FS1 Module

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NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
FIELD STUDY 1
OBSERVATIONS
OF TEACHING-
LEARNING IN
ACTUAL
SCHOOL
ENVIRONMENT
Prepared by:
Dr. Theresa L. Castro

Diezabel V. Esguerra
Lea Dela Cruz Veloso
Percival Donato
Dr. Mary Jane L. Tomas
Field Study 1: Observation and Participation

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FIELD STUDY 1 - OBSERVATIONS OF TEACHING-LEARNING IN

ACTUAL SCHOOL ENVIRONMENT
Introduction
Experiential learning courses (ELCs) allow pre-service teachers to
gain authentic learning experiences to prepare them for the teaching
profession. ELCs afford the pre-service teachers’ exposure to the learning
environment to transmit their learned theories to actual practice (DepEd Order
#3 s. 2007). Experiential Learning Courses in the current curriculum for teacher
education issued by CHED (Memorandum Orders 74-76 s. 2017) immerse
students in basic education teaching through the supervision of resource
teachers/cooperating teachers from partner schools.
Field Study Course is the first experiential learning course which will
immerse a future teacher in an actual classroom situation and learning
environment where direct observation of teaching learning episodes that focuses
on the application of educational theories learned in content and pedagogy
courses will be made. It allows teacher pre-service students to participate and
assist in a limited actual teaching-learning activity that relate to assessment of
learning, preparation of instructional materials, preparation of bulletin boards,
and other routines in the classroom. (JOINT CHED-DEPED MEMORANDUM
ORDER No.___ Series of 2020).
In Field Study 1 (Observations of Teaching-Learning in Actual School
Environment), field study students are expected to observe and immerse in an
actual classroom situation and learning environments. Field Study 2
(Participation and Teaching Assistantship) provides the necessary opportunities
and activities to engage field study students to participate and assist in limited
actual teaching-learning activities. In the last semester of the teacher education
curriculum, students will experience full-time teaching under the mentorship of
a cooperating teacher from the partner basic education schools and are expected
to demonstrate their knowledge and skills in actual classroom teaching.
This module in Field Study 1 will guide pre-service teachers in developing
their pedagogical content knowledge, classroom management, and skills in
assessment. It is our small attempt to ensure that our future teachers are
appropriately guided and learn correct concepts and theories, and gain
meaningful experiences and lessons through a wide-angle of observation and
participation.
SPECIFIC GUIDELINES FOR FIELD STUDY STUDENTS
This set of guidelines will help pre-service students in the successful

conduct of their field studies. Each Teacher Education Institution (TEI) shall
address some institutional peculiarities that are not covered in the guidelines.
(Experiential Learning Courses Handbook, 2009). During the duration of the Field
Study, both students and teachers shall be guided by a Module in Field Study
Subjects.

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1. Students who have completed and passed all the professional education and
major subjects are eligible to enrol FS 1 and FS 2.
2. FSS shall accomplish all the prescribed activities and requirements within
the prescribed duration of 54 hours (18 weeks)
3. Field study activities shall be under the supervision of the Field Study
Teacher (FST) or College Supervisor of the College of Education in collaboration
with the Field Study Cooperating School or Department. During this time of
pandemic, FS activities will be conducted in-campus until the end of
September, 2021. After which, Field study students will be assigned to
different partner private and public elementary and secondary schools in the
Divisions of Cabanatuan and Nueva Ecija.
4. FSS shall undergo orientation sessions for briefing and attend a webinar on
the rationale and procedures on Experiential Learning Courses before their
deployment. After the orientation, each enrolled student shall be responsible
to comply with the course requirements.
5. FSS shall follow the schedule and year level assignment prepared by FST
and FSS themselves. In case of changes beyond the control of the field study
resource teacher’s activities, the FST should be notified by the FSS.
6. Each FSS shall secure an Experiential Learning Guide upon conducting the
field study course.
7. FSS shall wear the prescribed school uniform with their ID during their
virtual or online observation, interview and or survey. This must be observed
even if the observation, interview and or survey is to be conducted online.
8. FSS shall always check posted reminders and instructions by FS Teachers

via Group Chat or Facebook Group.
9. FSS shall demonstrate at all times personal qualities that reflect a good
image expected of a teacher. These qualities include courtesy, respect,
honesty, diligence, open-mindedness, critical thinking, curiosity,
responsibility, creativity and persistence while accomplishing field study work.
10. FSS shall demonstrate proper behavior in the presence of the learners,
teachers, school personnel, administrators, and parents be it in actual or
online.
11. In case of virtual classroom visits and online interviews, FSS shall seek
permission from the resource teacher or interviewee to document the virtual
observation and online interview by taking screenshots during the conduct of
the activity. Documentation and pieces of evidence of the proceedings shall be
electronically compiled as attachments of the activity sheets to be submitted.
12. Field Study Students are required to be virtually present and participate
during observation, participation and teaching assistantship. Attendance is a
must.

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13. If the FSS is unable to attend the online session because of unstable or
slow internet connection they should inform their FS Teachers through Instant
Messaging via FB messenger, Call conference or Short messaging (SMS or chat)
14. Reflection is also a must at the end of every activity. It is on this part
wherein the FST gauges the extent of significance the Field Study Students
had given and acquired from the activity.
15. The FSS shall submit a classroom-based action research (CBAR) proposal
for FS 2.
FIELD LEARNING
STUDY 1 EPISODE KNOWING THE LEARNERS
FS 1 1
Episode Overview
This learning episode helps you to understand the learners through
observing their characteristics and development including their diversity, learning
style and needs by validating the age-typical cognitive characteristics of middle
childhood (Grades 1 to 6) and adolescent (Grade 7 to 12) learners according to
Piaget’s theory of cognitive development. You will also observe the practices and
strategies that teachers employ to manage the diversity of the students; hence
learning transfer among students is still useful and efficient.
Intended Learning Outcomes
At the end of this episode, you must be able to:
• Describe the cognitive characteristics of learners in their respective
developmental stages.
• Identify the learning styles and needs of students with varying levels of
ability in the classroom;
• Identify best practices in differentiated teaching to suit the varying learner
needs in a diverse class
• Demonstrate openness, understanding, and acceptance of the learners’
diverse needs and backgrounds.
A. LEARNERS CHARACTERISTICS AND DEVELOPMENT

Recall of the Learning Essentials
Before continuing with your task of completing this learning episode, you
should review the following concepts:
Principles of Development (Lucas, Marita D, et al., 2020)
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

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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 learners.
As future teachers, it is vital that you know your students. Without knowing
your students, you cannot provide personalized instruction or create motivating
environments. Highly effective teachers design intentional opportunities to learn
about their students and find ways to let them know they are known.
Knowing the developmental stages of students provides the teacher the
knowledge foundation for the development of appropriate curriculum choices for
their students.
Below are the cognitive characteristics of the learners’ developmental
stages.
COGNITIVE CHARACTERISTICS OF MIDDLE CHILDHOOD (AGES 6-12)
More realistic and objective

Understands cause and effect
Develop logical and thinking skills
Look for specific information
Able to compare objects and events
Learn best when they are actively involved
rather than just plain listening
Understands seriousness and consequences of
actions
Able to read and write and are skillful by the
end of this stage
Classify objects in a variety of ways.
COGNITIVE CHARACTERISTICS OF MIDDLE CHILDHOOD (AGES 6-12
Increased capacity to self-regulate emotional

states
Reasons by logic and understands scientific
principles
Hypothesize what possibilities might arise.
Execute mental processes using symbols that do
not exist in their native environment.
Capable of comprehending, appreciating, and
creating metaphors and other figures of speech.
Organize and categorize symbols, statements,
and even theories.

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OBSERVE:
The activity that follows will allow you to examine the traits that are unique
to the developmental phases of learners as they exist in the learners you will be
assigned to observe in your field study.
Ideally, each student should observe an assigned class for two sessions.
You must use the provided observation tool to record learners' behaviors/actions,
as well as their verbal and nonverbal answers, in order to demonstrate the
mentioned cognitive capacities of the learners. These can serve as evidences of
the cognitive characteristics or abilities of the learners.
BEED and BSED students will use separate form. You may record as many
evidences for each ability mentioned below:
For BEED:
ACTIVITY 1.A
EVIDENCES OF COGNITIVE ABILITIES FOR LEARNERS IN ELEMENTARY

LEVEL
Grade Observed: Subject Matter:

Subject Area: Lesson Objective:
Time:
EVIDENCES
COGNITIVE ABILITIES Example of specific student
behavior/action/response/work
Understands cause and effect
Develop logical and thinking skills
Look for specific information
Able to compare objects and events
Learn best when they are actively involved

rather than just plain listening

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Understands seriousness and consequences of

actions
Able to read and write and are skillful by the

end of this stage
Classify objects in a variety of ways.
For BSED
EVIDENCES OF COGNITIVE ABILITIES FOR LEARNERS IN SECONDARY
LEVEL

Time:
EVIDENCES
COGNITIVE ABILITIES Example of specific student
behavior/action/response/work
Increased capacity to self-regulate emotional
states
Reasons by logic and understands scientific

principles
Hypothesize what possibilities might arise.
Execute mental processes using symbols that do

not exist in their native environment.
Capable of comprehending, appreciating, and

creating metaphors and other figures of speech.
Organize and categorize symbols, statements,

and even theories.

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ANALYZE
1. Which of the listed cognitive abilities were the most observable and least
observable? Can you give provide possible reasons?
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2. Does age affect the learning of the student? Why?

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3. Can you explain why a student learns in a different way?

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REFLECT
1. Can you cite an example of cognitive abilities you possess at a given age?
Which among those cognitive abilities did you find difficult to acquire and
why?
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2. At present, what do you think are the factors that would affect the cognitive
development of the learners?

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B. LEARNERS LEARNING STYLES

The term "learning styles" refers to the fact that every learner learns in a
unique way. In technical terms, a student's learning style refers to how he or she
prefers to receive, process, comprehend, and retain knowledge. Teachers must be
aware of the variances in their students' learning styles in order to incorporate
best practice strategies into their daily activities, curriculum, and assessments.
Recognizing the learning styles of the students allows the teachers to have a better
knowledge of their students.
Relative to this episode, it focuses on the learning styles of the students and
what techniques teachers may employ to meet the need the student’s different
needs.
See the different leaning styles below:
The different learning styles:
There are many different learning style models that attempt to explain
differences in learning between individuals. One of the most widely known is the
VARK model, which includes the Visual, Auditory, Read/write and Kinesthetic
learning styles. (The VARK model is also referred to as the VAK model, eliminating
Reading/Writing as a category of preferential learning.)
A. VAK model
1. Visual Learning Style

Visual style is learning by seeing. You learn visually whenever you gain
information from sight. This includes more than just the viewing of pictures and
your surroundings. Visual learning also encompasses the written word.
2. Kinesthetic style
Kinesthetic style is learning by doing. You learn in this manner whenever

you capture new information through the process of physical activity. It is often
referred to as a hands-on learning experience. Consider how you learned to ride
a bicycle. You learned by getting on a bike to experience.
3. Auditory Learning Style
Auditory style is learning by hearing. This type of learning is helpful in the

classroom environment. During a lecture, an auditory learner is able to easily
comprehend, process and retain information. Auditory learning is not only the
ability to listen to spoken word and interpret tone, but to do so with a high level
of accuracy and efficiency

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B. Theory of Multiple Theory of Multiple Intelligences
Another theory of learning style is the theory of Multiple Theory of Multiple

Intelligences, developed in the late 1970s and early 1980s by Harvard educator
Howard Gardner (see video), who believed that there are eight distinct
“intelligences” that are closely connected to learning. These are:
• Visual-Spatial — The ability to conceptualize and manipulate large-scale

spatial arrays (e.g. airplane pilot, sailor), or more local forms of space (e.g.
architect, chess player).
• Bodily-Kinesthetic — The ability to use one’s whole body, or parts of the
body (like the hands or the mouth), to solve problems or create products
(e.g. dancer).
• Musical — Sensitivity to rhythm, pitch, meter, tone, melody and timbre.
May entail the ability to sing, play musical instruments, and/or compose
music (e.g. musical conductor).
• Linguistic — Sensitivity to the meaning of words, the order among words
and the sound, rhythms, inflections and meter of words (e.g. poet).
Sometimes called language intelligence.
• Logical-Mathematical — The capacity to conceptualize the logical
relations among actions or symbols (e.g. mathematicians, scientists).
• Interpersonal — The ability to interact effectively with others. Sensitivity
to others’ moods, feelings, temperaments and motivations (e.g. negotiator).
Sometimes called social intelligence.
• Intrapersonal — Sensitivity to one’s own feelings, goals and anxieties,
and the capacity to plan and act in light of one’s own traits. It is not
particular to specific careers; rather, it connects to the ability of every
individual to make consequential decisions for oneself. Sometimes called
self-intelligence.
• Naturalistic — The ability to make consequential distinctions in the world
of nature as, for example, between one plant and another, or one cloud
formation and another. Sometimes called nature intelligence.
The idea behind multiple intelligence theories is that people are stronger in
different areas and can demonstrate their knowledge and abilities in different
ways, rather than that people learn in only one way. Being aware of such
distinctions can help teachers understand how to connect with individual
students.
Regardless of the differences in categories, the fundamental idea behind

learning styles is the same: each of us has a unique learning style (sometimes
referred to as a "preference"), and we learn best when information is presented to
us in this manner.
o Teachers who celebrate and leverage student diversity in the
classroom:
o Create more opportunities for collaboration than for competition.
o Bring each student's home culture and language into the school's
shared culture.
o Use strategies to foster a caring community in the classroom.
o Demonstrate respect for and acceptance of diverse cultures and
religions.

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OBSERVE:
ACTIVITY 2.B
Observing the Learners Learning Style
To realize the intended outcome, you are to:
1. Using the VAK model, determine the learning styles of the students using
the specified tools below
2. Select at least 5 students or more, from the class you are observing.
3. Ask the permission of the teachers if you can send to the students the
Learning Assessments Test.
4. Talk to the pupils through online platform and request them to answer the
assessment test.
5. Consolidate your data and summarize who among them are visual,
auditory and kinesthetic learners.
6. Use the following assessment tools.

Time:
1. In order to memorize information, such as the spelling of a
difficult word or locker combination, you:
1. Practice over and over again.
2. Recite the word or numbers out loud.
3. Visualize the word or numbers in your head.
2. When you want to learn new song lyrics, you:
1. Dance around and play air guitar to the beat.
2. Sing along to the radio.
3. Download the lyrics and read them.
3. While you study, you like to:
1. Walk around and review your notes.
2. Discuss the material with your parents or friends.
3. Read your notes or textbook independently.
4. When preparing to go somewhere new, you prefer to:
1. Walk, drive, or bike the route ahead of time.
2. Listen to someone tell you how to get there.
3. Look at a map.
5. When you get a new gadget that needs to be assembled, you:
1. Just start putting it together.
2. Ask someone to read you the directions.
3. Read all of the steps before you begin.
6. If you have to work on a project with others, you would
rather:
1. Help to build and construct a model.
2. Participate in group discussions and brainstorm ideas.

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3. Draw graphs or scribe group notes.

7. You tend to like classes that include:
1. Hands-on experiments.
2. Lots of lectures.
3. Reading assignments.
8. When studying a play in English class, you prefer to:
1. Act it out.
2. Listen to the play read by others.
3. Read the play silently to yourself.
9. When you are able to choose a project and present it to your
class, you’d rather:
1. Create a working replica.
2. Give a presentation.
3. Create a poster.
10. When you are able to choose a project and present it to
your class, you’d rather:
1. Create a working replica.
2. Give a presentation.
3. Create a poster.
11. When you work at solving a challenging problem, do
you:
1. Make a model of the problem or walk through all of the steps
in your mind?
2. Call a few friends or talk to an expert for advice?
3. Create a list of the steps you need to take and check them off
as they’re done?
If a learner answered mostly “a”, he/she is primarily a kinesthetic learner.

If a learner answered mostly “b”, he/she is an auditory learner, and if a learner
answered mostly “c”, he/she is largely a visual learner.
SUMMARY:
NUMBER OF STUDENTS WITH DIFFERENT LEARNING STYLES
VISUAL AUDITORY KINESTHETIC
ANALYZE
1. What is the significance for teachers of knowing their students' learning styles?
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2. What are the implications to education if the teachers treat all the
students/learners alike?
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REFLECT
1. What will you recommend as a future teacher to help your students

develop abilities that fall into the Multiple Intelligences category/ How
are you going to address their needs? Give examples in each of the
category.
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MY LEARNING PROOFS

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RUBRIC TO EVALUATE PERFORMANCE TASK
Episode 1. Activity 1.2 - Observing Learners’ Learning Style

Name of FS Student _________________________ Date Submitted: ___________
Year and Section: ___________________________ Course: ____________________
Learning Excellent Very Satisfactory SatisfactoryNeeds

Episodes 4 3 2 Improvement
1
All observation One (1) to two (2) Three (3) Four (4) or more
questions/tasks observation observation observation
Accomplished completely questions/tasks not questions/tasks not questions/tasks not
Observation answered/accom answered/accompli answered/accompli answered/accompli
Sheet plished. shed. shed. shed.
All questions All questions were Questions were not Four (4) or more
were answered answered answered observation
completely; completely; answers completely; answers questions were not
Analysis answers are with are clearly are not clearly answered; answers
depth and are connected to connected to not connected to
thoroughly theories; grammar theories; one (1) to theories; more than
grounded on and spelling are free three (3) four (4) grammatical
theories; from error. grammatical error/spelling errors
grammar and error/spelling errors
spelling are free
from error.
Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; supported by shallow; somewhat shallow; rarely
by what were what were observed supported by what supported by what
Reflection observed and and analyzed were observed and were observed and
analyzed analyzed analyzed

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Portfolio is Portfolio is reflected Portfolio is not Portfolio is not

reflected on in on in the context of reflected on in the reflected on in the
the context of the learning context of the context of the
the learning outcomes. learning outcomes. learning outcomes.
Learning outcomes. Complete; well- Complete; not incomplete; not
Artifacts Complete, well- organized, very organized, relevant organized, not
organized, highly relevant to the to the learning relevant.
relevant to the learning outcome outcomes
learning
outcome
Submission Submitted Submitted on the Submitted a day Submitted two days

before the deadline after the deadline or more after the
deadline deadline
COMMENT/S Rating:
Over-all score (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 1.0 1.25 1.5 1.75 2.00 2.225 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below
__________________________________ _________________
Signature of FS Teacher Above Printed Name Date

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Activity Observing differences among Learners

1.3
Resource Teacher: ___________________________ Teacher’s Signature: ___________

School: ________________________ Subject Area: ______________Date: ___________
Observe and gather data on how students' diversity affects Learning.

To realize the intended learning outcomes, follow these steps:
1. Observe a class in different parts of a school day (beginning of the day, class
time, about to dismiss time, etc.).
2. Describe the characteristics of the learners in terms of age, gender, and
social and cultural diversity.
3. Describe the interaction that transpires inside the time of your observation.
4. Interview your Resource Teacher about the principles that she uses in
dealing with diversity in the classroom.
5. Analyze the impact of individual differences on learner interactions.
Note: An observation form is provided for you to document your observations.
Taking screenshots is also advised, provided you ask permission from your
Resource Teacher (RT).
OBSERVE

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Observation Guide for the Learners’ Characteristics (Lucas, Ma. Rita D., et al.,
2020)
Read the following carefully before you begin to observe. Then write your
observation report on the space provided for on the next page.
1. Find out the number of students. Gather data as to their ages, gender,
racial groups, and ethnic backgrounds.
During Online Class:
a. Describe the students' interactions with each other and with the teacher.
Is there a group that interacts with teacher more frequently than others
b. Do learners behave and interact differently?
c. Describe the relationship among the learners. Do the learners cooperate
with or compete with or compete against each other?
d. Are there pupils who actively participate or some are merely spectators?
e. Do peers try to assist a student who has been ask during recitation and
cannot answer the teacher's question? Or do they raise their hands
(through emoticons) and wait for the teacher to call them?
f. Desribe the behavior of students who are not engaged and participation in
lesson discussion.

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Name of the School Observed/Address: _______________________________________

Date of Observation: ___________________ Student Observer: ____________________
Observation Report

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Name of Teacher: _________________________ Grade handled _______________
Interview the teachers about the challenges they encounter with regard to
student needs and diversity and what strategies they apply to address
them?
• Gender, including LGBT

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• Language and cultural differences

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• Differences in religion
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• Socio-economic status
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ANALYZE
1. What have you observed in the relationship and interactions in the

classroom? Is there anyone you observed who appear left out? How is
this shown?
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2. How does the Teacher influence the class interaction considering the
individual differences of the students?
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3. 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. Diversity in a classroom is a broad topic. It could also refer to students

who are not physically fit or with learning disabilities. How would you
modify your instruction to learners who are physically or mentally
challenged? (5 sentences or more)
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MY LEARNING PROOFS

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Episode 1. Activity 1.2 - Observing differences among Learners

Learning Excellent Very Satisfactory Satisfactory

Needs
1
spelling are free
from error.

learning
outcome

deadline deadline

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COMMENT/S Rating:
transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.225 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below
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FIELD LEARNING ROUTINES AND MANAGEMENT

STUDY 1 EPISODE IN THE CLASSROOM
FS 1 2
Overview
This learning episode will emphasize structures and procedures performed
by the teacher in the classroom. The teacher's first responsibility as a manager
in the classroom is to create a conducive learning environment. This can be
accomplished by a well-organized personal classroom management plan that
includes behavior, relationships, routines, time, instruction, and a learning
environment that makes the learner productive and happy. Effective classroom
routines maintain order and discipline, allowing students to remain calm and stay
focus on their daily activities.
• Identify the classroom routines set by the teacher; and

• Observe how the students execute the various classroom routines.

Carter V. Good’s Dictionary of Education (1973) defines classroom
management as the administration or direction of activities with special reference
to such problems as discipline, democratic techniques, use and care of supplies
and reference materials, the physical features of the classroom, general
housekeeping, and social relationship of pupils. (Lardizabal, et.al, 1995)
Good classroom management creates an environment in which activities
may be completed efficiently and economically. It ensures that both the teacher's
and the students' time, efforts, and energies are well spent. It denotes judicious
use of the school's physical resources.
Routines are the lifeblood of the classroom. They make teaching and
learning easier. They help teachers save time in the classroom and students can
learn and achieve more with more efficient procedures.
General Classroom Management Principles
(Thomas L. Good and Jere E. Bropphy, 2000)
1. Plan rules and procedures in advance.

2. Establish clear rules and procedures where needed.
3. Students assume responsibility.
4. Minimize disruptions and delay
5. Plan independent activities as well as organized classroom

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Activity Observing Classroom Management and Routines

2.1

OBSERVE
Observe the classroom routines of the resource teacher by accomplishing

the given checklist.
Checklist on Classroom Routines

Check Yes (/) if observed and (X) if not observed
Classroom Routines Observed Not
(/) Observed
(X)
1 Checking of attendance
2 Reporting of tardy and absent students
3 Singing of National Anthem (During Mondays)
4 Greeting the teachers and classmates
5 Prayer before class begins
6 Reminders on online rules and others
7 Motivation prior to the class start
8 Submission/collection of assignments/materials
9 Permission to answer/ask questions (emoticons)
10 Working with pairs/groups
11 Classroom Break
12 Use of technology – laptop, tablet, cell phone
13 Behavior Management (warning, action)
14 Asking for assistance
15 Joining classroom activities
16 Group work
17 Online Quiz
18 Movement between activities
19 Turning in activities after lesson discussion
20 Dismissal
Other routines that the teacher used
1
2
3
4
5

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ANALYZE
Analyze the routines set by the resource teacher by answering the following
questions.
1. Were the routines useful in maintaining class discipline and order? Why?
Why not?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Cite any of the classroom management principles by Good and Broppy which
were applied by the teacher
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
REFLECT
1. How will you establish classroom management in your class?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

P a g e | 28
Episode 2
Activity 2.1 - Observing Classroom Management and Routines

Needs
1
spelling are free
from error.

learning
outcome
deadline deadline
COMMENT/S Rating:
transmutation)

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

Grade 1.0 1.25 1.5 1.75 2.00 2.225 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below
__________________________________ _________________

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Activity Creating a List of Classroom Rules

2.2

OBSERVE
Observe a class and make a list of the Resource Teacher's classroom rules.
List down the importance of those rules as seen below.
Teachers must devote their full attention to numerous responsibilities in
order to ensure good classroom management. Planning classroom management
allows for more effective instruction while also ensuring the safety and well-being
of the students. Building positive relationships with coworkers, parents, and
friends also aids in the achievement of classroom management goals.
CLASSROOM RULES IMPORTANCE

1 E.g. Read directions well Ensures less error in answering the
activity
2
3
4
5
ANALYZE
1. How did the teacher involve the students in the development of classroom
procedures and rules? Did the teacher introduce them to the class.
Explain in at least 5 or more sentences.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Did the teacher assist pupils in internalizing classroom procedures and
norms in order for them to become self-directed learners? Explain in at
least 5 or more sentences.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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REFLECT
Based on your own experience, what classroom rules set by your teacher
you consider effective and what are those you consider lest. Why and Why not?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Consider the different classroom rules established by the resource Teacher.

Will you follow the same set of rules? What rules will you consistently adopt?
Explain your response.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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MY PROOF OF LEARNING
Post proofs of learning that you were able to gain in this episode.

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Episode 2. Activity 2.2 – Creating a List of Classroom Rules

Needs
1
spelling are free
from error.

learning
outcome

deadline deadline

P a g e | 34
COMMENT/S Rating:
transmutation)

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.225 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below
__________________________________ _________________

P a g e | 35
FIELD LEARNING A CLOSER LOOK OF THE

STUDY 1 EPISODE SCHOOL CURRICULUM
FS 1 3
Overview
Instruction is one of the most crucial tasks of a teacher. It is the teacher's
responsibility to carry out the curriculum's requirements efficiently and effectively
in the classroom on a daily basis. Teachers, as implementers of the curriculum,
should be involved in its conception and development. Oftentimes, teachers create
their own curricula, which they then refine and improve over time.
Since curriculum is one of the foundational elements of effective schooling
and teaching, it is frequently the target of reforms, the majority of which aim to
compel or encourage greater curricular standardization and consistency across
all schools, grade levels, subject areas, and courses.
This episode focuses on getting yourself acquainted with the curriculum
and how significant of its role in the instruction implementation of the teacher.
• 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; and
• Analyze if the Teacher aligns the objectives to subject matter, to
teaching strategies and assessment.
Recall of Learning Essentials

What is School Curriculum?
Curriculum is the sum of all learning content, experiences and resources
that are purposely selected, organized and implemented by the school to fulfill of
its unique mandate as a distinct institution of learning and human development.
It is concerned with learning content or learning experiences, the WHAT or the
HOW of human formation. (Palma, J.C.)
Depending on how broadly educators define or employ the
term, curriculum typically refers to the knowledge and skills students are
expected to learn, which includes the learning standards or learning
objectives they are expected to meet; the units and lessons that teachers teach;
the assignments and projects given to students; the books, materials, videos,
presentations, and readings used in a course; and the tests, assessments, and
other methods used to evaluate student learning. (https://www.edglossary.org/
curriculum/8.12.2015)
Types of Curricula in Schools

P a g e | 36
Classified by Allan Glatthorn (2000 as cited by Bilbao,et al (2008)
1. Recommended Curriculum. Almost all of the curricula found in our

schools are recommended.
a. Basic Education – Department of Education, (DepEd)
b. Higher Education – Commission on Higher Education (CHED)
c. Vocational Technical Education - Technical, Skills Development
Authority (TESDA).
2. Written Curriculum – Includes documents based on the recommended
curiculum. (course of study, syllabi, modules, books, instruction guides,
lesson plan and most recent K to 12 curriculum)
3. Taught Curriculum – Implemented and done by the teacher with the aid of
instructional materials the success of which will depend on the teaching
style of the teacher and the learning style of the learners
4. Supported Curriculum – Support materials that the teacher needs to make
learning and teaching meaningful.
5. Assessed Curriculum – In the process of teaching and end of the lesson, an
assessment is made.
6. Learned Curriculum – It is demonstrated when there is a change in the
student behavior, whether cognitive, affective or psychomotor skills.
7. Hidden Implicit Curriculum. Peer influence, school environment, media,
parental pressures. Societal changes, cultural practices, natural calamities
are some of the hidden curriculum.
Basic Education in the Philippines is under the Department of Education or

DepEd and the recommended curriculum is the K to 12 or Enhanced Basic
Education Curricula of 2013. All basic education schools offering Kindergarten
(K) Elementary (Grades 1 to 6) and secondary (Grades 7 to 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.
The roles and responsibilities of the teacher in relation with the school
curriculum is to become a multi-talented professional, capable of:
• Knowing and understanding the curriculum;
• 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;
• Evaluate the written, planned and learned curriculum.

P a g e | 37
Activity The Curriculum in the School

3.1

OBSERVE
It’s time to observe. Discover what curriculum is operating in the school. Recall
the types of curriculum. Find out where these are found.
1. Locate where you can find the types of 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/CHED
PSG)
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
1. In a school setting, which of the seven types of curricula is the most
common? Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

P a g e | 38
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What type of curriculum is the least common? Explain your answer.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Are these all found in the school setting? Explain.

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

Give your rationale.

P a g e | 39
REFLECT
1. Which type of curriculum does the teacher seem to overlook and how are
you going to further develop or enhance it to support the learning process
or needs of the students.

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Activity The Miniscule Curriculum: The Lesson, A Closer Look

3.2

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
Major Curriculum Key Guide for Observation (Carefully look for
Components the indicators/behavior of the teacher along
the key points. Write your 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?
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 a 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?

P a g e | 41
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.
Observation Report:
Place your answers from the above questions asked.
A. Planning
B. Implementing
C. Evaluating/Assessing

P a g e | 42
ANALYZE
Write a paragraph based on the data you gathered using these key
questions:
1. Was the lesson implemented planned? Describe.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Can you describe the disposition of the teacher after the lesson was taught?
Happy and eager? Satisfied and contented? Disappointed and exhausted?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Can you describe the majority of students’ reactions after the lesson was
taught? Confused? Happy and eager? Contented? No reactions at all.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
REFLECT
Based on your observations and tasks in activity 3.2, how will you prepare
your lesson plan? Make a short paragraph of the topic.

P a g e | 43
Activity Constructive Alignment of the Components of a

3.3 Lesson Plan

OBSERVE
Using the diagram below, fill up the component parts of a lesson plan.
I. Title of the Lesson: _____________________________________________
II. Subject Area: ___________________________________________________
III. Grade Level: ____________________________________________________
Outcomes
Teaching Methods
Assessment

P a g e | 44
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 have you discovered as a result of planning or writing a lesson plan?

What benefit will alignment of the three components provide to the teacher?
-
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________

P a g e | 45
Proof of Learning for activity 3.1-3.3
Present your learning artifacts here for the three (3) activities
Activity 1
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
1. Present a sample curriculum in a form of a Lesson Plan.
Activity 3
1. Present a matrix to show the constructive alignment of the three
components of a lesson plan.
I. Lesson Title: ________________________________________________________

II. Subject Area: _______________________________________________________
III. Grade Level: ________________________________________________________
Lesson Outcomes Teaching Methods Evaluation

P a g e | 46
Episode 3. Activity 3.1 – 3.3 – Close Encounter with the School Curriculum
Name of FS Student _________________________ Date Submitted:___________

Needs
1
Observation answered/acco answered/accompli answered/accompli answered/accompli
Sheet mplished. shed. shed. shed.
spelling are free
from error.

learning
outcome

deadline deadline

P a g e | 47
COMMENT/S Rating:
transmutation)

Score 20 19-18 17 16 15 14 13- 11 10 9-8 7-below
12
Grade 1.0 1.25 1.5 1.75 2.00 2.225 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
Below
__________________________________ _________________
Signature of FS Teacher above Printed Name Date

P a g e | 48
FIELD LEARNING GETTING READY TO TEACH AND

STUDY 1 EPISODE LEARN
FS 1 4
Overview
This episode focuses on the principles of learning that must be followed in
order to provide high-quality instruction. Also, an effective instrument for pre-
service and practicing teachers to understand fundamental pedagogical
principles, process and practices that are based on learner-centeredness and
other educational psychologies, and how they apply to the delivery of teaching
and learning in today’s educational environment. It also focuses on the intended
learning outcomes which must be SMART (Specific, Measurable, Attainable,
Realistic and Time-bound) and must be formulated in accordance with the time-
tested principles. It also determines the Resource Teacher's teaching method,
which is the practical application of an approach (inductive or deductive).

• identify the teaching method used by my Resource Teachers;

• distinguish between deductive (direct) and inductive (indirect) method of teaching;
• identify whether or not the targeted learning outcomes were met;
• determine the guiding concepts for teaching lesson objectives and learning
outcomes;
• identify the teaching-learning practices that apply to or violate the teaching and
learning principles;
• differentiate the teaching methods; and
• judge if lesson objectives/intended learning outcomes are SMART.
These are the time-tested principles of teaching and Learning:

1. Setting clear goals and learning outcomes is the first step toward effective
learning.
2. Learning is an active process. “what I hear, I forget; what I see, I remember;

what I do, I understand.”
3. Learning is the process of discovering the personal significance of ideas.

Students are given the opportunity to apply what they've learned to other
concepts, real-world and situations, and their own lives.
4. Learning is a process that involves cooperation and collaboration.

P a g e | 49
A teaching method consists of systematic and orderly steps in the teaching-

learning process. It is the practical realization or application of approach. All
methods of teaching can be classified either as deductive (direct) or in deductive
(indirect).
Deductive learning refers to a method of teaching that may be more
suitable in introductory level courses who need a clear foundation from which to
begin with a new language item. Learners who are accustomed to a more
traditional approach to learning and therefore lack the training to find rules
themselves may struggle with this method.
Inductive learning, also known as discovery learning, is a process where
the learner discovers rules by observing examples.
Deductive: Begin with a rule, generation, abstraction and ends with
concrete, experience, details and examples.
Inductive: Begins with the concrete, experience, details, examples and
ends with a rule, generalization, abstraction.
Deductive: Begin with a rule, generation, abstraction and ends with

concrete, experience, details and examples.
Inductive: Begins with the concrete, experience, details, examples and

ends with a rule, generalization, abstraction.
OBSERVE:
Activity Identifying the teaching method used by my

4.1 Resource Teachers.
My Learning Activities
Observe how the Resource Teacher began, developed and ended his/her
lesson. (Add or paste pictures as evidence.)
How does the teacher start his/her lesson?

P a g e | 50
Development of his/her lesson
How does the teacher end his/her lesson?
ANALYZE
1. Did the Teachers use the deductive or inductive method? prove your
answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. In which teaching method were students more involved in the teaching-learning

process?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Which method had greater demand from the teacher in terms of questioning
and organizing skills? Why?

P a g e | 51
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. Was there an instance when the teacher taught the lesson

deductively/inductively when it could have been better if she taught
inductively/deductively? Explain your answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
• Demonstrating an Understanding of Research of Research-Based

Knowledge Principles of the Teaching and Learning
5. What principles of learning were most applied? Least applied?
Most Applied:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Least Applied:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
REFLECT
Which of the Learning Principles do you consider to be the most important?

Why? Prove your answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

P a g e | 52
My Proof of Learning
Post proofs of learning that you were able to gain in this episode.

P a g e | 53
Episode 3. Activity 4.1 Identifying the teaching method used by my Resource

Teachers.
Name of FS Student _________________________ Date Submitted:___________


Needs
1
spelling are free
from error.

learning
outcome

deadline deadline

P a g e | 54
COMMENT/S Rating:
transmutation)

Score 20 19-18 17 16 15 14 13- 11 10 9-8 7-below
12
Grade 1.0 1.25 1.5 1.75 2.00 2.225 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
Below
__________________________________ _________________

P a g e | 55
FIELD LEARNING Assessment FOR Learning,

STUDY 1 EPISODE Assessment OF Learning and
FS 1 5 Assessment AS Learning
Overview
Assessment FOR learning, Assessment AS learning, and Assessment OF
learning are all discussed in this episode. Using prepositions has such a
significant impact. They have a significant impact on evaluation. There are three
types of assessments: Assessment FOR learning, Assessment AS learning, and
Assessment OF learning. You learned these in your Assessment subjects. You
learned them in your Assessment subjects. You will see how they are used in the
teaching-learning process in this episode.
We can explore about assessment FOR learning, assessment OF learning,
and assessment AS learning in an assessment lesson.
The emphasis of this episode will also be on assessment FOR learning as
well as assessment AS learning. FORMATIVE ASSESSMENT refers to assessment
for learning, whereas SUMMATIVE ASSESSMENT refers to assessment for
learning.
• Identify between the three types of assessment; and
• Cite some examples of these types of assessments.
Learning Essentials
1. The word "for" in assessment FOR learning emphasizes that the purpose of
the assessment is to improve and ensure learning. This is known as formative
assessment, or assessment done while a teacher is in the process of making a
student learn. It ensures that students are learning while the teacher is teaching.
2. Assessment AS learning is associated with self-assessment. Assessment,
as the term implies, is already a type of learning for the learners.
3. Assessment FOR learning is another term for formative assessment.
Assessment FOR learning implies that we conduct assessments to ensure that
students learn.
4. Assessment OF Learning is usually given at the end of a unit, grading period
or term like a semester. It is meant to assess learning for grading purposes, thus
the term Assessment OF Learning.
5. If we identify that the learners have not understood the prerequisite
knowledge and skills, we will reteach them until the learners have mastered them.
This is referred to as FORMATIVE assessment, or assessment that occurs while
the learners are being FORMED or taught. It's a form of assessment that happens
in the middle of a lesson.

P a g e | 56
OBSERVE:
Activity Observing Various Assessment

6.1

Assessment FOR Learning Assessment AS Learning Assessment OF Learning
Observe instructor /teacher Observe instructor / teacher Observe

activities that show and student activities that instructor/teacher
assessment FOR learning show assessment AS activities that show
and write about them. learning and write about assessment OF learning
(Assessment while teacher them. ( Self-Assessment) and write about them. (
teaches. Conduct of pretest Assessment at the end of
and posttest are included) Teaching)
___________________________ ____________________________ _______________________

___________________________ ____________________________ _______________________
___________________________ ____________________________ _______________________
___________________________ ____________________________ _______________________
___________________________ ____________________________ _______________________
___________________________ ____________________________ _______________________
___________________________ ____________________________ _______________________
___________________________ ____________________________ _______________________
___________________________ ____________________________ _______________________
___________________________ ____________________________ _______________________
___________________________ ____________________________ _______________________
___________________________ ____________________________ _______________________
___________________________ ____________________________ _______________________
___________________________ ____________________________ _______________________
___________________________ ____________________________ _______________________
___________________________ ____________________________ _______________________
___________________________ ____________________________ _______________________
___________________________ ____________________________ _______________________

P a g e | 57
ANALYZE
1. Should teacher record result of FORMATIVE Assessment for grading

purposes? Why or Why not?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. What FORMATIVE Assessment practice worked, Based on your observation.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Which Assessment was/were least observed / not observed?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. Which of the Assessment were observed to have been practiced?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
5. based on your observations, to what extent is Assessment AS Learning (self

assessment) practiced compared to Assessment FOR (formative) and OF Learning
(summative)?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
6. Did you observe assessment practices for the three forms of assessment?
Explain your answer.

P a g e | 58
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
REFLECT
Write your reflections on the following.

1. Did you enjoy/like assessment as a student? Do students enjoy being
assessed? Why or Why not.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________.
2. What can you do to eliminate students’ fear of assessments? Can frequent
formative assessment (FORMATIVE Assessment) reduce if not eliminate fear
assessment?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________.

P a g e | 59

P a g e | 60
Episode 3. Activity 6.1 Observing various assessment

Needs
1
spelling are free
from error.

learning
outcome

deadline deadline

P a g e | 61
COMMENT/S Rating:
transmutation)

Score 20 19-18 17 16 15 14 13- 11 10 9-8 7-below
12
Grade 1.0 1.25 1.5 1.75 2.00 2.225 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
Below
__________________________________ _________________

P a g e | 62
FIELD LEARNING
STUDY 1 EPISODE On Teacher’s Philosophy of Education
FS 1 6
Overview
What is your philosophy of education? You must have a clear
understanding of your strong belief or philosophy of education because you will
be a teacher. Your teaching and learning will be guided by your philosophy. This
part will go over some of the basic philosophies that will be useful to you as a
future teacher.
Only Essentialism, Perennialism, Progressivism, Existentialism,
Behaviorism, Linguistic Philosophy, and Constructivism will be discussed in this
Learning Episode.

• identify one’s philosophy of teaching in education;
• gather information on the philosophy of education of experienced teachers;
and;
• clarify how these philosophies are being put into practice.
Recall the Learning Essentials
One should have a philosophy of education as a teacher. A philosophy is a
set of beliefs that are put into practice. A philosophy will direct your teaching in
terms of what you teach, how you teach, and why you teach, among other things.
Different philosophers passed down various schools of thought or philosophies to
us. However, as the world has progressed, new philosophies have emerged.
Philosophy of Education
Idealism – focuses on a subject-matter curriculum emphasizing the great
ideas of the culture. You must ponder ideas to make them whole (Ornstein, 2003,
p. 99).
Essentialism - Essentialists believe that there is a universal pool of
knowledge needed by all students. The fundamentals of teaching are the basis of
the curriculum: math, science, history, foreign language, and English. Vocational
classes are not seen as a necessary part of educational training. Classrooms are
formal, teacher-centered, and students are passive learners. Evaluations are
predominately through testing, and there are few, if any, projects or portfolios.
These instructors easily accept the No Child Left-Behind Act because test scores
are the main form of evaluation (Foundations of Education, pg. 1).
Perennialism - Perennialists are instructors who feel that the knowledge
that has been passed through the ages should be continued as the basis of the
curriculum, like the classic works of Plato and Einstein. Perennialists base their
teachings on reason, logic, and analytical thought. Only information that stood
the test of time is relevant. They do not illicit student input. The classes most
likely to be considered under this approach would be history, science, math, and
religion classes (Educational Philosophies in the Classroom, pg.1).

P a g e | 63
Progressivism - This is a student-centered form of instruction where

students follow the scientific method of questioning and searching for the answer.
Evaluations include projects and portfolios. Current events are used to keep
students interested in the required subject matter. Students are active learners
as opposed to passive learners. The teacher is a facilitator rather than the center
of the educational process. Student input is encouraged, and students are asked
to find their interpretation of the answer (Educational Philosophies in the
classroom, pg.1).
Existentialism - Classroom dialogue stimulates awareness – each person
creates an awareness gleaned from discussion and encourages deep personal
reflection on his or her convictions (Ornstein, 2003, p. 108).
Behaviorism- Behavior is shape 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.
Constructivism - Learners are capable of constructing knowledge and
meaning; teaching-learning therefor is constructing knowledge and meaning;
teacher does not just “tell” or dictate but asks learners for knowledge they
construct and meaning of lesson.

P a g e | 64
ACTIVITY 6.1 On Teacher’s Philosophy of Education
OBSERVE:

Visit a teacher in a school and observe what school/classroom activities

reflect his/her philosophy of education while she is teaching. Identify and
describe teacher’s action or behavior and match each with the identified
educational philosophy.
1. Observe actions of a teacher who is a progressivist:

______________________________________________________________________________
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2. Observe actions of a teacher who is behaviorist:

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P a g e | 65
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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ANALYZE
1. What philosophy, if any, should schools and teachers focus on, and why?
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REFLECT
Write your reflections on the following.

1. Based on your concrete experience and actions of the teacher you have
observe, how important is your philosophy of education to your future career as
a teacher?
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P a g e | 66
2. How would your experience and observations contribute to your becoming

a teacher?
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________________________________________________.
3. What is your teaching philosophy? This expresses your beliefs about what
you should teach, how you should educate, and how you should interact with
others at school?
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P a g e | 67

P a g e | 68
REFERENCES
Books
Agno, Lydia N., (2009): Principles of Teaching 1. Quezon City: C & E Publishing
Inc.
Lucas, M. R,; Corpuz B. (2014). Facilitating Learning: A metacognitive Approach
(4th ed.) Philippines; Lorimar Publishing Inc.
Lucas, Maria Rita D., et. al. (2020). Field Study 1: Observations of Teaching-
Learning in Actual School Environment. Philippines; Lorimar Publishing Inc.
Leus, Marcela J. and Guzman, Estafania. (2019): Field Study 1. Philippines:
Adriana Publishing Company.
Internet Resources
The Glossary of Education Reform by Great Schools Partnership is licensed
under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0
International License.
https://www.edglossary.org/curriculum/8.12.2015
https://teach.com/what/teachers-know/learning-styles/
https://nursekey.com/developmental-stages-of-the-learner/
https://carla.umn.edu/maxsa/documents/LearningStyleSurvey_MAXSA_IG.pdf
http://www.educationplanner.org/students/self-assessments/learning-styles-
quiz.shtml?event=results&A=9&V=8&T=3
https://cft.vanderbilt.edu/guides-sub-pages/learning-styles-preferences/

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Page |1

NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY

Dr. Theresa L. Castro

Field Study 1: Observation and Participation

FIELD STUDY 1 - OBSERVATIONS OF TEACHING-LEARNING IN

SPECIFIC GUIDELINES FOR FIELD STUDY STUDENTS

This set of guidelines will help pre-service students in the successful

Field Study 1: Observation and Participation

8. FSS shall always check posted reminders and instructions by FS Teachers

Field Study 1: Observation and Participation

A. LEARNERS CHARACTERISTICS AND DEVELOPMENT

a) Development and Learning proceed at varying rates from child to

Field Study 1: Observation and Participation

mastery and also when they have many opportunities to practice

More realistic and objective

COGNITIVE CHARACTERISTICS OF MIDDLE CHILDHOOD (AGES 6-12

Increased capacity to self-regulate emotional

Field Study 1: Observation and Participation

EVIDENCES OF COGNITIVE ABILITIES FOR LEARNERS IN ELEMENTARY

Grade Observed: Subject Matter:

Develop logical and thinking skills

Look for specific information

Able to compare objects and events

Learn best when they are actively involved

Field Study 1: Observation and Participation

Understands seriousness and consequences of

Able to read and write and are skillful by the

Classify objects in a variety of ways.

Grade Observed: Subject Matter:

Reasons by logic and understands scientific

Hypothesize what possibilities might arise.

Execute mental processes using symbols that do

Capable of comprehending, appreciating, and

Organize and categorize symbols, statements,

Field Study 1: Observation and Participation

2. Does age affect the learning of the student? Why?

3. Can you explain why a student learns in a different way?

Field Study 1: Observation and Participation

B. LEARNERS LEARNING STYLES

Recall of the Learning Essentials

1. Visual Learning Style

Kinesthetic style is learning by doing. You learn in this manner whenever

3. Auditory Learning Style

Auditory style is learning by hearing. This type of learning is helpful in the

Field Study 1: Observation and Participation

B. Theory of Multiple Theory of Multiple Intelligences

Another theory of learning style is the theory of Multiple Theory of Multiple

• Visual-Spatial — The ability to conceptualize and manipulate large-scale

Regardless of the differences in categories, the fundamental idea behind

Field Study 1: Observation and Participation

To realize the intended outcome, you are to:

Grade Observed: Subject Matter:

Field Study 1: Observation and Participation

3. Draw graphs or scribe group notes.

If a learner answered mostly “a”, he/she is primarily a kinesthetic learner.

Field Study 1: Observation and Participation

1. What will you recommend as a future teacher to help your students

Field Study 1: Observation and Participation

Field Study 1: Observation and Participation

RUBRIC TO EVALUATE PERFORMANCE TASK

Episode 1. Activity 1.2 - Observing Learners’ Learning Style

Year and Section: ___________________________ Course: ____________________

Learning Excellent Very Satisfactory SatisfactoryNeeds

Year and Section: _______ Course:

Resource Teacher: _________________ Teacher’s Signature: _

Name of Teacher: ___________ Grade handled _

Name of FS Student _______________ Date Submitted: _

Resource Teacher: _________________ Teacher’s Signature: _

Name of FS Student _______________ Date Submitted: _

Year and Section: _______ Course:

Resource Teacher: _________________ Teacher’s Signature: _

Name of FS Student _______________ Date Submitted: _

Year and Section: _______ Course: