FIELD STUDIES 1

NATIONAL COMPETENCY-BASED TEACHER STANDARDS (NCBTS)

Domain 1. Social Regard for Learning (SRFL)

The SRFL domain focuses on the ideal that teachers serve as positive and powerful role models of the value in
the pursuit of different efforts to learn. The teacher’s action, statements, and different types of social interactions
with students exemplify this ideal.

Domain 2. Learning Environment (LE)

This domain focuses on importance of providing a social, psychological and physical environment within which
all students, regardless of their individual differences in learning, can engage in the different learning activities
and work towards attaining high standards of learning.

Domain 3. Diversity of Learners (DOL)

The DOL domain emphasizes the ideal that teachers can facilitate the learning process even with diverse
learners, by recognizing and respecting individual differences and by using knowledge about their differences to
design diverse sets of learning activities to ensure that all learners can attain the desired learning goals.

Domain 4. Curriculum (Curr.)

The curriculum domain refers to all elements of the teaching-learning process that work in convergence to help
students understand the curricular goals and objectives, and to attain high standards of learning defined in the
curriculum. These elements include the teacher’s knowledge of subject matter and the learning process,
teaching-learning approaches and activities, instructional materials and learning resources.

Domain 5. Planning, Assessing & Reporting (PAR)

This domain refers to the alignment of assessment and planning activities. In particular, the PAR focuses on the
(1) use of assessment data to plan and revise teaching-learning plans; (2) integration of assessment procedures in
the plan and implementation of teaching-learning activities, and (3) reporting of the learners’ actual achievement
and behavior.

Domain 6. Community Linkages (CL)

The LC domain refers to the ideal that classroom activities are meaningfully linked to the experiences and
aspirations of the learners in their homes and communities. Thus, this domain focuses on teachers’ efforts
directed at strengthening the links between schools and communities to help in the attainment of the curricular
goals.

Domain 7. Personal Growth & Professional Development (PGPD)

The PGPD domain emphasizes the ideal that teachers value having a high personal regard for the teaching
profession, concern for professional development, and continuous improvement as teachers.

PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS

Objectives:

1. Set out clear expectations of teachers along well-defined career stages of professional development from
beginning to distinguished practice;

2. Engage teachers to actively embrace a continuing effort in attaining proficiency; and

3. Apply a uniform measure to assess teacher performance, identify needs, and provide

support for professional development.

Domain 1. Content Knowledge and Pedagogy

 recognizes the importance of teachers’ mastery of content knowledge and its interconnectedness within and
across curriculum areas, coupled with a sound and critical understanding of the application of theories and
principles of teaching and learning.

1. Content knowledge and its application within and across curriculum areas

2. Research-based knowledge and principles of teaching and learning

3. Positive use of ICT

4. Strategies for promoting literacy and numeracy

5. Strategies for developing critical and creative thinking, as well as other higher-order thinking skills

6. Mother Tongue, Filipino and English in teaching and learning

7. Classroom communication strategies

Domain 2. Learning Environment

 highlights the role of teachers to provide learning environments that are safe, secure, fair and supportive in
order to promote learner responsibility and achievement.

1. Learner safety and security

2. Fair learning environment

3. Management of classroom structure and activities

4. Support for learner participation

5. Promotion of purposive learning

6. Management of learner behavior

Domain 3. Diversity of Learners

 emphasizes the central role of teachers in establishing learning environments that are responsive to learner
diversity.

1. Learners’ gender, needs, strengths, interests and experiences

2. Learners’ linguistic, cultural, socio-economic and religious backgrounds

3. Learners with disabilities, giftedness and talents

4. Learners in difficult circumstances

5. Learners from indigenous groups

Domain 4. Curriculum and Planning

 addresses teachers’ knowledge of and interaction with the national and local curriculum requirements. This
Domain encompasses their ability to translate curriculum content into learning activities that are relevant to
learners and based on the principles of effective teaching and learning.

1. Planning and management of teaching and learning process

2. Learning outcomes aligned with learning competencies

3. Relevance and responsiveness of learning programs

4. Professional collaboration to enrich teaching practice

5. Teaching and learning resources including ICT

Domain 5. Assessment and Reporting

 relates to processes associated with a variety of assessment tools and strategies used by teachers in
monitoring, evaluating, documenting and reporting learners’ needs, progress and achievement.

1. Design, selection, organization and utilization of assessment strategies

2. Monitoring and evaluation of learner progress and achievement

3. Feedback to improve learning

4. Communication of learner needs, progress and achievement to key stakeholders

5. Use of assessment data to enhance teaching and learning practices and programs

Domain 6. Community Linkages and Professional Engagement

 affirms the role of teachers in establishing school-community partnerships aimed at enriching the learning
environment, as well as the community’s engagement in the educative process.

1. Establishment of learning environments that are responsive to community contexts

2. Engagement of parents and the wider school community in the educative process

3. Professional ethics

4. School policies and procedures

Domain 7. Personal Growth and Professional Development

 focuses on teachers’ personal growth and professional development. It accentuates teachers’ proper and high
personal regard for the profession by maintaining qualities that uphold the dignity of teaching such as caring
attitude, respect and integrity.

1. Philosophy of teaching

2. Dignity of teaching as a profession

3. Professional links with colleagues

4. Professional reflection and learning to improve practice

5. Professional development goals

Career Stages

Career Stage 1 or Beginning Teachers have gained the qualifications recognized for entry into the teaching
profession.

Career Stage 2 or Proficient Teachers are professionally independent in the application of skills vital to the
teaching and learning process.

Career Stage 3 or Highly Proficient Teachers consistently display a high level of performance in their
teaching practice.

Career Stage 4 or Distinguished Teachers embody the highest standard for teaching grounded in global best
practices.

Career Path of Professional Teachers

1. Beginning – 1 to 3 years of teaching

2. Young – 4 to 10 years

3. Mentor/Master – 11 to 15 years

4. Expert/Sterling – 15 years and above

Sigmund Freud’s Psychosexual (Psychoanalytical) Development

STAGE TASK FOCUS

(Infants) Relief of anxiety through  A sense of security and the ability to trust others are derived
0-18 mos oral gratification of needs from the gratification of basic needs
“MOUTH”

Anal Learning independence and  Voluntary control of anus is acquired (toilet training)
(Toddlers) control with focus on
18 mos-3 y/o excretory functions  Strict – Fecal retention – adult retentive personalities
“ANUS” (stubbornness) OR Expel feces inappropriately – cruelty,
disorganization
 More permissive – Extrovert, productive

Phallic/Oedipal Identification with parents

(Preschoolers) of the same sex,  Focus on genital organs
3-6 y/o development of sexual  Penis is the organ of interest for both sexes
identity  Penis envy – desire to possess a penis
“GENITALS”  Masturbation is common
 Oedipal complex (boys) / Electra complex (girls) –
unconscious and strong desire to eliminate the parent of the
same sex

Latency Sexually repressed and  Sexual drive channeled into socially acceptable activities
(School-agers) focus on relationship with (School work, socialization)
6-12 y/o same sex
“ABSENT”
Genital Libido reawakened as  Sexual behaviors evolve to acceptable ones by societal
(Adolescents) genital organs mature and norms
13-20 y/o focus on opposite sex
“GENITALS”  Capacity for true intimacy is developed

Erik Erikson’s Psychosocial Theory of Human Development

DEVELOPMENTAL MASTERY RESTRICTED EXCESSIVE

TASK

Trust vs. Mistrust Realistic trust of Suspiciousness Overly trusting,

(Hope) self gullible
0-18 mos and others

Autonomy vs. Shame & Self-control Self-doubt Defiance, reckless

Doubt (Will)
18 mos-3 y/o

Initiative vs. Guilt Adequate Excessive guilt, Little senses of

(Purpose) conscience, embarrassment guilt
3-6 y/o creative

Industry vs. Inferiority Sense of Feeling unworthy and Overly high-

(Competence) competence, inadequate achieving, perfectionist
6-12 y/o completion of
projects

Identity vs. Role Sense of emotional Lack or giving up on Dramatic over confidence;
Confusion (Fidelity) stability goals flamboyant
12-20 y/o

Intimacy vs. Isolation Ability to give and Aloneness Possessiveness and jealousy
(Love) receive love
20-40 y/o

Generativity vs. Productive Self-centeredness Too many professional or

Stagnation (Care) community
40-60 y/o activities
Ego Integrity vs. Self-acceptance, Helplessness, Inability to reduce activities
Despair (Wisdom) dignity worthlessness
60 y/o-above
 Jean Piaget’s Theory of Cognitive Development

Stage Focus

Sensorimotor (0-2 y/o) Development proceeds from reflex activity to

representation and sensorimotor solutions to problems.

*Object permanence – tangible object exists when out

of sight

Pre-operational (2-7 y/o) Learning to express self in language

*Egocentrism – inability to accept others opinions

Concrete Operational (7-12 y/o) Learning to apply logic to thinking

*Reversibility - The child learns that some things that

have been changed can be returned to their original
state

*Conservation - being able to conserve means knowing

that a quantity doesn't change if it's been altered

*Decentering - process by which a child becomes

capable of considering more than one aspect of an
object or situation at a time.

*Seriation - the ability to sort objects or situations

according to any characteristic

Formal Operational (12 y/o and above) Learning to think and reason in abstract terms;
hypothesis

Lawrence Kohlberg’s Development of Moral Reasoning

Level I PRECONVENTIONAL LEVEL

Stage 1 (Punishment and Obedience) Stage 2 (Instrumental Relativist)

-Behavior is motivated by
-Behavior is motivated by fear of rewards
punishment or favors

Level II CONVENTIONAL LEVEL

Stage 3 (Good Boy-Nice Girl) Stage 4 (Society-Maintaining)

-Behavior is motivated by -Behavior is motivated by
expectation of others; approval obedience to law and order
Level III POSTCONVENTIONAL

Stage 5 (Social Contract) Stage 6 (Universal Ethics

-Behavior is motivated by respect for Principle)
universal laws and moral principles -Behavior is motivated by
internalized principles

Burrhus Frederic Skinner – Operant Conditioning

 referred to as instrumental conditioning

 method of learning that employs rewards and punishments for behavior.

 an association is made between a behavior and a consequence (whether negative or positive) for that behavior

E.g. When lab rats press a lever when a green light is on, they receive a food pellet as a reward. When they press
the lever when a red light is on, they receive a mild electric shock. As a result, they learn to press the lever when
the green light is on and avoid the red light.

Operant – refers to any "active behavior that operates upon the environment to generate consequences."

 heavily influenced by the work of Edward Thorndike, who had proposed the law of effect.

 Actions that are followed by reinforcement will be strengthened and more likely to occur again in the future.

 Conversely, actions that result in punishment or undesirable consequences will be weakened and less likely to
occur again in the future.

Respondent behaviors – those that occur automatically and reflexively, such as pulling your hand back from a
hot stove or jerking your leg when the doctor taps on your knee. You don't have to learn these behaviors. They
simply occur automatically and involuntarily.

 Positive reinforcers are favorable events or outcomes that are presented after the behavior.

 Negative reinforcers involve the removal of an unfavorable events or outcomes after the display of a
behavior.

Operant behaviors – those under our conscious control. Some may occur spontaneously and others purposely,
but it is the consequences of these actions that then influence whether or not they occur again in the future.

Operant conditioning chamber (Skinner box) – The chamber could hold a small animal, such as a rat or
pigeon. The box also contained a bar or key that the animal could press in order to receive a reward.

Cumulative recorder – The device recorded responses as an upward movement of a line so that response rates
could be read by looking at the slope of the line.

Positive punishment (punishment by application) – presents an unfavorable event or outcome in order to

weaken the response it follows.

Negative punishment (punishment by removal) – occurs when a favorable event or outcome is removed after
a behavior occurs.
Ivan Pavlov – Classical Conditioning

 A type of learning that happens unconsciously.

 An automatic conditioned response is paired with a specific stimulus. Unconditioned stimulus. This is the
thing that triggers an automatic response. Food is the unconditioned stimulus in Pavlov’s dog experiment.

Unconditioned response. This is what response naturally occurs when you experience the unconditioned
stimulus, such as salivating from the food.

Conditioned stimulus. This is considered a neutral stimulus. When you’re presented with it over and over
before the unconditioned stimulus (e.g., food), it will start to evoke the same response. The bell before the food
is the conditioned stimulus.

Conditioned response. This is the acquired response to the conditioned stimulus (the bell), which is often the
same response as the unconditioned response. So, the dogs salivated for the bell the same way they salivated for
the food in front of them.

Extinction. This term is used when you start presenting the conditioned stimulus (the bell) over and over but
without the unconditioned stimulus (the food). Over time, the dogs would unlearn their conditioning that the bell
means food is coming.

Generalization. This refers to when you can generalize similar things and respond the same way. Dogs began
salivating at sounds similar to bells because they were generalizing what they learned.

Discrimination. The opposite of generalization, this is our ability to tell the difference when something is
similar but not identical, so it won’t produce the same response. A horn sound, for instance, wouldn’t make the
dogs salivate.

Jacob Kounin – Classroom Management Theorists and Theories

 Jacob Kounin is an educational theorist who focused on a teacher’s ability to affect student behavior through
instructional management.

 He believed that in order for a teacher to have an effective connection between management and teaching,
there needed to be good Lesson Movement.

Good Lesson Movement

1. Withitness – a teacher’s ability to know what was going on at all times in his/her classroom; it is not
necessary for the teacher to know what is going on, but for the students to perceive that the teacher knows.

2. Overlapping – ability for a teacher to multi-task. Being able to present a new topic while preventing
misbehaviors is essential for a teacher.

3. Momentum – the flow of a lesson. A teacher must be able to “roll-with-the-punches” in acknowledging that
things might go wrong and being able to fluidly adapt and continue onward despite distractions and disruptions.

4. Smoothness – being able to keep on track without getting on tangents as well as being diverted by irrelevant
questions or information is important.

5. Group Focus –ability of a teacher to engage the whole class using techniques such as building suspense or
asking community questions.

Other Terms: Classroom Management

1. Dangling – occurs when a teacher leaves a topic without having finalized it, provides a summation, or
otherwise drawn the lesson to a full conclusion.

2. Truncation – teacher goes from one topic to another having no clear directions

3. Flip-flop – inserting unrelated topics to the original topic

4. Thrust – occurs when a teacher fails to assess readiness of students or gives unclear instructions about an
activity

5. Ripple Effect - correcting one student’s behavior while influencing others

6. Be Proactive, Not Reactive - Providing solutions to a problem before it happens.

7. Overdwelling – the teacher tends to perseverate on a single topic

Cultural Relativism – ability to understand a culture on its own terms and not to make judgments using the
standards of one's own culture.

Ethical Relativism – theory that holds that morality is relative to the norms of one's culture. That is, whether an
action is right or wrong depends on the moral norms of the society in which it is practiced.

Ethical dilemma (ethical paradox or moral dilemma) – a problem in the decision-making

process between two possible options, neither of.

Acculturation vs. Enculturation vs. Assimilation

 Assimilation is a process in which a minority group/person becomes a part of a dominant group or assume
the values, behaviors, and beliefs of another group.

 Acculturation is a process in which a person or group of certain culture adopt the values, norms and
practices of another group, while still retaining their own culture.

 Enculturation is the process by which an individual learns about his/her own culture.

Degrees of Moral Certitude/ Types of Conscience

 Callous - not feeling or showing any concern about the problems and suffering of other people

 Strict - one who chooses the hardest way to do something

 Pharisaical - marked by insincere self-righteousness

 Scrupulous - involves one who is being overly critical of himself. Such a person always has a fear of sinning
when there is no sin, or is in constant doubt, and/or is in fear of committing a mortal sin; tends to see sins when
there is none

 Lax - fails to see a sin when actually there is one, tends to minimize its seriousness

 Certain - the judgment about the goodness or evil of a particular action that is made without fear of being
mistaken
 Doubtful/Probable - the suspension of judgment on the moral goodness or evil of action because the intellect
cannot see clearly whether it is good or bad

 Perplexed - when one is compelled to choose between two evils. (Of two evils, choose the least.)

Ethical Principles

 Principle of Formal Cooperation - it occurs when someone intentionally helps another person carry out a
sinful act.

 Principle of Material Cooperation - when a person's actions unintentionally help another person do
something wrong.

 Principle of Lesser Evil - The principle that when faced with selecting from two immoral options, the one
which is least immoral should be chosen.

 Principle of Double Effect - This principle aims to provide specific guidelines for determining when it is
morally permissible to perform an action in pursuit of a good end in full knowledge that the action will also
bring about bad results.

 Principle of Hedonism - the belief that pleasure, or the absence of pain, is the most important principle in
determining the morality of a potential course of action.

 Principle of Utilitarianism/ Altruism - a theory based on the principle that "actions are right in proportion
as they tend to promote happiness, wrong as they tend to produce the reverse of happiness."

Differentiated Instruction

- Differentiating instruction means that you observe and understand the differences and similarities among
students and use this information to plan instruction.

Ongoing, formative assessment: Teachers continually assess to identify students’ strengths and areas of need
so they can meet students where they are and help them move forward.

Recognition of diverse learners: The students we teach have diverse levels of expertise and experience with
reading, writing, thinking, problem solving, and speaking. Ongoing assessments enable teachers to develop
differentiated lessons that meet every students’ needs.

Group Work: Students collaborate in pairs and small groups whose membership changes as needed. Learning
in groups enables students to engage in meaningful discussions and to observe and learn from one another.

Problem Solving: The focus in classrooms that differentiate instruction is on issues and concepts rather than
“the book” or the chapter. This encourages all students to explore big ideas and expand their understanding of
key concepts.

Choice: Teachers offer students choice in their reading and writing experiences and in the tasks and projects
they complete. By negotiating with students, teachers can create motivating assignments that meet students’
diverse needs and varied interests.
BAUMRIND PARENTING STYLES: FOUR TYPES OF PARENTING

Authoritarian Parenting

Authoritarian parents are often thought of as disciplinarians.

 They use a strict discipline style with little negotiation possible. Punishment is common.

 Communication is mostly one way: from parent to child. Rules usually are not explained.

Permissive Parenting

Permissive or Indulgent parents mostly let their children do what they want, and offer limited guidance or
direction. They are more like friends than parents.

 Their discipline style is the opposite of strict. They have limited or no rules and mostly let children figure
problems out on their own.

 Communication is open but these parents let children decide for themselves rather than giving direction.

 Parents in this category tend to be warm and nurturing.

Uninvolved Parenting

Uninvolved parents give children a lot of freedom and generally stay out of their way. Some parents may make
a conscious decision to parent in this way, while others are less interested in parenting or unsure of what to do.

 No particular discipline style is utilized. An uninvolved parent lets a child mostly do what he wants, probably
out of a lack of information or caring.

 This group of parents offers little nurturing.

 There are few or no expectations of children.

Authoritative Parenting

Authoritative parents are reasonable and nurturing, and set high, clear expectations. Children with parents who
demonstrate this style tend to be self-disciplined and think for themselves. This style is thought to be most
beneficial to children.

 Disciplinary rules are clear and the reasons behind them are explained.

 Authoritative parents are nurturing.

 Expectations and goals are high but stated clearly. Children may have input into goals.

FIELD STUDIES 1

Episode 1
1. With the NCBTS as guide, an ideal learning environment should have the following characteristics, except
BUILDING MANY PROFESSIONAL LINKAGES because it belongs to COMMUNITY LINKAGES
domain.

2. SANITARY DRINKING FOUNTAINS AND SAFE PLAYGROUND are facilities that are present in a
health-promoting school environment

3. AVAILABILITY OF FLEXIBLE CLASSROOM FURNITURE is the physical school environment that

supports learning

Episode 2

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 SHE
THINKS WHAT SHE FEELS IS TOO SPECIAL AND UNIQUE, THAT NO ONE HAS FELT LIKE
THIS BEFORE.

2. A preschool teacher is thinking about how best to develop the fine motor skills of the 4- year-olds. It is best to
consider to 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 the glass of water?” This is hypothesis formulation. What can be
inferred about the cognitive developmental stage of Teacher Rita’s class is that they are under FORMAL
OPERATIONAL STAGE.

Episode 4

1. Focusing on natural consequences of students’ behavior develop more self-regulation in the students. The
statement IF IT TAKES YOU LONGER TO FINISH THE SEATWORK BECAUSE TIME IS WASTED
WITH CHATTING, THEN WE WON’T HAVE TIME TO GO TO THE PLAYGROUND ANYMORE
demonstrates focusing on natural consequences.

2. Learners are more likely to internalize and follow classroom rules when THE LEARNERS PARTICIPATE
IN THE RULE-MAKING PROCESS

3. For a teacher to establish and maintain consistent standards of learners’ behavior, they should do all except
BEING OPEN TO EXCEPTION EACH TIME A LEARNER MISBEHAVES IN CLASS

Episode 4

1. TEACHER SHOULD ACCEPT AND VALUE DIVERSITY is a statement in student diversity that is
correct

2. HE/SHE ACCEPTS THE FACT THAT ALL PEOPLE ARE UNIQUE IN THEIR OWN WAY is an
indication that the students value diversity

3. MAKE USE OF A VARIETY OF TEACHING AND ASSESSMENT METHODS AND ACTIVITIES

is a teaching-learning implication of student diversity

Episode 5
1. NAKIKITA KO NA KAILANGAN MONG MAGLAAN NG MAS MAHABANG PANAHON SA
PAKSANG ITO PARA LUBOS MONG MAUNAWAAN ITO is a comment that will most likely make a
child try harder, rather than give up

2. THE TEACHER GROUPS THE LEARNERS BY THEIR ABILITY LEVEL AND MAKES THE
GROUPS WORK WITH THE SAME TOPIC BUT ASSIGNS A DIFFERENT TASK APPROPRIATE
FOR EACH GROUP TO ACCOMPLISH is statement that demonstrates differentiated instruction

3. ALLOWING CHILDREN TO SHOW THAT THEY LEARNED THE STAGES OF MITOSIS IN A

WAY WHERE THEY FEEL MOST COMFORTABLE is a teaching practice that gives primary
consideration to individual differences

Episode 6

1. FEARFUL, INHIBITED, HOSTILE, AND WITHDRAWN are the kind of children raised by authoritarian
parents.

2. If a child was raised by authoritative parents he will most likely RELATES WELL TO CLASMATES

3. AUTHORITARIAN parenting style contributes to the development of children who have

low level of responsibility

ADDITIONAL ITEMS FROM NEW FS BOOKS

1. In the Southeast Asian Teachers Competency Framework, THE JOYFUL LEARNER is at the

center with whom the professional teacher relates.

2. If THE STUDENTS ARE HIGHLY ENGAGED IN THE ACTIVITIES, it characterizes a well-motivated

person

3. APPLICATION is the part of the lesson wherein the learner gives examples to connect to

the broader aspects of life

4. Teachers should provide immediate feedback and reinforcement TO MOTIVATE STUDENTS TO DO

MORE AND LEARN MORE

5. LAW OF READINESS applies when student’s age is considered in presenting concepts and ideas in the
lessons

6. COMPARISON AND ABSTRACTION are the parts of the lesson that are referred to students give
similarities and differences in the concepts presented

ADDITIONAL ITEMS FROM FS 5

1. Here is a completion test: ___________ is an example of an invertebrate. This test in NOT in accordance
with the principle of test construction
2. For the course on Practice Teaching /Teaching Internship, the College Supervisor of student teachers required
each student intern to compile his/her lesson plans with comments from their Cooperating Teachers and to write
their reflection and lessons learned. PORTFOLIO is the type of assessment that student interns are required

3. Teacher rated student’s project against 5 criteria which she explained to her students before they worked on
their projects. ANALYTIC RUBRIC is use to assess her student’s work

4. In a test, Teacher A set a score of at least 48 out of 50 as the criterion of mastery or success: In 2 sections of
100 students, 30 got a score of 48, 10 got a score of 49, 5 got a score of 50 but all the rest scored from 10 to 4.
This means that 45% MET THE ESTABLISHED CRITERION OF MASTERY

5. You should avoid in Parents’-Teachers’ Conference in a Card Giving Day, BLAMING THE STUDENTS
OF FAILURE, Compare the student’s grade with one who performed better and another who performed worst

ADDITIONAL ITEMS FROM NEW FS BOOKS

1. Nachielle, a Grade 5 pupil, go the following scores in Filipino for the first grading period: 1) Written work –
40/50; 2) Performance task – 60/80 and 3) Quarterly assessment – 40/50. Her non-transmuted grade is 77.5.

2. Johann, a Junior high school student, got the following scores in Math for the second grading period: 1)
Written work – 30/50; 2) Performance task – 50/80 and 3) Quarterly assessment – 30/50. His non-transmuted
grade is 65.

3. Kenn, a Senior high school student in STEM, got theh following scores in Work Immersion, first grading
period: 1) Written work – 20/30; 2) Performanace task – 60/80 and 3) Quarterly assessment – 15/30. His
transmuted grade is 78.

4. Blaming the student for failure, Comparing a student’s grade with one who performed better and
another who performed worst, and Showing student’s performance and assure the parent of child’s
passing should be should avoided in a Parents’-Teachers’ Conference in a Card Giving Day.

FIELD STUDIES 2

GUIDE NOTES

Taxonomy of Objectives for the Three Domains of Learning Bloom’s Taxonomy (Cognitive) (KC
ApAnSE)

1. Knowledge “involves the recall of specifics and universals, the recall of methods and processes, or the recall
of a pattern, structure, or setting.”

2. Comprehension “refers to a type of understanding or apprehension such that the individual knows what is
being communicated and can make use of the material or idea being communicated without necessarily relating
it to other material or seeing its fullest implications.”
3. Application refers to the “use of abstractions in particular and concrete situations.”

4. Analysis represents the “breakdown of a communication into its constituent elements or parts such that the
relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made explicit.”

5. Synthesis involves the “putting together of elements and parts so as to form a whole.”

6. Evaluation engenders “judgments about the value of material and methods for given purposes.”

Revised Version of Bloom’s Taxonomy (Anderson & Krathwohl)

1. Remembering

- Retrieve relevant knowledge from long-term memory.

2. Understanding

- Construct meaning from instructional messages, including oral, written and graphic communication.

3. Applying

- Carry out or use a procedure in a given situation.

4. Analyzing

- Carry out or use a procedure in a given situation.

5. Evaluating

- Make judgments based on criteria and standards.

6. Creating

- Put elements together to form a coherent whole; reorganize into a new pattern or structure.

Kendall and Marzano’s New Taxonomy

I. Cognitive System

a. Knowledge Retrieval - Recall execution

b. Comprehension - Synthesis representation

c. Analysis – Matching; classifying; error analysis; generalizing; specifying

d. Knowledge Utilization - Decision Making Problem Solving Experimental Inquiry Investigation

II. Metacognitive System - Specifying learning goals; monitoring the execution of knowledge

III. Self-System - Beliefs about the importance of knowledge; beliefs about efficacy

Simpson’s Taxonomy (Psychomotor)

1. Perception - Sensory cues guide motor activity.

2. Set - Mental, physical, and emotional dispositions that make one respond in a certain way to a situation.

3. Guided Response - First attempts at a physical skill. Trial and error coupled with practice lead to better
performance.

4. Mechanism - The intermediate stage in learning a physical skill. Responses are habitual with a medium level
of assurance and proficiency.

5. Complex Overt Response - Complex movements are possible with a minimum of wasted effort and a high
level of assurance they will be successful.

6. Adaptation - Movements can be modified for special situations.

7. Origination - New movements can be created for special situations.

Dave’s Taxonomy (Psychomotor)

1. Imitation - Observing and copying someone else.

2. Manipulation - Guided via instruction to perform a skill.

3. Precision - Accuracy, proportion and exactness exist in the skill performance without the presence of the
original source.

4. Articulation - Two or more skills combined, sequenced, and performed consistently.

5. Naturalization - Two or more skills combined, sequenced, and performed consistently and with ease. The
performance is automatic with little physical or mental exertion.

Harrow’s Taxonomy (Psychomotor)

1. Reflex movements - Automatic reactions.

2. Basic fundamental movements - Simple movements that can build to more complex sets of movements.

3. Perceptual - Environmental cues that allow one to adjust movements.

4. Physical activities - Things requiring endurance, strength, vigor, and agility.

5. Skilled movements - Activities where a level of efficiency is achieved.

6. Non-discursive communication - Body language.

Krathwohl’s Taxonomy (Affective)

1. Receiving: shows awareness, willingness to listen, controlled attention, notices values, dispositions, and
attitudes in life and literature.

2. Responding: accepts responsibility and duty to comply

3. Valuing: accepts the values and expresses a preference for the values and attitudes
4. Organization: holds and expresses an organization of a system of inter-related values

5. Characterization: aligns behaviors and values, acts out of one‟s values, develops a consistent philosophy of
life and adopts a professional identity

EDGAR DALE’S CONE OF LEARNING EXPERIENCE

Meaningful Learning vs. Rote Learning

Meaningful learning refers to the concept that the learned knowledge is fully understood by the individual and
that the individual knows how that specific fact relates to other stored facts.

Rote learning is where you memorize something without full understanding and you don't know how the new
information relates to your other stored knowledge

Convergent vs. Divergent Thinking

Converging (closed) questions are those which can be answered with one or two words, generally just „yes‟ or
„no‟. They are good at establishing facts and forcing choices, but are not effective at creating a proper
relationship.

Diverging (open) questions cannot be answered with simple „yes‟ or „no‟ answers. They are useful for gaining
a greater level of knowledge and information, whilst also being good at building relationships.

Type of Questions

1. Convergent – Answers to these types of questions are usually within a very finite range of acceptable
accuracy. What are words that are example of an adjectives?
2. Divergent – These questions allow students to explore different avenues and create many different variations
and alternative answers or scenarios. What is the purpose or functions of an adjectives in a sentence?

3. Evaluation – These types of questions usually require sophisticated levels of cognitive and/or emotional
judgment. How does differ adjectives from adverb?

4. Inference – The process of deriving the strict logical consequences of assumed premises. An adverb describes
a verb, how about adjectives?

5. Affective - What can you feel when you describe something?

6. Comparison - What is the difference between adjectives and adverb?

Question Types

 Managerial: questions which keep the classroom operations moving;

 Rhetorical: questions used to emphasize a point or to reinforce an idea or statement;

 Closed: questions used to check retention or to focus thinking on a particular point; and

 Open: questions used to promote discussion or student interaction.

I. Probing Questions

- Series of questions which require students to go beyond the first response. Subsequent teacher questions are
formed on the basis of the student's response.

Types:

1. Clarifying – Ex: "What, exactly do you mean?"

2. Increasing Critical Awareness – Ex: "What are you assuming?"

3. Refocusing – Ex: "If this is true, what are the implications for?

4. Prompting – Ex: Teacher: "John, what's the square root of 94?"

John: "I don't know."

Teacher: "Well, what's the square root of 100?"

John: "Ten."

Teacher: "And the square root of 81?"

John: "Nine."

Teacher: "Then what do we know about the square root of 94?"

John: "It's between nine and ten."

5. Redirecting to Another Student

II. Factual Questions

- Questions which require the student to recall specific information s(he) has previously learned. Often these
questions use who, what, when, where, etc.

III. Divergent Questions

- Questions with no right or wrong answers, but which encourage exploration of

possibilities. Requires both concrete and abstract thinking to arrive at an appropriate

response

IV. Higher Order Questions

- Questions which require students to figure out answers rather than remember them. Requires generalizations
related to facts in meaningful patterns.

Types:

1. Evaluation: Requires judgment, value or choice based upon comparing of ideas or objects to established
standards.

2. Inference: Requires inductive or deductive reasoning

Inductive: Discovery of a general principle from a collection of specific facts.

Deductive: Logical operation in which the worth of a generalization is tested with specific issues

3. Comparison: Requires student to determine if ideas/objects are similar, dissimilar, unrelated, or contradictory.

4. Application: Requires student to use a concept or principle in a context different from that in which she/he
learned it.

Concept = Classification of events/objects that have common characteristics.

Principle = A relationship between two or more concepts.

5. Problem-solving: Requires a student to use previously learned knowledge to solve a problem.

V. Affective Questions

- Questions which elicit expressions of attitude, values, or feelings of the student.

VI. Structuring Questions

- Questions related to the setting in which learning is occurring.

PEDAGOGICAL APPROACHES

1. Constructivist – connected to past experiences of learners; learners constructed new lesson meanings

2. Inquiry-based – teaching approach that emphasizes students' questions, ideas and observations

3. Developmentally appropriate – learning activities that fit the developmental stage of children
4. Reflective - when the coach enables the client to think about their situation in a deeper way, see things in a
new light and possibly develop new perspectives

5. Inclusive – no learner was excluded; teacher taught everybody

6. Collaborative – students worked together

7. Integrative – lesson was multidisciplinary

FIELD STUDIES 2-B

Episode 1

1. Teacher Rose believes that students need not know the intended learning outcome of her lesson. She proceeds
to her learning activities at once without letting them know what they are supposed to learn for the day. Teacher
Rose negated the principle of learning that states that EFFECTIVE LEARNING BEGINS WITH SETTING
CLEAR EXPECTATIONS AND LEARNING OUTCOMES

2. Teacher Emma noticed that in group work, students just leave the work to the leader and so vowed never to
give group work again. This against the principle of learning that states that LEARNING IS A
COOPERATIVE AND A COLLABORATIVE PROCESS

3. In her desire to finish the content of the course syllabus, Teacher Love just lectures while students listen. The
teacher violated the principle of learning that states that LEARNING IS AN ACTIVE PROCESS

4. Teacher Arielle asks her students to see the connection of their new lesson to their own personal experiences
and share the same with the class. The teacher believes that LEARNING IS THE DISCOVERY OF THE
PERSONAL MEANING OF IDEAS

5. Teacher Lil avoids drills out of context. She gives real-world Math problems for students to drill on. Teacher
Lil is very much convinced that LEARNING IS THE DISCOVERY OF THE PERSONAL MEANING OF
IDEAS

Episode 2

1. For meaningful teaching and learning, it is best to connect the lesson to the life of students by integrating a
relevant value in the lesson. The principle applied is that LESSON OBJECTIVES/INTENDED LEARNING
OUTCOMES MUST INTEGRATE 2 OR 3 DOMAINS

- COGNITIVE, SKILL AND AFFECTIVE OR SKILL AND AFFECTIVE

2. Teacher Paz shared this lesson objective/learning outcome with her students: “Before the period ends, all of
you must be able to identify the topic sentence and supporting sentences of a given paragraph.” Teacher Paz
drilled them on subject-verb agreement to ensure that they can write a good paragraph then gave a ten-sentence
paragraph for the students to determine subject-verb agreement before the class period ended. Teacher Paz did
NOT use the lesson objective/learning outcome as guide in the development of her lesson

3. Here is a lesson objective: “At the end of the lesson, the students must be able todevelop a positive attitude
towards work.” This is NOT AT ALL a SMART objective becausethe word develop is a non-behavioral term

Episode 3

1.Teacher Mila taught the parts of a microscope, demonstrated how to focus it under the low power objective,
then asked 3 students to try to focus it with her guidance as the class looked on. She asked the class if the 3
students did focus the microscope correctly ended her lesson citing the “don’ts” and explaining the “why’s”
behind the“don’ts” in focusing the microscope. Before she did all these, she asked the class if it is/is not
important for them to learn how to focus the microscope. Based on Kendall’s andMarzano’s new taxonomy, the
lesson was under the domain of INFORMATION, MENTAL

PRROCEDURES, AND PSYCHOMOTOR PROCEDURES.

2. I. Asking the class if the 3 students focused the microscope correctly; II. Explaining the“why’s” behind the
“don’ts”; III. Focusing the microscope. ASKING THE CLASS IF THE 3STUDENTS FOCUSED THE
MICROSCOPE CORRECTLY is the part of the lesson that consists of mental procedure (procedural
knowledge)

3. THE 3 PUPILS FOCUSING THE MICROSCOPE involves a part of the lesson in the psychomotor
domain

4. If Teacher Mila’s lesson objective/intended learning outcome is “to focus the microscope correctly”, she
could NOT have just shown the class how to do it without explaining the parts of the microscope and their
corresponding functions.

5. If explaining and demonstrating are necessary for Teacher Mila to realize her lesson objective/intended
learning outcome, this implies INTEGRATING THE DOMAINS OF LEARNING ACTIVITIES on lesson
planning and development for whole and meaningful learning.

6. ASKING THE STUDENTS IF LEARNING TO FOCUS THE MICROSCOPE IS IMPORTANT is the

part of the lesson that is in the affective domain.

Episode 4

1. Teacher Ruben wanted his students to rate their own work using the scoring rubric which he explained to the
class before the students began with their task. This is under EVALUATION.

2. You are required to formulate your own philosophy of education in the course, The Teaching Profession. This
is under CREATING.

3. Teacher Danny requires his class to conduct research, write a research report and defend the same before a
panel of experts. The level of processing where the students will be engaged include RETRIEVAL,
COMPREHENSION, ANALYSIS, and KNOWLEDGE UTILIZATION

4. Teacher Bing encourages her students to make the intended learning outcomes their own and explained that
she expected them to monitor now and then their own progress toward the intended learning outcome and act
accordingly. This is under METACOGNITIVE SYSTEM

5. Teacher Ann sees to it that her class sees the importance of the grammar lessons in English and so gets
intrinsically motivated to learn. The class is expected to act on the level of SELF-SYSTEM

Episode 5

1. Teacher Mylene talked all period. She taught the class the steps to undertake in the conduct of an action
research. She also showed a poorly done action research, discussed why it is poorly done and finally showed a
model action research. Which teaching approach describes Teacher Mylene’s lesson development? The
approach is NOT learner-centered because she was more subject matter-centered and teacher-centered.

2. Teacher Dada’s lesson was on “what man can do to arrest climate change”. she madestudents do the talking,
the arguing, the synthesizing. She gave her lecture after students have participated in the lively discussion. She
employed LEARNER-CENTERED APPROACH.
3. In this FS course, FS students are required to observe, analyze and reflect on actual class proceedings.
REFLECTIVE is the description of the pedagogical approach of K to 12 as cited in the K to 12 law is observed
in the conduct of this FS course.

4. Teacher Beth avoids giving out-of-context drills. Instead she makes use of real-world problems for her
students to solve. Doing so makes Teacher Beth INQUIRY-BASED in approach

5. The subject matter is the ASEAN Qualifications Framework (AQRF). The Asian History teacher teams up
with the Economics teacher, the Professional Education teacher for a thorough discussion of AQRF from the
perspective of other disciplines. This is INTEGRATED pedagogical approach.

6. The spiral progression approach in teaching Math in the K to 12 curriculum means that you teach basic Math
concepts from K to Grade 10 in increasing depth and breadth across the grades. This means that Math teaching
is DEVELOPMENTALLY-APPROPRIATE.

Episode 6

1. Teacher Ann demonstrated the deductive method of teaching in her English class. Based in her teaching
demo, she asked the class to outline the steps of a deductive teaching method. The student’s outlines served as
the starting point of the class discussion on the steps of the deductive method. Teacher Ann did NOT go
deductive because SHE WENT INDUCTIVE.

2. Teacher Rodel said: “This is the rule on how to multiply fractions. To illustrate, let’s give examples.” Then he
gave fractions to the class for them to multiply. She proceeded DEDUCTIVELY

3. It is less interactive and requires relative shorter period of time to cover content. This is DEDUCTIVE
teaching method

4. INDUCTIVE method is more interactive

5. When you begin teaching with the generalization then bring in details, DEDUCTIVE is employed

6. When you begin teaching with concrete experience then come in with conclusion, INDUCTIVE method is
employed

Episode 7

1. Learning is an active process. One application of this principle is LETTING STUDENTS LEARN THE
STEPS IN OPENING A COMPUTER BY MAKING THEM FELLOW THE STEPS

2. The more senses that are involved, the more and the better the learning. EMPLOYING COOPERATIVE
LEARNING is aligned with this principle

3. A non-threatening atmosphere enhances learning. The NO BULLYING practice is an offshoot of this

principle

4. Emotion has the power to increase retention and learning. To apply this principle, teacher must TOUCH
STUDENTS’ EMOTIONS WHEN HE/SHE TEACHES

5. Good teaching goes beyond recall of information. So the teacher must MAKE STUDENTS CONNECT
FACTS LEARNED TO FORM CONCEPTS AND ABSTRACTIONS

6. Learning is meaningful when it is connected to students’ everyday life. An application

of this principle in teaching is when the TEACHER ASKS THE CLASS TO SHOW APPLICATION OF
WHAT THEY LEARNED TO THEIR DAILY LIFE

7. An integrated teaching approach is far more effective than teaching isolated bits of information. The teacher
should avoid TEACHING TO THE TEST

Episode 8

1-4. Teacher Jing proceeded to her lesson without stating the intended learning outcomes forthe hour.
She asked her students to work on Seatwork # 3 found in the Math Workbook, pp. 3-4. After 40 minutes,
the students corrected their own answers as Teacher Jing dictated theanswer.

1. The development of lesson is NOT in accordance with outcomes-based teaching and learning because THE
LEARNING OUTCOMES WERE NOT STATED AND SO IT WAS NOT CLEAR WHAT WAS
SUPPOSED TO BE ASSESSED

2. There was NONE AT ALL OBE/OBTL practice in Teacher Jing’s class

3. If Teacher Jing develops lesson the OBTL way, she should make STUDENTS UNDERSTANDWHAT
THEY ARE EXPECTED TO KNOW AND ABLE TO DO AFTER THE LESSON

4. In OBTL assessment should be based on the INTENDED LEARNING OUTCOME

Episode 9

1. I wasn’t satisfied with Student B’s yes as an answer and so I asked her to explain why. I did PROBING

2. Teacher Leticia claims she can’t accept an “I don’t know” answer. So, she does PROMPTING

3. To obtain well-though out answers, ALLOWING SUFFICIENT TIME helps

4. This is my questioning behavior: I ask the question, I pause for a while then call on a student. This is
INVOLVING AS MANY AS POSSIBLE

5. You get a partially correct answer. You say “yes but a part needs improvement”. You handled the response by
PROVIDING A CORRECTIVE FEEDBACK

6. A question is raised by one student. You don’t answer it but throw back the question to the class. This is
REDIRECTING QUESTIONS TO OTHER PUPILS

7. REJECTING STUDENT’S ANSWER OUTRIGHT doesn’t promote interaction

8. You want to develop students’ critical thinking skills. You should as DIVERGENT QUESTIONS AND
OPEN-ENDED QUESTIONS

9. CONVERGENT question will least promote interaction among students

ADDITIONAL QUESTIONS FROM NEW FS BOOKS

1. “If you are a plant, what will you tell humankind?” This is considered high order thinking skills

2. GIVING THE MORAL LESSON OF THE STORY does not belong to the group of narrating,rewriting,
and drawing the events of the story

3. The Dale Cone of Experience can help a teacher be mindful of the choice of resources or instructional
materials in terms of EXTENT OF BEING CONCRETE OR ABSTRACT
4. Miss Violo told the story of the Giving Tree in her toddler class. She used the book itself to show the
illustration to the two-year-olds and showed all thirty pages of the book. Miss Violo struggles just to finish the
book because the toddlers were not focusing. Some lay on the floor stretching; other ran around the room. She
failed to consider STUDENT INTEREST AND ENGAGEMENT in choosing a material

5. For a theme on Careers, Mr. Menggay let his students watch interview clips of successful people in business
who were all males. The clips seemed to send a message that only men succeed in the business field. Mr.
Menggay did have any follow-up discussion on the clips. She should have considered INCLUSIVE AND
FREE OF CULTURAL BIAS

6. WATCHING A THEATER PLAY ON THE DEATH MARCH gives the learners the most concrete
experience

7. A teacher should consider all these criteria for choosing a resource or material, except IS THE MOST
EXPENSIVE THEREFORE THE MOST DURABLE

FIELD STUDIES 3

GUIDE NOTES

A. Pedagogical knowledge (PK):

- refers to the methods and processes of teaching and includes knowledge in classroom management,
assessment, lesson plan development, and student learning.

B. Technology knowledge (TK):

- refers to the knowledge about various technologies, ranging from low-tech technologies such as pencil and
paper to digital technologies such as desktop computer, internet connection, laptop, monitor for
projection/television, printer, projector, scanner, speaker, tablet, etc.

C. Content Knowledge (CK):

- the ―knowledge about actual subject matter that is to be learned or taught‖.

D. Pedagogical content knowledge (PCK):

- refers to the content knowledge that deals with the teaching process.

E. Technological pedagogical knowledge (TPK):

- refers to the knowledge of how various technologies can be used in teaching, and to understand that using
technology may change the way teachers teach.

F. Technological content knowledge (TCK):

- refers to the knowledge of how technology can create new representations for specific content.

G. Technological Pedagogical Content Knowledge (TPACK):

- refers to the knowledge required by teachers for integrating technology into their teaching in any content area.
Technology Integration Matrix

Levels of Technology Integration Into the Curriculum

1. Entry

- The teacher uses technology to deliver curriculum content to students.

- The teacher begins to use technology tools to deliver curriculum content to students

2. Adoption

- The teacher directs students in the conventional use of tool-based software. If such software is available, this
level is recommended.

- The teacher directs students in the conventional and procedural use of technology tools.

3. Adaptation

- The teacher encourages adaptation of tool-based software by allowing students to select a tool and modify its
use to accomplish the task at hand.

- The teacher facilitates students in exploring and independently using technology tools.

4. Infusion

- The teacher consistently provides for the infusion of technology tools with understanding, applying, analyzing,
and evaluating learning tasks.

- The teacher provides the learning context and the students choose the technology tools to achieve the outcome.

5. Transformation

- The teacher cultivates a rich learning environment, where blending choice of technology tools with student-
initiated investigations, discussions, compositions,or projects, across any content area, is promoted.

- The teacher encourages the innovative use of technology tools. Technology tools are used to facilitate higher
order learning activities that may not have been possible without the use of technology.

Characteristics of the Learning Environment:

1. Active - Students are actively engaged in using technology as a tool rather than passively receiving
information from the technology

2. Collaborative - Students use technology tools to collaborate with others rather than working individually at all
times

3. Constructive – Students use technology tools to connect new information to their prior knowledge rather than
to passively receive information

4. Authentic - Students use technology tools to link learning activities to the world beyond the instructional
setting rather than working on decontextualized assignments

5. Goal-directed - Students use technology tools to set goals, plan activities, monitor progress, and evaluate
results rather than simply completing assignments without reflection

Set of Criteria to Evaluate Resources

1. Accuracy

2. Appropriateness

3. Clarity

4. Completeness

5. Motivation

6. Organization

Massive Open Online Course

- A model for delivering learning content online to any person who wants to take a course, with no limit on
attendance.

 Massive because enrollments are unlimited and can run into hundreds of thousands.

 Open because anyone can enroll — that is, there is no admission process.

 Online because they are delivered via the internet.

 Course because their goal is to teach a specific subject.

FIELD STUDIES 5

GUIDE NOTES

Assessment FOR, OF, AS Learning

 Assessment for learning: occurs when teachers use inferences about student progress to inform their teaching
(formative assessment)

 Assessment as learning: occurs when students reflect on and monitor their progress to inform their future
learning goals (formative assessment)

 Assessment of learning: occurs when teachers use evidence of student learning to make judgements on
student achievement against goals and standards (summative assessment).

Understanding by Design, Wiggins and McTighe

 They argue that backward design is focused primarily on student learning and understanding. When teachers
are designing lessons, units, or courses, they often focus on the activities and instruction rather than the outputs
of the instruction. Therefore, it can be stated that teachers often focus more on teaching rather than learning.

The 6 Facets of Understanding According to Wiggins and McTighe

1. Explanation
 Explanation asks students to tell the ‘big idea’ in their own words, make connections, show their work,
explain their reasoning, and induce a theory from data.

2. Interpretation

 Interpretation requires the student to make sense of stories, art works, data, situations, or claims.
Interpretation also involves translating ideas, feelings, or work done in one medium into another.

3. Application

 Students who understand can use their knowledge and skill in new situations (and) place emphasis on
application in authentic contexts with a real or simulated audience, purpose, settings, constraints, and
background noise.

4. Perspective

 Perspective is demonstrated when the student can see things from different points of view, articulate the other
side of the case, see the big picture, recognize underlying assumptions, and take a critical stance.

5. Empathy

 Intellectual imagination is essential to understanding and it manifests itself not only in the arts and literature
but more generally through the ability to appreciate people who think and act differently than us.

6. Self-Knowledge

 Through self-assessment we gain complete insight into how sophisticated and accurate students’ views are of
the tasks, criteria, and standards they are to master.

Howard Gardner’s Multiple Intelligences Theory

 Verbal-linguistic intelligence (well-developed verbal skills and sensitivity to the sounds, meanings and
rhythms of words)

 Logical-mathematical intelligence (ability to think conceptually and abstractly, and capacity to discern logical
and numerical patterns)

 Spatial-visual intelligence (capacity to think in images and pictures, to visualize accurately and abstractly)

 Bodily-kinesthetic intelligence (ability to control one’s body movements and to handle objects skillfully)

 Musical intelligences (ability to produce and appreciate rhythm, pitch and timber)

 Interpersonal intelligence (capacity to detect and respond appropriately to the moods, motivations and desires
of others)

 Intrapersonal intelligence (capacity to be self-aware and in tune with inner feelings, values, beliefs and
thinking processes)

 Naturalist intelligence (ability to recognize and categorize plants, animals and other objects in nature)

 Existential intelligence (sensitivity and capacity to tackle deep questions about human existence such as,
“What is the meaning of life? Why do we die? How did we get here?
Types of Tests

Selected Response

1. Alternate response

2. Matching type

3. Multiple choice

Constructed Response

1. Completion

2. Short answer

3. Essay restricted or non-restricted

4. Problem solving

Authentic Assessment

1. Product

a. Product output - visual – e.g. graph, collage, reflective-journal

2. Performance

a. Performance tasks – e.g. experiments, oral presentation, dramatization

Types of Portfolio

1. Growth/Process/Development - Students select and submit pieces of work that can show evidence of growth
or change over time.

2. Showcase/Best Work - The showcase portfolio emphasizes the products of learning. Students select and
submit their best work.

3. Evaluation/ Assessment - The evaluation of prior learning through the development and faculty evaluation of
a student-prepared portfolio is a technique by which a student achievement of course objectives can be
measured.

RUBRICS

 Assessment tool that clearly indicates achievement criteria across all the components of any kind of student
work, from written to oral to visual.

Holistic rubrics – group several different assessment criteria and classify them together under grade headings or
achievement levels.

Analytic rubrics – separate different assessment criteria and address them comprehensively.

K-12 Grading System

Components of Summative Assessment

1. Written Work
2. Performance Task

3. Quarterly Assessment

FIELD STUDIES 6

Kolb’s Experiential Learning Cycle

1. Concrete experience:

 In the first stage of the cycle a person has an experience that serves as the basis for observation. The
individual encounters a new experience that creates an opportunity for learning.

2. Reflective observation:

 In the second stage, the individual reflects on the experience before making any judgements. The goal is for
the individual to review the situation and find meaning behind the experience.

3. Abstract conceptualization:
 In abstract conceptualization, the individual develops theories to explain their experience. This analysis often
gives rise to a new idea or changes a preexisting concept.

4. Active experimentation:

 In the final stage, individuals apply what they learned in the experience to another situation. They use their
theories to solve problems, make decisions and influence people and/or events.

Personal Qualities of Good Teachers

1. Intelligence – ability to make sound decision, analyze, make judgment, make solutions

2. Compassion – natural quality to empathize, to feel what others feel

3. Emotional stability – ability to be calm under pressure, cheerful and optimistic, level headed

4. Innovativeness – natural tendency to create new things, modify existing ones, imaginative, finds solutions to
problems quickly, makes use of available materials

5. Fairness – natural attribute to look at both sides of the issue before making judgment, gives equal chances for
both sides to be heard

6. Self-confidence – natural tendency to feel ―I can do it‖, works alone, determined to succeed

7. Cooperativeness – natural action to work together with others, willing to share

8. Buoyancy – ability to survive in difficult situation, balances life, optimistic and cheerful

9. Reliability – attribute demonstrated by dependability, sincerity, and honesty.

Republic Act 7836

 “Philippine Teachers Professionalization Act of 1994.”

Objectives:

a. The promotion, development and professionalization of teachers and the teaching profession; and

b. The supervision and regulation of the licensure examination.

―Teachers‖ — refers to all persons engaged in teaching at the elementary and secondary levels, whether on
full-time or part-time basis, including industrial arts or vocational teachers and all other persons performing
supervisory and/or administrative functions in all schools in the aforesaid levels and qualified to practice
teaching under RA 7836

Oath Before Practice. — Every registrant shall be required to take his professional oath beforepracticing as a
professional teacher.

Periodic Merit Examination of Teachers. — To encourage continuing professional growth and development
and to provide additional basis for merit promotion, in addition to their performance rating, teachers may take an
oral and written examination at least once in five (5) years as basis for merit promotion. In taking this
examination, no fee shall be required.If a teacher fails to pass the merit examination, he or she shall be allowed
to take the examination for a second time. Should he or she fail to pass the merit examination for the second
time, then he or she shall be required to take a DECS accredited refresher course or program before being
allowed to retake the examination. Failure of any permanent teacher to pass the merit examination shall not,
however, be used as aground for his/her dismissal or demotion.
Republic Act 9293

 Amendments of Republic Act 7836

Inactive Teachers

 Professional teachers who have not practiced their profession for the past five (5) years shall take at least
twelve (12) units of education courses, consisting of at least six (6)units of pedagogy and six (6) units of content
courses

Para Teachers

 Those who have failed the licensure examination for professional teachers, with a rating of not lower than
five percentage points from the passing general average rating, shall be eligible as para-teachers upon issuance
by the Board of a two-year special permit, renewable for a non-extendible period of two (2) years. The para-
teachers shall be assigned to areas where there is a shortage or absence of a professional teacher, as identified
and provided by the Department of Education and the Autonomous Region for Muslim Mindanao (ARMM).

Special/ Temporary Permit

A special permit may also be issued by the Board to a person who has excelled and gained international
recognition and is a widely acknowledged expert in his or her respective field of specialization.‖

SEC 4. References to the term ―Department of Education, Culture and Sports are hereby amended to read as
―Department of Education‖.

Republic Act 4670

 "Magna Carta for Public School Teachers"

 shall apply to all public-school teachers except those in the professorial staff of state colleges and universities.

 To promote and improve the social and economic status of public school teachers, their living and working
conditions, their terms of employment and career prospects

 Stability on employment and security of tenure shall be assured the teachers as provided under existing laws.

 Except for cause and as herein otherwise provided, no teacher shall be transferred without his consent from
one station to another.

No Discrimination. There shall be no discrimination whatsoever in entrance to the teaching profession, or

during its exercise, or in the termination of services, based on other than professional consideration.

Married Teachers. Whenever possible, the proper authorities shall take all steps to enable married couples,
both of whom are public school teachers, to be employed in the same locality.

Academic Freedom. Teachers shall enjoy academic freedom in the discharge of their professional duties,
particularly with regard to teaching and classroom methods.

Teaching Hours. Any teacher engaged in actual classroom instruction shall not be required to render more than
six hours of actual classroom teaching a day. Provided, however, that where the exigencies of the service so
require, any teacher may be required to render more than six hours but not exceeding eight hours of actual
classroom teaching a day upon payment of additional compensation at the same rate as his regular remuneration
plus at least twenty-five per cent of his basic pay.

Cost of Living Allowance. Teacher's salaries shall, at the very least, keep pace with the rise in the cost of living
by the payment of a cost-of-living allowance which shall automatically follow changes in a cost-of-living index
Special Hardship Allowances. In areas in which teachers are exposed to hardship such as difficulty in
commuting to the place of work or other hazards peculiar to the place of employment, as determined by the
Secretary of Education, they shall be compensated special hardship allowances equivalent to at least twenty-five
per cent of their monthly salary

Medical Examination and Treatment. Compulsory medical examination shall be provided free of charge for
all teachers before they take up teaching, and shall be repeated not less than once a year during the teacher's
professional life. Where medical examination show that medical treatment and/or hospitalization is necessary,
same shall be provided free by the government entity paying the salary of the teachers.

Study Leave. In addition to the leave privileges now enjoyed by teachers in the public schools, they shall be
entitled to study leave not exceeding one school year after seven years of service .Such leave shall be granted in
accordance with a schedule set by the Department of Education. During the period of such leave, the teachers
shall be entitled to at least sixty per cent of their monthly salary. The compensation allowed for one year study
leave as herein provided shall be subject to the condition that the teacher takes the regular study load and passes
at least seventy-five per cent of his courses

Freedom to Organize. Public school teachers shall have the right to freely and without previous authorization
both to establish and to join organizations of their choosing, whether local or national to further and defend their
interests

Republic Act 9155

 ―Governance of Basic Education Act of 2001.‖

 It is hereby declared the policy of the State to protect and promote the right of all citizens to quality basic
education and to make such education accessible to all by providing all Filipino children a free and compulsory
education in the elementary level and free education in the high school level. Such education shall also include
alternative learning systems for out-of-school youth and adult learners.

 The school shall be the heart of the formal education system.

 Governance of basic education shall begin at the national level.

 The Komisyon ng Wikang Pilipino, National Historical Institute, Record Management and Archives Office
and the National Library shall now be administratively attached tothe National Commission for Culture and the
Arts (NCCA) and no longer with the Department of Education.

 All functions, programs and activities of the Department of Education related to sports competition shall be
transferred to the Philippine Sports Commission (PSC).

Alternative Learning System – is a parallel learning system to provide a viable alternative to the existing
formal education instruction. It encompasses both the non-formal and informal sources of knowledge and skills

Formal Education – is the systematic and deliberate process of hierarchically structured and sequential learning
corresponding to the general concept of elementary and secondary level of schooling. At the end of each level,
the learner needs a certification in order to enter or advance to the next level;

Informal Education – is a lifelong process of learning by which every person acquires and accumulates
knowledge, skills, attitudes and insights from daily experiences at home, at work, at play and from life itself;

Non-Formal Education – is any organized, systematic educational activity carried outside the framework of the
formal system to provide selected types of learning to a segment of the population
Shared governance - is a principle which recognizes that every unit in the education bureaucracy has a
particular role, task and responsibility inherent in the office and for which it is principally accountable for
outcomes;

Code of Ethics for Professional Teachers

 Applies to all teachers in schools in the Philippines.

 This Code covers all public and private school teachers in all educational institutions at the preschool,
primary, elementary. and secondary levels whether academic, vocational, special, technical, or non-formal.

 The schools are the nurseries of the future citizens of the state: each teacher is a trustee of the cultural and
educational heritage of the nation and is under obligation to transmit to learners such heritage as well as to
elevate national morality, promote national pride, cultivate love of country, instill allegiance to the constitution
and for all duly constituted authorities, and promote obedience to the laws of the state.

 A teacher shall not engage in the promotion of any political, religious, or other partisan interest, and shall not.
directly or indirectly, solicit, require, collect, or receive any money or service or other valuable material from
any person or entity for such purposes

 Teacher shall, at all times, be imbued with the spirit of professional loyalty, mutual confidence, and faith in
one another, self-sacrifice for the common good, and full cooperation with colleagues. When the best interest of
the learners, the school, or the profession is at stake in any controversy, teacher shall support one another.

 Every teacher shall actively insure that teaching is the noblest profession, and shall manifest genuine
enthusiasm and pride in teaching as a noble calling.

 It shall be the responsibility of every teacher to seek correctives for what he may appear to bean
unprofessional and unethical conduct of any associates. However, this may be done only if there is
incontrovertible evidence for such conduct.

 A teacher shall not make any false accusations or charges against superiors, especially under anonymity.
However, if there are valid charges, he should present such under oath to competent authority.

 A teacher shall not accept favors or gifts from learners, their parents or others in their behalf in exchange for
requested concessions, especially if undeserved.

 A teacher shall base the evaluation of the learner’s work only in merit and quality of academic performance.

 In a situation where mutual attraction and subsequent love develop between teacher and learner, the teacher
shall exercise utmost professional discretion to avoid scandal, gossip and preferential treatment of the learner.

 A teacher shall not inflict corporal punishment on offending learners nor make deductions from their
scholastic ratings as a punishment for acts which are clearly not manifestation of poor scholarship.

 A teacher has the right to engage, directly or indirectly, in legitimate income generation: provided that it does
not relate to or adversely affect his work as a teacher.

Article XIV of the Philippine Constitution

EDUCATION, SCIENCE AND TECHNOLOGY, ARTS, CULTURE AND SPORTS

 The State shall:

(1) Establish, maintain, and support a complete, adequate, and integrated system of education relevant to the
needs of the people and society;

(2) Establish and maintain a system of free public education in the elementary and high school levels. Without
limiting the natural right of parents to rear their children, elementary education is compulsory for all children of
school age;

(3) Establish and maintain a system of scholarship grants, student loan programs, subsidies, and other incentives
which shall be available to deserving students in both public and private schools, especially to the
underprivileged;

(4) Encourage non-formal, informal, and indigenous learning systems, as well as self-learning, independent, and
out-of-school study programs particularly those that respond to community needs; and

(5) Provide adult citizens, the disabled, and out-of-school youth with training in civics, vocational efficiency,
and other skills.

 All educational institutions shall include the study of the Constitution as part of the curricula.

 At the option expressed in writing by the parents or guardians, religion shall be allowed to be taught to their
children or wards in public elementary and high schools within the regular class hours by instructors designated
or approved by the religious authorities of the religion to which the children or wards belong, without additional
cost to the Government.

 The control and administration of educational institutions shall be vested in citizens of the Philippines.

 No educational institution shall be established exclusively for aliens and no group of aliens shall comprise
more than one-third of the enrollment in any school. The provisions of this subsection shall not apply to schools
established for foreign diplomatic personnel and their dependents and, unless otherwise provided by law, for
other foreign temporary residents.

 Academic freedom shall be enjoyed in all institutions of higher learning.

 Every citizen has a right to select a profession or course of study, subject to fair, reasonable, and equitable
admission and academic requirements.

 The State shall assign the highest budgetary priority to education and ensure that teaching will attract and
retain its rightful share of the best available talents through adequate remuneration and other means of job
satisfaction and fulfillment.

 The national language of the Philippines is Filipino.

 The Government shall take steps to initiate and sustain the use of Filipino as a medium of official
communication and as language of instruction in the educational system.

 For purposes of communication and instruction, the official languages of the Philippines are Filipino and,
until otherwise provided by law, English.

 The regional languages are the auxiliary official languages in the regions and shall serve as auxiliary media of
instruction therein.

 Spanish and Arabic shall be promoted on a voluntary and optional basis.

 Scholarships, grants-in-aid, or other forms of incentives shall be provided to deserving science students,
researchers, scientists, inventors, technologists, and specially gifted citizens.
FIELD STUDIES 4

GUIDE NOTES

Types of Curricula in Schools

1. Recommended - This type of curriculum stems from what experts in education suggest. Recommended
curriculum can come from a variety of different sources, including nationally recognized researchers, policy
makers and legislators, and others.

2. Written - he written curriculum refers to a lesson plan or syllabus written by teachers. Another example is the
one written by curriculum experts with the help of subject teachers.

3. Taught - This is about the implementation of the written curriculum. Whatever is being taught or an activity
being done in the classroom is a taught curriculum. So, when teachers give a lecture, initiate group work, or ask
students to do a laboratory experiment with their guidance, the taught curriculum is demonstrated.

4. Supported - A supported curriculum involves the additional tools, resources and learning experiences found
in and outside a classroom. These include textbooks, field trips, software and technology, in addition to other
innovative new techniques to engage students.

5. Assessed - When students take a quiz or the mid-term and final exams, these evaluations are the so-called
assessed curriculum.

6. Learned - This type of curriculum indicates what the students have learned.

7. Hidden/ Implicit - The hidden curriculum refers to the unplanned or unintended curriculum but plays a vital
role in learning.

Criteria in Selection of Knowledge/ Subject Matter

1. Self-sufficiency - To help learners attain maximum self-sufficiency most economically is the central guiding
principle of subject matter or content selection. This criterion means that students should be given a chance to
experiment, observe, and do field study. This system allows them to learn independently.

2. Significance - The subject matter or content is significant if it is selected and organized to develop learning
activities, skills, processes, and attitudes. It also develops the three domains of learning, namely the cognitive,
affective, and psychomotor skills, and considers the learners’ cultural aspects.

3. Validity - Validity refers to the authenticity of the subject matter or content you selected.

4. Usefulness/Utility - Another criterion is the usefulness of the content or subject matter.

5. Learnability - The subject matter or content must be within the schema of the learners. It should be within
their experiences.

6. Feasibility - Feasibility means the full implementation of the subject matter. It should consider the school’s
real situation, the government, and society in general. Students must learn within the allowable time and the use
of resources available.

7. Interest - This criterion is valid to the learner-centered curriculum. Students learn best if the subject matter is
interesting, thus makes it meaningful to them.

Principles of Curriculum Content

1. Balanced - When designing curriculum educators strive to give appropriate weight to each aspect of design
2. Articulation - Refers to the vertical and horizontal interrelatedness

3. Scope - It is the breadth and depth of the content. According to Ralph Tyler, scope is consisting of all the
content, topics, learning experiences and organizing threads comprising the educational plan

4. Integration - Refers to linking all types of knowledge and experiences contained within the curriculum plan

5. Continuity - Is vertical repetition of curriculum components.

6. Sequence - The order or arrangement in which the content should be taught for the best learning (building on
past knowledge) throughout the course.

Types of Curricularists

1. Knower - The teacher as a student begins with knowing about the curriculum, the subject matter, and the
content.

2. Writer - As a curriculum writer or reviewer, the knowledge concepts, subject matter or content that has been
recorded by the teacher need to be written or preserved through books, modules, laboratory manuals,
instructional guides, and reference materials in paper or electronic media

3. Planner - As a curriculum planner, the teacher will take into attention several factors which include the
learners, the support material, time, subject matter or content, the desired outcomes, the context of the learners
among others in planning the curriculum.

4. Initiator - The teacher is obliged to implement when a curriculum is recommended to the schools from,
DEPED, CHED, TESDA, UNESCO, and other educational agencies for improvement of quality of education.
Delivery of a new curriculum requires the broadmindedness of the teacher, and the full conviction that the
curriculum will augment learning.

5. Innovator - As curriculum is always dynamic, an outstanding teacher will always be creative and innovative
in order to keep at pace with the changes in the curriculum.

6. Implementer - It is in this role that the teacher gives life to the curriculum plan. Implementation of the
curriculum by the teacher will define the success of the recommended, well-written and planned curriculum.

7. Evaluator - How can one conclude if the intended learning outcomes have been met or attained? Is the
curriculum operational? Does it convey the intended results? What do results divulge? Are the learners
accomplishing? Are there some practices that should be revised or improved? Should the curriculum be
reformed, terminated, or sustained?

Ralph Tyler Model - Four Basic Principles

1. Determine the school’s purposes (aka objectives)

2. Identify educational experiences related to purpose

3. Organize the experiences

4. Evaluate the purposes

Hilda Taba – Grassroots Approach

1. Diagnosis of learners need: - The teacher who is also the curriculum designer starts the process by identifying
the needs of the students for whom curriculum is to be planned.

2. Formulation of Objectives: - After the teacher has identified the needs of learner that require attention, he or
she Specify the objectives by which needs will be fulfilled.

3. Selection of Content: - The objective selected or created suggest the subject matter or content of the
curriculum. Not only objectives and content should match, but also the validity and significance of the chosen
content needs to be determined. i.e. the relevancy and significance of the content.

4. Organization of content: - A teacher cannot just select content but must organize it in a particular sequence
taking into consideration the maturity of learners, their academic achievement and their interests.

5. Selection of learning experiences: - Content must be presented to students and they must be engaged with the
content.

6. Organization of learning activities: - The learning activities be organized in a sequence depending both on
content sequence and learner characteristics. The teacher needs to keep in mind the student he or she will be
teaching.

7. Evaluation: - The curriculum planner must determine that what objectives have been accomplished. To assess
the achievement of learning objectives, evaluation procedures need to be designed.

Galen Saylor and William Alexander – Curriculum Model

Goals, Objectives and Domains: The model indicates that curriculum planners begin by specifying the major
educational goals and specific objectives they wish to accomplish.

Curriculum Designing: Once the goals, objectives and domains have been established, planners move into the
process of designing the curriculum.

Curriculum Implementation: After the designs have been created the next step is implementation of the
designs by teachers.

Evaluation: Finally, curriculum planner and teachers engage in evaluation. The model proposed that evaluation
should be comprehensive using a variety of evaluation techniques.

Ten Axioms for Curriculum Designers

1. Curriculum change is inevitable, necessary, and desirable.

2. Curriculum both reflects and is a product of its time.

3. Curriculum changes made at an earlier period of time can exist concurrently with newer curriculum changes.

4. Curriculum change depends on people to implement the change.

5. Curriculum development is a cooperative group activity.

6. Curriculum development is a decision-making process in which choices are made from a set of alternatives.

7. Curriculum development is an ongoing process.

8. Curriculum development is more effective if it is a comprehensive process, rather than a “piecemeal” process.

9. Curriculum development is more effective when it follows a systematic process.

10. Curriculum development starts from where the curriculum is.

Types of Curriculum Design Model

1. Subject-centered

 Has variations which are focused on the individual subject, specific discipline and a combination of subjects
or disciplines thus interdisciplinary

a. Subject - Focuses on the content of the curriculum. Corresponds to textbooks, written for specific subject

b. Discipline - Focuses on the academic discipline. Often used in college, but not in elementary and secondary
levels.

c. Correlation - Comes from a core, correlated curriculum design that links separate subject designs in order to
reduce fragmentation. Subjects are related to one another but each subject maintains its identity

d. Broad Field Design/ Interdisciplinary - A variation of the subject-centered design. Made to prevent
compartmentalization of subjects and integrate the contents that are related to each other

2. Learner-centered

 The learner is the center of the educative process

a. Child-centered - Anchored on the needs and interests of the child. One learns by doing Learner engages with
his/her environment

b. Experience-centered - believes that the interest and needs of learners cannot be preplanned. Experiences are
the starting point of the curriculum

c. Humanistic - A person who achieves the level of self-actualization is accepting of self, others and nature;
Abraham Maslow’s Hierarchy of Needs

3. Problem-centered

 Draws on social problems, needs, interests and abilities of the learners

a. Life-situations - Life situations involving real problems of practice. Problems that revolve around life at a
given school

b. Core problem - The central focus of the core design includes common needs, problems, concerns, of the
learners.

Categories of Curriculum Change

1. Substitution – replace the present with a new one

2. Alteration – introduce minor changes or modification on the current one

3. Restructuring – introduce major modification of the current curriculum

4. Perturbation – changes happen within a fairly short time

5. Value orientation – respond to shift in emphasis within the vision/mission of the school

Stakeholders of the Curriculum Development

1. Learners

2. Teachers

3. School Leader/Administrator

4. Parents

5. Community

6. Other Agencies

Philippine Qualifications Framework

 The Philippine Qualifications Framework describes the levels of educational qualifications and sets the
standards for qualification outcomes. It is a quality assured national system for the development, recognition and
award of qualifications based on standards of knowledge, skills and values acquired in different ways and
methods by learners and workers of the country.

I. National Certificate I

II. National Certificate II

III. National Certificate III

IV. National Certificate IV

V. Diploma

VI. Baccalaureate Degree

VII. Post-Baccalaureate Program

VIII. Doctoral Degree and Post-Doctoral Programs