Table1: Excerpt from a classroom Resources Checklist
Grade:
No of Students:
Boys:
Girls:
Teaching Aids
Available
Not Available
Location
Maps/Globes
Charts
…
B. Combination of an Observation Checklist and Rating Scale
Information from ordinary checklist only requires presence or absence of an item.
In combination with a rating scale, information on the degree of occurrence can be
obtained/. See table 2 for a sample observation checklist- rating scale that can be used
by a teacher handling children belonging to middle childhood stage.
Table 2: Sample Observation Checklist
Teacher’s Name:
Domain
Characteristics** Strongly
Observable
Mental
Development
1. They
can
group things that
can
belong
together.
2. Children
being to read and
write early in
middle
childhood and
should be skillful
in reading and
writing by the
end of this stage.
3. They
can
think
through
their actions and
Grading Being Taught:
Observable
Not
sometimes
Observable
trace back events
that happened to
explain
situations.
4. Children learn
best when they
are active while
they are learning
rather then just
listening to an
adult
explain
rules.
5. Children can
focus attention
and take time to
search
for
needed
information.
6. There
is
greater memory
capability
because
many
routines
are
automatic now.
** Sourced from “Developmental Milestones: Ages Six through Twelve” Education
Portal
C. Inventory
This is variant of a checklist which can collect multiple information. It allows
recording by category and can elicit more then a single type of information for a
certain item. They are often used to cover observation of over different periods of
time. See example in Table 3 to record observation on assessment methods used by
teachers of different subjects.
Table 3: Sample Inventory of Assessment Strategies Observed
Date of Subjec Assessment Method Observed
Observat t Area (Put a check mark in the Appropriate
ion
Observ column)
ed
Part of Lesson
Where
Assessment
Was Done
Intend
ed
Purpo
se of
the
Teach
er
Writt
en
Tesin
g
Oral
Question
ing
Observat
ion
Other Sta
s
rt
Speci
fy
Duri
ng
En
d
F=
F=
F=
F=
F=
F=
F=
d. Time-Based Observation Form
This is a global scan for writing down key events in short increments of time
(e.g., every 3 seconds) starting form a time the lesson starts up to the time ends. This
is referred to us “scripting date by time”. See Table 4 as an example.
Table 4: Classroom Observation Form
Grade Observed:
Subject Area Observed:
Number of Students:
Episode No.
1
Name of Teacher:
Time:
to
Time
9:00
2
9:03
3
4
↓
n
9:06
9:09
9:00
AM/PM
Lesson starts
Teacher showed a picture
of a child who is crying.
Teacher
ask
possible
reasons why child was
crying.
Lesson ends
e. Selective Verbatim Notes
Recording of actual word spoken by the person being observed. See Table 5 for a
sample.
Table 5
Subject Observed:
Name of Teacher:
Time Lesson Started:
a. Actual instruction given by the teacher to the class before the test proper:
(Be as specific as possible in writing chronologically what the teacher says.)
T:
T:
T:
T:
T:
F. Open Narrative
This often used in wide-angle observation. Anecdotal notes are recorded and open
guided by sets of instruction and open-ended questions. Table 6 illustrates an
observation guide to record Planning Cycle of a Teacher.
Table 6: Sample Open Narrative
Instructions:
1. Observe a teacher in any subject.
2. Write your observation relative to how the teacher puts in action a planning cycle.
3. Answer the guide questions.
A. Preparation and Introduction Phase
1. How did the teacher begin the lesson?
2. Why did the teacher decide to teach the lesson?
3. How did the teacher communicate the lesson objectives?
B. Content: What content did the teacher develop?
C. Activities: How did the teacher implement the activities? List down the steps.
D. Approach: What approach did the teacher use?
1. Direct or expository
2. Indirect exploratory
E. What method was used?
F. Write the series of steps of the methods used by the teacher.
1.
2.
3.
4.
.
G. What techniques were used by the teacher?
H. What materials were used?
I. How did the teacher assess the attainment of objectives?
Criterion: Organization and Clarity of Purpose
Rubric
Rating
91-100
81-90
71-90
61-70
51-60
Description
Learner has very satisfactory organize the
entries of his/her portfolio according to
clear
purpose
for
displaying
accomplishments for the entire FS 1
Program.
Learner has satisfactory organized his/her
entries in a systematic way but is not
well-guided by his/her purpose.
Learner has arrange the entries without
any clear purpose.
Learner has not organized the entries in a
systematic way.
Learner shows serious difficulty in
organizing a portfolio.
f. Rating for Field Study 1 may consider two important components: The average
rating obtained across the Learning Experience (70%) and the Overall Rating for the
Portfolio (30%). DSee Table 7 and 8 on the next page.
Table 7: Assessment Summary
Learning Experience
Rating
No 1: The School Learners
No 2: The Classroom for Learning
No 3: Flashbacks as Learners
No 4: Understanding the Learners
No 5: Instruction and Learners’
Development
No 6: The Teacher as a Classroom
Manager
No 7: The Teacher as Provider Assisted
Learning
No 8: The Teacher as a User of
Assessment
No 9: The Teacher as an effective Test
Administrator
No 10: The Teacher in the Community
Average
Rating:
Rating for Field Study 1
Average Rating for Learning Experience :_______x.70 =________
Overall Rating for Portfolio
Final Grade
:_______x .30 =________
:_______
Table 8: Transmutation Table
Average Rating
98-100
95-97
92-94
89-90
86-88
83-85
80-82
77-79
75-76
71-74
68-70
65-67
Below 64
Grade Point
1.0
1.25
1.5
1.75
2.0
2.25
2.5
2.75
3.0
3.25
3.5
4.0
5.0
1.1 EXPOSURE
Sketching the map of a school showing its structures
Name of School: Tagum City National High School
Percentage Grade
99
96
93
90
87
84
81
78
75
72
70
60
65 & below
1.2 PARTICIPATION
Getting acquainted with the facilities and resources of the school
This time try to determine what is/are found inside each building. List them
according to how you have numbered them in your map and enumerate the specific
facilities and resources found in each building.
No of Building/Structure
Facilities
Classrooms for Grades__
Computer Room
Resources Found
Chairs, tables, learning
materials, etc.
Computers,
printers,
projectors
1.3 IDENTIFICATION
Determining the purpose of the school facilities and resources for learner
development
Below is a list of possible facilities in a school. Check those which are available in
your school. With resources you have found, indicate which domain(s) is/are being
developed and provided for by each one. Indicate the program(s) the school carries
out under the three developmental domains. You may want to consult the head of the
school and the teachers in-charge of the program.
Facilities
Check (/)
If available
Library/Reading
Room
Computer
Room
Home
Technology
Center
Industrial Arts
Center
Health Clinics
Guidance Room
Gymnasium
Canteens
Music Room
Playground
Science Center
Performance
Center
Office o School
Head
Others
(Specify)
Physical/
Motor
Available Programs
Social
Cognitive/
Emotional
Intellectual
e.g
Reading
Enhancement
1.4 INTERNALIZATION
Identifying the challenges of the school in providing more opportunities for
development

You have identified the facilities and resources of your school. What other
facilities and resources do you think are needed for other development programs?

What aspects or development domains can you suggest as needed attention by the
school? What programs can be suggested?
1.5 DISSEMINATION
Preparing and ideal profile of a school which can meet the physical, social,
emotional, and intellectual needs of learners
The school Head in your exit meeting would like to get some suggestions on how
they can improve or enrich the programs they are carrying out for the learners in their
school. Prepare a simple development plan which will show what structures or
facilities your dream school must have the programs which can be offered. Use the
information you have gathered earlier and your observation fo the schools as input to
your plan.
Growth Portfolio Entry No. 1-A
A Development Plan for My Dream School
Structures To Be Built
Purpose
Needed Resources
1.
2.
3.
4.
5.
6.
GROWTH PORTFOLIO ENTRY NO.
GROWTH PORTFOLIO ENTRY NO.
For Use of the FS Program Coordinator
Criterion: Comprehensiveness of Plan
Rubric
Score
91-100
81-90
71-80
61-70
51-60
Description
Plan shows comprehensiveness in meeting all the significant
developmental needs of learners.
Plan can meet many of the significant developmental needs of the
learners.
Plan covers only needed academic classrooms for the learners.
Plan show very title bearing on developmental needs of the school
learners.
No plan was presented at all.
Rating for LE 1:_________
______________________________
Signature of FS Program Coordinator
2.1 EXPOSURE
Observing features of two classrooms of different grade levels
Arrange with your cooperating school to allow you to observe two classrooms
of two different levels (e.g. BEED- Kinder of Grade One and Grade V or VI. Using
the classrooms Resources Checklist below, note down the features/displays found in
each classroom. Separate your observation notes for the two classrooms. Check the
Yes column if present or available in the classroom.
Classroom Reources Checklist
Classroom 1
Grade:_____
Room:______
No. Of Children: _____ Boys____
Girls_____
FURNITURE
How
Many?
Classroom 2
Grade:_____
Room:______
No. of Children:____ Boys_____
Girls____
FURNITURE
How












Learner’s desks
Teacher’s table
Book cabinets
Book shelves
Learner’s ocker
Others
________
________
Yes
___
Yes
___
Yes
___
Yes
___
Yes
___
Yes
___
DISPLAYS
Many?
Location
(Left,
Right,
Front,
Back)
Learner’s desks
Teacher’s table
Book cabinets
Book shelves
Learner’s ocker
Others
_______
_______
Yes
___
Yes
___
Yes
___
Yes
___
Yes
___
Yes
___
DISPLAYS
Location
(Left,
Right,
Front,
Back)


Visuals for new
or current lesson
Learner’s art
works
Yes
___


Visuals for new
or current lesson
Learner’s art
works
Yes
___







Honor Roll
Group
tasks/Responsibi
lities
Attendance
Experiments
Projects
Rules &
standards
Others
________
________


Yes
___
Yes
___
Yes
___





Yes
___
Yes
___
Yes
___
Yes
___
TEACHING AIDS
Location
(Left,
Right,
Front,
Back)
Honor Roll
Group
tasks/Responsibi
lities
Attendance
Experiments
Projects
Rules &
standards
Others
________
________
Yes
___
Yes
___
Yes
___
Yes
___
Yes
___
Yes
___
Yes
___
TEACHING
AIDS
Location
(Left,
Right,
Front,
Back)














Musical
Instruments
Maps/Globes
Math Kits
Art Kits
Charts
Flannel Board
Computers
LCD
Story
Books/Trade
Books
Reference Books
Audio Tapes
Blackboards
Bulletin Boards
Others
___________
___________
Yes
___
Yes
___
Yes
___
Yes
___
Yes
___
Yes
___
Yes
___
Yes
___
Yes
___














Musical
Instruments
Maps/Globes
Math Kits
Art Kits
Charts
Flannel Board
Computers
LCD
Story
Books/Trade
Books
Reference Books
Audio Tapes
Blackboards
Bulletin Boards
Others
___________
___________
Yes
___
Yes
___
Yes
___
Yes
___
Yes
___
Yes
___
Yes
___
Yes
___
Yes
___
Yes
___
Yes
___
Yes
___
Yes
___
Yes
___
Yes
___
Yes
___
Yes
___
2.2 PARTICIPATION
Recognizing differences in the structure and display of classrooms used by two
different levels
Study well your notes for two classrooms and answer the questions that follow.
1. What resources are available in both classrooms? Write those common resources in
the matrix.
Common Resources



FURNITURE
DISPLAYS
TEACHING
AIDS
2. What resources are exclusively found only in one classroom?
Resources
Classroom 1 (Lower Grade)
 FURNITURE
 DISPLAYS
 TEACHING
AIDS
Classroom 2 (Upper Grade)
3. How will differentiate the resources found in the two classrooms in terms of type,
size, arrangement, color, number, or location?
Classroom 1 (Lower Grade)



Classroom 2 (Upper Grade)
FURNITURE
DISPLAYS
TEACHING
AIDS
4. What could have significantly made the type of resources in the two classrooms
different?

_________________________________________________________________
_________

_________________________________________________________________
_________

_________________________________________________________________
_________
2.3 IDENTIFICATION
Identifying the purpose of the resources found in the classroom
You have identified the resources found in two classrooms particularly the classroom
displays. Based on what you have learned before in your professional education
course, give a possible reason for putting on the various displays in a classroom for a
beginning grade and for an upper grade. Do the two classrooms share the same
purpose or reason for the displays? You may consult the teacher in the room to
specify the purpose.
Classroom Display
1. Materials for new lesson
2. Model art works
3. Honor roll
4. Group
Task/Assignment/Responsibilities
5. Student projects/experiments
6. Exemplary learners’ written
Classroom 1
(Beginning Grade)
Classroom 2 (Upper
Grade)
output
7. Supplementary books and
other materials
8. Rules and standards for class to
follow

Do the two classrooms always share the same purposes or reasons for having
those displays? What could be the reason why they vary?
_____________________________________________________________________
_______
_____________________________________________________________________
_______
2.4 INTERNALIZATION
Matching the classroom resources with the learner characteristics
For BEED

Given the physical, social, and intellectual characteristics you have learned of
lower grade learners, how do you describe or characterize the resources that must
be found in their classroom?
Basic
resources of
Classroom
1. Learners’
desks
2. Bulletin
boards
3. Books
4. Leasrning
kits
5. Learninf
stations
6. Play
Suggested Characteristics/Descriptions/Contents
materials
7. Music
devices
8. Others

Given the physical, social, emotional, and cognitive/ intellectual characteristics of
upper grade learners, what activities will interest them to carry out inside or
outside their classroom? What classroom resources should be available to carry
these out?
Interesting Activities for Upper Grade Learners
1.
2.
3.
4.
5.
6.
Useful Resources
2.5 DISSEMINATION
Designing an ideal classroom structure that can promote active learning for a
given developmental stage
Based on the observation you have made of classrooms in you school, reflect on
what can be ideal classroom that can promote active learning for a given grade.

Write a narrative idea of a classroom for a grade level of your choice. Given the
characteristics of your learners, describe what classroom should have and what
activities you can make them do inside this classroom.
Growth Portfolio Entry No.2-A
My Idea of a Classroom for Grade___

Sketch the interior of your dream classroom that will show the pieces of furniture,
various displays, and teaching aids. Consider a floor plan that will allow for
collaborative work and other group activities.
Growth Portfolio Entry No.2-B
My Idea of a Classroom for Grade___
Growt Portfolio Entry No.
Growt Portfolio Entry No.
ASSESSMENT
For Use of the FS Program Coordinator
Criterion: Appropriateness of Application
Rubric
Score
91100
81-90
71-80
61-70
5-60
Description
Reflection in both narrative and graphic form exemplary demonstrates
application of development theories to classroom practices.
Reflection is well-supported by observation s of application of related
development theories to learning.
Reflection shows minimal application of the observation made and the
theories previously learned to learning.
Reflection is hampered by minimal understanding of the concept of growth
and development as applied in structuring the learning environment.
Reflection shows no understanding at all ijn applying learners’ development
to their learning environment.
Rating for LE 2: _______
______________________________
Signature of FS Program Coordinator
3.1 EXPOSURE
Recalling one’s experiences in early childhood, middle childhood, and adolescent
period while in school
Form 1-A: Grade I Experiences
Middle Childhood
Member ID
A
B
C
Experiences
1.
2.
3.
1.
2.
3.
1.
2.
3.
Form 1-B: Grade VI Experiences
Late Childhood
Member ID
A
B
C
Experiences
1.
2.
3.
1.
2.
3.
1.
2.
3.
3.2 PARTICIPATION
Identifying the various domains of growth and development
Activity 1
The group facilitator will lead the group in analyzing what each experience is all
about. This unifying theme is called a domain. Using the same form 1, write domain
o each entry in the third column. The general are:

Physical/Motor

Mental (Literacy/Cognitive/Intellectual)

Social-Emotional
Form 2-A: Grade I Experiences
Middle Childhood
Member ID
A
B
C
Sample Experiences
Domain
1. Cutting shapes using Physical-motor
scissors
2. Playing dolls with girl Social
classmates
3. Counting marbles and Mental
sticks
1.
2.
3.
1.
2.
3.
Form 2-B: Grade VI Experiences
(Late Childhood)
Member ID
A
B
Sample Experiences
Domain
4. Cutting shapes using Physical-motor
scissors
5. Playing dolls with girl Social
classmates
6. Counting marbles and Mental
sticks
1.
2.
C
3.
1.
2.
3.
Activity 2
This time, the rapporteurs will recognize and classify the entries for each grade
level according to the three domains of development. Follow the matrix below.
Form 3-A: Grade I
(Middle Childhood)
Physical-Motor
1.
2.
3.
4.
5.
6.
7.
8.
9.
Social-Emotional
1.
2.
3.
4.
5.
6.
7.
8.
9.
Linguistic-Cognitive
1.
2.
3.
4.
5.
6.
7.
8.
9.
Form 3-B: Grade I
(Late Childhood)
Physical-Motor
1.
2.
3.
4.
5.
6.
7.
8.
9.
Social-Emotional
1.
2.
3.
4.
5.
6.
7.
8.
9.
Linguistic-Cognitive
1.
2.
3.
4.
5.
6.
7.
8.
9.
3.3 IDENTIFICATION
Discovering some characteristic patterns in the various stages of development
across domains
This time reorganize the entries into domains across the three stages. Follow the
matrix below. You will have one matrix for every domain.
Form 4-A: Physical/Motor Domain
Middle Childhood
1.
2.
3.
4.
5.
6.
7.
8.
9.
Late Childhood
1.
2.
3.
4.
5.
6.
7.
8.
9.
Early Childhood
1.
2.
3.
4.
5.
6.
7.
8.
9.
Analize the entries in the three Stages of development under physical/motor domain.
1. What do you notice of the entries belonging to the same level of stage? Are the
experience more similar or different? Why?
2. Compare the entries across the stages in this domain. Are there greater differences
or variations in the experiences across stages? What do you observe?
Form 4-B: Social-Emotional Domain
Middle Childhood
1.
2.
3.
4.
5.
Late Childhood
1.
2.
3.
4.
5.
Early Childhood
1.
2.
3.
4.
5.
6.
7.
8.
9.
6.
7.
8.
9.
6.
7.
8.
9.
Analize well the entries in the stages of development under social relationship.
1. What do you notice of the entries belonging to the same level or stage? Are they
more similar or different? Why?
2. Compare the entries across the stages in this domain. Are there greater
differences in the social-emotional experiences across stages? What could have
brought differences about?
Form 4-C: Literacy/Cognitive/Intellectual Domain
Middle Childhood
1.
2.
3.
4.
5.
6.
7.
8.
9.
Late Childhood
1.
2.
3.
4.
5.
6.
7.
8.
9.
Early Childhood
1.
2.
3.
4.
5.
6.
7.
8.
9.
Analize well he entries in the three stages of development under
Literacy/Cognitive/Intellectual Domain.
1. What to you notice of the entries belonging to the same level or stage? Are they
more similar or different? Why?
2. Compare the entries across the stages in this domain. Are there greater differences
in the experiences across stages? What could have brought this about?
3.4 INTERNALIZATION
Recognizing and accepting one’s characteristics across growth and development
levels
Using the organized list of your group’s experiences by domain as your guide,
prepare a profile of your own characteristics using the matrix below. Your narrative is
an answer to the question in each domain.
Growth Portfolio No.3-A
My Profile
Name: ____________________________ Date of Birth: _________________
Age: ___
Domain of Development
Stages of Growth
Middle
Late Childhood
Early
Childhood
(Intermediate)
Adolescence
(Primary)
(High School)
A. Physical/Motor
What physical-motor abilities
could you perform during each
period?
B. Social-Emotional
What social relationships were
important to you during each
period?
C. LIreracy/Cognitive/Intellectual
What literacy and
cognitive/intellectual abilities
were you capable of during each
period?
3.5 DISSEMINATION
Reflecting on the value of addressing the characteristics and needs of learners
during the various stages of development
The BEED students may just work on the Middle Childhood or Late Childhood
Stages and the BSED can focus on the Early Adolescent or Late Adolescent Stages.
Growth Portfolio Entry No.3-B
Stages Growth
Perceived Needs of Learners
Domain of Development
Physical /Mot
SocailLiteracy/Cognitive/Intellectual
or
Emotional
Middle
Childhood
(Primary)
Late Childhood
(Intermediate)
Early Adolescenc
e
GROWTH PORFOIO ENTRY NO.
ASSESSMENT
For Use of the FS Program Coordinator
Criterion: Depth of Understanding
Rubric
Score
91-100
81-90
71-80
61-70
51-60
Description
Output is reflective of learner’s deep understanding of how the concepts of
growth and development is applied to learners.
Output is suggestive of some understanding of the concept of growth and
development of learners.
Output has minimal understanding of the concept of growth and
development in learners.
Output shows very minimal understanding of the concept of growth and
development as applied to learners.
Output shows no understanding at all of the concept of growth and
development.
Rating for LE 3: _________
______________________________
Signature of FS Program Coordinator
Table 4.1: Observed Evidences of Cognitive Abilities
(Concrete Operational)
Grade Observe: ________ Subject Area: _____________ Time: ________ to
________
Subject
Matter:
__________________________________________________________________
Lesson
Objective:
_________________________________________________________________
Cognitive Abilities

Children can classify or group things
Evidences
(Specific student
behavior/action/response/work sample)





that belong together.
Children begin to read
and write early in middle childhood
and should be skillful in reading and
writing by the end of this stage.
They can think through their actions
and trace back events that happened
to explain situations.
Children learn best when they are
active while they are learning rather
than just listening to and adult
explain rules.
Cognitive Capabilities
Evidences
(Specific student
behavior/action/response/work sample)
Children can focus attention and take
time to search for needed
information.
There is greater memory capability
because many routines are automatic
now.
4.3 IDENTIFICATION
Validating the age-typical characteristics of learners through observed behaviors
When observation is done by all members of the group, meet together to consolidate
the recorded observations by grade level. Enter the number of evidences gathered by
grade/year level in Table 4.3.
For BEED
Table 4.3: Consolidated Evidences Evidence by Grade Level
(Concrete Operational)
Cognitive Abilities


Children can classify or
group things that belong
together.
Children begin to read an
Number of Evidences by Grade Level
Gr1
Gr2
Gr3
Gr4
Gr5
Gr6




write early in middle
childhood and should be
skillful in reading and
writing by the end of this
stage.
They can think through their
and trace back events that
happened to explain
situations.
Children learned best when
they active while they are
learning rather then just
listening to an adult explain
rules.
Children can focus attention
and take time to search for
needed information.
There is greater memory
capability because many
routines are automatic now.
1. Were their evidence gathered for all the listed cognitive abilities? Which
characteristics were the most observable (i.e most number of evidences)?
2. Which were not so observable? Any reason why?
3. Do you notice any pattern in your observation? Is there a relationship between the
grade level and the number of gathered evidences? What grade level have displayed
more abilities? Less abilities?
4.4 INTERNALIZATION
Drawing generalizations from observations of learners’ behaviors
1. Are all the learners in a given age range (I.e., childhood or adolescence) capable of
performing all cognitive abilities? Give reasons for your response.
2. What cultural factors can enhance the cognitive development of learners? Illustrate.
3. What factors can hamper development? Illustrate.
4.5 DISSEMINATION
Giving suggestions on how teachers can develop the cognitive abilities of learners
Other than those youy have observed in your class, think other activities which you
as a future teacher can do or introduce to further enhance your learners’ cognitive
development. Choose a specific level and subject area to serve as context for your
work. It is quite important to consider the cognitive abilities of your chosen learner in
lying out your activities.
Growth Portfolio Entry no.4-A
Activities to Enhance Cognitive Development of my Learners
Grade Level: ______________ Subject Area: ______________
GROWTH PORTFOLIO ENTRY NO.
GROWTH PORTFOLIO ENTRY NO.
ASSESSMENT
For use of the FS Program Coordinator
Criterion: Relevance of Application
Rubric
Score
91-100
81-90
71-80
61-70
51-60
Description
Instructional applications given were highly relevant to available
information on the developmental characteristics of learners.
Instructional applications show substantial understanding of the
developmental characteristics of learners.
Instructions applications reflect show minimal understanding of the
developmental characteristics of learners.
Instructional applications reflect very minimal understanding of the
concept of cognitive development as applied to teaching-learning.
Instructional applications show no understanding at all of learners’
cognitive development.
Rating for LE4: _________
______________________________
Signature of FS Program Coordinator
5.1 EXPOSURE
Recalling characteristics of earners in different stages of cognitive development
1. In what stages are the learners attending Basic Education (K-12) found in the
cognitive continuum? Approximate the cognitive stage of the learners in school
using the information in Table 5.1.
Grade/Year Level
Age Range
Approximate Cognitive
Stage
Preschool
Grade I
Grade II-IV
Grade V-VI
5.2 PARTICIPATION
Identifying the instructional key events of a lesson in a particular class
Preliminary Tasks
1. For BEED students, obtain permission form your cooperating school to allow
you to observe math or science class either primary/intermediate level (Grade II-IV;
Grade V-VI)
2. For BSED
3. Spend some time to study Table 5.2 on the next page showing a Classroom
Observation Form. This is simple time-based observation from where you will
continuously write brief but specific description of the key events or activities that
happened through out the lesson. Use the increments of 3 seconds in writing your
notes. Write the exact time when the lesson begins. For example, if class starts at
9:00 enter in this the form. Your next field note is 9:03, next will be at 9:06 and so
on until the lesson is finished. Use words like “same activity” or “silence” if there
are no changes happening. See the sample below.
Time
9:00
9:03
9:06
9:09
Key Lesson Event
Math/Science lesson starts
Teacher conducts review past lesson by…
Same activity
Teacher introduces a game for…
4. Meet with the Cooperating teacher prior to observation to inform him/her of
your purpose.
5. Observe well what the teacher does or says in teaching this group of learners.
Note the tasks intended to be performed by the class.
Observation Proper
Use the observation form in writing down you field notes every three seconds.
Table 5.2 Classroom Observation Form
School: ____________________________
Grade
/Year
Observed:
___________________________
________________
name
of
teacher:
Subject Area Observed: ________________ Time _________ to ___________
A.M/P.M
Number of Students: ___________
Episode
Time
Key Event
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Lesson ends
5.3 IDENTIFICATION
Recognizing the guidelines followed in teaching learners of a particular
learning stage
Go over your field notes in your Observation Form to see if there are other things
you may want to add or revise.
A. The matrix below is to be used by the BEED students. It gives a list of
suggested instructional guidelines in teaching a class of concrete-operational
children. Study each guidelines and identify if there episodes or parts of the lesson
you have observe that exhibit each one. Write the episode Number in the second
column and the description of the event you have written on the third column.
There could be more than one episode you can site for every guideline.
Teaching Concrete Operational Learner
School: ________________________
Grade/Year Observe: _____________________ Name of Teacher: _____________
Subject Area Observed: _______ Time ______ to _____ A.M./P.M.
Guidelines*
1. Continue
to
use
concrete props and visual
aids.
2. Give the students a
chance to manipulate and
test objects.
3. Make sure presentations
and readings are brief and
well-organized.
4. Use familiar examples
to explain more complex
ideas.
5. Give opportunities to
classify and group objects
and ideas on increasingly
complex ideas.
6. Present problems that
require logical, analytical
thinking.
Episode No(s)
Key Event(s) in the lesson
Observed
5.4 INTERNALIZATION
Drawing the applications of the cognitive characteristic of learners in teachinglearning practices
A. For BEED
1. Were all the teaching guidelines for concrete operational learners demonstrated
the lesson observed? Which were clearly shown?
2. Which guidelines were not shown at all?
3. What could be reason/s why the teacher did not have the opportunity to observed
suggested guidelines for this stage?
4. What significant of characteristics of children belonging to concrete operational
stage enable them to reason out, discover, invent, and create new things?
5.5 DISSEMINATION
Exemplifying instructional strategies appropriate for teaching
A. BEED students can use the table format below.
Teaching Techniques for Concrete-Operational Learners
Guidelines for Grades II-VI
Examples of teaching Techniques
1. Continue to use concrete props and a. E.g Use 3-dimentional models in
visual aids.
teaching about Solar System in Science
b.
2. Give the students a chance to a.
manipulate and test objects.
b.
3. Make sure presentations and readings a.
are brief and well-organized.
b.
4. Use familiar examples to explain more a.
complex ideas.
b.
5. Give opportunities to classify and a.
group objects and ideas on increasingly
complex ideas.
b.
6. Present problems that require logical, a.
analytical thinking.
b.
GROWTHPORTFOLIO ENTRY NO.
GROWTHPORTFOLIO ENTRY NO.
ASEESSMENT
For Usef of FS Program Coordinator
Criterion: Relevance of Exemplifications
Rubric
Score
91-100
81-90
71-80
61-70
51-60
Description
Exemplification of instructional techniques show exemplary understating
of relating learners’ cognitive development to teaching-learning .
Exemplification shoe substantial understanding of relating learners’
cognitive development o teaching learning.
Exemplifications show minimal understanding of relating learners’
cognitive development to teaching-learning.
Exemplification reflect very minimal understanding of the concept of
cognitive development as applied to teaching-learning.
Exemplifications show no understanding at all of relating learner’s
development to teaching-learning.
Rating for LE5: ___________
______________________________
Signature of FS Program Coordinator
6.1 EXPOSURE
Date exploration form psychological theories, research models, and time tested
teacher management practices
Something to Ponder
What are the challenges of a teacher as a classroom manager?
6.2 PARTICIPATION
Gathering date on teacher management techniques through observation
Request permission from your CT to observe the classroom management system for
a week. Use the seven key concerns for the organizing a teacher Personal
Management Plan as your guide of observation. Note wther each indicator is observed
or not. Learn as much as you can from this observation.
Legends:
O - Observed
NO - No opportunity to observe
NA - Nor applicable
Table 6.1
Teacher’s Management Concerns
Concern 1: Establishing a teacher presence in the
classroom as a responsible role model
 Show respect to command respect.
 Know every student and respect diversity.
 Master your lessons to act diversity.
 Speak courteously to students at all times.
 Show personal pride on your students.
Concern 2: Establishing a well-organized caring learning
environment
 Structure a “welcoming” room.
 Arrange the seats according to anticipated learning
activities.
 Structure learning centers and bulletin boards the
reinforce instructions.
 Arrange an area for display of students’ works to
recognize their worth.
 Maintain positive stated rules that go with learning
territories.
Concern 3: Establishing clear set of attainable classroom
rules
 Very importantly model all established school and
classroom rules.
 Lead the learners to set attainable classroom rules
themselves.
 Direct students to make plan for observing classroom
rules.
 Enforce rules positively.
 Constantly review and revise rules if necessary.
Concern 4: Establishing wholesome friendly relationship
with and among students
 Model respectful treatment of students at all times.
 Listen to student choices and voices.
 Foster honest, wholesome and constructive
conversation.
 Reinforce positive behaviors and achievements with
deserved praise.
 Exhibit warm and cheerful disposition.
Concern 5: Establishing a management system of routines
 Establish brief, precise routine procedures for
organizing learners, equipment and activities.
 Define various noise levels and limits for different
class activities.
O
NO
NA



Specify time for classroom activities and movement.
Provide flexibility even with well-planned routines.
Adopt a consistent and persistent approach to routine
implementation.
Concern 6: Establishing a management plan for routines
 Begin and end all class activities on time.
 Plan well ahead to minimize interruptions.
 Use prompts and signals to keep students on task.
 Make sure that all needed resource materials are
readily available.
 Allow students volunteers to carry out various task as
privileges.
Concern 7: Establishing a well-organized instruction
 Provide a well-planned, focus, logically organized
lessons.
 Select varied teaching styles and grouping patterns to
suit divers learners.
 Provide opportunities for productive learning
engagement.
 Observed students’ engagement on task behaviors
throughout the lesson.
 Maintain smooth transition from one activity to the
next.
6.3 IDENTIFICATION
Sharing pbservation experiences
Based on your list of observed indicators of each key concern, answer the following
questions.
1. How did the Ct establish her presence in the classroom as a responsible role model?
2. How did the Ct establish caring organized learning environment?
3. How did the Ct established wholesome friendly relationship with and among
students?
4. How did the CT establish clear set of classroom rules?
5. How did the CT establish well-organized instruction?
6. How did the Ct established a management plan of routines?
6.4 INTERNALIZATION
My own list wish list of competencies as a future classroom manager
Create you own wish list of competencies as a future classroom manager.
Growth Portfolio Entry No. 6-A
My Wish List
6.5 DISSEMINATION
Connecting what I learned - A reflection
Every future teacher must develop a systematic personal management plan for
easy referral as you approach teaching intership.
Connecting What I Observed: A Reflection
As a future classroom manager…
I learned
I am excited about
I need to
I am very much concerned about
I am afraid
Oh, how I Wish
Growth Portfolio Entry No.
Growth Portfolio Entry No.
ASSESSMENT
For Use of the FS program Coordinator
Criterion: Depth of Reflection
Rubric
Score
91-100
81-90
71-80
61-70
51-60
Description
Reflection exemplary demonstrates a synthetic personal management plan.
Reflection is supported by observation of teacher management techniques.
Reflection shows minimal application of observations made.
Reflection is hampered by minimal understanding of the concept of
classroom management.
Reflection shows no understanding of the concept of classroom
management.
Rating for LE 6: _________
______________________________
Signature of FS Program Coordinator
7.1 EXPOSURE
Observing daily learning routine of students in school
Table 7.1 Class program
Grade Observed: _________
Date of Observation: _____________
Number of Students: _____
Session:
AM/PM
Subject
Name of
teacher
Schedule
Starts
Subject Matter
Ends
Table 7.2 contains some forms of assisted learning practiced by teachers in the field
which have been found to be effective. Discuss and clarify with your group what each
form mean.
1. Procedural facilitators- these help students learn a skill or procedure
2. Modeling- demonstrating examples
3. Providing prompts- giving clues to give the correct answer
4. Regulating difficulty of the problem or task- starting first with something easy to
do or answer
5. Providing half-done examples- Starting the task first and letting students finish it.
** These were sourced from those given in “effective Teaching Redux”, ASCD
Update 32(6)
Association for Supervision and Curriculum Development cited by Woolfolk (2007).
7.2 IDENTIFICATION
Identifying the effective assisted learning practices
Gather the field notes you have completed for the class by subject area or teacher.
Study the scoffolding strategies you have written in the forms. See if you can classify
them according to some forms of assisted learning given below. You can identify
other forms which you can write in the last row.
Forms of Assisted Learning**
1. Procedural Facilitators - these help
students learn a skill or procedure
Scaffolding Strategies Observed
a.
b.
c.
2. Modeling - demonstrating or showing
examples
a.
b.
c.
3. Providing Prompts - giving clues to
give the correct answer
a.
b.
c.
4. Regulating Difficulty of Problem or
Task - starting first with something to
easy to do answer
a.
b.
c.
5. Proving Half-dine Examples - starting
the task first and letting students finish it.
a.
b.
c.
6. Others
a.
b.
c.
** ** These were sourced from those given in “effective Teaching Redux”, ASCD
Update 32(6)
Association for Supervision and Curriculum Development cited by Woolfolk (2007).
7.4 INTERNALIZATION
Recognizing the importance of assisted learning
1. From your experience when you were student, what other strategies have you
teacher used which have helped learners understand a complex subject matter? Can
you cite a specific example?
2. What benefits do the students derive from assisted learning? How is this related to
their cognitive development.
3. What about the teachers? What do they get out of using scaffolding strategies while
teaching?
4. What have you learned form these episode?
7.5 DISSEMINATION
Writing a journal article on how to engage in assisted learning
Growth Portfolio Entry No. 7-A
Writing a Journal Article
_________________
(Title of Article)
Grade Level: ________
Subject Area: _______
Growth Portfolio Entry No.
Growth Portfolio Entry No.
ASSESSSMENT
For Use of the FS Program Coordinator
Criterion: Depth of Understanding
Rubric
Score
91-100
81-90
71-80
61-70
51-60
Description
Has demonstrated exemplary ability in understanding the strategies and
benefits of assisted learning.
Has demonstrated adequate ability in identifying teaching practices for
assisted learning.
Has some difficulty recognizing the teaching practices for assisted
learning.
Has much difficulty in identifying the teaching practices for assisted
learning.
Needs substantial guidance in understanding assisted learning.
Rating for LE 7: _________
_______________________________
Signature for FS Program Coordinator
8.1 PARTICIPATION
Processing information obtained from the teacher interviewees
After completing all the interviews, do a summary of their responses for all the
items, then answer the questions that follow.
No. Of teachers interviewed: ____
1. What are the assesssment method commonly used by the teachers you have
interviewed? List the strategies and indicate the frequency of those using each.
Assessement Method
No of Interviewees using
the Method
*Percemtage
1.
2.
3.
4.
5.
*Percentage = No of Interviewees Using the Methods x 100
No. Of Interviewees
2. What do teachers do after quizzes? Long test? ( Indicate the number of interviewees
giving the response)
Response
1. Teacher check test after
class.
2. Students check their
own test paper.
3. Teacher always record
their scores in a record
book.
4. Students reocrd their
scores in their own
notebook.
5. Teachers notes the
common errors by a show
of hands
6. Teacher discusses
common errors in class
7. Teacher returns test
papers to the learners after
discussing.
For Quizzes
….….
For Long Test
….….
…...
….…….
…...
….…
….…..
….…..
…..
…..
…...
…...
….….
….…
3. Based on your tables, which appear to be the most common testing practices of the
teachers? Do you see any difference between practices in giving quizzes and in giving
long tests?
8.2 IDENTIFICATION
Inferring rationale for testing practices for teachers
Below are some practices do after testing. Can you give a good reason for this
practice? Of what good are these practices to learners?
Practices after Testing
 T announces the score of each one.
 T returns to learners their test papers.
 T discusses reason's for wrong
responses of learners.
 T maes learners record their scores.
 Takes up the common errors of the
class.
 T makes the learners correct their
mistakes.
Possible reasons
8.5 DISSEMINATION
Committing to adopt useful testing practices to improve teaching and learning
from your interview of the teachers, write down which practices you will adopt.
Growth Portfolio Entry no. 8-A
As FUTURE TEACHER to improve your teaching:
Growth Portfolio Entry no. 8-B
As FUTURE TEACHER to improve your teaching:
GROWTH PORFOLIO ENTRY NO.
GROWTH PORFOLIO ENTRY NO.
Rubric
Score
91-100
81-90
71-80
61-70
51-60
Description
Student shows very c lear understanding of the assessment practices s/he
can use as a future teacher. S/He is backed up by sound assessment
principles.
Student hassome understanding of the assessment practices and principles
as a future teacher.
Student is just starting to acquire understanding of the assessment
practices and principles.
Student is finding difficulty to connecting assessment practice with
learning principles.
Student cannot see connections between principle and practice.
Rating for LE 8: _________
_______________________________
Signature for FS Program Coordinator
9.1 EXPEOSURE
Observing a test administration episode
Make an appointment with your Cooperating Teacher to allow you to be an observer
when s/he is due to administer a long test (e.g unit or quarterly test) to the class. Start
recording the necessary information in your notebook.
Date: _________
Time: __________
Subject Observed: _________
Test to Administered: __________
Purpose of Giving Test: ______________
Before the class starts, go over the tasks you will be doing better prepare your self.
Be in the classroom prior to the start of the period.
9.2 PARTICIPATION
Recording practices prior to, during and after giving a test
A. Prior testing
Time started: _____________
1. Actual instructions given by the teacher to the class: (Be as specific as possible in
writing chronologically what the teacher says.)
T:
_____________________________________________________________________
_____
T:
_____________________________________________________________________
_____
T:
_____________________________________________________________________
_____
T:
_____________________________________________________________________
_____
T:
_____________________________________________________________________
_____
T:
_____________________________________________________________________
_____
2. Other activities done by the teacher:
3. What is the overall purpose of the teacher in this part of the lesson?
B. Testing Proper
Observe closely this part of the lesson and answer the guide question.
1. How was the test administered? Check all those chat apply.
Entire test written on the board.
Entire test written by the teacher.
Some parts of the test are written; some parts dictated.
Learners receive copies of the printed test where they wrote their answers.
Learners used answer sheet.
Test directions read by the teacher after test materials had been distributed.
Test directions where not given by the teacher. Instructions read by the
learners silently.
Some pupils called to read the instructions.
Instructions where given by part.
Examples were given on how to do each part.
Others: ________________
2. What did the teachers do while the students were taking the test? Check all those
that apply.
Teacher went arround the roam to supervise the learners.
Teacher stayed only in one place while testing was going on.
Teacher left the roam while learners work on test.
Teacher answered clarificatory questions of learners.
Teachers did not entertain any questions of learners.
Others: ______________
3. How did learners behave during the testing questions?
Learners started all they same time.
Many learners were doing other things than attending to the test.
Many learners asked seatmates what they would be doing.
Some learners showed signs of cheating/copying.
Most of the learners appeared to have understood the test directions.
Many learners appeared confused and did not know what to do.
Others: _______________________
C. After Testing Session
Observe closely how testing ended.
How did the teacher finish the testing session? Check all that apply.
Teacher asked class to stop working at the same time.
Teacher still allowed learners to continue working even after the time was up.
Teacher had a systematic way of collecting the test papers.
Learners submitted their test papers in any way and at any time they wanted.
Others: _________________________
9.3 INDENTIFICATION
Matching teacher’s testing practice with good student behavior
Wich of the practices you have checked in the participation part will you consider
as good practices?
Phase
Preparatory Phase
Good Practices
1.
2.
3.
4.
5.
Actual Testing
1.
2.
3.
4.
5.
End of Testing
1.
2.
3.
4.
5.
Reason
9.4 INTERNALIZATION
Inferring the benefits of administering tests property
You have observe how your Cooperating Teacher administer a test from beginning
to end. In the table below, write some testing practices you have observed wich you
consider effective.
Teacher testing Practices
Effect on Students’ Behavior
1. Why is it important to administer a test properly? Consider the purpose of
assessment.
a. For the learners
_____________________________________________________________________
______________
b. For the teacher
2. What consequences may result if tests are not administered properly?
9.5 DISEMINATION
Formulating guidelines for effective test administration
Based on what you have observed and learned in this learning experiences, write
down some standards for future teachers to follow when administering a test.
Growth Portfolio Entry No. 9-A
Standard for Administering the Test
GROWTH PORFOLIO ENTRY NO.
GROWTH PORFOLIO ENTRY NO.
ASSESSMENT
For Used of the FS Program Coordinator
Criterion: Relevance of the lesson Learned
Rubric
Score
91-100
81-90
71-80
61-70
51-60
Description
Lesson drawn from the test administration practices are all very relevant
to purpose of assessment.
Lesson drawn from observed test administration practices are for the most
part relevant.
Only few lesson drawn were relevant to good testing practices observed.
Lesson drawn were not related to good test administration practices
observed.
No lesson were drawn at all from the observation made.
Rating for LE 9: _________
______________________________
Signature of FS Program Coordinator
10.1 EXPOSURE
Undertaking initial community walk
Conduct an initial neighborhood walk. Group yourselves into teams of four to five.
To make your neighborhood walk safe and meaningful, perform the following preexploration task.
A. Secure a community map from the barangay office where the school is located.
B. Request a guide from a barangay or from a community leaders.
C. Develop your group guidelines for conducting meaningful observation and safe
neighborhood walk.
TASK SHEET A: OUR GROUP GUIDELINES
10.2 PARTICIPATION
Recording information obtained from the community walk and interview of
resource persons
Now your group is ready to conduct a formal observation of the school
community. You may inquire from the barangay and other agencies or interview
resource persons t supplement your community walk.
Observation Sheet on Community Information
Observation Sheet 1: Observing the community Demography
What did you observe about the following?
Houses
Businesses
Shops
Public Buildings
Community
Centers
Places of Worship
Other Demographic
Features
Observation Sheet 2: Community Events
What events are scheduled in the community that can reinforce classroom
instruction?
Sponsor
Purpose
Political Events
Cultural events
Educational Events
Health Events
Other Events
Interview Sheet on Community Information
Whom did you talk
with?
Community
member 1
What information was with you regarding the learning
resources of the community?
Community
Member2
Community
Member3
10.3 IDENTIFICATION
Drawing a profile of the community learning resources and concerns
Describe the community you surveyed by answering the following questions:
1. What are the learning resources available in the school community?
2. What major concerns of the school community are needing assistance?
3. Describe the means by which the school can help the community.
10.4 INTERNALIZATION
Summarizing significant learning using KWL Chart
Answer the KWL Chart below to summarize your significant learning of
community based on the observation trip.