Eportfolio Espuerta

UM Digos College Department of Teacher Education Roxas Extension, Digos City Telefax: (082)553-2914
CONTENTS FOR THE FIELD STUDY E-PORTFOLIO

(FS 1- Observations of Teaching and Learning in
School Actual Environment)
Title Page i
Table of Contents ii.
Introduction (includes the rationale of the field study course, statement
of purpose of your e-portfolio) (1 whole page)
Course Description, Objectives and Definition of Terms

FS Student Curriculum Vitae
Beliefs on Teaching and Learning (includes a narrative of
your teaching and learning philosophies) (1 whole page)
Certificate of Completion (to be accomplished by the

Department) Compilation of Ebook Activities and
Worksheets Reflections (1 whole page)
 Reflection No. 1 - Observation of Virtual Class Environment
 Reflection No. 2 - Class Routines in the New Normal
 Reflection No. 3 - Class Activities in the New Normal
 Reflection No. 4.- Assessment Practices
Evidences of Learning (Screenshots during observation of classes

and/or shots of electronic instructional materials utilized in classes)
Rubrics
Contents for the Field Study E-Portfolio | 1

APPENDICES

UM DIGOS COLLEGE
Department of Teacher Education
Roxas Ext., Digos City
1ST Semester SY 2021-2022
A Professional Portfolio in
Field Study 1
Observation of Teaching-Learning Actual School Environment
UNIVERSITY OF MINDANAO
DIGOS CITY
by
ALWIN AMONGAN ESPUERTA

Bachelor of Physical Education
October 15, 2021

FS 1
Observations of
Teaching and
Learning in
School Actual

Table of Contents
(FS 1 and 2)
Title Page
Table of Contents
Introduction
Course Description, Objectives and Definition of Terms
FS Student Curriculum Vitae
Beliefs on Teaching and Learning
Certificate of Completion
Compilation of Worksheets
Chapter 1
Worksheet 1
Chapter 2
Worksheet 2
Chapter 3
Worksheet 3
Chapter 4
Worksheet 4
Chapter 5
Worksheet 5
Chapter 6
Worksheet 6
Chapter 7
Worksheet
Reflections
Observation of Classes
Class Routines
Preparation of Instructional Materials

Class Activities
Assessment Practices

Introduction
This will be the first experiential course in which a future teacher will be
immersed in a real-world classroom environment and learning process, allowing for
direct observation of teaching learning episodes focusing on the implementation of
educational principles learned in content and pedagogy courses. Observations of
learner behavior, motivation, and instructor teaching strategies, as well as classroom
management and learning assessment, will be prioritized, among other things.
Observation prepares you to be aware of and attentive to the learner and learning
environment; analysis prepares you to think critically; and reflection prepares you to
be a lifelong learner. The goal of observation is to provide the best possible
information.
A portfolio will be required for the course. This course is designed to help field
study students validate their conduct in a real-world learning setting. It will require
them to recognize practical learning facilitation approaches that account for the
learner's various stages of development as well as the learner's social environment.

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

Education Programs
a. Articulate the rootedness of education in philosophical, socio-cultural,

historical, psychological and political contexts.
b. Demonstrate mastery of subject matter/discipline
c. Facilitate learning using a wide range of teaching methodologies and
delivery modes appropriate to specific learners and their environments
d. Develop innovative curricula, instructional plans, teaching approaches,
and resources for diverse types of learners
e. Apply skills in development and utilization of ICT to promote quality,
relevant, and sustainable educational practices, and
f. Demonstrate a variety of thinking skills in planning, monitoring,
assessing, and reporting learning processes and outcomes, and
g. Practice professional and ethical standards sensitive to local, national
and global realities,
h. Pursue lifelong learning for personal and professional growth through varied
experiential and field-based opportunities.
Course Objectives
a. Describe how a safe and secure learning environment contributes to

the physical, socio-emotional and cognitive development of learners.
(PPST Domain 2)
b. Determine ways of addressing learners’ diversity in terms of gender, needs,
interests, cultural background and difficult circumstances (PPST Domain 3)

c. Appraise how teacher manifests her/his personal and professional

competencies. (PPST Domain 7)
d. Illustrate the teaching-learning process and the use of ICT to promote
quality relevant and sustainable educated process. (PPST Domain 4)
e. Assess the various classroom management strategies observed in the
class (PPST Domains 2 and 4)
f. Analyze concepts, theories and principles in curriculum development in
actual classroom setting. (PPST Domain 4)
g. Evaluate assessment and reporting practices done in the classroom.
(PPST Domain 5)
h. Formulate one’s philosophy of teaching. (PPST Domain 7)
Definition of Terms
 Coaching and Mentoring - are the support processes to prepare Field Study
students and practice teachers in the experiential learning program.
 College Supervisors – are the faculty members assigned by the TEI to

monitor, supervise, and evaluate the FSS and PTs in their experiential
learning courses.
 Cooperating School - refers to the TEI partner school where Field Study and
Teaching Internship are undertaken
 Cooperating Teachers (CTs) - are the selected educators who act as

coaches and mentors of PTs in their teaching internship program at the
partner or laboratory school of a TEI
 Experiential Learning Courses (ELC) - refers to the collective program Field

Study and Teaching Internship courses. It is a year-long engagement that
supports that supports authentic experiential learning from field study and
actual classroom immersion of the prospective teachers.
 Field Study Course - is the first experiential learning course which will
immerse a future teacher in an actual classroom situation and learning
environment where direct observation of teaching learning episodes that
focuses on the application of educational theories learned in content and
pedagogy courses will be made. It allows teacher pre-service students to
participate and assist in a limited actual teaching-learning activities that relate
to assessment of learning, preparation of instructional materials, preparation
of bulletin boards, and other routines in the classroom.
 Field Study Students (FSS) – are pre-service teachers taking their Field
Study courses in a partner or laboratory school of a TEI
 Flexible Learning - is the program by CHED that encompasses the different

delivery modalities for teaching and learning in the new normal

 Learning Delivery Modality (LDM) - refers to the program that describes the
different teaching-learning modalities by the basic education schools such as
online instruction (synchronous/asynchronous), radio-based and television-
based instruction, and other modalities
 Most Essential Learning Competencies (MELCs) – modified basic

education curriculum released by the Department of Education to address the
present educational dilemma
 New Normal - refers to the emerging behaviors, situations, and minimum

public health standards that will be institutionalized in common or routine
practices and remain even after the pandemic while the disease is not totally
eradicated through means such as widespread immunization. These include
actions that will become second nature to the general public as well as
policies such as bans on large gatherings that will continue to remain in force
(Omnibus Guidelines on the Implementation of Community Quarantine in the
Philippines with Amendments as of June 03, 2020, Inter-agency Task Force
for the Management of Emerging Infectious Diseases)
 Portfolio – is a purposeful documentation prepared by FSS and PTs that

showcases their learning experiences in the experiential learning courses.
The online or softcopy version of the said documents is referred to as
electronic or e-portfolio.
 Resource Teachers (RTs) – are the educators being observed by the FSS in
a partner or laboratory school of a TEI
 Teacher Education Institution - refers to higher education institutions

offering teacher education programs
Contents for the Field Study E-Portfolio |

10
CURRICULUM VITAE
ALWIN AMONGAN ESPUERTA

kyliewyneespuerta@gmail.com
San Antonio Village Roxas Ext. Zone 2 Digos City, Davao del Sur
PERSONAL INFORMATION
Nickname: Neggy
Age: 23 years old
Birthdate: July 14, 1998
Gender: Male
Citizenship: Filipino
Father: Arturo A. Espuerta Sr.
Mother: Evangeline A. Espuerta
EDUCATIONAL ATTAINMENT
Inclusive Years
College: University of Mindanao Digos City Year: 2018- up to present
Secondary: Wakat National HighSchool Year: 2014-2015
Elementary: La Union Elem. School Year: 2009-2010
SKILLS
Active Listening Skills
Leadership Skills
Computer literate
Good Communication Skills

11
Beliefs on Teaching and Learning
When it comes to making curriculum decisions, a teacher's teaching and
learning philosophy is very important. Your teaching philosophy will serve as a guide
when you make decisions concerning curriculum, learning objectives, and
instructional tactics. Using a philosophy in education to set your goals is a fantastic
way to become more successful and efficient. In my perspective, it is always a
leader's responsibility to be the lead learner. Ideas and creativity flourish whenever
and wherever people are willing to study and share what they've learned. The finest
learning happens when you bring in experts, attend off-site workshops, or give the
training yourself.
Furthermore, educational perspectives are declarations of our beliefs and
ideals concerning education and learning. It aids teachers in establishing teaching
strategies to address specific teaching challenges, as well as changing the learning
environment, motivation, and linguistic competency of language learners. Through
the teaching-learning process, individuals capable of competing with other countries
were produced, allowing our economy to improve and develop. Teaching-learning, in
my opinion, is inextricably linked to professional development and personal growth,
making it critical to the field of education.

12
Certificate of Completion

13
Compilation of E book Activities and Worksheets

 Ebook Activities Chapter 1 and Worksheet 1
 Ebook Activities Chapter 2 Worksheet 2
Reflections
 Reflection No. 1 - Observation of Virtual Class Environment
 Reflection No. 2 - Class Routines in the New Normal
 Reflection No. 3 - Class Activities in the New Normal
 Reflection No. 4.- Assessment Practice

14
FOUNDATIONS FOR LIFELONG LEARNERS
LEARNING OUTCOMES
1. Connect the theories of lifelong learning with the

experience undertaken in field study.
2. Seek improvement in the learned educational theories
as applied in their experiential learning.
3. Construct a highly developed skill of learning and writing
the experiences that transpired in the cooperating school.
OVERVIEW
This first experiential course will immerse a future teacher to

observe the growth of a learner in an actual classroom situation
where a learner becomes an independent learner.
The "VARK Model" was developed by Fleming and Mills (1992) to reflect on
the learners' and teachers' experiences. Visual learners prefer to
see information and visualize relationships between ideas, hence
V stands for them. A is for auditory learners who prefer to hear rather
than read or see information. R/W learners are those who learn
best when their reading and writing skills are combined. When
these two skills are combined, information becomes more potent
Finally, K stands for kinesthetic learners, or individuals who learn best
via hands-on experience.
This first chapter will review the theories and practices that Flavell
describes to help you learn more effectively.
Field Study 1│ 1
LESSON 1
LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES
EXPERIENCE
Dialogue with two important persons in the teaching and learning
process, then inquire from them how is TQLR utilized as a strategy
of studying or learning.
Strateg Name of Teacher Name of Student

y
Before beginning the Student Gesthony
Tune In: It is important supports this method
class, Teacher Grace
for the learner to be since, in his
used exercises to
aware that s/he is ready experience, it arouses
awaken the learner's
to learn. readiness to learn. pupils' eagerness to
learn because the
numerous activities
assigned by the
teacher foster
teamwork and
interest.
Teacher Grace Student Gesthony

Question: The learner is
asks the believes that by
given questions about
question first, employing this
what he will learn.
and then the strategy, he will be
student able to identify
responds. This whether or not he
strategy will also comprehends the
assist them in lesson and which
determining issues he does not
what they took understand.
away from the
lesson. To see if
they were
paying attention
to the topics.
2 │ Field Study 1
Teacher Grace's Student Gesthony
Listen: The learner
technique is to ask agrees with the
intentionally exerts effort
random questions and teacher's style since it
to listen.
provide points to the encourages teamwork
student who correctly and requires them to
answers based on the listen closely because
question.
Field Study 1│ 3
student's willingness they never know when
to cooperate. the teacher would ask
them a question.
Teacher Grace will After each lesson,
Remember: The learner provide an student Gesthony
find ways to remember assessment to believes that an
what is learned. evaluate if they evaluation is
understood and necessary since it
remembered the allows pupils to see
subject. The teacher where they made
will be able to observe mistakes and grow.
which students As a result of this
require further assessment, students'
assistance and which thinking skills will
areas are tough for develop.
them to master
through assessment.
EXCHANGE
Create a cluster of 5 students (who gathered information from
different classes) in your class and discuss the information that was
gathered in the TQLR Strategy.
Strate Name of Teacher Name of Student

gy
Tune In: It is I asked the kids what Student 1: The Stop
important for the activities they had Dance activity.
learner to be aware participated in in order Student 2: The topic
that s/he is ready to to be prepared for the had a quiz or a
learn. topic to be discussed. pretest. Student 3:
The activity is role
playing.
Student 4: Their
project was referred
to as a Tableau.
Student 5: They did
some stretching.
4 │ Field Study 1
I inquired as to what Student 1: She has
Question: The learner they had learned in
gained knowledge of
is given questions their teacher's lesson. the fundamental
about what s/he will
concepts and issues
learn. related to human
growth. On how the
human growth
process works.
Student 2 has learnt
how to demonstrate
the conducting motion
in time signature, as
well as what the
various time
signatures are and
how to accurately
demonstrate them.
Student 3: She
figured out how to
use the formula to
solve the problem.
Student 4: She learnt
about the
fundamentals of
dancing, as well as
the many genres and
how to distinguish
between them.
Student 5: He learned
about stretching
exercises and the
muscles they target.
Field Study 1│ 5
I asked them what Student 1: By taking down
Listen: The learner
strategy they used the important details of the
intentionally exerts
for them to lesson.
effort to listen.
understand the Student 2: By applying and
lessons. practicing the different
hand gestures.
Student 3: Practice and
examples are best for me
to understand the problem.
Student 4: By practicing
the steps and list down the
important details.
Student 5: Taking down
notes, visualizing the
images and practice.
6 │ Field Study 1
I asked the five Student 1: She said that
Remember: The
students if what they development is a
learner finds
have remember in qualitative term that refers
ways to
the specific to the process of
remember what question: psychological, emotional,
is learned. Student 1: Define and social changes that
the Qualitative occur as a result of a
changes in human. person's function and
Student 2: What are physiological maturity.
the different hand Student 2: The different
gestures? hand gestures are 2/4,3/4
Student 3: How it is 4/4, and 6/8.
important the Student 3: It is important
mathematics to our in our lives because each
daily life? person will balance the
Student 4: What is problem, and every
the different genre of problem has a solution.
dance? Student 4: The different
Student 5: Give me genre of dance are hip
at least 5 names of hop, folkdance, ballet, and
stretching exercise. modern dance.
Student 5: Head rotation,
quadriceps stretch, wrist
stretch, side lying leg lift,
leg bend stretch
Self-awareness or Comprehension of thinking
Summary of TQLR
self-reflection on skills has been obtained.
one's own learning Understanding of the
or thinking process. task's nature. Being aware
Understanding of of one's own memory
how people learn formation limitations.
and process Students should keep
information. It's all track of their own
about determining knowledge construction.
what needs to be
done, how difficult it
will be, and how
much effort you'll
have to put in.
Knowing how much
learning one can
realistically complete
in a given amount of
time.
Field Study 1│ 7
Knowledge Progress
(Summarize in one
word)
8 │ Field Study 1
EXPOUND
The learner-centered principles are psychological in nature that
develop and incorporate the components of new designs for
schooling. It emphasized the active and reflective nature of learning
and learners who interact with external environment and internal
factors. These factors are put together by the American
Psychological Association as classified into four (4) different
factors contributory to an effective teaching–learning process.
A. Cognitive and Metacognitive factors
This refers to the mental processes involved in gaining
knowledge and comprehension to the level of thinking, knowing
“what we know” and “what we don’t know”. Therefore, the
learner’s cognitive processes are within their understanding and
control. Cognition utilizes the functions of the brain that will lead to
language, imagination, perception and planning.
1. The nature of the learning process. Is acquired through
the internalization of a complex subject matter that
ultimately constructs meaning by acquiring knowledge
and skills and ultimately influence man’s attitudes,
decisions and actions.
2. The goals of the learning process. Is grounded on the
principle that every child is a blank slate (Locke) who
acquire knowledge over a teacher-led instruction and
parents and/or environments implantation and development
of attitudes, values, and philosophy of the learner’s life
(Bronfenbrenner, 1979).
3. Construction of knowledge. Is a collaborative process of
learner’s ideas and thoughts built on an understanding of
science and theory created by a generative procedure. The
existing knowledge is linked with new information as a learner
widens his/her perspective.
4. Strategic thinking. Demonstrates the capability to innovate
and utilize the learner’s wide range of know-hows within a
particular situation. Reasoning, problem- solving, concept
learning, decision- making and planning are the essential
determinants.
Field Study 1│ 9
5. Thinking about thinking. Is metacognition. It is encompassed
with the regulation of thoughts–ability to change simple
awareness leading to improvements of goal attainment
utilizing appropriate strategies, methods, techniques and
approaches.
6. The context of learning. Depends on the learner’s ability to
connect his/her technological competence, school
background, cultural history, religious/political affiliations
and personal ambitions. The importance of the delivery
and acceptance of knowledge of the teachers and students
on how and what is taught and learned is dependent on
these individuals.
B. Motivational and affective factors
These factors demonstrate the quality of thinking and
information processing of the individual. Positive emotions
enhance motivation and facilitate quality performance; while
negative emotions detract or interfere with learning and contribute
to low performance.
1. Motivational and emotional influences on learning.
Explained by Edward Thorndike in the Principles of
Learning. Thus, the principle of effect is based on emotional
reaction directly related to motivational aspects of men. Their
belief, goals and expectations become the impetus of
learning. People learn what is personally meaningful to
them.
2. Intrinsic motivation to learn. The step of doing something
without any external considerations. The learner himself or
herself is stimulated to learn for the sake of an ultimate goal
for personal interests and initiatives. Teachers are encouraged
to support every learner who has the curiosity and uniqueness
to search for knowledge.
3. Effects of motivation on effort. Persuades the learner to learn
more. The Taxonomies of Bloom (1956) and Krathwohl with
Anderson (2001) are hierarchical in nature. Likewise,
Simpson (1972) characterized the progressive level of skills.
These imply from simple to complex knowledge. When a
learner pursues to learn better, he/she seeks more effort and
energy. Corpuz (2015) said learning is an evolutionary and
painful process.
C. Developmental and social factors
10 │ Field Study
In Piaget’s cognitive development, a child biologically matures
and develops communication with the environment. In Erikson’s
psychosocial development, every individual should go through
infancy to late adulthood. As Canonigo (2015) stated classroom
activities, processes and assessments to various developmental
stages are necessary.
1. Learning impacts based on developmental
stages. There are four major domains in this
structure.
These are (1) physical development, which is defined
as directional biological changes in the body and brain,
(2) cognitive development, which is defined as
changes in the way we think, understand, and reason
about situations,and(3socialdevelopment.
10 │ Field Study
(3) social-emotional development are the changes in the
ways we interact with other individuals who express and
understand emotions and (4) communication development
with four (4) stages (phonology, syntax, semantics and
pragmatics) which are highly developmental (Provax, 2009)
When teachers consider these four, they utilize appropriate
materials, strategies and techniques that can influence a
profound learning.
2. Social influences on learning. Collaborative learning is an
educational approach to teaching and learning that involves
working together to solve a problem, complete a task or
create a product. When a learner is in the midst of an
instructional task, he combines the four developmental
domains together with his/ her peers and will eventually
develop a learning outcome.
D. Individual differences factors
Every individual is unique in terms of the ways they learn and
use their intelligence in different situations and learning
environments. Information studied by a learner is dependent on
what they see, hear, and do. It harmonizes with whom and how
they learn. The uniqueness of the learner is recognized by the
teachers whenever lessons are conveyed. Different aspects are
based on innate, inherited and acquired characteristics that come
from genetic make-up. The acquired attributes come from
education as genetic endowments interacting with the environment
(Clarken, 2012).
1. Individual differences in learning. Self-directed affected
through the external stimuli and sources reflected on the
learner. Student involvement with the teacher as a
facilitator in the classroom is a key source of learning.
Students respond differently in academics, curricular and
co-curricular activities. Facilitators, or teachers, must
study the “hows” and “whys” of people who work in their
own ways.
2. Learning and diversity. Learners are considered every
time teachers set the pace of their instructional plan.
Learners are diversified in terms of their physical,
intellectual, cultural, language, SES (socio economic
status), and racial ethnicity. Therefore, the teachers’
motivation, instructional materials, strategies and
techniques are greatly used in this context.
Field Study 1│
3. Standards and assessment. Appropriately determined by
every educator as performed by every learner. Thus,
assessment information is a helpful data for both. The
learner is expected to make satisfactory progress toward
obtaining a higher level of standard and the teacher uses
relevant assessment tools to measure one’s capabilities and
learned behavior. Teachers at the same time use
appropriate assessment tool in evaluating the learners. Let
everyone not forget that assessment is an integral part of
teaching and learning.
12 │ Field Study
Field Study 1│
LESSON 2
ELEMENTS OF TEACHING
EXPERIENCE
Using the principles as my basis to teach my learners, I will:

Cognitive and Metacognitive Factors
Reminisce on the following situations as you set your direction on the

elements of teaching during your school experiences and in different levels.
Principle 1: It is most beneficial to study a difficult subject as a global process of building

meaning from data and experience.
Principle 2: Learning Process Objectives-A successful learner is able to generate

meaningful, coherent representations of knowledge.
Principle 3: Knowledge creation is a term that refers to the process of constructing
knowledge. A good learner is able to create connections between new
material and past knowledge.
Principle 4: A good learner may create and apply a range of thinking and reasoning
skills to achieve challenging learning goals
Principle 5: Consider acceptable learning approaches or procedures, and keep track
of their progress toward their goals.
Principle 6: Learning Context- Learning is influenced by environmental factors such as
culture, technology, and instructional styles.
Motivational and Affective Factors
Principle 7: Learning is influenced by the learner's thoughts, beliefs, goals, and expectations for
success, which affect the learner's ability to think and process information.
Principle 8: Intrinsic motivation to learn is triggered by assignments that are both unique and hard,
relevant to personal interests, and give the learner a sense of choice and control.
Principle 9: Effects of incentive on effort- The acquisition of complex knowledge and talents
necessitates deliberate effort on the learner's part, as well as perseverance over time.
Field Study 1│ 9
Element Answer these questions?
(Who is he or she?
or what school is
this?)
What qualities did you see from your teacher that

Teacher
made you become a person?
My teacher possesses the following qualities: My

teacher had the characteristics of being helpful,
empathetic, approachable, and optimistic about
life.
What made you inspired about his/her ways that

Learner/Classmate
developed yourself as a learner?
They have the skills to teach or motivate

students to become what they are.
School or What atmosphere did you like in your school that you may call
Classroom it ideal?
Address Student Needs
10 │ Field Study 1
EXCHANGE
Task: Interview 2 (two) of your classmates and ask their idea about the 3
elements of teaching based on the attributes of each element.
ELEMENT Attributes Classmate 1 Classmate 2

. Role Model to A professional teacher is
Professional everybody someone who is supposed
to teach a discipline in a
respectable and
dependable manner. To be
competent, you must be
able to behave in a
respectful and rational
manner toward others.
Self -Reliant as Every person has a
Personal individual. unique character and
TEACHER
mindset, and a teacher

must observe all reactions
and gestures in order to
protect a sense of
professionalism.
The mental process All learner's cognitive
Cognitive skills are important; in
order to be competent in
school, each individual's
thinking skills must be
enhanced and developed
progressively.
indicative of desire. Aptitude refers to a

Appetitive student's natural talent or
potential. It denotes a
natural ability to pick up
LEARNER
new skills. Learners have

their own learning styles,
talents, and skills, which
they will develop as a
result of their passion.
Physiological adaptation is To achieve this
an internal body process consistency, the teacher
Physiological
to regulate and maintain must set classroom
homeostasis for an
routines, norms, and
organism to survive in the
environment in which it efficient communication,
ENVIRONMENT
exists. as well as address

behavior expectations in
order to maintain a
positive classroom
atmosphere and complete
school activities.
Field Study 1 │ 11
psychosocial There are many ideas
Psychological environment is the regarding how and why
interaction of the various we act the way we do in
sources of stress in our our surroundings, but they
lives all usually fall into one of
a few categories.
After gathering information from your classmates, answer the following questions in a
narrative discussion.
1. What makes a teacher successful with his/her job or vocation?
When a student remembers information and shares it with other
students, it helps an educator be more effective in his or her job,
and most teachers are forming future professionals..
2. What steps willyou undertake to develop a child’s
mind? reminiscing about previous experiences
 reading books
 listening to music
 eating nutritious foods
 discuss upcoming events
 Recognize and accept your weaknesses
3. What design can you give to make your environment conducive
to learning?
Teachers can come up with themes which are thoughtful and

require pupils without bias to ponder and express views.
Conversations and even discussions foster creativity and critical
thinking, key life skills that students should instill while still in
school. Planned contact also allows quieter pupils to talk where
ordinarily they would not speak.
EXPOUND
Teaching is a complicated, intricate job requiring teachers to perform tasks and

goals between and among learners in a very flexible and considerate ways. In the
world of teaching, the teacher considers elements that make him competent with
his job. These elements are:
1. The first is the learner. A learner, in the most basic sense, is someone
who is learning about a subject or how to do something (Collins
Dictionary). The definition is divided into two parts. These are (1) who is
learning and (2) what is being learned. Let's talk about who's learning.
The learner is someone who requires information and draws on own
experience as a resource. Learning is influenced by the learner's age,
motivation, and effort, and it finally becomes their personal responsibility.
We anticipate 21st-century learners, often known as global citizens, in
this 21st-century world. They think critically and creatively, communicate
and work with others, and are more impatient than other people..
2. The Teacher. A unique person in a profession. He directs the impact of
their learners, sees their learner’s work in action, effect change in a man’s
behavior or knowledge and more importantly loves to educate students in
a manner that information are imparted to them in a very practical way. A
teacher must be a knowledgeable person who can convey information to
the learners in themost understandable and engaging way. Also, Corpuz
and Salandanan (2015) describe the teacher who possesses professional
and personal attributes in the pursuit of their career. The professional
attributes include the license, expertise, and wisdom to combine the art
and science of teaching and can effect change among the learners. While
the personal attributes are passion, enthusiasm and patience for teaching
and for children, humor and rapport with learners, more importantly
thevalues and attitude that lead to professionalism and commitment to the
profession.
. The Learning Setting. A location where formal education is provided.
It can take the form of a range of physical settings or locations in
which the student and the teacher can actively connect with one
another while using relevant accessible resources. The learning
setting is commonly referred to as a school. A person's qualities and
attributes
The tools, physical structures, and resources at a learner's disposal

define how he or she is influenced directly or indirectly by
the learning environment. What is being taught, the students'
drive to learn, and their sense of well-being, belonging, and personal
safety are all factors in this engagement. Lighting and
ventilation
LESSON 3
THE PRINCIPLES OF TEACHING AND LEARNING
EXPERIENCE
A teacher who uses a guide during the conduct of teaching and learning
provide an effective and productive classroom atmosphere. Conduct an alma mater
visitation and interview two (2) of your favorite teachers. Ask the following
questions below:
Guide Questions Teacher 1 Teacher 2

Reading materials, laptop, Materials for the activity, a
What do you bring in
and mastery of the lesson laptop, worksheets, and
school?
are all required. knowledge of the topic..
Preparing those items Preparing those items, which
How do you prepare those
ahead of time allows you will be introduced to the
things?
to spend your free time students the day after the
on other things. class..
Because it is necessary to I plan ahead of time for my
How often do you do lessons because they must be
prepare before to
the preparation? handed on to the heads and I
introducing to the pupils,
I generally conduct my need to be prepared when
preparation every day.. teaching..
When the students applied If the learners can apply and
What makes you contented at
and understand the value create their own understanding
the end of the day?
of the lesson given. in our lesson and can share to
others in their wisdom
regarding to the lesson.
Task: Post it. Post your pictures after having a “selfie” shot with your
favorite teachers.
Teacher A Teacher B
EXCHANGE
Task: Dyadic Communication. Choose two (2) Field study students whom you
can dialogue with about their ideas or thoughts, behaviors, ideals, likes and
dislikes of a teacher.
Name of student 1
Ideas/
Behaviors Ideals Likes Dislikes
Thoughts
► Educators ► Educator A great teacher ► Approachable ► Unaccommodati

are frequently performance is is someone we ng
seen as heroes defined as a respect and ► Enthusiastic
in community person's admire from the ► Unapproachable
because they personality or inside out. The ► Considerate
have the ability actions while educator ► Rushing time
to improve the carrying out serves as a role ► Thoughtful
future of whatever is model for the ► Unprofessional
students through expected of students, but ► Sense of
a quality them as an will not put too Humor ► Arrogant
education. instructor, much pressure
particularly on them. This ► Knowledgeable ► pre-occupied
activities level of
involving the excellence ► Passionate
dissemination of motivates them
information and and increases ► Communication
the direction of their skills
others' excitement.
development.. Instead of ► Helpful
criticizing the
students, the ► Independent
instructor tries
to motivate ► Brave
them. The ideal
educator ► Discipline
attempts to
positively
motivate
students.
Name of student 2
Ideas/
Behaviors Ideals Likes Dislikes
Thoughts
► Our second ► The student's ► An ideal ► Professional ► Arrogant
parent in the behavior is teacher will
school community crucial in the analyze ► sensitive to the ► pre-occupied
is the teacher, learning process students' ability needs of students
who is responsible ► Unaccommodati
since each to acquire and
for instilling ► reachable ng
suitable learner is an retain
information and individual who knowledge, act ► self-reliant ► Unapproachable
appropriate can shape their as a consultant
behavior in behavior through to students, ► passionate ► Boring
students. The their life have a lot of
learner's belief, experiences. patience, and ► courageous
wisdom, and be creative,
values will be witty, and ► cheerful
formed through helpful.
the teacher's
instruction.
EXPOUND
Let us reflect on this educational quote of Robert John Meehan that says,
“It shouldn't matter how slowly a child learns as long as we are encouraging them
not to stop”. This quotation gives the teacher a commitment to perform various
roles in the classroom. The teacher must create a warm, friendly and nurturing
environment where students listen, perform and be inspired from them.
Teachers use principles as their framework in the performance of their noble
duty. Principles are fundamental laws to follow in the pursuit of one’s life or
profession. In teaching, there are tenets that make a teacher and a learner
succeed with their roles. These are:
A. Principles of Teaching - Become rewarding if the teacher knows what to
teach (subject matter) and how to teach (method). Every teacher
organizes the three
(3) principles stated below.
1. Starting Principle. Questions such as “Who are my learners?” “What
is the subject matter or the course content of my lesson?”, “When will
this task be performed?” and “How and what will they need to be able
to work on their project?” The answers to all these questions are
educational endeavors that can meet the needs, growth and
development of an individual learner. The teacher’s knowledge and
understanding of the child’s mental (cognitive), emotional (affective) and
physical (psychomotor), stimulate, direct and guide the learners’
aspects (domain). Rousseau insisted that education should be based
upon the nature of the child. Like Rousseau, Pestalozzi emphasized
the importance of the nature of the child and propounded that to the
educative processes, the child must be taught in relation to the
subject matter. (Mondal)
2. Guiding Principle. This refers to the procedure, methods, strategies,
approaches and techniques, or a combination of all, to accomplish
the lesson objectives stated in every instructional plan. The type of
learners, the utilization of instructional materials and the assessment
tools to undertake constitute as well– guided delivery of instruction. In
a nutshell, the teacher stimulates, facilitates the class activities makes
the classroom student-centered with a self
– directed attitude among the students.
3. Ending Principle. The determinant of a teacher’s success in the
teaching- learning process is through evaluation or assessment.
Teachers conduct tests as an ending stage of the process. A list of
assessment tools is plentiful, which the FS students learned/ will learn
from the subject assessment of student learning. The result of the
evaluation is dependent on how the student learned the lesson, how the
lesson was taught, and how difficult the examination was conducted. All
these are reciprocal with each other. It is a general rule for the
teacher to be cognizant with it because it is an outcome of how the
lesson was taught. If theresult
is favorable, there was a strong connection between the teacher and
the student. But, if it is the opposite, reteach is the essence. When a
teacher re-teaches the lesson, objectives, materials, strategy, and
evaluations are modified.
B. Principles of Learning - “Learning” is not for the learner alone, the
connection between the learner and the teacher must be present. The
success of the learner’s learning is dependent on how the teacher has
taught the lesson. Mondal enumerated 12 principles; however, let me
summarize these principles with an acronym of FLAMES:
1. Facilitative and Functional Factors. Teachers facilitate the drives and
motives of the learners who ae “hungry” of knowledge. John Locke
believes that every learner comes to school with a blank slate and
teachers facilitate their learning. There are functional factors that will
make learning more facilitative and these are the intellect, physique,
emotion and community of the individual learner.
2. Laws. To learn is to follow the laws. Thorndike’s Laws of Learning
became helpful to the teacher and learner. These are the Laws of
readiness, effect, exercise, primacy, intensity, and recency. A
systematic and comprehensive structure to make learning most
favorable is greatly needed in the application of the laws.
3. Acquisition and Attitude. Knowledge, skills and values are acquired
through persistence and determination of the learner. This determination
is coupled with the tenacity to learn.
4. Meaningful. “Hands-on” exercise, experiential and problem-based
learning make the lesson meaningful and relevant to the learners. As
always said and repeatedly said, real life situation must be impressed
during classroom discussion.
5. Engagement. When the learner is engaged in the lesson, the spirit of
belongingness or ownership transcends to the learners’ individuality.
6. Senses and Stimulus. Man is equipped with 5 senses leading him/her
to a powerful absorption and usefulness of knowledge. Learning is
multi- sensory. When lessons are conveyed, appropriate instructional
materials and strategy are identified by each teacher without forgetting the
ability or disability of the learners. In other words, effective stimuli
stimulate man’s senses, which will lead to a better learning.
LESSON 4
CONCEPTS AND CHARACTERISTICS OF LIFELONG EDUCATION
EXPERIENCE
Interview Guide: Interview a Field Study student and use these questions as
your guide.
Questions Responses
In the absence of classroom discourse, I extend my

learning periods by remembering the lessons and using
Google to seek up any unfamiliar words. In addition, in
How do you improve your order for me to understand the lesson, we used common
learning stages in the absence sense in conjunction with my classmates' comprehension
of classroom discussion? so that we could discuss different points of view
Continuous learning is a form of self-directed education

that focuses on personal development. Continuous
learning refers to learning that takes place outside of a
How do you describe lifelong typical educational setting, such as a school, university,
education in your personal or business training. Furthermore, lifelong learning refers
intention? to the process of continuously educating oneself and
creating new skills over time.
Yes, since it will aid me in my learning process, because

technology is used as an assistive learning tool in today's
learning modalities in order to keep us secure in our
Is an assistive technology a big current situation. Although the covid-19 virus has had a
help to your life long education? huge impact on our country, assistive technology is quite
Justify your answer. important for activities and teaching learning processes
for each individual.
From these descriptions, elaborate these characteristics about lifelong education in
pursuit of knowledge.
Ongoing Voluntary Self-motivated Personal

► As a result of this ► As a result of this Self-motivation ► It is a set of
attribute, people will voluntary pursuit of improves qualities or
develop new learning knowledge, confidence, self- characteristics that
concepts, abilities, individuals will be esteem, and self- a person already
and talents, which will encouraged to learn reliance. possesses. The
help them prepare for on their own If a learner is self- learner's
schooling in the near initiative. It will also motivated, he or she environment is also
future. This constant motivate pupils to will work hard to a part of the
lifelong education can study more in order improve their learning process.
influence their life to advance their knowledge. Certain features or
interests and personal Learning is a attributes can be
processes, as well as development. process that developed or
providing motivation Socialization is requires continuous changed during the
to learn. important because it improvement in learning process.
allows students to order to become
expand their self-sufficient.
horizons, make new Motivating ourselves
friends, meet new to do good usually
people, and learn yields positive
new things. results. Being a
Furthermore, it will positive person puts
help them make you in a wonderful
better decisions in position to learn and
this field. grow.
EXCHANGE
Havea Focus Group Discussion (FGD) withyour classmatesanddiscuss the topic

of lifelong education.
FS Student 1 FS Student 2
Reaction to both responses
Transformation Technology
► Lifelong learning is a The role of information and Throughout one's life,
concept in education that communication technology in transformational learning It
spans all periods of life as well lifelong learning is one of facilitates information transfer
as all sorts of learning. empowerment, creative based on the educational
improvement, and support. process, retained
Lifelong learning refers to the The goal of technology- understanding, and views of
transformation of students' assisted lifelong learning is to the learners. Continuous
learning as a result of use technology to improve innovation is necessary to
numerous components of teaching, learning, and maintain a learner's student
learning, such as behavior, research. Educational achievement by giving
experiences, school, institutions and other learning opportunities to enhance a
expanding development, and providers must provide learner's talents, insight, and
willingness to study. In order adaptable lifetime learning leadership abilities. This has
to convey knowledge to opportunities that suit the had an impact on the sharing
needs of learners at different and learning of information. As
others, learners must absorb
levels of competence a result, lifelong learning has
and develop an idea from the throughout their lives. People been ingrained in people's
teachings. Furthermore, pupils must be able to enhance their minds. In recent years, this
will be guided in strengthening knowledge, abilities, and way of living has injected new
and increasing their learner competence in a discipline as energy into the economy,
capacities through learning needed by using lifelong communication, education, and
transformation.. learning facilities. transportation.
Globalization Development of KSV Reaction to both responses

► Because ► It benefits a person's ► In terms of diverse
globalization of competitiveness and knowledge that will be
education entails employability, as well as acquired in this lifetime
learning knowledge,
globalization of social inclusion, active
globalization is a major help
knowledge, such citizenship, and personal to our learning process, and it
inquiries can be growth. Lifelong learning is has a big impact on our
directed to a variety a type of self-directed society and economy.
of sites and education that emphasizes Furthermore, the
disciplines outside of personal growth. development of KSV is critical
education, in order to for lifelong learning because it
consider how will boost individuals' learning
and capacities. The growth of
communication, learners' cognitive skills,
values, and skills, talents, and learning
knowledge are being process will be critical in
dynamically revised lifelong learning..
on a global scale
today through
globalization
processes.
EXPOUND
Elliott (2012) described whether a child is homeschooled or attends traditional

school; he has a long list of skills he must learn if he will be prepared for formal
education. School is a continuation of everything we are already doing within our
homes. Order, respect, attention and parental example are the four foundations
of lifelong learning which makes education successful.
Whenachildenters school,heexploreshisfutureinlifebybeinginvolvedin practice
andperformance. The school should equip the learners with suitable learning
facilities and resources that can develop the individual leading him/ her as a self-
sufficient learner ready to endure a highly competitive world. Zhiwei Chen provided
the three (3) essential characteristics. These are:
1. Social. Lifelong education must be open to all individuals and promote
equity or equal opportunity to learn. Education must improve cultural
knowledge and formative skills of all members in society.
2. Individually motivated. Lifelong education must emphasize the child as
the center of learning procedures. Learning is not only for the sake of
societal responses but also self-improvement (intrinsic motivation) at the
same time, the learner connects himself/herself to the outside
environment (extrinsic motivation).
3. Spanning across the lifetime. Simply said as, lifelong learning should last for
the whole life span. This is a continuous process. This makes technology
a need to enhance him or herself in the learning experience. Students’
technological needs allow them to access knowledge and beengaged in it
anytime and anywhere.
Briefly, there is a greater need to sustain the efforts in favor of lifelong
education. It is ongoing. This will become a good tool to respond to the
advancement of globalization to the global society. It is an avenue to achieve
personal fulfillment. It values active and personal development that can be articulated
from the school to the workplace.
THE LEARNING ENVIRONMENT
LEARNING OUTCOMES
1. Establish a conducive environment that responds to the learner’s

needs and aspirations.
2. Classify the goal of classroom management.
3. Explain the importance of school policies and procedures for
classroom behavior.
4. Apply strategies learned for developing great classroom setting.
5. Categorize the roles of the classroom facilitators and learners.
6. Expose learners on the meaningful teaching and learning process.
7. Activate learner’s engagement using the Revised Bloom’s Taxonomy
of Learning.
8. Craft sample activities signifying the three domains of learning.
9. Distinguish the characteristics of an ideal 21st century classroom.
OVERVIEW
Today's education focuses on a more learner-centered approach,

in which classroom learners' interests and needs are used to create
engaging classes and challenging activities. This lecture focuses on
how to implement a learner-centered framework in the classroom.
Learner-centered environments encourage both autonomous and
collaborative work among students. Students can use these
experiences to connect what they've learned in the past
with what they're studying now. This allows pre-service teachers
to choose from a variety of teaching materials generated and
developed by classroom teachers. This also allows pre-service
teachers to gain valuable experience in a variety
ofsettings.
LESSON 1
LEARNER-CENTERED ENVIRONMENT
EXPERIENCE
At the heart of the educational system, the school, check the facilities and
indicate whether these facilities are accessible and still of service. Put an
appropriate mark of the matrix below to indicate the availability and condition of
the facilities. Write a short description of the facilities listed.
Accessible Workable
School Amenities Description
Yes No Yes No
√ √ Is a streamline
1. Classroom
assignments, boost
collaboration, and foster
communication, also an
all-in-one place for
teaching and learning
√ √ Completes clerical and
2. Office of the Administrator
administrative tasks for
an office
√ √ Responsible for selecting
3. Reference library
new materials for a
library's collection,
replacing lost or
damaged items, and
weeding out old or
outdated materials.
√ √ Learners enhance their
4. Speech Laboratory
communication skills.
√ √ Workplace for the
5. Science Laboratory
conduct of scientific
research.
√ √ It is a setting where the
6. Audio Visual Room
learners of all classes
experience learning in an
effective way.
√ √ family and consumer
7. Home Economics Room
sciences. Also, it is a
subject or class that
teaches skills.
√ √ is an educational
8. Industrial Arts Room
program which features
fabrication of objects in
wood or metal using a
variety of hand, power,
or machine tools
√ √ organized medical
9. Medical Clinic
service offering
diagnostic, therapeutic,
or preventive outpatient
services
√ √ A large space containing
10. Leisure Center
different facilities for
leisure activities
√ √ A place where meals are
11. Canteen
provided in school.
√ √ Should have a good
12. Comfort Rooms
condition and enough
water
√ √ Student
13. Student Organization Office
organizations that are
supported and funded
through their associated
department
√ √ A space for faculty and
14. Faculty Room
administrators at
institutions to learn about
how maximize the
learning of all students
15. Others (please specify)
EXCHANGE
1. Discuss the impact of having a positive and negative school environment

on the learners’ performance as evidenced by research findings.
Students require an interesting, stimulating, and enriching

learning environment to grow and thrive. Effective teachers
set and express anticipated behavior rules, monitor student
behavior, keep students on task, and incorporate humor,
compassion, and respect into classroom interactions to create
a climate favorable to student learning. As a result, research
shows that a favorable learning environment can influence
students' cognitive, motivational, emotional, and behavioral results.
Severe school environments have a negative impact on children's
mental health and can lead to trauma of any kind
2. Do you think that the school observed is conducive to learning?

Why or Why not? Support your answer.
Yes, I believe the observed school is conducive to learning because

it can benefit
students by providing new experiences and knowledge.
It will help learners develop leadership skills and prepare t
hem for careers in teaching and learning. According to school findings
, it can help pupils develop their abilities, skills, and talents.
Furthermore, it will encourage learners to develop new ways and
strategies in
order to improve their effectiveness in the learning process.
It is critical to create a learning atmosphere that enables children
to appreciate the process of learning new things. Schools are regarded as a
student's second home because they spend so much of their time there.
EXPOUND
There are many school policies and procedures that advocate for the
classroom success. Significant learning does not happen without significant relationships
between the teachers and the learners, students with one another, teachers and
colleagues, teachers with the school administrator. The greatest key is the
teachers’ role with their thoughtful ways in starting the school year and focusing
on the learners’ needs and the learning community.
Four ways of prioritizing the learners and relationships to create learner-
centered classrooms
1. Getting to know the learners. A learner-centered approach focuses on the
uniqueness of the individual and the relevant experiences where they are
empowered to work at their own rates and interests. Therefore, there is
no substitute for a facilitator of learning who knows the learners and design
lessons with authenticity, participatory and relatively learning experiences
for the individuals serve.
2. Designing the physical environment. It is important to note that the
learners felt great when it is welcoming environment to learn. A need to
co-construct the expectations with the stakeholders during the “Brigada
Eskwela” directed by the Department of Education, wherein the Parents,
Teachers and Community Association PTCA will meet prior to starting an
academic year. The approach is co-creating the local as a relevant
aspect of building community. Not only the learners have the sense of
ownership in their classroom but also the PTCA, as the organization
functions and learns so many amazing skills in the process. This approach
can be used to allow learners to do much more of the academic endeavor
since the physical environment was properly planned by the
stakeholders.
3. Creating community agreements. In connection with the third way, the
learner- centered innovation is about moving from classroom
management to the classroom community. The school culture needs to have
rules and procedures that facilitate productive learning environments where
learners feel valued and a sense of ownership, much more success as a
teacher creating a school environment that fosters community
empowered individuals.
4. Learning to work together. The educational goal is to develop the learners
to start critical thinking on their own way through the complexity of life and
collaboratively with others. Then, itnecessitates building a strong
partnership and creating learning opportunities where they can learn and
develop the skills to do those needed competencies.
LESSON 2
CLASSROOM MANAGEMENT
EXPERIENCE
Using the SWOT Analysis Worksheet, you will do a personal analysis about
classroom management, as a manager or dealing with the process. Write at least Five
(5) insights in every quadrant.
Personal Swot Analysis
My Strengths My Weaknesses
1. The creation of new internet resources 1. There are time limits.

2. Increasing one's knowledge of 2. A lack of hands-on training and real-
new technology and resources world experience
3. Managing your time 3. Assessment problems
4. Patience 4. limits creativity
5. Organized 5. limited resources
My Opportunities My Threats
1. Collaboration between 1. A decrease in student engagement

academic institutions 2. A deterioration in the teacher-
2. Working from home student connection
3. Blended learning will be used into 3. A deterioration in the teacher-
future curriculum development. student connection
4. Create a student behavior pattern 4. Information referencing
that is appropriate. 5. A lot of work
5. Creating a positive classroom
environment
EXCHANG
Task 1: Classroom management plan. From the result of the SWOT analysis,
develop a Classroom Management Efficiency Plan/Practices. With the
given issues, identify three problems, then cite your goal/s of
categorizing such. Express also your strategies in order to verify the
observable characteristics of a well-managedclass.
Problems Goal/s Strategy Success Indicators

Physical Setting ► Encourage and ► Experiential ► Self-experience and
► behavior involve students in learning self-growth
► environment active learning.
► cooperation
Daily Routines ► to achieve the ► lesson-object ► Participation,
► household students' desired transparency teamwork, and
responsibilities activities and learning
► daily activities objectives, and development have
► daily objectives to all enhanced.
develop new
knowledge and skills
School Policies ► to achieve ► class discussion and ► Assess students'
► curriculum expectations in all inquiry-guide cognitive abilities in
implementation instructional instruction relation to what
► student objectives, to be they've taught during
privacy and data transparent with the teaching-learning
security students' data, and process.
► Lesson planning to ensure the safety
of all students
Classroom ► the learning ► cooperative ► A well-managed
Procedures environment should learning classroom will
► active be a stress-free foster classroom
time atmosphere where competency and
manageme facilitators and foster a learning
nt learners feel environment.
► student’s comfortable
discipline spending a
significant amount
► learner
of time.
engageme
nt
Task 2: Review and Reflect. Review on introducing classroom rules during the first
day of school. As a classroom manager, determine your approach and list
the classroom rules. Take time to reflect on the steps to present the rules to
the learners you are assigned.
Classroom management, learning, motivation, and a positive

learning style are all important.
► Always treat others with respect.
►Prepare yourself for class.
►Give it your all.
►Have a winning mentality.
►Have fun while learning!
EXPOUND
A good classroom management is grounded with the establishedschool
policies. Policies aid to define rules, guidelines, procedures and protocols for
the school. All of these are necessary to help a school run efficiently and
effectively and ensure that the classroom facilitators and learners obtain quality
education. Schools have protocols for several reasons. These institute
acceptable behavior within the school premises, thus ensuring that the learning
environment is safe not only for the students, but also to the teaching and non-
teaching staff. Therefore, the stakeholders also help create a productive school
climate and this will be cascaded to the community.
This learning moves forward the standards for professional learning that
occurs within the learning communities to unceasing improvement and
Department of Education’s goal alignment. The lesson abides the learning
theories, researches and models of human learning to achieve a desired
observable classroom behavior. Henceforth, classroom management topic
applies research on change and sustains support for the implementation of
professional learning. These experiences provide the pre-service students the
chances to develop the required skills as a classroom manager. Furthermore, this
lesson is designed to enrich the knowledge on teaching and the use of the verified
resources of learning in the actual learning environment.
School Policies and Procedures

Both public and private basic education schools are under the DepEd. The rules
and regulations are in place and enforced often by the local school board or
PTCA wherein policies are formed. Having these policies in place means there are
firm procedures for how school operations are controlled, down to every facet of the
classroom rules, so that the administrator, educators, staff and the school
learners know what is expected and can act accordingly. This prevents confusion
and unification of the school mission, vision, goals and objectives.
Safe Learning Environments

Everyone deserves to feel physically and psychologically sheltered in the
learning environment. In order to create this kind of environment, school
protocols and policies established are properly implemented. Thus, these launch
safety standards for the physical environment, classroom management, and
mental state of the stakeholders. This is done by crafting and implementing policies
such as anti-bullying strategies, fire drills, and mental health guidelines.
Setting Goals and Establishing Productivity

It is important to relate education to the community and make responsible to
the larger arena. Accountability through the use of goal-oriented policies warrants
that learners are getting a valuable education. The goals set serves
as school principles and trademark that help hold schools and educators accountable
to the public and function necessary to provide the educational needs of the
learners. Ultimately, these are needed for the success and safety of a school.
Good Classroom Management

Classroom facilitators and learners spend majority of their time in classrooms
and in school. The learning environment should, therefore, be a stress-free
environment where facilitators and learners feel comfortable spending much time.
It is indispensable to have a well-managed classroom to develop classroom
competence and create an environment conducive to learning. A well-managed
classroom is not limited to discipline because there are various characteristics of a
well-managed and efficient classroom. The following characteristics of good
classroom management are:
1. Learners’ engagement. A well-managed classroom will keep the learners
engaged at all times in the learning process. A more innovative teaching
method will capture their attention and allow them to focus.
2. Clear expectations. Learning objectives and competencies are clear in a
well- managed classroom. It allows for efficiency in the classroom because
learners manage their time accordingly to move from one learning task to
another effectively.
3. Active time management. A well-managed classroom has good time
management skills. They also know exactly what to expect from each
class in order to ensure good time management.
4. Constructive work environment. A stress-free classroom ensures a good
workflow and positive environment. Physical setup allows the learners to
participate in classroom structuring and can help reassure a positive work
environment.
5. Secured discipline. Learners have clear and firm guidelines on which
behaviors are allowed in the classroom and which are not, which allows
learners to remain disciplined in doing the learning activities. Learners
may be given positive reinforcement and appropriate praises for proper
behavior and good work to help encourage them and others in the
classroom.
LESSON 3
THE ROLES OF TEACHER AND LEARNER
EXPERIENCE
In the school assigned to you, interview at least three (3) classroom teachers
and three (3) learners in any grade level pertaining to their insights on their roles
in the academic social order.
Classroom Facilitators/Teachers Insights on their Roles
► It
is critical to establish roles in the
TeacherA: (Optional)
academic social order. Teachers may set the
School: University of Mindanao Digos tone in their courses, provide a pleasant
City learning environment, mentor and develop
students, serve as strong role models, and
Subject/s Taught: Filipino listen for potential warning signs. To be able
to learn more effectively.
Signature:
► Academic social roles should be
Teacher B: (Optional)
established since they will assist both
School: University of Mindanao Digos the teacher and the students in
City remaining aware of their
surroundings while learning. Each
Subject/s Taught: PE person has their own set of customs
and standards in order to avoid
Signature:
conflicts and
misunderstandings.
► Academic social roles have an impact on a
Teacher C: (Optional)
learner's development during the learning
School: University of Mindanao Digos process, and they are vital in everyone's lives.
City Social learning is one of the factors that
influences a learner's individual success in the
Subject/s Taught: Mathematics community and society
Signature:
Classroom Learners Understandings of their Roles

► The pupils' functions in the academic
TeacherA: (Optional) social order were adequately recognized and
School: University of Mindanao Digos described. Individual norms and perspectives
are acknowledged and respected in all of their
City
uniqueness.
Subject/s Taught: Filipino
Signature:
► By recognizing social standards and
Teacher B: (Optional)
academic social order roles, trust and
School:University of Mindanao Digos City respect can be fostered. Learning could be
Subject/s Taught: P.E more effective and collaborative if these
elements were present..
Signature:
► A social academic role must be formed

Teacher C: (Optional)
in our community of learners to promote
School:University of Mindanao Digos City learner equity, recognize each individual's
variety, and practice the numerous standards
Subject/s Taught: Mathematics
required for successful communication and
Signature: societal advancement..
EXCHANGE
Reflect on the respondents’ responses on their roles in the meaningful

teaching and learning process. Write your reflection below.
According to the many points of view presented above, in order to have a meaningful
teaching and learning process, a different role for teachers, as well as successful teaching
tactics or processes, must be devised. In order to improve learning and self-development,
students must understand and implement various roles in particular aspects.
As a future educator, you should be aware that classroom management is one of the
most effective teaching-learning strategies, and that building cooperative and collaborative
practices is the key to maximizing each student's potential. Introducing different individual
norms is a very effective way to understand the students' unique perspectives, values, and
standards.
EXPOUND
In the process of learning, there are several effects that play a significant role
towards making teaching and learning a gratifying process. First and foremost,
the facilitators set the tone for a great learning environment. However, a lot
depends on the way the learners face the lessons and perspectives and overall,
learning. This lesson focuses into the considerations that learning is a great
commitment between the classroom manager and the center of any educative
process, the learners. Building up knowledge should be continuous; that learners
should consistently study so as not to have any gap in their learning.
Learning is like a series, and each lesson and studying time is a link in the
chain. If the learners fail to study or miss a lesson without making up for it, then
they automatically halt the learning series and right then and there, learning is
disrupted. For that reason, classroom facilitators are there to remind the learners
that both of them should stick to a schedule and that when a lesson ismissed,
itwill surely be made up for. Thus, the teachers’ and learners’ roles complement
each other.
Facilitator
Counselor Demonstrator
Innovator Researcher
Teacher
Educator Resource
Coach Adviser
In teaching and learning work, the teacher has a rather important role in
creating a meaningful education that is taught to be accepted by existing
learners. Not only does play a role in educating the learning areas, but therefore
multi-faceted roles in the learning process. Same as with the learners have specific
standards and qualities that must be met.
EXECUTION
Task 1: Draw a good image of a professional teacher and skillful learner.
Explain your views about the given images.
Professional Teacher Learner
A favorable image is projected by a ► It is a great impression of a skilled

professional instructor who is passionate and student when they are ready and
enthusiastic about instructing each pupil. willing to participate in all activities.
Learners who are upbeat and positive in all Students' attention must be captured
situations are more likely to stay focused on and their interest in learning piqued
their studies. Teachers choose to work in this through participation and interactive
sector because they are enthusiastic about
approaches. Every kid has unique
teaching and learning. A good teacher would
talents and skills, and they were eager
also reflect on their students' academic
development and personal growth in order to
to broaden and develop those
share it with others. Teachers encourage advantages by seeking out new
fairness and high-quality education for all experiences and learning
children, and the best way to interact with and opportunities. Making learning fun is
understand them is to recognize their strengths both effective and good to people's
and limitations. In order to keep the students development. To gauge their success
engaged, a good teacher must be versatile in in the learning process, a proficient
all ways. learner will express their thoughts or
ideas.
Task 2: Based on classroom observation and evaluation of the desirable teacher
attributes, describe the professional teacher by writing down a word or
words for each letter of the alphabet.
A- attainable
B- backbone
C- cultivate
D- dauntless
E- effective
F- facilitate
G- gems
H- helpful
I- inspire
J- jolly
K- knowledgeable
L- leader
M- magnificent
N- neat
O- optimistic
P- passionate
Q- quick
R- reflection
S- self-confidence
T- talented
U- unique
V- valued
W- wholesome
X- xenodochial
Y- youth
Z- zappy
LESSON 4
DOMAINS OF LEARNING
EXPERIENCE
Task 1: Rate Yourself. Ask a teacher to have a personal assessment as regards the
knowledge on the following domains by marking check () on the
appropriate box and how are these knowledge domains being enriched.
Nameof school observed: University of Mindanao Digos City

Teacher: (Optional)
Rate yourself from 1 to 5. One as novice and five as proficient

in the domains.
Knowledge
1 2 3 4 5
Domain
√
Content Knowledge
Technological √
Knowledge
Pedagogical √
Knowledge
How did you develop/enrich the three knowledge domains?

Content Knowledge
I was able to broaden my content knowledge domain by employing successful approaches from a variety of instructors.
Introducing new
ways of looking at what's being taught. Understanding, applying,
and understanding the information provided by the academics.
Technological Knowledge
Enhancing my technical abilities by leveraging technology instruments to assist me in quickly gathering knowledge and insight, which I then evaluate
and synthesize before effectively presenting.

Pedagogical Knowledge
I gained pedagogical information from all of the teachers' excellent
learning objectives, accomplishments, and organizing approaches for the success of our learning process.
. 54 │ Field Study 1
A. Make graphic organizers of the Original and Revised Bloom’s
Taxonomy of Learning
Original Revised
EVALUATING CREATING
SYNTHESIS EVALUATING
ANALYSIS ANALYZING
APPLICATION APPLYING
COMPREHENSION UNDERSTANDING
KNOWLEDGE REMEMBERING
EXCHANGE
Answer the following questions.
1. What are the changes of the terminology?
The top two categories have been rearranged. The six categories' terms
have been changed from nouns to verbs, introducing a new category of activity
that can be seen and measured. Synthesis has been renamed Creating, and the six
categories' terms have been changed from nouns to verbs.
2. What are the alterations of the structure?
The two categories above, which are the generating and evaluating this framework,
are the only alterations to Bloom's Taxonomy's Cognitive Process Dimension's structure,
which are sorted from the simplest to the most sophisticated cognitive processes.
3. What are the deviations of the emphasis?
Bloom's Taxonomy is a well-known educational framework for constructing

and categorizing learning objectives depending on their level of complexity.
Learning is divided into three categories by the taxonomy: cognitive, emotional,
and psychomotor. A hierarchy of skills exists, with each level succeeding the
one before it. The taxonomy, in principle, promotes higher-order thinking and
learning outcomes that focus on depth rather than tasks.
4. How are you going to apply the schema in designing your lesson?
I'll use the schema in my lessons, starting with the easiest and working my way
up to the most complex, because it's important to start with the easiest and
work your way up to the most difficult because it improves teaching and
learning while also developing critical reasoning skills..
5. How can you activate the learner’s engagement using the Revised Bloom’s
Taxonomy? Give one example in each level.

Inventing-Generating fresh concepts
Justifying or evaluating a decision or course of action
Breaking down material into sections to examine understandings
and relationships is an example of analytic thinking. Comparing.
Putting what you've learned into practice in a different context.
Implementing. Understanding. Defining and explaining ideas or concepts.
Interpreting. Recalling and remembering knowledge.
From the bottom to the top of the pyramid, activate the learner's engagement.
EXPOUND
Learning is any relatively permanent modification in behavior that takes place
everywhere. People learn mental skills, develop attitudes and acquire new
physical skills as to performing the daily activities. These domains of learning can
be categorized as cognitive domain (knowledge), affective domain (attitudes) and
psychomotor domain (skills). This categorization is best explained by a group of
researchers led by Benjamin Bloom in 1956 and later based on the analysis of
Anderson and Krathwohl in 2001 revision of Bloom’s original.
A productive approach in implementing the classroom is the framework;
Content knowledge, Technological and Pedagogical knowledge. By differentiating
among these three types of knowledge in order to enhance learners’ learning
experience:
1. content (what is being taught)
2. technological (effective educational technology integration)
3. pedagogical (how the teacher imparts that content)
The three types are important package for the teacher because the
technology being applied must interconnect the content and support the
pedagogy in order to augment the learning know-how. These triangulated areas
constitute the three domains of learning, which considers the relationships among
all areas and acknowledge that facilitators are acting within this learning
environment. The domains of learning are a tool for understanding how people
think (cognitive), feel (affective) and act (psychomotor).
In 1956, Benjamin Bloom, et. al, developed a research on the major areas of
learning and thinking and classified them into three large groups called the
domains of learning:
1. cognitive (thinking)
2. affective (feeling)
3. psychomotor (doing)
The domains of learning are used in instructional design to write goals
and objectives for a curriculum. This serves as a means for the classroom
facilitators to adopt about involvedness and extensiveness of the topics when
developing lesson plans. Pedagogy is defined as the art and science of
teaching. Teaching is both an art and science. The art of teaching involves
creative aspects like instructional design anddeveloping classroom presentation
skills. On the other hand, the science of teaching is based on educational
psychology and research and deals with the learning theories and preferences,
how people think, the domains of learning and otheraspects of learning.
Recall that while it is good to fully understand the history of the older version
of cognitive domain, the newer version has a number of tough advantages that
make it a better optimum for planning instruction in the learner-centered
classroom. One of the major deviations that occurred between the old and the
newer updated version is that the two highest forms of cognition have been
reversed. In the older version, the listing from simple to most complex functions
was ordered as knowledge, comprehension, application, analysis, synthesis, and
evaluation. In the newer version, the steps change to verbs and are arranged as
remembering, understanding, applying, analyzing, evaluating, and the last and
highest function, creating.
Like cognitive objectives, affective domain can also be divided into a
hierarchy that isconcerned withfeelings or emotions. It is arranged from simpler
feelings to those that are more complex; receiving, responding, valuing, organizing
and characterizing. Since emotion draws both attention and channels strong
residual memory, it behooves all dedicated and artful facilitators to include
affective objectives, no matter what the discipline or area of study.
Learning within one domain of learning is often interdependent with another
domain. Psychomotor skills development entails cognitive knowledge of the
parts, concepts and processes for practice to be most effective. Some
educational learning models boost an environment where students do a high
amount of experimenting as a means to learn, but even in these situations, the
learner should be guided and mentored by the facilitator. These learning
circumstances are most successful with learners who possess high level of self-
directedness (ability to easily motive themselves who have a passion for
learning). Psychomotor domain terms are reflex movements, fundamental
movements, perceptual abilities, physical abilities, skilled movements and non-
discursive communication.
LESSON 5
THE IDEAL 21st CENTURY CLASSROOM
EXPERIENCE
Make a schema of the traditional classroom versus the modern classroom.

Explain your presentation in one or two paragraphs.
Learning is necessary for human development to progress.

Traditional learning methods, in which education is imparted to a group
of students in the constraints of a classroom, are well-known. Personal
education is the focus of traditional education, which is concentrated on
the instructor. The teacher, who is a passive listener, directs and
controls the majority of classroom instruction. On the other hand,
modern teaching methods are student-centered.
Traditional learning uses blackboards, chalkboards, books, and
pencils as well as other traditional learning resources. When students
are confined within the walls of classrooms, they receive teaching from
teachers present in the classroom and receive direct support from them
in the event of annoyance or uncertainty about the subject. One of the
most recent learning ways is to use the internet to study from various
websites. By overcoming the problems connected with traditional
teaching methods, modern education is imparting knowledge more
effectively and perfectly. It has been successful in drawing a diverse
group of students and instructors to cooperate on innovative projects.
Field Study 1│ 1
EXCHANGE
Task 1: List and categorize the varied types of educational tools/materials.

Name of School Observed: University of Mindanao Digos City
Name of Cooperating Teacher: Ms. Eden Grace Alfafara
Name of FS Student: Ethyl Shyne E. Dapin
Grade Level Observed: Senior High School-HUMS
Learning Area and Topic: FILIPINO
Educational Materials Teaching-learning activities where the

(List down the identified resources.) materials are most efficient and effective
Audio media ► Discussion

1. Headphones ► collaboration and cooperation
2. speaker ► Instructions
3. earphones ► communication
4. mic
ICT media ► essay writing

1. Quipper ► updates
2. Page
► E-Reading materials
► quizzes
3. messenger ► exams
4. email
Print media
► research
1. books
► portfolio
2. journals ► Assignments
3. magazines
4. modules
Visual media
► Introduce lesson proper
1. camera
► encoding
2. laptops ► visual literacy
3. computers ► observation activities
► oral activities
4. cellphones
Signatureofthe Cooperating Teacher:

Date: October 6, 2021
2 │ Field Study 1
Task 2: Evaluate the employed materials which captivate the school-children
in significant learning.
1. What type of media is commonly utilized in the learning community?
One of the most commonly used types of media was the Internet.
One way to keep the teacher-learning process continuing in today's
pandemic environment is to use the Internet. Even if there are some
challenges in today's environment, teachers and students can use
various technologies to carry out the teaching-learning process.
How can this media help the facilitators of learning to achieve the
learning competencies?
The use of technology in the classroom can help to reinforce traditional

teaching methods. The field's learning objectives in teaching and learning
are linked to students' enhanced comprehension.
Group discussions and case studies can both benefit from the usage
of media.
2. Is the physical condition of the classroom and other learning

resources satisfactory?
Absolutely, because physical teaching activities will dramatically

boost learners' attention and capacity to stay on topic in the classroom.
Increasing their interest and involvement in the learning process.
Assisting them in enhancing both their academic performance and their
daily physical activity.
How can these materials aid to make students better critical thinkers?
Educators can be purposeful and focused in establishing

educational outcomes that build lower and higher-level critical
reasoning skills, as well as using technology to support these
learning goals. Students can measure their progress and
demonstrate their understanding through reflective
assignments throughout the semester. As part of
introspective tasks to strengthen their analytical skills,
educate the students to emphasize instructional
materials that have helped them increase their knowledge
and reasoning.
Field Study 1│ 3
2. What are the characteristics of 21st century classroom? Make your schema below.
In the twenty-first century, the classroom is student-centered

rather than teacher-centered. Instructors are no longer
lecturers, but rather instructional collaborators. Students learn
by doing, and the educator acts as a coach, guiding students
through their assignments..
The emphasis on academic accomplishment is different in this

classroom. Learning how to learn is much more important than
remembering and retaining things. Learners are now using what
they've learned and demonstrating mastery of the material in the
activities they're doing. Learners begin by asking pertinent
questions, then conduct an appropriate analysis, locate results,
then apply what they have learned by practicing these abilities.
The purpose of this class was to promote life-long learning. With
this precise purpose, students transcend beyond the student
position to educate through real-life experiences.
EXPOUND
If professionals are to be prolific members of the 21 st century workplace, they

must move beyond the needed skills. Teachers are entrusted with mastering these
skills as well as modeling these skills in the classroom, hence serve as role
models to the learners. The characteristics of the 21st century classroom will be
very different from those of in the classrooms of the past because the focus is
producing schoolchildren who are highly productive, effective communicators,
inventive thinkers, and masters of technology.
This lesson is designed to provide pre-service teachers with opportunities to
examine the instructional materials and technology to facilitate and produce
effective learning outcomes. They are expected to demonstrate a meaningful
understanding of the nature, application and production of innovative educational
technologies through outputs. Therefore, they are given the chance to develop
learning tasks, instructional materials, and assessment tools in the ideal learning
environment.
21st century classroom promotes creativity, critical thinking, communication
and collaboration to prepare the learners for a more complex life and
4 │ Field Study 1
work environment. Thus these will uphold the following essential learning and
innovation skills in the learning environment:
1. Creativity as they advance, implement and communicate ideas and
demonstrate originality and inventiveness;
2. Critical thinking as they organize, scrutinize and synthesize information to
solve problems and answer questions;
3. Communication as they articulate thoughts and ideas clearly and effectively
and share responsibility for learning;
4. Collaboration as they work together to appeal on the strengths of
individual team members to produce a better solution than what they
could have created on their own.
Despite huge changes in lifestyle and technology, the classroom today and
compare it to one in the early 20th century for sure desks/arm chairs are more
streamlined and there may be an interactive whiteboard or several computers in
the room but the basic setup is still the same. Learners sit in neatly aligned
desks/armchairs for the majority of the days’ tasks a teacher lecture at the front
area of the classroom. Fortunately, many professionals are trying to create a
classroom design for the 21st century in a manner that breaks out of the traditional
scenario.
A learning environment that fosters learners’ personal growth entails personalized
classroom design:
1. Layout for flexibility. The motivating concept behind 21 st century
classroom design is flexibility that will push for personalized learning.
Typically, a classroom that includes some version of a group gathering
area, multiple seating options and a flex area that can be modified for unique
learning activities.
2. Furniture for utility. Portable furniture is needed in the 21 st century
classroom design to allow for maximum utility of the learning space.
Common examples of workstation options include yoga mats, exercise
balls, tables, sofas and floor tables to support flexibility schools with a variety of
different seating options.
3. Technology for integration. The key aspect of modern classroom design
is technology integration. The classroom uses technology not to replace
the classroom facilitator but a tool to stimulate curiosity and inspire
learner’s desire to learn. Any type of media that puts information at
students’ fingertips and encourages them to conduct research and make
discoveries.
4. Light-filled environment for selection. Lighting is beneficial as learners
use technology more frequently since dimmed lights make screens easier
to see. Bright fluorescent lighting is being replaced with more natural
and incandescent light through the use of windows and lamps, to make
them more comfortable and improve the learning rates due to expose
adequate natural lighting.
Field Study 1│ 5
EXECUTION
Task 1: Observe a class then describe the measures how the teacher designs the
learning space. Reflect on the physical environment (cleanliness,
ventilation, lighting, display boards, seating arrangements and the like).
Observation Report
Date of Observation: October 6,2021 Teacher: (optional)
1. Describe the classroom that you have observed.
During the interactive learning process, I saw that the

instructor's learning environment is clean, has appropriate
ventilation and lighting, and presents clear instructional content.
2. Cite some characteristics which you think makes the learning space you
have observed ideal.
An educator encourages and develops a student's motivation to begin

and complete tough, independent review work that demands critical
thinking and decision-making skills. A teacher's capacity to provide
pupils with excellent learning experiences while also preparing them
for the future. The instructor provides educational chances for pupils
to interact in engaging tasks in which they learn that learning is a
continual process and that failure is a normal part of the learning process .
3. Suggest more effective ways to make a classroom environment more effective

to the teaching and learning process.
Classroom management is intended to provide students with

more opportunities to learn everything that a teacher does to
organize students, space, time, and materials in order for
them to learn. Students should have the opportunity to attain
their full potential and acquire good behavioral habits. Setting
the scene, decorating the room, arranging the chairs,
speaking with students and handling their responses,
establishing routines (and then executing, modifying, and
reinstituting them), developing rules, and communicating those
rules to the students all have an impact on classroom
management..
6 │ Field Study 1
Task 2: Take a picture of the classroom you are assigned and post it here to
evaluate the learning space. Improve it by designing a 21st century
classroom.
Image of the Learning Space Observed
My 21st Century Classroom Design
Field Study 1│ 7
My Reflection
What? So What? Now What?
What was good So what have I Now what do I need to
about the topic? learned about the do after learning the
topic? topic?
► The topic's usefulness is ► Classroom

that it trains students and management, I've ► Following my study of
prospective educators on discovered, helps the subject of 21st
the most effective
teaching and learning teachers and students classroom management,
approaches. This issue improve their abilities I now need to develop,
develops awareness of and capacities so that construct, and implement
the skills that need to be they can develop my 21st classroom
improved and developed tactics and procedures management strategy. It
among instructors and
students. This course also that benefit both sides. is vital to have some
assists you in recognizing Another thing to keep in advice as a possible
and improving your mind is that in order to instructor and learner
teaching-learning establish an effective and to seek extra
viewpoint so that you can
design your own and congenial learning knowledge from
classroom management environment, educators individuals who are more
that is most productive must be well-versed in experienced. It uses new
and effective in learning. other disciplines so that techniques to handle
students can absorb complexity and creates
the material. Educators an innovative mentality
and students must in order to uncover
construct traits for possibilities and provide
student improvement value. The best basis for
and development in a diverse and fast
order to have a terrific growing future is learning
classroom to contribute today.
management.
8 │ Field Study 1
Field Study 1│ 9
10 │ Field Study
THE MANAGEMENT OF LEARNING AND LEARNING PROCESS
LEARNING OUTCOMES
1. Demonstrate an in-depth understanding of learning theories and principles.

2. Analyze concepts of multiple intelligences.
3. Identify classroom motivational techniques for effective learning.
4. Determine valuable classroommanagement techniques.
OVERVIEW
This chapter gives a strong foundation and a thorough grasp of the
management of learning and learning process. Giving prospective teachers a
wide array of activities and opportunities in the field that will help them actualizethe
theories into practice and will properly guide our teachers, to ensure that they
learn the correct concepts of theories, and allow them to experience the
meaningful insights from their professional courses.
On the other hand, this chapter presents learning theories and principles,
elucidates multiple intelligences and its many faces and how they relate to
teaching and learning. Classroom management techniques and motivation for
learning are also discussed in this chapter.
LESSON 1
THEORIES OF LEARNING
EXPERIENCE
1. Review the different theories of learning specifically those that are
under the behavioral theories, cognitive theories, and social
constructivism.
2. Choose your top three (3) best learning theories and identify their proponents.
EXCHANGE
1. Why do you consider your top three theories of learning the best among
other theories?
.
Learning theories have an impact on learning practices by
recommending appropriate learning methodologies and forms that are
successful, relevant, and engaging for all sorts of learners. Observable
changes in behavioral patterns form the basis of behaviorism. It focuses on
reinforcing a new behavioral pattern until it becomes second nature. For
knowledge acquisition, the student relies on an instructor. Cognitivism is
centered on the progressive development of a person's cognitive ability,
which leads to a change in behavior. It represents the learner's mental
process. Constructivism is a theory that describes how knowledge is built. It
focuses on the design of understanding when information is combined with
knowledge gained from experiences.
2. A professional teacher must possess knowledge and skills that are founded
on various sound learning theories. Why is it important for him/her to
understand these various theories of learning in performing his/her role and
tasks?
.
It is critical to comprehend these many theories of learning when
fulfilling the roles and responsibilities of a teacher, as these theories will be
used to assess the learners' learning results. It will also inform the teacher about
the learner's strengths and weaknesses based on the theory. Educators employ a
variety of strategies or theories to improve the effectiveness of the learner's
learning process as well as the teacher's instructions. Apart from that, it will
improve or affect students' cognitive, emotional, and socialization. By
developing these numerous theories, students will become more self-reliant and
capable of making decisions.
EXPOUND
Theories Of Learning
There are a lot of theories that are significant in today’s classrooms. According
to Marsh (2008), each theory is nothing more than a set of reasonable
suggestions. So teachers should look at the information available to them and
takewhat is necessary to achieve a positive learning environment in their classroom.
Some of the most important theories of learning are constructivism, behaviorism, and
cognitivism. Teachers choose their teaching style and strategy to complement their
students, to arrive at their version of the most effective teacher they can be. The
following are some of the popular theories of learning:
Behavior Theory
According to the behaviorists’ perspective, they are focused on the analyses
of stimuli and responses, so the methodology they used is scientific where stimulus
variables can be objectively manipulated and response variables can be reliably
measured. Behaviorists’ experiments used animals as their subjects that led
them to the belief that learning follows the same regardless of species and the
learning that occurs is the same in humans. Behavior theory is conveniently
divided into two types: Classical and Operant Conditioning.
In classroom learning, classical conditioning primarily influences emotional
behavior, while operant conditioning emphasizes the reward and punishment as
consequences of behavior.
Cognitive Theory
The cognitive theory is influenced by the Gestalt Movement. Later on, some
American cognitive theorists namely, Tolman, Bruner, and the information
processing theorists have incorporated the influences of the European but
they have retained their distinction in cognitive theory.
Social Constructivism
Social constructivism has recognized that learners can make sense of new
experiences by relating them to their own previous experiences and learning is
something that the learners do, not something that is done to the learners. On the
other hand, constructivism is a philosophy of learning founded on the premise that,
by reflecting on our experience, we construct our own understanding of the
world we livein.
LESSON 2
GUIDING PRINCIPLES OF LEARNING
EXPERIENCE
1. Review the Principles of Learning by Horne and Pine, (1990) as cited in Corpuz
and Salandanan, (2007)
Principles of Learning
1. Learning is an experience which occurs inside the learner
and is activated by the learner.
2. Learning is the discovery of the personal meaning and
relevance of ideas.
3. Learning is a consequence of experience. In short, use
experiential learning as much as possible period.
4. Learning is a cooperative and collaborative process.
5. Learning is anevolutionary process.
6. Learning is sometimes a painful process.
7. One of the richest resources for learning is the learner him/ herself.
8. The process of learning is emotional as well as intellectual.
9. The process of problem solving and learning is highly unique
and individual.
2. Choose two principles and study their meaning.
Learning is a cooperative and collaborative process.

Collaborative learning is a teaching and learning
strategy in which students work together to solve a
problem or develop a meaningful project. Instead of
Field competing against one another, students in cooperation
1│
Study work together. The teacher may assign group roles, and
77 there is one common learning objective to be met
Learning is an evolutionary process
Learning is a process that evolves with time. The
teacher puts forth a lot of effort to motivate her students
and multitasks while the session is in progress.
Learning can be a difficult process at times.
EXCHANGE
What do you think is the implication if teachers will apply your chosen
principles on the teaching-learning process?
The teacher creates meaningful assignments that need active

participation from each student in the group to achieve a common
goal. The teacher's position in a cooperative class should be stated
as a task setter at the start. As groups work on projects, the teacher
moves from group to group to monitor the learning process. The
teacher also gives pupils regular feedback and evaluates the group's
development.
Learners benefit from their friends, groups, and classmates
when using this strategy. With his groupmates, peers, and
classmates, they learn how to plan, interact, and try to solve
difficulties. Learning is a gradual process. Learning takes time and is
a process that must be followed step by step. Teachers must be
patient when instructing students on how to learn. Teachers should
recognize and respect each student's right to make mistakes, as well
as giving students permission to do so.
EXPOUND
Learning principles provide us a framework to understand how people learn.

We want to know how people acquire new knowledge, develop skills, modify
attitudes, values, and learn new behaviors. We know that learning is dynamic and
it is a lifelong process that is unique to each individual.
Moreover, learning principles add insight to teachers into what makes
students learn most effectively. These learning principles should consistently guide
prospective teachers and even professional teachers in their instructional and
other decisions. The evidence of these principles should be noticeable in their
classroom instruction. The following are the implications of nine principles of
learning in the learning process.
Principle 1: The process of learning is primarily controlled by the learner and
not by the teacher. Only the learner can learn for
himself/herself. The teacher should create an atmosphere in
which learners are free to explore and discover through
interaction with other learners.
Principle 2: Learners can internalize and understand concepts, ideas or
examples which are relevant to their needs and problems.
Teachers should relate their lessons/discussions/what we
teach to the life experiences of the learners in order for them to
understand.
Principle3: Effective learning requires learners to experience situations or works
of their own. A learner cannot be responsible if you will just tell
him to be responsible, he will become responsible if you will
give him responsibilities and have assumed responsibility. It is
said that experience is the best teacher, and then the teacher
should let learners go through the experience of learning, if
possible. If not, let
them learn from other people's experiences.
Principle 4: It is said that “Two heads are better than one.” Through this
approach, learners learn from his peers, groups, and
classmates. They learn how to plan, interact and try to solve
problems with his groupmates, peers, and classmates. They
also learn how to give/share what they have learned. The teacher
should make use of more cooperative and collaborative
approaches. This way, the learner learns how to live with
others and learn interdependently.
Principle 5: Learning does not take place overnight, it is gradual. Learning takes
time and a step-by-step process. Teachers should be patient in
teaching their learners to learn. Teachers should accept and
respect the right of every learner to commit mistakes/ give the
right of learners to make mistakes.
Principle 6: Learning often calls for giving the old and comfortable way of
believing, thinking and learning. In other words, we should
not confine ourselves in our own way of learning. But, we should
come out of our box and experience different ways of thinking
and learning. As a teacher, it is good to make our students
realize that learning is a difficult task. It is accompanied by
sacrifice, inconvenience, and discomfort.
Principle 7: Learners have an accumulation of different experiences, ideas,
feelings, and attitudes. These could be used as examples or
resources in every lesson. Through cooperative interaction, it
can maximize learning and learners could be used as a
resource for other learners to learn. As a teacher, we should
use the experiences of our students not just coming from
books, magazines, and other instructional media.
Principle 8: Learning is not only an intellectual process. It’s not only thinking
but also feeling. Learners learn best if their heart is involved or
stricken. Asa teacher let as also touch the heart of our
students in order for them to learn better if not best. Through
values and inspiration, students will be motivated to learn and
work hard.
Principle 9: No two individuals learn in the same way. Each person has a
unique way of learning. So as teachers, let us not impose our
way of learning. Let us give considerations to multiple
intelligence and varied learning styles.
LESSON 3
MULTIPLE INTELLIGENCES
EXPERIENCE
Observe a class and focus your observation on learners while the lesson is going on.
Identify how many learners display these indicators of intelligence.
a. Always gives the correct answer to teacher's questions
b. Leads the group in-class activities
c. Solves problems correctly
d. Participates actively in group or class activity
e. Finishes seatwork ahead of others
f. Able to answer difficult questions
(Adopted from Facilitating Learner-Centered Teaching by
Dalisay G. Brawner, et al., Copyright 2018.)
EXCHANGE
1. Now that you have identified those learners who performed well in class
based on the indicators, have you also observed other learners who did not
display any of these indicators above? Comparing those learners who display
these indicators and those who did not, what perceptions have you
developed or gained regarding their differences?
Benefits of Using the Multiple Intelligences Theory in Education This idea

has numerous advantages that can be applied to people of all ages and in all
subjects. Students who are provided opportunities to study and perform at
their highest levels are more likely to like school and thrive academically.
Management of the classroom the multiple intelligence theory has the potential
to re-engage pupils in learning.When you use many intelligences toteacha
concept, you give each of your students a chance to succeed. Teaching toa
student's strengths can help them learn moreeffectively.
I discovered that everyone has distinct skills and abilities, as well as a

different learning style. Learners will be upgraded and developed additional
intelligences as a unique individual. You can assess learners' intelligences
by learning their strengths and weaknesses as individuals.
EXPOUND
Dr. Garner made mention that our schools and culture are usually focused on
linguistic and logical-mathematical intelligence and mostly we admire those who are
highly articulate or logical people of our culture. But Dr. Gardner argued that schools
should also place equal attention on individuals who show their gifts in the other
intelligence like the artists, dancers, musicians, designers, naturalists, entrepreneurs,
and others who have also contributedmuch to developthe world we live in.
Unfortunately, children who have these kinds of gifts are not given much attention to
their school.
Thus, Garner’s theory of multiple intelligences proposes a major
transformation in the way our schools are run. He suggests that teachers be
trained to present their lessons in a wide variety of ways using music,
cooperative learning, art activities, role play, multimedia, field trips, inner
reflection, and much more. The good news is that the theory of multiple
intelligenceshasgrabbed the attention of many educators around the country,
and hundreds of schools are currently using itsphilosophy toredesign the way
it educates children (Armstrong, 2019).
The following are the descriptions and examples of occupations using
Garner's Multiple Intelligences.
Source: (Facilitating learner-centered teaching by
Dalisay G. Brawner & Marcela J. Leus, Copyright, 2018).
Intelligence Examples of
Description of Intelligence
Component Occupations
Bodily/ The ability to use one’s physical body well Dancers, athletes,
Kinesthetic acrobats
Interpersonal The ability to sense other people’s feelings and Salespersons, PR
be in tune with them persons, Politicians
Intrapersonal The ability to know and have a deep Psychologists,

understanding of one's own mind and body, and therapists,
be aware of one's own desires, feelings, and counselors/wise
motives elders & monks
Verbal/ The ability to communicate well, orally and Poets, writers,
Linguistic writing, perhaps in many languages orators
Logical/ The ability to learn science and mathematics; Mathematicians,
Mathematical the ability to handle complex logical arguments engineers
Musical/ The ability to learn, perform and compose music Musicians,
Rhythmic composers
Naturalistic The ability to know and understand different Biologists, naturalists
species (recognize patterns in nature)
Visual/Spatial The ability to know where one is relative to fixed Surgeons, sailors,
locations; ability to accomplish tasks requiring and fishermen
3-dimensional visualization; ability to imagine charting the sea
and manipulate visual objects in one's mind. without navigational
aids
LESSON 4
CLASSROOM MANAGEMENT TECHNIQUES
EXPERIENCE
Interview a teacher on his/her belief about the nature of learners and his/
her classroom management practices.
.
Several educators educate since they are always dealing with
pupils' inappropriate behavior. Teacher Grace claims that one of the most
significant aspect used by teachers in developing relationships with
students is for students to believe that their teacher genuinely cares
about them. When students perceived their teacher genuinely cares about
them, they are more likely to behave in expected ways. Teachers should
work on establishing authority, building rapport, developing effective
punishment procedures, and determining the needs of disobedient
pupils, according toTeacher Grace.
Today, effective teaching contains parts of discipline problems
but focuses more on providing a pleasant learning environment for both
the instructor and the students that is comfortable, organized,
engaging, and courteous. She underlined the importance of creating a list
of classroom rules with teachers and students. The rules should be simple,
brief, and explain the expected behavior clearly.
EXCHANGE
From the practices mentioned by the teacher you interviewed, which
technique do you find easy to apply and why?
.
I think that a technique that is easy to apply was personal
relationship of the students. Students are interested and cooperative
when they like and appreciate their teachers, and the classroom
environment is more enjoyable for everyone when teachers and
students trust each other. Apart from that, this is the first technique that
students will observe at the first meeting. Also, this is an efficient
classroom management strategy in which the instructor is present with
the students; as a result, the students will develop trust and rapport
using this technique.
EXPOUND
With the advent of technology and the universal acceptance of diversity in the
classroom, the paradigm of classroom management of the past shifted from a
one- way flow of interaction to an environment of shared responsibility and learning
(Dañocup, 2010). This modern concept ofclassroom management has emphasized
the concerted efforts of both learners and teachers for them to create an effective
learning environment. Thus, effective classroom management technique is necessary
for all teachers and facilitators because it does not only include how the teacher
or facilitator delivers the curriculum, but also how the students interact with the
teacher and with others in the classroom and extend into the classroom
environment inwhichstudentslearn as well. Nowadays classroom management
includes elements of classroom discipline but focuses more on creating a
peaceful learning environment that is comfortable, organized, engaging, and
respectful for both the teacher and the students.
The following are some techniques/strategies of classroom management by Ryan
Del Guercio (2011) in his article entitled: Back to the Basics of Classroom
management. Guercio's experiences led him to implement his own techniques in
the classroom that allow him to have a better classroom environment wherein he
can control the unwanted behaviors of learners. Some strategies he incorporated
to establish control are creating a seating chart for students, always being
organized, and giving student direction just to name a few. According to him, many
teachers find themselves struggling to successfully teach because they are
constantly having to deal with the disruptive behavior of students. Also, he
believes that the most important technique used by teachers in building a
relationship with students is when these students feel their teacher genuinely
cares about them; they are more likely to behave in ways that are desired.
Moreover, Guercio stressed that teachers should focus on establishing control,
building rapport, creating effective discipline policies, and determine the needs of
misbehaving students. In establishing control, he emphasized that teachers and
students should devise a list of classroom rules. The rules should be few,
concise, and specifically state the desired behavior. The approach he made to establish
control includes: a) creating a seating chart for students on day one and if
needed, changes seats throughout the year, b) being organized as possible in
presenting the lesson because a seamless lesson provides students with little
downtime, and therefore fewer chances to misbehave, greeting students as they
enter the room and give them direction right away (sit in your seats, “take out
your homework, etc.), c) identifying class leaders and gain their respect because
the behavior of leaders that the other students admire sets the tone for the class
and these leaders may even help the teacher by telling their classmates to quiet
down, d) never argue with students whenaddressing misbehavior because
arguing sends the message that students are your equal
and that is not the case, e) using polite words such as, “Please” and “Thank you,”
because impolite behavior on teacher's part gives student license to behave
badly, f) giving students clear direction and repeating the direction two times give
them a clear bearing to understand it, and g) using positive/ praise directions by
recognizing students who are following directions, like “I see Stephen has his book
out and so does Mark. Good job!”
In creating effective discipline policies, Guercio emphasizes on: a) making
rules clear and concise, b) giving consequence to the student must fit the offense
made and it should not be too severe or too light c) Teachers should be
committed to follow the classroom policies, so if you tell a student you will email
or call a parent, make sure you do, for the student to realize that you are serious
with your policies, d) gaining parents involvement as your ally in student's
behavior problem and gaining parents’ commitment will assist you in modifying
student's behavior, e) teacher should discuss briefly with students the consequences
they may obtain in making violations,
f) helping the student see the connection between behaving properly and
chances for academic success, g) utilizing the resources within the school
(school guidance counselors, school psychologists, coaches, etc.) to help with
disciplining at- risk students.
Moreover, in terms of building rapport with students, Guercio (2011) pointed
out that teachers should get to know their students. Future conflicts can be
avoided if teachers know a little bit about his/her students and observe how they
interact with others. He emphasized these approaches in building rapport with
students: a) showing students that you are a real person, like post banners of
your favorite team and talk about your hobbies, b) using humor during class
discussion, c) observing students to learn more about them, like find out what
sports they play and who is their favorite artists, d) attending school activities to
witnessstudents talents and skills and give compliments about it, and e) be
careful not to overstep the boundaries of the student- teacher relationship,
because sometimes students view teachers as their peers and say inappropriate
things. Lastly, he highlighted the importance of determining the needs of
students. He brought out two approaches these are: a) determining the
underlying needs of problem student who continually exhibit poor behavior and b)
if a teacher learns something serious about a student, he/she must remember to
contact parents, psychologists, or guidance counselors to assist the student and
correct his behavior. He emphasized that classroom management is an essential
element in student learning and sustaining academic achievement.
Guercio (2011) pointed out that the four principles described above should be
implemented to achieve an optimum result, and stressed that teachers should not
be discouraged when a student misbehaves, because even if your strategies
were incorporated,human beings of all ages will misbehave. What is important is
how teachers react to it that counts.
LESSON 5
MOTIVATIONAL FACTORS OF LEARNING
EXPERIENCE
Observe a class and notice how a teacher provides the needed motivation during
instruction.
Motivation is an inner energy that empowers certain behaviors

and drives and sustains them toward achieving a specific goal. It can
be assessed by emotional, cognitive, social, or even biological means.
There are two types of motivation: intrinsic motivation, which originates
from within each person, and extrinsic motivation, which is triggered by
biological, emotional, spiritual, or social stimuli. Intrinsically driven
students will happily participate in any activity that would help them
develop their skills.
A teacher, on the other hand, may employ motivational
approaches, both individually and in groups, in order to produce a
positive educational outcome in the most efficient and effective manner
possible. Because a well-prepared classroom atmosphere acts as a
motivator, students become more interested in learning. Students will
be more interested in studying instructions if you use effective teaching
tactics.
EXCHANGE
Write at least three (3) personal experiences that you have had in the past and
that you considered that may affect in motivation. Describe each experience.
External variables can influence motivation sources, but

motivation is unique and internal to an individual. Teachers can
use motivational ideas to build their lessons and incorporate
motivational strategies into their training.
As I have learned in the past, I am inspired by my teacher
who provides comments or praises on every task I complete. By
praising me in front of my teacher, I am more inspired to do my
best in her class and to be on time and eager to learn from her
lessons.
Also, I recall that one of the things that kept me motivated
in elementary school was my instructor's trust in me. Trusting
anyone is difficult, therefore I admire my teacher. It encourages
me as a student to go to school every day because of that trust.
Finally, I will remember those teachers who had a
significant impact on my learning process during my high school
years. They have shaped me into the person I am today, a
positive problem solver. This is a list of my life experiences that
have influenced my ambition to learn and helped me become a
better person.
EXPOUND
Motivation is a significant aspect of the teaching and learning process. According

to Aquino (2015), the success of students learning depends largely in high or low
motivation. It can drive learners to reach or accomplish their learning goals. Thus,
motivation is the key to learners’ academic success. Motivation is one of the
major factors that are required to achieve anything in life. Moreover, motivation
pushes learners to do whatever it takes to become successful. Wigfield and Tonks
(2002) and Gardner (2001) as cited by Solak (2012) exposed that a motivated
individual strives to achieve the goal, is insistent and attentive to the task, enjoys
running for the goal, regards success as positive reinforcement, and uses strategies
to reach the goal. That is why according to Demir (2011), motivation can be
considered as goal- directed behavior.
Furthermore, motivation can be an internal force that can be observed
through emotional, cognitive, social, or even biological which energizes certain
behavior that directs and sustain this behavior towards achievement of a
specific goal. There are two major kinds of motivation, the intrinsic motivation
which comes from within of every person and the stimulus here is biological,
emotional, spiritual or social. Students who are intrinsically motivated usually
engage themselves willingly to any activities that improve their skills. On the other
hand, extrinsic motivation comes from outside, may be in a form of reward,
tokens, praise, appreciation, any material benefit, etc. For students, such benefits lose
its importance and become less motivated when time passes by. This problem
can be solved if anindividual does an internalization of extrinsic motivation, this
happens when the task fits with the value and beliefs of the individual. Therefore
it can be concluded that motivation really plays a significant role in every
classroom, institutions or even in the workplace.
On the other hand, a teacher may use motivation techniques, both
individually and in groups, this is for him/her to achieve a good result for education
in the most efficient and effective ways. Because a well-prepared classroom
environment proves a motivating force, and then the student takes an interest in
learning. The availability of infrastructure and affection he/she gets from his/her
teachers, the joint cooperation and help he/she gets from his/her classmates, and
the participation in any activities in the school,etc., all of these influence and
motivate the learning behavior of every learner. Therefore, efforts should be made to
provide suitable learning situation and environment for effective learning because
motivation is a permanent tool for student’s success in learning. The sources of
motivation can be influenced by external factors but the motivation is personal
and within an individual. Teachers may give heed to the principles of motivation
for may design their instruction by incorporating motivational techniques in their
instruction.
TEACHING APPROACHES
AND TEACHERS’ PEDAGOGY
LEARNING OUTCOMES
1. Distinguish teaching approach, teaching method, teaching

strategy and teaching technique.
2. Compare teacher-centeredapproaches to learner-
centered approaches.
3. Identify the benefits and drawbacks of these approaches.
4. Explain what expected a teacher as facilitator of the teaching-
learning process.
5. Discuss the role of teaching approaches, methods, strategies,
and techniques in the teaching-learning process;.
6. Plan teaching-learning activities that are outcome-based.
7. Classify the teaching methods into teacher-centered and student- centered.
OVERVIEW
Pedagogy comes from a Greek word, paidagogia or paidagogos, which means
attendance on boys to lead a child, or it is the art of teaching. It refers to the
method in how teachers teach. It is a relationship between learning techniques and
culture, and is determined based on educator’s beliefs, about how learning should,
and does take place. More specifically, agogos means leader in Greek and pedagogue
refers to leader. Paidagogos were slaves tasked with taking boys to school and
back, teaching them manners and tutoringthem.
There are important terminologies that student teachers should not be
confused when applied to teaching such as teaching approaches, teaching
method, teaching strategies, and teaching technique. A teaching approach is set
of principles, beliefs or ideas about the nature of learning which is translated into
the classroom. These are any guiding principles that are influencing the way a
teacher run the classroom. A teaching method is a systematic way of doing something.
It implies an orderly logical arrangement of steps. It is more procedural. Teaching
strategy on the other hand is a long- term plan of action designed to achieve a
particular goal. While a teaching technique is a well-defined procedure used to
accomplish a specific activity or task. It is personalistic and stylistic.
Teachers know that no two learners are the same and that there are various
learning styles. The teachers’ pedagogy, therefore, would have

a great impact to the learners’ ability to learn and comprehend. Having a well
thought pedagogy can improve the teachers’ quality of teaching and the way
students learn. Being mindful of the way they teach help teachers better
understand how to help students achieve deeper learning. And it can, in turn,
impact student perception, resulting in cooperative learning environments. Through
the pedagogy employed by the teachers in the teaching-learning process, students
can learn what approaches, methods, strategies, or techniques work best for
them, which learning activities and learning styles they tend to gravitate towards,
and how to develop concepts and build mental models to further their learning.
Overall, active learning makes student engagement rise. Students get to participate
actively in the teaching-learning process, rather than be mere spectators in the
classroom.
LESSON 1
TYPES OF PEDAGOGICAL METHODS
EXPERIENCE
Task 1: Sage on the Stage vs. Guide on the Side

From grade school to the tertiary level you have experienced different
classroom activities where it was either teacher dominated discussion or
student dominated. Reflecting from your previous experiences, compare teacher-
centered approaches to learner-centered approaches by filling up the
instruction in the table below. In the option most preferred and less
preferred, write inside the box a brief reason why.
Description
Description
Centered
centered
Learner-
Teacher-
Preferred
Preferred
Preferred
Preferred
Most
Less
Most
Less
Subject- The focus Students The term Students

of subject- must be Learner- "blended are
matter-
centered able to centered learning" encourage
centered
curriculu cope with refers to a d to reflect
m design various teaching on what
is on a teaching style that they are
specific styles in shifts the learning
subject or order to focus of and how
discipline. learn well. instruction they are
from the learning it
teacher to when they

the student. are taught.
The Student Is a hands- Both the

Teacher teacher's s will on method teacher
Interactive
dominated voice is be of assisting and the
the only unable pupils in students
one that is to learn becoming must
heard. He from more improve
or she is new involved their
the experie and observatio
exclusive nces, retaining n,
source of limiting more listening,
informatio their information. interperso
n. ability nal, and
to learn. interventio
n skills
and talents
throughou
t
education.
is a theory This These a theory
Banking that views strategy Constructivist methods are that
approach pupils as will not focused on explains
containers allow analyzing how
into which the certain people
teachers pupil to activities or come to
deposit progres tasks. know
knowledg s what they
e. because do.
it will Problem
receive solving is
informa at the
tion, basis of
memori learning,
ze it, thinking,
and and
then developm
repeat ent,
it. according
to the
basic
premise.

An The It's all indicates
approach exchange about learning
Disciplinal characteriz of Integrated making that is
es knowledge substantial integrated
teaching regarding connection across
practice in one's s across traditional
a single discipline' disciplines academic
subject s teaching or abilities areas and
and techniques that that is
encourage with usually designed
s teachers practitione cover a to be
to rs from variety of mutually
specialize, other topics. reinforcin
deepen disciplines Integrating g. This
their is critical the method
content for the curriculum improves
knowledge advancem can also a child's
, and ent of help ability to
adhere to teaching students apply
their knowledge learn more what
discipline' . effectively they've
s customs. . learned in
various
situations.
Individual This A Rather of
interests method of situation memorizin
Individualistic or rights instruction Collaborative in which g facts and
are is founded two or figures by
prioritized on the more rote,
over premise people students
shared or that learn or process
communit students try to learn and
y interests: respond to something synthesize
We appear stimuli in jointly is informatio
to be their referred to n and
evolving surroundin as concepts.
toward a gs. The collaborati
largely function ve
individuali of the learning.
stic learning
attitude in facilitator
which self is to give
- interest appropriat
is in and e and
selflessnes meaningfu
s is out in l stimuli
our for the
environme learner to
nt. respond to
and gain
the
necessary
knowledge
or
experience
.

Indirect It is the Direct Direct
Indirect, guidance preferable guidance guiding
refers to method Direct approache entails
guided
tactics since the s involve verbal and
such as teacher focusing nonverbal
room must on the behavior
arrangeme create a individual that
nt, well- child, focuses on
consistent managed setting the
routines, classroom realistic individual
class in order to expectatio kid, sets
regulation avoid any ns, and realistic
s, and confrontati recognizin expectatio
developme ons with g ns, and
ntal the appropriat recognizes
activities students. e actions proper
that are in order to behaviors
utilized to create a in order to
create a positive guide
healthy school children's
classroom environme actions
atmospher nt. and to
e. foster a
healthy
classroom
atmospher
e.
EXCHANGE
Teacher-centered learning, its pros and Cons. Identify the pros and cons of
teacher- centered learning by checking the box whether the statement is
expressing its benefit () or drawback ().
Description  
1. Teachers feel comfortable, confident and in charge of theclassroom √
activities.
2. Collaboration, an essential and valuable skill in school and in life, ×
is discouraged.
3. This method works best when the instructor can make the lesson √
interesting; absent this, students may get bored, their minds may
wander and they may miss key information.
4. Students may have less opportunity to develop their ×
communication and crucial-thinking skills.
5. Being fully in control minimizes an instructor’s concern that students
may be missing key material. ×
6. Order in the class! Students are quiet as the teacher exercises √
full control of the classroom and activities.
7. Students always know where to focus their attention on the teacher. √
8. Students work alone, missing potential opportunities to share ×

the process of discovery with their peers.

9. When a teacher takes full responsibility for educating a group of √
students, the class benefits from a focused approach to
research, planning and preparation.
Interpretation:
The teacher in a teacher-centered approach used a traditional

learning method in which the teacher had complete authority over
the entire class. Teachers present whatever topic and lesson they
have available. The major goal of this is to carry out the teacher's
goal, which is for the students to learn. In terms of policy and
classroom activities, all of the teachers are in authority. In this
technique, the instructor has control over how he or she assists the
pupils in achieving their goals.

EXPOUND
In teacher-centered approach, the teacher functions as a classroom lecturer,

presenting information to the students, who are expected to passively receive the
knowledge being presented. This is done in a traditional or conventional
approach. The teacher is the center of knowledge and in charge of learning.
Students are usually passively receiving information. The instructor’s role is to be
primary information giver and primary evaluator.
While in the student-centered approach, theteacher shifts to afacilitator
oracoach as students engage in a more collaborative role in their own learning.
Here are the benefits of student-centered approach:
1. Education becomes a more shared experience between the instructor and
the students, and between the students themselves.
2. Students build both collaboration and communication skills.
3. Students tend to be moreinterested in learning when theycan interact
with one another and participate actively in their own education.
4. Members of the class learn to work independently and to interact with
others as part of the learning process.
Its drawbacks however are:

1. With students free to interact, the classroom space can feel noisy or chaotic.
2. Classroom management can become more of an issue for the teacher,
possibly cutting into instructional activities.
3. With less focus on lectures, there can be a concern that some students
may miss important information.
4. Though collaboration is considered beneficial, this approach may not
feel ideal for students who prefer to work alone.
Express your opinion, idea, or view about the topic by completing the following
statements below.
1. In my opinion A learner-centered approach is preferable to a teacher-centered one.
2. I agree with…because students can gain more knowledge and learn more effectively if
they draw on their own experiences.
3. I disagree with…because we all know that learner-centered is the factor for
success, and pupils can be more skilled, teacher-centered is preferable to learner-
centered .
4. I have a question about… how the learner-centered approach is adapted and
adjusted by teachers
5. I think it means that. In order to improve the educational system, we need to adopt a
learner- centered perspective.

6. I prefer that It is preferable to employ or apply a learner-centered strategy in the
classroom.
7. Irealize that.. Evenif we employa student-centeredapproach, theteacherwill still
playa significant role.
8. I learned that both a teacher-centered and a student-centered approach have advantages
and disadvantages.

LESSON 2
TIME-TESTED METHODS
EXPERIENCE
Task 1: Match what time-tested methods are being described on the left by choosing and
writing your answer on the right column.
Socratic Method Deductive Lecture Method Inductive Method

Active Learning Method Problem- Discussion Project Method
Solving
Description Method
Lecture Method
It is the oldest teaching method applied in
educational institution. This teaching method is a
one-way channel of communication of information.
Inductive Method
It is a teaching method that promotes learning where
skills of observation, comparing, classifying, and
used to arrive at generalizations or differentiation
of concepts.
Deductive Method
It starts by giving learners rules, then examples,
then practice.
Socratic Method
It is a form of cooperative argumentative dialogue
between individuals, based on asking and answering
questions to stimulate critical thinking and to draw out
ideas and underlying presuppositions.
Teaching Strategy
It allow students to talk and listen, read, write, and
reflect as they approach course content through
problem-solving exercises, informal small groups,
simulations, case studies, role playing, and other
activities all of which require students to apply
what they are learning.

Problem Solving
It is the act of defining a problem; determining
the cause of the problem; identifying, prioritizing
and selecting alternatives for a solution; and
implementing a solution.
Project Method
It is a teacher-facilitated collaborative approach in
which students acquire and apply knowledge and
skills to define and solve realistic problems using a
process of extended inquiry.
Discussion
Discussion methods are a variety of forums for
open-ended, collaborative exchange of ideas
among a teacher and students or among students
for the purpose of furthering students thinking,
learning, problem-solving, understanding, or literary
appreciation.
Task 2: Prepare a semi-detailed lesson plan by choosing any of the methods mentioned above.
Choose your own topic.
I. OBJECTIVE
At the end of the lesson the students will be able to:
a. Define the Elements of the Basic Movements
b. Differentiate the Categories of Basic Movements according to their
explorations
c. Perform a new routine of Dance using the Basic Movements
II. SUBJECT: BPE 314- Teaching PE and Health in the Elementary
Topic: Basic Movements
Materials: images, laptop, videos
References: SlideShare and Slide player.com, YouTube
III. PROCEDURE/ PRELIMINARIES
Prayer- By the student
Greetings
Checking of Attendance
Review- the last topic
Motivation/Eyes Breaker: By Group (puzzle picture)
A. Activity
The teacher will divide the class into five groups. The teacher let the students
from their group to act as a leader. (Before giving the activity present the rubrics.)
Group 1: Will give their idea about the elements of movement of Space.
Group 2: Will give their idea about the elements of movement of Shape.
Group 3: Will give their idea about the elements of movement of Time
Group 4: Will give their idea about the elements of movement of Force
Group 5: Will give their idea about the elements of movement of Flow
B. Analysis
The teacher will ask the students what they learned from the given activity.
C. Abstraction
Discuss the Basic Movements and its Categories and identify to the Elements
of Movements.
D. Application
The teacher will ask questions to the students:
a. Why it is important to know the Basic Movements in Teaching PE
and health in the Elementary?
IV. Assessment / Evaluation
The teacher will let the students to perform the basic movements with music at
least two mins per group. (rubric will be given)
V. Assignment
Research and Read in advance about the Cooperative Activities.

EXCHANGE
Task 1: Below are different teaching methods, strategies and techniques. Identify
whether they are teacher-centered (expository) or student- centered
(enabling) approaches by checking the column.
Methods/strategies/
Teacher-centered Student-centered
techniques
√
Lecture
√
Demonstration
√
Huddle
√
Field trip
√
Think, Write, Learn (TWL)
√
Inductive
√
Expert Jigsaw
√
Debate
√
Inquiry Approach
√
4 A’s
√
Panel Discussion
√
Think, Pair, Square (TPS)
√
Snowballing strategy
√
Deductive
√
Panel Discussion
√
Round Table
√
Case studies
√
Expert Jigsaw
√
Mind mapping

Task 2: Observe a series of classes, and identify what strategies were applied by
the teacher. Give a narrative observation from the motivation and lesson
presentation and the methods and strategies used from day 1 up to day
5.
My cooperating teacher used learner-centered and teacher-

centered tactics in her sessions, as I witnessed throughout a series
of classes with her. When she inquired about the lessons and what
they had learned about the topic, she used teamwork and
cooperation as a tool.
Task 3: Explain your idea in one paragraph what Chinese Proverb means which
says, A thousand teachers, a thousand methods.
There are a thousand teachers, and there are a thousand

approaches. This means that each teacher will use different
approaches and ideas depending on their students' individual
needs. During the teaching-learning process, the teacher will
employ ways for students to acquire the knowledge that will be
taught. If we have a unique student, we also have unique teachers
who can devise a variety of teaching-learning methodologies.
Furthermore, a thousand approaches will probably result in
effective learning that can be applied to everyone's daily life.

EXPOUND
Student teachers have been introduced by their mentors with a lot of time-
tested methods that they can apply inside the classroom. These are teaching
methods and strategies that had been used for a long period of time and proven
to work well. Today, teachers are already feeling the pressure to lecture less, to
make learning environments more interactive, to integrate technology into the
learning experience, and to use collaborative learning strategies when
appropriate. However, we will introduce the most prominent methods and
strategies that were commonly used and applied by the teachers in teaching. We
will see how well you can recall the teaching methods and strategies you have
learned from your teachers.
We will try to discuss the steps on how to apply inductive and deductive
methods. These two methods are opposing and distinct instructional approaches.
Both approaches can offer certain advantages, but the biggest difference is the
role of the teacher. In a deductive classroom, the teacher conducts lessons by
introducing and explaining concepts to students, and then expecting students to
complete tasks to practice the concepts; this approach is very teacher-centered.
Conversely, inductive instruction is a much more student-centered approach and
makes use of a strategy known as “noticing”. The inductive teaching method is
effective for developing perceptual and observational skills.
Let’s take a closer look at the differences between inductive and deductive
instruction by checking the column whether the skills presented below are
inductive or deductive.
Characteristics Inductive Deductive

√
It is quick access.
√
It is a method of instruction.
It is an upward process of thought √
that leads to principles.
√
It is a method of discovery.
√
There is less scope of activity in it.
It trains the mind and gives self-confidence √
and initiative.
It is a downward process of thought √
and leads to useful results.
√
It does not give any new knowledge.
√
Child requires firsthand knowledge.
√
It is full of activity.

√
It encourages dependence on others.
Child gets ready-made information and √
makes use of it.
√
It is a slow process.
√
It is a method of verification.
√
It is a method of teaching.
√
It gives new knowledge.
Field Study 1│
119
LESSON 3
TEACHERS’ PEDAGOGY: APPROACHES,
METHODS, STRATEGIES, AND TECHNIQUES
EXPERIENCE
Interview your co-preservice teachers and answer the questionnaire below.
Check () the box that best describes what applies to you. How well do you learn
from these methods?
Whole Class
Activities Very well Well Okay Not Well Badly
√
Lecture/Teacher talk
√
Question & Answer
√
Demonstration
√
Watching a video/film
√
Notice board style
displays
√
White/blackboard
√
Teacher led whole
class discussion
√
Free flowing whole
class discussion
√
Visits/Educational
Tours
√
Dictation
Individual Activities Very well Well Okay Not Well Badly

√
Individual presentation
like reporting, etc.
√
Essay writing/formal
reasoning
√
Worksheets or other
individual work
√
Self-produced hand-
outs
√
Homework/private
study
√
Individual assignments
√
Experiments/
Investigations
√
Regular tests/quizzes
√
Major Exams
√
Library research/
information seeking
√
Case Studies
√
Demonstration
√
Practical
√
Visits/visitors
√
Interviews/surveys/
√
questionnaires
√
One-to-one teaching
√
Question and answer
√
Reading textbooks/
journals etc.
√
Computer-aided
learning like use of the
Internet, computerized
graphics, etc.

Small Group
Activities Very well Well Okay Not Well Badly
√
Buzz sessions
√
Small group
discussions
√
Small group role play/
dramatization
√
Group presentation like
group reporting, etc.
√
Debate
√
Small group
assignments
√
Games
√
Group research work,
case studies, etc.
Adapted from Worcester College of Technology
Interpretation:
I learned a lot from many ways as a pre-service teacher. There are
many activities that we can conduct for the learners to learn, in my opinion.
However, it is contingent on how seriously the students take it. We all know
that students' earnings are determined by their level of interest in their work.
As a teacher, we must first look into the learners' backgrounds, their aptitude
to learn, and their willingness to learn. We may build activities that will help
students learn more easily as a result of this. Whatever activities you create,
whether as a whole, a group, or an individual, as long as we can pique their
interest, they will pay attention and focus on what we are teaching them.
EXCHANGE
Form a group with 3 (three) members each and share your answers on the
questions given below.
1. What did you learn about yourself after answering the questionnaire? What
are the areas that you are good at? What are the areas that you need to
work on?
Inrespondingtothequestionnaire, I discoveredthat creating activitiesmakessense,

rather thanmerely creating activities to offer to the learners. Instead, create activities
that can assist them in learning. When it comesto activities, I enjoy creating activities
that can be done as a group since we can brainstorm a lot of different ways to do them.
To improve as a person, I needtowork onmy specificskills. Sometimes Iget the
impressionthatmy specific abilities are holding me back. That is why, this time, I intend
to put more effort into improving it.

2. In what ways are you and your groupmates similar?
We came up with commonalities of functioning as a group in our chat with my groupmate,
such as games and group dramatization. We understand each other because we have the
same aim of passing and submitting our presentation on time
3. In what ways are you and your groupmates different?
As individuals, we have distinctions, and I believe that we differ in

someways in how we acquire knowledge and retain what the teacher has
taught us. They also referred to them as "unique individuals" because they
have various abilities, strengths, and weaknesses.
4. In relation to the teaching-learning process, what do you think is the

meaning of the Englishproverb.“Differentstrokesfor differentfolks.”
Varied cultures, customs, beliefs, and experiences have different learning

abilities, I believe. Every individual has distinct intelligences, which they
can use to their advantage.
EXPOUND
In the previous activity, you learn that students learn in different ways. Thus,
it is very important for teachers to carefully plan andimplement appropriate
pedagogy that will provide students with unique experiences that will meet all
their needs.
Pedagogy refers to the way teachers teach. The pedagogical approaches
teachers utilize in the classroom affect learning. There are many pedagogical
approaches used in schools, but some are more effective and appropriate than
others. How effective the pedagogy is often depends on the particular subject
matter to be taught, the learning tasks, the various needs of the diverse learners,
and on the learning environment. Effective teachers believe that all students have
the capability to learn, and carefully utilize a range of pedagogical approaches to
ensure this learning occurs.
In the act of teaching, the teacher utilizes different approaches, methods,
strategies, and techniques. A teaching approach isa set of principles, beliefs,
points of view, or ideas about the nature of the teaching-learning process and
how this will be translated into the classroom. It is a way of looking at teaching
and learning. An approach gives rise to teaching method which is the step-by-
step process of presenting the subject matter. It is a process or procedure
wherein its successful
implementation will result in learning or as a means through which teaching
becomes effective. It is the formal structure of the sequence of acts. The term
method covers teaching strategy and teaching technique. A teaching strategy is a
careful plan on how teaching activities will be implemented to ensure that
effective teaching and learning occur. It is a plan of action created in order to
achieve learning objectives. At the planning phase of every lesson, the teacher
chooses what teaching method to adopt. After deciding what teaching method to
adopt to ensure effective teaching and learning of that specific lesson, he begins to
carefully

plan teaching activities which can help achieve effective learning. A teaching
technique is the teachers’ distinctive way of utilizing ateaching strategy to
accomplish a particular task in the teaching-learning process. Two teachers may
utilize the same method and strategy in teaching the same lesson, but they may
differ in technique. For example, two teachers may choose to use small group
discussions as their way of delivering a lesson but each may have a unique way
of doing the process of the discussion. One teacher may use two students to
conduct the discussion while the other teacher may employ four pupils for that.
Furthermore, each of these two teachers will definitely have a unique way of
delivering their lesson.
From the definitions given, it is clear that teaching approach, teaching
method, teaching strategy, and teaching technique are not the same. Teaching
approaches become the basis for the development of teaching methods.
Teaching methods led to the development of teaching strategies which give birth
to specific teaching technique.
Teaching Approach
Teaching Method Teaching Strategy
Teaching Technique
Below is a table showing examples of teaching approaches, teaching methods,

teaching strategies, and teaching techniques.
Teaching Teaching
Teaching Strategy Teaching Technique
Approach Method
Constructivist/ Inductive and Small Group Pair Work, Snowballing,
Cognitivist Approach Deductive Discussion, Buzz Misconception Check,
Method Groups, etc. etc.
Guided/Exploratory Demonstration Lecture, Small Talk show, symposium,
Approach Method Group Presentation, etc.
etc.
Integrated Approach Problem- Jigsaw, Roundtable, One stray, all stay,
Solving Method etc. board rotation, optimist/
pessimist, etc.

LESSON 4
THE OUTCOME-BASED TEACHING-LEARNING PROCESS (OBTL)
EXPERIENCE
Task: Analyze each statement and write them on the appropriate column.
1. Learning is textbook/worksheet-bound and teacher-centered.
2. Learners take responsibility for their own learning and are motivated by
feedback and affirmation of their worth.
3. Learners are assessed on an ongoing basis.
4. The syllabus is content-based and divided into subjects.
5. Learning is learner-centered, the teacher facilitates and constantly applies
group work and teamwork to consolidate the new approach.
6. Learners are passive.
7. Teachers are responsible for learning and motivation depends on the personality
of the teacher.
8. Critical thinking, reasoning, and reflection encouraged.
9. Learners are active.
10. Rote-learning is encouraged.
11. Content is integrated and learning is relevant and connected to real-life situations.
12. Learning programs are seen as guides that allow teachers to be innovative
and creative in designing their programs.
13. The approach is exam-driven.
14. The teacher sees the syllabus as rigid and not negotiable.
Traditional Outcome-Based Education (OBE)

► Learners take responsibility for their
► Learning is textbook/worksheet-
own learning and are motivated by
bound and teacher-centered.
feedback and affirmation of their
► The syllabus is content-based and
worth
divided into subjects
► Learners are assessed on an
► Learners are passive ongoing basis
► Teachers are responsible for ► Learning is learner-centered, the
learning and motivation depends on the teacher facilitates and constantly
applies group work and teamwork to
personality of the teacher
consolidate the new approach

► Rote-learning is encouraged ► Critical thinking, reasoning,
and reflection encouraged.
► The teacher sees the syllabus as
rigid and not negotiable. ► Learners are active
► Content is integrated and learning
is relevant and connected to real-
life situations
► Learning programs are seen as
guides that allow teachers to be
innovative and creative in designing
their programs
► The approach is exam-driven

EXCHANGE
Answer the following questions;
1. How would you describe traditional education? How is it different from
Outcome- Based Education (OBE)?
Student-centered teaching is known as outcome-based education, or OBE.
It focuses on using outcomes to assess student achievement. At each
stage of the OBE, pupils' performance is mapped and measured. By
improving students' knowledge and abilities, the OBE approach strives
to maximize student learning outcomes. The traditional educational
system, on the other hand, is heavily reliant on theoretical aspects of
learning. It repeats the mundane teaching-learning process, which
focuses solely on pupils' memorization skills rather than their
development.
2. In your opinion, what is the essence of Outcome-Based Education (OBE)?
The goal of OBE, or outcome-based education, is to help students develop skills that they can
use both inside and outside of the classroom. The content of outcome-based education is
organized around activities that lead to certain results. It immediately leads to the
student's increased expertise in a specific skill, knowledge, or behavior.
3. Should Philippine education shift to Outcome-Based Education (OBE)?
Justify your answer.
Yes, moving to outcome-based education (OBE) aids the country in
producing qualified professionals who can compete globally. Students
are more advanced in adjusting OBE and can study independently.
They are self-sufficient in terms of learning because they place a
greater emphasis on how they learn independently. Students can
readily understand and apply what they have learned via their
experiences in many facets of life. Although difficult to accomplish,
we may predict that our country will be one of the finest in terms of
education in the future if we gradually adapt. It is possible with the
assistance and direction of skilled teachers.
EXPOUND
Traditional teaching is centered on the teacher and the curriculum, and is
formal. It focuses on transmitting information from the teacher to the student. It
provides the learner with knowledge or skills, or both, but they are not coupled to
a specific context—so learning takes place in a vacuum. It belongs to the input
part of the learning process. On the other hand, OBE focuses on the process of
learning and the final outcome or result. It aims at equipping learners with the
knowledge,competenceandorientationsneeded for success after they leave
school.
What is OBE?
Outcome-Based Education (OBE) is a process of curriculum design, instruction
and assessment that focuses on what students can do successfully at the end of
their learning experiences. In short, OBE designs lessons around

learning tasks that lead to specific outcomes. According to William Spady, an
American sociologist and the recognized father of OBE “outcomes are clear
learning results that we want students to demonstrate at the end of significant learning
experiences. Outcomes are what learners can actually do with what they know and
have learned—they are the tangible application of what has been learned. This
means that outcomes are actions and performances that embody and reflect learner
competence in using content, information, ideas, and tools successfully (Spady,
1993). Outcomes in OBE are constructively aligned.
Constructive Alignment (Biggs, 1999)
Intended Teaching-
Learning Learning
Outcomes Activities
(ILOs) (TLAs)
Assessment Methods
(AMs)
What are the OBE’s premises?

OBE is based on three key premises or assumptions.
1. All students can learn and succeed, but not on the same day and not in
the same way.
The first premise considers the differences in students' learning rates
and learning styles as factors that must be considered in designing any
sound instructional process for successful learningto occur. It recognizes
the potential of all students to learn.
2. Successful learning promotes even more successful learning.
Success breeds success. When learners succeed in one learning
task, they become confident and gain courage to succeed in other learning
tasks. When they succeed, they will always be ready to take new tasks
knowing that they are capable of succeeding.
3. Schools control the conditions that directly affect successful learning.
Schools implement the curriculum. Thus, schools should create a
learning environment that is conducive for learning for the learners to
learn and succeed.

What are its basic principles?
In addition to the three premises mentioned, OBE has four basic principles.
These key principles namely: clarity of focus, design down, high expectations,
and expanded opportunities are considered to be the heart of OBE. Teachers
should apply these principles in their classroom practices if they are to implement
OBE effectively.
1. Clarity of focus means that everything teachers do must be clearly
focused on what they want their students to know, understand and be
able to do successfully. The learning outcomes must be clear to both the
teacher and students before the start of any teaching-learning experience.
Students should have a clear understandingof whattheyneed to achieve in
everylearning task.
2. Design down it means start where you want to end up. Curriculum design
should start with a clear definition of the intended outcomes that
students are to achieve by the end of the program. Once this is done, all
teaching-learning activities should be planned towards the realization of these
outcomes. As these outcomes are the starting point of the teaching-
learning process, these should be clear to all students.
3. High expectations it means that teachers should set high and challenging
standardsofperformancetoencouragestudentstoengage deeply in what
they are learning. Standards should be not raised for the sake of making
them difficult, but to encourage students to learn effectively. Standards should
be achievable.
4. Expanded opportunities this requires teachers to provide students with
more than one opportunity to learn and demonstrate the learning. When
opportunities are expanded, the methods of helping learners to achieve
the desired learning outcomes should be varied.
THE PROFESSIONAL TEACHER
LEARNING OUTCOMES
1. Explain categorically the domains of teaching competence based

on previous knowledge.
2. Observe the personal and professional qualities of a teacher
being displayed.
3. Demonstrate the characteristics or attributes of an effective teacher.
4. Evaluate the teacher based on the Philippine
Professional Standards.
5. Compare teaching in a globalized and localized classroom.
6. Design ways onhow to cope upwiththe challenges of teaching in
the 21st century.
7. Imbibe the bestpractices ofeducation visavisrural to urban
learning then private and public teaching.
OVERVIEW
Teaching is a unique and the most important profession in nation- building. In

teacher education, it showcases all the theories learned from the professional
subjects and general content including the major component disciplines. It is
expected from the teachers, as implementors of the lesson, that they should be
equipped with pedagogical contents necessary in the learning and teaching
process. However, over the past three decades, several studies confirmed that new
teachers do not have the requisite knowledge to understand the complex
interrelationships among management, behavior, and academic tasks (Melnick &
Meister, 2008). The study is conformed with other researches that teachers’
competence should be coupled with their personal and professional characteristics
in lesson delivery. As far as professional teachers are concerned, there are those
who are considered beginning, proficient, highly proficient and distinguished according
to the Philippine Professional Standards for Teachers (PPST). They are
categorized based on the indicators set to address concerns with respect to
managing classroom behavior, dealing with time constraints and workload, parent
interactions, and academic preparations.
This chapter will look into how teaching profession will help one to benchmark
the best practices in teaching around the globe based on research

findings and actual observations in the field. Students or pre-service teachers will
now analyze the complex relationships between theory and practice of teaching
by comparing an actual observed classes of beginning teachers from experienced
teachers based on national standards to ascertain if beginning teachers’ concerns
diminish with experienced ones. This will also help students to assess their selves
whether or not what they will be portraying later are for global and local
competences.
Furthermore, teaching is the noblest profession in the world. According
toDavid O. McKay, an educator and leader, teaching is a profession that only
appeals to a special type of person—a person who is concerned about others, one who
has a desire to touch the lives of his students and somehow leave them better
than they were. The richest rewards of teaching come when a teacher can observe
growth and development among his students.
LESSON 1
DOMAINS OF TEACHING COMPETENCE
EXPERIENCE
Please visit and observe a class. Fill in the template below as necessary.
FILIPINO, Pangalawang Wika, HUMSS
Subject, Topic and Grade Level Observed

Name: Alwin A. Espuerta Course & Year: BPE-4TH YEAR
Desirable Demerit Fascinating

What’s good in the What is quite undesirable? What fascinates you most?
discussion?
The teacher was able to During my class It's fascinating to see

adopt numerous observation, I noticed how the teacher uses
strategies for an several very certain teaching skills.
effective learning unfavorable behaviors Also, how the
process, which was and attitudes among students take in the
the pupils. Some teacher's instructions.
desirable in the topic. In Despite the fact that
addition, how the pupils arrive late to
class, while others do some domains are not
teacher provides covered, the instructor
feedback and how not listen or follow
looks for other ways
classroom management is directions. The internet
for her students to
implemented. I noticed connection of the learn in her classes.
the teacher asking the students aswell asthe During class, the
students a variety of teacher is the most students were
questions in order to inconvenient. particularly interested
check their knowledge in how the teacher
handled every situation
and comprehension.
with professionalism.

EXCHANGE
Work in a small group using the template below. From the answers in the
activity, write what is asked in the different quadrants. Discuss with your group
after analyzing what had transpired from your observations.
The Optimists The Reactors

I think of something I think of something to
positive like... improve on...
implementing and
adopting the the portion that I wonder or
various methods which I’m not sure about in
the topic
The Summarizers
The Interrogators I want to point out something
I want ask something about.. important like.
On the strategies that most The essence of the various
effective and less effective. techniques and methods of
a teacher for the
effectiveness of the learning
process.
EXPOUND
The Domains of Teaching

All that you observed in the class with regards to the teaching-learning
process are categorized into the seven teacher standards which fall into three
teaching domains: The professional knowledge, professional practice and
professional engagement. To determine about what is expected of you from these
domains at every career stage, read and explore the said Teacher Standards:
1. Professional Knowledge
In this category, teachers induce on a body of professional knowledge
and research to answer to the needs of their learners within their
educational contexts. Teachers, as much as possible are multicultural by
knowing their students well, including their diverse cultural backgrounds.
They know how these factors affect the continued learning of their
students. These are brought to the classroom through their own
experiences and understanding. Thus, teachers know how to design their
lessons to meet the holistic development, competence and characteristics
of their students. The learning outcomes of the

lesson is aligned to the content of the subjects and curriculum.
Appropriate teaching strategies are selected to make learning delivery
meaningful and understandable in the context of the subject matter and
level of the learners. The use of Information and Communication
Technology is utilized to further concretize abstract and quite difficult lessons.
2. Professional Practice
In this second category, teachers make learning engaging and valued
by maintaining safe, inclusive and challenging learning environments,
thenimplementfairandequitablebehaviormanagement

plans. Teachers have a selection of effective teaching strategies and use
them to implement well-designed teaching programs and lessons. They
regularly evaluate all aspects of their teaching practice to ensure they are
meeting the learning needs of their students. They interpret and use
student assessment data to diagnose barriers to learning and to
challenge students to improve their performance. They operate effectively
at all stages of the teaching and learning cycle, such as planning for
learning and assessment, developing learning programs, assessing,
providing feedback on student learning and reporting to parents/careers.
3. Professional Engagement
In this third category, teachers model effective and professional
learning through identified learning needs. Also, teachers demonstrate respect
and professionalism in all their interactions with students, colleagues,
parents/careers and the community. They are sensitive to the needs of
parents/careers and can communicate effectively with them about their
children's learning. Teachers value opportunities to engage with their
school communities within and beyond the classroom to enrich the
educational context for students. They understand the links between
school, home and community in the social and intellectual development of
their students.
Understanding “The Danielson Framework” in Teaching
Domain 1: Domain 2:
PLANNING AND PREPARATION CLASSROOM ENVIRONMENT
• Demonstrating Knowledge of • Creating an Environment
Content, Pedagogy, of Respect and Rapport
Knowledge of Students, • Establishing a Culture for
Knowledge of Resources, Learning
• Setting Instructional outcomes • Managing Classroom
• Designing Coherent Procedures and Students'
Instructions and Students ' Behavior Organizing Physical
Assessment Space
Domain 3: Domain 4:
INSTRUCTION PROFESSIONAL RESPONSIBILITIES
• Communicating with Students • Reflecting on Teaching
• Using Questioning and Discussion • Maintaining Accurate Records
Techniques; Assessment in • Communicating with Families
Instruction
• Participating in the Professional
• Engaging Students in Learning Community
• Demonstrating Flexibility • Growing and Developing
and Responsiveness Professionally Showing
Professionalism

LESSON 2
PERSONAL AND PROFESSIONAL QUALITIES OF A TEACHER
EXPERIENCE
Task: As you visit a class and do an observation, take note of the essential
attributes or characteristics that the teacher should possess. These are
the personal and professional qualities of a teacher that may be
displayed or demonstrated during the teaching and learning process.
The Challenge: Observe two teachers separately regardless of discipline. Check
if the following qualities are demonstrated by each of them. If it’s not manifested,
you can simply leave the space blank.
Name: ETHYL SHYNE E. DAPIN Course & Year: BPE-4TH
YEAR FILIPINO, MULTI-LINGWALISMO,
HUMSS
Subject, Topic and Grade Level Observed
QUALITIES Teacher A Teacher B

√ √
P – Passionate for Teaching
√ √
E – Energetic
√ √
R – Respectful
√
S – Sense of Humor
√ √
O – Optimistic
√ √
N – Neat
√ √
A – Approachable
√ √
L – Life-long learner
QUALITIES Teacher A Teacher B

√ √
P – Present Learning
Objectives
R – Reasonable and √ √
Appropriate Assessment
Measure

√ √
O – Orderly yet Varied
Classroom Structure
√ √
F – Free of Stereotyping
√ √
E – Effective Use of
Instructional Materials
√ √
S – Student Involvement and
Interaction
√ √
S – Strength in Mastery of
Content
√ √
I – Involvement in School and
Community Activities
√ √
O – Observe Just Feedbacking
and Prompt Reporting
N – Notable Catalyst of Change

√ √
A – Art of Questioning
√ √
L – Leadership
EXCHANGE
The Tale of the Two Teachers: Compare and contrast the qualities of the
two observed teachers by filling up the Venn diagram hereby provided.
Personal and Qualities Personal and

Professional peculiar to Professional Qualities
Qualities peculiar to both teachers peculiar to Teacher B
Teacher A
Both teachers, in my
Personal characteristics and Teacher B employs her
opinion, are very
traits of a teacher as far as I sense of irony in her
enthusiastic
could determine, she is more teaching, which, in my
andcheerful. Always
concerned with the students' opinion, is highly effective
work with the pupils to
outcomes. She is always because the kids are
their full potential.
friendly and approachable in actively engaged in the
They're both excellent
any circumstance. activity. She treats everyone
motivators as well as a
152 │ Field Study 1 like a friend and guides
continuous educator.
them through their tasks.
Give the implications of the findings to your becoming an effective teacher.
As a teacher, you will be able to transmit life lessons that they will never forget, as
well as affect their decisions, behaviors, strengths, weaknesses, and imagination. As a
teacher, you will have the opportunity to help shape the next generation. Always
engage your students in your classes if you want to become a good teacher. Don't just
stand on the sidelines and lecture. Inquire about them and get their feedback. Provide
pupils with enjoyable activities that are connected to the information you are teaching
them through hands-on learning. In order for a teacher to be effective, he or she must
be charming and seductive in how he or she encourages the audience to become
profoundly immersed in the topic being addressed in class. Although there are many
qualities that a teacher must possess in order to be a great one. However, it is
dependent on how the teacher manages his or her abilities; however, knowing some
attributes can assist them in being a better teacher.
Now, since you have the idea of the personal and professional
qualities of teachers, you may add five attributes or characteristics for each of
the column below:
PERSONAL QUALITIES PROFESSIONAL QUALITIES
1. Commitment- Balance is essential 1. Open to new ideas True

for you to be ready to spare yourself professionals are willing to learn new
to the goals you believe you can skills and expand their knowledge.
attain with sincere concentration and This can be accomplished through
perseverance throughout life. continuing your schooling or self-
study.
2. Courage- are not terrified of 2. Helpfulness By proving your
change, however they are terrified of readiness to take on new
missing towards something, responsibilities, you can show that
particularly around others, at work, or you could be ready for the challenge
on media platforms. in your profession.
3. Patience-You will get the perspective 3. Calm under stress. You can put your
you require to handle your difficult personal expertise by keeping positive in
circumstances. challenging situations.
4.Resilience- Encourage you in defying the 4. Calm under stress- You may show your
odds and regenerating while others true competence by showing restraint in
attempt to bring you down difficult situations.
5. Drive- It is evident that you must be 5. Responsible- Experts are noted as

prepared to sacrifice with in appropriate monitoring of their responsibilities and
effort to attain the peak of whatever attending on schedule.
pyramid.

EXPOUND
Are Teachers Born, or Made?

Think about the best teacher you ever had. Try to evoke a clear mental image
of what this teacher was like. How do your memories compare with what some of
today’s teachers say about their favorite teachers from the past?
Student 1: The teacher I remember was charismatic. Going to his class was
like attending a Broadway show. But it wasn’t just entertainment.
He made me understand things.
We went step-by-step in such a clear way that I never
seemed to get confused—even when we discussed the most
difficult subject matter.
Student 2: I never watched the clock in my English teacher’s class. I never
counted howmanytimesshesaiduh-huhor okayorpaused– as I did
in some other classes. She made literature come alive—I was always
surprised—and sorry when the bell rang.
Student 3: When IhadaproblemIfeltlike Icouldtalkaboutitwith Mrs.
Garcia. She was my fifth-grade teacher, and she never made me
feel dumb or stupid—even when I had so much trouble with
math. After I finished talking with her, I felt as if I could do
anything.
Student 4: For most of my life, I hated history—endlessly memorizing
those facts, figures, dates. I forgot them as soon as the test was
over. One year I even threw my history book in the river.
But Mr. Cohen taught history in such a way that I could
understand the big picture. He asked interesting, provocative
questions— about our past and the lessons it gavefor our
future.
The debatehas beenragingfor decades. Are teachers born, ormade? What do
you think?Ifyouthinkitisacombinationof both,youareinagreementwith most people
who have seriously considered this question. Some individuals—a rare few—are
naturally gifted teachers. Their classrooms are dazzlingly alive. Students are
motivated and excited, and their enthusiasm translates into academic achievement.
For these truly talented educators, teaching seems to be pure art or magic. But,
behind even the most brilliant teaching performance there is usually well-practiced
skill at work. Look again at those brief descriptions of favorite teachers: Each of them
used proven skills—structure, motivation, clarity, high expectations, and effective
questioning.
1. “We went step-by-step in such a clear way that I never seemed to get
confused—even when we discussed the most difficult subject matter.”
(structure and clarity)
2. “She made literature come alive.” (motivation)
3. “After I finished talking to her, I felt as if I could do anything.” (high
expectation)
4. “He asked such interesting provocative questions—about our past
and the lessons it gave for our future.” (questioning)
Although there is ample room for natural talent, most teaching is based on
“tried and true” practices. Research helps us distinguish between what we “think”
will work and what really works. In this chapter, we describe what research tells us
about teaching skills andmodels of instruction that raise student achievement. If
you decide to teach, it will be your responsibility to keep up with the expanding
and sometimes shifting teacher effectiveness research through conferences,
course work, and education journals.
Top 10 Qualities of a Great Teacher

1. An Engaging Personality and Teaching Style. A great teacher is very
engaging and holds the attention of students in all discussions.
2. Clear Objectives for Lessons. A great teacher establishes clear objectives for
each lesson and works to meet those specific objectives during each class.
3. Effective Discipline Skills. A great teacher has effective discipline skills and
can promote positive behaviors and change in the classroom.
4. Good Classroom Management Skills. A great teacher has good classroom
management skills and can ensure good student behavior, effective study and
work habits, and an overall sense of respect in the classroom.
5. Good Communication with Parents. A great teacher maintains open
communication with parents and keeps them informed of what is going on in
the classroom as far as curriculum, discipline, and other issues are
concerned. They make themselves available for phonecalls, meetings, and
email.
6. High Expectations. A great teacher has high expectations of their students
and encourages everyone to always work at their best level.
7. Knowledge of Curriculum and Standards. A great teacher has thorough
knowledge of the school’s curriculum and meets other standards they must
uphold in the classroom. They ensure they’re teaching those standards.
8. Knowledge of Subject Matter. A great teacher has incredible knowledge of
the subject matter they are teaching. They are prepared to answer questions
and keep the material interesting for the students.
9. Passion for Children and Teaching. A great teacher is passionate about
teaching and working with children. They are excited about influencing students’
lives and understand the impact they have.
10. Strong Rapport with Students. A great teacher develops a strong rapport with
students and establishes trusting relationships.

LESSON 3
PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS (PPST)
EXPERIENCE
Before going to visit and observe a classroom, feel free to ask questions regarding
teachers’ standards using the wall chart of questions below.
illustration

EXCHANGE
After your observation, please do an analysis of the teacher’s displayed
performance. Please describe the following by filling the blanks in each career stage
in the teaching profession.
They have the necessary information, abilities, and

values to help withteaching and learning. They seek
assistance from more experienced colleagues in order
Beginning Teacher to improve their teaching skills. Obtaining the credentials
necessary for admittance into the teaching profession.
They demonstrate abilities in the areas of learning

•
program _________________________________
planning, implementation, and management.
Proficient Teacher They• are_________________________________
self- sufficient in the application of skills that
are •critical to the teaching and learning process.
_________________________________
They offer targeted teaching programs that adhere
to curriculum and evaluation standards.
• _________________________________
Intheir teaching practice, they constantly
Highly Proficient Teacher demonstrate
• a high level of excellence. They
_________________________________
collaborate with others and offer support and
• _________________________________
mentoring to help them improve their learning and
practice. They demonstrate a comprehensive and in-
depth understanding of the teaching and learning
•
process. _________________________________
Distinguished Teacher • _________________________________
They represent the greatest level of teaching, based
•
on global_________________________________
best practices. In the quest of teaching
quality and excellence, they are constantly seeking
professional progress and relevance. They leave an
EXPOUND indelible mark on the lives of their coworkers, students,
and others.
Professional Standards for Teachers

The Philippine Professional Standards for Teachers (PPST) is a public
statement of what teachers need to know, value, and be able to do in their
practice. It complements the reform initiatives on teacher quality from pre-service
education to in-service training. It articulates what constitutes teacher quality in the
K to 12 Reform through well-defined domains, strands, and indicators that provide
measures of professional learning, competent practice, and effective
engagement. It has four career stages: beginning, proficient, highly proficient, and
distinguished. It is a revised framework of the National Competency-based Teacher
Standards (NCBTS). It comprises seven (7) domains and 37 strands, and 37
indicators for each career stage. This set of standards makes explicit what
teachers should know, be able to do and value to achieve competence, improved
student learning outcomes,
and eventually quality education. It is founded on teaching philosophies of
learner- centeredness, lifelong learning, and inclusivity/inclusiveness, among
others. The professional standards, therefore, become a public statement of
professional accountability that can help teachers reflect on and assess their own
practices as they aspire for personal growth and professional development.
Legalities of Philippine Professional Standards for Teachers

DepEd Order No. 42, S. 2017 stipulates the national adoption and
implementation of PPST which “shall be used as a basis for all learning and
development programs for teachers to ensure that teachers are properly
equipped to effectively implement the K to 12 Program.” Teacher performance
appraisals shall also be aligned to the PPST. Further, the PPST can also be used
for the selection and promotion of teachers in the system. This Order was signed
on August 11, 2017 by DepEd Secretary Leonor Magtolis- Briones.
The Role of Teachers and their Quality

Teachers play a crucial role in nation-building. Through quality teachers, the
Philippines can develop holistic learners who are steeped in values, equipped
with 21st century skills, and able to propel the country to development and
progress. This is in consonance with the Department of Education vision of
producing “Filipinos who passionately love their country and whose values and
competencies enable them to realize their full potential and contribute
meaningfully to building the nation” (DepED Order No. 36, s. 2013).
The Professional Standards for Teachers defines teacher quality in the Philippines.
The standards describe the expectations of teachers’ increasing levels of
knowledge, practice and professional engagement. At the same time, the
standards allow for teachers’ growing understanding, applied with increasing
sophistication across a broader and more complex range of teaching/learning
situations. The following describes the breadth of 7 Domains that are required by
teachers to be effective in the 21st century in the Philippines. Quality teachers in
the Philippines need to understand the following competencies:
a. recognize the importance of mastery of content knowledge and its
interconnectedness within and across curriculum areas, coupled with a
sound and critical understanding of the application of theories and
principles of teaching and learning.
b. provide learning environments that are safe, secure, fair and supportive in
order to promote learner responsibility and achievement.
c. establish learning environments that are responsive to learnerdiversity.
d. interact with the national and local curriculum requirements.

e. apply a variety of assessment tools and strategies in monitoring,
evaluating, documenting and reporting learners’ needs, progress and
achievement.
f. establish school-community partnerships aimed at enriching the learning
environment, as well as the community’s engagement in the educative
process.
g. value personal growth and professional development and exhibit high
personal regard for the profession by maintaining qualities that uphold the
dignity of teaching such as caring attitude, respect and integrity.
LESSON 4
THE GLOBAL TEACHER
EXPERIENCE
Word Salad or Word Cloud
Listdown 15 words which are related to Globalizationand Localization. Then

make a wordsalador wordcloud usingthe applicationsimilar to the samplegivenat
the rightbox. Have it printed and pasted in the empty box below.
Example:
Industrialization, civilization
modernize, global, capitalism,
multinational, trade,
economic, technology,
development, migration,
overseas, accelerate,
deregulation, urbanization,
EXCHANGE
Conduct an interview in the school you are observing and in the school, you
are studying at present, about their opinions on the question “Which is more
relevant, Globalization or Localization?” From their responses, compare and
contrast the two concepts.
Globalization and Localization
GlobalLocal

Learners' capacity to understand and implement whatever
they've taught develops as a globalized economy. Students' way to
access, analyze, adopt, and utilize knowledge improves as a result of
globalization, as does their able to comprehend creatively, make
informed decisions, and communicate with others to understand the
meaning of unexpected situations. While Local resources will be used
as both the subject and object of teaching as part of the localization
process. Integrating culture and traditions into the education will also be
part of the segmentation process. Individuals can help boost a child ’s
cognitive development and implement what he or she has gained, as
well as their strength to receive, evaluates, accumulate, and apply new
knowledge, as well as their ability to make decisions individually,
exercise improve specific, and connect with others in order to make
sense of new environments, despite their differences.

EXPOUND
Essential Skills of a Modern Global Teacher

Who are the modern global teachers? What teaching skills should they
possess and why those skills matter? In the 21st century classrooms, teachers
must adapt to the transforming education landscape. The advent of technology
and innovations bring about modern global teachers to make use of strategies
relevant to the skills of the 21st century learners. The following are the essential
skills that teacher should acquire and possess so that they can be an effective
model in a global yet localized classroom.
1. Adaptability. It’s necessary for a teacher to be flexible and adaptable in
the modern digital age. Great modern teachers know how to roll with the
punches and face challenges fearlessly.
Why it's important: The digital age epitomizes the word “change.”
New educational technologies are introduced to us every minute. Every
student learns in a different way and in a different pace. Administrators
are constantly updating and revising guidelines and expectations (they
often face the same kinds of issues).
2. A Desire to Learn. This goes hand in hand with being adaptable. Learning
is always a lifelong process. Modern teacher skills mean teacher-as-
student as much as they mean teacher-as-guide.
Why it’s important: There is always something new to learn or think
about when you’re a teacher. As the world landscape changes, so does
the teaching and learning landscape. Success in a global marketplace
depends on one’s ability to be a “just-in-time” learner. Technology also
provides personal development and networking avenues that can't be
ignored. A teacher who is always willing to learn will never stop growing
and succeeding.
3. Confidence. Every teacher must have confidence. This applies to
both themselves and others. The benefits of having this skill are
immeasurable.
Why it’s important: Sir Edmund Hillary advised us that “it is not the
mountain we conquer, but ourselves.” In facing our vulnerability, we grow
strong. In realizing what we don't know, we learn. In understanding who
we are, we see what we can become. It all comes down to having
confidence. A teacher must have confidence to teach in the first place, so it
isn’t a stretch. It’s more than just classroom teaching, though.
4. A Skill for Teamwork. Every modern educator needs to be able to work in
groups and teams. Networking and solving problems together means success
for everyone.
Why it's important: Collaborating with students, colleagues, and
admins is the norm for teachers. These situations present themselves
every day. No matter if it's real or virtual, teachers are always working with
others. Doing this well fosters support and community in any school or class.
5. An Empowering Nature. This is a modern teacher skill that's a gift to

others. This is an ability to empower people in different ways.
Why it's important: This skill encompasses many different concepts. It
includes an ability to turn negatives into positives. It means having
compassion. It's about inspiring students, colleagues, and parents. It
means showing leadership and initiative. It focuses on what's possible
and what's workable. It's a forward-thinking attitude with love at the very
core. It means the world is a better place for you having been in it.
6. A Global Mindset. Technology has broken down many barriers. It's as

true in schools as anywhere else. The classroom and marketplace are global
now. That means a new way of looking at the world and how we learn
about it.
Why it's important: This is a skill that focuses on mastering Global
Digital Citizenship. Educators must be able to show students how to both
"connect and protect" in the digital age. Projects will require collaborating
with both real and virtual partners. It's easier than ever to connect with
world cultures and beliefs. Modern educators also know how to use
technology safely. They are aware of online dangers and help students
understand and manage them.
Field Study 1│
161
LESSON 5
CHALLENGES IN TEACHING
EXPERIENCE
Observe and take a video (ask permission for this) of some practices of
teachers in the classroom. Please take note of some challenges they encounter
and use them for analyzing the lesson later. Please consider also thefollowing
Youtube links for further discussion.
https://www.youtube.com/watch?v=DhCpqGpSkdE
https://www.youtube.com/watch?v=hzIlhEbVz5k
https://www.youtube.com/watch?v=7bNnNqc16z0
https://www.youtube.com/watch?v=J79SCCIUOGQ
EXCHANGE
Think-Pair-Share: Discuss about what you have observed in the class and
with the links you watched in YouTube by answering the following guide
questions:
1. What challenges have you noticed that teachers experienced in the given
examples?
Teachers experience a variety of obstacles in the classroom, including a

lack of cooperation, limited personal time, focusing towards long-term
goals, debates, and students’ excuses. But teachers will change their
strategies for the learners will cooperate and collaborate.
2. How will you cope up with those challenges and become more effective
and efficient implementor of the lesson?
I'll address those problems by modifying my teaching

technique so that students can express their ideas
and thoughts in response to the instruction. A teacher
should have a variety of teaching plans that he or
she can use in the classroom.
Field Study 1│
171
EXPOUND
A teacher can be a good role model for a student who can inspire them to live
a better life in various means. At the same time, the life of a teacher is not that
flawless like everyone thinks it is. Like every other career, teachers are also
facing a lot of challenges. Though, good cooperation from
students,parentsaswellas school administrators can help them to overcome most
of the hassles they face and come out successful. Lack of teamwork, minimal
personal time, working towards long-term goals, arguments and studentexcuses
areamong some serious challenges they face in a classroom. Addressing these
common problems can not only help to improve teacher retention rate but also
enhances success rates of students and the ultimate quality of education. Here
we can have a look at some of the top classroom challenges faced by teachers in
the present educationscenario.
Challenges in the Classroom according to Teachers

1. Lack of Time for Planning
2. Lots of Paperwork
3. Performance Pressure from School Administrators
4. Balancing Diverse Learning Needs
5. Handle too many masters
6. Get burn out easily
7. Lack of proper funding
8. Limitations of standardized testing
9. Lack of Parental Support
10. Changing Educational Trends
11. Limitations of Disciplining Students

LESSON 6
BEST PRACTICES IN TEACHING
EXPERIENCE
Visit a teacher in a school classroom and observe the way he or she
implements the lesson. Take note of the practices you considered them as best.
Make a matrix to categorize them into the domains and standards of professional
teaching.
EXCHANGE
Formulate a HAIKU about your BEST TEACHER by following the format and
sample below.
Haiku Challenge
HOW TO WRITE HAIKU?
The Haiku is a Japanese poem. It is composed of 3 lines.

The first and third lines contain 5 syllables. While the
second line has 7 syllables.
Then have yours by following this format. Write your HAIKU in the box.
Effective Teaching Productive Knowledge

outcomes
With success Learning

10 Best Practices of Highly Effective Teachers
Teachers are some of the most passionate and committed professionals out
there. Part of this passion and commitment is a drive to provide every student
with meaningful and impactful learning experiences. Take the time to read and
reflect on how these 10 best practices fit into the current pedagogy, teachers are putting
themselves one step closer to achieving this goal.
1. Provide frequent and timely feedback. Reis (2012) stated that students
are to benefit from feedback timely and frequently. And also, feedback is
used for improving performance by addressing three areas: what
students did well, what students need to improve on, and how to make
this improvement. It can take a variety of forms: 1) formative/ summative,
2) individual/group, 3) written/coded comments, and 4) charts and rubrics of
essential characteristics of assignments.
2. Value parental/familial involvement. According to Garcia and Thornton
(2014:1) current research shows that the involvement of family in learning
helps to improve student performance, reduce absenteeism and restore
parents' confidence in their children's education. Learners with parents or
caregivers who are involved in learners’ education, earn higher grades and
test scores, have better social skills and show improved behaviors (Ntekane,
2018).
3. Sidestep the comfort zone. In the advent of technologies, innovations and
new strategies, teachers’ approach in teaching should be relevant.
Thinking out of the box and being creative are ways perhaps to go out of
the comfort zone to have impact among students, and so they can see
anexemplar of risk taking.
4. Offer second chances/clean slates. Rather than focusing on what can’t be
changed from the past, let the focus be on making the best future. Some
students will push limits, but when they are in your presence, they should
be getting the best and most positive version of you.
5. Beresourceful.Eitherthismeansthinkingoutsideoftheboxforprocuring supplies or
addinga little DIY spin to what seemed to be an unattainable resource, teachers
can always seem to find a way to get it done.
6. Make learning active. Students are going to find more impactful takeaways
from doing rather than simply listening or viewing. Offer opportunities for
students to be actively engaged in their learning journeys.
7. Be an advocate. This is twofold. Teachers need to advocate for themselves
and for their students. This can involve advocating for supplies, services,
training, etc.
8. Pursue lifelong learning. Staying up-to-date on movements and
developments in the field allows teachers to help students prepare
for an ever-changing world. Pursuing personal passions outside of
education also benefits learners because teachers can reflect on what it is
like to be in the shoes of their students.
9. Encourage discussion. Through discussion, students are exposed to a variety
of opinions and ideas that may or may not be similar to their own.
Classrooms offer a perfect forum for teaching students to respect others
and learn to share information, agree, and disagree in a productive
andnonthreatening fashion.
10. Keep a positive outlook. Don’t get caught up with the pessimists. When
(not if) this negative attitude trickles over to the students, it can have
detrimental effects on the learning environment as a whole. Be mindful
and always remember that adding a positive spin to necessary or
mundane tasks goes a long way.

THE ROLES OF ASSESSMENT IN THE CLASSROOM
LEARNING OUTCOMES
1. Describe the roles of assessment in the classroom.

2. Demonstrate the ability to evaluate, integrate, and
apply appropriate type of test in the classroom.
3. Conduct classroom observation related to assessment
in learning.
4. Design alternative or authentic assessment tools using rubric.
OVERVIEW
Assessment plays an important role in the teaching-learning process. It is
conducted to assure whether the learners have learned the competencies taught.
It is also a basis whether to proceed with the next lesson or to reteach the
lesson.
Previously, you have learned that there are various ways to assess learners.
You were taught about the different guiding principles of assessment; assessment in
learning, types of assessment tools, authentic assessment. However, it is
important that you will have an actual experience of how these are used in the
actual classroom setting. It is also imperative to use your experiences through
observation of the real-world practices and application of teachers in assessing
learners.
This chapter re-examines your prior experiences in Assessment in Learning 1 and
2 courses during your actual classroom observation.
LESSON 1
GUIDING PRINCIPLES OF ASSESSMENT
EXPERIENCE
Interview a teacher and ask him/her to answer the following questions.
Name of Teacher: Ms. Eden Grace Alfafara

Subject and Year Level Taught: FILIPINO-Senior
High Highest Educational Attainment Baccalaureate
Degree Years of Experience:
Signature:
1. Why do you assess your learners?
To determine whether the learning instructions are well-

written and whether the students grasp and retain the
information presented. Also, thetalents that are
acquiredwill be identified.
2. What serves as your guide for assessing your learners?
The performance results of the instructions serve as my

guidance for evaluating my students. It will be able to
determine the learners' results for each lesson that is taught.
3. How often do you assess your learners?
I frequently evaluatemy students after each set of learning

instructions toverifythat their objectives are being achieved. Itwill
also demonstrate the efficacy of my instructional strategies.
4. Whatare theissues and challengesyou encounterwhenyou

assess learners?
When I assess learners, the most common concerns and

challenges I face are students who have not met their learning
objectives, and students who are absent.

5. What advice can you give me so that I can effectively assess my
future learners?
Myrecommendationfor having an effective assessment inthefuture

isto establish a lesson plan that meets your students' learning
standards, have a variety of techniques, and objectively evaluate your
students in accordance with your instructional approach.

EXCHANGE
Have a focus group discussion with your classmates about the significant
roles of assessment in the teaching-learning process. Write your discussions in
the given table below. After that, write your reflection from your discussion.
Discussions:
Assessment is a part of the learning process. It has a lot to do

with the curricula and techniques of instruction. As teachers
and students work to achieve curriculum outcomes, assessment
plays a continual role in education, leading students in future
steps and monitoring progress and performance. The evaluation
should take into account your pupils' grades, learning, and
motivation. Well- designed assessment techniques provide
useful information about student learning. They explain what the
students studied, how well they understood it, and where they
struggled.
My Reflection:
Assessment is a crucial part of learning since it helps students learn.

When students observe their performance in class, they can determine
whether or not they understand the course content. Assessments
can inspire students to work more. Teachers and students both gain
from assessments. Assessment is a crucial part of learning since it
helps students learn. When students observe their performance in
class, they can determine whether or not they understand the course
content.
Assessments can inspire students to work more.
EXPOUND
The result of the assessment reflects what learners have learned from learning
experiences. Engaging learners and giving feedbacks have a significant
impact on learners’ performance.
Lindstorm, Taylor, and Weleschuck (2017) have summarized the important
assessment principlesthroughtheirextensivereviewof otherrelated literatures.
The following are the principles they proposed.
PrinciPle 1: Effective assessment should shift from focusing on
evaluating learners’ performance in isolation to evaluating learners
learning as part of a comprehensive design to support learning.

PrinciPle 2: Assessment strategies should be authentic.
PrinciPle 3: Assessment should be developmental and sustainable that it fosters
independent learning, academic integrity, and lifelong learning.
PrinciPle 4: Assessment is a continuous process that is embedded in the
curriculum.
PrinciPle 5: Assessment should foster a partnership between the teacher and the
learners.
PrinciPle 6: There should be a balance between formative and
summative assessment.
PrinciPle 7: Assessment should be fair, transparent, and reliable.
PrinciPle 8: Assessment should be aligned with learning
objectives, outcomes, and competencies.
PrinciPle 9: Assessment should improve learners’ performance.
PrinciPle 10: Learners should be given timely feedback throughout the course.
PrinciPle 11: Assessment methods should vary to maximize
learners’ engagement and involvement.
PrinciPle 12: Assessment should be reflective.
PrinciPle 13: Learners should be given opportunities to self-assess.
PrinciPle 14: Assessment should involve peer assessment
during formative assessment.
PrinciPle 15: Assessment process and tasks should reflect cultural and
individual diversity.
PrinciPle 16: Teachers should take into consideration the assessment they will
use during the planning of instruction.
PrinciPle 17: Teachers should collect and use assessment data to develop new
assessment strategies and instructional interventions.
PrinciPle 18: An institution-wide range of grade standards should be required.
PrinciPle 19: Educational institutions should foster a culture
of assessment to increase schools’ overall
performance.
These assessment principles are important to assure that there are clear
directions as to how an assessment is crafted, monitored, articulated,
implemented, and evaluated.

LESSON 2
ASSESSMENT IN LEARNING
EXPERIENCE
Secure a copy of a class record from a teacher in basic education. Paste the
class record on the space given.

After that,ask him/her thefollowing questions.Write his/her responses onthe
blanks provided.
1. Do you have guidelines for grading the learners? What are these
guidelines? Who provide these guidelines?
Base on the DepEdgrading systemguidelines. Thewritten is

40% of the pupils grades. The performance is 60% of their
grade. After computing it, I convert their grades.
2. Do you compute manually the grades or do use electronic class record? Why?
The E-Class Record, which is formatted using a Microsoft Excel

spreadsheet file document, provides crucial grading information and
evaluations to teachers, making class recording of grades more reliable
and efficient.
3. What are the formative tests that you give to your learners? In
average, how many formative tests do you provide every quarter?
Quizzes and oral recitation, with quizzes following each lecture and oral
recitation during the subsequent class discussion.
4. Do you recordformative tests? Why?
No, because formative tests are not assessed because they are
the first steps in the students' learning. Instead, I use
feedback to evaluate the kids' learners.
5. What are the summative tests that you give to your learners? In
average, how many summative tests do you provide every quarter?
Exams, final performances, and final projects are all required. This
summative test is given during the class's last activity, depending on
how the lessonflows.
6. Do you let your learners assess themselves? How? Why?
No, because when they analyze themselves, they constantly believe

they are improving or learning something when they are not. The
greatesttechniqueto evaluatestudents isthroughinstructor
orfriend input.

EXCHANGE
With a partner, think of your previous learnings in Assessment in Learning 1
and 2 courses. Think as well of what you wish to learn more in Assessment in
Learning 1 and
2. Fill the given table below with your thoughts.
What we have learned in What we wish to learn in
Assessment in Learning 1 Assessment in Learning 1
We learned how to use a Better knowledge or a thorough

calculator to calculate grades. understanding that we can utilize
The score distribution is also to teach pupils in the future.
significant.
Validity and dependability of the
tests Different sorts of tests
include diagnostic, formative,
and summative tests.
Your Name: Dapin, Ethyl Shyne E.

Your Signature:
Partner’s Name: Mieza Sarona
Partner’s Signature:
What we have learned in What we wish to learn in

Assessment in Learning 2 Assessment in Learning 2
Grades are calculated More knowledge that we

electronically. More about how can apply in the future
to evaluate students with care.
Your Name: Dapin, Ethyl Shyne E.

Your Signature:
Partner’s Name: Mieza Sarona
Partner’s Signature:
EXPOUND
Assessment is an important facet in learners’ learning. It is used to measure
what learners have learned and have not mastered. With the advent of 21st
century learning, the assessment also evolves, including its definitions and uses.
The Department of Education defines classroom assessment as “a process
thatis used tokeeptrackoflearners’progressinrelationto learningstandards and in
the development of 21st century skills; to promote self-reflection and personal

accountability among learners about their own learning and,; to provide bases for
the profiling of learner performance on the learning competencies and standards of
the curriculum (DepEd Order No. 8 S. 2015).”

Meanwhile, the University of Oregon (2007) defines assessment as “a process
of gathering and discussing information from multiple and diverse sources in
order to develop a deep understanding of what learners know, understand, and
can do with their knowledge as a result of their educational experiences; the
process culminates when assessment results are used to improve subsequent
learning.” The classical definition of assessment according to Marchese (1987) is “a
systematic collection, review, and use of information about educational programs
undertaken for the purpose of improving learner learning.”
Based on various definitions presented, it can be deduced that assessment is
used to determine how much learners have learned based on the learning
experiences introduced by the teacher.
Assessment as well is a dynamic process of “identifying, gathering,
organizing and interpreting quantitative and qualitative information about what
learners know and can do” (DepEd Order No. 8 S. 2015).
Assessment in Learning is generally classified as assessment for, as, and
of. Let us discuss briefly each type of assessment.
1. Assessment for Learning. This is used to improve or determine whether
learners are learning during the process of teaching. In layman’s term,
these are the frequent and varied tests used by the teachers during the
absorption phase of teaching before the lesson, during the lesson, and
immediately after the lesson. Some examples of this are pretests, posttests,
performance tasks, products, and short paper and pencil tests.
2. Assessment as Learning. This is somewhat synonymous with self-
assessment. This type of assessment encourages learners to reflect and
to think about their own learning. If learners are able to engage in
metacognitive experience, learners can monitor their own learning, correct
themselves, and develop reflective thinking (Earl, 2006). Some examples of
this are reflection papers, journals, portfolios, and diaries.
3. Assessment of Learning. These are tests, performance tasks, and
products usually given at the end of the quarter, period, unit, or semester.
Some examples of this are summative tests, culminating activities,
performance tasks, and outputs or products given to determine whether
learners have mastered the required performance or content standards.
The results of assessment as learning are recorded and reported to the
learners and parents/guardians.
Field Study 1│
197
LESSON 3
TYPES OF ASSESSMENT TOOLS
EXPERIENCE
Secure a copy from a resource teacher of each given assessment tool.
Attach the assessment tool on the space provided. After that, give your
comment/s for each tool given by the
resource teacher.
1. Multiple choice
Comments:
a s I o b s e r v e d i n th e m u l ti p l e - c h o i c e q u e s ti o n s , te a
c h e r u s e d r e m e m be r i n g / m e m o ri z a ti o n m e th o d .
2. Matching Type
Comments
In this perfect matching type assessment tool, it will test the lower order
thinking skills of the student. By assessing the learners if they acquired the
knowledge using this tool.

3. Alternative
response Comments:
Alternative response or True/False questions is a

declarative sentence which assess the lower order
thinking skills of the learners.
4. Simple
Recall
Comments:
Because the item appearsas a direct question, a sentence, word,

or phrase, or even a precise instruction, it is the easiest sort of
Objective test to develop. The examinee must recall previously
learned teachings, and the responses are usually brief, consisting of a
single word or phrase.

5. Essay
Comments:
In essay type of test is assessing the higher order thinking skills of the
student. It will ssdevelop their cognitive skills in reasoning.

EXCHANGE
Search with partner the guidelines in making each given assessment tool.
Write in the table provided what you have searched.
1. Multiple Choice
The learning outcomes will have an impact on the topic matter of the exam items. The
SLOs state what the items should measure, so that's what they should measure.
Ingeneral, better stage wondering should take precedence over recollection, but this
decision will be founded on a large number of assumptions about getting to know
ultimate results. The SLO statements can also help with this. A general rule of thumb for
writing items is to avoid measuring particularly detailed and specialized information.
Use vocabulary that is appropriate for the evaluator's organization. Maintain
consistency with SLO expectations and make them easy to understand for all students.
Proofread and edit any gadgets, prompts, and commands to ensure that grammar,
punctuation, capitalization, and spelling are proper. Keep your use of words to a bare
minimum. Use a few extra words sparingly. As much as possible, cut back. Ascertain
that the object no longer promotes stereotypes or relies on race, class, or gender
values. Make sure the document doesn't contain any language that could be considered
offensive to any organization. Ascertain that minority hobbies are considered and
appropriately depicted.
2. Matching Type
Give specific directions. Next, make the facts in each column as

uniform as possible. Allow the responses to be utilized several times
after that. Above all, if at all feasible, arrange the responses list in
alogical order (chronological, alphabetical, numerical).
3. Alternative Response
Tomakethe product, only one idea should be used. Make a list of

items that support a central idea. Keep textbook comments to a
bare minimum. Make the questions as concise as possible. Simply
write true or false propositions on a piece of paper.

4. Simple Recall
Instead of diagnosing froma teacher's list of suggested replies, the

reply should be remembered using the student's past reports. A
simplified object usually elicits a short answer, usually one word or
phrase.
5. Essay
When experimenting, use strategies that are suited for your

learning goals. Decidewhether you'll use aholistic or analytic
grading approach before you start composing your rubric.
Prepare an essay rubric ahead of time.
EXPOUND
Assessmenttoolsaremadebythe teachertomeasure whatlearnershave learned.
As what you have searched, there are several rules or guidelines in making these
tools. Assessment tools must generally be responsive, flexible, integrated,
informative, multiple methods, communicated, technically sound, and systemic.
Some assessment tools are objective tests and subjective tests. Later in this
chapter, we will explore the other assessment tools in the forms of criteria and
rubric which fall under authentic assessment.
Objective tests include matching type, multiple choice, alternative response,
and simple recall. Meanwhile, the subjective test is essay.

Boholano, Bacus, Polinar, Cuadra, and Jamon (2020) discussed each type
of assessment tool. The following are their discussions:
1. Objective Test
A. Matching Type. The matching type is composed of two columns
which are called column A and column B. The column Arepresents the
premise, while column B provides the answer. However, you can make
some modifications to this type of test.
B. Multiple Choice. This type of assessment tool is said to be the most
versatile among the others because it can measure cognitive, affective,
and psychomotor skills. Thistype of test is usually usedin
standardized tests.
This tool has a Stem which is the direct statement or problem.
The words, phrases, or sentences are called options or choices. The
correct option or choice is called the Answer while the remaining are
the distractors. In constructing this assessment tool, you must assure
that the answer is correct and the distractors are plausible.
C. Alternative Response. This type of assessment tool offers two options
or choices. There are also some modifications to this type of test.
In constructing this test, make sure that there is no specific pattern of
answers, instructions are clearly given, and the statement is not vague or
opinionated.
D. Simple Recall. This type of assessment tool measures knowledge. This
can be fill in the blanks, enumeration, identification, analogy, and
rearrangement.
2. Subjective Test
Essay. This test allows learners to explain or elaborate on their ideas.
This test is commonly used in comprehensive examinations to test how
much knowledge the person has on the topic at hand.
An essay can be restricted and extended response. The restricted
essay is the short answer type where words and answers are limited. On
the other hand, the extended response allows learners to freely express
ideas with limited restrictions.

LESSON 4
AUTHENTIC ASSESSMENT
EXPERIENCE
Secure copies from your resource teacher/s of rubric and criteria for his/ her
product or performance task. Paste the sample rubric and criteria on the spaces
provided. Then, comment on the given rubric and criteria.
1. Rubric
Comments: The teacher construct the rubrics well, she used analytic rubric.

2. Criteria
v
KALIDAD NA NILALAMAN NG ISKIT

TIYAGA/PAGSISIKAP
KSANAYAN/HUSAY
PANAHON NG PAGHAHANDA
Comments:
The criteria given of a teacher is correlated to the performance rating.

EXCHANGE
Search for the guidelines in making rubric and criteria. Compare with your
classmates what you were able to search. Write the guidelines that you
researched in the given tables.
1. Guidelines in Making Rubric
Start small by creating one rubric for one assignment in a semester. 

Ask colleagues if they have developed rubrics for similar assignments or adapt rubrics
that are available online.
Examine an assignment for your course. Outline the elements or critical attributes to be
evaluated
Create an evaluative range for performance quality under each element
Add descriptors that qualify each level of performance
Give a draft of the rubric to your colleagues and/or TAs for feedback.
Train students to use your rubric and solicit feedback; this will help you judge whether
the rubric is clear to them and will identify any weaknesses.
Rework the rubric based on the feedback.
2. Guidelines in Making Criteria
In Step 1, you identified what you want your students to know and be able to
do.
In Step 2, you selected a task (or tasks) students would perform or produce
to demonstrate that they have met the standard from Step 1.
For Step 3, you want to ask "What does good performance on this task look
like?" or "How will I know they have done a good job on this task?" In
answering those questions, you will be identifying the criteria for good
performance on that task. You will use those criteria to evaluate how well
students completed the task and, thus, how well they have met the standard
or standards.

EXPOUND
The authors separated authentic assessment from the other assessment
tools because they believe that authentic assessment should be given emphasis
in the teaching-learning process. Authentic assessment is known in various terms
such as alternative assessment, integrative assessment, and holistic
assessment. This is commonly used to measure performance or product. In all
levels of the educational ladder, authentic assessment is given the highest weight
and emphasis because it provides real-life construction of evidence-based
performance or product. This assessment allows learners to create and innovate.
Learners as well in this assessment are given opportunities to apply what they
have learned. For Newman and Wehlage (1993), the authentic assessment
includes higher-order thinking, depth of knowledge, and connectedness to the world
beyond the classroom, substantive conversation, and social support for learner
achievement.
The performance-based assessment allows learner involvement in the
teaching- learning process and makes them think critically and creatively.
Performance tasks may be developed by listing the possible skills and knowledge
that the teacher wishes learners to acquire, designing tasks that will require
learners to actually do the tasks, and developing rubric orcriteria which will
measure what is expected of the learners to demonstrate.
Allen (2020), recommended that when teachers develop performance tasks,
they must:
a. assign tasks where learners will perform and develop products;
b. work together to design performance task;
c. develop a fair or objective performance task;
d. assure that the performance task is interesting, challenging,
and achievable; and,
e. allow learners’ independence but they must assure they maintain their roles
as guide in the side.
Meanwhile, product assessment shows the outputs of learners after the
concepts have been taught. Products are actual works learners have developed
through their creativity, critical thinking, and innovativeness. Products may be in
the forms of artworks, things, food, scrapbook, portfolio, videos, posters, booklets,
survey and many more which are tangible and measurable based on the given
rubric or criteria.
Whether the teacher utilizes performance or product assessment, it is
important that he/she should prepare beforehand the rubric and criteria to make
sure that he/she will objectively grade or score these authentic assessments.
THE 21ST CENTURY TEACHING AND LEARNING
LEARNING OUTCOMES
1. Demonstrate perseverance in working with difficult problems
encountered and choose appropriate problem-solving strategies.
2. Gather, interpret and evaluate information from different
reliable and valid sources.
3. Utilize 21st century skills to understand and address local,
national and global educational issues.
4. Evaluate the quality of ideas and select the best to shape into a product.
5. Participate and collaborate in creating a positive
learning environment for others.
OVERVIEW
The 21st century has revolutionized teaching and learning with the changing
nature of learners, skills, technology, and the Fourth Industrial Revolution. These
changes are shaping the education spectrum so rapidly that educators can hardly
cope with it. If teachers cannot cope with these, they will definitely be left behind
with the ever-changing quality of education in the country and the world.
Hence, it is imperative for that prospective teacher just like you to learn and
understand these 21st century educational trends to better prepare you for the
challenges that you may face and opportunities you may encounter in the future.
This chapter will let you observe and explore the current educational trends in
the 21st century that are shaping the educational spectrum. In particular, this
chapter will deal with the 7Cs of the 21 st century teaching and learning, design
thinking and problem-based learning, education for sustainable development,
managing classroom innovations, designing learning experiences, and Education
4.0 and 5.0 issues and trends.

LESSON 1
THE 7Cs OF 21ST CENTURY TEACHING AND LEARNING
EXPERIENCE
Observe a teacher and determine the traditional and innovative methods that
he/she uses in assessing learning. Write your observations on the space provided.
Then, answer the questions that follow.
Traditional Methods Innovative Methods
The conventional coaching strategy for Innovative coaching strategies are different
educators is to direct students to analyze ways to the teacher-student connection.
using memory and recitation strategies,
resulting in the students' critical thinking,
problem-solving, and decision-making
abilities not developing..
Guide questions:
1. Based on the traditional methods used by the teacher, what skills are developed
by the learners?
wherein students echo the teacher's precise meanings Students had to
memorize everything in the usual approach. They don't have a good
understanding of the situation. The instructor is the only one who can speak
for the other pupils and is the authoritative figure in the classroom. The
teacher frequently employs the question approach, in which he or she asks a
series of questions..
2. Based on the innovative methods used by the teacher, what skills are developed
by the learners?

Students learn more about the topic and are more motivated to use technology as
a result of the teacher's creative approach. Students interact with more innovative
and realistic models and visuals as a result of this new strategy. In addition to the
lessons, there is contact between the teacher and the pupils. In addition, the
teacher engages with the students. She glides through the lesson, assisting the
pupils in gaining a deeper understanding of the content.

EXCHANGE
Search for the definition or description of each given literacy below. After
that, give concrete example to each. Share your answers with a partner.
1. Global Awareness
Definition or Description
Global Awareness is a skill that entails having the attitudes, knowledge, and talents
necessary to effectively and perceptively navigate the challenging conditions and
opportunities of a globalized world in a way that benefits the greater good.
Concrete Example: For instance, learning a foreign language, as well as cultural and
religious beliefs.
2. Civic Literacy
Civic literacy is the information and skills needed to participate effectively in civic life
by learning how to stay informed, comprehend governmental procedures, and exercise
citizenship rights and obligations at the local, state, national, and international levels.
Concrete Example: English fluency, vocabulary, writing letters, attending

meetings, participating in decision- making, preparing or chairing a meeting,
and giving a presentation or speech are all listed as civic talents
by those authors .
3. Environmental Literacy
Environmental literacy entails understanding the ecological, economic, and cultural
linkages between people and their surroundings, as well as recognizing the consequences
of our collective decisions.
Concrete Example: Outside of the traditional classroom, there are a
variety of methods for teaching environmental education. Aquariums, zoos,
parks, and nature centers all use a variety of approaches to teach the public
about environmental issues .

4. Environmental Literacy
Definition or Description:
Understanding the ecological, economic, and cultural connections between
people and their surroundings, as well as the implications of our collective
decisions, are all part of environmental literacy.Concrete Example:
example. Aquariums, zoos, parks, and nature
centers all use a variety of approaches to teach the public
about
environmental issues.
5. Critical Literacy
Critical literacyisa critical thinkingskill that tertiary education aims to developin
students. It entails thinking about and evaluating ideas, as well as
synthesizing, analyzing, interpreting, evaluating, and responding to the materials
you study or concentrate on.
Concrete Example: Studying extra texts and generating counter-
texts, for example, as well as encouraging students to participate in
social action.
6. Technology and Media Literacy
The ability to utilize, manage, comprehend, and study technology is referred to as
technological literacy. Media literacy, on the other hand, refers to the skills that
enable people to access, critically assess, and create or control media.
Concrete Example:
Computers, cellphones, tablets, and interfaces (such as e-mail, the internet,

social media, and cloud computing) are examples.
7. Financial and Economic Literacy

Economic education/financial literacy is a mix of aspects relating to

private financial control, such as financial institution competence,
money management, mastery to govern private property and liabilities,
budgeting, and other features that can assist an individual.
Concrete Example:
Examples. A financially secure individual recognizes that if they are paid $2,000 per
month, they cannot spend more than that without going into debt.
8. Information Literacy
Tobeinformation literate, onemust be able torecognizewheninformationisrequired and

have the ability to search, assess, and apply the data effectively.
Concrete Example: Example. Only a few examples include planning,
locating or attempting to locate statistics, searching the internet, and assessing
the adequacy and integrity of statistics supply and currency .
9. Art and Creativity Literacy
Artistic literacy is both a human right and a skill that may be taught. It is the ability to
attach each of us uniquely and meaningfully to works of art, and to establish links to
our humanity and the humanity of others through this process.
Concrete Example:
Example. Drawing is a method of expressing thoughts and tales visually. A single

thing drawn by a student can be used to build a complete story.
10. Social Literacy
From the standpoint of sociocultural theory, social literacy entails more than the capacity
to read and write, as well as the mastery of literacy skills. In and out of school,
children can learn to read and write through social interaction with other children
and/or adults.
Concrete Example:
example. Respect for personal space, eye contact, and basic etiquette should all be
observed.

EXPOUND
The 21st century skilled learners has also evolved as the world evolves. Decades
ago, we were taught that the fundamental skills that we must acquire were
reading, writing, and arithmetic (3rs), but with the robust change of technology,
knowledge explosion, and cultural plurality, the skills that each person must
develop shifted from the 3rs to 7Cs. Hence, these 7Cs must be the focus on skills
in the educational institutions that must emphasize as they train the minds,
bodies, and souls of their learners.
Trilling and Fadel (2009) suggested the “7Cs skills of 21st Century Learning.”.
1. Critical thinking and problem-solving
2. Creativity and Innovation
3. Collaboration, teamwork, and leadership
4. Cross-cultural understanding
5. Communications, information, and media literacy
6. Computing and ICT literacy
7. Career and learning self-reliance
These skills must be developed in schools; otherwise, students can never
cope with the challenges that may encounter in the future. Hence, if we
synthesize the concept of 21st century skills, they propose that educational
institutions must shift from “filling the mind” to “training the mind” to think. By
training their minds, we boost their capacities to develop the skills that will
prepare them for the future.
LESSON 2
DESIGN THINKING AND PROBLEM-BASED LEARNING
EXPERIENCE
Through observation with your resource teachers, document the creative and
research-based activities used by them. Ask the teachers of their objectives for using
the activities. Complete the given tables below.
Creative Activity
Name of Activity: Oral Recitation
Procedure/s: The teacher will throw the questions and the student will raise their hand for them to recognize
and answer the question, then the teacher will give points.
Objective/s: Pagkatapos ng araling ito, ang mga mag-aaral ay inaasahang naipaliliwanag ang mga
kaalamang natamo batay sa pagsusuri sa mga konseptong kaugnay ng bilingguwalismo at
multilingguwalismo.
Picture/s:

Creative Activity
Name of Activity: Recalling past Lesson
Procedure/s: The teacher is instructing to remember what was the lessons

yesterday, and student will raise hands to recognize by the teacher then answer the
question and the teacher will points.
Objective/s: Pagkatapos ng araling ito, ang mga mag-aaral ay inaasahang nakabubuo ng isang
iskit na ang mga usapan o dayalogo ay kababakasan ng mga konsepto ng barayti at register ng wika.
Picture/s:
Creative Activity
Name of Activity: Identify the homogenous and heterogenous
Procedure/s: The teacher will say the word and students will guess if it is
homogenous and heterogenous.
Objective/s: Pagkatapos ng araling ito ang mga mag-aaral ay inaasahang natatalakay ang homogenous at
Heterogenous na kalikasan ng wika
Picture/s:

Research-Based Activity
Name of Activity: Film Viewing
Procedure/s: The teacher will play the video then the students will observed
Objective/s: Pagkatapos ng araling ito, ang mga mag-aaral ay inaasahang natatalakay
ang mahahalagang konsepto ng una at pangalawang wika
Picture/s:
Name of Activity: Visualized game
Procedure/s: The teacher asked the students to visualize the culture of every
specific place.
Objective/s: : Pagkatapos ng araling ito, ang mga mag-aaral ay inaasahang

naipaliliwanag ang mga kaalamang natamo batay sa pagsusuri sa mga konseptong kaugnay ng
bilingguwalismo at multilingguwalismo
Picture/s:

Name of Activity: Video Presentation Procedure/s: The teacher will instruct to observed the video
presentation and list down what did they observed.
Objective/s: Pagkatapos ng araling ito ang mga mag-aaral ay inaasahang natatalakay ang homogenous at
Heterogenous na kalikasan ng wika
EXCHANGE
Attach below examples of pictures of two classrooms of yesterday, two
classrooms of today, and two classrooms of the future. The classrooms of
yesterday and the future can be taken from the web but you must cite where
these pictures are taken. The pictures of the classrooms of today must be the
actual photos of the classroom you observe. After that, ask your classmate/s to
reflect on the pictures you have attached.
Classroom of Yesterday Classroom of Yesterday
Classmate’s Reflection: Classroom of Yesterday shows the basic or essential in

learning which is the writing, reading, arithmetic and right conduct because this is the
way of teaching of yesterday.

Name and Signature: Ethyl Shyne Dapin

Classroom of the Future Classroom of the Future
Classmate’s Reflection: In my perspective this is the learning of the future, as the

technology continuous innovate in the society.
Name and Signature: Ethyl Shyne Dapin

EXPOUND
Design Thinking
Design thinking as defined by Jackson and Bunning (2011) “is the creative process
of generating many ideas and selecting the best ideas from the many generated
ideas.” For Melles, Anderson, Barrett, and Thompson-Whiteside (2015), Design
Thinking has been revolutionizing education, business, and other branches of
knowledge through human-centered product innovation and strategic decision-
making. It is important that during design thinking, learners should brainstorm and
gather as many ideas as they can and later come up with the best idea and
eventually solve existing problems.

Dam and Teo (2020) proposed the five phases of design thinking. The
following are the phases of their proposal.
1. Empathize. Understanding the problem you want to solve.
2. Define the Problem. Analyzing and synthesizing observations in order
to define the core problems.
3. Ideate. Generating ideas through brainstorming.
4. Prototype. Framing methods on how to realize the big idea and
implementing solutions.
5. Test. Evaluating the effectiveness of the solutions.
Problem-Based Learning
Problem-Based Learning (PBL) is an innovative teaching strategy wherein
learners are trained to solve actual problems in the society and environment.
Jackson and Buning (2011) believe that PBL encourages learners to develop creativity,
critical thinking, innovativeness, and interest through problem-
solving.LearnersinPBLthink of inventive and imaginative ways of providing
solutions to actual concerns of the society and of the world. In PBL, learners are
honing their constructivist way of thinking. This method is inquiry- based and
student-centered which gives an opportunity for learners to find authentic solutions to
the existing problems.
The PBL usually follows the six processes.
1. Defining the problem/s
2. Determining the method/s to use on how to solve the problem
3. Gathering data
4. Presenting a solution on how to solve the problem
5. Implementing the generated solutions
6. Evaluating the solutionsfor further improvement
According to Nilson (2010) as cited in Sheffield Hallam University (n.d.),

the following are the opportunities that Problem-Based Learning provides to the
learners.
1. Working in teams
2. Managing projects and leadership roles
3. Oral and written communication
4. Self-awareness and evaluation of group processes
5. Working independently
6. Critical thinking and analysis
7. Explaining concepts

8. Self-directed learning
9. Applying learning to real world
10. Researching and information literacy
11. Problem-solving across disciplines
The K to 12 Curriculum in basic education emphasizes PBL to assure that

learners can contribute to the giving of solutions to the existing problems in the
society. Subjects across levels require learners to discover, create, and innovate
so that they are prepared to face challenges in the future. When learners reach
senior high school, they will also be immersed to the world of research. In fact,
three research subjects are offered in senior high school. During college, outcomes-
based education is emphasized. Hence, PBL will again be given weight. If they decide
to pursue their graduate studies, all courses center on research-based and problem-
based activities. Thus, as early as basic education, learners must be exposed to
PBL to surely prepare them for the future.
This major method in the teaching-learning process is transforming and will
be transforming theviews of people towards education.

LESSON 3
EDUCATION FOR SUSTAINABLE DEVELOPMENT
EXPERIENCE
Conduct an interview with stakeholders on their observations and experiences
on the quality of education in the Philippines. Complete the spaces below.
Teacher
Name: Honey Cristine Caraang

Signature:
Date of Interview: October 10, 2021
1. What innovations and interventions have the government implemented
and initiated to improve the Philippine Education System?
Critical resources such as classrooms, teachers, and teaching and
learning materials were deployed as part of the effort to expand access in
places where it was most needed. Implementing Effective Interventions is
a procedure that ensures that important elements of promising
approaches are implemented as planned and to match local needs. When
people participate in this process, they prioritize and implement
intervention techniques based on what they've learned through study and
real-world experience.
2. What do you think are the perennial problems that the Philippine Education
System faces?
The Philippines' biggest educational challenge is a short-sighted policy of
forsaking education quality and quantity for economic considerations. The
most important challenges and concerns in Philippine education that
require additional discussion, in-depth study, and quick solutions.
3. Is the quality of education in the Philippines improving or deteriorating? Why?
The quality of education in the Philippines is improving because as the learning instructions
and curriculum are change and improved for the students’ learnings will developed. I can
say that it is developing or improving because we are globally competitive.
4. As one of the stakeholders of the Philippine Education System, what can

you do to improve the system?
Individuals working on a project, groups of people or organizations, or even
sectors of the population can all be considered stakeholders. A stakeholder
could be actively participating in a project's work, affected by its conclusion,
or in a position to influence its success.
250 │ Field Study 1 Field Study 1 │ 2 49

School Administrator
Name: Roderick Vilan

Signature:
1. What innovations and interventions have the government implemented and
initiated to improve the Philippine Education System?
Currently, the educational system differs from pre-pandemic levels by a
small margin. The Department of Education is pressuring us to use
technology. We take a modular approach as well.
System faces?
I can say that the materials are a major problem. This was a problem
before the epidemic, and it is still a problem now
Our educational system is getting better. I can see that the

Department of Education is doing everything it can to address the
gaps. We shall continue to do everything we can, as will the
teachers, to improve the educational system.
4. As one of the stakeholders of the Philippine Education System, what
can you do to improve the system?
By giving it my all-in order to improve it. As an administrator, I

would put up a lot of effort. As an administrator, it is also my
primary responsibilitytoimprovethe educationalsystem. I needto
take action to make sure this happens.
5. How do I prepare my learners for the future?
I prepare my students for the future by creating a conducive

learning atmosphere. Learners should develop the talents that will
act as their armor and shield for the rest of their lives.
Thelearners are the ones who determine if we are good or not.
We educate children using the ways we believe will benefit
them the best.

Parent
Name: Azenith H. Alisaga

Signature:

I can attest to the fact that the Department of Education puts in a lot
of effort in this modular and online learning method.
They do a wonderful job whether the learning is modular or done
online. We are grateful as parents that they pay attention to us. The
modular system was devised since some individuals cannot afford to
use
electronics.
System faces?
A big difficulty in our country's educational system is a lack of

resources and classrooms. Until recently, there were several schools
that lacked classrooms. Additionally, materials are required.
Teachers are being creative in order to provide things for their
kids to learn with.
Things are improving, as far as I can tell. Because there were a

number of lessons that could be improved. Furthermore, the
quality of our educational systems has improved.

I have to put in some effort as a shareholder. As a parent, it is

my obligation to look after my child. In addition, I want to
motivate my child to succeed in school.
By providing her with the best advice available. She can assist as a
guide throughout the process in this circumstance. I also keep a
careful eye on my child's academic progress. I will always prepare my
child in the future. I'm giving her the best advice I can and pushing
her to stay in school.

Senior High School Student
Name: Princess Aliah Solmeron

Signature:

The educational system includes literature from the twenty-first century.

Which, I feel, will be quite advantageous to us. We're used to utilizing
gadgets, so it's only logical to think we can use them for educational
purposes as well.
System faces?
These were the books that we required for our studies. Were short on
references.
Our country's education is, without a doubt, improving. Because

there are somanyfreshtopics, I can statethis. Thosearethetopics
we need to succeed in the future.

I can only do my part to help improve the educational system.

As a student, I must study diligently
and carry out the tasks assigned to us. Students must be
fully committed to education, both mentally
As a learner, I use the skills and knowledge I've acquired

to plan for the future. I have the potential to be a
productive person in the future in this position.

EXCHANGE
The following are the major thrusts of Education for Sustainable Development
(ESD). Search for the implications and explanations of these thrusts. Write what
you have searched on the blanks provided. After that, compare what you have
searched from your classmate.
1. Improving Basic Education
. The educator in a cutting-edge lecture hall will encourage

consistency and dedication by establishing clear and unambiguous
guidelines for how the day should be run. Instead of waiting for
problems to develop, forward-thinking lecture halls actively seek
them out in the classroom, in their learning, and in the wider
2. Reorienting Existing Education

More principles, skills, perspectives, and values connected to
sustainability would be included in an effectively reoriented basic
education than are currently taught in most educational systems. As
a result, it's not just about the amount, but also about the quality and
usefulness of the information. Education for Sufficient Development
takes a holistic approach to the environment, economy, and society.
Teaching and learning knowledge, skills, views, and attitudes that
will guide and motivate individuals to pursue sustainable livelihoods,
participate in a democratic society, and live sustainably are all part
of reorienting education..
3. Building Public Understanding and Awareness
The term "public awareness" refers to the general level of

understanding of a subject. Raising water awareness helps to build a
shared understanding of water issues as well as shared values about
how water should be used and managed. Raising public awareness is
not the same as giving advice to people.
4. Providing Practical Training
Practical training may supplement and develop the skills you're

learning in school while also providing you with valuable professional
experience. Other viewpoints on learning are included, as well as a
discussion of the methodological problems associated with aiding
students' learning processes and professional development. To
supply relevant pedagogical concepts and learning situations, new
learning technology is deployed.
EXPOUND
Sustainable Development (SD) aims to meet the needs of the present without
compromising the future. It seeks to respect human, non-human, and natural
resources, as well as addressing concerns such as poverty reduction, gender
equality, human rights, education for all, health, human security, and intercultural
dialogue (UNESCO, 2011).
In relation to the Sustainable Development vision of UNESCO, the Education
for Sustainable Development (ESD) was introduced. According to UNESCO (2011),
the aim of Education for Sustainable Development is “to help people to develop
the attitudes, skills, perspectives, and knowledge to makeinformed decisions
toactuponthem for the benefit of themselves and others, now and in the
future.” But the main goal of Sustainable Development and Education for
Sustainable Development is to provide a better world for the present and future
generations.
In the Philippine context, learners are taught to be “Maka-Diyos, Makatao,
Makakalikasan, and “Makabansa” to assure that learners care and act for the
betterment of the present and future society.
The Education for Sustainable Development in the Philippines aims to
provide quality for all Filipinos by developing learners as holistic individuals.
The introduction of the K to 12 Curriculum through R.A. 10533 or Enhanced
Basic Education Act of 2013 became the fulfillment of the Philippines’s
vision to prepare the present learners for the future. The K to 12 curriculum
trains learners to be locally and globally competitive by introducing new concepts,
experiences, and skills that can hone them to become useful and progressive
individuals in the future.
The goal of the K to 12 Curriculum is to develop Functional Literate
individuals who live and work as human persons, develop their potentials, make
critical and informed decisions, and function effectively within the context of their
environment and that of the wider community in order to improve the quality of
their life and of the society. The functional literate individuals have well-developed
communication skills, critical thinking and problem-solving, sustainable use of
resources, development of self and a sense of community, and expanding world
vision.
According to UNESCO (2011), the following philosophical questions which
guide the Philippines towards its fulfillment with the Education for
Sustainable Development to wit:
1. What if every person benefited from education that promotes
development that is environmentally sound, socially equitable, culturally
sensitive, and economically just?;
2. What if learning was about knowledge; about doing, being, and
interacting with others; and about changing the world?;
3. What if formal learning was enjoyable, practical, and relevant to life
outside school while addressing the problems of our world?;
4. What if every person benefited from genuine learning opportunities
throughout life, in the workplace, and within the community?; and,
5. What if educational systems prepared learners to enter the workforce, to
handle crises, to become resilient and responsible citizens, to adapt to
change, to recognize and solve local problems with global roots, to
respect other cultures, as well as to create a peaceful and sustainable
society.
In order to achieve these, different agencies headed by the trifocal
educational agencies (DepED, CHED, and TESDA) with the cooperation of
Department of Environment and Natural Resources (DENR), Climate Change
Commission (CCC), Department of Science and Technology (DOST), National
Disaster Risk Reduction and Management Council (NDRRMC), and other civic
society groups work together to come up with framework, goals, targets, and
indicators (UNESCO, 2011).
Further, based on the suggestion of UNESCO, the Teacher Education Curricula
shall be geared towards Education for Sustainable Development by updating the
National Competency-Based Teacher Standards (NCBTS), which the
Philippines fulfilled many years after when it issued DepEd Order No. 42,
s. 2017 or the National Adoption and Implementation of the Philippine
Professional Standards for Teachers (PPST). Now, this PPST serves as the
guide on how to train beginning, proficient, highly proficient, and
distinguished teachers for the future.
LESSON 4
MANAGING CLASSROOM INNOVATIONS
EXPERIENCE
Take photos of innovations made by the teachers in their classroom. Fill the
given spaces.
Teacher’s name: Rieschelle C. Orong Signature: Subject and grade level: Grade 4 Name of
classroom innovation made: Conducive Learning Photo:
Teacher’s name: Honeylyn Kristine S. Caraang Signature: Subject and grade level: kindergarten
Classroom innovation: Conducive learning Photo:

EXCHANGE
In a small group, brainstorm with your classmates on the following questions. Write
your discussions on the space given.
1. Why should teachers make classroom innovations?
2. If you were to make changes in the future, what would be your innovations?
3. What are the personal and professional benefits of having innovation?
1. Technology is also changing the educational process to make it

more participatory. Rather than waiting until the end of the term
to assess how much a student has learned, progress may be
tracked in real time and modifications made. Teaching is evolving
from an instructor- centric to a collaborative activity.
2. The research paper identified five strategies for increasing
employee engagement and hence increasing productivity and
innovation. Painting a clear vision of acompelling future for their
organization is a critical duty of leadership. The "why" of
innovation is straightforward: as we've seen, change is fast, and
we have no idea what's in store for the future, therefore we must
innovate to both prepare for and implement change in order to
strengthen our market position.
3. The benefits of business innovation Improved production, lower
costs, and increased competitiveness are some of the most
tangible advantages of innovation. increased brand value and
recognition new collaborations and connections Profitability and
turnover have both improved. The advantages of creativity in
the workplace are numerous; here are just a few of the
incredible outcomes you might expect: Increased team bonding
and collaboration; increased engagement; increased interaction;
increased staff morale; increased passion; increased motivation;
increased problem-solving; increased productivity.

EXPOUND
The 21st century has changed the roles of teachers from being “sage on the
stage” to “guide on the side”. But, this role is not enough for teachers to compete
with the competitive field of education. Teachers in the 21 st century are also expected
to be contributors to the body of knowledge, and thus transforming themselves as
“knowledge creators”. This can only be possible through innovations that they may
think and generate which can improve the teaching-learning process.
Innovations in this era are highly given emphasis because it is expected that
teachers are no longer just transmitters of knowledge but also makers and
seekers of knowledge. Most innovations are products of human imaginations and
researches. Hence, teachers are encouraged to think of creative ways to improve
their practice. Teachers, as well, are empowered and trained to be teacher-
researchers. Research nowadays is one of the most important aspects of
education because it is believed that all policies, decisions, and interventions must
be research-based. Doing research in this age is not just the task of professors in
the colleges and universities, but also the responsibilities of teachers in basic
education. In basic education, action research and simple basic research are
introduced to the teachers for them to have opportunities to conduct at least
classroom research-based decision making.
Innovations are not only the great inventions but maybe simple things or
strategies which contribute to the enhancement of instruction. Classroom
innovations that a teacher can develop are teaching strategies, instructional
materials, action researches, projects, and programs. These innovations are
products of teachers’ creativity but the teachers must assure that the innovations
they make are well- documented and approved by proper authorities so that
these may be credited for their promotions and future recognitions and awards. If
you study and search for the profiles of great teachers in the country and of the
world, they are not just recognized for being “paragons of virtue” but also for their
contributions to the body of knowledge through their researches, discoveries,
inventions (patents, utility models, and industrial design), books or other printed
instructional materials, publications, creative works (poems, novels, plays, etc.),
technologies, programs, and other activities which made an impact in the society.
Thus, in the future, you will be expected to be one of those teachers who will
make an impact on the academic world through your classroom innovations.
Those teachers who do not innovate will precisely be replaced by the teacher-
innovators.
LESSON 5
DESIGNING LEARNING EXPERIENCES
EXPERIENCE
Ask copies from your resource teacher for detailed, semi-detailed, and daily log plan. Attach the copies on the
spaces provided.
1. Detailed Lesson Plan
DETAILED LESSON PLAN

IN
PHYSICAL EDUCATION
I. OBJECTIVES:
At the end of the lesson the student should be able to:
Identify the fielding positions in softball
Differenciate the responsibilities and characteristics of positions
Apply the responsibilities of fielding positions in softball.
II. SUBJECT MATTER:

TOPIC: Fielding Positions in Softball
REFERENCE: Softball12-wikispaces.Softball Field Position
MATERIALS: laptap,projector,cartolina,sticker
III. PROCEDURE:
TEACHER’S ACTIVITY STUDENT’S

ACTIVITY
(Preparatory Activity) CLASSROOM
ROUTINE:
PRAYING
CHECKING THE ATTENDANCE
positions in that diamond.
Kindly paste it on their respected positions. ( Students go to the
blackboard) Ok lets check if all those you labelled are correct.
A. PRESENTATION:
Our topic for today is all about fielding
positions in softball.
B. LESSON PROPER:
But before that ,let me first introduce the
history of softball.
(Teacher read the history) (students are listening)
There are two teams compete in each game.

How many players are there in a team? Nine players
maam. Ok..It composed of nine players man the field,
And nine batters hit in a predetermined order
for each team know as a batting order or line
up.
The nine defensive positions can be grouped

into two general categories.
It is called the INFIELDERS AND OUTFIELDERS.

Infielders are composed of six positions.
Kindly give them class? Pitcher maam
Whatelse? Catcher maam
Onother? 1st baseman maam
Whatelse? 2nd baseman maam
Onother? 3rd baseman maam
And last is? Shortstop maam
Ok, each of them have their own
characteristics and responsibilities.
Pitcher-pitches the ball from the pitcher’s mound
to the catcher.
Catcher-crouches behind home plate and
receives pitches thrown by the pitcher. Also
receives throws
and third baseman. Covers 2nd base when the ball
is hit to the second baseman.
Any question from the infielders class?

None maam
Ok lets proceed to outfielders.

Outfielders are composed of 3 positions.
What are they class?
Left fielder maam

Whatelse?
Right fielder maam

And?
Center fielder maam

The outfielders have also their own responsibilities.
The three fielder are attempt to catch balls hit into

their portion of the outfield. Balls hit to the outfield
are generally ground balls or fly balls hit past the
infield.
E. GENERALIZATION
Class, any question about the fielding positions in softball? None
maam Again, how many team compete in each game? 2 teams
maam
How many positions occupied the infielders? 6 positions maam
How about the outfielders? 3 fielders maam

VI. EVALUATION
Get one whole sheet of paper. Draw the softball
diamond, label it with their corresponding positions
and give their
2. Semi-Detailed Lesson Plan
Body Awareness and Body Actions
I. Objectives
At the end of the period the pupils must have:
 identified the different body shapes and body actions used in sports
 demonstrated understanding of body shapes and body actions used in sports
 performed the different body shapes and body actions used in sports correctly.
Content Standards:
The learners demonstrate understanding of body shapes and body actions in preparation for various
movement activities
Learning Competency
The learners describe and performs body shapes and body actions properly
II. Subject Matter
Topic: Body Awareness
Subtopics: Body shapes and Body actions

Reference:
Materials: Pictures of different body shapes and body actions
III. Procedure
Preliminary Activities
1. Organization
2. Prayer
3. Introduce teachers’ names
4. Warm-up
Lesson Proper
Activity
The teacher will group the pupils into two groups and he will give different pictures to the
pupils and he will let them identify the body shapes and body actions by encircling the shapes that can be
seen in the picture.
Analysis
The teacher will gather the work of the pupils and he will check if they encircle the right
body shapes that can be seen in the picture.
Abstraction
The teacher will demonstrate and he will discuss in front about body shapes and body
actions used in sports correctly and he will let the students to observe.
Application
The teacher will give time and let the pupils to practice the different body shapes and body
actions used in sports.
IV. Evaluation
The teacher will let the pupils to perform in front the different body shapes and body actions used
in sports and the teacher will evaluate if they do it correctly.
V. Assignment
The teacher will tell the students to practice at home the different body shapes and body actions
used in sports for their enhancement.
3. Daily Log Plan
I. Objectives: At the end of the lesson the student are expected to:
a. learns to identify context clues
b. appreciates the important of context clues
c. use sentence and word context to find the meaning of unknown words
II. Content: Topic: Vocabulary Enhamcement

Lesson: Context Clues
III. Resources: Materials: Powerpoint, Projector, Laptop/net book. Pictures

References: English for All Times Reading 6
Purification C. Balingit
IV. Procedures:
A. Pre-Activity
Introduce the game “Guess the Word” game by giving a sample. Play the Guess the Word
game. Let the students guess the word.
B. Activity
Divide the class into two groups.
Each group will follow the instruction given in the activity
The teacher will check the work of each group
C. Analysis
Ask the student what is the importance of the topic/lesson
D. Abstraction
Proceed to the next lesson which is Vocabulary
Ask the learners about their ideas in Vocabulary Enhancement
Introduce the meaning of Vocabulary Enhancement
E. Application
The teacher let the students read the question on the screen and let them answer each
number.
F. Assessment
The students will answer the given statement by finding the words using vocabulary in
context.
EXCHANGE
With a partner, reflect on your strengths and weaknesses in planning
lessons. Then, think of ways to overcome your weaknesses.
My Strengths in Lesson Planning: My Weaknesses in Lesson Planning:
Exploring personal qualities for employment:

The curricular objective has flaws.
Lesson plan and presentation slides: complete
Some teachers, I discovered, failed to
lesson plan with icebreaker for use in the
provide context or background
classroom with a group of students. This is
information. The substance and topic
critical for students because they are not meant
of the lesson, as well as the
to be given the answer; instead, they must
objectives, are not included. To
use their skills and the teacher's guidance
ensure that all kids have, align local
togetthe answer. That youngster would
curriculum with state standards. The
realize that it is their responsibility as a
curriculum's drawback is that there
leader to ensure that everyone at the table
may not be enough time to
knows what is being taught and to resolve
thoroughly cover the course as
minor questions if the instructor is unable to
required, and teachers did not ensure
attend to all students.
that pupils had actual opportunity to
learn in a standards- based
environment.
Ways on How to Overcome Weaknesses:
Provides teachers with realistic methods they may utilize to improve learning outcomes
for all children when creating curriculum. The teacher must know what they want all
of their pupils to learn as well as the components of the goals that must be
maintained for all students. The means of reaching the goal must be kept separate
from the goal itself.
Furthermore, it is critical that teachers do not plan classes based solely on individual
student profiles, but rather recognize that each classroom of children is unique.
EXPOUND
Designing learning experiences is a day-to-day task undertaken by the
teacher. It is one of his major roles as a curricularist to assure that what he/ she
teaches reflects the mission, vision, and goals of the institution he/she teaches, as well
as, the curriculumhe/she will implement arealigned withthe new recommended
curriculum.
Learning experiences designed by the teacher is reflected in his/her daily
lesson log or daily lesson plan. Meanwhile, a college instructor or professor
writes syllabus to design learning experience. These plans serve as the map on
how the teacher runs the day-to-day classes. These plans reflect the objectives,
content, time frame, methods or strategies, and assessment. Usually, designing
a lesson starts with planning, delivering the lesson, and assessing. During the
planning
stage, it is important to first determine what you will be teaching. Second, decide
howyou will teach the content, andthird how you will assess learners’ learning.
These three parts are essential in every designed lesson to assure that there is
quality instruction.
The Department of Education issued DepEd Order No 42, s. 2016 or the
Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education

Program to assure that teachers are managing their lessons effectively and
efficiently through appropriate lesson design. The DepEd Order No. 42, s. 2016
recognized the role of the teacher as lesson designer to wit:
Preparing lessons through Daily Lesson Log (DLL) or Daily Lesson Plan
(DLP) provides teachers with an opportunity for reflection on what learners need
to learn, how learners learn, and how best to facilitate the learning process.
These guidelines also aim to empower teachers to carry out quality instruction
that recognizes the diversity of learners inside the classroom, is committed to
learners’ success, allows the use of varied instructional and formative
assessment strategies including the use of information and communications
technologies (ICTs), and enables the teacher to guide, mentor, and support
learners in developing and assessing their learners across the curriculum.
According to DepEd Order No. 42, s. 2016, the following are the general
parts of the Daily Lesson Log (DLL) and Daily Lesson Plan (DLP).
I. Objectives (What are expected from learners at the end of the
lesson?)
II. Content (What is the lesson or topic?)
III. Resources (What materials do I use to aid my teaching?)
IV. Procedures (What teaching strategies do I use?)
V. Remarks (What are my comments about my class? Did
Icarry out the learning objectives?)
VI. Reflection (Will I reteach the lesson or will I proceed with the next
topic? Do I have to remediate some learners? What
do I still need to do to help my learners?)
For sample DLLs and DLPs, you may download the DepEd No. 42, 2.
2016 at the DepEd website.
The DLL is usually used by teachers who have more than two years of
teaching experience. The DLL is a simplified version of DLP.
The DLP is detailed or at least an equivalent of a semi-detailed lesson plan.
The DLP is written by teachers who have less than two years of teaching
experience.
Teachers in basic education should make sure that what they plan and teach
is aligned with the K to 12 Curriculum. There are curriculum guides, teachers’
guides, learners’ materials, and other materials provided by the Department of
Education to aid the teachers. However, teachers can still use different sources as
references as they design and teach their lessons.
When designing a lesson, it is important that teachers should bear in mind
the needs, levels, and natures of the learners. It is also important to note that DLL
and DLP are just the guides to effectively carry out the lesson. It lies in the
teacher’s efficiency and effectiveness to successfully implement the designed learning
experiences.

EXECUTION
Task 1. Create: Design your own lessons below. Your designed lessons should be Daily Lesson Log and Daily
Lesson Plan. You are free to choose your content and year level as long as it is aligned with the K
to 12 Basic Education Curriculum. After that, ask your resource teacher to evaluate your DLL and DLP.
You may use a separate sheet if necessary. Write your DLL and DLP in the given template below.
1. Daily Lesson Log
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. CONTENT The learner demonstrates understanding of the four fundamental operations involving
STANDARD fractions and decimals.
B. Performance The learner is able to applythe four fundamental operations involving fractions and
Standards decimals in
mathematical problems and real – life situations.
C. Learning M6NS-Ie-111.3 M6NS-Ie-111.3 M6NS-Ie-111.4 M6NS-Ie- M6NS-Ie-113.2
Competencies/ The learner The learner The learner multiplies 113.2 The learner solves
Objectives multiplies decimals multiplies decimals mentally decimals up to The learner non routine problems
and mixed decimals and mixed decimals 2 decimal places by 0.1, solves routine involving
with factors up to 2 with factors up to 2 0.01,10, and 100. problems multiplication of
decimal places decimal places involving decimals and mixed
multiplication decimals including
of decimals money using
and mixed appropriate problem-
decimals solving strategies
including
money using
appropriate
problem-
solving
strategies.
II. CONTENT Multiplying Decimals Multiplying Decimals Multiplying Decimals Up to Solving Solving Non-Routine
and Mixed and Mixed 2 Decimal Places by 0.1, Routine Problems Involving
Decimals with Decimals with 0.01, 10 and 100 Mentally Problems Multiplication of
Factors Up to 2 Factors Up to 2 Involving Decimals and Mixed
Decimal Places Decimal Places Multiplication Decimals Including
of Decimals Money Using
and Mixed Appropriate Problem-
Decimals Solving Strategies
Including
Money Using
Appropriate
Problem
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional MISOSA Module Gr. 5 MISOSA Module Gr. NFE A&E
Materials from – Multiplication of 5 - Multiplication of Learning
Learning Resources Mixed Decimals; Mixed Decimals; Material:
(LR) Portal Prodded Math 36-C: Proded Math 36-C: Multiplication
Multiplying Mixed Multiplying Mixed and Division
Decimals Decimals of Decimals
(2001), pp.
17-
21
B. Other Learning
Resources
IV. PROCEDURE
A. Reviewing previous The school hosted a Flash the following Revisittheprevious Flash the Let the learners
lessons or singing contest. The and let each pair lesson by giving some following and revisit their
presenting the new scores of two show their answers examples for the let them show experiences in the
lesson contestants in the using their drill learners to work on. their answers previous lesson.
Finals are shown in the boards. Then ask them to using their
table below: explain how to multiply drill boards. Ask:
2.4 x 6 23.9 x How do youknow
decimals and mixed
10 x 0.56= if a
8.25 x 0.4373 x decimals.
4.63 x 0.1 givenwordproblem
14.2 Then, flash the
following and let them 2.36 x 0 .01 involves multiplying
23.4 x 1.25 decimals and
show their answers 0.36 x 0.001
Ask: mixed decimals?
Answer the following using their drill
How do we multiply How do we solve
decimals and 23 x 1 23 x 10 such
Contestant
Voice Quality (40)
Stage Presence
(20)
Technique (25)
Impact (15)
Jo35.7 17.6 20.8 14

Jen 36.3 15.9 21 13.2
mixed decimals?
Questions. Howdoyouknowwhere Ask: word problems?
23 x 100 23 x
1) What is Jo's total toplacethedecimalpoint How do we
1000
score? What is in the product? 23 x 10 000 multiply
Jen's total score? Ask: Whatisa quickwayto decimals and
2) Who won get theanswerwhena mixed decimals
between Jo and whole number is multiplied by10and100?
Jen? by 10, Howdo we
Flow many more 100,or1000(oreven10000) multiply
points should the ? decimals and
non- winner have mixed decimals
scored to tie with the by0.1and0.01?
winner?
B. Establishing a Ask: Ask: Ask: Have you tried selling Ask: Do your Ask:
purpose for the Do youknowhowmuch Whoamongyoudoa lot items to a junkshop parents Doyoufindtheproblem,
lesson we weigh on the of exercise? What before? sometimes in the previous lesson
Moon? To find out, we activities do you Whatitemshaveyousold?Is ask you to buy interesting and
need to multiply our engage in to make it good that we sell items goods in a challenging? Have
weight on Earth by yourself physicallyfit? to junkshops? Why? market? What you experienced
approximately Whyisit important for Inform the learners that the items do you similar situations in
0.17 so we would us to exercise? What target for this lesson is for usually buy? real life? Inform the
know our weight on the benefits do we get them to multiply decimals How do you class that the target
Moon Inform the fromit? mentally not only by 10 feel when in this lesson is fo
learners that today Inform the learners and your parents them to develop their
they will be learning that today's lesson 100,butalsoby0.1and0.01. ask you to buy skills further in
how to multiply will help them something in solving word
decimals and mixed improve their skills market? Why problems involving
decimals by whole further in multiplying is it important multiplication of
numbers. decimals and mixed to help your decimal; and mixed
decimals parents? decimals
Original File
Submitted and
Formatted by
DepEd Club
Member - visit
depedclub.co
m for more
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his weight here on her body healthy? copper wire? How will kilos understand the
How far can she walk Mang Ambo find the of tilapia at problem. Ask for
Earth? What is the in a minute? Whatis amount he will be paid P110 per kilo. clarifications about it
problem asking us to the for each pack?) How much
do?). Ask for an problemaskingustodo? did she pay for
) it?"
estimate of the Ask for an estimate
Check if they
answer. of the answer.
understand
Do youthinkhisweighton Then, let them think
the problem.
themoon is morethan10 about how they can
Ask for
kg? Whatis the most it arrive at the exact
clarifications
couldbe?Coulditbe12 answer.
about it.
kg?
Let them think
about how
they can
arrive at the
exact answer.
Then, ask for
an estimate of
the answer
D. Discussing new Think-Pair-Share Once Think-Pair-Share Once Let them find how much Let them work Let them work on this
concepts and an estimate is decided an estimate is decided Mang Ambo will be paid on this problem in small
practicing new on, give each pair on, let them solve the for each pack. Focus on problem in groups. Emphasize
skills time problem with a Packs C and D. Ask if pairs. the use of Polya's 4
#1 to think about and they
solve the problem. partner. Then, let see any pattern. Emphasize the steps: Understand,
Then, let them share them share their 45.75 x 10 = 457.5 use of Polya's Plan, Solve, and
their solutions with solutions with the 45.75 x 100 = 4 575 4 steps: Check. Encourage
Pac Amoun Weigh

k t per kg t in kg
A P45.75 1 0.
0
B P45.75 0.1
C P45.75 10
D P45.75 100
another pair. class. Ask: When you multiply a Understand them to use any
63 x 0.17 = 10.71 25.4 x 4.75 = 120.65 m decimalby10or100,whatdo Plan, Solve, appropriate strategy
kg Ask: you notice about the and Check. that will help them
Using only theresult Whatdo you notice multiplicandandtheproduct? Encourage solve the problem.
of this computation between the number of What do you observe about them to use Afterwards, let them
and estimation, let decimal places in the their digits? any display and explain
them give the exact factorsandthenumbero Provide more examples appropriate their solutions to the
answer to each of f decimal places in of multiplying decimals strategy that class.
the following: the by 10 and 100. will help them Some possible
product? answers:
6.3 x 0.17 63 x
1.7 When do you drop Ask: When you multiply a solve the
0.63 x 0.17 6.3 x zeros in a decimal decimal by 10 or 100, problem.
1.7 what
Ask: How did you product? is a quick way to get the Afterwards,
know where to place answer? let them
the decimal point in display and
explain their
each product?
solutions to
the class
E. Discussing new Find each product. Post the Focus on Packs A and Read, analyze . Ask:
concepts and Example: 3.04 x 0.6 following B. Ask if they see any and solve. How is this problem
practicing new skills (see also Proded situation. pattern. 45.75x01 = Mother similar to/different from
#2 Math 36- C, pp. 5-7) 4.575 bought the problems we solved
Ask: How does FredandPerryareshown 45.75 x 001 = 0.4575 15.75 kilos of yesterday?
multiplying decimals the following statement: flourformaking What makes this
compare with multiplying 308 x 10.25 = Ask: When you multiply a trays of problem
whole numbers? decimalby0.1or0.01,what polvoron.Ifeach challenging?
Fred thinks that the do you notice about the kilo of
exact answer can be multiplicandandtheproduct
flourcosts
read up to the ten ?
P45.50, how
thousandths place. Whatdoyouobserveabout
much did she
But, Perrythinksit theirdigits?
pay for it?
would be easier to
Let them
readit until the Provide more examples
present their
hundredths place only. of multiplying decimals by
Which of them is 0.1 and 0.01. solutions and
correct?Why? explain why
they think
their answer is
accurate.
Point out the
importance of
Lengt Widt Are

a
3m 8 m 24
2.4 m 10 m 2m4
7.5 m 3.2 24
m
following the
four steps
when solving
word
problems.
F. Developing Encircle the In this number puzzle, Complete the following Read, analyze, Replace each letter
Mastery statement that the number in each puzzle. ACROSS and solve this with a numeral that
gives the greater square is the product 1) 1.436 x 100 problem. will make the
product. of the numbers in the 2) 45.38 x 10 Theclassroomis following
Examples: circles on either side DOWN 1) 164 x 0.1 12.5 meters computation true.
1) 0.29 x 0.8 0.92 x of the square. 3) 10 x 3.83 long and 7.25
0.08 Complete the puzzle 62.8 x 0.1 meters wide. 3 . A
2) 5.4 x 0.17 0.45 x . What is its x B .
7.1 area? C .
[You may add
more word AB
problems.
See
NFE A&E
Learning
Material:
Multiplication
and Division of
Decimals
(2001),
pp. 17-18]
G. Finding practical A student assistant in Mother bought 10.5 Mang Ambo found out that Ask the Point out that there
a kilos ofsugaratP52.95a another junkshop buys learners to are problem
applications of university earns P35 kilo. copper wire at P48.5 per think of situations in the real
concepts and skills per hour. The table Howmuchdidshepayfor kg. How much more could situations world that they will
in daily living below shows the it? he have outside the find to have no clear
number of hours she Ask the learners to earnedifhesoldhis4packsof school pat to an answer.
worked each day think of other copper wire to this junkshop wherein Ask them why it is
during a certain week situations wherein than the other one? multiplying important for them to
Day Hs our multiplying decimals Ask: When is it useful to decimals be capable of solving
Monday 3.5 would be useful to compute products mentally? would be different types of
Tuesday 2.25 them. useful to them problems.
Wy 275
ednesda
Thursday 22
Friday 4.10
Howmuchdidsheearn
each day?
Howmuchdideachearn
in thatweek?
H. Making How do we multiply How do we multiply How do we multiply a How do we How do we

generalizations decimals and mixed decimals and mixed decimal by 10 or 100? solve word solveword problems
and abstractions decimals? decimals? Whatisaquickwaytoget problems involving
about the lesson How do you know How do you know theanswermentally? involving multiplication of
where to place the when to annex or How do we multiply a multiplication of decimals and mixed
decimalpoint in dropzerosin decimal by 0.1 or 0.01? decimals and decimals?
theproduct? thedecimalproduct? What is a quick way to mixed decimals? (Referring to Polya's 4
get the (Referring to steps) Why is each step
answermentally? Polya's 4 important in problem
steps) Why is solving?
each step
important in
problem
solving?
I. Evaluatinglearning Complete each A swimmer can swim Find the product mentally. Read, analyze Read, analyze and
statement. 50.2 meters in 1 1) 8.4 x 10 and solve. solve. Show your
1) T minute. How far 2) 4.35 x 0.1 Show your complete and neat
he product of 2.5 can
and 3.45 is he swim in: 3) 134.23 x 0.01 complete and solution.
1) 0.5 minute? 4) 0.24 x 100 neat solution.
. 2) 1.25 minutes? 1.23 x 0.1 Jason earns Emily plans to make
2) 18.72 times 2.9 is 3) 3.75 minutes? P380.65 daily. a 4.5m-by-4.5m
4) 10.25 Hissisterearns square garden in
3) 2.35 x 1.6 = . minutes? half an 1.5timeswhat her backyard. But
4) 24.56 hour heearnsdaily. due to lack of
multiplied by 3.5 How space, she decides
is equal to . muchdoes to make it
When 3.57 is hissisterearni rectangular instead,
multiplied by 14.2, the n a day? whil covering the
number of decimal (You may same area. What
places in the product add more.) could be the
is possible
because dimensions of her
garden?
J. Additional activities Put the decimal Read, analyze, and Complete each table by See NFE A&E Luis has P25, made
up
for application or point in the solve each ectrici following the Learning Material:
remediation correct place in problem. Show ty. rule. Multiplication and
K. (Assignment) the product. your complete and How Rule: Multiply by Division of Decimals
1) 1.2 x 6 =72 neat solution. Input much 0.1
Output (2001), pp. 19-
2) 12.4 x 0.78 = 9 6 7 1) 0.5 did it 21
2 In 7.12 pay
3) 3.34 x 1.4 = 4 6 7 A 6.3 for
6 pri 48.9 electri
4) 2.3 x 12.3 = 2 8 2 l, 19.07 city
9 a durin
5) 2.34 x 1.23 = 2 8 7 s g that (Dothisalsoform
8 m mont ultiplyingby
2 all h? 0.01, 10 and
Use the table below bu 2) A carpenter is 100.)
to find the amount to sin computing for thearea of
be paid for the given es each room in the house
number of each item s that they are
est constructing. Help him
abl complete the table
below.
ish lengt widt Are
m 5.45 3.2
en Meet the standard
10.2 4.1 The lesson clearly
t 6.75 5.61
V. REMARKS sp stated
10.75 6.32 and understand
en 4.32 3.12
VI. REFLECTIO t
N Meet the standard
an
Meet the standard Meet the
av
The lesson clearly stated standard
er
Thelessonclearly stated and understand
and understand ag
Thelessonclearl
e
y stated and
of understand
P
17
5.
25
da
ily
on
el
o' 10-centavo and 25-
centavo coins. How
man' of each kind could
he possibly have?
Meet the standard
The lesson clearly stated

and understand
Resource teacher’s comments and suggestions:
Helpful and improved my understanding of the content. It greatly aided my comprehension of
the material. His parts were particularly enjoyable. He was well-liked by his classmates.
Individual assistance and personal attention are provided in a professional manner.
Resource Teacher’s Name and Signature: Honeyly Kristine Caraang
2. Daily Lesson Plan
I. Objectives:
Describe static electricity
Values: Working harmoniously and cooperatively
II. Content:
Energy - Static Electricity
A. Science Concepts/Ideas:
A static electricity is an electricity that does flow. It stays fixed
on a location until a conductor provides a route through which the
charges can escape.
B. Science Processes:
Describing, inferring, generalizing
C. Materials:
Tissue papers, plastic sheet, comb
References:
Module in Science & Health V, 152-153; Manual of Enhancement
Activities and Experiments p. 93; Into the Future: Science and
Health V, pp. 136-138 BEC
III. Resources:
C. Materials:
Tissue papers, plastic sheet, comb
References:
Module in Science & Health V, 152-153; Manual of Enhancement
Activities and Experiments p. 93; Into the Future: Science and
Health V, pp. 136-138 BEC

IV. Procedures:
A. Pre-Activity
What is electricity? What appliances do you have at home that
can be operated by electricity?
B. Activity
Dou you know what will happen to the plastic sheet when you
rub it?
C. Analysis
The pupils will be grouped into 4 and they will do an activity using
the materials to be given by the teacher
D. Abstraction
► By using the plastic sheet and the tiny bits of tissue papers
the pupils will rub the plastic sheet with a sheet of paper and put
it above the tiny bits of tissue papers
► Observations and Inferences:
What happens when the charged plastic sheet is brought
near the tiny bits of tissue paper?
E. Application
Do the same activity using a comb to be rubbed in your hair.
What do you feel when the charged comb is brought close to your
skin?
F. Assessment
Describe what a static electricity is using a simple sentence.

V. Remarks: Students acquired skills and new knowledge
VI. Reflection: The experiment is effective in assessing the learning process of the
students

Task 2. Explore: Interview teachers about their perceptions about lesson planning.
Write their responses on the space provided.
Teacher’s name: Presy S. Cabuyadao Years

in teaching: 7 yrs Signature:
Theteaching-learning process isincompletewithout lesson planning.
1 . Why should teachers plan their
Classroom preparation will keepteachers organized and on track while
lessons?
they are teaching, allowing them to teach more, assist students in
achieving their goals more easily, and manage less. The more prepared the
instructor is, the more likely she or he will be able to handle any
unforeseen events that arise during the session.
2.Do you religiously write lesson plans daily? Why?
Yes, you must create a lesson plan in order to establish a foundation for the
following session and to ensure the students' learning process. This tool will also
take into account their level of interest and the improvements they need to make.

Teacher’s name: Sarah Guiterez Years in
teaching: 6 yrs Signature:
1.Why should teachers plan their lessons?
There are numerous advantages to having a well-organized set of lesson

plans. Teaching and learning aremore effective when well-planned. However,
many things can happen in class, and teachers must alter their plans to meet
the requirements of their students.
2.
Do you religiously write lesson plans daily? Why?
Alesson plan not onlykeepsyou andyour students ontrack, but it also helps
you outside of the classroom. Lesson planning allows you to keeptrack
ofyour students' progress andproblems. You have actual paperwork of
what you've taught with prepared lessons, so you can refer back to it
later. If your students aren't grasping a concept, you'll know which lesson
plan to change, allowing you to learn from your own mistakes and
blunders.

LESSON 6
TRENDS AND ISSUES IN EDUCATION: EDUCATION 4.0 AND 5.0
EXPERIENCE
List your observations on the trends and issues in education in the school you are
assigned to observe. Write your observations on the space provided.
1. The Trends
Teachers and families may be more overwhelmed than ever as a result

of the COVID-19 epidemic and other global occurrences. As schools
moved to online learning and teachers worked to change their curricula,
many teachers, students, and parents realized the need of self-care for
the first time this year. While we don't yet know how the 2020–2021
school year will unfold, children, teachers, and parents will all need to be
concerned about their general health and well-being. You might want to
include assignments that educate students how to cope with stress and
how totake care of themselves as educators. Blended learning refers to a
school or classroom situation in which students’ study in a number of
methods.
2. Issues
Take note in to do some reading on instructional issues that may arise

in your classroom. Some concerns have always been important, such as
social-emotional learning and digital citizenship, and they may become
even more so this year. The ability to use technology and the Internet
effectively and appropriately is defined as digital citizenship. As
conventional in-person projects and courses move online, students will
need the skills to maintain a healthy relationship with
digitalmedia.When it comes to secondary school teachers, some of
them are unfamiliar with how to use technology. Technology's correct
application is a problem.

EXCHANGE
Search for the trends and issues of education of yesterday and the education of
today. Share what you searched with your classmates.
Education of Yesterday Education of Today
Issues: Issues:
► Lack of school ► Corruption
facilities and
► Education Mismatch
instructionalmaterials
such as classrooms, ► Learners’ poor reading comprehension
chairs, libraries, ► Not enough research publications,
computer laboratories, inventions, and innovations
science laboratories, produced
learner resource ► Learners’ cohort survival
centers, books,
► Lack of teachers who teach the
computers, etc. subjects aligned to their major of
►Limited internet connections specializations
► Not enough budget

allocation for education
► Poor quality and inadequate pre-
service and in-service trainings for
teachers
► Poor quality of textbooks and
instructional materials
► Poor parental support for their
children’s education
►Poverty and child labor
Trends: Trends:
► The continuous and rapid advancement ► Today's learning style incorporates
of technology is the most significant factor significant technological and
affecting every generation's educational communication breakthroughs. Artificial
system. Obviously, the education system 60 Intelligence (AI), robotics, the internet,
years ago was adequate, but when social media, autonomous machines,
compared to today's system, I believe it is game-based education, virtual reality, bio
superior, and individuals' learning processes and nanotechnology, 3D printing, material
are therefore faster, more productive, and science, quantum computing, and energy
more effective. storage are all influencing the globe in this
period.
Sources: _The Education Of Yesterday And Today’s Learning (articlesfactory.com)
Educational Technology Trends In 2020-2021 - eLearning Industry

EXPOUND
Technology has revolutionized the 20th and 21st century. It has been a
powerful driving force that shapes the world. Technology has changed the way
people perceive the world. In the educational spectrum, technology plays an
important role as one of the prime changers of the roles of administrators, teachers,
and learners. Kamal, Nadia, Mohd Adnan, Yusof, Ahmad, Kamal, and Anwar
(2019) noted that technologies have improved communication, facilitated
communication exchanges and business exchanges within seconds which still
surprises the world. Technological innovations are so robust that all of us can
hardly chase them. The technological tool introduced yesterday can already be
obsolete the next day. That is how technology shapes the world.
In relation to the educational world, the Fourth Industrial Revolution is
precisely changing the way teachers teach and learners learn. Nowadays,
Education 4.0 is the most mentioned term by educators. During trainings, seminars,
classes, and even during ordinary meetings, Education 4.0 is cited as one of the
most important aspects of education.
Shwab (2016) as cited in Hussin (2018) discussed the brief history of the
industrial revolution.Accordingto him,the FirstIndustrialRevolution(1784)
startedwhenwaterand streams were used to run the productions. The Second

Industrial Revolution (1870) began when electricity became the main source of
energy and production. During this period, people were highly dependent on
electricity. Then came the Third Industrial Revolution (1969) where productions
started to be automated and computers were introduced and Information and
Communication Technology (ICT) started to emerge. The Third Industrial Revolution
made the lives of people easier andmore comfortable. Then, in the early 21st
century, the Fourth Industrial Revolution was introduced. Thisintroduced major
advancements in technology and communication. This is the era where Artificial
Intelligence (AI), robots, internet, social media, autonomous machines, game-based
education, virtual reality, bio and nanotechnology, 3D printing, material science,
quantum computing, and energy storage shape the world.
Education 4.0 (the buzzword in education) is in response to the needs of the
Fourth Industrial Revolution (Hussin, 2018). In the educational world, the 4th
Industrial Revolution simply means that technology teaching and learning are
importantdriversof changewithhow teachersteachandhow learnerslearn.To cite
concrete examples of how Education4.0 shapesthe educationalworld,you will
noticethatonlinecoursesandonline seminars have already been introduced. Even
online teaching is now popular. We can already access information easily due to a
more efficient internet connection. There are now Google Classrooms which enable
learners and teachers to share and store information online. We now alsohavethe
Flipped Classroomswhichtheteachers’roleasa guide on the side is emphasized
because learners just study at home or anywhere because videos are already
prepared and provided for them and all they have to do is watch the video lessons.
When they go to school, the teacher will provide activities for learners based on the
video lessons they previously watched. The Department of Education (DepEd) just
recently launched DepEd Commons and Open Education Resources (OERs)
wherein learners across levels can learn online through game-based learning and
can access resources on basic education curriculum competencies in all subjects.
These significant changes with the help of technology and the internet are
significantly transforming the educational world. There are also now emerging
approaches in teaching in Education 4.0
suchasProcessOrientedGuidedInquiryLessons, RealityPedagogies,andHip- Hop
Education (HipHopEd).
Fisk (2017) as cited in Hussin (2018) cited nine trends in Education 4.0.
1. Learning can take place anytime and anywhere.
2. Learning will be personalized to individual learners.
3. Learners will have a choice of how they learn.
4. Learners will be more exposed to project-based learning.
5. Learners will be exposed to more experiential learning.
6. Learners will be more exposed to data interpretation.
7. Learners will be assessed differently.
8. Learners’ opinions will be considered in the designing and updating of
the curriculum.
9. Learners will be independent learners, forcing the teachers to assume
the responsibility as facilitators.
Dunwill (2016) as cited in Hussin (2018) predicted how the future classrooms
will look like in the next five to seven years. The following are his predictions:
1. A huge change in a classroom setup
2. Virtual and augmented reality will reform education.
3. Flexible assignments will cater to multiple learners.
4. Massive Open Online Course, Flipped Classroom, and Google Classroom
will impact education.
Therefore, the focus of 21st century teaching and learning must center on life
skills, creation, and innovation (Puncreobutr, 2016).
The abovementioned trends now start to be utilized in the classrooms of the
present to prepare the learners for the future. However, it cannot be denied that
issues will emerge as we keep on gearing towards the full implementation of
Education
4.0. Thefollowing are some of the perennial issues that haunt the Philippine
education system:
1. Lack of school facilities and instructional materials such as classrooms,
chairs, libraries, computer laboratories, science laboratories, learner resource
centers, books, computers, etc.
2. Limited internet connections
3. Not enough budget allocation for education
4. Poor quality and inadequate pre-service and in-service trainings for teachers
5. Poor quality of textbooks and instructional materials
6. Poor parental support for their children’s education
7. Poverty and child labor
8. Corruption
9. Education Mismatch
10. Learners’ poor reading comprehension
11. Not enough research publications, inventions, and innovations produced
12. Learners’ cohort survival
13. Lack of teachers who teach the subjects aligned to their major of specializations
There are still more to mention and more issues to tackle but the
abovementioned issues are the most common. But it is also important to note
that the government and other private and public stakeholders are doing their
verybest in order for the education system of the government to improve and
compete with other education systems of the world.
Education 5.0 will be expected to be more advanced and more complex than
that of Education 4.0. It is therefore important that you are equipped with the
necessary skills in Education 4.0 to better prepare yourself and
yourfuturelearnersfor Education 5.0 where both technologies and educational
experiences are used by the learners and the teachers to shape the world’s future.

Worksheet 1
FOUNDATIONS FOR LIFELONG LEARNING
Name: Alwin Espuerta

Course: Date:
Task 1. Each FS student will interview 2 teachers and ask how they apply the factors that
contribute the teaching-learning process.
PRINCIPLE TEACHER A TEACHER B

Principle 1: The nature of Teacher A uses the . T.TTeaeacaccheheer . Teacher B
learning process rABBuinsinethsthetehleearn
factors that influence the learning and
learners' behavior in alling process, stu
areas, such as abilities,alfneadacrttonerianscgthhai attitudes mu
knowledge, attitudes anntgdinptferlouacecenhsci into account.
personality, motivation, nseg, the teacher's top
and so on. splteuradorecnenestrsss','a should be th
sbttteuithduaedvneiotssr'mi behavior. Le
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hcucasotsubanebt.tilaOitkin experienced
eeesn,of can help my
thiknentotewalcecchdoegur transform ne
e'ns,ta.totOtpitnupedreiosfrit behavior into
hiees skill As a res
sptheeoarucslhdoenbrae'slit classroom e
ttyho,epmspotrutiiodvreaitnt might be har
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tecrlmasssroofotemacehniv
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of teaching the students.
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learning process rAAwwillillhheelplp rBBpprorovvididininggththe
sstutuddeenntstsimimppror emm ddirierecctitoionnss.
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rmthoere, the
teteaacchhininggssththaat
teedduuccaatetethat
wtihllaut nwdioll
ubntdeodulybatesdsliyst
thaesmsi.st them.
Principle 3. Construction Teacher A assists the Teacher B Typically, they
of knowledge TpeuapcihlserinAreamsseis Tgeiavcehaer eBcaTpypoifc
mtsbethrieng the athlleyi,r tphreioyr
pruepsiolsuirnceresmaenm giinvfeoramraetcioanp. oSf
d binesriignhgt tihne htheeairspk rtihoer m
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Principle 4. Strategic Teacher A sets priorities cTomeamchuenricBatceond
uct
thinking Tfeoar TqeuaecshteiornBincgosne
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about thinking rAAddeemmoonnsstrtaratet rBBuussuuaallyllyraraisisee
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e ers. procedures for finding
answers.
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Learning creation of educational rBBccoonndduucct t
experiences that combine aacctitvivitieiessfofor
a variety of instructional rththeemmininoordrdeer r
methods and educational totoddeemmoonnsstrtaratet
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ccaappaabbilitliytyaannddk
knnoowwleleddggee. .
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nnsshhoowwooffff
ththeeirirppaartritcicuulalar
raabbilitlieiess
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Principle 7. Motivational T e a c
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and emotional influences rAAccuultlitvivaatetess rBBLLeeaarnrneersrsshoul
on learning ccoonnneecctitoionnsswwiti d
hthhheer r bsehaobulled
sstutuddeenntstsththaat tboerealbaltee ttoo
taarerebboothth rtehleatteoptoic
ssigignnificicaannt atthheatnodp.icAastahtaen
taannddreressppeecctftuful adc.hAesr, aI
l. stheoauclhdedro,
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owr
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nortoas pmeruscuhadaes sI
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apneirnstuearedset
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hesismupbljeecitt
thTeeaecmhointigonwaill fb
aectosirms polfemity
stuedeenmtsoatiorenaelnfg
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are engaged.
Principle 8. Intrinsic T T e a c h e T e a c h er
rAAeeeannccchooeuur raraggeess T
rBBeMaMacakhkeeeth theemmfee
Motivation to learn
her l
shtuedresntutsdteonvtsietw afeceolnaneccotnionnectoti
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e d u a t io n a s a
a s a c h o ic e r at he wshuicbhjewcti,llwphiqicuhe
crhtohiacen a r a t h e r w il l p ique
n e c e s s tthh ee i irr c ur i os it y i
h
it y an a necessity. c u r io si ty i n le a r
nninlegamrnoinreg.
Tmeaocreh.inTgetahcehmi
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ebaesierasaiseraarsesaurlt
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atchteiviatyctsivinitcyestinh
ceey tahrey are
ggeennuuinineelylyininvvoo
lvlveeddaannddwill
nwotillhneostitahteesittoatp
eatroticipate participate
Principle 9. Effects of TTeeaacchheer TTeeaacchheer
motivation on effort A p ro v id
r A p ro v id e se s energy rBBLLeeaarnrniningg
, ccoommpplelexxaassppeec
aenndetrhgey,satunddetnht ctstsoof fththee
es csotumdpelnettse ssuubbjejecct
thceomaspsleigtenmtheena twwillillbbeessmmooththifif
t sinigcnemsheent my
hsaisncaepslahne, smtuydesntutsdehnatvseht
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stuedesntutsd’epnetrsf’opr ledaersnirme
merafonrcmeawniclle otoreleaabronumt tohree
imwpilrl oimveprove teaabcohuint
gthseSteoamcehilnegssoS
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ted context, bcuot mit
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mmoytivsatutedde,ntthseay
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lemaornti.vIanteodrd,
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thseimirpmlyolteivaartnio.
nIn, Iogrdeenretroally
emngaaingteain
tahcetiirvemaoctitviavittiioe
ns, thI
agtecnaenrahlleylpenthgea
mgegianin
caocntfiivde
naccetivinitiethsetihr
atbcilaityn to
Principle 12. Individual Teacher A is assisting her TheealcphtehreBmAgsaian
differences in learning students in relating the teacher,
content of the course to schoenmfidaekneciet
their own experiences. ainptohienitr taobility
which incorporates prior etnoslueraernthmatomrey,
setvuedneniftist is
adciqffuicirueltd.
evelopment at the
end of each class For
Principle 10. eTxpeearcthiseer iAn inTsetancche,r iBn
Developmental influences igsraspsinstginngehwer tAesrmasteoaf cher,
on learning idsetuadsents in relating csohgenimtivaekdeeitvealo
the content of the course ppominet ntot, I am
to their own experiences. ceonsfiudreenththaat
which incorporates prior tmmyystsutuddeenntsts
expertise in grasping new wailcl
ideas qoubitraeindekvneolwoplem
dgeentthaat t
wtihllebenvdaolufaebalechi
nctlahses For
fuintusrtea.nce, in terms of
cognitive development, I
Principle 13. Learning and Teacher A has an impact TaemacchoenrfBideSntut
diversity on the students by building dtheanttsmbyenefit
a communication and gsretuadtleynftrsomwilsl
experience setting. ocbitaalizning with
oknneoawnleodthgeer
tihnaotrwdeillr btoe
svtuadluya. bI
lcereinateheacfutitvuitriee.s,
like as teamwork, in which
my
Principle 11. Social Teacher A has an impact sTtuedaecnhtesrcBonSnte
influences on learning on the students by ucdtewntitsh one
building a communication abneontheefirt
and experience setting. ignreoardtleyrfrtomsolve or
csoomcpialelitzeintghewtia
thskonaessign.
Aannooththeerrbiennoerfdi
teor ftoknsotuwdinyg.
eIacheaothearc'stividiteiea
ss, ilsiktehatsit
wtiellahmewlpotrhke, min
lweahricnhmmoyre
students connect with one
Principle 14. Standards Teacher A develops Taenaocther
and Assessment work portfolio or files with Binroersdpeorntsoibsiolitlyv
agreed-upon content and eis toorpcuot mthpelier
thoughts on the learning tkentohweletadsgke to
strategies employed thaessteigsnt..
IAnoortmhearllybednoefit of
qkunizozweisngb efaocreh
doitshmeris'ssing
midyecalassis
thoaetnitswurilel hthealpt
they
htahveemleleaarnrnedmsoo
rme ething for
the day. They also have
Principle 12. Individual Teacher A categories her eTxaemacshoenr Ba
differences in learning students in capabilities froecguuslainrgboansis.
students study in a variety
of ways. I create jobs that
will anchor their styles as
a result of this. This will
highlight the pupils who
are god in the area,
similar to how they make
poems or songs. Another
example is when I create
activities such as role
Task 2. When I become a teacher, this is how I will deal with my learners if they are:
Pre-school learners
Elementary Pupils
When I become a teacher, I plan to
organize the classroom so that they
cooperate, to radiate comfort and I will respond verbally to the
reassurance, to make a transition elementary students and maintain
plan, to refer to a routine (for effective communication.
example, we will perform a song Elementary students are always
exercise), and to enjoy my job. I will asking questions, so I have to set
be understanding when it comes to limitations for how long I can go
pre-schoolers being naughty because through my discussion.
they are still in the developmental
stage.
In junior high, I would plan an

effective and interesting activity that Senior high school students who are
they would enjoy. If the conversation very active in class will be the leaders
is ineffective, junior high students are during activities. To deal with this
bored easily. To do this, I will devise a student, I will be confident in front of
technique for catching the students' my students during lecture sessions,
attention each time I deliver a and I will deliver a clear and
lecture. Stop, stare, and smile are consistent lesson because some
some examples of how to get the senior high school students are more
students' attention. Providing them knowledgeable than the teacher. I
with positive encouragement and will be a teacher in the class, not even
establishing opening procedures. one of their buddies.
Junior High School Students Senior High School Students

Task 3. Illustrate/draw the kind of school you wanted to have.
MY SCHOOL PERSPECTIVE
Task 4. Observe activities implemented by of your cooperating teacher during classes and
fill the table.
Teacher observed: School:

Class: Subject:
Date: Time:
What
Describe how Describe
suggestion/s
did the learners’ Give your
can you give
Teacher’s teacher attitude reason/s for
to make the
Activity implement the towards the the
teaching and
Teaching learning suggestions
learning
Principle principle
successful?
On this part, Teacher Grace is The reactions of I'm not sure there Because students
teacher Grace very the students to are any other may become tired
urged students to understanding this form of recommendations with daily talks,
speak to the class because not learning concept for this we should not
on their given everyone has the are comparable to circumstance only focus on
topic same rapid those previously because, to be them. Simple
signals. How a reported. honest, this form activities such as
result, he simply Everyone is of activity is the watching
allowed the involved, and most appropriate educational
students to report some of them are for this type of Videos or allowing
as they wished, communicating setting. More children to
with another with each other. involved activities, participate in a
student filling in if I feel, allow particular activity
one was absent. students to put can also be
their knowledge beneficial.
into practice on a
personal level.
Teacher Grace Teacher Grace Students rarely I believe that . I made these
encourages pupilsasserted his make an effort to more interactive remarks because
to create a film authority and articulate their exercises like this quizzes and tests
based on the rights as a ideas, either should be can no longer
materials they teacher from the because they are included in the effectively
have been given. start, refusing to scared or future. Because it measure the
be biased and because they allows us to authenticity of a
providing a don't know the assess the learner's
stress-free solution. But, as students' knowledge. These
environment for far as I can tell, understanding of forms of
students. She is they're all the material. As performance
tolerant when it respectful and well as whether or challenges, on the
comes to oral react well to not they had other hand, are
recitations, but he Ma'am Grace's retained the more legitimate,
is strict when it teaching material correctly. and allowing
comes to methods. youngsters to do
performance so on their own
tasks, ensuring assists them to
that all grades are successfully learn
based on the and assimilate the
rubric itself. material.
Task 5. Expound the following quotations shared by different people. In your elaboration,
use principles of teaching as your foreground.
For Teachers
“Kids don’t remember what you try to teach them. They remember what you
are.” -Jim Henson
Be the person you your child to become when he or she grows up Kindness and
compassion are only replicated when they are genuine. Kindness is a virtue. Be
real in your feelings for each other. As a result of this, we will raise a generation of
decent people.
“Those who know. Do. Those that understand, teach.” -Aristotle

Teaching is a broad and inclusive term that refers to everyone, not just teachers
and professors, I also believed that the best way for children to learn is for them.
to connect with their families, their environment, and to learn about and
participate in their culture. As a result, a teacher looks to be a facilitator and aid
rather than an impediment
“I never teach my pupils; I only attempt to provide the conditions in which they
can learn.” -Albert Einstein
On the basis, this belief appears to be the opposite of the idea that education and
teachers can make a difference A closer examination indicates, however, that if
education and instructors are to make a difference, they must take a different
approach. As a result, before taking on the task of teaching, teachers must first
understand how humans learn. Then they can devise their own strategy for getting
their pupils to think, assisting them in discovering it inside themselves, and
creating learning environments
Expound the following quotations shared by different people. In your elaboration, use
principles of learning as your foreground.
For Learners
“Bodily exercise, when compulsory, does not harm to the body; but knowledge
which is acquired under compulsion obtains no hold on the mind.” -Plato
A child's ability to play amid beautiful things is the most effective method of
instruction. Children are required to remain in the classroom and will participate in
activities that will assist them in learning more efficiently. This contributes to the
growth of his moral character and mental health. Good nursery training is the most
important component of education
“Live as is if you were to die tomorrow. Learn as if you were to live forever.” -
Mahatma Gandhi
. This statement is attempting to convey to us the importance of living life to the
fullest. We should live as if we were about to die at any moment. We should, keep
learning as if we will never stop living. For students if they experience failed
grades, it doesn't mean that they don't learn. There are many ways of learning not
just school but also in real life situation. Enjoy of what you have learn as you never
afraid of being failed every move that you take it have a lesson that you can use in
the future
“Never let hard lessons harden your heart; the hard lessons of life are meant to
make you better, not bitter.” -Albert Einstein
Every lesson that students get from their doing and experience, they must
accept it religiously from their heart. Those experience help them to mold and
become a better not just a students but a total human being.
Task 6. My Reflection
WHAT? SO WHAT? NOW WHAT?
What was good about the So what have I learned Now what do I need to do
topic? about the topic? after learning the topic?
The topic I learned that every child After I have learned the
enhances my ability to must be given a chance topics, in the future, it is a
know more about to communicate. Some of way for me to inculcate it
teaching. I've the teachers I have and use these strategies
encountered different interviewed said that to make my classroom or
perspectives on a "your students should feel students become better
teacher, and all of them your presence as a individuals. I must apply
have different ways of mother or father". It is not these techniques and
dealing with their a matter of making them manifest each one so that
students. It establishes their real parents in my the learners will have a
my confidence in how I opinion, but of how they better academic journey
could be able to help handle, treat, and mold and they will not forget
every child, not just their students as humans. the things I do.
academically, but It is not just about
especially physically, focusing on their
spiritually, and morally. It academics; there should
enables me to understand always be a connection
specific things to consider between the things they
when you are facing the do in a way that they are
world of teaching. good behaviour.
Worksheet 2
THE LEARNING ENVIRONMENT
Name: Alwin A. Espuerta
Course: BPED Date:
Task 1. Complete the KWLH Chart about establishing the learner-centered

environment of the school observed.
K W L H
(What do I KNOW) (What I WANT to (What have I (HOW can I learn

find out) LEARNED) more)
► The teacher is ► Teachers were ► For better ► Growth Oriented
directing additional involved in the educational
information or development of concepts, new ► learner-initiated
ideas toward the educational approaches and
students. approaches and strategies are ► Experimental
tactics. introduced.
► There are no ► The students' ► Nurturing
noises in the ► The students' active participation Creativity
teacher's educational
environment. progress ►Teacher seeks ► Stimulating
► The students ► How will the wisdom learning
are putting fresh students come up process
knowledge that the with a difficult idea ►Think diversity
teacher has just every student is ► Enhanced
introduced into ► Interest of every considered when Discipline
practice. unique learners selecting relevant
►Developing experiences ► More references
communication ►Teacher’s and theories
skills and decision making in ►Active thinking
socialization of the different dilemma like reflective ► Personal Growth
learner collaboration and and development
►The relationship debating
►Additional of the teacher from ► Visually
knowledge and the learners ►Keeping it real represent learning
skills by using authentic to reflect
activities understanding
Worksheet 2. The Learning Environment |

1
Task 2. Make a slogan about a safe and conducive school that might be posted in the
school.
Search the Hazards

Analyse the risk
Find the cause
E liminate the cause
Tell others
You are safe

2
Describe the parts of the lesson plan in narrative form
The parts of the lesson plan are start with the subject name and what level of grade,
next is the objectives with the three domains, cognitive, psychomotor and affective. Next, is
subject matter it includes, the topic of the lesson, references, materials. After, the
procedure includes the following: Preliminaries, Activity, Analysis, Abstraction, Application,
then after the 4 As, proceed to Evaluation/Assessment, and lastly, the Assignment.
Aralin 4
Banghay Aralin sa Filipino
SHS
I. Layunin: Pagkatapos ng aralin,ang mga mag-aaral ay inaasahan:

 Nabibigay ang kahulugan at mga halimbawa ng
lingua franca.
 Nakakasulat ng salita sa iba’t ibang wika sa Pilipinas.
 Napapahalagan ang wikang Filipino bilang pambansang
lingua franca.
II. Paksang-Aralin
A. Paksa
Mga Lingua sa Pilipinas
B. Sanggunian
Quipper
C. Kagamitang Panturo
Powerpoint Presentation
III. Pamamaraan
A. Paghahanda
 Panalangin
 Pagbati sa mag-aaral
 Pagtala sa Lumiban sa klase
 Pagsuring muli sa nakaraang leksyon
B. Pagganyak
Pagpapakita ng isang larawan ng mga wika na
ginagamit sa Pilipinas.
C. Pagsusuri/Analysis of
 Ano ba ang masasabi n’yo sa larawang
Task 3. As a classroom observer, request a copy of one lesson plan
3
your

4
cooperating teacher. Study the lesson plan and attach a copy of the lesson plan for
reference purposes. Describe the parts of the lesson plan.
Choose a topic from the subject that you observed. Formulate (includes
instructions and process) sample activities signifying the three domains of learning.

5
Worksheet 3
THE MANAGEMENT OF LEARNING AND LEARNING
PROCESS
Name: Ethyl Shyne E. Dapin
Course:BPED Date: September 22, 2021
Task 1. Observe a teacher and write down the learning practices and activities he/she does
and identify what theories were applied during the teaching-learning process and explain
why that theory was applied in that particular practice or activity. Write your observations
on the table below.
Describe the
learning practices
Theory Applied Explanation
and activities of the
teacher
► Good communication ► Social Learning Theory ► As learners improve
abilities were maintained their communication
abilities and get new
perspectives from others
around them, their
socializing will improve.
►Getting students ► Behaviorism learning ► It is the concept that a
engagement Theory student's behavior is
influenced by their
interactions with their
surroundings.
► Use Humour ► Cognitive learning
► Cognitive learning
Theory
theory has an impact on
students since
understanding their
mental processes can
help them learn more
► Clear and precise ► Cognitive learning
effectively
Instructions Theory
►By allowing students to
ask questions and ponder
out loud, this strategy can
help them understand how
their cognitive processes
work and utilize that
knowledge to develop
better learning
► Giving room to ► Constructivism opportunities.
individualized learning learning Theory ► It is based on the idea
that students create their
own learning based on
their prior experiences..
Worksheet 3. The Management of Learning and Learning Process

|1
► Positive Feedback ► Humanism learning ► The topic of self-
Theory actualization is specifically
addressed. It's the
transient sensation that a
learner's needs have been
met and that they are the
best version of
themselves conceivable..
► Used peer learning ► Connectivism learning ► Teachers may use
Theory digital media to foster
strong, good relationships
with their students and
peers, which will motivate
them to study more..
Task 2. The following are the principles of learning by Horne and Pine, (1990) in
Corpuz and Salandanan, 2007, choose two principles and observe a teacher how
he/she applies the said principle. Write your observation on the table below.
Guiding Principles of Learning
1. Learning is an experience that occurs inside the learner and is activated by

the learner.
2. Learning is the discovery of the personal meaning and relevance of ideas.
3. Learning is a consequence of experience.
4. Learning is a cooperative and collaborative process.
5. Learning is an evolutionary process.
6. Learning is sometimes a painful process.
7. One of the richest resources for learning is the learner himself.
8. The process of learning is emotional as well as intellectual.
9. The process of problem-solving and learning is highly unique and individual.
Describe how a teacher applies the

Guiding Principle of Learning
Learning Principle
Learning is a cooperative and ► The teacher applies the learning
collaboration process principle by including students in a
group activity, such as reporting, in
which they cooperate on their unique
ideas and how they present them in
a collective presentation.

|2
Learning is the discovery of the ► Giving information isn't enough to ensure
personal meaning and relevance of that students learn effectively. Both direct
ideas. and indirect experience are included in
experiential learning. After the instructor has
presented the needed amount of information,
the teacher will assign an activity in which
the students will apply their knowledge or
understanding of the topic or lesson.
Task 3. As a future teacher, how can you provide the right environment and
conditions to develop the positive self-esteem of learner? (Formulate your answer
comprehensively)
Positive, productive learning settings are the key to a student's intellectual,

emotional, and social success in school, and as a future educator, I can create the
ideal environment and conditions to help them develop positive self-esteem. To
begin, create a positive learning atmosphere that promotes a safe environment
where risk-taking is encouraged, open real discussion is encouraged, trust and
respect are nurtured, and positive contact is the norm. Making learning relevant can
aid in the discovery of individual learner's interests, talents, and learning styles. A
potent intrinsic motivation is teaching children that by changing a bad thought to a
positive thought, they can create positive actions, and that positive acts will make
them feel better about themselves. One of the most successful strategies to induce
positive actions in kids, boost intrinsic motivation, and create a productive and
positive learning environment is to recognize and reinforce positive behaviors.
Task 4. If you were already a teacher, how would you present your subject matter in
meaningful and relevant ways that will engage the student’s interest and motivation
to learn. (Formulate your answer comprehensively)
If I were a teacher, I would present my subject matter in meaningful and

relevant ways that will pique students' interest and motivate them to learn. Relevant
and meaningful activities that both emotionally engage students and connect with
what they already know are what help them form neural connections and long-term
memory. This type of teaching will pique the learner's interest and motivate them to
ask more questions in order to learn more, and by referring to their personal
experiences, it will stimulate unique wisdom for them to give, allowing them to open

|3
up without fear. In addition, participation in vibrant activities would inspire learners
to participate actively and eagerly learn.
Task 5. Observe your resource teacher and note the behaviors and how he/she
applies based on the following skills:
Name of FS Student: Ethyl Shyne E. Dapin

Grade Level and Section: Senior High- Fil1s
Date of Observation: September 20, 2021
Teacher
► By conversing with the learner, offering

instructions, and providing feedback, the
teacher demonstrated these communication
skills.
COMMUNICATION SKILLS
► The teacher took use of this personal trait

by offering collaborative and cooperative
homework to examine how the students react
to novel situations and navigate them.
PERSONAL CHARACTERISTICS
► The instructor instills in the students a sense

of responsibility and develops norms and rules.
Patience, as well as the establishing of
boundaries or limitations, are essential.
CLASSROOM MANAGEMENT
SKILLS
► In his lesson, the teacher gives

examples to help pupils understand it
better, and then the students apply what
they've learned so the teacher can see if
PEDAGOGICAL SKILLS they've grasped it. If they don't, the
teacher provides additional detailed
examples to help students comprehend
and learn..

|4
What was good about the So, what have I learned Now what do I need to do
The issue's positive According to what I've I need to continue
qualities will help me studied about learning learning and practicing
become a better educator management and the new things or be
in the near future; it will learning process, learners explorable in the learning
open doors to new are being prepared for process, learning in a
learning, and this topic their future and fulfilling variety of ways, through
will show how putting new their full potential as enhancing personal
knowledge and talents lifelong learners. This growth, and obtaining
into practice may be one indicates that they have a practical experiences
of the most effective ways voice and the confidence since more experiences
to boost learning. to speak up so that their equal more correct
Furthermore, one of the ideas and opinions are learned concepts and
most important aspects of heard and taken into knowledge. Learning is a
being prepared is to account in any situation. lifelong process, and I
address this topic so that In addition, I've observed recognize that we shall
ideas, activities, and that the school and begin our adventure
collaborative techniques teachers can influence tomorrow. A devoted
for managing the learning the scope and quality of student's strength is that
and learning process can learning for all children. there will always be room
be generated. Furthermore, focusing on for faults to be corrected.
behaviors and attitudes is
necessary for
understanding and
improving educational
processes.

|5
Worksheet 4
TEACHING APPROACHES AND TEACHERS’ PEDAGOGY
Name:
Course: Date:
Task 1. Having learned about the pros and cons of teacher-centered and learner-
centered approaches, write down and explain which of those benefits you will adopt
to actual classroom teaching as a future educator.
Because children learn on their own, acquire independence, and make

their own judgements, I would employ the classroom management
technique as a future instructor, in which pupils remain mute while you
keep total control over the classroom and its activities. Furthermore,
because the instructor is in charge of all classroom activities,
there is no need to be concerned about a pupil forgetting an important
topic. Collaboration and participation are two forms of engagement that
encourage learners to open up about their knowledge and ideas,
allowing them to showcase their best characteristics while also
developing their communication and cognitive abilities.
Peer learning is also useful to the learning process of the learner.
Worksheet 4. Teaching Approaches and Teachers’ Pedagogy |

1
2
Task 2. Observe your resource teacher’s classroom teaching approaches and
teachers’ pedagogy that he/she utilized in the classroom. Complete the given table.
Learning Teaching
Teacher’s Information Topics
Areas Approaches
Name of Teacher: Ms. Eden ► Cognitive Filipino bilang ► Teacher-
Grace Alfafara abilities Wikang centered and
Date of Observation: ► Communicat Pambansa learner-centered
ion, language approach
and literacy
► Emotional
Skills
► Imagination
and creativity
Name of Teacher: ► Cognitive Mga Lingua ► Teacher-

abilities Franca sa centered and
Date of Observation: Pilipinas/ Wika learner-centered
►Communicat approach
ion, language
and literacy
► Emotional
Skills
Name of Teacher: ► Cognitive Mga Lingua ► Teacher-

abilities Franca sa centered and
Date of Observation: Pilipinas learner-centered
► Communicat approach
ion, language
and literacy
► Emotional
Skills
► Imagination
and creativity

3
Task 3. Write a lesson plan using inductive method following the steps below
according to the topic of your choice.
I. Learning Outcomes At the end of the lesson/activity, the

students will be able to:
a. Discuss the History of Arnis
b. Interpret and Understand
the Benefits of Arnis
c. Perform the basic
skills/stance in Arnis
II. Content Topic: Arnis (Combative Sports)

Duration: 1 hour
Concept: This lesson guide students to
demonstrate awareness of the
advantages of participating in dual sports
Values: Participates in sports daily to
maintain health Fitness.
References: Enjoy Life with P.E and
Health II. Darilag, Agripino G. et.al 2012.
P. 69.* 6.
EdukasyongPangkatawan,Kalusugan at
Musika III. Adriano, Celia T. et.al. 1999.
Pp. 73-74.90.* 7.
EdukasyongPangkatawan, Kalusugan at
Musika I. Abejo, Mary Placid. Et.al.
DepEd. 1994. Pp. 164. 173. 181-182.268
Materials: Pictures, Laptop, Speaker,

Manila Paper, Cartolina, Scatch tape,
Pentelpen,
III. Teaching-Learning Process
Teacher’s Activities Student’s Activities

4
A. Routinary Activities Our Father….Amen
Okay, Lets stand up for the prayer.

Good morning, Ma’am.
Good Morning, class!
(arrange the chairs and pick up pieces of
Before you take you seats, please paper)
pick up any pieces of paper or
trashes. Then please arrange your
chairs properly.
(take seats)
You may now take your seats.
(raise hands and saying present when
I will check your attendance. their name is called)
Very good! It is nice to know that
you really love my subject, P.E. (clap hands)
So, let’s give everybody a round of
applause.
B. Preparation
Before I dig to our topic for today,
let’s have a recall about our lesson
yesterday?
(the student listen)

C. Presentation
Discuss the topics
D. Comparison and abstraction It is indigenous self-preservation and

What is the difference of Arnis from expansive influences.
other sport?
Arnis is form of self-defense, not to bully
or intimidate innocent and weak people.
With regular training, it refines skills and
E. Generalization techniques to share and teach students or
Ask the students the significance of every individual who wants to learn Arnis.
Arnis
(Demonstrate)
F. Application
G. Evaluation (Writing the assignments)

Create and Demonstrate the
techniques of Arnis by Group.
H. Assignment
1. What is taekwondo?
What are the basic rules of
taekwondo

5
Task 3. Write a lesson plan using deductive method following the steps below
I. Learning Outcomes At the end of the lesson/activity, the

a. Identify the history,
equipment’s and basic
skills used in badminton
b. Appreciate badminton in
physical fitness of an
individual
c. Execute each basic skill
properly and individually
II. Content Topic: Basic Skills in Badminton

Duration: 1 hour
Concept: This lesson helps the students
to learn, improve and develop new skills,
leading to improved performance and
confidence. Individual sports also allow
for independence and can be a great fit
for a kid who doesn't like to rely on
someone else's skills to perform well.
Some individual sports
allow flexibility with training times and
regimens.
Values: Self-awareness, Cooperation,
Self-efficacy
Reference: P.E and Health Grade 7
Textbook, pp. 193-194
Materials: Power point and Racket,

shuttle cock
III. Teaching-Learning Process

6
(Our Father…..Amen.)
A. Routinary Activities
Opening Prayer (Let’s all stand up; Emma Good morning, Ma’am.
will lead the prayer)
Good Morning, class!

(arrange the chairs and pick up pieces of
Classroom Management paper)
► Checking of classroom cleanliness

(Before you take you seats, please pick
up any pieces of paper or trashes. Then (take seats)
please arrange your chairs properly)
► Reminding the student for the (raise hands and saying present when
classroom rules and regulation their name is called)
► Checking of Attendance ask the(clap hands)

secretary in the class for the attendance if
there’s an absent.
(students raises hands)

B. Introduction
► Review the students by questioning:
1. Who knows how to play
badminton?
2. What are the different
between tennis and
badminton?
► The teacher will give positive feedback

like “Very Good!’’ for every correct
answer, and “Nice Try!’’ for every far-out
or wrong answer.
Motivation
The Teacher will play the warm up

videos, then the students will follow:
C. Statement of Generality
► Badminton is an excellent total-body

exercise. Badminton’s fast movements,
leaps, smashes, and crunches can help
you develop muscle quickly, making you
learner, stronger, and fitter. Legs,
calves,
glutes and quads, as well as the core,
7
8
back and sides, are all toned.
D. Explanation of a General Idea
► Badminton is not only a sport, but

it also helps you build strength,
develop abilities, and stay in shape.
E. Illustration
►images of badminton equipment’s

►images of hand gripping
F. Evaluation
►Every student must execute and apply

the different kinds of serves.
G. Assignment
Write the questions and your answers

in a ½ sheet of paper.
1. What is table tennis?
2. The history of Table tennis.
3. What are the materials and
equipment’s?
4. What are the different
between tennis and table
tennis?

9
Task 4. Observing Teaching Methods, Strategies or Techniques. The focus of this
activity is on the teaching methods, strategies and techniques that the teacher uses
to help students understand a concept develop and develop a skill or learn about a
lesson. The student should observe two (2) classes and record the teaching
methods, strategies and techniques that the teacher uses with the class as a whole
as well as observe teaching methods, strategies or techniques that he or she uses
with individuals or smaller groups. After the class observation, the student would
have to interview the teacher on his/her purpose for using the methods, strategies, or
techniques.
Name of Teacher Observed:
Date of observation: Subject: Grade level:

September 22, 2021
Start Time of Observation: End Time of Observation: Class

12:30noon 1:30pm Number:
1
METHODS/STRATEGIES/ PURPOSE STUDENTS’
TECHNIQUES USED RESPONSE
► Graphic Organizer ► The lessons will
► It will provide be accessible to the
a comprehensive overview students, and it will
of the facts. This aids in improve their critical
the organization of knowledgethinking skills.
in their minds, allowing them
to comprehend new concepts
more easily.

10
Name of Teacher Observed:
Date of observation: Subject: Grade level:
Start Time of Observation: End Time of Observation: Class Number:

2
METHODS/STRATEGIES/ PURPOSE STUDENTS’

TECHNIQUES USED RESPONSE
How did the teacher utilize the various teaching methods, strategies, or techniques to
effectively implement the lesson? How did he/she adapt instruction to meet learners’
needs?

6
Task 5. Identify the activities given by the teacher in the following parts of his/her
lesson presentation.
1. Introductory/Motivational Activities (before starting the lesson)
2. Developmental Activities (during lesson proper)
3. Closing Activities (after lesson proper)
If you are given the chance to implement the same lesson, what activities will you give
to catch the attention of the students and sustain their interest?
In your classroom observation, what learning styles were exhibited by the students? Did the
methods, strategies, or techniques used by the teacher match with these learning styles?
Is there such thing as “best teaching approach, method, strategy, or technique” that
can be utilized in the teaching-learning process? Defend your answer.

7
Task 6. Complete the statements about Outcomes-Based Education (OBE) below.
1. Three things I like about OBE…
2. One thing about OBE that is not clear to me…

8
After conducting my observation and interview, I realized that…

9
Worksheet 5
THE PROFESSIONAL TEACHER
Name:
Course: Date:
Task 1. Fill in the box regarding your plans of becoming a professional teacher by
choosing an indicator strand from the four domains.
I will choose (Domain 1) I will choose (Domain 2)
PLANNING AND PREPARATION

• Demonstrating Knowledge CLASSROOM ENVIRONMENT
of Content, Pedagogy, • Creating an Environment of
Knowledge of Students, Respect and Rapport
Knowledge of Resources,
• Establishing a Culture for
• Setting Instructional outcomes Learning
• Designing Coherent • Managing Classroom
Instructions and Students ' Procedures and Students'
Assessment Behavior Organizing
Physical Space
When I become
a teacher
I will choose (Domain 3) I will choose (Domain 4)
PROFESSIONAL
INSTRUCTION RESPONSIBILITIES
• Communicating with Students • Reflecting on Teaching
• Using Questioning and • Maintaining Accurate
Discussion Techniques; Records
Assessment in Instruction • Communicating with Families
• Engaging Students in Learning • Participating in the
Demonstrating Flexibility and
Professional Community
Responsiveness
• Growing and Developing
Professionally Showing
Professionalism
Worksheet 5. The Professional Teacher |

1
Task 3. Write a lesson plan using inductive method following the steps below
I. Learning Outcomes Executes the skills involved in the sport
II. Content At the end of the lesson/activity, the

a. Identify the stick exercises
and stances of Arnis
b. Appreciate stretching
exercises and benefits
of Arnis
c. Perform the basic stick
exercises and stances
of Arnis
III. Teaching-Learning Process Topic: Arnis (Combative Sports)

Duration: 1 hour
Concept: This lesson guide students to
demonstrate awareness of the
advantages of participating in dual sports
Values: Participates in sports daily to
maintain health Fitness.
References: Enjoy Life with P.E and
Health II. Darilag, Agripino G. et.al. 2012.
pp. 72-73.* 6. Edukasyong Pangkatwan,
Kalusugan at Musika I. Abejo, Mary
Placid. et.al. DepEd. 1994. Pp. 166- 170.
175-178. 183-185. 269-285
Materials:
Pictures
Laptop
Speaker
Manila Paper
Cartolina
Scatch tape
Pentelpen

2
A. Routinary Activities ► The student will lead the prayer.
Opening Prayer ►students arrange the chairs
► Classroom Management ►raising hands if their name was called
► Checking of classroom cleanliness
► Reminding the student for
the classroom rules and regulation
► Checking of Attendance
B. Preparation
► Review the students by questioning:
1.What is our lesson Yesterday?

2.What are the types of Sports?
3. Identify the individual and Dual
sports? 4.What is the importance of
sports?
The teacher will give positive feedbacks

like “Very Good” for every correct answer,
and nice Try! For every far-out or wrong
answers.
C. Presentation
Activity:
Teacher will give rumble words that they

need to assemble/arrange to one word,
any representative of the group will raise
their hand and tell the
correct word. (5points per group)
Group 1: Will assemble the word of Self-

defense
Group 2: Will assemble the word of
Stance
Blocks
Strikes
Give a brief discussion in history and

benefits, show images/videos, and
demonstrate basic skills.
D. Basic warm-ups and stretching
E. Jogging- or jog in place
F. Neck rotation- stretch neck side to
side and forward backward
3
G. Arm circling- arms sideward, rotate

4
arm forward and backward
H. Trunk bending forward and
backward- bend trunk forward
and backward
I. Hip rotation- feet apart, rotate the
hip circular motion.
J. Trunk twisting-feet apart, twist the
waist to the other side while
standing facing forward.
K. Flexibility exercises- bend the body
to the other side of the leg, try to
touch the toes.
L. Stick exercises
M. Arm Extended Wrist Rotation
(Middle Grip)-arm sideward, twist
the wrist while holding the stick in
the middle.
N. Crossed-Arm Wrist Rotation
(Middle Grip)-crossed-arm then
twist your wrist while holding the
stick in the middle.
O. Up and Down (Middle Grip)- move
arm upward and downward
alternate while holding the stick in
the middle
P. Crossed-Arm (Middle Grip)-
crossed the arm while holding
the stick in the middle.
Q. Arm Extended Wrist Rotation
(Normal Grip)- arm sideward, twist
the wrist while holding the stick in
normal holding/gripping.
R. Crossed-Arm Wrist Rotation
(Normal Grip)- crossed-arm then
twist your wrist while holding the
stick in normal holding/gripping
S. Simultaneous Two Hands Up and
Down (Normal Grip)-move the
hand upward and forward
simultaneously while holding the
stick in normal grip.
T. Alternate Two Hands Up and
Down Strike (Normal Grip)-
alternately move the hand upward
and forward while holding the stick
in normal grip.
U. Crossed-Arm (Normal Grip)-
crossed the arm while holding the

5
6
stick in the normal grip.
V. Right and Left Overhead Circling
(Normal Grip)-move the hand
alternately while holding the stick
circling overhead in normal
gripping.
W. Right and Left Upward Thrusting
(Normal Grip)-move the hand
upward and the position of the
stick is vertical, and in normal
gripping.
X. Single Wrist Circling, Up and
Down (Normal Grip)-rotate the
wrist upward and downward once
while holding the stick in normal
grip.
Y. Double Wrist Circling, Up and
Down (Normal Grip)- rotate the
wrist upward and downward
twice while holding the stick in
normal grip.
Z. Single Wrist Circling, Cross Over
(Normal Grip)-move the arm
alternately upward and
downward and cross to the waist
line while holding the stick in
normal grip.
Basic stances
► Attention or formal
stance- stand position
holding the
baston/stick in front of
the body with the feet
close.
► Salute- place the
weapon hand across
the chest, bow by
nodding forward.
► Ready stance/open leg
stance- the ready
stance is commonly
used when standing at
ease during training or
tournament.
► Straddle- Starting with
the ready stance,
move one foot about 2
feet, both toes are
pointing in front, the
7
waist and the body
facing forward.

8
► Right and left forward
stances or fighting
stance-forward stance
are commonly used
with frontal striking
blocking techniques.
► Right and left backward
stance-Back stances
are used for blocking
and backward evasion
techniques.
► Right and left oblique
forward stances-oblique
stances are commonly used for
forward blocking and evasion
technique
VI. Generalization
Ask the students the significance of Arnis

Answer: Arnis is a means of self-
defense, not a way to threaten or
intimidate people who are innocent
or vulnerable. It refines skills and
techniques for sharing and
teaching students or anyone
interested in learning Arnis through
daily training
VII: Application
► let the students demonstrates

and identify the basic stances and
stick exercises.
VII. Evaluation
Create and Demonstrate the Basic
stick exercises and Stances of
Arnis with music by Group.
Minimum of 3 mins.
VIII. Assignment
1.What are the basic strikes in Arnis?

2.What are the basic blocks in Arnis?

9
Task 3. After learning the professional standards for teaching, please go back to
visit the same teachers you had observed before and check whether each of them
manifest the following performance indicators. Please have a separate sheet for
each observation you will be having. (Please observe three (3) times and different
schedules, if possible)
Name of Teacher:
Subject, Topic and Grade Level:
PERFORMANCE INDICATOR YES NO

1. The teacher is punctual for the school day. He or she √
schedules personal obligations after school hours and
maintains the same daily schedule as the school staff.
2. The teacher establishes rapport with students based on √
their developmental levels and needs, while always
maintaining a professional demeanor.
3. The teacher establishes and maintains professional and √
personal relationships with adults, including teachers,
supervisors, school staff and parents.
4. The teacher abides by all policies of the school, including, √
but not limited to, the host school’s internet policies, dress
codes and time schedules.
5. The teacher shows initiative that enriches classroom √
instructions beyond daily routines and enriches students’
learning.
6. The teacher uses excellent written communication skills, √
including in all written work required for student teaching
and all correspondences to students and parents.
7. The teacher communicates immediately and effectively √
with the school’s clinical staff in the event of any absence,
and makes up for the missing days.
8. The teacher attends all seminars and is an active √
participant in the conversations and lectures.
9. The teacher is receptive to constructive comments √
provided by his/her school head and students in teaching
activities and the teacher implements these ideas with a
positive attitude.
10.The teacher implements the guidelines as stated in the √
code of ethics for professional teacher.

10
Task 4. Now, it’s your turn. Feel free to write your realizations under each column
below:
KNOWLEDGE SKILLS ATTITUDES
As a Proficient Teacher, As a Proficient Teacher, As a Proficient Teacher,
I Know I Do I Feel
As a proficient teacher, I Teaching demands Teachers model effective
am familiar with the exceptional time and professional learning
procedures, techniques, management skills. You by identifying learning
and tactics to use in the must not only be at work requirements. In addition,
classroom. Students' before your students, but teachers show respect and
requirements are met, and you must also set aside professionalism to
they are given an effective time after class to review students, colleagues,
learning approach for and grade homework and parents/careers, and the
lifetime learning. arrange your lessons. community in all of their
Compassion is the highest Teachers have a number of interactions. They
level of understanding and effective teaching understand the needs of
expressing concern for strategies at their disposal parents and caregivers and
others, and teaching is a to carry out well-planned can communicate
deeply humanistic educational programs and successfully with them
profession. If a caring sessions. They regularly regarding their children's
teacher displays this trait to assess all aspects of their education. Teachers take
students by her or his teaching to ensure that they advantage of chances to
behaviors, students will be are fulfilling their students' connect with their school
more open to learning learning requirements. communities both within
about the world around They analyze and utilize and outside the classroom
them. data from student tests to to improve the educational
identify learning barriers environment for students.
and provide students with
opportunities to enhance
their performance.

11
Task 5. Please write your insight in each of the column following the starting phrases
based on your observation of the teacher in the classroom and your knowledge
about a GLOBAL TEACHER
I see and I think… I feel… I will…

That OBE implementation in I feel the pressure and I will apply the effective learning
our education can enhance difficulties that may come up but strategies to have a effective
and develops teacher-learner it is helpful to our lives. learning outcomes. Making
knowledge. Being a Enthusiasm attitudes will learners knowledgeable is a
motivate the learners to pursue success. I will give the rightful
globalized competitive in
their dreams and be part of the learning standards for the better
education I can see a brighter success that they deserved in life. future of the learners. We stand
and better future of the new as a teacher to mold the unique
generations. Conducting this professionals in the future.
method will improve the
economy as well as the lives
of individual. The more you
have knowledge the more you
are knowledgeable and
flexible in every setting.
Task 6. Conduct an interview to any teachers to validate the different challenges in

the classroom and ask how they respond to them. Consider the guide questions
below by asking all the questions or just select five of them and make a short
quotation and summary.
1. Why did you decide to become a teacher?

2. Why do you want to teach at this school?
3. What can you bring to our school that makes you unique?
4. What frustrates you the most in a classroom?
5. What is your teaching philosophy?
6. How would you prepare your classroom if it was the first day of school?
7. How do you evaluate students?
8. Why do we teach “subject” in school?
9. How do you communicate with parents?
10. What are your strengths and weaknesses as a teacher?
Write a quotation regarding Best Practices in Teaching and a one paragraph

summary based on the quotation and interview.
Effective learning comes to the effective teacher, to make difference to others start to grow yourself
to make a life changing. learning is essential to everyday living that make your edge to others.”

12
Worksheet 5. The Professional
Teacher |
After conducting my interview, I realized that…
I realized that teacher is essential in learning progress of the learners

, they are the backbone of the learning process of every individual and professionals.
Being a teacher is having an important role in our community that made our economy
grow and foster different professionals in our country. A teacher is a human, also they
have feelings and emotions, so respecting them is a big contribution of one’s life.
The goal of this topic was As a professional teacher, After studying the topic, I
to learn about the you are qualified in need to make a list of
requirements for teaching subjects that can successful learning and
becoming a professional make a difference to professional teaching
teacher. As a professional, others, as I have learned approaches to the learning
a teacher should serve as a about the issue. Teachers area and put them into
role model, providing and students face varied practice. The pupils
positive, strong, challenges in the teaching- benefit from having a
passionate, or any other learning process, thus professional instructor.
positive feedback you can teachers devised a variety Being a successful
think of. We can identify of instructions and professional teacher
the teacher's readiness for techniques to suit each requires effective learning
his instructions and student's learning instruction that students
obligations as an educator standard. can use in their daily
in this area. This topic lives. The most essential
also demonstrates how the aspect is when the
instructor works to ensure students can communicate
that the learning standard what they have learned
is effective. from the teacher.
Worksheet 5. The Professional

Teacher |
Worksheet 6
THE ROLES OF ASSESSMENT IN THE CLASSROOM
Name:
Course: Date:
Task 1. Interview with several teachers on how they apply the principles of
assessment in their classroom. Fill-out the given table.
PRINCIPLE APPLICATION IN THE CLASSROOM

Principle 1. Effective assessment Provide Feedback to the students. fast-
should shift from focusing on feedback methods, formal end-of-term student
evaluating learners’ performance in evaluations, peer review, and videotaping
isolation to evaluating learners
learning as part of a comprehensive
design to support learning.
Principle 2. Assessment strategies Conduction research and writing a
should be authentic. report. Character analysis. Student
debates (individual or group
Principle 3. Assessment should be Setting objectives and obtaining feedback from

developmental and sustainable that others and oneself are two processes that self-
it fosters independent learning. monitoring relies on. I urge my students to self-
monitor by assisting them in developing their
ability to use self and peer assessment to
determine whether the tactics they were employing
were helpful in meeting their learning objectives.
Principle 4. Assessment is a Assessment is a never-ending procedure. It's how
continuous process that is we learn about children's needs,
embedded in the curriculum. accomplishments, and capacities. It allows us to
be more efficient in our planning and delivery. It is
how we determine where children are in their
learning and how we determine what they should
do next. Every child's achievement can be
improved through assessment.
Principle 5. Assessment should To develop a true learning-focused connection in

foster a partnership between the the classroom, the teacher regulates the
teacher and the learners. motivational climate of the classroom.
Worksheet 6. The Roles of Assessment in the

Classroom | 1
Principle 6. There should be a Formative assessment measures student learning
balance between formative and through non-graded activities such as class
summative assessment. discussions, peer learning, and feedback, based
on which teachers adjust their teaching
methodologies. Summative assessment involves
graded activities that assess student learning
(tests, quizzes, reports), whereas formative
assessment includes non-graded activities such as
class discussions, peer learning, and feedback,
based on which teachers adjust their teaching
methodologies.

Classroom | 2
Principle 7. Assessment should be Assess a student's knowledge and skills in the
fair, transparent and reliable. subject they have studied and differentiating
student performance effectively.
Principle 8. Assessment should be Students can easily identify what they should
aligned with learning objectives, concentrate on and how to evaluate their own
outcomes, and competencies. learning during the assessment process. Learning
outcomes can be used by staff to plan learning
and assessment activities and assignments.
Principle 9. Assessment should I improve my instruction and help students learn

improve learners’ performance by developing effective assessments, providing
corrective instruction, and giving my students
second chances to demonstrate accomplishment.
Principle 10. Learners should be For a specific period, I post announcements

given timely feedback throughout highlighting key aspects from any high-quality
the course. student discussions or submitted work. When
incorrect responses are entered, I deliver quizzes
with question-level feedback to clarify correct
answers. I also explore giving frequent short
quizzes.
Principle 11. Assessment methods Assessments that encourage students to use their
should vary to maximize learners’ higher-order thinking abilities, such as
engagement and involvement. performance-based assignments, can help them
build a deeper comprehension of information and
boost their motivation to learn.
Principle 12. Assessment should be More significantly, I employ reflective assessment

reflective. to allow students to effectively explore how they
learn, which has the potential to aid them in
developing procedures for individual study and
learning later in life. Students clarify their thinking
and processing by writing their reflections.
Principle 13. Learners should be I engage my students in activities that will assess
given opportunities to self-assess. their own self like; collaboration and teamwork,
Motivation, Leadership, Problem-solving, Decision-
making skills, Working under pressure,
Communication, and Adaptability
Principle 14. Assessment should Peer assessment, is an organized learning

involve peer assessment during process in which students criticize and provide
formative assessment. comments on one another's work. It teaches
students how to assess and provide feedback to
others throughout the rest of their lives, as well as
how to identify opportunities for improvement their
own work.

Classroom | 3
Principle 15. Assessment process As part of the program, I incorporate assessment
and tasks should reflect cultural and activities for small groups (Ideally between 4 and 6
individual diversity. members). I also provide feedback so that the
students can improve their skills over time. Finally,
explain why students should collaborate in groups.

Classroom | 4
Principle 16. Teachers should take Assessment aids instructors in the same way that
into consideration the assessment it aids students. Teachers can analyze their own
they will use during the planning of teaching effectiveness on a regular basis.
instruction. Teachers can use assessment to ensure that
students understand what they need to know to
satisfy the course's learning objectives.
Principle 17. Teachers should Teachers can use assessment data to create their
collect and use assessment data to own tailored strategy for problematic students.
develop new assessment strategies Personalizing a kid's plan can look extremely
and instructional interventions. different each time, but it should have a few
common elements, such as a mechanism for the
student, instructor, and families involved to track
and monitor progress
Principle 18. An institution-wide Assessment is typically grouped by grade level or
range of grade standards should be grade span in each academic area.
required.
Principle 19. Educational Clear general education goals, standard

institutions should foster a culture assessment-related terminology, faculty ownership
of assessment to increase schools’ of assessment programs, ongoing professional
overall performance. development, administration encouragement of
assessment, and practical assessment strategies
are all examples of good assessment practices.
Task 2. Observe your resource teacher and give concrete examples of the type of
assessment that he/she use.
Teacher observed: Eden Grace Alfafara

School: UMDC
Subject and Year Level: Filipino
Date of Observation: October 11
Assessment FOR Learning Used
Oral recitation, quizzes, and art of questioning.

Assessment AS Learning Used
Peer Assessment and group works.
Assessment OF Learning Used
Quarterly exam and Final exam.

Classroom | 5
Using a venn diagram, Compare and contrast assessment FOR, OF and AS
Learning.
For
► formative Assessment
► Pre- and post-tests,
performance tasks, products,
and short paper-and-pencil tests
are some instances of this.
As Of
Learning As Learning
► Peer-evaluation Assessment of learning
► Self-Assessment ► Summative test (includes quizzes,
tests, exams, projects)
► IPSTIVE Assessment
► graded
► The outcomes of assessment as
learning are documented and
communicated to students and their
parents/guardians.
Task 3. Interview a teacher and ask him/her about his/her experiences in making
assessment tools. Let him/her respond to the questions. Write his/her responses in
the given table below.
Teacher: Eden Grace Alfafara

School:UMDC
Subject and Year Level: SHS filipino
Date of Interview: October 11,2021
1. What tests are easy to make?

Lower order thinking skills tests, such as matching and true or false tests, are simple to
construct.
2. What tests are difficult to make?

Multiple Choice Questions are a challenging exam to create since each foil
must have a link with the stem in order to assess the students' higher-order thinking skills.

Classroom | 6
3. What mechanisms do you use in making objective and subjective tests?
The method is essay questions, which may be used to administer objective
and subjective tests, as well as to assess students' higher-order thinking abilities.
To answer a question or finish a statement, students must pick the correct
response from a list of alternatives or utilize a single word or brief phrase.
Students can arrange and give creative replies to subjective or essay topics.
4. What do you want to learn more about test construction?

I'd want to learn more about test building, specifically how to construct valid and
trustworthy questions that will provide the precise or correct answer to the question.
5. What can you advise me about test construction?

To preserve the validity and reliability of an assessment given, different rules must be
followed while creating a test.
Task 3. Make your criteria in each given product. Write your answer in each given
space.
1. Essay
► CONTENT 10 POINTS
► DELIVERY 10 POINTS
► GRAMMAR 10 POINTS
► CONSTRUCTION OF IDEAS 20 POINTS
2. Drawing/Painting
► CREATIVITY 20 POINTS
► NEATNESS 10 POINTS
► ORIGINALITY 20 POINTS

Classroom | 7
3. PowerPoint Presentation
► CONTENT 20 POINTS
► ORGANIZATION 10 POINTS
► CREATIVITY 10 POINTS
► TOTAL PRESENTATION 10 POINTS
Task 4. Make your own sample rubric in each given performance. (Just select either
Analytic or Holistic)
1. Role play/Dramatization
2. Cooking Demonstration
3. Research Presentation

Classroom | 8
Task 5. Coordinate with your resource teacher and secure a sample analytic and
holistic rubric used in his/her class. Attach the rubric then give its
components/characteristics by filling the boxes below.
1. Sample Holistic Rubric

Classroom | 9
2. Sample Analytic Rubric
`I saw that teachers utilized rubrics in every lesson to help

them assess their students' performance in a reliable and valid manner.
Students' performance skills in their performance assignment will be
Evaluated using rubrics.
Classroom |
Classroom |
By analyzing what the student Assessment has an impact The evaluation should
knows, how he learns, and how on how students learn, their encourage effective
he compares to his classmates, drive to learn, and how
the instructor and student may teachers teach. Assessments material learning while
work together to establish are performed for a number discouraging poor study
appropriate learning goals. of purposes. Assessment for practices. Instead of
Assessing a student's knowledge learning: Teachers can better depending on short-term
is more difficult than it appears. plan and direct lessons and memorizing for
In order for the instructor to offer helpful feedback to
effectively assess what the students when they utilize examinations, students
students know, they must be ableassessment to get insight should be pushed to think
to explain it. These themes have into what pupils more thoroughly about
the advantage of allowing comprehend. Assessment is what they are studying. In
students to accurately judge an important learning
themselves. How to phrase technique that may assist
the future, I will evaluate
queries in a way that is both students in becoming more the best assessment that
legitimate and trustworthy. successful learners. The will allow learners to
evaluation of students exercise their higher order
should be done in thinking abilities,
accordance with the
curriculum goals and
allowing them to progress
educational objectives. and develop further. They
will be able to assist them
become more informed in
the learning process,
which they will use in
their daily lives, as a
result of this.

Classroom |
Worksheet 7
THE 21 CENTURY TEACHING AND LEARNING
st
Name:
Course: Date:
Task 1. Answer the following questions briefly. Write your answers on the blanks
provided
1. Why should teachers focus their strategies and assessment on the 21st
century skills?
Teachers must have a thorough understanding of the learners' requirements
and interests. Students, I feel, learn in a variety of ways, particularly in this
age of technology. Learning techniques and assessments should be consistent
and effective in order to measure what is intended to be measured.
2. What do you think are the characteristics of the Generation Z learners?
 Diversity is their norm

 First called “digital natives”
 Pragmatic and financially minded
 Shrewd consumers
 Politically progressive
3. What do you think will be the future skills which will be added in the present
21st century skills? Why?
Perhaps having a good set of technological abilities. As we all know,
technology has a direct impact on us in a variety of ways, including culture,
customs, and even our way of life. It's already anticipated to have gained this
sort of talent, and I believe that this can assist each of us in understanding
anything that revolves around this current society, which we previously had
doubts about.
4. What will you do in the future to develop learners who have a well “trained
mind”?
I'm not going to trust what they've previously taught me. Perhaps
I'll have to continue to push them to their boundaries in order to truly assess
their abilities. I should design an activity that will put their talents as a well-trained
student to the test.
Worksheet 7. The 21st Century Teaching and

Learning | 1
Task 2. Using the given chart, summarize the concepts about Design Thinking and
Problem-Based Learning.
Design Problem-Based
Thinking Learning
Design thinking is an innovative problem-

solving process rooted in a set of skills.
student-centered pedagogy in which
students learn about a subject through the
experience of solving an open- ended
problem found in trigger material.
process does not focus on problem

first used to make physical objects, is solving with a defined solution, but it
increasingly being applied to complex, allows for the development of other
intangible issues, such as how a desirable skills and attributes.
customer experiences a service.
Task 3. Request from your resource teachers to share with you the Design Thinking and
Problem-Based Learning activities they used in the classroom. Write their responses in the
given table.
Design Problem-
Teacher’s Information
Thinking Based
Activities Learning
Teacher’s Name: 1. Students desire a 1. Students proposing
Edeb Grace Alfafara society that reflects the ideas and developing their
diversity of learners in the own campaign or initiative
area. to address a social
problem.
Subject taught:

Learning | 2
Filipino
2. Create a pollution-free 2.
and discrimination-free
atmosphere.

Learning | 3
Task 4. Interview a learner about his/her vision of a future classroom. Write their
response in the given spaces.
Student’s name: Mieza Sarona

Student’s signature:
Grade Level and Section:
Question: What is your vision of a future classroom?

Answer:
For my part, I see a specific classroom that is both favorable to learning and unique to
everybody. In terms of the use of learning materials and instructions, I believe there will be a
significant difference between the past and future classroom settings. The classroom of the future
will be more technologically advanced.
Task 5. Answer the following questions briefly. Write your answers in the blank
provided.
1. Where are the aims of Sustainable Development and Education for
Sustainable Development?
The fundamental goal of Sustainable Development and Sustainable
Development Education is to organize society in such a way that it can
survive in the long run. This entails taking into account both current and
future imperatives, such as environmental and natural resource protection,
as well as social and economic fairness. It also attempts to ensure that
human civilizations may survive and satisfy their needs without
jeopardizing future generations' ability to meet their own.
2. How do the Philippines fulfill the visions of Sustainable Development

and Education for Sustainable Development?
Every human being in the Philippines has the opportunity to gain the information,
skills, attitudes, and values essential to build a sustainable future. It also necessitates
interactive teaching and learning techniques that encourage and empower students to
modify their behavior and take action in the interest of long-term sustainability.
3. What is your role as future teacher in promoting education for sustainable

development?
As a future educator, I'll need to encourage skills like critical thinking,
envisioning future possibilities, and making collaborative judgments.
I also have a responsibility to preserve and improve our quality of life, as well as the quality
of life of future generations.

Learning | 4
Task 6. Interview your resource teacher about the technologies he/she used in their
classes and online course/s or seminars they have participated. Complete the given
table and answer the questions below.
Teacher’s Information Content Type of Brief Technologie
/ Activit Descriptio s Used
Lesson y n
Teacher’s Name: Filipino Guess the Students were MS PowerPoint
Literate word that given time to application is
being think on what being utilized
EdenGracealfafara defined. word is being with the
described at
presence of
the
hyperlink to
Years in Teaching: ease the runs of
the activity.
8 yrs
Highest Educational
Attainment:
College degree
Teacher’s Name:
Eden Grace Alfafara
Name of Online Course/Seminar:

Filipino Humss
Inclusive Dates of the Online Course or Seminar.

OCT 09, 2021
1. Why do I take or enroll in the online course or seminar?
It is critical that we participate in any type of webinar held on numerous

platforms in order to be informed about how things are going throughout
this crisis. To increase your professional involvement level, you must
attend a certain seminar.
2. Is the online course/seminar for free or with pay? If there was a fee, how much did you
pay?
It is, in fact, completely free. The good news is that anyone may attend
or participate in the seminar. It is sufficient to regard attendance as
Learning | 5
a prerequisite if you are willing to listen and apply the learnings being addressed.

Learning | 6
3. How different is the online course/seminar with a usual course/seminar?
There is a significant difference between the two; in terms of setting,

I much prefer to attend a live seminar rather than a virtual one since the
virtual interaction appears to be rather uninteresting and flat in comparison
to the physical connection.
4. What challenges have you had while taking the online course/seminar?
Probably the internet connection. As we all know

the fact that the internet speed here in the Philippines is quiet slow and unstable.
That is why I am having a hard time sometimes in attending certain virtual conferences
due to this matter.
5. Would you recommend me to join an online course/seminar? Why?
For the time being, yes, safety has been much improved.
If everything is back to normal, I strongly advise you to build a seminar
that is physically or physically present to the audience so that they may
experience or embrace the true spirit of attending such seminars.

Learning | 7
The emergence of technology in the world has huge impact not

only in the lives of many also in educational system here in our country.
Worksheet 7. The 21st Century Teaching and Learning | 7

The effect of plentiful I've discovered that The column promises to
and rapidly evolving responsive twenty-first- help early childhood
technology—especially century teaching and educators at all levels as
information and caring necessitates they attempt to improve
communication educators creating places HUMSS teaching and
technology—often and providing experiences learning in their
dominates discussions in that stimulate discovery classrooms, as it
and about modern and inquiry, as well as represents a 21st century-
society. The same is true develop creativity and minded pedagogy based
in education, where curiosity. on inquiry and integration.
technological integration
and a focus on the
subjects most directly
connected with modern
technologies (science,
math, and engineering)
are viewed as critical.
Worksheet 7. The 21st Century Teaching and Learning | 8

Reflection No. 1 - Observation of Virtual Class Environment
I had the opportunity to observe Ms. Eden Grace Alfafara and the Student Practice
Teachers during the course Field Study 1 Observation of Teaching and Learning in a
School Actual Environment. Ms. Eden Grace Alfafara works as a Fil-1s adviser at the
University of Mindanao Digos City. Teaching is an art and learning is a science. Both
must collaborate in order to optimize experiential learning. The ability to perceive is
valued in every profession. Reflective practice is necessary for prospective teachers
to be intelligent decision-makers who are self-determined to examine a situation.
For my classroom observation, I was able to sit in on an eleventh-grade normal
classroom. A list of items pertaining to the teacher's classroom design follows. I
enquired about the teachers' educational aims, and I wasn't surprised to learn that
we had some of the same goals. She aspired to provide the best education possible
and to go above and beyond the call of duty to make that a reality. If a student needs
extra tutorial help because she is performing below grade level, she will create a
schedule to meet her needs.
The purpose of the study was to learn what teachers thought about virtual reality.
Teachers then spent two months experimenting with virtual reality in their
classrooms. According to the findings, various virtual reality approaches were used
in the classroom, including Google Cardboard. According to the teachers, virtual
reality in the classroom aroused students' attention, boosted their creativity, allowed
students to take virtual vacations, raised motivation, improved students' technology
literacy, customized instruction, and helped students understand complex ideas.
Teachers were not asked about the potential negatives of using virtual reality,
although they did mention interactivity as a concern.
Reflection No. 2 - Class Routines in the New Normal
Because the country is still in the midst of a national health and economic
catastrophe, education must continue, but it will not require face-to-face connection until
a vaccine is made accessible to the general population and in order to protect our
students and teachers from infection dangers. This is an accurate portrayal of the new
typical learning delivery style flow. In private basic education colleges, there are a
variety of teaching and learning methods accessible. Online training is the most
practical approach because the usage of a digital learning environment is encouraged.
However, not all academic institutions are prepared to implement online learning or
have the financial resources to do so.
Classes are now two to three times a week at the University of Mindanao Digos
City in Davao del Sur, according to my observations. The teacher will create a Google
meet link that students will be able to access and join in a classroom. It is a vital stage
in the teaching-learning process, particularly in lower grades when modular materials
are used, in this time of pandemic. I've also seen that numerous of the instructions in
class procedures, notably in the learners' activities, aren't being followed. Students'
learning processes are being harmed by the online teaching-learning environment,
which is causing them to lose focus on their studies.
Our new normal will be transitory as of today, and we shall impose safety on one
another, particularly our families. Because in-class routines have an impact on students'
learning processes, teachers must construct distinctive lesson plans to make learning
more exciting, even if we are in a new customary setting. In the classroom, routines are
designed to ensure that each student's teaching-learning process runs as smoothly as
possible. We all know that adjusting to the new normal is difficult, especially in areas
with inadequate internet access, but in order to reach our goals, we must be more
creative and make compromises so that both parties receive appropriate learning
instructions.
Reflection No. 3 - Class Activities in the New Normal
Schools and educational institutions are scrambling to set up digital and technical
infrastructures to support whatever sort of virtual learning they select. As a result of the
challenges of maintaining learning continuity during school closures, online learning is
being pushed further and deeper throughout this epidemic. Quipper, Google Meet, and
Google Classroom have all become household names as a result of video conferencing,
which is designed to mimic face-to-face learning. Online learning has been shown to be
a useful tool for continuous education. While some schools have been effective, others
have been heavily criticized by students, parents, and even teachers..
Physical activities were not practiced in many ways in the new normal, and class
activities were tough. Making class activities allows students to learn in a productive
way, which may or may not be one of the reasons why students stop self-educating. It is
not the time to place so much pressure on the kids in terms of activities that we do not
receive any feedback from the teachers in order to discover areas where the lesson has
to be improved. I'm hoping that this type of teacher develops a better understanding of
his or her goals. One method for efficient learning is to make pupils feel at ease in the
classroom
Before we can begin learning as a community in the new normal, we must

ensure that pupils' basic physical, social-emotional, and psychological requirements are
satisfied. Reach out to students and check in with them before starting a lesson.
Consult with parents to see what kind of help their children might need. In order to help
students navigate their emotions and thoughts, more guidance counselors or life
coaches are critically needed in schools. More importantly, give the kids time to adjust
to new learning approaches. Individual friendships should be formed.
Reflection No. 4.- Assessment Practices
Assessment is one of my main worries regarding the teaching and learning

process. It's not just because of a teacher's obligation, but also because of various
issues and difficulties about the fairness of evaluations that have arisen in our society.
Teaching, I've learned, requires not just transmitting knowledge but also presenting
pupils with relevant learning chances. To assess students' learning outcomes, we
employ a range of methods. The teacher must assess the student in order to decide
which areas of the instructional instructions the student needs to improve and develop.
Furthermore, evaluation processes are crucial in the field of education. They not
only show what students have learned, but they also provide important information
regarding the performance of a lesson, unit, or curriculum. A variety of assessment
approaches must be used to determine pupils' comprehension. Students that take part
in the evaluation process can discover how far their knowledge has grown, as well as
get motivation and pride to keep going on their search for knowledge.
Finally, evaluations can help teachers create customized instructional learning

experiences for their pupils. Teachers have the capacity to inspire their students to
work harder in order to enhance their marks. Students can also analyze their own
progress by completing a self-assessment. The most crucial part of assessment
application is teachers' commitment to work hard in order to apply assessments that
are acceptable for measuring their students' performance.
Evidences of Learning
Rubric
s
Name of
FS
Student:
Course,
Year
and
Section:
FIELD STUDY E-PORTFOLIO RUBRICS
PERFORMANCE INDICATORS AND DESCRIPTION Rating by

the FS
CRITERIA Needs
Excellent Proficient Satisfactory Developing Supervising
Improvement Instructor
19-20 17-18 15-16 13-14
11-12
All activities One to two Three
Four or more All activities and
1. Accomplished and worksheets activities/works activities/worksh
worksheets not worksheets not
Activities and completely heets not eets not
answered or answered or
Worksheets answered or answered or answered or
accomplished accomplished.
accomplished accomplished. accomplished.
All questions All questions Questions were Three to Four Five or more
were answered were answered not answered questions were not questions were
completely; completely; completely; answered not answered
answers are answers are answers are not completely; completely;
with depth and clearly clearly answers are not answers are not
2. Analysis and are thoroughly connected to connected to connected to totally connected
Reflections grounded on theories; theories; one to theories; four to to theories;
theories; grammar and three five grammatical / grammatical /
grammar and spelling are grammatical / spelling errors. spelling errors
spelling are free from spelling errors. are evident.
free from errors.
errors.
Few entries are

Entries are of Entries are of Entries are of
Some entries are of of acceptable
3. Authenticity best quality, better quality, acceptable
acceptable quality, quality, not well
and Quality well selected many are well quality, some are
limited selection selected, and
of Entries and very selected and well selected and
and substantial. very minimal
substantial. substantial. substantial.
substance.
Portfolio is Portfolio is Portfolio is not Portfolio is not Portfolio is not

reflected in the reflected in the reflected in the reflected in the reflected in the
4. Presentation context of the context of the context of the context of the context of the
of Entries learning learning learning learning outcomes; learning
outcomes; outcomes; outcomes; incomplete, not outcomes;
complete, well complete, well complete, not organized, not incomplete,
organized, organized, organized, relevant to the totally not
highly relevant very relevant relevant to the learning outcome organized, not
to the learning to the learning outcome relevant to the
outcome. learning learning outcome
outcome
Submitted Submitted 3 days Submitted 5 days

5. Promptness Submitted on Submitted 4 days
ahead of after the or more after the
in the the after the
scheduled scheduled scheduled
submission scheduled scheduled
deadline. deadline. deadline.
deadline. deadline.
TOTAL
Legend:
11-12-- Needs Improvement (75-79)
13-14 -Developing (80-84)
15-16 – Satisfactory (85-89)
17-18 – Proficient (90-94)
19-20 – Excellent (95-100)
Qualitative Remarks by the FS Teacher:
Signature of the FS Supervising Instructor Date

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UM Digos College Department of Teacher Education Roxas Extension, Digos City Telefax: (082)553-2914

CONTENTS FOR THE FIELD STUDY E-PORTFOLIO

Course Description, Objectives and Definition of Terms

Certificate of Completion (to be accomplished by the

Evidences of Learning (Screenshots during observation of classes

Contents for the Field Study E-Portfolio | 1

Contents for the Field Study E-Portfolio | 2

ALWIN AMONGAN ESPUERTA

October 15, 2021

Contents for the Field Study E-Portfolio | 3

Contents for the Field Study E-Portfolio | 4

Contents for the Field Study E-Portfolio | 5

Contents for the Field Study E-Portfolio | 6

immersed in a real-world classroom environment and learning process, allowing for

direct observation of teaching learning episodes focusing on the implementation of

educational principles learned in content and pedagogy courses. Observations of

learner behavior, motivation, and instructor teaching strategies, as well as classroom

management and learning assessment, will be prioritized, among other things.

be a lifelong learner. The goal of observation is to provide the best possible

learner's various stages of development as well as the learner's social environment.

Contents for the Field Study E-Portfolio | 7

CHED Program Outcomes Common to all Teacher

a. Articulate the rootedness of education in philosophical, socio-cultural,

a. Describe how a safe and secure learning environment contributes to

Contents for the Field Study E-Portfolio | 8

c. Appraise how teacher manifests her/his personal and professional

 College Supervisors – are the faculty members assigned by the TEI to

 Cooperating Teachers (CTs) - are the selected educators who act as

 Experiential Learning Courses (ELC) - refers to the collective program Field

 Flexible Learning - is the program by CHED that encompasses the different

Contents for the Field Study E-Portfolio | 9

 Most Essential Learning Competencies (MELCs) – modified basic

 New Normal - refers to the emerging behaviors, situations, and minimum

 Portfolio – is a purposeful documentation prepared by FSS and PTs that

 Teacher Education Institution - refers to higher education institutions

Contents for the Field Study E-Portfolio |

ALWIN AMONGAN ESPUERTA

Contents for the Field Study E-Portfolio |

Beliefs on Teaching and Learning

When it comes to making curriculum decisions, a teacher's teaching and

when you make decisions concerning curriculum, learning objectives, and

instructional tactics. Using a philosophy in education to set your goals is a fantastic

way to become more successful and efficient. In my perspective, it is always a

Furthermore, educational perspectives are declarations of our beliefs and

ideals concerning education and learning. It aids teachers in establishing teaching

strategies to address specific teaching challenges, as well as changing the learning

environment, motivation, and linguistic competency of language learners. Through

the teaching-learning process, individuals capable of competing with other countries

were produced, allowing our economy to improve and develop. Teaching-learning, in

my opinion, is inextricably linked to professional development and personal growth,

making it critical to the field of education.

Contents for the Field Study E-Portfolio |

Contents for the Field Study E-Portfolio |

Compilation of E book Activities and Worksheets

Contents for the Field Study E-Portfolio |

1. Connect the theories of lifelong learning with the

This first experiential course will immerse a future teacher to

Strateg Name of Teacher Name of Student

Teacher Grace Student Gesthony

Strate Name of Teacher Name of Student

Using the principles as my basis to teach my learners, I will:

Reminisce on the following situations as you set your direction on the

Principle 1: It is most beneficial to study a difficult subject as a global process of building