LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY

COLLEGE OF TEACHER EDUCATION

LEARNING MODULE
IN

FIELD STUDY 1
OBSERVATIONS OF TEACHING – LEARNING IN
ACTUAL SCHOOL ENVIRONMENT

Compiled by:

RONITA E. TALINGTING, PhD

Professor 3

MARIVEL M. CATACUTAN, MAEd

Assistant Professor 4

AILYN B. CABA, MAMT

Associate Professor 1

MA.CRISANTA S. VASQUEZ, MIE

Instructor 1

LEONIELYN G. MALICAY, PhD

Associate Professor II
TABLE OF CONTENTS

Module 1: The School Environment

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

Module 3: Focus on Gender, Needs, Strengths , Interests, Experiences Language, Race,
Culture, Religion, Socio – economic Status, Difficult Circumstances and

Indigenous Peoples
Module 4: Learner Diversity: The Community and Home Environment
Module 5: Creating an Appropriate Learning Environment
Module 6: Classroom Management and Classroom, Routines
Module 7: Physical and Personal Aspects of Classroom Management
Module 8: Close Encounter with the School Curriculum
Module 9: Preparing for Teaching and Learning
Module 10: The Instructional Cycle
Module 11: Utilizing Teaching – Learning Resources and ICT
Module 12: Assessment for Learning and Assessment as Learning (Formative Assessment
Module 13: Assessment of Learning (Summative Assessment)
Module 14: The Teacher as a Person and as a Professional
Module 15: Towards Teacher Quality Developing a Global Teacher of the 21st Century
Module 16: On Teacher’s Philosophy of Education

LEARNING MODULE No. 1

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

Topic : The School Environment
Time Frame : 1 hour
Objectives : At the end of the class, the students are able to:
a. determine the characteristics of a school environment that is safe, secure
and is supportive of learning
Introduction :

This module provides an opportunity for students to examine and reflect on a school
environment that promotes learning and development.

REVISIT the Learning Essentials

1. A physical environment conducive for learning is one that has consistent practices that:

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• keep the school safe, clean, orderly and free from distraction;
• maintain facilities that provide challenging activities; and
• address the physical, social and psychological needs of the students.
2. Display boards can be powerful in communicating information about the learning environment.
They help in building and establishing the school culture. These boards become one way for
everyone to learn about the vision-mission, goals, and values that the school upholds.
3. As a basic part of the school's visual environment, display boards have four general purposes:
• Decorative- They offer visual stimulation and appeal to aesthetics. They set the social
and psychological atmosphere of the school.
• Motivational- They encourage students to perform better and have greater confidence.
An example would be the display of students' outputs that show that each output is
recognized and valued. The bulletin boards help celebrate the learners' growth and
progress.
• Informational- They are used as a strategy to readily disseminate information.
• Instructional- They move students to respond and participate through interactive
displays. They get students to think about and communicate their learning.
• The set of criteria for evaluating bulletin board displays includes effective
communication, attractiveness, balance, unity, interactivity, legibility, correctness, and
durability.

OBSERVE, ANALYZE, REFLECT

Activity 1.1 Exploring the School Campus

Resource Teacher: Teacher's Signature: School:

Grade/Year Level:
Subject Area: Date:

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

1. Visit a school. Look into facilities and support learning areas in the campus, then in
classroom.
2. Observe and use the checklist as you move around the school premises.
3. Analyze your gathered data about the school environment.
4. Reflect on the characteristics of a school environment that promotes learning.

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5. Present your idea of a good school environment through any of these:

a) Descriptive paragraph b) Photo essay
c) Sketch or drawing d) Poem, song or rap

OBSERVE
As you move around the campus, observations forms are provided for you to document your
observations. It is advised that you read the entire worksheet before proceeding to the school site. A
good understanding of the activities and tasks to be accomplished in the activity sheets will yield
better learning results.

SCHOOL FACILITIES OBSERVATION CHECKLIST

Familiarize yourself with the different areas and facilities of the school. Check the column to
indicate their availability. Give a brief description of those that are available, and say how each will
contribute to the students' learning and development.
Facilities / Description Will it contribute
students' learning and
development? Why

Office of the Principal School

Library

Counseling Room

Canteen/Cafeteria

Medical Clinic

Audio Visual/Learning
/Resource Center

Science Laboratory

Gymnasium

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Auditorium

Outdoor/Garden

Home Economics Room

Industrial Workshop Area

PTA Office

Comfort Room for Boys

Comfort Room for Girls

Others (Please specify.)

An Observation Guide for the CLASSROOM VISIT

Read the following statements carefully. Then write your observation provided. Attach
picture/s.
Guide Question Classroom Observation Report Documentation

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1. Describe the
community or
neighborhood where the
school is found.

2. Describe the school

campus. What colors do
you see? What is the
condition of the
buildings?

3. Pass by the offices.

What impression do you
have of these offices?

4. Walk through the

school, halls, the library,
the cafeteria. Look
around and find out the
other facilities that the
school has.

Resource Teacher: Teacher's Signature:

School: Grade Year Level:

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Subject Area: Date:

1. Look at the walls of the classroom. What are posted on the walls? What heroes, religious figures,
lessons, visual aids, announcements, do you see posted?

2. Examine how the pieces of furniture are arranged. Where is the teacher's table located? How are
the tables and chairs/ desks arranged?

3. What learning materials/equipment are present?

4. What learning materials/equipment are present? Observe the students. How many are occupying
one room?

5. Is the room well-lit and well-ventilated?

An Observation Guide for the CLASSROOM VISIT

Be guided by these tasks as you do your observation. Then accomplish the data.

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CLASSROOM FACILITIES MATRIX

Classroom Facilities Description Documentation
(location, number, arrangement,
condition)
1. Wall Displays

2. Teacher's Table

3. Lerner's Desks

4. Blackboard

5. Learning Materials /
Visual Aids

Write your observation report here.

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Name of the School Observed_______________________________________________

Location of the School _____________________________________________________

Date to Visit _____________________________________________________________

ANALYZE

How do the school campus and the classroom in particular impact the learning of the students going
to school? What are your conclusions?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

How does this relate to your knowledge of child and adolescent development/How does this relate to
your knowledge of facilitating learning?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

REFLECT

1. Would you like to teach in the school environment you just observed? Why? Why not?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

2. What kind of school campus is conducive to learning?

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________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

3. What kind of classroom is conducive to learning?

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

4. In the future, how can you accomplish your answer in number 3?

________________________________________________________________

________________________________________________________________

________________________________________________________________

5. Write your additional learning and insights here.

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________ OBSERVE,

ANALYZE, REFLECT

Activity 1.2 Observing bulletin board displays

Resource Teacher: Teacher's Signature: School:
Grade/Year Level:
Subject Area: Date:

This display board or what we more commonly refer to as bulletin board, is one of the most
readily available and versatile learning resources.

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To achieve the Intended Learning Outcomes, work your way through these steps: 1.
Examine for bulletin board displays. Include samples of those found at the entrance, lobby, hallways
and classrooms 2. Pick one and evaluate the display. 3 Propose enhancements to make the display
more effective.

OBSERVE
As you look around and examine boards displays, use the observation guide and forms
provided for you to document your observations.

An Observation Guide for BOARD DISPLAYS

Read the following carefully before you observe.

1. Go around the school and examine the board displays, How many board displays do
you see?

2. Where are the display boards found? Are they in places where target viewers can see
them?

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3. What are the displays about? What key messages do they convey? What images and
colors do you see? How are the pieces of information and images arranged?

4. What materials were used in making the displays? Are borders used?

5. Do you notice some errors? (misspelled words, grammar inconsistencies and the like)

6. Are the messages clear and easily understood?

7. Think about what got your attention. Why did it get your attention?

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8. Take a photo of the display boards(if allowed).

Based on the questions on the observation guide, write your observation report:

Observation REPORT
(Paste pictures of the Board displays here.)

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From among the board displays that you saw, pick the one that you got most interested in.
Evaluate it using the evaluation form below.
BOARD DISPLAYS EVALUATION FORM

Topic of the board Display ___________________________________

Location of the Board Display in School _________________________

Check the column that indicates your rating. Write comments to back up your ratings.

4-Outstanding 3-Very Satisfactory 2-Satisfactory 1-Needs Improvement

Criteria NI 1 S2 VS O Comments
3 4
Effective
Communication
It conveys
the message
quickly and clearly.
Attractiveness Colors
and arrangement
catch and hold
interest
Balance
Objects are arranged,
so stability is
perceived
Unity
Repeated shapes or
colors or use of
borders hold display
together.
Interactivity The style
and The approach
entice learners to be
involved and
engaged
Legibility
Letters and
illustrations can be
seen from a good
distance.
Correctness
It is free from

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grammar errors,
misspelled words,
ambiguity
Durability
It is well-constructed,
items are securely
attached

Bulletin Board Evaluated by:

Location:

Brief Description of the Bulletin Board:

EVALUATION

Strengths Weaknesses

Description of the Bulletin

Board layout

Evaluation of educational
content. and other aspects

Recommendations or Suggestions for improvement

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Signature over Printed Name:

Based on your suggestions, make your board display lay-out. You may present your out through any
of these:
• A hand-made drawing or layout
• An electronic (computer) drawing illustration or layout
• A collage

My Board Display Lay-out

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ANALYZE
1. What do you think was the purpose of the board display?
___________________________________________________________________________
__
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

2. Did the board display design reflect the likes/interests of its target audience? Why? Why not?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

3. Was the language used clear and simple for the target audience to understand? Why? Why
not?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

4. Was the board display effective? Why? Why not?

_____________________________________________________________________________

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_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

5. What suggestions can you make?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Based on your suggestions, propose an enhanced version of the display board. Use the form below.

My Proposed Board Display

Theme:

Board Title:

Rationale: (Purpose)

Objectives:

Best features of my proposed bulletin enhancement:

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Content Resources (Name each needed resource and give each a brief description):

Materials for aesthetic enhancement:

REFLECT

1. Name at least five skills that a teacher should have to be able to come up with effective board
displays. Elaborate on why each skill is needed.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. Which of the skills you named in # 1 do you already have? Recall your past experiences in
making board displays. How do you practice these skills?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. Which skills do you still need to develop? What concrete steps will you take on how you can
improve on or acquire these skills.

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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

SHOW Your Learning Artifacts

My Personal Illustration of an Effective School Environment

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EVALUATE Performance Task

Evaluate Your Work Tank Field Study 1. Episode 1- The School as a Learning Environment Learning
Outcome: Determine the characteristics of a school environment that provides social, psychological
and physical environment supportive of learning

Name of FS Student: ____________________________ Date Submitted: ____________

Year & Section: _________________________________ Course: ___________________

Learning Excellent 4 Very Satisfactory 3 Satisfactory 2 Needs

Episode Improvement
1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation questions/tasks observation observation questions/tasks not
Sheet completely questions/ tasks not questions/ tasks answered /
answered/ answered / not answered accomplished
accomplished. accomplished. accomplished.

Analysis All questions were All questions were Questions were Four (4) or more
answered answered not answered observation
completely; answers completely answers completely questions were not
are with depth and clearly connected to answers are not answered answers
are thoroughly theories; grammar clearly connected not connected to
grounded on to theories; one
and spelling are free theories more than
theories; grammar (1) to three (3)
from errors. four (4)
and spelling are free grammatical
from error. grammatically
spelling errors. spelling errors.

Reflection Profound and clear; Clear but lacks Not so clear and Unclear and
supported by what depth; supported by shallow, somewhat shallow rarely
were observed and what were observed supported by what supported by what
analyzed. and analyzed. were observed were observed and
and analyzed. analyzed

Learning Portfolio is reflected Portfolio is reflected Portfolio is not Portfolio is not

Artifacts on in the context of on in the context of reflected on in the reflected on in the
the learning the learning context of the context of the
outcomes; outcomes. learning learning outcomes
Complete, well Complete; well outcomes. not complete; not
organized, highly organized, very Complete: not organized, not
relevant to the relevant to the organized. relevant
learning outcome. learning outcome. relevant to the
learning outcome.

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Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline. deadline. after the deadline. days or more after
the deadline

COMMENT/S Over-all Score Rating: (Based

on Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below

Grade 1 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 below

___________________________________ Date: __________

Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching – Learning in Actual
School Environment, Lorimar Publishing Inc.

www.google.com
www.yourarticlelibrary.com

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LEARNING MODULE No. 2

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

Topic : Learner Diversity: Characteristics, Needs and Interests
Time Frame : 1 hour
Objectives : At the end of the class, the students are able to:
a. describe the characteristics, needs and interests of learners from
different developmental levels.

Introduction :
This module provides an opportunity to observe learners of different ages and grade levels. It
highlights the differences in their characteristics and needs. As a future teacher, it is important to
determine the learners' characteristics and needs to be able to plan and implement learning activities
and assessment that are all developmentally appropriate.

REVISIT the Learning Essentials

Here are major principles of development relevant to this Module:

1. Development is relatively orderly. Development follows directional patterns such as from the head
to the toe (cephalocaudal), and from the center of the body then outwards (proximodistal)

2. Development takes place gradually

3. All domains of development and learning-physical, social and emotional, and cognitive are
important, and they are closely interrelated. (NAEYC, 2009)

4. Development proceeds toward greater complexity, self-regulation, symbolic or representational

capabilities. (NAEYC, 2009)

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OBSERVE, ANALYZE, REFLECT

Activity 2.1 Observing learner characteristics at different stages

Resource Teacher: Teacher's Signature: School:

Grade/Year Level:
Subject Area: Date:

To realize the Intended Learning Outcomes, I will work your way through these steps:

Step 1 Observe 3 groups of learners from different levels (preschool, elem., and high school).
Step 2 Describe each of the learners based on my observations.
Step 3 Validate my observation by interviewing the learners. Step
4 Compare them in terms of their interests and needs.

OBSERVE
Use the observation guide and matrices provided for you to document your observations,
An Observation Guide for the Learners' Characteristics

Read the following statements carefully. Then write your observation report on the
provided space. Your teacher may also recommend another observation checklist if a more
detailed observation is preferred.

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

Social
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What do they talk about? What are their
concerns?

Emotional
1. Describe the emotional disposition or temperament of the learners.(happy, sad,
easily cries, mood shifts)
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they
selfconscious?

Cognitive
1. Describe their ability to use words to communicate their ideas. Note their language
proficiency.

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2. Describe how they figure out things. Do they comprehend easily? Look for evidence of
their thinking skills.
3. Were there opportunities for problem solving? Describe how they showed problem
solving abilities.
Learners' Development Matrix

Record the data you gathered about the learners' characteristics and needs in this matrix. This will
allow you to compare the characteristics and needs of learners at different levels. The items under
each domain are by no means exhaustive. These are just sample indicators. You may a other
aspects which you may have observed.

Development Preschooler Elementary High School

Domain Indicate age range Indicate age range of Indicate ago range
of children observed children observed of children observed
Physical
Gross-motor skill

Fine-motor skills

Self-help skills

Others
Social
Interaction with
Teachers

Interaction with
Classmates/friends

Interests

Others

Emotional

Moods and
temperament,
expression of
feelings

Emotional
independence

Others

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Cognitive

Communication Skills

Thinking skills

Problem-solving

Others

ANALYZE
Write the most salient developmental characteristics of the learners you observed. Based on these
characteristics, think of implications for the teacher.

Example:
Level Implications to the
Salient Characteristics TeachingLearning Process
Observed
Preschool Age range of • Preschoolers like to move • Therefore, the teacher should
learners observed 3-4 around a lot. remember to use music and
movement activities not just in
PE but in all subject areas.
• Therefore, teachers should not
expect preschoolers to stay
seated for a long period of
time.

Level Salient Characteristics Implications to the

Observed TeachingLearning Process
Preschool
Age range of learners
observed_______

Elementary
Age range of learners
observed_______

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High School
Age range of learners
observed________

REFLECT
1. While you were observing the learners, did you recall your own experiences when you were
their age? What similarities or differences do you have with the learners you observed?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Think of a teacher you cannot forget for positive or negative reasons. How did she/he help or
not help you with your needs (physical, emotional, social, and cognitive)? How did it affect
you?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. Share your other insights here.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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LINK Theory to Practice

Directions: Read the items given below and encircle the correct answer.
1. A 14-year-old felt ignored by her crush whom she believes is her one true love. She is crying
incessantly and refuses to listen and accept sound advice that the teacher is offering. Her refusal to
accept is because _____________________________________.

A. she thinks what she feels is too special and unique, that no one has felt like this before
B. the teenager's favorite word is "no," and she will simply reject everything the teacher says
C. 14-year-olds are not yet capable of perspective taking and cannot take the teacher's perspective
D. teenagers never listen to adult advice

2. A preschool teacher is thinking about how best to develop the fine motor skills of the 4-year-olds.
Which of the following should he best consider?

A. provide daily coloring book activities.

B. ask the children to do repeated writing drills everyday.
C. encourage children to eat independently.
D. conduct a variety of fun and challenging activities involving hand muscles daily.

3. Science Teacher Rita showed her class a glass of water with an egg in it. She asked the class:
"What happens to the egg if I add three- tablespoon salt to glass of water?” This is hypothesis
formulation. What can you infer about the cognitive developmental stage of teacher Rita’s class?

A. Formal operational stage

B. Concrete operational stage
C. Pre – occupational stage
D. Between concrete and formal operational stage.

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SHOW Your Learning Artifacts

Which is your favorite theory of development. How can this guide you as a future teacher? Clip some
readings about this theory and paste them here.

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EVALUATE Performance Task

Evaluate Your Work Tank Field Study 1. Episode 2- Learner Diversity: Developmental Characteristics,
Needs and Interests

Learning Outcome: Determine the characteristics, needs and interests of learners from different
developmental levels

Name of FS Student: ____________________________ Date Submitted: ____________

Year & Section: _________________________________ Course: ___________________

Learning Excellent 4 Very Satisfactory 3 Satisfactory 2 Needs

Episode Improvement
1
Accomplished One (1) to two (2) Three (3) Four (4) or more
Observation All observation observation observation questions/tasks not
Sheet questions/tasks questions/ tasks not questions/ tasks answered /
completely answered / not answered accomplished
answered/ accomplished. accomplished.
accomplished.

Analysis All questions were All questions were Questions were Four (4) or more
answered answered not answered observation
completely; answers completely answers completely questions were not
are with depth and clearly connected to answers are not answered answers
are thoroughly theories; grammar clearly connected not connected to
grounded on to theories; one
and spelling are free theories more than
theories; grammar (1)
from errors. four (4)
and spelling are free to three (3)
from error. grammatically
grammatical
spelling errors.
spelling errors.

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Reflection Profound and clear; Clear but lacks Not so clear and Unclear and
supported by what depth; supported by shallow, somewhat shallow rarely
were observed and what were observed supported by what supported by what
analyzed. and analyzed. were observed were observed and
and analyzed. analyzed

Learning Portfolio is reflected Portfolio is reflected Portfolio is not Portfolio is not

Artifacts on in the context of on in the context of reflected on in the reflected on in the
the learning the learning context of the context of the
outcomes; outcomes. learning learning outcomes
Complete, well Complete; well outcomes. not complete; not
Complete: not
organized, highly organized, very organized, not
organized.
relevant to the relevant to the relevant
relevant to the
learning outcome. learning outcome. learning outcome.

Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline. deadline. after the days or more
deadline. after the deadline
COMMENT/S Over-all Score Rating: (Based
on Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 below

___________________________________ Date: __________

Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching – Learning in Actual
School Environment, Lorimar Publishing Inc.

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www.google.com
www.yourarticlelibrary.com

LEARNING MODULE No. 3

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

Topic : Focus on Gender, Needs, Strengths, Interests, Experiences Language,
Race, Culture, Religion, Socio-economic Status, Difficult Circumstances and
Indigenous Peoples
Time Frame : 1 hour
Objectives : At the end of the class, the students are able to:
a. describe the characteristics and needs of learners from diverse
backgrounds;
b. identify the needs of students with different levels of abilities in the
classroom;
c. identify best practices in differentiated teaching to suit the varying learner
needs in a diverse class (PPST 3.1.1); and
d. demonstrate openness, understanding, and acceptance of the learners’
diverse needs and backgrounds.
Introduction :

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

REVISIT the Learning Essentials

Here are principles and concepts relevant to this episode:
1. Principles of Development
a. Development and learning proceed at varying rates from child to child, as well as at
uneven rates across different areas of the child’s functioning. (NAEYC 2019)
b. Development and learning are maximized when learners are challenged to achieve at a
level just above their current level of mastery, and also when they have many
opportunities to practice newly acquired skills.
c. Differentiated instruction is a student-centered approach that aims to match the learning
content, activities and assessment to the different characteristics, abilities, interests, and
needs of the learners.

2. The PPST highlighted the following factors that bring about the diversity of learners:
a. Differences in learners’ gender, needs, strengths, interests, and experiences
b. Learners’ linguistic, cultural, socio-economic and religious backgrounds

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c. Learners with disabilities, giftedness, and talents

d. Learners under challenging circumstances which include geographic isolation, chronic
illness, displacement due to armed conflict, urban resettlement or disasters, child abuse
and child labor.
Effective teachers are knowledgeable about how issues related to the factors mentioned affect
learners. The teachers develop in them sensitivity and empathy. They remember that the learners
respond and perform at different levels. The teachers assure the students that their gender identity,
culture and religion are respected, their strengths are recognized, and their needs will be met.
These teachers declare to all that everyone has the chance to learn and succeed. They create a
learning community where everyone can work together and contribute regardless of their abilities,
capacities and circumstances.

Teachers who celebrate and leverage student diversity in the classroom:

 use strategies to build a caring community in the classroom
• model respect and acceptance of different cultures and religions
• bring each of the student’s home culture and language into the shared culture of the
school
• provide more opportunities for cooperation than competition

3. Focus on Indigenous Peoples

A young teacher’s approach to indigenous peoples starts with a keen awareness of
one’s own identity, including one’s beliefs and cultural practices. Through serious reflection
one may realize that the self is a product of all the influences of key people in one’s life and
the community, real and virtual. Similarly, learners from indigenous groups carry with them
their beliefs, views and cultural practices. One’s attitude needs to be that of openness and
respect. Come in not with the view that one’s own culture is superior, we approach with the
sincere willingness and deep interest to know and understand the indigenous peoples’ culture.
We aim to make teaching-learning facilitative rather than imposing.
a. From your professional education subjects/courses, most likely you have discussed
indigenous peoples in the Philippines. You learned that our country has about 110 ethno-
linguistic groups, majority of which is in Mindanao, some in Northern Luzon and fewer in
the Visayas. (UNDP Philippines, 2010). They represent about 10-20% of our total
population. There are two big indigenous peoples groups which have several smaller
ethnic groups within them, the non-muslim groups called the Lumads in Mindanao, and
the Igorots in Northern Luzon. Among others, we have the Badjaos, Ati and Tumandok,
Mangyans, and Aetas.
b. Republic Act 8371 (1997), the Indigenous Peoples’ Rights Act, recognizes and protects
the rights of indigenous cultural communities (ICC) and indigenous peoples (IP). Our
country was admired by other nations for enacting this law. However, years later, so much
still has to be done to improve the lives of millions of people from indigenous groups.
(Reyes, Mina and Asis, 2017)
c. Guided by RA 8371, in 2015 DepEd issued DO 32, s. 2015, Adopting the Indigenous
Peoples Education (IPED) Curriculum Framework. Most useful for you as a future
teacher to remember are the 5 Key Elements of an Indigenous Peoples Education
Curriculum (DO 32, d. 215 enclosure, pp..15-18):
1. Curriculum Design, Competencies and Content. Interfacing the national curriculum
with Indigenous Knowledge systems and practices (IKSPs) and Inigenous Learning

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systems (ILS) the design of a culturally appropriate and responsive curriculum has the
following features:
a. Anchors the learning context on the ancestral domain, the community’s world view,
and its indigenous cultural institutions.
b. Includes and respects the community’s expression of spirituality as part of the
curriculum context.
c. Affirms and strengthens indigenous cultural identity.
d. Revitalizes, regenerates, strengthens, and enriches IKSPs, ILS, and indigenous
languages.
e. Emphasizes, competencies that are needed to support the development and
protection of the ancestral domain, the vitality of their culture, and the
advancement of indigenous peoples’ rights and welfare.
f. Supports the community’s efforts to discern new concepts that will contribute to the
community’s cultural integrity while enabling meaningful relations with the broader
society.
2. Teaching Methodologies and Strategies. A culturally appropriate and responsive
curriculum employs teaching methodologies and strategies that strengthen, enrich, and
complement the community’s indigenous teaching-learning process.
3. Learning Space and Environment. A culturally appropriate and responsive
curriculum recognizes that the ancestral domain where IKSPs are experienced, lived,
and learned is the primary learning environment and learning space of indigenous
learners.
4. Learning Resources. Instructional materials and other learning resources shall be
developed and utilized in line with the described curriculum content and
teachinglearning processes.
5. Classroom Assessment. Assessment shall be done utilizing tools appropriate to the
standards, competencies, skills, and concepts being covered. Their design and use
shall address the needs and concerns of the community and shall be developed with
their participation.

OBSERVE, ANALYZE, REFLECT

Activity 3.1 Observing differences among learners’ gender, needs, strengths, interests, and
experiences; and differences among learners’ linguistic, cultural, socio-economic, religious
backgrounds, and difficult circumstances.

Resource Teacher: Teacher's Signature: School:

Grade/Year Level:
Subject Area: Date:

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

Step 1 Observe a class in different parts of a school day. (beginning of the day, class time, recess,
etc.)
Step 2 Describe the characteristics of the learners in terms of age, gender, and social and cultural
diversity.

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Step 3 Describe the interaction that transpires inside and outside the classroom.
Step 4 Interview your Resource Teacher about the principles and practices that she uses in dealing
with diversity in the classroom.
Step 5 Analyze the impact of individual differences on learners’ interactions.

OBSERVE

An Observation Guide for the Learners’ Characteristics

Read the following carefully before you begin to observe. Then write your observation report
on the space provided on the next page.

1. Find out the number of students. Gather data as to their ages, gender, racial groups,
religious, and ethnic backgrounds.

During class:
1. How much interaction is there in the classroom? Describe how the students interact with one
another and with the teacher. Are there groups that interact more with the teacher than
others.

2. Observe the learners seated at the back and the front part of the room. Do they behave and
interact differently?

3. Describe the relationship among the learners. Do the learners cooperate with or complete
against each other?

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

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5. When a student is called and cannot answer the teacher’s question, do the classmates try to
help him? Or do they raise their hands, so that the teacher will call them instead?

Outside class:
1. How do the students group themselves outside class? Homogeneously, by age? By gender?
By racial or ethnic groups? By their interests? Or are the students in mixed social groupings?
If so, describe the groupings.

2. Notice students who are alone and those who are not interacting. Describe their behavior.

Interview the teachers and ask about their experience about learners in difficult
circumstances. Request them to describe these circumstances and how it has affected the
learners. Ask about the strategies they use to help these learners cope.

Ask the teachers about strategies they apply to address the needs of diverse students due
to the following factors:
• Gender, including LGBT
• Language and culture differences
• Differences in religion
• Socio-economic status

OBSERVATION REPORT

Name of the School Observed: ______________________________________________________

School Address:
__________________________________________________________________
Date of Visit:
_____________________________________________________________________

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ANALYZE

1. Identify the persons who play key roles in the relationships and interactions in the classrooms.
What roles do they play? Is there somebody who appears to be the leader, a mascot/joker, an
attention seeker, a little teacher, a doubter/pessimist?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
What makes the learners assume these roles? What factors affect their behavior?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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2. Is there anyone you observed who appear left out? Are students who appear “different?” Why
do they appear different? Are they accepted or rejected by the others? How is this shown?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
What does the teacher do to address issues like this?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. How does the teacher influence the class interaction considering the individual differences of
the students?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

4. What strategies does the teacher use to maximize the benefits of diversity in the classroom?
How does the teacher leverage diversity?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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REFLECT

1. How did you feel being in that classroom? Did you feel a sense of oneness or unity among the
learners and between the teacher and the learner?

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Activity 3.2 Observing differences among learners with disabilities, giftedness, and talents

Resource Teacher: Teacher's Signature: School:

Grade/Year Level:
Subject Area: Date:

To realize the Intended Learning Outcomes, work your way through these steps.
1. Observe at least two of these classes.
a. SPED class with learners with intellectual disabilities
b. SPED class with learners with physical disabilities
c. SPED class for the gifted and talented
d. a regular class with inclusion of learners with disabilities 2. Note the needs of the
learners that the teacher should address.
3. Interview the teachers to find out more about the learners.
4. Write your observation report
5. Analyze your observation data
6. Reflect on your experience.

OBSERVE

Use the observation guide provided for you to document your observations.

An Observation Guide for the Learners’ Characteristics

Read the following carefully before you begin to observe. Then write your observation report on the
space provided.

1. Observe the class to see the differences on abilities of the learners.

2. Try to identify the students who seem to be performing well and those that seem to be
behind.
3. Validate your observations by asking the teacher about the background and needs of the
learners.
4. Observe the behavior of both regular students and those with special needs. Note their
dispositions, pace in accomplishing tasks, interaction with teacher, and interaction with
others.
5. Observe the teacher’s method in addressing the individual learning needs of the students in
his/her class.

OBSERVATION REPORT

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Name of the School Observed _______________________________________________________

School Address
___________________________________________________________________
Date of Visit
______________________________________________________________________

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ANALYZE

1. Did your observation match the information given by the teacher?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

2. Describe the differences in ability levels of the students in the class? What practices or strategies
are done or should be done to differentiate instruction to meet the needs of the learners.
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________
_
____________________________________________________________________________
_
_____________________________________________________________________________

3. Describe the methods used by the teacher in handling the students’ differences in abilities. How
did the students respond to the teacher? Did the teacher use differentiated instruction? If yes,
describe how.
_____________________________________________________________________________
____________________________________________________________________________
_
____________________________________________________________________________
_
_____________________________________________________________________________
_____________________________________________________________________________

REFLECT

1. Recall the time when you were in elementary or high school. Recall the high and low achievers in
your class. How did your teacher deal with differences in abilities? Was your teacher effective?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

2. What dispositions and traits will you need as a future teacher to meet the needs of the learners?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

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OBSERVE, ANALYZE, REFLECT

Activity 3.3 Observing the school experiences of learners who belong to indigenous groups.

Resource Teacher: Teacher's Signature: School:

Grade/Year Level:
Subject Area: Date:

To realize the Intended Learning Outcomes, work your way through these steps.

1. Ensure that you have reviewed the no.3 Focused on Indigenous Peoples in the Learning
essentials of Episode 3.
2. Observe in a school with a program for IP learners. Below are some suggested schools:
a. Ujah School of Living Traditions, Hungduan, Ifugao
b. Sentrong Paaralan ng mga Agta, General Nakar, Quezon
c. Sitio Tarukan Primary School, Capas Tarlac
d. Mangyan Center for Learning and Development, Naujan, Oriental Mindoro
e. Paaralang Mangyan na Angkop sa Kulturang Aalagaan (PAMANAKA), San Jose
Occidental
Mindoro
f. Tubuanan Ati Learning Traditions, Balabag, Boracay Island
g. Balay Turun-an Schools of Living Traditions, Brgy. Garangan and Brgy. Agcalaga,
Calinog,
Iloilo
h. T’boli School of Living Traditions, Lake Sebu, South Cotabato
i. Daraghuyan-Bukidnon Tribal Community School, Dalwangan, Malaybalay, Bukidnon
j. Talaandig School of Living Traditions, Lantapan, Bukidnon
k. Bayanihan Elementary School, Marilog, Davao
l. Lumad Bakwit School, UP Diliman, Quezon City

Please note: Ensure proper coordination of your college/university to obtain permission from
these schools before you visit.
If an actual visit is not feasible, consider a “virtual visit” through social media. And if still not
feasible consider a “virtual” field study through watching Indigenous Peoples in the
Philippines videos. There are several available at Youtube. You can start with this video by
DepEd:

DepEd Indigenous Peoples Education Office. National Indigenous Month (October) Video, 2013. Retrieve from:
https://www.youtube.com/watch?v=FsMjgQNz2Y

3. Write your observation report.

4. Analyze your observation data using the Indigenous Peoples Education Framework.
5. Reflect on your experience.

OBSERVE

Use the observation guide provided for you to document your observations.

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An Observation Guide for Indigenous Peoples Education

Read the following carefully before you begin to observe. Then write your observation report on the
space provided.

If you are watching videos you search, instead of actually visiting a school, have these questions in
mind as you are watching the videos. You can try to get in touch with the creator of the videos and
interview them too.

1. Before you observe, read about the specific IP group in the school you will visit. Know their
norms and customary greetings. This will help you blend in the school community and
interest with respect.
2. Observe and note the different parts or areas of the school environment. How are learning
spaces arranged?
3. What activities do they do in these different areas of the school?
4. Who are the people who manage the school? Who are involved in teaching the learners?
5. Observe how the teaching-learning process happens. Describe the learning activities they
have and the teaching strategies that the teacher uses.
6. Describe the interaction that is taking place between the teacher and learners, among the
teachers, and in the school in general.
7. What instructional materials and learning resources are they using?
8. Interview the teacher or principal about the curriculum. Find out the curriculum goals. You
can use the questions found on the Analysis part of this activity.

Write your observation report here.

OBSERVATION REPORT

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(You may include photos here.)

Name of the School Observed

________________________________________________________
School Address
___________________________________________________________________ Visit
Date of
______________________________________________________________________

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OBSERVATLION REPORT

(You may include photos here.)

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ANALYZE

Curriculum Design, Competence, Answer each question based on your observation and
and Content interview data.
1. Does the school foster a sense of
belonging to one’s ancestral
domain, a deep understanding of
the community’s beliefs and
practices? Cite examples.
2. Does the school show respect of
the community’s expression of
spirituality? How?
3. Does the school foster in the
indigenous learners a deep
appreciation of their identity?
How?
4. Does the curriculum teach skills
and competencies in the
indigenous learners that will help
them develop and protect their
ancestral domain and culture?
5. Does the curriculum link new
concepts and competencies to
the life experience of the
community?
6. Do the teaching strategies help
strengthen, enrich, and
complement the community’s
indigenous teaching-process?
7. Does the curriculum maximize the
use of the ancestral domain and
activities of the community as
relevant settings for learning in
combination which
classroombased sessions? Cite
examples.
8. Is cultural sensitivity to uphold
culture, beliefs and practices,
observed and applied in the

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development and use of

instructional materials and
learning resources? How? (For
example, Culture bearers of the
Indigenous Peoples are
consulted.)
9. Do assessment practices consider
community values and culture?
How?
10. Do assessment processes
include application of higher
order thinking skills?

What do you think can still be done to promote and uphold the indigenous people’s knowledge
systems and practices and rights in schools?

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

REFLECT

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Reflect based on your actual visit or videos that you watched.

1. What new things did you learn about indigenous peoples?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

2. What did you appreciate most from your experience in visiting the school with indigenous
learners? Why?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

3. For indigenous learners, as a future teacher, I promise these three things:

3.1 Be open to and respect indigenous peoples by _____________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3.2 Uphold and celebrate their culture, beliefs and practices by____________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3.3 Advocate for indigenous peoples education by______________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
SHOW Your Learning Artifacts

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

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EVALUATE Performance Task

Evaluate Your Work Tank Field Study 1. Episode 3- Focus on Gender, Needs, Strengths,
Interests, Experiences Language, Race, Culture, Religion, Socio-economic Status, Difficult
Circumstances, and Indigenous Peoples

Learning Outcomes: Describe the characteristics and needs of learners from diverse backgrounds
• Identify the needs of students with different levels of abilities in the classroom
• Identify best practices in differentiated teaching to suit the varying learner needs in a diverse
class (PPST 3.1.1)
• Demonstrate openness, understanding, and acceptance of the learners’ diverse needs and
backgrounds

Name of FS Student: ____________________________ Date Submitted: ____________

Year & Section: _________________________________ Course: ___________________

Learning Excellent 4 Very Satisfactory Satisfactory 2 Needs

Episode 3 Improvement
1
Accomplished One (1) to two (2) Three (3) Four (4) or more
Observation All observation observation observation questions/tasks
Sheet questions/tasks questions/ tasks questions/ tasks not answered /
completely not answered / not answered accomplished
answered/ accomplished. accomplished.
accomplished.

Analysis All questions were All questions were Questions were Four (4) or more
answered answered not answered observation
completely; completely answers completely questions were
answers are with clearly connected answers are not not answered
depth and are to theories; clearly connected answers not
thoroughly
grammar and to theories; one connected to
grounded on
spelling are free (1) to three (3) theories more
theories; grammar
and spelling are from errors. grammatical than four (4)
free from error. spelling errors. grammatically
spelling errors.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported by depth; supported shallow, shallow rarely
what were by what were somewhat supported by what
observed and observed and supported by were observed
analyzed. analyzed. what were and analyzed
observed and
analyzed.

Learning Portfolio is Portfolio is reflected Portfolio is not Portfolio is not

Artifacts reflected on in the on in the context of reflected on in reflected on in the
context of the the learning the context of the context of the
learning outcomes. learning learning

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outcomes; Complete; well outcomes. outcomes not

Complete, well organized, very Complete: not complete; not
organized, highly relevant to the organized. organized, not
relevant to the learning outcome. relevant to the relevant
learning outcome. learning
outcome.

Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline. deadline. after the days or more
deadline. after the deadline
COMMENT/S Over-all Score Rating: (Based
on Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 below

___________________________________ Date: __________

Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching – Learning in Actual
School Environment, Lorimar Publishing Inc.

www.google.com www.yourarticlelibrary.com

LEARNING MODULE No. 4

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

Topic : Learner Diversity: The Community and Home Environment
Time Frame : 1 hour
Objectives : At the end of the class, the students are able to:
a. describe the influencing factors in the home environment that affect
the students’ learning;

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b. seek advice concerning strategies that build relationships with

parents/guardians and the wider community (6.2.1); and
c. identify effective strategies on how teachers can work together with
the family.
Introduction :
This module provides opportunities for you to have a more in-depth look into the factors that affect
the development of a learner. Focus will be on the early experiences and characteristics of the learner
as described by the family and other significant others. You will also focus how the teacher links with
the community to maximize the learning and development of students.

REVISIT the Learning Essentials

1. Urie Bronfenbrenner’s bio-ecological model presents the learner within the context of layers of
relationship systems that make up the learner’s environment. The layers are:

Microsystem – Mesosystem – Exosystem – the Macrosystem – Chronosystem –

includes the the connection bigger social Outermost layer the element of
structure such as between the system which which includes time patterns of
one’s family, structures in the includes the city cultural values, stability and
school and microsystem government, the customs and laws pacing of the
neighborhood workplace and child’s everyday
the mass media life.

The model helps the teacher look into every aspect in the learner’s environment to understand his
behavior. The teacher’s important role is not to replace what is missing at home (if any), but to work
so that the school becomes an environment that welcomes and nurtures families. The teacher works
to create a partnership with the family and the community to bring out the best in every learner.

2. Baumrind’s Parenting Styles

Authoritarian. Parents are very firm with their children and expect unwavering and unquestioning
obedience. Rules are set by parents and misbehavior is met with withdrawal of affection,
physical punishment or threats.
Permissive. Parents are not firm or controlling. They have few expectations. May be warm and
caring but appear to be uninvolved and uninterested.
Rejecting-Neglecting. Parents are disengaged from children. Neither demanding nor responsive
to children. Provide no structure, supervision, support or guidance.
Authoritative. Parents achieve a good blend. They are firm yet loving. Have clear and
reasonable expectations and limits for their children. Treat children with respect and warmth.
Make children understand consequence of their behavior.

Children of:

Authoritarian Parents: are often unhappy, fearful, withdrawn, inhibited, hostile and aggressive.
They have low self-esteem and difficulty with peers.

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Permissive Parents: believe that their parents do not care for them. They are often impulsive,
aggressive and lack self-control; may they have low levels of independence and responsibility.
Rejecting-Neglecting Parents: are found to be the least competent in their over-all functioning
and adjustment.
Authoritative Parents: are socially competent, self-reliant, and have greater ability to show
selfcontrol. They have higher self-esteem and are better adjusted.

- Based on Child Development by Santrock, 2004.

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OBSERVE, ANALYZE, REFLECT

Activity No. 4.1 Observing the learner’s community and home environment

Resource Teacher: Teacher's Signature: School:

Grade/Year Level:
Subject Area: Date:

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

1. Select a learner from the class which you have previously observed.
2. Interview the teacher about the learner’s characteristics and the community.
3. Conduct a home visit to your selected learner’s residence.
4. Interview the parents about
a. the rules they implement at home concerning their child’s schooling.
b. the learner’s activities and behavior while at home.
5. Write the Learner’s Profile.
6. Analyze your observation and interview data.
7. Reflect on your observation experience.

OBSERVE

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Use the activity form provided for you to document your observations.
An Observation/Interview Guide for Home-School Link
Read the following carefully before you begin to observe/interview. Then write your
observation report on the space provided.

The Learner
1. Make a general observation of the learner. Describe him/her in each of the domains of
development:
• physical-body built and height (thin, chubby, underweight, overweight), level of physical
activity (fast, slow, lethargic, active, etc.)
• socio-interaction with teachers and classmates (loner, shy, sociable, friendly, gets into
fights, liked by others, etc.)
• emotional moods, temperament, cries easily, loses temper, happy, shows enthusiasm,
excited, indifferent, etc.)
• cognitive (appears to understand lessons, copes with the lessons, excels, lags behind,
shows reasoning skills, turns in assignments and requirements, etc.)

Interview the Teacher

1. What are the most noticeable characteristics of the learner? (emotional disposition, behavior
and discipline, sense of responsibility, study habits, academic performance, relationship with
peers, relationship with adults, social adjustment)
2. How does the teacher communicate with the parents? How often? What do they discuss?
How do they decide of the best course of action to resolve issues or problems?
3. How does the teacher utilize resources in the community to support the teaching-learning
process? How does the teacher work with the community to meet the needs of the learners?

Interview with Parents

1. Conduct a home visit. Once there, observe the home set-up. (Home is orderly, family
pictures in the living room, etc.)
2. Use the Interview Questions on the next page. Just ask the questions with which you feel
comfortable.

Suggested Parent Interview Guide

Your teacher may ask you to use a more detailed interview guide. Be free to translate the questions,
if necessary.

Name of Learner:
Date of Birth _____________________________________________ Age
____________________
Grade/Year Level _________________________________________ Gender
_________________
Number of Siblings _______________________________________
Birth Order _____________________________________________________

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Parents ________________________________________________________
Mother_________________________________________________________
Age _______________ Occupation ________________ Educational Attainment
________________
Father __________________ Occupation ___________ Educational Attainment
________________

Learner’s Physical Aspect:

Health
1. Mother’s Health during pregnancy with the learner:
2. Ailments or health problems of the learner as a child:
3. Age of the learner when he started to walk/talk:
4. Food preferences of the learner as a child and at present:
5. Who took care of him/her as a child?

Learner’s Social Aspect:

1. Describe your child’s sociability (friendly, outgoing or shy, loner).
2. Who were the learner’s playmates?
3. As a child then, was he/she allowed to play outside?
4. Is he/she allowed to go out with friends?
5. Do you have rules for him/ her to follow regarding going out?
6. What are these rules?
Emotional-Moral
1. What are your expectations of your child?
2. How do you provide a nurturing environment for your child?
3. Does your child go to you when she/he feels down or has a problem? What do you do to
meet his/her emotional needs?
4. What do you do when he/she is not successful in something?
How do you discipline your children?
1. Do you have rules in the house? What are they?
2. How do you impose the rules?
3. What are the consequences of breaking the rules?
Learner’s Cognitive Aspect:
1. What are the child’s interests?
2. What is he/she good at in school?
3. In what subject/s does he/she have difficulty?
4. How do you monitor his/her performance in school? How do you motivate him/her?
5. Do you have rules at home to help him develop good study habits?
6. What are these rules? How are they implemented?
After you have gathered all the necessary data. Write the learner’s development profile using the
outline below. Type the profile on a separate sheet and attached it to this learning Episode.

THE LEARNER’S DEVELOPMENT PROFILE (Outline)

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The Learners’ Development Profile

Name of the Learner ____________________________________________________

School _______________________________________________________________
Date of Home Visit ______________________________________________________
Date of Birth _______________________________ Age _______________________
Grade/Year Level _________________________________ Gender _______________

Family Profile Number

of Siblings:
Birth Order:
Parent
Mother:
Age:
Occupation: Educational Attainment: Father:
Occupation: Educational Attainment:

Physical Development
In paragraph form, describe the physical development of the learner. Combine the
teacher’s, parents’ responses, and your own observations.

Social Development
In paragraph form, describe the social development of the learner. Combine the
teacher’s, parents’ responses, and your own observations.

Emotional-Moral Development
In paragraph form, describe the emotional-moral development of the learner.
Combine the teacher’s, parents’ responses, and your own observations.

Cognitive Development
In paragraph form, describe the cognitive development of the learner. Combine the
teacher’s, parents’ responses, and your own observations.

Findings
Write here your salient findings about the learner.

Conclusions
Write your conclusions after you have analyzed the impact of the school and the
home on the learner’s development. The questions in the Your Analysis portion of this
learning Episode can help you.

Recommendations
Write your recommendations.

ANALYZE

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Your findings and recommendations in the Learner Development Profile, will help you answer the
questions here.

1. From your home visit and interview, what do you think is the style of parenting experienced by
the learner? Explain your answer.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. Relating your data with what you learned from the child development, what family factors do
you think contribute to the development and over-all adjustment of the learner in school?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. Does the communication between the home-school have an effect on the learner? If yes, what
are these effects?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

4. How can the teacher partner with the community to contribute to the development and
learning of the students? Who are the people or which institutions can the teacher tap to seek
advice regarding the development and learning of students?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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REFLECT

1. Reflect on your own development as a child. What type of parenting did you experience? How
did it affect you?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. As a future teacher, how would you establish good home-school collaboration? How can you
work well with the parents? How can you help them? How can they help you?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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LINK Theory to Practice

Directions: Read the items given below and encircle the correct answer.

1. Which are most likely the kinds of children raised by authoritarian parents?

I. Fearful
II. Inhibited
III. Hostile
IV. Withdrawn

A. I and II C. II and III

B. I, II and III D. I, II, III, and IV

2. If a child was raised by authoritative parents, how will most likely will he/she behave in class?

A. Relates well to classmates

B. Is suspicious of others
C. Quarrels often with classmates
D. Has low level of independence

3. Which parenting style/s contribute/s to the development of children who have low level of
responsibility?

A. Authoritarian C. Permissive
B. Authoritative D. Neglecting and Permissive

SHOW Your Learning Artifacts

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Color Your
1. World…

1. Make an artistic,
colorful, and
creative visual
expression of your
insights or feelings
about the influence
of the home and
school and
community to the
learner.

Then, write a few

statements on the
space below about
your visual art

Stick with
Acrostic…

2. Make a reflection
2.
acrostic about the
home, school and
H- C-
community link.
O- O-
M- M-
E- M-
U-
N-
I-
T- Y-

S-
C-
H- O-
O-
L-

L-
I-
N-
K-

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EVALUATE Performance Task

Evaluate Your Work Tank Field Study 1. Episode 4 – Learner Diversity: The Community and Home
Environment

Learning Outcomes: Describe the influencing factors in the home environment that affect the
students’ learning
• Seek advice concerning strategies that build relationships with parents/guardians and the
wider community (6.2.1); and
• Identify effective strategies on how teachers can work together with the family

Name of FS Student: ____________________________ Date Submitted: ____________

Year & Section: _________________________________ Course: ___________________

Learning Excellent 4 Very Satisfactory Satisfactory 2 Needs

Episode 3 Improvement
1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation questions/tasks observation observation questions/tasks
Sheet completely questions/ tasks questions/ tasks not answered /
answered/ not answered / not answered accomplished
accomplished. accomplished. accomplished.

Analysis All questions were All questions were Questions were Four (4) or more
answered answered not answered observation
completely; completely answers completely questions were
answers are with clearly connected answers are not not answered
depth and are to theories; clearly connected answers not
thoroughly to theories; one
grammar and connected to
grounded on (1)
spelling are free theories more
theories; grammar to three (3)
and spelling are from errors. than four (4)
grammatical
free from error. grammatically
spelling errors.
spelling errors.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported by depth; supported shallow, shallow rarely
what were by what were somewhat supported by what
observed and observed and supported by were observed
analyzed. analyzed. what were and analyzed
observed and
analyzed.

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Learning Portfolio is Portfolio is reflected Portfolio is not Portfolio is not

Artifacts reflected on in the on in the context of reflected on in reflected on in the
context of the the learning the context of the context of the
learning outcomes; outcomes. learning learning outcomes
Complete, well Complete; well outcomes. not complete; not
Complete: not
organized, highly organized, very organized, not
organized.
relevant to the relevant to the relevant
relevant to the
learning outcome. learning outcome.
learning
outcome.

Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline. deadline. after the days or more
deadline. after the deadline
COMMENT/S Over-all Score Rating: (Based
on Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 below

___________________________________ Date: __________

Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching – Learning in Actual
School Environment, Lorimar Publishing Inc.

www.google.com www.yourarticlelibrary.com

ANALYZE

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Your findings and recommendations in the Learner Development Profile will help you answer the
questions here.

1. From your home visit and interview, what do you think is the style of parenting experienced by the
learner? Explain your answer.
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________
_
____________________________________________________________________________
_
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________
_
____________________________________________________________________________
_
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

2. Relating your data with what you learned from child development, what family factors do you think
contribute to the development and over-all adjustment of the learner in school?
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________
_
____________________________________________________________________________
_
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

3. Does the communication between the home-school have an effect on the learner? If yes, what are
these effects?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________
_
____________________________________________________________________________
_

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_____________________________________________________________________________
____________________________________________________________________________
_
____________________________________________________________________________
_
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
REFLECT

1. Reflect on your own development as a child, what type of parenting did you experience? How
did it affect you?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. As a future teacher, how would you establish good home-school collaboration? How can you
work well with the parents? How can you help them? How can they help you?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

LEARNING MODULE No. 5

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

Topic : Creating an Appropriate Learning Environment
Time Frame : 1 hour
Objectives : At the end of the class, the students are able to:
a. plan on how to manage time, space, and resources; and
b. provide a learning environment appropriate to the learners and
conducive to learning.

Introduction :

This module provides an opportunity to examine how classrooms are structured or designed to allow
everyone’s maximum participation for effective learning. This Module enhances the application of the
theories learned in the following professional subject such as Facilitating Learner-Centered Teaching
and the Child and Adolescent Learners and Learning Principles.

REVISIT the Learning Essentials

The classroom climate that is conducive for learning is one that is non-threatening yet businesslike. It
is a classroom where, when creating audio-visual presentations, the following are observed.

• Specific classroom rules and procedures are clear.

• Classroom rules and procedures are discussed within the first few days of the school.
• Students are involved in the design of rules and procedures.
• Techniques to acknowledge and reinforce acceptable behavior are employed.
• Clear limits for unacceptable behavior are established and negative consequences for such
are communicated.
• Classroom processes are democratic.

OBSERVE, ANALYZE, REFLECT

Activity 5.1 Managing Time, Space and Learning Resources

Resource Teacher: Teacher's Signature: School: Grade/Year Level:

Subject Area: Date:

OBSERVE

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Observe and use the observation sheet provided for you to document your observations.

1. As you observe the class, look into the characteristics of the learners. Note their ages.

2. How many boys are there? How many girls?

3. Focus on their behavior. Are they already able to manage their own behavior?

4. Can the learners already work independently?

5. Describe their span of attention.

ANALYZE

Analyze and answer these questions on observed classroom management practices. It is also good
to ask the additional information, so you can validate your observation. Write your notes below; and
then organize your data in the Table that follows.

1. Are there areas in the classroom for specific purposes (storage of teaching aids, books,
students’ belongings, supplies, etc.)? Describe these areas. Will it make a difference if these
areas for specific purposes are not present?

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2. Are these rules and procedures posted in the room? List them down. Do these rules reinforce
positive behavior?

3. Did the students participate in the making the classroom rules? If the Resource Teacher is
available, ask him/her to describe the process. What’s the effect of students’ participation in
rulemaking on student’s behavior?

4. What are the daily routines done by the Resource Teacher? (prayer, attendance, assignment of
monitors, warm-up activities, etc.) How are they done?

5. Is there a seating arrangement? What is the basis of this arrangement? Does this help in
managing the class?

6. Observe the noise level in the classroom. How is this managed?

7. If a learner is not following instruction or is off-task, what does the Resource Teacher do?
Describe the behavior strategies used.

8. What does the Resource Teacher do to reinforce positive behaviors? (behavior strategies)

REFLECT

Reflection as a future teacher.

1. Why do you need to enforce positive discipline?

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

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Activity 5.2 identifying the different Aspects of Classroom Management

Resource Teacher: Teacher's Signature: School:

Grade/Year Level:
Subject Area: Date:

OBSERVE CLASSRROOM MANAGEMENT MATRIX

Observe a class and accomplish the given matrix.

Effect on the Learners

Aspects of Classroom
Description (to be filled out after you answer
Management
the analysis questions)
1. Specific Areas in the
Classroom

2. Classroom Rules

3. Classroom Procedures

4. Daily Routines

5. Seating Arrangement
6. Handling
misbehavior/offtask
behavior
7. Reinforcement of Positive
Behavior
8. Others

9. Others

10. Others

ANALYZE

1. How did the classroom organization and routines affect the learners’ behavior?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. What should the teacher have in mind when she/he designs the classroom organization and
routines? What theories and principles should you have in mind?
_____________________________________________________________________________

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_____________________________________________________________________________
____________________________________________________________________________
_
____________________________________________________________________________
_
_____________________________________________________________________________
3. Which behavior strategies were effective in managing the behavior of the learners? In motivating
students? Why were they effective?
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________
_
____________________________________________________________________________
_
_____________________________________________________________________________

REFLECT

Reflect on the following and write your insights.

1. Imagine yourself organizing your classroom in the future. In what grade year level do you see
yourself? What routines and procedures would you consider for this level? Why?
_____________________________________________________________________________
____________________________________________________________________________
_
____________________________________________________________________________
_
_____________________________________________________________________________
_____________________________________________________________________________
2. Make a list of the rules you are likely to implement in this level. Why would you choose these
rules?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________
_
____________________________________________________________________________
_
3. Should learners be involved in making the class rules? Why?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
SHOW Your Learning artifacts

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Paste pieces of evidence of classroom rules that work in class. You may also put pictures of the
physical space and learning stations which contribute to the effective implementation of classroom
management.

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EVALUATE Performance Task

Evaluate Your Work Tank Field Study 1. Episode 5 – Creating an Appropriate Learning
Environment

Learning Outcomes: Plan on how to manage time, space, and resources

 Provide a learning environment appropriate to the learners and conducive to learning

Name of FS Student: ____________________________ Date Submitted: ____________

Year & Section: _________________________________ Course: ___________________

Needs
Learning Very Satisfactory Improvement
Excellent 4 Satisfactory 2
Episode 3 1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation questions/tasks observation observation questions/tasks
Sheet completely questions/ tasks questions/ tasks not answered /
answered/ not answered / not answered accomplished
accomplished. accomplished. accomplished.

Analysis All questions were All questions were Questions were Four (4) or more
answered answered not answered observation
completely; completely answers completely questions were
answers are with clearly connected answers are not not answered
depth and are to theories; clearly connected answers not
thoroughly to theories; one
grammar and connected to
grounded on (1) to three (3)
spelling are free theories more
theories; grammar grammatical
and spelling are from errors. than four (4)
spelling errors. grammatically
free from error.
spelling errors.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported by depth; supported shallow, shallow rarely
what were by what were somewhat supported by what
observed and observed and supported by were observed
analyzed. analyzed. what were and analyzed
observed and
analyzed.

Learning Portfolio is Portfolio is reflected Portfolio is not Portfolio is not

Artifacts reflected on in the on in the context of reflected on in reflected on in the
context of the the learning the context of the context of the
learning outcomes; outcomes. learning learning outcomes
Complete, well Complete; well outcomes. not complete; not
Complete: not
organized, highly organized, very organized, not
organized.
relevant to the relevant to the relevant
relevant to the
learning outcome. learning outcome. learning
outcome.

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Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline. deadline. after the days or more
deadline. after the deadline
COMMENT/S Over-all Score Rating: (Based
on Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 below

___________________________________ Date: __________

Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching – Learning in Actual
School Environment, Lorimar Publishing Inc.

www.google.com
www.yourarticlelibrary.com

LEARNING MODULE No. 6

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

Topic : Classroom Management and Classroom Routines
Time Frame : 1 hour
Objectives : At the end of the class, the students are able to:
a. Identify the classroom routines set by the teacher; and
b. Observe how the students execute the various classroom routines.

Introduction :

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

REVISIT the Learning Essentials

Routines are the backbone of daily classroom life. They facilitate teaching and learning Routines
don’t just make the life of the teacher easier. They save valuable classroom time. Efficient routines
make it easier for students to learn and achieve more.

Establishing routines early in the school year:

• enables you to run your daily activities run smoothly;
• ensures you to manage time effectively;
• helps you maintain order in the classroom;
• makes you more focused in teaching because you spend less time in giving directions/
instructions; and
• enables you to explain to the learners what are expected of them.

OBSERVE, ANALYZE, REFLECT

Activity 6.1 Observing Classroom Management and Routines

Resource Teacher: Teacher's Signature: School:

Grade/Year Level:
Subject Area: Date:

OBSERVE

Observe the classroom routines of the Resource Teacher by accomplishing the given checklist.

Checklist on Classroom Routines

Check Yeas () if observed and () if not observed.

Classroom Routines Observed () Not Observed ()

1. Movement into the classroom
2. Transition in classroom activities
3. Movement out of the classroom
4. Use of lavatories / comfort room / washrooms
5. Passing of papers
6. Passing of books
7. Working with pairs / groups
8. Tardy students
9. Absent students

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10. Submission of projects

11. Submission of projects
12. Asking questions during lessons
13. Asking for assistance
14. Joining classroom activities
15. Lining up
16. Walking in line
17. Fire drill / emergencies
18. Movement between activities
19. Use of classroom supplies
20. Checking of assignments
Others, please specify.
21.
22.
23.
24.
25.

ANALYZE

Analyze the routines set by the Resource Teacher by answering the following questions.
1. Were the routines effective in ensuring discipline and order in the class? Why? Why not?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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

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___________________________________________________________________________

REFLECT

Reflect on the various routines observed.

1. Which of the routines will you most likely apply in your class? Why? Why not?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Activity 6.2 Listing Down Classroom Rules

Resource Teacher: Teacher's Signature: School: Grade/Year Level:

Subject Area: Date:

OBSERVE

Observe a class and list down the classroom rules formulated by the Resource Teacher. Cite the
importance of these rules.

Classroom rules are imperative and must be reinforced for learners’ safety and security. Rules also
teach discipline and self-control. Rules eliminate stress and will provide a more pleasant, secured and
non-threatening environment. Rules ensure the students’ engagement and focus in their classroom
activities.

Classroom Rules Importance

1. E.g. Read directions well. - Ensures less error in answering the activity.
2. -
3. -
4. -
5. -
6. -

ANALYZE

1. Analyze each given rule. What circumstances led to the formulation of the rules?
___________________________________________________________________________

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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. Are classrooms rules really important?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

REFLECT

Reflect on the various classroom rules set by the Resource Teacher. Will you have the same rules? If
not, what rules are you going to employ? Explain your answer.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________
_
____________________________________________________________________________
_
_____________________________________________________________________________
____________________________________________________________________________
_
____________________________________________________________________________
_
_____________________________________________________________________________
____________________________________________________________________________
_
____________________________________________________________________________
_
_____________________________________________________________________________

SHOW Your Learning Artifacts

Take some snapshots of the classroom routines employed by the Resource Teacher which
are worth emulating. Tell something about the pictures.

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EVALUATE Performance Task

Evaluate Your Work Tank Field Study 1. Episode 6 – Classroom Management and Classroom
Routines

Learning Outcome: Identify the classroom routines set by the teacher; and Observe how the students
execute the various classroom routines.

Name of FS Student: ____________________________ Date Submitted: ____________

Year & Section: _________________________________ Course: ___________________

Needs
Learning Very Satisfactory
Excellent 4 Satisfactory 2 Improvement
Episode 3 1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation questions/tasks observation observation questions/tasks
Sheet completely questions/ tasks questions/ tasks not answered /
answered/ not answered / not answered accomplished
accomplished. accomplished. accomplished.

Analysis All questions were All questions were Questions were Four (4) or more
answered answered not answered observation
completely; completely answers completely questions were
answers are with clearly connected answers are not not answered
depth and are to theories; clearly connected answers not
thoroughly to theories; one
grammar and connected to
grounded on (1) to three (3)
spelling are free theories more
theories; grammar grammatical
and spelling are from errors. than four (4)
spelling errors. grammatically
free from error.
spelling errors.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported by depth; supported shallow, shallow rarely
what were by what were somewhat supported by what
observed and observed and supported by were observed
analyzed. analyzed. what were and analyzed
observed and
analyzed.

Learning Portfolio is Portfolio is reflected Portfolio is not Portfolio is not

Artifacts reflected on in the on in the context of reflected on in reflected on in the
context of the the learning the context of the context of the
learning outcomes; outcomes. learning learning outcomes
Complete, well Complete; well outcomes. not complete; not
Complete: not
organized, highly organized, very organized, not
organized.
relevant to the relevant to the relevant
relevant to the
learning outcome. learning outcome. learning
outcome.

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Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline. deadline. after the days or more
deadline. after the deadline
COMMENT/S Over-all Score Rating: (Based
on Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 below

___________________________________ Date: __________

Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching – Learning in Actual
School Environment, Lorimar Publishing Inc.

www.google.com www.yourarticlelibrary.com

LEARNING MODULE No. 7

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

Topic : Physical and Personal Aspects of Classroom Management
Time Frame : 1 hour
Objectives : At the end of the class, the students are able to:
a. identify the two (2) aspects of classroom management; and
b. determine the classroom management strategies that the Resource
Teacher employed in his/her class.

Introduction :

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This module tackles classroom management and discipline. It focuses on the personal and physical
aspects of classroom management which are central to teaching and therefore must be consistently
implemented.

REVISIT the Learning Essentials

Classroom management refers to the wide variety of skills and techniques that teachers use to
keep students organized, orderly, focused, attentive on tasks and academically productive in class.

Ref: edglossary.org
Importance of effective Classroom Management
• increases chance of student success
• paves the way for the teacher to engage students in learning
• helps create an organized classroom environment
• increases instructional time
• creates consistency in the employment of rules and regulations
• aligns management strategies with school wide standards
• decreases misbehavior in the classroom
• gives student boundaries as well as consequences

Ref: http://www.ehow.com Two aspects of Classroom Management

1. Personal Classroom Management consists of managing your own self to ensure order and
discipline in your class. It includes:
1.1 voice
1.2 personal grooming
1.3 attendance
1.4 punctuality
1.5 personal graciousness
2. Managing yourself as a teacher contributes to the order and well-being of your class.
3. Physical Classroom Management consists of managing the learning environment.
Attending to these physical elements of the learning environment ensures the safety,
security and order in the class. It includes:
3.1 ventilation
3.2 lighting
3.3 acoustics
3.4 seating arrangement
3.5 structure / design of the classroom
3.6 physical space / learning stations

Some Effective Classroom Management Strategies

1. Model to the students how to act in different situations.

2. Establish classroom guidelines.
3. Document the rules.
4. Refrain from punishing the entire class.
5. Encourage initiative from class.
6. Offer praise and rewards.

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7. Use non-verbal communication.

8. Take time to celebrate group effort.
9. Let students work in groups.
10. Interview students to assess their needs.
11. Address bad behavior quickly.
12. Consider peer teaching.
13. Continuously engage the students.
14. Assign open-ended project.
15. Write group contracts.
Ref. prodigygame.com

OBSERVE, ANALYZE, REFLECT

Activity 7.1 Identifying Personal and Physical Aspects of Classroom Management

Resource Teacher: Teacher's Signature: School:

Grade/Year Level:
Subject Area: Date:

OBSERVE

Observe a class and interview the Resource Teacher. Ask how the personal and physical aspects of
classroom management ensure proper classroom management and discipline.

Check of these aspects were observed in the classroom.

Aspects of Classroom Management YES NO

1. Personal Classroom Management
1.1 Is the teacher well-groomed that he/she demands respect from the learners?
1.2 Is the teacher’s voice modulated and can be heard by the entire class?
1.3 Was the teacher present in class?
1.4 Did the teacher arrive on time in class?
1.5 Does the teacher exude a positive attitude towards teaching?
2. Physical Classroom Management
2.1 Is the classroom well-ventilated?
2.2 Is the lighting good enough?
2.3 Is the classroom free from noise?
2.4 Does the seating arrangement provide better interaction?
2.5 Is the design/ structure of the room inviting to classroom activities?
2.6 Is the physical space/ learning station clear from obstruction?

ANALYZE

Analyze the different elements of personal/ physical classroom management and answer the
following question.

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

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

REFLECT

Reflect on the aspects of personal and classroom management.

1. What does this statement mean to you as a future teacher? Explain.

“No amount of good instruction will come out without effective classroom management.”
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. What are your plans in ensuring effective classroom management?

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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Activity 7.2 Demonstrating Knowledge of positive and no-violent discipline in the
management of learner behavior.

Resource Teacher: Teacher's Signature: School:

Grade/Year Level:
Subject Area: Date:

OBSERVE

Observe the classroom management strategies that your Resource Teacher employs in the
classroom. You may also conduct an interview to substantiate your observation.

Check the management strategies employed by the Resource Teacher.

Check () observed, put an () if not observed and O for no opportunity to observe.

Not No Opportunity
Effective Classroom Management Strategies Observed
Observed to Observe
1. Model to the students how to act in different
situations.
2. Establish classroom guidelines.
3. Document the rules.
4. Refrain from punishing the entire class.
5. Encourage initiative from class.
6. Offer praise and rewards.
7. Use non-verbal communication.
8. Take time to celebrate group effort.
9. Let students work in groups.
10. Interview students to assess their needs.
11. Address bad behavior quickly.
12. Consider peer teaching.
13. Continously engage the students.
14. Assign open-ended project.
15. Write group contracts.
Others (Please specify)
16.
17.

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18.
19.
20.

ANALYZE

Analyze the checklist you have accomplished and answer the given questions:

1. How many strategies were employed by the Resource Teacher? Did these contribute to better
classroom management? Explain your answer.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. What were not used by the Resource Teacher? Were these important? What should have
been used instead? Explain.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

REFLECT

As a future teacher, reflect on the observations then answer the given question.

1. What classroom management strategies do I need to employ to respond to diverse types of

learners?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

SHOW Your Learning Artifacts

Show piece(s) of evidence of learning to capture the classroom management strategies used by your
Resource Teacher.

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EVALUATE Performance Task

Evaluate Your Work Tank Field Study 1. Episode 7 – Physical and Personal Aspects of Classroom
Management

Learning Outcome: Identify the two (2) aspects of classroom management and determine the
classroom management strategies that the Resource Teacher employed in his/her class.

Name of FS Student: ____________________________ Date Submitted: ____________

Year & Section: _________________________________ Course: ___________________

Needs
Learning Very Satisfactory Improvement
Excellent 4 Satisfactory 2
Episode 3 1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation questions/tasks observation observation questions/tasks
Sheet completely questions/ tasks questions/ tasks not answered /
answered/ not answered / not answered accomplished
accomplished. accomplished. accomplished.

Analysis All questions were All questions were Questions were Four (4) or more
answered answered not answered observation
completely; completely answers completely questions were
answers are with clearly connected answers are not not answered
depth and are to theories; clearly connected answers not
thoroughly to theories; one
grammar and connected to
grounded on (1) to three (3)
spelling are free theories more
theories; grammar grammatical
and spelling are from errors. than four (4)
spelling errors. grammatically
free from error.
spelling errors.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported by depth; supported shallow, shallow rarely
what were by what were somewhat supported by what
observed and observed and supported by were observed
analyzed. analyzed. what were and analyzed
observed and
analyzed.

Learning Portfolio is Portfolio is reflected Portfolio is not Portfolio is not

Artifacts reflected on in the on in the context of reflected on in reflected on in the
context of the the learning the context of the context of the
learning outcomes; outcomes. learning learning outcomes
Complete, well Complete; well outcomes. not complete; not
Complete: not
organized, highly organized, very organized, not
organized.
relevant to the relevant to the relevant
relevant to the
learning outcome. learning outcome. learning
outcome.

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Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline. deadline. after the days or more
deadline. after the deadline
COMMENT/S Over-all Score Rating: (Based
on Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 below

___________________________________ Date: __________

Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching – Learning in Actual
School Environment, Lorimar Publishing Inc.

www.google.com www.yourarticlelibrary.com

LEARNING MODULE No. 8

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

Topic : Close Encounter with the School Curriculum
Time Frame : 1 hour
Objectives : At the end of the class, the students are able to:
a. identify the different curricula that prevail in the school setting;
b. describe how the teacher manages the school curriculum by
planning, implementing lessons through different strategies and
assessment of learning outcomes; and
c. analyze if the teacher aligns the objectives to subject matter, to
teaching strategies and assessment.
Introduction :

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

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

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

REVISIT the Learning Essentials

School Curriculum: what is this about?

From a broad perspective, curriculum is defined as the total learning process and outcomes as in
lifelong learning. However, school curriculum in this course limits such definition of total learning
outcomes to confine to a specific learning space called school. Schools are formal institutions of
learning where the two major stakeholders are the learners and the teachers.

Basic education in the Philippines is under the Department of Education or DepEd and the
recommended curriculum is the K-12 or Enhanced Basic Education Curricula of 2013. All basic
education schools offering kindergarten (K) elementary (Grades 1 to 6) and Secondary (Grades 7-10,
Junior High School and Grades 11 to 12, Senior High School) adhere to this national curriculum as a
guide in the implementation of the formal education for K to 12.

What are the salient features of the K to 12 Curriculum? Here are the features. It is a
curriculum that:
1. strengthens the early childhood education with the use of the mother tongue.
2. makes the curriculum relevant to the learners. The use of contextualized lessons and addition
of issues like disaster preparedness, climate change and information and communication
technology (ICT) are included in the curriculum. Thus, in-depth knowledge, skills and values,
attitude through continuity and consistency across every level and subject.
3. builds skills in literacy. With the use of Mother Tongue as the main language in studying and
learning tools from K to Grade 3, learners will become ready for higher level skills.
4. ensures unified and seamless learning. The curriculum is designed in a spiral progression
where the students learn first the basic concepts, while they study the complex ones in the

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next grade level. The progression of topics matches with the developmental and cognitive
skills. This process strengthens the mastery and retention.
5. gears up for the future. It is expected that those who finish basic education in Grade 12 will be
ready for college or tech voc careers. Their choice of careers will be defined when they go to
Grade 11 and 12.
6. nurtures a fully developed youth. Beyond the K to 12 graduates the learner will be ready to
embark on different career paths for a lifetime.

You will recall that a school curriculum is of many types for the Kindergarten to Grade 12 in
the country.
• The enhanced curriculum K to 12 curriculum is the Recommendation Curriculum. It is to
be used nationwide as mandated by Republic Act 10533.
• When the curriculum writers began to write the content and competency standards of the
K to 12 Curriculum it became a Written Curriculum. It reflects the substance of RA 10533
or the Enhanced Basic Education Act of 2013. In the teacher’s class it is the lesson plan. A
lesson plan is a written curriculum in miniscule.
• What has been written in a lesson plan has to be implemented. It is putting life to the
written curriculum, which is referred to as the Taught Curriculum. The guidance of the
teacher is very crucial.
• A curriculum that has planned, and taught needs materials, objects, gadgets, laboratory
and many more that will help the teacher implement the curriculum. This is referred to as
the Supported Curriculum.
• In order to find out if the teacher has succeeded in implementing the lesson plan, an
assessment shall be made. It can be done in the middle or end of the lesson. The
curriculum is now called the Assessed Curriculum.
• The result of the assessment when successful is termed as Learned Curriculum.
Learned curriculum whether small or big indicates accomplishment of learning outcomes.
• However, there are unplanned curriculums in schools. These are not written, nor
deliberately taught but they influence learning. These include peer influence, the media,
school environment, the culture and tradition, natural calamities and many more. This
curriculum is called Hidden Curriculum or Implicit Curriculum.

So what will be the roles and responsibilities of the teacher in the relations with the school curriculum,
specifically in the K to 12 or the enhanced curriculum for basic education?

Teachers then should be multi-talented professionals who:

• know and understand the curriculum as enumerated above;
• write the curriculum to be taught;
• plan the curriculum to be implemented;
• initiate the curriculum which is being introduced;
• innovate the curriculum to make it current and updated;
• implement the curriculum that has been written and planned; and  evaluate the written,
planned and learned curriculum.
OBSERVE, ANALYZE, REFLECT
Activity 8.1 Curricula in the School Setting

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Resource Teacher: Teacher's Signature: School:

Grade/Year Level:
Subject Area: Date:

OBSERVE

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

Type of Curriculum Where Found Description

1. Recommended Curriculum
(K to 12 Guidelines)

2. Written Curriculum
(Teacher’s Lesson Plan)

3. Taught Curriculum
(Teaching Learning
Process)

4. Supported Curriculum
(Subject textbook)

5. Assessed Curriculum
(Assessment Process)

6. Learned Curriculum
(Achieved Learning
Outcomes)

7. Hidden Curriculum (Media)

ANALYZE

Which of the seven type’s curriculum in the school setting is easy to find? Why?

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Which is difficult to observe? Why?

Are these all found in the school setting? How do curricula relate to one another?

Draw a diagram to show the relationship of one curriculum to the other.

REFLECT

Make a reflection on the diagram that you have drawn.

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Activity 8.2 The Miniscule School Curriculum: The Lesson, A Closer Look

Resource Teacher: Teacher's Signature: School:

Grade/Year Level:
Subject Area: Date:

OBSERVE

This activity requires a full lesson observation from Motivation to Assessment.

Procedure:
1. Secure permit to observe one complete lesson in a particular subject, in a particular grade/
year level.
2. Keep a close watch on the different components of the miniscule curriculum: the lesson
3. Follow the three major components of a curriculum (Planning, Implementing and
Evaluating/Assessing). Observe and record your observation.

Observe and Record Observation on the Following Aspects

Key Guide for Observation (Carefully look for the indicators/
Major Curriculum
behavior of the teacher along the key points. Write your
Components
observation and description in your notebook.)
A. Planning 1. Borrow the teacher’s lesson plan for the day. What major parts do you
see? Request a copy for your use.
Answer the following questions:
a. What are the lesson objectives/learning outcomes?
b. What are included in the subject matter?
c. What procedure or method will the teacher use to implement the
plan?
d. Will the teacher assess or evaluate the lesson? How will this be
done?
B. Implementing Now it’s time to observe how the teacher implemented the prepared
lesson plan. Observe closely the procedure.
a. How did the teacher begin the lesson?
b. What procedure or steps were followed?
c. How did the teacher engage the learners?
d. Was the teacher a guide at the side?
e. Were the learners on task? /Or were they participating in the
class activity?
f. Was the lesson finished within the class period?
C. Evaluating/Assessing Did learning occur in the lesson taught? Here you make observations to
find evidence of learning.
a. Were the objectives as learned outcomes achieved?
b. How did the teacher assess/evaluate it?
c. What evidence was shown? Get pieces of evidence.

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ANALYZE

Write a paragraph based on the data you gathered using these key questions.

1. How does the teacher whom you observed compare to the ideal characteristics or
competencies of global quality teachers? __________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. Was the lesson implemented as planned? Describe. _________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. Can you describe the disposition of the teacher after the lesson was taught? Happy and
eager? Satisfied and contented? Disappointed and exhausted? ________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

4. Can you describe the majority of student’s reactions after the lesson was taught? Confused?
Happy and eager? Contented? No reactions at all. __________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

REFLECT

Based on your observations and tasks in Activity 2 how will you prepare your lesson plan? Make
a short paragraph on the topic.

Activity 8.1 identifying Personal and Physical Aspects of Classroom Management

Resource Teacher: Teacher's Signature: School:

Grade/Year Level:
Subject Area: Date:

OBSERVE

Using the diagram below fill up the component parts of a lesson

I. Title of the Lesson: ____________________________________________________

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II. Subject are: __________________________________________________________ III.

Grade Level:
_________________________________________________________

Outcomes Teaching Method Assessment

F ill this up F ill this up F ill this up

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ANALYZE

Answer the following questions based on the diagram.

1. Are the three components constructively aligned? Explain.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. Will the outcomes be achieved with the teaching methods used? Why?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. What component would tell if the outcomes have been achieved?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

REFLECT

What lessons have you learned in developing or writing a lesson plan?

What value will it give to the teacher if the three components are aligned?

SHOW Your Learning Artifacts

Learning Artifacts for Activity 1-3

Present an artifact for Activity 1, 2, and 3.

Activity 1 Artifact
1. Present an evidence for each kind of curriculum operating in the school setting. This can be in
pictures, realia, documents or others.

Activity 2 Artifact
1. Present a sample curriculum in a form of a Lesson Plan.

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Activity 3 Artifact
1. Present a matrix to show the constructive alignment of the three components of a lesson plan.
a. Example:
Lesson Title: _________________________________________________________
Subject Area: ________________________________________________________
Grade Level: _________________________________________________________

Learning Outcomes Teaching Methods Evaluation

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1. Episode 8 – Close Encounter with the School Curriculum

Learning Outcome: Identify the different curricula that prevail in the school setting
• Describe how the teacher manages the school curriculum by planning, implementing lessons
through different strategies and assessment of learning outcomes.
• Analyze if the teacher aligns the objectives to subject matter, to teaching strategies and
assessment.

Name of FS Student: ____________________________ Date Submitted: ____________

Year & Section: _________________________________ Course: ___________________

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Needs
Learning Very Satisfactory
Excellent 4 Satisfactory 2 Improvement
Episode 3 1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation questions/tasks observation observation questions/tasks
Sheet completely questions/ tasks questions/ tasks not answered /
answered/ not answered / not answered accomplished
accomplished. accomplished. accomplished.

Analysis All questions were All questions were Questions were Four (4) or more
answered answered not answered observation
completely; completely answers completely questions were
answers are with clearly connected answers are not not answered
depth and are to theories; clearly connected answers not
thoroughly
grammar and to theories; one connected to
grounded on
spelling are free (1) to three (3) theories more
theories; grammar
and spelling are from errors. grammatical than four (4)
free from error. spelling errors. grammatically
spelling errors.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported by depth; supported shallow, shallow rarely
what were by what were somewhat supported by what
observed and observed and supported by were observed
analyzed. analyzed. what were and analyzed
observed and
analyzed.

Learning Portfolio is Portfolio is reflected Portfolio is not Portfolio is not

Artifacts reflected on in the on in the context of reflected on in reflected on in the
context of the the learning the context of the context of the
learning outcomes; outcomes. learning learning outcomes
Complete, well Complete; well outcomes. not complete; not
organized, highly organized, very Complete: not organized, not
relevant to the relevant to the organized. relevant
learning outcome. learning outcome. relevant to the
learning
outcome.

Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline. deadline. after the days or more
deadline. after the deadline
COMMENT/S Over-all Score Rating: (Based
on Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00

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99 96 93 90 87 84 81 78 75 72 71 below

___________________________________ Date: __________

Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching – Learning in Actual
School Environment, Lorimar Publishing Inc.

www.google.com www.yourarticlelibrary.com

LEARNING MODULE No. 9

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

Topic : Preparing for Teaching and Learning
Time Frame : 1 hour
Objectives : At the end of the class, the students are able to:
a. identify the teaching-learning practices that apply or violate the
principles of teaching learning;
b. determine the guiding principles on lesson objectives/learning
outcomes applied in instruction;
c. judge if lesson objectives/intended learning outcomes are SMART;
d. determine whether or not the intended learning outcomes are
achieved at the end of the lesson;
e. observe the teaching methods used by the Resource Teacher; and
f. differentiate the different methods of teaching.

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

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REVISIT the Learning Essentials

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

1. Effective learning begins with setting clear expectations and learning outcomes.
2. Learning is an active process. “What I hear, I forgot; what I see, I remember; what I do, I
understand.”
3. Learning is the discovery of the personal meaning of ideas. Students are given the opportunity
to connect what they learn with other concepts learned, with real world experiences and with
their own lives.
4. Learning is a cooperative and a collaborative process.

A teaching method consists of systematic and orderly steps in the teaching-learning process. Ot is
the practical realization or application of an approach. All methods of teaching can be classified either
as deductive (direct) or inductive (indirect).

DEDUCTIVE INDUCTIVE
Begins with a Begins with the

generalization, rule, Methods of experience, details, concrete,

abstract and ends Teaching examples and

ends with concrete, with a rule, experience,
generalization, details, examples abstraction
OBSERVE, ANALYZE, REFLECT
Activity 9.1 Demonstrating an Understanding of Research-Based Knowledge Principles of
Teaching and Learning

Resource Teacher: Teacher's Signature: School:

Grade/Year Level:
Subject Area: Date:

OBSERVE

Observe a class with the use of the principles of learning given in Revisit the Learning
Essentials. I will identify evidence of applications/violations of the principles of learning. I can cite
more than one evidence per principle of learning.

What did the Resource Teacher do to apply

Principles of Learning
the principle of learning
1. Effective learning begins with the setting of
clear and high expectations of learning
outcomes.

2. Learning is an active process.

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3. Learning is the discovery of personal meaning

and relevance of ideas.

4. Learning is a cooperative and a collaborative

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

ANALYZE

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

Most applied
_____________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Least applied
_____________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

REFLECT

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

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Activity 9.2 Identify Learning Outcomes that are Aligned with Learning Competencies

Resource Teacher: Teacher's Signature: School:

Grade/Year Level:
Subject Area: Date:

OBSERVE

Observe a class, this time focusing on how the learning outcomes were stated. Determine if
the learning outcome/s was/were achieved or not. Give evidence.

1. Write the learning outcomes stated in the lesson.

(SMART Objectives?) Achieved

Learning Outcomes
Yes No Yes No
1.

2.

3.

4.

5.

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

1.

2.

3.

4.

5.

ANALYZE

1. Do SMART objectives make the lesson more focused?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

REFLECT

Reflect on the

Lessons learned in determining SMART learning outcomes.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Activity 9.3 Distinguishing Between Inductive and Deductive Methods of Teaching

Resource Teacher: Teacher's Signature: School:

Grade/Year Level:
Subject Area: Date:

OBSERVE

I will observe one Resource Teacher with the use of this observation sheet. Using the guide
questions, I shall reflect on my observations and analysis.

Teacher-centered Student-centered
Did teacher lecture all the time? Were students involved in the teaching-learning
process? How? Or were they mere passive
recipients of instruction?

Was the emphasis on the mastery of the lesson Was the emphasis on the student’s application
or on the test? Prove. of the lesson in real life? Give proofs.

Was class atmosphere competitive? Why? Was class atmosphere collaborative? Why?

Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? disciplines/subjects?

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What teaching-learning practice shows that teaching approach was:

a.) constructivist – connected to past experiences of learners; learners constructed new lesson
meanings

b.) inquiry-based

c.) developmentally appropriate – learning activities fit the developmental stage of children

d.) reflective

e.) inclusive – No learner was excluded; teacher taught everybody.

f.) collaborative – Students worked together.

g.) integrative – Lesson was multidisciplinary – e.g. In Science, Math concepts were taught.

ANALYZE

1. What are possible consequences of teaching purely subject matter for mastery and for the
test?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. If you were to reteach the classes you observed, would you be teacher-centered or
studentcentered? Why?
___________________________________________________________________________
___________________________________________________________________________

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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

REFLECT

Reflect Principles of teaching worth applying

on

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

SHOW Your Learning Artifacts

Post proofs of learning that you were able to gain in this Module. You may attach the lesson plan (s)
used by your Resource Teacher to show the intended learning outcomes and the method used in
class.

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EVALUATE Performance Task

Evaluate Your Work Task Field Study 1. Episode 9 – Preparing for Teaching and Learning

Learning Outcomes: identify the teaching-learning practices that apply r violate the principles of
teaching learning
• determine the guiding principles on lesson objectives/ learning outcomes applied in
instruction
• judge if lesson objectives/intended learning outcomes are SMART
• determine whether or not the intended learning outcomes are achieved at the end of
the lesson.
• observe the teaching methods used by the Resource Teacher.
• differentiate the different methods of teaching.

Name of FS Student: ____________________________ Date Submitted: ____________

Year & Section: _________________________________ Course: ___________________

Needs
Learning Very Satisfactory
Excellent 4 Satisfactory 2 Improvement
Episode 3 1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation questions/tasks observation observation questions/tasks
Sheet completely questions/ tasks questions/ tasks not answered /
answered/ not answered / not answered accomplished
accomplished. accomplished. accomplished.

Analysis All questions were All questions were Questions were Four (4) or more
answered answered not answered observation
completely; completely answers completely questions were
answers are with clearly connected answers are not not answered
depth and are to theories; clearly connected answers not
thoroughly to theories; one
grammar and connected to
grounded on (1)
spelling are free theories more
theories; grammar to three (3)
and spelling are from errors. than four (4)
grammatical
free from error. grammatically
spelling errors.
spelling errors.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported by depth; supported shallow, shallow rarely
what were by what were somewhat supported by what
observed and observed and supported by were observed
analyzed. analyzed. what were and analyzed
observed and
analyzed.

Learning Portfolio is Portfolio is reflected Portfolio is not Portfolio is not

Artifacts reflected on in the on in the context of reflected on in reflected on in the
context of the the learning the context of the context of the
learning outcomes; outcomes. learning learning outcomes

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Complete, well Complete; well outcomes. not complete; not

organized, very Complete: not
organized, highly relevant to the organized. organized, not
relevant to the learning outcome. relevant to the relevant
learning outcome. learning
outcome.

Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline. deadline. after the days or more
deadline. after the deadline
COMMENT/S Over-all Score Rating: (Based
on Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 below

___________________________________ Date: __________

Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching – Learning in Actual
School Environment, Lorimar Publishing Inc.

www.google.com www.yourarticlelibrary.com

LEARNING MODULE No. 10

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

Topic : The Instructional Cycle
Time Frame : 1 hour
Objectives : At the end of the class, the students are able to:
a. identify the application of some guiding principles in the selection

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and use of teaching strategies.

b. determine whether or not the lesson development was in accordance
with outcome-based teaching and learning.
c. identify the Resource Teacher’s questioning and reacting
techniques.
d. outline a lesson in accordance with outcome based teachinglearning.

Introduction :

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

REVISIT the Learning Essentials

These are the guiding principles in the selection and use of teaching methods:
1. Learning is an active process.
2. The more senses that are involved, the more and the better the learning.
3. A non-threatening atmosphere enhances learning.
4. Emotion has the power to increase retention and learning.
5. Good teaching goes beyond recall of information.
6. Learning is meaningful when it is connected to students’ everyday life.
7. An integrated teaching approach is far more effective that teaching isolated bits of information.

Realizing the importance of these guiding principles in teaching and learning, the Department of
Education promotes Standards-and Competency-Based teaching with its K to 12 Curriculum Guide.
The Technical Education Skills Development Authority (TESDA) has been ahead of DepEd and the
Commission on Higher Education (CHED) in the practice of Competency Standards-Based teaching
and Assessment. CHED requires all higher education institutions in the country to go outcome-based
education (OBE) in its CHED Memo 46, s. 2012. Outcome-based teaching and learning (OBTL) is
OBE applied in the teaching-learning process. It is equivalent to competency-based and standards-
based teaching and learning in the Kto12 Curriculum.

When you apply OBTL you see to it that the teaching-learning activities (TLAs) and in turn the
Assessment Tasks (ATs) are aligned with the intended learning outcomes. In order words, in OBTL
you first establish your intended learning outcomes (lesson objectives). Then you determine which
teaching-learning activities (TLAs) and also the assessment tasks (ATs) you will have to use to find
out if you attained your ILO’s.

In lesson planning, the ILOs are our lesson objectives, the TLA’s are the activities we use to teach
and the AT’s are the evaluation part.

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OBE and OBTL are not entirely new. They are importantly mew. With mastery learning of
Benjamin Bloom (1971), we were already doing OBE

Likewise, it is also important that teachers must be able to have a mastery of the art of
questioning and reacting techniques to ensure the effective delivery of instruction.

These are the types of questions that teachers ask.

Types of Questions that Teacher Ask

1. Factual /Convergent/Closed /Low-level Who, What, Where, When questions With one
acceptable answer.
2. Divergent /Open-ended/High-level Open-ended; has more than one acceptable
/Higherorder /Conceptual answer.
a. evaluation
b. inference e.g. When the phone rang and Liz picked it up,
she was all smiles. What can you infer about
Liz?
c. comparison
d. application
e. problem-solving
3. Affective e.g. How do you feel?

These are also some of the reacting techniques that teachers use:

1. Providing acceptance feedback

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

Resource Teacher: Teacher's Signature: School:

Grade/Year Level:
Subject Area: Date:

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OBSERVE

Observe one class with the use of the observation sheet for greater focus then analyze my
observations with the help of the guide questions.

1. The more senses that are involved, the more e.g. Teacher used video on how digestion takes
and the better the learning. place and a model of the human digestive
system.
2. Learning is an active process.
3. A non-threatening atmosphere enhances
learning.
4. Emotion has the power to increase retention
and learning
5. Good teaching goes beyond recall of
information
6. Learning is meaningful when it is connected to
students’ everyday life.
7. An integrated teaching approach is far more
effective than teaching isolated bits of
information.

ANALYZE

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

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

REFLECT

Reflect on this question.

How do we select the appropriate strategy for our lessons?

___________________________________________________________________________
___________________________________________________________________________

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___________________________________________________________________________

Activity 10.2 Determining Outcome-Based Teaching and Learning

Resource Teacher: Teacher's Signature: School:

Grade/Year Level:
Subject Area: Date:

OBSERVE

Observe a class and answer the following questions.

1. Did the Teacher state the learning objectives/intended learning outcomes (ILOs) at the
beginning of the class? Did he/she share them with the class? How?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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

3. What assessment task/s did teacher employ? Is/Are these aligned to the lesson objectives/
ILOs?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

ANALYZE

1. What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

REFLECT

Reflect on the use of OBTL.

___________________________________________________________________________

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___________________________________________________________________________

___________________________________________________________________________
Activity 10.3 Applying Effective Questioning Techniques

Resource Teacher: Teacher's Signature: School:

Grade/Year Level:
Subject Area: Date:

OBSERVE

Observe a class activity. You shall focus on the questions that the Resource Teacher asks during the
classroom discussion. Write the questions raised and identify the level of questioning.

Types of Question Examples of Questions that the Resource Teacher Asked

1. Factual / Convergent Closed /
Low level
2. Divergent / Higher-order /
Open-ended / Conceptual
a. evaluation
b. inference
c. comparison
d. application
e. problem-solving
3. Affective

ANALYZE

1. Neil Postman once said: “Children go to school as question marks and leave school as
periods!” Does this have something to do with the type of questions that teachers ask and the
questioning and reacting techniques that they employ?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

REFLECT

Reflect on The importance of using various reacting techniques

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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___________________________________________________________________________

SHOW Your Learning Artifacts

Show proofs of learning that you were able to gain in this Module by interviewing at least two
teachers on their thoughts on OBTL.

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EVALUATE Performance Task

Evaluate Your Work Task Field Study 1. Episode 10 – The Instructional Cycle

Learning Outcomes: Identify the application of some guiding principles in the selection and use of
teaching strategies. * determine whether or not the lesson development was in accordance with
outcome-based teaching and learning. * identify the Resource Teacher’s questioning and reacting
techniques. * outline a lesson in accordance with outcome based teaching-learning.

Name of FS Student: ____________________________ Date Submitted: ____________

Year & Section: _________________________________ Course: ___________________

Needs
Learning Very Satisfactory
Excellent 4 Satisfactory 2 Improvement
Episode 3
1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation questions/tasks observation observation questions/tasks
Sheet completely questions/ tasks questions/ tasks not answered /
answered/ not answered / not answered accomplished
accomplished. accomplished. accomplished.

Analysis All questions were All questions were Questions were Four (4) or more
answered answered not answered observation
completely; completely answers completely questions were
answers are with clearly connected answers are not not answered
depth and are to theories; clearly connected answers not
thoroughly to theories; one
grammar and connected to
grounded on (1)
spelling are free theories more
theories; grammar to three (3)
and spelling are from errors. than four (4)
grammatical
free from error. grammatically
spelling errors.
spelling errors.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported by depth; supported shallow, shallow rarely
what were by what were somewhat supported by what
observed and observed and supported by were observed
analyzed. analyzed. what were and analyzed
observed and
analyzed.

Learning Portfolio is Portfolio is reflected Portfolio is not Portfolio is not

Artifacts reflected on in the on in the context of reflected on in reflected on in the
context of the the learning the context of the context of the
learning outcomes; outcomes. learning learning outcomes
Complete, well Complete; well outcomes. not complete; not
Complete: not
organized, highly organized, very organized, not
organized.
relevant to the relevant to the relevant
relevant to the
learning outcome. learning outcome. learning
outcome.

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Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline. deadline. after the days or more
deadline. after the deadline
COMMENT/S Over-all Score Rating: (Based
on Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 below

___________________________________ Date: __________

Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching – Learning in Actual
School Environment, Lorimar Publishing Inc.

www.google.com www.yourarticlelibrary.com

LEARNING MODULE No. 11

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

Topic : Utilizing Teaching-Learning Resources and ICT
Time Frame : 1 hour
Objectives : At the end of the class, the students are able to:
a. identify and classify learning resource materials in the multi-media
center;
b. show skills in the positive use of ICT to facilitate the teaching-
learning process (PPST 1.3.1);
c. show skills in the evaluation, selection, development, and use of a
variety learning resources, including ICT to address learning goals

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(PPST 4.5.1);
d. analyze the level of technology integration in the classroom; and
e. demonstrate motivation to utilize ICT for professional development
goals based on the PPST (PPST 7.5.).

Introduction :

This module provides an opportunity for students to examine a Learning Resource Center or Multi-
Media Center and learn about its collection, services, equipment, observe how a teacher utilizes
technology for instruction, and explore resources in the virtual learning environment. Students will
analyze and reflect on how technology, including artificial intelligence, supports the teaching-learning
process.

REVISIT the Learning Essentials

UNESCO ICT Competency Framework for Teachers Version 3 (ICT CFT V3, 2018)

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

Similar to the PPST, the ICT CFT also articulated competencies in levels which guide teachers as
they develop their ICT skills from level 1, Knowledge Acquisition, to Level 2, Knowledge Deepening,
and Level 3, Knowledge Creation. The Commission on Higher Education Teacher Education
Curricula (2017) includes the UNESCO ICT CFT so most likely you have tackled this is your
Technology for Teaching and Learning classes.

It will be good to review the UNESCO ICT CFT v3 framework as you work in this module. The
activities here are meant for you to observe, analyze and reflect about the competencies discussed in
the framework. (Access it at https://www.open.edu/openlearncreate/pluginfile.
php/306820/mod_resource/content/2/UNESCO%20ICT%20Competency%20Framework%20V3.pdf)

The Learning Resource Center

1. A school usually sets up a center that will provide valuable support to the teaching-learning
process. Over the years the name of this center has evolved. Some of the names are
Audiovisual Center, Media and Technology Resource Center, Teaching-Learning Technology
Department, or Simply Learning Resource Center.
2. With the swift development of ICT, the natural outcome was the ever-expanding interface
between the traditional library and ICT both in terms of hardware and software systems and
applications.
3. Schools may have different set-ups when it comes to a Learning Resource Center (LRC).
Some have replaced the term library with LRC. Some have a separate library, LRC, and Audio
Visual or Media Center. Some only have the LRC both for teachers and students. Still some
have combined their learning resource centers with maker spaces.

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4. The common purpose among these centers is to provide print, audio-visual and ICT resources
to support the teaching-learning process.
5. The goals of the Center may include orienting and training teachers in the use of audiovisual
and ICT resources, working with teachers and administrators in producing instructional
materials, making available useful resources to the students, teachers, and the school
community.
6. In order to support the philosophy and aims of the school, the Center must fulfill the following
functions: center of resources, laboratory of learning, agent of teaching, service agency,
coordinating agency, recreational reading center, and a link to other community resources.

Technology Integration

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

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

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

Levels of Technology Integration into the Curriculum

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

technology for drill tools to accomplish empowered to select students actively select
using technology as a create products, for
and practice and specific purposes, for appropriate technology and pursue topics
tool rather than passive example using a word
computer based example using colored tools and actively apply beyond the limitations of
receiving information processor to create a
training. cells on a spreadsheet them to the tasks at even the best school
from the technology. report.
to plan a garden. hand. library.

Collaborative: Students have Students have Throughout the day and Technology enables
Students use opportunities to utilize opportunities to select across subject areas, students to collaborate
technology tools to Students primarily collaborative tools, such students utilize with peers and experts
and modify technology
collaborate with others work alone when as email, in conventional technology tools to irrespective of time zone
tools to facilitate
rather than working using technology. ways. facilitate collaborative or physical distances.
collaborative work.
individually at all times. learning.
Constructive: Students begin to utilize Students have Students utilize
Students use constructive tools such opportunities to select technology to make Students use technology
technology tools to Technology is used to as graphic organizers to and modify technology connections and to construct, share, and
build understanding deliver information to build upon prior tools to solve problems construct understanding publish knowledge to a
rather than simply students knowledge and based on real-world across disciplines and worldwide audience.
receive information. construct meaning. issues. throughout the day.

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Authentic: Students By means of technology

use technology tools to Students use Students have Students have tools, students
solve real-world Students select participate in outside-
technology to opportunities to apply opportunities to select
problems meaningful to appropriate technology ofschool projects and
complete assigned technology tools to and modify technology
them rather than tools to complete problem-solving activities
activities that are some content-specific tools to solve problems
working on artificial authentic tasks across that have meaning for
generally unrelated to activities that are based based on real-world
assignments. disciplines. the students and the
real-world problems. on real-world problems. issues.
community.
Goal Directed: Students receive
Students use directions, guidance, Students have
technology tools to set and feedback from From time to time, opportunities to select Students use technology Students engage in
goals, plan activities, technology, rather students have the and modify the use of tools to set goals, plan ongoing metacognitive
monitor progress, and than using technology opportunity to use technology tools to activities, monitor activities at a level that
evaluate results rather tools to set goals plan technology to either facilitate goal-setting, progress, and evaluate would be unattainable
than simply completing activities, monitor plan, monitor, or planning, monitoring, results throughout the without the support of
assignments without progress, or evaluate an activity. and evaluating specific curriculum. technology.
reflection. selfevaluate. activities.

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

Evaluation of ICT Resources

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

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

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

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

Education 4.0
Shwab described the 4th wave of the industrial revolution. The unprecedented speed at which
technology is evolving has disrupted many vital processes that involve how we run production,

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businesses and consequently how we teach and learn. The following Technology trends have
huge potential to transform the ways we teach and learn (UNESCO, 2018):

1. Open Educational Resources (OER). OERs are materials that can be used for teaching and
learning that do not require payment of royalties nor license fees. There is an abundance of
OERs in the form of textbooks course materials, curriculum maps, streaming videos,
multimedia apps, podcasts, and many others. They can have a significant impact on
education as they are made available and easily accessible in the internet. Be sure to explore
them to help you work on this module.
2. Social Networks. Social networks have revolutionized the way we interact, learn about things
and share information. Sites and apps such as Facebook, twitter, Instagram provide a virtual
venue for teachers and learners to work together interact among themselves and with other
classrooms locally and globally.
3. Mobile Technologies. Filipinos are one of the most active on the internet, and also one who
sends the most number of text messages per day. This indicates the high number of mobile
device users. These devices can also be used as a learning tool by allowing teachers and
students more opportunities to learn inside and even outside the classroom.
4. The Internet of Things. IoT is a system of computing mechanisms that become built-in into
many everyday things that allow sending and receiving data through the internet. A lot of
things have turned “smart.” We have smart cars that can navigate on its own. Smart houses
that monitor temperature and light. Smart TVs that interface with the internet. Watches that
send our vital signs to our doctors. All of these developments can influence the way we teach
and learn.
5. Artificial Intelligence. Commonly, artificial intelligence is associated when computers or
machine simulate thinking and behaviors of humans such as talking, learning and solving
problems. Virtual assistants such as Siri, Alexa, Bixby and Google assistant are near samples
of AI. Among others, uses of AI in education can be in the areas of gamification and adaptive
instruction for learners with special needs.
6. Virtual Reality and Augmented Reality. VR is a simulation of an environment by a computer
program that allows a person to visit and experience the environment virtually. In AR, images
from computer programs interlay with the actual views of the real-word, resulting in an
extended, expanded, or altered view of a real-world environment. In education, among others,
VR and AR programs and apps allow more exciting ways of seeing and experiencing things
that add to the motivation and engagement of learners.
7. Big Data. Through the billions of interactions and transactions are done electronically, and
through the internet, an enormous amount of data is generated and stored. The challenge is
how to make sense of this data. Through analytics and research, possibly answer pertinent
questions about how to make teaching and learning most effective.
8. Coding. Coding is a skill necessary to create computer software, apps, and websites. Today,
there are learning programs that introduce coding activities as early as kindergarten. Robotics
programs in the elementary and secondary programs introduce and hone the skills of young
learners. Coding helps learners develop novel ways of exploring and trying out ideas,
especially when done with problem or project-based learning approaches.
9. Ethics and private protection. We have repeatedly heard about how quickly technology is
changing and impacting our lives. Through all this, it is crucial to ensure that human values
and principles govern or guide our use of technology. Ethical practices that protect the rights
of every person need to be upheld.

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Massive Open On-line Courses

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

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

Open
• There is mostly freedom of place, pace and time.
• Courses can be accessed by anyone anywhere as long as they have internet connection.
• Courses are open to everyone without entry qualifications.  Some courses are for free.

Online
All aspects of the course are delivered online.

Course
The MOOC course offers a full course experience including:

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

- Based on definition Massive Open Online Courses v1.1 licensed under Creative
Commons Attribution 4.0

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

OBSERVE, ANALYZE, REFLECT

Activity 11.1 Visiting the Learning Resource Center

Resource Teacher: Teacher's Signature: School:

Grade/Year Level:
Subject Area: Date:

To realize the Intended Learning Outcomes, work these steps:

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

OBSERVE

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

An Observation Guide for a LEARNING RESOURCE CENTER

Read the following statements carefully before you observe.

1. Go around the Learning Resource Center.

2. Find out what learning resources are present.

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

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

Name of Center Observed: _______________________________________________________

Date of Observation: ____________________________________________________________
Name of Observer: ______________________________________________________________
Course / Year / School: ___________________________________________________________

List of Available Learning Resources

Available Learning
Characteristics and Unique Teaching Approaches where
Resources (Enumerate in
Capabilities the Resource is Most Useful
bullet form)
1. Print Resources




2. Audio Resources




3. Non-electronic Visual
Resources




4. ICT Resources




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Impression about the LRC:

Name and Signature of Observer:

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

ICT Competency Standards for Teachers (CHED Teacher Education Programs (2017):

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ANALYZE

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

Do the guidelines and procedures facilitate easy access to the materials by the teachers? Why? Why
not?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_______________________________________________________________________________

What are the strengths of this Learning Resource Center?

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_______________________________________________________________________________

What are its weaknesses?

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_______________________________________________________________________________

What suggestions can you make?

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_______________________________________________________________________________

REFLECT

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

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

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

3. Which ones do you feel you need to learn more about?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
Activity 11.2 Observing Technology Integration in the Classroom

Resource Teacher: Teacher's Signature: School:

Grade/Year Level:
Subject Area: Date:

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

OBSERVE

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

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Class Observation Guide

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

OBSERVATION SHEET NO.

REPORT

Date of Observation __________________________________________________________

School _____________________________________________________________________
Subject _____________________________ Topic __________________________________

Grade/ Year Level: _______________________________________

ANALYZE

UTILIZATION OF TEACHING AIDS FORM

Grade or Year Level of Class Observed:

Date of Observation:

Subject Matter:

Brief Description of Teaching Approach Used by the Teacher:

Teaching Aids used Appropriateness of

(Enumerate in bullet Strengths Weaknesses the Teaching Aids
form) used

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Use the Technology Integration Form to analyze the class you observed. Refer to the Technology
Integration Matrix on p. 130, in which level of technology integration do you think the teacher you
observed operated? Why?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_______________________________________________________________________________
Based on the Technology Integration Matrix, what is the characteristic of the learning environment in
the class that you observed? Point your observations that justify your answer.

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_______________________________________________________________________________

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

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________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_______________________________________________________________________________

REFLECTION

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

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_______________________________________________________________________________
Activity 11.3 Exploring Education 4.0

Resource Teacher: Teacher's Signature: School:

Grade/Year Level:
Subject Area: Date:

Explore Education 4.0 through these steps:

1. Observe a class and take note of the topic being presented.
2. Surf the net to find sites that provided support materials and/or interactive programs (web
quests/games) on the topic. Try to ask Siri, Alexa;
3. List and describe at least 5 open-source sites/interactive programs; from open-source 4.
Evaluate the materials or programs;
5. Reflect on your FS experience.

OBSERVE

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Class Observation Guide

Read the following statements carefully before you observe.

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

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_____________

2. Note the important concepts that the teacher is emphasizing.

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_____________

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

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_____________

ANALYZE

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

Electronic Resources Evaluation Form

Grade/Year Level

Subject Matter/Topic
(Based on the class you
observed)

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Lesson Objectives /
Learning Outcomes
Name and Describe the Put a check if the resource satisfies the criterion. Describe
Type of electronic how you
Electronic resource can use
Resource (include it if you
author/ were to
publisher/ teach in
source). the class
you
observe.
Accurate appropriate Clear Complete Motivating Organized

REFLECT

1. Describe your experience in surfing the internet for appropriate electronic resources for the
class? What made it easy? Difficult?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

2. How did you choose which electronic resources to include here? What did you consider?
Explain. Which of the new trends in Education 4.0 would you like to explore more for your
work as a teacher? Why?

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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

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

Activity 11.4 Professional Development Through MOOCS

Resource Teacher: Teacher's Signature: School:

Grade/Year Level:
Subject Area: Date:

OBSERVE

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

Step 1: Review the seven domains of PPST and identify competencies I like to develop more.
Step 2: Visit sites of MOOC providers and explore the courses offered that are relevant to
PPST domains I want to work on.
Step 3: Reflect on how I can continue developing my skills through MOOCS.

OBSERVE

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

2. On the second column, write the competencies you like to work on.

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3. Search for MOOCs in the internets which are relevant to the competencies you identified. You
may try these sites:

• http://ww/teachthought.com/technology/list-750-moocs-teachers-students/
• http://www.educationworld.com/a_curr/moocs-best-teachers-free-online-courses.shtml
• http://www.forbes.com/sites/skollworldforum/2013/06/10/moocs-for-teachers-
theyrelearners-too/
• https://www.mooc-list.com/categories/teacher-professional-developement
• http://ww2.kqed.org/mindshift/2013/04/30/new-online-teacher-training-program-joinsmooc-
madness/

4. Indicate the MOOC provider. You might need to create an account in the different MOOC
providers to explore their MOOCS.

MOOCs related to the

Competencies I want competency/ies
PPST Domain MOOC Provider
to work on (Include a short
description)
1. Content Knowledge
and Pedagogy

2. The Learning
Environment
3. Diversity of Learners

4. Curriculum and
Planning
5. Assessing and
Reporting
6. Community
Linkages and
Professional
Engagement
7. Personal Growth
and Professional
Development

ANALYZE

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

1. MOOC Title _______________________________________________________________

Provider:
Objectives of the MOOC:

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Content Outline:

Why did you pick up this MOOC?

2. MOOC Title _______________________________________________________________

Provider:
Objectives of the MOOC:

Content Outline:

Why did you pick up this MOOC?

3. MOOC Title _______________________________________________________________

Provider:
Objectives of the MOOC:

Content Outline:

Why did you pick up this MOOC?

REFLECT

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

2. What did you learn from the way the providers use technology to teach in the MOOCSs?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. How will you prepare yourself for MOOCS, as a learner, and as a teacher who may someday
teach a MOOC?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
_
__________________________________________________________________________
SHOW Your Learning Artifacts

1. Include here pictures/illustration of the materials used by the teacher. Put your
comments/annotation about what you observed.

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

materials (worksheets, visual aids, flashcards, rubrics, etc.) and include them here. Indicate
how they might be useful considering your major or are of specialization.

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

Explore and enjoy the fantastic education tools. Try them out. Describe what you
discovered and share how these tools can be helpful to you as a teacher.

4. Visit edtechteacher.org. This a treasure box for you. Explore and share what you learned.

5. Paste an article about an example of technology gadget/material that you want to learn more
about. How can this gadget/material be useful in instruction/teaching?

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EVALUATE Performance Task

Evaluate Your Work Task Field Study 1. Episode 11 – Utilizing Teaching-Learning Resources and
ICT

Learning Outcomes: Identify and classify learning resource materials in the multi-media center; *Show
skills in the positive use of ICT to facilitate the teaching-learning process (PPST 1.3.1); *Show skills in
the evaluation, selection, development, and use of a variety learning resources, including ICT to
address learning goals (PPST 4.5.1); * Analyze the level of technology integration in the classroom *
Demonstration motivation to utilize ICT for professional development goals based on the (PPST
7.5.1)

Name of FS Student: ____________________________ Date Submitted: ____________

Year & Section: _________________________________ Course: ___________________

Needs
Learning Very Satisfactory Improvement
Excellent 4 Satisfactory 2
Episode 3 1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation questions/tasks observation observation questions/tasks
Sheet completely questions/ tasks questions/ tasks not answered /
answered/ not answered / not answered accomplished
accomplished. accomplished. accomplished.

Analysis All questions were All questions were Questions were Four (4) or more
answered answered not answered observation
completely; completely answers completely questions were
answers are with clearly connected answers are not not answered
depth and are to theories; clearly connected answers not
thoroughly
grammar and to theories; one connected to
grounded on
spelling are free (1) to three (3) theories more
theories; grammar
and spelling are from errors. grammatical than four (4)
free from error. spelling errors. grammatically
spelling errors.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported by depth; supported shallow, shallow rarely
what were by what were somewhat supported by what
observed and observed and supported by were observed
analyzed. analyzed. what were and analyzed
observed and
analyzed.

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Learning Portfolio is Portfolio is reflected Portfolio is not Portfolio is not

Artifacts reflected on in the on in the context of reflected on in reflected on in the
context of the the learning the context of the context of the
learning outcomes; outcomes. learning learning outcomes
Complete, well Complete; well outcomes. not complete; not
Complete: not
organized, highly organized, very organized, not
organized.
relevant to the relevant to the relevant
relevant to the
learning outcome. learning outcome.
learning
outcome.

Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline. deadline. after the days or more
deadline. after the deadline
COMMENT/S Over-all Score Rating: (Based
on Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 below

___________________________________ Date: __________

Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching – Learning in Actual
School Environment, Lorimar Publishing Inc.

www.google.com www.yourarticlelibrary.com

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LEARNING MODULE No. 12

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

Topic : Assessment FOR Learning and Assessment AS Learning (Formative
Assessment)
Time Frame : 1 hour
Objectives : At the end of the class, the students are able to:
a. demonstrate knowledge of the design and use of formative
assessment; and
b. explain the importance of formative assessment..

Introduction :

Assessment is an essential part of the instructional cycle. The instructional cycle consists of: 1)
setting the intended learning outcome/s, 2) selecting a teacher methodology, strategy and activity that
are aligned to the learning outcome and topic which are developmentally-appropriate to the learners
and 3) assessment itself. Assessment is the part of the instructional cycle that determines whether or
not the intended learning outcome has been attained and so necessarily, the assessment task must
be aligned to the intended learning outcome.

In a lesson on assessment, we can speak of assessment for learning, assessment of learning and
assessment as learning.

This module will dwell on assessment for learning and assessment as learning. Assessment for
learning is referred to as formative assessment while assessment as learning is referred to as
selfassessment.

DISCOVER the Learning Essentials

• In Outcome-based Teaching-Learning/ Competency-based Teaching/Teaching by

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

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OBSERVE, ANALYZE, REFLECT

Activity 7.1 identifying Personal and Physical Aspects of Classroom Management

Resource Teacher: Teacher's Signature: School:

Grade/Year Level:
Subject Area: Date:

OBSERVE

1. Observe what Teacher does or listen to what Teacher says to find out if the students
understood the lesson while teaching-learning is in progress.

What Teacher Said Tally Total

2. Did the teacher ask the class “Did you understand”? If she did, what was the class’ response?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

3. Did the students make the teacher feel or sense they did not understand the lesson or a part
of the lesson? How?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

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4. If they did, how did the teacher respond?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

5. Were the students given the opportunity to ask questions for clarification? How was this done?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

6. If she found out that her/his lesson was not clearly understood, what did teacher do? Did you
observe any of these activities? Please check.
____________ Peer tutoring (Tutors were assigned by teacher to teach one or two
classmates
____________ Each-one-teach-one (Students paired with one another)
____________ Teacher gave a Module for more exercises for lesson mastery ____________
Teacher did re-teaching

Others, please specify ________________________________________________________

__________________________________________________________________________

7. If she engaged himself/herself in re-teaching, how did she do it? Did he/she use the same
teaching strategy? Describe. ___________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

8. While re-teaching by himself/herself and /or with other students-turned tutors, did teacher
check on students’ progress? __________________________________________________
__________________________________________________________________________
If yes, how? ________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

ANALYZE

1. Why should a teacher find out if students understand the lesson while teaching is in progress?
It is not better to do a once-and-for-all assessment at the completion of the entire lesson?
___________________________________________________________________________
___________________________________________________________________________

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__________________________________________________________________________

2. Why is not enough for a teacher to ask “Did you understand, class?” when he/she intends to
not?
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

3. Should teacher record results of formative assessment for grading purposes? Why or why
not?
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

4. Based on your observations, what formative assessment practice worked?

___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

5. For formative assessment, why is peer tutoring in class sometimes seen to be more effective
than teacher himself/herself doing the re-teaching or tutoring?
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

6. Could an unreasonable number of failures at the end of the term/grading period be attributed
to the non-application of formative assessment? Why or why not?
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

REFLECT

• Formative assessment is tasting the soup while cooking. Reflect on this and write your
reflection.
• Should you record results of formative assessment? Why or why not?

SHOW Your Learning Artifacts

1. My Accomplished Observation Sheet

2. My Analysis

3. My Reflection

4. Snapshots of peer tutoring or other activities that show formative assessment n practice

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Activity 12.2 Observing Assessment AS Learning Practices (Self-Assessment)

Resource Teacher: Teacher's Signature: School:

Grade/Year Level:
Subject Area: Date:

TARGET Your Intended Learning Outcomes

At the end of this Module, student must be able to:

 demonstrate knowledge of the design and use of self-assessment; and 
explain the importance of self-assessment.

REVISIT The Learning Essentials

• Assessment as learning means assessment is a way of learning.

• It is the use of an ongoing self-assessment by the learners in order to monitor their own
learning.
• This is manifested when learners reflect on their own learning and make necessary
adjustments so that they achieve deeper understanding.
• Assessment as learning encourages students to take responsibility for their own learning.
• It requires students to ask questions about their learning.
• It provides ways for students to use formal and informal feedback and self-assessment to
help them understand the next steps in learning.
• It encourages self-assessment and reflection.

OBSERVE

Observe a class and find out practices that reflect assessment as learning. Record your
observations.

Teacher My Observation
1. Did teacher provide opportunities for the
learners to monitor and reflect on their own
learning?

2. What are proofs that students were engaged

in self-reflection, self-monitoring and
selfadjustment?

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3. Did students record and report their own

learning?

4. Did teacher create criteria with the students for

tasks to be completed or skill to learned?

ANALYZE

1. If the student is at the heart of all assessment, then all assessment should support student
learning. Do you agree? Why or why not?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

2. Does assessment as learning have the same ultimate purpose as assessment for learning?
___________________________________________________________________________
__________________________________________________________________________
_
__________________________________________________________________________
_
__________________________________________________________________________

REFLECT

The primary purpose of assessment is not to measure [but to further learning. Reflect on your
personal experiences of assessment in school. Were you given opportunities for self-assessment? If
yes, what was its impact on your learning?

SHOW Your Learning Artifacts

1. My Accomplished Observation Sheet

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2. My Analysis

3. My Reflection

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1. Episode 12 – Assessment FOR Learning and
Assessment AS Learning (Formative Assessment)

Learning Outcome: Demonstrate knowledge of the design and use of formative assessment * explain
the importance of formative assessment.

Name of FS Student: ____________________________ Date Submitted: ____________

Year & Section: _________________________________ Course: ___________________

Needs
Learning Very Satisfactory
Excellent 4 Satisfactory 2 Improvement
Episode 3 1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation questions/tasks observation observation questions/tasks
Sheet completely questions/ tasks questions/ tasks not answered /
answered/ not answered / not answered accomplished
accomplished. accomplished. accomplished.

Analysis All questions were All questions were Questions were Four (4) or more
answered answered not answered observation
completely; completely answers completely questions were
answers are with clearly connected answers are not not answered
depth and are to theories; clearly connected answers not
thoroughly to theories; one
grammar and connected to
grounded on (1) to three (3)
spelling are free theories more
theories; grammar grammatical
and spelling are from errors. than four (4)
spelling errors. grammatically
free from error.
spelling errors.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported by depth; supported shallow, shallow rarely
what were by what were somewhat supported by what
observed and observed and supported by were observed
analyzed. analyzed. what were and analyzed
observed and
analyzed.

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Learning Portfolio is Portfolio is reflected Portfolio is not Portfolio is not

Artifacts reflected on in the on in the context of reflected on in reflected on in the
context of the the learning the context of the context of the
learning outcomes; outcomes. learning learning outcomes
Complete, well Complete; well outcomes. not complete; not
Complete: not
organized, highly organized, very organized, not
organized.
relevant to the relevant to the relevant
relevant to the
learning outcome. learning outcome. learning
outcome.

Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline. deadline. after the days or more
deadline. after the deadline
COMMENT/S Over-all Score Rating: (Based
on Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 below

___________________________________ Date: __________

Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching – Learning in Actual
School Environment, Lorimar Publishing Inc.

www.google.com www.yourarticlelibrary.com

LEARNING MODULE No. 13

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

Topic : Assessment OF Learning (Summative Assessment)
Time Frame : 1 hour
Objectives : At the end of the class, the students are able to:
a. determine the alignment of assessment tools and tasks with
intended learning outcomes;
b. critique traditional and authentic assessment tools and tasks for
learning in the context of established guidelines on test
constructional;
c. evaluate non-traditional assessment tools including scoring rubrics;
d. examine different types of rubrics used and relate them to
assessment of student learning;
e. distinguish among the 3 types of learners’ portfolio;
f. evaluate a sample portfolio;
g. construct assessment questions for HOTS following Bloom’s
Taxonomy as revised by Anderson and Krathwohl and Kendall’s and
Marzano’s taxonomy;
h. explain the function of a Table of Specifications;
i. distinguish among types of learners’ portfolios and their functions;
j. compute students’ grade based on DepEd’s grading policy;
k. state the reason(s) why grades must be reported to parents; and
l. describe what must be done to make grade reporting meaningful.

Introduction :

Module no. 12 dwelt on Assessment for Learning (formative assessment) and Assessment as
Learning (self-assessment). These refer to assessment that teachers do while still teaching and
students’ assessing their own learning. Module no. 13 will be focused on Assessment of Learning.
When teachers have done everything they can to help learners attain the intended learning
outcome/s, teachers subject their students to assessment for grading purposes. This is referred to as
assessment of learning which also known as summative assessment is.

Module no. 13 will be focused on 1) assessment of learning in the cognitive, psychomotor and
affective domains with the use of traditional and non-traditional assessment tasks and tools, 2)
assessment of learning outcomes in the different levels of cognitive taxonomy; 3) construction of
assessment items with content validity; 4) Table of Specifications; 5) Portfolio, 6) Scoring Rubrics, 6)
The K to 12 Grading System and 7) Reporting Students’ Performance.

OBSERVE, ANALYZE, REFLECT

Activity 13.1 Aligning Assessment Task with the Learning Outcome

Resource Teacher: Teacher's Signature: School:

Grade/Year Level:
Subject Area: Date:

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TARGET Your Intended Learning Outcomes

 Determine alignment of assessment task with learning outcome 

Formulate assessment task aligned with the learning outcome

REVISIT the Learning Essentials

• In accordance with Outcome-Based Teaching-Learning, the learning outcome determines

assessment task.
• Therefore, the assessment task must necessarily be aligned to the learning outcome.

OBSERVE

 Observe at least 3 classes – 1 physical or Biological Science or Math, English, Filipino; 1

Social Science or Literature/Panitikan, EsP and 1 P.E/ Computer /EPP/ TLE.

Assessment Is the
Task (How did assessment tool/
Learning Teacher assess task If not aligned,
Subjects
Outcomes the learning aligned to the improve on it.
outcome/s? learning
Specify. outcome/s?
P.E/ EPP/ TLE To dance tango Written quiz – No Performance test
Enumerate the – Let students
steps of tango in dance tango.
order

Social Science.
Literature/
Panitikan. EsP

Physical/Biological
Science/Math/
English/Filipino

ANALYZE

1. Are all the assessment tasks aligned to the learning outcome?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

2. What are possible consequences if teacher’s assessment tasks are not aligned to learning
outcome/s? Does this affect assessment results? How?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

3. Why should assessment tasks be aligned to the learning outcomes?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

REFLECT

• Reflect on past assessments you have been through. Were they all aligned with what your
teacher taught (with learning outcomes)?
• How did this affect your performance? As a future teacher, what lesson do you learn from
this past experience and from this observation?

Activity 13.2 Observing the Use of Traditional Assessment Tools

Resource Teacher: Teacher's Signature: School:

Grade/Year Level:
Subject Area: Date:

TARGET Your Intended Learning Outcome

 Critique traditional assessment tools and tasks for learning in the context of established
guidelines on test construction

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REVISIT the Learning Essentials

• Traditional assessment tools are also called paper-and-pencil tests.

• Traditional assessment tools usually measure learning in the cognitive domain.
• Traditional or paper-and-pencil tests can be classified either as selected-response tests or
constructed-response/supply type of tests.
• Common examples of selected –response type of tests are alternate response test (True-
False, yes-no), multiple choice and matching type of test.
• Common examples of constructed-response type of test are short answer, problem solving
and essay.

OBSERVE

• Observe classes and pay particular attention to the assessment tool used by the teacher.
• With teacher’s permission, secure a copy of the assessment tool.

Direction: put a check () on the test which teacher used. From your teacher’s test items, give an
example.

Comments (Is the

Put a assessment tool
Type of Traditional
check Learning Outcome Sample Test Item of constructed in
Assessment Tool/Paper-
() Assessed Resource Teacher accordance with
and Pencil Test
Here established guidelines?)
Explain your answer
Selected Response Type

1. Alternate response

2. Matching type

3. Multiple Choice

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4. Others

Put a Comments (Is the

check assessment tool
Type of Traditional
() if Learning Outcome Sample Test Item of constructed in
Assessment Tool/Paper- and
Resource Assessed Resource Teacher accordance with
Pencil Test
Teacher established guidelines?)
used it Explain your answer
Selected Response Type

1. Completion

2. Short answer type

3. Problem solving

4. Essay – restricted

5. Essay-non-
restricted

6. Others

ANALYZE

1. Which assessment tools/tasks were most commonly used by teacher? Which ones were
rarely used? Why were they rarely used?

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2. Based on your answers found in the Tables above in which type of assessment tools and
tasks were the Resource Teachers most skilled in the test construction? Least skilled?

3. Can an essay or other written requirements, even if it is a written paper-and-pencil test, be

considered an authentic form of assessment? Explain your answer.

REFLECT

How good are you at constructing traditional assessment tools? Which do you find most difficult to
construct? Any lesson/s learned?

Activity 13.3 Observing the Use of Non-traditional Assessment Tools and Scoring Rubrics

Resource Teacher: Teacher's Signature: School:

Grade/Year Level:
Subject Area: Date:

TARGET Your Intended Learning Outcome

 Evaluate non-traditional assessment tools including scoring rubrics

REVISIT the Learning Essentials

• There are learning outcomes that cannot be assessed by traditional assessment tools.
• Authentic/non-traditional / alternative assessment tools measure learning outcomes like
performance and product.
• These performance task and product are assessed by the use of scoring rubric.
• A rubric is a coherent set of criteria for student’s work that includes descriptions of levels of
performance quality on the criteria. (Brookhart, 2013)
• The main purpose of rubrics is to assess performances and products.
• There are two types of rubrics – analytic and holistic. Analytic rubrics describe work on each
criterion separately while a holistic rubric assesses a student work as a whole.
• For diagnostic purposes, the analytic rubric is more appropriate.

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• For a holistic view of a product or performance, the holistic rubric will do.
• A good scoring rubric contains the criteria against which the product or performance is rated,
the rating scale and a description of the levels of performance.

OBSERVE

• Observe classes in at least 3 different subjects and pay particular attention to the assessment
tool used by the teacher.
• With teacher’s permission, secure a copy of the assessment tool.  Study the
assessment tool then accomplish Observation Sheet.
• Did your Resource Teacher explain the rubric to the students?
• Which type of rubric did the Resource Teacher use – analytic or holistic?

Sample of Product / How a product /

Performance performance was
Assessed assessed

One example of a Describe how

product assessed. the product /
Comment/s (Is the
(Put a photo of the performance was
Authentic Assessment scoring rubric
Learning Outcome product / documented assessed. Which was
/ Non-Traditional / constructed
Assessed performance in My used
Alternative according to
Teaching Artifacts. analytic standards?
INCLUDE THE rubric or
RUBRIC IN MY holistic
TEACHING rubric? INCLUDE
ARTIFICATS. THE RUBRIC IN MY
TEACHING
ARTIFICATS.
1. Product –

2. Performance

ANALYZE

1. Between analytic and holistic rubrics which one was more used? Why do you think that type of
rubric was used more?
___________________________________________________________________________

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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

2. Based on your answers in no. 1, what can you say about the scoring rubrics made used by
the Resource Teachers?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

3. Will it make a difference in assessment of student work if teacher would rate the product or
performance without scoring rubrics? Explain.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

4. If you were to improve on one scoring rubric used, which one and how?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

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

considered an authentic form of assessment? Explain your answer.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

6. Can rubrics help make students to become self-directed or independent learners? Do rubrics
contribute to assessment AS learning (self-assessment?) What if there were no rubrics in
assessment?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

7. Does the Scoring Rubric in this FS Book 1 help you come up with better output?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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__________________________________________________________________________

REFLECT

Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all the years
as a student.

SHOW Your Learning Artifacts

• Accomplished Observation Sheet

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

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Activity 13.4 Scrutinizing the Types and Parts of a Portfolio

Resource Teacher: Teacher's Signature: School:

Grade/Year Level:
Subject Area: Date:

TARGET Your Intended Learning Outcomes

 Evaluate a sample portfolio

 Distinguish among the 3 types of portfolio

DISCOVER the Learning Essentials

• A portfolio is a purposeful collection of selective significant samples of student work

accompanied by clear criteria for performance which prove student effort, progress or
achievement in a given area or course.
• A portfolio of student’s work is a direct evidence of learning. But it is not a mere collection of
student’s work. The student’s reflection must accompany each output or work.
• A portfolio is different from a work folder, which is simply a receptacle for all work, with no
purpose to the collection. A portfolio is an intentional collection of work guided by learning
objectives.
• Effective portfolio systems are characterized by a clear picture of the student skills to be
addressed, student involvement in selecting what goes into the portfolio, use of criteria to
define quality performance as a basis for communication, and self-reflection through which
students share what they think and feel about their work, their learning and about themselves.
• There are several types of portfolio depending on purpose. They are: 1) development or
growth portfolio, 2) best work or showcase or display portfolio, and 3) assessment / evaluation
portfolio.

OBSERVE

1. Ask your Resource Teacher for samples of portfolio, if any. If there are, select one best
portfolio from what you examined.\
2. If none, research for a sample portfolio and include them in My Learning Artifacts.
3. Based on the sample portfolio given by your Resource Teacher/researched by you,
accomplish Observation Sheet #.
4. Put a check in the right column.

What a Portfolio Includes

Elements of a Portfolio Present? Missing?
1. Clear objectives – The
objectives of the lesson/unit/

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course are clear which serve

as a bases for selection
2. Explicit guidelines for
selection – What, when,
where, how are products/
documented performances
selected?
3. Comprehensible criteria- the
criteria against which the
portfolio is graded must be
understood by the learners
4. Selective significant pieces –
the portfolio includes only
the selected significant
materials.
5. Student’s reflection – There
is evidence that students
reflected on their learning.
6. Evidence of student
participation in selection of
content of portfolio – There
is proof that students took
part in the selection of the
content of the portfolio.

ANALYZE

1. With OBE in mind, which should be the basis for the selection of pieces of evidence to show
that what the student was supposed to learn was learned?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

2. Scrutinize the elements of this portfolio. Based on the parts, under which type of portfolio does
this fall?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
Elements of a _______________ Portfolio (Which type of Portfolio?)

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1. Cover Letter – “About the Author” and “What My Portfolio Shows About My Progress as a
Learner”
2. Table of Contents with numbered pages
3. Entries-both core (required items) and optional items (chosen by students).
4. Dates on all entries to facilitate proof of growth over time.
5. Drafts or aural/oral and written products and revised revisions, i.e. (first drafts and corrected/
revised versions.)
6. Student’s Reflections

3. Where and when does the teacher make use of each of the 3 types of portfolio?

___________________________________________________________________________
__________________________________________________________________________
_
__________________________________________________________________________
_
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

REFLECT

Have portfolios made the learning assessment process more inconvenient? Is the effort exerted on
portfolio assessment commensurate to the improvement of learning and development of learners’
metacognitive process that result from the use of portfolio?

SHOW Your Learning Artifacts

• Sample/s of Improved Written Tests, both selected-response type and supply

type.
• Sample/s of product and performance assessed  Sample/s of a rubric
• Sample/s of students’ reflection on his/her portfolio

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EVALUATE Performance Task

Evaluate Your Work Task Field Study 1. Episode 13 – Assessment OF Learning (Summative
Assessment)

Learning Outcomes: determine the alignment of assessment tools and tasks with intended learning
outcomes; * critique traditional and authentic assessment tools and tasks for learning in the context of
established guidelines on test construction; * evaluate non-traditional assessment tools including
scoring rubrics; * evaluate a sample portfolio; * distinguish among the 3 types of portfolio; * construct
assessment questions for HOTS following Bloom’s Taxonomy as revised by Anderson and Krathwohl
and kendall’s and Marzano’s taxonomy; * explain the function of a Table of Specifications; *
distinguish among types of learners’ portfolios and their functions; * examine different types of rubrics
used and relate them to assessment of student learning; * compute students’ grade based on
DepEd’s grading policy; * state the reason(s) why grades must be reported to parents; and * describe
what must be done to make grade reporting meaningful.

Name of FS Student: ____________________________ Date Submitted: ____________

Year & Section: _________________________________ Course: ___________________

Needs
Learning Very Satisfactory
Excellent 4 Satisfactory 2 Improvement
Episode 3 1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation questions/tasks observation observation questions/tasks
Sheet completely questions/ tasks questions/ tasks not answered /
answered/ not answered / not answered accomplished
accomplished. accomplished. accomplished.

Analysis All questions were All questions were Questions were Four (4) or more
answered answered not answered observation
completely; completely answers completely questions were
answers are with clearly connected answers are not not answered
depth and are to theories; clearly connected answers not
thoroughly
grammar and to theories; one connected to
grounded on
spelling are free (1) to three (3) theories more
theories; grammar
and spelling are from errors. grammatical than four (4)
free from error. spelling errors. grammatically
spelling errors.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported by depth; supported shallow, shallow rarely
what were by what were somewhat supported by what
observed and observed and supported by were observed
analyzed. analyzed. what were and analyzed
observed and
analyzed.

Learning Portfolio is Portfolio is reflected Portfolio is not Portfolio is not

Artifacts reflected on in the on in the context of reflected on in reflected on in the
context of the the learning the context of the context of the

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learning outcomes. learning learning

outcomes; Complete; well outcomes. outcomes not
Complete, well organized, very Complete: not complete; not
organized, highly relevant to the organized. organized, not
relevant to the learning outcome. relevant to the relevant
learning outcome. learning
outcome.

Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline. deadline. after the days or more
deadline. after the deadline
COMMENT/S Over-all Score Rating: (Based
on Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 below

___________________________________ Date: __________

Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching – Learning in Actual
School Environment, Lorimar Publishing Inc.

www.google.com www.yourarticlelibrary.com
Activity 13.5 Determining the Level of
Teacher’s Questions

Resource Teacher: Teacher's Signature: School:

Grade/Year Level:
Subject Area: Date:

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TARGET Your Intended Learning Outcome

 Construct assessment questions to measure HOTS following Bloom’s and Anderson’s revised
taxonomy and Kendall’s and Marzano’s taxonomy.

REVISIT the Learning Essentials

Table: 1.4 Example of Cognitive Activities

Cognitive Processes Examples

Remembering – Produce the right information from memory
Recognizing
Recalling • Name three 19th –century women English authors.
• Write the multiplication facts.
• Reproduce the chemical formula for carbon tetrachloride
Understanding – Make meaning from educational materials or experiences
Interpreting • Translate a story problem into an algebraic equation. 
Draw a diagram of the digestive system.
• Paraphrase Jawaharlal Nehru’s tryst with destiny speech.
Exemplifying • Draw a parallelogram
• Find an example of stream-of-consciousness style of writing.
• Name a mammal that lives in our area.
Classifying • Label numbers odd or even.
• List the events of the Sepoy Mutiny of 1857.
• Group native animals into their proper species.
Inferring
Comparing • Explain how the heart is like a pump.
• Compare Mahatma Gandhi to a present day leader.
• Use a Venn diagram to demonstrate how two books by Charles Dickens
are similar and different.
Explaining • Draw a diagram explaining how air pressure affects the weather.
• Provide details that justify why the French Revolution happened when
and how it did.
• Describe how interest rates affect the economy.
Applying – Use a procedure
Executing • Add a column of two-digit numbers.
• Orally read a passage in a foreign language 
Have a student open house discussion.
Implementing • Design an experiment to see how plants grow in different kinds of soil.
• Proofread a piece of writing.
• Create a budget.
Analyzing – Break a concept down into its parts and describe how the parts relate to the whole
Differentiating • List the important information in a mathematical word problem and cross
out the unimportant information.
• Draw a diagram showing the major and minor characters in a novel.

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Organizing • Place the books in the classroom library into categories.

• Make a chart of often-used figurative devices and explain their effect.
• Make a diagram showing the ways plants and animals in your
neighborhood interact with each other.
Attributing • Read letters to the editor to determine the authors’ points of view about
a local issue.
•
Determine a character’s motivation in a novel or short story.
•
Look at brochures of political candidates and hypothesize about their
perspectives on issues.
Evaluating – Make judgments based on criteria and syllabus guidelines
Checking • Participate in a writing group, giving peers feedback on organization and
logic of arguments.
• Listen to a political speech and make a list of any contradictions within
the speech.
• Review a project plan to see if all the necessary steps are included.
Critiquing • Judge how well a project meets the criteria of a rubric.
• Choose the best method for solving a complex mathematical problem.
• Judge the validity of arguments for and against astrology.
Creating – Put pieces together to form something new or recognize components of a new
structure
Generating • Given a list of criteria, list some options for improving race relations in
the school.
• Generate several scientific hypotheses to explain why plants need
sunshine.
• Propose a set of alternatives for reducing dependence on fossil fuels
that address both economic and environmental concerns.
• Come up with alternative hypotheses based on criteria.
Planning • Make a storyboard for a multimedia presentation on insects.
• Outline a research paper on Mark Twain’s views on religion.
• Design a scientific study to test the effect of different kinds of music on
hens’ egg production.
Producing • Write a journal from the point of view of mountaineer. 
Build a habitat for pigeons.
• Put on a play based on a chapter from a novel you’re
reading.
(Source: Anderson, L.W and Krathwohl, D.R. 2001. A taxonomy for learning, teaching and assessing,
New York: Longmans)

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The New Taxonomy (Marzano and Kendall, 2007)

Level of Difficulty Process Useful Verbs, Phrases, Definitions

6 Examining Importance The student can analyze how important specific knowledge is to them.
Self-System Thinking Examining Efficacy The student can examine how much they believe they can improve their
understanding of specific knowledge.
Examining Emotional Response The student can identify emotional responses associated with a piece of
knowledge and determine why those associations exist.
Examining Motivation The student can examine their own motivation to improve their
understanding or competence in specific knowledge
5 Specifying Goals The student can set specific goals relative to knowledge and develop a plan
Metacognition for accomplishing the goal.
Process Monitoring The student can self-monitor the process of achieving a goal.
Monitoring Clarity The student can determine how well they understand knowledge.
Monitoring Accuracy The student can determine how accurate their understanding of knowledge
is and defend their judgment.
4 Investigating Investigate; research; find out about; take a position on; what are the
Knowledge differing features of; how & why did this happen; what would have happened
Cognitive System

Utilization if The student generates a hypothesis and uses the assertions and opinions
of others to test the hypothesis.
Complexity

Experimenting Experiment; generate and test; test the idea that; what would happen if; how
would you test that; how would you determine if; how can this be explained;
based on the experiment, what can be predicted
The student generates and tests a hypothesis by conducting an experiment
and collecting data.
Problem-Solving solve; how would you overcome; adapt; develop a strategy to; figure out a
way to; how will you reach your goal under these conditions
The student can accomplish a goal for which obstacles exist.
Decision-Making decide; select the best among the following alternatives; which among the
following would be the best; what is the best way; which of these is most
suitable
The student can select among alternatives that initially appear to be equal
and defend their choice.
3 Specifying make and defend; predict; judge; deduce; what would have to happen;
Analysis develop an argument for; under what conditions
The student can make and defend predictions about what might happen.
Generalizing what conclusions can be drawn; what inferences can be made; create a
principle, generalization or rule; trace the development of; form conclusions
The student can infer new generalizations from known knowledge.
Analyzing Errors identify errors or problems; identify issues or misunderstandings; assess;
critique; diagnose; evaluate; edit; revise
The student can identify and explain logical or factual errors in knowledge.
Classifying classify; organize; sort; identify a broader category; identify different types /
categories
The student can identify super ordinate and subordinate categories to which
information belongs.
Matching Categories; compare & contrast; differentiate; discriminate; distinguish; sort;
create an analogy or metaphor
The student can identify similarities and differences in knowledge.
2 Symbolizing Symbolize; depict; represent; illustrate; draw; show; use models; diagram
Comprehension chart
The student can depict critical aspects of knowledge in a pictorial of symbolic
form.
Integrating describe how or why; describe the key parts of; describe the effects;
describe the relationship between; explain ways in which; paraphrase;
summarize The student can identify the critical or essential elements of
knowledge.
1 Executing use; demonstrate; show; make; complete; draft
Retrieval The student can perform procedures without significant errors.
Recalling exemplify; name; list; label; state; describe; who; what; where; when The
student can produce information on demand.
Recognizing Recognize (from a list); select from (a list); identify (from a list); determine if
the following statements are true
The student can determine whether provided information is accurate,
inaccurate or unknown.

Figure 10. The New Taxonomy in Detail

Source:http://www.greatschoolspartership.org/wp-content/uploads/2014/06/x3B_Marzano_New_Taxonomy_Chart_with_verbs_3.16.121.pdf

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Resource Teacher: Teacher's Signature: School:

Grade/Year Level:
Subject Area: Date:

OBSERVE

1. Observe a teacher in the classroom.

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

Table 1. Number of Questions per Level

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

Table 2. Examples of Assessment Questions / Assessment Tasks

Tally and Total

Tally and Total
Score of Cognitive Example of Rank
Score of Cognitive
Processes (Bloom Assessment Tasks / Base
Rank Processes (and Rank
as revised by Questions Given by d on
Kendall and
Anderson and resource Teacher Use
Marzano)
Krathwohl)
e.g. Teacher asked
students: Why is the
Self-system Thinking 6-Highest lesson important to
you?
Metacognition 5
Example:
6-Highest
Creating = I
Evaluating = I 5
Analyzing / An = II 4 Analysis 3

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Applying = III 3 Knowledge Utilization 4

Understanding = II 2 Comprehension 2 /
Remembering = IIII 1-Lowest 1-Lowest
Retrieval = III /// - Example
I I
Rank Rank

ANALYZE

1. Which cognitive skill had the highest number of assessment questions? Lowest number?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

2. What do these (lowest and highest number of assessment questions) reveal about Resource
Teacher’s level of questions?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

3. Based on Kendall’s and Marzano’s taxonomy, which are the highest cognitive skills? Give an
example of an assessment question for each of the two highest cognitive skills- metacognitive
skills and self-system thinking.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

REFLECT

If you were to rate yourself on HOTS – where will you be from a scale of 1 to 5 (5 as highest) where
will you be?

As a future teacher, reflect on how will you contribute to the development of learners’ HOTS?

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1. Episode 13 – Assessment OF Learning (Summative
Assessment)

Learning Outcomes: determine the alignment of assessment tools and tasks with intended learning
outcomes; * critique traditional and authentic assessment tools and tasks for learning in the context of
established guidelines on test construction; * evaluate non-traditional assessment tools including
scoring rubrics; * evaluate a sample portfolio; * distinguish among the 3 types of portfolio; * construct

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assessment questions for HOTS following Bloom’s Taxonomy as revised by Anderson and Krathwohl
and Kendall’s and Marzano’s taxonomy; * explain the function of a Table of Specifications; *
distinguish among types of learners’ portfolios and their functions; * examine different types of rubrics
used and relate them to assessment of student learning; * compute students’ grade based on
DepEd’s grading policy; * state the reason(s) why grades must be reported to parents; and describe
what must be done to make grade reporting meaningful.

Name of FS Student: ____________________________ Date Submitted: ____________

Year & Section: _________________________________ Course: ___________________

Needs
Learning Very Satisfactory
Excellent 4 Satisfactory 2 Improvement
Episode 3 1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation questions/tasks observation observation questions/tasks
Sheet completely questions/ tasks questions/ tasks not answered /
answered/ not answered / not answered accomplished
accomplished. accomplished. accomplished.

Analysis All questions were All questions were Questions were Four (4) or more
answered answered not answered observation
completely; completely answers completely questions were
answers are with clearly connected answers are not not answered
depth and are to theories; clearly connected answers not
thoroughly
grammar and to theories; one connected to
grounded on
spelling are free (1) to three (3) theories more
theories; grammar
and spelling are from errors. grammatical than four (4)
free from error. spelling errors. grammatically
spelling errors.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported by depth; supported shallow, shallow rarely
what were by what were somewhat supported by what
observed and observed and supported by were observed
analyzed. analyzed. what were and analyzed
observed and
analyzed.

Learning Portfolio is Portfolio is reflected Portfolio is not Portfolio is not

Artifacts reflected on in the on in the context of reflected on in reflected on in the
context of the the learning the context of the context of the
learning outcomes. learning learning
outcomes; Complete; well outcomes. outcomes not
Complete, well organized, very Complete: not complete; not
organized, highly relevant to the organized. organized, not
relevant to the learning outcome. relevant to the relevant
learning outcome. learning
outcome.

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Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline. deadline. after the days or more
deadline. after the deadline
COMMENT/S Over-all Score Rating: (Based
on Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 below

___________________________________ Date: __________

Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching – Learning in Actual
School Environment, Lorimar Publishing Inc.

www.google.com www.yourarticlelibrary.com
Activity 13.6 Analyzing a Table of
Specifications

Resource Teacher: Teacher's Signature: School:

Grade/Year Level:
Subject Area: Date:

TARGET Your Intended Learning Outcome

 Explain the function of a Table of Specifications

REVISIT the Learning Essentials

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• A Table of Specification (TOS) is a two-way chart which describes the topics to be covered by
a test and the number of items or points which will be associated with each topic.
• Sometimes the types of items are described in terms of cognitive level as well.
1. Study the sample of Table of Specifications on Assessment.

No. of Class Cognitive Level

Learning Outcome Hours Total
Rem Un Ap An Ev Cr
1.

2.

3.

4.

5.

6.

Total

ANALYZE

1. What parts must a TOS contain to ensure test content validity?

2. Why is there a need for number of items per cognitive level?

3. With OBE in mind, is it correct to put learning outcome not topic in the first column? Why or
why not?

4. Can a teacher have a test with content validity even without making a TOS?

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5. Complete the given TOS.

REFLECT

Read this conversation and reflect on teachers’ assessment practices. Write your reflections
here.

Student A: Saan naman pinulot ni Teacher and kaniyang tanong? Ni-isang tanong sa tinuro,
wala! (Where did Teacher get her test? Not one of what she taught came out!)
Student B: Oo nga.! Nakakaiinis! (You are right! How annoying!”)

Did you have a similar experience? Reflect on it. Will the required use of Table of Specifications as
guide in test construction solve the problem of misaligned tests?

SHOW Your Learning Artifacts

• Accomplished Observation Sheet

• Analysis
• Reflection
• Completed Sample TOS

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Activity 13.7 Computing Student’s Grades based on DepEd Grading System

Resource Teacher: Teacher's Signature: School:

Grade/Year Level:
Subject Area: Date:

TARGET Your Intended Learning Outcomes

 Compute student’s grade based on DepEd’s grading policy

 State the new features of the latest grading system in basic education

REVISIT the Learning Essentials

• With the implementation of the Enhanced Basic Education Program of 2013, more popularly
known as the K to 12 Curriculum, came a new grading system of the Department of
Education. Refer to Appendix A for more details.
• The latest grading system in basic education includes students’ performance in written tests
and performance tasks, with emphasis on the latter. The quarterly exam may be a
combination of written test and performance task.

OBSERVE

A. Sample Students’ Report Card

1. Secure a sample of a Students’ Report Card from your Resource Teacher.

2. Study a sample of an unused Student’s Report Card. Observe its contents.
3. Ask permission from your Resource Teacher for an interview with him/her and with a group
student regarding the new grading system.

B. Interview of Resource Teacher

1. What are the new features of the latest grading system? What things are you required to do
with this new grading system which you were not asked before?
2. Which do you prefer – the old or the new grading system? Why?

C. Interview of 5 Students

1. What do you like in the new grading system?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
_

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__________________________________________________________________________
2. Do you have problems with the new grading system? If there is, what?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

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

4. Which do you prefer – the old or the new grading system? Why?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

D. Review of DepEd Order no. 8, s. 2015

Read DepEd Order no. 8, s. 2015. You may refer to Appendix A.

Based on DepEd Order 8, s. 2015, answer the following:

1. What are the bases for grading?

2. How do you compute grades per quarter for Grades 1 to 10 and Grades 11 to 12. Give an
example.
3. How do you compute grades at the end of the school year?
4. What descriptors and grading scale are used in reporting process of learners?
5. What are the bases for learners’ promotion and retention at the end of the school year?
6. What is the report on learners’ observed values?

E. Grade Computation
Show sample computations of a grade:

• In a subject of your choice from Grades 1 to 6 (if you are a future elementary teacher)
• In your specialization if you are a high school teacher
• Show the percentage contributions of written work, performance tasks and quarterly
assessment. Then give the descriptor. Refer to DepEd Order no. 8, s. 2015.

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ANALYZE

Analyze data and information gathered from the interview and from your review of an unused
Student’s Report Card and the DepEd grading system.

1. Do teachers and students like the new grading system? Why or why not?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

2. What are the good points of the new grading system according to teachers? According to
students?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

3. What are teachers challenged to do by this new grading system?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

4. Do you favor the distribution of percentages of written work, performance tasks and quarterly
assessment?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

5. Did you like the experience of computing grades? Why or why not?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

REFLECTION

In an era where the emphasis is self-directed learning and demonstration of competencies –

knowledge, skills and values learned (outcomes-based education) – do grades really matter?

EVALUATE Performance Task

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Evaluate Your Work Task Field Study 1. Episode 13 – Assessment OF Learning (Summative
Assessment)

Focused on: determine the alignment of assessment tools and tasks with intended learning outcomes;
* critique traditional and authentic assessment tools and tasks for learning in the context of
established guidelines on test construction; * evaluate non-traditional assessment tools including
scoring rubrics; * evaluate a sample portfolio; * distinguish among the 3 types of portfolio ; * construct
assessment questions for HOTS following Bloom’s Taxonomy as revised by Anderson and Krathwohl
and kendall’s and Mrazano’s taxonomy; * explain the function of a Table of Specifications; *
distinguish among types of learners’ portfolios and their functions; * examine different types of rubrics
used and relate them to assessment of student learning; * compute students’ grade based on
DepEd’s grading policy; * state the reason(s) why grades must be reported to parents; and * describe
what must be done to make grade reporting meaningful.

Name of FS Student: ____________________________ Date Submitted: ____________

Year & Section: _________________________________ Course: ___________________

Needs
Learning Very Satisfactory
Excellent 4 Satisfactory 2 Improvement
Episode 3 1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation questions/tasks observation observation questions/tasks
Sheet completely questions/ tasks questions/ tasks not answered /
answered/ not answered / not answered accomplished
accomplished. accomplished. accomplished.

Analysis All questions were All questions were Questions were Four (4) or more
answered answered not answered observation
completely; completely answers completely questions were
answers are with clearly connected answers are not not answered
depth and are to theories; clearly connected answers not
thoroughly
grammar and to theories; one connected to
grounded on
spelling are free (1) to three (3) theories more
theories; grammar
and spelling are from errors. grammatical than four (4)
free from error. spelling errors. grammatically
spelling errors.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported by depth; supported shallow, shallow rarely
what were by what were somewhat supported by what
observed and observed and supported by were observed
analyzed. analyzed. what were and analyzed
observed and
analyzed.

Learning Portfolio is Portfolio is reflected Portfolio is not Portfolio is not

Artifacts reflected on in the on in the context of reflected on in reflected on in the
context of the the learning the context of the context of the
learning outcomes. learning learning

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outcomes; Complete; well outcomes. outcomes not

Complete, well organized, very Complete: not complete; not
organized, highly relevant to the organized. organized, not
relevant to the learning outcome. relevant to the relevant
learning outcome. learning
outcome.

Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline. deadline. after the days or more
deadline. after the deadline
COMMENT/S Over-all Score Rating: (Based
on Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 below

___________________________________ Date: __________

Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching – Learning in Actual
School Environment, Lorimar Publishing Inc.

www.google.com www.yourarticlelibrary.com
Activity 13.8 Reporting Students’
Performance

Resource Teacher: Teacher's Signature: School:

Grade/Year Level:
Subject Area: Date:

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TARGET Your Intended Learning Outcomes

• State the reason(s) why grades must be reported to parents

• Describe what must be done to make grade reporting meaningful

REVISIT the Learning Essentials

• Grades fulfill their function if reported meaningfully to students and most of all to parents, our
partners in the education of children.
• Grades are a measure of achievement, not necessarily IQ. A student may have high IQ but
not necessary achieving or performing because of lack of motivation or other factors.

OBSERVE

Proceedings in a Card Distribution Day

1. Observe how cards are distributed on Card Distribution Day. Describe how cards are
distributed.
2. Describe how the Resource Teachers communicated learners’ assessment results and grades
to parents.
3. Did parents raise questions or concerns? If yes, what were their questions/concerns?
4. How did the Resource Teacher handle their questions and concerns? What answers did
he/she give?

Interview with Resource Teacher

1. How do you give feedback to your students regarding their performance? When do you give
feedback?
2. How do you report students’ performance to parents? Does the school have a regular way of
reporting grades to parents?
3. What problems on grade reporting did you encounter with parents? How did you address
it/them?

Interview with Students

1. Do you see the meaning of your grades in the School Report Card?
2. Does knowing your grade motivate you to work harder?

Interview with Parents

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

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ANALYZE

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

2. Based on your observations and findings, what practices must be
a) maintained and
b) improved to make grades and reporting meaningful?

REFLECT

1. Grades are often a source of misunderstanding. How should I do reporting so that it will result
to effective learning?

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1. Episode 13 – Assessment OF Learning (Summative
Assessment)

Learning Outcomes: determine the alignment of assessment tools and tasks with intended learning
outcomes; * critique traditional and authentic assessment tools and tasks for learning in the context of
established guidelines on test construction; * evaluate non-traditional assessment tools including
scoring rubrics; * evaluate a sample portfolio; * distinguish among the 3 types of portfolio ; * construct
assessment questions for HOTS following Bloom’s Taxonomy as revised by Anderson and Krathwohl
and kendall’s and Mrazano’s taxonomy; * explain the function of a Table of Specifications; *
distinguish among types of learners’ portfolios and their functions; * examine different types of rubrics
used and relate them to assessment of student learning; * compute students’ grade based on
DepEd’s grading policy; * state the reason(s) why grades must be reported to parents; and * describe
what must be done to make grade reporting meaningful.

Name of FS Student: ____________________________ Date Submitted: ____________

Year & Section: _________________________________ Course: ___________________

Needs
Learning Very Satisfactory Improvement
Excellent 4 Satisfactory 2
Episode 3 1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation questions/tasks observation observation questions/tasks
Sheet completely questions/ tasks questions/ tasks not answered /
answered/

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accomplished. not answered / not answered accomplished

accomplished. accomplished.
Analysis All questions were All questions were Questions were Four (4) or more
answered answered not answered observation
completely; completely answers completely questions were
answers are with clearly connected answers are not not answered
depth and are to theories; clearly connected answers not
thoroughly
grammar and to theories; one connected to
grounded on
spelling are free (1) to three (3) theories more
theories; grammar
and spelling are from errors. grammatical than four (4)
free from error. spelling errors. grammatically
spelling errors.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported by depth; supported shallow, shallow rarely
what were by what were somewhat supported by what
observed and observed and supported by were observed
analyzed. analyzed. what were and analyzed
observed and
analyzed.

Learning Portfolio is Portfolio is reflected Portfolio is not Portfolio is not

Artifacts reflected on in the on in the context of reflected on in reflected on in the
context of the the learning the context of the context of the
learning outcomes. learning learning
outcomes; Complete; well outcomes. outcomes not
Complete, well organized, very Complete: not complete; not
organized, highly relevant to the organized. organized, not
relevant to the learning outcome. relevant to the relevant
learning outcome. learning
outcome.

Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline. deadline. after the days or more
deadline. after the deadline
COMMENT/S Over-all Score Rating: (Based
on Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 below

___________________________________ Date: __________

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Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching – Learning in Actual
School Environment, Lorimar Publishing Inc.

www.google.com www.yourarticlelibrary.com

LEARNING MODULE No. 14

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

Topic : The Teacher as a PERSON and as a PROFESSIONAL
Time Frame : 1 hour
Objectives : At the end of the class, the students are able to:
a. describe the personal qualities and competences of effective
classroom teachers; and
b. enumerate the professional characteristics of practicing teachers
observed as based on the professional standards and code of ethics
for the profession.

Introduction :

What is really like to be a TEACHER? Why is being a TEACHER considered as one of the most
respected professionals in the Philippines? What makes a teacher differently better than any other
profession? What characterize a teacher as a person and as a professional?

This module will provide you a chance to observe teachers in their workplace at school in
order to answer the questions asked.

TARGET Your Intended Learning Essentials

At the end of this Module, students must be able to:

 describe the personal qualities and competences of effective classroom teachers; and
 enumerate the professional characteristics of practicing teachers observed as based on the
professional standards and code of ethics for the profession.

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REVISIT the Learning Essentials

“My Teacher, My Hero” was a banner during the World Teachers’ Day celebration in the Philippines
in the years past. Are Filipino teachers, real heroes? What do you think? Why?

May answer is YES! Here are my reasons.

Personal Qualities of Filipino Teachers

To be a teacher in the Philippines is a challenging profession. Teachers serve the country just like
any other hero. To be a teacher requires a lot of personal and professional qualities. These qualities
make an excellent Filipino teacher an exceptional professional.

First, the teacher must have innate qualities or attributes that are exemplary and are fitted to be
teachers. These are natural tendencies of a person. Here are some of the qualities and attributes that
distinctly characterize a teacher.

Personal Qualities of Teachers and the Descriptors

Personal Qualities What the teacher IS and Does.

 Lives with dignity that  This teacher is honest, has integrity, self-respect and self-
exemplifies self-respect, integrity discipline. Likewise, respected by students, peers and
and self-discipline the community.
 Takes care of one’s physical,  This teacher is physically, emotionally and mentally
emotional and mental well-being healthy. Clean and neat, dresses appropriately and
pleasant in words and in action.
 Lives a life inspired by spiritual  This teacher behaves according to the personal spiritual
principles and beliefs beliefs that are not contrary to the norms, mores and
tradition of the community.
 Exhibits deep knowledge and  This teacher is mentally alert, makes correct decision,
understanding across disciplines intelligent to be able to acquire new knowledge, skills
and values needed in order to teach. She/he has the
ability to learn new things, re-learn old knowledge in new
ways, and un-learn knowledge, skills and values that are
no longer applicable to the current times.
 Recognizes own strength with  This teacher sets high goals for himself/herself, but
humility remains humble and willing to share success. He/she is
confident of doing task but does not consider self to be
better than others all the time.
 Perseveres in challenging  This teacher is calm in the midst of chaos, remains
situation steadfast under pressure, does not easily give up and
adjusts to different situations.
 Demonstrates a natural action to  This teacher volunteers tasks for others, always willing to
work together with others share, extends help willingly, accepts responsibility,
tolerant of other people, and gives up time for the group.

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Not everyone has these qualities; hence not everyone can be a good teacher. As the old saying
goes: “Teachers are born but good teachers are both born and made.”

Professional Competences of Filipino Teachers

Going to teacher training institutions and earning a teaching degree mean developing a professional
teacher like you. You can only become a professional teacher if you earn a degree to teach in either
elementary level or high school level. You should also earn a license to teach by passing a licensure
examination for teachers. While studying in college you are learning the ropes of becoming a
professional teacher. You learn the content courses including the major or specialization and the
professional courses including the pedagogy courses. Your professional courses include experiential
learning courses that include Field Study 1, Field Study 2 and Teaching Internship. These are
important in your preparation to become professional teachers.

So what are the professional competencies that every teacher should have? You will find these in the
matrix that follow.

Professional Competencies of Filipino Teachers

Professional Competencies What the teacher DOES

 Abides by the code of ethics for the  This teacher practices the rules and conduct of
profession professional teachers
 Masters the subject matter to be taught  This teacher masters and updates
himself/herself with subject matter content to
be taught.
 Updates oneself on educational trends,  This teacher keeps abreast with educational
policies and curricula trends, policies and curricula by taking up
graduate studies, attending seminars and
workshops.
 Uses teaching methods to facilitate student  This teacher practices different ways of
learning teaching appropriate to the learners and the
subject matter.
 Builds a support network with parents and  This teacher engages he cooperation of
community parents and stakeholders in educating the
learners
 Demonstrates knowledge, understanding of  This teacher has substantial knowledge of the
the characteristics and needs of diverse characteristics and needs of the learners.
learners
 Plans, prepares and implements school  This teacher plans, prepares, implements and
curriculum responsibly innovates the day-to-day curriculum with the
view in mind that learners will learn.
 Designs, select and utilize appropriate  This teacher designs, selects and uses
assessment strategies and tools appropriate assessment tools for , as, and of
learning.

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 Provides safe, secure, fair physical and  This teacher arranges the classroom to
psychological learning environment that provide safe, secure psychological
supports learning. environment that supports and encourages
learning.
 Serves beyond the call of duty  This teacher does task and works even
beyond the official time when needed.

So, it is not easy to become a professional teacher. The demand is great. A qualified professional
teacher then is like a HERO.

Now you are ready to identify if the enumerated characteristics are found among the teachers you
are going to observe.

There are two observation activities in this Module. Activity 1 will identify the Personal
Characteristics of the Teacher and Activity 2 will identify the Professional Competencies of the
Teacher.

OBSERVE, ANALYZE, REFLECT

Activity 14.1 Teacher Personal Qualities: A view from My Lenses

Resource Teacher: Teacher's Signature: School:

Grade/Year Level:
Subject Area: Date:

OBSERVE

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

Personal Qualities Observe (O) Data Results

Interview (I) I have found out that ……
a. Dignified Observe
b. Healthy Observe
c. Spiritual Observe
Interview
d. Knowledgeable Observe
e. Humble Observe
Interview

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f. Determined Observe
Interview
g. Cooperative Observe
Interview

Activity 2 will focus on the Professional Competencies of the Teacher. You may change your sample
Teacher in Activity 1 with another teacher or you can still observe the same teacher. In case you will
not change your teacher to be observed the same teacher will be your sample for both Activity 1 and
Activity 2. Aside from direct observation, you will also do a Survey in 2.

ANALYZE

Did you learn from your observation of the teacher? Now let us analyze the information that you have
gathered.

Answer the following questions.

1. In Activity 1, what do you consider as the 3 most outstanding significant personal qualities of the
teacher you chose as your case? Why do you consider these as outstanding?
a. ___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
b. ___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
c. ___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

2. Which of these qualities do you have? Do you think you can fit as a good teacher someday?
__________ Why? Describe yourself.
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
_
__________________________________________________________________________
_
___________________________________________________________________________
__________________________________________________________________________

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REFLECT

Good teachers are role models, whether in school, at home or in the community. From the teachers
that you had from elementary to college, did the personal qualities that they possess, help you learn
better as a student?

Identify one personal characteristic of your model teacher that has made a great impact in
your life as a learner. Reflect and describe how this quality influenced you.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_______________________________________________________________________________
Activity 14.2 Is the Teacher a Professional Teacher?

Resource Teacher: Teacher's Signature: School:

Grade/Year Level:
Subject Area: Date:

OBSERVE

Procedure:
1. Secure a permit to observe and conduct a survey.
2. Request the following information from the teacher:
a. Name
b. LET License No
c. Evidence of Professional Growth (Masters or Doctorate, Seminars attended, etc.)
3. Request a co-teacher or the head (only one of the 2) to answer the checklist/rating scale
about your sample teacher.
4. Answer the same survey instrument yourself.
5. Compare the answer of the co-teacher or that of the head with your answer on the survey. In
what items do you have the same answer?
6. Show the results in a summary table.

Competencies of the Professional Teacher: A Special Case

Dear Ma’am/Sir:
I am a future teacher and I would like to know the characteristics of a professional teacher. I
will be very glad if you could answer the survey form about your co-teacher ___________________.

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

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Thank you very much.

_______________________ BEED/BSEd Student

Name of the Teacher: ______________________________________________________________

PR License No.: __________________________Grade Level Taught ________________________
Answer the following statements based on your OBSERVATION of the teacher. Check Yes or No or
Doubtful.

Does the Teacher exhibit the

competence of a professional
Professional Competence teacher? Check your answer
below.
Yes No Doubtful
1. Practices the Code of Ethics for Professional Teachers
2. Teachers the subject matter very well with mastery
3. Keeps self-updated with educational trends, policies and
curricula
4. Uses varied teaching methods that facilitate learning with skill
and ease
5. Engages the parents and other stakeholders to cooperate as
partners in educating the children
6. Teachers with compassion based on the knowledge and
understanding of the characteristics and needs of diverse
learners
7. Prepares curriculum plans, implements these with innovation
in every lesson
8. Designs or selects and utilizes appropriate assessment
strategies and tools for lessons taught
9. Makes classroom atmosphere physically (arrangement) and
psychologically (friendly, inclusive) safe and secure for
learning
10. Serves willingly beyond teaching work by participating in
other extra-curricular activities when needed

___________________________________________
Name and Signature of the Teacher Informant (Peer)

OR:

_____________________________________________
Name and Signature of the Supervisor Informant (Head)

AND

___________________________________________

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Your Name and Signature (Pre-service Student)

ANALYZE

Did you learn from your observation and interview on teacher’s professional competences?
Now let us analyze the data.

Answer the following questions

1. In Activity 2, do you consider the Teacher as a Professional Teacher? In what competencies is

the teacher Strong? _____ Weak? _____ Doubtful? ______ Why?

2. Did your answer to the survey form coincide with the answers of the co-teacher or head of the
teacher you observed? Why?

REFLECT

Now, it is time to reflect on Activity 2.

Complete the following sentences as your reflections from the results of Activity 2.

1. As a future teacher, the results imply that I should __________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

2. If all the teachers teaching today possess the professional characteristics and competencies
as the teacher/teachers observed then learners will be ______________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

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SHOW Your Learning Artifacts

Show here the artifacts of this Module.

1. Short narrative about the teacher with a description of the personal qualities and professional
characteristics that you have observed. You may request a picture from the teacher.

My Teacher, My Hero

(Picture of the Teacher Observed)

Narrative (about the personal and professional characteristics of the teacher)

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EVALUATE Performance Task

Evaluate Your Work Task Field Study 1. Episode 14 – The Teacher as a PERSON and as a
PROFESSIONAL

Learning Outcomes: describe the personal qualities and competences of effective classroom
teachers. * enumerate the professional characteristics of practicing teachers observed as based on
the professional standards and code of ethics for the profession.

Name of FS Student: ____________________________ Date Submitted: ____________

Year & Section: _________________________________ Course: ___________________

Needs
Learning Very Satisfactory
Excellent 4 Satisfactory 2 Improvement
Episode 3 1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation questions/tasks observation observation questions/tasks
Sheet completely questions/ tasks questions/ tasks not answered /
answered/ not answered / not answered accomplished
accomplished. accomplished. accomplished.

Analysis All questions were All questions were Questions were Four (4) or more
answered answered not answered observation
completely; completely answers completely questions were
answers are with clearly connected answers are not not answered
depth and are to theories; clearly connected answers not
thoroughly to theories; one
grammar and connected to
grounded on (1)
spelling are free theories more
theories; grammar to three (3)
and spelling are from errors. than four (4)
grammatical
free from error. grammatically
spelling errors.
spelling errors.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported by depth; supported shallow, shallow rarely
what were by what were somewhat supported by what
observed and observed and supported by were observed
analyzed. analyzed. what were and analyzed
observed and
analyzed.

Learning Portfolio is Portfolio is reflected Portfolio is not Portfolio is not

Artifacts reflected on in the on in the context of reflected on in reflected on in the
context of the the learning the context of the context of the
learning outcomes; outcomes. learning learning outcomes
Complete, well Complete; well outcomes. not complete; not
Complete: not
organized, highly organized, very organized, not
organized.
relevant to the relevant to the relevant
relevant to the
learning outcome. learning outcome. learning
outcome.

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Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline. deadline. after the days or more
deadline. after the deadline
COMMENT/S Over-all Score Rating: (Based
on Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 below

___________________________________ Date: __________

Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching – Learning in Actual
School Environment, Lorimar Publishing Inc.

www.google.com
www.yourarticlelibrary.com

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LEARNING MODULE No. 15

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

Topic : Towards Teacher Quality: Developing a Global Teacher of the 21st Century
Time Frame : 1 hour
Objectives : At the end of the class, the students are able to:
a. describe the personal qualities and competencies of a global
classroom teachers of the 21st century; and
b. design a learner-centered classroom for the 21st century learners with
learning spaces that are safe, that allows creativity and use of ICT.

Introduction :

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

In 2013, a Global Status Index was determined by Varkey GEMS Foundation and revealed significant
findings. There were 21 countries surveyed which represented the major continents of the world. In
most countries that participated, it was found out that like the Philippines, teaching is the most sought
profession. It was comparable to being a social worker, librarians, nursing and even doctors. Majority
of the parents asked, answered that they encourage their children to become teachers. To them,
teaching is one of the most respected and trusted professions.

However, with the change in global landscape, the 21 st century teachers must have the competence
to address the new learning environment, the new learning contents, the processes of learning and
how these are facilitated and the new types of learners.

Hence, we need the new type of teachers, a global 21st century Filipino teacher.
(Global Teacher Index p. 123 Teaching Profession)

REVISIT the Learning Essentials

FILIPINO GLOBAL TEACHER

A survey of the ASEAN countries and beyond tends to show that there are three major
responsibilities of teachers. These are (1) Actual Teaching. (2) Management of Learning and (3)
Administrative Work.

While the number of actual teaching hours per day varies all over the world, in our country, teaching
in the public schools requires sic hours of actual teaching that includes administrative work such as
management of learning per day. The two hours of the working day is allotted to administrative work
such as scoring and recording learner’s outputs, making reports, filling forms, preparing for the next

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day’s activity and performing other administrative tasks. The previous module on the teacher,
reminded us of the qualities and competencies mentioned earlier. Teachers should be multi-literate,
multi-cultural, multi-talented, innovative and creative. The future Filipino teacher like you shall act
locally but think globally.

“Teach local, reach global” means that the teacher brings diverse experiences in the classroom with
the various skills to live and work as citizens of a global society. What teachers do in the local
communities’ impacts the larger community. As global citizens, the work begins, where the teachers
are, thus a “global” teacher.

Towards Quality Global Teachers

Quality teachers are characterized; by different attributes and skills needed in the 21 st century
education. Partnership 21 identified (1) Global awareness, (2) Financial, economic, business and
entrepreneurial literacy, and (4) Civic and Health Literacy which require:

1. Learning and Innovative skills.

2. Information, Media and Technology Skills
3. Life and Career Skills

More specifically, quality teachers are competent teachers who can demonstrate exemplary
mastery of knowledge, skills, values and dispositions relative to the following characteristics:

1. Understands one’s own cultural identity and rootedness

2. Knows and integrates global dimensions in the subject area
3. Engages learners in the learning processes
4. Uses real life local and global examples
5. Values the inputs of culturally and linguistically diverse learners
6. Models social responsibilities in local and global content
7. Encourages learners to find appropriate actions to improve local and global the conditions,
and
8. Creates a learning environment that encourages creativity and innovations.

The Challenges of the Quality Global Teachers for the 21st Century

One of the major challenges of quality teachers is to “create a learning environment that encourages
creativity and innovation among learners.” With it, comes the management of learning in such
environment. These are required skills for a global teacher.

Majority of the current classrooms provide learning spaces that can hardly prepare the 21 st century
learners for the development of the 21st century skills.

Since the 21st century classroom is learner-centered, the teacher acts as a facilitator of learning.
Students no longer study each subject in isolation, but they work on interdisciplinary projects that
cover several subject areas. Learning is no longer for memorizing and recalling of information but on
learning how to learn. Thus classroom designs should respond to the 21 st century learning. More so,

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quality teachers should be changing their roles from teaching in isolation to co-teaching, team
teaching and collaboration with students and peers.
How should a new classroom be? Here are some suggestions on the six elements of a new
classroom:

1. Flexibility of furniture and space

2. Collaborative learning
3. Facilitation of movement
4. Foster creativity
5. Use of technology
6. Provision of light and bright colors

With the classrooms structure, a quality teacher should be able to manage learning under a very
conducive learning environment. Teacher should use effective classroom management strategies that
will ensure productive learning.

Quality teachers should manage learning in an enhanced classroom by seeing it to it that learners
are:

• organized,
• orderly,
• focused,
• attentive,  on task, and  are learning.

This will take much of your skill, experience and patience. The two important factors that may
affect learning management are the use of technology and the diversity of learners.

OBSERVE, ANALYZE, REFLECT

Activity 15.1 A Day in the School Life of a Quality Teacher

Resource Teacher: Teacher's Signature: School:

Grade/Year Level:
Subject Area: Date:

Observation 1: this activity will require you to stay in school for one school day. Special arrangement
by your faculty should be made for this purpose.

Procedure:

1. Secure permit to observe a quality teacher in the school for one whole class day.
2. Shadow the teacher in the three major responsibilities.
 Actual Teaching
 Management of Learning
 Administrative Work
3. Use the key guide found in the matrix below.

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4. Record data observed in your notebook. This will be your artifact.

5. If you missed seeing the evidence to the key guide, you may interview the teacher.
6. Make a narrative or essay of your answer entitled: “A Day in the School Life of a Quality
Teacher”.
7. If permitted, you may include the teacher’s picture in action to your essay.

OBSERVE

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

Teacher’s Major Responsibility Key guide for Observation (Carefully look for the
indicators/behaviors of the teacher along the key points. Write
your observations and description in your notebook. This will be
one of your artifacts.)
A. Actual Teaching This teacher
1. is learner-centered.
2. acts as a facilitator of learning..
3. has mastery of subject matter.
4. sees to it that learning outcomes are achieved.
5. is pleasant and fair in dealing with the learners.
B. Management of Learning This teacher
1. allows all learners to participate in the lesson.
2. considers the needs of the learners in the seating arrangement.
3. uses instructional support materials to help learners
understand the lesson.
4. sees to it that learning is achieved within the period of time.
5. dismiss the class on time.

C. Administrative Work This teacher

1. keeps records of learners attendance every day.
2. keeps record of formative and summative tests.
3. submits reports and other documents on time.
4. does other tasks as requested by superiors.
5. cooperates with peers and staff in the cleanliness and safety of
the school.

ANALYZE

Refer to the results of your observation to answer the questions that follow.

1. Which of the three responsibilities shows majority of the indicators being practiced? A. Actual
Teaching?
B. Management of Learning?
C. Administrative Work?
___________________________________________________________________________

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___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

2. Which demonstrated behavior, do you find in the teacher is worthy of emulation when you
become a teacher? Describe. __________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

3. Which of the major responsibilities does this teacher find difficult to comply with? What are the
reasons? __________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

4. From your perspective, would you consider this teacher as quality teacher? Why?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

REFLECT

Now, that you have spent one school day to observe this teacher, it would be good for you to reflect
on all your observations by answering reflective questions below.

1. Are you inspired to become a teacher after your observation? If Yes, why? If No, why not?

2. When you become a teacher in the future, how else would you do better as a professional
teacher?

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3. What are some of the concerns that you foresee in the future as a quality teacher? Do you think
you will be ready to address these? Give at least 2 concerns.

4. In what aspects of the teacher’s day, would you like to congratulate the teacher you observed?
Can you show your appreciation to this teacher by sending a Thank you card? (Include this in
your artifact)

OBSERVE, ANALYZE, REFLECT

Activity 15.2 The Creation and Management of the New Learning Environment as a Skill of the
21st Century Quality Teacher

Resource Teacher: Teacher's Signature: School:

Grade/Year Level:
Subject Area: Date:

This activity will allow you to develop your sense of creativity and imagination in designing a
classroom for the 21st century and determining how to manage learning in this classroom.

OBSERVE

Procedure:

1. Draw or sketch the current classroom where you are observing.

2. Indicate and label all significant parts and furniture that you find inside including these but
not limited to:
a. Doors, windows

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b. Teacher Table, Demonstration table

c. Cabinets, chalkboard, bulletin boards/display boards, etc.
d. Gadgets, equipment
e. Plant boxes, etc.
f. Others not included in the list
3. Draw your vision of a classroom for the 21st century.

A. Current Classroom I am Observing

Grade level _________

B. My Classroom for the 21st Century

ANALYZE

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Make a comparison of your drawings A and B. Describe the similarities and differences.
Explain why.

Features of the Present My Vision of the Future Why the similarity? Why
Classroom Components Classroom the difference?

REFLECT

Based on the task that you made, what challenges await you as a future teacher? How will you
manage learning in the future classroom? How will you prepare yourself to respond to 21 st
teachinglearning and become a global teacher?

SHOW Your Learning Artifacts

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These are the artifacts that you need to file in this Module.
1. Activity 15.1 Report on the Observation including evidence that go with it. Activity 15.1
Narrative on the Day in the School Life of the Quality Teacher

2. Activity 15.2 Drawing of the present classroom and Drawing of your Vision of the Classroom
for the 21st Century.

3. Activity 15.2 Narrative on how you will manage teaching-learning in the 21 st Century
classroom.

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1. Episode 15 – Towards Teacher Quality: Developing a
Global Teacher of the 21st Century

Learning Outcomes: describe the personal qualities and competencies of global classroom teachers
of the 21st century; and design a learner-centered classroom for the 21 st century learners with learning
spaces that are safe, that allow creativity and use of ICT.

Name of FS Student: ____________________________ Date Submitted: ____________

Year & Section: _________________________________ Course: ___________________

Needs
Learning Very Satisfactory
Excellent 4 Satisfactory 2 Improvement
Episode 3 1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation questions/tasks observation observation questions/tasks
Sheet completely questions/ tasks questions/ tasks not answered /
answered/ not answered / not answered accomplished
accomplished. accomplished. accomplished.

Analysis All questions were All questions were Questions were Four (4) or more
answered answered not answered observation
completely; completely answers completely questions were
answers are with clearly connected answers are not not answered
depth and are to theories; clearly connected answers not
thoroughly to theories; one
grammar and connected to
grounded on (1)
spelling are free theories more
theories; grammar to three (3)
and spelling are from errors. than four (4)
grammatical
free from error. grammatically
spelling errors.
spelling errors.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported by depth; supported shallow, shallow rarely
what were by what were somewhat supported by what
observed and observed and supported by were observed
analyzed. analyzed. what were and analyzed
observed and

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analyzed.

Learning Portfolio is Portfolio is reflected Portfolio is not Portfolio is not

Artifacts reflected on in the on in the context of reflected on in reflected on in the
context of the the learning the context of the context of the
learning outcomes; outcomes. learning learning outcomes
Complete, well Complete; well outcomes. not complete; not
Complete: not
organized, highly organized, very organized, not
organized.
relevant to the relevant to the relevant
relevant to the
learning outcome. learning outcome. learning
outcome.

Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline. deadline. after the days or more
deadline. after the deadline
COMMENT/S Over-all Score Rating: (Based
on Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 below

___________________________________ Date: __________

Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching – Learning in Actual
School Environment, Lorimar Publishing Inc.

www.google.com www.yourarticlelibrary.com

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LEARNING MODULE No. 16

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

Topic : On Teacher’s Philosophy of Education
Time Frame : 1 hour
Objectives : At the end of the class, the students are able to:
a. determine prevailing philosophies of education based on DepEd
Vision and Mission statements, core values and mandate, the K to 12
Curriculum Framework and Guide and RA 10533;
b. cite teacher’s teaching behaviors and the philosophies of education
on which these behaviors are founded; and
c. articulate my philosophy of teaching.

Introduction :

One thing asked of teacher applicants in the Department of Education is to write their philosophy of
education. This means that they have to write their concept of the nature of the learner, how that
learner learns and how that learner ought to live in order to live life meaningfully. Based on these
philosophical concepts, the teacher applicants describe how they ought to relate to the learner, what
to teach and how to teach so that the learner learns and lives life happily and meaningfully.

REVISIT the Learning Essentials

We are beneficiaries of a rich philosophical heritage passed on to us by great thinkers of the past and
of the present. The way teachers relate to learners and they teach are anchored on philosophies of
education.

Basic documents such as the vision and mission statements, core values and mandate of the
Department of Education and the features of the K to 12 Curriculum as contained in Section 3 of RA
10533 and the K to 12 Curriculum Guide are manifestations or expressions of the philosophies of
education of the country. They state the standards and the outcomes of education towards which all
curricular activities and teaching-learning should be directed.

OBSERVE, ANALYZE, REFLECT

Activity 16.1 Analyzing DepEd’s Philosophy of Education

Resource Teacher: Teacher's Signature: School:

Grade/Year Level:
Subject Area: Date:

OBSERVE

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• Determine prevailing philosophies of education based on DepEd Vision and Mission

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

Which philosophies are Which philosophies are

expressed in the DepEd Vision, expressed in the K to 12
Philosophies of Education Mission Statements, Core Curriculum Framework and
Values, and Mandate? Give Guide and Sec 5 of RA 10533?
poof. Give proof.
1. Essentialism – teach Essentialism – the core values Essentialism – List of
mastery of the basics; of maka-Diyos, maka-tao, standards and competencies
curriculum is prescribed; maka-kalikasan and that learners are expected to
subject matter – centered makabansa show that DepEd attain is the subject matter that
there are universal, believes in unchanging values students are expected to learn.
objective values; inculcate that need to be inculcated. – Essentialist
values in subject matter
2. Perennialism – teach those Any proof of perennialism?
that last, the classics; there
are universal values;
inculcate these universal,
objective values
3. Progressivism – very Any proof of progressivism?
childcentered; teach those
that interest the child; one
learns by experience;
learners learn by doing so
teacher teacher’s teaching
is experiential; values are
subjective; no inculcation of
values since they are
subjective; instead teachers
help students clarify their
values

4. Reconstructionism – school Any proof of reconstructionism?

is agent of change;
schooling is preparing
students for the social
changes; teaching is
involving the students in
discussion of moral
dilemmas
5. Existentialism – Teachers Any proof of existentialism?
teach learners to make a

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choice, to make decisions

and not merely to follow the
crowd; one who does not
make a choice and so
simply follow others do not
leave meaningful life.
6. Pragmatism – That which is Any proof of pragmatism?
useful, that which is
practical and that which
works is what is good; that
which is efficient and
effective is that which is
good. E.g. showing a video
clip on mitosis is more
efficient and more effective
and therefore more
practical than teacher
coming up with a visual aid
by drawing mitosis on a
cartolina or illustration
board.
7. Rationalism – emphasizes Any proof of rationalism?
the development of the
learners’ reasoning powers;
knowledge comes though
reason; teacher must
develop the reasoning
power of the learner
8. Utilitarianism – what is good Any proof of utilitarianism?
is that which is most useful
(that which brings
happiness) to the greatest
number of peoples;
9. Empiricism – source of Any proof of empiricism?
knowledge is through the
senses; teacher must
involve the senses in
teaching-learning
10. Behaviorism – behavior is Any proof of behaviorism?
shaped deliberately by
forces in the environment
and that the type of person
and actions desired can be
the product of design;
behavior is determined by
others, rather than by
person’s own free will;
teacher must carefully
shape desirable behavior;
drills are commonly used to

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enhance learning, rewards

reinforce learning.
11. Constructivism – learners Any proof of constructivism?
are capable of constructing
knowledge and meaning;
teaching – learning
therefore is constructing
knowledge and meaning;
teacher does not just “tell”
or dictate but asks learners
for knowledge they
construct and meaning of
lesson.
12. Other Philosophies

OBSERVE, ANALYZE, REFLECT

Activity 16.2 Articulating My Personal Philosophy of Teaching

Resource Teacher: Teacher's Signature: School:

Grade/Year Level:
Subject Area: Date:

OBSERVE

 Observe how a teacher relates to every learner and how he/she proceeds with her teaching. 
Accomplish this Observation Sheet.

Here are philosophies of education. Find out which philosophies were manifested in class by
observing what and how teacher teaches and relates to learners.

Teaching Behavior (State what the teacher

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

He/she inculcated values.

2. Perennnialism – teach those that last, the

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classics; there are universal values;

inculcate these universal, objective values
3. Progressivism – very child-centered; teach
those that interest the child; one learns by
experience; learners learn by doing so
teacher teacher’s teaching is experiential;
values are subjective; no inculcation of
values since they are subjective; instead
teachers help students clarify their values
4. Reconstructionism – school is agent of
change; schooling is preparing students for
the social changes; teaching is involving the
students in discussions of moral dilemmas
5. Existentialism – Teachers teach learners to
make a choice, to make decisions and not
merely to follow the crowd; one who does
not make a choice and so simply follow
others do not leave meaningful life
6. Pragmatism – That which is useful, that which
is practical and that which works is what is
good; that which is efficient and effective is
that which is good. E.g. showing a video clip
on mitosis is more efficient and more
effective and therefore more practical than
teacher
coming up with a visual aid by drawing
mitosis on a cartolina or illustration board
7. Rationalism – emphasizes the development of
the learners’ reasoning powers; knowledge
comes though reason; teacher must develop
the reasoning power of the learner
8. Utilitarianism – what is good is that which is
most useful (that which brings happiness) to
the greatest number of peoples;
9. Empiricism – source of knowledge is through
the senses; teacher must involve the senses
in teaching-learning
10. Behaviorism – behavior is shaped
deliberately by forces in the environment and
that the type of person and actions desired
can be the product of design; behavior is
determined by others, rather than by
person’s own free will; teacher must carefully
shape desirable behavior; drills are
commonly used to enhance learning,
rewards reinforce learning.
11. Constructivism – learners are capable of
constructing knowledge and meaning;
teaching – learning therefore is constructing

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knowledge and meaning; teacher does not

just “tell” or dictate but asks learners for
knowledge they construct and meaning of
lesson.
12. Other Philosophies

ANALYZE

1. Based on your findings and observations in Activity 16.1 and Activity 16.2, which philosophies
of education are dominant in Philippine basic schools? Why do you say so?
___________________________________________________________________________
__________________________________________________________________________

2. If there is one philosophy that schools and teachers should give more attention to, what
should that be and why?
___________________________________________________________________________
__________________________________________________________________________
REFLECT

What is your philosophy of teaching? This describes what you believed you should teach, how you
should teach and how you should relate to others in school – with the learners, your colleagues, your
superiors and all other stakeholders. Write them down. This is your title, “My Philosophy of Teaching.”

My Philosophy of Teaching

These may be of help:

I believe that the learner …… (concept of the learner)

I believe that I should teach the learners ….. (what) by

….. (how)

I believe that I ….. (how should you relate to learners, colleagues, superior, parents and other
stakeholders)

SHOW Your Learning Artifacts

Accomplished Observation Sheets

My Philosophy of Teaching

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EVALUATE Performance Task

Evaluate Your Work Task Field Study 1. Episode 16 – On Teacher’s Philosophy of Education

Learning Outcomes: determine prevailing philosophies of education based on DepEd Vision and
Mission statements, core values and mandate, the K to 12 Curriculum Framework and Guide and RA
10533 * cite teacher’s teaching behaviors and the philosophies of education on which these behaviors
are founded * articulate my philosophy of teaching

Name of FS Student: ____________________________ Date Submitted: ____________

Year & Section: _________________________________ Course: ___________________

Needs
Learning Very Satisfactory
Excellent 4 Satisfactory 2 Improvement
Episode 3
1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation questions/tasks observation observation questions/tasks
Sheet completely questions/ tasks questions/ tasks not answered /
answered/ not answered / not answered accomplished
accomplished. accomplished. accomplished.

Analysis All questions were All questions were Questions were Four (4) or more
answered answered not answered observation
completely; completely answers completely questions were
answers are with clearly connected answers are not not answered
depth and are to theories; clearly connected answers not
thoroughly to theories; one
grammar and connected to
grounded on (1)
spelling are free theories more
theories; grammar to three (3)
and spelling are from errors. than four (4)
grammatical
free from error. grammatically
spelling errors.
spelling errors.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported by depth; supported shallow, shallow rarely
what were by what were somewhat supported by what
observed and observed and supported by were observed
analyzed. analyzed. what were and analyzed
observed and
analyzed.

Learning Portfolio is Portfolio is reflected Portfolio is not Portfolio is not

Artifacts reflected on in the on in the context of reflected on in reflected on in the
context of the the learning the context of the context of the
learning outcomes; outcomes. learning learning outcomes
Complete, well Complete; well outcomes. not complete; not
Complete: not
organized, highly organized, very organized, not
organized.
relevant to the relevant to the relevant
relevant to the
learning outcome. learning outcome. learning
outcome.

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Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline. deadline. after the days or more
deadline. after the deadline
COMMENT/S Over-all Score Rating: (Based
on Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below
Grade 1 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71 below

___________________________________ Date: __________

Signature of FS Teacher above Printed Name

REFERENCES:

Lucas, M.R., Borabo, M., Bilbao P., Corpus, B .(2020). Field Study Observations of Teaching – Learning in Actual
School Environment, Lorimar Publishing Inc.

www.google.com www.yourarticlelibrary.com

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