knowledge or skills effectively to complete a task is assessed when
assessments are realistic, contain judgment, and require inventiveness.

6. 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?

When students are prepared for a specific activity or task, rubrics act
as a roadmap for how they will complete it and what the content of their
assignment or work will be. This helps students become self-directed and
independent learners. If there is no rubric created, students will be
perplexed or will complete a task or activity that is inappropriate for the
standard you want.

7. Does the Scoring Rubric in this FS Book 1 help you come up with better
output?

Yes, because it contains what we anticipate, which helps us get ready and
ready for the information and resources required for your task or activity
to make it better.

Are authentic assessment tools and tasks new? Reflect on your experiences of tests for
all the years as a student.

The evaluation procedures and tasks are now familiar to me. I have seen
this kind of equipment since elementary school. The improvements made
to each of the tools surprised me the most. Since students change over

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time, it is important to update or modernize assessment methods and tasks

as well.

SHOW Your Learning Artifacts

ACTIVITY 13.5 DETERMINING THE LEVEL OF TEACHER’S

QUESTIONS

Resource Teacher: Artemio L. Dumelod

School: Cauayan City National High School – Research Annex
Grade/Year Level: Grade 8 - DIAMOND
Subject Area: Science - Earth and Life Science
Date: December 2022

INTENDED LEARNING OUTCOME

• Construct assessment questions to measure HOTS following Bloom’s and

Anderson’s revised taxonomy and Kendall’s and Manzano’ Taxonomy

The Learning Essentials

Table: 1.4 Example of Cognitive Activities

Cognitive Examples
Processes

Remembering - Produce the right information from memory

Recognizing
Recalling • Name three 19th-century women English authors.
• Write the multiplication facts.
• Reproduce the chemical formula for carbon tetrachloride.

Understanding - Make meaning from educational materials or experiences

Interpreting • Translate a story problem into an algebraic equation.

• Draw a diagram of the digestive system.
• Paraphrase Jawaharlal Nehru's tryst with destiny speech.

Exemplifyin • Draw a parallelogram.

g • Find an example of stream-of-consciousness style of writing.
• Name a mammal that lives in our area.

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Classifying • Label numbers odd or even.

• List the events of the Sepoy Mutiny of 1857.
• Group native animals into their proper species.

Inferring

Comparing • Explain how the heart is like a

pump.
• Compare Mahatma Gandhi to a
present-day leader.
• Use a Venn diagram to
demonstrate how two books by
Charles Dickens are Similar and
different.

Explaining • Draw a diagram explaining how

air pressure affects the weather.
• Provide details that justify why
the French Revolution happened
when and
• Describe how interest rates affect
the economy.
Applying - Use a procedure

Executing • Add a column of two-digit numbers.

• Orally read a passage in a foreign language.
• Have a student open house discussion.

Implementin • Design an experiment to see how plants grow in different kinds

g of soil.
• Proofread a piece of writing
• Create a budget.

Analyzing - Break a concept down into its parts and describe how the parts relate to
the whole
Differentiati • List the important information in a mathematical word problem
ng and cross out the unimportant information.
• Draw a diagram showing the major and minor characters in a
novel.

Organizing • Place the books in the classroom library into categories.

• Make a chart of often-used figurative devices and explain their
effect.
• Make a diagram showing the ways plants and animals in your
neighborhood interact with each other.

Attributing • Read letters to the editor to determine the authors' points of

view about a local issue.

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• Determine a character's motivation in a novel or short story.

• Look at brochures of political candidates and hypothesize
about their perspectives on issues.

Evaluating - Make judgments based on criteria and syllabus guidelines

Checking • Participate in a writing group, giving peers feedback on

organization and logic of arguments.
• Listen to a political speech and make a list of any
contradictions within the speech.
• Review a project plan to see if all the necessary steps are
included.

Critiquing • Judge how well a project meets the criteria of a rubric.

• Choose the best method for solving a complex mathematical
problem.
• Judge the validity of arguments for and against astrology.

Creating- Put pieces together to form something new or recognize components of a

new structure

Generating • Given a list of criteria, list some options for improving race
relations in the school.
• Generate several scientific hypotheses to explain why plants
need sunshine.
• Propose a set of alternatives for reducing dependence on fossil
fuels that address both economic and environmental concerns.
• Come up with alternative hypotheses based on criteria.

Planning • Make a storyboard for a multimedia presentation on insects.

• Outline a research paper on Mark Twain's views on religion.
• Design a scientific study to test the effect of different kinds of
music on hen’s egg production.

Producing • Write a journal from the point of view of mountaineer.

• Build a habitat for pigeons.
• Put on a play based on a chapter from a novel you're reading.

(Source: Anderson, L.W and Krathwohl, D.R. 2001. A taxonomy for learning,
teaching and assessing, New York: longmans)

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THE NEW TAXONOMY (MARZANO AND KENDALL, 2007)

Level of Process Useful Verbs, Phrases, Definitions
Difficulty
6 Examining The student can analyze how important
Self-System Importance specific knowledge is to them.
Thinking Examining The student can examine how much they
Efficacy believe they can improve their
understanding of specific knowledge.
Examining The student can identify emotional
Emotional responses associated with a piece of
Response knowledge and determine why those
associations exist
Examining The student can examine their own
Motivation motivation to improve their understanding
or competence in specific knowledge
5 Specifying The student can set specific goals relative
Metacognition Goals to knowledge and develop a plan for
accomplishing the goal.
Process The student can self-monitor the process
Monitoring of achieving goal
Monitoring The student can determine how well they
Clarity understand knowledge
Monitoring The student can determine how accurate
Accuracy their understanding of knowledge is and
defend their judgment.
4 Investigating investigate; research: find out about; take
knowledge a position on; what are the differing
Utilization features of; how & why did this happen;
what would have happened if The student
generates a hypothesis and uses the
assertions and opinions of others to test
the hypothesis.
Experimenting Experiment: generate and test; test the
idea that; what would happen if, how
Cognitive System

would you test that; how would you

determine if; how can this be explained,
based on the experiment, what can be
predicted the student generates and tests a
hypothesis by conducting collecting data.
Problem- solve: how would you overcome, adapt;
solving develop a strategy to: figure out a way
to, how will you reach your goal under
these conditions
The student can accomplish a goal for
which obstacles exist
Decision- decide; select the best among the
making following alternatives: which among the
following would be the best; what is the
best way which of these is most suitable
The student can select among alternatives

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that initially appear to be equal and

defend their choice
3 Specifying make and defend; predict; judge; deduce,
Analysis what would have to happen; develop an
argument for; under what conditions
The student can make and defend
Complexity

predictions about what might happen.

Generalizing what conclusions can be drawn; what
inferences can be made; create a principle,
generalization or rule, trace the
development of, form conclusions
The student can infer new generalizations
from known knowledge.
Analyzing identify errors or problems; identify
Errors 1ssues or misunderstandings; assess
critique; diagnose; evaluate: edit; revise
The student can identify and explain
logical or factual errors in knowledge.
Classifying classify; organize; sort; identify a broader
category; identify different types
categories
The student can identify super ordinate
and subordinate categories to which
information belongs.
Matching categorize; compare & contrast,
differentiate, discriminate; distinguish;
sort;
create an analogy or metaphor
The student can identify similarities and
differences in knowledge.
2 Symbolizing symbolize; depict; represent; illustrate;
Comprehension draw; show; use models; diagram
chart
The student can depict critical aspects of
knowledge in a pictorial of symbolic
Form
Integrating describe how or why; describe the key
parts of; describe the effects; describe the
relationship between; explain ways in
which; paraphrase; summarize
The student can identify the critical or
essential elements of knowledge.
1 Executing Use, demonstrate, show, make, complete;
Retrieval draft
The student can perform procedures
without significant errors
Recalling Exemplify; name, list, label,; state;
describe; who; what; where; when
The student can produce information in
demand

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recognizing Recognized; select;; identify; determine if

the following statement are true
The student can determine whether
provided information is accurate,
inaccurate or unknown

Figure 10. The New Taxonomy In Detail

Source: http://www.greatschoolspartnership.org/wp-
content/uploads/2014/06/x3B_Marzano_New_Taxonomy_ Chart_with_verbs_3.16.12
1.pdf

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Resource Teacher: Artemio L. Dumelod Teacher’s Signature:

School: Cauayan City National High School – Research Annex
Grade/Year Level: Grade 8 - DIAMOND
Subject Area: Science - Earth and Life Science
Date: December 2022

1. Observe a 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
Processes Tally of
Cognitive Processes
(Bloom a Assessment
Rank (and Kendall and Rank Total
revised by Task/Questio
Marzano)
Anderson and ns
Krathwohl)
Self-thinking 6

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

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Table 2. Examples of Assessment Questions / Assessment Tasks

Example of
Assessment
Tally and Total Tally and Total Tasks
Score of Cognitive Score Rank of /Questions
Rank
Processes (Bloom as Cognitive Given by
Rank Rank Based
revised by Anderson Processes Based
on use
and Krathwohl) (and Kendall Rank
and Marzano) Resource
Teacher

Self-system 6- e.g.Teacher
Thinking highest asked students
Why is the
lesson
important to
you?

Metacognition 5

Example: 6-
Creating highest

Evaluating=I 5

Analyzing/ An=II 4 Analysis

Applying=III 3 Knowledge
Utilization
Understanding= II 2 Comprehension

Remembering=IIIII 1- Retrieval=III
lowest
Rank Rank

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

Lowest number?
Remembering is the lowest while creating is the highest.

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

about Resource Teacher's level of questions?
____________________________________________________________
____________________________________________________________

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____________________________________________________________
____________________________________________________________
____________

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

cognitive skills? Give an example of an assessment question for each of
the two highest cognitive skills- metacognitive skills and self-system
thinking.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________

If you were to rate yourself on HOTS - where will you be from a scale of 1 to 5 (5 as
highest) where will you be?

As a future teacher, reflect on how will you contribute to the development of learners
HOTS?
By including exercises and teaching methods that encourage critical and
creative thinking in my lessons, as a future teacher I'll work to support the growth
of my students' higher order thinking skills (HOTS). To do this, you might use
open-ended questions, motivate students to ask questions, lead discussions and
debates, and incorporate problem-based learning activities. Additionally, I'll exhort
my students to consider how what they are learning can be applied in the real world
and how they can use what they have learned and developed to benefit their
communities. Additionally, I'll do my best to foster an environment in the classroom
where students are encouraged to question their own and others' presumptions and
viewpoints and to take intellectual risks. I want to support the development of my
students' HOTS and help them adopt a growth mindset by encouraging a love of
learning in them.

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ACTIVITY 13.6 ANALYZING A TABLE OF SPECIFICATION

Resource Teacher: Artemio L. Dumelod Teacher’s Signature:

School: Cauayan City National High School – Research Annex
Grade/Year Level: Grade 8 - DIAMOND
Subject Area: Science - Earth and Life Science
Date: December 2022
INTENDED LEARNING OUTCOME

• Explain the function of a Table of Specification

The Learning Essentials

• A Table of Specification (TOS) is a two-way chart hich describes the topics to

be covered by a test and the number of items or points which will be
associated with each topic.
• Sometimes the types of items are described in terms of cognitive level as well.

1. Study the sample of Table of Specifications on Assessment.

Learning No. of Total

Outcome Class Cognitive Level
Hours
Rem Un Ap An Ev Cr
1

Total

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

A test of student learning, such as an assessment or exam, should have content

validity in order to be an accurate and reliable measure of the knowledge and skills
that the test is intended to assess. In order to ensure content validity, a test of
student learning should contain a representative sample of the content and skills
that are being tested. This means that the test should cover all of the important
concepts, topics, and skills that are included in the curriculum or learning
objectives for the course or program. Additionally, the test should be structured in
a way that allows students to demonstrate their understanding and application of
these concepts, topics, and skills. This may include a variety of question types, such
as multiple choice, short answer, and essay questions, as well as performance
tasks or projects. Finally, the test should be reviewed and validated by experts in
the field to ensure that it is an accurate and fair measure of student learning.
2. Why is there a need for number of items per cognitive level?

There is a need for a certain number of items per cognitive level on a test of
student learning, such as an assessment or exam, because this helps to ensure that
the test has a balanced level of difficulty and that it accurately reflects the range of
knowledge and skills being tested. Cognitive levels refer to the levels of thinking
and learning that are required to complete a task or solve a problem. These levels
can range from lower-order thinking skills, such as recall and comprehension, to
higher-order thinking skills, such as analysis, synthesis, and evaluation. By
including enough items at each cognitive level, a test can provide a comprehensive
assessment of student learning and ensure that all important content and skills are
being tested. Additionally, a balanced distribution of items at different cognitive
levels can help to prevent bias and ensure that the test is fair for all students.
3. With OBE in mind, is it 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?

Without a TOS, a teacher could review the curriculum and learning objectives
for the course or program to decide which material and skills to include on the test.
The teacher could then design a variety of test items, including multiple choice, short
answer, and essay questions, that cover a range of cognitive levels and those let
students show how well they understand and use the knowledge and abilities being
tested. In order to make sure that the test is a reliable and fair indicator of student
learning, it might be beneficial for the teacher to review and validate it with other
educators or subject-matter specialists.
5. Complete the given TOS

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Read this conversation and reflect on teachers' assessment practices. Write your
reflection here.

StudentA: Saan naman pinulot ni Teacher ang kaníyang tanong? Ni isang tanong
na
tinuro, wala! (Where did Teacher get her test? Not one of what she taught came
out)

Student B: Oo nga.! Nakakaiinis! (You are right! How annoying!")

Did you have a similar experience? Reflect on it. Will the required use of Table of
Specifications as guide in test construction solve the problem of misaligned tests?
Yes, I already had experienced this situation. So, what I did was, I
approached them and tell what we I have to in order for them tounderstand the
topic.

COMPUTING STUDENT’S GRADES BASED

ACTIVITY 13.7
ON DEPED GRADING SYSTEM

Resource Teacher: Artemio L. Dumelod

School: Cauayan City National High School – Research Annex
Grade/Year Level: Grade 8 - EMERALD
Subject Area: Science - Earth and Life Science
Date: November 2022

INTENDED LEARNING OUTCOME

• Compute student’s grade based on DepEd’s grading system policy

The Learning Essentials

• With the implementation of the Enhanced Basic Education Program of 2013,

more popularly known as the K to 12 Curriculum, came a new grading system
of the Department of Education.

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• The latest grading system in basic education includes students' performance in

written tests and performance tasks, with emphasis on the latter. The quarterly
exam may be a combination of written test and performance task.

A. Sample Students' Report Card

1. Secure a sample of a Students' Report Card from your Resource Teacher.
2. Study a sample of an unused Student's Report Card. Observe its 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 new grading system which you were not asked
before?
2. Which do you prefer - the old or the new grading system? Why?

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C. Interview of 5 Students
1. What do you like in the new grading system?
2. Do you have problems with the new grading system? If there is, What?
3. Does the new grading system give you a better picture of your
performance? Why or why not?
4. Which do you prefer - the old or the new grading system? Why?

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?

2. How do you compute grades per quarter for Grades l to 10 and Grades 11 to
12. Give an example.

Analyze data and information gathered from the interview and from your review of a
used Student's Report Card and the DepEd grading system.

1. Do teachers and students like the new grading system? Why or why not
2. What are the good points of the new grading system according to teachers?
according to students?
3. What are teachers challenged to do by this new grading system?
4. Do you favor the distribution of percentages of written work, performance tasks
and quarterly assessment?
5. Did you like the experience of computing grades? Why or why not?

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?

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

competencies, grades may not be the most important or meaningful measure of a
student's learning and achievement. Outcomes-based education, which focuses on the
knowledge, skills, and values that students have acquired and are able to demonstrate,
may place more emphasis on the learning process and the demonstration of competencies
than on grades or other traditional measures of academic achievement.

However, grades can still be a useful tool for measuring and communicating student
learning and achievement in some contexts. For example, grades can provide feedback to
students about their progress and areas for improvement, and they can help teachers to
track student learning and identify any areas of the curriculum that may need to be
reinforced. Grades can also be used to evaluate the effectiveness of teaching and learning,
and to provide accountability for student learning and achievement.

Ultimately, the role and importance of grades will depend on the specific goals and
objectives of a given course or program and, on the needs, and expectations of the
students, teachers, and other stakeholders involved. It may be more important to focus on
learning and the development of competencies, but grades can still play a useful role in
measuring and communicating student learning and achievement.

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EPISODE 13
THE TEACHER AS A PERSON AND AS A
PROFESSIONAL

INTENDED LEARNING OUTCOME

At the end of this Episode, I must be able to:

• describe the personal qualities and competences of effective classroom
teachers;
• enumerate the professional characteristics of practicing teachers observed as
based on the professional standards and code of ethics for the profession.

The Learning Essentials

"My Teacher, My Hero" was a banner during the World Teachers' Day
celebration in the Philippines in the years past. Are Filipino teachers, real heroes?
What do you think? Why?

My answer is YES! Here are my reasons.

Personal Qualities of Filipino Teachers

To be a teacher in the Philippines is a challenging profession. Teachers serve
the country just like any other hero. To be a teacher requires a lot of personal and
professional qualities. These qualities make an excellent Filipino teacher an
exceptional professional.
First, the teacher must have innate qualities or attributes that are exemplary
and are fitted to be teachers. These are natural tendencies or a person. Here are some
of the qualities and attributes that distinctly characterize a teacher.
Personal Qualities of Teachers and the Descriptors
Personal Qualities What the teacher IS and DOES
Lives with dignity that This teacher is sincere, moral, self-aware, and
exemplifies self-respect, disciplined. Respected by peers, students, and the
integrity and self community.
discipline

Takes care of one's Physically, emotionally, and mentally healthy describe

physical, emotional and this teacher. Clean and well-groomed, with appropriate
mental well-being attire and a pleasant demeanor.

Lives a life inspired by When it doesn't go against community norms, mores, or

spiritual principles and tradition, this teacher conducts himself in accordance
beliefs with his personal spiritual beliefs..

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Exhibits deep knowledge This teacher has a sharp mind, makes wise decisions,
and understanding across and is intelligent enough to pick up new information,
disciplines abilities, and values that are necessary for teaching. She
or he has the capacity to learn new things, re-learn old
information in fresh ways, and un-learn information,
skills, and values that are no longer relevant to the times.
Recognizes own strength Although this teacher has high expectations for
with humility themselves, they are modest and eager to share their
success with others. Although he or she can do the job,
they do not constantly think of themselves as superior to
others.

Perseveres in challenging This teacher is calm amid chaos, remains steadfast under
situation pressure, does not easily give up and adjusts to different
situations.

Demonstrates a natural This teacher offers to do things for the group, is always
action to work together willing to share, offers willing assistance, accepts
with others accountability, is understanding of others, and extends
time without compensation.

Not everyone has these qualities, hence not everyone can be a good teacher. As the old saying
goes: “teachers are born but good teachers are both born and made”

Professional Competences of Filipino Teachers

Going to teacher training institutions and earning a teaching degree mean

developing a professional teacher like you. You can only become a professional
teacher if you earn a degree to teach in either elementary level or high school level.
You should also earn a license to teach by passing a licensure examination for
teachers. While studying in college you are learning the ropes of becoming a
professional teacher. You learn the content courses including the major or
specialization and the professional courses including the pedagogy courses. Your
professional courses include experiential learning courses that include Field Study 1,
Field Study 2 and Teaching Internship. These are important in your preparation to
become professional teachers.
So what are the professional competencies that every teacher should have?
You will find these in the matrix that follow.

Professional Competencies of Filipino Teachers

Professional Competencies What the teacher DOES
Abides by the code of ethics for the This instructor follows the standards and
profession behavior expected of qualified instructors.
Masters the subject matter to be taught This educator is knowledgeable in the
material to be taught and keeps up with
current events.
Updates oneself on educational trends, Keeping up with is what this teacher does.
policies and curricula educational trends, regulations, and
programs.
by enrolling in graduate programs, going to

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seminars, and attending workshops.

Uses teaching methods to facilitate Different methods are used by this teacher.
student learning teaching that is pertinent to the students and
the subject.
Builds a support network with parents and This teacher engages the cooperation of
This teacher engages the cooperation of parents and stakeholders in educating the
community learners.
Demonstrates knowledge, understanding This teacher has substantial knowledge of
of the characteristics and needs of the characteristics and needs of the learners
diverse learners
Plans, prepares and implements school This teacher plans, prepares, implements
Curriculum responsibly and innovates the day-to-day curriculum
with the view in mind that learners will
learn.
Designs, selects and utilize appropriate This teacher designs, selects and uses
assessment strategies and tools appropriate assessment tools for, as, and of
learning.
Provides safe, secure, fair physical and This teacher arranges the classroom to
psychological learning environment that provide safe, secure psychological
supports learning environment that supports and encourages
learning.
Serves beyond the call of duty This teacher does task and works even
beyond the official time when needed.

So, it is not easy to become a professional teacher. The demand is great. A

qualified professional teacher then is like a HERO.
Now you are ready to identify if the enumerated characteristics are found
among the teachers you are going to observe.
There are two observation activities in this Episode. Activity l will identify the
Personal Characteristics of the Teacher and Activity 2 will identify the Professional
Competencies of the Teacher.

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OBSERVE, ANALYZE, REFLECT

TEACHER PERSONAL QUALITIES: A VIEW FROM

ACTIVITY 14.1
MY LENSES

Resource Teacher: Artemio L. Dumelod

School: Cauayan City National High School – Research Annex
Grade/Year Level: Grade 8 - DIAMOND
Subject Area: Science - Earth and Life Science
Date: November 2022

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 (1) I have found out that

a. Dignified Observe The resource teacher, in

my opinion, is dignified
because he respects every
student, regardless of their
gender identity, culture, or
level of education.
b. Healthy Observe My resource teacher is in
good shape. He is in
excellent physical
condition.
c. Spiritual Observe He always begins class
with prayer and lives his
life as a living example of
God.

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d. Knowledgeable Observe He always offers feedback

and interesting anecdotes
while conversing, and he
is familiar with the
lesson's concept. He is
skilled at handling trying
circumstances.
e. Humble Observe He is aware that in order
to assist his students, he
must constantly study.
After the group recitation,
he also gives them praise.
f. determined Observe He consistently enthuses
and involves students. The
ability to pique others'
curiosity is what
determines a teacher's
true value, not what he
knows or how well he can
impart it. He inspires
happiness, excitement,
and a love of learning.
g. Cooperative Observe By supervising, watching,
and grading students, he
provides teaching
experience. He also offers
feedback for professional
growth.

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.

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?

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A. Dignified
B. Knowledgeable
C. Determined
I consider these 3 most outstanding significant personal qualities of a
teacher because this quality makes the teacher a good role model, smart and
well as passionate in doing his/her job a teacher.

2. Which of these qualities do you have? Do you think you can fit as a good
teacher someday? Why? Describe yourself.

Being an educator is such a privilege and duty. As a future teacher, I

can demonstrate to my students who I am, how much I care about them as a
second parent, and how passionate I am about education. Being humble is
my first positive trait. Whatever they choose to do, I can support them and
encourage them to do their absolute best. When my students have
accomplished something, humility works best. I am capable of inspiring
confidence in my students. Second, I treat every student with dignity; I do so
regardless of their gender identity, sexual orientation, culture, country of
origin, level of education, and, most importantly, their level of resolve. I can
motivate and engage my students just like my resource teacher did. Make
learning fun, exciting, and filled with love.

Good teachers are 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 characteristic of your model teacher that has made a great
impact in your life as a learner. Reflect and describe how this quality influenced you.

All my previous teachers shared a passion for what they did, which inspired me
as a student and pre-service teacher and assisted me in studying more effectively.
This gave me the motivation to keep striving and working hard to advance as a
teacher in the future. I remember one of my instructors being very dedicated and
hardworking, which motivated me to repay the favor and contribute as a student.

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 results imply that I should

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Encourage learning, investigation, exploration, discovery, and questioning

in your students. You will both learn and teach as a group. You must be very
organized and imaginative in your role as teachers. When students are able to
use their creativity, it improves them and aids in their learning.
2. If all the teachers teaching today possess the professional characteristics and
competencies as the teacher/teachers observed then learners will be
Learners will be much more interested and under less pressure if all of the
teachers working today have the professional qualities and competencies that the
teacher or teachers observed. The students are also encouraged to work harder in
class and pursue their personal goals.

SHOW Your Learning Artifacts

Show here the artifacts of this Episode.

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

(Picture of the Teacher Observed)

Narrative (about the personal and professional characteristics of the teacher)

Mr. Artemio L. Dumelod is a modest, astute, and enthusiastic educator. He

possesses the capacity for collaboration, empathy, adaptability, and
communication. His other qualities of an effective teacher include an engaging
classroom presence, importance of real-world learning, sharing of best practices,
and a constant desire to learn new things. After only a brief period of time with
him, I have seen firsthand why he is among the best teachers a school could hope
to employ.

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EPISODE 14
TEACHER QUALITY: DEVELOPING A
GLOCAL TEACHER OF THE 21ST
CENTURY
INTENDED LEARNING OUTCOME

At the end of this Episode, I must be able to:

• describe the personal qualities and competencies of a glocal classroom

teachers of the 21st century; and
• design a learner-centered classroom for the 21s century learners with learning
spaces that are safe, that allows creativity and use of ICT.

The Learning Essentials

FILIPIN0 GLOCAL TEACHER

A survey of the ASEAN countries and beyond tends to show that there are
three major responsibilities of teachers. These are (1) Actual 'Teaching. (2)
Management of Learning and (3) Administrative Work.
While the number of actual teaching hours per day varies all over the world, in our
country, teaching in the public schools requires six hours of actual teaching that
includes administrative as management of learning per day. The work such
management of learning. Two hours of the working day is allotted to administrative
work such as scoring and recording learners outputs, making reports, filling forms,
preparing for the next day's activity and performing other administrative tasks. The
previous Episode on the teacher, reminded us of the qualities and competencies
mentioned earlier. The teacher should be multi-literate, multi-cultural, multi-talented,
innovative and creative. The future Filipino like you shall act locally but think
globally.

"Teach local, reach global" means that the teacher brings diverse experiences
in the classroom with the various skills to live and work as citizens of a global
society. What
in the local communities impacts the larger community, As global citizens, the work
begins, where the teachers are, thus a "glocal" teacher.

Towards Quality Glocal Teachers

Quality teachers are characterized by different attributes and skills needed in
the 21" century education. Partnership 21 identified (1) Global awareness, (2)
Financial, economic, business and entrepreneurial literacy, and (4) Civic and Health
Literacy which require:
1. Learning and Innovative skills.
2. Information, Media and Technology Skills
3. Life and Career Skills

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More specifically, quality teachers are competent teachers who can demonstrate
exemplary mastery of knowledge, skills, values and dispositions relative to the
following characteristics:
1. Understands one's own cultural identify and rootedness
2. Knows and integrates global dimensions in the subject area
3. Engages learners in the learning processes
4. Uses real life local and global examples
5. Values the inputs of culturally and linguistically diverse learners
6. Models social responsibilities in local and global content
7. Encourages learners to find appropriate actions to improve local and global
the conditions, and
8. Creates a learning environment that encourages creativity and innovations.

The Challenges of the Quality Glocal Teachers for the 21st Century

One of the major challenges of quality teachers 1s to "create a learning

environment that encourages creativity and innovation among learners. Win 1, comes
the management of learning in such environment. These are required skills for a
global teacher.
Majority of the current classrooms provide leaning spaces that can hardly
prepare the 21st century learners for the development of the 21st century skills.
Since the 21st century classroom is learner-centered, the teacher acts as a facilitator of
learning. Students no longer study each subject in isolation, but they work on
interdisciplinary projects that cover several subject areas. Learning is no longer for
memorizing and recalling of information but on learning how to learn. Thus
classroom designs should respond to the 21st century learning. More so, quality
teachers should be changing their roles from teaching in isolation to co-teaching, team
teaching and collaboration with students and peers.
A new and creative design of classrooms by the teachers is needed as well as
the management of learning. These are the two teacher qualities needed to address the
new roles or teachers.

How should a new classroom be? Here are some suggestions on the six
elements or a new classroom:
1. Flexibility of furniture and space
2. Collaborative learning
3. Facilitation of movement
4. Foster creativity
5. Use of technology
6. Provision of light and bright colors

With the classroom structure, a quality teacher should be able to manage

learning under a very conducive learning environment. Teacher should use effective
classroom management strategies that will ensure productive learning.
Quality teachers should manage learning in an enhanced classroom by seeing
it to it that learners are:
• organized,
• orderly,

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• focused,
• attentive,
• on task, and
• are learning.

This will take much of your skill, experience and patience. The two important
factors that may affect learning management are the use of technology and the
diversity of learners.

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EPISODE 15

OBSERVE, ANALYZE, REFLECT

ACTIVITY 15.1 A DAY IN THE SCHOOL LIFE OF A QUALITY

TEACHER

Resource Teacher: Artemio L. Dumelod Teacher’s Signature:

School: Cauayan City National High School – Research Annex
Grade/Year Level: Grade 8 - DIAMOND
Subject Area: Science - Earth and Life Science
Date: December 2022
Observation 1: This activity will require you to stay in school for one school
day. Special arrangement by your faculty should be made for this purpose.

Procedure
1. Secure permit to observe a quality teacher in the school for one whole class
day.
2. Shadow the teacher in the three major responsibilities.
• Actual Teaching
• Management of Learning
• Administrative Work
3. Use the key guide found in the matrix below.
4 Record data observed in your notebook. This will be your artifact.
5. If you missed seeing the evidence to the key guide, you may interview the
teacher.
6. Make a narrative or essay of your answer entitled:" A Day in the School Life of
a Quality Teacher"
7. If permitted, you may include the teacher's picture in action to your essay.

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Note: Observe and record observations on the following aspects as key guide to
observations.

Teacher's Major Responsibility Key guide for Observation (Carefully look

for the indicators/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. Acts as a
facilitator of learning.
2. has mastery of subject matter.
3. sees to it that learning outcomes are
achieved.
4. 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.
3. sees to it that learning is achieved
within the period of time.
4. dismisses the class on time.

C. Administrative Work This teacher

1. keeps records of learners attendance
everyday.
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.

Refer to the results of your observation to answer the questions that follow.

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• Which of the three responsibilities shows majority of the indicators being

practiced?
A. Actual Teaching?
B. Management of Learning?
C. Administrative Work?

Due to his constant demonstrations of his familiarity with the subject matter he
is teaching, the Actual Teaching task was the one that was used the most frequently
among the three. In addition, he always treats each of his students with kindness
and fairness, and he continually assesses the learning outcomes to ensure that they
have been met by the students.

2. What are possible consequences if teacher's assessment tasks are not aligned to
learning outcome/s? Does this affect assessment results? How?
If the teacher's assessment activities are not related to the learning objectives,
the students may become disinterested and dissatisfied. The lesson's actual
objective, which is the teacher's responsibility, will never be accomplished.

3. Which demonstrated behavior, do you find in the teacher that is worthy of

emulation when you become a teacher? Describe.

His knowledge of the topic is crucial because, as a teacher, I should be

knowledgeable about the subject I will be teaching.

4. Which of the major responsibilities does this teacher find difficult to comply
with? What are the reasons?

My resource teacher is always willing to comply when I observe all of these

responsibilities.

5. From your perspective, would you consider this teacher as quality teacher?
Why?

Yes, as he is aware of the best ways to effectively communicate his knowledge

to the students. Additionally, he is a great example of a teacher who is inclusive
because he consistently considers each student's current situation and includes
them in all of the opportunities he offers.

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

Following the observation, my desire to become a teacher has grown. I wanted

to contribute to the success of my upcoming students.

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

As a student of the 21st century, I can perform better by using technology. I

can use technology in the classroom while being considerate and creative with the
resources we have.

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.

Stage fright prevents me from handling higher levels, such as senior high
school, but I do think I can overcome this problem if I immerse myself in it, gain
confidence, and show them who I really am.

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 Thank you
card? (Include this in your artifact)

To express my gratitude to my resource teacher, gifts, tokens, or letters are

insufficient. I'll demonstrate to him that, in the future, I'll be just like him—passionate,
modest, fair, and kind—to his students. In my journey to become a future educator, I
will use him as an example.

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ACTIVITY 15.2

Resource Teacher: Artemio L. Dumelod Teacher’s Signature:

School: Cauayan City National High School – Research Annex
Grade/Year Level: Grade 8 - DIAMOND
Subject Area: Science - Earth and Life Science
Date: December 2022
This activity will allow you to develop your sense of creativity and imagination in
designing
a classroom for the 21st century and determining how to manage learning in this
classroom.

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, bulletin boards/display boards, etc.
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/Year level Grade 8 - Diamond

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The room is usually divided into several sections, such as the teacher's desk, the
student's desks, and the whiteboard or blackboard.

The teacher's desk is located at the front of the room and is where the teacher sits and
conducts their lessons. The student's desks are arranged in rows facing the front of the
room and are where the students sit and work. The whiteboard or blackboard is
located at the front of the room and is used for writing and displaying information for
the class.

The room is well-lit and well-ventilated, with appropriate temperature and air
conditioning. The room is also equipped with chairs and tables for students, a board
for writing and displaying information, and other teaching materials such as
textbooks, workbooks, and visual aids.

There are lots of posters, charts and other teaching aids on the walls of the classroom,
as well as a clock that shows the time.

B. My Classroom for the 21st Century

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The most recent tools and technology would be available in a classroom to

accommodate various teaching and learning philosophies.

Students would be encouraged to collaborate and interact through the physical design
of the classroom. Small groups of desks and tables would be set up, and cozy seating
options like beanbag chairs and standing desks would be available. Students would be
able to access online resources and work on projects with classmates from around the
world thanks to the high-speed internet and wireless connectivity that would be
provided in the classroom.

The classroom would be furnished with interactive whiteboards, tablets, and other
digital tools that let students access and create digital content as well as collaborate
and communicate with their peers and teachers. For an interactive presentation of the
material, the teacher would have a computer or tablet and a smartboard.

Additionally, the classroom would have welcoming areas for students to unwind and
socialize in order to foster a sense of belonging and community. The space would
include a library or reading area as well as a seating area that could be used for
independent work, group projects, or quiet reading.

To meet the needs and learning preferences of the students, the teacher would employ
a variety of teaching techniques, such as project-based learning, inquiry-based
learning, and problem-based learning. Additionally, the teacher would have received
training in the use of technology and other 21st-century teaching tools. This would
enable the teacher to set up a flexible learning environment where students could
learn at their own pace and in their own way.

In a nutshell, a classroom of the twenty-first century would be one where students are
actively engaged in learning, where technology is seamlessly incorporated into the
curriculum, and where students feel safe and supported in their educational
endeavors.

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

differences.
Explain why.
Features of the Present Classroom My Vision of the Future What the similarity?
Components Classroom What the difference?

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1. Desks and Chairs: These are the A classroom of the future would The following are similarities
most basic and essential be a dynamic, technology-rich, between the present classroom
components of any classroom. and personalized learning and the imagined future
They are usually arranged in environment that supports student classroom.
rows or clusters to facilitate engagement, collaboration, and
teaching and learning. creativity. Learning and engagement are
2. Whiteboard or Blackboard: 1. Personalized Learning: given priority in both
These are commonly found in The future classroom classrooms.
classrooms and are used to write would be designed to meet Students would have desks and
and display information for the the unique needs of each tables in both classrooms as well
class. They are usually located student. Students would as seating arrangements.
at the front of the room, and are have access to a wide It would be integrated into both
often used in conjunction with range of digital resources classrooms.
other visual aids like posters or and tools that allow them Storage and decorations would
charts. to learn at their own pace be present in both classrooms in
3. Lighting and Ventilation: A and in their own way. some way.
well-lit and well-ventilated 2. Technology: Technology There would be teaching aids in
classroom is essential for would be seamlessly both classrooms.
student comfort and integrated into the The following are some of the
concentration. Most classrooms curriculum, allowing differences between the present
today have natural light and students to access and classroom and its proposed
artificial lighting, as well as air create digital content, replacement.
conditioning and ventilation communicate and
systems. collaborate with their As opposed to the present
4. Technology: Many classrooms classmates and teachers, classroom, the classroom of the
today are equipped with and explore the world future would be more
technology such as interactive beyond the classroom. personalized and incorporate
whiteboards, tablets, and 3. Collaboration: The future more technology.
laptops. These devices allow classroom would be The future classroom would be
students to access online designed to promote built to encourage active
resources, communicate with collaboration and learning and would have more
their classmates and teachers, interaction among collaborative space and
and create digital content. students. Desks and tables adjustable seating.
5. Storage: Classrooms usually would be arranged in Virtual and augmented reality
have storage spaces for students' small groups, and there would be integrated into the
books, bags, and other personal would be comfortable classroom of the future, and AI
belongings. seating options such as would be installed for
6. Flexible seating: Some beanbag chairs or standing individualized instruction and
classrooms today have flexible desks. tracking student progress.
seating options, such as beanbag 4. Active Learning: The With natural light and renewable
chairs, couches, or cushions, future classroom would be energy sources, the future
that allow students to work designed to promote classroom would place a greater
comfortably in different active learning, with emphasis on sustainability.
positions. students engaging in The classroom of the future
7. Decorations: Classrooms often hands-on projects, would be more flexible, built to
have decorations such as problem-based learning, support various instructional
posters, charts, and student work and other forms of philosophies and modes of
displayed on the walls to create inquiry-based instruction. instruction.
a warm and inviting learning 5. Virtual and Augmented
environment. Reality: The future

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8. Teaching aids: Classrooms classroom would make

usually have a variety of use of virtual and
teaching aids such as textbooks, augmented reality to
workbooks, manipulatives, and create immersive learning
visual aids that are used to experiences that bring the
support learning. real world into the
classroom.
6. Artificial Intelligence: AI
would be integrated into
the classroom to provide
personalized learning
experiences, to monitor
student's progress, to
analyze data and to assist
teachers in providing
personalized feedback to
students.
7. Sustainability: The future
classroom would be
designed with
sustainability in mind,
with features such as
natural light and
renewable energy sources,
and a focus on reducing
waste and promoting
environmental
stewardship.
8. Flexibility: The future
classroom would be a
flexible learning
environment that could
adapt to different teaching
styles and learning
modalities.

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 teaching-learning and become a global teacher?
Make a short paragraph on how you will manage teaching-learning in the 21st
century classroom.

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I would manage teaching-learning in a 21st-century classroom by utilizing a variety of

instructional strategies that are adapted to the needs and learning preferences of the students. To
create a flexible learning environment where students can learn at their own pace and in their own
way, I would use project-based learning, inquiry-based learning, and problem-based learning
techniques. Additionally, I would seamlessly incorporate technology into the curriculum so that
students could access online resources, interact with their peers and teachers, and produce digital
content. Additionally, by setting up desks and tables in small groups and offering comfortable
seating options, I would promote collaboration and interaction among students. To track student
progress and give them individualized feedback, I would also use formative and summative
assessment methods. In addition, I would foster an environment in the classroom where all pupils
feel safe, respected, and valued.

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EPISODE 16
ON TEACHERS’ PHILOSOPHY EDUCATION

INTENDED LEARNING OUTCOME

At the end of this Episode, I must be able to:

6. determine prevailing philosophies of education based on DepEd Vision and

Mission
7. statements, core values and mandate, the K to 12 Curriculum Framework and
Guide and RA 10533;
8. cite teacher's teaching behaviors and the philosophies of education on which
these behaviors are founded; and
9. articulate my philosophy of teaching.

The Learning Essentials

We are beneficiaries of a rich philosophical heritage passed on to us by great

thinkers of the past and of the present. The way teachers relate to learners and the way
they teach are anchored on philosophies of education.
Basic documents such as the vision and mission statements, core values and
mandate of the Department of Education and the features of the K to 12 Curriculum
as contained in Section 3 of RA 10533 and the K to 12 Curriculum Guide are
manifestations or expressions of the philosophies of education of the country. They
state the standards and the outcomes of education towards which all curricular
activities and teaching-learning should be directed.

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OBSERVE, ANALYZE, REFLECT

ACTIVITY 16.1 ANALYZING DEPED’S PHILOSOPHY OF

EDUCATION

Resource Teacher: Artemio L. Dumelod Teacher’s Signature:

School: Cauayan City National High School – Research Annex
Grade/Year Level: Grade 8 - DIAMOND
Subject Area: Science - Earth and Life Science
Date: December 2022

• 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 and Sec 5 of RA 10533.
• Accomplish the Table below by answering this question: Which philosophies
are expressed?
• Cite relevant statements to back up an identified philosophy of education. You
are given an example.

Philosophies of Education Which philosophies are Which philosophies are

expressed in the DepEd expressed in the K to 12
Vision, Mission Curriculum Framework and
Statements, Core Guide and Sec 5 of RA 10533?
Values, Mandate? Give Give proof.
proof.

1 Essentialism- teach mastery of the Essentialism The core Essentialism - List of

basics; Curriculum is prescribed; subject values of maka-Diyos, standards and competencies
matter -centered there are universal, maka-tao, maka- that learners are expected to
objective values; inculcate kalikasan and maka- attain is the subject matter that
values in subject matter bansa show that DepEd students are expected to learn.
is essentialist. DepEd - Essentialist
believes in unchanging
values that need to be

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inculcated.

2. Perennialism - teach those that The Deped Mission in The Deped Mission in which
last, the classics; there are universal which Students learn in Students learn in a child-friendly,
values; inculcate these universal, a child-friendly, gender-sensitive, safe, and
objective values gender-sensitive, safe, motivating environment shows that
and motivating DepEd applied Perennialism to
environment shows that their DepEd Mission as they
DepEd applied believes that if the learners engage
Perennialism to their with this kind of environment, it is
DepEd Mission as they possible that they become afriendly
believes that if the and good citizen of our country in
learners engage with the future as they bring a good
this kind of values that they learned in
environment, it is schools.In K-12 Curriculum
possible that they Framework which is making the
become afriendly and Curriculum Relevant to learners
good citizen of our (Contextualization and
country in the future as Enhancement), Students needed to
they bring a good acquire in-depthknowledge, skills,
values that they learned values, and attitudes through
in schools.In K-12 continuity and consistency across
Curriculum Framework all levels and subjects in order to
which is making the bring a good values and
Curriculum Relevant to characteristic to their future from
learners what they are learned in schools
(Contextualization and
Enhancement),
Students needed to
acquire in-
depthknowledge, skills,
values, and attitudes
through continuity and
consistency across all
levels and subjects in
order to bring a good
values and
characteristic to their
future from what they
are learned in schools
3. Progressivism very child-centered; The DepEd vision in The DepEd vision in which, as a
teach those that interest the child; one which, as a learner- learner-centered institution, the
learns by experience; learners learn by centered institution, the DepEd continuously improves
doing so teacher teacher's teaching is DepEd continuously itself to better serve its
experiential; values are subjective; no improves itself to better stakeholders shows that DepEd is
inculcation of values serve its stakeholders progressivism. DepEd believes in
since they are subjective; instead shows that DepEd is learners learn by doing as well as if
teachers help students clarify their progressivism. DepEd we teach of what they are
values believes in learners interested.In RA No. 10533 Sec. 5
learn by doing as well which is Curriculum Development,

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as if we teach of what The curriculum shall be learner-

they are interested.In centered, inclusive and
RA No. 10533 Sec. 5 developmentally appropriate;
which is Curriculum which it show that Progressivism is
Development, The applied in this law.
curriculum shall be
learner-centered,
inclusive and
developmentally
appropriate; which it
show that
Progressivism is
applied in this law
4. Reconstructionism - school is agent of The DepEd mission in The DepEd mission in which,
change; schooling is preparing students which, administrator administrator and staffs, as
for the social changes; teaching is and staffs, as stewards stewards of the institution, ensure
involving the students in discussions of of the institution, as enabling and supportive
moral dilemmas ensure as enabling and environment for effective learning
supportive environment to happen shows that DepEd is
for effective learning to reconstructionism. DepEd believes
happen shows that in teaching is involving the
DepEd is students in discussion of moral
reconstructionism. dilemmas inorder to understand the
DepEd believes in implications of one's action.In K-
teaching is involving 12 Curriculum Framework which is
the students in Making The Curriculum Relevant
discussion of moral To Learners (Contextualization
dilemmas inorder to And Enhancement), it shows that
understand the there is an application of
implications of one's Reconstructionism in which there
action.In K-12 is a discussions on the students
Curriculum Framework about the issues such as Disaster
which is Making The Risk Reduction (DRR), Climate
Curriculum Relevant Change Adaptation, and
To Learners Information & Communication
(Contextualization And Technology (ICT) are included in
Enhancement), it shows the enhanced curriculum
that there is an
application of
Reconstructionism in
which there is a
discussions on the
students about the
issues such as Disaster
Risk Reduction (DRR),
Climate Change
Adaptation, and
Information &
Communication
Technology (ICT) are

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included in the
enhanced curriculum
Existentialism Teachers teach The DepEd mission in The DepEd mission in which, In K-
learners to make a choice, to make which, In K-12 12 Curriculum Framework which
decisions and not merely to follow Curriculum Framework is Gearing Up For The Future
the crowd; one who does not make a which teachers (Senior High School) it shows that
choice and so simply follow others do facilitate learning and there is a proof of Existentialism
not leave meaningful life constantly nurture that use which students may have a
every learner shows freedom to choose a specialization
that DepEd is based on aptitude, interests, and
existentialism. DepEd school capacity. The choice of
believes that society career track will define the content
should not restrict an of the subjects a student will take
individual's life or in Grades 11 and 12. SHS subjects
actions and these fall under either the Core
restrictionsinhibit free Curriculum or specific Tracks.
will and the
development of that
person's potential
6. Pragmatism That which is useful, that The DepEd Vision in The DepEd Vision in which, enable
which is practical and that which Works which, enable them to them to realize their full potential
is what is good; that which is efficient realize their full and contribute meaningfully to
and effective is that which is good. e.g. potential and contribute building the nation shows that
showing a video clip on mitosis is more meaningfully to DepEd applied Pragmatism as they
efficient and more effective and building the nation believe that teaching students a
therefore more practical than teacher shows that DepEd things that are practical for life are
coming up with a visual aid by drawing applied Pragmatism as encourage them to grow into better
mistosis on a cartolina or illustration they believe that people.In K-12 Curriculum
board teaching students a Framework which is Making The
things that are practical Curriculum Relevant To Learners
for life are encourage (Contextualization And
them to grow into better Enhancement), it shows also that
people.In K-12 thereis an application of
Curriculum Framework Pragmatism as students acquire in-
which is Making The depth knowledge, skills, values,
Curriculum Relevant and attitudes through continuity
To Learners and consistency in order to
(Contextualization And encourage them to grow into better
Enhancement), it shows people across in all levels.
also that thereis an
application of
Pragmatism as students
acquire in-depth
knowledge, skills,
values, and attitudes
through continuity and
consistency in order to
encourage them to grow
into better people
across in all levels.

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7. Rationalism - emphasizes the The DepEd Core The DepEd Core Values which is
development of the learners Values which is Maka- Maka-Diyos, Maka-tao,
reasoning powers; knowledge comes Diyos, Maka-tao, Makakalikasan and Makabansa is
though reason; teacher must develop the Makakalikasan and the proof that shows that DepEd
reasoning power of the learner Makabansa is the proof applied Rationalism in which they
that shows that DepEd practicing only for believing what
applied Rationalism in is based on reason and provides the
which they practicing primary basis for knowledgeIn RA
only for believing what No. 10533 Sec. 5 which is
is based on reason and Curriculum Development, there is
provides the primary a proof of application of the
basis for knowledgeIn Rationalism in which the
RA No. 10533 Sec. 5 curriculum shall be relevant,
which is Curriculum responsive and research based as
Development, there is a students is acquired through reason
proof of application of without the aid of the senses
the Rationalism in
which the curriculum
shall be relevant,
responsive and research
based as students is
acquired through reason
without the aid of the
senses
8. Utilitarianism - what is good is that The DepEd Vision The DepEd Vision which is We
which is most useful (that which brings which is We dream of dream of Filipinos who
happiness) to the greatest number of Filipinos who passionately love their country
peoples; passionately love their shows that DepEd are also use
country shows that Utilitarianism which it advocates
DepEd are also use actions that foster happiness or
Utilitarianism which it pleasure and opposes actions that
advocates actions that cause unhappiness or harm. It
foster happiness or would be aims for the betterment of
pleasure and opposes society as a whole when directed
actions that cause toward making social, economic, or
unhappiness or harm. It political decisions.In RA No.
would be aims for the 10533 Sec. 5 which is Curriculum
betterment of society as Development, there is a proof of
a whole when directed application of the Utilitarianism in
toward making social, which The curriculum shall be
economic, or political culture-sensitive in which teacher
decisions.In RA No. approach offers no sense of what
10533 Sec. 5 which is ought to constitute an educations.
Curriculum
Development, there is a
proof of application of
the Utilitarianism in
which The curriculum
shall be culture-
sensitive in which

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teacher approach offers

no sense of what ought
to constitute an
educations.
9. Empiricism source of knowledge The DepEd Vision The DepEd Vision which is
is through the senses; teacher must which is Teachers Teachers facilitate learning and
involve the senses in teaching-learning facilitate learning and constantly nurture every learner is
constantly nurture an evidence that DepEd use
every learner is an Empiricism where teaching-
evidence that DepEd learning of the students is based on
use Empiricism where the human senses wherein it shares
teaching-learning of the the view that there is no such thing
students is based on the as innate knowledge, and that
human senses wherein instead knowledge is derived from
it shares the view that experience.In RA No. 10533 Sec. 5
there is no such thing as which is Curriculum Development,
innate knowledge, and it shows that there is an application
that instead knowledge of Empiricism in which The
is derived from curriculum shall use pedagogical
experience.In RA No. approaches that are constructivist,
10533 Sec. 5 which is inquiry-based, reflective,
Curriculum collaborative and integrative; as
Development, it shows teacher involves the senses in
that there is an teaching-learning of the students to
application of be able to gain knowledge.
Empiricism in which
The curriculum shall
use pedagogical
approaches that are
constructivist, inquiry-
based, reflective,
collaborative and
integrative; as teacher
involves the senses in
teaching-learning of the
students to be able to
gain knowledge.
10. Behaviorism - behavior is shaped TheDepEd Vision In RA No. 10533 Sec. 5 which is
deliberately by forces in the which is Students learn Curriculum Development, it shows
environment and that the type of person in a child-friendly, that there is a Bahaviorism by
and actions desired can be the product of gender-sensitive, safe, which The curriculum shall be
design; behavior is determined by and motivating learner-centered, inclusive and
others, rather than by person's Own free environment is one also developmentally appropriate; we
will; teacher must carefully shape a proof that DepEd teachers encouragestudents to
desirable behavior; drills are commonly applied Behaviorism in perform desired behaviour as they
used to enhance learning. Rewards which the teacher giving reward fortheir good
reinforce learning. provide a positive performance
reinforcement, or
rewards at the end of
the day for their good

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behaviour. Whenever
students perform a
desired behavior, they
will learn to perform
the behavior on their
own.
11. Constructivism -Learners are The DepEd Mission The DepEd Mission which is
capable of constructing knowledge which is Teachers Teachers facilitate learning and
and meaning; teaching learning facilitate learning and constantly nurture every learner
therefore is constructing knowledge and constantly nurture showalso that DepEd is using
meaning; teacher does not just "tell or every learner showalso Constructivism as they help
dictate but asks learners for knowledge that DepEd is using learners to construct knowledge
they construct and meaning of lesson Constructivism as they rather than just passively take in
help learners to information. As students
construct knowledge experience the world and reflect
rather than just upon those experiences, it helps to
passively take in build their own representations and
information. As incorporate new information into
students experience the their pre-existing knowledge. In K-
world and reflect upon 12 Curriculum Framework, it
those experiences, it shows that there is a
helps to build their own Constructivism in which it
representations and encourage students to consider this
incorporate new to share their valuable knowledge
information into their and experiences as the learner.
pre-existing knowledge.
In K-12 Curriculum
Framework, it shows
that there is a
Constructivism in
which it encourage
students to consider this
to share their valuable
knowledge and
experiences as the
learner.

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ACTIVITY 16.2 ARTICULATING MY PHILOSOPHY OF

TEACHING

Resource Teacher: Artemio L. Dumelod Teacher’s Signature:

School: Cauayan City National High School – Research Annex
Grade/Year Level: Grade 8 - DIAMOND
Subject Area: Science - Earth and Life Science
Date: December 2022

- Observe how a teacher relates to every learner and how 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 - teach mastery of the basics; What aspect of teacher essentialism?

curriculum is prescribed; subject matter- He or she made sure the students were proficient
centered there are universal, objective values; in fundamental ideas and abilities. The person
inculcate values; subject instilled values.
2. Perennialism- teach those that last, the Students who study under him learn to reason
classics; there are universal values; inculcate critically and to think logically. Instilling in his
these universal, objective values pupils a lifelong pursuit of the truth.
3. Progressivism very child-centered; teach Teachers attempt to make school interesting and
those that interest the child; one learns by worthwhile by designing lessons that pique
experience; learners learn by doing so teacher students' curiosity. Students are engaged in
teacher's teaching is experiential; values are learning through this method. As a result of their
Subjective; no inculcation of values since they interactions, the students learn how to cooperate
are subjective; instead teachers help students and be tolerant of opposing viewpoints.
clarify their values
4. Reconstructionism - school is agent of For the students to comprehend the consequences
change; schooling is preparing students for of one's actions, the teacher engages them in
the social changes; teaching is involving the discussions of moral dilemmas.
students in discussions of moral dilemmas
5. Existentialism - Teachers teach learners to The teacher serves as a facilitator rather than the
make a choice, to make decisions and not focal point of the lesson. His objective is to aid

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merely to follow the crowd; one who does not students in discovering their unique identities.
make a choice and so simply follow others do
not leave meaningful life

6. Pragmatism That which is useful, that which The teacher encourages students to develop into
is practical and that which works is what is better people by teaching them lessons that are
good; that which is efficient and effective is useful in everyday life.
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 with a visual aid by drawing mitosis on a
cartolina or illustration board

7. Rationalism - emphasizes the development N/A

of the learners' reasoning powers; knowledge
comes though reason; teacher must develop
the reasoning power of the learner

8. Utilitarianism what is good is that which is N/A

most useful (that which brings happiness) to
the greatest number of peoples;

9. Empiricism source of knowledge is through N/A

the senses; teacher must involve the senses in
teaching-learning

10. Behaviorism - behavior is shaped Students will learn to perform the desired
deliberately behavior on their own if teachers offer positive
by forces in the environment and that the reinforcement, such as praise, whenever they
type of person and actions desired can be exhibit it. Punishments operate on the same
the product of design; behavior is determined principles.
by others, rather than by person's own free
will; teacher must carefully shape desirable
behavior; drills are commonly used to enhance
learning, rewards reinforce learning.

11. Constructivism- Learners are capable of The teacher oversees the classroom learning
constructing knowledge and meaning; teaching process while also assisting students in expanding
-learning therefore is constructing knowledge their knowledge.
and meaning; teacher does not just "tell" or
dictate but asks learners for knowledge they
construct and meaning of lesson

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

16.2, which philosophies of education are dominant in Philippine basic
schools? Why do you say so?

In primary schools, progressivism and essentialism are the two main

educational philosophies that are prevalent.

Education progressivism places a strong emphasis on the value of

student-centered instruction and active participation in the learning
process. According to progressivist educators, instruction should be
based on the wants and needs of the students as well as be relevant to
their lives. They also think that learning should be experiential and
that students should gain knowledge through doing. Because it
supports the government's goal of providing education that is
responsive to students' needs and aspirations and equips them with
the knowledge and skills, they need to succeed in the 21st century,
this philosophy predominates in Philippine basic schools.

The essentialist educational philosophy, on the other hand, places a

strong emphasis on the value of fundamental abilities and
information. Essentialist educators hold that all students need to
learn a certain core body of information in order to be well-educated.
Additionally, they think that teaching students to think critically and
maintaining discipline, structure, and order in the classroom are
important. Because it supports the government's goal of providing
education that is focused on helping students master fundamental
skills and knowledge, this philosophy is also prevalent in Philippine
basic schools.

The Philippine basic schools use both philosophies to cater to the

various needs and learning preferences of the students. Each has its
advantages and disadvantages.

If there is one educational philosophy that teachers and schools

should pay more attention to, it is progressivism. This is so because
progressivism promotes active student participation in their
education and is a student-centered philosophy that focuses on the
wants and needs of the students. Through discovery, inquiry, and
experience, it enables students to learn, leading to a deeper
comprehension of the material and a more fulfilling educational
experience. This method is especially pertinent in today's fast-paced
and dynamic world, where students must be able to think critically,
solve problems, and adjust to novel circumstances.

Additionally, progressivism encourages a more inclusive and

democratic classroom where students feel safe and respected, which

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is crucial for establishing a positive classroom culture. Additionally,

it fits with the notion of lifelong learning, which is becoming more
and more crucial in today's society where people must continually
adapt to new information, abilities, and technologies.

Additionally, progressivism permits the incorporation of various

forms of assessment, such as self-reflection, peer evaluation, and
portfolio assessment. This allows for a more authentic assessment of
student learning than is possible with traditional methods.

Overall, progressivism is a comprehensive strategy that not only

emphasizes students' academic development but also takes into
account their social, emotional, and physical well-being. By giving
them the tools they need for success in the future, it helps students
get ready for life in the real world.
2. there is one philosophy that schools and teachers should give more
attention to, what should that be and why?

What is your philosophy of teaching? This describes what you belived 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 the down.
This is your title. : “My Philosophy of Teaching”

My Philosophy of Teaching
These may be of help:
I believe that the learner… (concept of the learner)
I believe that I should teach the learners… (what)
By… (how)
I believe that I … (how should you relate to learners, colleagues, superior, parents,
and others)

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I believe that every student can learn. Every student has the ability inside them
to grow and progress. Some may learn more than others and in different ways, but
all can learn and should be treated with respect.

I believe that I should teach the learners to think rather than what to think. I
place realistic demands on my students, hold them accountable, and enable them to
believe that they are capable by building them who they are, what they want to do
and to be in the future.

I believe education is one of the most important tools a person can have in life.
Every child deserves to receive the best education as possible, regardless of special
needs. Being placed in the least restrictive environment, gaining necessary life
skills and learning how to relate and communicate with people.

I believe Teachers should be aware of how the environment impacts their

students. Finances, demography, and family trends have a significant impact on not
only your student's motivation, but also on how they learn. I know that some of the
students have challenges at home- no money for food and clothes, parents who
either work at night or do not have the educational background to support their
studies. A teacher needs to be sensitive to the life they have outside of school when
creating a relationship with the student, as well as when you are planning a lesson
plan.

I will teach the way I teach because I want them to know that they are worthy,
they need to be strong in life until they achieve their goals because we teachers are
only guide. I want them to believe in their selves because they are leader of their life
and the voice of their own.

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COLLECTED PICTURES FROM MY 15 DAYS OF OBSERVATIONS.

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WITH GRADE 8 – DIAMOND.

ON OUR FIRST DAY OF OBSERVATIONS

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AFTER THE OBSERVATION. ME HOLDING MY WITH MA’AM IRISH ANNE M. BALINGAO,

CERTIFICATE OF COMPLETION. NEXT TO ME HER CURRENT POSTION TEACHER
IS MY RESOURCE TEACHER Mr. ARTEMIO L. INCHARGE.
DUMELOD. CURRENT MASTER TEACHER III

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