LESSON 1: SCHOOL AS A LEARNING ENVIRONMENT

The purpose of observation is to provide opportunity for you to relate theory to actual
practice. To help you do this, remember to:
✓ know and understand what exactly you need to observe
✓ study the observation guides, listen to your FS teacher and ask questions to be sure all
is clear to you.
✓ have paper and pen ready to jot down details
✓ carefully separate facts from interpretations
✓ accomplish the checklists/forms a.s.a.p. so that the details are still fresh in your
mind. My Learning Episode Overview
This Episode 1 provides an opportunity for students to examine and reflect on a
school environment that promotes learning and development.
My Intended Learning Outcomes
In this episode, I must be able to determine the characteristics of a school environment that
is safe, secure, and is supportive of learning.
My Performance Criteria
I will be rated along the following:
• quality of my observations and documentation
• completeness and depth of analysis
• depth and clarity of classroom observation-based reflection
• completeness, organization, clarity of portfolio
My Learning Essentials
A physical environment conducive for learning is one that has consistent practices
that: • keep the school safe, clean, orderly and free from distraction;

• maintain facilities that provide challenging activities; and

 •

address the physical, social and psychological needs of the students.

Additional Notes:
Developing a classroom environment conducive to learning is a process that entails
staging the physical space, getting the students to cooperate, creating a communal
environment, and finally maintaining a positive classroom climate and culture.
From: https://www.theedadvocate.org
The term physical environment refers to the overall design and layout of a given classroom
and its learning centers. Teachers should design the environment by organizing its spaces,
furnishings, and materials to maximize the learning opportunities and the engagement of
every child.
From: https://iris.peabody.vanderbilt.edu/module/env/cresource/q1/p02/

LESSON 2: LEARNER’S CHARACTERISTICS AND NEEDS

To be a teacher, in the right sense is to be a learner. Instruction begins when you, the
teacher, learn from the learner. Put yourself in his place so that you may understand what he
understands and in the way he understands it.”
-Soren Kierkegaard
My Learning Episode Overview
Episode 2 provides me with an opportunity to observe learners of different ages and grade
levels. It highlights the differences in their characteristics and needs. As a future teacher, it is
important for me to determine my learners’ characteristics and needs so that I will be able to
plan and implement learning activities and assessment that are all developmentally
appropriate. My Intended Learning Outcomes
In this Episode, I must be able to differentiate the characteristics and needs of learners
from different developmental levels.
My Performance Criteria
I will be rated along the following:
• quality of my observations and documentation,
• completeness and depth of analysis,
• depth and clarity of classroom observation-based reflection,
• completeness, organization, clarity of portfolio and
• time of submission of portfolio.
My Learning Essentials
Here are major principles of development relevant to this episode:
1. Development is relatively orderly. Development follows directional patterns such as,
from the head to the toe (cephalocaudal), and from the center of the body then
outwards (proximodistal).
2. Development takes place gradually.
3. All domains of development and learning----physical, social and emotional,
and cognitive- are important, and they are closely interrelated. (NAEYC, 2009) 4.
Development proceeds toward greater complexity, self-regulation, symbolic or
representational capabilities. (NAEYC. 2009)

LESSON 3: CLASSROOM MANAGEMENT AND LEARNING

My Learning Episode Overview
Episode 3 provides an opportunity for me to examine how classrooms are structured or
designed to allow everyone’s maximum participation and effective learning. I will be able
to examine how classroom management practices affect learning.
My Intended Learning Outcomes
In this Episode, I must be able to plan on how to manage time, space, and resources to
provide a learning environment appropriate to the learners and conducive to learning.
My Performance Criteria
I will be rated along the following:
quality of my observations and documentation,
completeness and depth of analysis,
depth and clarity of classroom observation-based reflection,
completeness, organization, clarity of portfolio and
time of submission of portfolio.
My Learning Essentials
The classroom climate that is conducive for learning is one that is non-threatening
yet businesslike. It is a classroom where:
• Specific classroom rules and procedures are clear.
• Classroom rules and procedures are discussed within the first few days of the school.
• Students are involved in the design of rules and procedures.
• Techniques to acknowledge and reinforce acceptable behavior are employed. • Clear
limits for unacceptable behavior are established and negative consequences for such
are communicated.
• Classroom processes are democratic.
LESSON 5: HOME-SCHOOL LINK
My Learning Episode Overview
Episode 6 provides opportunities for me to have a more in-depth study of factors
that affect the development of a learner. Focus will be on the early experiences and
characteristics of the learner as described by the family and other significant others.
My Intended Learning Outcomes
In this Episode, I must be able to:
• describe the influencing factors in the home environment that affect the students’
learning
• identify effective strategies on how teachers can work together with the family
My Performance Criteria
I will be rated along the following:
• quality of my observations and documentation,
• depth and clarity of classroom observation-based reflection,
• completeness, organization, clarity of portfolio and
• time of submission of portfolio
My Learning Essentials
Urie Bronfenbrenner’s Bio-ecological model presents the learner within the context of layers
of relationship systems that make up the learner’s environment. The layers are:
Microsystem – Mesosytem – Exosystem – Macrosystem Chronosystem
includes the the connection the bigger – Outermost – the element of
structure such between the social layer which time, patterns
as one’s family structures in system which includes of stability and
school and the includes the cultural values, pacing
neighborhood microsystem city customs and of the child’s
government, laws everyday life.
the workplace
and
the mass media

The model helps the teacher look into every aspect in the learner’s environment to
understand his behavior. The teacher’s important role is not to replace what is missing at
home (if any), but to work so that the school becomes an environment that welcomes and
nurtures families. The teacher works to create a partnership with the family and the
community to bring out the best in every learner.
Baumrind’s Parenting Styles
Authoritarian. Parents are very firm with their children and expect unwavering and
unquestioning obedience. Rules are set by parents and misbehavior is met with withdrawal
or affection, physical punishment or threats.
Permissive. Parents are not firm or controlling. They have few expectations. May be
warm and caring but appear to be uninvolved and uninterested.
Rejecting-Neglecting. Parents are disengaged from children. Neither demanding nor
responsive to children. Provide no structure, supervision, support or guidance.
Authoritative. Parents achieve a good blend. They are firm yet loving. Have clear and
reasonable expectations and limits for their children. Treat children with respect and
warmth. Make children understand consequence of their behavior.
Children of:
Authoritarian Parents: are often happy unhappy, fearful, withdrawn, inhibited, hostile
and aggressive. They have low self-esteem and difficulty with peers.
Permissive Parents: believe that their parents do not care for them. They are often
impulsive, aggressive and lack self-control; may they have low levels of independence
and responsibility.
Rejecting-Neglecting Parents: are found to be the least competent in their over-
all functioning and adjustment.
Authoritative Parents: are socially competent, self-reliant, and have greater ability to
show self-control. They have higher self-esteem and are better adjusted.
-Based on Child Development by Santrock, 2004

LESSON 6: PRINCIPLES OF LEARNING

My Learning Episode Overview
This Episode is centered on time-tested principles of learning which when applied will lead to
effective learning. It is good to find out the manner and the extent to which these principles
are applied in the classroom.
My Intended Learning Outcomes
In this Episode, I must be able to identify classroom practices that apply or violate each of
the principles of learning.
My Performance Criteria
I will be rated along the following:
 a. quality of my observations and documentation,
b. completeness and depth of my analysis,
c. depth and clarity of my classroom observation-based reflections,
d. completeness, organization, clarity of my portfolio and
e. time of submission of my portfolio.
My Learning Essentials
Here are time-tested principles of learning:
1. Effective learning begins with setting clear expectations and learning outcomes.
2. Learning is an active process. “What I hear, I forget; what I see, I remember; what
I do, I understand.”
3. Learning is the discovery of the personal meaning of ideas. Students are given
the opportunity to connect what they learn with other concepts learned, with real
world experiences and with their own lives.
4. Learning is a cooperative and a collaborative process.
LESSON 4: INDIVIDUAL DIFFERENCES AND THE LEARNER’S
INTERACTION My Learning Episode Overview
Episode 4 provides an opportunity for me to observe how differences in gender, racial,
cultural and religious backgrounds affect interaction in school, and learn about practices that
teachers use in dealing with diversity in the classroom.
My Intended Learning Outcomes
In this Episode, I will be able to:
• demonstrate understanding and acceptance of the learners’ diverse backgrounds
• identify best practices in dealing with diversity in the classroom
My Performance Criteria
I will be rated along the following:
• quality of my observations and documentation,
• completeness and depth of analysis,
• depth and clarity of classroom observation-based reflection,
• completeness, organization, clarity of portfolio and
• time of submission of portfolio.
My Learning Essentials
An effective teacher who celebrates student diversity in her classroom:
• uses strategies to build a caring community in the classroom.
• models respect and acceptance of different cultures and religions.
• brings each of the student’s home culture and the language into the shared culture of
the school.
• provides more opportunities for cooperation than competition.
Here are principles and concepts relevant to this episode:
1. Development and learning proceed at varying rates from child, as well as at
uneven rates across different areas of the child’s functioning. (NAEYC, 2009)
2. Development and learning is maximized when learners are challenged to achieve at a
level just above their current level of mastery, and also when they have many
opportunities to practice newly acquired skills.
3. Differentiated instruction is a student-centered approach that aims to match the learning
content, activities and assessment to the different characteristics, abilities, interests
and needs of the learners.
An effective teacher remembers that the learners have different levels of ability, and
clearly lets them know that their strengths are recognized and that everyone has the chance
to learn and succeed. The teacher helps create a learning community where everyone can
work together and contribute regardless of their abilities and capacities.
LESSON 7: INTENDED LEARNING OUTCOMES/LESSON OBJECTIVES AS MY GUIDING
STAR
My Learning Episode Overviews
 Intended learning outcomes/lesson objectives set the direction of the lesson. For them to
serve as guiding star they must be SMART and formulated in accordance with time-
tested principles.
 Intended learning outcomes/lesson objectives set the direction of the lesson. For them to
serve as guiding star they must be SMART and formulated in accordance with time-
tested principles.
 Benjamin Bloom cited three (3) domains of knowledge – cognitive, psychomotor and
affective. Kendall and Marzano also gave three (3) groups of learning – information
(declarative knowledge), metacognitive procedures (procedural knowledge) and
psychomotor procedures (motor or physical skills). This Episode will focus on these
domains of knowledge and learning.
 This also dwells on Bloom’s level of cognitive processing and on the new taxonomy
of processing knowledge introduced by Kendall and Marzano.
My Intended Learning Outcomes
In this Episode, I must be able to:
 identify the guiding principles on lesson objectives/learning outcomes applied in
instruction
 determine whether or not lesson objectives/intended learning outcomes served as
guiding star in the lessons observed
 judge if lesson objectives/intended learning outcomes are SMART
 classify the lesson/s under Bloom’s taxonomy of knowledge and Kendall’s and
Marzano’s domain of learning activities.
 reflect on what lesson is more meaningful and relevant based on the domains of
 knowledge and learning activities
 identify teaching practice/s in the different levels of processing knowledge based on
Bloom’s revised cognitive taxonomy and Kendall’s and Marzano’s new taxonomy.
My Performance Criteria
I will be rated along the following:
a. quality of my observations and documentation,
b. completeness and depth of my analysis,
c. depth and clarity of my classroom observation-based reflections,
d. completeness, organization, clarity of my portfolio and
e. time of submission of my portfolio.
My Learning Essentials
Here are guiding principles related to lesson objectives/learning outcomes:
1. Learning objectives/intended learning outcomes set the direction of the lesson. Begin
with the end in mind. It is beneficial if teachers share the lesson objective/s or intended
learning outcomes with the learners and the learners make it/them their own learning
objectives or outcomes.
2. To make lesson objectives/intended learning outcomes very clear they must be made
Specific, Measurable, Attainable, Result-oriented and Timebound (SMART).
3. For meaningful teaching and learning, lesson objectives or intended learning outcomes
must integrate 2 or 3 domains – cognitive, skill and affective or cognitive and affective or
skill and affective.
A. Three domains of knowledge (Kendall and Marzano):
 1. Information – Declarative Knowledge; e.g. facts, concepts, generalizations,
principles, laws
2. Mental Procedures – Procedural Knowledge; e.g. writing a term paper, reading map
algorithms like computing long division
3. Psychomotor/Physical Procedures/Motor skills – Skills e.g. playing basketball,
building furniture
Concrete examples:
Information:
1. Vocabulary – isosceles, equilateral, right triangle
2. Generalization – All right triangles have one angle of 90 degrees.
Mental Procedures – Conducting proofs and figuring the length of the side of a right
triangle
Physical/Psychomotor Procedures/Motor skills
Constructing a right triangle with a compass and a ruler
B. Three Domains of Knowledge/Educational Activity (Bloom, B.)
1. Cognitive – knowledge – What will students know?
2. Psychomotor – skills – What will students be able to do?
3. Affective – values, attitudes – What will students value or care about?
Concrete examples:
Cognitive – Air pollution
Psychomotor – Researching on the level of air pollution in the locally and on the causes
of air pollution
Affective – What to do to reduce the level of air pollution
1. The revised Bloom’s taxonomy identified 3 domains of learning – cognitive, psychomotor
and affective.

Psychomotor

Cognitive – Facts,
Affective – Values and
Concepts, Principles,
Attitudes
Bloom’s
Taxonomy of
Learning

Figure 1. Bloom’s Domain of Learning Activity

2. Kendall and Marzano likewise identified 3 domains of knowledge taught and learned,
namely: 1) information (declarative knowledge) 2) mental procedures (procedural
knowledge) and 3) psychomotor/motor procedures.
 Mental Procedures
(Procedural Knowledge)

Information Psychomotor
(Declarative Knowledge) Kendall’s and Procedures
Marzano’s a (Motor Skills)
Domains of
Knowledge

Figure 2. Kendall’s and Marzano’s Domains of Learning Activity

3. These domains of learning and domains of knowledge are processed in different levels.
For the revised Bloom’s taxonomy, cognitive learning is processed in six (6) different
levels of processes from remembering to creating; psychomotor learning in six (6)
levels and affective in five (5) levels. Refer to the Table below.
Bloom identified ‘domains’ of educational activities with categories of educational
activities within those domains:
Domain Categories of Activities/Levels of Processing
Cognitive 1. Remembering, 2. Understanding, 3. Applying, 4. Analyzing,
5. Evaluating, 6. Creating
Affective 1. Receiving, 2. Responding, 3. Valuing, 4. Organization, 5.
Internalization
Psychomotor 1. Reflex movements, 2. Basic fundamental movement, 3.
Perceptual
4. Physical activities 5. Skilled movements 6. Non-disclosure
communication (Harlow, A.)
Table 1. Bloom’s Domain of Learning with Categories of Educational Activities
4. For Kendall and Marzano, the three (3) domains - information, mental procedures and
psychomotor procedures – are processed in six (6) different levels. See Figure below.

 Self System
Information  Metacognitive System
 Knowledge Utilisation (Cognitive)
Mental Procedures  Analysis (Cognitive)
 Comprehensive (Cognitive)
Psychomotor  Retrieval (Cognitive)
Procedures
Figure 4. Marzano’s and Kendall’s Domain of Knowledge and Levels of Processing
Kendall’s and Marzano’s different levels of processing information, mental and
psychomotor procedures
 Each level of processing can operate within each of the three domains
– information, mental procedures, and psychomotor procedures.
The first four levels of processing are cognitive, beginning with “Retrieval” the least
complex, then moving upward with increasing complexity through “Comprehension”, “Analysis”
and “Knowledge Utilization”.
The fifth level of processing, the Metacognitive System, involves the learner’s
specification of learning goals, monitoring of the learner’s own process, clarity and accuracy
of learning. Simply put involves the learner’s organization of his/her own learning.
The sixth level of processing, the Self System, involves the learner’s examination of
the importance of the learning task and his/her self-efficacy. It also involves the learner’s
emotional response to the learning task and his/her motivation regarding it.
New Taxonomy
Bloom Kendall and Marzano
Domains of Learning Revised Bloom’s New Taxonomy – Domains of
Activities Taxonomy, cognitive Kendall and Knowledge
domain Marzano
Cognitive 6- Creating 6- Self system Psychomotor
Psychomotor 5- Evaluating 5- Metacognitive procedures
Affective System Mental
4- Analyzing 4- Knowledge procedures
utilization- Information
Cognitive system
3- Applying 3- Analysis-
Knowledge
2- Understanding 2- Comprehension-
Knowledge
1- Remembering 1- Retrieval
Knowledge
Table 2. A Comparison of Revised Bloom’s cognitive taxonomy and Kendall’s and Marzano’s New Taxonomy
LESSON 8: TEACHING APPROACHES AND THE K TO 12 CURRICULUM
My Learning Episode Overview
The K to 12 Law made explicit the pedagogical approach for the K to 12 Curriculum.
This Episode revolves around this pedagogical approach.
My Intended Learning Outcomes
In this Episode, I must be able to
 determine the teaching approach used by the Resource Teachers
 identify instances where the pedagogical approaches of the K to 12
Curriculum contained in the law are observed
My Performance Criteria
I will be rated along the following:
a. quality of my observations and documentation,
b. completeness and depth of my analysis,
c. depth and clarity of my classroom observation-based reflections,
d. completeness, organization, clarity of my portfolio and
e. time of submission of my portfolio
My Learning Essentials
R. A. 10533, the Enhanced Basic Education Act of 2013, states: “The curriculum shall use
pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative,
and integrative”. (Sec. 5 e) It shall be learner-centered, inclusive, developmentally
appropriate”. (Sec. 5 a)
The Tables below contrast teacher-centered and learner-centered approach
to teaching-learning
Table 3. Teacher centered approach vs. learner-centered approach
Teacher-centered Learner-centered
Subject matter-centered Learner-centered
Teacher-dominated Interactive
“Banking approach” Constructivist
Disciplinal Integrated
Individualistic, competitive Collaborative

Direct Indirect, guided

Table 3. Teacher centered approach vs. learner-centered approach

Teacher-centered Approach
Knowledge is deposited by teacher in the minds of
students (“banking system”); teacher is the only expert from teacher and integrating it with their experiences
and the only source of information.
Emphasis is on subject matter for the test.
Teacher dominates class proceedings.
Focus is on single discipline.
Culture is individualistic and highly competitive.
Learner-centered Approach
Learners construct knowledge by receiving information
and prior information (constructivist).
Emphasis is on using knowledge learned to solve
problems in real-life contexts.
Students are actively involved in learning activities.
Makes use of interdisciplinary and multidisciplinary
approach.
Culture is cooperative, collaborative and supportive.

Only students are viewed as learners. Teachers and learners learn together.
LESSON 9: DEDUCTIVE AND INDUCTIVE METHODS OF TEACHING
My Learning Episode Overview
After a Learning Episode on Teaching-Learning Approach, the FS student gets acquainted with
methods of teaching. A teaching method is the practical realization or application of an
approach.
My Intended Learning Outcomes
At the end of this Episode, I am able to:
 identify the teaching method used by my Resource Teachers
 distinguish between deductive (direct) and inductive (indirect) method of teaching
My Performance Criteria
I will be rated along the following:
a. quality of my observations and documentation,
b. completeness and depth of my analysis,
c. depth and clarity of my classroom observation-based reflections,
d. completeness, organization, clarity of my portfolio and
e. time of submission of my portfolio
My Learning Essentials
All methods of teaching can be classified either as deductive (direct) or inductive (indirect).

Deductive Inductive
Begins with the rule, generalization, Begins with the concrete, experience,
abstraction and ends with concrete, details, examples and ends with the
experience, details, examples rule, generalization, abstraction
LESSON 10: GUIDING PRINCIPLES IN THE SELECTION AND USE OF TEACHING
METHODS
My Learning Episode Overview
This Learning Episode is about the guiding principles in the selection and use of teaching
method. It comes after the FS student has been introduced to methods of teaching.
My Intended Learning Outcomes
In this Episode, I must be able to identify the application of some guiding principles in the
selection and use of teaching strategies.
My Performance Criteria
I will be rated along the following:
a. quality of my observations and documentation,
b. completeness and depth of my analysis,
c. depth and clarity of my classroom observation-based reflections,
d. completeness, organization, clarity of my portfolio and
e. time of submission of my portfolio.
My Learning Essentials
Here are time-tested principles of learning:
1. Learning is an active process.
2. The more senses that are involved, the more and the better the learning.
3. A non-threatening atmosphere enhances learning.
4. Emotion has the power to increase retention and learning.
5. Good teaching goes beyond recall of information.
6. Learning is meaningful when it is connected to students’ everyday life.
7. An integrated teaching approach is far more effecrive than teaching isolated bits of
information.
LESSON 11: LESSON DEVELOPMENT: OUTCOMES-BASED TEACHING-
LEARNING (OBTL) AND COMPETENCY-BASED/STANDARDS-BASED TEACHING-
LEARNING
My Learning Episode Overview
This Episode tackles lesson development, 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.
My Intended Learning Outcomes
At the end of this Episode, I must be able to:
 determine whether or not the lesson development was in accordance with
outcomes- based teaching and learning
 outline a lesson in accordance with Outcome-Based Teaching-Learning
My Performance Criteria
I will be rated along the following:
a. quality of my observations and documentation,
b. completeness and depth of my analysis,
c. depth and clarity of my classroom observation-based reflections,
d. completeness, organization, clarity of my portfolio and
e. time of submission of my portfolio
My Learning Essentials
The Department of Education promotes standards-and competency-based teaching
with its K to 12 Curriculum Guide. The Technical Education Skills Development Authority
(TESDA) has been ahead of DepEd and the Commission on Higher Education (CHED) in the
practice of competency standards-based teaching and assessment. CHED requires all higher
education institutions in the country to go outcomes-based education (OBE) in the CHED
Memo 46. s.
2012. Outcomes-based teaching and learning (OBTL) is OBE applied in the teaching-
learning process. It is equivalent to competency-based and standards-based teaching and
learning.
When you apply OBTL you see to it that the intended learning outcomes (ILOs) are
aligned to the teaching-learning activities. (TLAs) and in turn to the Assessment Tasks (ATs).
In other words, in OBTL you first establish your intended learning outcomes (lesson
objectives).
Then you determine which teaching-learning activities (TLAs) you will use and also
the assessment tasks (ATs) you will have to use to find out if you attained your ILOs.
In lesson planning, the ILOs are our lesson objectives, the TLAs are the activities we
use to teach and the ATs are the evaluation part.
OBE and OBTL are not entirely new. They are importantly new. With mastery learning
of Benjamin Bloom (1971), we were already doing OBE and OBTL.
LESSON 12: EFFECTIVE QUESTIONING AND REACTING TECHNIQUES
My Learning Episode Overview
This Episode dwells on types of questions, questioning and reacting techniques that
teachers make use of. The type of questions that teachers ask and their manner of
questioning and reacting to student responses have a bearing on class interaction.
My Intended Learning Outcomes
At the end of the Episode, I must be able to:
 select types of questions, questioning and reacting techniques that promote /
discourage interaction
My Performance Criteria
I will be rated along the following:
 quality of my observations and documentation,
 completeness and depth of my analysis,
 depth and clarity of my classroom observation-based reflections,
 completeness, organization, clarity of my portfolio and
 time of submission of my portfolio.
My Learning Essentials
Here are time-tested principles of learning:
 Effective learning starts with questions, not answers.
 Interactive teaching is made possible with teachers’ effective questioning and
reacting techniques. Questioning enables teachers to check learners’ understanding.
It also benefits learners as it encourages engagement and focuses their thinking on
key concepts and ideas.
Below are types of questions that teachers ask.
Types of Questions that Teachers Ask
1. Factual/ Convergent/Closed /Low-level Who, What, Where, When questions
With one acceptable answer
2. Divergent/Open-ended/High-level/Higher- Open-ended; has more than one acceptable
order/Conceptual answer
a. Evaluation
b. Inference e.g. When the phone rang and Liz picked it
up, she was all smiles. What can you infer
about Liz?
c. Comparison
d. Application
e. problem-solving
3. Affective e.g. How do you feel?
LESSON 13: THE SCHOOL’S LEARNING RESOURCE CENTER
My Learning Episode Overview
This Episode provides an opportunity for students to examine a Learning Resource
Center or Multi Media Center and learn about its collection, services, equipment and reflect on
how it supports the teaching learning process.
My Intended Learning Outcomes
In this Episode, I must be able to:
 describe the goals of a Learning Resource/ Multi-Media Center.
 identify and classify resources that facilitate the teaching-learning process.
 explain the services of the center that support learning.
My Performance Criteria
I will be rated along the following:
 quality of my observations and documentation,
 completeness and depth of my analysis,
 depth and clarity of my classroom observation-based reflections,
 completeness, organization, clarity of my portfolio and
 time of submission of my portfolio.
My Learning Essentials
Here are time-tested principles of learning:
1. A school usually sets up a center which will provide valuable support to the teaching-
learning process. Over the years the name of this center has evolved. Some of the
names are Audio-Visual Center, Media and Technology Resource Center, Teaching-
Learning Technology Department, or Simply Learning Resource center.
2. With the very fast development of information and communication technology (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, LRC and Audio Visual or Media Center.
Some just have the LRC both for teachers and students.
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 audio
visual 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
 Agent of teaching
 Service agency
 Coordinating agency
 Recreational reading center
 A link to other community resources
LESSON 14: BULLETIN BOARD DISPLAYS and Slideshow (Slide Presentations)
My Learning Episode Overview
This Episode provides me with an opportunity to give a more intent look at bulletin board
displays and determine the effectives of these displays in delivering in purpose and message
and an opportunity for me to develop a teaching-learning resource for a particular unit of study
or lesson.
My Intended Learning Outcomes
In this Episode, I must be able to:
 evaluate bulletin board displays using a set of criteria for quality.
 apply principles in designing an effective bulletin board display.
My Performance Criteria
I will be rated along the following:
 quality of my observations and documentation,
 completeness and depth of my analysis,
 depth and clarity of my classroom observation-based reflections,
 completeness, organization, clarity of my portfolio and
 time of submission of my portfolio.
My Learning Essentials
1. Bulletin boards have four general purposes:
 Decorative- They offer visual stimulation and appeal to the aesthetics. They set
the social and psychological atmosphere of the school.
 Motivational- They encourage students to perform better and have greater
confidence. An example would be the display of students’ outputs that show that
each output is recognized and valued.
 Informational- They are used as a strategy to disseminate information.
 Instructional- They invite students to respond and participate through interactive
displays.
2. The set of criteria for evaluating bulletin board displays includes effective
communication, attractiveness, balance, unity, interactivity, legibility, correctness, and
durability.
3. Presentation softwares are useful in organizing your lesson with a series of text and
graphics, often with audio and video to capture the interest of your learners. The most
popular one is Powerpoint but you you can also explore so many others softwares or
apps like, Prezi, Powtoon, Keynote, PreZentit and SlideRocket.

 When crafting audio-visual presentations, remember the following:

 Plan your presentation by drafting an outline. Ensure that information is organized in
proper headings and sub-headings based on how pieces of information relate with each
other.
 Abide by the Rule of Six. Each slide should have a maximum of six lines and each line
with six words.
 Ensure that your font size is large enough to be seen by learners at the back. Font
size for titles should not be less than 36-40 and 32 for the rest.
 Include more of key words or phrases and less of whole sentences.
  Animation should have a clear purpose. It should only be used if it will help highlight
important points, strongly communicate an idea. And not at all distract the learners.
 Pictures speak a thousand words. Add pictures and even video clips to enrich your
presentation.
 Follow the 3 C’s for information. All information included should be correct, current and
complete.
 Proper citation should also be observed. Include a list of references at the end of the
presentation.

LESSON 15: TOOLS OF THE TRADE (Teaching Aids Bank)

My Learning Episode Overview
 This Episode provides an opportunity for me to examine my own knowledge about how
to use technology in teaching through the TPACK framework.
My Intended Learning Outcomes
In this Episode, I must be able to use my technology pedagogical content in choosing
appropriate teacher resources to use for a particular unit of study.
My Performance Criteria
I will be rated along the following:
 quality of my observations and documentation,
 completeness and depth of my analysis,
 depth and clarity of my classroom observation-based reflections,
 completeness, organization, clarity of my portfolio and
 time of submission of my portfolio.
My Learning Essentials
The TPACK Framework
The TPACK is a framework that shows the types of knowledge involved in the teacher’s
capacity to integrate technology in the teaching-learning process. This was proposed by
Mishra and Koehler in 2007. These three types or bodies of knowledge can be described
separately but they work together, each time you (as the future teacher) use technology for
instruction. Reflect on yourself as you read about the three
1. Technological Knowledge. This refers not only on whether you are computer literate
but also on knowing what technology is best to use and how they should be utilized in
teaching. Technology here can be as simple as the chalk and the blackboard or as
complicated as augmented reality. As technology is ever-changing, your technological
knowledge is also something that must be ever-developing.
2. Pedagogical Knowledge. This refers to the principles and strategies of teaching. It
includes your knowledge of the learners, and in formulating objectives, designing
activities and assessing your learners.
3. Content Knowledge. This refers to how well you know the subject area or topic that you
will teach. It includes how wide and how deep you know about what you will teach.
You can see from the diagram that two circles overlap with each other, while all
three of them overlap as well. Each two-circle overlap indicates the interaction of
technological and content knowledge (TCK), content and pedagogical knowledge (CPK),
and pedagogical and technological knowledge.
The middle most part of the diagram shows the interaction or interfacing of the
three, which is the technological pedagogical content knowledge (TPACK). This is what
is very important for you to be able to use technology effectively in teaching. You need to
be aware of your strengths and weakness in the three and reflect how you can grow in
each one and use them together as best as you can.

Having this framework in mind as you analyze and reflect in this episode about your own
knowledge in using technology in teaching.
Reproduced with permission of the publisher, c.2012 by tpack.org
LESSON 16: TECHNOLOGY INTEGRATION IN THE CLASSROOM AND MY E-WORLD
My Learning Episode Overview
This Episode provides an opportunity for me to observe how a teacher utilizes
technology for instruction and opportunities for me to explore the electronic resources for
instructional use.
My Intended Learning Outcomes
In this Episode, I must be able to:
 describe ways in which technology is integrated in the classroom.
 analyze the level of technology integration used by the teacher.
 evaluate electronic resources for appropriate instructional use.
My Performance Criteria
I will be rated along the following:
 quality of my observations and documentation,
 completeness and depth of my analysis,
 depth and clarity of my classroom observation-based reflections,
 completeness, organization, clarity of my portfolio and
 time of submission of my portfolio.
My Learning Essentials
The Technology Integration Matrix (TIM) provides a comprehensive framework for you to
define and evaluate technology integration. It will provide you direction and guide you on 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 financially
transformation.
The teacher also works at creating a learning environment that encourages and enables
quality technology integration. The interdependent characteristics of the learning environment are
being active, collaborative, constructive, authentic, and goal-directed.
The Technology Integration Matrix connects the Levels of Technology Integration and the
Characteristics of the Learning Environment. Examine the matrix below. To make you understand
how integration is done in each of the levels and environment, explore the TIM website and learn
from the many interesting videos showing technology integration. Go to
http://fcit.usf.edu/matrix/matrix.php
You will use this matrix to analyze and reflect in this episode.
Levels of Technology Integration Into the Curriculum

Technology Entry: The Adoption: The Adaptation: The Infusion: The Transformation:
teacher uses teacher directs teacher teacher creates a The teacher creates
Integration technology to students in the encourages learning a rich learning
Matrix deliver curriculum conventional use adaptation of tool- environment that environment in
content to of tool-based based software by infuses the power which students
students. software. If such allowing students of technology tools regularly engage in
software is to select a tool and throughout the day activities that would
available, this level modify its use to and across subject have been
is the accomplish the areas. impossible to
recommended task at hand. achieve without
entry point. technology.
C Active: Students Students use Students begin to Students have Throughout the Given ongoing
H are actively technology for utilize technology opportunities to school day, access to online
engaged in using drill and practice tools to create select and modify students are resources, students
A
technology as a and computer- products, for technology tools empowered to actively select and
R
tool rather than based training. example using a to accomplish select appropriate pursue topics
A specific purposes, technology tools beyond the
passively
 C receiving word processor to for example and actively apply limitations of even
T information from create a report. using colored them to the tasks the best school
the technology. cells on a at hand. library.
E
spreadsheet to
R
plan a garden.
I Collaborative: Students Students have Students have Throughout the Technology enables
S Students use primarily work opportunities to opportunities to day and across students to
T technology tools alone when using utilize select and modify subject areas, collaborate with
I to build technology. collaborative tools, technology tools to students utilize peers and experts
C understanding such as email, in facilitate technology tools to irrespective of time
rather than conventional ways. collaborative work. facilitate zone or physical
S
simply receive collaborative distances.
information. learning.
Constructive: Technology is Students begin to Students have Students utilize Students use
O Students use used to deliver utilize opportunities to technology to technology to
F technology tools information to constructive tools select and modify make connections construct, share,
to build students. such as graphic technology tools to and construct and publish
understanding organizers to build assist them in the understanding knowledge to a
T
rather than upon prior construction of across disciplines worldwide audience.
H simply receive knowledge and understanding. and throughout the
E information. construct day.
meaning.
L Authentic: Students use Students have Students have Students select By means of
E Students use technology to opportunities to opportunities to appropriate technology tools,
technology tools complete apply technology select and modify technology tools to students participate
A
to solve real- assigned tools to some technology tools to complete authentic in outside-of-school
R activities that are content-specific solve problems tasks across projects and
world problems
N meaningful to generally activities that are based on real- disciplines. problem-solving
I them rather than unrelated to real- based on rea-world world issues. activities that have
N working on world problems. problems. meaning for the
G artificial students and the
assignments. community.
E Goal Directed: Students receive From time to time, Students have Students use Students engage in
Students use directions, students have the opportunities to technology tools to ongoing
N
technology tools guidance, and opportunity to use select and modify set the goals, plan metacognitive
V feedback from technology to the use activities, monitor activities at a level
to set goals, plan
I activities, technology, either plan, progress, and that would be
R monitor rather than using monitor, or evaluate results unattainable without
O progress, and technology tools evaluate an throughout the the support of
N evaluate results to set goals, plan activity. curriculum. technology tools.
M rather than activities, monitor
simply progress, or self-
E
completing evaluate.
N
assignments
T without
reflection.

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

The world wide web is like an endless network of information, ever-expanding and
almost limitless. Electronic resources come in different forms like websites, webquests, blogs,
social network sites, on-line courses, a web range of tools, and 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.
Below is a set of criteria which you can use to evaluate resources:
 Accuracy. The resource comes from a reliable source and is accurate, free from
error and is up-to-date.
  Appropriateness. The resource is grade/level appropriate. The content
matches what is needed by the teacher.
 Clarity. The resource clearly addresses the instructional goals in mind.
 Completeness. The content is complete. It has all the information needed to
be able to use them.
 Motivation. The resource is engaging and rewarding to learners. It will
encourage active participation of the learners.
 Organization. The resource is logically sequenced. It clearly indicates what
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).
LESSON 17: ONLINE LEARNING THROUGH MOOCs
My Learning Episode Overview
This Episode provides an opportunity for me to use my computer skills to explore on-line
learning through MOOCs.
My Intended Learning Outcomes
In this Episode, I must be able to:
 identify MOOCs that align with the NCBTS.
 choose MOOCs that will contribute to one’s own professional development.
 Explain how MOOCs can be a tool for lifelong learning.
My Performance Criteria
I will be rated along the following:
 quality of my observations and documentation,
 completeness and depth of my analysis,
 depth and clarity of my classroom observation-based reflections,
 completeness, organization, clarity of my portfolio and
 time of submission of my portfolio.
My Learning Essentials
Massive Open Online Courses (MOOCs) are online courses open to a big group of
people. Below are the basic information about MOOCs. Let us focus on each word:
Massive
 MOOCs are online 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 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 them as you go through this Episode.