FIELD STUDY 1: LEARNING EPISODE 11

Utilizing Teaching-Learning Resources and ICT

SPARK Your Interest

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 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. Students will analyze and reflect on
how technology, including artificial intelligence, supports the teaching-learning process.

TARGET Your Intended Learning Outcomes

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

>identify and classify learning resource materials in the multi-media center; > show skills in the
positive use of ICT to facilitate the teaching learning process (PPST 1.3.1);
>show skills in the evaluation, selection, development, and use of a variety learning resources, including
ICT to address learning goals (PPST 4.5.1);
>analyze the level of technology integration in the classroom; and
Demonstrate motivation to utilize ICT for professional development goals based on the PPST (PPST 7.5.1).

REVISIT the Learning Essentials

UNESCO ICT Competency Framework for Teachers Version 3 (ICT CFT v3, 2018)

The Information and Communications Technology Competency Framework for Teachers OCT CFT) version 3 is a
comprehensive framework guide teachers' development on the effective and appropriate use of ICT in education. It
highlights what teachers should know and do clustered in six aspects, namely: 1. Understanding ICT in Education, 2.
Curriculum and Assessment, 3. Pedagogy, 4. Application of Digital Skills, 5. Organization and administration, and
6. Teacher •

Professional Learning.

Similar to thePPST, the ICT CFT also articulated competencies in level which guide teachers as they develop their ICT
skills from Level 1, Knowledge Acquisition, to Level 2, Knowledge Creation. The Commission on Higher Education Teacher
Education Curricula (2017) includes the UNESCO ICT CFT so most likely you have tackled this in your Technology for
Teaching and Learning classes. It will be good to review the UNESCO ICT CFT v3 framework as you work in this episode.
The activities here are meant for you to observe, analyze and reflect about the competencies discussed in the framework.

Submitted by: ROSE JEAN P. BERNESTO Submitted to: ALDREX A. BARRIENTOS

BSED Science Course Facilitator
The Learning Resource Center

1.A school usually sets up a center that will provide valuable support to the teaching-learning process. Over the years the name of
this -center has evolved. Some of the names are Audiovisual Center, Media and Technology Resource Center, Teaching-
Learning Technology Department, or Simply Learning Resource Center.

2.With the swift development of ICT, the natural outcome was the ever-expanding interface between the traditional library and ICT
both in terms of hardware and software systems and applications.

3.Schools may have different set-ups when it comes to a Learning Resource Center (LRC). Some have replaced the term
library with LRC. Some have a separate library, LRC, and Audio Visual or Media Center. Some only have the LRC both for
teachers and students. Still some have combined their learning resource centers with maker spaces.

4.The common purpose among these centers is to provide print, audio-visual and ICT resources to support the teaching-
learning process

5.The goals of the Center may include orienting and training teachers in the use of audiovisual and ICT resources, working with
teachers and administrators in producing instructional materials, making available useful resources to the students,
teachers, and the school community.

6.In order to support the philosophy and aims of the school, the Center must fulfill the following functions: center of
resources, laboratory of learning, and agent of teaching, service agency, coordinating agency, recreational reading center,
and a link to other community resources.

Technology Integration

The Technology Integration Matrix provides a comprehensive framework for you to define and evaluate technology
integration. It will provide you direction and guide you in the process of achieving effective teaching with technology. The teacher's
integration of technology in instruction can be described as progressing in 5 levels: entry, adoption, adaptation, infusion and
finally transformation.

The teacher also works at creating a learning environment that encourages and enables quality technology integration. The interdependent
characteristics of the learning environment are being active, collaborative, constructive, authentic, and goal-directed.

The Technology Integration Matrix connects the Levels of Technology Integration and the Characteristics of
the Learning Environment. Examine the matrix below. To make you understand how integration is done in each of the
levels and environment, explore the TIM website and learn from the many interesting videos showing technology
integration. Go to http://fcitusfedidniatrix/ niatriv.php

Submitted by: ROSE JEAN P. BERNESTO Submitted to: ALDREX A. BARRIENTOS

BSED Science Course Facilitator
 Observing technology integration in the classroom

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(Reproduced with permission of. the Florida Center for Instructional Technology, College of Education, University of
South Florida, fcit.usf.edu)

Evaluation of ICT Resources

The World Wide Web is like an endless network of information, ever-expanding and almost limitless. Electronic resources
come in different forms like websites, web quests, blogs, social network sites, on-line courses, a wide range of tools,
and so many forms of apps.

As a future teacher, one of the skills that will be most useful for you is the ability not only to search for information but
to make decisions, as to which ones you will take and use and which ones you will put aside. Aim to develop your
skills in evaluating internet resources. You will be able to choose the best resources that will help you attain your
teaching-learning objectives.

Submitted by: ROSE JEAN P. BERNESTO Submitted to: ALDREX A. BARRIENTOS

BSED Science Course Facilitator
Below is a set of criteria which you can use to evaluate resources

1.Accuracy. The resource material comes from a reliable source and is accurate, free from error and is up-to-date.
2.Appropriateness. The resource is grade/level-appropriate. The content matches what is needed by the teacher.
3.Clarity. The resource clearly addresses the instructional goals in mind.
4.Completeness. The content is complete. It has all the information needed to be able to use them.
5.Motivation. The resource is engaging and rewarding to learners. It will encourage the active participation of the
learners.
6.Organization. The resource is logically sequenced. It clearly indicates which steps should be taken. The procedures
or processes flow smoothly.

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

Education 4.0

Shwab described the 4th wave of the industrial revolution. The unprecedented speed at which technology is
evolving has disrupted many vital processes that involve how we run production, businesses and consequently how we teach
and learn. The following Technology trends have huge potential to transform the ways we teach and learn (UNESCO,
2018):

1. Open Educational Resources (OER). OERs are materials that can be used for teaching and learning that do not
require payment of royalties nor license fees. There is an abundance of OERs in the form of textbooks course materials,
curriculum maps, streaming videos, multimedia apps, podcasts, and many others. They can have a significant impact on
education as they are made available and easily accessible in the internet. Be sure to explore them to help you work on this
episode.

2.Social Networks. Social networks have revolutionized the way we interact, learn about things and share information. Sites
and apps such as Facebook, twitter, Instagram provide a virtual venue for teachers and learners to work together interact among
themselves and with other classrooms locally and globally.
3.Mobile Technologies. Filipinos are one of the most active on the internet, and also one who sends the most number
of text messages per day. This indicates the high number of mobile device users. These devices can also be used
as a learning tool by allowing teachers and students more opportunities to learn inside and even outside the classroom.
4.The Internet of Things. Iota is a system of computing mechanisms that become built-in into many everyday things
that allow sending and receiving data through the internet. A lot of things have turned "smart." We have smart cars
that can navigate on its own. Smart houses that monitor temperature and light. Smart TVs that interface with the internet.
Watches that send our vital signs to our doctors. All of this development can influence the way we teach and
learn.

5. Artificial Intelligence. Commonly, artificial intelligence is associated when computers or machine simulate thinking and
behaviors of humans such as talking, learning and solving problems. Virtual assistants such as Siri, Alexa, Bixby and
Google assistant are near samples of AI. Among others, uses of AI in education can be in the areas of gamification and
adaptive instruction for learners with special needs.

6. Virtual Reality and Augmented Reality. VR is a simulation of an environment by a computer program that allows a
person to visit and experience the environment virtually. In AR, images from computer programs interlay with the actual
Submitted by: ROSE JEAN P. BERNESTO Submitted to: ALDREX A. BARRIENTOS
BSED Science Course Facilitator
 views of the real-word, resulting in an extended, expanded, or altered view of a real-world environment. In
education, among others, VR and AR programs and apps allow more exciting ways of seeing and experiencing things
that add to the motivation and engagement of learners
7. Big Data. Through the billions of interactions and transactions are done electronically, and through the internet, an enormous
amount of data is generated and stored. The challenge is how to make sense of this data, through analytics and research,
possibly answer pertinent questions about how to make teaching and learning most effective.
8. Coding. Coding is a skill necessary to create computer software, apps, and websites. Today, there are learning programs
that introduce coding activities as early as kindergarten. Robotics programs in the elementary and secondary programs
introduce and hone the skills of young learners. Coding helps learners develop novel ways of exploring and trying out
ideas, especially when done with problem or project-based learning approaches.
9. Ethics and privacy protection. We have repeatedly heard about how quickly technology is changing and impacting our
lives. Through all this, it is crucial to ensure that human values and principles govern or guide our use of technology. Ethical practices
that protect the rights of every person need to be upheld.

21st Digital Fundamental Skills for Century Teachers

vw.educatorstech 'wino/min

Massive Open On-line Courses

Submitted by: ROSE JEAN P. BERNESTO Submitted to: ALDREX A. BARRIENTOS

BSED Science Course Facilitator
 Massive Open On-line Courses (MOOCs) are online courses open to a big group of people. , Below is
the basic information about MOOCS. Let us focus on each word:

Massive

 MOOCs are on-line courses designed for large number of participants, usually larger than the
number of students that can fit a regular classroom. There can be hundreds or even be a
thousand students or more.
Open

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

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

Online

All aspects of the course are delivered online.

Course

The MOOC course offers a full course experience including:

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

- Based on Definition Massive Open Online Courses v1.1 licensed under

Creative Commons Attribution 4.0

There are many MOOC providers like Edx, Coursera, Udacity, Udemy, Iversity. You will
have a chance to explore tem as you go through this Episode

OBSERVE, ANALYZE AND REFLECT

Submitted by: ROSE JEAN P. BERNESTO Submitted to: ALDREX A. BARRIENTOS

BSED Science Course Facilitator
 Activity 11.1 Visiting the Learning Resource Center

ResourceTeacher______________________________ Teacher'sSignature_______________________ School:__________________

Grade/YearLevel:______________________________ Subject Area:________________________ Date:___________________

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

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

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

An Observation Guide for a

LEARNING RESOURCE CENTER

Read the following statements carefully before you observe.

1. • Go around the Learning Resource Center.

2.Find out what learning resources are present.

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

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

Name of Center Observed:

Submitted by: ROSE JEAN P. BERNESTO Submitted to: ALDREX A. BARRIENTOS
BSED Science Course Facilitator
ICT Competency Standards for Teachers (CHED Teacher Education Programs (2017) :

Are the learning resources/materials arranged properly according to their functions and characteristics?

 Yes.

Do the guidelines and procedures facilitate easy access by the teachers? Why? Why not?

 Since all the materials are posted in the student’s virtual classroom, there is easy access on it. The teacher
will only remind the students about what being posted. But some of the files need to have permission so
the students will ask their teacher.

What are the strengths of this Learning Resource Center?

 Through the help of internet, the main strength of the resource center which is the virtual room is the accessibility
and the different tools. A lot of materials are posted. They can be creative in doing their activities. They can open it
at their own convenience.

What are its weaknesses?

 The main weaknesses are that sometimes there are features that are only available to laptops or computers. For cellphone
users, it is very difficult because they need to install all over the apps for them to help them. This might consume their
phone’s storage and that’s the problem.

What suggestions can you make?

 Check and monitor the learning resources and materials.

REFLECT

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

 The Smart TV is newly installed in the learning resource center. The screen is big enough for
the students, and it can be connected to the computer. I believe that they are very convenient
for the teachers. Creation of visual aids can be minimized since supplementary clips are
available online.

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

 Except for the Smart TV, I believe that I am already confident in using all other learning materials
available in the learning resource center. I usually bring my laptop for my kindergarten classes when I
introduce them new songs or dances to supplement my topic.

Submitted by: ROSE JEAN P. BERNESTO Submitted to: ALDREX A. BARRIENTOS

BSED Science Course Facilitator
 3. Which one do you feel you need to learn more about?

 I believe that Smart TV is an emerging trend in technology and education. The learning environment can
become interactive in a way that students are encouraged to participate in classroom discussions. It
attracts the attention of the students making both teaching and learning effective.

OBSERVE,ANALYZE,REFLECT

'Activity 11.2 Observing Technology Integration in the Classroom

ResourceTeacher______________________________ Teacher'sSignature_______________________ School:__________________

Grade/YearLevel:______________________________ Subject Area:________________________ Date:___________________

To realize my Intended Learning Outcomes, I will work my way through these steps: Observe a
class for three meetings. Video-tape, if allowed. Step 2. Describe how technology was integrated in the
lessons and how the students were involved. Step 3. Use the Technology Integration Matrix to analyze the
technology integration done by the teacher. Step 4. Reflect on what you have learned.

OBSERVE

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

Read the following questions and instructions carefully before you observe.

1.What is the lesson about?

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

Submitted by: ROSE JEAN P. BERNESTO Submitted to: ALDREX A. BARRIENTOS

BSED Science Course Facilitator
 OBSERVATION SHEET NO. REPORT

Date of Observation________________________________________________________

School_______________________________________________________________________________

Subject _______________________________________________________________________________

Topic ________________________________________________________________________________

Grade /Year Level_____________________________________________________________________

ANALYZE

UTILIZATION OF TEACHING AIDS FORM

Grade or Year Level of Class Observed:

Date of Observation:

Subject Matter:

Brief Description of Teaching Approach Used by the Teacher:

Teaching Aids used Strengths Weaknesses Appropriateness of the

Teaching Aids used
(Enumerate in

Submitted by: ROSE JEAN P. BERNESTO Submitted to: ALDREX A. BARRIENTOS

BSED Science Course Facilitator
Use the Technology Integration Form to analyze the class you observed. Refer to the Technology Integration Matrix on
p. 123, in which level of technology integration do you think the teacher you observed operated? Why?

 Not observed.

Based on the Technology Integration Matrix, what is the characteristic of the learning environment in the
class that you observed? Point your observations that justify your answer.

 Not observed.

Over-all, were the learning resources used effectively? Why? Why not? Give your suggestion.

 Not observed.

1. Put yourself in the place of the teacher. What would you do similarly and what would you do differently if you
would teach the same lesson to the same group of students? Why?

Submitted by: ROSE JEAN P. BERNESTO Submitted to: ALDREX A. BARRIENTOS

BSED Science Course Facilitator
 Activity 11.3J Exploring Education 4.0

Resource Teacher: __________________________ Teacher's Signature__________________ School:________________

Grade/Year Level:___________________________ Subject Area:______________________ Date:__________________

Explore Education 4.0 through these steps:

1.Observe a class and take note of the topic being presented.

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

Class Observation Guide

Read the following statements carefully before you observe.

What is the lesson about? What are the teacher’s objectives?
 Not observed.

Note the important concepts that the teacher emphasizing.

 Not observed.

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

 Not observed.

Submitted by: ROSE JEAN P. BERNESTO Submitted to: ALDREX A. BARRIENTOS

BSED Science Course Facilitator
 ANALYZE

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

Electronic Resources Evaluation Form

Grade/ Year Level

Subject Matter/Topic
(Based on the class you
observed)
Lesson Objectives/Learning
Outcomes
Name and Type Describe the Put a check if the resource Describe how you
of Electronic electronic satisfies the criterion.
Resource resource Can use it if you
(include were to teach in the
author/ class you observed.
publisher/
source).
Accurate Appropri Clear Complete Motivating Orga-
ate nized

Submitted by: ROSE JEAN P. BERNESTO Submitted to: ALDREX A. BARRIENTOS

BSED Science Course Facilitator
 REFLECT

1. Describe your experience in surfing the Internet lbr appropriate electronic resources for the class? What made
it easy? Difficult?
 Not observed.

2. How did you choose which electronic resources to include here? What did you consider? Explain. Which of the
new trends in Education 4.0 would you like to explore more for your work as a teacher? Why?
 There are several factors to consider while selecting an electronic resource. The first consideration is
credibility. It entails selecting resources that have previously been demonstrated and tested. The next
consideration is appropriateness. There are numerous more items that are irrelevant that you should not
mention if you search on Google. The next step is the availability.

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

 I think the skills I already have is I know how to simply use the Microsoft Word, PowerPoint and Excel
that’s all.

Submitted by: ROSE JEAN P. BERNESTO Submitted to: ALDREX A. BARRIENTOS

BSED Science Course Facilitator
 OBSERVE ANALYZE, REFLECT

activity 11.4 Professional Development Through MOOCS

Resource Teacher:____________________________ Teacher's Signature____________________ School:_________________

Grade/YearLevel:____________________________ Subject Area:_______________________ Date:___________________

OBSERVE

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

Step 1: Review the seven domains of PPST and identify competencies I like to develop more.

Step 2: Visit sites of MOOC providers and explore the courses offered that are relevant to PPST
domains I want to work on.

Step 3: Reflect on how I can continue developing my skills through MOOCS.

1. Get a copy of the PPST and go over the competencies.

2. On the second column, write the competencies you like to work on .
3. Search for MOOCs in the internet which is relevant to the competencies you identified. You
may try these sites:

http://wvvw.teachthought.cornitechnology/list-75-moocs-teachers-students/
http://www.educationworld.comia cur/moods-best-teachers-free-online-courses. shtml
http://www.forbes.com/sites/skollworldforum/2013/06/10/moocs-for-teachers-theyrelearners-too/
https://www.mooc-list.com/categories/teacher-professional-development
http://ww2.kqed.org/mindshift/201 3/04/30/new-online-teacher-training-programjoins-mooc-
madness/
4. Indicate the MOOC provider. You might need to create an account in the different MOOC
providers to explore their MOOCs.
Submitted by: ROSE JEAN P. BERNESTO Submitted to: ALDREX A. BARRIENTOS
BSED Science Course Facilitator
 _

PPST Domain Competencies 1 want to work on MOOCs related to MOOC Provider

thecompctcncy/is

(Include a short
1.Content - Effective - COURSEA
Knowledge and classroom
Pedagogy I want to work on my classroom communication communication
strategies strategies.
2.The Learning - Social and Physical - Learning activities
Environment environment and high standards
of learning.
- COURSEA
3.Diversity of - - Diverse set of - COURSEA
- Understanding the diverse types
of learners learning activities.

4.Curriculum and - I want to work in having high - Teaching learning - COURSEA

Planning standards of learning approaches
outcomes. practices.

5.Assessing and - Integration of formative - Teaching - COURSEA

Reporting assessment procedures. learning
activities.
6.Community - Attainment of
Linkages and curricular
objectives.
Engagement

7.Personal Growth - Continuous

a n d improvement of
Development teaching.
P r o f e s s i o n a l

- COURSEA

Submitted by: ROSE JEAN P. BERNESTO Submitted to: ALDREX A. BARRIENTOS

BSED Science Course Facilitator
 ANALYZE

From among the MOOCs you explored, pick at least three which you believe are . The most
appropriate for you. Describe the MOOCs below.

1. MOOC Title_______________________________________________________

Provider:

Objectives of the MOOC:

Content Outline

Why did you pick this MOOC?

______________________________________________________________________________

2. MOOC Title
Provider:

Objectives of the MOOC:

Content Outline

Why did you pick this MOOC?

3. MOOC Title
Provider:

Objectives of the MOOC:

Content Outline

Submitted by: ROSE JEAN P. BERNESTO Submitted to: ALDREX A. BARRIENTOS

BSED Science Course Facilitator
 Why did you pick this MOOC?

REFLECT

1. How can MOOCs help you in your future career as a professional teacher and as a lifelong learner?

2. What did you learn from the way the providers used technology to teach in the MOOCs?

3. How will you prepare yourself for MOOCs, as a learner and as a teacher who may someday teach a
MOOC?

Submitted by: ROSE JEAN P. BERNESTO Submitted to: ALDREX A. BARRIENTOS

BSED Science Course Facilitator
 SHOW
Your Learning Artifacts

1. Include here pictures/illustration of the

materials used by the teacher. Put your
comments/ annotations about what
you observed.

2. Visit www.teachnology.com or other

teacher resource websites. Print useful
instructional materials (worksheets,
visual aids, flashcards, rubrics, etc.)
and include them here. Indicate how
they might be useful considering your
major or area of specialization.

3. Visit www.edudemic.com/50-
educationtechnology-tools-every-
teacher-should-know-about/

Explore and enjoy the fantastic

education tools. Try them out.
Describe what you discovered and
share how these tools can be helpful
to you. As a teacher

4. Visit edtechteacher.org. This a treasure

box for you. Explore and share what
you learned.

5. Paste an article about an example of

technology gadget/material that
you want to learn more about.
How can this gadget/material be
useful in instruction/teaching'

Submitted by: ROSE JEAN P. BERNESTO

Submitted to: ALDREX A. BARRIENTOS
BSED Science
Course Facilitator
EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 11- Utilizing Teaching- Learning Resources and ICT Learning Outcomes.
Identify and classify learning resource materials in the multi-media center; • Show skills in the positive use
of ICT to facilitate the teaching-learning process (PPST 1.3.1); • Show skills in the evaluation, selection,
development, and use of a variety learning resources, including ICT to address learning goals (PPST
4.5.1); • Analyze the level of technology integration in the classroom • Demonstrate motivation to utilize
ICT for professional development goals based on the PPST (PPST 7.5.1)
Name of FS Student: Rose Jean P. Bernesto Date Submitted: January 21, 2022
Year & Section: 4 Science Course: BSED

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

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

TRANSMUTATION OF SCORE TO GRADE/RATING

SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Submitted by: ROSE JEAN P. BERNESTO Submitted to: ALDREX A.
BARRIENTOS
BSED Science Course
Facilitator
GRADE 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below

Submitted by: ROSE JEAN P. BERNESTO Submitted to: ALDREX A.

BARRIENTOS
BSED Science Course
Facilitator
Submitted by: ROSE JEAN P. BERNESTO Submitted to: ALDREX A.
BARRIENTOS
BSED Science Course
Facilitator