Beverly Episode 9-16

LEARNING SURIGAO STATE COLLEGE OF TECHNOLOGY
MODULE
COLLEGE OF TEACHER EDUCATION
LEARNING
MODULE IN
FIELD STUDY 1
OBSERVATIONS OF TEACHING – LEARNING IN
ACTUAL SCHOOL ENVIRONMENT
Compiled by:
RONITA E. TALINGTING, PhD

Professor 3
MARIVEL M. CATACUTAN, MAEd

Assistant Professor 4
AILYN B. CABA, MAMATH

Associate Professor 1
MA.CRISANTA S. VASQUEZ, MIE

Instructor 1
LEONIELYN G. MALICAY, PhD

Associate Professor II
FS 1 – Obsevations of Teaching – Learning in Actual School

Environment 1
TABLE OF CONTENTS
Module 1: The School Environment
Module 2: Learner Diversity: Developmental Characteristics, Needs and Interests
Module 3: Focus on Gender, Needs, Strengths , Interests, Experiences Language, Race,

Culture, Religion, Socio – economic Status, Difficult Circumstances and
Indigenous Peoples
Module 4: Learner Diversity: The Community and Home Environment
Module 5: Creating an Appropriate Learning Environment
Module 6: Classroom Management and Classroom, Routines
Module 7: Physical and Personal Aspects of Classroom Management
Module 8: Close Encounter with the School Curriculum
Module 9: Preparing for Teaching and Learning
Module 10: The Instructional Cycle
Module 11: Utilizing Teaching – Learning Resources and ICT

Module 12: Assessment for Learning and Assessment as Learning (Formative Assessment
Module 13: Assessment of Learning (Summative Assessment)
Module 14: The Teacher as a Person and as a Professional
Module 15: Towards Teacher Quality Developing a Global Teacher of the 21st Century
Module 16: On Teacher’s Philosophy of Education

LEARNING MODULE No. 9
Course Title : Observations of Teaching – Learning In Actual School Environment
Topic : Preparing for Teaching and Learning
Time Frame : 1 hour
Objectives : At the end of the class, the students are able to:
a. identify the teaching-learning practices that apply or violate
the principles of teaching learning;
b. determine the guiding principles on lesson
objectives/learning outcomes applied in instruction;
c. judge if lesson objectives/intended learning outcomes are
SMART;
d. determine whether or not the intended learning outcomes
are achieved at the end of the lesson;
e. observe the teaching methods used by the Resource
Teacher; and
f. differentiate the different methods of teaching.
Introduction :
This module 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. They 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 module dovetails with the course on
Facilitating Learner-Centered Teaching.
REVISIT the Learning Essentials
These are the time-tested principles of teaching and learning:

1. Effective learning begins with setting clear expectations and learning outcomes.
2. Learning is an active process. “What I hear, I forgot; 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.
A teaching method consists of systematic and orderly steps in the teaching-learning

process. Ot is the practical realization or application of an approach. All methods of teaching
can be classified either as deductive (direct) or inductive (indirect).
DEDUCTIVE INDUCTIVE
Begins with a rule, Begins with the
generalization, Methods concrete, experience,
abstract and ends of details, examples and
with concrete, Teaching ends with a rule,
experience, details, generalization,
examples abstraction

Environment 105
SURIGAO STATE COLLEGE
LEARNING OF TECHNOLOGY
MODULE
OBSERVE, ANALYZE, REFLECT
Activity 9.1 Demonstrating an Understanding of Research-Based Knowledge Principles of Teaching

and Learning
Resource Teacher: Teacher's Signature:

School: Grade/Year Level:
Subject Area: Date:
OBSERVE
Observe a class with the use of the principles of learning given in Revisit the
Learning Essentials. I will identify evidence of applications/violations of the principles of
learning. I can cite more than one evidence per principle of learning.
What did the Resource Teacher do to

Principles of Learning
apply the principle of learning
1. Effective learning begins with the setting
of clear and high expectations of
learning outcomes.
2. Learning is an active process.
3. Learning is the discovery of personal

meaning and relevance of ideas.
4. Learning is a cooperative and a

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

Environment 106
MODULE
ANALYZE
Most applied
1. What principles of learning were most applied? Least applied?
Least applied
Give instances where this/these principle/s could have been applied?

Environment 107
MODULE
REFLECT
From among the principles of learning, which one do you think is the most important?

Environment 108
Activity 9.2 Identify Learning Outcomes that are Aligned with Learning Competencies

Subject Area: Date:
OBSERVE
Observe a class, this time focusing on how the learning outcomes were stated.
Determine if the learning outcome/s was/were achieved or not. Give evidence.
1. Write the learning outcomes stated in the lesson.
(SMART Objectives?) Achieved

Learning Outcomes Yes No Yes No
1.
2.
3.
4.
5.
2. Cite pieces of evidence that these learning outcomes were achieved.
1.
2.
3.
4.
5.
ANALYZE
1. Do SMART objectives make the lesson more focused?
REFLECT
Reflect on the
Lessons learned in determining SMART learning outcomes.
_
Activity 9.3 Distinguishing Between Inductive and Deductive Methods of Teaching

Subject Area: Date:
OBSERVE
I will observe one Resource Teacher with the use of this observation sheet. Using the
guide questions, I shall reflect on my observations and analysis.
Teacher-centered Student-centered
Did teacher lecture all the time? Were students involved in the teaching-
learning process? How? Or were they mere
passive recipients of instruction?
Was the emphasis on the mastery of the Was the emphasis on the student’s
lesson or on the test? Prove. application of the lesson in real life? Give
proofs.
Was class atmosphere competitive? Why? Was class atmosphere collaborative? Why?
Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? disciplines/subjects?
What teaching-learning practice shows that teaching approach was:

a.) constructivist – connected to past experiences of learners; learners constructed new
lesson meanings
b.) inquiry-based
c.) developmentally appropriate – learning activities fit the developmental stage of children
d.) reflective
e.) inclusive – No learner was excluded; teacher taught everybody.
f.) collaborative – Students worked together.
g.) integrative – Lesson was multidisciplinary – e.g. In Science, Math concepts were taught.
ANALYZE
1. What are possible consequences of teaching purely subject matter for mastery
and for the test?
2. If you were to reteach the classes you observed, would you be teacher-centered or
student-centered? Why?
REFLECT
Reflect on Principles of teaching worth applying

SHOW Your Learning Artifacts
Post proofs of learning that you were able to gain in this Module. You may attach the
lesson plan (s) used by your Resource Teacher to show the intended learning outcomes and
the method used in class.
EVALUATE Performance Task
Evaluate Your Work Task Field Study 1. Episode 9 – Preparing for Teaching and
Learning
Learning Outcomes: identify the teaching-learning practices that apply r violate the principles
of teaching learning
 determine the guiding principles on lesson objectives/ learning
outcomes applied in instruction
 judge if lesson objectives/intended learning outcomes are SMART
 determine whether or not the intended learning outcomes are achieved at
the end of the lesson.
 observe the teaching methods used by the Resource Teacher.
 differentiate the different methods of teaching.
Name of FS Student: Date Submitted:

Year & Section: Course:
Needs
Learning Excellent Very Satisfactory Satisfactory
Improvement
Episode 4 3 2
1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation questions/tasks observation observation questions/tasks
Sheet completely questions/ tasks questions/ tasks not answered /
answered/ not answered / not answered accomplished
accomplished. accomplished. accomplished.
Analysis All questions were All questions were Questions were Four (4) or more
answered answered not answered observation
completely; completely completely questions were
answers are with answers clearly answers are not not answered
depth and are connected to clearly answers not
thoroughly theories; grammar connected to connected to
grounded on and spelling are theories; one (1) theories more
theories; grammar free from errors. to three (3) than four (4)
and spelling are grammatical grammatically
free from error. spelling errors. spelling errors.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; supported shallow, shallow rarely
by what were by what were somewhat supported by
observed and observed and supported by what were
analyzed. analyzed. what were observed and
observed and analyzed
analyzed.
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not

Artifacts reflected on in the reflected on in the reflected on in reflected on in the
context of the context of the the context of context of the
learning learning outcomes. the learning learning
outcomes; Complete; well outcomes. outcomes not
Complete, well organized, very Complete: not complete; not
organized, highly relevant to the organized. organized, not
relevant to the learning outcome. relevant to the relevant
learning outcome. learning
outcome.
Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline. deadline. after the days or more
deadline. 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
Grade 1 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
Date:
Signature of FS Teacher above Printed Name
REFERENCES:
Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching –
Learning in Actual School Environment, Lorimar Publishing Inc.
www.google.com
www.yourarticlelibrary
.com

Topic : The Instructional Cycle
Time Frame : 1 hour
a. identify the application of some guiding principles in the selection
and use of teaching strategies.
b. determine whether or not the lesson development was in
accordance with outcome-based teaching and learning.
c. identify the Resource Teacher’s questioning and reacting techniques.
d. outline a lesson in accordance with outcome based teaching-
learning.
Introduction :
This module 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 Module 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 has a bearing on class interaction. This
Module strengthens the theories learned in the course, Teaching Methods and Strategies and in other
professional subjects in Education.
These are the guiding principles in the selection and use of teaching methods:
2. The more senses that are involved, the more and the better the learning.
3. A non-threatening atmosphere enhances learning.
4. Emotion has the power to increase retention and learning.
5. Good teaching goes beyond recall of information.
6. Learning is meaningful when it is connected to students’ everyday life.
7. An integrated teaching approach is far more effective that teaching isolated bits of information.
Realizing the importance of these guiding principles in teaching and learning, the Department of
Education promotes Standards-and Competency-Based teaching with its K to 12 Curriculum Guide.
The Technical Education Skills Development Authority (TESDA) has been ahead of DepEd and the
Commission on Higher Education (CHED) in the practice of Competency Standards-Based teaching
and Assessment. CHED requires all higher education institutions in the country to go outcome-based
education (OBE) in its CHED Memo 46, s. 2012. Outcome-based teaching and learning (OBTL) is
OBE applied in the teaching-learning process. It is equivalent to competency-based and standards-
based teaching and learning in the Kto12 Curriculum.
When you apply OBTL you see to it that the teaching-learning activities (TLAs) and in turn the
Assessment Tasks (ATs) are aligned with the intended learning outcomes. In order words, in OBTL
you first establish your intended learning outcomes (lesson objectives). Then you determine which
teaching-learning activities (TLAs) and also the assessment tasks (ATs) you will have to use to find
out if you attained your ILO’s.
In lesson planning, the ILOs are our lesson objectives, the TLA’s are the activities we use to teach
and the AT’s are the evaluation part.
OBE and OBTL are not entirely new. They are importantly mew. With mastery learning of
Benjamin Bloom (1971), we were already doing OBE
Likewise, it is also important that teachers must be able to have a mastery of the art of
questioning and reacting techniques to ensure the effective delivery of instruction.
These are the types of questions that teachers ask.
Types of Questions that Teacher Ask
1. Factual /Convergent/Closed /Low-level Who, What, Where, When questions With one
acceptable answer.
2. Divergent /Open-ended/High-level Open-ended; has more than one acceptable
/Higher-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?
These are also some of the reacting techniques that teachers use:
1. Providing acceptance feedback

2. Providing corrective feedback
3. Giving appropriate and sincere praise
4. Repeating the answer
5. Explaining the answer / expanding the answer
6. Rephrasing the question
7. Asking follow up questions
8. Redirecting questions to other pupils
9. Soliciting student questions
10. Encouraging through non-verbal behavior
11. Criticizing respondent for his/her answer
12. Scolding for misbehavior or for not listening
13. Overusing expressions such as “okay”, “right”
Activity 10.1 Applying the Guiding Principles in the Selection and Use of Strategies

Subject Area: Date:
OBSERVE
Observe one class with the use of the observation sheet for greater focus then analyze my
observations with the help of the guide questions.
1. The more senses that are involved, the more e.g. Teacher used video on how digestion takes
and the better the learning. place and a model of the human digestive
system.
3. A non-threatening atmosphere enhances
learning.
4. Emotion has the power to increase retention
and learning
5. Good teaching goes beyond recall of
information
6. Learning is meaningful when it is connected
to students’ everyday life.
7. An integrated teaching approach is far more
effective than teaching isolated bits of
information.
ANALYZE
What is the best method of teaching? Is there such a thing?
REFLECT
Reflect on this question.

How do we select the appropriate strategy for our lessons?
Activity 10.2 Determining Outcome-Based Teaching and Learning

Subject Area: Date:
OBSERVE
Observe a class and answer the following questions.
1. Did the Teacher state the learning objectives/intended learning outcomes (ILOs) at the
beginning of the class? Did he/she share them with the class? How?
2. What teaching-learning activities (TLAs) did he/she use? Did these TLAs help him/her attain
his/her lesson objectives/ ILOs? Explain your answer.
3. What assessment task/s did teacher employ? Is/Are these aligned to the lesson objectives/
ILOs?
ANALYZE
1. What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?
REFLECT
Reflect on the use of OBTL.

Activity 10.3 Applying Effective Questioning Techniques

Subject Area: Date:
OBSERVE
Observe a class activity. You shall focus on the questions that the Resource Teacher asks
during the classroom discussion. Write the questions raised and identify the level of questioning.
Types of Question Examples of Questions that the Resource Teacher Asked

1. Factual / Convergent Closed
/ Low level
2. Divergent / Higher-order /
Open-ended / Conceptual
a. evaluation
b. inference
c. comparison
d. application
e. problem-solving
3. Affective
ANALYZE
1. Neil Postman once said: “Children go to school as question marks and leave school as
periods!” Does this have something to do with the type of questions that teachers ask and the
questioning and reacting techniques that they employ?
REFLECT
Reflect on The importance of using various reacting techniques

Show proofs of learning that you were able to gain in this Module by interviewing at least two
teachers on their thoughts on OBTL.
Evaluate Your Work Task Field Study 1. Episode 10 – The Instructional Cycle
Learning Outcomes: 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. * outline a lesson in accordance with outcome based teaching-learning.

Needs
Improvement
Episode 4 3 2
1
analyzed.
outcome.
on Transmutation)
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1 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
Date:
REFERENCES:
Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching – Learning in Actual
School Environment, Lorimar Publishing Inc.
www.google.com
www.yourarticlelibrary.com

Topic : Utilizing Teaching-Learning Resources and ICT
Time Frame : 1 hour
a. identify and classify learning resource materials in the multi-media
center;
b. show skills in the positive use of ICT to facilitate the teaching-
learning process (PPST 1.3.1);
c. show skills in the evaluation, selection, development, and use of a
variety learning resources, including ICT to address learning goals
(PPST 4.5.1);
d. analyze the level of technology integration in the classroom; and
e. demonstrate motivation to utilize ICT for professional development
goals based on the PPST (PPST 7.5.).
Introduction :
This module 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.
UNESCO ICT Competency Framework for Teachers Version 3 (ICT CFT V3, 2018)
The Information and Communications Technology Competency Framework for Teachers (ICT
CFT) version 3 is a comprehensive framework guide teachers’ development on the effective and
appropriate use of ICT in education. It highlights what teachers should know and do clustered in six
aspects, namely; 1. Understanding ICT in Education, 2. Curriculum and Assessment, 3. Pedagogy, 4.
Application of Digital Skills, 5. Organization and administration, and 6. Teacher Professional Learning.
Similar to the PPST, the ICT CFT also articulated competencies in levels which guide
teachers as they develop their ICT skills from level 1, Knowledge Acquisition, to Level 2, Knowledge
Deepening, and Level 3, Knowledge Creation. The Commission on Higher Education Teacher
Education Curricula (2017) includes the UNESCO ICT CFT so most likely you have tackled this is
your Technology for Teaching and Learning classes.
It will be good to review the UNESCO ICT CFT v3 framework as you work in this module. The
activities here are meant for you to observe, analyze and reflect about the competencies discussed in
the framework. (Access it at https://www.open.edu/openlearncreate/pluginfile.
php/306820/mod_resource/content/2/UNESCO%20ICT%20Competency%20Framework%20V3.pdf)
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, 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 institution can
be described as progressing in 5 levels: entry, adaptation, infusion and finally transformation.
The teacher also works at creating a learning environment that encourages and enables quality
technology integration. The interdependent characteristics of the learning environment are being
active, collaborative, constructive, authentic, and goal-directed.
The Technology Integration Matrix connects the Levels of Technology Integration and the
Characteristics of the Learning Environment. Examine the matrix below. To make you understand
how integration is done in each of the levels and environment, explore the TIM website and learn from
the many interesting videos showing technology integration. Go to http://fcit.usf.edu/matrix/matrix.php
Observing technology integration in the classroom
Levels of Technology Integration into the Curriculum

Adoption: The teacher Adaptation: The Transformation: The
Infusion: The teacher
directs students in the teacher encourages teacher creates a rich
creates a learning
Entry: The Teacher conventional use of tool- adaptation of tool-based learning environment in
Technology Integration environment that infuses
uses technology to based software. If such software by allowing which students regularly
Matrix the power of technology
deliver curriculum software is available, students to select a tool engage in activities that
tools throughout the day
content to students this level is the and modify its use to would have been
and across subject
recommended entry accomplish the task at impossible to achieve
areas.
point. hand. without technology.
Students have
Throughout the school Given ongoing access to
Characteristics of the Learning Environment
Active: Students are Students begin to utilize opportunities to select

Students use day, students are online resources,
actively engaged in technology tools to and modify technology
technology for drill empowered to select students actively select
using technology as a create products, for tools to accomplish
and practice and appropriate technology and pursue topics
tool rather than passive example using a word specific purposes, for
computer based tools and actively apply beyond the limitations of
receiving information processor to create a example using colored
training. them to the tasks at even the best school
from the technology. report. cells on a spreadsheet
hand. library.
to plan a garden.
Collaborative: Throughout the day and
Students have Students have Technology enables
Students use across subject areas,
Students primarily opportunities to utilize opportunities to select students to collaborate
technology tools to students utilize
work alone when collaborative tools, such and modify technology with peers and experts
collaborate with others technology tools to
using technology. as email, in conventional tools to facilitate irrespective of time zone
rather than working facilitate collaborative
ways. collaborative work. or physical distances.
individually at all times. learning.
Constructive: Students begin to utilize Students have Students utilize
Students use constructive tools such opportunities to select technology to make Students use technology
Technology is used to
technology tools to as graphic organizers to and modify technology connections and to construct, share, and
deliver information to
build understanding build upon prior tools to solve problems construct understanding publish knowledge to a
students
rather than simply knowledge and based on real-world across disciplines and worldwide audience.
receive information. construct meaning. issues. throughout the day.
By means of technology
Authentic: Students
Students use Students have Students have tools, students
use technology tools to Students select
technology to opportunities to apply opportunities to select participate in outside-of-
solve real-world appropriate technology
complete assigned technology tools to and modify technology school projects and
problems meaningful to tools to complete
activities that are some content-specific tools to solve problems problem-solving activities
them rather than authentic tasks across
generally unrelated to activities that are based based on real-world that have meaning for
working on artificial disciplines.
real-world problems. on real-world problems. issues. the students and the
assignments.
community.
Goal Directed: Students receive
Students have
Students use directions, guidance,
From time to time, opportunities to select Students use technology Students engage in
technology tools to set and feedback from
students have the and modify the use of tools to set goals, plan ongoing metacognitive
goals, plan activities, technology, rather
opportunity to use technology tools to activities, monitor activities at a level that
monitor progress, and than using technology
technology to either facilitate goal-setting, progress, and evaluate would be unattainable
evaluate results rather tools to set goals plan
plan, monitor, or planning, monitoring, results throughout the without the support of
than simply completing activities, monitor
evaluate an activity. and evaluating specific curriculum. technology.
assignments without progress, or self-
activities.
reflection. evaluate.
(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, webquests, 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.
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 processed 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 module.
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. IoT is a system of computing mechanisms that become built-in into
many everyday things that allow sending and receiving data through the internet. A lot of
things have turned “smart.” We have smart cars that can navigate on its own. Smart houses
that monitor temperature and light. Smart TVs that interface with the internet. Watches that
send our vital signs to our doctors. All of these developments 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 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 private 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.
Massive Open On-line Courses
Massive Open On-line Courses (MOOCs) are online courses open to a big group of people.
Below are the basic information about MOOCS. Let us focus on each word.
Massive
 MOOCs are on-line courses designed for large number of participants, usually larger than the
number of students that can fit a regular classroom. There can be hundreds or even be a
thousand students or more.
Open
 There is mostly freedom of place, pace and time.
 Courses can be accessed by anyone anywhere as long as they have internet connection.
 Courses are open to everyone without entry qualifications.
 Some courses are for free.
Online
All aspects of the course are delivered online.
Course
The MOOC course offers a full course experience including:
 Educational content. May include video, audio, text, games, simulations, social media and
animation.
 Facilitation interaction among peers. Builds a learning community through opportunities to
interact.
 Some interaction with the teacher or academic staff
 Activities/tasks, tests, including feedback. Participants are provided with some feedback
mechanism. Can be automatically generated like quizzes, feedback from peers or the teacher.
 Some kind of (non-formal) recognition options. It includes some kind of recognition like
badges or certificate of completion. A formal certificate is optional and most likely has to be
paid for.
 A study guide/syllabus. This includes instructions as to how you may learn from the materials
and interactions presented.
- Based on definition Massive Open Online Courses v1.1 licensed under Creative
Commons Attribution 4.0
There are many MOOC providers like Edx, Cooursera, Udacity, Udemy, Iversity. You will have
a chance to explore them as you go through this Module.
Activity 11.1 Visiting the Learning Resource Center

Subject Area: Date:
To realize the Intended Learning Outcomes, work 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.
OBSERVE
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:
Date of Observation:
Name of Observer:
Course / Year / School:
List of Available Learning Resources
Available Learning
Characteristics and Unique Teaching Approaches where
Resources (Enumerate
Capabilities the Resource is Most Useful
in
bullet form)
1. Print Resources



2. Audio Resources



3. Non-electronic Visual
Resources



4. ICT Resources



Impression about the LRC:
Name and Signature of Observer:
Name and Signature of the Learning Resource Center In-charge:

ICT Competency Standards for Teachers (CHED Teacher Education Programs (2017):
ANALYZE
Are the learning resources/materials arranged properly according to their functions and characteristics?
Do the guidelines and procedures facilitate easy access to the materials by the teachers? Why? Why
not?
What are the strengths of this Learning Resource Center?
What are its weaknesses?
What suggestions can you make?

REFLECT
1. Which of the materials in the Learning Resource Center caught your interest the most? Why?
2. Which gadgets/materials are you already confident to use/operate?
3. Which ones do you feel you need to learn more about?

Activity 11.2 Observing Technology Integration in the Classroom

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?
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 Appropriateness of

(Enumerate in bullet Strengths Weaknesses the Teaching Aids
form) used
Use the Technology Integration Form to analyze the class you observed. Refer to the Technology
Integration Matrix on p. 130, in which level of technology integration do you think the teacher you
observed operated? Why?
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.
Over-all, were the learning resources used effectively? Why? Why not? Give your suggestions.
REFLECTION
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?
Activity 11.3 Exploring Education 4.0

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 provided support materials and/or interactive programs (web
quests/games) on the topic. Try to ask Siri, Alexa;
3. List and describe at least 5 open-source sites/interactive programs; from open-source
4. Evaluate the materials or programs;
5. Reflect on your FS experience.
OBSERVE
Class Observation Guide

Read the following statements carefully before you observe.
1. What is the lesson about? What are the teacher’s objectives?
2. Note the important concepts that the teacher is emphasizing.
3. Note the skills that the teacher is developing in the learners.

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 Module. 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 Describe Put a check if the resource satisfies the criterion. Describe
Type of the how you
Electronic electronic can use
Resource resource it if you
(include were to
author/ teach in
publisher/ the class
source). you
observe.
Accurate appropriate Clear Complete Motivating Organized
REFLECT
1. Describe your experience in surfing the internet for appropriate electronic resources for the
class? What made it easy? Difficult?
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?
3. Reflect on your technology skills. What skills do you already have, and what skills would you
continue to work on to be better at utilizing education 4.0 resources?
Activity 11.4 Professional Development Through MOOCS

Subject Area: Date:
OBSERVE
To realize the Intended Learning Outcomes, work 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.
OBSERVE
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 internets which are relevant to the competencies you identified. You
may try these sites:
 http://ww/teachthought.com/technology/list-750-moocs-teachers-students/
 http://www.educationworld.com/a_curr/moocs-best-teachers-free-online-courses.shtml
 http://www.forbes.com/sites/skollworldforum/2013/06/10/moocs-for-teachers-theyre-
learners-too/
 https://www.mooc-list.com/categories/teacher-professional-developement
 http://ww2.kqed.org/mindshift/2013/04/30/new-online-teacher-training-program-joins-
mooc-madness/
4. Indicate the MOOC provider. You might need to create an account in the different MOOC
providers to explore their MOOCS.
MOOCs related to the
Competencies I want competency/ies
PPST Domain MOOC Provider
to work on (Include a short
description)
1. Content
Knowledge and
Pedagogy
2. The Learning
Environment
3. Diversity of
Learners
4. Curriculum and
Planning
5. Assessing and
Reporting
6. Community
Linkages and
Professional
Engagement
7. Personal Growth
and Professional
Development
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 up this MOOC?
2. MOOC Title
Provider:
Content Outline:
3. MOOC Title
Provider:
Content Outline:
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 use technology to teach in the MOOCSs?
3. How will you prepare yourself for MOOCS, as a learner, and as a teacher who may someday
teach a MOOC?
1. Include here pictures/illustration of the materials used by the teacher. Put your
comments/annotation 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 are 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?
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 *
Demonstration motivation to utilize ICT for professional development goals based on the (PPST
7.5.1)

Needs
Improvement
Episode 4 3 2
1
analyzed.
outcome.
on Transmutation)
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1 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
Date:
REFERENCES:
www.google.com

Topic : Assessment FOR Learning and Assessment AS Learning
(Formative Assessment)
Time Frame : 1 hour
a. demonstrate knowledge of the design and use of formative
assessment; and
b. explain the importance of formative assessment..
Introduction :
Assessment is an essential part of the instructional cycle. The instructional cycle consists of:
1) setting the intended learning outcome/s, 2) selecting a teacher 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 module 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.
DISCOVER the Learning Essentials
 In Outcome-based Teaching-Learning/ Competency-based Teaching/Teaching by

Objective, we ensure that the intended outcome/competency/objective is attained at the
end of the lesson and so while we are still in the process of teaching we do check learner’s
understanding and progress.
 If we find out that learners failed to understand prerequisite knowledge and skills, we
reteach until learners’ master them. This is called FORMATIVE assessment, assessment
while the learners are being formed or taught. It is assessment in the midst of instruction.
 Formative assessment is also referred to as assessment for learning. Assessment for
learning simply means we do assessment to ensure learning.
 We do not wait for the end of the lesson to find out if learners understood the lesson or not
because if it is only at the end of the lesson that we discover that the learners did not
understand the lesson, we have wasted so much time and energy teaching presuming that
everything was clear, only to find out at the end of the lesson that the learners did not
understand the lesson at all. This means that we have to reteach from the very beginning,
something that we could have saved ourselves from doing had we given time to find out if
the lesson was understood while still teaching.
 Assessment for learning encourages peer assessment.
Activity 7.1 identifying Personal and Physical Aspects of Classroom Management

Subject Area: Date:
OBSERVE
1. Observe what Teacher does or listen to what Teacher says to find out if the students
understood the lesson while teaching-learning is in progress.
What Teacher Said Tally Total
2. Did the teacher ask the class “Did you understand”? If she did, what was the class’ response?
3. Did the students make the teacher feel or sense they did not understand the lesson or a part
of the lesson? How?
4. If they did, how did the teacher respond?
5. Were the students given the opportunity to ask questions for clarification? How was this done?
6. If she found out that her/his lesson was not clearly understood, what did teacher do? Did you
observe any of these activities? Please check.
Peer tutoring (Tutors were assigned by teacher to teach one or two classmates
Each-one-teach-one (Students paired with one another)
Teacher gave a Module for more exercises for lesson mastery
Teacher did re-teaching
Others, please specify
7. If she engaged himself/herself in re-teaching, how did she do it? Did he/she use the same
teaching strategy? Describe.
8. While re-teaching by himself/herself and /or with other students-turned tutors, did teacher
check on students’ progress?
If yes, how?
ANALYZE
1. Why should a teacher find out if students understand the lesson while teaching is in progress?
It is not better to do a once-and-for-all assessment at the completion of the entire lesson?
2. Why is not enough for a teacher to ask “Did you understand, class?” when he/she intends to
not?
3. Should teacher record results of formative assessment for grading purposes? Why or why not?
4. Based on your observations, what formative assessment practice worked?
5. For formative assessment, why is peer tutoring in class sometimes seen to be more effective
than teacher himself/herself doing the re-teaching or tutoring?
6. Could an unreasonable number of failures at the end of the term/grading period be attributed
to the non-application of formative assessment? Why or why not?
REFLECT
 Formative assessment is tasting the soup while cooking. Reflect on this and write your
reflection.
 Should you record results of formative assessment? Why or why not?
1. My Accomplished Observation Sheet
2. My Analysis
3. My Reflection
4. Snapshots of peer tutoring or other activities that show formative assessment n practice
Activity 12.2 Observing Assessment AS Learning Practices (Self-Assessment)

Subject Area: Date:
TARGET Your Intended Learning Outcomes
At the end of this Module, student must be able to:

 demonstrate knowledge of the design and use of self-assessment; and
 explain the importance of self-assessment.
REVISIT The Learning Essentials
 Assessment as learning means assessment is a way of learning.

 It is the use of an ongoing self-assessment by the learners in order to monitor their own
learning.
 This is manifested when learners reflect on their own learning and make necessary
adjustments so that they achieve deeper understanding.
 Assessment as learning encourages students to take responsibility for their own learning.
 It requires students to ask questions about their learning.
 It provides ways for students to use formal and informal feedback and self-assessment to
help them understand the next steps in learning.
 It encourages self-assessment and reflection.
OBSERVE
Observe a class and find out practices that reflect assessment as learning. Record your
observations.
Teacher My Observation
1. Did teacher provide opportunities for the
learners to monitor and reflect on their own
learning?
2. What are proofs that students were engaged

in self-reflection, self-monitoring and self-
adjustment?
3. Did students record and report their own

learning?
4. Did teacher create criteria with the students
for tasks to be completed or skill to learned?
ANALYZE
1. If the student is at the heart of all assessment, then all assessment should support student
learning. Do you agree? Why or why not?
2. Does assessment as learning have the same ultimate purpose as assessment for learning?
REFLECT
The primary purpose of assessment is not to measure [but to further learning. Reflect on your
personal experiences of assessment in school. Were you given opportunities for self-assessment? If
yes, what was its impact on your learning?
1. My Accomplished Observation Sheet
2. My Analysis
3. My Reflection
Evaluate Your Work Task Field Study 1. Episode 12 – Assessment FOR Learning and
Assessment AS Learning (Formative Assessment)
Learning Outcome: Demonstrate knowledge of the design and use of formative assessment * explain
the importance of formative assessment.

Needs
Improvement
Episode 4 3 2
1
analyzed.
outcome.
on Transmutation)
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1 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
Date:
REFERENCES:
www.google.com

Topic : Assessment OF Learning (Summative Assessment)
Time Frame : 1 hour
a. determine the alignment of assessment tools and tasks with
intended learning outcomes;
b. critique traditional and authentic assessment tools and tasks for
learning in the context of established guidelines on test
constructional;
c. evaluate non-traditional assessment tools including scoring rubrics;
d. examine different types of rubrics used and relate them to
assessment of student learning;
e. distinguish among the 3 types of learners’ portfolio;
f. evaluate a sample portfolio;
g. construct assessment questions for HOTS following Bloom’s
Taxonomy as revised by Anderson and Krathwohl and Kendall’s
and Marzano’s taxonomy;
h. explain the function of a Table of Specifications;
i. distinguish among types of learners’ portfolios and their functions;
j. compute students’ grade based on DepEd’s grading policy;
k. state the reason(s) why grades must be reported to parents; and
l. describe what must be done to make grade reporting meaningful.
Introduction :
Module no. 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. Module no. 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 also known as summative assessment is.
Module no. 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, 6)
The K to 12 Grading System and 7) Reporting Students’ Performance.
Activity 13.1 Aligning Assessment Task with the Learning Outcome

Subject Area: Date:
 Determine alignment of assessment task with learning outcome

 Formulate assessment task aligned with the learning outcome
 In accordance with Outcome-Based Teaching-Learning, the learning outcome determines

assessment task.
 Therefore, the assessment task must necessarily be aligned to the learning outcome.
OBSERVE
 Observe at least 3 classes – 1 physical or Biological Science or Math, English, Filipino; 1

Social Science or Literature/Panitikan, EsP and 1 P.E/ Computer /EPP/ TLE.
Assessment Is the
Task (How did assessment
Learning Teacher assess tool/ task If not aligned,
Subjects
Outcomes the learning aligned to the improve on it.
outcome/s? learning
Specify. outcome/s?
P.E/ EPP/ TLE To dance tango Written quiz – No Performance test
Enumerate the – Let students
steps of tango in dance tango.
order
Social Science.
Literature/
Panitikan. EsP
Physical/Biological
Science/Math/
English/Filipino
ANALYZE
1. Are all the assessment tasks aligned to the learning outcome?
2. What are possible consequences if teacher’s assessment tasks are not aligned to learning
outcome/s? Does this affect assessment results? How?
3. Why should assessment tasks be aligned to the learning outcomes?
REFLECT
 Reflect on past assessments you have been through. Were they all aligned with what your
teacher taught (with learning outcomes)?
 How did this affect your performance? As a future teacher, what lesson do you learn from
this past experience and from this observation?
Activity 13.2 Observing the Use of Traditional Assessment Tools

Subject Area: Date:
TARGET Your Intended Learning Outcome
 Critique traditional assessment tools and tasks for learning in the context of established
guidelines on test construction
 Traditional assessment tools are also called paper-and-pencil tests.

 Traditional assessment tools usually measure learning in the cognitive domain.
 Traditional or paper-and-pencil tests can be classified either as selected-response tests or
constructed-response/supply type of tests.
 Common examples of selected –response type of tests are alternate response test (True-
False, yes-no), multiple choice and matching type of test.
 Common examples of constructed-response type of test are short answer, problem solving
and essay.
OBSERVE
 Observe classes and pay particular attention to the assessment tool used by the teacher.
 With teacher’s permission, secure a copy of the assessment tool.
Direction: put a check () on the test which teacher used. From your teacher’s test items, give an
example.
Comments (Is the

Put a assessment tool
Type of Traditional
check Learning Outcome Sample Test Item of constructed in
Assessment Tool/Paper-
() Assessed Resource Teacher accordance with
and Pencil Test
Here established guidelines?)
Explain your answer
Selected Response Type
1. Alternate response
2. Matching type
3. Multiple Choice
4. Others
Put a Comments (Is the

check () assessment tool
Type of Traditional
if Learning Outcome Sample Test Item of constructed in
Assessment Tool/Paper- and
Resource Assessed Resource Teacher accordance with
Pencil Test
Teacher established guidelines?)
used it Explain your answer
Selected Response Type
1. Completion
2. Short answer type
3. Problem solving
4. Essay – restricted
5. Essay-non-
restricted
6. Others
ANALYZE
1. Which assessment tools/tasks were most commonly used by teacher? Which ones were
rarely used? Why were they rarely used?
2. Based on your answers found in the Tables above in which type of assessment tools and
tasks were the Resource Teachers most skilled in the test construction? Least skilled?
3. Can an essay or other written requirements, even if it is a written paper-and-pencil test, be

considered an authentic form of assessment? Explain your answer.
REFLECT
How good are you at constructing traditional assessment tools? Which do you find most difficult to
construct? Any lesson/s learned?
Activity 13.3 Observing the Use of Non-traditional Assessment Tools and Scoring Rubrics

Subject Area: Date:
 Evaluate non-traditional assessment tools including scoring rubrics
 There are learning outcomes that cannot be assessed by traditional assessment tools.
 Authentic/non-traditional / alternative assessment tools measure learning outcomes like
performance and product.
 These performance task and product are assessed by the use of scoring rubric.
 A rubric is a coherent set of criteria for student’s work that includes descriptions of levels of
performance quality on the criteria. (Brookhart, 2013)
 The main purpose of rubrics is to assess performances and products.
 There are two types of rubrics – analytic and holistic. Analytic rubrics describe work on each
criterion separately while a holistic rubric assesses a student work as a whole.
 For diagnostic purposes, the analytic rubric is more appropriate.
 For a holistic view of a product or performance, the holistic rubric will do.
 A good scoring rubric contains the criteria against which the product or performance is rated,
the rating scale and a description of the levels of performance.
OBSERVE
 Observe classes in at least 3 different subjects and pay particular attention to the assessment
tool used by the teacher.
 With teacher’s permission, secure a copy of the assessment tool.
 Study the assessment tool then accomplish Observation Sheet.
 Did your Resource Teacher explain the rubric to the students?
 Which type of rubric did the Resource Teacher use – analytic or holistic?
Sample of Product /
How a product /
Performance
performance was
Assessed
assessed
One example of a
Describe how the Comment/s (Is the
product assessed.
Authentic Assessment product / performance scoring rubric
Learning Outcome (Put a photo of the
/ Non-Traditional / was assessed. Which constructed
Assessed product / documented
Alternative was used analytic according to
performance in My
rubric or holistic standards?
Teaching Artifacts.
rubric? INCLUDE
INCLUDE THE
THE RUBRIC IN MY
RUBRIC IN MY
TEACHING
TEACHING
ARTIFICATS.
ARTIFICATS.
1. Product –
2. Performance
ANALYZE
1. Between analytic and holistic rubrics which one was more used? Why do you think that type of
rubric was used more?
2. Based on your answers in no. 1, what can you say about the scoring rubrics made used by the
Resource Teachers?
3. Will it make a difference in assessment of student work if teacher would rate the product or
performance without scoring rubrics? Explain.
4. If you were to improve on one scoring rubric used, which one and how?
5. Can an essay or other written requirements, even if it is written-paper-and-pencil test, be

considered an authentic form of assessment? Explain your answer.
6. Can rubrics help make students to become self-directed or independent learners? Do rubrics
contribute to assessment AS learning (self-assessment?) What if there were no rubrics in
assessment?
7. Does the Scoring Rubric in this FS Book 1 help you come up with better output?
REFLECT
Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all the
years as a student.
 Accomplished Observation Sheet

 Observations
 Reflection
 A photo of a product assessed and a documented performance test
 Samples of scoring rubrics used by Resource Teachers – one rubric to assess a particular
product and other rubric to assess a particular performance together with your comment/s and
improved version/s, if necessary.
Activity 13.4 Scrutinizing the Types and Parts of a Portfolio

Subject Area: Date:
 Evaluate a sample portfolio

 Distinguish among the 3 types of portfolio
DISCOVER the Learning Essentials
 A portfolio is a purposeful collection of selective significant samples of student work

accompanied by clear criteria for performance which prove student effort, progress or
achievement in a given area or course.
 A portfolio of student’s work is a direct evidence of learning. But it is not a mere collection of
student’s work. The student’s reflection must accompany each output or work.
 A portfolio is different from a work folder, which is simply a receptacle for all work, with no
purpose to the collection. A portfolio is an intentional collection of work guided by learning
objectives.
 Effective portfolio systems are characterized by a clear picture of the student skills to be
addressed, student involvement in selecting what goes into the portfolio, use of criteria to
define quality performance as a basis for communication, and self-reflection through which
students share what they think and feel about their work, their learning and about themselves.
 There are several types of portfolio depending on purpose. They are: 1) development or
growth portfolio, 2) best work or showcase or display portfolio, and 3) assessment / evaluation
portfolio.
OBSERVE
1. Ask your Resource Teacher for samples of portfolio, if any. If there are, select one best
portfolio from what you examined.\
2. If none, research for a sample portfolio and include them in My Learning Artifacts.
3. Based on the sample portfolio given by your Resource Teacher/researched by you,
accomplish Observation Sheet #.
4. Put a check in the right column.
What a Portfolio Includes

Elements of a Portfolio Present? Missing?
1. Clear objectives – The
objectives of the
lesson/unit/ course are clear
which serve
as a bases for selection
2. Explicit guidelines for
selection – What, when,
where, how are products/
documented performances
selected?
3. Comprehensible criteria- the
criteria against which the
portfolio is graded must be
understood by the learners
4. Selective significant pieces
– the portfolio includes only
the selected significant
materials.
5. Student’s reflection – There
is evidence that students
reflected on their learning.
6. Evidence of student
participation in selection of
content of portfolio – There
is proof that students took
part in the selection of the
content of the portfolio.
ANALYZE
1. 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?
_
_
2. Scrutinize the elements of this portfolio. Based on the parts, under which type of portfolio does
this fall?
_
Elements of a Portfolio (Which type of Portfolio?)
1. Cover Letter – “About the Author” and “What My Portfolio Shows About My Progress as a
Learner”
2. Table of Contents with numbered pages
3. Entries-both core (required items) and optional items (chosen by students).
4. Dates on all entries to facilitate proof of growth over time.
5. Drafts or aural/oral and written products and revised revisions, i.e. (first drafts and corrected/
revised versions.)
6. Student’s Reflections
3. Where and when does the teacher make use of each of the 3 types of portfolio?
_
REFLECT
Have portfolios made the learning assessment process more inconvenient? Is the effort
exerted on portfolio assessment commensurate to the improvement of learning and development of
learners’ metacognitive process that result from the use of portfolio?
 Sample/s of Improved Written Tests, both selected-response type and supply type.
 Sample/s of product and performance assessed
 Sample/s of a rubric
 Sample/s of students’ reflection on his/her portfolio
Evaluate Your Work Task Field Study 1. Episode 13 – Assessment OF Learning (Summative
Assessment)
Learning Outcomes: 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; * evaluate a sample portfolio; * distinguish among the 3 types of portfolio; * construct
assessment questions for HOTS following Bloom’s Taxonomy as revised by Anderson and Krathwohl
and kendall’s and Marzano’s taxonomy; * explain the function of a Table of Specifications; *
distinguish among types of learners’ portfolios and their functions; * examine different types of rubrics
used and relate them to assessment of student learning; * compute students’ grade based on
DepEd’s grading policy; * state the reason(s) why grades must be reported to parents; and * describe
what must be done to make grade reporting meaningful.

Needs
Improvement
Episode 4 3 2
1
supported by what were
observed and observed and what were observed and
analyzed. analyzed. observed and analyzed
analyzed.

outcome.
on Transmutation)
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1 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
Date:
REFERENCES:
www.google.com
Activity 13.5 Determining the Level of Teacher’s Questions

Subject Area: Date:

 Construct assessment questions to measure HOTS following Bloom’s and Anderson’s revised
taxonomy and Kendall’s and Marzano’s taxonomy.
Table: 1.4 Example of Cognitive Activities
Cognitive Processes Examples

Remembering – Produce the right information from memory
Recognizing
Recalling  Name three 19th –century women English authors.
 Write the multiplication facts.
 Reproduce the chemical formula for carbon tetrachloride
Understanding – Make meaning from educational materials or experiences
Interpreting  Translate a story problem into an algebraic equation.
 Draw a diagram of the digestive system.
 Paraphrase Jawaharlal Nehru’s tryst with destiny speech.
Exemplifying  Draw a parallelogram
 Find an example of stream-of-consciousness style of writing.
 Name a mammal that lives in our area.
Classifying  Label numbers odd or even.
 List the events of the Sepoy Mutiny of 1857.
 Group native animals into their proper species.
Inferring
Comparing  Explain how the heart is like a pump.
 Compare Mahatma Gandhi to a present day leader.
 Use a Venn diagram to demonstrate how two books by Charles Dickens
are similar and different.
Explaining  Draw a diagram explaining how air pressure affects the weather.
 Provide details that justify why the French Revolution happened when
and how it did.
 Describe how interest rates affect the economy.
Applying – Use a procedure
Executing  Add a column of two-digit numbers.
 Orally read a passage in a foreign language
 Have a student open house discussion.
Implementing  Design an experiment to see how plants grow in different kinds of soil.
 Proofread a piece of writing.
 Create a budget.
Analyzing – Break a concept down into its parts and describe how the parts relate to the whole
Differentiating  List the important information in a mathematical word problem and
cross out the unimportant information.
 Draw a diagram showing the major and minor characters in a novel.
Organizing  Place the books in the classroom library into categories.
 Make a chart of often-used figurative devices and explain their effect.
 Make a diagram showing the ways plants and animals in your
neighborhood interact with each other.
Attributing  Read letters to the editor to determine the authors’ points of view about
a local issue.
 Determine a character’s motivation in a novel or short story.
 Look at brochures of political candidates and hypothesize about their
perspectives on issues.
Evaluating – Make judgments based on criteria and syllabus guidelines
Checking  Participate in a writing group, giving peers feedback on organization
and logic of arguments.
 Listen to a political speech and make a list of any contradictions within
the speech.
 Review a project plan to see if all the necessary steps are included.
Critiquing  Judge how well a project meets the criteria of a rubric.
 Choose the best method for solving a complex mathematical problem.
 Judge the validity of arguments for and against astrology.
Creating – Put pieces together to form something new or recognize components of a new
structure
Generating  Given a list of criteria, list some options for improving race relations in
the school.
 Generate several scientific hypotheses to explain why plants need
sunshine.
 Propose a set of alternatives for reducing dependence on fossil fuels
that address both economic and environmental concerns.
 Come up with alternative hypotheses based on criteria.
Planning  Make a storyboard for a multimedia presentation on insects.
 Outline a research paper on Mark Twain’s views on religion.
 Design a scientific study to test the effect of different kinds of music on
hens’ egg production.
Producing  Write a journal from the point of view of mountaineer.
 Build a habitat for pigeons.
 Put on a play based on a chapter from a novel you’re reading.
(Source: Anderson, L.W and Krathwohl, D.R. 2001. A taxonomy for learning, teaching and assessing,
New York: Longmans)
The New Taxonomy (Marzano and Kendall, 2007)
Level of Difficulty Process Useful Verbs, Phrases, Definitions
6 Examining Importance The student can analyze how important specific knowledge is to them.
Self-System Thinking Examining Efficacy The student can examine how much they believe they can improve their
understanding of specific knowledge.
Examining Emotional Response The student can identify emotional responses associated with a piece of
knowledge and determine why those associations exist.
Examining Motivation The student can examine their own motivation to improve their understanding
or competence in specific knowledge
5 Specifying Goals The student can set specific goals relative to knowledge and develop a plan
Metacognition for accomplishing the goal.
Process Monitoring The student can self-monitor the process of achieving a goal.
Monitoring Clarity The student can determine how well they understand knowledge.
Monitoring Accuracy The student can determine how accurate their understanding of knowledge is
and defend their judgment.
4 Investigating Investigate; research; find out about; take a position on; what are the differing
Knowledge features of; how & why did this happen; what would have happened if
Utilization The student generates a hypothesis and uses the assertions and opinions of
others to test the hypothesis.
Experimenting Experiment; generate and test; test the idea that; what would happen if; how
Complexity
would you test that; how would you determine if; how can this be explained;
based on the experiment, what can be predicted
The student generates and tests a hypothesis by conducting an experiment
and collecting data.
Problem-Solving solve; how would you overcome; adapt; develop a strategy to; figure out a
way to; how will you reach your goal under these conditions
The student can accomplish a goal for which obstacles exist.
Decision-Making decide; select the best among the following alternatives; which among the
following would be the best; what is the best way; which of these is most
suitable
The student can select among alternatives that initially appear to be equal
and defend their choice.
3 Specifying make and defend; predict; judge; deduce; what would have to happen;
Analysis develop an argument for; under what conditions
The student can make and defend predictions about what might happen.
Generalizing what conclusions can be drawn; what inferences can be made; create a
principle, generalization or rule; trace the development of; form conclusions
The student can infer new generalizations from known knowledge.
Analyzing Errors identify errors or problems; identify issues or misunderstandings; assess;
critique; diagnose; evaluate; edit; revise
The student can identify and explain logical or factual errors in knowledge.
Classifying classify; organize; sort; identify a broader category; identify different types /
categories
The student can identify super ordinate and subordinate categories to which
information belongs.
Matching Categories; compare & contrast; differentiate; discriminate; distinguish; sort;
create an analogy or metaphor
The student can identify similarities and differences in knowledge.
2 Symbolizing Symbolize; depict; represent; illustrate; draw; show; use models; diagram
Comprehension chart
The student can depict critical aspects of knowledge in a pictorial of symbolic
form.
Integrating describe how or why; describe the key parts of; describe the effects; describe
the relationship between; explain ways in which; paraphrase; summarize
The student can identify the critical or essential elements of knowledge.
1 Executing use; demonstrate; show; make; complete; draft
Retrieval The student can perform procedures without significant errors.
Recalling exemplify; name; list; label; state; describe; who; what; where; when
The student can produce information on demand.
Recognizing Recognize (from a list); select from (a list); identify (from a list); determine if
the following statements are true
The student can determine whether provided information is accurate,
inaccurate or unknown.
Figure 10. The New Taxonomy in Detail

Source:http://www.greatschoolspartership.org/wp-content/uploads/2014/06/x3B_Marzano_New_Taxonomy_Chart_with_verbs_3.16.121.pdf
Subject Area: Date:
OBSERVE
1. Observe a teacher in the classroom.

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

Tall of
Cognitive Processes Cognitive Processes
Assessment
(Bloom as revised by Rank (and Kendall and Rank Total
Tasks /
Anderson and Krathwohl) Marzano)
Questions
Self-system Thinking 6
Metacognition 5
Creating 6-Highest
Evaluating 5
Analyzing / An 4 Analysis 3 /
Applying 3 Knowledge Utilization 4
Understanding / 2 Comprehension 2 /
Remembering / 1-Lowest Retrieval 1 /// - Example 4
Table 2. Examples of Assessment Questions / Assessment Tasks

Tally and Total
Tally and Total
Score of Example of Rank
Score of
Cognitive Assessment Tasks / Base
Rank Cognitive Rank
Processes (Bloom Questions Given by d on
Processes (and
as revised by resource Teacher Use
Kendall and
Anderson and
Marzano)
Krathwohl)
e.g. Teacher asked
students: Why is the
Self-system Thinking 6-Highest
lesson important to
you?
Metacognition 5
Example:
6-Highest
Creating = I
Evaluating = I 5
Analyzing / An = II 4 Analysis 3
Applying = III 3 Knowledge Utilization 4
Understanding = II 2 Comprehension 2 /
1-Lowest 1-Lowest
Remembering = IIII Retrieval = III /// - Example
I I
Rank Rank
ANALYZE
1. Which cognitive skill had the highest number of assessment questions? Lowest number?
2. What do these (lowest and highest number of assessment questions) reveal about Resource
Teacher’s level of questions?
3. Based on Kendall’s and Marzano’s taxonomy, which are the highest cognitive skills? Give an
example of an assessment question for each of the two highest cognitive skills- metacognitive
skills and self-system thinking.
REFLECT
If you were to rate yourself on HOTS – where will you be from a scale of 1 to 5 (5 as highest)
where will you be?
As a future teacher, reflect on how will you contribute to the development of learners’ HOTS?
Assessment)
scoring rubrics; * evaluate a sample portfolio; * distinguish among the 3 types of portfolio; * construct
and Kendall’s and Marzano’s taxonomy; * explain the function of a Table of Specifications; *
DepEd’s grading policy; * state the reason(s) why grades must be reported to parents; and describe

Needs
Improvement
Episode 4 3 2
1
analyzed.

outcome.
on Transmutation)
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1 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
Date:
REFERENCES:
www.google.com
Activity 13.6 Analyzing a Table of Specifications

Subject Area: Date:
 Explain the function of a Table of Specifications
 A Table of Specification (TOS) is a two-way chart which describes the topics to be covered by
a test and the number of items or points which will be associated with each topic.
 Sometimes the types of items are described in terms of cognitive level as well.
1. Study the sample of Table of Specifications on Assessment.
No. of Class Cognitive Level

Learning Outcome Total
Hours
Rem Un Ap An Ev Cr
1.
2.
3.
4.
5.
6.
Total
ANALYZE
1. What parts must a TOS contain to ensure test content validity?
2. Why is there a need for number of items per cognitive level?
3. With OBE in mind, is it correct to put learning outcome not topic in the first column? Why or
why not?
4. Can a teacher have a test with content validity even without making a TOS?
5. Complete the given TOS.
REFLECT
Read this conversation and reflect on teachers’ assessment practices. Write your reflections
here.
Student A: Saan naman pinulot ni Teacher and kaniyang tanong? Ni-isang tanong sa
tinuro, wala! (Where did Teacher get her test? Not one of what she taught came out!)
Student B: Oo nga.! Nakakaiinis! (You are right! How annoying!”)
Did you have a similar experience? Reflect on it. Will the required use of Table of
Specifications as guide in test construction solve the problem of misaligned tests?
 Accomplished Observation Sheet

 Analysis
 Reflection
 Completed Sample TOS
Activity 13.7 Computing Student’s Grades based on DepEd Grading System

Subject Area: Date:
 Compute student’s grade based on DepEd’s grading policy

 State the new features of the latest grading system in basic education
 With the implementation of the Enhanced Basic Education Program of 2013, more popularly
known as the K to 12 Curriculum, came a new grading system of the Department of
Education. Refer to Appendix A for more details.
 The latest grading system in basic education includes students’ performance in written tests
and performance tasks, with emphasis on the latter. The quarterly exam may be a
combination of written test and performance task.
OBSERVE
A. Sample Students’ Report Card
1. Secure a sample of a Students’ Report Card from your Resource Teacher.

2. Study a sample of an unused Student’s Report Card. Observe its contents.
3. Ask permission from your Resource Teacher for an interview with him/her and with a group
student regarding the new grading system.
B. Interview of Resource Teacher
1. What are the new features of the latest grading system? What things are you required to do
with this new grading system which you were not asked before?
2. Which do you prefer – the old or the new grading system? Why?
C. Interview of 5 Students
1. What do you like in the new grading system?

2. Do you have problems with the new grading system? If there is, what?
3. Does the new grading system give you a better picture of your performance? Why or why not?
4. Which do you prefer – the old or the new grading system? Why?
_
D. Review of DepEd Order no. 8, s. 2015
Read DepEd Order no. 8, s. 2015. You may refer to Appendix A.
Based on DepEd Order 8, s. 2015, answer the following:
1. What are the bases for grading?

2. How do you compute grades per quarter for Grades 1 to 10 and Grades 11 to 12. Give an
example.
3. How do you compute grades at the end of the school year?
4. What descriptors and grading scale are used in reporting process of learners?
5. What are the bases for learners’ promotion and retention at the end of the school year?
6. What is the report on learners’ observed values?
E. Grade Computation
Show sample computations of a grade:
 In a subject of your choice from Grades 1 to 6 (if you are a future elementary teacher)
 In your specialization if you are a high school teacher
 Show the percentage contributions of written work, performance tasks and quarterly
assessment. Then give the descriptor. Refer to DepEd Order no. 8, s. 2015.
ANALYZE
Analyze data and information gathered from the interview and from your review of an unused
Student’s Report Card and the DepEd grading system.
1. Do teachers and students like the new grading system? Why or why not?
2. What are the good points of the new grading system according to teachers? According to
students?
3. What are teachers challenged to do by this new grading system?
4. Do you favor the distribution of percentages of written work, performance tasks and quarterly
assessment?
5. Did you like the experience of computing grades? Why or why not?
REFLECTION
In an era where the emphasis is self-directed learning and demonstration of competencies –

knowledge, skills and values learned (outcomes-based education) – do grades really matter?
Assessment)
Focused on: 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
scoring rubrics; * evaluate a sample portfolio; * distinguish among the 3 types of portfolio ; * construct
and kendall’s and Mrazano’s taxonomy; * explain the function of a Table of Specifications; *

Needs
Improvement
Episode 4 3 2
1
analyzed.

outcome.
on Transmutation)
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1 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
Date:
REFERENCES:
www.google.com
Activity 13.8 Reporting Students’ Performance

Subject Area: Date:
 State the reason(s) why grades must be reported to parents

 Describe what must be done to make grade reporting meaningful
 Grades fulfill their function if reported meaningfully to students and most of all to parents, our
partners in the education of children.
 Grades are a measure of achievement, not necessarily IQ. A student may have high IQ but
not necessary achieving or performing because of lack of motivation or other factors.
OBSERVE
Proceedings in a Card Distribution Day
1. Observe how cards are distributed on Card Distribution Day. Describe how cards are distributed.
2. Describe how the Resource Teachers communicated learners’ assessment results and
grades to parents.
3. Did parents raise questions or concerns? If yes, what were their questions/concerns?
4. How did the Resource Teacher handle their questions and concerns? What answers did
he/she give?
Interview with Resource Teacher
1. How do you give feedback to your students regarding their performance? When do you give
feedback?
2. How do you report students’ performance to parents? Does the school have a regular way of
reporting grades to parents?
3. What problems on grade reporting did you encounter with parents? How did you address
it/them?
Interview with Students
1. Do you see the meaning of your grades in the School Report Card?
2. Does knowing your grade motivate you to work harder?
Interview with Parents

1. Does your child’s Report Card give you a clear picture of how your child is performing?
2. If you were asked what else should be found in the Report Card, which one? Why?
3. Do you find the Card Distribution Day important? Why or why not?
4. Any suggestion on how to make Card Distribution more meaningful?
ANALYZE
1. What were the most common issues raised on students’ performance?

2. Based on your observations and findings, what practices must be
a) maintained and
b) improved to make grades and reporting meaningful?
REFLECT
1. Grades are often a source of misunderstanding. How should I do reporting so that it will result
to effective learning?
Assessment)
scoring rubrics; * evaluate a sample portfolio; * distinguish among the 3 types of portfolio ; * construct
and kendall’s and Mrazano’s taxonomy; * explain the function of a Table of Specifications; *

Needs
Improvement
Episode 4 3 2
1
analyzed.

outcome.
on Transmutation)
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1 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
Date:
REFERENCES:
www.google.com

Topic : The Teacher as a PERSON and as a PROFESSIONAL
Time Frame : 1 hour
a. describe the personal qualities and competences of effective
classroom teachers; and
b. enumerate the professional characteristics of practicing teachers
observed as based on the professional standards and code of ethics
for the profession.
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 module will provide you a chance to observe teachers in their workplace at school in
order to answer the questions asked.
“My Teacher, My Hero” was a banner during the World Teachers’ Day celebration in the Philippines
in the years past. Are Filipino teachers, real heroes? What do you think? Why?
May answer is YES! Here are my reasons.
Personal Qualities of Filipino Teachers
To be a teacher in the Philippines is a challenging profession. Teachers serve the country just
like any other hero. To be a teacher requires a lot of personal and professional qualities. These
qualities make an excellent Filipino teacher an exceptional professional.
First, the teacher must have innate qualities or attributes that are exemplary and are fitted to
be teachers. These are natural tendencies of a person. Here are some of the qualities and attributes
that distinctly characterize a teacher.
Personal Qualities of Teachers and the Descriptors
Personal Qualities What the teacher IS and Does.

 Lives with dignity that  This teacher is honest, has integrity, self-respect and
exemplifies self-respect, integrity self-discipline. Likewise, respected by students, peers
and self-discipline and the community.
 Takes care of one’s physical,  This teacher is physically, emotionally and mentally
emotional and mental well-being healthy. Clean and neat, dresses appropriately and
pleasant in words and in action.
 Lives a life inspired by spiritual  This teacher behaves according to the personal spiritual
principles and beliefs beliefs that are not contrary to the norms, mores and
tradition of the community.
 Exhibits deep knowledge and  This teacher is mentally alert, makes correct decision,
understanding across intelligent to be able to acquire new knowledge, skills
disciplines and values needed in order to teach. She/he has the
ability to learn new things, re-learn old knowledge in
new ways, and un-learn knowledge, skills and values
that are no longer applicable to the current times.
 Recognizes own strength with  This teacher sets high goals for himself/herself, but
humility remains humble and willing to share success. He/she
is confident of doing task but does not consider self to
be
better than others all the time.
 Perseveres in challenging  This teacher is calm in the midst of chaos, remains
situation steadfast under pressure, does not easily give up and
adjusts to different situations.
 Demonstrates a natural action  This teacher volunteers tasks for others, always willing
to work together with others to share, extends help willingly, accepts responsibility,
tolerant of other people, and gives up time for the group.
Not everyone has these qualities; hence not everyone can be a good teacher. As the old
saying goes: “Teachers are born but good teachers are both born and made.”
Professional Competences of Filipino Teachers
Going to teacher training institutions and earning a teaching degree mean developing a
professional teacher like you. You can only become a professional teacher if you earn a degree to
teach in either elementary level or high school level. You should also earn a license to teach by
passing a licensure examination for teachers. While studying in college you are learning the ropes of
becoming a professional teacher. You learn the content courses including the major or specialization
and the professional courses including the pedagogy courses. Your professional courses include
experiential learning courses that include Field Study 1, Field Study 2 and Teaching Internship. These
are important in your preparation to become professional teachers.
So what are the professional competencies that every teacher should have? You will find
these in the matrix that follow.
Professional Competencies of Filipino Teachers

Professional Competencies What the teacher DOES
 Abides by the code of ethics for the  This teacher practices the rules and conduct
profession of professional teachers
 Masters the subject matter to be taught  This teacher masters and updates
himself/herself with subject matter content to
be taught.
 Updates oneself on educational trends,  This teacher keeps abreast with educational
policies and curricula trends, policies and curricula by taking up
graduate studies, attending seminars and
workshops.
 Uses teaching methods to facilitate student  This teacher practices different ways of
learning teaching appropriate to the learners and the
subject matter.
 Builds a support network with parents and  This teacher engages he cooperation of
community parents and stakeholders in educating the
learners
 Demonstrates knowledge, understanding of  This teacher has substantial knowledge of
the characteristics and needs of diverse the characteristics and needs of the
learners learners.
 Plans, prepares and implements school  This teacher plans, prepares, implements
curriculum responsibly and innovates the day-to-day curriculum with
the
view in mind that learners will learn.
 Designs, select and utilize appropriate  This teacher designs, selects and uses
assessment strategies and tools appropriate assessment tools for , as, and
of
learning.
 Provides safe, secure, fair physical and  This teacher arranges the classroom to
psychological learning environment that provide safe, secure psychological
supports learning. environment that supports and encourages
learning.
 Serves beyond the call of duty  This teacher does task and works even
beyond the official time when needed.
So, it is not easy to become a professional teacher. The demand is great. A qualified
professional teacher then is like a HERO.
Now you are ready to identify if the enumerated characteristics are found among the teachers
you are going to observe.
There are two observation activities in this Module. Activity 1 will identify the Personal
Characteristics of the Teacher and Activity 2 will identify the Professional Competencies of the Teacher.
Activity 14.1 Teacher Personal Qualities: A view from My Lenses

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

Interview (I) I have found out that ……
a. Dignified Observe
b. Healthy Observe
c. Spiritual Observe
Interview
d. Knowledgeable Observe
e. Humble Observe
Interview
f. Determined Observe
Interview
g. Cooperative Observe
Interview
Activity 2 will focus on the Professional Competencies of the Teacher. You may change your
sample Teacher in Activity 1 with another teacher or you can still observe the same teacher. In case
you will not change your teacher to be observed the same teacher will be your sample for both
Activity 1 and Activity 2. Aside from direct observation, you will also do a Survey in 2.
ANALYZE
Did you learn from your observation of the teacher? Now let us analyze the information that you
have gathered.
Answer the following questions.
1. In Activity 1, what do you consider as the 3 most outstanding significant personal qualities of the
teacher you chose as your case? Why do you consider these as outstanding?
a.
b.
c.
2. Which of these qualities do you have? Do you think you can fit as a good teacher someday?
Why? Describe yourself.
REFLECT
Good teachers are role models, whether in school, at home or in the community. From the
teachers that you had from elementary to college, did the personal qualities that they possess, help
you learn better as a student?
Identify one personal characteristic of your model teacher that has made a great impact in
your life as a learner. Reflect and describe how this quality influenced you.
Activity 14.2 Is the Teacher a Professional Teacher?

Subject Area: Date:
OBSERVE
Procedure:
1. Secure a permit to observe and conduct a survey.
2. Request the following information from the teacher:
a. Name
b. LET License No
c. Evidence of Professional Growth (Masters or Doctorate, Seminars attended, etc.)
3. Request a co-teacher or the head (only one of the 2) to answer the checklist/rating scale
about your sample teacher.
4. Answer the same survey instrument yourself.
5. Compare the answer of the co-teacher or that of the head with your answer on the survey. In
what items do you have the same answer?
6. Show the results in a summary table.
Competencies of the Professional Teacher: A Special Case
Dear Ma’am/Sir:
I am a future teacher and I would like to know the characteristics of a professional teacher.
I will be very glad if you could answer the survey form about your co-teacher .
I will keep in confidence your identity, however, please allow me to use the data in my
lesson. This is a requirement in our course, Field Study 1.
Thank you very much.
BEED/BSEd Student
Name of the Teacher:

PR License No.: Grade Level Taught
Answer the following statements based on your OBSERVATION of the teacher. Check Yes or No or
Doubtful.
Does the Teacher exhibit the

competence of a professional
Professional Competence teacher? Check your answer
below.
Yes No Doubtful
1. Practices the Code of Ethics for Professional Teachers
2. Teachers 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. Teachers with compassion based on the knowledge and
understanding of the characteristics and needs of diverse
learners
7. Prepares curriculum plans, implements these with innovation
in every lesson
8. Designs or selects and utilizes appropriate assessment
strategies and tools for lessons taught
9. Makes classroom atmosphere physically (arrangement) and
psychologically (friendly, inclusive) safe and secure for
learning
10. Serves willingly beyond teaching work by participating in
other
extra-curricular activities when needed
Name and Signature of the Teacher Informant (Peer)
OR:
Name and Signature of the Supervisor Informant (Head)
AND
Your Name and Signature (Pre-service Student)

ANALYZE
Did you learn from your observation and interview on teacher’s professional competences?
Now let us analyze the data.
Answer the following questions
1. In Activity 2, do you consider the Teacher as a Professional Teacher? In what competencies

is the teacher Strong? Weak? Doubtful? Why?
2. Did your answer to the survey form coincide with the answers of the co-teacher or head of the
teacher you observed? Why?
REFLECT
Now, it is time to reflect on Activity 2.
Complete the following sentences as your reflections from the results of Activity 2.
1. As a future teacher, the results imply that I should
2. If all the teachers teaching today possess the professional characteristics and competencies
as the teacher/teachers observed then learners will be
Show here the artifacts of this Module.

1. Short narrative about the teacher with a description of the personal qualities and professional
characteristics that you have observed. You may request a picture from the teacher.
My Teacher, My Hero
(Picture of the Teacher Observed)
Narrative (about the personal and professional characteristics of the teacher)

Evaluate Your Work Task Field Study 1. Episode 14 – The Teacher as a PERSON and as a
PROFESSIONAL
Learning Outcomes: describe the personal qualities and competences of effective classroom teachers.
* enumerate the professional characteristics of practicing teachers observed as based on the
professional standards and code of ethics for the profession.

Needs
Improvement
Episode 4 3 2
1
analyzed.
outcome.
on Transmutation)
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1 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
Date:
REFERENCES:
www.google.com

Topic : Towards Teacher Quality: Developing a Global Teacher of the 21st Century
Time Frame : 1 hour
a. describe the personal qualities and competencies of a global
classroom teachers of the 21st century; and
b. design a learner-centered classroom for the 21st century learners
with learning spaces that are safe, that allows creativity and use of
ICT.
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 21 countries surveyed which represented the major continents of the
world. In most countries that participated, it was found out that like the Philippines, teaching is the
most sought profession. It was comparable to being a social worker, librarians, nursing and even
doctors. Majority of the parents asked, answered that they encourage 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 global 21st century Filipino teacher.
(Global Teacher Index p. 123 Teaching Profession)
FILIPINO GLOBAL TEACHER
A survey of the ASEAN countries and beyond tends to show that there are three major
responsibilities of teachers. These are (1) Actual Teaching. (2) Management of Learning and (3)
Administrative Work.
While the number of actual teaching hours per day varies all over the world, in our country,
teaching in the public schools requires sic hours of actual teaching that includes administrative work
such as management of learning per day. The two hours of the working day is allotted to
administrative work such as scoring and recording learner’s outputs, making reports, filling forms,
preparing for the next day’s activity and performing other administrative tasks. The previous module
on the teacher, reminded us of the qualities and competencies mentioned earlier. Teachers should be
multi-literate, multi-cultural, multi-talented, innovative and creative. The future Filipino teacher like you
shall act locally but think globally.
“Teach local, reach global” means that the teacher brings diverse experiences in the
classroom with the various skills to live and work as citizens of a global society. What teachers do in
the local communities’ impacts the larger community. As global citizens, the work begins, where the
teachers are, thus a “global” teacher.
Towards Quality Global Teachers
Quality teachers are characterized; by different attributes and skills needed in the 21 st century
education. Partnership 21 identified (1) Global awareness, (2) Financial, economic, business and
entrepreneurial literacy, and (4) Civic and Health Literacy which require:
1. Learning and Innovative skills.

2. Information, Media and Technology Skills
3. Life and Career Skills
More specifically, quality teachers are competent teachers who can demonstrate exemplary
mastery of knowledge, skills, values and dispositions relative to the following characteristics:
1. Understands one’s own cultural identity and rootedness

2. Knows and integrates global dimensions in the subject area
3. Engages learners in the learning processes
4. Uses real life local and global examples
5. Values the inputs of culturally and linguistically diverse learners
6. Models social responsibilities in local and global content
7. Encourages learners to find appropriate actions to improve local and global the conditions, and
8. Creates a learning environment that encourages creativity and innovations.
The Challenges of the Quality Global Teachers for the 21st Century
One of the major challenges of quality teachers is to “create a learning environment that
encourages creativity and innovation among learners.” With it, comes the management of learning in
such environment. These are required skills for a global teacher.
Majority of the current classrooms provide learning spaces that can hardly prepare the 21st
century learners for the development of the 21st century skills.
Since the 21st century classroom is learner-centered, the teacher acts as a facilitator of
learning. Students no longer study each subject in isolation, but they work on interdisciplinary projects
that cover several subject areas. Learning is no longer for memorizing and recalling of information but
on learning how to learn. Thus classroom designs should respond to the 21st century learning. More
so, quality teachers should be changing their roles from teaching in isolation to co-teaching, team
teaching and collaboration with students and peers.
How should a new classroom be? Here are some suggestions on the six elements of a new
classroom:
1. Flexibility of furniture and space
2. Collaborative learning
3. Facilitation of movement
4. Foster creativity
5. Use of technology
6. Provision of light and bright colors
With the classrooms structure, a quality teacher should be able to manage learning under a very
conducive learning environment. Teacher should use effective classroom management strategies that
will ensure productive learning.
Quality teachers should manage learning in an enhanced classroom by seeing it to it that learners
are:
 organized,
 orderly,
 focused,
 attentive,
 on task, and
 are learning.
This will take much of your skill, experience and patience. The two important factors that may
affect learning management are the use of technology and the diversity of learners.
Activity 15.1 A Day in the School Life of a Quality Teacher

Subject Area: Date:
Observation 1: this activity will require you to stay in school for one school day. Special
arrangement by your faculty should be made for this purpose.
Procedure:
1. Secure permit to observe a quality teacher in the school for one whole class day.
2. Shadow the teacher in the three major responsibilities.
 Actual Teaching
 Management of Learning
 Administrative Work
3. Use the key guide found in the matrix below.
4. Record data observed in your notebook. This will be your artifact.
5. If you missed seeing the evidence to the key guide, you may interview the teacher.
6. Make a narrative or essay of your answer entitled: “A Day in the School Life of a Quality
Teacher”.
7. If permitted, you may include the teacher’s picture in action to your essay.
OBSERVE
Note: Observe and record observations on the following aspects as key guide to observations.
Teacher’s Major Responsibility Key guide for Observation (Carefully look for the
indicators/behaviors of the teacher along the key points. Write
your observations and description in your notebook. This will be
one of
your artifacts.)
A. Actual Teaching This teacher
1. is learner-centered.
2. acts as a facilitator of learning..
3. has mastery of subject matter.
4. sees to it that learning outcomes are achieved.
5. is pleasant and fair in dealing with the learners.
B. Management of Learning This teacher
1. allows all learners to participate in the lesson.
2. considers the needs of the learners in the seating arrangement.
3. uses instructional support materials to help learners
understand the lesson.
4. sees to it that learning is achieved within the period of time.
5. dismiss the class on time.
C. Administrative Work This teacher
1. keeps records of learners attendance every day.
2. keeps record of formative and summative tests.
3. submits reports and other documents on time.
4. does other tasks as requested by superiors.
5. cooperates with peers and staff in the cleanliness and safety of
the school.
ANALYZE
Refer to the results of your observation to answer the questions that follow.
1. Which of the three responsibilities shows majority of the indicators being practiced?
A. Actual Teaching?
B. Management of Learning?
C. Administrative Work?
2. Which demonstrated behavior, do you find in the teacher is worthy of emulation when you
become a teacher? Describe.
3. Which of the major responsibilities does this teacher find difficult to comply with? What are the
reasons?
4. From your perspective, would you consider this teacher as quality teacher? Why?
REFLECT
Now, that you have spent one school day to observe this teacher, it would be good for you to
reflect on all your observations by answering reflective questions below.
1. Are you inspired to become a teacher after your observation? If Yes, why? If No, why not?
2. When you become a teacher in the future, how else would you do better as a professional
teacher?
3. What are some of the concerns that you foresee in the future as a quality teacher? Do you think
you will be ready to address these? Give at least 2 concerns.
4. In what aspects of the teacher’s day, would you like to congratulate the teacher you observed?
Can you show your appreciation to this teacher by sending a Thank you card? (Include this in
your artifact)
Activity 15.2 The Creation and Management of the New Learning Environment as a Skill of the
21st Century Quality Teacher

Subject Area: Date:
This activity will allow you to develop your sense of creativity and imagination in designing a
classroom for the 21st century and determining how to manage learning in this classroom.
OBSERVE
Procedure:
1. Draw or sketch the current classroom where you are observing.

2. Indicate and label all significant parts and furniture that you find inside including these but
not limited to:
a. Doors, windows
b. Teacher Table, Demonstration table
c. Cabinets, chalkboard, bulletin boards/display boards, etc.
d. Gadgets, equipment
e. Plant boxes, etc.
f. Others not included in the list
3. Draw your vision of a classroom for the 21st century.
A. Current Classroom I am Observing

Grade level
B. My Classroom for the 21st Century
ANALYZE
Make a comparison of your drawings A and B. Describe the similarities and differences. Explain
why.
Features of the Present My Vision of the Future Why the similarity?

Classroom Components Classroom Why the difference?
REFLECT
Based on the task that you made, what challenges await you as a future teacher? How will
you manage learning in the future classroom? How will you prepare yourself to respond to 21st
teaching- learning and become a global teacher?
These are the artifacts that you need to file in this Module.
1. Activity 15.1 Report on the Observation including evidence that go with it.
Activity 15.1 Narrative on the Day in the School Life of the Quality Teacher
2. Activity 15.2 Drawing of the present classroom and Drawing of your Vision of the Classroom
for the 21st Century.
3. Activity 15.2 Narrative on how you will manage teaching-learning in the 21st Century classroom.
Evaluate Your Work Task Field Study 1. Episode 15 – Towards Teacher Quality: Developing a
Global Teacher of the 21st Century
Learning Outcomes: describe the personal qualities and competencies of global classroom teachers
of the 21st century; and design a learner-centered classroom for the 21st century learners with learning
spaces that are safe, that allow creativity and use of ICT.

Needs
Improvement
Episode 4 3 2
1
analyzed.
outcome.
on Transmutation)
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1 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
Date:
REFERENCES:
www.google.com

Topic : On Teacher’s Philosophy of Education
Time Frame : 1 hour
a. determine prevailing philosophies of education based on DepEd
Vision and Mission statements, core values and mandate, the K to
12 Curriculum Framework and Guide and RA 10533;
b. cite teacher’s teaching behaviors and the philosophies of education
on which these behaviors are founded; and
c. articulate my philosophy of teaching.
Introduction :
One thing asked of 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 nature of the learner,
how that learner learns and how that learner ought to live in order to live life meaningfully. Based on
these philosophical concepts, the teacher applicants describe how they ought to relate to the learner,
what to teach and how to teach so that the learner learns and lives life happily and meaningfully.
We are beneficiaries of a rich philosophical heritage passed on to us by great thinkers of the

past and of the present. The way teachers relate to learners and they teach are anchored on
philosophies of education.
Basic documents such as the vision and mission statements, core values and mandate of the
Department of Education and the features of the K to 12 Curriculum as contained in Section 3 of RA
10533 and the K to 12 Curriculum Guide are manifestations or expressions of the philosophies of
education of the country. They state the standards and the outcomes of education towards which all
curricular activities and teaching-learning should be directed.
Activity 16.1 Analyzing DepEd’s Philosophy of Education

Subject Area: Date:
OBSERVE
 Determine prevailing philosophies of education based on DepEd Vision and Mission

statements, core values and mandate and on the K to 12 Curriculum Framework and Guide.
 Study the DepEd Vision and Mission statements, Core values and Mandate.
 Read the features of the K to 12 Curriculum based on the K to 12 Curriculum Framework and
Guide and Sec 5 of RA 10533.
 Accomplish the Table below by answering this question: Which philosophies are expressed?
 Cite relevant statements to back up an identified philosophy of education. You are given an
example.
Which philosophies are Which philosophies are

expressed in the DepEd Vision, expressed in the K to 12
Philosophies of Education Mission Statements, Core Curriculum Framework and
Values, and Mandate? Give Guide and Sec 5 of RA 10533?
poof. Give proof.
1. Essentialism – teach Essentialism – the core values Essentialism – List of
mastery of the basics; of maka-Diyos, maka-tao, standards and competencies
curriculum is prescribed; maka-kalikasan and maka- that learners are expected to
subject matter – centered bansa show that DepEd attain is the subject matter that
there are universal, believes in unchanging values students are expected to learn.
objective values; inculcate that need to be inculcated. – Essentialist
values in subject matter
2. Perennialism – teach those Any proof of perennialism?
that last, the classics; there
are universal values;
inculcate these universal,
objective values
3. Progressivism – very child- Any proof of progressivism?
centered; teach those that
interest the child; one
learns by experience;
learners learn by doing so
teacher teacher’s teaching
is experiential; values are
subjective; no inculcation of
values since they are
subjective; instead teachers
help students clarify their
values
4. Reconstructionism – school Any proof of reconstructionism?
is agent of change;
schooling is preparing
students for the social
changes; teaching is
involving the students in
discussion of moral
dilemmas
5. Existentialism – Teachers Any proof of existentialism?
teach learners to make a
choice, to make decisions
and not merely to follow the
crowd; one who does not
make a choice and so
simply follow others do not
leave meaningful life.
6. Pragmatism – That which is Any proof of pragmatism?
useful, that which is
practical and that which
works is what is good; that
which is efficient and
effective is that which is
good. E.g. showing a video
clip on mitosis is more
efficient and more effective
and therefore more
practical than teacher
coming up with a visual aid
by drawing mitosis on a
cartolina or illustration
board.
7. Rationalism – emphasizes Any proof of rationalism?
the development of the
learners’ reasoning powers;
knowledge comes though
reason; teacher must
develop the reasoning
power of the learner
8. Utilitarianism – what is good Any proof of utilitarianism?
is that which is most useful
(that which brings
happiness) to the greatest
number of peoples;
9. Empiricism – source of Any proof of empiricism?
knowledge is through the
senses; teacher must
involve the senses in
teaching-learning
10. Behaviorism – behavior is Any proof of behaviorism?
shaped deliberately by
forces in the environment
and that the type of person
and actions desired can be
the product of design;
behavior is determined by
others, rather than by
person’s own free will;
teacher must carefully
shape desirable behavior;
drills are commonly used to
enhance learning, rewards
reinforce learning.
11. Constructivism – learners Any proof of constructivism?
are capable of constructing
knowledge and meaning;
teaching – learning
therefore is constructing
knowledge and meaning;
teacher does not just “tell”
or dictate but asks learners
for knowledge they
construct
and meaning of lesson.
12. Other Philosophies
Activity 16.2 Articulating My Personal Philosophy of Teaching

Subject Area: Date:
OBSERVE
 Observe how a teacher relates to every learner and how he/she proceeds with her teaching.
 Accomplish this Observation Sheet.
Here are philosophies of education. Find out which philosophies were manifested in class by
observing what and how teacher teaches and relates to learners.
Teaching Behavior (State what the teacher

Philosophies of Education
said, taught or did).
1. Essentialism – teach mastery of the basics; In what way was teacher essentialist?
curriculum is prescribe; subject matter-
centered there are universal, objectives e.g. He/she saw to it that the students mastered
values; inculcate values; subject basic concepts and skills.
He/she inculcated values.

2. Perennnialism – teach those that last, the
classics; there are universal values; inculcate
these universal, objective values
3. Progressivism – very child-centered; teach
those that interest the child; one learns by
experience; learners learn by doing so
teacher teacher’s teaching is experiential;
values are subjective; no inculcation of
values since they are subjective; instead
teachers
help students clarify their values
4. Reconstructionism – school is agent of
change; schooling is preparing students for
the social changes; teaching is involving the
students in discussions of moral dilemmas
5. Existentialism – Teachers teach learners to
make a choice, to make decisions and not
merely to follow the crowd; one who does
not make a choice and so simply follow
others do
not leave meaningful life
6. Pragmatism – That which is useful, that which
is practical and that which works is what is
good; that which is efficient and effective is
that which is good. E.g. showing a video clip
on mitosis is more efficient and more
effective and therefore more practical than
teacher coming up with a visual aid by
drawing mitosis
on a cartolina or illustration board
7. Rationalism – emphasizes the development
of the learners’ reasoning powers;
knowledge comes though reason; teacher
must develop
the reasoning power of the learner
8. Utilitarianism – what is good is that which is
most useful (that which brings happiness) to
the greatest number of peoples;
9. Empiricism – source of knowledge is through
the senses; teacher must involve the senses
in teaching-learning
10. Behaviorism – behavior is shaped
deliberately by forces in the environment and
that the type of person and actions desired
can be the product of design; behavior is
determined by others, rather than by
person’s own free will; teacher must carefully
shape desirable behavior; drills are
commonly used to enhance learning,
rewards reinforce
learning.
11. Constructivism – learners are capable of
constructing knowledge and meaning;
teaching – learning therefore is constructing
knowledge and meaning; teacher does not
just “tell” or dictate but asks learners for
knowledge they construct and meaning of
lesson.
12. Other Philosophies
ANALYZE
1. Based on your findings and observations in Activity 16.1 and Activity 16.2, which philosophies
of education are dominant in Philippine basic schools? Why do you say so?
2. If there is one philosophy that schools and teachers should give more attention to, what
should that be and why?
REFLECT
What is your philosophy of teaching? This describes what you believed you should teach, how
you should teach and how you should relate to others in school – with the learners, your colleagues,
your superiors and all other stakeholders. Write them down. This is your title, “My Philosophy of
Teaching.”
My Philosophy of Teaching
These may be of help:
I believe that the learner …… (concept of the learner)
I believe that I should teach the learners ….. (what)
by ….. (how)
I believe that I ….. (how should you relate to learners, colleagues, superior, parents and other
stakeholders)
Accomplished Observation Sheets

My Philosophy of Teaching
Evaluate Your Work Task Field Study 1. Episode 16 – On Teacher’s Philosophy of Education
Learning Outcomes: determine prevailing philosophies of education based on DepEd Vision 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 * articulate my philosophy of teaching

Needs
Improvement
Episode 4 3 2
1
analyzed.
outcome.
on Transmutation)
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1 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
Date:
REFERENCES:
www.google.com

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LEARNING SURIGAO STATE COLLEGE OF TECHNOLOGY

COLLEGE OF TEACHER EDUCATION

RONITA E. TALINGTING, PhD

MARIVEL M. CATACUTAN, MAEd

AILYN B. CABA, MAMATH

MA.CRISANTA S. VASQUEZ, MIE

LEONIELYN G. MALICAY, PhD

FS 1 – Obsevations of Teaching – Learning in Actual School

Module 1: The School Environment

Module 2: Learner Diversity: Developmental Characteristics, Needs and Interests

Module 3: Focus on Gender, Needs, Strengths , Interests, Experiences Language, Race,

Module 5: Creating an Appropriate Learning Environment

Module 6: Classroom Management and Classroom, Routines

Module 7: Physical and Personal Aspects of Classroom Management

Module 8: Close Encounter with the School Curriculum

Module 9: Preparing for Teaching and Learning

Module 10: The Instructional Cycle

Module 11: Utilizing Teaching – Learning Resources and ICT

Module 13: Assessment of Learning (Summative Assessment)

Module 14: The Teacher as a Person and as a Professional

Module 16: On Teacher’s Philosophy of Education

REVISIT the Learning Essentials

These are the time-tested principles of teaching and learning:

A teaching method consists of systematic and orderly steps in the teaching-learning

FS 1 – Obsevations of Teaching – Learning in Actual School

OBSERVE, ANALYZE, REFLECT

Activity 9.1 Demonstrating an Understanding of Research-Based Knowledge Principles of Teaching

Resource Teacher: Teacher's Signature:

What did the Resource Teacher do to

2. Learning is an active process.

3. Learning is the discovery of personal

4. Learning is a cooperative and a

FS 1 – Obsevations of Teaching – Learning in Actual School

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

Give instances where this/these principle/s could have been applied?

FS 1 – Obsevations of Teaching – Learning in Actual School

FS 1 – Obsevations of Teaching – Learning in Actual School

Resource Teacher: Teacher's Signature:

1. Write the learning outcomes stated in the lesson.

(SMART Objectives?) Achieved

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

1. Do SMART objectives make the lesson more focused?

Resource Teacher: Teacher's Signature:

What teaching-learning practice shows that teaching approach was:

f.) collaborative – Students worked together.

Reflect on Principles of teaching worth applying

Name of FS Student: Date Submitted:

Learning Portfolio is Portfolio is Portfolio is not Portfolio is not

TRANSMUTATION OF SCORE TO GRADE/RATING

Course Title : Observations of Teaching – Learning In Actual School Environment

REVISIT the Learning Essentials

These are the types of questions that teachers ask.

Types of Questions that Teacher Ask

1. Providing acceptance feedback

Resource Teacher: Teacher's Signature:

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

Reflect on this question.

Resource Teacher: Teacher's Signature:

Observe a class and answer the following questions.

Reflect on the use of OBTL.

Resource Teacher: Teacher's Signature:

Types of Question Examples of Questions that the Resource Teacher Asked

Reflect on The importance of using various reacting techniques