FIELD
STUDY 1
LEARNING
EPISODE
FS 1
1
The School
Environment
z 1.1 Exploring the School Campus
Activity
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ___________
To realize the Intended Learning Outcome, work my way through these steps;
1. Visit a school. Look into facilities and support learning area in the campus, then
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 social 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, observation forms are provided for you to document
your observations. It is advised that you read the entire worksheet before proceeding to the
school site. A good understanding of the activities and tasks to be accomplished in the activity
sheets will yield better learning results.
SCHOOL FACILITIES OBSERVATION CHECKLIST
Familiarize yourself with the different areas and facilities of the school. Check the column to
indicate their availability. Give a brief description of those that are available and say how each
will contribute to the students learning and development.
Facilities
Office of the
Principal
/
Description
Will it contribute to the
student’s learning and
development? Why?
Library
Facilities
Description
/
Counseling Room
Canteen/Cafeteria
Medical Clinic
Audio
Visual/Learning
Resource Center
Science Laboratory
Gymnasium
Will it contribute to the
student’s learning and
development. Why?
Auditorium
Outdoor/Garden
Facilities
Home Economics
Room
Industrial Workshop
Area
PTA Office
Comfort Room for
Boys
/
Description
Will it contribute to the
student’s learning and
development? Why?
Comfort Room For
Girls
Others
(Please Specify)
An Observation Guide for the CLASSROOM VISIT
Read the following statements carefully. Then write your observation report on the space
provided.
Guide Question
1. Describe the community or
neighborhood where the school is
found.
2. Describe the school campus. What
colors do you see? What is the
condition of the buildings?
3. Pass by the offices. What impression
do you have of these offices?
Classroom Observation Report
4. Walk through the school halls, the
library, the cafeteria. Look around
and find out the other facilities that
the school has.
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ___________
1. Look at the walls of the classroom. What are posted on the walls? What heroes, religious
figures, lessons, visual aids, announcement, do you see posted?
2. Examine how the pieces of furniture are arranged. Where is the teacher’s table located?
How are the tables and chairs/desks arranged?
3. What learning materials/equipment are present?
4. Observe the students. How many are occupying one room?
5. Is the room well-lit and well-ventilated?
An Observation Guide for the CLASSROOM VISIT
Be guided by these tasks as you do your observation. Then accomplish the matrix to record your
data.
CLASSROOM FACILITIES MATRIX
Classroom Facilities
1. Wall displays
2. Teacher’s table
3. Learner’s desks
4. Blackboard
5. Learning materials/Visual aids
6.
7.
8.
9.
10.
Description
(location, umber, arrangement, condition)
Write your observation report here.
Name of the School Observed _________________________________________________
Location of the School _______________________________________________________
Date of Visit _______________________________________________________________
ANALYZE
How do the school campus and the classroom in particular impact the learning of the students
going to school? What are your classrooms?
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How does this relate to your knowledge of child and adolescent development? How does this
relate to your knowledge of facilitating learning?
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REFLECT
1. Would you like to teach in the school environment of child and adolescent development?
How does this relate to your knowledge of facilitating learning?
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2. What kind of school campus of conducive to learning?
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3. What kind of classroom is conducive to learning?
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4. In the future, how can you accomplish your answer in number 3?
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5. Write your additional learnings and insights here.
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Activity 1.2
Observing bulletin board displays
The display board, or what we more commonly refer to as bulletin board, is one of the
most readily 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?
2. Where are the displays boards found? Are they in places where target viewers can see
them?
3. What are the displays about? What key messages do they convey? What images and
colors do you see? How are the pieces of information and images arranged?
4. What materials were used in making the displays? Are borders used?
5. Do you notice some errors? (misspelled words, grammar inconsistencies and the like)
6. Are the messages clear and easily understood?
7. Think about what got your attention. Why did it get your attention?
8. Take a photo of the display boards (if allowed).
Based on the questions on the observation guide, write your 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 the most interested in.
evaluate it using the evaluation from below.
BOARD DISPLAYS EVALUATION FORM
Topic of the Board Display ______________________________________________
Location of the Board Display in School ___________________________________
Check the column that indicates your rating. Write comments to back up your ratings.
4- Outstanding 3- Very Satisfactory 2- Satisfactory 1- Needs Improvement
Criteria
Effective Communication
It conveys the message quickly
and clearly.
Attractiveness
Color and arrangement catch and
hold interest.
Balance
Objects are arranged, so stability is
perceived.
Unity
Repeated shapes or colors or use of
borders hold display together.
Interactivity
The style and approach entice
learners to be involved and
engaged.
Legibility
Letters and illustrations can be
seen from a good distance.
Correctness
It is free from grammar errors,
misspelled words, ambiguity.
Durability
It is well-constructed; items are
securely attached.
NI
1
S
2
VS
3
O
4
Comments
Bulletin Board Evaluated by:
Location:
Brief Description of the Bulletin Board:
EVALUATION
Strengths
Description of the Bulletin
Board layout
Evaluation of educational
content and other aspects.
Recommendations or
Suggestions for
improvement
Signature of Evaluator over Printed Name:
Weaknesses
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
And electronic (computer) drawing/illustration or layout
A collage
My Board Display Layout
ANALYZE
What do you think was the purpose of the board display?
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Did the board display design reflect the likes/interests of its target audience? Why? Why not?
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Was the language used clear and simple for the target audience to understand? Why? Why not?
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Was the board display effective? Why? Why not?
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What suggestions can you make?
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Based on your suggestions, propose an enhanced version of this display board. Use the
form below.
My Proposed Board Display
Theme:
Board Title:
Rationale:
(Purpose)
Objectives:
Best features of my proposed bulletin enhancement:
Content Resources (Name each needed resource and give each a brief description):
Materials for aesthetic enhancement:
REFLECT
1. Name at least five skills that a teacher should have to be able to come up with effective
board displays. Elaborate on why each skill is needed.
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2. Which of the following skills you named # 1 do you already have? Recall your past
experiences in making board displays. How do you practice these skills?
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3. Which skills do you still need to develop? What concrete steps will you take on how you
can improve on or acquire these skills?
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SHOW Your Learning Artifacts
My Personal Illustration of Effective
School Environment
Let your creativity
shine!
On the opposite box,
present an illustration
showing your idea of
an effective school
environment through
any of these:
 A Descriptive
Paragraph
 A Photo Essay
 A Sketch or
Drawing
A poem, song or rap
EVALUATE Performance Task
Evaluate Your Work Field Study 1, Episode 1 – The School as a Learning Environment
Learning Outcome: Determine the characteristics, of a school environment that provides social,
psychological, and physical environment supportive of learning.
Name of FS Student:
Date Submitted:
Year and Section:
Course:
Learning
Episode
Accomplished
Observation
Sheet
Analysis
Reflection
Learning
Artifacts
Excellent
(4)
Very
Satisfactory
(3)
All observation
One (1) to two
questions/tasks
(2)
completely
observation
answered/accomplished. questions/
tasks not
answered/
accomplished.
All questions were
All questions
answered completely;
were
answers are with depth
answered
and are thoroughly
completely;
grounded on theories;
answers are
grammar and spelling
clearly
are free from error.
connected to
theories;
grammar and
spelling and
free from
errors.
Profound and clear;
Clear but
supported by what were lacks depth;
observed and analysed
supported by
what were
observed and
analysed
Portfolio is reflected on
in the context of the
learning outcomes;
Complete, wellorganized, highly
Portfolio is
reflected on in
the context of
the learning
outcomes.
Complete;
Satisfactory
2
Needs
Improvement
1
Three (3)
Four (4) or
observation
more
questions/tasks observation
not answered/ questions/
accomplished. accomplished.
Questions
were not
answered
completely;
answers are
not clearly
connected to
theories; one
(1) to three (3)
grammatical/
spelling errors.
Four (4) or
more
observation
questions were
not answered;
answers not
connected to
theories; more
than four (4)
grammatical
spelling errors.
Not so clear
and shallow;
somewhat
supported by
what were
observed and
analysed
Portfolio is not
reflected on in
the context of
the learning
outcomes.
Complete; not
Unclear and
shallow; rarely
supported by
what were
observed and
analysed.
Portfolio is not
reflected on in
the context of
the learning
outcomes; not
complete; not
relevant to the learning
outcome
Submission
wellorganized,
very relevant
to the learning
outcome
Submitted on
the deadline
Submitted before the
deadline
organized,
relevant to the
learning
outcome
organized, not
relevant
Submitted a
day after the
deadline
Submitted (2)
days or more
after the
deadline
Rating:
(Based on
transmutation)
Over-all Score
COMMENT/S
TRANSMUTATION OF SCORE TO GRADE/RATING
17
16
15
14
13-12
11
10
9-8
Score
20
1918
Grade
1.0
1.25
1.5
1.75
2.00
2.25
2.50
2.75
3.00
3.5
99
96
93
90
87
84
81
78
75
72
_____________________________________
Signature of FS Teacher above Printed Name
7Belo
w
5.00
71Belo
w
_______________
Date
FIELD
STUDY
LEARNING
EPISODE
1
2
Learner Diversity:
Developmental
Characteristics,
Needs and Interests
Activity 2. 1Observing learner characteristics at different stages
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ___________
To realize the Intended Learning Outcomes, I will work your way through these steps:
Step 1 Observe 3 groups of learners from different levels (preschool, elem, and high school).
Step 2 Describe each of the learners based on my observations.
Step 3 Validate my observation by interviewing the learners.
Step 4 Compare them in terms of their interest and needs.
OBSERVE
Use the observation guide and matrices provided for you to document your
observations.
An Observation Guide for the Learner’s Characteristics
Read the following statements carefully. Then write your observation report on the provided
space. Your teacher may also recommend another observation checklist if a more detailed
observation is preferred.
Physical
1. Observe their gross motor skills how they carry themselves, how they move, walk, run,
go up the stair, etc.
2. Are gross movements clumsy or deliberates/smooth?
3. How about their fine motor skills? Writing, drawing, etc.
Social
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What do they talk about? What are their
concerns?
Emotional
1. Describe the emotional disposition or temperament of the learners. (happy, sad, easily
cries, mood-shifts)
2. How do they express their wants/needs? Can they wait?
3. Describe the emotional disposition or temperament of the learners. (happy, sad, easily
cries, mood-shifts)
4. How do they express their wants/needs? Can they wait?
5. How do they handle frustrations?
6. Describe their level of confidence as shown in their behavior. Are they self-conscious?
Cognitive
1. Describe their ability to use words to communicate their ideas. Note their language
proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for evidence of
their thinking skills.
3. Were the opportunities for problem solving? Describe how they showed problem solving
abilities.
Learner’s Development Matrix
Record the data you gathered about the learner’s characteristics and needs in this matrix.
This will allow you to compare the characteristics and needs of learners at different levels. The
items under each domain are by no means exhaustive. These are just sample indicators. You may
add other aspects which you may have observed.
Development
Domain
Physical
Gross-motor skills
Fine-motor skills
Self-help skills
Others
Social
Interaction with
Teachers
Interaction with
Classmates/friends
Interests
Others
Emotional
Moods and
temperament,
expression of
feelings
Emotional
independence
Others
Preschooler
Indicate age range of
children observed: ___
Elementary
Indicate age range of
children observed: ____
High School
Indicate age range of
children observed: _____
Cognitive
Communication
Skills
Thinking Skills
Problem-Solving
Others
ANALYZE
Write the most salient developmental characteristics of the learners you observed. Based
on these characteristics, think of implications for the teacher.
Example:
Level
Preschool
Age range of
learners
observed 3-4
Salient Characteristics
Observed

Preschoolers like to
move around a lot.
Implication to the Teaching-Learning
Process


Level
Preschool
Age range of
learners
observed _____
Elementary
Age range of
learners
observed ______
Salient Characteristics
Observed
Therefore, the teacher should
remember to use music and
movement activities not just in PE
but in all subject areas.
Therefore, teachers should not
expect preschoolers to stay seated
for a long period of time.
Implication to the Teaching-Learning
Process
High School
Age range of
learners
observed
_______
REFLECT
1. While you were observing the learners, did you recall your own experiences when you
were their age? What similarities do you have with the learners you observed?
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2. Think of a teacher you cannot forget for positive or negative reasons. How did she/he
help or not help you with your needs (physical, emotional, social, and cognitive)? How
did it affect you?
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3. Share your insights here.
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SHOW Your Learning Artifacts
Which is your favorite theory of development, how can this guide you as a future
teacher? Clip some readings about this theory and paste them here.
EVALUATE Performance Task
Evaluate Your Work Field Study 1, Episode 1 – The School as a Learning Environment
Learning Outcome: Determine the characteristics, of a school environment that provides social,
psychological, and physical environment supportive of learning.
Name of FS Student
Date Submitted
Year and Section
Course
Learning
Episode
Accomplished
Observation
Sheet
Analysis
Reflection
Learning
Artifacts
Excellent
(4)
Very
Satisfactory
(3)
All observation
One (1) to two
questions/tasks
(2)
completely
observation
answered/accomplished. questions/
tasks not
answered/
accomplished.
All questions were
All questions
answered completely;
were
answers are with depth
answered
and are thoroughly
completely;
grounded on theories;
answers are
grammar and spelling
clearly
are free from error.
connected to
theories;
grammar and
spelling and
free from
errors.
Profound and clear;
Clear but
supported by what were lacks depth;
observed and analysed
supported by
what were
observed and
analysed
Portfolio is reflected on
in the context of the
learning outcomes;
Portfolio is
reflected on in
the context of
Satisfactory
2
Needs
Improvement
1
Three (3)
Four (4) or
observation
more
questions/tasks observation
not answered/ questions/
accomplished. accomplished.
Questions
were not
answered
completely;
answers are
not clearly
connected to
theories; one
(1) to three (3)
grammatical/
spelling errors.
Four (4) or
more
observation
questions were
not answered;
answers not
connected to
theories; more
than four (4)
grammatical
spelling errors.
Not so clear
and shallow;
somewhat
supported by
what were
observed and
analysed
Portfolio is not
reflected on in
the context of
Unclear and
shallow; rarely
supported by
what were
observed and
analysed.
Portfolio is not
reflected on in
the context of
Complete, wellorganized, highly
relevant to the learning
outcome
Submission
the learning
outcomes.
Complete;
wellorganized,
very relevant
to the learning
outcome
Submitted on
the deadline
Submitted before the
deadline
the learning
outcomes.
Complete; not
organized,
relevant to the
learning
outcome
the learning
outcomes; not
complete; not
organized, not
relevant
Submitted a
day after the
deadline
Submitted (2)
days or more
after the
deadline
Rating:
(Based on
transmutation)
Over-all Score
COMMENT/S
Score
20
TRANSMUTATION OF SCORE TO GRADE/RATING
19-18
17
16
15
14
13-12
11
10
9-8
Grade
1.0
1.25
1.5
1.75
2.00
2.25
2.50
2.75
3.00
3.5
99
96
93
90
87
84
81
78
75
72
_____________________________________
Signature of FS Teacher above Printed Name
7Belo
w
5.00
71Belo
w
_______________
Date
FIELD
STUDY
LEARNING
EPISODE
1
3
Activity 3.1
Focus On Gender, Needs,
Strengths, Interests,
Experiences Language, Race,
Culture, Religion, Socioeconomic Status, Difficult
Circumstances, And
Indigenous Peoples
Observing differences among learner’s gender, needs, strengths, interests,
and experiences; and differences among learners’ linguistic, cultural,
socio-economic, religious backgrounds, and difficult circumstances.
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ___________
The learners’ different 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 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.
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 the groups that interact more with the
teacher than other.
2. Observe the learners seated at the back and the front part of the room. Do they
behave and interact differently?
3. Describe the relationship among the learners. Do the learners cooperate with or
compete against each other?
4. Who among the students participate actively? Who among them ask for most help?
5. When a student is called and cannot answer the teacher’s question, do the classmates
try to help them? Or do they raise their hands, so that the teacher will call them
instead?
Outside class:
1. How do the students group themselves outside class? Homogeneously, by age? By
gender? By racial or ethnic group? By their interests? Or are the students in mixed
social groupings? If so, describe their groupings.
2. Notice students who are alone or who are not interacting. Describes their behavior.
Interview the teachers and ask about their experience about learners in difficult
circumstances. Request them to describe these circumstances and how it has affected
the learners. Ask about the strategies they use to help these learners cope.
Ask the teachers about strategies they apply to address the needs of diverse students
due to the following factors:
 Gender, including LGBT
 Language and cultural differences
 Differences in religion
 Socio-economic status
OBSERVATION REPORT
Name of the School Observed __________________________________________________
School Address _____________________________________________________________
Date of Visit _______________________________________________________________
ANALYZE
1. Identify the persons who play key roles in the relationships and interactions in the
classrooms. What roles do they play? Is there somebody who appears to the leader, a
mascot/joker, an attention seeker, a little teacher, a doubter/pessimist?
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What makes the learners assume these roles? What factors affect they behavior?
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2. Is there anyone 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?
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What does the teacher do to address issues in life?
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3. How does the teacher influence the class interaction considering the individual
differences of the students?
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4. What strategies does the teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?
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REFLECT
1. How did you feel being in the classroom? Did you feel a sense of oneness or unity
among the learners and between the teachers and the learners?
Activity 3. 2.
Observing differences among learners with disabilities, giftedness, and
talents.
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ___________
To realize the Intended Learning Outcomes, work your way through these steps.
1. Observe at least two of these classes.
a. SPED class with learners with intellectual disabilities
b. SPED class with learners with physical disabilities
c. SPED class for the gifted and talented
d. A regular class with inclusion of learners with disabilities
2. Note the needs of theses 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?
OBSERVATION REPORT
Name of the School Observed __________________________________________________
School Address ______________________________________________________________
Date of Visit _______________________________________________________________
ANALYZE
1. Did your observation match the information given by the teacher?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________________
2. Describe the differences in ability levels of the students in the class? What practices or
strategies are done or should be done to differentiate instruction to meet the needs of the
learners?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________________
3. Describe the methods used by the teacher in handling the students’ differences in
abilities. How did the students respond to the teacher? Did the teacher use differentiated
instruction? If yes, describe how.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________________
REFLECT
1. Recall the time when you were in elementary or high school. Recall the high and low
achievers in your class. How did your teachers deal with differences in abilities? Was
your teacher effective?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________________
2. What dispositions and traits will you need as a future teacher to meet the needs of the
learners?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________________
OBSERVE, ANALYZE, REFLECT
Activity 3.3
Observing the school experiences of learners who belong to indigenous
groups.
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ___________
To realize the intended learning outcomes, work your way through these steps.
1. Ensure that you have reviewed the no. 3. Focused on Indigenous Peoples in the Learning
essentials of Episode 3.
2. Observe in a school with a program for IP learners. Below are some suggested schools:
a. Ujah School of Living Traditions, Hungduan, Ifugao
b. Sentrong Paaralan ng mga Agta, General Nakar, Quezon
c. Sitio Tarukan Primary School, Capas Tarlac
d. Mangyan Center for Learning and Development, Naujan, Oriental Mindoro
e. Paaralang Mangyan na Angkop sa Kulturang Aalagaan (PAMANAK), San Jose
Occidental Mindoro
f. Tubuanan Ati Learning Center, Balabag, Boracay Island
g. Balay Turun-an of Living Traditions, Brgy Garangan and Brgy. Agcalaga, Calinog,
Iloilo
h. T’boli school of Living Traditions, Lake Sebu, Sount Cotabato
i. Daraghuyan-Bukidnon Tribal Community School, Dalwangan, Malaybalay,
Bukidnon
j. Talaandig School of Living Traditions, Lantapan, Bukidnon
k. Bayanihan Elementary School, Marilog, Davao
l. Lumad BAkwit School, UP Diliman, Quezon City
Please note: ensure proper coordination of your college/university to obtain permission from
these schools before you visit.
If an actual visit is not feasible, consider a “virtual visit” through social media. And if
still not feasible consider a “virtual” field study through watching Indigenous Peoples in the
Philippines videos. There are several available at YouTube. You can start with this video by Dep
Ed:
DepEd Indigenous Peoples Education Office. National Indigenous Month (October) Video,
2013. Retrieve from: https://www.youtube.com/watch?v=FsMjgQNz2Y
3. Write your observation report.
4. Analyze your observation data using the Indigenous Peoples Education Framework.
5. Reflect on your experience.
OBSERVE
Use the observation guide provided for you to document your observations.
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 interact with respect.
2. Observe and note the different parts or areas of the school environment. How are
learning spaces around?
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 teaching strategies that the teacher uses.
6. Describe the interaction that is taking place between the teacher and learners, among
the teachers, and in the school in general.
7. What instructional materials and learning process resources are they using?
8. Interview the teacher or principal about the curriculum. Find out the curriculum goals.
You can use the questions found on the Analysis part of this activity.
Write your observation report here.
OBSERVATION REPORT
(You may include photos here.)
Name of the School Observed __________________________________________________
School Address ______________________________________________________________
Date of Visit _______________________________________________________________
OBSERVATION REPORT
(You may include photos here.)
ANALYZE
Curriculum Design,
Competencies, and Content
1. Does the school foster a
sense of belonging to
one’s ancestral domain, a
deep understanding of the
community’s beliefs and
practices? Cite examples.
2. Does the school show
respect of the
community’s expression
of spirituality? How?
3. Does the school foster the
indigenous learners a
deep appreciation of their
identity? How?
4. Does the curriculum
teach skills and
competencies in the
indigenous learners that
will help them develop
and protect their ancestral
domain and culture?
5. Does the curriculum link
new concepts and
competencies to the life
experience of the
community?
6. Do the teaching strategies
help strengthen, enrich,
and complement the
community’s indigenous
teaching-process?
7. Does the curriculum
maximize the use of the
ancestral domain and
activities of the
community as relevant
settings for learning in
combination with
classroom-basted
sessions? Cite examples.
Answer each question based on your observation and
interview data.
8. Is cultural sensitivity to
uphold culture, beliefs
and practices, observed
and applied in the
development and use of
instructional materials
and learning resources?
How? (For example,
Culture bearers of the
Indigenous Peoples are
consulted).
9. Do assessment practices
consider community
values and culture? How?
10. Do assessment processes
include higher order
thinking skills?
What do you think can still be done to promote and uphold the indigenous peoples
knowledge systems and practices and rights in schools?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
REFLECT
Reflect based on your actual visit or videos that you watched.
1. What new things did you learn about indigenous peoples?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________________
2. What did you appreciate most from your experience in visiting the school with
indigenous learners? Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________________
3. For indigenous learners, as a future teacher, I promise these three things:
3.1 Be open to and respect indigenous peoples by
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________
3.2 Uphold and celebrate their culture, beliefs and practices by
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________
3.3 Advocate for indigenous peoples education by
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________
SHOW Your Learning Artifacts
With the principle of individual differences in mind, what methods and strategies will
you remember in the future to ensure that you will be able to meet the needs of both the high and
low achievers in your class? Make a collection of strategies on how to address the students’
different ability levels
EVALUATE Performance Task
Evaluate Your Work Field Study 1, Episode 1 – The School as a Learning Environment
Learning Outcome: Determine the characteristics, of a school environment that provides social,
psychological, and physical environment supportive of learning.
Name of FS Student
Date Submitted
Year and Section
Course
Learning
Episode
Accomplished
Observation
Sheet
Analysis
Reflection
Learning
Artifacts
Excellent
(4)
Very
Satisfactory
(3)
All observation
One (1) to two
questions/tasks
(2)
completely
observation
answered/accomplished. questions/
tasks not
answered/
accomplished.
All questions were
All questions
answered completely;
were
answers are with depth
answered
and are thoroughly
completely;
grounded on theories;
answers are
grammar and spelling
clearly
are free from error.
connected to
theories;
grammar and
spelling and
free from
errors.
Profound and clear;
Clear but
supported by what were lacks depth;
observed and analysed
supported by
what were
observed and
analysed
Portfolio is reflected on
in the context of the
learning outcomes;
Portfolio is
reflected on in
the context of
Satisfactory
2
Needs
Improvement
1
Three (3)
Four (4) or
observation
more
questions/tasks observation
not answered/ questions/
accomplished. accomplished.
Questions
were not
answered
completely;
answers are
not clearly
connected to
theories; one
(1) to three (3)
grammatical/
spelling errors.
Four (4) or
more
observation
questions were
not answered;
answers not
connected to
theories; more
than four (4)
grammatical
spelling errors.
Not so clear
and shallow;
somewhat
supported by
what were
observed and
analysed
Portfolio is not
reflected on in
the context of
Unclear and
shallow; rarely
supported by
what were
observed and
analysed.
Portfolio is not
reflected on in
the context of
Complete, wellorganized, highly
relevant to the learning
outcome
Submission
the learning
outcomes.
Complete;
wellorganized,
very relevant
to the learning
outcome
Submitted on
the deadline
Submitted before the
deadline
the learning
outcomes.
Complete; not
organized,
relevant to the
learning
outcome
the learning
outcomes; not
complete; not
organized, not
relevant
Submitted a
day after the
deadline
Submitted (2)
days or more
after the
deadline
Rating:
(Based on
transmutation)
Over-all Score
COMMENT/S
Score
20
TRANSMUTATION OF SCORE TO GRADE/RATING
1917
16
15
14
1311
10
9-8
18
12
Grade
1.0
1.25
1.5
1.75
2.00
2.25
2.50
2.75
3.00
3.5
99
96
93
90
87
84
81
78
75
72
_____________________________________
Signature of FS Teacher above Printed Name
7Belo
w
5.00
71Belo
w
_______________
Date
FIELD
STUDY
LEARNING
EPISODE
1
4
ACTIVITY4.1
Learner
Diversity: The
Community and
Home
Environment
Observing the learner’s community and home environment
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ___________
To realize my Intended Learning Outcomes, I will work my way through these steps:
1. Select a learner from the class which you have previously observed.
2. Interview the teacher about the learner's characteristics and the community.
3. Conduct a home visit to your selected learner's residence.
4. Interview the parents about
a. the rules they implement at home concerning their child's schooling.
b. the learner's activities and behavior while at home.
5. Write the Learner's Profile.
6. Analyze your observation and interview data.
7. Reflect on your observation experience.
OBSERVE
Use the activity form provided for you to document your observations.
An Observation/Interview Guide for Home-School Link
Read the following carefully before you begin to observe/interview. Then write
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 gets into
fights, liked by others, etc.)
 emotional moods, temperament, cries easily, loses temper, happy, shows enthusiasm,
excited, indifferent, etc.)
 cognitive (appears to understand lessons, copes with the lessons, excels, lags behind,
shows reasoning skills, turns in assignments and requirements, etc.)
Interview the Teacher
1. What are the most noticeable characteristics of the learner? (Emotional disposition,
behavior and discipline, sense of responsibility, academic performance, relationship with
peers, relationship with adults, social adjustment)
2. How does the teacher communicate with the parents? How often? What do they discuss?
How do they decide of the best course of action to resolve issues or problems?
3. How does the teacher utilize resources in the community to support the teaching-learning
process? How does the teacher work with the community to meet the needs of the learners?
Interview with Parents
1. Conduct a home visit. Once there, observe the home set-up. (Home is orderly, family
pictures in the living room, etc.)
2. Use the interview Questions on the next page. Just ask the questions with which you
feel comfortable.
Suggested Parent Interview Guide
Your teacher may ask you to use a more detailed interview guide. Be free to translate the
questions, if necessary.
Name of Learner:
Date of Birth: ___________________________________________ Age: _______
Grade/Year Level: _______________________________________ Gender: ________
Number of Siblings: ___________________________
Birth Order: _________________________________
Parents: _________________________________________________________
Mother: _________________________________________________________
Age: ______________ Occupation: ____________ Educational Attainment: _____________
Father: ____________ Occupation: ____________ Educational Attainment: _____________
Learner's Physical Aspect:
Health
1. Mother's Health during pregnancy with the learner:
2. Ailments or health problems of the learner as a child:
3. Age of the learner when he started to walk/talk:
4. Food preferences of the learner as a child and at present:
5. Who took care of him/her as a child?
Learner's Social Aspect:
1. Describe your child's sociability (friendly, outgoing, or shy, loner).
2. Who were the learner's playmates?
3. As a child then, was he/she allowed to play outside?
4. Is he/she allowed to go out with friends?
5. Do you have rules for him/ her to follow regarding going out?
6. What are these rules?
Emotional-Moral
1. What are your expectations of your child?
2. How do you provide a nurturing environment for your child?
3. Does your child go to you when she/he feels down or has a problem? What do you
do to meet his/her emotional needs?
4. What do you do when he or 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 __________________________________________________________
School _____________________________________________________________________
Date of Home
Visit_______________________________________________________________________
Date of Birth:
Age:
Grade/Year Level:
Gender:
Family Profile
Number of Siblings:
Birth Order:
Parent
Mother:
Age:
Occupation:
Father:
Occupation:
Educational Attainment:
Educational Attainment:
Physical Development
In paragraph form, describe the physical development of the learner. Combine
the teacher's, parents' responses, and your own observations.
Social Development
In paragraph form, describe the social development of the learner. Combine
the teacher's, parents' responses, and your own observations.
Emotional-Moral Development
In paragraph form, describe the emotional-moral development of the learner.
Combine the teacher's, parents' responses, and your own observations.
Cognitive Development
In paragraph form, describe the cognitive development of the learner.
Combine the teacher's, parents' responses, and your own observations.
Findings
Write here your salient findings about the learner.
Conclusions
Write your conclusions after you have analyzed the impact of the school and
the home on the learner's development. The questions in the Your Analysis portion of
this learning Episode can help you.
Recommendations
Write your recommendations.
ANALYZE
Your findings and recommendations in the Learner Development Profile will help you
answer the questions here.
1. From your home visit and interview, what do you think is the style of parenting
experienced by the learner? Explain your answer.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Relating your, data with what you learned from child development, what family
factors do you think contribute to the over-all adjustment of the learner in school?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. Does the communication between the home-school have an effect on the learner? If
yes, what are these effects?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. How can the teacher partner with the community to contribute to the development and
learning of the students? Who are the people or which institutions can the teacher tap
to seek advice regarding the development and learning of students?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
REFLECT
1. Reflect on your own development as a child. What type of parenting did you experience?
How did it affect you?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
2. As a future teacher, how would you establish good home-school collaboration? How can
you work well with the parents? How can you help them? How can they help you?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
SHOW Your Learning Artifacts
1. Your World…
Color
1. Make an artistic
colorful, and creative
visual expression of
your insights or
feelings about the
influence of the home
and school and
community to the
learner.
Then, write a few
statements on the
space below about
your visual art.
2. Stick
with
HOAcrostic…
ME
U2. Make a reflection
Sacrostic C-about the
home, school
and
Hcommunity
O-link.
OL-
COMMNITY-
LINK-
ANALYZE
Your findings and recommendations in the Learner Development Profile will help you
answer the questions here.
1. From your home visit and interview, what do you think is the style of parenting experienced
by the learner? Explain your answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Relating your data with what you learned from child development, what family factors do you
think contribute to the development and over-all adjustment of the learner in school?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Does the communication between the home-school have an effect on the learner? If yes, what
are these effects?
1.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
REFLECT
1. Reflect on your own development as a child, what type of parenting did you experience?
How did it affect you?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. As a future teacher, how would you establish good home-school collaboration? How can
you work well with the parents? How can you help them? How can they help you?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
EVALUATE Performance Task
Evaluate Your Work Field Study 1, Episode 1 – The School as a Learning Environment
Learning Outcome: Determine the characteristics, of a school environment that provides social,
psychological, and physical environment supportive of learning.
Name of FS Student
Date Submitted
Year and Section
Course
Learning
Episode
Accomplished
Observation
Sheet
Analysis
Reflection
Learning
Artifacts
Excellent
(4)
Very
Satisfactory
(3)
All observation
One (1) to two
questions/tasks
(2)
completely
observation
answered/accomplished. questions/
tasks not
answered/
accomplished.
All questions were
All questions
answered completely;
were
answers are with depth
answered
and are thoroughly
completely;
grounded on theories;
answers are
grammar and spelling
clearly
are free from error.
connected to
theories;
grammar and
spelling and
free from
errors.
Profound and clear;
Clear but
supported by what were lacks depth;
observed and analysed
supported by
what were
observed and
analysed
Portfolio is reflected on
in the context of the
learning outcomes;
Portfolio is
reflected on in
the context of
Satisfactory
2
Needs
Improvement
1
Three (3)
Four (4) or
observation
more
questions/tasks observation
not answered/ questions/
accomplished. accomplished.
Questions
were not
answered
completely;
answers are
not clearly
connected to
theories; one
(1) to three (3)
grammatical/
spelling errors.
Four (4) or
more
observation
questions were
not answered;
answers not
connected to
theories; more
than four (4)
grammatical
spelling errors.
Not so clear
and shallow;
somewhat
supported by
what were
observed and
analysed
Portfolio is not
reflected on in
the context of
Unclear and
shallow; rarely
supported by
what were
observed and
analysed.
Portfolio is not
reflected on in
the context of
Complete, wellorganized, highly
relevant to the learning
outcome
Submission
the learning
outcomes.
Complete;
wellorganized,
very relevant
to the learning
outcome
Submitted on
the deadline
Submitted before the
deadline
the learning
outcomes.
Complete; not
organized,
relevant to the
learning
outcome
the learning
outcomes; not
complete; not
organized, not
relevant
Submitted a
day after the
deadline
Submitted (2)
days or more
after the
deadline
Rating:
(Based on
transmutation)
Over-all Score
COMMENT/S
Score
20
TRANSMUTATION OF SCORE TO GRADE/RATING
1917
16
15
14
1311
10
9-8
18
12
Grade
1.0
1.25
1.5
1.75
2.00
2.25
2.50
2.75
3.00
3.5
99
96
93
90
87
84
81
78
75
72
_____________________________________
Signature of FS Teacher above Printed Name
7Belo
w
5.00
71Belo
w
_______________
Date
FIELD STUDY
LEARNING
EPISODE
1
5
ACTIVITY 5.1
Creating an
Appropriate
Learning
Environment
Managing Time, Space and Learning Resources
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ____________
OBSERVE
Observe and use the observation sheet provided for you to document your observations.
1. As you observe the class, look into the characteristics of the learners. Note their ages.
2. How many boys are there? How many girls?
3. Focus on their behavior. Are they already able to manage their own behavior?
4. Can the learners already work independently?
5. Describe their span of attention.
ANALYZE
Analyze and answer these questions on observed classroom management practices. It is
also good to ask the 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 of teaching aids, books,
students' belongings, supplies, etc.)? Describe these areas. Will it make a difference if
these areas for specific purposes are not present?
2. Are there rules and procedures posted in the room? List them down. Do these rules
reinforce positive behavior?
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 students'
participation in rule-making on student's behavior?
4. What are the daily routines done by the Resource Teacher? (prayer, attendance,
assignment of monitors, warm-up activities, etc.) How are they done?
5. Is there a seating arrangement? What is the basis of this arrangement? Does this help in
managing the class?
6. Observe the noise level in the classroom. How is this managed?
7.
If a learner is not following instruction or is off-task, what does the Resource Teacher
do? Describe the behavior strategies used.
8. What does the Resource Teacher do to reinforce positive behaviors? (Behavior
strategies)
REFLECT
Reflection as a future teacher.
1. Why do you need to enforce positive discipline?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
ACTIVITY 5.2
Identifying the Different Aspects of Classroom Management
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ____________
OBSERVE
CLASSROOM MANAGEMENT MATRIX
Observe a class and accomplish the given matrix.
Aspects of Classroom
Management
1. Specific Areas in the
Classroom
2. Classroom Rules
3. Classroom Procedures
4. Daily Routines
5. Seating Arrangement
6. Handling misbehavior/off task behavior
7. Reinforcement of Positive
Behavior
8. Others
9. Others
10. Others
Description
Effect on the Learners
(to be filled out after you
answer the analysis questions)
ANALYZE
1. How did the classroom organization and routines affect the learners' behavior?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What should the teacher have in mind when she/he designs the classroom organization
and routines? What theories and principles should you have in mind?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Which behavior strategies were effective in managing the behavior of the learners?
motivating students? Why were they effective?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
REFLECT
Reflect on the following and write your insights.
1. Imagine yourself organizing your classroom in the future. In what grade year level do
you see yourself? What routines and procedures would you consider for this level Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Make a list of the rules you are likely to implement in this level. Why would you choose
these rules?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Should learners be involved in making the class rules? Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
SHOW Your Learning Artifacts
Paste pieces of evidence of classroom rues that work in class. You may also put pictures
of the classroom of the physical space and learning stations which contribute to the effective
implementation of classroom management.
EVALUATE Performance Task
Evaluate Your Work Field Study 1, Episode 1 – The School as a Learning Environment
Learning Outcome: Determine the characteristics, of a school environment that provides social,
psychological, and physical environment supportive of learning.
Name of FS Student
Date Submitted
Year and Section
Course
Learning
Episode
Accomplished
Observation
Sheet
Analysis
Reflection
Learning
Artifacts
Excellent
(4)
Very
Satisfactory
(3)
All observation
One (1) to two
questions/tasks
(2)
completely
observation
answered/accomplished. questions/
tasks not
answered/
accomplished.
All questions were
All questions
answered completely;
were
answers are with depth
answered
and are thoroughly
completely;
grounded on theories;
answers are
grammar and spelling
clearly
are free from error.
connected to
theories;
grammar and
spelling and
free from
errors.
Profound and clear;
Clear but
supported by what were lacks depth;
observed and analysed
supported by
what were
observed and
analysed
Portfolio is reflected on
in the context of the
learning outcomes;
Portfolio is
reflected on in
the context of
Satisfactory
2
Needs
Improvement
1
Three (3)
Four (4) or
observation
more
questions/tasks observation
not answered/ questions/
accomplished. accomplished.
Questions
were not
answered
completely;
answers are
not clearly
connected to
theories; one
(1) to three (3)
grammatical/
spelling errors.
Four (4) or
more
observation
questions were
not answered;
answers not
connected to
theories; more
than four (4)
grammatical
spelling errors.
Not so clear
and shallow;
somewhat
supported by
what were
observed and
analysed
Portfolio is not
reflected on in
the context of
Unclear and
shallow; rarely
supported by
what were
observed and
analysed.
Portfolio is not
reflected on in
the context of
Complete, wellorganized, highly
relevant to the learning
outcome
Submission
Submitted before the
deadline
the learning
outcomes.
Complete;
wellorganized,
very relevant
to the learning
outcome
Submitted on
the deadline
the learning
outcomes.
Complete; not
organized,
relevant to the
learning
outcome
the learning
outcomes; not
complete; not
organized, not
relevant
Submitted a
day after the
deadline
Submitted (2)
days or more
after the
deadline
Rating:
(Based on
transmutation)
Over-all Score
COMMENT/S
Score
20
TRANSMUTATION OF SCORE TO GRADE/RATING
1917
16
15
14
1311
10
9-8
18
12
Grade
1.0
1.25
1.5
1.75
2.00
2.25
2.50
2.75
3.00
3.5
99
96
93
90
87
84
81
78
75
72
7Belo
w
5.00
71Belo
w
FIELD STUDY LEARNING
Classroom
EPISODE Management and
Classroom
Routines
1
6
ACTIVITY 6.1
Observing Classroom Management and Routines
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ____________
OBSERVE
Observe the classroom routines of the Resource Teacher by accomplishing the given checklist.
Checklist on Classroom Routines
Check Yes (/) if observed and (x) if not observed.
Classroom Routines
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
Observed ()
Not Observed ()
11. Submission of projects
12. Asking questions during
lessons
13. Asking for assistance
14. Joining classroom
activities
15. Lining up
16. Walking in line
17. Fire drill / emergencies
18. Movement between
activities
19. Use of classroom
supplies
20. Checking of assignments
Others, please specify
21.
22.
23.
24.
25
ANALYZE
Analyze the routines set by the Resource Teacher by answering the following questions.
1. Were the routines effective in ensuring discipline and order in the class? Why? Why not?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Which of those routines were 'systematic and consistently implemented? Explain your answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
REFLECT
Reflect on the various routines observed.
1. Which of the routines will you most likely apply in your class? Why? Why not?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
ACTIVITY 6.2
Listing Down Classroom Rules
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ___________
OBSERVE
Observe a class and list down the classroom rules formulated by the Resource Teacher.
Cite the importance of these rules.
Classroom rules are imperative and must be reinforced for learners' safety and security.
Rules also teach discipline and self-control. Rules eliminate stress and will provide a more
pleasant, secured and non-threatening environment. Rules ensure the students' engagement and
focus in their classroom activities.
Classroom Rules
1. E.g. Read directions well.
2.
3.
4.
5.
6.
Importance
- Ensures less error in answering the activity.
ANALYZE
1. Analyze each given rule. What circumstances led to the formulation of the rule?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Are classroom rules really important?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
REFLECT
Reflect on the various classroom rules set by the Resource Teacher. Will you have the
same rules? If not, what rules are you going to employ? Explain your answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
SHOW Your Learning Artifacts
Take some snapshots of the classroom routines employed by the Resource Teacher which
are worth emulating. Tell something about the pictures.
EVALUATE Performance Task
Evaluate Your Work Field Study 1, Episode 1 – The School as a Learning Environment
Learning Outcome: Determine the characteristics, of a school environment that provides social,
psychological, and physical environment supportive of learning.
Name of FS Student
Date Submitted
Year and Section
Course
Learning
Episode
Accomplished
Observation
Sheet
Analysis
Reflection
Learning
Artifacts
Excellent
(4)
Very
Satisfactory
(3)
All observation
One (1) to two
questions/tasks
(2)
completely
observation
answered/accomplished. questions/
tasks not
answered/
accomplished.
All questions were
All questions
answered completely;
were
answers are with depth
answered
and are thoroughly
completely;
grounded on theories;
answers are
grammar and spelling
clearly
are free from error.
connected to
theories;
grammar and
spelling and
free from
errors.
Profound and clear;
Clear but
supported by what were lacks depth;
observed and analysed
supported by
what were
observed and
analysed
Portfolio is reflected on
in the context of the
learning outcomes;
Portfolio is
reflected on in
the context of
Satisfactory
2
Needs
Improvement
1
Three (3)
Four (4) or
observation
more
questions/tasks observation
not answered/ questions/
accomplished. accomplished.
Questions
were not
answered
completely;
answers are
not clearly
connected to
theories; one
(1) to three (3)
grammatical/
spelling errors.
Four (4) or
more
observation
questions were
not answered;
answers not
connected to
theories; more
than four (4)
grammatical
spelling errors.
Not so clear
and shallow;
somewhat
supported by
what were
observed and
analysed
Portfolio is not
reflected on in
the context of
Unclear and
shallow; rarely
supported by
what were
observed and
analysed.
Portfolio is not
reflected on in
the context of
Complete, wellorganized, highly
relevant to the learning
outcome
Submission
Submitted before the
deadline
the learning
outcomes.
Complete;
wellorganized,
very relevant
to the learning
outcome
Submitted on
the deadline
the learning
outcomes.
Complete; not
organized,
relevant to the
learning
outcome
the learning
outcomes; not
complete; not
organized, not
relevant
Submitted a
day after the
deadline
Submitted (2)
days or more
after the
deadline
Rating:
(Based on
transmutation)
Over-all Score
COMMENT/S
Score
20
TRANSMUTATION OF SCORE TO GRADE/RATING
1917
16
15
14
13-12
11
10
9-8
18
Grade
1.0
1.25
1.5
1.75
2.00
2.25
2.50
2.75
3.00
3.5
99
96
93
90
87
84
81
78
75
72
7Belo
w
5.00
71Belo
w
FIELD
STUDY
LEARNING
EPISODE
1
7
Physical and
Personal Aspects
of Classroom
Management
ACTIVITY
7.1 Personal and Physical Aspects of Classroom Management
Identifying
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ____________
OBSERVE
Observe a class and interview the Resource Teacher. Ask how the personal and physical
aspects of classroom management ensure proper classroom management and discipline.
Check if these aspects were observed in the classroom.
Aspects of Classroom Management
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 class in time?
1.5 Does the teacher exude a positive attitude towards teaching?
2. Physical Classroom Management
2.1 Is the classroom well-ventilated?
2.2 Is the lighting good enough?
2.3 Is the classroom free from noise
2.4 Does the seating arrangement provide better interaction
2.5 Is the design/structure of the room inviting to classroom
activities?
2.6 Is the physical space/learning station clear from obstruction?
YES
NO
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?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. How does the punctuality of the teacher affect classroom discipline?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Why do we need to check on the physical aspects of classroom management?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
REFLECT
Reflect on the aspects of personal and classroom management.
1. What does this statement mean to you as a future teacher? Explain.
“No amount of good instruction will come out without effective classroom management.”
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What are your plans in ensuring effective classroom management?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Demonstrating knowledge of positive and non-violent discipline in the
ACTIVITY 7.2
management of learner behavior.
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ___________
OBSERVE
Observe the classroom management strategies that your Resource Teacher employs in the
classroom. You may also conduct an interview to substantiate your observation.
Check the management strategies employed by the Resource Teacher.
Check (/) observed, put an (x) if not observed and O for no opportunity to observe.
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.
Others (Please specify)
16.
17.
18.
19.
20.
Observed
Not
Observed
No Opportunity
to Observe
ANALYZE
Analyze the checklist you have accomplished and answer the given questions:
1. How many strategies were employed by the Resource Teacher? Did these contribute to
better classroom management? Explain your answer.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What were not used by the Resource Teacher? Were these important? What should have
been used instead? Explain.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________
REFLECT
As a future teacher, reflect on the observations then answer the given question.
1. What classroom management strategies do I need to employ to respond to diverse types
of learners.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
SHOW Your Learning Artifacts
Show piece(s) of evidence of learning to capture the classroom management strategies used by
the Resource Teacher.
EVALUATE Performance Task
Evaluate Your Work Field Study 1, Episode 1 – The School as a Learning Environment
Learning Outcome: Determine the characteristics, of a school environment that provides social,
psychological, and physical environment supportive of learning.
Name of FS Student
Date Submitted
Year and Section
Course
Learning
Episode
Accomplished
Observation
Sheet
Analysis
Reflection
Learning
Artifacts
Excellent
(4)
Very
Satisfactory
(3)
All observation
One (1) to two
questions/tasks
(2)
completely
observation
answered/accomplished. questions/
tasks not
answered/
accomplished.
All questions were
All questions
answered completely;
were
answers are with depth
answered
and are thoroughly
completely;
grounded on theories;
answers are
grammar and spelling
clearly
are free from error.
connected to
theories;
grammar and
spelling and
free from
errors.
Profound and clear;
Clear but
supported by what were lacks depth;
observed and analysed
supported by
what were
observed and
analysed
Portfolio is reflected on
in the context of the
learning outcomes;
Portfolio is
reflected on in
the context of
Satisfactory
2
Needs
Improvement
1
Three (3)
Four (4) or
observation
more
questions/tasks observation
not answered/ questions/
accomplished. accomplished.
Questions
were not
answered
completely;
answers are
not clearly
connected to
theories; one
(1) to three (3)
grammatical/
spelling errors.
Four (4) or
more
observation
questions were
not answered;
answers not
connected to
theories; more
than four (4)
grammatical
spelling errors.
Not so clear
and shallow;
somewhat
supported by
what were
observed and
analysed
Portfolio is not
reflected on in
the context of
Unclear and
shallow; rarely
supported by
what were
observed and
analysed.
Portfolio is not
reflected on in
the context of
Complete, wellorganized, highly
relevant to the learning
outcome
Submission
Submitted before the
deadline
the learning
outcomes.
Complete;
wellorganized,
very relevant
to the learning
outcome
Submitted on
the deadline
the learning
outcomes.
Complete; not
organized,
relevant to the
learning
outcome
the learning
outcomes; not
complete; not
organized, not
relevant
Submitted a
day after the
deadline
Submitted (2)
days or more
after the
deadline
Rating:
(Based on
transmutation)
Over-all Score
COMMENT/S
Score
20
TRANSMUTATION OF SCORE TO GRADE/RATING
1917
16
15
14
13-12
11
10
9-8
18
Grade
1.0
1.25
1.5
1.75
2.00
2.25
2.50
2.75
3.00
3.5
99
96
93
90
87
84
81
78
75
72
7Belo
w
5.00
71Belo
w
FIELD STUDY LEARNING
EPISODE
1
8
Understanding
the School
Curriculum
Close Encounter
with the School
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 the curriculum mentioned earlier. Can you spot where these are found? Let’s
do a hunting game!
OBSERVE
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ____________
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
1. Recommended Curriculum
(K to 12 Guidelines)
Where Found
Description
2. Written Curriculum
(Teacher’s Lesson Plan)
3. Taught Curriculum
(Teaching Learning Process)
4. Supported Curriculum
(Subject Textbook)
5. Assessed Curriculum
(Assessment Process)
6. Learned Curriculum
(Achieved Learning
Outcomes)
7. Hidden Curriculum (Media)
ANALYZE
Which of the seven types of curriculum in the school setting is easy to find? Why?
Which is difficult to observe? Why?
Are these all found in the school setting? How do curricula relate to one another?
Draw a diagram to show the relationship of one curriculum to the other.
REFLECT
Make a reflection on the diagram that you have drawn.
8.2 Curriculum: The Lesson, A Closer Look
TheACTIVITY
Miniscule School
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ____________
OBSERVE
This activity requires a full lesson observation from Motivation to Assessment
Procedure:
1. Secure permit to observe one complete lesson in a particular subject, in a particular
grade/year level.
2. Keep a close watch on the different components of the miniscule curriculum: the lesson
3. Follow the three major components of a curriculum (Planning, Implementing, and
Evaluating/Assessing). Observe and record your observation.
Observe And Record Observation on the Following Aspects
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 on your notebook.)
A. Planning
1. Borrow the teachers 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 learning objectives/learning outcomes?
b. What are included in the subject matter?
c. What procedure of 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 procedures.
a. How did the teacher begin the lesson?
b. What procedure or steps were followed?
c. How did the teacher engage the learners?
d. Was the teacher a guide at the side?
e. Were the learners on task? /Or were they participating in the
class activity?
f. Was the lesson finished within the class period?
C. Evaluating
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.
ANALYZED
Write a paragraph based on the data you gathered using these key questions?
1. How does the teacher whom you observed compare to the ideal characteristics or
competencies of global quality teachers?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Was the lesson implemented as planned? Describe.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Can you describe the disposition of the teacher after the lesson was taught? Happy and
eager? Satisfied and contented? Disappointed and exhausted?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. Can you describe the majority of students’ reactions after the lesson was taught?
Confused? Happy and eager? Contented? No reactions at all?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
REFLECT
Based on your observations and task in Activity 2 how will you prepare your lesson plan? Make
a short paragraph on the topic.
ACTIVITY 8.3
Constructive Alignment of the Components of a Lesson Plan
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ____________
OBSERVE
Using the diagram below fill up the component parts of a lesson plan
I.
Title of the Lesson: _______________________________________________________
II.
Subject Area: ____________________________________________________________
III.
Grade Level: _____________________________________________________________
Outcomes
Teaching Method
Assessment
Fill this up
Fill this up
Fill this up
ANALYZE
Answer the following questions based on the diagram.
1. Are the three components constructively aligned? Explain.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Will the outcomes be achieved with the teaching method used? Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. What component would tell if the outcomes have been achieved?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
REFLECT
What lessons have you learned in developing or writing a lesson plan?
What values will it give to the teacher if the three components are aligned?
SHOW Your Learning Artifacts
Learning Artifacts for Activity 1-3
Present an artifact for activity 1, 2 and 3.
Activity 1 Artifact
1. Present evidence for each kind of curriculum operating in the school setting/ This can be
in pictures, realia, documents, or others.
Activity 2: Artifact
1. Present a sample curriculum in a form of a Lesson Plan
Activity 3
1. Present a matrix to show the constructive alignment of the three components of a lesson
plan.
a. Example:
Lesson Title: __________________________________________________________
Subject Area: _________________________________________________________
Lesson Outcomes
Teaching Methods
Evaluation
EVALUATE Performance Task
Evaluate Your Work Field Study 1, Episode 1 – The School as a Learning Environment
Learning Outcome: Determine the characteristics, of a school environment that provides social,
psychological, and physical environment supportive of learning.
Name of FS Student
Date Submitted
Year and Section
Course
Learning
Episode
Accomplished
Observation
Sheet
Analysis
Reflection
Learning
Artifacts
Excellent
(4)
Very
Satisfactory
(3)
All observation
One (1) to two
questions/tasks
(2)
completely
observation
answered/accomplished. questions/
tasks not
answered/
accomplished.
All questions were
All questions
answered completely;
were
answers are with depth
answered
and are thoroughly
completely;
grounded on theories;
answers are
grammar and spelling
clearly
are free from error.
connected to
theories;
grammar and
spelling and
free from
errors.
Profound and clear;
Clear but
supported by what were lacks depth;
observed and analysed
supported by
what were
observed and
analysed
Portfolio is reflected on
in the context of the
learning outcomes;
Portfolio is
reflected on in
the context of
Satisfactory
2
Needs
Improvement
1
Three (3)
Four (4) or
observation
more
questions/tasks observation
not answered/ questions/
accomplished. accomplished.
Questions
were not
answered
completely;
answers are
not clearly
connected to
theories; one
(1) to three (3)
grammatical/
spelling errors.
Four (4) or
more
observation
questions were
not answered;
answers not
connected to
theories; more
than four (4)
grammatical
spelling errors.
Not so clear
and shallow;
somewhat
supported by
what were
observed and
analysed
Portfolio is not
reflected on in
the context of
Unclear and
shallow; rarely
supported by
what were
observed and
analysed.
Portfolio is not
reflected on in
the context of
Complete, wellorganized, highly
relevant to the learning
outcome
Submission
Submitted before the
deadline
the learning
outcomes.
Complete;
wellorganized,
very relevant
to the learning
outcome
Submitted on
the deadline
the learning
outcomes.
Complete; not
organized,
relevant to the
learning
outcome
the learning
outcomes; not
complete; not
organized, not
relevant
Submitted a
day after the
deadline
Submitted (2)
days or more
after the
deadline
Rating:
(Based on
transmutation)
Over-all Score
COMMENT/S
Score
20
TRANSMUTATION OF SCORE TO GRADE/RATING
1917
16
15
14
1311
10
9-8
18
12
Grade
1.0
1.25
1.5
1.75
2.00
2.25
2.50
2.75
3.00
3.5
99
96
93
90
87
84
81
78
75
72
7Belo
w
5.00
71Belo
w
FIELD STUDY LEARNING
EPISODE
1
ACTIVITY 9.1
9
Preparing for
Teaching and
Learning
Demonstrating an understanding of Research-Based Knowledge
Principles of Teaching and Learning
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ____________
OBSERVE
Observe a class with the use of the principles of learning given in Revisit the learning
Essentials. I will identify evidence of applications/violations of the principles of learning. I can
cite more than one evidence per principle of learning.
Principles of Learning
1. Effective learning begins with the setting
of clear and high expectations of learning
outcomes.
2. Learning is an active process
3. Learning is the discovery of personal
meaning and relevance of idea.
4. Learning is a cooperative and
collaborative process. Learning is enhanced
in an atmosphere of cooperation and
collaboration.
What did the Resource Teacher do to apply
the principles of learning
ANALYZE
1. What principles of learning were most applied? Least applied?
Most applied
_______________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________________________
Least applied
_______________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Give instances where this/these principle/s could have been applied?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
REFLECT
From among the principles of learning, which one do you think is the most important?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Identifying Learning Outcomes that are Aligned with Learning
Competencies
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
ACTIVITY 9.2
Grade/Year Level: ______________ Subject Area: _________________ Date: ____________
OBSERVE
Observe a class, this time focusing on how the learning outcomes were stated. Determine
if the learning outcome/s was/were achieved or not? Give evidence.
1. Write the learning outcomes stated in the lesson.
Learning Outcomes
(SMART Objectives?)
Achieved
Yes
No
Yes
No
1.
2.
3.
4.
5.
2. Cite pieces of evidence that these learning outcomes were achieved.
1.
2.
3.
4.
5.
ANALYZE
1. Do SMART objectives make the lesson more focused?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
REFLECT
Reflect on the
Lessons learned in determining SMART learning outcomes
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Distinguishing Between Inductive and Deductive Methods of
Teaching
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
ACTIVITY 9.3
Grade/Year Level: ______________ Subject Area: _________________ Date: ____________
OBSERVE
I will observe one Resource Teacher with the use of this observation sheet. Using the
guide questions, I shall reflect on my observations and analysis.
Teacher-centered
Did the teacher lecture all the time?
Student-centered
Were students involved in the teachinglearning process? How? Or were they mere
passive recipients of instruction?
Was the emphasis on the mastery of the
lesson or on the test? Prove.
Was the emphasis on the students’ application
of the lesson in real life? Give proofs.
Was class atmosphere competitive? Why?
Was class atmosphere collaborative?
Did teacher focus only on one
discipline/subject?
Did teacher connect lesson to other
disciplines/subjects?
What teaching-learning practice shows that teaching approach was:
a) Constructivist - connected to the past experiences of learners; learners constructed
new lesson meanings
b) Inquiry-based
c) Developmentally appropriate – learning activities fit the developmental stage of
children
d) Reflective
e) Inclusive – No learner was excluded; teacher taught everybody
f) Collaborative – Students worked together
g) INTEGRATIVE – Lesson was multidisciplinary – e.g. In Science, Math concepts
were taught
ANALYZE
1. What are possible consequences of teaching purely/subject matter for mastery ad for the
test?
________________________________________________________________________
________________________________________________________________________
2. If you were to reteach the classes you observed, would you be teacher-centered or
student-centered? Why?
________________________________________________________________________
________________________________________________________________________
REFLECT
Reflect on
Principles of Teaching worth applying
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
SHOW Your Learning Artifacts
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 the intended learning outcomes and the
methods used in class.
EVALUATE Performance Task
Evaluate Your Work Field Study 1, Episode 1 – The School as a Learning Environment
Learning Outcome: Determine the characteristics, of a school environment that provides social,
psychological, and physical environment supportive of learning.
Name of FS Student
Date Submitted
Year and Section
Course
Learning
Episode
Accomplished
Observation
Sheet
Analysis
Reflection
Learning
Artifacts
Excellent
(4)
Very
Satisfactory
(3)
All observation
One (1) to two
questions/tasks
(2)
completely
observation
answered/accomplished. questions/
tasks not
answered/
accomplished.
All questions were
All questions
answered completely;
were
answers are with depth
answered
and are thoroughly
completely;
grounded on theories;
answers are
grammar and spelling
clearly
are free from error.
connected to
theories;
grammar and
spelling and
free from
errors.
Profound and clear;
Clear but
supported by what were lacks depth;
observed and analysed
supported by
what were
observed and
analysed
Portfolio is reflected on
in the context of the
learning outcomes;
Portfolio is
reflected on in
the context of
Satisfactory
2
Needs
Improvement
1
Three (3)
Four (4) or
observation
more
questions/tasks observation
not answered/ questions/
accomplished. accomplished.
Questions
were not
answered
completely;
answers are
not clearly
connected to
theories; one
(1) to three (3)
grammatical/
spelling errors.
Four (4) or
more
observation
questions were
not answered;
answers not
connected to
theories; more
than four (4)
grammatical
spelling errors.
Not so clear
and shallow;
somewhat
supported by
what were
observed and
analysed
Portfolio is not
reflected on in
the context of
Unclear and
shallow; rarely
supported by
what were
observed and
analysed.
Portfolio is not
reflected on in
the context of
Complete, wellorganized, highly
relevant to the learning
outcome
Submission
Submitted before the
deadline
the learning
outcomes.
Complete;
wellorganized,
very relevant
to the learning
outcome
Submitted on
the deadline
the learning
outcomes.
Complete; not
organized,
relevant to the
learning
outcome
the learning
outcomes; not
complete; not
organized, not
relevant
Submitted a
day after the
deadline
Submitted (2)
days or more
after the
deadline
Rating:
(Based on
transmutation)
Over-all Score
COMMENT/S
Score
20
TRANSMUTATION OF SCORE TO GRADE/RATING
1917
16
15
14
13-12
11
10
9-8
18
Grade
1.0
1.25
1.5
1.75
2.00
2.25
2.50
2.75
3.00
3.5
99
96
93
90
87
84
81
78
75
72
7Belo
w
5.00
71Belo
w
FIELD
STUDY
LEARNING
EPISODE
1
10
ACTIVITY 10.1
The Instructional
Cycle
`Applying the Guiding Principles in the Selection and Use of
Strategies
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ____________
OBSERVE
Observe one class with the use of the observation sheet for greater focus then analyze the
observation with help of guide questions.
1. The more senses that are involved,
the more and the better the learning.
2. Learning is an active process.
3. A non-threatening atmosphere
enhances learning.
4. Emotion has the power to increase
retention and learning.
5. Good teaching goes beyond recall of
information
6. Learning is meaningful when it is
connected to students’ everyday life.
7. An integrated teaching approach is
far more effectively than teaching
isolated bits of information.
e.g. Teacher used video on how digestion takes
place and a model of the human digestive
system
ANALYZE
What is the best method of teaching? Is there such a thing?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
REFLECT
Reflect on this question?
How do we select the appropriate strategy for our lessons?
______________________________________________________________________________
______________________________________________________________________________
Determining
Teaching and Learning
ACTIVITYOutcome-Based
10.2
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ____________
OBSERVE
Observe a class and answer the following questions.
1. Did the Teacher state the learning objectives/intended learning outcomes? (ILOs) at the
beginning of the class? Dis he/she share them with the class? How?
________________________________________________________________________
________________________________________________________________________
2. What teaching-learning activities (TLAs) did he/she use? Did these TLAs help him/her
attain his/her lesson objectives? ILOs? Explain your answer.
________________________________________________________________________
________________________________________________________________________
3. What assessment task/s did teacher employ? Is/are aligned with objectives to the lesson
objectives? ILOs?
________________________________________________________________________
________________________________________________________________________
ANALYZE
1. What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?
________________________________________________________________________
________________________________________________________________________
REFLECT
Reflect on the use of OBTL.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
ACTIVITY 10.3
Applying Effective Questioning Techniques
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ____________
OBSERVE
Observe a class activity. You shall focus on the questions that the Resource Teacher asks
during the classroom discussion. Write the questions raised and identify the level of questioning.
Types of question
1. Factual / Convergent
Closed / Low level
2. Divergent / Higher-order/
Open-ended / conceptual
a. evaluation
b. Inference
c. comparison
d. application
e. problem-solving
3. Affective
Examples of question that Resource Teacher
Asked
ANALYZE
1. Neil Postman once said: “Children go to school as a question mark and leave school as
periods1” does this something to do with the type of question that teachers ask and the
questioning and reacting techniques that they employ?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
REFLECT
Reflect on
The importance of using various reacting techniques
SHOW Your Learning Artifacts
Show proofs of learning that you were able to gain in this Episode by interviewing at least
two teachers on their thoughts on OBTL.
EVALUATE Performance Task
Evaluate Your Work Field Study 1, Episode 1 – The School as a Learning Environment
Learning Outcome: Determine the characteristics, of a school environment that provides social,
psychological, and physical environment supportive of learning.
Name of FS Student
Date Submitted
Year and Section
Course
Learning
Episode
Accomplishe
d
Observation
Sheet
Analysis
Reflection
Learning
Artifacts
Excellent
(4)
Very
Satisfactory
(3)
All observation
One (1) to two
questions/tasks
(2)
completely
observation
answered/accomplished. questions/
tasks not
answered/
accomplished.
All questions were
All questions
answered completely;
were
answers are with depth
answered
and are thoroughly
completely;
grounded on theories;
answers are
grammar and spelling
clearly
are free from error.
connected to
theories;
grammar and
spelling and
free from
errors.
Profound and clear;
Clear but
supported by what were lacks depth;
observed and analysed
supported by
what were
observed and
analysed
Portfolio is reflected on
in the context of the
learning outcomes;
Portfolio is
reflected on in
the context of
Satisfactory
2
Needs
Improvement
1
Three (3)
Four (4) or more
observation
observation
questions/tasks questions/
not answered/ accomplished.
accomplished.
Questions
were not
answered
completely;
answers are
not clearly
connected to
theories; one
(1) to three (3)
grammatical/
spelling errors.
Four (4) or more
observation
questions were
not answered;
answers not
connected to
theories; more
than four (4)
grammatical
spelling errors.
Not so clear
and shallow;
somewhat
supported by
what were
observed and
analysed
Portfolio is not
reflected on in
the context of
Unclear and
shallow; rarely
supported by
what were
observed and
analysed.
Portfolio is not
reflected on in
the context of
Complete, wellorganized, highly
relevant to the learning
outcome
Submission
Submitted before the
deadline
the learning
outcomes.
Complete;
wellorganized,
very relevant
to the learning
outcome
Submitted on
the deadline
the learning
outcomes.
Complete; not
organized,
relevant to the
learning
outcome
the learning
outcomes; not
complete; not
organized, not
relevant
Submitted a
day after the
deadline
Submitted (2)
days or more
after the deadline
Rating:
(Based on
transmutation)
Over-all Score
COMMENT/S
TRANSMUTATION OF SCORE TO GRADE/RATING
17
16
15
14
13-12
11
10
9-8
Scor
e
20
19-18
Gra
de
1.0
1.25
1.5
1.75
2.00
2.25
2.50
2.75
3.00
3.5
99
96
93
90
87
84
81
78
75
72
7Belo
w
5.00
71Belo
w
FIELD STUDY
LEARNING
EPISODE
1
11
ACTIVITY 11.1
Utilizing
TeachingLearning
Resources and
ICT
Visiting the Learning Resource Center
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ____________
To realize
OBSERVE
As you visit and observe the Learning Resource Center, use the observation guide
provided.
Ask the assistance of the center staff courteously.
An Observation Guide for a
LEARNING RESOURCE CENTER
Read the following statements carefully before you observe.
1. Go around the Learning Resource Center
2. Find out what learning resources are present
3. Examine and describe how the materials are arranged and how they are classified. Are
they free from dust and moisture? Are they arranged for easy access?
4. Read the guidelines/procedure for borrowing of materials. Are these
guidelines/procedures posted are available for the users to refer to?
5. Familiarize yourself with the guidelines and procedures. Take photos of the center (if
allowed).
After you are through with your observation, classify the resources available that you believe
are most useful. Use the activity form provided for you.
Name of Center Observed:
Date of Observation:
Name of Observer:
Course/Year/School:
LIST OF AVAILABLE LEARNING RESOURCES
Available Learning
Resources
(Enumerate in bullet form)
1. Print Resources


2. Audio Resources


3. Non-electronic
Visual Resources


4. ICT resources


Impression about the LRC:
Characteristics and Unique
Capabilities
Name and signature of Observer:
Name and signature of the Learning Resource Center in-charge:
Teaching Approaches where
the Resource is Most Useful
ANALYZE
Are the learning resources/materials arranged properly according to their function and
characteristics?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Do the guidelines and procedures facilitate easy access to the materials by the teacher? Why?
Why not?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What are the strengths of this Learning Resource Center?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What are its weaknesses?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What suggestion can you make?
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________
REFLECT
1. Which of the materials in the Learning Resources Center caught your interest the most?
Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Which gadgets/materials are you already confident to use/operate?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Which ones do you feel you need to learn more about?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
ACTIVITY 11.2
Observing Technology Integration in the Classroom
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ____________
To realize
OBSERVE
As you observe the class, use the observation sheets provided for you to document
your observations.
Class Observation Guide
Read the following questions and instructions carefully before you observe.
1.
2.
3.
4.
What is the Lesson all about?
What visual aids/materials/learning resources is the teacher using?
Observe and take notes on how the teacher presents/uses the learning resources.
Closely observe the learners’ response to the teacher’s use of learning resources. Listen to
their verbal responses. What do their responses indicate? Do their responses show
attentiveness, eagerness, and understanding?
5. Focus on their non-verbal responses. Are they learning and are they showing their interest
in the lesson and in the material? Are they learning and are they showing their interest in
the lesson and in the materials? Are they looking towards the direction of the teacher and
the materials? Do their actions show attentiveness, eagerness, and understanding
OBSERVATION SHEET NO.
REPORT
Date of Observation ___________________________________________________________
School _____________________________________________________________________
Subject __________________________________ Topic _____________________________
Grade/Year Level
ANALYZE
UTILIZATION OF TEACHING AIDS FORM
Grade or Year Level of Class Observed:
Date of Observation
Subject Matter
Brief Description of Teaching Approach Used by the Teacher
Teaching Aids
Used
(Enumerate in bullet
form)
Strengths
Weakness
Appropriateness of
the Teaching Aids
used
Use the Technology Integration Form to analyze the class you observed. Refer to the Technology
Integration Matrix on p. 123, in which level of technology integration do you think the teacher
you observed operated? Why?
______________________________________________________________________________
______________________________________________________________________________
Based on the Technology Integration Matrix, what is the characteristic of the learning
environment in the class that you observed? Point your observations that justify your answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Overall, were the learning resources used effectively? Why? Why not? Give your suggestions.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
REFLECT
1. Put yourself in the place of the teacher. What would you do similarly and what would you
do differently if you would teach the same lesson to the same group of students? Why?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
ACTIVITY 11.3
Exploring Education 4.0
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ____________
OBSERVE
Class Observation Guide
Read the following statements carefully before you observe.
1. What is the lesson about? What are the teacher’s objectives?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________
2. Note the important concepts that the teacher is emphasizing.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________
3. Note the skills that the teacher is developing in the learners.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________
ANALYZE
Analyzing the information, you got from observing the class, surf the internet to select
electronic resources, including OERs social networking sites, and apps with virtual or
augmented reality thar will be useful in teaching the same lesson. Evaluate the resources
you found, using the set of criteria discussed in the Revisit the Learning Essentials part of
this Episode. Use the form below to note your analysis and evaluation.
Electronic Resources Evaluation Form
Grade/Year Level
Subject Matter/Topic
(Based on the class
you observed)
Lessons
Objectives/Learning
Outcomes
Name
Describe Put a check if the resource satisfies the criterion
and Type the
of
electronic
Electroni resource
c
(include
Resource author/
publisher/
source).
Accurate Appropriate Clear Complete Motivating Organized
Des
crib
e
how
you
can
use
it if
you
wer
e to
teac
h in
the
clas
s
you
obs
erve
d.
REFLECT
1. Describe your experience in surfing the internet for appropriate electronic resources for the
class. What made it easy? Difficult?
___________________________________________________________________________
___________________________________________________________________________
2. How did you choose which electronic resources to include here? What did you consider?
Explain. Which of the new trends in Education 4.0 would you like to explore mor for your
work as a teacher? Why?
___________________________________________________________________________
___________________________________________________________________________
3. Reflect on your technology skills. What skills do you already have, and what skills would
you continue to work on to be better at utilizing education 4.0 resources?
___________________________________________________________________________
___________________________________________________________________________
ACTIVITY 11.4
Professional Development Through MOOCS
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ____________
OBSERVE
To realize
Step 1:
Step 2:
Step 3:
OBSERVE
1. Get a copy of you
2. On the
3. Search
PPST Domain
Competencies I Want to Work On
MOOCS
related to the
competencies
(include a
short
description)
MOOC
Provider
1. Content
Knowledge and
Pedagogy
2. The Learning
Environment
3. Diversity of
Learners
4. Curriculum and
Planning
5. Assessing and
Reporting
6. Community
Linkages and
Professional
Engagement
7. Personal Growth
and Professional
Development
ANALYZE
From among the MOOCs you explored, pick at least three which you believe are the most
appropriate for you. Describe the MOOCs below.
1. MOOC Title ______________________________________
Provider:
Objectives of the MOOC:
Content Outline
Why did you pick this MOOC?
2. MOOC Title ______________________________________
Provider:
Objectives of the MOOC:
Content Outline
Why did you pick this MOOC?
3. MOOC Title ______________________________________
Provider:
Objectives of the MOOC:
Content Outline
Why did you pick this MOOC?
REFLECT
1. How can MOOCs help you in your future career as a professional teacher and as a lifelong
learner?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. What did you learn from the way the providers use technology to teach in the MOOCs?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
3. How will you prepare yourself for MOOCS, as a learner, and as a teacher who may someday
teach a MOOC?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
SHOW Your Learning Artifacts
1. Include
2. Visit
3. Visit
4. Visit
5. Paste
EVALUATE Performance Task
Evaluate Your Work Field Study 1, Episode 1 – The School as a Learning Environment
Learning Outcome: Determine the characteristics, of a school environment that provides social,
psychological, and physical environment supportive of learning.
Name of FS Student
Date Submitted
Year and Section
Course
Learning
Episode
Accomplished
Observation
Sheet
Analysis
Reflection
Learning
Artifacts
Excellent
(4)
Very
Satisfactory
(3)
All observation
One (1) to two
questions/tasks
(2)
completely
observation
answered/accomplished. questions/
tasks not
answered/
accomplished.
All questions were
All questions
answered completely;
were
answers are with depth
answered
and are thoroughly
completely;
grounded on theories;
answers are
grammar and spelling
clearly
are free from error.
connected to
theories;
grammar and
spelling and
free from
errors.
Profound and clear;
Clear but
supported by what were lacks depth;
observed and analysed
supported by
what were
observed and
analysed
Portfolio is reflected on
in the context of the
learning outcomes;
Portfolio is
reflected on in
the context of
Satisfactory
2
Needs
Improvement
1
Three (3)
Four (4) or
observation
more
questions/tasks observation
not answered/ questions/
accomplished. accomplished.
Questions
were not
answered
completely;
answers are
not clearly
connected to
theories; one
(1) to three (3)
grammatical/
spelling errors.
Four (4) or
more
observation
questions were
not answered;
answers not
connected to
theories; more
than four (4)
grammatical
spelling errors.
Not so clear
and shallow;
somewhat
supported by
what were
observed and
analysed
Portfolio is not
reflected on in
the context of
Unclear and
shallow; rarely
supported by
what were
observed and
analysed.
Portfolio is not
reflected on in
the context of
Complete, wellorganized, highly
relevant to the learning
outcome
Submission
Submitted before the
deadline
the learning
outcomes.
Complete;
wellorganized,
very relevant
to the learning
outcome
Submitted on
the deadline
the learning
outcomes.
Complete; not
organized,
relevant to the
learning
outcome
the learning
outcomes; not
complete; not
organized, not
relevant
Submitted a
day after the
deadline
Submitted (2)
days or more
after the
deadline
Rating:
(Based on
transmutation)
Over-all Score
COMMENT/S
Score
20
TRANSMUTATION OF SCORE TO GRADE/RATING
1917
16
15
14
1311
10
9-8
18
12
Grade
1.0
1.25
1.5
1.75
2.00
2.25
2.50
2.75
3.00
3.5
99
96
93
90
87
84
81
78
75
72
7Belo
w
5.00
71Belo
w
FIELD STUDY
LEARNING
EPISODE
1
12
ACTIVITY 12.1
Assessment
FOR Learning
and Assessment
AS Learning
(Formative
Assessment)
Observing Assessment FOR Learning Practices (Formative
Assessment)
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ____________
OBSERVE
1. Observe what teacher does or listen to what teacher says to find out if the students
understood the lesson while teaching learning is in progress.
What Teacher Said
Tally
Total
What Teacher Did
Tally
Total
2. Did the teacher ask the class” Did you understand”? If she did, what was the class
response?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
3. Did the students make the teacher feel or sense they did not understand the lesson or a
part of the lesson? How? __________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
4. If they did, how did the teacher respond? ______________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
5. Were the students given the opportunity to ask questions for clarifications? How was this
done?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
6. If she found out that her/his lesson was not clearly understood, what did teacher do? Did
you observe any of these activities? Please check.
________ Peer tutoring (Tutors were assigned by teacher to teach one or two classmates)
________ Each one-teach-one (Students paired with one another)
________ Teacher gave a Module for more exercises for lesson mastery
________ Teacher did re-teaching
Others, please specify______________________________________________________
_______________________________________________________________________
7. If she engaged himself/herself in re-teaching, how did she do it? Did he/she use the same
teaching strategy? Describe. __________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
8. While re-teaching by himself/herself and/or with other students-turned tutors, did teacher
check on students’ progress? ________________________________________________
_______________________________________________________________________
If yes, how? ___________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
ANALYZE
1. Why should a teacher find out if students understand the lesson while teaching is in
progress? It is not better to do a once-and for-all assessment at the completion of the
entire lesson?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. Why is not enough for a teacher to ask “Did you understand, class?” when he/she
intends to check on learners’ progress? ___________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. Should teacher record results of formative assessment for grading purposes? Why or
why not? ____________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4. Based on your observations, what formative assessment practice worked? ________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
5. For formative assessment, why is peer tutoring in class sometimes seen to be more
effective that teacher himself/herself doing the re-teaching or tutoring? ___________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
6. Could an unreasonable number of failures at the end of the term/grading period
attributed to the non-application of formative assessment? Why or why not?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
REFLECT


Formative assessment is tasting the soup while cooking. Reflect on this and write your
reflections.
Should you record results of formative assessment? Why or why not?
SHOW Your Learning Artifacts
1.
2.
3.
4.
My Accomplished Observation Sheet
My Analysis
My Reflection
Snapshots of peer tutoring or other activities that show formative assessment in practice
ACTIVITY 12.2
Observing Assessment AS Learning Practices (Self-Assessment)
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ___________
OBSERVE
Observe a class and find out practices that reflect assessment as learning. Record your
observations.
TEACHER
1. Did teacher provide opportunities for
the learners to monitor and reflect on
their own learning?
2. What are the proofs that students
were engaged in self-reflection, selfmonitoring and self-adjustment?
3. Did students record and report their
own learning?
4. Did teacher create criteria with the
students for tasks to be completed or
skill to learned?
MY OBSERVATION
ANALYZE
1. If the students are at the heart of all assessment, then all assessment should support
students learning. Do you agree? Why or why not? ____________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Does assessment as learning have the same ultimate purpose as assessment for learning?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
REFLECT
The primary purpose of assessment is not to measure but to further learning. Reflect on your
personal experiences of assessment in school. Were you given opportunities for self-assessment?
If yes, what was its impact on your learning?
SHOW Your Learning Artifacts
1. My Accomplished Observation Sheet
2. My Analysis
3. My Reflection
EVALUATE Performance Task
Evaluate Your Work Field Study 1, Episode 1 – The School as a Learning Environment
Learning Outcome: Determine the characteristics, of a school environment that provides social,
psychological, and physical environment supportive of learning.
Name of FS Student
Date Submitted
Year and Section
Course
Learning
Episode
Accomplished
Observation
Sheet
Analysis
Reflection
Learning
Artifacts
Excellent
(4)
Very
Satisfactory
(3)
All observation
One (1) to two
questions/tasks
(2)
completely
observation
answered/accomplished. questions/
tasks not
answered/
accomplished.
All questions were
All questions
answered completely;
were
answers are with depth
answered
and are thoroughly
completely;
grounded on theories;
answers are
grammar and spelling
clearly
are free from error.
connected to
theories;
grammar and
spelling and
free from
errors.
Profound and clear;
Clear but
supported by what were lacks depth;
observed and analysed
supported by
what were
observed and
analysed
Portfolio is reflected on
in the context of the
learning outcomes;
Portfolio is
reflected on in
the context of
Satisfactory
2
Needs
Improvement
1
Three (3)
Four (4) or
observation
more
questions/tasks observation
not answered/ questions/
accomplished. accomplished.
Questions
were not
answered
completely;
answers are
not clearly
connected to
theories; one
(1) to three (3)
grammatical/
spelling errors.
Four (4) or
more
observation
questions were
not answered;
answers not
connected to
theories; more
than four (4)
grammatical
spelling errors.
Not so clear
and shallow;
somewhat
supported by
what were
observed and
analysed
Portfolio is not
reflected on in
the context of
Unclear and
shallow; rarely
supported by
what were
observed and
analysed.
Portfolio is not
reflected on in
the context of
Complete, wellorganized, highly
relevant to the learning
outcome
Submission
Submitted before the
deadline
the learning
outcomes.
Complete;
wellorganized,
very relevant
to the learning
outcome
Submitted on
the deadline
the learning
outcomes.
Complete; not
organized,
relevant to the
learning
outcome
the learning
outcomes; not
complete; not
organized, not
relevant
Submitted a
day after the
deadline
Submitted (2)
days or more
after the
deadline
Rating:
(Based on
transmutation)
Over-all Score
COMMENT/S
Score
20
TRANSMUTATION OF SCORE TO GRADE/RATING
1917
16
15
14
13-12
11
10
9-8
18
Grade
1.0
1.25
1.5
1.75
2.00
2.25
2.50
2.75
3.00
3.5
99
96
93
90
87
84
81
78
75
72
7Belo
w
5.00
71Belo
w
FIELD
STUDY
LEARNING
EPISODE
1
13
ACTIVITY 13.1
Assessment OF
Learning
(Summative
Assessment)
Aligning Assessment Task with the Learning Outcome
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ___________
OBSERVE

Observe at least 3 classes- 1 Physical or Biological Science or Math, English, Filipino; 1
Social Science or Literature/Panitikan, EsP and 1 P.E/ Computer/EPP/TLE.
SUBJECTS
LEARNING
OUTCOME/S
P.E/EPP/TLE
To dance tango
Social Science.
Literature
/Panitikan.
EsP
ASSESSMENT
TASK (How did
teacher assess the
learning
outcome/s?
Specify
Written quiz.
Enumerate the
steps of tango in
order.
Is the
assessment
tool/ task
assigned to
the learning
outcome/s?
No
If not
aligned,
improve on
it.
Performance
test- Let
students
dance tango.
Physical/Biological
Science/Math
English/Filipino
ANALYZE
1. Are all the assessment task aligned to the learning outcomes?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. What are the possible consequences if teacher’s assessment are not aligned to learning
outcome/s? Does this affect assessment results? How? ___________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Why should assessment tasks be aligned to the learning outcomes? ________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
REFLECT


Reflect on past assessment you have been through. Were they all aligned with what your
teacher taught (with learning outcomes?)
How did this affect your performance? As a future teacher, what lesson do you learn from
this past experience and from this observation?
ACTIVITY 13.2
Observing the Use of Traditional Assessment Tools
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ___________
OBSERVE


Observe classes and pay particular attention to the assessment tool used by the teacher.
With teacher’s permission, secure a copy of the assessment tool.
Direction: Put a check (✔) on the test which teacher used. From your teacher’s test items, give
an example.
Type of
Traditional
assessment tool/
Paper and pencil
test
Selected
Response type
1.Alternate
response
2.Matching type
3.Multiple
Choice
4.Others
Put a
check
(✔)
Here
Learning Outcomes
Assessed
Sample Test
Items of
Resource
Teacher
Comments (Is the
assessment tool
constructed in
accordance with
established
guidelines?)
Explain your answer.
Type of
Traditional
assessment
tool/ Paper and
pencil test
ConstructedResponse type
1.Completion
2.Short answer
type
3.Problem
solving
4.Essayrestricted
5.Essay-non
restricted
6.Others
Put a check
(✔) if resource
teacher used it
Learning
Outcomes
Assessed
Sample Test
Items of
Resource
Teacher
Comments (Is the
assessment tool
constructed in
accordance with
established
guidelines?)
Explain your
answer.
ANALYZE
1. Which assessment tools/tasks were most commonly used by teacher which one were
rarely used? Why were they rarely used?
2. Based on your answers found in the Tables above in which type of assessment tools and
tasks were Resource Teachers most skilled in test construction? Least skilled?
3. Can an essay or other written requirements, even if it is a written paper-and-pencil test,
be considered an authentic form of assessment? Explain your answer.
REFLECT
How good are you at constructing traditional assessment tools? Which do you find most difficult
to construct? Any lesson/s learned?
Observing
the13.3
Use of Non-traditional Assessment Tools and
ACTIVITY
Scoring Rubrics
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ___________
OBSERVE





Observe classes in at least 3 different subjects and pay particular attention to the
assessment tool used by the teacher.
With teacher’s permission, secure a copy of the assessment tool.
Study the assessment tool then accomplish Observation Sheet.
Did your Resource Teacher explain rubric to the students?
Which type of rubric di that Resource Teacher use- analytic or holistic?
Authentic
assessment/
Nontraditional
/Alternative
1.Product
2.Performance
Learning
Outcome
Assessed
Sample of Product/
Performance
Assessed
One example of a
product assessed.
(Put a photo of the
product/
documented
performance in My
Teaching Artifacts.
INCLUDE THE
RUBRIC IN MY
TEACHING
ARTIFACTS
How product/
performance was
assessed
Describe how the
product/
performance was
assessed. Which
was used analytic
rubric or holistic
rubric?
INCLUDE THE
RUBRIC IN MY
TEACHING
ARTIFACTS
Comment/s (is
the scoring rubric
constructed
according to
standards.
ANALYZE
1. Between analytic and holistic rubrics which one was more used? Why do you think that
type of rubric was used more?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Based on your answer in #1, what can you say about the scoring rubrics made and used
by the Resource Teachers?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Will it make difference in assessment of students work if teacher would rate the product
or performance without scoring rubrics? Explain.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. If you were to improve on one scoring rubric used, which one and how?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. Can an essay or other written requirements, even if it is written paper-and-pencil test, be
considered and authentic form of assessment? Explain your answer.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6. Can rubrics help make students to become self-directed or independent learners? Do
rubrics contribute to assessment AS learning (self-assessment?) What if there were no
rubrics in assessment?
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
Does the Scoring Rubric is this FS BOOK 1 help you come up with better output?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
REFLECT
Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all the
years as student.
SHOW Your Learning Artifacts





Accomplished Observation Sheet
Observations
Reflections
A photo of a product assessed and a documented performance test
Samples of scoring rubrics used by Resource Teachers- one rubric to assess a particular
product and another rubric to assess a particular performance together with your
comments/s and improved version/s, if necessary.
ACTIVITY 13.4
Scrutinizing the Types and Parts of a Portfolio
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ___________
OBSERVE
1. Ask your Resource Teacher for samples of portfolio, if any. If there are, select one best
portfolio from what you examined.
2. If none, research for a sample portfolio and include them My Learning Artifacts.
3. Based on the sample portfolio given by your Resource Teacher/ researched by you,
accomplish a Observation Sheet #
4. Put a check in right column.
Elements of a Portfolio
1. Clear objectives- The objectives
of the lesson/unit course are clear
which serve as a bases for
selection.
2. Explicit guidelines for selectionWhat, when where, how are
products/documented
performances selected.
3. Comprehensible criteria- the
criteria against which the portfolio
is graded must be understood by
the learners.
4. Selective significant pieces- The
portfolio includes only selected
significant materials.
5. Students reflection- There is
evidence that students reflected on
their learning.
6. Evidence of student’s
participation in selection of
content of portfolio- There is proof
that students took part in the
selection of the content of the
portfolio.
What a Portfolio Includes
Present?
Missing?
ANALYZE
1. Which OBE in mind, which should be the basis for then selection of pieces of evidence to
show that what the students was supposed to learn was learned?
________________________________________________________________________
________________________________________________________________________
2. Scrutinize the elements of this portfolio. Based on the parts, under which type of portfolio
odes this fall?
Elements of a ________________ Portfolio (Which type of portfolio?)
1. Cover Letter- “About the Author” and “What My Portfolio about My Progress as a
learner.
2. Tables of Contents with numbered pages.
3. Entries- both core (required items) and optional items (chosen by students).
4. Dates on all entries to facilitate proof of growth over time.
5. Drafts of aural/ oral and written products and revised revisions i.e (first drafts and
corrected/revised versions.)
6. Student’s Reflections
3. Where and when does the teacher make use of each of the 3 types of portfolio?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
REFLECT
Have portfolios made the learning assessment process more inconvenient? Is the effort exerted
on portfolio assessment commensurate to the improvement of learning and development of
learner’s metacognitive process that result from the use of portfolio?
SHOW Your Learning Artifacts




Sample/s of Improved Written Test, both selected-response type and supply type.
Sample/s of product and performance assessed
Sample/s of a rubric
Sample/s of students’ reflection on his/her portfolio
ACTIVITY 13.5
Determining the Level of Teacher’s Questions
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ___________
OBSERVE
1. Observe s teacher in the classroom.
2. Note his/her questions both oral and written.
3. Score him/her according to the level of questions that he/she asks from remembering to
creating and metacognition and self-system thinking. You may also refer to written tests
for samples of questions in the various levels.
4. Make tally, then get the total. Use Table 1 and Table 2 separately.
Table 1 Number of Questions per Level
Cognitive
processes
(Bloom as
revised by
Anderson and
Krathworl
Creating
Rank
Cognitive
processes (and
Kendall and
Marzano)
Rank
Self- system
Thinking
6
Metacognition
5
Tally of
Assessment
Tasks/
Questions
Evaluating
6Highest
5
Analyzing/An
4
Analysis
3
Applying
3
4
Understanding/
2
Knowledge
Utilization
Comprehension
2
/
Remembering /
1-Lowest
Retrieval
1
////- Example
Total
/
4
Table 2. Examples of Assessment Questions/ Assessment Tasks
Tally and
Total Score of
Cognitive
Processes
(Bloom as
revised by
Anderson and
Kwathwohl)
Rank
Example:
Creating= I
Tally and Total
Score of
Cognitive
processes (and
Kendall and
Marzano)
Rank
Examples of
Assessment
Tasks/
Questions
Given by
Resource
Teacher
Self- system
Thinking
6Highest
e.g., Teacher
asked
student:
Why is the
lesson
important to
you?
Metacognition
5
Evaluating=I
5-Highest
Analyzing /
An= II
Applying-III
5
4
3
UnderstandingII
3
4
Remembering=
IIII
2
2
1-Lowest
I
Rank
1-Lowest
I
Rank
Rank Based
on Use
ANALYZE
1. Which cognitive skill had the highest number of assessment questions? Lowest number?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What do these (lowest and highest number of assessment questions) reveal about
Resource Teacher’s level of questions?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Based on Kendall’s and Marzano’s taxonomy, which are the highest cognitive skills?
Give an example of an assessment question for each two highest cognitive skillsmetacognitive skills and self- system thinking.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
REFLECT
If you were to rate yourself on HOTS- where will you be a from a scale of 1 to 5(5 as highest
where will you be?
As a future teacher, reflect on how will you contribute to the development of learner’s HOTS?
ACTIVITY 13.6
Analyzing a Table of Specifications
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ___________
REVISITING THE LEARNING ESSENTIALS
Learning No. of
Outcomes Class
Hours
1.
2.
3.
4.
5.
6.
Total
Cognitive Level
Rem
Un
Ap
An
Total
Ev
Cr
ANALYZE
1. What parts must a TOS contain to ensure test content validity?
2. Why is there a need for number of items per cognitive level?
3. With OBE in mind, it is correct to put learning outcome not topic in the first column?
Why or why not?
4. Can a teacher have a test with content validity even without making a TOS?
5. Complete the given TOS.
REFLECT
Read this conversations and reflect on teacher’s assessment practices. Write your reflection
here.
Student A: Saan naman pala pinulot ni Teacher ang kaniyang tanong? Ni isang tanong sa
tinuro, wala? (Where did Teacher get her test? Not one of what she taught came out!)
Student B: Oo nga! Nakakainis! (You are right! How annoying!
Did you have a similar experience? Reflect on it. Will the required use of Table of
Specifications as guide in test construction solve the problem of misaligned tests?
SHOW Your Learning Artifacts

Accomplished Observation Sheet

Analysis

Reflections

Completed Sample TOS
ACTIVITY 13.7
Computing Student’s Grades based on DepEd Grading System
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ___________
OBSERVE
A. SAMPLE STUDENTS REPORT CARD
1. Secure a sample of a Student’s Report Card from your Resource Teacher.
2. Study a sample of an unused Student’s Record Card. Observe in contents.
3. Ask permission from your Resource Teacher for an interview with him/her and with a
group student regarding the new grading system.
B. INTERVIEW OF RESOURCE TEACHER
1. What are the new features of the latest grading system? What things are you required
to do with this grading system which you were not asked before?
2. Which do you prefer- the old or the new grading system? Why?
C. INTERVIEW OF 5 STUDENTS
1. What do you like in the new grading system?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Do you have problems with the new grading system? If there is, what?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. Does the new grading system give you a better picture of your performance? Why or
why not?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. Which do you prefer- the old or the new grading system? Why?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
D. REVIEW OF DEPED ORDER #8, s. 2015
Read DepED Order #8 s. 2015. You may refer to Appendix A.
Based on DepED Order 8, s. 2015, answer the following:
1. What are the bases for grading?
2. How do you compute grades per quarter for grades 1 to 10 and grades 11 to 12. Give an
example.
3. How do you compute grades at the end of the school year?
4. What descriptions and grading scale are used in reporting progress of learners?
5. What are the bases for learners’ promotion and retention at the end of the school year?
6. What is the report on learners’ observed values?
E. GRADE COMPUTATION
Show sample computations of a grade:

In a subject of your choice from grade 1 to 6 (if you are a future elementary teacher)

In your specialization if you are a high school teacher)

Show the percentage contributions of written work, performance tasks and quarterly
assessment. Then give the descriptor. Refer to DepEd Order # 8, s. 2015.
ANALYZE
Analyze data and information gathered from the interview and from your review of an unused
Student’s Report Card and the DepEd grading system.
1. Do teachers and students like the new grading system? Why or why not?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What are the good points of the new grading system according to teachers? According to
students?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. What are teachers challenged to do by this new grading system?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. Do you favor the distribution of percentages of written work, performance tasks and
quarterly assessment?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. Did you like the experience of computing grades? Why or why not?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
REFLECT
In an era where the emphasis is self-directed learning and demonstration of competenciesknowledge, skills and values learned (outcomes-based education)-do grades really matter?
ACTIVITY 13.8
Reporting Students’ Performance
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ___________
OBSERVE
Proceedings in a Card Distribution Day
1. Observe how cards are distributed on Card Disribution Day. Describe how cards are
distributed.
2. Describe how the Resource Teachers communicated learers’ assessment results and
grades to present.
3. Did parents raise questions or concerns? If yes, what were their questions/ concerns?
4. How did the Resource Teacher handle their questions and concerns? What answers did
he/she give?
Interview with Resource Teacher
1. How do you give feedback to your students regarding their performance? When do you
give feedback?
2. How do you report student’s performance to parents? Does the school have a regular way
of reporting grades to parents?
3. What problems on grade reporting did you encounter with parents? How did you address
it/them?
Interview with Students
1. Do you see the meaning of your grades in the School Report Card?
2. Does knowing your grade motivate you to work harder?
Interview with Parents
1. Does your child’s Report Card give you a clear picture of your child is performing?
2. If you were asked what else should be found in the Report Card, which one? Why?
3. Do you find the Card Distribution Day important? Why or why not?
4. Any suggestion on how to make Card Distribution more meaningful?
ANALYZE
1. What were the most common issues raised on students’ performance?
2. Based on your observations and findings, what practices must be
a) Maintained and
b) Improved to make grades and reporting meaningful?
REFLECT
1. Grades are often a source of misunderstanding. How should I do reporting so that it
will result to effective learning?
EVALUATE Performance Task
Evaluate Your Work Field Study 1, Episode 1 – The School as a Learning Environment
Learning Outcome: Determine the characteristics, of a school environment that provides social,
psychological, and physical environment supportive of learning.
Name of FS Student
Date Submitted
Year and Section
Course
Learning
Episode
Accomplished
Observation
Sheet
Analysis
Reflection
Learning
Artifacts
Excellent
(4)
Very
Satisfactory
(3)
All observation
One (1) to
questions/tasks
two (2)
completely
observation
answered/accomplished. questions/
tasks not
answered/
accomplished.
All questions were
All questions
answered completely;
were
answers are with depth
answered
and are thoroughly
completely;
grounded on theories;
answers are
grammar and spelling
clearly
are free from error.
connected to
theories;
grammar and
spelling and
free from
errors.
Profound and clear;
Clear but
supported by what were lacks depth;
observed and analysed
supported by
what were
observed and
analysed
Portfolio is reflected on
in the context of the
learning outcomes;
Satisfactory
2
Needs
Improvement
1
Three (3)
Four (4) or
observation
more
questions/tasks observation
not answered/ questions/
accomplished. accomplished.
Questions
were not
answered
completely;
answers are
not clearly
connected to
theories; one
(1) to three (3)
grammatical/
spelling errors.
Four (4) or
more
observation
questions were
not answered;
answers not
connected to
theories; more
than four (4)
grammatical
spelling errors.
Not so clear
and shallow;
somewhat
supported by
what were
observed and
analysed
Portfolio is
Portfolio is not
reflected on in reflected on in
the context of the context of
Unclear and
shallow; rarely
supported by
what were
observed and
analysed.
Portfolio is not
reflected on in
the context of
Complete, wellorganized, highly
relevant to the learning
outcome
Submission
Submitted before the
deadline
20
Grade
1.0
99
the learning
outcomes.
Complete; not
organized,
relevant to the
learning
outcome
the learning
outcomes; not
complete; not
organized, not
relevant
Submitted a
day after the
deadline
Submitted (2)
days or more
after the
deadline
Rating:
(Based on
transmutation)
Over-all Score
COMMENT/S
Score
the learning
outcomes.
Complete;
wellorganized,
very relevant
to the learning
outcome
Submitted on
the deadline
TRANSMUTATION OF SCORE TO GRADE/RATING
1917
16
15
14
1311
10
9-8
18
12
1.25
1.5
1.75
2.00
2.25 2.50 2.75 3.00
3.5
96
93
90
87
84
81
78
75
72
7Below
5.00
71Below
FIELD
STUDY
LEARNING
EPISODE
1
Activity 14.1
14
Knowing the
Quality Teacher
The Teacher as a
PERSON and as a
PROFESSIONAL
Teacher Personal Qualities: A View from my Lenses
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ___________
OBSERVE
Procedure:
1. Secure a permit to observe a teacher.
2. Review the list of the Personal Qualities given above.
3. Follow the code given whether you will observe by seeing only or you will observe
and interview the teacher to gather information.
4. Write down in the column of data results the description of the personal qualities that
you have found out. If the personal quality is not observed by you or is not revealed in
your interview, write not observed or not manifested.
Personal
Qualities
Observe (O)
Interview (I)
a. Dignified
Observe
b. Healthy
Observe
c. Spiritual
Observe
Interview
Data Results
I have found out that…
d.
Knowledgeable
Observe
e. Humble
Observe
Interview
f. Determined
Observe
Interview
g. Cooperative
Observe
Interview
Activity 2 will focus on the Professional Competencies of the Teacher. You may change
your sample Teacher in Activity 1 with another teacher or you can still observe the same teacher.
In case you will not change your teacher to be observed the same teacher will be your sample for
both Activity 1 and Activity 2. Aside from direct observation, you will also do a Survey in Activity
2.
ANALYZE
Did you learn from your observation of the teacher? Now let us analyze the
information that you have gathered.
Answer the following Questions.
1. In Activity 1, what do you consider as the 3 most outstanding significant personal
qualities of the teacher you chose as your case? Why do you consider these as outstanding?
a.
_____________________________________________________________
_____________________________________________________________
b.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
c.
_____________________________________________________________
_____________________________________________________________
REFLECT
Good teachers are the role models, whether in school, at home or in the
community. From the teachers that you had from elementary to college, did the personal
qualities that they possess, help you learn better as a student?
Identify one personal characteristics of your model teacher that has made a great
impact in your life as a learner. Reflect and describe how this quality influenced you.
Activity 14.2
Is the Teacher a Professional Teacher?
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ___________
OBSERVE
Procedure:
1. Secure a permit to observe and conduct a survey
2. Request the following information from the teacher:
a. Name
b. LET License No
c. Evidence of Professional Growth (Masters or Doctorate, Seminars attended,
etc.)
3. Request a co-teacher or the head (only one of the 2) to answer the checklist/rating
scale about your sample teacher.
4. Answer the same survey instrument yourself.
5. Compare the answer of the co teacher or that of the head with your answer on the
survey. In what items do you have the same answer?
6. Show the results in a summary table.
Competencies of the Professional Teacher: A Special Case
Dear Ma’am/Sir:
I am a future teacher and I would like to know the characteristics of a professional
teacher. I will be very glad if you could answer the survey form about your co-teacher
_________________________________.
I will keep in confidence your identity, however, please allow me to use the data in
my lesson.
This is requirement in our course, Field Study 1.
Thank you very much.
__________________
BSEd Student
Name of the Teacher:
PRC License No.
Grade level Taught:
Answer the following statements based on your OBSERVATIONS of the teacher. Check Yes or
No or Doubtful.
Professional Competence
1. Practices the Code of Ethics for Professional Teachers
2. Teaches the subject matter very well with mastery
3. Keeps self updated with educational trends, policies and
curricula
4. Uses varied teaching methods that facilitate learning with
skill and ease
5. Engages the parents and other stakeholders to cooperate as
partners in educating the children
6. Teaches with compassion based on the knowledge and
understanding of the characteristics and needs of diverse
learners
7. Prepares curriculum plans, implements these with innovation
in every lesson
8. Designs or selects and utilizes appropriate assessment
strategies and tools for lesson taught
9. Make classroom atmosphere physically (arrangement) and
psychology (friendly, inclusive)safe and secure for learning
10. Serves willingly beyond teaching work by participating in
other extracurricular activities when needed
Name and Signature of the Teacher Information (Peer)
OR:
Name and Signature of the Supervisor Information (Head)
AND
Your Name and Signature (Pre-Service Student)
Does the Teacher exhibit the
competence of a professional
teacher? Check your answer
below.
Yes
No
Doubtful
ANALYZE
Did you learn from your observation and interview on teacher’s professional
competences? Now let us analyze the data.
Answer the following questions
1. In Activity 2, do you consider the Teacher as a Professional Teacher? In what
competencies is the teacher Strong? ___ Weak? ____ Doubtful? _____ Why?
2. Did you answer to the survey from coincide with the answers of the co-teacher or head of
the teacher you observed?
Why?___________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
REFLECT
Now, it is time to reflect on Activity 2
Complete the following sentences as your reflections from the results of Activity 2.
1. As a future teacher, the result imply that I should
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. If all the teachers teaching today possess the professional characteristics and
competencies as the teacher/s observed then learners will be
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
SHOW Your Learning Artifact
Show here the artifacts of this Episode.
1. Short narrative about the teacher with a description of the personal qualities and
professional characteristics that you have observed. You may request a picture from the
teacher.
My Teacher, My Hero
(Picture of the Teacher Observed)
Narrative (about the personal and professional characteristics of the teacher)
EVALUATE Performance Task
Evaluate Your Work Field Study 1, Episode 1 – The School as a Learning Environment
Learning Outcome: Determine the characteristics, of a school environment that provides social,
psychological, and physical environment supportive of learning.
Name of FS Student
Date Submitted
Year and Section
Course
Learning
Episode
Accomplished
Observation
Sheet
Analysis
Reflection
Learning
Artifacts
Excellent
(4)
Very
Satisfactory
(3)
All observation
One (1) to two
questions/tasks
(2)
completely
observation
answered/accomplished. questions/
tasks not
answered/
accomplished.
All questions were
All questions
answered completely;
were
answers are with depth
answered
and are thoroughly
completely;
grounded on theories;
answers are
grammar and spelling
clearly
are free from error.
connected to
theories;
grammar and
spelling and
free from
errors.
Profound and clear;
Clear but
supported by what were lacks depth;
observed and analysed
supported by
what were
observed and
analysed
Portfolio is reflected on
in the context of the
learning outcomes;
Portfolio is
reflected on in
the context of
Satisfactory
2
Needs
Improvement
1
Three (3)
Four (4) or
observation
more
questions/tasks observation
not answered/ questions/
accomplished. accomplished.
Questions
were not
answered
completely;
answers are
not clearly
connected to
theories; one
(1) to three (3)
grammatical/
spelling errors.
Four (4) or
more
observation
questions were
not answered;
answers not
connected to
theories; more
than four (4)
grammatical
spelling errors.
Not so clear
and shallow;
somewhat
supported by
what were
observed and
analysed
Portfolio is not
reflected on in
the context of
Unclear and
shallow; rarely
supported by
what were
observed and
analysed.
Portfolio is not
reflected on in
the context of
Complete, wellorganized, highly
relevant to the learning
outcome
Submission
Submitted before the
deadline
the learning
outcomes.
Complete;
wellorganized,
very relevant
to the learning
outcome
Submitted on
the deadline
the learning
outcomes.
Complete; not
organized,
relevant to the
learning
outcome
the learning
outcomes; not
complete; not
organized, not
relevant
Submitted a
day after the
deadline
Submitted (2)
days or more
after the
deadline
Rating:
(Based on
transmutation)
Over-all Score
COMMENT/S
Score
20
TRANSMUTATION OF SCORE TO GRADE/RATING
1917
16
15
14
13-12
11
10
9-8
18
Grade
1.0
1.25
1.5
1.75
2.00
2.25
2.50
2.75
3.00
3.5
99
96
93
90
87
84
81
78
75
72
7Belo
w
5.00
71Belo
w
FIELD
Activity
15.1
STUDY
1
LEARNING
EPISODE
15
Towards Teacher
Quality:
Developing a
Glocal Teacher of
the 21st Century
A Day in the School Life of a Quality Teacher
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ___________
OBSERVE
Note: Observe and record observations on the following aspects as key guide to observations.
Teacher’s Major
Responsibility
Key guide for Observation (Carefully look for the indicators/
behaviors of the teacher along the key points. Write your
observations and description in your notebook. This will be one
of your artifacts.)
A. Actual Teaching
This Teacher
1. is learner-centered.
2. acts as a facilitator of learning.
3. has mastery of subject matter
4. sees to it that learning outcomes are achieved.
5. is pleasant and fair in dealing with the learners.
B. Management of Learning
This teacher
1. allows all learners to participate in the lesson.
2. considers the needs of the learners in the seating
arrangement.
3. uses instructional support materials to help learners
understand the lesson.
4. sees to it that learning is achieved within the period of time.
5. dismisses the class on time.
C. Administrative Work
This teacher
1. keeps records of learners attendance every day.
2. keeps record of formative and summative tests.
3. submits reports and other documents on time.
4. does other tasks as requested by superiors.
5. cooperates with peers and staff in the cleanliness and safety
of the school.
ANALYZE
Refer to the results of your observation to answer the questions that follow.
1. Which of the three responsibilities shows majority of the indicators being practiced?
A. Actual Teaching?
B. Management of Learning?
C. Administrative Work?
2. Which demonstrated behavior, do you find in the teacher that is worthy of emulation
when you become a teacher? Describe.
3. Which of the major responsibilities does this teacher find difficult to comply with?
What are the reasons?
4. From your perspective, would you consider this teacher as quality teacher? Why?
REFLECT
Now, that you have spent one school day to observe this teacher, it would be good
for you to reflect on all your observations by answering reflective questions below.
1. Are you inspired to become a teacher after your observation? If yes, why? If No, why not?
2. When you become a teacher in the future, how else would you do better as a professional
teacher?
3. What are some of the concerns that you foresee in the future as a quality teacher? Do you
think you will be ready to address these? Give at least 2 concerns.
4. In what aspects of the teacher’s day, would you like to congratulate the teacher you
observed? Can you show your appreciation to this teacher by sending a Thankyou card?
(Include this in your artifact)
Activity 15.2
The Creation and Management of the New Learning Environment as a Skill of the 21st
Century Quality Teacher
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ___________
OBSERVE
Procedure:
1. Draw or sketch the current classroom where you are observing
2. Indicate and label all significant parts and furniture that you find inside including
these but not limited to:
a. Doors, windows
b. Teacher Table, Demonstration table
c. Cabinets, chalkboard
d. Gadgets, equipment
e. Plant boxes, etc.
f. Others not included in the list
3. Draw your vision of a classroom for the 21st century.
A. Current Classroom I am Observing
Grade level______
B. My Classroom for the 21st Century
ANALYZE
Make a comparison of your drawings A and B. Describe the similarities and differences.
Explain why.
Features of the Present
Classroom Components
My Vision of the Future
Classroom
Why the similarity?
Why the difference?
REFLECT
Based on the task that you made, what challenges await you as a future teacher? How
will you manage learning in the future classroom? How will you prepare yourself to respond to
21st teaching-learning and become a global teacher?
Make a short paragraph on how you will manage teaching-learning in the 21st century
classroom.
SHOW Your Learning Artifacts
These are the artifacts that you need to file in this episode.
1. Activity 15.1 Report on the Observations including evidence that go with it.
Activity 15.1 Narrative on the Day in the Social Life of the Quality Teacher
2.
Activity 15.2 Drawing of the process classroom and a Drawing of your Vision of the
Classroom for the 21st Century.
3.
Activity 15.2 Narrative on how you manage teaching-learning in the 21st Century
classroom.
EVALUATE Performance Task
Evaluate Your Work Field Study 1, Episode 1 – The School as a Learning Environment
Learning Outcome: Determine the characteristics, of a school environment that provides social,
psychological, and physical environment supportive of learning.
Name of FS Student
Date Submitted
Year and Section
Course
Learning
Episode
Accomplished
Observation
Sheet
Analysis
Reflection
Learning
Artifacts
Excellent
(4)
Very
Satisfactory
(3)
All observation
One (1) to two
questions/tasks
(2)
completely
observation
answered/accomplished. questions/
tasks not
answered/
accomplished.
All questions were
All questions
answered completely;
were
answers are with depth
answered
and are thoroughly
completely;
grounded on theories;
answers are
grammar and spelling
clearly
are free from error.
connected to
theories;
grammar and
spelling and
free from
errors.
Profound and clear;
Clear but
supported by what were lacks depth;
observed and analysed
supported by
what were
observed and
analysed
Portfolio is reflected on
in the context of the
learning outcomes;
Portfolio is
reflected on in
the context of
Satisfactory
2
Needs
Improvement
1
Three (3)
Four (4) or
observation
more
questions/tasks observation
not answered/ questions/
accomplished. accomplished.
Questions
were not
answered
completely;
answers are
not clearly
connected to
theories; one
(1) to three (3)
grammatical/
spelling errors.
Four (4) or
more
observation
questions were
not answered;
answers not
connected to
theories; more
than four (4)
grammatical
spelling errors.
Not so clear
and shallow;
somewhat
supported by
what were
observed and
analysed
Portfolio is not
reflected on in
the context of
Unclear and
shallow; rarely
supported by
what were
observed and
analysed.
Portfolio is not
reflected on in
the context of
Complete, wellorganized, highly
relevant to the learning
outcome
Submission
Submitted before the
deadline
the learning
outcomes.
Complete;
wellorganized,
very relevant
to the learning
outcome
Submitted on
the deadline
the learning
outcomes.
Complete; not
organized,
relevant to the
learning
outcome
the learning
outcomes; not
complete; not
organized, not
relevant
Submitted a
day after the
deadline
Submitted (2)
days or more
after the
deadline
Rating:
(Based on
transmutation)
Over-all Score
COMMENT/S
Score
20
TRANSMUTATION OF SCORE TO GRADE/RATING
1917
16
15
14
13-12
11
10
9-8
18
Grade
1.0
1.25
1.5
1.75
2.00
2.25
2.50
2.75
3.00
3.5
99
96
93
90
87
84
81
78
75
72
7Belo
w
5.00
71Belo
w
FIELD
STUDY
LEARNING
EPISODE
1
16
On Teacher’s
Philosophy of
Education
Activity 16.1
Analyzing DepEd’s Philosophy of Education
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ___________
OBSERVE





Determine prevailing philosophies of education based on DepEd Vision and Mission
statements, core values and mandate and on the K to 12 Curriculum Framework and Guide.
Study the DepEd Vision and Mission statements. Core values and Mandate.
Read the features of the K to 12 Curriculum based on the Kto12 Curriculum Framework
and Guide Sec. 5 of R.A. 10533.
Accomplish the table below by answering these questions. Which philosophies are
express?
Cite relevant statements to back up an identified philosophy of education. You are given
an example.
Philosophies of Education
Which philosophies are
expressed in the DepEd
Vision, Mission Statements,
Core Values, Mandate?
Give proof.
1. Essentialism – each mastery of
the basics; curriculum is prescribed.
Subject matter – centered there are
universal, objective values;
inculcate values in subject matter
Essentialism – The core
values of maka-Diyos, makatao, maka-kalikasan, and
maka-bansa show that DepEd
is essentislist. DepEd believes
in unchanging values that
need to be inculcated.
Any proof of perennialism?
2. Perennialism – teach those that
last, the classics; there are universal
values; inculcate these universal
objective values
3. Progressivism – very childcentered; teach those that interest
the child; one learns by experience;
learners learn by doing so teacher
teacher’s teaching is experiential;
values are subjective; no inculcation
of values since they are subjective,
instead teachers help students
clarify their values
4. Reconstructionism – school is
agent of change; school is preparing
students for the social changes;
teaching is involving the students in
discussion of moral dilemmas
Any proof of progressivism?
Any proof of
reconstructionism?
Which philosophies
expressed in the K to
12 Curriculum
Framework and Guide
and Sec 5 of RA
10533? Give proof.
5. Existentialism – teachers teach
learners to make a choice, to make
decisions and not merely to follow
the crowd; one who does not make
a choice and so simply follow
others do not leave meaningful life
6. Pragmatism – That which is
useful, that which is practical and
that which works is what good; that
which is efficient and effective is
that which is good, e.g. showing a
video clip on mitosis is more
efficient and more effective and
therefore more practical than
teacher coming up a visual aid by
drawing mistosis on a cartolina or
illustration board
Any proof of existentialism?
Any proof of pragmatism?
Activity 16.2
Articulating My Personal Philosophy of Teaching
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ___________
OBSERVE


Observe how a teacher relates to every learner and he/she proceeds with her teaching.
Accomplish this Observation Sheet.
Here are philosophies of education. Find out which philosophies were manifested in class by
observing what and how teacher teaches and relates to learners.
Philosophies of Education
Teaching Behavior (State what the
teacher said, taught or did)
1. Essentialism – each mastery of the basics; In what way was teacher essentialist?
curriculum is prescribed;
e.g. He/She saw to it that the students
Subject matter – centered there are universal,
objective values; inculcate values in subject matter mastered basic concepts and skills.
He/She inculcated values.
2. Perennialism – teach those that last, the classics;
there are universal values; inculcate these universal
objective values
3. Progressivism – very child-centered; teach those
that interest the child; one learns by experience;
learners learn by doing so teacher teacher’s
teaching is experiential; values are subjective; no
inculcation of values since they are subjective,
instead teachers help students clarify their values
4. Reconstructionism – school is agent of change;
school is preparing students for the social changes;
teaching is involving the students in discussion of
moral dilemmas
5. Existentialism – teachers teach learners to make
a choice, to make decisions and not merely to
follow the crowd; one who does not make a choice
and so simply follow others do not leave
meaningful life
6. Pragmatism – That which is useful, that which is
practical and that which works is what good; that
which is efficient and effective is that which is
good, e.g. showing a video clip on mitosis is more
efficient and more effective and therefore more
practical than teacher coming up a visual aid by
drawing mistosis on a cartolina or illustration board
7. Rationalism – emphasizes the development of
the learners’ reasoning powers; knowledge come
through reason; teacher must develop the
reasoning power of the learner
8. Utilitarianism – what is good is that which is
most useful that which brings happiness to the
greatest number of people;
9. Empiricism – source of knowledge is through
the senses; teacher must involve the senses in
teaching-learning
10. Behaviorism – behavior is shaped deliberately
by forces in the environment and that the type of
person and action desired can be the product of
design; behavior is determined by others, rather
than by persons own free will; teacher must
carefully shape desirable behavior; drills are
commonly used to enhance learning. Rewards
reinforce learning.
11. Constructivism – learners are capable of
constructing knowledge and meaning; teachinglearning therefore is constructing knowledge and
meaning; teacher does not just “tell” or dictate but
asks learners for knowledge they construct and
meaning of lesson.
12. Other philosophies
ANALYZE
1. Based on your findings and observations in your Activity 16.1 and Activity 16.2, which
philosophies of education are dominant in Philippine basic schools? Why do you say so?
2. If there is one philosophy that schools and teachers should give more attention to, what
should that be and why?
REFLECT
What is your philosophy of teaching? This describe what you believed you should teach,
how you should teach and how you should relate to others in school- with the learners, your
colleagues, your superiors and all other stakeholders. Write them down. This is your title, “My
Philosophy of Teaching”
My Philosophy of Teaching
These may be of help:
I believed that the learner ………. (concept of the learner)
I believed that I should teach the learners …. (what)
By …… (how)
I believe that I …. (how should you relate to learners, colleagues, superior, parents and other
stakeholders)
SHOW YOUR LEARNING ARTIFACTS
Accomplished Observation Sheets
My Philosophy of Teaching
EVALUATE Performance Task
Evaluate Your Work Field Study 1, Episode 1 – The School as a Learning Environment
Learning Outcome: Determine the characteristics, of a school environment that provides social,
psychological, and physical environment supportive of learning.
Name of FS Student
Date Submitted
Year and Section
Course
Learning
Episode
Accomplished
Observation
Sheet
Analysis
Reflection
Learning
Artifacts
Excellent
(4)
Very
Satisfactory
(3)
All observation
One (1) to two
questions/tasks
(2)
completely
observation
answered/accomplished. questions/
tasks not
answered/
accomplished.
All questions were
All questions
answered completely;
were
answers are with depth
answered
and are thoroughly
completely;
grounded on theories;
answers are
grammar and spelling
clearly
are free from error.
connected to
theories;
grammar and
spelling and
free from
errors.
Profound and clear;
Clear but
supported by what were lacks depth;
observed and analysed
supported by
what were
observed and
analysed
Portfolio is reflected on
in the context of the
learning outcomes;
Portfolio is
reflected on in
the context of
Satisfactory
2
Needs
Improvement
1
Three (3)
Four (4) or
observation
more
questions/tasks observation
not answered/ questions/
accomplished. accomplished.
Questions
were not
answered
completely;
answers are
not clearly
connected to
theories; one
(1) to three (3)
grammatical/
spelling errors.
Four (4) or
more
observation
questions were
not answered;
answers not
connected to
theories; more
than four (4)
grammatical
spelling errors.
Not so clear
and shallow;
somewhat
supported by
what were
observed and
analysed
Portfolio is not
reflected on in
the context of
Unclear and
shallow; rarely
supported by
what were
observed and
analysed.
Portfolio is not
reflected on in
the context of
Complete, wellorganized, highly
relevant to the learning
outcome
Submission
Submitted before the
deadline
the learning
outcomes.
Complete;
wellorganized,
very relevant
to the learning
outcome
Submitted on
the deadline
the learning
outcomes.
Complete; not
organized,
relevant to the
learning
outcome
the learning
outcomes; not
complete; not
organized, not
relevant
Submitted a
day after the
deadline
Submitted (2)
days or more
after the
deadline
Rating:
(Based on
transmutation)
Over-all Score
COMMENT/S
Score
20
TRANSMUTATION OF SCORE TO GRADE/RATING
1917
16
15
14
1311
10
9-8
18
12
Grade
1.0
1.25
1.5
1.75
2.00
2.25
2.50
2.75
3.00
3.5
99
96
93
90
87
84
81
78
75
72
7Belo
w
5.00
71Belo
w