1

Republic of the Philippines

Isabela State University
Cauayan City

COLLEGE OF EDUCATION
BACHELOR OF SECONDARY EDUCATION

A Portfolio
In
FIELD STUDY 1
(Observations of Teaching-Learning in Actual School Environment)

As Partial Fulfillment of the Requirements in the Subject,

SED PROF 411 (Field Study 1 and 2)

Accomplished by
EMMANUEL P. GOMEZ
FRANCIA CLAIRE A. NOJADERA
MARK JONEL R. SERMONIA
4th Year, BEEd Student

Presented to

Dr. Kenneth B. Lantano

Subject Specialist, SED PROF 411

November 2024

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PERSONAL BACKGROUND

Name: EMMANUEL P. GOMEZ

Address: DISTRICT 1, CAUAYAN CITY, ISABELA
e-mail address: [email protected]
contact number: 09559435431

Birthday: July 18, 2001

Age: 23
Gender: Male
Religious Affiliation: Roman Catholic
Technical Skills:
 Computer Literate
Soft Skills:
 Creative
 Collaborative
Personal Attribute: Willing to learn, Cooperative
Philosophy of Education:
“The road to everything is laid with your effort, perseverance, and dedication to the
craft.”
Education:
Tertiary:
Isabela State University – Cauayan City Campus
Bachelor of Elementary Education
2020-2025
Senior High:
Cauayan City National High School – Main
Humanities and Social Science
2018-2020
Junior High:
Cauayan City National High School – Main
Your curriculum: RBEC (Revised Basic Education Curriculum)
2014-2018
Elementary:
Cauayan South Central School
2007-2014
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PERSONAL BACKGROUND

Name: FRANCIA CLAIRE NOJADERA

Address: NAGANACAN, CAUAYAN CITY, ISABELA
e-mail address: [email protected]
contact number: 09605339204

Birthday: June 22, 2004

Age: 20
Gender: Female
Religious Affiliation: Roman Catholic
Technical Skills:
 Microsoft office
Soft Skills:
 Creativity
 Critical-Thinking
Personal Attribute: Accountability, Generosity, Hard-working
Philosophy of Education:
“Nothing worth having comes easy.”
Education:
Tertiary:
Isabela State University – Cauayan City Campus
Bachelor of Elementary Education
2021-2025
Senior High:
Cauayan City National High School – Main
Humanities and Social Science
2019-2021
Junior High:
University of Perpetual Help System – Laguna Isabela Campus
2015-2017
Cauayan City National High School – Main
Your curriculum: RBEC (Revised Basic Education Curriculum)
2017-2019
Elementary:
University of Perpetual Help System – Laguna Isabela Campus
2008-2015

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PERSONAL BACKGROUND

Name: MARK JONEL SERMONIA

Address: CANAN, CABATUAN, ISABELA
e-mail address: [email protected]
contact number: 095627300711

Birthday: March 28, 2003

Age: 21
Gender: Male
Religious Affiliation: Iglesia ni Cristo (INC)
Technical Skills:
 Computer Literate
Soft Skills:
 Creativity
 Communication
Personal Attribute: Helpful, Cooperative
Philosophy of Education:
“Education is the most powerful weapon which you can use to change the world.”
Education:
Tertiary:
Isabela State University – Cauayan City Campus
Bachelor of Elementary Education
2021-2025
Senior High:
Cabatuan National High School
Science, Technology, Engineering and Mathematics (STEM)
2019-2021
Junior High:
Cabatuan National High School
Your curriculum: Special Science Class (SSC)
2015-2019
Elementary:
Cabatuan West Central School
2008-2015

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 Acknowledgment

We are eternally grateful to all those who contributed to the success of our
Field Study 1 journey. A heartfelt thank you goes to our Resources Teachers, Ma’am
Estrella P. Fajardo, and Ma’am Mirelty G. Saquing whose guidance and unwavering
support were invaluable throughout the entire process. I extend my appreciation to
Cauayan South Central School for providing us with the opportunity to immerse
myself in a real-world setting.
We would like to specially acknowledge Dr. Kenneth Lantano, whose
mentorship and unwavering support have been the support to our educational journey.
The insight and encouragement have greatly contributed to our professional
development. We would like to express our gratitude to my peers and colleagues,
whose support and camaraderie have made this journey truly memorable.
The completion of Field Study 1 marks a significant milestone in our
academic and professional endeavors, and I am sincerely thankful for the invaluable
contributions of each individual and entity involved. This collaborative effort has not
only enriched my learning experience but also played a pivotal role in shaping my
understanding of the real-world application of academic concepts.

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 Course Description and Course Outline

Republic of the Philippines

ISABELA STATE UNIVERSITY
Cauayan City
COLLEGE OF EDUCATION
Course Outline
First Semester.
School Year 2024-2025
Course Number Course Title Credit Unit/s hours per week
SED PROF 411 FIELD STUDY 1 and 2 6 lecture units 6 hours
Course Description
Field Study 1 is the first experimental course which will immerse a future teacher in actual classroom setting where direct
observation of teaching-learning episodes that apply educational theories learned in the content and pedagogy courses will be made.
Field Study 1 and 2 assists and participates future teacher in guided actual teaching-learning process. The conduct of action research
begin in this course and concludes during teaching internship.
Pre-requisite/s : All SED Prof and Major subjects
Course Outcomes:
At the end of the course, the students should be able to:
1. Cognitive
1.1. determine ways of addressing learners’ diversity in terms of gender, needs, interests, cultural background and difficult
circumstances;
1.2. demonstrate assessment and reporting practices done in the classroom, and
1.3. assess and apply the various classroom management strategies observed in the class.
2. Psychomotor
2.1. create a safe and secure learning environment the contributes to the physical, socio-emotional and cognitive development of
learners;
2.2. participate in the teaching-learning process and use instructional materials, including ICT to promote quality, relevant and
sustainable educative process;
2.3. formulate one’s philosophy in teaching, and
2.4. write and initial action research plan with the purpose of improving teaching practice.
3. Affective
3.1. reflect on how a teacher manifest his/her personal and professional competencies:
3.2. attempt to apply concepts, theories and principles in curriculum development in an actual classroom setting. and
3.3. test and promote sensitivity, observation skills, critical, creative and reflective thinking skills.
Course Requirements
 Attendance and Participation in Class Activities
 Written Outputs for Specific Episodes
 Softbound Portfolio
 Demonstration teaching of at least one subject content
Grading Scheme Grade Equivalent
Key Learning Areas
1.0 98-100
Preliminary Examination 15%
1.25 95-97
Midterm Examination 25%
Final Examination 25% 1.5 92-94
Class Participation 15% 1.75 89-91
Portfolio/Output 10% 2.0 86-88
Presentation/Quizzes 5%
Attendance/Attitude 5% 2.25 83-85
TOTAL: 100% 2.5 80-82
Final Grade = Tentative Grade *.625 + 37.50

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 Introduction

SED PROF 411 (FIELD STUDY 1 and 2) is a six-unit course having six-
hour lecture. All SED Prof subjects and Major are the pre-requisite of this course.
There are sixteen (16) Episodes in Field Study 1.
Field Study 1 focuses on Observation of Teaching-Learning in Actual School
Environment. This is the first experiential course, which will immerse a pre-service
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
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 Field Study 1 can be aligned on Child and
Adolescent Learner and Learning Principles as a professional education subject.

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 Table of Contents

Title Page ……………………………………………………………………... 2

Personal Background ………………………………………………………... 3-5
Acknowledgement …………………………………………………………… 6
Course Description and Course Outline …………………………………… 7
Introduction ………………………………………………………………….. 8
Table of Contents …………………………………………………………….. 9-10
Learning Episode 1: The School Environment …………………………….. 11-23
Learning Episode 2: Learner Diversity: Developmental Characteristics,
24-30
Needs And Interests …………………………………………………………..
Learning Episode 3: Focus On Gender, Needs, Strengths, Interests,
Experiences, Language, Race, Culture, Religion, Socio-Economic Status,
Difficult Circumstances, and Indigenous Peoples………………………….. 31-39
Learning Episode 4: Learner Diversity: The Community and Home 40-45
Environment…………………………………………………………………..
Learning Episode 5: Creating an Appropriate Learning Environment….. 46-51
Learning Episode 6: Classroom Management and Classroom Routines…. 52-56
Learning Episode 7: Physical and Personal Aspect of Classroom
57-62
Management…………………………………………………………………...
Learning Episode 8: Close Encounter with the School Curriculum……… 63-71
Learning Episode 9: Preparing for Teaching and Learning ……………… 72-79
Learning Episode 10: The Instructional Cycle …………………………….. 80-85
Learning Episode 11: Utilizing Teaching-Learning Resourced ICT……… 86-96
Learning Episode 12: Assessment for Learning and Assessment as
97-103
Learning………………………………………………………………………..
Learning Episode 13: Assessment of Learning……………………………... 104-122

Learning Episode 14: The Teacher as a Person and as a Professional…… 123-129

Learning Episode 15: Towards Teacher Quality: Developing Glocal 130-139

Teacher ………………………………………………………………………..
Learning Episode 16: On Teacher’s Philosophy of Education……………. 140-149

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Appendices
Appendix A. Course Description, Program Intended Learning Outcomes
Appendix B. Guidelines for Field Study Students
Appendix C. Certificate of Completion
Appendix D. Curriculum Vitae
References

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Name Episode

Gomez, Emmanuel P.

Episode 1 - 6

Nojadera. Francia Claire

Episode 7 - 11

Sermonia, Mark Jonel

Episode 12 - 16

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 OBSERVATION S OF TEACHING – LEARNING
IN ACTUAL SCHOOL ENVIRONMENT

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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Introduction

Observation, as the core of Field Study 1, is to provide opportunity for the

student teachers to examine and reflect on a school environment that promotes
learning and development. As these student teachers go to the field to learn about
the environment, the teacher, and the learners, remember that OBSERVING is NOT
simply SEEING NOR LOOKING. Skilled observers learn with a purpose, focus,
and intentionality.

Learning Outcomes:

At the end of this activity, I should be able to:

1. Determine a school environment that provided social, physiological and

physical environment of learning, and

2. Differentiate the characteristics and needs of learners from the different

developmental levels

My Observation

An Observation Guide for the Classroom Visit

Be guided by this task as I do my observation. Then, I need to accomplish the

matrix data below. As I move around the campus, activity forms are provided for
me to document my observations. It is advised that I 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.

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 SCHOOL FACILITIES OBSERVATION CHECKLIST
Cauayan South Central School
Mabini Street, District 1, Cauayan City, Isabela

Facilities Description Will it contribute to the

students’ learning and
development? Why?

Office of the The office of the One of the important place

Principal principal is spacious where plans for learning and
and is near the record development is decided. The
office. It is placed so place where the head of the
that each facility is institution stays and complete
connected and have important school tasks.
ease of access.
Library The library is small It is one of the most important
and contain few books place for student to gather
mostly used to store information, do homework and
students modules for research. This is where student
asynchronous class. look and discover new things
through reading.
Counseling Room The school does not It offers students important
have a separate counselling that improves their
counseling room, each character and social behavior.
classroom will serve as This facilitates their behavioral
their own counseling development and progress.
room in case of needed
counseling.
Canteen/Cafeteria Old classrooms It offers students a way to
converted into a replenish their energy through
cafeteria. Mostly foods for them to be able to
sweets, juices and fried continue their learning and
foods, fully captivating development.
the children’s palate.
Medical Clinic Equipped with first-aid It keeps students at their best
and capable nurses, state and care for students who
they care and give are not feeling well or had an
children necessary accident ensuring their safety to
attention to maintain continue learning.
health.
Audio-Visual / X The use of audio-visual
Learning teaching resources and
resource Center equipment, give students a
variety of possibilities to
improve communication skills.

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 Science X Offers student to experiment
Laboratory and try out in text theories in
real-life. Which helps them
think and practices creative and
innovative ideas.
Gymnasium Wide and spacious, It provides learners a place to
with limited space to hold activities like sports, dance,
have one they made and regular playtime. This
use of the place to let place also serves as a place to
student have their share their fellow student’s
recreational activity in achievement, inspiring them to
a close and covered do better.
space.

Quaint and simple. An auditorium can help

Auditorium The place has ample students learn and grow by
and space great for hosting events that promote
small in-house events. culture, communication, and a
Does not have air- sense of belonging, making
conditioning but is their education more enriching.
well ventilated.
.
Outdoor garden There are multiple This helps students appreciate
gardens throughout nature while promoting
the school compound. sustainable farming and
There are vegetables healthy living.
and flowering plants
with an aviary near it.
Home Economics X Teaching vital life skills like
Room sewing, cooking, and money
management, home economics
classrooms can support
students' overall development
and learning while also
promoting their self-reliance.
Industrial X It provides the development of
Workshop Area technical skills, and the
acquisition of fundamental
knowledge, it can significantly
improve students' learning and
growth and prepare them for a
variety of job opportunities in
the industrial sphere.

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 PTA Office X Enables parents, teachers and
stakeholders to collaborate in
developing better plan for
student learning and
development.
Comfort Room One-person comfort Being provided with accessible
for Boys room, contains basic comfort rooms helps the
tools for relieving students focus on academic
oneself and is well- activities without any
maintained. discomfort.
Comfort Room One-person comfort Being provided with accessible
for Girls room, contains basic comfort rooms helps the
tools for relieving students focus on academic
oneself and is well- activities without any
maintained. discomfort.
Registrar Office . Provides learners a way to
register and get quality
education. Ensures a smooth
and fast registration process for
learners.
Computer Standard computers It helps students improve their
Laboratory and peripherals technological skills which are
necessary for teaching needed nowadays. It helps
young learner learners to grow by learning
technological skills. important skills that a 21st
century learner must possess.

OBSERVATION GUIDE FOR THE CLASSROOM VISIT

CLASSROOM OBSERVATION REPORT
GUIDE QUESTION

Cauayan South Central School is located at Mabini street,

1. Describe the
community or District 1, Cauayan City, Isabela. It can be found just
neighborhood where behind Centro De Cultura. It is surrounded by residential
the school is found homes from all sides and it is safe as it is near the barangay
hall of District 1 providing the local watch guard (tanod) to
maintain traffic flow and safety.

The school campus is wide, compact and colorful. Outside

2. Describe the school the classroom you will notice vibrant colors complimenting
campus. What colors a happy and safe environment with a lot of trees and plants
do you see? What is
further implying their support in loving nature.
the condition of the
buildings?

16
 The offices are near each other for easy access and well
3. Pass by the offices,
maintained. Inside the office gives a professional feel with
what impression do
their minimal design and décor not wanting to overpower
you have of these
the space.
office

4. Walk through the The school only have a few cafeterias inside but with the
school halls, the partnership they have with the stakeholders and vendors
library, the cafeteria. they do not need to many inside. There are many comfort
Look around and find rooms around the school while some classroom is equipped
out the other facilities with one.
that the school has.

CLASSROOM FACILITIES MATRIX

CLASSROOM DESCRIPTION
FACILITIES
(location, number, arrangement, condition)

1. Wall Displays There is minimal wall display in the classroom and is in

the middle of removing to avoid in class distractions.

2. Teacher’s Table There is only 1 teachers table at middle back of the

classroom near the door.

3. Learner’s Desks There are 15 single chair desk and 6 two-person desk and
chair.

4. Blackboard There is one long blackboard in front of the classroom

which is freshly painted.

5. Learning Materials / There is one 32-inch TV at the center top of the

blackboard.
Visual Aids

6. Ventilation There are 4 functioning electric fans that are placed and
distributed well in the classroom along with an air-
conditioning unit.
7.Lightings There are 4 fluorescent lights that are in good condition.

8.Doors There is only 1 door for entrance and exit.

9.Garbage bin There is only 1 garbage bin near their comfort room

10.Cleaning Materials There are 2 dust pans and 4 soft brooms placed at the back
of the classroom.

11. Comfort Room There are separate comfort room for male and female.

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My Analysis

1. How do the school campus and the classroom in particular impact the learning
of the students going to school? What are my conclusions?
The school campus facilitates a safe and healthy learning environment for
the young learners, while the classroom acts as a place of learning concentration.
The campus gives the sense of security and safety while as the classroom is the
area of learning concentration.

2. How does this relate to my knowledge of child and adolescent development/

how does this relate my knowledge of facilitating learning?
Having a safe and healthy learning environment and a place to focus
learning is important for the young learners to have a conducive learning
environment. This ensures proper and healthy learning that develops not only
their cognitive abilities but also their affective and psychomotor abilities.

My Reflection

1. Would I like to teach in the school environment I just observed? Why? Why not?
I would love to teach in the school I observed, aside from being a well-
known institution. The school offers K-6 grade level and the school well-
maintained, equipped with needed facilities and technologies and ensures a safe
and healthy learning-teaching process.

2. For me, the kind of school campus that is conducive to learning is

The kind of school campus that is conducive to learning is Cauayan South
Central School. It is the ideal school because it has a great environment and
teachers who has good teaching strategies and unending support and guidance
towards their students. The school provides facilities, necessary technologies and
on campus programs that helps and facilitates learners. \

3. For me, the kind of classroom that is conducive to learning is

A classroom that is well-equipped with necessary tools and technology
that reinforce learning as a well as teachers that is very supportive and caring
for its students that continuous to improve and better themselves in teaching
learners.

4. In the future, how can I accomplish my answer in number 3?

In the future, I will ensure that my classroom and learners is well-
equipped with the necessary skills and technology needed to learn as well as I
ensuring that I used proper and effective teaching strategies.

5. My additional learnings and insight

Having a conducive learning environment is needed to have student feel
safe and focused only on learning. This cannot be achieved in a blink of an eye,
without the help of the school, teachers, students, parents and its stakeholders
along with sufficient time.

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Board Displays Evaluation Form

Topic of the Board Display: Lost and Found and Announcement

Location of the Board Display in School: In front of the guidance office
Directions: Check the column that indicates your rating. Write comments to back up
your ratings.
4 – Outstanding 3 – Very Satisfactory 2 – Satisfactory 1 – Needs
Improvement
Criteria NI S VS O Comments
1 2 3 4
Effective Communication The message was straight to
It conveys the message point.
quickly and clearly.
Attractiveness The colors are faded and
Colors and arrangement needs to be replaced.
catch and hold interest.
Balance It is not that balanced but
are arranged properly.
Objects are arranged, so
stability is perceived.
Unity There are no repeated
shape or colors or used of
Repeated shapes or colors or
borders.
use of borders hold display
together.
Interactivity Enclosed in glass and needs
learner interaction.
The style and approach
entice learners to
be involved and
engaged.
Legibility The letters of the board
display were not readable
Letters and illustrations can
and clear from a distance.
be seen from a
good distance.
Correctness There are no grammatical
errors.
It is free from grammar
errors, misspelled words,
ambiguity.
Durability Items are well protected and
enclosed in glass, bulletin
It is well- constructed; items
board is made of aluminum
are securely attached.
and plywood.

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Brief Description of the Bulletin Board:
The bulletin board displays the funds of the school
including the maintenance, PTA fund, canteen and
others.

Strengths Weaknesses

Description of Bulletin The board display has good It is not readable

board layout topics and it is organized. from afar. The
texts are too small.
It is easy to be found and it is
noticeable since it is
displayed beside the principal
office.
Evaluation of Educational It gives information and The bulletin has
content, and other aspects awareness to the parents and no educational
students. content.

Recommendations or Suggestions for Improvement

The contents of the bulletin board should prioritize readability, better color
scheme and more topics.

EMMANUEL P. GOMEZ

Signature of Evaluator over Printed Name

My Proposed Board Display

Theme:
"Reading through thousand pages; increasing one’s intellectual performance”

Board Title:
"Stop, Think, Acquire, Read! S.T.A.R!”

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Rationale:
"S.T.A. R invites everyone to Stop and lay down their phones”.
"S.T.A. R invites everyone to Think and exercise their brains”.
"S.T.A. R invites everyone to Acquire some books”.
"S.T.A. R invites everyone to Read and explore the worlds inside books”.
S.T.A.R wants everyone to appreciate reading and increasing their imaginations
without using technology, inspiring group reading and storytelling to learn to spark
their imaginative minds together.

Objectives:
a. Encourage young learners to lay down their phones and technologies and
start to read books and stories.
b. Inspire them to actively use their imaginations to develop their creative and
critical thinking.
c. Create a place that children can enjoy, develop, cooperate and love reading.

Best features of my proposed bulletin enhancement:

This bulletin links reading to an intellectual workout by taking readers on a
learning journey. The board's brief goals are to promote reading, inspire creativity,
and create a welcoming environment that ignites a genuine passion for reading
among all community members. With the title "Stop, Think, Acquire, Read!
S.T.A.R!”,

Content Resources: (Name each needed resource and give each a brief
description)
Book Genre Showcase: Display the best book per genre as a showcase to grasp
their attention by using their genre preference.
Books Recommendations: Each genre below the book genre showcase will include
a list of title, author and picture of a book that will be suggested for readers.
Quotes: Each genre will have a quirky and mind teasing quote the refers to a
specific theme of the genre.
Materials for aesthetic enhancement:
 Cleaned coconut fibers and mesh.
 Coloring materials
 Plastic cover
 Art materials and prints

21
Guide Questions:

1. Name at least five skills that a teacher should have to be able to come up
with effective board displays. Elaborate on why each skill is needed.
The teacher should have creativity, critical thinking, collaboration,
innovation and resourcefulness. With a creative mind a teacher can think of way
to better create board displays using collaboration, critical thinking and
collaboration with involved person, all of this will ensure an innovative board
display.

2. Which of the skills I named in #1 do I already have? Recalling my

experiences in making board displays, how do I practice this skill?
The skill that I already possess are creativity, critical thinking,
collaboration. I practice this skill by continuing to improve my output to the best
of my and my collaborative partner abilities.

3. Which skills do I still need to develop? What concrete steps will I take on
how I can improve on or acquire these skills?
I need to develop my innovative and resourcefulness. Having a chance to
observe I noticed that my abilities are still lacking compared to the seasoned
veteran of this school, coming up new ways to do certain task that shows how
innovative and resourceful they are.

My Learning Artifacts

My Personal Illustration of an Effective School Environment

22
Documentation

The student is attending the flag

ceremony.

These are some of the facilities in

the school.

23
Learning Excellent Very Satisfactory Needs
Satisfactory Improvement
Episode 4 2
3
1
Accomplished All observation 1 or 2 3 observation 4 or more
Observation questions/tasks observation questions/tasks observation
Sheet completely questions/tasks not answered/ questions/tasks
answered/ not answered/ accomplished not answered/
accomplished accomplished accomplished

Analysis All questions All questions Questions were 4 or more

were answered were answered answered observation
completely; completely; completely; questions were
answers are answers are answers are not not answered;
with depth and clearly clearly answers are not
are thoroughly connected to connected to connected to
grounded on theories; theories; 1 or 3 theories; more
theories; grammar and grammatical / than 4
grammar and spelling is free spelling errors. grammatical /
spelling is free from errors. spelling errors.
from errors.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; shallow; shallow; rarely
by what were supported by somewhat supported by
observed and what were supported by what were
analyzed observed and what were observed and
analyzed observed and analyzed
analyzed
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in reflected on in reflected on in reflected on in
the context of the context of the context of the context of
the learning the learning the learning the learning
outcomes; outcomes; outcomes; outcomes; not
Complete, well Complete, well Complete, not complete, not
organized, organized, very organized, organized, not
highly relevant relevant to the relevant to the relevant to the
to the learning learning learning learning
outcome outcome outcome outcome
Submission Submitted Submitted on Submitted a day Submitted 2
before the the deadline after the days or more
deadline deadline after the
deadline
Comments: Overall Score Rating

24
 Introduction

Episode 2 provides me with an opportunity to observe learners of

different ages and grade levels. It highlights the difference in their characteristics
and needs. As a future teacher, it is important for me to determine my learners’
characteristics and needs so that I will be able to plan and implement learning
activities and assessment that are all developmentally appropriate.

Learning Outcome:
At the end of this activity, I should be able to:

1. Describe the characteristics, needs and interests of learners from different

developmental levels.

My Observation

An Observation Guide for the Learners’ Characteristics

As I observe the learners, activity forms are provided for me to document

my observations. It is advised that I should read the entire worksheet before
observing the learners.

An Observation Guide for the Learners’ Characteristics

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

Physical
1. Observe their gross motor skills how they carry themselves, how they move,
walk, run, go up the stairs, etc
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motor skills? Writing, drawing, etc.

25
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, behave, mood-shifts, etc..)

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 opportunities for problem-solving? Describe how they showed problem-

solving abilities.

Learners’ Development Matrix

Development Preschool Elementary High School
Domain
Indicate age Indicate age range of Indicate age range of
range of children observed: children observed:
children
7-12 15-21
observed:
5-6
Physical
Gross-motor They untiringly They can do more
skills play every time complex activity but
they get a seems to prefer to
chance. They stay at their
Fine-motor tend to fall due respected
skills to their clumsy classrooms. Only
disposition and few are playing
outside with their
they tend to stay
Self-help skills peers and some stay
near their and play game in
Others parents. their phones.

26
Social
Interaction with
Teachers/ They mostly They participate in
Adults play around class activities and
their classroom, enjoys recitation
either running and asking question.
around chasing Most of them
Interaction with each other or compete and try to
classmates/ coloring book. get validation in the
friends They ask form of stamps and
Interests teachers or plus points or
parents for rewards.
Others assistance when
in need.
Emotional
They are open and
Moods and They cry easily talkative outside of
temperament, especially when class and serious
expression of it is about toys and inquisitive
feelings or peers. during class
Emotional They like toys discussion.
They can handle
independence and are very
their own emotion
hyper well.
Others

Cognitive
Communication Some speak Most of them prefer
skills English when to speak English
talking to their and some are fluent.
parents and
Thinking skills teachers. They like solving
logics and simple
They can problems
Problem- recognize
solving skills simple shapes,
colors,
numbers and
Others words.

27
 My Analysis
Salient Developmental Characteristics of the Learners

Salient Implications to the Teaching-

Characteristics Learning
Level Observed Process

Preschool Playful, clumsy Teacher should watch over the learners

and hyper as they are easily distracted. Needs to
Indicate age range of
children observed: 5- constantly attract their attention during
6 lessons.

Elementary Very studious Therefore, teacher should limit or set a

and inquisitive. time for asking question during the
Indicate age range of learning process as student tend to ask
children observed: 8-
too many and run out of time.
12
High School
Indicate age range of
children observed:
15-21

My Reflection
1. While I was observing the learners, did I recall my own experiences when I was
at their age? What similarities or differences do I have with the learners I
observed?
While observing I recalled the time that I was in elementary school, back
then I was playful at every chance I get and listened very well during class. But as
I observed I noticed that learners today are very inquisitive, they are more
focused on learning during class and most of them now prefers to use phones as
their entertainment during off-class hours.

2. Think of a teacher I cannot forget for positive or negative reasons. How did
she/he help me or not help me with your needs (physical, social, emotional, and
cognitive)? How did it affect me?
During my senior years in high school, I was at my lowest with the news
that my father who left us when I was in grade 4 already have a family and some
other things I cannot disclose. There was a teacher that noticed my change and
called me at her office back then I thought there was only one that I can open up

28
to but with her word and care in her voice I decided to open up and release my
pent up frustration and after the ordeal the only thing she said that it is part of
her job to care and notice her students that is like her sons and daughter as they
are the people she interact most of the time.

3. My other insights to plan and implement learning activities and assessment that
are all developmentally appropriate.
I was inspired by my senior high teachers as they became my role model
for being a good and disciplined teacher. Due to what they done, I was able to
understand that while intelligent teachers impart temporary academic lessons to
their pupils' minds, kind teachers leave a lasting impression and an unforgettable
experience in their hearts.

My Learning Artifacts
My favorite theory of development - How can this guide me as a future teacher?

My favorite theory of development is Vygotsky’s zone of proximal

development. This theory shows that student 3 part skills, what they can do alone,
what they can do with assistance and what they cannot do. This theory shows how
important for us to understand the student skill and help them acquire new
knowledge and skill without giving them full support. Just by being a
“scaffolding” we can be their way to improve themselves.

Zone of Proximal Development

asserts the student’s ability;
what they can do, what they need
help with and what is out of their
reach.

https://raccoongang.com/blog/zone-of-proximal-
development/#

29
Documentation

A group activity showcasing

their empathetic nature in a
group activity.

The students are working in

group to be able to come up
with a good performance
task.

30
Performance Task Evaluation

Learning Excellent Very Satisfactory Needs

Episode Satisfactory Improvement
4 2
3 1
Accomplished All observation 1 or 2 observation 3 observation 4 or more
Observation questions/tasks questions/tasks questions/tasks observation
Sheet completely not answered/ not answered/ questions/tasks
answered/ accomplished accomplished not answered/
Accomplished accomplished
Analysis All questions All questions were Questions were 4 or more
were answered answered answered observation
completely; completely; completely; questions were
answers are with answers are answers are not not answered;
depth and are clearly connected clearly answers are not
thoroughly to connected to connected to
grounded on theories; grammar theories; 1 or 3 theories; more
theories; and spelling are grammatical / than 4
grammar and free from errors. spelling errors. grammatical /
spelling are free spelling errors.
from errors.
Reflection Profound and Clear but lacks Not so clear Unclear and
clear; supported depth; supported and shallow; shallow; rarely
by what by what were somewhat supported by
were observed observed and supported by what
and analyzed analyzed what were observed
were observed and analyzed
and analyzed
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in reflected on in the reflected on in reflected on in
the context of the context of the the context of the context of
learning learning the the
outcomes; outcomes; learning learning
Complete, well Complete, well outcomes; outcomes;
organized, highly organized, very Complete, not not complete,
relevant to the relevant to the organized, not organized,
learning learning outcome relevant to the not relevant to
outcome learning the learning
outcome outcome
Submission Submitted before Submitted on the Submitted a Submitted 2
the deadline deadline day after the days or more
deadline after the
deadline
Comments: Overall Score Rating

31
Introduction

Episode 3 provides an opportunity to observe how differences in gender,

racial, cultural, and religious backgrounds, including coming from indigenous groups
influence learner behavior, interaction, and performance in school. One will also
analyze and reflect on practices that teachers use in leveraging diversity in the
classroom. It also provides an opportunity to observe how differences in abilities
affect interaction in school and learn about strategies that teachers use in addressing
the learners’ needs towards effective teaching and learning.

Learning Outcomes:
At the end of this activity, I should be able to:

• Describe the characteristics and needs of learners from diverse

backgrounds
• Identify the needs of the 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
• Demonstrate openness, understanding, and acceptance of the learners’
diverse needs and backgrounds

My Observation

An Observation Guide for the Learners’ Characteristics

Given the chance to interview a teacher as I observe the learners, activity

forms are provided for me to document my observations. It is advised that I should
read the entire worksheet before observing the learners.

32
 Observation Guide for the Learners’ Characteristics

Directions: Read the following carefully before you begin to observe.

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. Do the learners behave from online class to modular approach?

3. Do the learners cooperate with or compete against each other?

4. Who among the students participate actively, and ask for most help?

5. When the student is called and cannot answer the teacher’s question, do the
classmates try to help him/her?
6. Describe the student who seems to be performing well and to be behind.

7. Observe the behavior of both regular student and with special needs. Note
their dispositions, pace in accomplishing tasks, interaction with teacher and with
others.

Outside class:

1. Describe the behavior of a student who is with the group and who is alone.

Interview a teacher and ask about his/her experience about learners in difficult
circumstances. Let him/her describe these circumstances and how they have
affected the learners. Ask about his/her strategies he/she use to help these learners
cope.

Ask the teacher about strategies he/she applies 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

33
 OBSERVATION REPORT

The students’ respect their teachers, some may be a little mischievous at times
but once a teacher take note of this the student only needs to be told once to
behave and their quietly comply. They have a healthy teacher-student relations
and during class discussion they actively join in and ask questions to further their
understanding. The teacher is very kind and allows us to document and are easy
to approach.
During recitation the student actively participate and shares their
experiences and understanding, in some case that a student is unable to answer,
students will volunteer and help those in need or share their own answer. Outside
of class, student form their own circles but not discriminating on who want to join
them. Fortunately, there are not students who are alone at this time and even
when playing on gadgets or reading they group up in a corner together to enjoy a
quiet time.
There is no place for discrimination when it comes to teaching approaches
that fulfill the requirements of students, regardless of their gender or sexual
orientation, given that teachers accept students for who they are. The instructor
respects and acknowledges linguistic and cultural differences by introducing
diversity into the lesson. Furthermore, they don't express opinions on any
particular faith that may be disrespectful to other beliefs.

My Analysis
1. What role does the student play – a leader, a mascot/joker, attention seeker, a
little teacher, a doubter/pessimist?
The student act as a leader and little teacher, she leads the class she can
and teach those in need.

2. Does the student I observed appear left out/different? Is he/she accepted or

rejected by the others? What does the teacher do to address this issue?
No, the student is well accepted and respected by his peers. The teacher and
student appreciate her teaching and influencing her peers and is a role model to
them.

3. How does the teacher influence the class interaction considering the individual
differences of the students?
The teacher employs the most efficient and applicable strategy based on
the student and even though many of them are different in the way they learn and
interact the teacher find ways that help fill that need.

34
4. What strategies does the teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?
The teacher knows her student differences and uses the most appropriate
strategy and facilitates those who are in need.

5. Did my observation match the information given by the teacher?

Yes, her statements match my observation.

6. What practices or strategies should be done to differentiate instruction to meet the

needs of the learners?
As long as possible, understanding students’ common strength and
executing efficient strategies help students learn because of their number using
their common strength is more efficient and we just need to reinforce those who
lag behind.

7. What can I still be done to promote and uphold the indigenous peoples’
knowledge systems and practices and rights in schools?
Including the indigenous peoples’ culture and belief in my class can used to
promote their practices and inclusion. I will also create a program that showcases
their heritage especially in the locality that students can watch and learn from.

Curriculum Design, Competencies, Answer each question based on your

and Content observation and interview data

1. Does the school foster a sense of Yes, the school fosters a sense of belongingness
belongingness to one’s ancestral the curriculum also incorporate inclusivity
domain, a deep understanding of the teaching students to respect and understand
community’s beliefs and practices? Cite different beliefs and practices.
examples.

2. Does the school show respect of the Yes, even though students belong to different
community’s expression of spirituality? religions there was no problem that arises due
How? to this differences. An recent example of this
was the recruitment of children who will sing
for the upcoming Christmas event. The school
let students not attend if their religion forbids
them so.

3. Does the school foster in the Yes, the school recognizes them and treat them
indigenous learners a deep appreciation equally like the regular learners. Teachers
of their identity? How? ensure that their beliefs, practices and identity
are respected.

35
4. Does the curriculum teach skills and Yes, the curriculum is taught regardless if you
competencies in the indigenous learners are indigenous. All skills and competencies are
that will help them develop and protect equally accessible to all learners with no
their ancestral domain and culture? tolerance to any type of discrimination.

5. Does the curriculum link new Yes, by allowing students to participate in

concepts and competencies to the life cultural activities and training and giving them
experience of the community? the chance to experience other groups' ways of
life, the previous contest that centered around
ethnic dance is one of the many programs that
promote traditional and historical cultures of
students.

6. Do the teaching strategies help Yes, since teachers use carefully constructed
strengthen, enrich and complement the teaching methods and approaches to improve
community’s indigenous teaching the learning process, students' interests are
process? piqued and the distinctive features of each
Indigenous community are complemented.
This approach aims to effectively transfer
skills and knowledge.

7. Does the curriculum maximize the No, there was no student work focusing on
use of the ancestral domain and ancestral domain like basket weaving or plate
activities of the community as relevant weaving. The student focuses on appreciating
settings for learning in combination and understanding indigenous culture and
with classroom-based sessions? Cite domain.
examples.

8. Is cultural sensitivity to uphold Yes, students are taught to respect and love
culture, beliefs and practices, observed others how you want others to love and respect
and applied in the development and use you. With these students are taught to stop
of instructional materials and learning bullying, discriminating and offending people
resources? How? that are different from them. There are
modules and book that incorporate this
showing the different culture, belief and
practices of different types of Filipino.

36
 9. Do assessment practices consider In order to make sure that assessments don't
community values and culture? How? offend someone's community values or
culture, teachers, for instance, carefully
consider the words and questions they use,
particularly when explaining and giving
examples from other cultures. This helps to
ensure that students' feelings aren't hurt.

10. Do assessment processes include Yes, the assessment process calls for students
application of higher order thinking to relate to the real-world circumstances of the
skills? How? student for them to link what they have
learned and better understand why they are
learning it. This directly and indirectly shows
them the importance of learning and develop
all the higher order thinking skill they need.

My Reflection

1. Recall the time when I was in the high school. Recall the high and low achievers
in our class. How did my teacher deal with differences in abilities? Was my
teacher effective?
When I was in high school I could say I’m a high achiever since I finished
both senior and junior high school with high honor and with honor. But during this
time I also noticed some of my classmates are low achievers they tend to lose focus
and find it hard to understand concepts. My teacher back then would notice this
group of people and try different method of teaching like reporting, listening or
practical lessons for them to better understand it. And yes the teacher was right they
tend to focus because the method used back then does not support them and by
finding what they are good at, the teacher effectively made them better and more
attentive.

2. What dispositions or traits will I need as a future teacher to meet the needs of the
learners?
3. As a future teacher, the dispositions and traits that I need are being
understanding, considerate and collaborative, I need to understand the
different types of students I will handle, I need to be considerate of whatever
they may lack and most of all collaborative to collaborate with my students,
peers, and colleagues that in the future will help me develop myself more.

37
 4. After watching the video through this link:
https://www.youtube.com/watch?v=oxdS8GdfHR4 what new things did I learn
about indigenous peoples?
I learned that indigenous people are being underestimated and
discriminated. It made their lives poor as they have limited opportunities specially
in securing a job. However, the government is making an action to recognize the
Indigenous People’s rights.

5. What did I appreciate most from my experiences in school with indigenous

peoples? Why?
I wasn’t able to have an experience with indigenous people in school but as
I watched the video, I appreciate them more and recognize their abilities and
rights.

6. As a future teacher, I promise these three things for indigenous learners:

a. Be open to and respect indigenous peoples by recognizing their rights and
never discriminate them.

b. Uphold and celebrate their culture, beliefs and practices by respecting their
culture and beliefs and avoid things that may offend or hurt them.

c. Advocate for indigenous peoples’ education by teaching my students to treat

IP’s fairly with all respect and support to their identity.

My Learning Artifacts
With the principle of individual differences in mind, what methods and strategies
will I remember in the future to ensure that I will be able to meet the needs of both
the high and low achievers in my class? Make a collection of strategies on how to
address the students’ different ability levels.

There are many

types of students
including how
they learn best.
Knowing this can
help better guide
their learning
process.

https://mysominotes.wordpress.com/2017/10/14/educational
-psychology
-what-causes-
individual-differences
-in-learning/

38
Documentation

Some of the student are listening

and some are following as how the
teacher are discussing music.

Student being ask after the end of

a presentation in an open ended
question.

References
Lucas, Maria Rita D., Borabo, Milagros L, Bilbao, Purita P., and Corpuz, Brenda B.
Field Study 1. Observations of Teaching-Learning in Actual School Environment.
OBE-Based and PPST Based. LORIMAR PUBLISHING INC. Quezon City, Metro
Manila. 2020

39
Performance Task Evaluation
Learning Excellent Very Satisfactory Needs
Episode Satisfactory Improvement
4 2
3 1
Accomplished All observation 1 or 2 3 observation 4 or more
Observation questions/tasks observation questions/tasks observation
Sheet completely questions/tasks not answered/ questions/tasks
answered/ not answered/ accomplished not answered/
accomplished accomplished accomplished

Analysis All questions All questions Questions were 4 or more

were answered were answered answered observation
completely; completely; completely; questions were
answers are answers are answers are not not answered;
with depth and clearly clearly answers are not
are thoroughly connected to connected to connected to
grounded on theories; theories; 1 or 3 theories; more
theories; grammar and grammatical / than 4
spelling is free spelling errors. grammatical /
grammar and
spelling is free from errors. spelling errors.
from errors.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; shallow; shallow; rarely
by what were supported by somewhat supported by
observed and what were supported by what were
analyzed observed and what were observed and
analyzed observed and analyzed
analyzed
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in reflected on in reflected on in reflected on in
the context of the context of the context of the context of
the learning the learning the learning the learning
outcomes; outcomes; outcomes; outcomes; not
Complete, well- Complete, well- Complete, not complete, not
organized, organized, very organized, organized, not
highly relevant relevant to the relevant to the relevant to the
to the learning learning learning learning
outcome outcome outcome outcome
Submission Submitted Submitted on Submitted a day Submitted 2
before the the deadline after the days or more
deadline deadline after the
deadline
Comments: Overall Score Rating

40
 Introduction

Episode 4 provides opportunities to have a more in-depth look into

the factors that affect the development of a learner. Focus will on the early
experiences and characteristics of the learner as described by the family
and other significant others. There is also a focus on how the teacher links
with the community to maximize the learning and development of students.

Learning Outcomes:
At the end of this activity, I should 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
• Identify effective strategies on how teachers can work
together with the family.

My Observation
An Observation Guide for the Learners’ Characteristics
Given the chance to interview the learner, the parents and the teacher, activity
forms are provided to document my observations. It is advised that I need to read
the entire worksheet before meeting and interviewing them.

41
 The Learner’s Development Profile

Name of the Learner: Ivan Blair A. Solito

School: Cauayan South Central School
Date of Home Visit: October 28, 2024
Date of Birth: January 8, 2014 Age: 10
Grade/ Year Level: 5 Gender: Male
Family Profile
Number of Siblings: 1
Birth Order: 1
Parent
Mother: Vanesa Lou A. Solito
Age: 32
Occupation: Nurse Educational Attainment: College Graduate
Father: Wilfredo A. Solito
Age: 33
Occupation: Police Educational Attainment: College Graduate

Physical Development
The mother’s health during her pregnancy with the learner was good and normal.
The learner is Asthmatic, he eats fruits and vegetables, due to his parent’s
occupation the learner is being taken care of by his grandmother.

Social Development
The learner is friendly, quirky and hyper. He plays with a lot of his classmates. At
home he doesn’t go out to play much as he is asthmatic and plays music games or
geometric dash with his phone.

Emotional- Moral Development

The parent and grandmother expect so much from him especially since he is
a sped g/t student. They wish for him to graduate like them and live a happy life.

Cognitive Development
The learner has an interest in dancing and singing. When it comes to
dancing and singing he volunteers first to be included. He understands almost of
his subject and asks question on part he find hard. He is having problem in
mathematics. As he is exposed to technology at an early age he is fluent is word
document and PowerPoint he also the one that teacher ask to see why the HDMI
seldom malfunction and he fixes it by changing the port its connected to. His
grandmother and parents monitors his achievements by the school cards and
reports given to them.

Findings
I found out that the learner has a good support system. His behavior is good
and he is kind and honest.
Conclusions
The grandmother’s support and parent’s facilitation is very effective in shaping
his good behavior along with the school’s reinforcement of this.

42
Recommendations
The current status quo should stay and be maintained. The student is well
supported and is far from other children so far he is smart, active and healthy.

My Analysis
1. From my home visit and interview, I think is the style of parenting experienced
by the learner is __ Explain your answer.
The learner is experiencing an authoritarian style, when the parent is at
home they include rules to be followed. But they still shower him with attention
and love they are not as strict but they do limit his activities outside due to his
asthmatic condition.

2. Relating with what I learned from child development, what family factors do I
think contribute to the development and overall adjustment of the learner in
school?
The number one factor that contributes to the overall adjustments of the
learner is the style of parenting and how the learner is being disciplined by their
parents. And the environment where the students is exposed to.

3. Does the communication between the home-school have an effect on the

learner? Why?
Yes, it greatly affects the learner. The home-school communication is a
way to report how the learner is learning. This shows his achievement and deeds
with this in mind the learner knows that his action will be reported.

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?
Teachers can collaborate with its stakeholder this includes the parents or
the district where the school is. I already saw how the district helps the teachers
and school by providing tanod to guard while the student goes to school or when
it’s time to go home they also redirect the flow of traffic during this time. While
the parents can provide financial support to have the student learn better with
equipment or to better their environment.

43
My Reflection
1. As I reflect on my development as a child, what type of parenting did I
experience? How did it affect me?
The type of parenting that I experienced is pretty lax, as someone who was
being left constantly when I was young I didn’t experience an authoritarian nor a
strict parenting though this not affect me since my mother still reminds me to do
my best in school but not worry about the result and knowing her sacrifice I
followed her and did my best.
2. As a future teacher, how would I establish good home-school collaboration?
How can I work well with the parents? How can I help them? How can they help
me?

Building a good relationship with my learners’ parents may be effective in

establishing good home-school collaboration because with this, I can
communicate with them well about their children’s learning development. I can
help them by giving updates about their child’s performances and they can help
me as well as giving proper guidance and support for their children.

My Learning Artifacts
A. Make an artistic or creative, colorful visual expression of your insights or
feelings about the influence of the home and school and community to the
learner. Then write a few statements on the space below about your visual art.

https://hayleywicke.wordpress.com/wp-content/uploads/2013/08/family_community_school.jpg

The link between home, school, and community is necessary for overall
development. It establishes a network of support that promotes good
communication, common objectives, and a feeling of purpose. This collaboration
guarantees an extensive education, encouraging academic success and the
growth of responsible people.

44
B. Make a reflection through acrostic about the words, HOME, SCHOOL,
COMMUNITY LINK

Home School
S - Schools facilitates learning,
C - Collaboration and
development
H- Home is where the start
H - Honing student skills
O- Of learning and
further by
M- Making of character that
O - Offering quality education
E- Every child must have.
for the
O - Optimistic and Outstanding
L - Learner.

Community Link
C - Collaborating for success
O - Outside is
M - Meaningful and
M - Meritorious by L- Linking everyone’s
U - Unifying I- Insight for a better and
N - Not only those inside but also N- Nourishing ways to acquire
those K- Knowledge brings forth
I - Involve around allows school perfection.
T - To take a bigger step towards
the
Y - Youth’s quality education

45
Performance Task Evaluation
Learning Excellent Very Satisfactory Needs
Episode Satisfactory 3 Improvement 1
4 2
Accomplished All observation 1 or 2 3 observation 4 or more
Observation questions/tasks observation questions/tasks observation
Sheet completely questions/tasks not answered/ questions/tasks not
answered/ not answered/ accomplished answered/
accomplished accomplished accomplished

Analysis All questions All questions Questions 4 or more

were answered were answered were answered observation
completely; completely; completely; questions were not
answers are answers are answers are answered;
with depth and clearly not clearly answers are not
are thoroughly connected to connected to connected to
grounded on theories; theories; 1 or 3 theories; more than
theories; grammar and grammatical / 4
spelling is free spelling errors. grammatical /
grammar and
spelling is free from errors. spelling errors.
from errors.
Reflection Profound and Clear but lacks Not so clear Unclear and
clear; supported depth; and shallow; shallow; rarely
by what were supported by somewhat supported by what
observed and what were supported by were
analyzed observed and what were observed and
analyzed observed and analyzed
analyzed
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in reflected on in reflected on in reflected on in the
the context of the context of the context of context of the
the learning the learning the learning learning
outcomes; outcomes; outcomes; outcomes; not
Complete, well- Complete, well- Complete, not complete, not
organized, organized, very organized, organized, not
highly relevant relevant to the relevant to the relevant to the
to the learning learning learning learning outcome
outcome outcome outcome
Submission Submitted Submitted on Submitted a Submitted 2 days or
before the the deadline day after the more after the
deadline deadline deadline

Comments: Overall Rating

Score

46
 Introduction
This learning Episode provides an opportunity to examine how classrooms
are
structured or designed to allow everyone’s maximum participation for
effective learning. You should be able to examine how classroom
management practices affect learning. This Episode enhances the application
of the theories learned in the following professional subject such as
Facilitating Learner-Centered Teaching and The Child and Adolescent
Learners and Learning Principles.

Learning Outcomes:

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

• Plan on how to manage time, space, and resources

• Provide a learning environment appropriate to the learners and

conducive to learning

My Observation
Given the chance to interview the teacher, activity forms are provided to
document my observations. It is advised that I need to read the entire worksheet
before meeting and interviewing the teacher.

47
 Classroom Management Matrix

Aspects of Classroom Description Effect on the Learners

Management

1. Specific Areas in the A place where student Helps students recharge

can relax and enjoy their and relax for a bit before
Classroom free time. continuing a day of
learning.
2. Classroom Rules The rules inside the Facilitates how they act
classroom that young and behave during class.
learners must follow.
3. Classroom This the how the teacher Helps student follow the
Procedures deliver a lesson start, flow of the class.
during and end of the
class.
4. Daily Routines Daily classroom routine Facilitates and develop
done by the teacher and behavior through routine
student. work and activities.

5. Seating Arrangement Arrangement of the Makes the learner be

teacher on where the manageable and
student should sit during organized throughout the
class. learning process.

6. Handling How the teacher corrects Develops student

misbehavior/ off-task students for mischievous character and facilitates
behavior behavior behavior
7. Reinforcement of The recognition of a job Reinforces student good
Positive Behavior well done. behavior and gives them
assurance that they are
doing good.

My Analysis
1. If I were to describe the areas in the classroom for specific purposes (storage of
teaching aids, books, students’ belongingness, supplies, etc.), it would be
Well placed as it allows students to read and be themselves during their free
time. Students can relax and feel secured inside the classroom.
2. Are there rules and procedures posted or provided by the teacher? Do these rules
reinforce positive behavior?
There are no posted rules inside the classroom, all their rules and
regulations are agreed upon verbally and the student always remembers to follow
them.

48
3. Did the students participate in making the classroom rules? I should ask the
teacher to describe the process. What is the effect of students’ participation in
rule-making on student’s behavior?
Yes, students where asked what would be a good behavior befitting their
class and grade level and it is agreed upon because it is a general rule for the
whole campus.

4. What are the daily routines done by the teacher in his/her class? How are they
done?
The teacher starts by having brief prayer and asking questions on what they
have learn the day prior.

5. Is there a seating arrangement? What is the basis for this arrangement? Does this
help in managing the class?
The class is arranged alphabetically with alternating gender from female to
male students. The basis for this arrangement are the surnames of the students
and the ratio of female to male students. This helps facilitate equal learning
opportunity for the students.

6. How does the teacher observe and manage the noise level in the classroom?
The teacher reminds them of their noise and students follow once they are
called upon, the student is not hard-headed and follow quickly and resume
silently listening.

7. If a learner is not following instructions or is off-task, what does the teacher do?
Describe the behavior strategies used.
The teacher carefully calls the attention of the students and remind them of
the task that they need to complete. The teacher walks by and makes her presence
known by inquiring what they are doing and reminds them again of the task.

8. What does the teacher do to reinforce positive behavior?

The teacher acknowledges and makes the student the example of a role
model of class of what they should be and follow in her step. The teacher also
acts as an example herself and remind them that a good person does not make
trouble.

9. How did the classroom organization and routines affect learners’ behavior?
The learners are used and accustomed to the organizations and routines of
the class making the class more productive and efficient.

49
10. What should the teacher have in mind when he/she designs classroom
organization and routines? What theories and principles should you have in
mind?
The teacher needs to think about what will be applicable to most of the
students. The instructor needs to take into account both the physical and non-
physical conditions of the learning environment. John B. Watson's behaviorism
theory can be used since it places a strong emphasis on how pupils behave by
assigning positive and negative consequences.

11. Which behavior strategies were effective in managing the behavior and in
motivating the learners? Why were they effective?
The reward and punishment strategy is very effective. Telling students that
they did well and compliment them ensures that they keep this behavior and tries
to do it again to get rewards. On the other hand, punishment also ensures student
that their behavior is not acceptable and that they should always do better.

My Reflection

1. Why is it necessary to reinforce positive discipline? As a future teacher, will I be

able to reinforce the same? Why or why not?
Culturing positive discipline is essential not only to the learners but also
their peers as it minimize the spread of improper behavior and helps them develop
better as a human being. As a future teacher I will ensure that I will reinforce my
students positive behavior for them to be able to learn properly.

2. Given the opportunity to choose, which Grade level do I wish to be with? What
routines and procedures would I consider for this level? Why?
Given the opportunity I would still choose Grade V SPED G/T. I will
follow the routines that they establish and try to input my own like including
stamps in checking their notes once a week as I noticed that they like if their work
is recognized and have validation like stamps.

3. Should I allow to involve my learners in crafting the class rules? Why?

Yes, because as they are part of learning process it is natural for them to
be involved in crafting the class rules. This ensures that both parties are in
accordance to the set rules and will follow them.

50
 My Learning Artifacts

A. 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.

Students joins the anti-bullying

campaign held in Cauayan South
Central School.

Documentation

Staying at the classroom after

class ends.

Students attending the flag rite

ceremonies.

References
Lucas, Maria Rita D., Borabo, Milagros L, Bilbao, Purita P., and Corpuz, Brenda B.
Field Study 1. Observations of Teaching-Learning in Actual School Environment.
OBE-Based and PPST Based. LORIMAR PUBLISHING INC. Quezon City, Metro
Manila. 2020

51
Performance Task Evaluation
Learning Excellent Very Satisfactory Needs
Satisfactory Improvement
Episode 4 2
3 1
Accomplished All observation 1 or 2 3 observation 4 or more
Observation questions/tasks observation questions/tasks observation
Sheet completely questions/tasks not answered/ questions/tasks
answered/ not answered/ accomplished not answered/
accomplished accomplished accomplished

Analysis All questions All questions Questions were 4 or more

were answered were answered answered observation
completely; completely; completely; questions were
answers are answers are answers are not not answered;
with depth and clearly clearly answers are not
are thoroughly connected to connected to connected to
grounded on theories; theories; 1 or 3 theories; more
theories; grammar and grammatical / than 4
grammar and spelling is free spelling errors. grammatical /
spelling is free from errors. spelling errors.
from errors.
Reflection Profound and Clear but lacks Not so clear Unclear and
clear; supported depth; and shallow; shallow; rarely
by what were supported by somewhat supported by
observed and what were supported by what were
analyzed observed and what were observed and
analyzed observed and analyzed
analyzed
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in reflected on in reflected on in reflected on in
the context of the context of the context of the context of
the learning the learning the learning the learning
outcomes; outcomes; outcomes; outcomes; not
Complete, well- Complete, well- Complete, not complete, not
organized, organized, very organized, organized, not
highly relevant relevant to the relevant to the relevant to the
to the learning learning learning learning
outcome outcome outcome outcome
Submission Submitted Submitted on Submitted a Submitted 2
before the the deadline day after the days or more
deadline deadline after the
deadline
Comments: Overall Score Rating

52
Introduction

This Episode focuses on the classroom structure and routines performed by the
teachers in class to provide a safe, friendly, non-threatening and caring environment.
Effective classroom routines ensure order and discipline to help the students to stay
calm and focused in their daily tasks.

Learning Outcomes:

At the end of this activity, I should be able to:

 Identify the classroom routines set by the teacher; and

 Observe how the students execute the various classroom routines.

My Observation

An Observation Guide for the Teacher’s Classroom Routines and Rules

Given the chance to interview the teacher, activity forms are provided to
document my observations. It is advised that I need to read the entire worksheet
before meeting and interviewing them.

53
 Checklist on Classroom Routines

Directions: Observe the classroom routines of the Teacher by accomplishing the

given checklist.

Classroom Routines Observed ( ) Not Observed (x)

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

54
 Checklist on Classroom Rules

Directions: Observe the classroom routines of the Teacher by listing down

classroom rules.

Classroom Rules Importance

1. Punctuality Ensures that students come to school
on time.
2. Wearing of complete uniform Maintains formality and unity.
3. No using of cellphone during Helps the students concentrate on
class learning without distractions.
4. Do not come to school when you Ensures the health of the students.
are sick.

My Analysis
1. Were the routines effective in ensuring discipline and order in the class? Why?
Why not?
Yes, the routines make it so that students have something to follow
systematically. This ensures the proper and correct way that student should act day
by day.

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

The routine of joining activity and asking questions during class is the most
systematic and consistently implemented as the learner approach is already used in
the teaching process.

3. Analyze each given rule, what circumstances led to the formulation of the rule?
The rules were made to reinforce the school wide policy of no-bullying,
always wearing of proper uniform and learning actively. The formulation of this
rules were made to dissect the different parts and individualized them for the
students to follow.

4. Why are classroom rules important?

Classroom rules are important and necessary to be implemented in the
classroom to be able to manage and organize the classroom easily. It also gives
more authority to the teacher to let their students obey the given rules and policies.

55
My Reflection
1. Which important routine will I most likely apply for my class? Why?
The monitoring of the physical aspect of the classroom and the use of
uniform and proper attire during class. This ensures that the classroom is well
maintained and always ready for the learning process that will be done inside it, the
environment in which students learn is a huge factor that affect and the use of
proper attire and school uniform is essential to avoid any differences that may
cause conflict.

2. What specific rules will I be going to employ in class?

The identical set of guidelines that my resource teacher developed to run her
class will be adopted by myself when I start to handle a class of my own. I think the
guidelines work well and should be followed in the classroom since they help to
ensure the safety of the students as well as their good behavior.

My Learning Artifacts
Take some snapshots of the classroom routines employed by the teacher. Describe the
pictures.

Maintaining the classroom

cleanliness even after class

Teacher giving card only to

parent and not to students.

References
Lucas, Maria Rita D., Borabo, Milagros L, Bilbao, Purita P., and Corpuz, Brenda B. Field
Study 1.Observations of Teaching-Learning in Actual School Environment. OBE-Based
and PPSTBased. LORIMAR PUBLISHING INC. Quezon City, Metro Manila. 2020

56
Performance Task Evaluation
Excellent Very Satisfactory Needs
Learning
Satisfactory Improvement
Episode
4 3 2 1
All observation
4 or more
Accomplished questions/tasks 1 or 2 observation 3 observation
observation
completely questions/tasks questions/tasks
Observation answered/ not answered/ not answered/
questions/tasks not
Sheet answered/
accomplished accomplished accomplished
accomplished
All questions
were answered All questions 4 or more
Questions were
completely; were answered observation
answered
answers are with completely; questions were not
completely;
depth and are answers are answered; answers
answers are not
Analysis thoroughly clearly connected
clearly connected
are not connected
grounded on to theories; to theories; more
to theories; 1 or 3
theories; grammar and than 4
grammatical /
grammar and spelling are free grammatical /
spelling errors.
spelling are free from errors. spelling errors.
from errors.
Not so clear and
Clear but lacks
Profound and shallow; Unclear and
depth; supported
clear; supported somewhat shallow; rarely
by what were
Reflection by what were
observed and
supported by supported by what
observed and what were were observed
analyzed
analyzed observed and and analyzed
analyzed
Portfolio is
Portfolio is Portfolio is not Portfolio is not
reflected on in the
reflected on in the reflected on in the reflected on in the
context of the
context of the context of the context of the
learning
learning learning learning
Learning outcomes;
outcomes; outcomes; outcomes; not
Artifacts Complete, well-
Complete, well- Complete, not complete, not
organized, highly
organized, very organized, organized, not
relevant to the
relevant to the relevant to the relevant to the
learning outcome
learning outcome learning outcome learning outcome
Submitted 2 days
Submitted before Submitted on the Submitted a day or more after the
Submission the deadline deadline after the deadline deadline

Comments: Overall Score Rating

57
Introduction

This Episode tackles classroom management and discipline. It focuses on the

personal and physical aspects of classroom management. Which are central to
teaching and therefore must be consistently implemented.

Learning Outcomes:

At the end of this activity, I should be able to:

 Identify two aspects of classroom management, and

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

My Observation

An Observation Guide for Classroom Management

Given the chance to interview the teacher, activity forms are provided to
document my observations. It is advised that I need to read the entire worksheet
before meeting and interviewing the Resource Teacher.

58
 Aspect of Classroom Management

Directions: Put a check mark 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 learners?
1.2. Is the teacher’s voice modulated and can be heard by entire
class?
1.3. Was the teacher always 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?

59
 Effective Classroom Management Strategies

Directions: Put a check mark if it is observed, put an x if it is not observed, O for no

opportunity to observe.

No
Not
Effective Classroom Management Observed Opportunity
Observed
Strategies to Observe

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. X
6. Offer praise and rewards.
7. Use non-verbal communication.
8. Take time to celebrate group effort.
9. Let students work in group.
10. Interview students to assess their
needs.
11. Address bad behaviour quickly.
12. Consider peer teaching.
13. Continuously engage the students.
14. Assign open-ended project.
15. Write group contracts.
Others (Please specify)
16.
17.
18.
19.
20.

60
My Analysis
1. How does the voice of the teacher affect classroom instruction?

The way a teacher speaks influences the learning environment. When a

teacher uses a clear and confident voice, it helps keep students interested and
attentive. However, if the teacher's voice is dull or hard to understand, students may
become bored and lose focus.

2. How does the punctuality of the teacher affect classroom discipline?

The teacher's punctuality affects classroom discipline by setting an example

for students. When a teacher is consistently on time, it encourages students to be
punctual and orderly, promoting a more structured and respectful learning
environment.

3. Why do we need to check on the physical aspects of classroom management?

Checking on the physical aspects of classroom management is important

because a well-organized and clean classroom can enhance learning and reduce
distractions. It helps ensure that students have a comfortable and safe space to
focus on their studies.

4. What strategies did the teacher employ? Did these contribute to better classroom
management? Explain your answer.

The teacher employed strategies such as Direct Instruction and

Collaborative Learning. Yes, these strategies contributed to a better classroom
management because Direct instruction provides clear expectations and structure,
reducing confusion and disruptive behavior wherein Collaborative learning fosters
community and engagement through group work, promoting cooperation and
respect. Together, they create an organized, supportive environment that keeps
students focused and actively involved.

My Reflection
1. What does this statement mean to me as a future teacher? “No amount of good
instruction will come out without effective classroom management.”

As a future teacher, the statement means that good teaching can't happen
without managing the classroom well. As a future teacher, I need to keep the class
orderly and focused so that learning can take place effectively.

61
2. What important plans I ensure for effective classroom management?
To manage my classroom well, I'll set clear rules and routines, build strong
relationships with my students, and create a supportive and predictable
environment.

3. What classroom management strategies do I need to employ to respond to diverse

types of learners?
I'll use different teaching methods to meet various learning needs,
encourage positive behavior, and adjust group activities to ensure everyone is
included and engaged such as differentiated instruction, project-based learning,
cooperative learning, visual aids, and hands-on activities to meet various learning
needs.

62
Performance Task Evaluation

Name of FS Student: _________________________________________

Course, Year and Section: _________________________________________
Date Accomplished: _________________________________________

Excellent Very Satisfactory Needs

Learning
Satisfactory Improvement
Episode
4 3 2 1
All observation
4 or more
Accomplished questions/tasks 1 or 2 observation 3 observation
observation
completely questions/tasks questions/tasks
Observation answered/ not answered/ not answered/
questions/tasks not
Sheet answered/
accomplished accomplished accomplished
accomplished
All questions
were answered All questions 4 or more
Questions were
completely; were answered observation
answered
answers are with completely; questions were not
completely;
depth and are answers are answered; answers
answers are not
Analysis thoroughly clearly connected
clearly connected
are not connected
grounded on to theories; to theories; more
to theories; 1 or 3
theories; grammar and than 4
grammatical /
grammar and spelling are free grammatical /
spelling errors.
spelling are free from errors. spelling errors.
from errors.
Not so clear and
Clear but lacks
Profound and shallow; Unclear and
depth; supported
clear; supported somewhat shallow; rarely
by what were
Reflection by what were
observed and
supported by supported by what
observed and what were were observed
analyzed
analyzed observed and and analyzed
analyzed
Portfolio is
Portfolio is Portfolio is not Portfolio is not
reflected on in the
reflected on in the reflected on in the reflected on in the
context of the
context of the context of the context of the
learning
learning learning learning
Learning outcomes;
outcomes; outcomes; outcomes; not
Artifacts Complete, well-
Complete, well- Complete, not complete, not
organized, highly
organized, very organized, organized, not
relevant to the
relevant to the relevant to the relevant to the
learning outcome
learning outcome learning outcome learning outcome
Submitted 2 days
Submitted before Submitted on the Submitted a day or more after the
Submission the deadline deadline after the deadline deadline

Comments: Overall Score Rating

63
Introduction

Schools, as formal education begins, are institutions established to design total

learning activities appropriate for learner in each grade level. Thus, schools have
recommended curriculum which is the enhanced K to 12 curricula. The recommended
curriculum was translated into written curriculum like books, modules, teachers’
guides and lesson plans which are the bases of the taught curriculum. A teacher who
implements the curricula needs support materials (support curriculum) to enhance
teaching and learning so that the written and the taught curricula can be assessed
(assessed curriculum) in order to determine if learning took place (learned
curriculum). However, there are so many activities that happen in schools but are not
deliberately planned. This refers to hidden curriculum.

A classroom teacher plans, implements and evaluates school learning activities

by preparing a minuscule curriculum called a lesson plan or a learning plan. The
teacher then puts life to a learning plan by using it as a guide in the teaching-learning
process where different strategies can be used to achieve the learning objectives or
outcomes. There are many styles of writing a learning plan, but the necessary parts or
elements such as (a) Learning outcomes, (b) Subject matter, (c) Teaching-Learning
Strategies, and (d) Evaluation or Assessment should always be included.

All of these elements should be aligned so that at the end of the teaching-
learning episode, learning will be achieved with the classroom teacher as a guide.

Learning Outcomes:

At the end of this activity, I should 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

64
My Observation

1. Curricula in the School Setting

2. The Miniscule School Curriculum: The lesson

Given the chance to look for curriculum in the school setting, activity forms are
provided to fill out. It is advised that I need to read the entire worksheet before
meeting and interviewing them.

Curricula in the School Setting

Directions: Locate where you can find the following curriculum in the school
setting. Secure a copy, make observations of the process and record your
information in the matrix below. Describe your observations.

Types of Curriculum Where Found Description

Basic Education It is suggested by
(DEPED) education experts.
1. Recommended
Curriculum (K to 12
Guidelines)

Syllabus These are written

materials that fare based
2. Written Curriculum Module
from the recommended
(Teacher’s Lesson Plan)
Books curriculum.
Lesson plan
The teachers’ delivery of The teacher's methods
the lesson. and approaches for
3. Taught Curriculum
efficient instruction.
(Teaching-Learning
Process)

Laboratory A planned and taught

curriculum requires tools,
4. Supported Curriculum Library
supplies, equipment,
(Subject Textbook/Module)
laboratories, and many
other things to support
the instructor in carrying
out the curriculum.
Formative assessment It served to measure the
performance of the
5. Assessed Curriculum

65
(Assessment Process) Graded recitation learners.
Quarterly assessment
Quizzes
The outcome of the The learning objectives
students' assessment. are being met by the
6. Learned Curriculum
students at the end of the
(Achieved Learning
lesson or discussion.
Outcomes)
Accidental learning Though they are not
taught explicitly or in
7. Hidden Curriculum Brainstorming
writing, they have an
(Media)
impact on learning. Peer
pressure, the media, the
educational setting,
customs and culture,
natural disasters, and
many other factors are
included in this.

The Miniscule School Curriculum: The Lesson

Major Curriculum
Key Guide for Observation
Components

1. Borrow the teacher’s learning plan for the day.

What major parts do you see?
a. What are the lesson objectives / learning
outcomes?
A. Planning 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?

66
 Now, it is time to observe how the teacher
implemented the prepared learning plan. Observe
closely the procedure.
a. How did the teacher begin the lesson?
b. What procedures or steps were followed?
B. Implementing c. How did the teacher engage the learners?
d. Was the teacher a guide at that side?
e. Were the learners on task? / Were they
participating in the class activity?
f. Was the lesson finished within the class
period?

Did learning occur in the lesson taught? Here, you

make observations to find evidence to learning
a. Were the objectives as learned outcomes
C. Evaluating/Assessing achieved?
b. How did the teacher assess/evaluate it?
c. What evidence was shown?

67
Fill out the component parts of a learning plan.
I. Title of the Lesson: Composing Clear and Coherent Sentences Using
Conjunctions
II. Subject Area: English
III. Grade Level: Five

Outcomes Teaching Assessment

Method
 Identify
coordinating  Formative
and Assessment
subordinating -Fill in the
conjunctions Blank
used in Instruction
sentences. Completing
 Complete  Lecture-based sentences by
sentences using learning supplying
correct  Sentence appropriate
appropriate Completion coordinating
conjunctions. Exercises conjunctions
 Compose clear
and coherent -Matching
sentences using Type
appropriate Instruction
conjunctions.

My Analysis
1. Among the seven types of curriculum in the school setting, which is easy to find?
Difficult to observe? Why?
Among the seven, Written Curriculum is the easiest to find while the most
difficult curriculum to identify is the hidden curriculum, which is composed of
discrete, unsaid aspects of school culture and surroundings that shape student
conduct and attitudes without being overtly mentioned.

2. How do curricula relate to one another?

Curricula are interconnected through interdisciplinary themes, vertical and
horizontal alignment, and adherence to educational standards. They reflect local
cultures and values while employing similar assessment strategies, fostering a
cohesive learning experience that enhances student understanding across subjects.

68
3. How does the teacher I observed compare to the ideal characteristics or
competencies of global quality teacher?
My resource teacher demonstrates key qualities of a global teacher,
including cultural awareness by actively incorporating diverse perspectives into
lessons, adaptability in adjusting teaching methods to meet varied learning needs,
and a strong emphasis on critical thinking by encouraging students to question and
explore ideas. She fosters collaboration through group activities and open
communication among students, creating a supportive learning environment.
Additionally, my resource teacher shows a commitment to professional growth by
seeking feedback and engaging in ongoing development, which reflects their
dedication to continuous improvement in teaching practices.

4. Describe the implemented lesson as planned?

The lesson started with an engaging introduction featuring a thought-
provoking question. The teacher presented key concepts using multimedia
resources, followed by group discussions to foster collaboration. Students then
participated in individual practice to solidify their understanding, wrapping up with
a formative assessment to evaluate comprehension and guide future teaching.

5. Describe the majority of students’ reactions after the lesson was taught.
The majority of students reacted positively after the lesson, expressing
enthusiasm and engagement.

6. Are the three components of the learning plan aligned? Explain.

Yes, the three components of the learning plan aligned as the content,
activities, and assessments in plan effectively correspond to the Most Essential
Learning Competencies.

7. Will the outcomes be achieved with the teaching methods used? Why?
Yes, the outcomes are likely to be achieved with the teaching methods used,
provided those methods are well-aligned with the lesson objectives and the needs of
the students.
8. What component would tell if the outcomes have been achieved? Why?
Through Effective assessments whether formative (like quizzes or class
discussions) or summative (like tests or projects) that will provide insights into how
well students have grasped the concepts and skills outlined in the learning plan. By
analyzing assessment results, I can determine whether the students have met the
desired competencies and identify areas where they may need further support or
instruction.

9. What can I say about the MATATAG curriculum? Is it implemented by the teacher
I observed?
The MATATAG curriculum aims to help students build strong basic skills
and think critically, preparing them for today's world. It focuses on both learning
subjects and developing social and emotional skills. My resource teacher, whom I
am observing, effectively implements the MATATAG curriculum by encouraging

69
teamwork, using engaging activities, and getting students involved in lessons. By
connecting their lessons to the curriculum's goals, my teacher supports students in
meeting the objectives of MATATAG.

My Reflection
1. As I illustrate through a diagram to show the relationship of one curriculum to the
other, how would I reflect on it?
Reflecting on the diagram illustrating the relationships between different
curricula, I see how it highlights the interconnections and overlapping themes that
enhance student learning through a more integrated educational experience. This
alignment with educational standards is crucial for ensuring a cohesive learning
journey across subjects and grade levels.
2. Given the chance, how will I prepare for my learning plan?
If I have the chance, I will get ready for my learning plan by starting with
clear goals for what I want my students to learn. I will collect useful materials, like
worksheets and fun activities that fit these goals. I'll plan engaging lessons that
include discussions and practical exercises to keep the students interested.
Additionally, I will outline how I’ll check their progress through quizzes or projects.
Lastly, I will think about each student’s unique needs to ensure everyone can
participate and succeed.

3. What lesson have I learned in developing or writing a learning plan?

One important lesson I learned while developing a learning plan is the value
of flexibility. I realized that while it's essential to have clear goals and structured
activities, being open to adjusting the plan based on students' responses and needs
can lead to better learning outcomes. I found that listening to students' feedback
and observing their engagement can guide me in making real-time changes that
enhance their understanding. This experience taught me that a successful learning
plan isn't just about following a script, it's about being responsive and adaptable to
create the best learning environment for my students.
4. What value will it give to me as a future teacher if the three components are
aligned?
If the three components of a learning plan which are the content, activities,
and assessment are aligned, it will give me a clear roadmap for effective teaching.
This coherence will boost my confidence, making it easier to track student progress
and adjust lessons as needed. It will also enhance my sense of purpose, showing
how each lesson contributes to my students' growth and creating a more engaging
classroom experience overall.

70
My Learning Artifacts
Present an evidence for each kind of curriculum operating in the school setting. This
can be in pictures, realia documents or any means.
Present a sample curriculum in a form of learning plan.

Present a matrix to show the constructive alignment of the three components of a

learning plan.
Lesson title: Composing Clear and Coherent Sentences Using Conjunctions
Subject area: English
Grade level: 5
Lesson Outcomes Teaching Methods Evaluation

 Identify
coordinating and  Lecture-based  Formative
subordinating learning Assessment
conjunctions used  Sentence  Fill in the Blank
in sentences. Completion Instruction
 Complete Exercises  Matching Type
sentences using Instruction
correct appropriate
conjunctions.
 Compose clear and
coherent sentences
using appropriate
conjunctions.

References
Lucas, Maria Rita D., Borabo, Milagros L, Bilbao, Purita P., and Corpuz, Brenda B.
Field Study 1. Observations of Teaching-Learning in Actual School
Environment. OBE-Based and PPST Based. LORIMAR PUBLISHING INC.
Quezon City, Metro Manila. 2020

71
Performance Task Evaluation
Name of FS Student: __________________________________________________________
Course, Year and Section: ______________________________________________________
Date Accomplished: __________________________________________________________

Excellent Very Satisfactory Needs

Learning
Satisfactory Improvement
Episode
4 3 2 1
All observation
4 or more
Accomplished questions/tasks 1 or 2 observation 3 observation
observation
completely questions/tasks questions/tasks
Observation answered/ not answered/ not answered/
questions/tasks not
Sheet answered/
accomplished accomplished accomplished
accomplished
All questions
were answered All questions 4 or more
Questions were
completely; were answered observation
answered
answers are with completely; questions were not
completely;
depth and are answers are answered; answers
answers are not
Analysis thoroughly clearly connected
clearly connected
are not connected
grounded on to theories; to theories; more
to theories; 1 or 3
theories; grammar and than 4
grammatical /
grammar and spelling are free grammatical /
spelling errors.
spelling are free from errors. spelling errors.
from errors.
Not so clear and
Clear but lacks
Profound and shallow; Unclear and
depth; supported
clear; supported somewhat shallow; rarely
by what were
Reflection by what were
observed and
supported by supported by what
observed and what were were observed
analyzed
analyzed observed and and analyzed
analyzed
Portfolio is
Portfolio is Portfolio is not Portfolio is not
reflected on in the
reflected on in the reflected on in the reflected on in the
context of the
context of the context of the context of the
learning
learning learning learning
Learning outcomes;
outcomes; outcomes; outcomes; not
Artifacts Complete, well-
Complete, well- Complete, not complete, not
organized, highly
organized, very organized, organized, not
relevant to the
relevant to the relevant to the relevant to the
learning outcome
learning outcome learning outcome learning outcome
Submitted 2 days
Submitted before Submitted on the Submitted a day or more after the
Submission the deadline deadline after the deadline deadline

Comments: Overall Score Rating

72
Introduction

This Episode gives emphasis on the principles of learning which must be applied to
ensure quality instruction. It also focuses on the intended learning outcomes which set
the direction of the lesson. Intended learning outcomes must be SMART (Specific,
Measurable, Attainable, Realistic, and Time-bound) and formulated in accordance
with time-tested principles. It also determines the teaching method used by the
Resource Teacher whether (inductive or deductive) which is the practical realization
or application of an approach. This episode dovetails with course on Facilitating
Learner-Centered Teaching.

Learning Outcomes:
At the end of this activity, I should be able to:

 Identify the teaching-learning practices that apply or violate the

principles of teaching and learning;
 Determine the guiding principles on lesson objectives/ learning
outcomes applied in instruction;
 Judge if lesson objectives / intended learning outcomes are SMART;
 Determine whether or not the intended learning outcomes are achieved
at the end of the lesson;
 Observe the teaching methods used by the Resource Teacher, and
 Differentiate the different methods of teaching

My Observation

1. Principles and Practices of Teaching and Learning by Resource Teacher

2. Intended Learning Outcomes as SMART
3. Teaching Methods used by the Resource Teacher

73
 Given the chance to observe the Resource Teacher’s teaching style, activity
forms are provided to fill out. It is advised that I need to read the entire worksheet
before meeting and interviewing them.

Principles of Learning

Directions: Observe a class then identify evidence of applications/violations of the

principles of learning. 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 The resource teacher established clear
setting of clear and high expectations of learning objectives for each lesson,
learning outcomes. ensuring students understood what was
expected of them. By setting high
standards, the teacher motivated
students to strive for excellence.
2. Learning is an active process. The resource teacher engaged students
in hands-on activities and discussions,
encouraging them to participate actively
in their learning.
3. Learning is the discovery of personal The resource teacher incorporated
meaning and relevance of ideas. relevant examples and real-life
scenarios into lessons, allowing students
to connect new ideas to their own
experiences.
4. Learning is a cooperative and a The resource teacher promoted group
collaborative process. Learning is projects and peer-to-peer learning,
enhanced in an atmosphere of creating an environment where students
cooperation and collaboration. worked together to solve problems and
share knowledge.

74
 Learning Outcomes

SMART
Achieved
Learning Outcomes Objectives
Yes No Yes No
Learning outcomes stated in the lesson:
1.Visualizing division of decimal numbers
using pictorial models
2. Divides decimals with up to 2 Decimal
places
3. Divides whole numbers with quotients in
decimal form

Cite evidence that these learning outcomes were achieved.

1. Through classroom activities, the students uses grid paper to shade areas
representing decimal quantities that demonstrates the division process
visually.
2. The teacher conducted a quiz where students successfully divided decimals
with up to two decimal places.
3. The teacher provides examples of assessments where students divided whole
numbers and expressed the quotients in decimal form.

Observation Sheet

Teacher-Centered Learner-Centered
Did the teacher give lecture all the time? Were students involved in the teaching-
learning process? How? Or were they
mere passive recipients of instruction?
Yes, the teacher often relies heavily on
Yes, students were involved. They
lectures as the main instructional
participated in discussions and activities.
method.

Was the emphasis on the mastery of the Was the emphasis on the students’
lesson or on the test? Prove. application of the lesson in real life? Give
proofs.
The emphasis is usually on the mastery
of the lesson as it aligns with preparing Yes, the focus was on real-life
application. Students engaged in project-

75
students for standardized tests. based learning.

Was class atmosphere competitive? Was class atmosphere collaborative?

Why? Why?
Yes, sometimes the class atmosphere is Yes, the atmosphere was collaborative.
competitive due to a focus on grades and Students worked in small groups. They
performance assessments. The learners shared responsibilities and learned from
may somehow feel pressure to each other. The environment
outperform peers, fostering a encouraged open communication and
competitive rather than collaborative support.
environment.

Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? disciplines/subjects?
Yes, the teacher focuses only on one No, the teacher does not integrates
discipline/subject during the discussion. concepts, methods, and insights from
multiple disciplines.

Teaching-Learning Practices
What teaching-learning practices shows that teaching approach was:
a. constructivist (connected to past experiences of learners; learners constructed new
lesson meanings)
The teacher allows the learners to connect new concepts to their prior experiences.

b. inquiry-based (the students’ curiosity is enhanced through the development of their

critical thinking skills)
During discussion, the teacher encouraged students to ask questions and explore
ideas.

c. developmentally appropriate (learning activities fit the development stage of

learner)
The activities given were tailored to match learners' developmental levels.
d. reflective (students’ feedback is exercised)
The teacher sought feedback from the students about their understanding about the
lesson.

76
e. inclusive (no learner was excluded; teacher taught everybody)
All students were actively included in the discussion.

f. collaborative (students worked together)

Students collaborated on group activities and discussions.

g. integrative (lesson was multi-disciplinary – e. g. in English, Math concepts were

taught)

The teacher integrates Arts, as the teacher explore patterns and shapes, dividing
pieces into equal parts using decimals.

My Analysis
1. After teacher’s observation, what principles of learning were most applied? Least
applied?
Most applied
After observing the teacher, the most applied principles of learning are
active engagement and collaboration. Students were involved in hands-on activities
that encouraged exploration and discussion. Working in groups helped them learn
from each other and build teamwork skills.

Least applied
After observing the teacher, the least applied principles of learning are
differentiation and feedback. The lesson mostly followed a one-size-fits-all
approach, which did not fully address the diverse needs of all students. There was
limited feedback provided during the lesson, leaving students without clear
guidance on their progress or areas for improvement.

2. Give instances where this/these principles /s could have been applied.

The principles should be applied during discussion because they enhance
student understanding and engagement. Differentiation allows all learners to
participate at their level, fostering inclusivity. Timely feedback during discussions
helps students clarify their thoughts and improve their reasoning skills.

3. Do SMART objectives make the lesson more focused? Why? Why not?
Yes, SMART objectives make the lesson more focused because they provide
clear, specific goals that guide both teaching and learning. By being measurable
and time-bound, they help teachers and students stay on track, ensuring that
everyone understands what is expected.

77
4. What are possible consequences of teaching purely subject matter for mastery and
for the test?
Focusing only on mastering subjects and preparing for tests can lead to
shallow learning and less creativity. It might also overlook important skills like
working with others and solving problems, while increasing stress and worry about
tests. This limited approach can ultimately hinder students' growth and readiness
for real-life situations.

5. If you were to reteach the class you observed, would you be teacher-centered or
learner-centered? Why?
If I were to reteach the class I observed, I would adopt a learner-centered
approach. This method encourages student engagement and active participation,
allowing learners to take ownership of their education. By focusing on their
interests and needs, I could create a more dynamic and interactive environment
where students feel comfortable exploring ideas and asking questions.

My Reflection
1. From among the principles of learning, which one do I think is the most important?
Among the principles of learning, I believe active engagement is the most
important. When students are actively involved in their learning process, they are
more likely to understand and retain information.

2. What lessons did I learn in determining SMART learning outcomes?

While setting SMART learning outcomes, I learned that being specific,
measurable, achievable, relevant, and time-bound is really important. Clear goals
help focus lessons and assessments, making it easier for both teachers and students
to know what to expect.

3. What principles of teaching I considered worth applying?

The teaching principles I found useful are differentiation and active engagement.
Differentiation allows me to meet the different needs of students, ensuring everyone
can participate and do well. Active engagement encourages students to get involved
in their learning, making lessons more fun and effective. Together, these principles
help create a supportive classroom environment.

78
My Learning Artifacts
Post proofs of learning that you were able to gain in this Episode.
It could be the lesson plan of the Resource teacher you observed

References
Lucas, Maria Rita D., Borabo, Milagros L, Bilbao, Purita P., and Corpuz, Brenda B.
Field Study 1. Observations of Teaching-Learning in Actual School
Environment. OBE-Based and PPST Based. LORIMAR PUBLISHING INC.
Quezon City, Metro Manila. 2020

79
Performance Task Evaluation
Name of FS Student: __________________________________________________________
Course, Year and Section: ______________________________________________________
Date Accomplished: __________________________________________________________

Excellent Very Satisfactory Needs

Learning
Satisfactory Improvement
Episode
4 3 2 1
All observation
4 or more
Accomplished questions/tasks 1 or 2 observation 3 observation
observation
completely questions/tasks questions/tasks
Observation answered/ not answered/ not answered/
questions/tasks not
Sheet answered/
accomplished accomplished accomplished
accomplished
All questions
were answered All questions 4 or more
Questions were
completely; were answered observation
answered
answers are with completely; questions were not
completely;
depth and are answers are answered; answers
answers are not
Analysis thoroughly clearly connected
clearly connected
are not connected
grounded on to theories; to theories; more
to theories; 1 or 3
theories; grammar and than 4
grammatical /
grammar and spelling are free grammatical /
spelling errors.
spelling are free from errors. spelling errors.
from errors.
Not so clear and
Clear but lacks
Profound and shallow; Unclear and
depth; supported
clear; supported somewhat shallow; rarely
by what were
Reflection by what were
observed and
supported by supported by what
observed and what were were observed
analyzed
analyzed observed and and analyzed
analyzed
Portfolio is
Portfolio is Portfolio is not Portfolio is not
reflected on in the
reflected on in the reflected on in the reflected on in the
context of the
context of the context of the context of the
learning
learning learning learning
Learning outcomes;
outcomes; outcomes; outcomes; not
Artifacts Complete, well-
Complete, well- Complete, not complete, not
organized, highly
organized, very organized, organized, not
relevant to the
relevant to the relevant to the relevant to the
learning outcome
learning outcome learning outcome learning outcome
Submitted 2 days
Submitted before Submitted on the Submitted a day or more after the
Submission the deadline deadline after the deadline deadline

Comments: Overall Score Rating

80
Introduction

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

Learning Outcomes:
At the end of this activity, I should be able to:

 identify the application of some guiding principles in the selection and

use of teaching strategies;
 determine whether or not the lesson development was in accordance
with outcome-based teaching and learning;
 identify the Resource Teacher’s questioning and reacting techniques;
and
Outline a lesson in accordance with outcome-based teaching-learning.

My Observation

1. Guiding Principles in the Selection of Teaching Methods

2. Outcomes-Based Teaching and Learning
3. The art of questioning and reacting techniques to ensure the effective
delivery of instruction

81
 Given the chance to apply the guiding principles in the selection and use of
strategies, and the effective questioning strategies, activity forms are provided to fill
out. It is advised that I need to read the entire worksheet before meeting and
interviewing them.

A. Observation Sheet for Guiding Principles in the Selection and Use of

Strategies

Directions: Observe one class with the use of observation sheet for greater
focus then analyses my observations with the help of the guiding questions.

1. Learning is active process. The teacher engaged students in hands-

on activities, promoting active
participation in their learning.
2. The more senses that are involved, the The teacher used visuals, discussions,
more and the better the learning. and physical activities, engaging
multiple senses to enhance
understanding.
3. A non-threatening atmosphere The teacher created a welcoming
enhances learning. environment where students felt safe to
express their thoughts and ask
questions.
4. Emotion has the power to increase The teacher incorporated stories and
retention and learning. examples that connected with students’
feelings.

5. Good teaching goes beyond recall of The teacher encouraged critical thinking
information. by asking open-ended questions, going
beyond just recalling facts.

6. Learning is meaningful when it is The teacher connected lessons to real-

connected to students’ everyday life. life situations, making the content
relevant and relatable for students.
7. An integrated teaching approach is far The teacher integrated concepts from
more effective than teaching isolated bits different subjects, showing how they
of information. relate to each other and improving
overall understanding.

82
B. Questions to Answer

1. Did the teacher state the learning objectives/intended learning outcomes at

the beginning of the class? Did he /she share them with the class? How?

The teacher did state the learning objectives at the beginning of the class
and shared them with the students. Presenting it to the class verbally and
visually through a PowerPoint presentation to help everyone clearly
understand the lesson's goals.

2. What teaching-learning activities did he/she use? Did these TLAs help
him/her attain his/her lesson objectives/ ILOs? Explain your answer.

The teacher incorporated group work, discussions, and interactive

activities into the lesson. These methods encouraged students to actively
participate and explore the concepts, which enhanced their understanding.
As a result, these activities made it simpler for students to meet the lesson
objectives.

3. What assessment tasks did the teacher employ? Is/are these aligned to the
lesson objectives/ILOs?
The teacher implemented quizzes as method of assessment. This
approach enabled the teacher to determine whether the students had
achieved the intended learning outcomes.

C. Types of Questions that Teachers Ask

Directions: As I observe the class, I write the questions raised and identify the
level of questioning

1. Factual/Convergent/Closed/Low-level Direct, recall-based questions

like "What is 6 divided by 0.2?"
2. Divergent/Open-ended/High-
level/Higher order/ Conceptual
a. evaluation "Why is it important to
understand decimal division using
pictorial models?"
b. inference “How would the outcome change
if the model showed different
decimal places?"
c. comparison "How is dividing decimals
different from dividing whole
numbers?"
d. application "How would you divide 3.5 by 0.5

83
 using a pictorial model?"
e. problem-solving "How many groups would you
have if you divided 5.6 pieces of
fabric into 0.8-sized groups?"
3. Affective "How and what do you feel about
learning division of decimals
using pictorial models?"

My Analysis
1. Is there such a thing as best method of teaching? Why?
There isn’t a single best method of teaching because every student learns in
their own way. What helps one student may not work for another. It’s important for
teachers to mix different methods to meet the varied needs of their students,
allowing for flexibility and adaptation in their teaching styles.

2. What is my idea about Outcome-Based Teaching and Learning (OBTL)?

From my own stand point, Outcome-Based Teaching and Learning (OBTL)
is an effective way to ensure that students truly understand what they’re learning.
By focusing on clear outcomes, teachers can tailor their lessons to meet specific
goals, which helps students stay engaged and motivated. This approach makes
learning feel relevant, as students can see how the skills they’re developing apply to
real-life situations.

3. Explain: “Children go to school as question marks and leave school as periods!”

by Neil Postman
Neil Postman’s quote, “Children go to school as question marks and leave
school as periods!” means that kids start school with lots of questions and curiosity,
but they often end up just accepting answers without thinking. This shows that
school can sometimes take away their natural curiosity instead of encouraging
them to keep asking questions. It suggests that schools should help kids stay curious
and think for themselves as they learn.

My Reflection
1. As a future teacher, how will I select the appropriate strategy for my lessons?
As a future teacher, I will select appropriate strategies for my lessons by
considering my students' needs, learning styles, and the specific content I am
teaching. I’ll assess what works best for my class through observation and
feedback, and I’ll be open to trying different methods to see what engages my
students the most.

84
2. How will I use Outcome-Based Teaching and Learning (OBTL)?
I will use Outcome-Based Teaching and Learning (OBTL) by clearly
defining what I want my students to achieve by the end of each lesson. I’ll design
my activities and assessments around these outcomes, ensuring that everything I do
in the classroom helps students reach those goals.

3. How important for me is the effective use of various reacting techniques?

The effective use of various reacting techniques is very important to me
because it helps create a supportive and interactive classroom environment.

My Learning Artifacts
Present proofs of leaning that you were able to gain in this Episode by interviewing at
least two teachers on their thoughts on Outcome-Based Teaching and Learning
(OBTL).

References
Lucas, Maria Rita D., Borabo, Milagros L, Bilbao, Purita P., and Corpuz, Brenda B.
Field Study 1. Observations of Teaching-Learning in Actual School
Environment. OBE-Based and PPST Based. LORIMAR PUBLISHING INC.
Quezon City, Metro Manila. 2020

85
Performance Task Evaluation
Name of FS Student: __________________________________________________________
Course, Year and Section: ______________________________________________________
Date Accomplished: __________________________________________________________

Excellent Very Satisfactory Needs

Learning
Satisfactory Improvement
Episode
4 3 2 1
All observation
4 or more
Accomplished questions/tasks 1 or 2 observation 3 observation
observation
completely questions/tasks questions/tasks
Observation answered/ not answered/ not answered/
questions/tasks not
Sheet answered/
accomplished accomplished accomplished
accomplished
All questions
were answered All questions 4 or more
Questions were
completely; were answered observation
answered
answers are with completely; questions were not
completely;
depth and are answers are answered; answers
answers are not
Analysis thoroughly clearly connected
clearly connected
are not connected
grounded on to theories; to theories; more
to theories; 1 or 3
theories; grammar and than 4
grammatical /
grammar and spelling are free grammatical /
spelling errors.
spelling are free from errors. spelling errors.
from errors.
Not so clear and
Clear but lacks
Profound and shallow; Unclear and
depth; supported
clear; supported somewhat shallow; rarely
by what were
Reflection by what were
observed and
supported by supported by what
observed and what were were observed
analyzed
analyzed observed and and analyzed
analyzed
Portfolio is
Portfolio is Portfolio is not Portfolio is not
reflected on in the
reflected on in the reflected on in the reflected on in the
context of the
context of the context of the context of the
learning
learning learning learning
Learning outcomes;
outcomes; outcomes; outcomes; not
Artifacts Complete, well-
Complete, well- Complete, not complete, not
organized, highly
organized, very organized, organized, not
relevant to the
relevant to the relevant to the relevant to the
learning outcome
learning outcome learning outcome learning outcome
Submitted 2 days
Submitted before Submitted on the Submitted a day or more after the
Submission the deadline deadline after the deadline deadline

Comments: Overall Score Rating

86
Introduction

With the lightning speed by which technology is evolving, and now with 4.0,
technology continues to be an ever significant part of the learning environment.This
episode provides an opportunity for the Filed Study students to examine a Learning
Resource Center or Multi-Media Center and learn about its collection, services,
equipment, observe how a teacher utilizes technology for instruction,and explore
resources in the virtual learning environment. Field Study students will analyze and
reflect on how technology, including artificial intelligence.

Learning Outcomes:

At the end of this activity, I should be able to:

 Identify and classifiy learnig 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 t oaddress learning goals;
 Analyze the level of technology integration in the classroom, and
 Demonstrate motivation to utilize ICT for professional development
goals based on the PPST.

My Observation

1. Visit and observe the Learning Resource Center, use the observation guide
provided.
2. Observe how a teacher utilizes technology for instruction, and explore
resources in the virtual learning environment

87
Given the chance to to visit and observe the Lerning Resource Center of the school,
I will be able to classify the resources available that I believe are most useful.

Name of Center: LIBRARY

Date of Observation: ________________________________________________
Name of Observer: FRANCIA CLAIRE A. NOJADERA
Course / Year / Major: BEED 4 B
List of Available Lerning Resources
Available Learning Characteristics and Teaching Approaches
Resources Unique Capabilities where the Resource is
Most Useful
1. Print Sources Provide reliable, detailed Inquiry-based learners
reading, supporting deep
 Textbooks comprehension and
 Reference Books
retention of material.
 Journals
 Newspapers
 Magazines
2. Audio Resources Reinforcing learning Student-centered
through listening. Approach
 Microphone
 Speaker
3. Non-electronic Visual Making abstract concepts Teacher-centered
more tangible, especially Approach
Resources
for visual learners who
 Maps benefit from seeing
 Charts information laid out
 Posters graphically.

4. ICT Resources Supports interactive and Inquiry-based learners

hands-on learning,
 Computer
making learning flexible,
 Printer
engaging, and accessible
anytime and anywhere.
Impression about the LRC:

The LRC is a versatile space offering a range of resources that support diverse
learning styles. It provides easy access to print, audio, visual, and digital materials,
making it a key place for independent and flexible learning.

88
Name and Signature of Observer:

FRANCIA CLAIRE A. NOJADERA

Name and Signature of the Learning Resource Center In-charge:

OBSERVATION SHEET NO.

Date of Observation: 10/16/2024

School: Cauayan South Central School
Subject: English
Grade/Year Level: 5
Topic: Composing Clear and Coherent Sentences using Conjunctions

CLASS OBSERVATION GUIDE

Read the following statements carefully before you observe.

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

The lesson is about using conjunctions to create clear and coherent
sentences.
The teacher’s objectives are;
 Identify coordinating and subordinating conjunctions used in
sentences.
 Complete sentences using correct appropriate conjunctions.
 Compose clear and coherent sentences using appropriate
conjunctions.
2. Note the important concepts that the teacher is emphasizing.
The teacher emphasizes conjunctions, sentence coherence, and clarity in
writing.
3. Note the skills that the teacher is developing in the learners.
The teacher is developing skills in sentence structure, grammar, and writing
coherence.

89
 PROFESSIONAL DEVELOPMENT THROUGH MOOCS
MOOCs related to the
PPST Competencies I want to competency/ies MOOC
Domain work on (Include a short Provider
description)

Grammar and Sentence

Structure for Teaching
1. – DepEd
Content Enhancing knowledge in teaching grammar and sentence LMS
Knowledge construction. This course focuses on
and Pedagogy effective strategies for
teaching grammar and
improving sentence
construction.
Creating an Inclusive
Learning Environment
2. Building a supportive and – Learn techniques for DepEd
The Learning inclusive classroom for fostering an inclusive LMS
Environment writing activities. and engaging
classroom, essential for
teaching writing skills.
Teaching Strategies for
Diverse Learners –
Explore approaches for DepEd
3. Adapting teaching methods
addressing the needs of LMS
Diversity of for students with varying
learners from diverse
Learners learning needs.
backgrounds, including
those with learning
difficulties.
Curriculum
Development for
Language Learning –
Focus on designing DepEd
4. Designing a writing
writing-centric LMS
Curriculum curriculum that focuses on
curricula and
and Planning clarity and coherence.
integrating grammar
and sentence
construction into
lessons.

90
 Assessment Tools for
Language Learning –
5. Creating effective Learn how to create fair DepEd
Assessing and assessments for writing and and comprehensive LMS
Reporting grammar. assessments that
evaluate writing and
grammar skills.
Collaborative Learning
for Teachers – This
6.
course focuses on DepEd
Community Engaging with fellow
working together with LMS
Linkages and educators to improve writing
peers to share best
Professional instruction.
practices and improve
Engagement
language teaching
strategies.
Professional
Development for
7. Teachers: Writing
Personal Improving my own teaching Instruction – Develop DepEd
Growth and practices in writing personal strategies for LMS
Professional instruction. improving your
Development teaching practice in
writing and grammar
instruction.

My Analysis
1. How are the learning resources/materials arranged according to their functions and
characteristics?
Resources are organized by type: print materials (textbooks, journals) in one
area, audio resources in another, visual aids like maps and charts in a separate
section, and ICT resources grouped by digital tools.

2. Do the guidelines and procedures facilitate easy access to the materials by the
teachers? Why? Why not?
Yes, the materials are well-organized, making it easy for teachers to find
what they need.

3. What are the strenghts and weaknesses of this Learning Resource Center?
 Strengths: Diverse resources, clear organization, easy accessibility.
 Weaknesses: Limited digital access and space during peak times.

4. What suggestions can I make?

Add more digital resources and expand quiet study areas to accommodate
more users.
91
5. Use this Teaching Aid Form

Grade/Year level: 5
Date of Observation:
Subject Matter: English
Brief Description of Teaching Approach used by the Resource Teacher:

Teaching Aids Strenghts Weakenesses Appropriateness of

the Teaching Aids
(List in bullet form) Used

Visual  Easy to  May not Visual aids are

Aids understand cater to appropriate for
and auditory presenting
engaging learners information clearly
 Helps with and engaging
visual  Limited students,
learners interactivity
especially visual
 Clarifies  Over-
complex reliance on learners. However,
concepts visuals they may not fully
support auditory or
kinesthetic
learners, so a
balance with other
teaching aids
would enhance
overall
effectiveness.

6. Use the Technology Integration Form to analyze the class I observed. In which
level of technology integration do I think the teacher you observed operated? Why?
(Please visit the link: https://fcit.usf.edu/matrix/matrix/)
I believe the teacher operated at the entry level, using technology mainly as
a supplementary tool without much integration into the lesson.

7. Based on the Technology Integration Matrix, what is the characteristic of the

learning environment in the class that you observed? Point my observations that
justify my answer.
The learning environment was active, with students engaging with content
through visual aids, but there was limited collaboration or technology use beyond
the basic level.

92
8. Overall, were the learning resources used effectively? Why/ Why not? My
suggestions are: ___________.
The resources were somewhat effective, but more interactive tools could
improve engagement. I suggest adding more varied, hands-on activities.

9. Analyzing the information I got from observing the class, I surf the internet to
select electronic resources. I evaluate the resources you found. I use the form below
to note my analysis and evaluation.

Grade/Year level

Subject Matter/Topic (Based

on the class you observed)

Lesson Objectives/Learning
Outcomes

Describe how
Describe the
you can use it if
Name and Electronic Put a check mark if the resource satisfies the criterion. you were to
Type of resource teach in the class
Electronic (include the
you observed.
Resource author/publish
er/source)
Accurate Appropriate Clear Complete Motivating Organized

YouTube A video- ✔ ✔ ✔ ✔ ✔ ✔ I would use

(Educatio sharing YouTube to
nal platform show
Videos) with instructional
educational videos,
channels making
like DepEd lessons more
TV engaging and
helping
students
better
understand
complex
topics.
Microsoft A widely ✔ ✔ ✔ ✔ ✔ ✔ I would use
PowerPoi used PowerPoint to
nt software for create clear
(Presentat creating and organized
ion Tool) presentatio presentations
ns that explain
key concepts
visually,

93
 (Microsoft). making
lessons more
engaging for
students.

10. From among the Massive Open Online Courses (MOOCs) I explored, I pick three
MOOCs which I believe are the most approriate.

a. MOOC Title: Digital Literacy and Online Teaching

Provider: Coursera
Objectives of the MOOC:
To help teachers learn how to use digital tools and teach online
effectively.
Content Online:
Videos, activities, and tips on how to teach using online platforms
and tools.

Why did I pick this MOOC?

With more schools in the Philippines using online learning, this
course will help teachers feel more confident in using technology for
teaching.

b. MOOC Title: Inclusive Education: Supporting All Learners

Provider: Coursera
Objectives of the MOOC:
To explore the principles of inclusive education, focusing on
strategies for supporting diverse learners, including those with disabilities or
learning difficulties.

Content Online:
Lectures, case studies, and discussions on inclusive teaching
strategies, classroom adaptations, and creating a welcoming environment
for all students.

Why did I pick this MOOC?

I chose this course because inclusion is a growing focus in
Philippine education, and this MOOC offers practical knowledge for
teachers to support students of all abilities, ensuring no one is left behind.

c. MOOC Title: Positive Parenting and Child Development

Provider: Coursera
Objectives of the MOOC:
To teach educators and parents about positive parenting practices
and how they affect a child’s development.

94
 Content Online:
Ideas, case studies, and discussions on nurturing a child’s emotional
and social development, and how to handle challenging behaviors.

Why did I pick this MOOC?

Understanding positive parenting techniques can help teachers in the
Philippines support children in a holistic way, promoting emotional and
social growth in the classroom.

My Reflection

1. Which of the materials in the Learning Resource Center caught my interest the
most? Why?
The library caught my interest the most because it offers a wide
range of books and resources that can help deepen my understanding of
different subjects and improve my teaching practices.
2. Which gadgets/materials am I already confident to use/operate?
I'm confident using my cellphone and laptop because I use them
regularly for communication, research, and online learning, and I feel
comfortable navigating various apps and tools.
3. Which ones do I feel I need to learn more about?
I feel I need to learn more about advanced educational software and
tools, especially those that involve interactive learning and virtual
classrooms, to better engage my students.
4. If I were the teacher, what would I do similarly and what would I do
differently if I would teach the lesson to the same group of students?
I would use visual aids similarly, as they help make complex concepts easier
to understand. However, I would include more interactive activities and
group discussions to encourage active student participation and enhance
learning engagement.
5. What experience has made easy and difficult in surfing the internet for
appropriate resources for the class?
Finding resources is easy when I know specific websites to search.
However, it can be difficult when there’s too much information or when
resources aren’t directly aligned with the curriculum or my students' needs.
6. How did I choose which electronic resources to include here? What did I
consider? Which of the new trends in Education 4.0 would I explore more as a
teacher? Why?
I chose electronic resources that are interactive and widely
accessible. I considered how engaging the resources are and how easily they
can be applied in the classroom.
7. What technology skills do I already have? What skills would I continue to
work on to be better at using education 4.0 resources?
I already have skills in using basic software and online platforms for
teaching. I would continue working on my skills in using advanced learning
management systems and digital collaboration tools to enhance my students'
learning experience.
8. How can MOOCs help me as a professional teacher and as a lifelong learner?
MOOCs can help me stay updated on the latest teaching strategies,

95
 educational technologies, and subject-specific knowledge. They provide
continuous learning opportunities to develop new skills and broaden my
teaching approach.
9. What did I learn from the way the providers use technology to teach in the
MOOCs?
I learned that MOOCs use interactive elements like quizzes,
discussions, and video lectures to engage learners and keep them motivated.
This combination of content types makes the learning experience more
dynamic and effective.
10. How will I prepare myself for MOOCs – as a learner, as a teacher who may
someday teach a MOOC?
As a learner, I will approach MOOCs with an open mind and
manage my time effectively. As a teacher, I will focus on creating interactive
content, using technology to engage students, and ensuring that the course
material is accessible and relevant to all learners.

My Learning Artifacts
1. Present an evidence such as pictures/illustration of the materials used by the
teacher. Provide comments/annotations about what you observe.

2. Visit www.technology.com or other teacher resource websites. Print useful

instructional materials and include them here. Indicate how they might be useful
considering your major or area of specialization.
3. Paste an article about an example of technology gadget/material that you want to
learn moe about.
Interactive Digital Whiteboard Best Practices for K-12 Classrooms
https://edtechmagazine.com/k12/article/2023/05/best-practices-digital-whiteboards-
todays-k-12-classrooms-perfcon

96
Performance Task Evaluation
Name of FS Student: _________________________________________________
Course, Year and Section: _____________________________________________
Date Accomplished: __________________________________________________

Excellent Very Satisfactory Needs

Learning
Satisfactory Improvement
Episode
4 3 2 1
All observation
4 or more
Accomplished questions/tasks 1 or 2 observation 3 observation
observation
completely questions/tasks questions/tasks
Observation answered/ not answered/ not answered/
questions/tasks not
Sheet answered/
accomplished accomplished accomplished
accomplished
All questions
were answered All questions 4 or more
Questions were
completely; were answered observation
answered
answers are with completely; questions were not
completely;
depth and are answers are answered; answers
answers are not
Analysis thoroughly clearly connected
clearly connected
are not connected
grounded on to theories; to theories; more
to theories; 1 or 3
theories; grammar and than 4
grammatical /
grammar and spelling are free grammatical /
spelling errors.
spelling are free from errors. spelling errors.
from errors.
Not so clear and
Clear but lacks
Profound and shallow; Unclear and
depth; supported
clear; supported somewhat shallow; rarely
by what were
Reflection by what were
observed and
supported by supported by what
observed and what were were observed
analyzed
analyzed observed and and analyzed
analyzed
Portfolio is
Portfolio is Portfolio is not Portfolio is not
reflected on in the
reflected on in the reflected on in the reflected on in the
context of the
context of the context of the context of the
learning
learning learning learning
Learning outcomes;
outcomes; outcomes; outcomes; not
Artifacts Complete, well-
Complete, well- Complete, not complete, not
organized, highly
organized, very organized, organized, not
relevant to the
relevant to the relevant to the relevant to the
learning outcome
learning outcome learning outcome learning outcome
Submitted 2 days
Submitted before Submitted on the Submitted a day or more after the
Submission the deadline deadline after the deadline deadline

Comments: Overall Score Rating

97
Introduction

Assessment is an essntial part of the instructional cycle. The instructional

cycle consists of: (1) setting the intended learning outcome/s; (2) selecting a teaching
methodology, strategy and activity that are aligned to the learning outcome and topic
which are developmentally-appropriate to the learners, and (3) assessment itself.
Assessment is the part of the instructional cycle that determines whether or not the
intended learning outcome has been attained and so necessarily, the assessment task
must be aligned to the intended learning outcome.
In a lesson on assessment, we can speak of assessment for learning,
assessment of learning, and assessment as learning. This episode will dwell on
assessment for learning and assessment as learning. Assessment for learning is
referred to as formative assessment while assessment as learning is referred to as
self-assessment.

Learning Outcomes:

At the end of this activity, I should be able to:

 Demonstrate knowledge of the design and use of formative assessment, and

 Explain the importance of formative learning.

My Observation

1. Observe what the Resource Teacher does or says to find out if the students
understood the lesson while teaching-learning is in progress.
2. Observe a class and find out practices that reflect assessment as learning.
Given the chance to observe my Resource Teacher, I have to check on what he/she
does and what he/she says while teaching-learning is in progress.

98
 Observing Assessment FOR Learning Practices (Formative Assessment)

What the Resource Teacher Said Tally Total

“Do you understand?” IIIII 5

“Any further questions?” IIII 4

“Any clarification?” III 3

What the Resource Teacher Did Tally Total

If the students don't grasp the topic, the IIIII 5

teacher reiterates the explanation.

The teacher provides additional examples.

IIIII 5

Observing Assessment AS Learning Practices (Self-Assessment)

Teacher My Observation
1. Did the teacher provide opportunities Yes, the teacher provided opportunities
for learners to monitor and reflect on for learners to monitor and reflect on
their own learning? their own learning by encouraging
students to engage in reflective activities,
such as discussions, to evaluate their
progress and learning strategies.
Additionally, feedback from the teacher
helped students to set goals and to adjust
their approach in improving their
learning.

99
2. What are the proofs that students were Proofs of student engagement in self-
engaged in self-reflection, self- reflection, self-monitoring, and self-
monitoring and self-adjustment? adjustment include activities where
students analyze and reflect on their
learning experiences. Students are
actively participating in discussion and
they also do collaboration with their
classmates as a result for their good self-
monitoring. Self-adjustment also occurs
because the teacher gives feedback to the
students for them to improve more their
learning.
3. Did the students record and report their Yes, sometimes the teacher let his/her
own learning/ students record and report their own
learning, they were actively involved in
reflecting on their progress and
understanding.

4. Did the teacher create with the students The teacher collaborated with the
for tasks to be completed or skill to be students in creating tasks or identifying
learned? skills to be learned. This would made the
learning process more engaging and
meaningful for the students. They
probably felt a sense of ownership over
their learning and were more motivated
to complete the tasks or master the
identified skills.

My Analysis
1. Why should a teacher find out if students understand the lesson while teaching is in
progress?
Effective learning is ensured by monitoring students' understanding while
teaching. This enables the teacher to quickly correct misconceptions, actively
engage students, and foster a positive learning environment.

2. Why is not enough for a teacher to ask, “Did you understand, class?” when he/she
intends to check on learners’ progress?
Simply asking "Did you understand, class?" often doesn't effectively gauge
learners' progress because it may not prompt genuine feedback. Students might
respond with a general "yes" to avoid embarrassment, even if they don't fully
understand it. A more effective strategy involves asking targeted questions or
encouraging students to explain concepts in their own words, which can reveal
their true understanding and help the teacher adjust instruction to meet diverse
learning needs.

100
3. Should the teacher record results of formative assessment for grading purposes?
Why or why not?
For me, teachers generally should not record formative assessment results
for grading purposes because these assessments are meant to provide ongoing
feedback to improve learning, not to evaluate final achievement. Formative
assessments help identify students' strengths, weaknesses, and progress in real time,
allowing teachers to adjust instruction accordingly. Summative assessments for
final grading is better to use to accurately measure overall achievement.

4. Based on my observation, when and how does formative asseement practice work?
Formative assessment is a continuous, interactive evaluation process used
during learning to monitor student understanding, provide feedback, and guide
instructional decisions. It typically occurs throughout a lesson, rather than at the
end, enabling teachers to identify learning gaps and adjust teaching methods to
better meet student needs.

5. 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, I agree that if the student is at the heart of all assessment, then all
assessment should ultimately support student learning. When assessments are
designed to support learning, they provide insights into student progress and offer
opportunities for feedback, guiding both students and teachers in making
meaningful adjustments.

6. What is the same ultimate purpose of assessment as learning and assessment for
learning?
The ultimate purpose of both assessment as learning and assessment for
learning is to support and enhance student growth by actively engaging students in
their own learning processes. Both approaches shift the focus from simply
measuring knowledge to fostering deeper understanding and skill development.

My Reflection

1. What is my reflection on this: “ Formative assessment is tasting the soup while

cooking.”?
"Formative assessment is tasting the soup while cooking," it illustrates how
formative assessment is an ongoing, interactive process that guides and enhances
learning as it unfolds. Just as a cook tastes the soup to make adjustments, adding
seasoning, adjusting ingredients, or correcting flavors. Teachers use formative
assessment to check students’ understanding and make real-time changes to
instruction. This highlights the idea that assessment isn’t simply about measuring
final outcomes, it’s about improving the learning process itself, allowing both
students and teachers to adapt and refine their efforts to reach the best possible
result.

101
2. What personal experiences of assessment in school will i reflect to further learning?
What is, for me, the impact on my learning having given the opportunities for self-
assessment?
I realize how impactful formative assessments and self-assessment
opportunities have been in guiding my learning. In classes where I received regular
feedback, I could more easily identify my strengths and areas for improvement,
which helped me focus my efforts and feel more confident about progressing. Self-
assessment, in particular, allowed me to take ownership of my learning,
encouraging me to reflect on what I understood well and where I needed to dig
deeper. These experiences showed me that assessment can be a powerful tool for
growth when it encourages active reflection and provides constructive feedback.

My Learning Artifacts

Present proofs of leaning that you were able to gain in this Episode by showing
snapshots of peer tutoring or other activities that show formative assessment in
practice.

102
My Documentation

"Students actively engaged in peer tutoring, demonstrating formative assessment in

action through collaboration and real-time feedback."

References
Lucas, Maria Rita D., Borabo, Milagros L, Bilbao, Purita P., and Corpuz, Brenda B. Field
Study 1. Observations of Teaching-Learning in Actual School Environment. OBE-
Based and PPST Based. LORIMAR PUBLISHING INC. Quezon City, Metro Manila. 2020

103
Performance Task Evaluation
Name of FS Student: _________________________________________________
Course, Year and Section: _____________________________________________
Date Accomplished: __________________________________________________

Excellent Very Satisfactory Needs

Learning
Satisfactory Improvement
Episode
4 3 2 1
All observation
4 or more
Accomplished questions/tasks 1 or 2 observation 3 observation
observation
completely questions/tasks questions/tasks
Observation answered/ not answered/ not answered/
questions/tasks not
Sheet answered/
accomplished accomplished accomplished
accomplished
All questions
were answered All questions 4 or more
Questions were
completely; were answered observation
answered
answers are with completely; questions were not
completely;
depth and are answers are answered; answers
answers are not
Analysis thoroughly clearly connected
clearly connected
are not connected
grounded on to theories; to theories; more
to theories; 1 or 3
theories; grammar and than 4
grammatical /
grammar and spelling are free grammatical /
spelling errors.
spelling are free from errors. spelling errors.
from errors.
Not so clear and
Clear but lacks
Profound and shallow; Unclear and
depth; supported
clear; supported somewhat shallow; rarely
by what were
Reflection by what were
observed and
supported by supported by what
observed and what were were observed
analyzed
analyzed observed and and analyzed
analyzed
Portfolio is
Portfolio is Portfolio is not Portfolio is not
reflected on in the
reflected on in the reflected on in the reflected on in the
context of the
context of the context of the context of the
learning
learning learning learning
Learning outcomes;
outcomes; outcomes; outcomes; not
Artifacts Complete, well-
Complete, well- Complete, not complete, not
organized, highly
organized, very organized, organized, not
relevant to the
relevant to the relevant to the relevant to the
learning outcome
learning outcome learning outcome learning outcome
Submitted 2 days
Submitted before Submitted on the Submitted a day or more after the
Submission the deadline deadline after the deadline deadline

Comments: Overall Score Rating

104
Introduction

Episode number 12 dwelt on Assessment for learning (formative assessment) and

assessment as learning (self-assessment). These refer to assessment that teachers do while
still teaching and students’ assessing their own learning. Episode number 13 will be focused
on Assessment of Learning. When teachers have done everything they can to help learners
attain the intended learning outcome/s, teachers subject their students to assessment for
grading purposes. This is referred to as assessment of learning which is also known as
summative assessment.
Episode number 13 will be focused on (1) assessment of learning in the cognitive,
psychomotor and affective domains with the use of traditional and non-traditional assessment
tasks and tools; (2) assessment of learning outcomes in the different levels of cognitive
taxonomy; (3) construction of assessment items with content validity; (4) Table of
Specifications; (5) Portfolio; (6) Scoring Rubrics; (7) The K to 12 Grading system, and (8)
Reporting Students’ Performance.

Learning Outcomes:
At the end of this activity, I should be 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 three 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’ portfolio and their functions;
 Compute students’ grade based on DepEd’s grading policy;
 State the reasons why grades must be reported to parents, and
 Describe what must be done to make grade reporting meaningful.

105
My Observation

1. Observe three classes aside from your field of specialization, and pay
particular attention to the assessment tool used by the teacher.
2. Check on the availability, design, components of portfolio. Given the
chance to observe my Resource Teacher, I have to check on what he/she does and
what he/she says while teaching-learning is in progress.

Aligning Assessment Task with the Learning Outcome

Is the
Assessment If not aligned,
Learning Assessment Tool Aligned What
Subject
Outcome/s Task to the Improvement
Learning you will Make?
Outcome/s?
a. The learner Yes It is aligned
demonstrates
understanding
Mathematics of the four
fundamental
operations
involving
decimals
b. The learner
is able to
apply the four
fundamental
operations
Involving
decimals
c. Visualizes
division of
decimal
numbers
using pictorial
models.

106
 Observing the Use of Traditional Assessment Tools

Type of
Put a
Traditional
check Sample Test Item of
Tool / Paper Learning Outcome Assessed Comments
( ) the Resource Teacher
and Pencil
mark
Test
Selected Response
Type

1. Alternate

Response

2. Matching
Type

3. Multiple Teacher might use

Choice questions like,
"Which tool is
used for grinding
grains into flour?"
(a. Mortar and
pestle, b. Plow, c.
Loom), or "Why is
the sickle effective
in harvesting
When observing the use
crops?" (a.
of traditional tools,
Lightweight, b.
multiple-choice questions The
Curved blade for
can assess the following assessment
cutting).
learning outcomes: is related
✔ Application-based
questions could to the
include, "Which learning
 Knowledge Recall traditional tool is outcomes.
 Understanding suitable for small-
 Application scale irrigation?"
 Analysis (a. Shadoof, b.
Hoe, c. Loom).
These items assess
knowledge,
understanding,
and the practical
application of
traditional tools.

107
4. Others

Observing the Use of Traditional Assessment Tools

Put a
Type of check
Traditional ( ) Learning Outcome Sample Test Item of
Comments
Tool / Paper mark Assessed the Resource Teacher
and Pencil Test (If the RT
used it)

Constructed-Response Type

1. Completion

2. Short Answer

Type

3. Problem

Solving

4. Essay -

Restricted

5. Essay -

Non-
Restricted

6. Identification It include the ability to

recall the names and
recognize the
Teacher might use
appearance of
identification test
traditional tools,
items such as, The
understand their
"Name the tool assessment
specific functions, and
used for grinding is related
✔ associate them with
grains into flour," to the
cultural or historical
or "Identify the tool learning
contexts. These
shown in the image outcomes.
outcomes focus on
that is used for
building knowledge
cutting crops."
and awareness of
traditional practices
and their significance.

Observing the Use of Non-Traditional Assessment Tools and Scoring Rubrics

108
 Authentic Sample of
How a Product /
Assessment / Non- Product /
Learning Outcome Assessed Performance was Comment/s
Traditional / Performance
Assessed?
Alternative Assessed

1. Product

2. Uses principles of Oration The The

Performance effective delivery performance assessment
focusing on: was assessed is related to
with rubrics the learning
 Articulation outcomes.
 Modulation
 Stage presence
 Facial
expressions,
gestures and
movements
 Rapport with
the audience

Scrutinizing the Parts of a Portfolio

Elements of a Portfolio Present? Missing?

1. Clear Objectives Not observed
2. Explicit Guidelines for Not observed
Selection

3. Comprehensible Criteria Not observed

4. Selective Significant Pieces Not observed
5. Student’s Reflection Not observed
6. Evidence of Student Not observed
Participation in Selection of

Content of Portfolio

109
 Determining the Level of Teacher’s Questions

Number of Questions per Level

Cognitive Cognitive
Tally of
Processes (Bloom Processes (Bloom
Assessment
as revised by Rank as revised by Rank Total
Tasks /
Anderson and Kendall and
Questions
Krathwohl) Marzano)

Self-System Thinking 6
Metacognition 5
Creating 6 –highest IIIII-IIIII 10
Evaluating 5 0
Analyzing 4 Analysis 4 0
Applying Knowledge IIIII-IIIII- 17
3 Utilization 3
IIIII-II
Understanding Comprehension IIIII-IIIII- 22
2 2 IIIII-IIIII-
II
Remembering 1 –lowest Retrieval 1 I 1

Examples of Assessment Questions / Assessment Tasks

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

Self-System Thinking 6

Metacognition 5

Creating What is the 4

missing term
6– in this
highest number
sequence 2, 4,
12,____ 240?
Evaluating 5 2

110
Analyzing 4 Analysis 4 1
Applying Knowledge Utilization What is the 5
circumference
of the circle if
3 3
the radius is
increased by
2.5 cm?
Understanding Comprehension Polygons are 6
2 2 classified
according to?
Remembering Retrieval Which 3
1 –lowest 1 statement is
true?

Analyzing a Table of Specification

111
 Sample Student’s Report Card

1. For your Resource Teacher - 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?

The latest grading system in the Philippines emphasizes a comprehensive assessment approach,
including both formative and summative evaluations to track students' progress throughout the
term. It highlights project-based performance tasks to assess skills and knowledge, incorporates
values education to report on behavior and attitude, and prioritizes detailed, timely feedback to
students and parents. Teachers are also required to document and address students' individual
learning needs more effectively to support their improvement.

2. Which do you prefer – the old one or the new grading system? Why?

As for me, I prefer the new grading system because it provides better picture to both learners and the
teachers. This will help the learners to understand more about their performance and academic
development and progress. Even the teachers, they should be more objective in giving feedbacks.

3. For the Students (Interview five (5) Students)

3.a. What do you like in the new grading system?

I like the new grading system because it doesn’t just focus on exams but also includes projects and
activities to show what we’ve learned.

112
 3.b. What problem you have encountered with the new grading system?

One problem I have encountered with the new grading system is that it can be challenging to
balance all the performance tasks and activities with studying for exams.

3.c. Does the new grading system give you a better picture of your performance? Why or why not?

Yes, the new grading system gives me a better picture of my performance because it looks at many
things, like my projects, quizzes, and behavior, not just my test scores. It helps me see where I am
doing well and what I need to improve on.

3.d. Which do you prefer – the old or the new grading system?

I prefer the new grading system because it doesn’t just focus on exams. It includes projects and
activities that show what I have learned in different ways. It also helps me improve my behavior and
values, not just my grades.

4. Based on DepEd Order #8, s. 2015 (For your Resource Teacher)

4.a. What are the bases for grading?

According to DepEd Order #8, s. 2015, grades are based on how well a student demonstrates their
understanding and mastery of the learning competencies. I also base on the results of written work,
quizzes, assignments, and exams in determining grades. Additionally, performance tasks, such as
projects or group activities, also play a key role in the grading process.

4.b. How do you compute grades per quarter for Grade 5?

According to DepEd Order #8, s. 2015, I compute grades by following the different mandated
computations per learning area.

4.c. How do you compute grades at the end of the school year?

According to DepEd Order #8, s. 2015, I compute the final grades at the end of the year by
averaging the grades from each quarter.

4.d. What descriptors and grading scale are used in reporting progress of learners?

DepEd Order #8, s. 2015 uses specific grading descriptors to report learners' progress. A grade of
90-100 is labeled "Outstanding," reflecting excellent performance, while 85-89 is "Very
Satisfactory," indicating a high level of competence. Grades of 80-84 are considered "Satisfactory,"
meaning the student has met expectations but has room for improvement. A score of 75-79 is "Fairly
Satisfactory," showing the need for further improvement to meet learning standards, and below 75 is
"Did Not Meet Expectations," signifying that the minimum required level has not been achieved.

4.e. What are the basis for learners’ promotion and retention at the end of the school year?

According to DepEd Order #8, s. 2015, promotion and retention at the end of the school year are
based on the student's overall performance. If a student achieves a final grade of at least 75% in
each learning area, they are eligible for promotion to the next grade level. However, students who
fail three or more subjects are retained. Also, attendance is considered in retention. If the learner
incurred 20% of the total school days in year, he/she is tagged as no longer in school.

4.f. What is the report on learners’ observed values?

DepEd Order #8, s. 2015 requires teachers to report on students' observed values, including honesty,
responsibility, and respect for others. Teachers assess behavior, class interactions, and attitude
toward learning, highlighting traits like cooperation, discipline, and helpfulness. These observations
are shared with parents to support students' personal growth, aiming to foster both academic
excellence and strong, positive character development.

113
Proceedings in a Card Distribution Day
A. For FS Students
1. Describe how report cards of the learners are distributed.
Report cards are distributed to learners during PTA meeting or at the end of the
quarter in an organized and efficient manner. The distribution of cards aims to
ensure clear communication between students' families or parents about the
academic progress of the students.

2. Describe how the Resource Teacher communicated the learners’ assessment

results and grades to parents.
My Resource Teacher communicated learners’ assessment results and grades to
parents in a one on one basis and in clear and supportive manner, focusing on
transparency and constructive feedback. They organized meetings with parents, in
person, to discuss each learner's progress, strengths, and areas needing
improvement.

3. Was there any parent’s concern/question raised? What is it?

There are none.

4. How did the Resource Teacher handle the parents’ questions/concerns? What
answers did he/she give?
My Resource Teacher communicates and addresses parents' questions and
concerns with patience on a one-on-one basis to ensure confidentiality and foster a
strong rapport with them.

For the Resource Teacher

1. When and how do you give feedback to your students regarding their performance?
I typically give feedback on their performance after assessments or class activities.
This can happen right after a test or assignment is graded, or during one-on-one
discussions with students. Part the teaching-learning process is giving of feedbacks
to learners, for them to immediately know their weaknesses and for me to remediate
if needed.

114
2. How do you report students’ performance to parents?
I usually share feedback with parents during parent-teacher conferences or
meetings, where I discuss the student's progress in detail. I also send home progress
reports or report cards, which highlight areas of strength and where the student
may need extra support. If there are immediate concerns or positive updates, I often
reach out directly through a phone call or text message.

3. What problem/s on grade reporting did you encounter with the parent/s? How did
you address it/them?
During parent-teacher conferences, one common problem is that some parents are
unable to attend due to work or other commitments. That is why I text them about
what we had discussed and sometimes I provide minutes of the meetings.

For the Students

1. What is the meaning of your grades in the School Report Card?
The grades in my School Report Card show how well I am doing in my subjects.
They tell me if I am outstanding, very satisfactory, satisfactory, or if I need to
improve. They also show how I behave and follow values
2. How do you motivate yourself to strive for higher grade?
I motivate myself to strive for a higher grade by setting goals for each subject and
trying my best to improve every day. I remind myself that hard work pays off, and I
feel proud when I do well.

For the Parents

1. What can you about your child’s grades?
As a parent, I can see how my child’s grades reflect both their academic progress
and their behavior. The grades help me understand areas where my child is
excelling and areas where they may need more support or encouragement.
2. If you were to suggest, what should you like to add in the School Report Card?
Why?
I don’t have any suggestions to add in a report card since it is enough for me to
check and monitor my child’s progress.

115
3. How important is the Card Giving Day to you?
As a parent, card giving day is very important for me to track and assess my child's
progress.
4. Do you have any suggestion on how you make Card Giving Day more meaningful?
I am content with how the report cards are provided, as we have the opportunity to
address any concerns and communicate with the teacher.

My Analysis

1. Are all the assessment tasks aligned to the learning outcome? Why should they be
aligned?
Yes, all assessment tasks should be aligned to the learning outcomes to ensure they
accurately measure what students are expected to know and be able to do. This
alignment helps maintain consistency and clarity in the assessment process, giving
students a clear understanding of expectations and areas for improvement. Aligned
assessments allow teachers to identify specific learning gaps and provide targeted
feedback, ultimately supporting student growth and helping them achieve the
desired outcomes more effectively.

2. What are possible consequences if teacher’s assessment tasks are not aligned to
learning outcome/s? How does this affect to assessment results?
If a teacher’s assessment tasks are not aligned to the learning outcomes, it can lead
to a confusion between what students are expected to learn and what is actually
being assessed. This misalignment may result in assessments that do not accurately
measure students' understanding or mastery of the intended content and skills,
leading to misleading or invalid results. Students may perform poorly on tasks that
don't reflect their true abilities or, may perform well without truly grasping the key
concepts. .

3. Which assessment tasks/tools were commonly used by the teacher? Which ones
were rarely used? Why were they rarely used?
Teachers commonly use tools including quizzes, tests, and assignments, as these
offer a straightforward way to evaluate individual student performance on specific
topics. Projects and presentations are also frequently employed to encourage deeper
learning and collaboration. However, certain assessments, such as peer evaluation
and reflective journals, are less commonly used. The choice of tools depends on
factors like maintaining academic integrity, alignment with learning goals, and
individual teaching preferences.

116
4. Based on the selected response and constructed response type, which type of
assessment tools were the Resource Teacher most skilled and less skilled in test
construction?
Based on the selected response and constructed response types, the Resource
Teacher appears to be more skilled in constructing selected response assessments,
such as multiple-choice or matching type questions. These tools often require
technical precision in crafting options and aligning items with specific learning
outcomes, which the teacher may have mastered.

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

test, be considered an authentic form of assessment? Explain.
Yes, an essay or other written requirements, including pencil-and-paper tests, can
be considered authentic forms of assessment if they allow students to demonstrate
meaningful understanding and apply their knowledge to real-world contexts.
Authentic assessment emphasizes tasks that reflect real-life challenges, requiring
students to synthesize information, develop arguments, and express their thoughts
clearly and skills essential outside the classroom.

6. What if there were no rubrics in assessment? How can rubrics help make to become
self-directed or independent learners?
Without rubrics, assessment criteria might become unclear to students, potentially
leading to confusion about expectations and tracking their progress. Rubrics
provide clear criteria and standards, empowering students to take ownership of
their learning. Rubrics also help students become self-directed by providing clear
expectations, enabling self-assessment, understand the qualities of strong work and
identify areas for improvement.

7. With OBE in mind, which should be the basis for the selection of pieces of
evidence to show that what the student was supposed to learn was learned?
In an OBE framework, the selection of evidence should be directly aligned with the
specific learning outcomes students are expected to achieve. Each piece of evidence
should demonstrate mastery of the knowledge, skills, or attitudes outlined in the
curriculum objectives. To ensure this alignment, evidence should be chosen based
on its ability to reflect authentic application, critical thinking, and relevant skills
that students need to succeed in real-world situations.

8. Based on the parts of portfolio, which type does this fall?

This falls under the Artifacts category in a portfolio, showcasing tangible proof of
student achievement.

9. Which cognitive skill had the highest and lowest number of assessment questions?
What do these reveal about the Resource Teacher’s level of questions?
The cognitive skill with the highest number of assessment questions is often lower-
order skills, such as remembering or understanding, while the lowest tends to be
higher-order skills, like creating or evaluating. This reveals that the Resource

117
Teacher’s level of questions may be skewed towards testing basic knowledge and
comprehension rather than promoting critical thinking or creativity.

10. Based on Kendall’s and Marzano’s taxonomy, which are the highest cognitive
skills? Provide assessment question for metacognition skills and self-system thinking.
In Kendall's and Marzano's taxonomy, the highest cognitive skills involve
metacognition and self-system thinking, both of which go beyond traditional
content knowledge. To assess metacognition, ask students to explain their thought
process and strategies used during problem-solving. For self-system thinking,
teachers can ask students to set personal learning goals and reflect on how the
content connects with their values or future aspirations.

11. In the Table of Specifications (TOS), which parts must ensure test validity? Can a
teacher have a test with content validity even without making a TOS?
In a Table of Specifications (TOS), the essential parts that ensure test validity
include the alignment of test items with instructional objectives, content areas, and
cognitive levels (such as knowledge, comprehension, and application). The teacher
could create a test with content validity without a TOS, it’s more challenging to
systematically cover the curriculum and cognitive domains accurately.

12. Why is there a need for number of items per cognitive level?
The need for specifying the number of items per cognitive level in assessments
arises from the goal of ensuring balanced and valid measurement of learning
outcomes. By distributing items across these levels, teachers can align assessments
with learning objectives, ensuring they measure not just basic knowledge but also
critical thinking and problem-solving abilities.

13. With OBE, in mind, is it correct to put learning outcome not topic in the first
column? Why or why not?
Yes, it is correct to put learning outcomes instead of topics in the first column when
designing an assessment plan with OBE in mind. OBE focuses on what learners
are expected to achieve at the end of a course or program, emphasizing measurable
learning outcomes rather than the content covered.

14. Based on the interviews I have conducted, what are the good and bad points of the
new grading system according to teachers? to students?
Based on my interview, teachers generally appreciate that the new grading system
provides a clearer structure for evaluating student performance and aligns with
specific learning outcomes, fostering consistency and fairness. However, they may
find it challenging to adjust to new criteria or the increased workload in designing
assessments and providing detailed feedback. Students often view the system
positively when it emphasizes understanding and application over rote
memorization, as it can feel more relevant to real-life skills.

118
15. What are teachers challenged to do by the new grading system?
Teachers are challenged by the new grading system to shift from traditional
practices to more outcome-focused approaches, requiring them to align instruction
and assessments with clearly defined learning outcomes.

16. Do I favor the distribution of percentages of written work, performance tasks and
quarterly assessment? Why?
Yes, having 50% for doing practical tasks, and 25% each for regular tests and
written assignments helps balance understanding and hands-on skills.

17. What were the common issues raised on students’ performance?

The common issues raised about students' performance often include a lack of
critical thinking and problem-solving skills, difficulty in applying concepts to real-
world situations, and inconsistencies in demonstrating mastery across different
cognitive levels.

18. Based on my observations and findings, what practices must be (a.) maintained,
and (b.) improved to make grades and reporting meaningful?
Maintaining fair assessments, and consistent communication with students and
parents is essential for meaningful grades and reporting. Also, there is a need to
improve assessment tools, offer timely feedback, explore innovative reporting, and
ensure continuous teacher development.

My Reflection

1. For the past assessments I have been through, were they all aligned with what my
Resource Teacher taught? What assessment lesson did I learn from my experience and
observation?
Reflecting on the past assessments, they were generally aligned with what my
Resource Teacher taught, as they reinforced the concepts and skills covered in
class. I have learned that there are different assessment tools that can be used in
order to evaluate the learnings of the students and it all depends on the learning
outcomes presented.

2. How good I must be at constructing traditional assessment tools? Which do I find

the most difficult to construct? What lesson did I learn?
I must be proficient at constructing traditional assessment tools to ensure they are
both fair and effective in evaluating students' understanding. The lesson I learned
is that it's essential to strike a balance between question difficulty, clarity, and
alignment with learning objectives.

119
3. Does the effort exerted on portfolio assessment is appropriate to the improvement
of learning and development of learners’ metacognitive process that result from the
use of portfolio?
Yes, the effort exerted on portfolio assessment is highly appropriate for improving
learning and fostering the development of learners' metacognitive processes.
Portfolios provide students with the opportunity to reflect on their work over time,
track their progress, and identify areas for improvement, which directly contributes
to metacognitive awareness.

4. Rating myself on higher order thinking skills (HOTS), 5 as the highest and 1 as the
lowest, why did I say so? As a future teacher, how will I contribute to the
development of learners’ HOTS.
I would rate my own higher-order thinking skills (HOTS) at a 3. I acknowledge
that, despite my understanding of the concepts, I could do better in using critical
thinking and problem-solving strategies. My objective as a future teacher is to
increase students' HOTS by using engaging discourse, real-world problem-solving
scenarios, and interactive exercises. Higher order thinking skills can be developed
in pupils, in my opinion, by fostering curiosity, promoting critical thinking, and
allowing them to carry out independent study.

5. Reflect on this:
Student A: Saan naman pinulot ni Teacher ang kanyang tanong/ Ni isang
taong sa itinuro, wala!
Student B: OO nga! Nakakainis!
Will the required use of Table of Specifications (TOS) as guide in test
construction solve the problem of misaligned tests? Why?
Yes, using a Table of Specifications (TOS) in test construction can solve the
problem of misaligned tests. A TOS ensures systematic alignment of test items with
learning objectives, reducing the likelihood of questions that are unrelated to what
was taught and addressing frustrations like those expressed by Student A and
Student B.

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

competencies –knowledge, skills and values learned – do grades really matter?
In an era that emphasizes self-directed learning and the demonstration of
competencies, grades still hold some significance but are not the sole focus. While
grades provide a standardized measure of achievement, they often fail to capture
the full scope of a learner's development, such as their ability to apply knowledge,
think critically, and demonstrate key skills and values in real-world contexts.

8. Grades are often a source of misunderstanding. How should I do reporting so that it

will result to effective learning?
To ensure that reporting leads to effective learning, it is important to focus on clear,
constructive, and actionable feedback rather than just the grades themselves.
Reports should provide specific insights into the student’s strengths, areas for
improvement, and the progress they’ve made toward mastering key competencies.

120
My Learning Artifacts

Present proofs of leaning that you were able to gain in this Episode such as:
1. A photo of a product assessed and a documented performance test.
2. Samples of scoring rubrics used by the Resource Teacher
3. Sample of Improved Written Tests – selected-response type and supply type
4. Sample of students’ reflection on his/her portfolio
5. Completed sample TOS

121
My Documentation

References
Lucas, Maria Rita D., Borabo, Milagros L, Bilbao, Purita P., and Corpuz, Brenda B. Field
Study 1. Observations of Teaching-Learning in Actual School Environment. OBE-
Based and PPST Based. LORIMAR PUBLISHING INC. Quezon City, Metro Manila. 2020

122
Performance Task Evaluation
Name of FS Student: _________________________________________________
Course, Year and Section: _____________________________________________
Date Accomplished: __________________________________________________

Excellent Very Satisfactory Needs

Learning
Satisfactory Improvement
Episode
4 3 2 1
All observation
4 or more
Accomplished questions/tasks 1 or 2 observation 3 observation
observation
completely questions/tasks questions/tasks
Observation answered/ not answered/ not answered/
questions/tasks not
Sheet answered/
accomplished accomplished accomplished
accomplished
All questions
were answered All questions 4 or more
Questions were
completely; were answered observation
answered
answers are with completely; questions were not
completely;
depth and are answers are answered; answers
answers are not
Analysis thoroughly clearly connected
clearly connected
are not connected
grounded on to theories; to theories; more
to theories; 1 or 3
theories; grammar and than 4
grammatical /
grammar and spelling are free grammatical /
spelling errors.
spelling are free from errors. spelling errors.
from errors.
Not so clear and
Clear but lacks
Profound and shallow; Unclear and
depth; supported
clear; supported somewhat shallow; rarely
by what were
Reflection by what were
observed and
supported by supported by what
observed and what were were observed
analyzed
analyzed observed and and analyzed
analyzed
Portfolio is
Portfolio is Portfolio is not Portfolio is not
reflected on in the
reflected on in the reflected on in the reflected on in the
context of the
context of the context of the context of the
learning
learning learning learning
Learning outcomes;
outcomes; outcomes; outcomes; not
Artifacts Complete, well-
Complete, well- Complete, not complete, not
organized, highly
organized, very organized, organized, not
relevant to the
relevant to the relevant to the relevant to the
learning outcome
learning outcome learning outcome learning outcome
Submitted 2 days
Submitted before Submitted on the Submitted a day or more after the
Submission the deadline deadline after the deadline deadline

Comments: Overall Score Rating

123
Introduction

What is really like to be a TEACHER? Why is being a TEACHER considered

as one of the most respected professionals in the Philippines? What makes a teacher
differently better than any other profession? What characterize a teacher as a person
and as a professional?

This Episode will provide the Field Study student a chance to observe teachers
in their workplace at school in order to answer the questions asked.

Learning Outcomes:

At the end of this activity, I should be able to:

 Describe personal qualities and competences of effective classroom

teachers, and
 Enumerate the professional characteristics of practicing teachers
observed as based on the professional standards and code of ethics for
the profession.

My Observation

1. Observe what the Resource Teacher does in the workplace at school.

Teacher Personal Qualities: A View from My Lenses

An option to observe my Resource Teacher plus another teacher or observe

two teachers. Write down in the column of data results the description of the personla
qualities that I have found out. If the personal quality is not observed by you or by is
not revealed in your interview, write not observed or not manifested.

124
 Observe (O) Data Results
Personal Qualities
Interview (I) I have found out that.......
a. Dignified Observe My Resource Teacher is maintaining self-
respect and respect for others, fostering
an environment of mutual trust, fairness,
and professionalism.

b. Healthy Observe My Resource Teacher is maintaining

cleanliness and personal grooming, which
promotes a professional appearance and
sets a positive example for students about
self-care and well-being.
c. Spiritual Observe My Resource Teacher is embodying
empathy and inner peace, fostering a
Interview
sense of purpose and inspiring students to
cultivate values such as kindness and
respecting the religion of others.
d. Knowledgeable Observe My Resource Teacher is possessing
expertise in their subject matter and a
commitment to continuous learning,
enabling them to effectively educate and
inspire curiosity in their students.
e. Humble Observe My Resource Teacher is recognizing and
acknowledging their own limitations,
Interview
being open to feedback, and valuing the
contributions and perspectives of their
students and colleagues.
f. Determined Observe My Resource Teacher is committed to
help every student succeed, persistently
Interview
seeking solutions to challenges and
adapting their methods to meet diverse
learning needs.
g. Cooperative Observe My Resource Teacher is willing to
collaborate with colleagues, parents, and
Interview
students, fostering a supportive and team-
oriented environment to enhance learning
and growth.

125
 Competencies of the Professional Teacher: A Special Case

Dear Ma’am/Sir:

I am a future teacher and I would like to know the characteristics of a

professional teacher. I will be very glad if you could provide me your honset answer
in the survey form.

I will keep in confidence your identity, however, please allow me to use the
data in my lesson as a requirement in our course, Field Study 1.

Thank you very much.

MARK JONEL R. SERMONIA
FS Student/BEED 4

Name of the Teacher: MIRELTY G. SAQUING

PRC License Number: 1806572
Field of Specialization: General Education
Grade Level Taught: Grade 5
Years of Service: 3 years

Please answer the following statements with all honesty by checking the box with
Yes, No or Doubtful response

Do you exhibit the competence of a

professional teacher? Check your
Professional Competence answer below
YES NO DOUBTFUL
1. Practices the Code of Ethics for Professional ✔
Teachers

2. Teaches the subject matter very well with ✔

mastery

3. Keeps self updated with educational trends, ✔

policies and curricula

4. Uses varied teaching methods that facilitate ✔

learning with skill and ease

5. Engages the parents and other stakeholders to ✔

cooperate as partners in educating the children

6. Teaches with compassion based on the ✔

knowledge and understanding of the
characteristics and needs of diverse learners.

7. Prepars curriculum plans, implemnts these ✔

with innovation in every lesson

126
8. Designs or selects and utilizes appropriate ✔
assessment strategies and tools for lesson taught

9. Makes classroom atmosphere physically ✔

(arrangement) and psychologically
(friendly,inclusive) safe and secure or learning

10. Serves willingly beyond teaching work by ✔

participating in other extra-curricular activities
when needed

My Analysis
1. As I am considering the three (3) most outstanding significant personal qualities of
a teacher, why do I consider these as outstanding?
a. DIGNIFIED
b. KNOWLEDGEABLE
c. DETERMINED

I consider dignified, knowledgeable, and determined as the most outstanding

personal qualities of a teacher because they collectively represent the ideal balance
of character, expertise, and perseverance needed to inspire and guide students
effectively.

2. Which of these qualities do I have? Am I fit as a good teacher someday? Why?

I believe my determination is one of my strongest qualities, and I think it would
serve me well as a teacher someday. I’m committed to overcoming challenges,
which is essential when guiding students through difficulties. I also consider myself
patient which helps me connect with others and understand their needs. I enjoy
learning and sharing knowledge, and I believe my ability to communicate clearly
would help me inspire and support students. With these traits, I feel confident that I
have the potential to be a good teacher someday.

3. From the competencies of my Resource Teacher as a Professional Teacher, what

competencies is he/she:
a. strong?
My resource teacher demonstrates strong competencies in fostering a positive
learning environment and effectively engaging students in the learning process.
She excels in her ability to communicate clearly and adapt her teaching strategies
to cater to diverse learning needs, ensuring every student feels included and
supported. Her mastery of the subject matter is evident, and she skillfully integrates
it with creative and interactive teaching methods. These strengths make her an
inspiring and effective professional teacher. There are no competencies that I can
see my Resource Teacher weak or doubtful.

127
4. Describe the answers from the survey form of the teachers I observed.
The teacher's survey responses are all positive, highlighting their excellence in
teaching and dedication to staying informed about the latest educational trends.
They effectively use diverse teaching methods, actively involve parents, demonstrate
compassion for learners of all backgrounds, and bring creativity to lesson planning.
Skilled in assessments, they focus on fostering a safe and inclusive learning
environment. Additionally, their willingness to engage in extracurricular activities
reflects their strong commitment to impactful and well-rounded teaching.

My Reflection
1. Who is my model teacher that has made a great impact in my life as a learner?
Reflect and describe how this quality influenced me.
Sir Keshirwin Corea has made a great impact in my life specially as a learner when
I was a Grade 11 student. He has been a transformative figure in my journey as a
learner, because he is the one who taught me to be more confident to myself and to
always think positive in whatever I do in my life as a student. Through his
dedication and unwavering belief in my potential, he taught me also the value of
perseverance and self-discipline. His passion for teaching ignited my enthusiasm
for continuous learning, shaping not only my academic growth but also my
character. Sir Keshirwin's guidance has left a lasting impact, motivating me to aim
higher and believe in my abilities.

2. As a future teacher, the Professional Competencies results imply that I should:

strive to develop a well-rounded skill and focus on strengthening my skills in areas
where improvement is suggested. This includes fostering an inclusive and engaging
learning environment, using innovative teaching strategies, and continually
reflecting on and improving my practices. Additionally, staying committed to
lifelong learning and professional development will ensure that I remain an
effective and inspiring educator who empowers students to reach their full
potential.

3. If all the teachers teaching today possess the professional characteristics and
competencies as the teacher/s observed, then learners will be empowered to achieve
their fullest potential. They will benefit from engaging, inclusive, and dynamic
learning environments that cater to their diverse needs and learning styles. With
teachers who are knowledgeable and skilled in fostering critical thinking and
creativity, learners will develop not only academic excellence but also essential life
skills. This holistic approach will cultivate lifelong learners that are prepared to
thrive in an ever-changing world.

128
My Learning Artifacts

Present proofs of leaning that I was able to gain in this Episode by showing a
short narrative about the teacher’s description of the personal qualities and
professional characteristics. Request a most recent photo of the observed Teacher.

“My Teacher, My Hero”

During my field study journey, I encountered a true hero in the form of
Ma'am Mirelty Saquing. She is not only a guide but a true hero in my life. With an
unyielding passion for learning, she bring out the best in every student,
encouraging them to think critically and embrace challenges. Her patience is
endless, always taking the time to listen, understand, and provide guidance when we
struggle. Beyond academics, she teaches the students valuable life lessons like
kindness, responsibility, and perseverance. Her enthusiasm for teaching is
contagious, and she have an extraordinary ability to make complex subjects seem
simple. Through her unwavering support and dedication, she shapes not just minds,
but the character of the students, and for that, she is my hero.

References
Lucas, Maria Rita D., Borabo, Milagros L, Bilbao, Purita P., and Corpuz, Brenda B. Field
Study 1. Observations of Teaching-Learning in Actual School Environment. OBE-
Based and PPST Based. LORIMAR PUBLISHING INC. Quezon City, Metro Manila. 2020

129
Performance Task Evaluation
Name of FS Student: _________________________________________________
Course, Year and Section: _____________________________________________
Date Accomplished: __________________________________________________

Excellent Very Satisfactory Needs

Learning
Satisfactory Improvement
Episode
4 3 2 1
All observation
4 or more
Accomplished questions/tasks 1 or 2 observation 3 observation
observation
completely questions/tasks questions/tasks
Observation answered/ not answered/ not answered/
questions/tasks not
Sheet answered/
accomplished accomplished accomplished
accomplished
All questions
were answered All questions 4 or more
Questions were
completely; were answered observation
answered
answers are with completely; questions were not
completely;
depth and are answers are answered; answers
answers are not
Analysis thoroughly clearly connected
clearly connected
are not connected
grounded on to theories; to theories; more
to theories; 1 or 3
theories; grammar and than 4
grammatical /
grammar and spelling are free grammatical /
spelling errors.
spelling are free from errors. spelling errors.
from errors.
Not so clear and
Clear but lacks
Profound and shallow; Unclear and
depth; supported
clear; supported somewhat shallow; rarely
by what were
Reflection by what were
observed and
supported by supported by what
observed and what were were observed
analyzed
analyzed observed and and analyzed
analyzed
Portfolio is
Portfolio is Portfolio is not Portfolio is not
reflected on in the
reflected on in the reflected on in the reflected on in the
context of the
context of the context of the context of the
learning
learning learning learning
Learning outcomes;
outcomes; outcomes; outcomes; not
Artifacts Complete, well-
Complete, well- Complete, not complete, not
organized, highly
organized, very organized, organized, not
relevant to the
relevant to the relevant to the relevant to the
learning outcome
learning outcome learning outcome learning outcome
Submitted 2 days
Submitted before Submitted on the Submitted a day or more after the
Submission the deadline deadline after the deadline deadline

Comments: Overall Score Rating

130
 \

Introduction

Moving towards teacher quality? Wanted! A Global Teacher of the 21st

Century! In 2013, a Global Status Index was determined by Varkey GEMS
Foundation and revealed significant findings. There were twenty-one (21) countries
surveyed which represented the major continents of the world. In most countries that
participated, it ws found out that like the Philippines, teaching is the most sougt
profession. It was comparable to being a social workrer, librarians, nursing and even
doctors. Majority of the parents asked, answered that they encouraged their children
to become teachers. To them, teaching is one of the most respected and trusted
professions.
However, with the change in global landscape, the 21st century teachers must
have the competence to address the new learning environment, the new learning
contents, the processes of learning and how these are facilitated and the new types of
learners.
Hence, we need the new type of teachers, a glocal 21st century Filipino
teacher. (Global Teacher Status Index p.123 Teaching Profession)

Learning Outcomes:

At the end of this activity, I should be able to:

 Describe personal qualities and competences of glocal classroom

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

My Observation

1. Observe what the Resource Teacher does in the workplace at school.

2. Develop my sense of creativity and imagination in designing a classroom for the
21st century and determining how to manage learning in this classroom.

131
 Teacher’s Three Major Responsibilities

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

observations.
Teacher’s Major Responsibility Key Guide for Observation
A. Actual Teaching This teacher:
a. is learner-centered
b. acts as a facilitator of learning
c. has mastery of subject matter
d. sees to it that learning outcomes are achieved
e. is pleasant and fair in dealing with the
learners

B. Management of Learning This teacher:

a. allows all learners to participate in the
classroom
b. considers the needs of the learners in the
seating arrangement
c. uses instructional support materials to
help learners understand the lesson
d. sees to it that learning is achieved within
the period of time
e. dismissess the classes on time
C. Administrative Work This teacher:
a. keeps records of learners attendance
everyday
b. keeps record of formative and summative
tests
c. submits reports and other documents on
time
d. does other tasks as requested by superior
e. cooperates with peers and staff in the
cleanliness and safety of the school

132
Current Classroom I am Observing

133
My Classroom for the 21st Century

134
My Analysis
1. Which of the three responsibilities shows majority of the indicators being
practiced?
a. Actual Teaching

b. Management of Learning

c. Administrative Work

The responsibility that shows the majority of the indicators being practiced is
Actual Teaching. This involves the core activities of planning, delivering, and
assessing lessons to ensure students achieve learning outcomes. It is the foundation
of the teaching profession, where the teacher's knowledge, skills, and practices are
most visibly applied to facilitate learning.

2. How will I describe a demonstrated behavior of the teacher that is worthy of

emulation when I become a teacher?
A demonstrated behavior of the teacher that is worthy of emulation is their ability to
create a positive and inclusive learning environment where every student feels
valued and encouraged to participate. Their commitment to lifelong learning and
continuous improvement serves as an example of how to excel in the teaching
profession.

3. What are the possible reasons from the major responsibilities do my Resource
Teacher find difficult to comply with?
Possible reasons my Resource Teacher might find it difficult to comply with certain
major responsibilities could include time constraints and workload management.
For instance, balancing actual teaching with the demands of administrative work
such as record-keeping and reporting can be overwhelming, leaving less time for
lesson preparation and individualized student support.

4. From my perspective, would I consider my Resource Teacher as quality Teacher?

Why?
From my perspective, I would consider my Resource Teacher a quality teacher
because they demonstrate dedication to their students' learning and overall
development. Their ability to effectively deliver lessons, manage the classroom, and
adapt to various challenges reflects their commitment to teaching excellence.

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5. In order to manage learning in the 21st century classroom, I compare my drawings
A and B and provide descriptions of the similarities and differences.

Features of the My Vision of the Future Why the similiarity?

Classroom Components Classroom
Why the difference?

 Wide 1. Wide The classroom I observed

 Well-ventilated 2. Well-ventilated is already conducive to
 Well-lit 3. Well-lit learning, so it is quite
 Clean and 4. Clean and similar. However, it lacks
organized organized sufficient learning
5. Have unlimited resources. In my future
learning resources
classroom, I aim to
address this by
incorporating unlimited
learning resources to
further enhance the
learning experience of the
students.

My Reflection
1. Am I inspired to become a teacher after my observation? Why? Why not?
Yes, I am inspired to become a teacher after my observation because I witnessed the
significant impact a teacher can have on students' learning and development.
Observing the dedication, creativity, and patience of my Resource Teacher has
motivated me to pursue this profession and make a difference in students’ lives.

2. As a future teacher, how else would I do better as a professional teacher?

As a future teacher, I would strive to continually improve by staying updated with
the latest educational practices, integrating technology effectively, and seeking
professional development opportunities. I would focus on building strong
relationships with my colleagues and especially with my students, understanding
their individual needs, and creating an inclusive classroom environment where all
learners feel valued.

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3. The two concerns that I would like to address when I become a quality teacher are:
a. Meeting the diverse learning needs of all students: I aim to provide
differentiated instruction and support to ensure that every student, regardless of
their learning style or ability, can succeed and feel confident in their learning
journey.

b. The limited supply of teaching resources.

4. What act of kindness will I do to thank and congratulate my Resource Teacher?

To thank and congratulate my Resource Teacher, I would express my gratitude by
sending her a heartfelt thank-you letter, acknowledging their dedication, guidance,
and the positive impact they've had on my learning journey. Additionally, we will
have a simple food preparation for all Grade 5 Resource Teachers and Grade 5
Field Study students.

5. How will I prepare for myself to respond to 21st century teaching-learning and
become a glocal teacher?
To prepare myself for 21st century teaching and become a glocal teacher, I will
focus on developing a strong understanding of global issues while remaining
sensitive to local cultural contexts. I plan to incorporate technology into my
teaching methods, using digital tools to create interactive and collaborative learning
experiences. I will continuously update my knowledge on innovative pedagogical
approaches and engage in professional development opportunities that focus on
global education trends.

My Learning Artifacts
1. Narrative on the Day in the School Life of the Quality Teacher
Mrs. Saquing, a dedicated and passionate teacher, starts her day early, arriving at
school before the first bell to prepare her classroom. As her students enter, she
greets each one warmly, setting a positive tone for the day. Her morning lessons are
filled with creativity and energy. She uses differentiated strategies to ensure every
student feels included and challenged, fostering a love for learning. During recess,
she monitors with a watchful eye, always ready to mediate conflicts or encourage
shy students to join in. The afternoon brings hands-on activities and group projects,
where her patience and enthusiasm shine. By the end of the day, after meeting with
colleagues and reflecting on her students’ progress, she tidies her classroom and
plans for tomorrow, always striving to make a lasting impact on her students’ lives.

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2. Drawing of the present classroom and drawing of my vison of the classroom for
21st century

3. Narrative on how I will manage teaching-learning in the 21st century classroom.

In the 21st-century classroom, I will create an engaging, inclusive, and technology-
integrated environment that meets diverse student needs. Using innovative
strategies like project-based learning and real-world problem-solving, I will foster
critical thinking, creativity, and collaboration. By integrating digital tools, I will
personalize learning and enhance interactivity. I will cultivate a respectful and
inclusive classroom culture while staying updated on emerging trends through
reflection and professional development.

138
My Documentation

References
Lucas, Maria Rita D., Borabo, Milagros L, Bilbao, Purita P., and Corpuz, Brenda B. Field
Study 1. Observations of Teaching-Learning in Actual School Environment. OBE-
Based and PPST Based. LORIMAR PUBLISHING INC. Quezon City, Metro Manila. 2020

139
Performance Task Evaluation
Name of FS Student: _________________________________________________
Course, Year and Section: _____________________________________________
Date Accomplished: __________________________________________________

Excellent Very Satisfactory Needs

Learning
Satisfactory Improvement
Episode
4 3 2 1
All observation
4 or more
Accomplished questions/tasks 1 or 2 observation 3 observation
observation
completely questions/tasks questions/tasks
Observation answered/ not answered/ not answered/
questions/tasks not
Sheet answered/
accomplished accomplished accomplished
accomplished
All questions
were answered All questions 4 or more
Questions were
completely; were answered observation
answered
answers are with completely; questions were not
completely;
depth and are answers are answered; answers
answers are not
Analysis thoroughly clearly connected
clearly connected
are not connected
grounded on to theories; to theories; more
to theories; 1 or 3
theories; grammar and than 4
grammatical /
grammar and spelling are free grammatical /
spelling errors.
spelling are free from errors. spelling errors.
from errors.
Not so clear and
Clear but lacks
Profound and shallow; Unclear and
depth; supported
clear; supported somewhat shallow; rarely
by what were
Reflection by what were
observed and
supported by supported by what
observed and what were were observed
analyzed
analyzed observed and and analyzed
analyzed
Portfolio is
Portfolio is Portfolio is not Portfolio is not
reflected on in the
reflected on in the reflected on in the reflected on in the
context of the
context of the context of the context of the
learning
learning learning learning
Learning outcomes;
outcomes; outcomes; outcomes; not
Artifacts Complete, well-
Complete, well- Complete, not complete, not
organized, highly
organized, very organized, organized, not
relevant to the
relevant to the relevant to the relevant to the
learning outcome
learning outcome learning outcome learning outcome
Submitted 2 days
Submitted before Submitted on the Submitted a day or more after the
Submission the deadline deadline after the deadline deadline

Comments: Overall Score Rating

140
Introduction

One thing asked off teacher applicants in the Department of Education is to

write their philosophy of education. This means that they have to write their concept
of the nautre of the learner, how that learner learns and how that learner ought to live
in order live life meaningfully. Based on this philosophical concepts, the teacher
applicants describe how they ought to relate to the learnr, what to teach and how to
teach so that the learner learns and lives life happily and meaningfully.

Learning Outcome:

At the end of this activity, I should be able to:

 Determine prevailing philosophies of education based on DepEd Vison

and Mission statements, core values and mandate, the K to 12
Curriculum Framework and Guide and RA 10533;

 Cite teacher’s teaching behaviors and the philosophies of education on

which these behaviors are founded, and

 Articulate my philosophy of teaching.

My Observation

1. Analyze DepEd’s Philosophy of Education

2. Articulate my Personal Philosophy of Teaching

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 A. Analyzing DepEd’s Philosophy of Education

Which philosophies Which philosophies are

are expressed in the expressed in the K to
DepEd Vision, 12 Curriculum
Philosophies of Education
Mission Statements, Framework and Guide
Core Values, and Section 5 of RA
Mandate? Give proof. 10533? Give proof.
1. Essentialism - teach mastery The Core Values of The K to 12 Curriculum
of the basics; curriculum is Maka-Diyos, Maka- Framework and Section
prescribed; subject matter- tao, Makakalikasan, 5 of RA 10533
centered there are universal, and Makabansa align (Enhanced Basic
objective values,; inculcate with Essentialism by Education Act of 2013)
values in subject matter. promoting universal reflect Essentialism by
moral principles emphasizing the
essential for shaping mastery of core
disciplined, competencies,
responsible, and foundational skills, and
competent individuals. values necessary for
holistic development
and lifelong learning.
2. Perennialism - teach those DepED implemented The framework
that last, the classics; there are perennialism, wherein emphasizes holistic
universal values; inculcate these students acquire education, including
universal, objective values knowledge in a safe, moral and spiritual
motivating, child- growth, aligning with
friendly, and gender- Perennialism’s belief in
sensitive environment. cultivating virtues and
enduring truths.
3. Progressivism -very child- This is evident in By prioritizing
centered; teach those that DepEd’s commitment relevance, inclusivity,
interest the child; one learners to creating and the integration of
by experiential; values are environments that competencies for
subjective; no inculcation of foster creativity, lifelong learning, the K
values since they are subjective; critical thinking, and to 12 system reflects
instead teachers help students lifelong learning, as Progressivism’s aim of
clarify their values stated in its vision of equipping students to
producing globally actively participate in
competitive and and contribute to an
responsible citizens. ever-evolving society.

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4. Reconstructionism - school is The core values of This is evident in the K
agent of change; schooling is "Makatao" to 12 framework’s focus
preparing students for the social (humanity) and on values education,
changes; teaching is involving "Makabayan" critical thinking, and
the students in discussions of (patriotism) align with the development of
moral dilemmas. Reconstructionism’s global citizens who are
focus on creating a aware of social,
more just and political, and
equitable society, environmental issues.
while the curriculum’s
emphasis on values
education and
inclusivity supports the
philosophy’s goal of
shaping individuals
5. Existentialism - Teachers DepED holds the The K-12 curriculum
teach learners to make a choice, belief that every framework reflects
to make decisions and not student has the right to elements of
merely to follow the crowd; one receive education and existentialism.
who does not make a choice and learn.
simply follow others do not
leave meaningful life
6. Pragmatism - That which is The DepED Vision Pragmatism is reflected
useful, that which is practical seeks to enable in the K-12 curriculum
and which work is what is good; students to reach their framework by focusing
that which is efficient and fullest potential by on making the
effective is that which is good. highlighting the curriculum meaningful
importance of to students through
E.g. showing a video clip on
teaching practical life contextualization and
mitosis is more efficient and
skills in education, improvement.
more effective and therefore
which aids in their
more practical than teacher
personal development.
coming up with a visual aid by
drawing mitosis on a cartolina or
illustration board.
7. Rationalism - emphasizes the The core values of Section 5 of Republic
development of the learners’ maka-Diyos, maka- Act No. 10533,
reasoning powers; knowledge tao, maka-kalikasan, pertaining to
comes though reason; teacher and makabansa curriculum
must develop the reasoning suggest that DepEd development.
power of the learner adopts a rationalistic
perspective.

143
8. Utilitarianism - what is good The DepED Vision Section 5 of Republic
is that which is most useful ( encourages actions Act No. 10533,
that which brings happiness) to that contribute to pertaining to
the greatest number of peoples happiness and well- curriculum
being, while development.
discouraging
behaviors that result
in suffering and harm.
9. Empiricism - source of Empiricism, which The K to 12 Curriculum
knowledge is through the senses; values knowledge Framework and Section
teacher must involve the senses gained through 5 of RA 10533 express
in teaching-learning sensory experience Empiricism through
and observation, is their emphasis on
reflected in DepEd’s learning through
commitment to experience, practical
providing students application, and skills
with relevant, hands- development.
on education that
prepares them for
real-world challenges.
10. Behaviorism - behavior is The mission to The K to 12 Curriculum
shaped deliberately by forces in produce globally Framework and Section
the environment and that the competitive and 5 of RA 10533 reflect
type of person and actions responsible citizens Behaviorism through
desired can be the product of aligns with behaviorist their emphasis on
design; behavior is determined principles by fostering measurable outcomes,
by others, rather than by specific behaviors and skill development, and
person’s own free will; teacher skills that students are the shaping of specific
must carefully shape desirable expected to behaviors in students.
behavior; drills are commonly demonstrate in their
used to enhance learning., personal and academic
rewards reinforce learning. lives.
11. Constructivism - learner are The focus on values The curriculum
capable of constructing such as "makatao" encourages learners to
knowledge and meaning; (humanity), build on prior
teaching-learning therefore is "makakalikasan" knowledge, fostering
constructing knowledge and (environmental deeper understanding
meaning; teacher does not just consciousness), and through active
‘tell’ or dictate but ask learners "makabayan" participation.
for knowledge they construct (patriotism)
and meaning of lesson emphasizes the
importance of
contextual, real-world
learning experiences.

144
 B. Personal Philosophy of Teaching

Teaching Behavior ( State what the Teacher

Philosophies of Education
said, taught or did)
1. Essentialism - teach mastery of The teacher focuses on the key knowledge and
the basics; curriculum is skills that students must acquire, often adhering
prescribed; subject matter- to a structured curriculum and delivering
centered there are universal, essential content through direct teaching.
objective values; inculcate values;
subject
2. Perennialism - teach those that Teachers believe that knowledge is passed down
last, the classic; there are through generations, preserving valuable
universal values; inculcate these lessons, traditions, and insights that help shape
universal, objective values society.
3. Progressivism - very child- Teachers guide students in every activity,
centered; teach those that interest helping them understand concepts and stay on
the child; one learns by track. They provide support, encouragement,
experience; learners learn by and direction, making sure students know what
doing so teacher teacher’s to do and why it matters.
teaching is experiential; values
since they are subjective; instead
teacher help students clarify their
values
4. Reconstructionism - school is The teacher focuses on addressing important
agent of change, schooling is social and economic issues during instruction,
preparing students for the social aiming to find practical solutions.
changes, teaching is involving the
students in discussions of moral
dilemmas

5. Existentialism - Teachers teach Participating in classroom debates encourages

learners to make a choice. To individuals to critically examine their beliefs
make decisions and not merely to and increases their awareness.
follow the crowd; one who does
not make a choice and so simply
follow others do not leave
meaningful life

145
6. Pragmatism - That which is The teacher prioritizes practical, experience-
useful, that which is practical and based learning and problem-solving, focusing
that which works is what is good; on how knowledge can be applied in real-world
that which is efficient and contexts. Using a pragmatic approach, the
effective is that which is good e.g. teacher often involves students in hands-on
showing a video clip on mitosis is activities, group projects, and discussions that
more efficient and more effective connect to practical scenarios.
and therefore more practical than
teacher coming up with visual aid
by drawing mitosis on a cartolina
or illustration board.
7.Rationalism-emphasizes the The teacher aims to extract knowledge from
development of the learners’ students, believing that children inherently
reasoning powers; knowledge possess knowledge that can be revealed through
comes though reason; teacher reasoning, reflection, and hands-on learning
must develop the reasoning power experiences.
of the learner
8. Utilitarianism - what is good is The teacher incorporates various educational
that which is most useful (that principles, including acknowledging the social
which brings happiness) to the nature of individuals, encouraging democracy,
greatest number of peoples and promoting values like responsibility,
fairness, equality, and personal freedom.
9. Empiricism - source of The teacher focuses on direct observation and
knowledge is through the senses; tangible experiences, encouraging hands-on
teacher must involve the senses in activities and real-life examples. She motivates
teaching learning students to use their senses to gain a practical
understanding of concepts.
10. Behaviorism - behavior is The teacher uses a system of rewards and
shaped deliberately by forces in consequences by giving certificates to students
the environment and that the type as a form of recognition. This approach not
of person and action desired can only acknowledges students' achievements but
be the product of design; behavior also motivates them to continue striving for
is determined by others, rather excellence and kindness.
than by person’s own free will;
teacher must carefully shape
desirable behavior, drills are
commonly used to enhance
learning, rewards reinforce
learning.

146
11. Constructivism - Learners are The teacher encourages active learning by
capable of constructing posing open-ended questions, leading
knowledge and meaning; teaching discussions, and promoting hands-on activities.
learning therefore is constructing The focus is on allowing students to explore and
knowledge and meaning; teacher comprehend concepts through inquiry and
does not discovery, with the teacher acting as a guide
rather than simply delivering information.
just “tell” or dictate but ask
learners for knowledge they
construct and meaning of lesson

My Analysis
1. Based on my findings and observations in Activities A and B, which philosophies
of education are dominant in Philippine basic schools? Why do I say so?
In Philippine basic education, the key educational philosophies include
Essentialism, Perennialism, Progressivism, and Rationalism. Essentialism is
evident in the structured curriculum and values outlined in the DepEd Vision.
Perennialism is reflected in the continuous emphasis on timeless knowledge.
Progressivism is shown through the learner-centered approach of the DepEd
Vision. Rationalism is highlighted in the core values and Section 5 of Republic Act
No. 10533, which emphasizes the role of reasoning. Together, these philosophies
influence the educational framework, addressing the varied needs of students.

2. If there is one philisophy that schools and teachers should give more attention to,
what should that be and why?
Schools and teachers should focus on the philosophy of Progressivism as it meets
the evolving needs of 21st-century students by fostering continuous growth, hands-
on experiences, and inclusivity. This approach better equips students for real-world
challenges, promotes critical thinking, and cultivates a passion for lifelong
learning.

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My Reflection

1. I write about how I believe I should teach, and how I should relate to others in
school.
My Philosophy of Teaching

I believe that the learner is an active participant in their own learning, capable of
growth when provided with a supportive and engaging environment.
I believe that I should teach the learners by making lessons relevant and
interactive, using practical examples and encouraging critical thinking.
I believe that I relate to learners with patience and respect, fostering a positive and
open atmosphere. With colleagues, I collaborate to share insights and improve
teaching strategies. I maintain clear communication with superiors, seeking
guidance and sharing updates. I work closely with parents and other stakeholders,
ensuring they are involved in supporting the learners' development.

My Learning Artifacts

1. Present any proof on your Philosophy of Teaching. (a quote, a poem, an article,

your own composition)

148
My Documentation

References
Lucas, Maria Rita D., Borabo, Milagros L, Bilbao, Purita P., and Corpuz, Brenda B. Field
Study 1. Observations of Teaching-Learning in Actual School Environment. OBE-
Based and PPST Based. LORIMAR PUBLISHING INC. Quezon City, Metro Manila. 2020

149
Performance Task Evaluation
Name of FS Student: _________________________________________________
Course, Year and Section: _____________________________________________
Date Accomplished: __________________________________________________

Excellent Very Satisfactory Needs

Learning
Satisfactory Improvement
Episode
4 3 2 1
All observation
4 or more
Accomplished questions/tasks 1 or 2 observation 3 observation
observation
completely questions/tasks questions/tasks
Observation answered/ not answered/ not answered/
questions/tasks not
Sheet answered/
accomplished accomplished accomplished
accomplished
All questions
were answered All questions 4 or more
Questions were
completely; were answered observation
answered
answers are with completely; questions were not
completely;
depth and are answers are answered; answers
answers are not
Analysis thoroughly clearly connected
clearly connected
are not connected
grounded on to theories; to theories; more
to theories; 1 or 3
theories; grammar and than 4
grammatical /
grammar and spelling are free grammatical /
spelling errors.
spelling are free from errors. spelling errors.
from errors.
Not so clear and
Clear but lacks
Profound and shallow; Unclear and
depth; supported
clear; supported somewhat shallow; rarely
by what were
Reflection by what were
observed and
supported by supported by what
observed and what were were observed
analyzed
analyzed observed and and analyzed
analyzed
Portfolio is
Portfolio is Portfolio is not Portfolio is not
reflected on in the
reflected on in the reflected on in the reflected on in the
context of the
context of the context of the context of the
learning
learning learning learning
Learning outcomes;
outcomes; outcomes; outcomes; not
Artifacts Complete, well-
Complete, well- Complete, not complete, not
organized, highly
organized, very organized, organized, not
relevant to the
relevant to the relevant to the relevant to the
learning outcome
learning outcome learning outcome learning outcome
Submitted 2 days
Submitted before Submitted on the Submitted a day or more after the
Submission the deadline deadline after the deadline deadline

Comments: Overall Score Rating

150
Appendix A. Course Description, Program and Intended Learning Outcomes
Course Description
Field Study 1 is the first experimental course which will immerse a future teacher in
actual classroom setting where direct observation of teaching-learning episodes that
apply educational theories learned in the content and pedagogy courses will be made.
Observation on learner’s behavior, motivation, teacher’s strategies of teaching,
classroom management, assessment in learning among others shall be given emphasis.
A portfolio shall be required in this course.
CHED Program Outcomes Common to All Teacher Education Program
6.2.a. Articulate the rootedness of education in philosophical, socio-cultural,
historical, psychological and political contexts
6.2.b. Demonstrate mastery of subject matter / discipline
6.2.c. Facilitate learning using a wide range of teaching methodologies, and delivery
modes appropriate to specific learners and their environments
6.2.d. Develop innovative curricula, instructional plans, teaching approaches, and
resources for diverse types of learners
6.2.e. Apply skills in the development and utilization of ICT to promote quality,
relevant and sustainable educational practices
6.2.f. Demonstrate a variety of thinking skills in planning, monitoring, assessing,
and reporting learning processes and outcomes
6.2.g. Practice Professional and ethical standards sensitive to local, national and
global realities; and
6.2.h. Pursue lifelong learning for personal and professional growth through varied
experiential and field-based opportunities.

Course Intended Learning Outcomes

1. Describe how a safe and secure learning environment contributes to the physical,
socio emotional, and cognitive development of learners. (PPST Domain 2)
2. Determining ways of addressing learners’ diversity in terms of gender, needs,
interest, cultural background and difficult circumstances. (PPST Domain 3)
3. Appraise how teacher manifest his/her personal and professional competencies.
(PPST Domain 7)
4. Illustrate the teaching-learning process and the use of ICT to promote quality,
relevant, and sustainable educated process. (PPST Domain 4)
5. Assess the various classroom management strategies observed in the class. (PPST
Domain 2 and 4)
6. Analyze concepts, theories and principles in curriculum development in actual
classroom setting. (PPST Domain 4)
7. Evaluate assessment and reporting practices done in the classroom. (PPST
Domain 5)
8. Formulate one’s philosophy of teaching. (PPST Domain 7)

151
Appendix B. Guidelines for Field Study Students

The Field Study students:

1. are required to accomplish successfully the activities in at least fifty-four (54) hours
in one semester to earn one-unit credit.
2. secure appropriate Field Study permits and undergo orientation/briefing before they
are deployed in cooperating schools.
3. observe classes and may work with partner. A Field Study partner is one whom one
can discuss and work with after FS experience.
4. wear official/university uniform during Field Study in the cooperating school.
5. demonstrate personal qualities that reflect a good image of a teacher. These
qualities include courtesy, honesty, diligence, open-mindedness, critical thinking and
others.
6. demonstrate proper behavior in the presence of the learners, teachers, school
personnel administration and parents.
7. request the signature of the Resource Teacher or Field Study faculty immediately
after activity has been done.
8. are required to prepare a portfolio for every Field Study course. The FS faculty is
encouraged to use rubric for authentic assessment of the portfolios. This rubric can be
discussed with the students as part of the orientation so they would know what criteria
will be used and how portfolio will be assessed.

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156
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158
159
160
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References

Riadnenko D (2024), Zone of Proximal Development,

https://raccoongang.com/blog/zone-of-proximal-development/#

Loving2learn, Chapter 6: Individual differences in learning

https://mysominotes.wordpress.com/2017/10/14/educational-psychology-what-
causes-individual-differences-in-learning/
Lucas, Maria Rita D., Borabo, Milagros L, Bilbao, Purita P., and Corpuz, Brenda B.
Field Study 1. Observations of Teaching-Learning in Actual School Environment.
OBE-Based and PPST Based. LORIMAR PUBLISHING INC. Quezon City, Metro
Manila. 2020

162