FS- LEARNING EPISODE 4
Learner Diversity: The Community and Home Environment
Activity 4.1 Observing the learner’s community and home environment
Resource Teacher:______________ Teacher’s Signature______________ School;_________
Grade/Year Level:___________ Subject Area:_________________ Date:___________
OBSERVE
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: Children in the 8th grade come in various body shapes
and sizes. Some may look more mature, while others are still growing and may differ in
their tallness.
Level of physical activity: Grade 8 students enjoy being active through sports or other
activities, while others might not be as keen on moving a lot. This depends on their interests
and if they have other responsibilities like school.
Social interaction with teachers and classmates: They are becoming better at socializing
and making friends with both teachers and classmates. They are growing more independent
while also forming stronger relationships with others.
Emotional mood, temperament: Children in the 8th grade experience a variety of
emotions. They might be more sensitive at times or display different moods due to school
stress or changes occurring in their bodies.
Cognitive: They are learning to think about more complicated things. They are improving
in problem-solving and understanding difficult concepts in school. They are enhancing
their ability to learn and grasp challenging information.
Interview the Teacher
1.
What are the most noticeable characteristics of the learner? (emotional disposition,
behavior and discipline, sense of responsibility, study habits, academic performance,
relationship with peers, relationship with adults, social adjustment)
Answer: Teachers observe the emotions, actions, study habits, and interactions of students in
class. There are variations among students in these aspects, which impact how teachers provide
support. Additionally, differences in forming friendships and engaging with adults affect the
teacher's approach in ensuring fair and inclusive learning for all.
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?
Answer: Teachers communicate with parents through emails, calls, or meetings to discuss a
student's progress, behavior, and academics. They aim for regular updates and collaborate to
address issues by sharing concerns, setting goals, and devising strategies to support the student's
development.
3.
How does the teacher utilize resources in the community to support the teachinglearning process? How does the teacher work with the community to meet the needs of
the learners?
Answer: Teachers use the community's help to make learning better for students. They might
bring in local experts, go to museums or libraries, and work with businesses for things like
materials or extra lessons. This makes learning more interesting and helps students learn in
different ways. It also connects what they learn in class to the real world. This teamwork with the
community makes education better for students.
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.)
The house is under construction, the inside is not properly organized, and the living room is used
as bedroom.
2. Use the interview questions on the next page. Just ask the questions with which you feel
comfortable.
OBSERVE
Suggested Parental Interview Guide
Name of Learner:_______________________________
Date of Birth: _________________________________
Grade/Year Level: _____________________________
Number of Siblings:_________________
Birth Order:___________________
Age: ______
Gender:_________
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/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 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?
THE LEARNER’S DEVELOPMENT PROFILE (Outline)
The Learner’s 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:
Educational Attainment:
Occupation:
Educational Attainment:
Physical Development
Social Development
Emotional-Moral Development
Cognitive Development
Findings
Conclusions
Recommendations
ANALYZE
1. From you 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?
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?
LINK Theory to Practice
1. Which are most likely the kind of children raised by authoritarian parents?
I.
II.
Fearful
Inhibited
III.
Hostile
IV.
Withdrawn
A. I and II
C. II and III
B. I, II, and III
D. I,II,III and IV
2. If a child was raised by authoritative parents, how will most likely will he/she behave in class?
A. Relates well to classmates
B. Is suspicious of others
C. Quarrels often with classmates
D. Has low level of independence
3. Which parenting style/s contribute/s to the development of children who have low level of
responsibility?
A. Authoritarian
C. Permissive
B. Authoritative
D. neglecting and permissive
SHOW Your Learning Artifacts
1.
2. Home, School, Community: Stepping Stones to Student’s Success
H
O
M
E
S
C
H
O
O
L
C
O
M
M
U
N
I
T
Y
EVALUATE Performance Task
Evaluate Your Work Task Field Study 1, Episode 4 – Learner Diversity: The Community and
Home Environment
Learning Outcomes: Describe the influencing factor s in the home environment that affect the
students learning; seek advice concerning strategies that build relationships with
parents/guardians and the wider community (6, 2, 1); and identify effective strategies on how
teachers can work together with the family.
Name of FS Student: _____________________________ Date Submitted: ___________
Year & Section __________________________ Course: _________________
Excellent
Learning Episode
4
Very
Satisfactory
3
Satisfactory
2
Needs
Improvement
1
Accomplished
Observation Sheet
All observation
questions/tasks
completely
answered/
accomplished.
One (1) to two
(2) observation
questions/ tasks
not answered/
accomplished.
Three (3)
observation
questions/
task not
answered/
accomplished.
Four (4) or more
observation
questions/ tasks not
answered/
accomplished.
Analysis
All questions
were answered
completely;
answers are with
depth and are
thoroughly
grounded on
theories;
grammar and
spelling are free
from error.
All questions
were answered
completely;
answers are
clearly
connected to
theories;
grammar and
spelling are free
from errors.
Questions
were not
answered
completely;
answers are
not clearly
connected to
theories; one
() to three (3)
grammatical
errors.
Four (4) or more
observation
questions were not
answered; answers
not connected to
theories; more than
4 grammatical/
spelling errors.
Reflection
Profound and
clear; supported
by what were
observed and
analyzed
Clear but lacks
depth; supported
by what were
observed and
analyzed.
Not so clear
and shallow;
somewhat
supported by
what were
Unclear and
shallow; rarely
supported by what
were observed and
analyzed
observed and
analyzed
Learning Artifacts
Portfolio is
reflected on in
the context of the
learning
outcomes;
Complete, wellorganized, highly
relevant to the
learning outcome
Portfolio is
reflected on in
the context of
the learning
outcomes.
Complete; wellorganized, very
relevant to the
learning
outcome.
Portfolio is
not reflected
on in the
context of the
learning
outcomes.
Complete; not
organized,
relevant to the
learning
outcome
Portfolio is not
reflected on in the
context of the
learning outcomes;
not complete; not
organized, not
relevant
Submission
Submitted before
the deadline
Submitted on
the deadline
Submitted a
day after the
deadline
Submitted two (2)
days or more after
the deadline
COMMENT/S
Rating (Based on
Transmutation
Over-all Score
TRANSMUTATION OF SCORE TO GRADE/RATING
Score
20
1918
17
16
16
14
13-12
11
10
9-8
7below
Grade
1.0
1.25
1.5
1.75
2.00
2.25.
2.50
2.75
3.00
3.5
5.00
99
96
93
90
87
84
81
78
75
72
71below
_____________________________________
Signature of FS Teacher Above Printed Name
ANALYZE
______________
Date
1. From you 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?
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 you 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?
Answer: To build a good relationship with parents, as a future teacher, it's important to talk
with them often about their child's progress and any concerns. You can help by sharing tips and
resources for learning at home and inviting them to take part in school activities. Encouraging
parents to help with homework or join classroom activities is also a great way to support
students. Listening to parents' thoughts and working together with them will make a big
difference in the children's education. Helps future teachers by sharing information about their
child's learning style. They support learning at home and in the classroom by doing activities and
homework. Working together creates a better learning environment for kids. When parents join
school activities or volunteer, they bring different skills that help teachers. This teamwork
benefits the students' education.
FS- LEARNING EPISODE 6
Classroom Management and Classroom Routines
ACTIVITY 6.1 Observing Classroom Management and Routines
Resource Teacher:______________
School_______________________
Teacher’s Signature______________
Grade/Year Level:______________
Subject Area______________
Date__________
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
11. Submission of Projects
12. Asking questions during lesson
13. Asking for assistance
14. Joining classroom activities
15. Lining up
16. Walking in line
17. Fire drill/emergencies
Observed (/)
Not
Observed
(X)
18. Movement between activities
19. Use of classroom supplies
20. Checking of assignments
Others please specify.
21. Morning prayer
ANALYZE
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
1. Which of the routines will you most likely apply in your class? Why? Why not?
ACTIVITY 6.2 Listing down Classroom Rules
OBSERVE
CLASSROOM RULES
IMPORTANCE
1.
2.
3.
4.
5.
6.
ANALYZE
1. Analyze each given rules. What circumstances led to the formulation of the rules?
CLASSROOM RULES
Circumstances led to the formulation of the
rules
1.
2.
3.
4.
5.
6.
2. Are classroom rules really important?
REFLECT
1. 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
PICTURES OF CLASSROOM ROUTINES/ TELL SOMETHING ABOUT IT
EVALUATE Performance Task
Evaluate Your Work Task Field Study 1- Classroom Management and Classroom Routines
Learning Outcomes: Identify the classroom routines set by the teacher; and observe how the
students execute the various classroom routines.
Name of FS Student: _____________________________ Date Submitted: ___________
Year & Section __________________________ Course: _________________
Excellent
Learning Episode
4
Very
Satisfactory
3
Satisfactory
2
Needs
Improvement
1
Accomplished
Observation Sheet
All observation
questions/tasks
completely
answered/
accomplished.
One (1) to two
(2) observation
questions/ tasks
not answered/
accomplished.
Three (3)
observation
questions/
task not
answered/
accomplished.
Four (4) or more
observation
questions/ tasks not
answered/
accomplished.
Analysis
All questions
were answered
completely;
answers are with
depth and are
thoroughly
grounded on
theories;
grammar and
spelling are free
from error.
All questions
were answered
completely;
answers are
clearly
connected to
theories;
grammar and
spelling are free
from errors.
Questions
were not
answered
completely;
answers are
not clearly
connected to
theories; one
() to three (3)
grammatical
errors.
Four (4) or more
observation
questions were not
answered; answers
not connected to
theories; more than
4 grammatical/
spelling errors.
Reflection
Profound and
clear; supported
by what were
observed and
analyzed
Clear but lacks
depth; supported
by what were
observed and
analyzed.
Not so clear
and shallow;
somewhat
supported by
what were
observed and
analyzed
Unclear and
shallow; rarely
supported by what
were observed and
analyzed
Learning Artifacts
Portfolio is
reflected on in
the context of the
learning
outcomes;
Complete, wellorganized, highly
relevant to the
learning outcome
Portfolio is
reflected on in
the context of
the learning
outcomes.
Complete; wellorganized, very
relevant to the
learning
outcome.
Portfolio is
not reflected
on in the
context of the
learning
outcomes.
Complete; not
organized,
relevant to the
learning
outcome
Portfolio is not
reflected on in the
context of the
learning outcomes;
not complete; not
organized, not
relevant
Submission
Submitted before
the deadline
Submitted on
the deadline
Submitted a
day after the
deadline
Submitted two (2)
days or more after
the deadline
COMMENT/S
Over-all Score
Rating (Based on
Transmutation
TRANSMUTATION OF SCORE TO GRADE/RATING
Score
20
1918
17
16
16
14
13-12
11
10
9-8
7below
Grade
1.0
1.25
1.5
1.75
2.00
2.25.
2.50
2.75
3.00
3.5
5.00
99
96
93
90
87
84
81
78
75
72
71below
_____________________________________
Signature of FS Teacher Above Printed Name
______________
Date
LINK Theory to Practice
1.
2.
3.
4.
5.
FS- LEARNING EPISODE 7
Physical and Personal Aspects of Classroom Management
ACTIVITY 7.1 Identifying Personal and Physical Aspects of Classroom Management
Resource Teacher:______________
School_______________________
Teacher’s Signature______________
Grade/Year Level:______________
Subject Area______________
Date__________
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 time in class?
YES
NO
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?
ANALYZE
1. How does the voice of the teacher affect classroom instruction?
2. Now does the functionality of the teacher affect classroom discipline?
3. Why do we need to check on the physical aspects of classroom management?
REFLECT
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?
ACTIVITY 7.2 Demonstrating knowledge of positive and non-violent discipline in the
management of learner behavior.
Resource Teacher______________
School_______________________
Teacher’s Signature______________
Grade/Year Level______________
Subject Area__________________
Date__________
Effective Classroom Management Strategies
Observed
Not
Observed
No
Opportunity
to Observed
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 nonverbal 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.
ANALYZE
1. How many strategies were employed by the Resource Teacher? Did this contribute to
better classroom management? Explain your answer.
2. What were not used by the resource teacher? Where is this important? What should have
been used instead? Explain.
REFLECT
1. What classroom management strategies do I need to employ to respond to diverse types
of learners?
SHOW Your Learning Artifacts
PIECES OF EVIDENCE OF LEARNING TO CAPTURE THE CLASSROOM
MANAGEMENT STRATEGIES
EVALUATE Performance Task
Evaluate Your Work Task Field Study 1 Episode 7- Physical and Personal Aspects of
Classroom Management
Learning Outcomes: Identify the 2 aspects of classroom management and determine the
classroom management strategies that the Resource Teacher employed in their class.
Name of FS Student: _____________________________ Date Submitted: ___________
Year & Section __________________________ Course: _________________
Excellent
Learning Episode
4
Very
Satisfactory
3
Satisfactory
2
Needs
Improvement
1
Accomplished
Observation Sheet
All observation
questions/tasks
completely
answered/
accomplished.
One (1) to two
(2) observation
questions/ tasks
not answered/
accomplished.
Three (3)
observation
questions/
task not
answered/
accomplished.
Four (4) or more
observation
questions/ tasks not
answered/
accomplished.
Analysis
All questions
were answered
completely;
answers are with
depth and are
All questions
were answered
completely;
answers are
clearly
Questions
were not
answered
completely;
answers are
Four (4) or more
observation
questions were not
answered; answers
not connected to
thoroughly
grounded on
theories;
grammar and
spelling are free
from error.
connected to
theories;
grammar and
spelling are free
from errors.
not clearly
connected to
theories; one
() to three (3)
grammatical
errors.
theories; more than
4 grammatical/
spelling errors.
Reflection
Profound and
clear; supported
by what were
observed and
analyzed
Clear but lacks
depth; supported
by what were
observed and
analyzed.
Not so clear
and shallow;
somewhat
supported by
what were
observed and
analyzed
Unclear and
shallow; rarely
supported by what
were observed and
analyzed
Learning Artifacts
Portfolio is
reflected on in
the context of the
learning
outcomes;
Complete, wellorganized, highly
relevant to the
learning outcome
Portfolio is
reflected on in
the context of
the learning
outcomes.
Complete; wellorganized, very
relevant to the
learning
outcome.
Portfolio is
not reflected
on in the
context of the
learning
outcomes.
Complete; not
organized,
relevant to the
learning
outcome
Portfolio is not
reflected on in the
context of the
learning outcomes;
not complete; not
organized, not
relevant
Submission
Submitted before
the deadline
Submitted on
the deadline
Submitted a
day after the
deadline
Submitted two (2)
days or more after
the deadline
COMMENT/S
Rating (Based on
Transmutation
Over-all Score
TRANSMUTATION OF SCORE TO GRADE/RATING
Score
20
1918
17
16
16
14
13-12
11
10
9-8
7below
Grade
1.0
1.25
1.5
1.75
2.00
2.25.
2.50
2.75
3.00
3.5
5.00
99
96
93
90
87
84
81
78
75
72
71below
_____________________________________
______________
Signature of FS Teacher Above Printed Name
Date
LINK Theory to Practice
1.
2.
3.
4.
5.
FS- LEARNING EPISODE 8
Close Encounter with the School Curriculum
ACTIVITY 8.1 Curricula in the School Setting
Resource Teacher ______________
School_______________________
Teacher’s Signature______________
Grade/Year Level______________
Subject Area_________________
Date__________
Type of
Curriculum
1.
Recommended
Where Found
Description
Curriculum (K
to 12
Guidelines)
2. Written
Curriculum
(Teacher’s
Lesson Plan)
3. Taught
Curriculum
(Teaching
Learning
Process)
4. Supported
Curriculum
(Subject
textbook)
5. Assessment
Curriculum
(Assessment
Process)
6. Learned
Curriculum
(Achieved
Learning
Outcomes)
7. Hidden
Curriculum
(Media)
ANALYZE
1. Which of the seven types of curriculum in the school setting is easy to find? Why?
2. 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.
ACTIVITY 8.2 The Miniscule School Curriculum: The Lesson, A Closure Look
Resource Teacher ______________
School_______________________
Teacher’s Signature______________
Grade/Year Level______________
Subject Area_________________
Date__________
OBSERVE
Major Curriculum
Components
Key Guide for Observation (Carefully look for the indicators/behavior of the
teacher along the key points. Write your observation and description in your
notebook.)
A. Planning
1. Borrow the teacher’s lesson plan for the day. What major parts do you see?
Request a copy for use.
Answer the following questions:
a. What are the lesson objectives/learning outcomes?
b. What are included in the subject matter?
c. What procedure or method will the teacher use to implement the plan?
d. Will the teacher assess or evaluate the lesson? How will this be done?
B. Implementing
Now, it’s time to observe how the teacher implemented the prepared lesson plan.
Observe closely the procedure.
a. How did the teacher begin the lesson?
b. What procedure or steps were followed?
c. How did the teacher engage the learners?
d. Was the teacher a guide to 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/Assessing
Did the learning occur in the lesson taught? Here you make observations to find
evidence of learning.
a. Were the objectives as learned outcome achieved?
b. How did the teacher assess/evaluate it?
c. What evidence was shown? Get pieces of evidence.
ANALYZE
1. How does the teacher whom you observed compare to the ideal characteristics of
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 the students’ reactions after the lesson was taught?
Confused? Happy and eager? Contented? No reactions at all.
REFLECT
Based on your observation and task in Activity 2 how will you prepare your lesson plan? Make a
short paragraph on the topic.
ACTIVITY 8.3 Construct Alignment of the Components of a Lesson Plan
Resource Teacher ______________
School_______________________
Teacher’s Signature______________
Grade/Year Level______________
Subject Area_________________
Date__________
I.
Title of the Lesson:
II.
Subject area:
III.
Grade Level:
Outcomes
Teaching Method
Assessment
ANALYZE
1. Are the three components constructively aligned? Explain.
2. Will the outcomes be achieved with the teaching methods used? Why?
3. What component would tell if the outcomes have been achieved?
REFLECT
What lessons have you learned in developing or writing a lesson plan? What value will it give to
the teacher if the three components are aligned?
SHOW Your Learning Artifacts
Activity 1 Artifacts
1. Present an evidence for each kind of curriculum operating in the school setting. This can
be in pictures, realia, documents or others.
Activity 2 Artifacts
1. Present a sample curriculum in a form of a Lesson Plan.
Activity 3: Artifacts
1. Present a matrix to show the constructive alignment of the three components of a Lesson plan.
a. Example:
b. Lesson Title:
Subject Area:
Grade Level:
Lesson Outcomes
Teaching Methods
Evaluation
EVALUATE Performance Task
Evaluate Your Work Task Field Study 1 Episode 8- Close Encounter with the School
Curriculum
Learning Outcome: identify the different curricula that prevail in the school setting; describe
how the teacher manages the school curriculum by planning, implementing lessons through
different strategies and assessment of learning outcomes.
 Analyze if the teacher aligns the objectives to subject matter, to teaching strategies and
assessment.
Name of FS Student: _____________________________ Date Submitted: ___________
Year & Section __________________________ Course: _________________
Excellent
Learning Episode
4
Very
Satisfactory
3
Satisfactory
2
Needs
Improvement
1
Accomplished
Observation Sheet
All observation
questions/tasks
completely
answered/
accomplished.
One (1) to two
(2) observation
questions/ tasks
not answered/
accomplished.
Three (3)
observation
questions/
task not
answered/
accomplished.
Four (4) or more
observation
questions/ tasks not
answered/
accomplished.
Analysis
All questions
were answered
completely;
answers are with
depth and are
thoroughly
grounded on
theories;
grammar and
spelling are free
from error.
All questions
were answered
completely;
answers are
clearly
connected to
theories;
grammar and
spelling are free
from errors.
Questions
were not
answered
completely;
answers are
not clearly
connected to
theories; one
() to three (3)
grammatical
errors.
Four (4) or more
observation
questions were not
answered; answers
not connected to
theories; more than
4 grammatical/
spelling errors.
Reflection
Profound and
clear; supported
by what were
observed and
analyzed
Clear but lacks
depth; supported
by what were
observed and
analyzed.
Not so clear
and shallow;
somewhat
supported by
what were
observed and
analyzed
Unclear and
shallow; rarely
supported by what
were observed and
analyzed
Learning Artifacts
Portfolio is
reflected on in
the context of the
learning
outcomes;
Complete, wellorganized, highly
relevant to the
learning outcome
Portfolio is
reflected on in
the context of
the learning
outcomes.
Complete; wellorganized, very
relevant to the
learning
outcome.
Portfolio is
not reflected
on in the
context of the
learning
outcomes.
Complete; not
organized,
relevant to the
learning
outcome
Portfolio is not
reflected on in the
context of the
learning outcomes;
not complete; not
organized, not
relevant
Submitted before
the deadline
Submission
Submitted on
the deadline
COMMENT/S
Submitted a
day after the
deadline
Submitted two (2)
days or more after
the deadline
Rating (Based on
Transmutation
Over-all Score
TRANSMUTATION OF SCORE TO GRADE/RATING
Score
20
1918
17
16
16
14
13-12
11
10
9-8
7below
Grade
1.0
1.25
1.5
1.75
2.00
2.25.
2.50
2.75
3.00
3.5
5.00
99
96
93
90
87
84
81
78
75
72
71below
_____________________________________
______________
Signature of FS Teacher Above Printed Name
Date
LINK Theory to Practice
1. When we say school curriculum it refers only to the K to 12 curriculum.
A. This statement is true.
B. This statement is not true.
C. This statement is half true.
D. This statement is silly.
2. A professional teacher should possess the following skills to address the need for a
curricularist EXCEPT one. Which one is NOT?
A. Knower of the curriculum
B. Believer of the curriculum
C. Implementer of the curriculum
D. Writer of the curriculum
3. The influence of multimedia, peers, community tradition, advancement in technology, though
not deliberately taught in the lesson, will influence the curriculum. This is referred to
as___________.
A. written curriculum
B. recommended curriculum
C. implemented curriculum
D. hidden Curriculum
4. Which two components of the lesson plan (as a miniscule curriculum) should be aligned?
I. Outcomes and Assessment
Il. Assessment and Teaching Methods
Ill. Outcomes and Teaching Methods
A. I only B. II only C. III only D. I, II and III
5. What is the most important reason why there should be constructive alignment of the
components of the curriculum?
A. For ease of correcting by the school principal.
B. To assure that each component contributes to the attainment of the learning outcomes.
C. As a required template when starting to write a lesson plan.
D. As a model of other lesson plans written and published
FS- LEARNING EPISODE 9
Preparing for Teaching and Learning
ACTIVITY 9.1 Demonstrating an Understanding of Research-Based Knowledge Principles
of Teaching and Learning
Resource Teacher ______________
School_______________________
Teacher’s Signature______________
Grade/Year Level______________
Subject Area_________________
Date__________
OBSERVE
Principles of Learning
What did the Resource Teacher to do apply the
principle 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
ideas.
4. Learning is a cooperative and a
collaborative process. Learning is
enhanced in an atmosphere of
cooperation and collaboration.
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?
ACTIVITY 9.2 Identifying Learning Outcomes that are aligned with Learning
Competencies
Resource Teacher ______________
School_______________________
Teacher’s Signature______________
Grade/Year Level______________
Subject Area_________________
Date__________
OBSERVE
1. Write the learning outcomes stated in the lesson.
Learning Outcomes
(SMART
Objectives?)
Achieved
Yes
Yes
No
1.
2.
3.
4.
2. Cite pieces of evidence that these learning outcomes were achieved.
No
1.
2.
3.
4.
ANALYZE
Do SMART objectives make a lesson more focused?
REFLECT
Lessons learned in determining SMART learning outcome.
ACTIVITY 9.3 Distinguishing Between Inductive and Deductive Methods of Teaching
Resource Teacher ______________
School_______________________
Teacher’s Signature______________
Grade/Year Level______________
Subject Area_________________
Date__________
OBSERVE
Teacher-centered
Student-centered
Did teacher lecture all the time?
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? Why?
Did teacher focus only on the discipline?
Subject?
Dis teacher connect lesson to other
discipline/subject?
A. Constructivist
B. Inquiry-based
C. Developmentally appropriate
D. Reflected
E. Inclusive
F. Collaborative
G. Integrative
ANALYZE
1. What are the possible consequences of teaching purely subject matter for mastery as for
the test?
2. If you were to reteach the classes you observed, would you be teacher-centered
of student-centered? Why?
REFLECT
Reflect on Principles of teaching worth applying
LINK Theory to Practice
1.
2.
3.
4.
5.
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 method used
in class.
EVALUATE Performance Task
Evaluate Your Work Task Field Study 1, Episode 9- Preparing for Teaching and Learning
Learning Outcomes: Identify the teaching-learning practices that apply or violate the principles
of teaching learning – determine the guiding principles on lesson objectives/learning outcomes
applied in instruction – judge if lesson objectives/intended learning outcomes are SMART –
determine whether or not intended learning outcomes are achieved at the end of the lesson –
observe the teaching methods used by the Resource
Teacher – differentiate the different methods of teaching.
Name of FS Student: _____________________________ Date Submitted: ___________
Year & Section __________________________ Course: _________________
Excellent
Learning Episode
4
Very
Satisfactory
3
Satisfactory
2
Needs
Improvement
1
Accomplished
Observation Sheet
All observation
questions/tasks
completely
answered/
accomplished.
One (1) to two
(2) observation
questions/ tasks
not answered/
accomplished.
Three (3)
observation
questions/
task not
answered/
accomplished.
Four (4) or more
observation
questions/ tasks not
answered/
accomplished.
Analysis
All questions
were answered
completely;
answers are with
depth and are
thoroughly
grounded on
theories;
grammar and
spelling are free
from error.
All questions
were answered
completely;
answers are
clearly
connected to
theories;
grammar and
spelling are free
from errors.
Questions
were not
answered
completely;
answers are
not clearly
connected to
theories; one
() to three (3)
grammatical
errors.
Four (4) or more
observation
questions were not
answered; answers
not connected to
theories; more than
4 grammatical/
spelling errors.
Reflection
Profound and
clear; supported
by what were
observed and
analyzed
Clear but lacks
depth; supported
by what were
observed and
analyzed.
Not so clear
and shallow;
somewhat
supported by
what were
observed and
analyzed
Unclear and
shallow; rarely
supported by what
were observed and
analyzed
Learning Artifacts
Portfolio is
reflected on in
the context of the
learning
outcomes;
Complete, wellorganized, highly
relevant to the
learning outcome
Portfolio is
reflected on in
the context of
the learning
outcomes.
Complete; wellorganized, very
relevant to the
learning
outcome.
Portfolio is
not reflected
on in the
context of the
learning
outcomes.
Complete; not
organized,
relevant to the
learning
outcome
Portfolio is not
reflected on in the
context of the
learning outcomes;
not complete; not
organized, not
relevant
Submission
Submitted before
the deadline
Submitted on
the deadline
Submitted a
day after the
deadline
Submitted two (2)
days or more after
the deadline
COMMENT/S
Rating (Based on
Transmutation
Over-all Score
TRANSMUTATION OF SCORE TO GRADE/RATING
Score
20
1918
17
16
16
14
13-12
11
10
9-8
7below
Grade
1.0
1.25
1.5
1.75
2.00
2.25.
2.50
2.75
3.00
3.5
5.00
99
96
93
90
87
84
81
78
75
72
71below
_____________________________________
Signature of FS Teacher Above Printed Name
______________
Date
FS- LEARNING EPISODE 10
The Instructional Cycle
ACTIVITY 10.1
Resource Teacher ______________
School_______________________
Teacher’s Signature______________
Grade/Year Level______________
Subject Area_________________
Date__________
OBSERVE
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
effective than teaching isolated bits of
information.
ANALYZE
What is the best method of teaching? Is there such a thing?
REFLECT
How do we select the appropriate strategy for our lesson?
ACTIVITY 10.2
Resource Teacher ______________
School_______________________
Teacher’s Signature______________
Grade/Year Level______________
Subject Area_________________
Date__________
OBSERVE
1.
2.
3.
ANALYZE
1.
REFLECT
ACTIVITY 10.3
Resource Teacher ______________
School_______________________
Teacher’s Signature______________
Grade/Year Level______________
Subject Area_________________
Date__________
OBSERVE
Type od Question
Example of Questions that the Resource Teacher Asked
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
ANALYZE
1.
REFLECT
SHOW Your Learning Artifacts
PROOF AT LEAST TWO TEACHERS NA GINA INTERVIEW ON THEIR THOUGHTS ON
OBTL
EVALUATE Performance Task
Evaluate Your Work Task Field Study 1, Episode 10- The Instructional Cycle
Learning Outcomes: Identify the teaching-learning practices that apply or violate the principles
of teaching learning – determine the guiding principles on lesson objectives/learning outcomes
applied in instruction – judge if lesson objectives/intended learning outcomes are SMART –
determine whether or not intended learning outcomes are achieved at the end of the lesson –
observe the teaching methods used by the Resource
Teacher – differentiate the different methods of teaching.
Name of FS Student: _____________________________ Date Submitted: ___________
Year & Section __________________________ Course: _________________
Excellent
Learning Episode
4
Very
Satisfactory
3
Satisfactory
2
Needs
Improvement
1
Accomplished
Observation Sheet
All observation
questions/tasks
completely
answered/
accomplished.
One (1) to two
(2) observation
questions/ tasks
not answered/
accomplished.
Three (3)
observation
questions/
task not
answered/
accomplished.
Four (4) or more
observation
questions/ tasks not
answered/
accomplished.
Analysis
All questions
were answered
completely;
answers are with
depth and are
thoroughly
grounded on
theories;
grammar and
spelling are free
from error.
All questions
were answered
completely;
answers are
clearly
connected to
theories;
grammar and
spelling are free
from errors.
Questions
were not
answered
completely;
answers are
not clearly
connected to
theories; one
() to three (3)
grammatical
errors.
Four (4) or more
observation
questions were not
answered; answers
not connected to
theories; more than
4 grammatical/
spelling errors.
Reflection
Profound and
clear; supported
by what were
observed and
analyzed
Clear but lacks
depth; supported
by what were
observed and
analyzed.
Not so clear
and shallow;
somewhat
supported by
what were
observed and
analyzed
Unclear and
shallow; rarely
supported by what
were observed and
analyzed
Learning Artifacts
Portfolio is
reflected on in
the context of the
learning
outcomes;
Complete, wellorganized, highly
relevant to the
learning outcome
Portfolio is
reflected on in
the context of
the learning
outcomes.
Complete; wellorganized, very
relevant to the
learning
outcome.
Portfolio is
not reflected
on in the
context of the
learning
outcomes.
Complete; not
organized,
relevant to the
learning
outcome
Portfolio is not
reflected on in the
context of the
learning outcomes;
not complete; not
organized, not
relevant
Submission
Submitted before
the deadline
Submitted on
the deadline
Submitted a
day after the
deadline
Submitted two (2)
days or more after
the deadline
COMMENT/S
Over-all Score
Rating (Based on
Transmutation
TRANSMUTATION OF SCORE TO GRADE/RATING
Score
20
1918
17
16
16
14
13-12
11
10
9-8
7below
Grade
1.0
1.25
1.5
1.75
2.00
2.25.
2.50
2.75
3.00
3.5
5.00
99
96
93
90
87
84
81
78
75
72
71below
_____________________________________
Signature of FS Teacher Above Printed Name
______________
Date
LINK Theory to Practice
1.
2.
3.
4.
5.