FS401 Medilo

Republic of the Philippines
SULTAN KUDARAT STATE UNIVERSITY

College of Teacher Education
ACCESS Campus, EJC Montilla, Tacurong
FS 401 PORTFOLIO
Observation of Teaching-Learning with actual School Environment
First Semester, Academic Year 2022-2023
BAMBAD NATIONAL HIGH SCHOOL

Cooperating School
SHINY BABES P. MEDILO

Pre-Service Teacher
SUBMITTED TO:
PRACTICUM SUPERVISOR
Shiny Babes P. Medilo FS 401 Portfolio 2
TABLE OF CONTENTS
Page
PART I: PRELIMINARIES
Title Page 1
Table of Contents 2
Acknowledgment 3
Introduction 4
PART II: FS STUDENT BIOGRAPHY

Autobiography 5
Beliefs in Teaching and Learning (Pre and Post) 6
PART III: WORKSHEETS AND REFLECTION COMPILATIONS

Learning Episode 1 7
PART V: Documentation/Appendices
Pictures 115
ACKNOWLEDGEMENT
First and foremost, all praises to God in the highest, for his unending love and guidance
throughout the whole time of this field study journey. For giving me the confidence, knowledge,
wisdom, patience, will, inspiration, and good health that enabled me to create this portfolio.
I would like to thank all the people who helped and contributed in some way to the work
described in this Field Study 2. I want to extend the gratitude to the following:
To the supervisors assigned in Bambad National High School from the Sultan Kudarat State
University-College of Teacher Education, Ma’am Karen Talindong and Ma’am Gloria De
Ramos for sharing their vast knowledge, support, motivation, and time in responding to our
questions. Their kind and helpful demeanor aided me in completing my portfolio with
enthusiasm.
To the cooperating school, Bambad National High School faculty and staff, headed
by their active secondary school principal, sir Abas S. Dollente for the warm welcome. It was a
great opportunity again to be trained and educated by your institution. I am very grateful for all
the support and accommodation you have given me.
To my cooperating teacher, Mr. Kinneth Kim D. Balano, for always being there for me when
I needed him. His help and support are extremely valuable to throughout the whole time of my
field study. It was a privilege to work under his guidance and most especially for imparting his
knowledge to make this journey possible deserves applause.
To my dear parents, MR.AND MRS. PRESILIO P. MEDILO I would like to thank

you for your love, prayers and above all your sacrifices for supporting me in reaching my
dreams.
To my dear friends and family, I would like to extend my deepest gratitude for the
moral, spiritual, and financial support that led to the completion of this field study portfolio. I am
hoping that you’ll continue to support me to attain success in the future.
INTRODUCTION
It is said that education is the gate and the key of everything. Being ignorant doesn’t
mean you’re nothing; remember that there is always a chance to learn. Learning always existing,
it’s up to you on how you’re going to apply everything. There are times that most knowledgeable
person will lose in a bottle against those uneducated one, maybe because they are very confident
that their learning is more than enough to win the battle but they forgot to use it in a good way,
and in a fair way.
Because of the challenges that are happening n our lives today, everyone is aiming to
become educated, to know everything and become updated with all the things. Not all may grant
the thing that they wanted to become but by the great courage and wisdom they can surpass and
pursue what they really wanted to be. Educators have that great contribution in the success of
everyone for they are foundation of the knowledge that they are using in the daily lives.
AUTOBIOGRAPHY
“For I know the Plans I have for you, Declares the Lord. Plans to prosper you and not to
harm you, Plans to give you hope and a Future” the FS Student life’s verse. She was born
on November 27, 2001 at Prk. Katilingban, Busok, Bagumbayan, Sultan Kudarat. She is
the third child of Mr. Presilio P. Medilo and Mrs. Lorilly P. Medilo. She was named
Shiny Babes P. Medilo. Her childhood memories where surrounded with happy
memories with her family.
She had first learned ABC and how to write her name with the help and guidance of her
beloved mother. She finished her pre-school at Sewod Daycare Center. She is the type of
girl who you didn’t want to mess up with. She wants things always organized. She hates
standing in front of the crowd. She didn’t want to get attention and most of all she hates
reciting in the class.
During her elementary days, she enrolled at Sewod Elementary School, Senator Ninoy
Aquino, Sultan Kudarat. During her elementary days she had created happy and
meaningful life. Even without flying colors, she graduated her elementary with lots of
learning and knowledge to bring on her next journey as student.
After graduating in elementary, she took up her Junior High School at Sewod National
High School where she met her true friends. She really enjoyed her junior high school
days with her classmates and friends. After finishing her Junior High School she decided
to pursue her Senior High School Education at Busok National High School. Then she
took up General Academic strand and was awarded with honors batch 2018-2019. Her
Senior High School years gave her great experienced with her instructor, classmates,
friends and her loving parents.
After finishing her senior high school , she decided to continue her tertiary
education at Sultan Kudarat State University-ACESS Campus and took up Bachelor of
Physical Education Throughout the years of schooling at the institution, she had gained
so many experienced and learning that she believed could help her in the future. Her
ambition in life is to achieve her goals and be successful in the near future.
BELIEFS IN TEACHING AND LEARNING (PRE AND POST)
Being a teacher is a noble profession. It is a job that your heart should love; in teaching young
children, doing a ton of paper works, taking care of your students and the school itself. A teacher
should always step and walk in the school with courage and passion to continue the job that its
heart choose.
Before, I thought that the role of a teacher only ends at the four corners of the classroom. I
thought that teachers only gives the lessons to its students and leave the school. But through this
field study I realized that teachers work to build a future, successful and respectful individuals. It
is a job that carries a big responsibility in making a beautiful community; a community of good
professionals. Teachers help the students to grow and discover themselves; their talents and
where they are good. Teachers are the one who encourage and pursue their students to get out in
their comfort zone and to be somebody. They direct the students to follow the path where they
become successful in the future.
Teachers and we future teachers must believe that we have something to do, this is to build,
create and form a good young individuals. We are one of the instruments that help them engage
in the school activities and in the community.
LEARNING
FIELD STUDY 1 EPISODE
The School Environment
FS 1 1
SPARK Your Interest
This episode 1 provides an opportunity for students to examine and reflect on a school
environment that promotes learning and development.
TARGET Your Intended Learning Outcome
 At the end of this episode, I must be able to determine the characteristics of a school
environment that is safe, secure, and is supportive of learning (PPST 2.1.1).
REVISIT the Learning Essentials
1. A physical environment conducive for learning is one that has consistent practices that:
 Keep the school safe, clean, orderly and free from distraction;
 Maintain facilities that provide challenging activities; and
 Address the physical, social, and psychological needs of the students.
2. Display boards can be powerful in communicating information about the learning

environment. They help in building and establishing the school culture. Those boards
become one way for everyone to learn about the vision-mission, goals, and values that the
school upholds.
3. As a basic part of the school’s visual environment, display boards have for general
purposes:
 Decorative- they offer visual stimulation and appeal to aesthetics. They set the social
and psychological atmosphere of the school.
 Motivational - they encourage students to perform better and have greater confidence.
An example would be the display of students’ outputs that show that each output is
recognized and valued. The bulletin boards help celebrate the learners’ growth and
progress.
 Informational - they are used as a strategy to readily disseminate information.
 Instrumental - they move students to respond and participate through interactive
displays. They get students to think about and communicate their learning.
4. The set of criteria for evaluating bulletin board displays includes effective
communication, attractiveness, balance, unity, interactivity, legibility, correctness, and
durability.
OBSERVE, ANALYZE, REFLECT
Activity 1.1 Exploring the School Campus
Resource Teacher: Kinneth Kim D. Balano Teachers Signature: ___________
School: Bambad National High School Grade/Year Level: 9 Date:
To realize the Intended Learning Outcome, work my way through these steps:
1. Visit a school, look into facilities and support learning areas in the campus, then in the
classroom.
2. Observe and use the checklist as you move around the school premises.
3. Analyze your gathered data about the school environment.
4. Reflect on the characteristics of a school environment that promotes learning.
5. Present your idea of a good school environment through any of these:
a) Descriptive paragraph b) Photo essay
c) Sketch or drawing d) Poem, song or rap
OBSERVE
As you move around the campus, observations forms are provided for you to document
your observations. It is advised that you read the entire worksheet before proceeding to the
school site. A good understanding of the activities and tasks to be accomplished in the activity
sheets will yield better learning results.
SCHOOL FACILITIES OBSERVATION CHECKLIST
Familiarize yourself with the different areas and facilities of the school. Check the
column to indicate their availability. Give a brief description of those that are available, and say
how each will contribute to the students learning and development.
Will it contribute to the students

Facilities / Description
learning and development? Why?
The office of the principal had a

Yes, having principal office could
warm ambiance. In outside you
contribute to the student's learning
can see a very creative designs
Office of the by guiding the established
/ to your attention. The office is
Principal curriculum and education goals,
located between the school
providing what students need to
clinic and office of the prefect
know or posses.
of discipline.
Library / . This is one of the important

facilities a school could have. It will
The school library is located on make a significant contribution to
the first floor of senior high the students learning, as they can
school, next to the science read different books and do research
laboratory. It has a lot of in them instead of using cellphones.
different books that are well
organized and other learning
resources to use for research
and other references.
The room is clean, well-

Yes, because this room is important
Counseling organized and have privacy for
/ for those students who has concern
Room the students who needs
or problem that need to be settled.
counseling.
The foods they sell can help

It has three different canteens students eat nutritious and healthy
located in different areas. They foods so that they won't feel hungry,
Canteen/
/ sell different foods to eat and which can help them stay focused
Cafeteria
drinks that look clean and during class hours and most
neatly organized. especially to maintain, their good
health.
Medical clinic is one of the

The clinic is located near the
important facilities a school should
principal's office. It has a
Medical have. It will help students in case of
/ medical kit and equipment that
Clinic emergencies, and at the same time,
can be used during
having a school clinic can check and
emergencies.
maintain students health.
Audio
Visual/Learni
X N/A
ng Resource
Center
The science laboratory will make a

The laboratory have different
significant contribution to the
apparatus and equipments to be
Science students learning by helping them
/ used during experiments. The
Laboratory discover and understand various
room itself looks organized and
aspects of science, especially during
we'll ventilate.
their experiment class.
The school gymnasium will make

significant contribution to the
The gymnasium is in front of students as it serves as a place to
the junior high building, is not celebrate every important school
too wide, and is an open-air events. It's where a place where
Gymnasium / kind of gymnasium. The stage every students can build friendship
itself is artistic. It has a and learn how to socialize with
basketball ring where students others.
can play games during their free
time.
Auditorium X N/A
Outdoor/ / They only have flower gardens The flower gardens with various
Garden with various types of plants, plants and recycled material
and some of these are decorated decorations, such as plastic bottle
with recycled materials, like flowers in front of specific
classrooms, can enhance students'

learning by creating a visually
flower made of plastic bottles.
appealing and eco-friendly
The garden are well maintained
environment that promotes
and looks beautiful.
creativity and environmental
awareness.
Home
Economics X N/A
Room
It has a complete materials and

Yes, it helps them improve their
Industrial tools provided for students
skills and to be knowledgeable,
Workshop / specifically to the senior high
especially for those who get this
Area students whose track is
automotive strand.
automotive.
PTA Office X N/A
Yes, it's a place where they can get

Comfort The comfort room of the boys
help and support to learn how to
Room for / are not too clean and not well
take care of themselves and work on
Boys maintained
their personal problems.
Yes, it offers a safe place where

Comfort The comfort room of the girls
girls can use self-help techniques
Room for / are not too clean, well
while getting help with their
Girls maintained and not hygienic
personal needs.
It will contribute to students by

It is wide, clean and serve as a providing them with time to play
Playground / place where some students with their peers. Through this, they
engage in various activities. can build good relationships and
learn how to socialized with others.
The ICT is located on the shs Having an ICT room is important

building second floor. The because it allow students, especially
ICT Room room wide and well equipped those in senior high school taking
with computers and other ICT tracks/strand, to develop their
technology. technology related skills.
The school has 6 washing areas

Yes, having washing areas,
and It can be found in any
especially in schools, help students
Washing corner of the campus and before
/ to learn how to maintain their health
Area entering the school gate
by simply washing their hands to
providing convenient access for
avoid bacteria.
students and staff.
An Observation Guide for the CLASSROOM VISIT

Read the following statements carefully. Then write your observation report on the space
provided.
Guide Question Classroom Observation Report
The Bambad National High School is located beside an

1. Describe the community elementary school along the national highway. They are
or neighborhood where surrounded by houses, specifically the store in front outside
the school is found. the campus, which serves as their neighborhood.
The school has many trees and planted flowers, making the
2. Describe the school campus cleaner and more beautiful. They also use colorful
campus. What colors do
you see? What is the painted plastic materials to make it more appealing. When it
condition of the comes to the buildings, I've noticed that some are in almost-
buildings? operational condition.
TThe offices have a good ambiance, and the outside features a

beautiful garden decorated with various materials, such as
3. Pass by the offices. What flowers made from plastic bottles, which make the office more
impression do you have beautiful.
of these offices?
4. Walk through the school As I walk around the school, I observe the various facilities
halls, the library, and the necessary for the learners, and I notice that most of these areas
cafeteria. Look around are clean, organized, and very creative.
and find out the other
facilities that the school
has.

School: Bambad National High School Grade/Year Level: 9 Date:
1. Look at the walls of the classroom. What are posted on the walls? What “I entered
heroes, religious figures, lessons, visual aids, announcements, do you the
see posted? classroom
with the
I noticed that every classroom doesn't have any posters on the walls,
conviction
specifically those featuring heroes, religious figures, lessons, visual
aids, or announcements. This is due to DepEd Order No. 21, which that it was
removed all classroom designs and displays. crucial for
2. Examine how the pieces of furniture are arranged. Where is the teachers me and
table located? How are the tables and chairs/desks arranged? every other
student to
The teacher's table is located in front of the learners' chairs. As I be an
observed, the arrangement is good for the students to learn. active
3. What learning materials/equipment are present? participant,
not a
I noticed that the learning materials/equipment in the classroom only
passive
consist of a Smart TV placed at the front and center of the blackboard.
consumer.
Learning is
4. Observe the students. How many are occupying one room?
a place
I observed two different classrooms with different sections. The first where
one occupied 48 students in one room, while the other one occupied paradise
can be
5. Is the room well-lit and well-ventilated? created.”
As I've noticed, the classrooms are not too well-lit and well-ventilated.
When you enter the classroom, you can see that the space is not too
wide, and the ceiling fan they have can't provide sufficient air -Bell
circulation to keep students comfortable and relaxed. Hooks,
Teaching
to
Transgress
. NY:
Routledge,
1994.
An Observation Guide for the CLASSROOM VISIT

T
h
Shiny Babes P. Medilo FS 401 Portfolio 13 e
b
Be guided by these tasks as you do your observation. Then accomplish the matrix to record your r
data. e
a
CLASROOM FACILITIES MATRIX k
i
Description n
Classroom Facilities g
(Location, number, arrangement, condition)
d
The classroom does not have wall displays due to DepEd Order o
1. Wall Display 21, which removes classroom decorations and displays. w
n
There is only one teachers table located in front of the students,
2. Teacher’s Table o
and it has a clean and simple look.
f
There are 48 desk- chairs arranged in two columns with 5 rows
i
3. Learner’s Desks each. The desks are in good condition and can be still be used. n
f
It is located in front of the students. The condition is good but o
there's some old glue left from decorations making them look r
4. Blackboard not clean. m
a
t
i
There's a smart TV in front of the students, above the o
blackboard. It's working well, but it might be too small for n
5. Learning Materials/
Visual Aids everyone to see, especially if the words on the screen are very
m
small. a
t
They have only one comfort room located on the left side of the e
6. Comfort Room room. r
i
a
7. Reading Area N/A l
s
N/A
8. Personal Care & i
Grooming/Health Area n
t
9. Art Area N/A
10. Numeracy Area N/A
11. Drama Room N/A
N/A
12. Audiovisual Area
Write your observations report here.
Name of the School Observed: Bambad National High School
Location of the school: Bambad, Isulan Sultan Kudarat
Date of Visit: September 26, 2023
MY OBSERVATION
As I entered the school, I noticed that the campus was clean and had many tables and chairs
placed under the trees. The flower gardens in front of classrooms and offices added to the
campus's charm. As for the classrooms, they didn't have much space inside, but they could
accommodate the entire class. They looked plain and didn't have any posters or decorations on
the walls. The equipment they used, like televisions, wasn't too large.
The overall school appearance was excellent. They are approachable and well-equipped in terms
of teachers, faculties, and amenities. The facilities both on the outside and inside of the campus
were also examined, and they accommodate individuals with special needs.
During class observation, I noticed that students in different sections had different
behaviors.There are students in the class that are very participative when it comes to answering
the teachers question and one thing that I amazed is that almost of the boys are very participative
compare to the girls. However, there also some who weren't paying attention or participating in
the class. Some students were noisy, others were sleeping, and a few were busy with their own
activities.
ANALYZE
How do the school campus and the classroom in particular impact the learning of
the students going to school? What are your conclusions?
- The campus appears clean and peaceful, and the classrooms don't have any posters on the
walls. This helps students stay focused and motivated to learn because the environment is
pleasant and comfortable.
How does this relate to your knowledge of child and adolescent development?
- Classrooms at the institution are especially important for students' growth and learning because
they spend most of their time there. These classrooms play a significant role in shaping their
development and educational journey.
How does this relate to your knowledge of facilitating learning?

- This relates to my knowledge of facilitating learning because, as a learning facilitator, I need to

align with the school's mission and vision. My commitment is to put in my best effort to ensure
the teaching and learning process is successful.
REFLECT
1. Would you like to teach in the school environment you just observed?
Why? Why not?
- Yes, because the school environment, especially the educators, motivate me to explore and
experience more about the real-life role of being a teacher. Watching how teachers handle
students and various situations inspires me to serve and educate students.
2. What kind of school campus is conducive to learning?

- I believe a conducive learning environment is one that is welcoming and provides a relaxed
atmosphere for students to acquire knowledge. The surroundings should be clean and
peaceful.
3. What kind of classroom is conducive to learning?

- A conducive classroom is clean, comfortable, and equipped with amenities like comfortable
chairs and working ceiling fans to ensure students' comfort. It should have all the necessary
materials and equipment that significantly contribute to students' learning. Most importantly,
it should have a teacher who is not only a professional but also passionate about teaching.
4. In the future, how can you accomplish your answer in number 3?

- To accomplish what I mentioned in number 3, I will focus on understanding my students'
needs while maintaining discipline in the classroom. I'll stay motivated to educate my students
so they can become better versions of themselves and make positive contributions to society.
5. Write your additional learning and insights here.
- As a future educator, I've noticed that the learning environment affects students views about
learning. So, having a clean and relaxing school environment and classrooms will significantly
enhance students learning. It will help them stay focused, motivated, and develop into positive,
motivated, and develop into positive individuals as they pursue their education.
Activity 1.2 Observing bulletin board displays

School: Bambad National High School Grade/Year Level: 9 Date: _______
Subject Area: P.E
The display board, or what we are commonly refer to as bulletin board, is one of the most
readily available and versatile learning resources.
To achieve the Intended Learning Outcomes, work your way through these steps: 1.
Examine for bulletin board displays. Include samples of those found at the entrance, lobby,
hallways and classrooms. 2. Pick one and evaluate the display. 3. Propose enhancements to make
the display more effective.
OBSERVE
As you look around and examine board displays, use the observation guide and forms
provided for you to document your observations.
An observation Guide for BOARD DISPLAYS
Read the following carefully before you observe.
1. Go around the school and examine the board displays. How many board displays do
you see?
- The school has 14 bulletin boards displaying various contents and details.
2. Where are the display boards found? Are they in places where target viewers can see
them?
- The board display is located on the left side near the entrance gate, and some of them
may not be immediately visible to the viewers.
3. What is the display about? What key message do they convey? What images and color
do see? How are the pieces of information and images arranged?
- It's all about important announcements and information that students need to know
and follow. These messages provide information and reminders to students about the
announcement, following activities, even on maintaining students health and etc. The
display use simple colors to keep it clean and clear, and its well-organized and
balanced.
4. What are the displays about? What key messages do they convey? What images and
colors do you see? How are the pieces of information and images arranged?
- It's all about important announcements and information that students need to know and
follow. The messages provides about, announcement, following activities, even on
maintaining students health and others. The display use simple colors to keep it clean, clear
and it's well-organized and balanced.
5. What materials were used in making the displays? Is border used?
- The board display are of tarpaulin type, and they also use some printed bond paper, which
they staple to the board.
6. Do you notice some errors? (Misspelled words, grammar inconsistencies and the like)
- I haven't seen any typos or mistakes in the bulletin displays.

7. Is the message clear and easily understood?
- Yes, they use simple language to make it easily understandable for the target viewers.
They don't incorporate too many designs so that the readers can easily focus on the provided
message
8. Think about what got your attention. Why did it get you attention?
- The simple and clean appearance caught my attention, and it's well- balanced and
organized structure captivates the readers attention.
9. Take a photo of the display boards (if allowed).
Based on the questions on the observation guide, write you observation report:
Observation REPORT
(You may paste pictures of the board displays here.)
From among the board displays that you saw, pick the one that you got most interested in
Evaluate it using the evaluation form below.
BOARD DISPLAYS EVALUATION FORM

Topic of the Board Display
Location of the Board Display in School
Check the column that indicates your rating. Write comments to buck up your
ratings.
4-Outstanding 3-Very Satisfactory 2-Satisfactory 1-Needs Improvement
NI S VS O
Criteria Comments
1 2 3 4
Effective
communication
The message are clear and easily to
It conveys the / understand
message easily and
clearly
Attractiveness
Color and / The arrangement and color are well organized.

arrangement catch
and hold interest.
Balance
Objects are arranged / The display are well balanced and organized
so stability is according to it's different information.
perceived.
Unity
Repeated shapes or The shapes and color used are display together
colors or use of / which make the bulletin simple but clean.
borders display
together.
Interactivity
The style and It looks interactive since all are organized and
approach entice / clear.
learners to be
involved in engage.
Legibility
Letters and It's not very visible, and it can only be seen up
illustration can be / close.
seen from a good
distance.
Correctness
It is free from The words provided are all eror free and I can
grammar errors, / confidently say that they have been checked
misspelled words, and carefully. .
ambiguity.
Durability
It is well-constructed; / The display are not too secure since the majority
items are securely are not glass made.
attached.
Bulletin Board Evaluated by: SHINY BABES P. MEDILO
Location: Bambad National High School
Brief Description of the Bulletin Board:
The bulletin board is colorful and organized, displaying important information in a visually
appealing way. It effectively communicates key messages and grabs attention.
EVALUATION
Strengths Weaknesses
Description of the Bulletin Though the text was readable,

Board Layout it has a problem when you
The use of simple designs see it from a distance since
lends the board clarity and the text were not designed to
simplicity. Which make be read in a distant. I think
information provided is it’s not that big deal, as long
engaging to the viewers . as that it is readable anyway
when you look closer on it.
Evaluation of educational
content, and other aspects
The content itself is simply I’ve noticed that the sizes of
understandable and arranged some text and figures were
perfectly, which help students too small and not readable
understand it clearly. when you’re on distant with
it. On the other, you can
clearly see the information
when look closely on it.
Recommendations or Suggestions for improvement:
The school board display was simple, clear and very informational to the readers. And I can
say that they put a lot of effort to make it good display. However, as I've noticed that the size
of letters and other figures were too small and not readable in distance.I addition to that I think
it much better if you only provide those important details and information. So that the readers
could fouces only tho those important announcement/information.
Signature of evaluator over Printed Name: SHINY BABES P. MEDILO
Based on your suggestions, make your board display lay-out. You may present your output
through any of these:
 A hand-made drawing or layout
 An electronic (computer) drawing/illustration or layout
 A collage
ANALYZE
What do you think was the purpose of the board display?

- The purpose of the board display is to be educate the kind of the most recent memorandum or
updates, and engage them through participation in upcoming school activities.
Did the board display design reflect the likes/interest of its target audience? Why? Why not?
- Yes, I can say that boards overall concept reflect the interest of its students in a way that
directly adds to the progress and interest of kids, instructors, and other school personnel.
Was the language used clear and simple for the target audience to understand? Why? Why not?
- Yes, the language used was clear and simple for the target audience to understand because you
can instantly understand its content just by looking at it.
Did the board display effective? Why? Why not?

Yes, it is effective because learners can stay updated about specific announcements and
intructionss to follow. This will help students to apply what is posted in the school bulletin.
What suggestions can you make?
I think adding more bulletin boards around the campus would be advantageous, as it would help
keep students, teachers and other school personnel informed about school activities and events.
Based on your suggestions, propose an enhanced version of the display board. Use the form
below.
My Proposed Board Display
Theme: Latest update with regards to important announcement, upcoming Activities, and the
memorandum of the school
Board Title: SCHOOL BULLETIN BOARD
Schools Campus Board Bulletin Display
Rationale :( Purpose)
• The inform students, educators and other personnel of important announcements, upcoming
ativities and the school memorandum.
Objectives:
• To informed learners about important school announcements

• To provide students with information about upcoming activities
• To ensure students are aware of school memoranda
Best Features of my proposed bulletin enhancement:
Organized – the information was well arranged. divided into three sections, with one side for
announcement, another for activities and the last is for memorandum.
Attractive – the simplicity of board display makes it more appealing and not distracting to
viewers.
Effective communication - The posted materials is easily understood since it is clear and well-
organized
Content Resources (Name each needed resources and give each a brief description):
• The corkboard is like the main frame that holds everything on the board together.
• Printed Content and labels – this serve as the separator of the objects being used to
categorized its appropriate information.
•Printed Images – to enhance the appearance of the display board and catches the attention of
the viewer.
• Glue, tape, pins and etc. – helps to attach chosen object on bulletin boards.
Materials for aesthetic enhancement:
The following supplies should be employed to improve aesthetics, colorful paper, sticker,
images, decorative tapes and most importantly, glass to make it clean and durable.
REFLECT
1. Name at least five skills that a teacher should have to be able to come up with effective board
displays. Elaborate on why each skill is needed.
Creative - Teachers must be creative when making bulletin boards to engage students. They
should use imaginative designs, especially for important announcements.
- Critical thinking - Teachers should understand where the information comes from and spot
any mistakes when creating a bulletin board display.
- Resourceful - Being resourceful is necessary since purchasing new materials is not good
idea and it helps reduce waste.
- Systematized - Teacher must also be systematic in arranging materials needed.
- Technology literate - Teacher should know how to use different various of technology since
board display need some information or design made in technology.
2. Which of the skills you named in # 1 do you already have? Recall your past experiences in
making board displays. How do you practice these skills?
- Among the five skills mentioned, I believe I am resourceful, and as a future educator, I consider
this skill essential for creating bulletin board displays. It's not only about making our boards look
good and creative but also about inspiring the audience to be resourceful.
3. Which skills do you need to develop? What concrete steps will you take on how you can
improve on or acquire these skills?
- I think being technology literate, honestly, im not very good with technology, even though I
know some basics. That's why I want to become better at using technology, especially since there
are many useful tech tools for education nowadays. To improve my skills, I think I need to focus
on learning about specific types of technology I need to know. It's also important to practice and
get familiar with them so that I can easily get better at using technology.
LINK Theory to Practice
Directions: Read the items given below and encircle the correct answer.
1. With the PPST as guide, an ideal learning environment should have the following
characteristics, EXCEPT ____________.
A. the learning environment promotes fairness
B. is safe and conducive for learning
C. builds many professional linkages
D. establish and maintain consistent standards of learner’s behavior
2. Which facilities are present in a health-promoting school environment?

I. Canteen that sells all kind of food including junk food
II. Comfort rooms common for boys and girl
III. Sanitary drinking fountains
IV. Safe playground
A. II, III and IV C. I and II
B. I, II, III, and IV D. III and IV
3. Which physical school environment supports learning?

A. Availability of flexible classroom furniture
B. Presence of spacious classrooms
C. Prominence of bulletin boards in every building

D. Tall school buildings
4. Examine the bulletin board display. This bulletin board fulfils which primary purpose?
A. Instructional-interactive
B. Informational
C. Motivational
D. Decorative
5. Examine the bulletin board display. This bulletin board fulfills which primary purpose?
A. Instructional-interactive
B. Informational
C. Motivational
D. Decorative
5. Examine the bulletin board display. This bulletin board fulfils which primary purpose?
E. Instructional-interactive
F. Informational, decorative
G. Motivational, decorative
H. Instructional, informational
SHOW Your Learning Artifacts
My Personal Illustration of an Effective School Environment
Let your Creativity Shine!
On the opposite box, present and An effective learning environment is one that is welcoming to
illustration showing your idea of everyone, no matter who you are. Its aim is to make students
an effective school environment better socially for their futures. It is one that has passionate,
through any of these: skilled, and, most importantly, caring educators who not only
A Descriptive Paragraph teach lessons from books but also life lessons, helping students
become better mentally, emotionally, and, most of all, spiritually.
A Photo Essay This environment inspires students to remain motivated in
A Sketch or Drawing pursuing their dreams, no matter what challenges arise. I believe
the most valuable lesson a student can learn in school is to
A poem, song or rap become a good individual, especially to others. Lastly, the school,
specifically classrooms that are clean, relaxing, and well-organized,
significantly contributes to effective student learning.
EVALUATE Performance Task
Evaluate Your Work Task, Field Study 1 – The School as a Learning Environment
Learning Outcome: Determine the characteristics of a school environment that provides social,
psychological, and physical environment supportive of learning.
Name of FS Student: Shiny babes P. Medilo ate Submitted: Oct.09, 2023
Year & Section: 4-A Course: BPE
Very Needs
Learning Excellent Satisfactory
Satisfactory Improvement
Episode 4 2
3 1
All observation One (1) to two Three (3) Four (4) or more
questions/tasks (2) observation observation observation
completely questions/tasks questions/tasks questions/tasks
answered/ not answered/ not answered/ not answered/
accomplished. accomplished. accomplished.
Accomplished
Analysis All questions All questions Questions were Four (4) or more
were answered were answered not answered observation
completely; completely; completely; questions were
answers are with answers are answers are not not answered;
depth and are clearly connected clearly connected answers not
thoroughly to theories; to theories; one connected to
grounded on grammar and (1) to three (3) theories; more
theories; spelling are free grammatical/ than four (4)
grammar and from errors. spelling errors. grammatical/
spelling are free spelling errors.
from error.
Reflection Profound and Clear but lacks Not to clear and Unclear and
clear; supported depth; supported shallow; shallow; rarely
by what were by what were somewhat supported by
observed and observed and supported by what were
analyze. analyzed. what were observed and
observed and analyzed.
analyzed.
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not

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

the deadline deadline after the deadline (2) days or more
after the deadline
Comments Over-all Rating

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 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
Kinneth Kim D. Balano __________________
Signature of FS Teacher above Printed Name Date
LEARNING
Learner Diversity
FS 1 2 Development Characteristics, Needs and Interest

An Observation Guide for the Learners Characteristics

SPARK Your Interest
Read the following statements carefully. Then write your observation report on the provided
space. YourEpisode
teacher may alsomerecommend
2 provides another to
with an opportunity observation checklist
observe learners if a more
of different agesdetailed
and
observation is preferred.
grade levels. It highlights the differences in their characteristics and needs. As a future teacher, it
is important for me to determine my learners’ characteristics and needs so that I will be able to
plan and implement learning activities and assessment that are all developmentally appropriate.
Physical
1. Observe their gross motor skills how they carry themselves, how they move, walk, run, go up the stairs,
etc. TARGET Your Intended Learning Outcome
2. Are gross movements clumsy or deliberate/smooth?
 At
3. How about thefine
their end of this
motors Episode,
skills? I must
Writing, be able
drawing, etc. to describe the characteristics, needs and
interests of learners from different developmental levels. (3.1.1).
Social
1. Describe how they interact
REVISIT with teachers
the Learning and other adults.
Essentials
2 Note how they also interact with peers. What do they talk about? What are their concerns?
Emotional
Here are major principles of development relevant to this Episode:
1. Describe the emotional disposition or temperament of the learners (happy, sad, easily cries, mood
shifts).1. Development is relatively orderly. Development follows directional patterns such as, from the
2. Howheaddo they
to theexpress their wants needs?
toe (cephalocaudal), Can they
and from wait? of the body then outwards (proximodistal).
the center
3. How2.do they handle takes
Development frustrations?
place gradually.
4. Describe their level
3. All domains of confidence
developmentas and
shown in theirphysical,
learning behavior.social
Are they
and self-conscious?
emotional, and cognitive are
important, and they are closely interrelated, (NAEYC, 2009).
Cognitive
4. Development proceeds toward greater complexity, self-regulation, symbolic or
1. Describe their abilitycapabilities,
representational to use words to communicate
(NAEYC, 2009). their ideas. Note their language proficiency.
2 Describe how they figure out things. Do they comprehend easily Look for evidence of their thinking
skills. OBSERVE, ANALYZE, REFLECT
3.Were there opportunities for problem solving? Describe how they showed problem solving abilities.
Activity 2.1 Observing learner characteristics at different stages
Resource Teacher: Kinneth Kim D. Balano Teacher's Signature: _________

School: Bambad National High School Grade/Year Level: 9 Date: ________
To realize the Intended Learning Outcomes, I will work your way through these steps.
Step 1 Observe 3 groups of learners from different levels (preschool, elem., and high school).
Step 2 Describe each of the learners based on my observations.
Step 3 Validate my observation by interviewing the learners.
Step 4 Compare them in terms of their interests and needs.
OBSERVE
Use the observation guide and matrices provided for you to document your observations.
Record the data you gathered about the learners’ characteristics and needs in this matrix. This
will allow you to compare the characteristics and needs of learners at different levels. The interns
under each domain are by no means exhaustive. These are just sample indicators. You may add other
aspects which you may have observed.
Development Preschooler Elementary High School

Domain Indicate age range of Indicate age range of Indicate age range of
children observed: 4-7 children observed children observed
Physical They actively engage
Gross motor skills and become interested
in participating in
Learners Development Matrix different activities. They
Fine motor skills
can now do things on
Self-help skills their own and appear
to be less reliant on
Others their elders for
assistance.
Social They are very
Interaction with interactive with their
Teachers teachers by actively
participating during
Interaction with
class discussion and
Classmate/friends
contributing opinions
Interests and ideas. They know
how to socialize with
Others their classmates, and
they have their own

circle of friends inside
the classrooms
Emotional
Moods and
temperament, They are expressive
expression of feelings with their feelings. They
know the value of
Emotional respecting once
independence decision and feelings,
and most of them are
Others very sensitive because
of their age.
Cognitive They are able to
Communication express their ideas and
Skills opinions when it comes
to school school/group
Thinking skills
activities. Can make
decisions logically and
Problem-solving
many of them are
Others based on mature
thinking.
ANALYZE
Write the most salient developmental characteristics of the learners you observed. Based on these
characteristics, think of implications for the teacher.
Example:
Level Salient Characteristics Implications to the
Observed Teaching-Learning Process
Preschool
Age range of learners
observed 3-4
Level Salient Characteristics Implications to the

Observed Teaching-Learning Process
Preschool
Age range of
learners observed
___3__-4 __
Elementary
Age range of
learners observed
5-12
High School They are most likely Teachers should apply the
Age range of interested when strategies that are effective to the
learners observed discussion is applied to learning process. They should be
13-UP real life situation, they are technology literate, must know
more likely to understand how to connect the lesson and
and enjoy keeping up with examples should relate to a real
the latest trend. life situation or scenario so that
the learners can relate and
understand it well.
1. A 14-year-old felt ignored by her crush whom she believes is her one true love. She is crying
incessantly
REFLECT and refuses to listen and accept sound advice that the teacher is offering. Her refusal to
accept is because_____________.
1. While you were observing the learners, did you recall your own experiences when you were their
she thinks or
A. similarities
age? What what she feelsdois you
differences to special andthe
have with unique, that
learners younoobserved?
one has felt like this before
B. the teenager's favorite word is “no”, and she will simply reject everything the teacher says
14-year-olds
C. my
• During observation,are notunderstand
I truly yet capable of situation
every perspective takinginside
happened and the
cannot take the teacher's
classroom.
perspective
Because, like in my earlier years, I also experienced various scenarios inside the classroom.
D. teenagers
There were different never
thingslisten to adult
happening, advice
like noise,help or it sleepy,
feeling affect using cellphones during
discussions, or not participating in class, but not all did the same because some of them also
2. A preschool teacher is thinking about how best to develop the fine motor skills of the 4-year-olds.
acted in opposite way. One real-life scenario that happened in the classroom was when I
Which of the following should be best consider?
remembered my high school days. I was sometimes active and engaged in class, but there were
A. Provide daily coloring book activities
times when I couldn't control myself and ended up talking to my seatmate, making noise, or
B. Ask the children to do repeated writing drills everyday
using cellphones.
C. Encourage children to eat independently,
D. Conduct a variety of fun and challenging activities involving hand muscles daily.
2. Think of a teacher you cannot forget for positive or negative reasons. How did she/he help or not
3. Science
you withTeacher Rita (physical,
showed her class a glass of and
water with an egg in it.
didShe askedyou?
the class: "What
help your needs emotional, social cognitive)? How it affect
happens to the egg 1 add three-tablespoon salt to the glass of water?” This is hypothesis
formulation. What can you infer about the cognitive developmental stage of Teacher Rita's class?
- There will always be that one teacher a student can't forget, whether the experience was good or
A. Formal operational stage
bad. In my case, I can't forget the teacher who taught me to love math for just one semester.
B. Concrete operational stage
Honestly, learning math was really tough for me, but because of him, I realized that it's not the
C. Pre-operational stage
subject that's difficult, it's the teacher who makes it easier or harder. I really admire his teaching
D. Between concrete and formal operational stage
style. At first, he seemed strict, but he just wanted us to learn effectively. Because of him, I was
inspired and motivated to learn, and I felt like I was good at that subject.
3. Share your other insights here.
- Students in a classroom have a lot of different personalities and attitudes. So, as a teacher, you
should be knowledgeable and apply strategies to handle it and make it effective for them.
In addition, you have to set a very good example for your student by way of being a
function model.
Which is your favorite of development. How can this guide you as a future teacher? Clip some
readings about this theory and paste them here.
Evaluate Your Work Task. Field Study 1: Episode 2: Learner Diversity: Developmental Characteristics,
Needs, and Interests
Learning Outcome: Determine the characteristic, needs and interests of learners from different developmental
levels.
Name of FS Student: Shiny Babes P. Medilo Date Submitted: Oct. 09, 2023
Year & Section: 4-A Course: BPED
Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation Sheet questions/tasks observation questions/tasks not observation
completely questions/tasks answered/accomplished questions/tasks not
answered/accomplished completely . answered/accomplishe
. answered/accomplished. d.
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely, answered completely, answered completely, observation questions
answers are with depth answers are clearly answers are not clearly were not answered,
and are thoroughly connected on theories, connected to theories; answers not connected
grounded on theories, grammar and spelling One (1) to three (3) to theories, more than
grammar and spelling are free from error. grammatical spelling four (4) grammatical
are free from error. errors. spelling errors.
Reflection Profound and clear; Clear but lacks depth, Not so clear and Unclear and shallow,
supported by what were supported by what were shallow, somewhat rarely supported by
observed and analyzed. observed and analyzed. supported by what were what were observed
observed and analyzed. and analyzed.
Learning Artifacts Portfolio is reflected on Portfolio is reflected on Portfolio is not Portfolio is not
in the context of the in the context of the reflected on in the reflected on in the
learning outcomes; learning outcomes; context of the learning context of the learning
Compete, well Compete, well outcomes; Compete, outcomes; not
organized, highly organized, very relevant not organized, relevant compete, not
relevant to the learning to the learning outcome. to the learning organized, not
outcome. outcome. relevant.
Submission Submitted before the Submitted on the Submitted a day after Submitted two
deadline deadline the deadline (2) days or more after
the deadline
COMMENTS Rating:
Over-all Score (Based on
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 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below
Kinneth Kim D. Balano ________________

LEARNING
FIELD STUDY 1 EPISODE Focus on Gender, Needs, Strengths, Interests,
Experiences Language, Race Culture, Religion, Socio-
FS 1 3
economic Status, Difficult Circumstances, and
Indigenous Peoples
SPARK Your Interest

Episode 3 provides an opportunity to observe how differences and gender, racial, cultural
and religious backgrounds, including coming from indigenous groups influence learner behavior,
interaction, and performance in school. One will also analyze and reflect on practices that
teachers used in leveraging diversity in the classroom. It also provides an opportunity to observe
how differences in abilities affect interaction in school and learn about strategies that teachers
used in addressing the learners needs toward effective teaching and learning.
At the end of this Episode, I must be able to:
 describe the characteristics and needs of learners from diverse backgrounds:

 identify the needs of students with different levels of abilities in the classroom:
 identify best practices in differentiated teaching to suit the varying learner needs in a
diverse class (PPST 3.1.1): and
 demonstrate openness, understanding, and acceptance of the learners' diverse needs and
backgrounds
Here are principles and concepts relevant to this episode:

1. Principles of Development
a. Development and learning proceed at varying rates from child to child, as well as
uneven rates across different areas of the child's functioning. (NAEYC 2019)
b. Development and learning are maximized when learners are challenged to achieve
at a level just above their current level of mastery, and also when they have many
opportunities to practice newly acquired skills.
c. Differentiated instruction is a student-centered approach that aims to match the
learning content, activities and assessment to the different characteristics,
abilities, interests, and needs of the learners.
2. The PPST highlighted the following factors that bring about the diversity of learners:
a. Differences in learners’ gender, needs, strengths, interests, and experiences
b. Learners' linguistic cultural socioeconomic and religious backgrounds
c. Learners with disabilities, giftedness, and talents
d. Learners under challenging circumstances which include geographic isolation,
chronic illness, displacement due to armed conflict, urban resettlement or
disasters, child abuse, and child labor.
Effective teachers are knowledgeable about how issues related to the factors mentioned
affect learners. The teachers develop in them sensitivity and empathy. They remember that the
learners respond and perform at different levels. The teachers assure the students that their
gender identity, culture and religion are respected, their strengths are recognized, and their
needs will be met. These teachers declare to all that everyone has the chance to learn and
succeed. They create a learning community where everyone can work together and contribute
regardless of their abilities, capacities and circumstances.
Teachers who celebrate and leverage student diversity in the classroom:
 use strategies to build a caring community in the classroom

 model respect and acceptance of different cultures and religions
 bring each of the student's home culture and language into the shared culture of
the school
 provide more opportunities for cooperation than competition
3. Focus on Indigenous Peoples

A young teacher's approach to indigenous peoples starts with a keen awareness of

one's own identity, including one's beliefs and cultural practices. Through serious
reflection one may realize that the self is a product of all the influences of key people in
one's life and the community, real and virtual. Similarly, learners from indigenous groups
carry with them their beliefs, views and cultural practices. One's attitude needs to be that
of openness and respect. Come in not with the view that one's own culture is superior.
We approach with the sincere willingness and deep interest to know and understand the
indigenous peoples' culture. We aim to make teaching-learning facilitative rather than
imposing.
a. From your professional education subjects/courses, most likely you have discussed
indigenous peoples in the Philippines. You learned that our country has about 110
ethno-linguistic groups, majority of which is in Mindanao, some in Northern Luzon
and fewer in the Visayas. (UNDP Philippines, 2010). They represent about 10-20% of
our total population. There are two big indigenous peoples’ groups which have
several smaller ethnic groups within them, the non-muslim groups called the Lumads
in Mindanao, and the lgorots in Northern Luzon. Among others, we have the
Badjaos. Ati and Tumandok, Mangyans, and Aetas.
b. Republic Act 8371 (1997), the Indigenous Peoples' Rights Act, recognizes and
protects the rights of indigenous cultural communities (ICC) and indigenous peoples
(IP). Our country was admired by other nations for enacting this law. However, years
later, so much still has to be done to improve the lives of millions of people from
indigenous groups. (Reyes, Mina and Asis, 2017)
c. Guided by RA8371, in 2015 Dead Issued DO 12. 2015, Adopting the Indigenous
Peoples Education (IPED) Curriculum Framework. Most useful for you as a
future teacher to remember in the 5 Key Elements of an Indigenous Peoples
Education Curriculum (DO 32, s.2015 enclosure. pp. 15-18)
1. Curriculum Design, Competences and Content. Interfacing the national
curriculum with Indigenous Knowledge are systems and practices (IKSPs) and
Indigenous Learning systems (ILS) the desire of a culturally appropriate and
responsive curriculum has the following features:
a. Anchors the learning context on the ancestral domain, the community's work
view, and its indigenous cultural institutions.
b. Includes and respects the community's expression of spirituality as part of the
curriculum context.
c. Affirms and strengthens indigenous cultural identity,
d. Revitalizes, regenerates, strengthens, and enriches IKSPs, ILS, and indigence
languages.
e. Emphasizes competencies that are needed to support the development and
protection of the ancestral domain, the vitality of their culture, and the
advancement of indigenous peoples' rights and welfare.
f. Supports the community's efforts to discern new concepts that will contribute
to the community's cultural integrity while enabling meaningful relations with
the broader society.
2. Teaching Methodologies and Strategies. A culturally appropriate and

responsive curriculum employs teaching methodologies and strategies that
strengthen, enrich and complement the community's indigenous teaching-learning
process.
3. Learning Space and Environment. A culturally appropriate and responsive

curriculum recognizes that the ancestral domain where IKSPs are experienced,
lived and learned is the primary learning environment and learning space of
indigenous learners
4. Learning Resources. Instructional materials, and other learning resources shall

be developed and utilized in line with the described curriculum content and
teaching learning processes.
5. Classroom Assessment. Assessment shall be done utilizing tools appropriate to

the standards, competencies, skills, and concepts being covered. Their design and
use shall address the needs and concerns of the community and shall be developed
with their participation.
Activity 3.1 Observing differences among learners' gender, needs, strengths, Interests,
and experiences; and differences among learners' linguistic, cultural, socio-
economic, religious backgrounds, and difficult circumstances.

School: Bambad National High School Grade/Year Level: 9 Date: __________
The learners' differences and the type of interaction they bring surely affect the quality of
teaching and learning. This activity is about observing and gathering data to find out how student
diversity affects learning.
To realize the Intended Learning Outcomes, work your way through these steps:
Step 1. Observe a class in different parts of a school day. (Beginning of the day, class time,
recess, etc.)
Step 2. Describe the characteristics of the learners in terms of age, gender, and social and
cultural diversity.
Step 3. Describe the interaction that transpires inside and outside the classroom
Step 4. Interview your Resource Teacher about the principles and practices that she uses in
dealing with diversity in the classroom.
Step 5. Analyze the impact of individual differences on learners’ interactions.
The observation form is provided for me to document my observations.
OBSERVE
An Observation Guide for the Learners’ Characteristics
Read the following carefully before you begin to observe. Then write your observation
report on the space provided on the next page.
1. Find out the number of students. Gather data as to their ages, gender, racial groups
religious, and ethnic backgrounds.
During class:
1. How much interaction is there in the classroom! Describe how the students interact with
one another and with the teacher. Are there groups that interact more with the teacher
than others.
• Theres a lots of interaction happening inside the classroom. It usually happened during
the discussion some students are very participative by simple raising their hand to answer
questions, add opinions and ideas. While it mostly happened when both students are
interacting with each other when they talking and doing some things.
2. Observe the learners seated at the back and the front part of the room. Do they behave
and interact differently?
• During my observation, I've noticed that students seated in the front are generally more
behaved during class compared to the students seated at the back. Those in the back often
engage in conversations with their seatmates, use their cellphones, and sometimes do not pay
attention to the class discussion. However, it's worth noting that some of them also participate
by answering questions when the teacher asks.
3. Describe the relationship among the learners. Do the learners cooperate with or compete
against each other?
• The students have a good relationship with each other, and as I noticed, they don't compete
with each other; instead, they support each other and correct mistakes when they occur.
4. Who among the students participate actively? Who among them ask for most help?
• There's some students who actively participate during the class it's either boys or girls
which mostly seated in front since they can foucuse and afraid making noise because the
teacher is in front of them. I can say that some of the students asking for help it's either
students seated in front and back. Asking is help is a part of students learning in as a teacher
it's a good feed back to able to know if the learning is effective or not.
5. When a student is called and cannot answer the teacher's question, do the classmates try
to help him? Or do they raise their hands, so that the teacher will call them instead?
•Yes, during my observation, there's always a scenario inside the classroom where a student
is called to answer the teacher's questions, but they can't answer. Instead, other students,
without hesitation, raise their hands if they know the answer. If it's not the case, the teacher
calls on someone else, especially those students who are not listening to the lesson being
discussed.
Outside class:
1. How do the students group themselves outside class? Homogeneously, by age, by

gender? By racial or ethnic groups? By their interests? Or are the students in mixed social
groupings? If so, describe the groupings.
• As I've noticed, everyone is openly accepted regardless of their age, gender, ethnic groups,
or even interests. Everyone has their circle of friends, whether it's a mixed group of boys and
girls, gays, or even within their specific grades. Everyone is friendly, and they seem happy and
contented within the groups where they belong.
2. Notice students who are alone and those who are not interacting. Describe their behavior.
•Some of the students who are alone and not interacting, especially with their peers, are what
we call introverted individuals, whether they are boys or girls in the class. One behavior I've
observed about them is that they don't like talking to their seatmates like others do; instead,
they simply listen to the discussion every time there is one or engage in other activities that
interest them. But one thing I've noticed is that almost all of them with this behavior can
provide correct answers to the teacher's questions.
Interview the teachers and ask about their experience about learners in difficult circumstances.
Request them to describe these circumstances and how it has affected the learners. Ask about
the strategies they use to help these learners cope.
Ask the teachers about strategies they apply to address the needs of diverse students due
to the following factors
 Gender, including LGBT

 Language and cultural differences
 Differences in religion
 Socio-economic status
OBERVATION REPORT
The School Observed: Bambad National High School
School Address: Bambad, Isulan, Sultan Kudarat
Date of Visit: October 03, 2023
During my observation, there's a lot of interaction going on inside the classroom.

Like, when the teacher discusses, some students actively participate by raising their hands,
sharing ideas, and answering questions. I've noticed that those in the front tend to behave
better than those in the back, who often chat with friends, use phones, or lose focus.
However, some back-seat students still participate when the teacher asks. The students
have a friendly relationship and support each other rather than competing. Some boys and
girls in the front participate more because they can concentrate and avoid making noise.
And lastly, students asking for help is important feedback for teachers to gauge effective
learning.
When it comes to outside class, everyone is openly accepted, regardless of their age,
gender, ethnic background, or interests. Everyone has their circle of friends, whether it's a
mixed group of boys and girls, or within their specific grade levels. Everyone is friendly,
and they appear happy and content within their respective social groups. Some students
who don't interact much with their peers, can be described as introverted. I've observed
that they don't engage in conversations with their other, instead they prefer to be alone.
ANALYZE
1. Identify the persons who play key roles in the relationships and in and interactions in the
classroom. What roles do they play? Is there somebody who appears to be the leader, a
mascot/joker, as attention seeker, a little teacher, a double pessimist
• In the class, there is always a student who plays some of these roles, even in different
sections. Some of these are what we call a leader, who always stops their classmates from
making noise every time they have class; an attention-seeking kind of student who constantly
seeks ways to get their classmates' attention; and, of course, the joker students who are the reason
why relationships and interactions keep building because their humor serves as a bonding
element among them as classmates.
What makes the learners assume these roles? What factors affect their behavior!
• Learners assume various roles like being a joker, attention seeker, or leader due to a
combination of personal and emotional factors. These factors include their personality traits,
beliefs, expectations, emotions, and mental health, all of which can influence their behavior in
these roles.
2. Is there anyone you observed who appear left out? Are students who appear “different?”
Why do they appear different? Are they accepted or rejected by the others? How is this
shown?
• No, everyone in the class has embraced their own uniqueness. They are different in a good
way, and both are accepted for who they are inside and outside the four corners.
What does the teacher do to address issues like this?
• If there's a possible issue that happens, I think the teacher should apply fairness inside the
classroom because I do believe every student should be treated fairly, and everyone should be
appreciated despite their differences.
How does the teacher influence the class interaction considering the individual differences of the
students?
• The teacher influences class interaction by simply promoting fairness inside the classroom
despite students' differences and also by encouraging students to be kind and considerate with
their peers.
3. What strategies does the teacher use to maximize the benefits of diversity in the classroom?
How does the teacher leverage diversity!
• The teacher develops a friendly relationship with her students, encouraging them to be open
to communication and instilling respect in the classroom by allowing them to discuss their
cultural backgrounds. ••The teacher also tries to incorporate cultural differences into every lesson
in any way she can, for example, by using activities that allow students to learn about each
other's cultures, such as sharing, role-playing, and so on.
REFLECT
1. How did you feel being in that classroom? Did you feel a sense of oneness or unity
among the learners and between the teacher and the learner?
• I felt welcome and comfortable since the teachers starting day one have been very kind and
humble, as well as the students, who show their respect to us even though we are just in our field
study to observe. They are very interactive with each other, both teachers and learners, especially
if they do exciting parts related to their discussion, which, as an observer, made us feel united
with them as we also enjoyed what they were doing. But sometimes, I can say that we also feel a
sense of oneness since we are just in the back doing our observation and we can't interact with
them more.
Activity 3.2 Observing differences among learners with disabilities, giftedness, and
talents.
Resource Teacher: KINNETH KIM D. BALAN Teachers Signature: ___________

School: Bambad National High School Grade/Year Level: 9 Date: Oct. 06, 2023
To realize the Intended Learning Outcomes, work your way through these step.
1. Observe at least two of these classes
a.SPED class with learners with intellectual disabilities
b. SPED class with acts with physical disabilities
c.SPED class for the gifted and talented
d. a regular class with inclusion of learners with disabilities
2. Note the needs of the learners that the teacher should address
3. Interview the teachers to find out more about the learners.
4. Write your observation report
5. Analyze your observation data
6. Reflect on your experience
OBSERVE
Use the observation guide provided for you to document your observations
An Observation Guide for the Learners' Characteristics

Read the following carefully before you begin to observe. Then write your observation report
on the space provided
1. Observe the class to see the differences in abilities of the learners.

2. Try to identify the students who seem to be performing well and those that seem to be
behind
3. Validate your observations by asking the teacher about the background and needs of
the learners.
4. Observe the behavior of both regular students and those with special needs. Note their
dispositions, pace in accomplishing tasks, interaction with teacher and interaction with
others
5. Observe the teacher's method in addressing the individual learning needs of the
students in his/her class.
Name of the School Observed: Bambad National High School
School Address: Bambad, Isulan, Sultan Kudarat
Date of Visited: October 03, 2023
• I have noticed that the students have their own different abilities, specifically their own
uniqueness. During my observation inside the four corners, some of the students were very
participative by simply answering the teacher's questions during the discussion and giving
their own ideas, opinions, or even experiences relating to the lesson they had. I was amazed
that the majority who always participate are the boys, and it makes me happy to see them that
they always raise their hands. But, opposite to that, there are also students who are not similar
to what others did. In the classroom where I was assigned to make my observation, I didn't see
any students with special needs they were just regular students. As I've observed, teachers
methods of teaching are very effective with the students, so they keep participating, asking,
and raising their hands.Teachers always accommodate everyone's needs they are all treated
equally so that the interactions between them are good.
OBSERVATION REPORT
ANALYZE
1. Did your observation match the information given by the teacher?

• Yes, my observation was matched the information given by the teacher. In terms of the
students' needs, performances, and how he handles their needs, as well as how he tries to develop
activities that would address the needs of her students.
2. Describe the differences inability level of the students in the class? What practices or
strategies are done or should be done to differentiate instruction to meet the needs of the
learners?
• The students have different levels of ability some of them have lower ability, which makes it
difficult for them to understand the class lessons, while others have high ability, which makes it
easy for them to acquire knowledge and skills. I think the strategies the teacher should use to
meet the needs of the learners, specifically those who have lower abilities, are to make his or her
lesson relatable to the real-life scenario and, of course, set a good example so that they can
understand it clearly.
3. Describe the methods used by the teacher in handling the students’ differences in abilities.
How did the students respond to the teacher? Did the teacher use differentiate instruction? If
yes, describe how?
• As I've observed, the teacher's method of handling student differences is treating them
equally, like everyone is free to share ideas and opinions, and he always answers everyone's
questions. So that the interaction goes well and the lesson is enjoyable and understandable for the
learners.
REFLECT
1. Recall the time when you were in elementary or high school. Recall the high and low
achievers in your class. How did your teacher deal with differences in abilities? Was your
teacher effective?
• I remember that during elementary school, I had some of my classmates who weren't able to
read English fluently even when we were in grade. What my teacher did was assign students who
could teach students who had a hard time reading that particular subject. It was memorable to me
since I was assigned it to my cousin to teach her to read. I can say that teachers are effective
because everyone who has low achievers makes progress, and those who have high achievers let
him share knowledge and ideas by simply helping fellow classmates.
2. What dispositions and traits will you need as a future teacher to meet the needs of the
learners?
• As a future educator, I need to meet the needs of my students through the use of effective
strategies for them to learn, improve skills, and grow as good individuals. I need to be committed
to my students, set good examples, and lastly, interact with them equally and without
discrimination

Activity 3.2 Observing the school experiences of learners who belong to Indigenous
groups.

School: Bambad National High School Grade/Year Level: 9 Date: Oct. 06, 2023
To realize the Intended Learning Outcomes, work your way through these steps.
1. Ensure that you have reviewed the no. 3 Focused on Indigenous peoples in the Learning
essentials of Episode 3.
2. Observe in a school with a program for IP learners. Below are some suggested schools:
a. Ujah School of Living Traditions, Hungduan, Ifugao
b. Sentrong Pamang mga Agta. General Nakar, Quezon
c. Sitio Tarukan Primary School, Capas Tarlac
d. Mangyan Center for Learning and Development, Naujan, Oriental Mindoro
e. Paaralang Mangyan na Angkop sa Kulturang aalagaan (PAMANAKA), San Jose
Occidental Mindoro
f. Tubuanan Ati Learning Center, Balabag, Boracay Island
g. Balay Turun-an Schools of Living Traditions, Brgy Garangan and Brgy.
Agcalaga, Calinog. Iloilo
h. Tboli School of Living Traditions, Lake Sebu, South Cotabato
i. Daraghuyan-Bukidnon Tribal Community School, Dalwangan, Malaybalay,
Bukidnon
j. Talaandig School of Living Traditions, Lantapan, Bukidnon
k. Bayaniban Elementary School, Marilog, Davao
l. Lumad Bakwit School, UP Diliman, Quezon City
Please note: Ensure proper coordination of your college/university to obtain permission from
these schools before you visit.
If an actual visit is not feasible, consider a "virtual visit through social media. And if still not
feasible consider a "virtual field study through watching Indigenous Peoples in the Philippines
videos. There are several available at Youtube. You can start with this video by DepEd:
DepEd Indigenous Peoples Education Office National Indigenous Month (October) Video.
Retrieved, 2013 from: https://www.com/watch?v=FsMjgQN2Y
3. Write your observation report.

4. Analyze your observation data using the Indigenous Peoples Education Framework
5. Reflect on your experience.
OBSERVE
Use the observation guide provided for you to document your observations.
An Observation Guide for indigenous Peoples Education
Read the following carefully before you begin to observe. Then write your observation report
on the space provided
If you are watching videos you searched, instead of actually visiting a school, have these
question in mind as you are watching the videos. You can try to get in touch with the creator
of the videos and interview them too.
1. Before you observe, read about the specific IP group in the school you will visit. Know
their norms and customary greetings. This will help you blend in the school
Community and act with respect
2. Observe and not the different parts or areas of the school environment. How are
learning spaces arranged?
3. What activities do they do in these different areas of the school?
4. Who are the people who manage the school? Who are involved in teaching the
learners?
5. Observe how the teaching-learning process happen. Describe the learning activities
they have and the caching strategies that the teacher uses.
6. Describe the interaction that is taking place between the teacher and learners, among
the teacher, and in the school in general
7. What instructional materials and learning resources are they using?
8. Interview the teacher or principal about the curriculum. Find out the curriculum goals.
You can use the questions found on the Analysis part of this activity
OBSERVATION REPORT
(You may include photos here)
Name of the School Observed:
School Address:
Date of Visit:
As I watched the provided video, it focused on the National Indigenous Peoples' education,
which emphasizes the importance of learning, even in remote areas where they face poverty
and a lack of learning resources. They believe in their right to education, fighting for their
rights, and preserving their culture. They are eager to learn, not just for themselves but also for
their culture. Because of the DepEd order, it acknowledges past mistakes, which serves as an
invitation for indigenous people like them to change their perspective from what they grew up
with.
As we know, many indigenous people didn't attend school because they didn't value education
due to their cultures where education wasn't seen as very important in their society. But
because of the DepEd order, our indigenous brothers and sisters are gradually realizing the
great importance of education. That's why, nowadays, many indigenous people have graduated
and achieved their dreams. They are the proof that education know no tribe or status in life
because it is for all.
ANALYZE
Curriculum Design,
Competencies and Content
Answer each question based on your observation and interview
data
1. Does the school foster a • The school aims to foster a sense of belonging and cultural
sense of belonging to understanding among their students. Because for them, their
one's ancestral domain, a ancestral domains are one of the reasons why they want learn.
deep understanding of
They believe that they have the right to their future, to know
the community's beliefs
and practices? Cite their own cultures, to fight for their rights.
examples
2. Does the school show • The school appears to cultivate the practices and respect the
respect of the tribe's spiritual beliefs. They are simply there to teach the
community's expression students how to accept themselves and grow as individuals.
of spirituality? How?
3. Does the school foster in • The school fosters the students appreciation by giving value
the indigenous learners a to their own culture, since it includes learning their own culture
deep appreciation of their such as dancing and making design on the woods, as one of
identity? How?
their culture.
4. Does the curriculum • The curriculum they have teaches students to understand their
teach skills and own culture. That they have the right to their ancestral domain.
competencies in the
indigenous learners that
will help them develop
and protect their
ancestral domain and
culture?
5. Does the curriculum link • Yes, Although they continue to utilize the old curriculum,
new concepts and they manage to connect ideas and skills to the real-life
competencies to the life experiences of the community.
experience of the
community?
6. Do the teaching • The "indigenized" strategy being used by teachers in teaching

strategies help the subject matters incorporate indegenous people teaching
strengthen, enrich, and process, making learning more efficient and effective.
complement the
community's indigenous
teaching-process?
7. Does the curriculum • One of the example is when they learn their own culture by
maximize the use of the learning to dance or making designs in the woods, which
ancestral domain and reinforces the core idea of preserving and valuing one's culture
activities of the
and tradition.
community as relevant
settings for learning in
combination with
classroom-based
sessions? Cite examples
8. Is cultural sensitivity to
uphold culture, beliefs
and practices, observed • Unfortunately, this particular aspect was not shown in the
and applied in the video I've watched
development and use of
instructional materials
and learning resources?
How? (For example,
Culture bearers of the
Indigenous Peoples are
consulted.)
9. Do assessment practices • Yes, the assessment practices used by the teachers take into
consider community consideration the community values and culture by ensuring
values and culture? that the assessments are culturally aware and take into account
How?
their culture.
10. Do assessment processes • Since the video presented is not very detailed I noticed, that
include application of the activities used by teachers add value to the acquisition of
higher order thinking skills in students by utilizing real-life situations.
skills?
What do you think can still be done to promote and uphold the indigenous people’s knowledge
system and practices and rights in schools?
• I think, it's important to create a learning evronment that empowers indigenous students
despite cultural diversity, and the rights should upheld. It also crucial for the teachers to be aware
and knowledgeable about their culture and language so that they can make good communication
and relationships to each other.
REFLECT
Reflect based on your actual visit or videos that you watched.

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

• I think, the cultures they have because even in school where they should learn something, they
also include learning in their own culture. And for them, it is one of the reasons why they want to
be educate so that they can learn of their culture and fight for their rights.
2. What did you appreciate most from your experience in visiting the school with indigenous
learners? Why?
• As I've done, my virtual visit on social media, I really appreciate first the missionary teachers
who are dedicated to their job just to go in the far and remote place where the indigenous
children live so that they can teach and do their job as a teacher. And lastly I really appreciate IP
students who have a strong and dedicated heart. Despite the inconsistencies and lack of material,
they are willing to learn for their future.
3. For indigenous learners, as a future teacher, I promise these three things:

3.1 Be open to and respect indigenous people for who they are, despite of our diverse culturs.
Uphold and celebrate their culture, beliefs, and practices by learning their own culture and
language.
Advocate for indigenous people’s education by supporting, as well as sharing meaningful

suggestions and ideas to make it better and improve.
With the principle of individual differences in mind, what methods and strategies will
you member in the future to ensure that you will be able to meet the needs of both the high
and low achievers in your class? Make a collection of strategies on how to address the
students' difference ability levels.
Teaching Strategies
As a future teacher, I will remember to:
 Invest time in getting to know each of my students so that I will be able to know their
strengths, weaknesses, interests, and objectives in life for me to build rapport and respond
to their needs since they are all different from each other.
 Reduce pressure impose to them but rather make motivating and enjoying activities for
them to have fun while learning.
 Allow the use of Filipino and English language for recitations or question and to answer
inquiry so that all my students will be given an opportunity to share their ideas, learnings,
and opinions with less pressure.
 Vary the subject related activities and tasks into individual, group, and pair work so that
students have an opportunity to interact, communicate, forms relationship and learn from
their classmates for them to be able to relate with one another.
 Pay close attention to the low achievers in class and conduct a counseling to discover
their problems, difficulty and even hindrances to their focus in learning so as a teacher
one will be able to address it accordingly.
 Use different teaching methods and style such as direct instruction, flipped classroom,
kinesthetic learning, differentiated instruction, inquiry-based learning, exploratory
learning, game-based learning, and students-center learning to match the multiple
intelligence of the students: verbal-linguistic, logical-mathematical, intrapersonal,
interpersonal, and naturalistic.
 Use different learning resources such as:
 Written materials like textbooks, magazines, newspapers, journals, thesis, etc.
 Digital materials like pictures, videos, documentaries, gifts etc.
 Internet resources search engines like Google, Encarta, online websites,
articles, e-books etc.
 Actual experience such as visiting museums, other schools, science centrums,
gallery, work immersion, etc.
 Provide an inclusive learning environment for all the students to feel that they are belong
and cared despite of their individual differences.
 Make sure that there is no discrimination and to treat everyone with fairness and equality.
1. Which statement on student diversity is CORRECT?

B. The teacher must do his/her best to reduce student diversity in class.
C. The less the diversity of students in class the better for the teacher and students.
D. The teacher should accept and value diversity.
E. Student diversity is purely due to students' varied cultures.
2. Which student thinking behavior indicates that he/she values diversity?

C. He/She regards his culture as superior to other's cultures.
D. He/She regards his culture as inferior to other's cultures.
E. He/She accepts the fact that all people are unique in their own way.
F. He/She emphasizes the differences among people and disregards their
commonalities.
3. What is a teaching-learning implication of student diversity?

A. Compare students.
B. Make use of a variety of teaching and assessment methods and activities
C. Do homogeneous grouping for group activities.
D. Develop different standards for different student groups
4. All are features of the Indigenous Peoples Education Curriculum, EXCEPT _______.
A. Affirms and strengthen indigenous cultural identity

B. Makes education exclusive to the indigenous culture
C. Revitalizes, regenerates, and enriches IKSPS and indigenous languages
D. Anchors the learning context on the ancestral domain, the community's world
view, and its indigenous cultural institutions
5. All are best practices in using learning resources for indigenous learners, EXCEPT ____.
A. Culturally generated learning resources only include indigenous group's
artifacts, stories, dances, songs, and musical instruments.
B. The language used in instructional materials, especially in primary years, which
highlight
C. Cultural sensitivity and protocols are observed in development and use of
instructional materials
D. The indigenous community's property rights are upheld in publishing learning
resources
6. All are best practices for assessment in the Indigenous Peoples Education Framework.
EXCEPT ________.
A. Including the practice of competencies in actual community and family
situation.
B. Applying higher order thinking skills and integrative understanding across subject
areas.
C. Using informational context in the assessment standards and content
faithfully without modification
D. Including community-generated assessment processes that are part of indigenous
learning system
7. Read the following comment by the teacher. Which of these comments will most likely
make a child try harder, rather than give up?
A. Sinuwerte ka ngayon ditto sa test, ha?
B. Hindi ka talaga magaling dito sa paksang ito, no?
C. Nakita ko na kailangan mong maglaan ng mas mahabang panahon sa
paksang uto, para lubos mong maunawaan ito.
D. Nahihirapan ka sa paksang ito maari kitang tulugan.
8. Which of the following demonstrations differentiated instruction?

A. The teacher groups the learners by their ability level and makes the groups
work with the same topic but assign a different task appropriate for each
group to accomplish.
B. The teacher divides the class into three heterogeneous groups and assign the same
activity for each group to work on.
C. The teacher groups the learners by their ability level and assign deferent content
topics for the group to work on.
D. The teacher groups the learner by ability level and assign each group a different
tack on the same topic, and then request three different teachers, each to assess one
of the groups.
9. Which teaching practice gives primary consideration to individual differences?

A. Allowing children to show that they learned the stages of mitosis in a way
where they feel most comfortable.
B. Allowing children to show that they learned the stages of mitosis in a way where
they feel most comfortable except by lecturing
C. Preparing two different sets of examination, one for the fast learners and another
for the slow learners
D. Applying two sets of different standardsEVALUATE Performance Task

Evaluate Your Work Task, Field Study 1, Episode 3 Focus on Gender, Needs, Strengths,
Interests, Experiences Language, Race Culture, Religion, Socio-economic Status, Difficult
Circumstances, and Indigenous Peoples
Learning Outcome: describe the characteristics and needs of learners from diverse backgrounds;
identify the needs of students with different levels of abilities in the classroom; identify best
practices in differentiated teaching to suit the varying learner needs in a diverse class (PPST
3.1.1): and demonstrate openness, understanding, and acceptance of the learners' diverse needs
and backgrounds
Name of FS Student: Shiny Babes P. Medilo Date Submitted __________
Very Needs
Episode 4 2
3 1
Accomplished All observation One (1) to two Three (3) Four (4) or more
Observation questions/tasks (2) observation observation observation
Sheet completely questions/tasks questions/tasks not questions/tasks
answered/ not answered/ answered/ not answered/
Accomplished
Analysis All questions All questions Questions were not Four (4) or more
were answered were answered answered observation
depth and are clearly clearly connected answers not
thoroughly connected to to theories; one (1) connected to
grounded on theories; to three (3) theories; more
theories; grammar and grammatical/ than four (4)
grammar and spelling are free spelling errors. grammatical/
spelling are free from errors. spelling errors.
from error.
clear; supported depth; shallow; somewhat shallow; rarely
by what were supported by supported by what supported by
observed and what were were observed and what were
analyze. observed and analyzed. observed and
analyzed. analyzed.

Artifacts reflected on in reflected on in reflected on in the reflected on in
the context of the the context of context of the the context of
learning the learning learning outcomes; the learning
outcomes; outcomes; complete; not outcomes; not
complete, well- complete; well organized, relevant complete; not
organized, organized; very to the learning organized; not
highly relevant relevant to the outcomes relevant
to the learning learning

outcome. outcome
Submission Submitted before Submitted on Submitted a day Submitted two

the deadline the deadline after the deadline (2) days or more
after the deadline
score (Based on
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 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
Kinneth Kim D. Balano __________________

FIELD STUDY 1 LEARNING Learner Diversity: The Community and Home

EPISODE
FS 1 4
Environment
SPARK Your Interest
Episode 4 provides opportunities for you to have more in-depth look into the factors that affect
the development of a learner. Focus will be on the early experiences and characteristics of the leaner
as described by the family and other significant others. You will also focus how the teacher links
with the community to maximize the learning and development of students.
TARGET Your Intended Learning Outcomes

 describe the influencing factors in the home environment that affect the students learning.
 seek advice concerning strategies that build relationships with parent’s guardians and the
wider community (6.2.1); and
 identify effective strategies on how teachers can work together with the family.
REVISIT the learning Essentials

1. Urie Bronfenbrenner’s bio-ecological model presents the learner within the context of layers of
relationship systems that make up the learner's environment. The layers are:
Microsystem Mesosystem Exosystem Macrosystem Chronosystem
includes the the connection the bigger Outmost layer the element of
structure such between the social system which includes time patterns of
one's family structures in the which includes cultural values stability and
school and microsystem the city customs and pacing of the
neighborhood government, the laws child's everyday
workplace, and life
the mass media
The model helps the teacher investigate every aspect in the learner's environment to understand
his behavior. The teacher's important role is not to replace what is missing at home (if any), but to
work so that the school becomes an environment that welcomes and nurtures families. The teacher
works to create work to create a partnership with the family and the community to bring out the best
in every learner.
2. Baumrind's Parenting Styles
Authoritarian. Parents are very firm with their child and expect unwavering and unquestioning
obedience. Rules are set by parents and misbehavior is met with withdrawal of affection,
physical punishment or threats.
Permissive. Parents are not firm or controlling. They have few expectations. May be warm and
caring but appear to be uninvolved and uninterested.
Rejecting-Neglecting. Parents are disengaged with children. Neither demanding nor responsive to
children. Provide no structure, supervision, support or guidance.
Authoritative. Parents achieve a good blend. They are firm yet loving. Have clear and reasonable
expectations and limits for their children. Treat children with respect and frwarmth. Make
children understand consequence of their behavior.
Children of:
Authoritarian Parents; are often unhappy, fearful, withdrawn, inhibited, hostile and aggressive.
They have low self-esteem and difficulty with peers.
Permissive Parents: believe that their parents do not care for them. They are often impulsive,
aggressive luck self-control that they have low levels of independence and responsibility.
Rejecting-Neglecting Parents; are found to be the least competent in their overall functioning and
adjustment.
Authoritative Parents: are socially competent, self-reliant, and have greater ability to show self-
control. They have higher self-esteem and are better adjusted.
-Based on Child Development by Santrock 2001

Activity 4.1 Observing the learner's community and home environment

School: Bambad National High School Grade/Year Level: 9 Date: ___________
To realize my Intended Learning Outcomes, I will work my way through these steps:
1. Select a learner from the class which you have previously observed.
2. Interview the teacher about the learner's characteristics and the community.
3. Conduct a home visit to your selected learner's residence.
4. Interview the parents about
a. the rules they implement at home concerning their child's schooling
b. the learner's activities and behavior while at home.
5. Write the Learner's Profile.
6. Analyze your observation and interview data.
7. Reflect on your observation experience.

Use the activity form provided for you to document your observations.
Read the following carefully before you begin to observe/interview. Then write your
observation report on the space provided.
The Learner
1. Make a general observation of the learner. Describe him/her in each of the domains of
development
 physical- body built and height (thin, chubby, underweight, overweight), level of physical
activity (fast, slow, lethargic, active, etc.)
 social interaction with teachers and classmates (loner, shy, sociable, friendly, get into
fights, liked by others, etc.)
 emotional moods, temperament, cries easily, loses temper, happy, shows enthusiasm,
excited, indifferent, etc.)
 cognitive (appears to understand lessons cope with the lessons, excel, lags, shows
reasoning skills, turn in assignments and requirements, etc.)
Interview the Teacher

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

1. Conduct a home visit. Once there observe the home set-up, Home is orderly.
family pictures in the living room, etc.)
2. Use the Interview Questions on the next page. Just ask the questions with which
you feel comfortable
An Observation/ Interview Guide for Home-School Link
Suggested Parent Interview Guide

Your teacher may ask you to use a more detailed interview guide. Be free to translate the
questions, if necessary.
Name of Learner: Hanna Nicole A. Cobrador
Date of Birth: January 19, 2009 Age: 14
Grade/Year Level: 9 Gender: Female

Number of Siblings: 2
Birth Order: 1
Parents: Aires A. Cobrador
Mother: Aires A. Cobrador
Age: 33 Occupation: House wife Educational Attainment: High School
Father: Ronald Jay G. Cobrador

Age: 34 Occupation: Educational Attainment: High School
Learner’s Physical Aspect:

Health
1. Mother's Health during pregnancy with the learner.
2. Ailments or health problems of the learner as a child.
3. Age of the learner when he started to walk/talk.
4. Food preferences of the learner as a child and at present
5. Who took care of him/her as a child?
Learner's Social Aspect:
1. Describe your child's sociability (friendly, outgoing, or shy, loner).

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

The Learners Development Profile
Name of the Learner: Hanna Nicole A. Cobrador
School: Bambad National High School
Date of Home Visit: October 13, 2023

Date of Birth:January 19, 2009 Age: 14
Grade/Year Level: 9Gender: Female
Family Profile
Number of Siblings: 2 Birth Order: 1
Parent
Mother: Aires A. Cobrador Age: 33
Occupation: House wife Educational Attainment: High School
Father: Ronald Jay G. Cobrador Occupation:Farmer Educational Attainment: High School
Physical Development
•The health of the mother was normal during pregnancy because she obeyed what the
doctor said and ate healthy foods. The students grow physically healthy. She
started walking when she was 9 months old, and her mother and father took care
of her when she was a child.
Social Development
• The student is outgoing and friendly. Her playmates are her cousins andsibling. When she was a
child, she was allowed to play outside, but with her parents permission. She was allowed to go
out with friends, but with limits and has rules to follow, such as never leaving the house without
parents permission and go home on time.
Emotional-Moral Development
• Her mother expects her to be a good daughter and to be respectful to others. To always express
herself and work hard for her future. Her mother always listens to her concern so that she can
express her emotion. Her mother told her that if she fails, then it's okay try again next time.
Cognitive Development
• She loves drawings. She has consistently received high honors since kindergarten. For her,
mathematics is so hard but still manageable. Her mother monitors her progress by checking her
performance on her homework. Her mother has rules at home to help her develop good habits.
Findings
• In my findings, the learner's family is encouraging her to pursue her goals and aspirations.
She was well raised by her parents, and their love and support inspire the learner to do more
good.
Conclusions
•The learners must have a decent background and have enough support and motivation from
the family in order to have wonderful aspects whether, physically, emotionally, morally, and
cognitively.
Recommendations
• I would recommend learners' parents to continue supporting her specifically in developing

more on things she finds hard to learn, by providing additional guidance and resources.
ANALYZE
Your findings and recommendations in the Learner Development Baumrind's Parenting Styles
Profile will help you answer the questions here.
Authoritarian. Parents are very
firm with their child and expect
unwavering and unquestioning
obedience. Rules are set by
1. From your home visit and interview, what do you think is the parents and misbehavior is met
style of parenting experienced by the learner? Explain your with withdrawal of affection,
answer. physical punishment or threats.
Permissive. Parents are not firm
or controlling. They have few
• As I noticed, the learner is experiencing an authoritative parenting expectations. May be warm and
style, wherein her parents are very supportive in all aspects and loving caring but appear to be
towards her. Her parents always remind her to be a good person by uninvolved and uninterested.
simply showing respect to other people. Rejecting-Neglecting. Parents are
disengaged with children. Neither
demanding nor responsive to
children. Provide no structure,
2. Relating your data with what you learned from child supervision, support or guidance.
development, what family factors do you think contribute to the Authoritative. Parents achieve a
development and over-all adjustment of the learner in school? good blend. They are firm yet
loving. Have clear and reasonable
•Parents who support their children in all aspects will greatly expectations and limits for their
children. Treat children with
contribute to the students' performances. This support can keep them
respect and warmth. Make
motivated to learn and do well in school because they know that their children understand consequence
parents will be proud of them no matter what happens. of their behavior.
3. Does the communication between the home-school influence Children of:

the learner? If yes, what are these effects? Authoritarian Parents; are often
unhappy, fearful, withdrawn,
inhibited, hostile and aggressive.
• Yes, because education begins at home. Before they enter school, They have low self-esteem and
difficulty with peers.
children already learn certain behaviors that reflect who they are in
Permissive Parents: believe that
school. It is crucial that parents are responsible and vigilant enough to their parents do not care for them.
guide their children. They should be good role models at home so that They are often impulsive,
learners receive a better education both home-school. aggressive luck self-control that
they have low levels of
4. How can the teacher partner with the community to contribute independence and responsibility.
to the development and learning of the students? Who are the Rejecting-Neglecting Parents;
are found to be the least
people or which institutions can the teacher tap to seek advice competent in their overall
regarding the development and learning of students functioning and adjustment.
Authoritative Parents: are
• Teachers, often considered as second parents in the classroom, can socially competent, self-reliant,
effectively contribute to children's growth and learning by and have greater ability to show
self-control. They have higher
collaborating with the local community through partnerships with
self-esteem and are better
organizations, ensuring comprehensive support for the students' adjusted.
learning and development. -Based on Child Development by
Sontrock 2001
REFLECT
1. Reflect on your own development as a child. What type of parenting did you experience? How
did it affect you?
• Since I was a child, even nowadays, my parents use authoritative styles. I have the freedom to
play or hang out with my friends, but with limits. They give me time to go home, or else it won't
happen again. They understand our feelings; they always show their love and support for us.
When it comes to determining what I want to be, I have my own free will, and they always
support me in the things I want to pursue. That's why, when I see how supportive they are, I
always keep my mind on finishing my studies and getting a good job in the near future. Because
they motivate and inspire me always, and I know they want me to develop as a good individual.
2. As a future teacher, how would you establish good home-school collaboration? How can you
work well with the parents? How can you help them? How can they help you?
• As a future educator, I would facilitate effective home-school cooperation by maintaining

clear communication with the parents or guardians of my students. This would enable them to
monitor their learning progress and identify factors that should be considered for the students'
improvement.
Directions: Read the items given below and encircle the correct answer
1. Which are most likely the kind of children raised by authoritarian parents?
I. Fearful
II. Inhibited
III Hostile
IV. Withdrawn
A. I and II B. I, II and III

C. II and III D. I, II, and IV
2. If a child was raised by authoritative parents, how will most likely will he/she behave in class?
A. Relates well to classmates

B. Is suspicious of others
C. Quarrels often with classmates
D. Has low level of independence
3. Which parenting styles contribute/s to the development of children who have low level of
responsibility?
A. Authoritarian
B. Authoritative
C. Permissive
D. Neglecting and permissive
Color Your
World…
1. Make an artistic,
colorful, and creative
visual expression of
your insights or
feelings about the
influence of the
home and school and
community to the
learners.
Then, write a few

statements on the
space below about
your visual art
As a teachers it's our responsibility to shape our students in order

for them to have a brighter future. As others have stated, there are no
engineers, surgeons, architects, lawyers, or other professionals who do not Stick
have a teacher. As a result, the effects or influence of the family, school, and with
community are aimed at providing a better future for our students. We'll all Acrostic…
get there together.
2. make a reflection
acrostic about the
home, school and
community.

Evaluate Your Work Task. Field Study 1: Episode 4: Learner Diversity: The Community and
Home Environment
Learning Outcome: Describe the influencing factors in the home environment that affect the
students’ learning *seek advice concerning strategies that built relationships with
parents/guardians and the wider community (6.2.1) and *identify effective strategies on how
teachers can work together with the family.
Name of FS Student: Shiny Babes P. Medilo Date Submitted: _________________

Learning Excellent Very Satisfactory Satisfactory Needs

Episode Improvement
Observation questions/tasks observation questions/tasks not observation
Sheet completely questions/tasks answered/accomplish questions/tasks not
answered/accomplish completely ed. answered/accomplis
ed. answered/accomplishe hed.
d.
answered completely, answered completely, answered completely, observation
answers are with answers are clearly answers are not questions were not
depth and are connected on theories, clearly connected to answered, answers
thoroughly grounded grammar and spelling theories; One (1) to not connected to
on theories, grammar are free from error. three (3) grammatical theories, more than
and spelling are free spelling errors. four (4) grammatical
from error. spelling errors.
supported by what supported by what shallow, somewhat rarely supported by
were observed and were observed and supported by what what were observed
analyzed. analyzed. were observed and and analyzed.
analyzed.
Learning Portfolio is reflected Portfolio is reflected Portfolio is not Portfolio is not
Artifacts on in the context of on in the context of reflected on in the reflected on in the
the learning the learning outcomes; context of the context of the
outcomes; Compete, Compete, well learning outcomes; learning outcomes;
well organized, organized, very Compete, not not compete, not
highly relevant to the relevant to the organized, relevant to organized, not
learning outcome. learning outcome. the learning outcome. relevant.
deadline deadline the deadline (2) days or more
after the deadline
COMMENTS 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 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below


LEARNING
Creating an Appropriate Learning Environment
FS 1 5
SPARK Your Interest
This learning Episode provides an opportunity to mine how classrooms are structured or
designed to allow everyone's maximum participation for effective learning. You should be able to
examine how classroom management practices affect learning. This Episode enhances the
application of the theories learned in the following professional subject such as Facilitating learner
Centered-Teaching and The Child and Adolescent Learners and Learning Principles
.

 plan on how to manage time, space, and resources; and
 provide a learning environment appropriate to the learners and conducive to learning.

The classroom climate that is conducive for learning is one that is non-threatening yet business-
like. It is a classroom where, when creating audio-visual presentations, the following are observed:
 Specific classroom rules and procedures are clear
 Classroom rules and procedures are discussed within the first few days of the school.
 Students are involved in the design of rules and procedures
 Techniques to acknowledge and reinforce acceptable behavior are employed.
 Clear limits for unacceptable behavior are established and negative consequences for such
are communicated
 Classroom processes are democratic

Activity 5.1 Managing Time, Space and Learning Resources
Resource Teacher: Kinneth Kim D. Balano Teacher's Signature:_________

School: _Bambad National High School Grade/Year Level: 9 Date:_________________
OBSERVE
Observe and use the observation sheet provided for you to document your observations
1. As you observe the class, investigate the characteristics of the learners. Note their ages.
• As I observed, each student in the class has different characteristics inside the classroom.
Some are noisy and not attentive, while others are kind and participative. These are just some of
the characteristics I see in the classroom. The students' ages range from 14 to 15 years old.
1. How many boys are there? How many girls?
• The student population inside the classroom is 49, with 10 boys and 28 girls.
2. Focus on their behavior. Are they already able to manage their own behavior?
• I can say that some of the students who can manage their own behavior inside the
classroom are mostly girls. As I've noticed, some of them behave maturely and have matured
thinking. However, the majority of boys in the section are unable to manage their own behavior.
Some of them are attention seeker, and display other disruptive behaviors.
ANALYZE
Analyze and answer these questions on observed classroom management practices. It is also
good to ask the teacher for additional information, so you can validate your observation. Write
your notes below; and then organize your data in the Table that follows.
1. Are there areas in the classroom for specific purposes (storage age of teaching aids, books,
students' belongings, supplies, etc.). Describe these areas. Will it make a difference is
these areas for specific purposes are not present?
• The classroom has several areas, including a section for cleaning materials located on
the left side of the room at the back, along with a table in the front equipped with teaching
aids. The students keep their belongings on their own chairs. Having well-organized
classroom areas makes a difference as it helps students to learn more easily and also
motivates the teachers.
2. Are there rules and procedures posted in the room? List them down. Do these rules
reinforce positive behavior?
• No, there are no rules posted on the classroom wall due to the DepEd order.
3. Did the students participate in making the classroom rules? If the Resource Teacher is
available, ask him/her to describe the process. What's the effect of student’s participation
in rulemaking on student's behavior?
• Yes, students play an important role in establishing classroom rules as it helps guide
them on what to do and what not to do, enabling them to understand their limitations.
4. What are the daily routines done by the Resource Teacher? (Prayer, attendance,
assignment of monitors, warm-up activities, etc.) How are they done?
• As I observed, my resource teacher's daily routine includes starting the class with a
prayer, checking the attendance to identify absent students, monitoring the students'
assignments/projects, and conducting activities such as asking the previous topic covered.
5. Is there a seating arrangement? What is the basis of this arrangement? Does this help in
managing the class?
• Yes, the seating arrangement is organized in two columns with alternating boys and girls,
allowing them to socialize with the opposite sex. This arrangement will help students focus in
class and learn effectively.
6. Observe the noise level in the classroom. How is this managed?
• The students' level of noise is moderate; sometimes they are noisy in a positive way
when they want to share their experiences, ideas, or answer questions related to the
discussed topic. I noticed that the teacher is able to manage the class by addressing the
noisy students by name, ensuring they don't distract their classmates.
7. If a learner is not following instruction or is off task, what does the Resource Teacher do?
Describe the behavior strategies used.
• Based on my observation, the teacher repeats the lesson and provides the simplest
instructions possible in such cases.
8. What does the Resource Teacher do to reinforce positive behaviors? (Behavior strategies)
• As I noticed, the teacher always emphasizes and ensures respect for both the students and
the teacher. He also employs a strategy of complimenting students' performance and accepting
everyone's ideas and opinions.
REFLECT
Reflection as a future teacher
1. Why do you need to enforce positive discipline?
• It is necessary to the teachers to establish a positive discipline among students in order for
them to constructively handle the disputes that may develop in the classroom without being too
harsh on children. Implementing positive discipline helps students manage misbehaviors and
build confidence and self-esteem, it also helps to foster strong relationships between teachers and
students, which is one of the most essential things. Through this it easier for the instructor to
instill good morals and ethics in the students.
Activity 5.2 Identifying the Different Aspects of Classroom Management Resource Teacher
Resource Teacher: Kinneth Kim D. Balano Teacher's Signature: _______

School: Bambad National High School Grade/Year Level: 9 Date: _________________
OBSERVE
CLASSROOM MANAGEMENT MATRIX
Observe a class and accomplish the given matrix.

Aspects of Classroom Description Effect on the Learners
Management (to be filled out after you
answer the analysis
questions)
1. Specific Areas in the The classroom areas are well
classroom maintained and organized. It help learners easily find the
specific areas where different
materials/equipment they
need to use.
2. Classroom Rules The classroom rules are It help students by providing
reminded every day, guidance on what they should
especially if the students are and should not do inside the
not following it. classroom.
3. Classroom Procedures It starts with reviewing their It help students to remember

last topic and then their previous topic and learn
introducing a new one. another lesson.
4 Daily Routines It starts with a prayer, It assists learners in
followed by greeting "good developing healthy behaviors
morning" to the teacher and as well as improving
classmates. interpersonal relationships
with others
5. Seating Arrangement The seating arrangement is It allows students to
organized in two columns, concentrate in class because
combining boys and girls. they are comfortable in their
own seats.
6. Handling misbehavior/off- The teacher are very handled It help them to know there
task behavior when it comes to students limitations and becomes
misbehavior. aware of the bad behavior
they made inside the
classroom.
7. Reinforcement of Positive The teacher is very It encourages students to
Behavior appreciative in students continue doing good things.
showing good behavior inside
the classroom, especially
those who are honest during
their quiz time.
ANALYZE
1. How did the classroom organization and routines affect the learners' behavior?
• The organization and routines of the classroom significantly affect students' learning behavior
by helping them understand their limitations, learn how to follow rules, and, most importantly,
effectively aid in their development as learners.
2. What should the teacher have in mind when she/he designs the classroom organization and
routines? What theories and principles should you have in mind?
• The teacher should keep in mind that he or she is the one who creates the
classroom order and routines for her students. He or she must be able to visualize the outcome
of his or her activities and be knowledgeable about arranging and implementing procedures. It
should have a beneficial and effective effect on the students' learning. Behaviorism is one of the
theories and ideas to keep in mind because it incorporates repetitive actions, verbal
reinforcement, and incentives to participate. It is excellent for creating rules, particularly for
behavior management within the room.
3. Which behavior strategies were effective in managing the behavior of the learners? In
motivating students? Why were they effective?
• I think one effective way to manage student behavior is through the use of positive
reinforcement. The teacher can offer rewards or positive comments for each positive action the
student takes in a give-and-take process. This approach can help keep learners motivated to do
well and actively participate in classroom learning."
REFLECT
Reflect on the following and write your insights.
1. Imagine yourself organizing your classroom in the future. In what grade year level do you see
yourself? What routines and procedures would you consider for this level. Why?
• I imagine myself handling Grade 8 students, as I would love to interact with students who are
participative, obedient to the teachers, and retain the innocence of their developmental stage as
teenagers. As a teacher, I aim to develop practical routines and practices to maintain a neat and
conducive classroom for learning. My goal is to create a classroom where they feel comfortable
and at home while learning, with specific, organized areas for learning resources that will be
well-maintained. Lastly, I envision a classroom where students understand the value of their
surroundings, are responsible for following rules, and are motivated to learn.
2. Make a list of the rules you are likely to implement in this level. Why would you choose these
rules?
• I want my students to be responsible learners, respectful, and participative in all aspects of

learning, and as a result, I've come up with the following rules I want to implement:
-Students should respect each other despite differences and abilities.
-Students must wear a proper school uniform with ID.
-Maintain silence, especially during class hours.
-Using a cellphone during class is not allowed.
-Everyone should practice good hygiene at all times.
-Avoid late comers in the class.
-Keep your own garbage since the classroom doesn't have dusk.
-Maintain cleanliness inside the classroom
I choose these rules because I want to encourage students to be disciplined, and it should start
with themselves.
3. Should learners be involved in making the class rules? Why?
• Yes, it is relevant that teachers and students are both involved in making the rules inside the
classroom. Since students are the ones who follow these rules, they should implement them
together with the teacher. In this way, they are all informed of the rules, and there is no need to

Direction: Read the items given below and encircle the correct answer.
1. Focusing on natural consequences of students’ behavior develops more self-regulation in the

students. Which of the following teacher statements demonstrates focusing on natural
consequences?
A. “Those who were noisy today during seatwork will not be allowed to play games in the
computer later.”
B. "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.”
C. "Those who are well-behaved in class will be given plus 5 points in the quiz.”
D. If you get a grade of 95 or higher in the first two assignments, you will be exempted from the
3rd assignment.
2. Learners are more likely to internalize and follow classroom rules when _________.
A. the teacher clearly explains the rules she prepared
B. the learners know the punishments for not following the rules
C. the learners participate in the rule-making process
D. the teacher gives additional points for those who follow the rules
3. For a teacher to establish and maintain consistent standards of learner’s behavior, they should do
all EXCEPT ___________.
A. give immediate feedback to reinforce appropriate behavior of learners
B. be open to exceptions each time a learner misbehaves in class
C. communicate and enforce school policies and procedures clearly and consistently
D. handle behavior problems promptly and with due respect to learners' rights
Paste pieces of evidence of classroom rules that work in class. You may also put pictures to the
of the physical space and learning stations which contribute to the effective implementation of
classroom management.
- The classroom doesn't have rules paste in the wall inside.
Evaluate Your Work Task. Field Study 1: Episode 5: Creating an Appropriate Learning
Environment
Learning Outcome: Plan on how to manage time space, and resources. Provide a learning environment
appropriate to the learners and conducive to learning.


Episode Improvement
d.
analyzed.
after the deadline
COMMENTS 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 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below
Kinneth Kim D. Balano________ ________________

LEARNING
FIELD STUDY 1
EPISODE Classroom Management and Classroom Routines
FS 1 6
SPARK Your Interest
This Episode focuses on the classroom structure and routines performed by teachers in
class to provide a safe, friendly non-threatening and caring environment. Effective classroom
routines ensure order and discipline to help the students to stay calm and focused in their daily
tasks.
At the end of this episodes, I must be able to
 identify the classroom routines set by the teachers; and
 observe how the students execute the various classroom routines.
Routines are the backbone of daily classroom life. They facilitate teaching and learning
routines don't just make the life of the teacher easier. The save valuable classroom time. Efficient
routines make it easier for students to learn and achieve more.
Establishing routines early in the school year:
 To run your daily activities, run smoothly.

 Ensure you to manage time effectively.
 Help you maintain order in the classroom.
 Make you more focused on teaching because you spend less time in giving directions/
instructions; and
 Enable you to explain to the learners what are expected of them.
Activity 6.1 Observing Classroom Management and Routines
Resource Teacher: Kinneth Kim D. Balano Teachers Signature: __________

OBSERVE
Observe the classroom of the Resource Teacher by accomplishing the given checklist
Checklist on Classroom Routines
Check Yes ( ) if observed and ( ) if not observed.
Classroom Routines Observed ( ) Not Observed (

)
1. Movement into the classroom /
2. Transition in classroom activities /
3. Movement out of the classroom /
4. Use of lavatories/comfort room / washrooms /
5. Passing of papers /
6. Passing of books /
7. Working with pairs/groups /
8. Tardy students /
9. Absent students /
10. Submission/Collection of materials /
11. Submission of projects /
12. Asking questions during lessons /
13. Asking for assistance /
14. Joining classroom activities /
15. Lining up /
16. Walking in line /
17. Fire drill/ emergencies /
18. Movement between activities /
19. Use of classroom supplies /

20. Checking of assignments /
Others, please specify
ANALYZE
Analyze the routines set by the Resource Teacher by answering the following questions.
1. Were the routines effective in ensuring discipline and order in the class? Why?
Why not?
• Yes, because these are helpful in promoting discipline and maintaining order in the class. It
helps students learn specifically to follow the rules, learn good behavior, and become responsible
individuals.
2. Which of those routines where systematic and consistently implemented? Explain your
answer.
• The routines that were systematic and consistently implemented inside the classroom are
asking questions during lessons, checking assignments, submitting projects, working with pairs
or groups, asking for assistance, joining classroom activities, using classroom supplies, and
others. The mentioned routines were implemented regularly and in orderly fashion by the teacher
and students. These routines effectively help students learn and develop.
REFLECT
Reflect on the various routine observe.
1. Which of the routine will you most likely apply in your class? Why? Why not?
• I think asking questions during class routines is that I most likely use in my classroom.
Nowadays, teaching is more student-centered. Because of this, I want my students to learn
effectively by simply asking questions about the topic we discuss, even in previous topics. To let
students share their ideas, opinions, or experiences. In this way, it helps them to learn effectively
and to know the feedback as a teacher.
Activity 6.2 Listing Down Classroom Rules
Resource Teacher: Kinneth Kim D. Balan Signature: ___________

OBSERVE
Observe a class and list down the classroom rules formulated by the Resource Teacher.
Cite the importance of these rules.
Classroom rules are imperative and must be reinforced for learners' safety and security.
Rules also teach discipline and self-control. Rules eliminate stress and will provide a more
pleasant, secured and non-threatening environment. Rules in sure the students' engagement and
focus in their classroom activities.
Classroom Rules Importance
Be respectful To remind them to be respectful and have

manners.
Be honest To promote honesty among individual inside

and outside the classroom.
Keep quiet For the students to avoid distraction and

understand the lesson well.
Raise your hand if you ask To clarify confusions and understand it

questions clearly.
Maintain Cleanliness To have clean, well-organized and

comfortable classroom.
ANALYZE
1. Analyze each given rules. What circumstances led to the formulation of the to the rule?
• The purpose of having classroom rules is to help students become responsible and aware of
the dos and don'ts inside the classroom. To shape their behaviors and improve their learning so
they can apply it not just inside but outside the classroom.
2. Are classroom rules important?
• Classroom rules are crucial because they not only minimize the possibility of student
wrongdoing but also shape their behavior and discipline and enhance their learning. It also helps
students develop responsibility and awareness of classroom dos and don'ts.
REFLECT
Reflect on the various classroom rules set by the Resource Teacher. Will you have the same
rules? If not, what rules are you going to employ? Explain your answer.
• As I observed, most of the rules implemented by the resource teacher are likely to be the
same as mine, including honesty inside the classroom. For instance, during a quiz, being
honest with yourself by simply avoiding cheating and being honest about your scores, even
if they are low, as long as you did your best and it is still appreciated. One of these rules is
designed to teach students how to behave appropriately and safely in the classroom, thereby
increasing student learning.
Take some snapshot of the classroom routines employed by the Resource Teacher which are
worth emulating. Tell something about the pictures.
Evaluate Your Work Task, Field Study 1 – Classroom Management and Classroom Routines
Learning Outcome: Identify the classroom routines set by the teacher; and observe how the
students execute the various classroom routines.
Name of FS Student: Shiny Babes P. Medilo Date Submitted __________
Very Needs
Episode 4 2
3 1
Accomplished All observation One (1) to two Three (3) Four (4) or more
Observation questions/tasks (2) observation observation observation
Sheet completely questions/tasks questions/tasks questions/tasks
answered/ not answered/ not answered/ not answered/
Accomplished
Analysis All questions All questions Questions were Four (4) or more
were answered were answered not answered observation
depth and are clearly connected clearly connected answers not
thoroughly to theories; to theories; one connected to
grounded on grammar and (1) to three (3) theories; more
theories; spelling are free grammatical/ than four (4)
grammar and from errors. spelling errors. grammatical/
spelling are free spelling errors.
from error.
clear; supported depth; supported shallow; shallow; rarely
by what were by what were somewhat supported by
observed and observed and supported by what were
analyze. analyzed. what were observed and
observed and
analyzed. analyzed.

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

the deadline deadline after the deadline (2) days or more
after the deadline
score (Based on
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 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
Kinneth Kim D. Balano__________ ______________

1. What term applies to the established ways of managing a classroom into more organized and
systematic structure?
A. Classroom routine
B. Positive discipline
C. Classroom discipline
D. Classroom management
2. When is the best time to establish classroom routines?
A. At the start of the year
B. At the end of the class
C. At the start of the activity
D. At the start of the class discussion
3. What is the primary reason for the establishment of classroom routines?
A. To ensure order sent
B. To eliminate stress
C. To be always fair
D. To control the class
4. To ensure order in the transition activities, what must be done? sent
A. Assign a leader
B. Post the rules sent
C. Let students work in groups
D. Set the rules before activity
5. What routine must be set to guarantee the safety of the students?
A. Assign a leader
B. Let them work in pairs
C. Let them work individually
D. Set the do's and don’ts in every activity

FIELD STUDY 1 LESSON EPISODE Physical and

Personal Aspects of
FS 1 7 Classroom
Management
SPARK Your Interest
This Episode tackles classroom management and discipline. It focuses on the personal
physical aspects of classroom management which are central to teaching and therefore must be
consistently implemented.
 identify the two (2) classroom management; and

 determine the classroom management strategies that the Resource Teacher
employed in his/her class.
REVISIT the Learning

Essentials
Classroom management refers to the wide variety of skills and techniques that teachers
use to keep students organized, orderly, focused, attentive on tasks and academically productive
in class.
Importance of Effective Classroom Management
 increases chance of student success.

 paves the way for the teacher to engage students in learning.
 helps create an organized classroom environment.
 increases instructional time - creates consistency in the employment of rules and
regulations.
 aligns management strategies with school wide standards.
 decreases misbehavior in the classroom.
 gives student boundaries as well as consequences
Two aspects of Classroom Management.
1. Personal Classroom Management consists of managing your own self to ensure order
and discipline in your class. It includes:
1.1 . voice
1.2 . personal grooming
1.3 . attendance
1.4 . punctuality
1.5 . personal graciousness
Managing yourself as a teacher contributes to the order and well-being of your class.
2. Physical Classroom Management consists of managing the learning environment.

Attending to these physical elements of the learning environment ensures the security
and order in the class. It includes:
3.1. ventilation
3.2. lighting
3.3. acoustics
3.4. seating arrangement
3.5. structure / design of the classroom
3.6. physical space/learning stations
Some Effective Classroom Management Strategies
1. Model to the students how to act in different situations.

2. Establish classroom guidelines
3. Document the rules.
4. Refrain from punishing the entire class
5. Encourage initiative from class
6. Offer praise and rewards
7. Use non-verbal communication
8. Take time to celebrate group effort
9. Let students work in groups
10. Interview students to assess their needs
11. Address bad behavior quickly
12. Consider peer teaching
13. Continuously engage the students
14. Assign open-ended project
15. Write group contracts
Identifying Personal and Physical Aspects of Classroom

Activity 7.1 Management

OBSERVE
Observe a class and interview the Resource Teacher. Ask how the personal and physical
aspects of classroom management ensure proper classroom management and discipline. Check if
these aspects were observed in the classroom.
ASPECTS OF CLASSROOM MANAGEMENT YES NO

1. Personal Classroom Management
1.1 Is the teacher well-groomed that he/she demands respect from the /
learners.
1.2 Is the teacher’s voice modulated and can be heard by the entire class? /
1. 3 Was the teacher present in class? /
1.4 Did the teacher arrive on time in class? /

1.5 Does the teacher exude a positive attitude towards in teaching? /
2. Physical Classroom Management
2.1 Is the classroom well-ventilated? /

2.2 Is the lighting good enough? /
2.3 Is the classroom free from noise? /
2.4 Does the seating arrangement provide better interaction? /
2.5 Is the design/structure of the room inviting to classroom activities? /
2.6 Is the physical space/learning station clear from obstruction? /
ANALYZE
Analyze the different elements of personal/physical classroom management and answer the
following questions?
1. How does the voice of the teacher affect classroom instruction?
• The teacher voice significantly affect classroom instruction through captivate students to
pay attention and listen throughout class discussion. Teachers voice is crucial in teaching
students inside the classroom so that students will clearly understand each instructions even
small details that they need to acquire and apply.
2. How does the punctuality of the teacher affect classroom discipline?
• If the teacher sets a good example for his or her students, then they will probably engage
with what you show them. For instance, if the teacher values time so much in a way that he or
she doesn't want to be late for class, then I think it will impair the discipline of the students
because they should know how to value and manage their time.
3. Why do we need to check on the physical aspects of classroom management?
• It is very important to examine the physical features of classroom management to ensure a

smooth flow of discussion and learning activities for both the instructor and the students. Having
the finest of these physical classroom aspects would assure the safety and order of the classroom.
REFLECT
Reflect on the aspects of personal and classroom management.
1. What does this statement mean to you as a future teacher? Explain.

“No amount of good instruction will come out without effective classroom management”.
• As a future teacher, this statement emphasizes how important classroom management is for
learning. We all know that the classroom has a significant role in teaching and learning. That is
why it is important to maintain the classroom that we use because it is not just a classroom but
also a home for teachers and learners every day and is a big part of every student's success.
2.'What are your plans in ensuring effective classroom management?
•To ensure effective classroom management, I'll focus on setting clear expectations, establishing
consistent routines, using positive reinforcement, and incorporating engaging and interactive
teaching methods to keep my students motivated and attentive learners.
Activity 7.2: Demonstrating knowledge of positive and non-violet discipline in the

management of learner behavior.

School: _Bambad National High School Grade/Year Level: 9 Date: ___________
OBSERVE
Observed the classroom management strategies that your Resource Teacher employs in
the classroom. You may also conduct an interview to substantiate your observation.
Check the management strategies employed by Resource Teacher.
Check (/) observed, put an (X) if not observed and 0 for no opportunity to observed.
Effective classroom management strategies Observed Not Not

observed opportunity
to observe
1. Model to the student how to act in /

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

7. Use non-verbal communication /
8. Take time to celebrate group effort /
9. Let students work in group /
10. Interview students to assess their needs /
11. Address bad behavior quickly /
12. Consider peer teaching /
13. Continuously engage the student /
14. Assign open-ended project /
15. Write group contacts /
Others (PLEASE SPECIFY)
16.
17.
18.
ANALYZE
Analyze the checklist you have accomplished and answer the given questions.
1. How many strategies were employed by the Resource Teacher? Did these contribute
better classroom management? Explain your answer.
• In my observation, I noticed that almost all strategies were employed by the teacher, as
indicated in effective classroom management strategies. This allows the teacher to better control
not only the classroom but also the students, allowing them to learn not just the lesson but also to
develop them as good individuals.
2. What were not used by the Resource Teacher? Were these important? What should have
been used instead? Explain.
• As I noticed, the classroom doesn't document rules due to the DepEd order requiring the
removal of all classroom wall decorations or posters. However, having documented rules inside
the classroom is also important, as it serves to remind students of what they should and shouldn't
do.
REFLECT
As a future teacher, reflect on the observation then answer the given question.
1. What classroom management strategies do I need to employ to response to diverse types of

learners?
• As a future educator, the classroom management strategies that I must employ to respond to
diverse types of learners are practicing the cultural sensitivity of learners to avoid certain
situations in the future, and giving students freedom and flexibility because I believe that we are
all intelligent in our own way and I want them to discover their own skills and abilities.
SHOW YOUR ARTIFACTS

Show piece(s) of evidence of learning to capture the classroom management strategies used by
your Resource Teacher.
Evaluate Your Work Task. Field Study 1: Episode 7: Physical and Personal Aspects of Classroom
Management
Learning Outcome: identify the two (2) classroom management; and determine the classroom
management strategies that the Resource Teacher employed in his/her class.


Episode Improvement
d.
analyzed.

after the deadline
COMMENTS 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 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below

1. How will you prevent truancy among students?
A. Check attendance regularly.

B. Allocate budget for each student.
C. Improve sanctions on absentees
D. Always prepare and teach your lessons effectively.
2. What will be the most effective way of dealing with non-participative

students?
A. Let them do what pleases them
B. Refer the matter to the Guidance Counselor.
C. Employ engaging and enjoyable activities.
D. Give them the grader they deserve based on their performance.
3. How will you help the shy and timid students in your class? A. Treat
them naturally.
B. Let them be as they are.
C. Refer them to the Guidance Office.
D. Encourage them to join as many activities as possible in class.
4. How will you put to optimum use the leadership skills of your students?
A. Recognize their leadership skills.

B. Let them just do what they please.
C. Refrain from calling them all the time.
D. Empower them to initiate activities in class.
5. To discipline unruly students, Teacher Helen always tells her students

"Remember I am the person in authority here. I have the power to pass or
fail you." Do you agree with Teacher Helen's reference to power?
A. We need more data to give a categorical answer.
B. Yes, passing and failing are in the hands of a teacher.
C. Yes, one may use the power given you to blackmail students.
D. No, teacher authority is not meant to be used to pass or fail students.
FIELD STUDY 1 LEARNING Understanding the School Curriculum

EPISODE
FS 1 8 Close Encounter with the School Curriculum
SPARK Your Interest
Formal education begins in school. Schools are institutions established to design total learning
activities appropriate for each team in each grade level. Thus, schools have recommended
curriculum which is the enhanced K to 12 curricula. The recommended curriculum was translated
into written curriculum like books, modules, teachers' guides, and lesson plans which are the basis of
the taught curriculum. A teacher who implements the curricula needs support materials (support
curriculum) to enhance teaching and learning so that the written and the taught curricula can be
assessed (assessed curriculum) to determine if learning took placed (learned curriculum). However,
there are so many activities that happen in schools but are not deliberately planned. This refers to the
hidden curriculum.
A classroom teacher plans, implements, and evaluates school learning activities by preparing a
miniscule curriculum called a lesson plan or a learning plan. The teacher then puts life to lesson plan
by using it as a guide in the teaching-learning process where different strategies can be used to
achieve the learning objectives or outcomes. There are many styles of writing a less plan, but the
necessary parts or elements such as (a) Learning Outcomes (b) Subject Matter (c) Teaching --
Learning Strategies, and (d) Evaluation or Assessment should always be included.
All of these elements should be aligned so that at the end of the teaching-learning episode,
learning will be achieved with the classroom teacher is a guide.
At the end of this Episode, I must be able to.

 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
School Curriculum: What is this about?

From a broad perspective, curriculum is defined as the total learning process and
outcomes as in lifelong learning. However, school in this course limits such definition of total
learning outcomes to confine to a specific learning space called school. Schools are formal
institutions of learning where the two major stakeholders are the learners and the teacher.
Basic education in the Philippines the Department of Education or DepEd and the
recommended curriculum is the K-12 Enhanced Basic Education Curricula of 2013. All basic
education schools offering kindergarten (K) elementary (Grades 1 to 6) and Secondary (Grades 7-10,
Junior High School and Grades 11 to 12, Senior High School) adhere to this national curriculum as a
guide in the implementation of the formal education for K to 12.
What are the salient features of the K to 12 Curriculum? Here are the features. It is a
curriculum that:
1. strengthens the early childhood education with the use of the mother tongue,
2. makes the curriculum relevant to the learners. The use of contextualized lessons and addition
of issues like disaster preparedness, climate change and information and communication
technology (ICT) are included in the curriculum. Thus, in-depth knowledge, skills and
values, attitude through continuity and consistency across every level and subject,
3. builds skills in literacy. With the use of Mother Tongue as the main language in studying and
learning tools from K to Grade 3, learners will become ready for higher level skills,
4. ensures unified and seamless learning. The curriculum is designed in a spiral progression
where the students learn first the basic concepts, while they study the complex ones in the
next grade level. The progression of topics matches with the developmental and cognitive
skills. This process strengthens the mastery and retention,
5. gears up for the future. It is expected that those who finish basic education in Grade 12 will
be ready for college or tech voc careers. Their choice of careers will be defined when they go
to Grade 11 and 12,
6. nurtures a fully developed youth. Beyond the K to 12 graduates the learner will be ready to
embark on different career paths for a lifetime. You will recall that a school curriculum is of
many types for the kindergarten to Grade 12 in the country.
• The enhanced curriculum K to 12 curriculum is the Recommended Curriculum. It is to

be used nationwide as mandated by Republic Act 10533.
• When the curriculum writers began to write the content and competency standards of the
K to 12 Curriculum it became a Written Curriculum. It reflects the substance of RA
10533 or the Enhanced Basic Education Act of 2013. In the teacher's class it is the lesson
plan. A lesson plan is a written curriculum in miniscule.
• What has been written in a lesson plan has to be implemented. It is putting life to the
written curriculum, which is referred to as the Taught Curriculum. The guidance of the
teacher is very crucial.
• A curriculum that has been planned, and taught needs materials, objects, gadgets,
laboratory, and many more that will help the teacher implement the curriculum. This is
referred to as the Supported Curriculum.
• To find out if the teacher has succeeded in implementing the lesson plan, an assessment
shall be made. It can be done in the middle or end of the lesson. The curriculum is now
called the Assessed Curriculum.
• The result of the assessment when successful is termed as Learned Curriculum.
Learned curriculum whether small or big indicates accomplishment of learning outcomes.
• However, there are unplanned curriculums in schools. These are not written, nor
deliberately taught but they influence learning. These include peer influence, the media,
school environment, the culture and tradition, natural calamities and many more. This
curriculum is called Hidden Curriculum or Implicit Curriculum.
So, what will be the roles and responsibilities of the teacher in the relations with the school
curriculum, specifically in the K to 12 or the enhanced curriculum for basic education?
Teachers then should be multi-talented professionals who
• know and understand the curriculum as enumerated above.
• write the curriculum to be taught.
•plan the curriculum to be implemented.
•initiate the curriculum which is being introduced.
•innovate the curriculum to make it current and updated.
• implement the curriculum that has been written and planned; and
• evaluate the written, planned and learned curriculum.

Activity 8.1 Curricula in the School Setting

It’s time to look around. Discover what curriculum is operating in the school setting. Recall the
types of curricula mentioned earlier. Can you spot where these are found? Let’s do a hunting
game!
OBSERVE
Resource Teacher:Kinneth Kim D. Balano Teacher's Signature: _________

1. Locate where you can find the following curriculum in the school setting. Secure a copy,
make observations of the process, and record your information in the matrix below. Describe
your observations.
Type of Curriculum Where found Description
1. Recommended Department of Education As policy guidelines, schools are
Curriculum (K to 12 (DepEd) frequently given with a prescribed
guidelines) Commission on Higher curriculum, replete with a list of
Education (CHED) objectives and a material sequence
Vocational Education that suggests graduation standards.
( by TESDA)
2. Written Curriculum Syllabus, Course of This type of written curriculum
(Teacher’s Lesson Plan) Study, module, books, must be pilot tested or tried out in
instructional guidelines a small number of schools to
lesson plan
determine its efficacy. This is also
advised by experts and with the
assistance of the subject teacher.
3. Taught Curriculum Teaching learning Anything that is taught or done in

(Teaching Learning Process) process the classroom is considered taught
Teachers actually deliver curriculum. Examples include a
day by day demonstration lecture, the start of group work,
of the lesson and a laboratory experiment.
4. Supported Curriculum Textbooks, electronics
(Subject textbook) books, journals and Each learner should be able to
articles attain true and lifelong learning.
5. Assessed Curriculum Standardize test and Evaluating students' performance

(Assessment Process) teacher-made test, based on the collective data that
appears test and measure they have collected in order to see
performance. their progress and development.
6. Learned Curriculum Bottom-line curriculum Learning outcomes can be used to

(Achieved Learning that students actually determine how competent a
Outcomes) learn student should be at the end of a
course. The test results represent
the learning outcome that students
can get by completing learning
goals.
7. Hidden Curriculum Any learning outcomes The unexpected or unwanted
(Media) that are not explicitly curriculum that plays an important
designed in the course part in learning is referred to as the
plan are included. hidden curriculum.
ANALYZE
Which of the seven types of curriculums in the school setting is easy to find? Why?
• All seven forms of curricula can be found in schools, and they are crucial for the learners'
learning as well as the teacher's.
Which is difficult to observe? Why?
• The hidden curriculum since you use it accidently or explicitly apply the learning outcomes
even if they are not designed in your lesson plan.
Are these all found in the school setting? How do curricula relate to one another?
• All of these can be found in a school setting, and they all play an important role in the
development and progress of the student as a learner.
Draw a diagram to show the relationship of one curriculum to the other.
REFLECT
Make a reflection on the diagram that you have drawn.
• The diagram illustrates seven types of curricula and their interactions in a classroom setting.
These curricula are crucial for delivering ideas, resources, and classroom management. The
curricularist produces a curriculum, which is implemented by teachers. The written curriculum
includes lessons, reports, and written resources. The teaching-learning process involves
collaboration between learners and teachers, with instructors acting as facilitators. Supported
curriculum, including materials, artifacts, gadgets, and labs, aids in implementing the program.
Assessments assess progress and provide feedback for improvement. Successful assessments
indicate the achievement of learning objectives. Hidden curriculum influences students' moral,
spiritual, physical, mental, and emotional well-being.
Activity 8.2 The Miniscule School Curriculum: The Lesson, A closer Look

School: Bambad National High School Grade/Year Level: 9 Date: _________
OBSERVE
This activity requires a full les observation from Motivation to Assessment.
Procedure:
1. Secure permit to observe one complete lesson in a particular subject, in 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
Major Curriculum Key Guide for Observation (Carefully look for the
Components 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/learning outcomes?
b. What are included in the subject matter?
c. What procedure or method will the teacher use to implement the
plan?
d. Will the teacher assess or evaluate the lesson? How will this be
done?
B. Implementing Now it's time to observe how the teacher implemented the prepared
lesson plan Observe closely the procedure.
a. How did the teacher begin the lesson?
b. What procedure or steps were followed?
c. How did the teacher engage the learners?
d. Was the teacher a guide at the side?
e. Were the learners on task? / Or were they participating in the
class activity?
f. I Was the lesson finished within the class period?
C. Evaluating/Assessing Did learning occur in the lesson taught? Here you make observations
to find evidence of learning.
a. Were the objectives as learned outcomes achieved?
b. How did the teacher assess/evaluate it?
c. What evidence was shown? Get pieces of evidence
ANALYZE
Write a paragraph based on the data you gathered using these key questions?
1. How does the teacher whom you observed compare to the ideal characteristics or
competencies of global quality teachers?
• He encourage and inspire students to study and be creative in order for all students to
succeed in today's global society. He always collaborate with his students to co-create new
learning opportunities, as well as to promote student learning and program enhancements.
2. Was the lesson implemented as planned? Describe.
• Yes, the teacher adhered to his instructional plan. It was so well-organized that the students
actively participated in class since it was so engaging from the start.
3. Can you describe the disposition of the teacher after the lesson was taught? Happy and
eager? Satisfied and contented? Disappointed and exhausted?
• The teacher is likely to feel happy and satisfied after effectively delivering the lesson,
knowing that the students have understood the concepts and engaged with the material.
4. Can you describe most students' reactions after the lesson was taught? Confused? Happy
and eager? Contented? No reactions at all.
• The majority of learners are both happy and content since their teacher did his best to
provide the learning that they require. They also enjoy the class, as seen by their participation
in the conversation.
REFLECT
Based on your observations and tasks in Activity 2 how will you prepare your lesson
plan? Make a short paragraph on the topic.
• As a future teacher, I'll make my lesson plans in accordance with the Department of
Education guidelines and requirements. I'll think about important things like what level my
students are at and what they already know. This will help me keep things going smoothly and
choose the best ways to teach.
Activity 8.3 Constructive Alignment of the Components of a Lesson Plan
Resource Teacher: Kinneth Kim D. Balan Teacher's Signature: _________

School: Bambad National High School Grade/Year Level: 9 Date: _________
OBSERVE
Using the diagram below fill up the component parts of a lesson plan
I. Title of the Lesson: Medieval, Renaissance, and Baroque Music

II. Subject area: MAPEH
III. Grade Level: 9
Outcomes Teaching Method Assessment
•Assess student
•Relate medieval, engagement and
• Engage students in
renaissance, and participation during
dramatization exercise
baroque music to its dramatization and role-
for historical context
historical and cultural play activities.
understanding.
background through
•Evaluate students'
dramatization. •Play select music pieces
understanding of
for analysis of key
•Describe the musical musical elements in
elements of given musical elements.
medieval, renaissance,
medieval, renaissance, • Divide students into and baroque music
and baroque music. through a written
groups for Gregorian and
•Showcase their ability troubadour style song assignment.
to create and/or perform creation and
•Assess students'
songs in Gregorian and performance.
performance in creating
troubadour styles.
and/or performing
songs in the Gregorian
and troubadour styles.
ANALYZE
Answer the following questions based on the diagram.
1. Are the three components constructively aligned? Explain.
• Yes, the three crucial components learning outcomes, teaching methods, and
evaluation are interconnected and vital for effective teaching and learning. These
components collectively ensure a well-rounded and comprehensive learning
experience.
2. Will the outcomes be achieved with the teaching methods used? Why?
• Yes, that must be attainable. When a teacher designs a lesson, they should
consider how well it will fit with the teaching strategy they are employing to
achieve the targeted learning outcomes. Both the learning outcomes and the
instructional strategies used must be in sync in order to achieve the desired
learning.
3. What component would tell if the outcomes have been achieved?
•The assessment will indicate whether or not the objectives were met. If
the learning objectives are met, the assessment findings will be used to
provide feedback to the instructor. The outcome will also suggest

whether or not a piece of a lesson should be addressed further or
improved.
REFLECT
What lessons have you learned in developing or writing a lesson plan?
• When creating a lesson plan, I've learned that you need to match three things to reach your
goals. First, decide what knowledge, skills, and values you want your students to have. Then,
choose the best way to teach them, and finally, test them to see how well they've learned what
you've taught.
What value will it give to the teacher if the three components are aligned?
• If the teacher lines up the three parts, then he/she find success in teaching well and sharing
knowledge effectively with students.
Learning Artifacts for Activity 1-3

Present an artifact for Activity 1, 2, and 3.
Activity 1 Artifact
1. Present evidence for each kind of curriculum operating in the school setting. This can
be pictures, documents, or others.
1.Recommended Curriculum (K to 12 Given that the students are under the K to 12

guidelines) Curriculum.
2.written Curriculum (Teacher’s
Lesson Plan)
3.Taught Curriculum (Teaching

Learning Process)
4.Supported Curriculum (Subject

Textbook)
5.Assesed Curriculum (Assessment

Process)
6.Learned Curriculum (Achieved

Learning Outcomes)
7.Hidden Curriculum (Media)

Activity 2: Artifact
1. Present a sample curriculum in a form of a Lesson Plan
A Lesson Plan in Oral Communication
Content Standard: The learners recognizes that communicative competence requires

understanding of the speech style.
Performance Standard: The learners demonstrate effective use of communicative strategy

in the variety of speech situation.
I. Learning Objectives:
1. Distinguish the types of speech style. (EN11/120C-Ifj-17)
2. Identify social situations in which each speech style is appropriate to use. (EN11/120C-
Ifj-18)
3. Give the appropriate language forms to be used in a particular speech style. (EN11/12C-
Ifj_19)
II. Subject Matter:

Content: Types of Speech Style
Materials: pictures, projector, computer
References: Oral Communication in Context; p.35
by: Philippe John Fresnillo Sipacio and Anne Richie Garcia Balgos Oral Communication in
Context, pp. 49-51
by: Ramona S. Flores
Process Skills: Explaining, formulating
Values Integration: Courtesy
I. Learning Activities
a. Review:
- What was our lesson yesterday?
- What are the Types of Speech Content?
- Compare Interpersonal and Intrapersonal Context?
b. Motivation:
Do you believe that the way we speak shows our attitude? Why?
c. Activity:
How will you say “Happy Birthday” to your:
a. girlfriend / boyfriend
b. Mother / Father
c. Teacher Adviser
d. friend
d. Situational Analysis:
* Why do you differ with our style when talking to different persons?
* Why is it necessary to have an appropriate language or a vocabulary to be
used or observed when we are engaging ourselves in communication?
e. Lesson Proper and Deepening of Input

The teacher will have a deepening of the lesson and discuss on the different
styles of speech.
f. Abstraction:
* When can we say that a speech is formal?
* What would be our appropriate vocabulary to be observed when we are
talking to our school principal?
g. Application
Grouping of the class into 3 and each group will be given one task to
Make. Let them report afterwards.
Group 1 Task: Make a dialogue out of the picture given.

Group 2 Task: List down at least two examples on each style.
Group 3 Task: Identify the style used by reading the text messages.
h. Integration: Why is it important to know who our audience are when we are
speaking?
II. Evaluation
Direction: Identify the type of style appropriate for the following situations.
1. talking to a costumer or psychiatrist
2. delivering campaign speeches
3. talking and laughing about memorable experiences
4. having a one-on-one conversation with a loved one
5. delivering an oratorical speech
III. Assignment:
What are the Types of Speech Act?
Demonstrated by:
RICHIE G. FACIOLAN
Teacher Applicant
Activity 3: Artifact
19. Present a matrix to show the constructive alignment of the three components of a lesson
plan.
a. Example:
IV. Lesson Title: Ang mga Paraan ng Pakikipaglaban ng mga Pilipino para sa Kalayaan
Laban sa Hapon
Subject Area: K-12 Gabay Pangkurikulum sa Kurikulum APAN

Grade Level: 6
Lesson Outcomes Teaching Methods Evaluation

1. Improve • 30 minutes • Assessed heart rate before and after running drills
cardiovascular running drills
fitness
• Observe teamwork during games
2. Develop team • Group sports like
work and basketball and
cooperation volleyball
• Skills test (ex. Shooting accuracy)
3. Enhance basic • Skill specific
sports skills training sessions
Evaluate Your Work Task. Field Study 1: Episode 8: Close Encounter with the School Curriculum
Learning Outcome: Identify the different curricula that prevail in the school setting. *Describe how the
teacher manages the school curriculum by planning, implementing lessons through different
strategies and assessment of learning outcomes.
*Analyze if the teacher aligns the objectives to subject matter, to teaching strategies and assessment.


Episode Improvement
d.
analyzed.
after the deadline
COMMENTS 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 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below
__________Kinneth Kim D. Balano_________ ________________

Choose the correct answer from the options given

1. When we say school curriculum it only refers to the K to 12 curricula.
A. This statement is true
B. This statement is not true
C. This statement is half true
D. This statement is silly
2. A professional teacher should skills to address the need for a curricularist EXCEPT one.
Which one is NOT?
A. Knower of the curriculum
B. Believer of the curriculum
C Implementer of the curriculum
D. Writer of the curriculum
3. The influence of multimedia, peers, community tradition, advancement in technology, though

not deliberately taught in the lessons will influence the curriculum. This is referred to as ______.
A. written curriculum
B. recommended curriculum
C. implemented curriculum
D. hidden Curriculum
4. Which two components of the lesson plan (as a miniscule curriculum) should be aligned?
I. Outcomes and Assessment
II. Assessment and Teaching Methods

III. Outcomes and Teaching Methods
A. I only B. II only C. III only D. I, II and III
5. What is the most important why there should be constructive alignment of the components of
the curriculum?
A. For case of correcting by the school principal
B. To assure that each component contributes to the attainment of the learning outcomes
C. As a required template when starting to write a lesson plan
D. As a model of other lesson plans written and published
LEARNING
Preparing for Teaching and Learning
FS 1 9
SPARK Your Interest
This Episode gives emphasis on the principles of

learning which must be applied to ensure quality instruction. It
also focuses on the DEDUCTIVE intended learning outcomes which set
the direction of the Begins with a rule, lesson. They must be (SMART)
Specific, generalization, Measurable, Attainable, Realistic
and Time-bound) abstraction and ends and formulated in accordance with
time-tested with concrete, principles. It also determines the
teaching method experience, details used by the Resource Teacher
whether (inductive examples or deductive) which is the practical
realization or application of an approach. This
episode dovetails with the course on Facilitating Learner-Centered
Teaching.

► identify the teaching-learning practices that apply or violate the principles of teaching
Learning.
► determine the guiding principles on lesson objectives/learning outcomes applied in
instruction.
► judge if lesson objectives/intended learning outcomes are SMART.
► determine whether the intended learning outcomes are achieved at the end of the lesson.
► observe the teaching methods used by the Resource Teacher, and
► differentiate the different methods of teaching
These are the time-tested principles of teaching and learning

1. Effective learning begins with setting clear expectations and learning outcomes,
2. Learning is an active process, "What I hear, I forget; what I see, I remember; what I do, I
understand."
3. Learning is the discovery of the personal meaning of ideas. Students are given the
opportunity to connect what they learn with other concepts learned, with real world
experiences and with their own lives.
4. Learning is a cooperative and a collaborative process.
A teaching method consist of systematic and INDUCTIVE orderly
steps in teaching-learning process. It is the Begins with the practical
realization or application of an approach. All concrete, experience methods
of teaching can be classified either as details, examples
deductive (direct) or inductive (indirect). and ends with a rule,
generalization
abstraction
Methods
Of
Teaching

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

Least Applied
OBSERVE
Observe class with the use of the principles of learning given in Revisit the Learning Essentials. I
will identify evidence of applications/violations of the principles of learning. I can cite more than
one evidence per principle of learning.
What did the Resource Teacher do to
Principles of Learning apply the
principle of learning
1. Effective learning begins with the The teacher shows his lessons using a smart
setting of clear and high expectations TV, focusing on what he wants the students to
of learning outcomes learn about the topic.
2. Learning is an active process The teacher encouraged students to
communicate and participate in class
discussions.
3. Learning is the discovery of personal The teacher assigned his students the
meaning and relevance of ideas responsibility of sharing their ideas and
thoughts on the topic under discussion.
4. Learning is a cooperative and a The teacher create a group activity for the
collaborative process. Learning is students to collaborate their ideas and
enhanced in an atmosphere of opinions with their peers.
cooperation and collaboration
ANALYZE
1. What principles of learning were most applied?
- As I observed, the most often utilized is "Learning is an active process"

In this learning principle, the instructor serves as a facilitator rather than a provider of
information in the classroom. He allow students to express their knowledge, ideas and
opinions through giving assigned topic to be discussed in front of peers.
- The least utilized learning principle is "learning is a cooperative and a

collaborative process. Learning is enhanced in an atmosphere of cooperation and
collaboration" since I noticed that they focused more on discussing their topics rather
than engaging a activities specifically in form of group.
Give instances where this/these principle/s could have been applied?

- Learning is an active process," which means that the teacher must ask questions to the
students in order for them to interact and participate in class. Using this method, you can
start a discourse and a conversation in class.
REFLECT
From among the principles of learning, which one do you think is the most important?
• AllMost
the principles
Applied of learning are important, but I think the most important is the " Learning is
the discovery of personal meaning and relevance of ideas" because it emphasizes the importance
of making learning meaningful and applicable to individual experiences and contexts.
Activity 9.2 Identifying Learning Outcomes that are aligned with Learning Competencies
School: Bambad National High Schoo Grade/Year Level: 9 Date: _______
OBSERVE
Observe class, this time focusing on how the learning outcomes were stated. Determine if
the learning outcome/s was/were achieved or not. Give evidence.
1. Write the learning outcomes stated in the lessons.
(SMART
Achieved
Learning Outcomes Objectives)
YES NO YES NO
1. Analyzing pictures / /
2. Sketch and paint a mural using
/ /
colors and shapes
3. Make a paragraph from picture
/ /
presented
4. Paints a landscape using colors
/ /
and shape
5. Realize the choice of colors and
/ /
shape
2. Cite pieces of evidence that these learning outcomes were achieved.
1. The learners output.
2. The paragraph they presented.
3. Picture of student using colors and shape.
4. Students task to make an observation report on their work.
5. The pupils will need to comply their requirement as their projects on time, the
project is making a task.
ANALYZE
1. Do SMART objectives make the lesson more focused?

• Yes, it helps you concentrate on your teaching as clear, measurable, attainable, realistic, and
time-bound objectives lead to success. Using the SMART approach motivates teachers to strive
harder, gives a sense of direction, and helps in planning lessons and goals.
REFLECT
Reflect on the
Lesson learned in determining SMART learning outcomes
• Using SMART objectives in lesson planning is important for organizing class material
and guiding the learning process. These objectives are Specific, Measurable, Attainable,
Result-Oriented, and Time Bound, ensuring the teacher achieves desired learning outcomes
and maintains class discussion flow.
Activity 9.3 Distinguishing Between Inductive and Deductive Methods of Teaching

OBSERVE
I will observe one Resource Teacher with the use of this observation sheet. Using the guide
questions, I shall reflect on my observation and analysis.
Teacher-centered Student-centered
Did teacher lecture all the time? Were students involved in the teaching-
learning process? How? Were they mere
- No, sometimes the teacher allows learners passive recipients of instruction?
to speak out or participate in the
conversation. • Yes, sometimes students talk in class. They
get information, and other times, they give
information. They both listen and speak.
Was the emphasis on the mastery of the Was the emphasis on the students’
lesson or on the test? Prove. application of the lesson in real life? Give
proofs
- On the lesson, it is because the teacher
elaborated what the student must know. • As I noticed, the teacher ask about their
experiences regarding specific topic they
have.
Was class atmosphere competitive? Why? Was class atmosphere collaborative? Why?
- Yes, because some students in a class • Yes, because they help each other by being
participate actively by speaking up, giving a part of a group. They listen to their
their thoughts and ideas, and sharing their classmates' ideas while also expressing their
experiences. own.
Did teacher focus only on one Did teacher connect lessons to other
discipline/subject? disciplines/subjects?
No, the teacher is responsible for a variety of • Yes, the teacher connect one subject to the
subjects in addition to their own area of other if they are related.
expertise.
What teaching-learning practice shows that teaching approach was:
a) Constructivist-connected to experience of learners; learners constructed new lesson

meanings.
• During the class discussion, the teacher allows the students to recall historical aspects
of their community and connect them to the present to determine whether there has
been any growth or development.
b) Inquiry-based
• The teacher asks challenging questions to make students think and come up with
their own answers. Since the answers can vary, they're encouraged to share their
thoughts and opinions.
c) Developmentally appropriate-learning activities fit the developmental stage of children
• One of the teacher's responsibilities is to nurture the social, emotional, physical, and
cognitive aspects of the students.
d) Reflective
• It will entail recalling, reflecting on, and evaluating past experiences. If the teacher
asks the students for feedback on the discussion, it will be considered reflective.
e) Inclusive- No learner was excluded; teacher taught everybody.
• The teacher wants everyone to join in during class, regardless of their own status.
The teacher doesn't want to treat students unfairly or differently.
f) Collaborative- Students worked together
• The teacher assigns a task to the students that will help them improve their
collaboration and participation with their peers.
g) Integrative- Lesson was multidisciplinary- e.g. In Science, Math concepts were taught
• If the teacher compares one thing to another thing that's similar, they bring in other
related topics so that students can learn more widely and not just about one thing.
ANALYZE
1. What are possible consequences of teaching purely subject matter for mastery and for the
test?
• Learners will not fully comprehend the concepts because they are only taught about the
concept without any emphasis on its application.
2. If you were to reteach the classes you observed, would you be teacher-centered or
student-centered? Why?
Shiny Babes P. Medilo FS 401 Portfolio100
• I want to focus on the students-centered, because I aim to help them enhance their abilities. It's
important that they are the ones using what they learn. Encouraging students to speak up, I think,
will support their independent learning.
REFLECT
Reflect on
All ideas and concepts taught to students are improved and more meaningful when teachers
allow pupils to apply them or provide real-life examples. Allowing students to explore and
Principles
discover will aid in their ability of teachingtheir
to demonstrate worth applying
abilities. Remember that education is about
more than just books; it is also about experiences.

Direction: Encircle the letter of the correct answer
1. Teacher Rose believes that students need not know the intended learning outcome of the
lesson. She proceeds to her learning activities at once without letting them know what they
are supposed to learn for the day. Which principle of learning does Teacher Rose negate
a. Effective learning begins with setting clear expectations and learning Outcomes
b. Learning is an active process
c. Learning is the discovery of the personal meaning of ideas
d. Learning is a cooperative and a collaborative process
2. Teacher Lil avoids drills out of context. She gives real-world Math problems for students to
drill on. Teacher Lil is very much convinced of which principle of learning?
a. Learning is an active process
b. Learning is the discovery of the personal meaning of ideas.
c. Learning is a cooperative and collaborative process
d. Effective learning begins with setting clear expectations and learning outcomes
3. 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. Which principle is applied?
a. Lesson objectives intended learning outcomes must integrate 2 or 3 domains-
cognitive, skill and affective or cognitive and affective or skill and affective.
b. Begin with the end in mind.
c. Share lesson objectives /intended learning outcomes with students.
d. Write SMART lesson objectives intended learning outcomes
4. 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. Based on revised Bloom's
taxonomy, in which level of cognitive processing are the students?
A. Evaluating C. Applying
B. Synthesizing D. Analyzing
5. You are required to formulate your own philosophy of education in the course, The
Teaching Profession. Based on Bloom's revised taxonomy, in which level of cognitive
processing are you?
A. Analyzing C. Creating
B. Applying D. Evaluating
Post proofs of learning that you were able to gain in this Episode. You may attach the
lesson plan (s) used by your Resource Teacher to show intended learning outcomes and the
method used in class.
Evaluate Your Work Task. Field Study 1: Episode 9: Preparing for Teaching and Learning
Learning Outcome: Identify the teaching-learning practices that apply or violate the principles of
teaching learning; determine the guiding principles on lesson objectives/learning outcomes
applied in instruction; judge if lesson objectives/intended learning outcomes are SMART;
determine whether or not the intended learning outcomes are achieved at the end of the lesson;
observe the teaching methods used by the Resource Teacher and differentiate the different
methods of teaching.
Name of FS Student: Kinneth Kim D. Balano Date Submitted: _________________


Episode Improvement
d.
analyzed.
after the deadline
COMMENTS 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 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below
__________Kinneth Kim D. Balano__________ ________________

LEARNING
The Instructional Cycle
FS 1 10
SPARK Your Interest
This Episode centers on the guiding principles in the selection and use of teaching
methods. It will also tackle lesson development in the OBTL way. The K to 12 curriculum and
teacher education curriculum are focused on outcomes, standards, and competencies. This means
that lessons must be delivered with focus on outcomes. Likewise, this Episode dwells on types of
questions, questioning and reacting techniques that teachers make use of. The type of questions
that teachers ask and their manner of questioning and reacting to student responses have a
bearing on class interaction. This Episode strengthens the theories learned in the course,
Teaching Methods, and Strategies and in other professional subjects in Education.

At the end of this Episode, I must be able to.
►identify the application of some guiding principles in the selection and use of teaching
strategies
►determine whether or not the lesson development was in accordance with outcome-based
teaching and learning
►identify the Resource Teacher's questioning and reacting techniques
►outline a lesson in accordance with outcome-based teaching-learning

These are the guiding principles in the selection and use of teaching methods.
1. Learning is an active process
2. The more senses that are involved, the more and the better the learning
3. A non-threatening atmosphere enhances learning.
4. Emotion has the power to increase retention and learning
5. Good teaching goes beyond recall of information
6. Learning is meaningful when it is connected to students' everyday life.
7.An integrated teaching approach is far more effective than teaching isolated bits of
information.
Realizing the importance of these guiding principles in teaching and learning, the
Department of Education promotes Standards and Competency-Based teaching with its K to
12 Curriculum Guide. The Technical Education Skills Development Authority (TESDA) has
been ahead of DepEd and the Commission on Higher Education (CHED) in the practice of
Competency.
Standards-Based Teaching and Assessment. CHED requires all higher education

institutions in the country to go Outcome-Based Education (OBE) in the CHED Memo 46, s.
2012. Outcome-Based teaching and learning (OBTL) is OBE applied in the teaching-learning
process. It is equivalent to competency-Based and Standards-Based teaching and learning in
the K to 12 Curriculum.
When you apply OBTL, you see to it that the teaching-learning activities (TLAs) and in
turn the Assessment Tasks (ATs) are aligned with the intended learning outcomes. In other
words, is OBTL you first establish your intended learning outcomes (lesson objectives). Then
you determine which teaching learning activities (TLAs) and also assessment tasks (ATs)
you would have to use to find out if you attained your ILO’s.
In lesson planning, the ILOs are our lesson objectives, the TLAs’ are the activities we use
to teach and the ATs are the evaluation part.
OBE and OBTL are not entirely new. They are importantly new. With mastery learning
of Benjamin Bloom (1971), we were already doing OBE and OBTL.
Likewise, it is also important that teachers must be able to have the mastery of the art of
questioning and reacting techniques to ensure the effective delivery of instruction.
These are the types of questions that teachers ask.
Types of questions that Teachers Ask

1. Factual/Convergent/Closed/Low Who, What, Where, When questions with
level one acceptable answer
2. Divergent/Open-ended/High Open-ended; has more than one acceptable

level/Higher order/Conceptual answer
Have you learned something from our
a. Evaluation
discussion?
e.g., When the phone rang and Liz picked it

b. Inference up, she was all smiles. What can you infer
about Liz?
What is the difference between sound and

c. Comparison silence
d. Application Create a video of proper handwashing.
e. Problem-solving What can you do to be healthier?
3. Affective e.g., How do you feel?
These are also some of the reacting techniques that teachers use:
1. Providing acceptance feedback

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

OBSERVE
Observe one class with the use of the observation sheet for greater focus then analyze my
observation with the help of the guide questions.
e.g., Teacher used video on how

1. The more senses that are involved, digestions takes place and a model of the
the more and the better the learning. human digestive system.
The teacher ask the students to share

2. Learning is an active process. their experience in life.
The teacher did not embarrassed anyone

in front of the class, and he taught
3. A non-threatening atmosphere
enhances learning. enthusiastically so that the students could
enjoy learning.
The teacher maintain the happiness and

4. Emotion has the power to increase liveliness inside the classroom.
retention and learning.
Good thinking skills must develop inside

5. Good teaching beyond recall of of the room in order to develop creative
information. and critical thinking skills.
The teacher uses real-life events to attract

6. Learning is meaningful when it is students attention and motivate them to
connected to students’ everyday
listen in class.
life.
The teacher always give an activity to

7. An integrated teaching approach is improve their skills.
far more effective than teaching
isolated bits of information.
ANALYZE
What is the best method of teaching? Is there such a thing?

• The most crucial principle of learning is that learning is an active process, since this
principle requires active engagement in higher-order cognitive processes such as analysis,
synthesis, and evaluation. Active learning approaches are recommended in this context
for instructional activities that include students doing tasks and reflecting on their actions.
REFLECT
Reflect on this question.
How do we select the appropriate strategy for our lesson?

- To choose the appropriate strategy for our lesson, we must understand what each
student requires and be familiar with their experiences. As teachers, it's crucial for us to
know the situation of each student.
Activity 10.2 Determining Outcome-Based Teaching and Learning

OBSERVE
Observe a class and answer the following questions.
1. Did the teacher state the learning objectives/intended learning outcomes (ILOs)
beginning of the class? Did he/she share them with the class? How?
• The teacher share the learning objectives/intended learning outcomes (ILOS) after
recapping the previous lesson.
2. What teaching-learning activities (TLEs) did he/she use? Did these TLAs help
him/her attain his/her lesson objectives/ILOs? Explain your answer.
• He includes a video tutorial, a discussion, and an individual task. Yes, it achieves
and aids in the achievement of the educational objectives.
3. What assessment task/s did teacher employ? Is/are these align to the lesson
objectives/ILOs?
• Groups activity and written assessment were the methods used by the teacher. Those
assessmens correspond to the lessons objectiv/ILOS.
ANALYZE
What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?
• A student- centered methodology called outcome- based teaching and learning
(OBTL) was being incorporated into the new curricula. Instead of focusing on what the
teacher wanted to teach.
REFLECT
Reflect on the use of OBTL.

• The focus in OBTL is not on what the instructor wants to teach, but on what the learner
wants to learn. The essential idea of OBTL is that the course's teaching and learning
activities (TLAs) and assessment methods (AMs) are constructively related to the
course's targeted learning goals (Figure 1). (ILOs). In other words, the results dictate the
curriculum material, teaching approaches and procedures, and the evaluation process.
Activity 10.3 Applying Effective Questioning Techniques

School: Bambad National High School Grade/Year Level: 9
Date: ______
OBSERVE
Observe a class activity. You shall focus on the questions that the Resource Teacher asks
during the classroom discussion. Write the questions raised and identify the level of
questioning.
Examples of Questions that the resource

Types of Question
teacher asked
1. Factual/Convergent/Closed/Low What do you feel before, during and after

level performing the exercise?
2. Divergent /Higher order/Open-
How often do you perform exercise?
ended/Conceptual
Did you understand now the importance of
a. evaluation physical activities?
b. inference
What is the advantage and disadvantage of
c. comparison doing exercise everyday?
How are physical activities used in everyday

d. application life?
How would you overcome common obstacles

to consistently include exercise in your
e. problem-solving
routine?
3. Affective
ANALYZE
1. Neil Postman once said: “Children go to school as question marks and leave school as
periods! “Does this have something to do with the type of questions that teachers ask
and the questioning and reacting techniques that they employ?
• When kids start school, they have lots of curious questions about life and everything
around them. But as they grow up, they sometimes stop being open to new ideas and only
accept things that fit their existing beliefs. This closed-off thinking can make them
believe in made-up stories and wrong information because they don't question what they
hear. This is a big problem because it stops them from trying to understand things better
and can cause harm to both kids and society.
REFLECT
Reflect on
The importance of using various reacting techniques
• Using different ways to respond to students is important because it helps provide good answers
and continue the conversation in a class discussion. It makes the class more engaging and
interactive.
Show proofs of learning that you were able to gain in the Episode by interviewing at least two
teachers on their thoughts on OBTL.
Evaluate Your Work Task. Field Study 1: Episode 10: The Institutional Cycle
Learning Outcome: Identify the application of some guiding principles in the selection and use of
teaching strategies; determine whether or not the lesson development was in accordance with
outcome-based teaching and learning; identify the Resource Teacher's questioning and reacting
techniques; and outline a lesson in accordance with outcome based teaching-learning.
Name of FS Student: Kinneth Kim D. Balano Date Submitted: _________________


Episode Improvement
d.
analyzed.
after the deadline
COMMENTS 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 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below
Kinneth Kim D. Balan__________ ________________


Direction: Encircle the letter of the correct answer. Episode 1
1. Learning is an active process. Which one is an application of this principle?

A. Avoid drills which are out of context.
B. Teach your content from multidisciplinary perspective
C. Group students for work or project, the way project becomes less expensive.
D. Let students learn the steps in opening a computer by making them follow the
steps
2. The more senses that are involved, the more and the better the learning which practice is
aligned with this principle?
A. Employ cooperative learning.
B. Teach using mostly verbal symbol.
C. Invite parents as resource speaker in class.
D. Bring students to field trips with consent of school and parents.
3. In OBTL, upon which should my assessment be based?

A. Content C. Scope of subject matter
B. Intended Learning Outcome D. Teaching and Learning Activity
4. Which type of question will least promote interaction among students?

A. Divergent C. Convergent
B. Conceptual D. Inference
5. To obtain well-thought-out answers, which questioning behavior helps?

A. Allowing sufficient time
B. Asking open-ended questions
C. Asking non-direction question
D. Involving as many as possible

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Republic of the Philippines

SULTAN KUDARAT STATE UNIVERSITY

BAMBAD NATIONAL HIGH SCHOOL

SHINY BABES P. MEDILO

PART II: FS STUDENT BIOGRAPHY

PART III: WORKSHEETS AND REFLECTION COMPILATIONS

To my dear parents, MR.AND MRS. PRESILIO P. MEDILO I would like to thank

BELIEFS IN TEACHING AND LEARNING (PRE AND POST)

The School Environment

TARGET Your Intended Learning Outcome

REVISIT the Learning Essentials

2. Display boards can be powerful in communicating information about the learning

OBSERVE, ANALYZE, REFLECT

Activity 1.1 Exploring the School Campus

Resource Teacher: Kinneth Kim D. Balano Teachers Signature: ___________

School: Bambad National High School Grade/Year Level: 9 Date:

Will it contribute to the students

The office of the principal had a

Library / . This is one of the important

and other references.

The room is clean, well-

The foods they sell can help

Medical clinic is one of the

The science laboratory will make a

The school gymnasium will make

classrooms, can enhance students'

It has a complete materials and

PTA Office X N/A

Yes, it's a place where they can get

Yes, it offers a safe place where

It will contribute to students by

The ICT is located on the shs Having an ICT room is important

The school has 6 washing areas

An Observation Guide for the CLASSROOM VISIT

Guide Question Classroom Observation Report

The Bambad National High School is located beside an

TThe offices have a good ambiance, and the outside features a

Resource Teacher: Kinneth Kim D. Balano Teachers Signature: ___________

School: Bambad National High School Grade/Year Level: 9 Date:

An Observation Guide for the CLASSROOM VISIT

9. Art Area N/A

10. Numeracy Area N/A

11. Drama Room N/A

Write your observations report here.

Name of the School Observed: Bambad National High School

Location of the school: Bambad, Isulan Sultan Kudarat

Date of Visit: September 26, 2023

How does this relate to your knowledge of facilitating learning?

- This relates to my knowledge of facilitating learning because, as a learning facilitator, I need to

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

3. What kind of classroom is conducive to learning?

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

5. Write your additional learning and insights here.

OBSERVE, ANALYZE, REFLECT

Activity 1.2 Observing bulletin board displays

Resource Teacher: Kinneth Kim D. Balano Teachers Signature: ___________

An observation Guide for BOARD DISPLAYS

Read the following carefully before you observe.

5. What materials were used in making the displays? Is border used?

- I haven't seen any typos or mistakes in the bulletin displays.

7. Is the message clear and easily understood?

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

(You may paste pictures of the board displays here.)