SAINT JOSEPH COLLEGE OF SINDANGAN

INCORPORATED

A PORTFOLIO
In partial fulfillment of the requirements IN
BACHELOR OF ELEMENTARY EDUCATION
(BEED)

FIELD STUDY 1

Submitted by:
JESSABEL ITAO MURRO
Submitted to:
DR. NOEL R. GALEZA
INSTRUCTOR
 LEARNING EPISODE

THE SCHOOL
ENVIRONMENT

OBSERVE, ANALYZE, REFLECT

Activity 1.1 Exploring the School Campus

Resource Teacher: JERAIL MAE A. ARANDIA Teacher’s Signature: ___________

School: SINDANGANGAN PILOT DEMONSTRATION SCHOOL Grade/ Year Level: KINDERGARTEN
Subject Area: ALL SUBJECTS Date: OCTOBER 10, 2022

SCHOOL FACILITIES OBSERVATION CHECKLIST

 Will it contribute to
Facilities Description the student’s
learning and
development. Why?
The office of the principal Yes, it contribute to
in SPDS has a complete the learners
OFFICE OF facilities like long table development
THE for a faculty, staff or any because such
PRINCIPAL meeting. It has a desk problems are being
 and couch also for any raise to the
visitors of the principal principal’s office. A
can lay and relax. clean and well
organized office can
motivate the
students to have a
clean classroom
too.
The only library that they A different books
had is in SPED section. that they had in
But in every room there each room
LIBRARY would be part of it where contributed and
 books are arranged which helps students to
students used for gain a lot of
studying. information which
helps them in their
study.
The counseling room is This helps students
considered to be the in terms of
COUNSELING guidance office, a room providing an advice
ROOM  where to protect the for solution with
privacy of some students current concerns
being counseled, or when regarding their
there is a problem that is academic
need to be fix. performance and
personal problems.
The counselor will
motivate the
studentsto stay
optimistic amidst
the challenges they
encounter.
The canteen is available The canteen
although it doesn’t have provides healthy
 a wide space but the foods for the
CANTEEN/ most important thing is students which aid
CAFETERIA the place is clean and them to improve
 well organized. their learning
performance. And
eating healthy foods
helps them to have
more enough
energy in their
body.

The medical clinic is If the clinic can

where the students rest accommodate the
MEDICAL when they are not feeling sick students and
CLINIC well or sick. And they able to provide the
 were assisted by the needed medicine
school nurse. then it is easier for
them to get healed
and able to
continue their
study.
An audio visual room This learning center
requires a wide space gives greater
AUDIO that they will be use for learning and
VISUAL/ any school activities and experience for
LEARNING  other students students because of
RESOURCE performances. the information and
CENTER knowledge thet
they will acquire
from a good
presentation that
will retain long from
their memory.
A facility that provides This helps students
first-hand science to learn various
experiences . A science science related
SCIENCE laboratory where activities, and able
LABORATORY students perform the to perform
 different experiments experiment
related to science with activities which they
the supervision of the can apply the
science teacher. knowledge that
they’ve gained and
most of all it will
 enhance and
develop their skills.
It has a wide space where Gymnasium is
as students able to beneficial for
participate or perform learning sports and
the different activities other indoor
such as related to P.E activities which are
 classes. The place/ area is part of the students
GYMNASIUM clean and organized, it performances. With
has a long wide bleachers this facility, learning
on both sides and could P.E is more
accommodate a experiential for
thousand of students. In students and will
front you will see the enjoy the benefits
stage. that they’ve acquire
on the said
activities.

AUDITORIU NONE
M
Each room has Garden generate a
designated garden. refreshing mind to
Teacher’s and students students. Seeing
plants a different types of those beautiful and
OUTDOOR/ flowers in front of their healthy plants or
GARDEN  room. And through this it flowers helps the
will give a beautiful students to have a
background as long as peaceful and
they treated it well. refreshing
environment most
specially in times of
stress on their
academics.
The room is not totally This will help the
HOME big just like the other students to develop
ECONOMICS rooms. But inside the their skills and
ROOM room there is few knowledge about
 equipment that the livelihood and
students and teacher’s industrial works
used. that can really help
them.
INDUSTRIAL
WORKSHOP NONE
 AREA
It has a spacious space, Assisting students in
clean and well-organized completing their
office. PTA- founded
PTA OFFICE school fees. As a
 result, the students
will be able to
access the PTA-
founded services.

It is exclusively for boys Comfort rooms are

only, it has it’ own very necessary in a
COMFORT faucets. The room was school because
ROOM FOR  clean and not smelly. student’s tend to
BOYS urinate time to
time. This must be
clean and odorless
also for the
students be able to
study well, and for
their health at the
same time.

COMFORT It is exclusively for girls The comfort room

ROOM FOR  also, and comes with it’s provides
GILS own set of mirror and therapeutic
faucets. environment where
girls can calm,
urinate and retouch
themselves.
OTHERS
(PLS.SPECIFY)

An Observation Guide for the CLASSROOM VISIT

Read the following statements carefully. Then write your observation report
on the space provided.

GUIDE QUESTION CLASSROOM OBSERVATION REPORT

1. Describe the The school is located at
community or PoblacionSindangan, and not that far
neighborhood where from the highway. There is a lot of
 the school is found. houses and stores near the area where
the school is located.
2. Describe the school It has a wide area at the center of the
campus. What colors campus, and a separated building for
do you see? What is each year level. There is a gymnasium
the condition of the inside the campus, the major color I
buildings? can see is green and yellow. Buildings
are good and safe for students.
3. Pass by the office. It can be seen that things are well
What impression do organized in their offices, mostly the
you have of these furniture are obviously a good quality.
offices? It has a spacious space inside the office,
and the faculty and staff seems to be
very accommodating.
4. Walk through the The school halls is clean as well as the
school halls, the library which belongs to SPED section.
library, the cafeteria. Their cafeteria/ canteen also sells
Look around and find healthy foods, while each floor has
out the other facilities emergency fire hose and emergency
that the school has. exit.

Resource Teacher: JERAIL MAE A. ARANDIA Teacher’s Signature: _________

School: SINDANGAN PILOT DEMONSTRATION SCHOOL Grade/Year Level: KINDERGARTEN
Subject Area: ALL SUBJECTS Date: OCTOBER 10, 2022

1. Look around the walls of the classroom. What are posted on the walls? What
heroes, religious figures, lessons, visual aids, announcements, do you see
posted?
 Each classroom displays various information in their walls. There is
a mission, vision, goals and objectives which the school
implemented. There is also a picture of the Philippine President
 which put in a frame, then a picture also of the different heroes
and one of it is Dr. Jose P. Rizal which posted the upper part of the
chalkboard.

2. Examine how the pieces of furniture are arranged. Where is the teacher’s
table located? How are the tables and chairs/ desks arranged?
 Each classroom has a teacher’s table and chairs, some of them put
in front of the class the other also at the right side of the board.
The chairs/ desks are arranged 6 in each side (left & right) which
consists into 3 rows only. There is a 1-meter space also in the
center aisle before the student’s desk.

3. What learning materials/ equipment are present?

 There are many learning materials present in each room, a
chalkboard, pictures, books and other visual aids. Other
equipment like projector and laptop may present only if it is
necessary for the teacher’s discussion.

4. Observe the students. How many are occupying one room?

 As of today’s limited, face to face classes each room is being
occupied by a minimum of 20 students. And each pupils seated
according to the seat plan created by the teacher. Girls and boys
are also separated.

5. Is the room well-lit and ventilated?

 Each room in the campus is well-lit and ventilated. Windows are
left open in the morning specially when the classes are still on
going to let in the fresh air and close them also after the class. The
room has an electric fan and a ceiling fan also, a fluorescent light to
maintain or add lights in a room. Then each room has a spacious
space for the students be comfortable to move.

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 DESCRIPTION
(location, number, arrangement,
condition)
There are numerous posters with frame
in front and back of the wall that are
posted and each of them is still good.
 1. Wall Displays The national anthem, mission, vision are
printed in a bigger size and they are
arranged also based on the level of
importance. Pictures of the national
heroes and the Philippine President.
There is only one teacher’s table and
2. Teacher’s Table chair at the right side of the chalkboard.
Not too old and still in a good condition
due to the furniture’s durability.
The learner’s desk are made in wood
and it is painted with white color. There
3. Learner’s Desk are 3 long desks which consist of 6
students in each, each students has a
space for them to be comfortable in
sitting and writing.
The blackboard is almost as long as the
width of the wall. It has 3 horizontal line
4. Blackboard which colored blue in the upper, red at
the center and another blue at the
lower part.

There are several of learning materials

posted in the chalkboard. Visual aids
5. Learning Material’s/ displayed in it’s walls which used by the
Visual Aids students/ pupils in daily classes, some of
them not frequently used but it’s still
add color and design to the simplicity of
the wall while providing information for
students.

Write your observation report here.

Name of the School ObservedSindangan Pilot Demonstration School

Location of the School Poblacion, Sindangan
Date of VisitOctober 10, 2022

The following are my observations during my visitation at Sindangan Pilot

 Demonstration School ( SPDS )

 The school is easily located. There is a big label of the name of the
school in front of the entrance gate.
 There are stores in both sides to where the school is located.
 The school has it’s security guard also to secure the safeness of the
students.
 Their library is located in SPED section only.
 A school is surrounded by fence, and the hallways are always clean.
 The comfort rooms from both male and female are all accessible.
 The canteen is not totally big space but their foods are clean and
well-organized.
 Their offices also are well- ventilated and the faculty and staff are
very approachable.
 The school campus has it own gymnasium also, there is a huge space
that can accommodate lots of students. The stage is in front and the
bleachers located at the left and right side of the gym.
 Overall, the school is a safe place for learning. The facilities are
accessible and functional. And most of all the school is conducive to
learning

ANALYZE

How do the school campus and the classroom in particular impact

thelearning of the students going to school? What are your conclusions?

 The school campus and the classroom are the segment of

learning process for students. And by that what may
formulize this two may directly affect the learning of the
 students. It is therefore a challenge that the school campus
administration creates an environment to encourage
learning, growth socially, intellectually and emotionally. And
also if the campus and the classroom are unorganized and
near in distractions it has a big impact which affect the
students learning, so it is very important that the school
must ensure that their learning spaces or environment are
presentable and a conducive one.

How does this relate to your knowledge of child and adolescent

development/How does this relate to your knowledge of facilitating
learning?

 As a future educator, we can be humble enough to extend

our patience longer, understand their change physically,
emotionally and psychologically, provide support and
understanding . The school campus as the important facility
whereas students learn, as a teacher we must give positive
input and helps students molding their values which lead
them to grow as a better person. We will teach them as
much as we can and it’s up to a child how he/she will apply
it in a real world.

REFLECT

1. Would you like to teach in the school environment you just observed?
Why? Why not?
 To be honest, as I become more familiar in the school
environment of Sindangan Pilot Demonstration School
(SPDS), I’ve dream that someday I will be given the chance
to be part of their institution. There would be a lot of
 primary school level here in our community but what I
admire the most in SPDS is they ensure that the school
environment is the most comfortable space for the students
to learn. They allow their students to access the learning
facilities and resources that are essential for the
enhancement and development of learning to the academic
performance of their students. And lastly, they value and
give importance the quality of education and provides a
good services and teachings to their students.

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

 A school campus that is conducive to learning must be safe
and secured, clean , it has a positive social, emotional and
intellectual setting and most of all free of the outside
distractions. The school will serve as a bridge for students to
develop themselves to be independent at the same time to
become leaders of their own. They’ll provide a comfortable
space to learn effectively and will bring positivity and
encouragement to their students.

3. What kind of classroom is conducive to learning?

 A good learning environment includes a well- ventilated
classroom, desk is organized and the floor is clean.
Students feel the sense of acceptance, equal qualities
and equal treatment. And also there is interaction among
peer and an environment wherein a new lesson is being
learned, understood and accepted as positive to the
impact to their lives in the future.

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

 To accomplish a classroom that is conducive to learning I
am planning and organizing a procedure that will be used
to achieve a conducive classroom. The room will
maintain the cleanliness. A friendly classroom well
treated each other equal and always avoids favoritism.

5. Write your additional learning and insights here.

  As a future educator, I must apply everything I’ve learned
about how to be an effective teacher someday. A school
is a place where we learn new knowledge, experiences,
build social relationships and develop meaningful values
within ourselves. And as a second parents to our
students we will do our best as teacher to help them
enhance their knowledge to learn something which helps
them to develop themselves and be a better person in
the near future.

OBSERVE, ANALYZE, REFLECT

Activity 1.2 Observing Board Displays

Resource Teacher: JERAIL MAE A. ARANDIA Teacher’s Signature: _____________

School: SINDANGAN PILOT DEMONSTRATION SCHOOL Grade/Year Level: KINDERGARTEN
Subject Area: ALL SUBJECTS Date: OCTOBER 10, 2022
An Observation Guide for BOARD DISPLAYS

Read the following carefully before you observe.

1. Go around the school examine the board displays. How many board
displays do you see?

2. Where are the display boards found? Are they in places where
target viewers can see them?

3. What are the display 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 photos 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 display here)

1. I saw 2 board display.

2. These board display can be found outside the principal’s office and in
a kindergarten room also.
3. More on primary educational information and disaster preparedness.
And it has a clear images for easier viewing and to show what it truly
depicts.
4. They use papers and other printed or art materials.
5. So far, there’s no errors. The messages are all clear and well-
organized.
6. YES
7. The one that can be found in principal’s office. Because it reminds us
about our safeties.

Bulletin Board Evaluated by:

JESSABEL I. MURRO
 Location:
Outside the Principal’s Office

Brief Description of the Bulletin Board:

EVACUATION PLAN
EVALUATION

STRENGTHS WEAKNESSES

Description of the The message is Lack of design

bulletin board understandable and
layout. omnificient.

Evaluation of Comprehensive Unsystematic

educational
content and other
aspects.

Recommendations or suggestions for improvement

 I recommend that they will madefied a bulletin board
which something more likely exciting and creative in its
chosen designthat will always catch the eyes of the
students. As a result, the students would be amazed and
intrigued to see it from time to time.

Signature of Evaluator over Printed Name:

JESSABEL I. MURRO

Based on your suggestions, make your board display lay-out. You may
present your output through any of these:
 A hand-made drawing or lay-out
  An electric (computer) drawing/illustration or lay-out
 A collage

MY BOARD DISPLAY LAY-OUT

ANALYZE

What do you think was the purpose of the board display?

  The purpose of board display is to disseminate/inform the
students and teachers about the latest updates or memorandums
in the school, and it help children’s education by assisting with
visual learning.

Did the board display design reflect the likes/interest of it’s targets
audience? Why? Why not?
 Yes, because the board display has its different design, color and
well-organized, and by that it was relevant to the audience’s
interest most specially to students.

Was the language used clear and simple for the target audience to
understand? Why? Why not?
 The languages used is English. It uses simple words as the labels of
the information or materials posted. The font sizes are also legible
from a distance.

Was the board display effective? Why? Why not?

 Yes, the board display is effective in information aspect and other
educational purpose. And also it keeps us updated and informed
on the things that will happen someday, which gives us some
directions and awareness.

What suggestions can you make?

 The only suggestion that I make is to placed more bulletin board
around the school so that students will be more updated time to
time of the important information most specially when it comes
to disaster preparedness.

Based on your suggestions, proposed an enhanced version of the

MY PROPOSED BOARD DISPLAY

Theme:
Disaster Preparedness

Board Title:
Essential things to prepare for disasters

Rationale ( Purpose):
To pay attention for the unexpected disaster

Objectives:
 To reminds the students about the things that is need to
prepare for the unexpected disaster.
 To give them some tips that they need to do during and
after disaster.
Best features of my proposed bulletin enhancement:
The following are the best features of my proposed board display
enhancement
 Effective communication- with it’s new lay-out, the information posted
will be easily conveyed.
 Balance- in terms of color and sizes of elements, the board display
looks organized and arranged.

Content Resources ( name each needed resource and give each s brief
description):

 The pictures are comes from the internet.

Materials for aesthetic enhancement:
The following are the materials to be used for aesthetic enhancement

 Colored Paper
 Cartolina
 Pictures
 Crayons

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.
 First and foremost a teacher must be creative to make the bulletin
board more appealing to students. Second is to be a responsible
one to complete the bulletin board immediately, third is patience
for them not to easily give up on making bulletin board much
more exciting. The fourth is optimism so that there is always a
positive thinking for the concept that he/she will take and lastly to
have a critical thinking to analyze and evaluate on the best
outcome on the concept about the information to be posted.

2. Which of the skills you named in #1 do you already have? Recall your
past experience in making board displays. How do you practice these
skills?
 Creativity, because when making projects I don’t like to have a
boring output. I always look a design that somewhat more
exciting and excellent for me to be able to achieve a pretentious
outcome from that certain project or other school works that I
must need to pass.

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.
 Everything that I’ve mention in number 1, and the only thing or
step that I will take is to develop my skills more and be confident
enough in doing such great things.

Show Your Learning Artifacts

 MY PERSONAL ILLUSTRATION of an EFFECTIVE SCHOOL
ENVIRONMENT

Great education is a
combination of a good
environment. The school
environment is the most
essential aspect that is need
to focus on when it talks
about learning, because it’s
the most important part of a
student’s life. A school must
be able to provide and ensure
a safe and good environment
for the students to nurture and grow emotionally, behaviorally and
academically while also developing relationships with others at the same time.

My idea of an effective school environment is one that is well-organized, clean

on the outside and inside and most of all free from distracting noises while
allowing students to feel peaceful, focused and engage with the different
school activities most specially part of their academic performance.

As a future educator, I am aware and already had a knowledge that an

effective learning depends on how a particular school or institution become
effective in doing the better effective environment that is conducive to
learning in gaining knowledge for students. A school is the one which serve as
a bridge for students to achieve the quality education that we are seeking for,
a quality education that someday in the near future will help us to produce
and become a productive and economically free citizens.

Evaluate Performance Task

Evaluate Your Work Task Field Study 1, Episode 1- The School as 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: JESSABEL I. MURRO Date Submitted: __________________

Year& Section: 4TH YEAR- B Course: BACHELOR OF ELEMENTARY EDUCATION

LEARNING EXCELLENT VERY SATISFACTORY NEEDS

EPISODES 4 SATISFACTORY 2 IMPROVEMENT
3 1
All observation One (1) or two (2) Three (3) Four (4) or more
ACCOMPLISHED questions/tasks observation observation observation
OBSERVATION completely questions/tasks not questions/tasks questions/tasks not
SHEET answered/ answered/accomplished not answered/ answered/
accomplished. accomplished accomplished
All questions All questions were Questions were Four (4) or more
were answered answered completely; not answered observation were not
completely; answers are clearly completely; answered; answers not
answers are connected to theories; answers are not connected to theories;
depth and are grammar and spelling clearly connected more than four (4)
ANALYSIS thoroughly are free from errors. to theories; one grammatical/spelling
grounded on (1) to three (3) errors.
theories; grammatical
grammar and spelling errors.
spelling are
free from
error.
Profound and Clear but lacks depth; Not clear and Unclear and shallow;
REFLECTIONS clear; supported by what shallow; rarely supported by
supported by were observed and somewhat what were observed
what were analyzed supported by what and analyzed
observed and were observed
analyzed and analyzed
Portfolio is Portfolio is reflected on Portfolio is not Portfolio is not
reflected on the context of the reflected on in the reflected on in the
the context of learning outcomes. context of the context of the learning
LEARNING the learning Complete; well- learning outcomes; not
ARTIFACTS outcomes; organized, very relevant outcomes. complete; not
complete, well- to the learning outcome Complete; not organized, not relevant
organized, organized,
highly relevant relevant to the
to the learning learning outcome
outcome
Submitted Submitted on the Submitted a day Submitted two (2) days
SUBMISSION before the deadline after the deadline or more after the
deadline deadline
 Overall Rating
COMMENTS Score (Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

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

Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00

99 95 93 90 87 84 81 78 75 72 71-
below

DR. NOEL R. GALEZA

Signature of FS Teacher above Printed Name DATE
 LEARNING EPISODE

Learner diversity: developmental

Characteristics, needs and interests

Activity 2.1 Observing Learner Characteristics at Different Stages

Resurce Teacher: JERAIL MAE A. ARANDIA School: SINDANGAN PILOT DEMONSTRATION SCHOOL
Grade/Year Level: KINDERGARTEN Subject Area: ALL SUBJECTS
School’s Website/Source: Date:

OBSERVE
Use the observation guide and matrices provided for you to document your
observations.

An Onservation Guide for the Learner’s Characteristics

Given the current situation, learners involved in the observation may be
family members or relatives that would match the corresponding age group.
Always maintain the objectivity and truthfulness when gathering data.
Consider how do these learners behave or learn during this pandemic.

Read the following statements carefully. Then write your observation report
on the provided space.

Physical
1. Observe their gross motor skills how they carry themselves, how they
move, walk, run, go up stairs, etc.
2. Are gross movements clumsy or deliberately 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. Describe how they figure out things. Do they comprehend easily? Look
for evidence of their thinking skills.
3. Were there opportunities for problem solving? Describe how they
showed soiling 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 simple indicators. You may add other aspects
which you may have observed.
 Preschooler Elementary High School
Development Indicate age Indicate age Indicate age range
Domain range of range of children of children
children observed: 5-7 observed: 12-15
observed: 3-4

Most of them They are active They are more

are energetic and participative engage and
and always love during and after knowledgeable
Physical to play, some of the class. Able to enough in doing
Gross-motor them walking to do and finish such school
Skills and rooming some task which activites and
inside the related to their others, their
Fine-motor Skills classroom while studies with their performance task
others also own. becaome finer
Self-help Skills eating their too.
snacks. Few of
Others them are
dependent in
opening their
bottled water,
carrying their
things at the
same time.
They are Some of them They start to
friendly, they group or friends know on how to
Social able to share according to the build friendhip
Interaction with what they have same gender. with others, they
Teachers to their And the aslo start to
classmates and attachments start develop their
Interaction with other discovery to develop when knowledge on
classmates/friends they had in the the closeness or their studies with
class. friendliness are their own ability.
Interests closer with each Mostly of them
other. enjoy being with
Others their peers who
wanted to help
them grow as an
individual, and
not to those
whom trying to
drag them down.
Some of them They can able to Mostly of them
easily get upset express their can able to
 when theres feelings, manage their
Emotional something emotions. Some emotions as their
Moods and happen that of them needs own. And
temperament, they don’t feel descipline knowledgeable
expression of or like about, because enough to know
feelings they also easily sometimes they what’s best and
cry when they can’t control good for their self.
Emotional are hurt or their
independence when they feelings/emotion
notice that their s in a certain
Others parents wasn’t thing.
around. Mostly
of them show
their negative
attitude
specially when
they are bored
or in a bad
mood.
They are trying They start to Able to manage
to copy or know and read with their own,
Cognitive emulate what the letters in the most especially in
Communication they seen unto alphabet and making some of
Skills others, most have the ability the decisions in
specially when also to write in their life. Yet I do
Thinking Skills they notice that every letter in it. believe that they
it can make They can able to still need the
Problem-Solving them enjoy and read and write guidance from
was an exciting but some of them their parents or
Others one struggle in guardians.
comprehending
on a certain
things that they
are trying to
learn.

ANALYZE
Write the most salient development characteristics of the learners you
observed. Based on these characteristics, think of implications for the
teacher.
 Level Salient Characteristics Implications to the
Observed Teaching-Learning
Process
 By this , the
teacher must
always ensure to
They impersonate or try to show a good
Preschool copy the actions done to those action to the pres-
Age range of individual which is older from scholers.
learners them.  The teacher must
observed: 3-4 correct also if
he/she notice that
the child imitate
an action which is
not good for them,
and must explain
also the
consequences
behind doing in it.
 And because of
that in every
Elementary They are more active and lesson the teacher
Age range of particupative in doing such must prepare for
learners school/classroom activities. atleast one activity
observed: 5-7 which was also
related on her
topic.

High School Their behaviors and attitude  A better patience

Age range of shifts in almost every situation. and understanding
learners a teacher must
observed: 12-15 take in a
highschool
students, because
they are now in an
adolescent stage.
Patience and
understanding
must always be
prevail as it is
needed.
REFLECT

1. While you were observing the learners, did you recall your own
experiences when you were their age?

While I am observing the learners, I was also trying to remember and

relate those days when I was at their age, there’s a lot of similarities
and differences that I was trying to recall with. Just like what I’ve
observed to them I also like playing with my classmates, sometimes
not listening to the teachers discussion and sometimes also I’ve always
paying attention to the lesson given by our teacher, and that’s
something that we are similar with. For the diffences also when I got
warned by our teacher I immediately get behave and obey what my
teachers wants me to do, unlike the kids nowadays who were so
plaintive, stubborn and sometimes disobeying what the teachers trying
them to say.

2. Think of a teacher you cannot forget for positive or negative reasons.

How did she/he help or not help with your needs (physical,
emotional, social, and cognitive) How did it affect you?

The teacher that I cannot forget because of a negative reason

brought me is one of my college instructor. The reason is for her whole
class I am the one who only receive a failing grade because I lacked
some of her activities due to I am admitted in a hospital and was
diagnosed with a dengue . Despite I have a valid reason and she also
knows why I wasn’t been there on that time but she didn’t even give
me another chances to fulfill what I’ve missed. That time I feel like I am
carrying the whole world problem, I cry and trying to think on giving up
because I cannot able to accept the grade that she was given to me.
But despite of everything I lay all of my sadness and worries into God
and always been praying that I can surpass those challenges of mine.

3. Share your insights here.

Teaching is one of a challenging task or job that I have been realize

 as a future educator. It is very necessary to have patience and better
understanding most specially in dealing with a diverse ability of
learners, as a teacher it is one of our duties to provide and respond the
needs of our students. We must also ensure that in every lesson that
we will teach student’s can able to respond and learn from it at the
same time or at the end of the class. The future of our students rely on
us as their teacher, that’s why no matter how hard or tired we are for
the class we will still try to do our best to help our students, because if
they learn something from us it was one of the most beautiful and
important thing that we’ve gained and shared of throughout the whole
journey of this profession.

Show Your Learning Artifacts

Which is your favourite theory of development? How can this guide you as
a future teacher? Clip some readings about this theory and paste them
here.

The development of learning influences as we go through the differet

stages and aspect of our life, the skills, abilities and most of all attitude was
strengthen and increases. Those developmental patterns in our life enable
and lead us to perform a certain task without any hesitation, fear and
doubtness from it. How we act, learn and response in every situation varies
also in every stages at the same time. Development is not just acquiring
knowledge, but it is how we develop or construct a mental model of the
world . And that’s how Jean Piaget’s Cognitive Development Theory try to
emphasize.
Piaget’s believed that we are continously trying to maintain balance in
how we understand the world, and this teory also tell us that we move
through different stages of mental development as we go on with our lives,
this is why the reason that our learning ability, understanding of acquiring
knowledge and other personal abilities are mostly different when we are still
young and when we reach into the stage of adulthood.
As a future teacher this theory help me to better understand of my
students intellectual growth and thinking most specially in a Kindergarten
pupils to were am I observing. Kids are constantly investigating and
experimenting as they build their understanding of how the world works, and
as their teacher I will help them to grow as a better individual look/find the
better version of themselves.

Evaluate Performance Task

Learning Outcome: Determine the characteristics of a school environment
that provides social, psychological, and physical environment supportive of
learning.

Name of FS Student/s: JESSABEL ITAO MURRO

Year and Section: 4th Year –B
Course: BACHELOR OF ELEMENTARY EDUCATION
Date Submitted:
 Learning Excellent Very Satisfactor Needs
Episode 4 Sartisfactory y Imporove
3 2 ment
All observation One (1) to two Three(3) Four (4) or
Accomplishe questions/tasks (2) observation observatio more
d were completely questions tasks n observatio
Observation answred/accomplis- not questions/ n
Sheet hed. answered/acco tasks not qustions/ta
mplished. answered/ sks not
accomplis answered/
hed. accomplish
ed.
All questions were All questions Questions Four (4) or
answered were answered were not more
completely; answer completely; answered observatio
are with depth and answers are completel n
are thoroughly clearly y; answers questions
Analysis grounded on connected to are not were not
theories; grammar theories; clearly answered;
and spelling are free grammar and connected answers
from error. spelling are free to not
from errors. theories: connected
one (1) to to
three (3) theories;
grammatic more than
al/spelling (4)
errors. frammatic
al/spelling
errors.
Profound and clear; Clear but lacks Not so Unclear
Reflection supported by what depth; clear and and
were observed and supported by shallow; shallow;
analyzed what were somewhat rarely
observed and supported supported
analyzed by what by what
were were
observed observed
and and
analyzed analyzed
Portfolio is reflected Portfolio is Portfolio is Portfolio is
in the context of the reflected on in not not
Learning learning outcomes; the context of reflected reflected
Artifacts complete, well- the learning on I the on in the
organized, highly outcomes. context of context of
 relevant to the Complete; well the the
learning outcome organized, very learning learning
relevant to the outcomes. outcomes;
learning Complete; not
outcome not complete;
organized, not
relevant organized,
to the not
learning relevant
outcome
Submitted before Submitted on Submitted Submitted
the deadline the deadline a day after two (2)
Submission the days or
deadline more after
the
deadline
OVERALL RATING
COMMENTS SCORE BASED ON
TRANSMU-
TATION

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 18-19 17 16 15 14 12-13 11 10 8-9 7-below
Grade 99 96 93 90 87 84 81 78 75 72 71

DR. NOEL R. GALEZA

FS 1 INSTRUCTOR DATE

LEARNING EPISODE
 3

FOCUS ON GENDER, NEEDS,

STRENGTHS,
INTERESTS, EXPERIENCES
LANGUAGE, RACE,
CULTURE, RELIGION,
SOCIO-ECONOMIC STATUS,
DIFFICULT
CIRCUMSTANCES, and
INDIGENOUS PEOPLES
OBSERVE , ANALYZE, REFLECT
Activity 3.1 Observing differences among learners’ gender, needs, strengths, interests,
and experiences; and differences among learners’ linguistic, cultural, socio-economic,
religious backgrounds, and difficult circumstances.

Resource Teacher: JERAIL MAE A. ARANDIA Teacher’s Signature: ____________

School: SINDANGAN PILOT DEMONSTRATION SCHOOL Grade/Year Level: KINDERGARTEN
Subject Area: ALL SUBJECTS Date: _______________
 An Observation Guide for the Learner’s
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 group, religious,
and ethnic backgrounds.

During class:
1. How much interaction is there in the classroom? Describe how the students interact with one
another and with the teacher. Are there groups that interact more with the teacher than
others.
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 the student is called and cannot answer the teacher’s question, do the classmates try to
help him? Or do they raise their hands, so that the teacher will call them instead?

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 the groupings.
2. Notice students who are alone and those who are not interacting. Describe 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 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 Sindangan Pilot Demonstration

School
School Address Poblacion, Sindangan
Date of Visit __________________

As of this month of November we are already implemented the face to

face classes, whereas in a one room of Kindergarten they are all compose
of 40 pupils, there classes was only half day not just the same with the
higher level students. But in that half day there is also some pupils whose
not around due to an absent because of some reason. Half of those 40
pupils are girls and the other half is boys with the age ranges from 4-5 years
of age. 80% of the class are Roman Catholic while the rest have different
Christian Religion. Kindergarten pupil’s height also was 40 inches in tall.

During class:

Because of the implementation of the face to face classes the class is

very noisy most especially when it comes to the teacher’s discussion. And
we are aware that it is one of the basic behaviour of kindergarten pupils.
They must be very interactive also when their teacher provide some
individual participation activity, but some also lazy in listening and
participating, all they do is talking with their seatmate or else eating their
snacks.

The learners who seated at the back sometimes behave sometimes also
not, but they are still cooperative when it comes to class participation
activities. Pupils in kindergarten don’t know how to compete but the
teacher encourages them to compete sometimes for them to feel active
and can able to finish their task easily. As I observe the most participative
are the girls, and when there is someone who can’t able to answer from
the teacher’s question the teacher will ask another pupils to answer or
he/she may repeat the discussion until the pupils can get or answer what
the teacher’s asking.

Outside Class:

The pupils group themselves based on their interests, and others also
group because they come from the same grade and section at the same
time and mostly they group with the same gender. As of the first day of my
observation I didn’t notice those students who are alone or don’t have
friends, I think when it talks about this kind of situation maybe the students
is transferee from other school. Some of them they are waiting that there’s
someone to approach them first while he/she is still trying to learn on
his/her new environment.

As what my resource teacher given she said that, when she can
encounter difficult circumstances from her pupils all she have to do is to
encourage them and made them realize that as their teacher she will
always be there for them willing to help them in everything for as long as
they will also help themselves to be succeed
ANALYZE

1. Identify the persons who play key roles in the relationships and
interactions in the classroom. What roles do they play? Is there
somebody who appears to be the leader, a mascot/joker, an attention
seeker, a little teacher, a doubter/pessimist?
 As what I’ve observed in the kindergarten pupils there are some
pupils who doesn’t listen during the teacher’s discussion he just
keeps wandering around while eating his snacks. Inside the room I
think there is no leader but only the teacher because in the
kindergarten level they don’t know how to be a leader all they
know sometimes is to play, eat, kidding and joking. They are all
leaders in their room while their teacher will be the one who
guide and facilitate them throughout the whole class, mostly of
them are attention seeker specially the boys, while the girls are
the one whose serious and very much active during class
discussion and participation.

What makes the learners assume these roles? What factors affect their
behavior?
 I guess having those roles makes the learners feel confident and
active of boosting their confidence. And always have a positive
insights and belief that they would be better to be this way,
because sometimes what people’s reaction or by their parent’s
and their teacher’s reaction will satisfy them most specially when
it is a meaningful feedback.
 2. Is there anyone you observed who appear left out? Are students who
appear “different?” Why do they appear different? Are they accepted
or rejected by the others? How is this shown?
 As far as I know from the first day of my observation there was no
student who I’ve observe being left out or different. Their teacher
treated them well and equal, the students/pupils celebrate
differences and create bond with each other.

What does the teacher do to address issues like this?

 Their teacher serves as their role model so it is very necessary
that he/she will treat on his/her pupil’s equal treatment without
any favouritism.

3. How does the teacher influence the class interaction considering the
individual differences of the students?
 The teacher influences the students to be supportive of each
other and to respect each other’s differences by being mindful
and careful of their words, to socialize and be friends with each
other and always have that mindset which is willing to help. And
also, as a teacher it is very important that you always encourage
and appreciate your pupil’s opinion, their belief, interest about a
certain matter.

4. What strategies does the teacher use to maximize the benefits of

diversity in the classroom? How does the teacher leverage diversity?
 In this kind of situation, the strategies that the teacher use is
he/she will make sure that he/she is aware of students’ individual
differences through understanding their backgrounds, hobbies
and most specially their learning styles. The teacher will establish
friendly relationship or environment with his/her pupils inside the
room while always encouraging them in everything, to study
harder and will always remind them to give respect with each
other weather it is inside or outside the room or campus
REFLECT

1. How did you feel being in that classroom? Did you feel a sense of
oneness or unity among the learners and between the teacher?

 During the first day of my observation in kindergarten which was

on October 10, 2022, they welcome me with their warm
greetings. And as I was observing the classroom although the
students are individually different from each other, their unity
regarding acceptance and appreciation of each other had made
me feel comfortable. During the class discussion until the
exercises, I’ll always notice the unity of each pupil when it comes
to participation. The teacher is very good in delivering her lesson
in a way that her pupils will surely understand, and then if there is
someone who can’t directly catch the topic, she will repeat her
discussion until the pupils will understand. The oneness or unity is
the most important aspect that will always achieve and prevail in
one room. I feel as happy as I’ve observed those pupils who don’t
even think to compete with each other but to help each other
instead.

Activity 3.2 Observing differences among learners with disabilities, giftedness, and
talents.

Resource Teacher: JERAIL MAE A. ARANDIA Teacher’s Signature: _______________

School: SINDANGAN PILOT DEMONSTRATION SCHOOL Grade/Year Level: KINDERGARTEN
Subject Area: ALL SUBJECTS Date: _____________________

OBSERVE
Use the observation guide provided for you to document your observation
 An observation Guide for the
Learner’s 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 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 Sindangan Pilot Demonstration School
School Address Poblacion, Sindangan
Date of Visit ____________________

As I observe in the class of kindergarten pupils no one has a physical

disability or special needs but each of them has its differences in their
abilities of learning. They are all 15 in a class because we are still now in a
limited face to face classes that’s why in a one room it was consist to the
minimum of 15 pupils only every schedule. And those 15 pupils there is at
least 2 pupils whom we called a lazy one when it comes to listening and
writing, but still active in participating class activities. Most of them the girls
are more active and more serious on their studies, when it talks about
those students who have a physical disability or with special needs
compared to the regular students there is always a big differences and
impact on their learning between the two.

Regular students can be able to do what they wanted or what may their
teacher’s wants them to do, but those with special needs has its limitations
thought they can still participate but not totally too confident and active
just like the regular one. As I’ve realized that teaching students with special
needs is not an easy task but a challenging one, patience and perseverance
is the most important when it comes to teaching. As a teacher you will do
everything for your students, always have that mindset that there were no
special treatment or biasness in your class and will ensure that the needs of
the students we’re always provided. As mush as possible, the teacher will
always encourage his/her class to be confident and be the leaders of their
own, to strive and study harder as they continue to achieve the best life
that we’ve always seeking for.

ANALYZE
1. Did the observation match the information given by the teacher?
 Based on the information given by my resource teacher, the
observations I had and listed down intermitted or has its
connection to what my resource teacher given. Most specially in
terms of her student’s needs, their academic performance and
also by how the teacher tries to develop activities, deliver and
explain her lesson that would suit the needs and ability level to
the knowledge of her students’.

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.
 In a whole class we are aware that it was composed of diverse
students with different levels of abilities. These abilities talks
about the differences of each student in terms of their current
knowledge, their skills and independence level of learning or
studying. We can’t deny the fact that some students with lower-
ability of learning are struggling to understand the lesson, while
others who can able to understand directly the lesson or who can
directly learn by their own are considered to be the higher-ability
students. As a teacher having those different level or abilities of
learning in your class needs effective strategies to respond their
varying needs. For example if the teacher may use differentiated
instruction through structuring her lesson plan in various phases
such as inquiry phase, review phase and application phase, it is
much better also that she will use other instructional strategies
like peer interaction group and collaboration activities.

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.
 As what I have observed, the teacher uses multiple means
of presenting her topic to the class. She utilizes different
types of tools and materials to support her discussion such
as pictures and etc. She also let her pupils write their
answers on the board one by one as she’s given the
 exercises just to test if her pupils learn something from the
certain topic that she was given.

REFLECT

1. Recall the time when you were in elementary or high school. Recall
the high and low achievers in your class. How did your teacher deal
with differences in abilities? Was your teacher effective?

 Back when I was in high school and was able to study in a private
school where students always have its competition during class. I
could still remember the majority of high achievers are the
female, while the low achievers are the male but not all the time,
it must be sometimes a vice versa. When we have groupings or a
group activity in class, our teacher will divide us, she combined
those high and low achiever students so that each students will
encourage participating and can able to cope with the lesson.
There where times also whereas the intelligent students will help
mentor those slow learners. In a one room we can’t avoid the fact
that everyone is a high achiever but as teacher the most
important thing is you teach and help them learn the lesson. Be
fare with your students also, don’t make a biasment but always
encourage your students to make and do their best as much as
they can when it comes to their studies.

2. What dispositions and traits will you need as a future teacher to meet
the needs of the learners?

 Enthusiasm for Teaching- It is unlikely that a student will

become excited about a subject if the teacher does not
demonstrate enthusiasm for that subject. This means
that no matter how many times teachers cove the
same lesson plans, they must do so in a way that is
new, meaningful and compelling.
  Strong Communication Skills- As a teacher, communication
skills are an important requirement of your job. Good
communication skills of a teacher are the basic need of
academics success of students, and professional success of
life. Teacher communicates more instructions orally in
classroom to students, teacher with poor communication
skills may cause failure of students to learn and promote
their academics.

 Cares About Students- A teacher should be genuinely

concerned about his or her students. Investing yourself in
your students creates a positive atmosphere in the
classroom that can enhance your relationship with students
and make them feel important. The teacher who cares is
dedicated to a lifelong quest to become the best teacher
possible in order to create the optimal learning environment
for students.

OBSERVE, ANALYZE, REFLECT

Activity 3.3 Observing the school experiences of learners who belong to indigenous
groups.
Resource Teacher: JERAIL MAE A. ARANDIA Teacher’s Signature: _________________
School: SINDANGAN PILOT DEMONSTRATION SCHOOL Grade/Year Level: KINDERGARTEN
Subject Area: ALL SUBJECTS Date: ______________________

OBSERVE
Use the observation guide provided for you to document your observation.

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 arranged?
3. What activities do they do in these different areas of the school?
4. Who are the people who manage the school? Who are involved in
teaching the learners?
5. Observe how the teaching-learning process happen. Describe the
learning activities they have and the 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 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 ObserveSindangan Pilot Demonstration School

School Address Poblacion, Sindangan
Date of Visit ____________________

The main goal of an IP students why they want to pursue learning

despite of the hardship, poverty, travail, adversity and many more that
they’ve encounter because according to them they want to learn so that
they cannot be deceived by other people.

Takuran Elementary School was located in the far-flung area of Capas,

Tarlac. It is a community of Indigenous People better known as the Aeta
Mag- Antsi who came from the low lying slope of Mount Pinatubo. As I’ve
watched the video of the Education of Indigenous People (IP) I’ve noticed
that they only have a few rooms only not as just the same to the institution
build in our community. Each room has mixed of different grade level
students, their school has-been lack of facility and learning materials not
like the school builds in an urban community. But despite of all the reason
that they’ve encounter I can still see the happy faces of each students, very
interactive as they participate in every class discussion. They are very
determined to learn amidst the inadequacy learning materials such as
books and others.
There is a one teacher shared her challenge and experience in teaching to
an Indigenous People students , according to her that in teaching alphabets
based on the words that we commonly associate with the letter. Instead of
teaching letter “A” using apple, she uses those words that are more familiar
to the students. The challenge in the curriculum is also a factor that affects
the progress of the students’ learning. Because sometimes there is a
curriculum that is not applicable with the IP students’ ability level.

According to the Head of School in Takuran Elementary School Sir

RANDY C. SALDI “VALUES is what matter most” they also believe
in the saying that goes “Nothing is Politically Right which is Morally
Wrong”.
After all no matter how eager and effective teacher is, the
problem with lack of food and other things most specially the learning
materials in school affects the student’s performance in the school which is
it hard for teachers to achieve their objectives which is to help the IP
students to learn better.

OBSERVATION REPORT
ANALYZE
Curriculum Design, Answer each question based on your
Competencies, and observation and interview data.
Content
1. Does the school One particular example in how the school
foster a sense of foster the sense of belonging to Aeta Mag-
belonging to one’s Antsi’s belief and practices when one of the
ancestral domain, a teachers is demonstrating the traditional dance
deep understanding of an Aeta. This dance is part of the Aeta’s
of the community’s tradition and the teacher as part of the school,
beliefs and demonstrated an example of deep
practices? Cite understanding of what and how the Aetas
examples value their culture.
2. Does the school Unfortunately, this certain aspect or part was
show respect of the not totally shown in the video that I’ve
community’s watched. It was only focus on the students
expression of ways and life as they continue their Education.
 spirituality? How?
3. Does the school The school shows a deep appreciation of Aeta
foster in the Mag-Antsi’s identity through encouraging the
indigenous learners students to learn their traditional practices and
a deep appreciation helping them value their culture through
of their identity? integrating such concepts in the discussion.
How? And most of all giving importance to their
education.
4. Does the curriculum According to one of the teachers in Takuran
teach skills and Elementary School they are not adhering to the
competencies in the IPED curriculum but instead they use the old
indigenous learners curriculum framework. This means that the
that will help them skills and competencies that the learners need
develop and protect to develop are more generalized and do not
their ancestral specifically emphasize their tribe’s ancestral
domain and culture? domain and culture.
5. Does the curriculum Yes. Although sometimes they can’t able to
link new concepts follow the new school curriculum and still
and competencies to using up the old one , they can still able to link
the life experience new concepts and competencies to the life
of the community? experience of the community.
6. Do the teaching Yes. Because sometimes what the teachers
strategies help teach or discuss in a class will more likely
strengthen, enrich, related also into a real life scenario.
and complement the
community’s
indigenous teaching-
process?
7. Does the curriculum One particular example on this aspect is the
maximize the use of integration of a lot of activities which highlights
the ancestral the concept of preserving and valuing the Aeta
domain and Mag-Antsi’s culture and tradition.
activities of the
community as
relevant settings for
learning in
combination with
classroom-based
sessions? Cite
examples.
8. Is cultural sensitivity Unfortunately, this particular aspect or part
to uphold culture, was not totally shown in the video that I’ve
beliefs and practices, watched. It was just only focuses on the
 observed and Indigenous people’s or students Education.
applied in the
development and
use of instructional
materials and how
learning resources?
How?
(For example.
Culture bearers of
the Indigenous
Peoples are
consulted.)
9. Do assessment Assessment practices consider community
practices consider values and culture through ensuring that the
community values assessments are culturally-sensitive and
and culture? How? regards their culture specifically in the
language, tools that are available in the
community and the concepts that are relevant
to the group’s background.
10. Do assessment Yes. Because sometimes we can able to apply
processes include into a real life situation to what may the
application of higher teacher’s able to teach or share to his/her
order thinking skills? students, more likely like problem solving that
we need to conquer and solve as we go on
with our day to day life.

What do you think can still be done to promote and uphold the indigenous
people’s knowledge systems and practices and rights in schools?

Based on what I have gathered from the video of Aeta students in Tarlac, the
following are my suggestions regarding the knowledge systems practices and
rights of Indigenous peoples in the Tarukan Primary School:

1. The DepEd Division of Capas,Tarlac must ensure that theIPED

curriculum is distributed in the mountain schools including those
schools that are exclusively for IP students.
2. The DepEd Division of Capas, Tarlac must arrange effective strategies
for teachers who are struggle travelling from their houses to the
mountain schools without sacrificing the contact hours of students with
their teachers.
 3. The DepEd Division of Capas, Tarlac should hire more teachers to teach
in Indigenous people and provide them appropriate comprehension.
4. The DepEd Division of Capas, Tarlac must provide instructional
materials for teachers to use and learners’ materials such as books and
many more.
5. The curriculum for Indigenous framework should emphasize valuing of
culture and tradition of the Indigenous people through integrating real-
life concepts in each lesson.

REFLECT

Reflect based on your actual visit or videos that you watched.

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

 Indigenous Peoples are inheritors and practitioners of unique
cultures and ways of living. I realized that norms and culture are
very important because they embraced you and nourished your
knowledge and skills. Also, when it comes to valuing the tribe
from which they came and their identity. On the other hand,
while it may be difficult for them to be marginalized, IP are still
working hard to achieve their goals and established their identity.
2. What did you appreciate most from your experience in visiting the
school with indigenous learners? Why?
 As I’ve watched the video about the Education of Indigenous
students in Tarukan Elementary School in Capas, Tarlac, I
really admire the teachers in terms of their determination
and willingness to teach students no matter how difficult
their situation is and no matter how far the place is. They
don’t even think to give up because they wanted to help
those IP students learn something from them. Their effort
and time is such an important aspect as they continue
teaching those students, it may be stressful for them
sometimes because they are also human but they never
think to give up because they always care and think the
future that awaits for those students.

3. For indigenous learners, as a future teacher, I promise these three

things:

3.1 Be open to and respect indigenous peoples by not humiliating

their identity in front of everyone because I now understand their
sacred beliefs, and as a future teacher I should accept what kind
of group they are in. I value their uniqueness because we are all
unique, we have different insights in life but the most important
thing is we are all the same as a human being, but must be
sensitive when it comes to identity.

3.2 Uphold and celebrate their culture, belief and practices

by respecting their culture beliefs, and practices and as a
sign of respect, I will watch and observe them without
doing anything that might hurt their feelings or that can
offend in them. Being or joining with them is not a bad
idea, but I must have a limitation on myself also to what is
restricted to avoid conflicts.

3.3 Advocate for indigenous peoples education by promoting the

support of all IPs in our country, as they are one of the identities
we have in our country or in the community where we belong. As
a future educator, I will always tell or remind my students to
 always give respect the identity of IP within inside or outside the
classroom and to be sensitive when it comes to teaching my IP
learner, and should be aware of the limitations in their beliefs.

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 students’ different ability levels.

Recognize.
Recognize their different levels of abilities.
Study well their strengths and weaknesses
and their learning styles.

STRATEGIZE.
Plan how will you respond well with their varying
needs.Ask, research and read
existing studies about
EVALUATE. Assess your students’
performance after you applied your
strategies and see if it was effective or not. If THE 5 KEYS TO
they learn well, continue to improve and use
the strategies, but if they didn’t succeed workSUCCESSFULLY
again on task to understand well their
varying abilities. MANAGE A CLASSROOM
WITH VARYING ABILITY
LEVELS

APPLY. SYNTHESIZE.
Utilize your gathered
Combine gathered knowledge
knowledge in lesson planning,
and think about how will you
developing of materials,
apply these on your students.
brainstorming activities
and assessments.

Evaluate Performance Task

Evaluate Your Work Task Field Study 1. Episode 3-Focus on Gender, Needs, Strengths,
Interests, Experiences Language, Race, Culture, Religion, Socio-economic Status, Difficult
Circumstances, and Indigenous Peoples
Learning Outcomes: Describe the characteristics and needs of learners from diverse
backgrounds; Identify the needs of students with different levels of abilities in the
classroom; Identify best practices in differentiated teaching to suit the varying learner
needs in a diverse class (PPST 3.1.1); demonstrate openness, understanding and
acceptance of the learners’ diverse needs and backgrounds.

Name of FS Student: JESSABEL I. MURRO Date Submitted: ________________

Year/Section: 4TH YEAR- B Course: BACHELOR OF ELEMENTARY EDUCATION
 LEARNING EXCELLENT VERY SATISFACTORY NEEDS
EPISODES 4 SATISFACTORY 2 IMPROVEMENT
3 1
All observation One (1) or two Three (3) Four (4) or more
ACCOMPLISHED questions/tasks (2) observation observation observation
OBSERVATION completely answered/ questions/tasks questions/tasks questions/tasks not
SHEET accomplished. not answered/ not answered/ answered/
accomplished accomplished accomplished.
All questions were All questions Questions were Four (4) or more
answered completely; were answered not answered observation were not
answers are in depth completely; completely; connected to theories;
and are thoroughly answers are answers are not more than four (4)
ANALYSIS grounded on theories; clearly connectedclearly connected grammatical/spelling
grammar and spelling to theories; to theories; one errors.
are free from error. grammar and (1) to three (3)
spelling are freeGrammatical
from errors. spelling errors.
Profound and clear; Clear but lacks Not so clear and Unclear and shallow;
supported by what were depth; supported shallow; rarely supported by
observed and analyzed by what were somewhat what were observed
REFLECTIONS observed and supported by and analyzed
analyzed what were
observed and
analyzed
Portfolio is reflected on Portfolio is Portfolio is not Portfolio is not
the context of the reflected on the reflected on in reflected on in the
LEARNING learning outcomes; context of the the context of the context of the learning
ARTIFACTS Complete, well- learning learning outcomes; not
organized, highly outcomes, outcomes. complete; not
relevant to the learning Complete; well- Complete; not organized, not relevant
outcome organized, very recognized,
relevant to the relevant to the
learning outcome learning outcome
Submitted before the Submitted on Submitted a day Submitted two (2) days
SUBMISSION deadline deadline after the deadline or more after the
deadline

Rating
Over-all (Based on
COMMENTS Score transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

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

Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 90 90 87 84 81 78 75 72 71-
below

DR. NOEL R. GALEZA

FS 1 INSTRUCTOR DATE

Learning episode

4
 Learner diversity:
The community and
Home environment

Activity 4.1 Observing the Learner’s Community and Home Environment

Resource Teacher: JERAIL MAE A. ARANDIA Grade/Year Level: KINDERGARTEN

School: SINDANGAN PILOT DEMONSTRATION SCHOOL Date:
Subject Area: ALL SUBJECTS School’s Website/Source:

OBSERVE

Suggested Parent Interview Guide

Be free to translate the questions, if necessary.

Name of the Learner:

KLENT M. VILLARTA
Date of Birth: May 9, 2017 Age: 5 years old
Grade/Year Level: Kindergarten Gender: Male
Number of Siblings: 2
Birth Order: Youngest

Mother: CRISTINE M. VILLARTA Age: 40

Occupation: Housewife Educational Attainment: High School Graduate

Father: SOCORRO VILLARTA J Age: 50

Occupation: Farmer Educational Attainment: High School Graduate

Learner’s Physical Aspect: Health

The child was born healthy with no physical disability, he grow up as a
healthy baby boy without any complication or illness. As he grow older he
doesn’t like to eat vegetables yet her mother trying her best to push her child
to eat any vegetables even in a small pieces from it.

Learner’s Social Aspect:

His mood changes over time, sometimes he’s friendly the other times also
he just wanted to be alone. He also loves to play in their backyard, or just
roaming the whole ground with his cousin when he was in a good mood.

Emotional- Moral
His mom was not a demanding one just like with the other she always
ensures what’s best for her son and can able to provide everything that he
needed. She also guides her son on his studies because she also wants that
Klent well excel in class as an achiever. She teach also his son to practice
decide with his own and let him handle some basic situation. Her mother
motivates him always in every aspect of his son’s life, she always reminded
his son that no matter what will happen his mom was always been there for
him in every situation.

How do you discipline your children?

There are no strict rules in the house, but everybody will follow on the
basic rules that are being implemented. Her mother tells him that at exactly
6pm they are inside the house and shouldn’t allow playing around by that
time.

Learner’s Cognitive Aspect

Klent is a shy type of kids, but sometimes when he can able to boost his
confidence there is a talent hidden from him. I’ve noticed that he likes to
dance and other things that he enjoyed about. His mother always motivates
and encourages him in boosting his confidence. And sometimes also his
mother gives him some rewards when there’s something that he achieves
for.

After you have gathered all the necessary data, write the learner’s
development profile using the outline on the next page. Type the profile on a
separate sheet and attached it to this learning Episode.

THE LEARNER’S DEVELOPMENT PROFILE (Outline)

Name of the Learner: KLENT M. VILLARTA

School: Sindangan Pilot Demonstration School
Date of Interview/Home Visit: November 29, 2022
Date of Birth: May 9, 2017 Age: 5 years old
Grade/Year Level: Kindergarten Gender: Male

Family Profile
Number of Siblings: 2
Birth Order: Youngest

Mother: CRISTINE M. VILLARTA

Age: 40 Occupation: Housewife
Educational Attainment: High School Graduate
Father: SOCORRO VILLARTA JR
Age: 50 Occupation: Farmer
Educational Attainment: High School Graduate

Physical Development
Klent is an active boy who loves to play when he was in a good mood, like
hide and seek or biking together with his cousin. He was 17.92kg in a height
of 42.5cm. Aside from that he also loves to study with his school works and
assignments.

Social Development
He was very close to his mother and siblings also. He loves to hang out
with them during weekend; he’s a friendly boy also but sometimes loses his
temper easily. But overall Klent was a good boy with a good heart.

Emotional-Moral Development
Klent was easily loses his temper when there’s something bothering on
him or something happen that he didn’t like about. But despite of it, he
already know what his limitations and what is right or wrong, he always ask
also an advice for his mom when he’s doubting into something.

Cognitive Development
Klent is one of a shy type child, yet a talented one also. Sometimes when
he was in a good mood he can able to boost his confidence whereas can able
to show his talent in front of many without any hesitation and fear in doing
what he wants to show.

Findings
The learner is being supported by his family in everything that he likes to
do, the guidance and encouragement of the parents was always been there
also at all times. He was motivated to do such things that he loves because of
the full support that he feels from the people who surrounds in him.

Conclusions
In order to have a great result or consequences whether physically,
emotionally, morally and cognitive aspects it is very necessary that the
learners must have a good background, good treatment and guidance by the
parents in order for them to grow as a better individual.

Recommendations
As whole family members the full support of the child gives or leads them
to do better things and achieve in every little things that they like about. It is
very important to feel them the encouragement and full support for them to
be motivated and active in everything, creating a great connection with the
child help them to feel secure, safe and love while doing something on the
things that they wanted to achieve without any hesitation and doubtnes in
seeking for it.

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.

The type of parenting style that the learner experienced is a

permissive one, they don’t have any high expectation from their son
but been there always guiding him on the things that he loves and
wants to do. He knows how to respect and be kind most specially to
those who were older than him.

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?

As a parents being supportive and would encourage them in every

aspect of our child on the things that they loves create a big
contribution to the development and over-all adjustment of the learner
in school. It gives them insights to be positive at all times because
there’s someone who would encourage and guide them in everything
that they try to do for as long as it can’t harm on them.

3. Does the communication between the home-school have an effect on

the learner? If yes, what are these effects?

As what I have been observing, yes, there would be a lot of effects

 that students encounter with as they are engage in a home-school ways
of learning. Mostly some of its effects are lack of motivation and
sometimes they are socially engage with the outside distraction, which
will lead them to disturbance and can’t able to focus on their studies.
That is the reason why home-school is not a conducive learning
environment most especially to those students who were in a primary
or kindergarten level.

4. How can the teacher partner with the community to contribute 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?

The teacher must deliver an open invitation to reconnect,

collaborate and share their experience with the other, their skills and
time to make a difference from that specific situation. They will interact
also with the school neighbourhood and some local businesses, sharing
their school’s mission and vision which will surely help them instil a
mutual understanding, This ways of collaboration serve as a bridge to
strengthen the school and community partnership.

REFLECT

1. Reflect on your own development as a child. What type of

parenting did you experience? How did it affect you?

Recall on the time that I was a child I’ve experienced a good

parenting style of my parents. They allow me to do such things which
are good and I can able to benefit with. I always feel their guidance
and support as I grow older, and because of the good treatment or
parenting style that I have been experienced from them a long time
ago as a result it leads me into the person I am today. A good
guidance from the parents would lead into better consequences also
at the end.
 2. As a future teacher, how would you establish good home-school
collaboration? How can you work well with the parents? How can
you help them? How can they help you?

As a future educator, I will establish a good home-school in the

following steps:

 One of its step is to build trust with the parents through open
communication and discussion about the child’s performance,
needs and how we can work together to help the learner
succeed.

 As their teacher I will always give feedback about the student’s

performance. This will help them identify what they should do
to support their child and what they need to provide as a
parent.

 I will also try to ask the parents of how their learner is doing
with such school works and assignments, and will try to figure
out also what difficulties of their learner encounter with.

Through these steps, I will be able to know the essential or

important information or strategy that will help me to develop my
teaching which will respond the learner’s needs.

Show Your Learning Artifact

1. Make an bout your visual artistic, colourful, and creative visual

expression if 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.
Stick with the Acrostic.
2. Make a reflection acrostic about the home, school and community link.
 H – ome is where education starts
O – riginally from parents
M – olding the children and young ones
E – xercising good behaviour and good manner

S – tudents learn more at school

C – ommunicating with peers and others
H – appily and energetic children
O – bviously seen by many
O – pen and confidently
L – earning with one another

C – ulture is being exercised

O – n the community, home, and school
M – ain objective is for goodness
M – anaging people and children
U – nity is the aim
N- urturing and valuing each other
I – nvolving any activities
T – ogether as one
Y – earning for success

L – earners built themselves in home

I – mparted not just with knowledge but also right attitude
N – aturally made the aware of what they want to become
K – knowledgeably preparing the them in the reality of the world.

Evaluate Performance Task

Name of FS Student: JESSABEL I. MURRO Date Submitted: ________________

Year/Section: 4TH YEAR- B Course: BACHELOR OF ELEMENTARY EDUCATION
 Learning Outcomes:
1. Describe the influencing factors in the home environment that affect
the student’s learning;
2. Seek advice concerning strategies that build relationships with
parents/guardians and the wider community;
3. Identify effective strategies on how teachers can work together with
the family

LEARNING EXCELLENT VERY SATISFACTORY NEEDS

EPISODES 4 SATISFACTORY 2 IMPROVEMENT
3 1
All observation One (1) or two Three (3) Four (4) or more
ACCOMPLISHED questions/tasks (2) observation observation observation
OBSERVATION completely answered/ questions/tasks questions/tasks questions/tasks not
SHEET accomplished. not answered/ not answered/ answered/
accomplished Accomplished accomplished.
All questions were All questions Questions were Four (4) or more
answered completely; were answered not answered observation were not
answers are in depth completely; completely; connected to theories;
and are thoroughly answers are answers are not more than four (4)
ANALYSIS grounded on theories; clearly connectedclearly connected grammatical/spelling
grammar and spelling to theories; to theories; one errors.
are free from error. grammar and (1) to three (3)
spelling are freeGrammatical
from errors. spelling errors.
Profound and clear; Clear but lacks Not so clear and Unclear and shallow;
supported by what were depth; supported shallow; rarely supported by
observed and analyzed by what were somewhat what were observed
REFLECTIONS observed and supported by and analyzed
analyzed what were
observed and
analyzed
Portfolio is reflected on Portfolio is Portfolio is not Portfolio is not
the context of the reflected on the reflected on in reflected on in the
LEARNING learning outcomes; context of the the context of the context of the learning
ARTIFACTS Complete, well- learning learning outcomes; not
organized, highly outcomes, outcomes. complete; not
relevant to the learning Complete; well- Complete; not organized, not relevant
outcome organized, very recognized,
relevant to the relevant to the
learning outcome learning outcome
Submitted before the Submitted on Submitted a day Submitted two (2) days
SUBMISSION deadline deadline after the deadline or more after the
deadline

Rating
Over-all (Based on
COMMENTS Score transmutation)
 TRANSMUTATION OF SCORE TO GRADE/RATING

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

Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00

99 96 90 90 87 84 81 78 75 72 71-
below

DR. NOEL R. GALEZA

FS 1 INSTRUCTOR DATE

Learning episode
 5

Creating an Appropriate
Learning Environment

Activity 5.1 Managing Time, Space and Learning Resources

Resource Teacher: JERAIL MAE A. ARANDIA Grade/Year Level: KINDERGARTEN

School: SINDANGAN PILOT DEMONSTRATION SCHOOL Date:
Subject Area: ALL SUBJECTS School’s Website/Source:

OBSERVE
Observe and use the observation sheet provided for you to document your
observations.

1. As you observe the class, look into characteristics of the learners, note
 their ages.
 As I observe in the kindergarten pupils, everyone has
different characteristics particularly in their attitude and
abilities. Mostly of them ages range from 5-6 years old,
during the day of my observation I’ve always notice those
pupils who were always talking and some also are very
stubborn. It is not easy to handle with this kind of class,
that’s why a better understanding and patience of a teacher
is very important in this field of work.

2. How many boys are there? How many girls?

 As full face-to-face classes already implemented the class
was consist of 15 boys and 15 girls also. They are all 30 in
the morning schedule.

3. Focus on their behaviour. Are they already able to manage their own
behaviour?
 As what I have been noticed, kindergarten pupils can’t
totally able to manage their behaviour. Their behaviour also
was not totally constant which changeable any time, and we
can’t deny the fact that it is one of the abilities as a child.
But as they grow older and as time passes by it will also
changes.

4. Can the learners already work independently?

 There would be some activities or task that they can able to
handle and work with independently. Most particularly
those task related to the class discussion given by their
teacher. There would also some pupils which always rely on
the guidance of the teacher in doing such certain activities.

5. Describe their span of attention.

 There are some pupils who are eager to learn, others also
feel like they’re not interested. They are very attentive to
discussion of their teachers and able to participate also on
the certain activities.

ANALYZE
Analyze and answer these questions on observed classroom management
practices. Utilize the resources found in the internet or videos of classroom
demonstrations in YouTube. Write your notes below and then organize data
in the Table that follows.

1. Are there areas in the classroom for specific purposes (storage of

teaching aids, books, student’s belongings, supplies, etc.)? Describe
these areas. Will it make a difference if these areas for specific
purposes are not present?

In the kindergarten classroom set up there are some spaces for

teacher’s area, there is a small kitchen also inside the room whereas
the teacher put her utensils and other kitchen things. The row of
students seats are there in the center of the room which faces in front
of the blackboard. There is also a cabinet at the right side of the room
which the teacher put some books and other learning materials which
they may use inside the classroom. At the back of the pupils there is a
small tv also which they may use in watching kids stories. The
classroom set up is well-organized and it was one of the conducive
types of learning that I wanted to achieve also.

2. Are there rules and procedures posted in the room? List them down.
Do these rules reinforce positive behaviour?

One of the rules that I’ve seen inside the classroom which was also
written in a tagalong language, it was goes like this “ Maminaw ug Mag
apil-apil”. A simple classroom rules but gives a good result at the end.
As a future teacher I believe that establishing a classroom rules reflect
the student’s successful learning. As a result from that it leads to
students become more responsible for their action which helps them
also the do/make their task clearly.

3. Did the students participate in making the classroom rules? If the

Resource Teacher is available, ask him/her to describe the process.
What’s the effect of student’s participation in rule-making on
student’s behaviour?

In making the classroom rules, it was only decided by the teacher,

the reason is she was handling a kindergarten pupils. And we all know
that these students don’t know what it is all about, all they know is just
 to follow on what their teacher was implementing or wants them to do.
By implementing that rule it leads the pupils to become more
disciplined and responsible in following that certain rules which also
leads into a positive results at the end.

4. What are the (daily) routines done by the Resource Teacher? (Prayer,
attendance, assignment of monitors, warm-up activities, etc.). How
are they done?

First and foremost before she will start her class she will start it with
a prayer then followed by an action song. And after that the teacher
will greet her pupils and ask how there day went out, how they feel and
the pupils also do the same to their teacher. Furthermore after doing
the first and second routine she may now record on her pupil’s
attendance and find out that were absent on that certain day. Then
when everything is already done this was the time also that the teacher
will start to discuss on her lesson.

5. Is there a seating arrangement? What is the basis of this

arrangement? Does this help in managing the class?

The class setting arrangement was not basically followed by an

alphabetical letters or order. Yet, their teacher arranged them from the
same gender, and she let set apart those serious and sometimes
naughty pupils just to encourage anyone from them to take serious on
their studies.

6. Observe the noise level in the classroom. How is this managed?

In a kindergarten classroom we already know that pupils in this stage

are not totally focused on their studies, they just like to talk, eat their
snacks while roaming around the classroom. During the teachers
discussion there was only few pupils who focused in listening because
others are busy doing such things which is not also related in their class.
Despite of how stubborn and naughty the pupils in kindergarten the
teacher still trying her best to calm down and trying to lower her voice
in telling her pupils to lower their voices and avoid roaming around
 while she’s discussing and understand because it is one of the abilities
of the child, that’s why a better understanding is really important when
it comes to teaching most particularly in the kindergarten level.

7. If a learner is not following instruction or is off-task, what does the

Resource Teacher do? Describe the behaviour strategies used.

As what I have been observing there are pupils who do not follow
what their teacher wants them to do. Like when she’s in front of the
class discussing her lesson while seeing some of her pupils not listening
on her, she just warned them and still understands while telling them
to listen because afterwards she will give an exercises or activity unto
them. And if the pupils will not listen she will tell them that upon giving
the activity or answer sheet she will not entertain those pupils who will
ask her how to answer again, because I guess it serve as a punishment
of the pupils for not following/listening their teacher’s instruction. And I
think through this it will help them to learn from their mistake and be
responsible for the next time around.

8. What does the Resource Teacher do to reinforce positive behaviours?

(behaviour strategies)

The following are the strategies used by the resource teacher to

reinforce positive behaviour :
 Give reward weather it is a small or big one just to motivate them
and strive harder.
 Always make the class discussion and engaging and exciting one.
 Address problems in a good way and a friendly manner.
 Always incorporate activities that promote collaboration and peer
teaching.

REFLECT

Reflection as a future teacher.

1. Why do you need to enforce positive discipline?

 As a future teacher enforcing a positive discipline is essential when it
comes to managing a classroom. It has a big impact from both teachers
and the learners as well, a positive guidance and discipline are crucial
for children because they promote self-control, teach responsibly and
which help them make thoughtful choices. And by enforcing a positive
discipline this would also help the children to succeed, gives them the
information that they need to learn and supports their development.
As a result from this students will not think negatively about
themselves and this will eliminate unwanted behaviour or reaction
from students. And this would also help the teacher include positive
values among students.

Activity 5.2 Identifying the Different Aspects of Classroom Management

Resource Teacher: JERAIL MAE A. ARANDIA Grade/Year Level: KINDERGARTEN

School: SINDANGAN PILOT DEMONSTRATION SCHOOL Date:
Subject Area: ALL SUBJECTS School’s Website/Source:
OBSERVE

CLASSROOM MANAGEMENT MATRIX

Using the same material or video in Activity 5.1 (if possible), observed a class
and accomplish the given matrix.

Effect on the Learners

Aspects of Classroom Description (to be filled out after
Management you answer the analysis
questions)
The classroom set up These will make the
1. Specific Areas in was very well-organized, pupil’s feel safe and
the Classroom besides the door there comfortable in their
is the teacher’s table. At learning spaces.
the back of the wall also
there is a TV which they
may use in watching
some kids stories. At the
center also there is a
seat were pupils
occupied.
The classroom rules are These rules help the
2. Classroom Rules well-organized/establish pupils to become more
ed and effective also at responsible and a well-
the same time. mannered individual.

3. Classroom The classroom These will enable pupils

Procedures procedure also is to focus and learn
carefully taught. comfortably.
4. Daily Routines Classroom daily routine These will maintain
is well-established. consistent standard, and
serve as energy to the
pupils before
proceeding to the
formal class discussion.
The classroom seating These would help the
5. Seating arrangement is well- pupils to learn better
Arrangement implemented and and can able to
organized, which help participate in the class
the learners to be more as well.
attentive in class.
 The teacher will handle Upon doing this, will
6. Handling the misbehaviour in a make sure that it
misbehaviour/off- calm and polite way. wouldn’t threatens the
task behaviour learners; instead it
would encourage and
motivate them to learn
better.
7. Reinforcement of The reinforcement of a These will help the
Positive Behaviour positive behaviour in a pupils to increase their
class is appropriate and confidence, regulates
must be effective also. their behaviour and
lessen a negative
behaviour.
8. Others
9. Others
10. Others

ANALYZE
1. How did the classroom organization and routines affect the learner’s
behaviour?

A classroom organization and routines affect the learner’s behaviour

positively by making them responsible and help them manage their
learning better. And it also helps the student’s increases and boosts
their confidence, and it also builds a good relationship in the classroom.
Student may develop self-control that can reduce the possibility that
they may fail.

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?

In designing a classroom organization and routines, teacher should

bear in mind in some theories and principles:
 Cognitive theory should also be considered to give attention to
the learner’s mental processes and their construction of
 knowledge.
 Psychoanalytic theory in which the teacher must consider
individuals thoughts, feelings and experiences consciously or
subconsciously.
 Behaviorist theory or Behaviorism which is focusing on the
behaviours of the students including the positive and the negative
ones.

3. Which behaviour strategies were effective in managing the behaviour

of the learners? In motivating students? Why were they effective?

I guess it was praise and reinforce positive behaviour. This would be

another way for teachers can be effective in managing student
behaviour is rewarding positive acts, such as completing homework,
listening attentively, and being respectful toward others. Children
respond to positive reinforcement and learn to model their behaviour
accordingly. And also in motivating the students as teacher we must
develop meaningful and respectful relationship with our students,
establish high expectations and establish clear goals, and most of all be
inspirational that serves as their model throughout their journey.

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?
 As a future teacher in God’s perfect time, I would like to see on
myself teaching in a grade 4 pupils. Before I will be able to start my
class I would start it first with a prayer, followed by motivational
activities weather and exercises or an action song, afterwards I will
greet them, and ask them how they feel from that day and also record
their attendance and find out who were present and absent from the
class. During my class discussion I will always ensure that it was an
engaging one which has an activity that my pupils can able to learn
something from it. I will look or use those teaching strategy that much
better whereas I can able to teach well with my pupils, and to address
the needs of my pupils.

2. Make a list of the rules you are likely to implement in this level. Why
would you choose these rules?

As a future teacher some of the rules that I would most likely to

implement inside my classroom are the following:

 Be Respectful- One of the basic and common rules that everyone

can follow.
 Raise your right hand if you want to speak/answer – It is one of
the ways to minimize the noise.
 Ask questions to the teacher – It is one of the responsibilities of a
teacher to answer in every questions or clarification that their
students complaint about.
 Be responsible on your trash- Just to avoid the clutter of garbage
inside the classroom.
 Help each other- Don’t think everything as a competition, help
each other learn and grow at all times.
 Always say positive languages or words- To maintain the
discipline and respect of the students always remind them to
avoid saying bad words.

3. Should learners be involved in making the class rules? Why?

 Students need to be involved in making the class rules in order to
help them develop their self and most of all leadership skills as well as
the value of being a responsible individual or students in their action or
behaviour. Making the rules is a big responsibilities of the teacher as
they are the one who were knowledgeable enough to know the
possible effect and outcome from the certain rule that they may
implementing, and how students be benefited from this.

Show Your Learning Artifacts

Paste evidence of classroom rules that work in class. You may also put
pictures of the physical space and learning stations which contribute to the
effective implementation of classroom management.
Evaluate Performance Task

Name of FS Student/s: JESSABEL ITAO MURRO

Year and Section: 4th Year –B
Course: BACHELOR OF ELEMENTARY EDUCATION
Date Submitted:

Learning Excellent Very Satisfactor Needs

Episode 4 Sartisfactory y Imporove
3 2 ment
All observation One (1) to two Three(3) Four (4) or
Accomplishe questions/tasks (2) observation observatio more
d were completely questions tasks n observatio
Observation answred/accomplis- not questions/ n
Sheet hed. answered/acco tasks not qustions/ta
mplished. answered/ sks not
accomplis answered/
hed. accomplish
ed.
All questions were All questions Questions Four (4) or
answered were answered were not more
completely; answer completely; answered observatio
are with depth and answers are completel n
are thoroughly clearly y; answers questions
Analysis grounded on connected to are not were not
theories; grammar theories; clearly answered;
and spelling are free grammar and connected answers
from error. spelling are free to not
from errors. theories: connected
one (1) to to
three (3) theories;
grammatic more than
al/spelling (4)
errors. frammatic
al/spelling
errors.
Profound and clear; Clear but lacks Not so Unclear
Reflection supported by what depth; clear and and
were observed and supported by shallow; shallow;
analyzed what were somewhat rarely
observed and supported supported
analyzed by what by what
were were
observed observed
and and
analyzed analyzed
 Portfolio is reflected Portfolio is Portfolio is Portfolio is
in the context of the reflected on in not not
Learning learning outcomes; the context of reflected reflected
Artifacts complete, well- the learning on I the on in the
organized, highly outcomes. context of context of
relevant to the Complete; well the the
learning outcome organized, very learning learning
relevant to the outcomes. outcomes;
learning Complete; not
outcome not complete;
organized, not
relevant organized,
to the not
learning relevant
outcome
Submitted before Submitted on Submitted Submitted
the deadline the deadline a day after two (2)
Submission the days or
deadline more after
the
deadline
OVERALL RATING
COMMENTS SCORE BASED ON
TRANSMU-
TATION

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 18-19 17 16 15 14 12-13 11 10 8-9 7-below
Grade 99 96 93 90 87 84 81 78 75 72 71

DR. NOEL R. GALEZA

FS 1 INSTRUCTOR DATE
 LEARNING EPISODE
6

CLASSROOM MANAGEMENT

AND

CLASSROOM ROUTINES

Resource Teacher: JERAIL MAE A. ARANDIA Grade/Year Level: KINDERGARTEN

School: SINDANGAN PILOT DEMONSTRATION SCHOOL Date:
Subject Area: ALL SUBJECTS School’s Website/Source:

Activity 6.1 Observing Classroom Management Routines

OBSERVE
 Interview your Resource Teacher about the classroom routines they are
observing or are implementing in their classroom.

Checklist on Classroom Routines

Check Yes (∕) if observed and (x) if not observed.

Classroom Routines Observed (∕) Not Observed (x)

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
pair/groups ∕

8. Tardy students ∕

9. Absent students ∕
10. Submission/
Collection of materials ∕

11. Submission of
projects ∕

12. Asking questions

during lessons ∕

13. Asking for

assistance ∕
 14. Joining classroom
activities ∕

15. Lining up ∕

16. Walking in line ∕

17. Fire
drill/emergencies ∕

18. Movement
between activities ∕

19. Use of classroom

supplies ∕

20. Checking of
assignments ∕

Others, please specify

21.

ANALYZE
Analyze the routines set by the Resource Teacher by answering the following
questions.

1. Were the routines effective in ensuring disciplines and order in the

class? Why? Why not?
 Yes, the routines are effective in ensuring disciplines and order in the
class because these routines are effectively followed by the students
and sustain the order inside the classroom, classroom routines don’t
just make the students life easier; it would also save valuable classroom
time. Most of all, what’s most important from this is efficient routines
make it easier for students to learn and achieve more.

2. Which of those routines were systematic and consistently

implemented? Explain your answer.

Some of the classroom routines that consistently implemented are

the following:

 Morning Prayer
 Greeting each other
 Action songs/exercises
 Recording attendance/absent
 Behaviour management
 Class discussion

These routines implemented are some of the basic classroom

management. This would serve as a guide for students on what they
need to do during and after the class, to make it more formal and an
exciting one.

REFLECT
Reflect on the various routines observed.

1. Which of the routines will you most likely apply in your class? Why?
Why not?
 All of the routines that I have been listed above are the things that I
must need to apply in my class, this are as follows:

 Morning Prayer- Before we were going to start any activities or

gatherings, or classes it is very necessary to start it with a prayer.
Because for us to be blessed and guided by the Holy Spirit
throughout the whole class.
 Greeting each other- This would serve as a warm welcome to
each of them, it would also lead into a friendly classroom
environment.
 Action song/exercises- To make everybody feel alive and active
before having a formal class discussion.
 Recording attendance/absent- Just to ensure if everybody is
present and knows who were also absent.
 Behaviour management- This would serve as a guide for the child
behaviour toward appropriate ways of behaving for the whole
class.
 Class discussion- A proper way of starting the class in teaching
what topic that the students must need to learn.

Activity 6.2 Listing Down Classroom Rules

Resource Teacher: JERAIL MAE A. ARANDIA Teacher’s Signature: _________________

School: SINDANGAN PILOT DEMONSTRATION SCHOOL Grade/Year Level: KINDERGARTEN
Subject Area: ALL SUBJECTS Date: ______________________
OBSERVE
Observe or interview the resource teacher a class and list down his or her
formulated the classroom rules. Cite the importance of these rules.
Classroom rules are imperative and must be reinforced for learner’s safety
and security. Rules also teach discipline and self-control. Rules eliminate
stress and will provide a more pleasant, secures and non-threatening
environment. Rules ensure the student’s engagement and focus in their
classroom activities.
Classroom Rules Importance

1. E.g. Read directions well. - Ensures less error in answering

the activity.
- It can build trust among each
2. Be respectful student as well as the teachers,
and can create a good
relationship with each other.

3. Raise your right hand if you - This would help to minimize the
want to talk/answer noise in the classroom.

4. Follow the rules and - This would minimize the errors

directions or mistakes in students output
and help them to do such things
in a better or good way.
- This would help the room free
5. Always keep quite from distraction, for the
students can be focused on
their studies.
6. After class discussion, always - To check the understanding of
ask questions the students.

ANALYZE

1. Analyze each given rule. What circumstances led to the formulation of

the rule?

The primary reason for settling or formulating the classroom rules is

 to eliminate and avoid all distractions and possible misconduct that
interferes with learning, this would also teach students a proper and
safe way to act within the classroom and thus for students learning
also. Its aim it to create a positive and conducive atmosphere for
learning and to do so classroom management is essential.

2. Are classroom rules really important?

Yes, classroom rules are really important, because this would serve
as the basis for the essential things that the student must do or not to
do. By implementing a classroom rules it will help the students and
teachers as well to guide them on the things which they may take, and
to maintain also the discipline and safeness of everybody inside and
outside the classroom.

REFLECT

Reflect on the various classroom rules set by the Resource Teacher.

Will you have the same rules? If not, what rules are you going to
employ? Explain your answer.
 As a future teacher, and as what I have been observe unto my
Resource Teacher I will definitely employ or implement the same
classroom rules as what she’s implementing, the reason is because I
noticed how effective it is for the students. I saw how responsible the
pupils are with their actions, there are few who don’t follow but at least
majority of the class are well-behaved and well-disciplined. By
implementing those classroom rules pupils know on the things that are
not allowed in the class, and as result of these pupils will be able to
learn the class lessons effectively. As a future educator in the near
future I know that this was an easy task and I can carry or handle on
how to implement on this , because I already have a knowledge on the
things that I may take to succeed from the certain rules that I am
planning to implement.

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 Performace Task

Name of FS Student/s: JESSABEL ITAO MURRO

Year and Section: 4th Year –B
Course: BACHELOR OF ELEMENTARY EDUCATION
Date Submitted:

Learning Outcomes:
1. Identify the classroom routines set by the teachers,
2. Observe how the students execute the various classroom routines.

Learning Excellent Very Satisfactor Needs

Episode 4 Sartisfactory y Imporove
3 2 ment
All observation One (1) to two Three(3) Four (4) or
Accomplishe questions/tasks (2) observation observatio more
d were completely questions tasks n observatio
Observation answred/accomplis- not questions/ n
Sheet hed. answered/acco tasks not qustions/ta
mplished. answered/ sks not
accomplis answered/
hed. accomplish
ed.
All questions were All questions Questions Four (4) or
answered were answered were not more
completely; answer completely; answered observatio
are with depth and answers are completel n
are thoroughly clearly y; answers questions
Analysis grounded on connected to are not were not
theories; grammar theories; clearly answered;
and spelling are free grammar and connected answers
from error. spelling are free to not
from errors. theories: connected
one (1) to to
three (3) theories;
grammatic more than
al/spelling (4)
errors. frammatic
al/spelling
errors.
Profound and clear; Clear but lacks Not so Unclear
Reflection supported by what depth; clear and and
were observed and supported by shallow; shallow;
analyzed what were somewhat rarely
observed and supported supported
 analyzed by what by what
were were
observed observed
and and
analyzed analyzed
Portfolio is reflected Portfolio is Portfolio is Portfolio is
in the context of the reflected on in not not
Learning learning outcomes; the context of reflected reflected
Artifacts complete, well- the learning on I the on in the
organized, highly outcomes. context of context of
relevant to the Complete; well the the
learning outcome organized, very learning learning
relevant to the outcomes. outcomes;
learning Complete; not
outcome not complete;
organized, not
relevant organized,
to the not
learning relevant
outcome
Submitted before Submitted on Submitted Submitted
the deadline the deadline a day after two (2)
Submission the days or
deadline more after
the
deadline
OVERALL RATING
COMMENTS SCORE BASED ON
TRANSMU-
TATION

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 18-19 17 16 15 14 12-13 11 10 8-9 7-below
Grade 99 96 93 90 87 84 81 78 75 72 71
DR. NOEL R. GALEZA
FS 1 INSTRUCTOR DATE

LEARNING EPISODE

7
 PHYSICAL AND PERSONAL

ASPECTS OF

CLASSROOM MANAGEMENT

Resource Teacher: JERAIL MAE A. ARANDIA Grade/Year Level: KINDERGARTEN

School: SINDANGAN PILOT DEMONSTRATION SCHOOL Date:
Subject Area: ALL SUBJECTS School’s Website/Source:

Activity 7.1 Identifying Personal and Physical Aspects of Classroom Management

OBSERVE
Observe a class and interview the Resource Teacher. Ask how personal
and physicals of the classroom management ensure proper classroom
management and discipline.

Check if these aspects were observed in the classroom.

 Aspects of Classroom Management YES NO
1. Personal Classroom Management
1.1 is the teacher well-groomed that he/she ∕
demands respect from the learners?
1.2 is the teacher’s voice modulated and can be ∕
heard by the entire class?
1.3 was the teacher present in class? ∕
1.4 did the teacher arrive on time in class? ∕
1.5 does the teacher exude a positive attitude ∕
towards teaching?
2. Physical Classroom Management
2.1 is the classroom well-ventilated? ∕
2.2 is the lightning good enough? ∕
2.3 is the classroom free from noise? ∕
2.4 does the seating arrangement provides better ∕
interaction?
2.5 is the design/structure of the room inviting to ∕
classroom activities?
2.6 is the physical space/learning station clear from ∕
obstruction?

ANALYZE
Analyze the different elements of personal/physical classroom management
and answer the following questions?

1. How does the voice of the teacher affect classroom instruction?

As what I’ve noticed, the teacher has an excellent and smooth voice
that is very catchy and good to hear in the ears, which leads to the
learners listen carefully and participate actively during the activities
given by them. And also the teacher’s tone of voice is a powerful
instrument; it sets the tone and environment for the entire classroom
in terms of engagement and behaviour.
 2. How does the punctuality of the teacher affect classroom discipline?

The punctuality of the teacher affect the classroom discipline because

he/she would serve as a role model for the entire room, that’s why
whatever may be the teacher is showing it may possibly followed also
by the students. It is very important that the teacher will ensure every
single step that he/she may take because their actions will also reflects
to the learners. And for the students also to learn the importance of
punctuality in their entire life.

3. Why do we need to check on the physical aspects of classroom

management?

It is very necessary to check on the physical aspects of classroom

management because it can affect to both students as well as the
teachers behaviour as well. Through this students will learn to
anticipate which activities will occur in specific areas of the classroom,
this would also help the students to be mindful of how they need to
behave for each specific area they are in.

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?

This statement means that, no matter how good you are as a teacher
if you are not an effective teacher, then everything is still useless. As a
teacher, we should plan and evaluate our actions towards the learning
of the students for us also to achieve our set objectives and to provide
what’s best and needed of our students. By implementing an effective
 classroom management it helps the students to improve their learning
towards academic performances as well as also their behaviour.

2. What are your plans in ensuring effective classroom management?

As a future teacher my plans in ensuring an effective classroom

management is to engage as many students/pupils as possible in
discussion. It is not necessary only for those students who were always
raising their hands but instead we should also try to call or give chance
to talk/answer those individual who were about to lose their chances,
we will help them to boost their confidence, to stand up and show what
they can. Encouraging and helping them grow is one of the best
strategies to build a good relationship with them.

Activity 7.2 Demonstrating Knowledge of Positive and Non-violent Discipline in the

Management of Learner Behaviour.

Resource Teacher: JERAIL MAE A. ARANDIA Grade/Year Level: KINDERGARTEN

School: SINDANGAN PILOT DEMONSTRATION SCHOOL Date:
Subject Area: ALL SUBJECTS School’s Website/Source:

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 Observed Not No
Strategies Observed Opportunity
To Observe
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 behaviour ∕
quickly.
12. Consider peer teaching. ∕
13. Continuously engage the ∕
students.
14. Assign open-ended ∕
project.
15. Write group contracts. ∕
Others (please specify)
16.

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.

A lot of strategies were employed by the Resource Teacher; because

I believe that as a teacher we must be resourceful, knowledgeable, and
creative and engage with the different strategies for as to become an
effective teacher. Those strategies being employed can contribute a
better result for classroom management and good environment for
students as well.

2. What were not used by the Resource Teacher? Were these

important? What should have been used instead? Explain.

As what I’ve observe all of the teaching strategies employed by the

Resource Teacher were all use/utilize. And that’s the most important
thing in the field of teaching.

REFLECT
As a future teacher, reflect on the observations then answer the given
questions.

1. What classroom management strategies do I need to employ to

respond to diverse types of learners?

 As a future teacher, for teaching a diverse mix of learners, I

guess we might consider small groups of similar interest,
learning styles or even mixed groupings of abilities. Studies
show that peer teaching can be extremely effective strategy,
 encouraging independence and strengthening social
relationships. And as their teacher also we must always
understand our students, build rapport with them based on
trust and understanding, and we must also practice our
patience with rational detachment. We always keep in mind
that we have a choice about how we respond to our
students in distress, choose not to take the behaviour
personally, and use positive self-talk. Engage with students
also, we must always encourage them to focus on what is
being taught and to what is being important that they need
to focus on. And the last but not the least as teacher we
must always keep to the schedule we set, following our own
expectations is the key to modeling timeless and
productivity.

Show Your Learning Artifacts

Show piece (s) of evidence of learning to capture the classroom management
strategies used by your Resource Teacher.
Evaluate Performance Task

Name of FS Student/s: JESSABEL ITAO MURRO

Year and Section: 4th Year –B
Course: BACHELOR OF ELEMENTARY EDUCATION
Date Submitted:

Learning Outcomes:
1. Identify the two (2) aspects of classroom management.
2. Determine the classroom, management strategies that the Resource
Teacher employed in his/her class.
Learning Excellent Very Satisfactor Needs
Episode 4 Sartisfactory y Imporove
3 2 ment
All observation One (1) to two Three(3) Four (4) or
Accomplishe questions/tasks (2) observation observatio more
d were completely questions tasks n observatio
Observation answred/accomplis- not questions/ n
Sheet hed. answered/acco tasks not qustions/ta
mplished. answered/ sks not
accomplis answered/
hed. accomplish
ed.
All questions were All questions Questions Four (4) or
answered were answered were not more
completely; answer completely; answered observatio
are with depth and answers are completel n
are thoroughly clearly y; answers questions
Analysis grounded on connected to are not were not
theories; grammar theories; clearly answered;
and spelling are free grammar and connected answers
from error. spelling are free to not
from errors. theories: connected
one (1) to to
three (3) theories;
grammatic more than
al/spelling (4)
errors. frammatic
al/spelling
errors.
Profound and clear; Clear but lacks Not so Unclear
Reflection supported by what depth; clear and and
were observed and supported by shallow; shallow;
analyzed what were somewhat rarely
observed and supported supported
 analyzed by what by what
were were
observed observed
and and
analyzed analyzed
Portfolio is reflected Portfolio is Portfolio is Portfolio is
in the context of the reflected on in not not
Learning learning outcomes; the context of reflected reflected
Artifacts complete, well- the learning on I the on in the
organized, highly outcomes. context of context of
relevant to the Complete; well the the
learning outcome organized, very learning learning
relevant to the outcomes. outcomes;
learning Complete; not
outcome not complete;
organized, not
relevant organized,
to the not
learning relevant
outcome
Submitted before Submitted on Submitted Submitted
the deadline the deadline a day after two (2)
Submission the days or
deadline more after
the
deadline
OVERALL RATING
COMMENTS SCORE BASED ON
TRANSMU-
TATION

TRANSMUTATION OF SCORE TO GRADE/RATING

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

Grade 99 96 93 90 87 84 81 78 75 72 71
DR. NOEL R. GALEZ
FS 1 INSTRUCTOR DATE
 LEARNING EPISODE

CLOSE ENCOUNTER
WITH THE
SCHOOL Curriculum

Resource Teacher: JERAIL MAE A. ARANDIA Grade/Year Level: KINDERGARTEN

School: SINDANGAN PILOT DEMONSTRATION SCHOOL Date:
Subject Area: ALL SUBJECTS School’s Website/Source:

Activity 8.1 Curricula in the School Setting

OBSERVE
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 observation. For
this activity, you may interview your resource teacher.

Type of Curriculum Where Found Description

Since it can be found in K to 12 curriculum is

the DepEd website, it is standards and
1. Recommended easy to determine that competence-based.
Curriculum it is the recommended It is inclusive and
(K TO 12 Guidelines) curriculum because it is built around the
labelled and has a needs of the
phrase “K-12 MELCS”. learners and the
The Ministry of community. It
Education, the identifies the skills,
Commission on Higher concepts, and
Education, or any content that will be
professional emphasized
organization can throughout the
recommend and learning process.
implement a
curriculum.
It is found in the A written curriculum
documents produced by is what is formally
2. Written Curriculum the state, the school put down in writing
( Teacher’s Lesson system, the school, and and documented for
Plan) most of the entire teaching. These
classroom teacher, materials can
which specifying what is include an educators
to be taught. instruction
documents, films,
text and other
materials they need.

This was an A taught curriculum

implementation of the is defined as that
3. Taught Curriculum written curriculum. which teachers
(Teaching Learning Whatever is being actually teach day-
Plan) taught or activity being by-day. It is
done in the classroom is exhibited when
 considered as a taught professors give a
curriculum. lecture, commence
group work, or urge
pupils to conduct a
laboratory
experiment under
their supervision.

A curriculum supported This curriculum

by available resources, should enable each
such as include both learner to achieve a
4. Supported human (teachers) as real and lifelong
Curriculum well as physical such as learning.
(Teaching Learning (textbooks, workbooks,
Process) audio visual aids,
teacher guides and
library books.) Materials
which support in the
implementation of a
written curriculum.

This curriculum is to A curriculum

determine the extent of assessment
5. Assessed teaching or tell if the commonly takes
Curriculum students are place on the success
(Assessment Process) progressing. story or the students
during the education
period using some
ways of teaching
learning process.

6. Learned Curriculum All the changes or result A series of

(Achieved Learning occurred in the evaluation that is
Outcomes) students/learners due being done by an
to their school extent of teaching or
experience is what we if the students are
called the learned progressing.
curriculum.

This is was often found Hidden curriculum

within the formal refers to the
7. Hidden Curriculum curriculum of a school, a unwritten, unofficial,
(Media) set of lessons which are and often
learned but not openly unintended lessons,
 intended to be taught in values, and
school such as the perspectives that
norms, values and students learn in
beliefs. school.

ANALYZE
1. Which of the seven type’s curriculum in the school setting is easy to
find? Why?

I think among the seven types of curriculum the one that is easiest to
find is the taught curriculum (teaching learning plan), because it was an
activity or a lesson prepared by the teacher which he/she may be taught
on his/her students. It takes time and effort to achieve an excellent
teaching strategy but for me it was one of the easiest among the seven.

2. Which is difficult to observe? Why?

Among the seven types of curriculum the one that is difficult to observe
is the hidden curriculum, because so many parts of it are dependent on
the context and situation in which the behaviour happens. Furthermore, it
is hard to observe because we don’t have an idea on what kind of
expertise does the learner have.

3. Are these all found in the school setting? How do curricula relate to
one another?

Definitely yes, all of those seven types of curriculum can be found in

the school setting in such a way that the outcomes build on one
another. Curriculum sequences the outcomes so they build on each
 other; this was all ensuring that students have the skills they need to
succeed in the next unit or class.

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

another.

Different Types of Curriculum and their Influences

Recommended Supported
Curriculum Curriculum

Written Taught Assessed

Curriculum Curriculum Curriculum

Learned
Curriculum

Hidden
Intentional Curriculum
Curriculum

REFLECT
Make a reflection on the diagram that you have drawn.

As what I have been observed and based in my own understanding each

of those curriculum helps or works better outcomes for students, but this will
work best if all of those curricula/curriculum will work or combine together.
Because as we have been noticed all of those curriculum that is being
mention above are intertwined.

The Written Curriculum is the curriculum that is sanctioned and approved

for classroom delivery. It represents society’s needs and interest, and it
translates the board goals of the Recommended Curriculum into specific
learning outcomes. The supported Curriculum is comparable to taught
curriculum, but they typically include support sessions, peer-to-peer
comprehension and other activities. The Written and Taught Curriculum is
based on the Assessed Curriculum. While the Learned Curriculum also based
on the Assessed one. And lastly we will automatically get the learned
curriculum after examining the written, taught and assessed curriculum. All
of those curriculum plays an important role in education , the values and
standards can all be part of it.

Activity 8.2 The Miniscule School Curriculum: The Lesson, A Closer Look

Resource Teacher: JERAIL MAE A. ARANDIA Grade/Year Level: KINDERGARTEN

School: SINDANGAN PILOT DEMONSTRATION SCHOOL Date:
Subject Area: ALL SUBJECTS School’s Website/Source:

OBSERVE
This activity requires a full lesson observation from Motivation Assessment.
Procedure:
1. Using internet resources, observe one complete lesson in a particular
subject, in a particular grade/year level. Look at the table below, for
Part A, since you cannot observe real time classess, you can borrow a
lesson plan from your resource teacher then answer the questions
below. For part B and C, you can use YouTube videos for your
observation.)
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 Evaluate/Assessing). Observe and Record your
Observation on the Following Aspects

Key Guide for Observation (Carefully

look for the indicators/behaviour of
Major Curriculum Components the teacher along the key points. Write
your observation and description in
your notebook).

1. Borrow the teacher’s lesson plan

for the day. What major parts do
A. Planning you see? Request copy for you
use.
Answer the following questions:

a. What are the lesson

objectives/learning outcomes?
 Identify the letters in the
alphabet
b. What are the included in the
subject matter?
 The sounds of each letters
c. What procedure or method will
the teacher use to implement the
plan?
 The teacher uses teaching
centered approach
d. Will the teacher assess or evaluate
the lesson? How will this be done?
 By her confidence and how
 she deliver the lesson in an
understandable and clear
way.
Now it’s time to observe how the
teacher implemented the prepared
B. Implementing lesson plan. Observe closely the
procedure.
a. How did the teacher begin the
lesson?
 It was first started with the
daily routines of the pupils in
a classroom, a prayer then
action songs goes to the
checking of attendance. After
that when everything is
already done and ready she
then went through the
lesson she had been
prepared.
b. What procedure or steps were
followed?
 The Developmental activities
followed by the Preliminary
activities (daily routines,
greetings then review of the
past lesson)
c. How did the teacher engage the
learners?
 The teacher started with the
motivation weather an
action song or exercises
which serve as a warm up for
their background knowledge.
d. Was the teacher a guide at the
side?
 Yes, she is.
e. Were the learners on task/or were
they participating in the class
activity?
 There would be some
pupils/learners who didn’t
get focus on the discussion,
yet mostly of them are
 participating in class
activities.
Was the lesson finished within the class
period?
 When the teacher starts the
class early then it will end
before the class period.

Did learning occur in the lesson taught?

C. Evaluating/Assessing Here you make observations to find
evidence of learning.
a. Were the objectives as learned
outcomes achieved?
 Definitely, yes.
b. How did the teacher
assess/evaluate it?
 Writing on the board and
short quizzes are being used
to assess the pupils.
c. What evidence was shown? Get
pieces of evidence.
 Through the answer sheet of
the pupils.

ANALYZE
Write a paragraph based on the data you gathered using these key
questions?

1. How does the teacher whom you observed compare to the ideal
characteristics or competencies of global teachers?
 As what I have been observing, the teacher teaches in the
Kindergarten pupils, she was just teaching the letters in the alphabet
and other basic lesson. She is showing off her ability to engage her
pupils in learning about the world and their position in it

2. Was the lesson implemented as planned? Describe.

Yes, because mostly of the pupils directly understand the lesson

and able to participate on the activity being prepared by the teacher.

3. Can you describe the disposition of the teacher after the lesson was
taught? Happy and eager? Satisfied and contented? Disappointed and
exhausted?

I guess she feel a mixed emotions, she was happy at the same time
satisfied and contented because her pupils already cope up the lesson.

4. Can you describe the majority of student’s reactions after lesson was
taught? Confused? Happy and eager? Contented? No reactions at all?

Most of them happy, because they already know the letters in the
alphabet.

REFLECT

Based on your observations and tasks in Activity 8.2, how will you prepare
your lesson plan? Make a short paragraph on the topic.
 As a future teacher, making a lesson I believe that it takes time,
knowledge, effort and most of all a critical thinking on how am I going to
achieve an excellent, engaging and most of all an effective lesson plan. The
ultimate goal is to help the pupils encourage, be engaging and learning from
the lesson that I am going to teach them. Upon making the lesson first, we
must ensure that the learning objectives will be match to the activities being
prepared, and will make sure also that it must be clear and understandable
so that the pupils will learn and gain some knowledge from it. This might not
be easy but it will be all worth it at the end.

Resource Teacher: JERAIL MAE A. ARANDIA Grade/Year Level: KINDERGARTEN

School: SINDANGAN PILOT DEMONSTRATION SCHOOL Date:
Subject Area: ALL SUBJECTS School’s Website/Source:

OBSERVE
Using the diagram below fill up the component parts of a lesson plan
I. Title of the Lesson: Identifying letters in the Alphabet
II. Subject Area: English
III. Grade Level: Kindergarten

Outcomes Teaching Assessment

Method
Fill this up Fill this up Fill this up
F

Pupils able to There will be Answering

recognize the lectures and activities with a
letters in the discussion, then few questions
alphabet. And individual related to the
learn how to activity. topic, which will
pronounce the be given
sounds from throughout the
each letters. whole class then
at the end, it
will be granted.

ANALYZE

1. Are the three components constructively aligned? Explain.

Yes, because the teacher established her lesson first in creating its
learning objectives from that certain topic. Then implements them
using a teaching learning-centered approach. After its discussion the
teacher then gives the activities she prepared to test the knowledge of
 her pupils.

2. Will the outcomes be achieved with the teaching methods used?

Why?

Yes, because the teacher delivers, discuss and explain the lesson
well, as a result in positive outcomes because her pupils learned
something from it. And all of it can be observe and witness from the
pupils answers to the activities given.

3. What components would tell if the outcomes have been achieved?

I think through evaluation and assessment, because in this strategy

as a result from it we will know if pupils gain something from the lesson
that we’ve been teaching.

REFLECT

1. What lessons have you learned in developing or writing a lesson

plan?

First and foremost, I’ve learned that making or developing a

lesson plan is not that easy as what others think, it takes time and
effort to think on the best strategy that we are going to use. Most
especially in thinking its objectives, its goal on what the pupils should
learn something from it. How we are going to deliver the lesson in
something engaging and what activities should we include which is
something enjoyable and can gain knowledge for the pupils at the
same time. But, overall making a lesson plan is one of the best way
for teachers to prepare their lesson.

2. What value will it give to the teacher if the three components are
aligned?
 I think the value that will give to the teacher if this three
components were aligned is the assessment for teaching how well
the pupils learned from the topic that the teacher given. The
alignment of activities and assessment helps students focus on
abilities that are relevant to the learning objectives, reducing wasted
time.

Show Your Learning Artifacts

Learning Artifacts for Activity 1-3

Present an artefact for Activity 1, 2, 3.

Activity 1 : Artifact

1. Present an evidence for each kind of curriculum operating in

the school setting. This can be in pictures, regalia,
documents or others.
Activity 2: Artifact
1. Present a sample curriculum in a form of a Lesson Plan.
Activity 3: Artifact
 1. Present a matrix to show the constructive alignment of the
three components of a lesson plan.
a. Example:
Lesson Title: Identifying letters in the Alphabet
Subject Area: English
Grade Level: Kindergarten

Lesson Outcomes Teaching Methods Evaluation

Pupils able to recognize There will be lectures Answering activities

the letters in the and discussion, then with a few questions
alphabet. And learn how individual activity. related to the topic,
to pronounce the sound which will be given
from each letters. throughout the whole
class then at the end, it
will be graded.

Evaluate Performance Task

Name of FS Student/s: JESSABEL ITAO MURRO
Year and Section: 4th Year –B
Course: BACHELOR OF ELEMENTARY EDUCATION
Date Submitted:

Learning Outcomes:
1. Identify the two (2) aspects of classroom management.
2. Determine the classroom, management strategies that the Resource
Teacher employed in his/her class.
Learning Excellent Very Satisfactor Needs
Episode 4 Sartisfactory y Imporove
3 2 ment
All observation One (1) to two Three(3) Four (4) or
Accomplishe questions/tasks (2) observation observatio more
d were completely questions tasks n observatio
Observation answred/accomplis- not questions/ n
Sheet hed. answered/acco tasks not qustions/ta
mplished. answered/ sks not
accomplis answered/
hed. accomplish
ed.
All questions were All questions Questions Four (4) or
answered were answered were not more
completely; answer completely; answered observatio
are with depth and answers are completel n
are thoroughly clearly y; answers questions
Analysis grounded on connected to are not were not
theories; grammar theories; clearly answered;
and spelling are free grammar and connected answers
from error. spelling are free to not
from errors. theories: connected
one (1) to to
three (3) theories;
grammatic more than
al/spelling (4)
errors. frammatic
al/spelling
errors.
Profound and clear; Clear but lacks Not so Unclear
 Reflection supported by what depth; clear and and
were observed and supported by shallow; shallow;
analyzed what were somewhat rarely
observed and supported supported
analyzed by what by what
were were
observed observed
and and
analyzed analyzed
Portfolio is reflected Portfolio is Portfolio is Portfolio is
in the context of the reflected on in not not
Learning learning outcomes; the context of reflected reflected
Artifacts complete, well- the learning on I the on in the
organized, highly outcomes. context of context of
relevant to the Complete; well the the
learning outcome organized, very learning learning
relevant to the outcomes. outcomes;
learning Complete; not
outcome not complete;
organized, not
relevant organized,
to the not
learning relevant
outcome
Submitted before Submitted on Submitted Submitted
the deadline the deadline a day after two (2)
Submission the days or
deadline more after
the
deadline
OVERALL RATING
COMMENTS SCORE BASED ON
TRANSMU-
TATION

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 18-19 17 16 15 14 12-13 11 10 8-9 7-below
Grade 99 96 93 90 87 84 81 78 75 72 71
DR. NOEL R. GALEZA
FS 1 INSTRUCTOR DATE
 Learning episode

PREPARING FOR TEACHING

AND
LEARNING

Resource Teacher: JERAIL MAE A. ARANDIA Grade/Year Level: KINDERGARTEN

School: SINDANGAN PILOT DEMONSTRATION SCHOOL Date:
Subject Area: ALL SUBJECTS School’s Website/Source:

Activity 9.1 Demonstrating an Understanding of Research-Based Knowledge

Principles

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.

What did the Resource Teacher do

Principles of Learning to
Apply the principles of learning

1. Effective learning begins with The teacher must introduce his/her

the setting of clear and high lesson and spent the most of the time
expectations of learning in explaining and sharing his/her
outcomes. ideas on the subject.

2. Learning is an active process. The teacher must always group the

class for the students to feel free in
sharing their ideas.

3. Learning is the discovery of The teacher must always teach on

personal meaning and his/her lesson in a meaningful way
relevance of ideas. which his/her pupils can engage or
relate it in a real life scenario.

4. Learning is a cooperative and a The teacher must assign the tasks to

collaborative process. Learning group of students so that they can
is enhanced in an atmosphere discuss and share their thoughts
of cooperate and collaboration. about it.

ANALYZE
1. What principles of learning were most applied? Least applied?
Most applied

The principles of learning that were most applied is the second

principle which is learning is an active process.
 Least applied

As what I have observed in the kindergarten class, the principle that

were least applied is the third principle which is learning is the discovery
of personal meaning relevance of ideas.

2. Give instances where this/these principles/s could have been applied?

Learning is the discovery of personal meaning relevance of ideas,

because the teacher spent most of the time in explaining and sharing
his/her ideas on the subject.

REFLECT
From among the principles of learning, which one do you think is the
most important?

From among the principles of learning, the one that is most

important I guess is the second principle which is learning is an active
process, because this principle must be actively interested. Learning is
enhanced in an atmosphere of cooperation and collaboration, it is
truly that the ability of the child will enhance particularly when there is
collaboration happened. As teacher giving your students a chances to
collaborate with their classmates in sharing their taught, opinions or
ideas will help them to acquire more knowledge and for them to
experience a hands on activities so that they must succeed.

Activity 9.2 Identifying Learning Outcomes that are Aligned with Learning
Competencies

Resource Teacher: JERAIL MAE A. ARANDIA Grade/Year Level: KINDERGARTEN

School: SINDANGAN PILOT DEMONSTRATION SCHOOL Date:
Subject Area: ALL SUBJECTS School’s Website/Source:

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. You may use the same learning material in the previous episode. If
during the demonstration the learning outcomes are not stated or given by
the demonstrator or teacher, take note of the topic and refer to DepEd’s
Curriculum Guide (visit the website to view or download it). Identify the
subject, grade level and locate the corresponding learning competencies.

1. Write the learning outcomes stated in the lesson.

Learning Outcomes (SMART Achieved

Objectives?)
Yes No Yes No
1. Begin with a positive mind ∕ ∕
and energy
2. Share with the learning ∕ ∕
objectives of the lesson
3. Learning objectives is clear ∕ ∕
and understandable
4. Activities given is easy ∕ ∕
5. Pupils gain knowledge from ∕ ∕
the topic given

2. Cite pieces of evidence that these learning outcomes were achieved.

1. Before having a proper class discussion, the teacher will begin it

with a positive mind and energy so that the class will not be
boring.
2. The teacher will share first her learning objectives and explain it
to the class.
3. The learning objectives of the possible outcome of the lesson that
would help the pupils are clear and not lacking.
4. The activities given by the teacher is much easier and pupils able
to participate it well.
5. The teacher is very good in delivering her lesson that’s why pupils
learn better from it.

ANALYZE
 1. Do SMART objectives make the lesson more focused?

Yes, SMART objectives make the lesson more focused since it is not
just attainable but also achievable for the learners. By adhering to the
learning objectives, knowledge and learning can be effectively and
efficiently controlled.

Reflect on the

Lessons learned in determining SMART learning outcomes.

SMART objectives can help structure in class time in at least

two ways. First, they can help you determine what information
you need to present and what sorts of activities you need to
have your students engage in, and what to prioritize in the
distribution of class time for any given meeting. Such objectives
are rooted in the idea that learners will be able to demonstrate
and then apply specific learning goals in a valuable way that
instructors can clearly recognize.
SMART goals set you up for success by making goals specific,
measurable and achievable. The SMART method helps us push
further, gives us a sense of direction and helps us organize and
reach our goals.

Activity 9.3 Distinguishing Between Inductive and Deductive Methods of

Teaching

Resource Teacher: JERAIL MAE A. ARANDIA Grade/Year Level: KINDERGARTEN

School: SINDANGAN PILOT DEMONSTRATION SCHOOL Date:
Subject Area: ALL SUBJECTS School’s Website/Source:

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 Students-centered

Did teacher lecture all the time? Were students involved in the
teaching-learning process? How? Or
 Yes the teacher lecture all the were they mere passive recipients of
time most especially during instruction?
class hours.
 Yes, pupils were helping each
other when there is an activity,
asking their co-students an idea
or opinion is such one of the
best way for them to acquire
lots of information.

Was the emphasis on the mastery of Was the emphasis on the student’s
the lesson or on the test? Prove. application of the lesson in real life?
Give proofs.
 Yes, because it’s one of the
basic way for teachers to know  Not totally, but sometimes the
if their pupils learn something teacher must explain or relate
from the certain topic that they her topic on how the pupils can
are teaching. able to apply it in a real life
scenario.

Was class atmosphere competitive? Was class atmosphere collaborative?

Why? Why?
 As what I have observed no,  Yes, group work/activities is
everybody is helping each other present in the classroom. They
to succeed most especially in are also active in participating
doing their activity. the class activities.

Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? discipline/subjects?

 In a kindergarten class yes, the  Yes, most especially in terms of

 teacher focus in one subject discipline and proper way to be
unlike with the higher students. more careful in doing such
things.

What teaching-learning practice shows that teaching approach was:

a.)Constructivist- connected to past experiences of learners; learners

constructed new lesson meanings

 During the class discussion the teacher sometimes encourage students

to relate their previous lesson or experiences to the topic being discuss
and give them the chance to link or think new concept which was also
related to the topic.

b.)Inquiry-based

 The teacher will ask few questions to her pupils, she will ask some
opinions from them which relate to the topic given.

c.) Developmentally appropriate-learning activities fit the developmental

stage of children.

 The teacher presents her lesson with appropriate and varied examples,
and allowing her pupils to increase their cognitive thinking.

d.)Reflective

 The teacher asked the pupils how they would apply what they had
learned in their real-life settings or in the future after they had digested
the information.

e.)Inclusive- No learner was excluded; teacher taught everybody.

 The teacher is fair to all of her students; there was no favouritism and
biases. She will help her pupils engage and learn from her, she will help
them grow and be better individual in the near future.

f.) Collaborative- Students worked together

 Teacher will gave activities that require working together.

g.)Integrative-Lesson was multidisciplinary- e.g.. In Science, Math

 concepts were taught.

 Teacher who uses a variety of lessons to integrate and connect it to the

subject matter so that the students can comprehend and understand
what the text is all about.

ANALYZE

1. What are the possible consequences of teaching purely subject matter

for mastery and for the test?

The consequences of teaching purely subject matter for mastery and

for the test is that the pupils will not extend their knowledge because
their teacher limits the learning or in the concept with no application at
all.

2. If you were to reteach the classes you observed, would you be

teacher-centred or student-centred? Why?

If I were to reteach the classess that I’ve observed, I would choose the
student-centered approach to encourage and motivate my pupils to
participate actively in my class most especially during activities. And also
it makes the learning fun, engaging and adapted to a student’s needs and
interest.

REFLECT
Reflect on

Principles of teaching worth applying.

Principles of teaching are worth applying, one of the important

aspect in the field of teaching because this will help teachers to
improve themselves and the process of learning of their students.
This promotes excellence in learning and teaching practices
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.
 Learning episode

10

The instructional
Cycle

Resource Teacher: JERAIL MAE A. ARANDIA Grade/Year Level: KINDERGARTEN

School: SINDANGAN PILOT DEMONSTRATION SCHOOL Date:
Subject Area: ALL SUBJECTS School’s Website/Source:

Activity 10.1 Applying the Guiding Principles in the Selection and Use of Strategies
OBSERVE
Observe one class the resources in the internet with the use of the
observation sheet for greater focus then analyze my observations with the
help of the guide questions. You may use the same videos of the previous
activities for your observation. Be sure to include the title, date, conducted,
teacher demonstrator (if possible) and the website.

1. The more senses that are e.g. Teacher used a video on how
involved, the more and the digestion takes place and a model of
better the learning. the human digestive system.
2. Learning is an active process. The teacher show some pictures then
ask the students to identify what is it.
3. A non-threatening atmosphere The teacher didn’t humiliate the
enhances learning. pupils in front of the class, she
teaches them with enthusiasm so
that her pupils will enjoy while
learning. She will also accept and
respect any answers from her pupils
without any negative feedback from
her.
4. Emotion has the power to The teacher maintains a positive
increase retention and learning. energy, happiness and liveliness in
the classroom environment to get the
students attention and avoid boring
in a class.
5. Good teaching goes beyond The teacher will integrates the
recall of information. importance of realizing what has
learned. She emphasized that it is not
how well they memorize every lesson
but how are they going to apply it in
their daily lives.
6. Learning is meaningful when it Teachers make learning meaningful
is connected to student’s in such ways by linking new learning
everyday life. to children’s previous experience,
relate the concepts to their everyday
lives and provide them with hands-on
learning also.
7. An integrated teaching The teacher wills integrates lesson
approach is far more effective which are essential to the betterment
than teaching isolated bits of of her pupils.
information.
ANALYZE

What is the best method of teaching? Is there such a thing?

As what I have researched, so far there is no best method of teaching.

Because for the reason that there are actually different students who
respond differently to different methods, but there are some methods that is
proven to be more effective than of the other. Any technique of teaching can
be the best, depending on the situation and on how the teachers should
handle her pupils for as long as the pupils will learn at the end of the class.

REFLECT
Reflect on this question.

How do we select the appropriate strategy for our lesson?

We select the appropriate strategy for our lesson base on the subject
matter, objective and the assessment. A critical thinking will be apply
because we will think on the best way or techniques that will help us to
achieve the goal. Different curriculum cab be apply too for as long as they are
appropriate and relevant to the topic, and will think some instructional tools
also that will help us teachers covey the lesson that we will be given to our
pupils.

Activity 10.2 Determining Outcome-Based Teaching Learning

Resource Teacher: JERAIL MAE A. ARANDIA Grade/Year Level: KINDERGARTEN

School: SINDANGAN PILOT DEMONSTRATION SCHOOL Date:
Subject Area: ALL SUBJECTS School’s Website/Source:
OBSERVE
Observe a class and answer the following questions. Use the resources in
the internet.
1. Did the Teacher state the learning objectives/intended learning
outcomes (ILOs) at the beginning of the class? Did he/she share them
with the class? How?

Before going to the proper class discussion, the teacher states the
learning objectives/intended learning outcomes (ILOS). Then after that
she will recall also the topic that they had been tackled. The teachers
objectives prepared were specific, measurable, and attainable which
will truly suit to the learners needs.

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?

At the end of the discussion it was already expected that there is an

activity, because it’s one of the basic way for the teachers to test the
knowledge of her pupils. For that, the teacher used an individual
answering activities whereas her pupils answers some written activities,
before going to the activities she then encourage her pupils to listen
and participate during her discussion for them to be able to answer the
given activities being prepared by their teacher.

3. What assessment task/s did teacher employ? Is/are these aligned to

the lesson objectives/ILOs?

The teacher implement activities which will be perform individually, like

written on the board and answering some paper works. By this the teacher
will know if her pupils meet the intended learning outcomes during her
discussion.

ANALYZE
 1. What are you’re taught about Outcome-Based Teaching and Learning
(OBTL)?

Outcome-Based Teaching and Learning (OBTL) is one of the way in

determining the learners progress, a curriculum design framework to
teaching and learning that helps focuses in identifying the intended
learning outcomes and needs of the learner. OBTL empowers the
students to choose what they would like to study and how they would
like to study on it, this will helps us also to set clear expectations and
attainable learning outcomes to foster development in every learner.

REFLECT

Reflect on the use of OBTL.

Outcome-Based Teaching and Learning (OBTL) provides the

opportunity for students to apply their knowledge and skills to ill-
defined problem like those in real life. It was also a student-
centered education approach where the program’s intended
learning outcomes are explicitly defined for students to achieve;
the success of OBTL is based on evidences from the assessment
results and student learning experience. Furthermore, setting
clear expectations or intended learning outcomes which is
observable and measurable.

Activity 10.3 Applying Effective Questioning Techniques

Resource Teacher: JERAIL MAE A. ARANDIA Grade/Year Level: KINDERGARTEN

School: SINDANGAN PILOT DEMONSTRATION SCHOOL Date:
Subject Area: ALL SUBJECTS School’s Website/Source
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 Example of Questions that the

Resource Teacher Asked
1. Factual/Convergent/Closed/Low- The teacher asked the what and
Level who, like identifying the picture
that she is showing.
2. Divergent/Open-ended/High- The teacher asked her pupils
level/Higher-order/Conceptual opinion about the picture, and
identify what word is it that start
with the specific letter that the
teacher discussing.
f. evaluation The teacher asked what their idea
about the certain topic that the
teacher discussing.
g. inference She then asked what are the
words that start with the letter
that the teacher discussing.
h. Comparison The teacher shows some pictures
and asked her pupils the
differences between the pictures
given.
i. Application The teacher teaches and relates
how her pupils apply their
learning’s in real-life scenarios.
j. Problem solving The teacher let her pupil’s
answers and solves the given
activities.
3. Affective The teacher asked what they feel
and what they have learned from
the topic.

ANALYZE

Neil Postman once said: “Children go to school as question marks and

leave school as period!” Does this have something to do with the type of
questions that teachers ask and the questioning and reacting techniques
that key employ?
 Yes, that quotation has something to do with the type of questions ask
and the reacting technique that the teacher employs inside the classroom.
That is also one of example in an effective questioning for learners, in which
they could able to develop deeper intellectual thoughts about that question.
And also having effective questioning may clarify learners understanding and
boost their confidence to participate actively during class discussion.

REFLECT
Reflect on

The importance of using various reacting techniques

Using various reacting techniques is necessary because it is one

way of addressing the needs of the students in terms of learning. The
teacher respond or feedback is important to students for them to
know that what they are saying is correct or needs an improvement.
This was a good way of having an active interaction in a class
discussion.

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.

Name of Teacher: ANNIE CABER VILLALAS

School: SINDANGAN PILOT DEMONSTRATION SCHOOL

My thoughts about Outcome-Based Teaching and Learning are a type of

teaching that could help the students improves their weakness by using
assessment methods which will help students reach their intended goals.

Name of Teacher: MADEL O. OLANON

School: BATO SINDANGAN ZAMBOANGA DEL NORTE

Outcome-Based Teaching and Learning is education in which an emphasis

is placed on a clearly articulated idea of what students are expected to know
and be able to do, that is what skills and knowledge they need to have.

Evaluate Performance Task

Name of FS Student/s: JESSABEL ITAO MURRO
Year and Section: 4th Year –B
Course: BACHELOR OF ELEMENTARY EDUCATION
Date Submitted:
Learning Outcomes:
1. Identify the application of some guiding principles in the selection and
use of teaching strategies.
2. Determine whether or not the lesson development was in accordance
with outcome-based teaching and learning.
3. Identify the Resource Teacher’s questioning and reacting techniques.
4. Outline a lesson in accordance with outcome based teaching-learning.

Learning Excellent Very Satisfactor Needs

Episode 4 Sartisfactory y Imporove
3 2 ment
All observation One (1) to two Three(3) Four (4) or
Accomplishe questions/tasks (2) observation observatio more
d were completely questions tasks n observatio
Observation answred/accomplis- not questions/ n
Sheet hed. answered/acco tasks not qustions/ta
mplished. answered/ sks not
accomplis answered/
hed. accomplish
ed.
All questions were All questions Questions Four (4) or
answered were answered were not more
completely; answer completely; answered observatio
are with depth and answers are completel n
are thoroughly clearly y; answers questions
Analysis grounded on connected to are not were not
theories; grammar theories; clearly answered;
and spelling are free grammar and connected answers
from error. spelling are free to not
from errors. theories: connected
one (1) to to
three (3) theories;
grammatic more than
al/spelling (4)
errors. frammatic
al/spelling
errors.
Profound and clear; Clear but lacks Not so Unclear
Reflection supported by what depth; clear and and
 were observed and supported by shallow; shallow;
analyzed what were somewhat rarely
observed and supported supported
analyzed by what by what
were were
observed observed
and and
analyzed analyzed
Portfolio is reflected Portfolio is Portfolio is Portfolio is
in the context of the reflected on in not not
Learning learning outcomes; the context of reflected reflected
Artifacts complete, well- the learning on I the on in the
organized, highly outcomes. context of context of
relevant to the Complete; well the the
learning outcome organized, very learning learning
relevant to the outcomes. outcomes;
learning Complete; not
outcome not complete;
organized, not
relevant organized,
to the not
learning relevant
outcome
Submitted before Submitted on Submitted Submitted
the deadline the deadline a day after two (2)
Submission the days or
deadline more after
the
deadline
OVERALL RATING
COMMENTS SCORE BASED ON
TRANSMU-
TATION

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 18-19 17 16 15 14 12-13 11 10 8-9 7-below
Grade 99 96 93 90 87 84 81 78 75 72 71
DR. NOEL R. GALEZA
FS 1 INSTRUCTOR DATE
 Learning episode

11

Utilizing teaching-
Learning resources
And ict

OBSERVE, ANALYZE, REFLECT

Activity 11.1 Visiting the Learning Resource Center

Resource Teacher: JERAIL MAE A. ARANDIA Teacher’s Signature: _________________

School: SINDANGAN PILOT DEMONSTRATION SCHOOL Grade/Year Level: KINDERGARTEN
Subject Area: ALL SUBJECTS Date: ______________________

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/procedures 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: Sindangan Pilot Demonstration School

Date of Observation: December 12, 2022
Name of Observer: JESSABEL I. MURRO
Course/Year/School: 4th Year- BEED at Saint Joseph College of Sindangan
Incorporated

List of Available Learning Resources

Available Learning Characteristics and Teaching Approaches

Resources Unique Capabilities where the
(Enumerate in bullet form) Resources is Most
Useful
1. Print Resources
 Books -A printed sources of -All of these sources
information about the of information are
specific useful in the field of
subjects/topics. teaching for teachers
 Story Book and in the learning
-It contains fictions also of the pupils. It
and real life stories can be used for both
whereas pupils read teacher and student
and get some moral centred approach.
lesson from it.

2. Audio Resources
 Video Stories -A short video -This can be used for
presentation shows both the teachers
for the pupils to feel centred and students
them alive and excited centred approach.
during class
discussion.

3. Non-electronic
Visual Resources
 Coloring books -This contains pictures -This resources listed
whereas the pupils are both useful for
can color them teachers centred and
whatever they choose student centred
to color. approach.
 Pictures
-A visual
interpretation of
something like
animals and others.
4. ICT Resources
 Printer -It can make a hard -This given resources
copy for the teachers can be used in the
given written activities teaching approach
and other document. because this is
 Television -It can show the pupils another way of
some kids movies and providing information
other stories. to the students.
Impression about the LRC:

The LRC of the school is complete and well-maintained and well-organized.

Name and Signature of Observer:

JESSABEL I. MURRO

Name and Signature of the Learning Resource Center In-charge:

JERAIL MAE A. ARANDIA

ANALYZE

Are the learning resources/materials arranged properly according to their

functions and characteristics?
 As what I’ve noticed yes, all of the learning
resources/materials are properly arranged according to their
functions, characteristics and how they can able to use it
and all of them are well-organized also at the same time.

Do the guidelines and procedures facilities easy access to the materials by

the teachers? Why? Why not?
 Yes, because the teacher as a role model is the one who is
responsible enough in her classroom to maintain the facility
easy to access since this was being introduced by her pupils
which they must use in such any situation.

What are the strengths of this Learning Resource Center?

 The strength of the Learning Resource Center that I’ve
visited is a conducive one, a clean environment, well-
 maintained and well-organized learning materials in each
classroom.

What are its weaknesses?

 I guess its weaknesses are to be failed in giving the needs
and what’s best for their students.

What suggestions can you make?

 As of the moment, I couldn’t make any suggestions because
as what I’ve noticed they already provide the important
things which their students need for their study/learning.
They already have their LRC and I guess `it was already
enough, and an environment also is a conducive one for
learning.

REFLECT

1. Which of the materials in the Learning Resources Center caught your

interest the most? Why?

 The materials in the Learning Resource Center which caught

my attention is the Television, I was assigned to observed at
the Kindergarten pupils and as what I’ve seen to them they
love to watch some video stories for kids. And as a result it
will encourage them and feel active to participate in the
class discussion up to the given activities.
 2. Which gadgets/materials are you already confident to use/operate?

 Honestly speaking I am not totally proficient enough to use a

various kinds of gadgets, but when it comes to computer
and laptop I already had knowledge on how to use them
since I was an NC II holder also in the field of Computer
System Servicing.

3. Which one do you feel you need to learn more about?

 I think I must need to learn more and knowledgeable

enough in a printer and projector, though I’ve already seen
someone who use this but I don’t have any experience on
how to operate and use it. And I guess that’s something that
I must need to study sooner.

OBSERVE, ANALYZE, REFLECT

Activity 11.2 Observing Technology Integration in the Classroom

Resource Teacher: JERAIL MAE A. ARANDIA Teacher’s Signature: _________________

School: SINDANGAN PILOT DEMONSTRATION SCHOOL Grade/Year Level: KINDERGARTEN
Subject Area: ALL SUBJECTS Date: ______________________

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. What is the lesson about?
2. What visual aids/materials/learning resources in the teacher using?
3. Observe and take notes on how the teacher presents/uses the learning
resources.
4. Closely observe the learner’s 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 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: December 12, 2022

School: Sindangan Pilot Demonstration School
Subject: English Topic: Letters in the Alphabet
Grade/Year Level: Kindergarten
ANALYZE
UTILIZATION OF TEACHING AIDS FORM

Grade or Year Level of Class Observed: Kindergarten

Date of Observation: December 12, 2022

Subject Matter: All Subjects

Brief Description of Teaching Approach Used by the Teacher:

The teacher used the student-centred approach, which will focus its
instruction from the teacher to the pupils.

Teaching Aids Strengths Weaknesses Appropriateness

used of the Teaching
(Enumerate in Aids used
bullet form)

 Visual aids -One of the basic -If it’s font size -This must be
ways for teachers written in a small more appropriate
in presenting amount of sizes if the text was
their topic is to then the pupils at written in big
have visual aids the back wouldn’t sizes so that
for them to able to see it. pupils at the back
emphasize clearly will see it clearly.
the certain topic.

 Pictures -This can help the -If the pictures -Use not just only
pupils to identify are not related to one picture to
a certain pictures the topic then it’s elaborate more
related to the hard for the the topic at the
topic given by the pupils to same the
teacher. understand what knowledge of the
its connection is pupils.
since it was in a
kindergarten.
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?
 As what I’ve observed in the kindergarten the teacher did
not use any technology during her discussion, she will just
use their television if it is necessary like for example when
her pupils suggest that they wanted to watch some kids
stories. But all of the time she will just using visual aids and
pictures when she begin the discussion and written activities
for the assessment also.

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.
 In the kindergarten level they will use technology like their
television temporarily. Because during their class discussion
their teacher only using visual aids and pictures which would
help her to explain further her topic. Their television was
only needed if the teacher let them watch some kids stories.

Over-all, were the learning resources used effectively? Why? Why not? Give
your suggestions.
 All of the learning resources used b y the teachers were
excellent and good, because at the end of the class her
pupils gain a lot of knowledge from the topic she will be
given. As well as the activities also the pupils understand
and get it easily because the teacher deliver and explain her
topic in such a good and clear way.
REFLECT

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?

 Imagining myself if I would be in the place of my resource

teacher, honestly I would literally do the same thing as what
she did. Since it was in a kindergarten level then as teachers
we will start them by teaching in a basic form or steps of
learning, like learning the letters in the alphabet, counting
numbers and identifying colors also at the same time. The
way how my resource teacher deliver her lesson is one of
the best strategy that I must going to take, she was really
good in delivering her lesson in such a way that at the end of
the class the pupils will learn something from her. The way
how she handle her class is one of the best thing to follow
most especially to a future educators like me.

OBSERVE, ANALYZE, REFLECT

Activity 11.3 Exploring Education 4.0

Resource Teacher: JERAIL MAE A. ARANDIA Teacher’s Signature: _________________

School: SINDANGAN PILOT DEMONSTRATION SCHOOL Grade/Year Level: KINDERGARTEN
Subject Area: ALL SUBJECTS Date: ______________________

OBSERVE
 Class Observation Guide

Read the following statement carefully before you observe.

1. What is the lesson about? What are the teacher’s objectives?

 The lesson implemented by the teacher was all about

identifying the letters in the alphabet and its certain
objectives is at the end of the class pupils will know how to
write and identify its sound.

2. Note the important concepts that the teacher is emphasizing.

 The teacher emphasizes the importance of each letters, how

they will write it in a proper way and how they will recognize
its sound from the different letters.

3. Note the skills that the teacher is developing in the learners.

 The teacher let her pupils to write individually on the board

from the certain topic that they tackled and then after that
she will also give some written activities which will be
worked individually also.

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 that 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 KINDERGARTEN
Subject
Matter/
Topic IDENTIFYING LETTERS IN THE ALPHABET
(Based on
the class you
observed)
Lesson
Objectives/ Pupils will identify the letters in the alphabet and give its
Learning sound.
Outcomes
Name Descri Put a check if the resource Describe how
and Type be the Satisfies the criterion. you can use it if
Of electro you were to
Electroni nic teach in the
c Resour class you
Resource ce observed.
(includ
e
author
/
publis
her/
source
)
Accurat Approp Clea Com
e riate r plete Org
M ani
o zed
ti
v
a
ti
n
g
Accord The use of
ing to television will
the ∕ ∕ ∕ help me to
scholar lighten my visual
s, aids during class
televisi discussion if it is
TELEVISI on is necessary to
ON an use. This would
electro also benefit to
nic students in
 system giving
deliver encouragement
ing and excitement
images most especially
and in a
sound kindergarten
from a level. Kids love
source to watch stories
to a and television is
receiv one of the best
er technologies
throug that I must use
h wire. unto this.

REFLECT

1. Describe your experience in surfing the internet for appropriate

electronic resources for the class? What made it easy? Difficult?

 As a student I was knowledgeable enough to use internet in

getting more information or others, and due to my early
exposure in using this it was easy for me to access in any
website that I like to visit and explore about. Accessing in
the internet in getting more information was easy most
especially when the data connection is really good. There
would be several website that we can able to visit on and it’s
up to us on how are we going to explore in it.

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 more for your work as teacher? Why?
 There would be several things that we need to consider
when deciding upon what electronic that we are going to
use in class, and I think if it’s not necessary to use then
better use a visual aids instead of an electronic devices.
 Then we will just going to use it if it is important or related
to our lesson. Furthermore, the electronic resources should
also be developmentally appropriate to our students, this
means that as teachers we also need to think about the age
and the intellectual capacity of the children, we should take
in consideration of the probability of the electronic resource
being useful to the students.

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?
 When it comes to technology I can say that I was skilful and
knowledgeable enough also in using this, but as of now I
must need to study first how to use the printer and
projector, when making reports in an MS Word, saving
documents and others. Aside from that I also learn how to
use computers and fix if there’s something problem inside,
the fact that I was an NC II holder in the field of Computer
System Servicing. And as I continue learning I really wanted
to study more about computers most likely in installing
some application.

Activity 11.4 Professional Development through MOOCS

Resource Teacher: JERAIL MAE A. ARANDIA Teacher’s Signature: _________________

School: SINDANGAN PILOT DEMONSTRATION SCHOOL Grade/Year Level: KINDERGARTEN
Subject Area: ALL SUBJECTS Date: ______________________

OBSERVE

Competencies MOOCs related to

I want to work the competency
PPST Domain on /ies (Include a short MOOC Provider
description

1. Content Positive use of ICT enables the use

Knowledge and ICT of innovative
Pedagogy educational
resources and the
renewal of learning Coursera
methods,
collaboration of
knowledge and the
acquisition of
technological
knowledge.

2. The Learning Organizing the A well structured

Environment learning classroom
environment management plan edX
of design has the
ability to improve
learning and
behaviour.

3. Diversity of How to help The aims of this

Learners the students course are to
understand support the Coursera
diversity students/learners
to create a more
inclusive and open
environments.
4. Curriculum Understanding This refers to the Coursera
and Planning curriculum lessons and
academic content
taught in a school
or in a specific
course or program.

5. Assessing and Understand This involves a

Reporting the proper use professional
of assessment judgement made on
in determining a body of evidence Coursera
the knowledge about a student’s
of the student progress and
achievement
 against the
curriculum, and will
help the students to
assess their
strengths and
interest.

6. Community Teacher- This will help the

Linkages and parent students improves
Professional relationship their academic Coursera
Engagement achievement, work
habits, social skills
and emotional well-
being.

7. Personal Master the This course help the

Growth Philosophy of students how to
and Teaching think, analyze and Coursera
Professional think of solutions to
Development the central
problems of
philosophy.

ANALYZE
From among the MOOCs you explored, pick at least there which you believe
are the most appropriate for you. Describe the MOOCs below.

1. MOOC Title: The Learning Environment

Provider: edX
Objectives of the MOOC: To give the students more online learning
experience and to help part-time students, and to those who are not
able to fully participate in campus teaching and meet the learning
outcomes of the course.
 Content Outline: The topics, concepts, skills, values and attitudes that
are expected to be learned and form the basis of teaching and learning.

Why did you pick this MOOC?

 I choose this MOOC because it provides different focuses of
perspective on the course content, exposes students to
different ways of teaching content and helps students
develop their communicative skills.

2. MOOC Title: Positive uses of ICT

Provider: Coursera
Objectives of the MOOC: An online course aimed at large-scale
participation and open (free) access via the internet.

Content Outline: Use common ICT tools

Why did you pick this MOOC?

 I choose this MOOC because ICT enhances teaching in the
sense that students as well as the teachers know and
teaches how to make videos, edit pictures and others with
the use of a various ICT tools.

3. MOOC Title: Teacher-parent relationship

Provider: Coursera
Objective of the MOOC: A course which help the students to develop
strong relationship with families to enable them to support children’s
learning.

Content Outline: Building Parent-Teacher Relationship

Why did you pick this MOOC?

 I choose this MOOC because it give us an idea how to
improve the children’s/students academic achievement,
work habits, social skills and most of all their emotional well-
being.
REFLECT

1. How can MOOCs help you in your future career as a professional

teacher and as a lifelong learner?
 As a future educator MOOCs made me realize how
technology has a big impact and part in life most especially
in the field of teaching. The use of technology helps us to
lessen our work in doing report and other documents being
able to place in; through MOOCs we can explore more new
things that can help us in our teaching-learning process. It
was also said that MOOCs offer an affordable and flexible
way to learn new skills, advance careers and deliver quality
educational experience at scale. Furthermore, as future
teacher these MOOCs help us improve our English language
skills or learn new teaching techniques.

2. What did you learn from the way the providers use technology to
teach in the MOOCs?
 I learned that technology also provides a lot of benefits and
opportunities to people which will help them most
especially when it talks about education. In today’s
generation we already know that distance is not a barrier in
continuing education since we have several kinds of
technology that we can able to use in our studies. Just like
what we have been experiencing on the past few months
due to the pervasion of the said CORONA VIRUS student
were advised to continue our classes in a modular or online
learning to avoid being infected on the said virus. It was
quite hard for us student but with dedication and
perseverance we still survive despite of how hard the
situation is.
3. How will you prepare yourself for MOOCs, as a learner, and as a
teacher who may someday teach a MOOC?
 As a learner maybe I will do some research first about
MOOCs and study about the important things behind it. I
will do my best also to improve my skills to become more
effective teacher most especially being a facilitator in the
field of MOOCs. This would not be easy but I know and I
believe in myself that at the end of the day I can still make it,
and that’s something that I should be focused of.

LEARNING EPISODE

12
ASSESSMENT FOR LEARNING

AND

ASSESSMENT AS LEARNING
(FORMATIVE ASSESSMENT)

OBSERVE, ANALYZE, REFLECT

Activity 12.1 Observing Assessment FOR Learning Practices (Formative Assessment)

Resource Teacher: JERAIL MAE A. ARANDIA Teacher’s Signature: _________________

School: SINDANGAN PILOT DEMONSTRATION SCHOOL Grade/Year Level: KINDERGARTEN
Subject Area: ALL SUBJECTS Date: ______________________

OBSERVE
1. Observe what Teacher does or listen to what Teacher says it find out if
the students understood the lesson while teaching-learning in progress.

What Teacher Said Tally Total

 “Did you - III - 3
understand it
class?”
 “Can you identify - III - 3
what picture is
this?”
 “Ano nga ulit yung - III - 3
tunong ng letrang
____? (It depends
upon what letter
in the alphabet
that they’ve
tackle).
 “Please write it on - III - 3
the board”.
What Teacher Did Tally Total

 She always asks - IIII - 4

her pupils if they
understand the
lesson.
 She also let her
pupils write their - IV - 5
answers on the
board.
2. Did the teacher ask the class “Did you understand?” Is she said, what
was the class response?
 Yes, after her discussion she always asked her pupils in such
questions like this “Did you understand class?” (Nakuha nyo
ba mga bata?) And expectedly everybody will answer “Yes
teacher”.

3. Did the students make the teacher feel or sense they did not
understand the lesson or a part of the lesson? How?
 Yes, mostly this will happen to those pupils who were not
focused on listening the discussion, this will happen if the
teacher asked them some specific questions but they did not
respond or comprehend by the questions or activities given.

4. If they did, how did the teacher respond?

  The teacher will then repeat the discussion, explain it again
until her pupils will understand the topic and will able to
respond from it.

5. Were the students given the opportunity to ask questions for

clarification? How was this done?
 Yes and this will happen after the discussion. Their teacher
will ask them if they had something to ask or to clarify
regardless of the topic.

6. If she found out that her/his lesson was not clearly understood, what
did the 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
 When doing re-teaching, the teacher will not use another
learning strategy instead she will just explain it again since
the given lesson was not too hard.

8. While re-teaching by himself/herself and /or with other students-

turned tutors, did teacher check on students’ progress? If yes, how?

 Yes, the teacher will give some written activities and other
assessments to check or test if the students learn something
from the topic that she’ll give.
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 one-for-all
assessment at the completion of the entire lesson?
 The teacher must always ask her pupils if they understand
the lesson because it is their responsibility as teacher to help
their pupils learn. Checking the pupils understanding is the
teacher continually verifying that her pupils are learning to
what is being taught while it is being taught. Before
conducting a discussion there must be objectives which
serve them as guide to what benefit that their pupils learn
from the specific lesson that they are trying to teach, and
failure to achieve the learning outcomes can always avoided.
We always remember that checking for understanding is an
important step in the teaching and learning process, and it
helps us teachers also to know on the things that we must
need to develop or enhance.

2. Why is not enough for a teacher to ask “Did you understand,

class?” when he/she intends to check on learners progress?
 It is not enough because as teachers it is our duties to ask
them if they truly understand the topic, because sometimes
giving an assessment as a result of it there are some pupils
who did not able to get or understand the lesson. There
would also some time that when we ask students a question
like this “Did you understand?” they would literally say “Yes”
even though it is not truly true. What we must do is to
explain them briefly and ask more questions to test their
understanding so that at the end of the lesson by the given
activities they will truly answer it without any questions and
hesitation.

3. Should teacher record results for formative assessment for grading

purposes? Why or why not?
  I guess it depends upon the situation and the teacher as
well, since it was also a work from the pupils.

4. Based on your observations, what formative assessment practice

worked?
 Based on my observations in the kindergarten they undergo
in a short quizzes which will serve as their formative
assessment.

5. For formative assessment, why is peer tutoring in class sometimes

seen to be more effective than teacher himself/herself doing the
re-teaching or tutoring?
 Peer tutoring in a class seen to be more effective because
they can able to get a lot of information from the other, they
can compile and compare it to the information that they are
trying to form, and they can also freely express their ideas to
their classmates. Exchanging and giving of information with
each other is one of the best ways to enhance and gain
knowledge to each of the pupils.
6. Could an unreasonable number of failures at the end of the
term/grading period be attributed to the non-application of
formative assessment? Why or why not?
 Yes, because when a teacher successfully applied the given
assessment but some of her pupils did not able to get or
understand it there would be possibilities that he/she will
re-teach the topic and fix things until the learners/pupils will
fully understand what is being taught.

REFLECT
  Formative assessment is tasting the soup while cooking. Reflect
on this and write your reflections.
 Formative assessment refers to a wide variety of methods
that teachers use to conduct in process evaluation of
student comprehension, and by that it was said that an
assessment is like tasting the soup while cooking because as
teachers you are adding spices and ingredients to achieved
the desired taste through formative assessment it allows
you to prepare the learners on achieving the intended
learning goals, it’s for you to decide if it needs a bit more
spices or ingredients.

 Should you record results of formative assessment? Why or why

not?
 For me yes, I will record because it is also part of the work of
my pupils and they do their best just to get the passing score
on it and by that I would be grateful and will appreciate their
given efforts.

Show Your Learning Artifacts

1. My Accomplished Observation Sheet

Formative assessment is a process by which the teacher uses as an

evidence of students learning and understanding on the class. Aside
from giving formative assessment which was always been practice after
the class discussion, teacher must also give another activities or
performance task which students must participate, a clear criteria are
also necessary to be presented clearly. The teacher will always let the
learners to have a clear set of learning goals whenever new lesson is
presented.

2. My Analysis
 Formative assessment help the teachers identify concepts that
students are struggling to understand, the skills that they are having
difficulty to acquired, or else the learning standard they have not yet
achieved so that adjustments can be made to lessons, instructional
techniques and academic support. Furthermore, it was conducted to
know exactly if the students are progressing, it also allows teachers to
monitor student learning and to adapt their teaching to meet students
learning needs.

3. My Reflection

Assessment practices play an important role in the field of teaching.

They are not only show what students have learned but also provides
vital information as to the effectiveness of a lesson, unit or must be in a
curriculum. There would be a variety of techniques must be used in
conducting assessment to determine the students knowledge.
Assessment as part of learning helps the students to take more
responsibility for their own learning and monitoring future decisions,
and must also create improvements to achieve success in learning.
Assessments can help the teachers to create the meaningful learning
experiences and can motivate their students to improve their
performances.

4. Snapshots of peer tutoring or other activities that show formative

assessment in practice.
 Activity 12.2 Observing Assessment AS Learning Practice (Self-Assessment

Resource Teacher: JERAIL MAE A. ARANDIA Teacher’s Signature: _________________

School: SINDANGAN PILOT DEMONSTRATION SCHOOL Grade/Year Level: KINDERGARTEN
Subject Area: ALL SUBJECTS Date: ______________________

OBSERVE
Observe a class and find out practices that reflect assessment as learning.
Record your observations.

Teacher My Observation

1. Did teacher provide Yes, the teacher let her pupils be able
opportunities for the learners to to monitor and reflect on their own
monitor and reflect on their learning.
own learning?

2. What are proofs that students The pupils are given an activity after
were engaged in self-reflection, the discussion which they will able to
self-monitoring and self- write their answers on the board.
adjustment?

3. Did students record and report No, the pupils did not record and
their own learning? report their own learning because it
was a responsibility of their teacher.

4. Did teacher create criteria with Yes, the teacher will give or create
the students for tasks to be criteria that will be followed by her
completed or skill to learned? pupils upon giving the said
assessment.

ANALYZE
 1. If the student is at the heart of all assessment, then all assessment
should support students learning. Do you agree? Why or why not?
 Yes I agree, because by highlighting the value of critical
thinking, reasoning, and reflection, assessment encourages
instruction and fosters a positive learning environment. And
assessment of student learning outcomes can be done using
a variety of methods.

2. Does assessment as learning have the same ultimate purpose as

assessment for learning?
 In short then, the difference between the two is a matter of
function and purpose. Assessment of learning is a way to see
what the students can do while assessment form learning is
a way to see what the teachers should do in response.

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?
 As a student assessment is one of the ways to test us our
understanding, it is not totally the measure of how
intelligence a student is but how he/she will apply the
knowledge learn most especially when it comes to a real life
scenario. Sometimes this was not necessarily to be recorded
but this will serve as an encouragement for us students to
be more participative and became more active in doing such
school works.

Show Your Learning Artifacts

1. My Accomplished Observation Sheet
 In the usual classroom setting assessment can be observed before
and in the midst of instruction. There would be sometimes that the
teacher conducts a diagnostic test or pre-test before the supposed
lesson formally starts. But as what I have been observed in the
Kindergarten the teacher usually conducts on her assessment after the
discussion, for her to test the knowledge and understanding of her
pupils. She then first explains everything that her pupils must need to
learn, what they are going to answer on the given activities and what
are they supposed to do upon giving the prepared assessments. Before
disseminating the activity sheets she will ask her pupils again and if
there are some who didn’t understand she will then explain it again
until they will understand the lesson.

2. My Analysis

In conducting the assessment there would be several of strategy that

the teacher uses to test the understanding of her pupils. And after
giving the assessments if there are pupils who did not get or
understand the lesson the teacher will then did re-teaching from the
given lesson or in the higher grade they will do peer-to-peer tutoring.
There are pupils who were assigned by the teacher to teach that
particular students who did not able to get the topic.

3. My Reflection

The goal of education is learning, and the bridge or vehicle which will
be used to accomplish this goal is teaching. Assessment has the express
objective of determining whether or not learners have learned, what
they are supposed to learn. Assessment is defined as a “process of
collecting information about something that we are interested in,
according to procedures that are systematic and substantially
grounded”(Bachman, 2004: 6-7). This means that information about a
specific issue has to be collected and that certain processes must
ensure that the information is obtained correctly. As a conclusion,
assessment is a formative process through which students can
experience assessment as a part of learning, rather than as a separate
evaluative process.
Evaluate Performance Task

Name of FS Student/s: JESSABEL ITAO MURRO

Year and Section: 4th Year –B
Course: BACHELOR OF ELEMENTARY EDUCATION
Date Submitted:

Learning Excellent Very Satisfactor Needs

Episode 4 Sartisfactory y Imporove
3 2 ment
All observation One (1) to two Three(3) Four (4) or
Accomplishe questions/tasks (2) observation observatio more
d were completely questions tasks n observatio
Observation answred/accomplis- not questions/ n
Sheet hed. answered/acco tasks not qustions/ta
mplished. answered/ sks not
accomplis answered/
hed. accomplish
ed.
All questions were All questions Questions Four (4) or
answered were answered were not more
completely; answer completely; answered observatio
are with depth and answers are completel n
are thoroughly clearly y; answers questions
Analysis grounded on connected to are not were not
theories; grammar theories; clearly answered;
and spelling are free grammar and connected answers
from error. spelling are free to not
from errors. theories: connected
one (1) to to
three (3) theories;
grammatic more than
al/spelling (4)
errors. frammatic
al/spelling
errors.
Profound and clear; Clear but lacks Not so Unclear
Reflection supported by what depth; clear and and
were observed and supported by shallow; shallow;
analyzed what were somewhat rarely
 observed and supported supported
analyzed by what by what
were were
observed observed
and and
analyzed analyzed
Portfolio is reflected Portfolio is Portfolio is Portfolio is
in the context of the reflected on in not not
Learning learning outcomes; the context of reflected reflected
Artifacts complete, well- the learning on I the on in the
organized, highly outcomes. context of context of
relevant to the Complete; well the the
learning outcome organized, very learning learning
relevant to the outcomes. outcomes;
learning Complete; not
outcome not complete;
organized, not
relevant organized,
to the not
learning relevant
outcome
Submitted before Submitted on Submitted Submitted
the deadline the deadline a day after two (2)
Submission the days or
deadline more after
the
deadline
OVERALL RATING
COMMENTS SCORE BASED ON
TRANSMU-
TATION

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 18-19 17 16 15 14 12-13 11 10 8-9 7-below
Grade 99 96 93 90 87 84 81 78 75 72 71

DR. NOEL R. GALEZA

FS 1 INSTRUCTOR DATE
 LEARNING EPISODE

13

ASSESSMENT OF LEARNING
(Summative Assessment)

OBSERVE, ANALYZE, REFLECT

Activity 13.1 Aligning Assessment Task with the Learning Outcomes

Resource Teacher: JERAIL MAE A. ARANDIA Teacher’s Signature: _________________

School: SINDANGAN PILOT DEMONSTRATION SCHOOL Grade/Year Level: KINDERGARTEN
Subject Area: ALL SUBJECTS 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.

Learning Assessment Is the If not

Outcome Task assessme aligned,
/s (How did nt improve
Teacher assess tool/task on it.
Subjects the learning aligned to
outcome/s? the
Specify. learning
outcome/
s?

To dance Written quiz- No Performan

P.E/EPP/TLE tango Enumerate the ce test-
steps of tango in Let
order. students
dance
tango.

NOT NOT
Social Science. OBSERVE NOT OBSERVED OBSERVE
Literature/Panitika D D
n.EsP

Physical/Biological/ Able to Written quizess, Yes

Science/Math/ know the and others.
English/Filipino different
lesson
given by
this
 subjects.

ANALYZE

1.Are all the assessment tasks aligned to the learning outcome?

 Yes, the assessments and the teaching methods were
alligned to the learning activities or outcomes designed to
achieve the learning outcomes. This is necessary because of
the reason that the students will know how their
achievements will be measured, and it allows the teachers
also to develop and communicate the pathway for students
learning progression.

2. What are possible consequences if teacher’s assessment tasks are not

aligned to learning outcome/s? Does this affect assessment results?
How?
 The possible consequences if teacher’s assessment tasks are
not aligned to learning outcome/s it may not be possible to
achieve the desired objectives from the certain topic, and it
can also undermine both student’s motivation and learning.

3. Why should assessment tasks be aligned to the learning outcomes?

 Assessment task must be aligned to the learning outcomes
to be able to achieve the desired objectives for the students.
Furthermore, this would serve also as a means to evaluate
how well students are achieving the goals of a lesson, and as
teachers it is our duty to teach our pupils and help them
learn, that’s why we must also ensure that at the end of the
class period what topic that we are going to tackled students
will also learn from it.
REFLECT
 Reflect on past assessments you have been through. Were they all
aligned with what your teacher taught (with learning outcomes?)

 As I reflect on the past assessment that I have been through,

I could still remember that the assessment given to us by
our teacher were all aligned in the desired 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?

 It does not affect my performance since the assessment

given to us was all aligned to the intended learning
outcomes. And I’ve learned that in making a lesson plan it is
not simply that you just put something in there but we must
also ensure that everything must be aligned, from its
objectives up to the given activities. Making a lesson is not
that hard as what others think, for as long as you will know
what you are trying to teach on your students. Always
remember that in making a lesson it is very necessary that
the objectives will be match to its activities/assessments.

Activity 13.2 Observing the Use of Traditional Assessment Tools

Resource Teacher: JERAIL MAE A. ARANDIA Teacher’s Signature: _________________

School: SINDANGAN PILOT DEMONSTRATION SCHOOL Grade/Year Level: KINDERGARTEN
Subject Area: ALL SUBJECTS 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 Put a Learning Sample Test Comments

Traditional Check Outcomes Item of (Is the
Assessment (∕) Here Assessed Resource assessment
Tool/Paper and Teacher tool
Pencil Test constructed
in
accordance
with
established
guidelines?)
Explain your
answer.
Selected
Response Type
1. Alternate NOT NOT NOT NOT
response OBSERVE OBSERVED OBSERVED OBSERVED
D

2. Matching ∕ Understanding Find the Yes it is

type picture that established
start with the according to
specific the said
lesson letter guidelines
from column because the
A to column pupils will
B just find the
picture
which start
with the
letter
discuss by
the teacher
from
 column A to
column B.

3. Multiple ∕ Remembering Encircle the Yes it is

Choice word that established
starts with according to
letter A. the said
guidelines
a. Boy because the
b. Cat pupils will
c. Apple just recall
d. Ant what they
discussed
and learn to
answer the
question.

4. Others

Type of Traditional Put a Learning Sample Test Comments

Assessment check Outcome Item of (Is the
Tool/Paper-and Pencil (∕) if Assessed Resource assessment
Test Resourc Teacher tool
e constructed
Teacher in
used it. accordance
 with
established
guidelines?)
Explain your
answer.
Constructed-Response
Type
1. Completion NOT NOT NOT
OBSERVED OBSERVED OBSERVED

2. Short answer ∕ Analyzing What is the Yes it is

type sound of the constructed
letter A again according to
children? the
guidelines
because the
given
question will
allow pupils
to think and
will give their
answer
which will
help them to
do their task
also on the
given
assessments
afterwards.

3. Problem Solving NOT NOT NOT

OBSERVED OBSERVED OBSERVED

4. Essay-restricted NOT NOT NOT

OBSERVED OBSERVED OBSERVED

5. Essay-non- NOT NOT NOT

restricted OBSERVED OBSERVED OBSERVED
 6. Others

ANALYZE
1. Which assessment tools/tasks were most commonly used by teacher?
Which ones were rarely used? Why were they rarely used?
 As what I have been noticed in the Kindergarten class,
they commonly used the matching type then
sometimes a multiple choice since kids are familiar
with this. They aren’t using other assessment like
essay writing because kids are not capable enough to
do it with their own.

2. Based on your answers found in the Tables above in which type of

assessment tools and tasks were the Resource Teachers most skilled
in test construction? Least skilled?
 She is skilled in matching type and multiple choice,
since kindergarten can handle in this kind of
assessment also but the activities must be easy also
which they can able to handle with their own. While
the least skilled is making essays and other assessment
which kindergarten pupils can’t handle.

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.
 Yes, an essay or other written requirements can be
considered as an authentic form of assessment,
because the students can still apply what they learned
and acquired from the previous lesson.
REFLECT

How good are you at constructing traditional assessment tools? Which

do you find most difficult to construct? Any lesson/s learned?

 I can’t able to analyze if how good I am in constructing

traditional assessment tools, but based in my own
experiences I must prefer in making multiple choices
since it’s not that hard as the others. And I guess the
most difficult to construct for me is constructing an
essay question, time consuming and critical thinking is
very important in implementing with this kind of
assessment most especially when we are assigned to
the higher level thinking skills of students.

Activity 13.3 Observing the Use of Non-traditional Assessment Tools and Scoring
Rubrics

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 the rubric to the students?
 Which type of rubric did the Resource Teacher use-analytic or holistic?

Authentic Learning Sample of How a product Comment/

Assessment/ Outcome Product/ /performance was s (Is the
Non- Assessed Performance assessed scoring
Traditional/Al Assessed rubric
ternative Describe how constructe
the product/ d according
Performance was to
assessed. standards?
Which was used
analytic
Rubric or holistic
rubric? INCLUDE
THE RUBRIC IN MY
TEACHING
ARTIFACTS.

Pupils able The product was The rubrics

1. Product to identify assessed through used were
the the given rubrics constructe
different by the teacher, it d according
objects was a single to
being criterion rubrics. standards
presented and it will
for them, be easy to
which will meet by
serve as the pupils.
their
individual
assessmen
t.
 Letting the Just like what the The given
2. Perform pupils do rubrics given by rubric is
ance some the teacher in the well-
performan individual activity organized
ces help wherein the pupils and orderly
them met it’s criteria on wherein
boost their how the teacher the pupils
confidence will grade their will met
, and it was performances. and know
one of the how will
ways also their
to show teacher
what the grade their
pupils can performanc
able to es.
do/achieve
from that
certain
things/acti
vities.

ANALYZE

1. Between analytic and holistic rubrics which one was more used? Why
do you think that type of rubric was used more?
 Between the analytic and holistic rubrics the one that
were most frequently used is the analytic rubric,
because it’s measure the different aspects of the
performance of every pupils/learners.

2. Based on your answers in #1, what can you say about the scoring
rubrics made and used by the Resource Teacher?
 The scoring rubrics made and used my Resource
Teacher was appropriate to the lesson that she
discussed in her class. She then explained to her pupils
what they need to achieve/do in the given
activities/assessments.
3. Will it make a difference in assessment of student work if teacher
would rate the product or performance without scoring rubrics?
Explain.
 Yes, it will make a big difference because the students
will never know on what are the things that they
should do, improve or achieve from the given
activities.

4. If you were to improve on one scoring rubric used, which one and
how?
 For me, there is no need to improve of the scoring
rubric because as what I have noticed it was already
aligned to the given performance by the teacher.

5. 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.
 Yes, an essay or other written requirements can be
considered as an authentic form of assessment,
because the students can still apply what they learned
and acquired from the previous lesson.

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?
 Yes, rubrics helps the students to become self-directed
or independent learners, because this could be used
by a student to determine which skills need to be
practiced or improved and recognize their goals in
making performance task.
Does the Scoring Rubrics in this FS Book 1 help you come up with better
output?
 Yes, the scoring rubrics in FS 1 help me come up with
better output because it made me realize and think
the important things and information that I must need
to put in my work, which leads as a result into a better
outcome.

REFLECT

Are authentic assessment and tasks new? Reflect on your experiences of

tests for all the years as a student.
 Based in my experiences I guess the authentic and task
is not new, it was just the same since the early 20s.
The assessment given to us by the teachers are still the
same from the past, it just only depends on how the
assigned teacher make on his/her lesson as well as the
activities after the discussion.

Show Your Learning Artifacts

 Accomplish Observation Sheet
 A completed observation of the assessment.

Authentic Learning Sample of How a product Comment/

Assessment/ Outcome Product/ /performance was s (Is the
Non- Assessed Performance assessed scoring
Traditional/Al Assessed rubric
ternative Describe how constructe
the product/ d according
Performance was to
assessed. standards?
Which was used
analytic
Rubric or holistic
rubric? INCLUDE
THE RUBRIC IN MY
TEACHING
ARTIFACTS.

Pupils able The product was The rubrics

1. Product to identify assessed through used were
the the given rubrics constructe
different by the teacher, it d according
objects was a single to
being criterion rubrics. standards
presented and it will
for them, be easy to
which will meet by
serve as the pupils.
their
individual
assessmen
t.

Letting the Just like what the The given

2. Perform pupils do rubrics given by rubric is
ance some the teacher in the well-
performan individual activity organized
ces help wherein the pupils and orderly
them met it’s criteria on wherein
boost their how the teacher the pupils
confidence will grade their will met
, and it was performances. and know
one of the how will
 ways also their
to show teacher
what the grade their
pupils can performanc
able to es.
do/achieve
from that
certain
things/acti
vities.

 Observations

My observations about the assessments given by the teacher are

very easy, whereas pupils can be able to do their task with their own.
While the given criteria or rubrics implemented by the teacher are very
well-organized where pupils can understand how their performance
task will be graded.

 Reflection

Assessments can help the teachers create the meaningful learning

experiences to their students. Through assessments teachers can
motivate their students to improve their performances, furthermore,
students can also participate to assess their own learning progress.
Assessments are one of the ways which will integrate grading, learning
and motivation for the students. Well-designed assessment methods
provide valuable information about the learning of the students.

 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 comment/s and improved version/s,
if necessary.

Activity 13.4 Scrutinizing the Types and Parts of a Portfolio

Resource Teacher: JERAIL MAE A. ARANDIA Teacher’s Signature: _________________
School: SINDANGAN PILOT DEMONSTRATION SCHOOL Grade/Year Level: KINDERGARTEN
Subject Area: ALL SUBJECTS 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 in My
Learning Artifacts.
3. Based on the sample portfolio given by your Resource
Teacher/researched by you, accomplish Observation Sheet #
4. Put a check in the right column.

Elements of a Portfolio Present? Missing?

1. Clear objectives-The objectives of the
lesson/unit/course are clear which ∕
serve as a bases for selection
2. Explicit guidelines for selection- What,
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- There is
evidence that students reflected on ∕
their learning.
5. Student’s reflection- There is
evidence that students reflected on ∕
their learning.
6. Evidence of student participation in
selection of content of portfolio- ∕
There is proof that students took part
in the selection of the content of the
portfolio.

ANALYZE
 1. With OBE in mind, which should be the basis for the selection of
pieces of evidence to show that what the student was supposed to
learn was learned?
 I guess the basis for the selection of pieces of evidence
to show what the student was supposed to learn is by
making first the learning objectives from the given
topic, because considering the output of the pupils is
very necessary.

2. Scrutinize the elements of this portfolio. Based on the parts, under

which type of portfolio does this fall?
 I think the elements of this portfolio are fall under
documentation portfolio as well as the process and
showcase portfolio.

3. Where and when does the teacher make use of each of the 3 types of
portfolio?
 The teacher makes use of this portfolio in a school
setting. This might be to highlight student’s success, or
to showcase a variety of accomplishments a student
has achieved over a period of time. In showcasing a
student’s work, these 3 types of portfolio allows them
to describe and tell their own story. The teacher gives
tasks with the students to demonstrate learning over
the course of time and it provides an opportunity for
the students to reflect on their learning, to self-assess
and formulate deeper understanding. After that, they
can identify what are their weakness and strengths
which it gives reflection towards progress and growth
process.

REFLECT
 Have portfolio 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?
 Yes, the effort put into a portfolio assessment is
commensurate with the improvement in learning and
development of learner’s metacognitive processes
that come as a result of the student’s progress and
development, particularly the metacognitive processes
that occur during the process of creating and
completing the portfolio. Portfolio is very important
because this is one of the instruments of teacher to
identify their weakness and they can reflect on the
teaching learning process if it is effective or not.
Instead in the process of inconvenient they give more
clear, specific and reliable assessment to students. On
the other hand, students will also reflect in their
results of their performance. As such, portfolios are
windows on the metacognitive process of students,
because by their nature long term records of students
progress and achievement they can be used to assess
programs, courses and projects.

Show Your Learning Artifacts

 Sample of Improved Written Tests, 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
Evaluate Performance Task
Evaluate Your Work Task Field Study 1, Episode 13- Assessment of Learning
(Summative Assessment)

Name of FS Student/s: JESSABEL ITAO MURRO

Year and Section: 4th Year –B
Course: BACHELOR OF ELEMENTARY EDUCATION
Date Submitted:
Learning Excellent Very Satisfactor Needs
Episode 4 Sartisfactory y Imporove
3 2 ment
All observation One (1) to two Three(3) Four (4) or
Accomplishe questions/tasks (2) observation observatio more
d were completely questions tasks n observatio
Observation answred/accomplis- not questions/ n
Sheet hed. answered/acco tasks not qustions/ta
mplished. answered/ sks not
accomplis answered/
hed. accomplish
ed.
All questions were All questions Questions Four (4) or
answered were answered were not more
completely; answer completely; answered observatio
are with depth and answers are completel n
are thoroughly clearly y; answers questions
Analysis grounded on connected to are not were not
theories; grammar theories; clearly answered;
and spelling are free grammar and connected answers
from error. spelling are free to not
from errors. theories: connected
one (1) to to
three (3) theories;
grammatic more than
al/spelling (4)
errors. frammatic
al/spelling
errors.
Profound and clear; Clear but lacks Not so Unclear
Reflection supported by what depth; clear and and
were observed and supported by shallow; shallow;
 analyzed what were somewhat rarely
observed and supported supported
analyzed by what by what
were were
observed observed
and and
analyzed analyzed
Portfolio is reflected Portfolio is Portfolio is Portfolio is
in the context of the reflected on in not not
Learning learning outcomes; the context of reflected reflected
Artifacts complete, well- the learning on I the on in the
organized, highly outcomes. context of context of
relevant to the Complete; well the the
learning outcome organized, very learning learning
relevant to the outcomes. outcomes;
learning Complete; not
outcome not complete;
organized, not
relevant organized,
to the not
learning relevant
outcome
Submitted before Submitted on Submitted Submitted
the deadline the deadline a day after two (2)
Submission the days or
deadline more after
the
deadline
OVERALL RATING
COMMENTS SCORE BASED ON
TRANSMU-
TATION

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 18-19 17 16 15 14 12-13 11 10 8-9 7-below
Grade 99 96 93 90 87 84 81 78 75 72 71

DR. NOEL R. GALEZA

FS 1 INSTRUCTOR DATE
 Activity 13.5 Determining the Level of Teacher’s Questions

Resource Teacher: JERAIL MAE A. ARANDIA Teacher’s Signature: _________________

School: SINDANGAN PILOT DEMONSTRATION SCHOOL Grade/Year Level: KINDERGARTEN
Subject Area: ALL SUBJECTS Date: ______________________

OBSERVE
1. Observe a 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 Cognitive Processes Tally of
Processes (and Kendall and Assessm
(Bloom as Rank Marzano) Rank ent Total
revised by Tasks/
Anderson and Questio
Krathwohl ns
Self-system Thinking 6 III 3
Metacognition 5 II 2
Creating 6- III 3
Highest
Evaluating 5 III 3
Analyzing/An 4 Analysis 3 III 3
Applying 3 Knowledge Utilization 4 V 5
Understanding 2 Comprehension 2 IIII 4
/
Remembering 1- Retrieval 1 IIII- 4
/ Lowest Example

Table 2. Examples of Assessment Questions/Assessment Tasks

 Tally and Tally and Total Example of Rank
Total Score of Score of Assessment Base
Cognitive Cognitive Tasks/Questions d on
Processes Rank Processes (and Rank Given by Use
(Bloom as Kendall and Resource
revised by Marzano) Teacher
Anderson and
Krathwohl)
Self-system 6- e.g.Teacher
Thinking Highes asked students:
t Why is the
lesson
important to
you?
Metacognition 5 NOT OBSERVED
Example: 6-
Creating = I Highes NOT OBSERVED
t
Evaluating = I 5 NOT OBSERVED
Analyzing/An 4 Analysis 3 Identify the
= II word the start
with the letter
B.
a. Boy
b. Pig
c. Butterfly
d. Girl

Applying = III 3 Knowledge 4

Utilization
Understandin 2 Comprehensio 2 The teacher
g=I n teaches her
pupils how to
write and
pronounce its
sound. And she
also let her
pupils write the
letter being
discussed on the
board.
 Letter B

Bb, Bb, Bb
Remembering 1- Retrieval = III 1- Before giving an
= IIII Lowest Lowest activity she will
I I repeat her
discussion and
let her pupils
remember the
things that they
need to answer
the given
activities.
Rank Rank

ANALYZE

1. Which cognitive skill had the highest number of assessment

questions? Lowest number?
 The cognitive skills that had the highest number of
assessment questions is the applying, because of how
good the teacher is in discussing her lesson as a result
the pupils will able to apply the given activities into a
certain situation. While the lowest is the
metacognition.

2. What do these (lowest and highest number of assessment questions)

reveal about Resource Teacher’s level of questions?
 Based on the lowest and highest number of
assessment questions that made by the Resource
Teacher, it reveal the level of questions balance
because it is based on applying and metacognition.
 3. Based on Kendall’s and Marzano’s taxonomy, which are the highest
cognitive skills? Give an example of an assessment question for each
of the two highest cognitive skills-metacognitive skills and self-system
thinking.
 Based on Kendall’s and Monzano’s taxonomy, the
highest cognitive skills are the metacognitive skills and
self- esteem thinking wherein the teacher will give
questions that will reflect their gained knowledge and
learning form the lesson. And the students will tell why
it is important to learn.

REFLECT

If you were to rate yourself on HOTS- where will you be from a scale of 1 to
5 (5 as highest) where will you be?
 If I am going to rate myself on HOTS, I guess I would
choose the number 2 because I know in myself that
there is something that I must need to learn more , to
develop and enhance. As of now, I am working on it
and doing the best that I can so that I can reach the
highest score on it.

As a future teacher, reflect on how will you contribute to the development

of learners HOTS?
 As a future teacher I will contribute to the
development of learners HOTS if first by asking
divergent question to my students, using group
discussions and also informing the learning objectives
to the students and many more. I will always allow my
pupils to share their knowledge and connect it to real-
life situation during our discussion so that they will
develop their skills in the field of problem solving
Evaluate Performance Task
Evaluate Your Work Task Field Study 1, Episode 13- Assessment of Learning
(Summative Assessment)

Name of FS Student/s: JESSABEL ITAO MURRO

Year and Section: 4th Year –B
Course: BACHELOR OF ELEMENTARY EDUCATION
Date Submitted:
Learning Excellent Very Satisfactor Needs
Episode 4 Sartisfactory y Imporove
3 2 ment
All observation One (1) to two Three(3) Four (4) or
Accomplishe questions/tasks (2) observation observatio more
d were completely questions tasks n observatio
Observation answred/accomplis- not questions/ n
Sheet hed. answered/acco tasks not qustions/ta
mplished. answered/ sks not
accomplis answered/
hed. accomplish
ed.
All questions were All questions Questions Four (4) or
answered were answered were not more
completely; answer completely; answered observatio
are with depth and answers are completel n
are thoroughly clearly y; answers questions
Analysis grounded on connected to are not were not
theories; grammar theories; clearly answered;
and spelling are free grammar and connected answers
from error. spelling are free to not
from errors. theories: connected
one (1) to to
three (3) theories;
grammatic more than
al/spelling (4)
errors. frammatic
al/spelling
errors.
Profound and clear; Clear but lacks Not so Unclear
Reflection supported by what depth; clear and and
were observed and supported by shallow; shallow;
 analyzed what were somewhat rarely
observed and supported supported
analyzed by what by what
were were
observed observed
and and
analyzed analyzed
Portfolio is reflected Portfolio is Portfolio is Portfolio is
in the context of the reflected on in not not
Learning learning outcomes; the context of reflected reflected
Artifacts complete, well- the learning on I the on in the
organized, highly outcomes. context of context of
relevant to the Complete; well the the
learning outcome organized, very learning learning
relevant to the outcomes. outcomes;
learning Complete; not
outcome not complete;
organized, not
relevant organized,
to the not
learning relevant
outcome
Submitted before Submitted on Submitted Submitted
the deadline the deadline a day after two (2)
Submission the days or
deadline more after
the
deadline
OVERALL RATING
COMMENTS SCORE BASED ON
TRANSMU-
TATION

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 18-19 17 16 15 14 12-13 11 10 8-9 7-below
Grade 99 96 93 90 87 84 81 78 75 72 71

DR. NOEL R. GALEZA

FS 1 INSTRUCTOR DATE
Activity 13.6 Analyzing a Table of Specifications

Resource Teacher: JERAIL MAE A. ARANDIA Teacher’s Signature: _________________

School: SINDANGAN PILOT DEMONSTRATION SCHOOL Grade/Year Level: KINDERGARTEN
Subject Area: ALL SUBJECTS Date: ______________________

Revisit the Learning Essentials

 A table of Specification (TOS) is a two-way chart which describes the
topics to be covered by a test and the number of items or points which
will be associated with each topic.
 Sometimes the types of items are described in terms of cognitive level
as well.
1. Study the sample of Table of Specification on Assessment.
No. of Cognitive Level Total
Learning Outcome Class
Hours Rem Un Ap An Ev Cr
1. Identifies
the letters in 1 I I I II I 6
the alphabet.
2. Identify the
different
sounds of 1 I I II I II I 8
the letters in
the alphabet.
3. Able to
identify the
word that
starts with 1 I II I II I 7
the specific
letters in the
alphabet.
4. Sing a song
that start
from the 1 II II I II II I 10
specific
letters in the
alphabet.
5. Justify the 1 I I I I II 6
 importance
of knowing
the letters in
the alphabet.
6. Able to write
the proper
steps of
writing the 1 I II II II I II 10
capital and
small letters.
Total 6 7 9 8 10 9 4 47

ANALYZE
1. What parts must a TOS contain to ensure test content validity?
 To ensure test content validity, the parts must it have
is the objectives in the hierarchy of educational
objectives were well represented in the test.
Furthermore, the topics included in the test during
construction should have been discussed or was
discussed during the covered time frame that was
identified before head. It must contain an equal
distribution of questions in every item of its cognitive
level.

2. Why is there a need for number of items per cognitive level?

 It is very necessary that there is number of items per
cognitive level for a more precise assessment, and to
determine how much of each cognitive talent will be
measured. This numbers also indicates which numbers
best fits those goals. And most important to maintain
the fairness in every item of cognitive level.

3. With OBE in minds, is it correct to put learning outcome not topic in

the first column? Why? Why not?
 Yes, it is correct to put the learning outcome in the
first column rather that the topic, the reason is to
identify its lesson’s aims at the end. This will assist us
 in determining whether our activity or evaluation will
be appropriate for the outcome we have in mind.

4. Can a teacher have a test with content validity even without making a
TOS?
 I guess no, the teacher can’t have a test with content
validity without consulting the Table of Specification
(TOS) there would be a conflict if this will happen. It is
because when there is no table of specification the
tendency for the test maker to focus too much on
facts and concepts at the knowledge level. Therefore it
is essential to refer to standardize pre conceptualized
program which was constructed prior to instruction
and before a test id written.

5. Complete the given TOS.


No. of Cognitive Level Total
Learning Outcome Class
Hours Rem Un Ap An Ev Cr
1. Identifies
the letters in 1 I I I II I 6
the alphabet.
2. Identify the
different
sounds of 1 I I II I II I 8
the letters in
the alphabet.
3. Able to
identify the
word that
starts with 1 I II I II I 7
the specific
letters in the
alphabet.
4. Sing a song
that start
from the 1 II II I II II I 10
specific
 letters in the
alphabet.
5. Justify the
importance 1 I I I I II 6
of knowing
the letters in
the alphabet.
6. Able to write
the proper
steps of
writing the 1 I II II II I II 10
capital and
small letters.
Total 6 7 9 8 10 9 4 47
 REFLECT
Read this conversation and reflect on teachers assessment practices.
Write your reflections here.

Student A: Saan naman 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 test?
 Yes as a student I already encountered with this kind
of situation. There were times whereas out teacher
gives us an activity or test which we aren’t encounter
or hear during the discussion. But as student we don’t
have the right to complain because it is our
responsibility to answer and finish it with the given
time. That’s why I use my stock knowledge to answer
it without knowing if it is correct or not.
Show Your Learning Artifacs
 Accomplish Observation Sheet

My observation about the completed given TOS is already done. And

will able to proceed to the next part of it.

 Analysis
 Reflection

A table of Specification or TOS is necessary for the implementation

of assessment because it is the one who identify the achievement
domains being measured and to ensure that a fair and representative
sample of questions appear on the test. It is a tool whereas it is used to
ensure that a test or assessment measures the content and thinking
skills that the test intends to measure.

 Completed Sample TOS

No. of Cognitive Level Total

Learning Outcome Class
Hours Rem Un Ap An Ev Cr
1. Identifies
the letters in 1 I I I II I 6
the alphabet.
2. Identify the
different
sounds of 1 I I II I II I 8
the letters in
the alphabet.
3. Able to
identify the
word that
starts with 1 I II I II I 7
the specific
letters in the
alphabet.
4. Sing a song
that start
from the 1 II II I II II I 10
specific
letters in the
alphabet.
5. Justify the 1 I I I I II 6
importance
of knowing
the letters in
the alphabet.
 6. Able to write
the proper
steps of
writing the 1 I II II II I II 10
capital and
small letters.
Total 6 7 9 8 10 9 4 47
 Activity 13.7 Computing Students Grades based on DepEd Grading System

Resource Teacher: JERAIL MAE A. ARANDIA Teacher’s Signature: _________________

School: SINDANGAN PILOT DEMONSTRATION SCHOOL Grade/Year Level: KINDERGARTEN
Subject Area: ALL SUBJECTS Date: ______________________

OBSERVE
A. A Sample Students’ Report Card

1. Secure a sample of a Students’ Report Card from your Resource

Teacher.
2. Study a sample of an unused Students’ Report Card. Observe its
contents.
3. Ask permission from your Resource Teacher for an interview with
him/her and with group students 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 new grading system which
you were not asked before?
 According to my Resource Teacher all grades will be
based on the weighted raw score of the learner’s
summative assessments. And it is also favour to the
students because it is no longer a zero based as well as
the teachers because they were able to come up with
the grades that are suitable in every performance of
their students.

2. Which do you prefer-the old or the new grading system? Why?

 According to my Resource Teacher she must prefer to
the new grading system because it is no longer hassle
for them.
C. Interview of 5 Students

1. What do you like in the new grading system?

 According to the student that I interview, she said that
when it comes to the changes of grading system or
what we call the new way of grading system first she
said that it’s quite hard to understand or adjust to this
new way but when time passes by she then appreciate
and recognized that it really changed to a new way,
new rule and she like it the most compare to the old
way of grading system.

2. Do you have problems with the new grading system? If there is,
what?
 According to the one student that I have been
interviewed she said that she doesn’t have any
problem with the new grading system.

3. Does the new grading system give you a better picture of your
performance? Why or why not?
 Another student that I asked this question, and
according to her the new grading system gives her a
better picture in her performance in such a way of
improving and enhancing her performance and most
of all boosting her confidence.

4. Which do you prefer- the old or the new grading system? Why?
 One last student answer this question, and according
to him he must prefer the new grading system because
it helps him to be more confident and to strive hard on
his studies, to be knowledgeable enough to reach the
new grading system ways and processes.
 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?

 In traditional grading, students are primarily measured
by the percentage of work successfully completed. All
grades will be based on the weighted raw score of the
learner’s summative assessment.

2. How do you compute grades per quarter for Grades 1 to 10 and Grade
11 to 12? Give an example.
 In computing grades for Grade 1 to 10 the first step is
to sort grades by category , second get the average of
the scores in each category, third convert each
category percent to a decimal such as 100% lastly
multiply the category averages by the category weight
decimal.
Example:
  For grade 11 to 12 we just have to add the total score
for each component, convert the sum for each
component to percentage score, divide the total raw
score by the highest possible score then we will
multiply the quotient by 100%. Lastly convert the
percentage scores to weighted scores.
Example:

3. How do you compute grades at the end of the school year?

 To compute the grades at the end of the school year
we must convert the sum for each component to
percentage score. Then divide the total raw score by
the highest possible score, afterwards multiply the
quotient by 100%. But for the Kindergarten there are
no numerical grades, descriptions of the learner’s
progress in the various learning areas are represented
using checklist and pupils portfolios which will be
presented to the parents at the end of each quarter
for discussion. For the senior high school which is the
Grade 11 and 12 the two quarters determine the Final
Grade in a semester.
4. What descriptors and grading scale are used in reporting progress of
learners?
 The summary of the learners progress is shown
quarterly to parents and guardians through a parent-
teacher conference in which the report cards of the
students will be weather discussed or distributed. It
will be discussed also that if a learner who receives a
grade below 75 in any subject in a quarter must be
given intervention through remediation and extra
lessons from the teacher of that subject.

5. What are the bases for learners’ promotion and retention at the end
of the school year?

 When a student receives a final grade of 75 or if the

student must pass remedial classes for the different
learning areas with the final average of 75 will still be
promoted to the next grade level.

6. What is the report on learners’ observed values?

 Learners must be listened so that they observed their

mistakes and correct them same as the value.
E. Grade Computation

Show sample computation 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

It is not available because as we have observed for a few

days we don’t have experience to compute quarter grades
for our students.

 Show the percentage contributions of written work, performance

tasks and quarterly assessment. Then give the descriptor. Refer to
DepEd Order # 8, s. 2015.

Written work equivalent to (30%) - these are the activities

which are written as well as the quizzes.
Performance task equivalent to (50%) – these are the
activity showing performances and skills presented by the
pupils such as dancing, role playing, singing another. The
product outputs also were included here.
Quarterly assessment (20%) – these are the examination
such as the major examination at the end of every quarter to
assess the students to the given lessons.
ANALYZE
Analyze date and information gathered from the interview and from your
review of an unused Students’ Report Card and the DepEd grading system.

1. Do teachers and students like the new grading system? Why or why
not?
 Yes, teachers and students like the new grading
system because teachers can easily compute the
grades through the three components of grading. And
also they prefer it because it is not only about the
knowledge but the performance and skills which have
a higher grading scale.

2. What are the good points of the new grading system according to
teachers? According to students?
 The teachers will always say responding and positive
encouragement to their students work and small
achievements in school work because this will remain
to keep them motivated at all times, and it made them
realized to study harder and feel alive during the class
most especially on their discussion. And also, they will
mention the same good points which are the scale of
performance tasks which have a higher scale on the
grading system.

3. What are teachers challenged to do by this new grading system?

 Based on the new curriculum and grading system, the
teachers are challenged to be the facilitators of
learning and they are task to always assist their pupils
at all cost. Responding to a students work is no longer
as simple as jotting down feedback in the margins,
making grading a slower process. Also, classworks,
assessments, homework and projects are all being
submitted to teachers online.
 4. Do you favour the distribution of percentages of written work,
performance tasks and quarterly assessment?
 Yes, I must agree/favour on the distribution of
percentages of written work and performance task
because nowadays skills are one of the most
important. We need to enhance their skills because
sooner they can able to apply and use it in their daily
life or in a real life scenario as individual.

5. Did you like the experience of computing grades? Why or why not?
 As of the moment, as a student we don’t have yet
experiences of computing grades to our students,
since we are not allowed. Our task is just to observe
what and how did our Resource Teacher handle her
duties or class as a teacher.

REFLECT

In an era where the emphasis is self-directed learning and

demonstration of competencies-knowledge, skills and values learned
(outcomes-based education) - do grades really matter?
 As a student and as what I have learn I guess grades
doesn’t really matter, what matter the most is the
learning/lesson gained and the skills developed and
enhanced through the process. Having or receiving
lower grades doesn’t mean/define how and what will
you become in the future if you are knowledgeable
enough on how will you use and apply the skills that
you have learned which will help you to be the person
that you wanted to be in the brighter future. OBE
really focused on the outcomes.
Evaluate Performance Task
Evaluate Your Work Task Field Study 1, Episode 13- Assessment of Learning
(Summative Assessment)

Name of FS Student/s: JESSABEL ITAO MURRO Year and Section: 4th Year –B
Course: BACHELOR OF ELEMENTARY EDUCATION
Date Submitted:

Learning Excellent Very Satisfactor Needs

Episode 4 Sartisfactory y Imporove
3 2 ment
All observation One (1) to two Three(3) Four (4) or
Accomplishe questions/tasks (2) observation observatio more
d were completely questions tasks n observatio
Observation answred/accomplis- not questions/ n
Sheet hed. answered/acco tasks not qustions/ta
mplished. answered/ sks not
accomplis answered/
hed. accomplish
ed.
All questions were All questions Questions Four (4) or
answered were answered were not more
completely; answer completely; answered observatio
are with depth and answers are completel n
are thoroughly clearly y; answers questions
Analysis grounded on connected to are not were not
theories; grammar theories; clearly answered;
and spelling are free grammar and connected answers
from error. spelling are free to not
from errors. theories: connected
one (1) to to
three (3) theories;
grammatic more than
al/spelling (4)
errors. frammatic
al/spelling
errors.
Profound and clear; Clear but lacks Not so Unclear
Reflection supported by what depth; clear and and
 were observed and supported by shallow; shallow;
analyzed what were somewhat rarely
observed and supported supported
analyzed by what by what
were were
observed observed
and and
analyzed analyzed
Portfolio is reflected Portfolio is Portfolio is Portfolio is
in the context of the reflected on in not not
Learning learning outcomes; the context of reflected reflected
Artifacts complete, well- the learning on I the on in the
organized, highly outcomes. context of context of
relevant to the Complete; well the the
learning outcome organized, very learning learning
relevant to the outcomes. outcomes;
learning Complete; not
outcome not complete;
organized, not
relevant organized,
to the not
learning relevant
outcome
Submitted before Submitted on Submitted Submitted
the deadline the deadline a day after two (2)
Submission the days or
deadline more after
the
deadline
OVERALL RATING
COMMENTS SCORE BASED ON
TRANSMU-
TATION

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 18-19 17 16 15 14 12-13 11 10 8-9 7-below
Grade 99 96 93 90 87 84 81 78 75 72 71

DR. NOEL R. GALEZA

FS 1 INSTRUCTOR DATE
 Activity 13.8 Reporting Students’ Performance

Resource Teacher: JERAIL MAE A. ARANDIA Teacher’s Signature: _________________

School: SINDANGAN PILOT DEMONSTRATION SCHOOL Grade/Year Level: KINDERGARTEN
Subject Area: ALL SUBJECTS Date: ______________________

OBSERVE
Proceeding in a Card Distribution Day

1. Observe how cards distributed on Card Distribution Day. Describe

how cards are distributed.
 As an observer we are only given few days of duty in
the field where we are assigned to observed our
Resource Teacher, and by that we aren’t witness or
observe how cards are distributed to the learners since
we don’t have enough time to witness on it. But based
on my experiences for the past years of being a
student cards are distributed by the teacher after the
end of the final semester.

2. Describe how the Resource Teachers communicated learners’

assessment results and grades to parents.
 I don’t have any idea in this situation, because for the
few given days of our duty we don’t even experience
or observed how cards are distributed b y the teacher.

3. Did parents questions or concerns? If yes, what were their

questions/concerns?
 I guess there are some parents who will ask concerns,
but if the teacher will explain how and what will be
the child’s performance at the end of it they will
understand why that certain grades only their child’s
receive.
 4. How did the Resource Teacher handle their questions and concerns?
What answers did he/she give?
 According to my Resource Teacher, if there are
questions she then approaches them in a good and
polite way and will try her best to give the best
answers as much as she can. She is very transparent in
computing the grades of her pupils and after that
explains it one by one to each owner.

Interview with the Resource Teacher

1. How do you give feedback to your students regarding their

performance? When do you give feedback?
 According to my Resource Teacher she will provide an
explanation of what they are doing correctly and
incorrectly. It can be also talk in a private way since it
was too confidential when it talks about in this kind of
situation.

2. How do you report students’ performance to parents? Does the

school have a regular way of reporting grades to parents/
 According to her the report cards will be released
quarterly at the end of the semester or either final
exam or for as long as the student finishes the given
task by the teacher. The parents and guardians queries
on their child’s grades are also accommodated.
Furthermore, the head of the school will give them
schedule when are they going to distribute the card of
each student.

3. What problems on grade reporting did you encounter with parents?

How did you address it/them?
 According to her, she doesn’t encounter any problem
regarding on the grades of her pupils because she was
very transparent on it. She will also explain it one by
 one to the parents and guardians to avoid
misunderstanding.

Interview with Students

1. Do you see the meaning of your grades in the School Report Card?
 According to the student that I interview, she said that
she can see the meaning of her grades since their
teacher let them see and explain what the meaning of
it is and how it happens.

2. Does knowing your grade motivate you to work harder?

 Yes, because this will serve as my motivation to strive
hard in my studies. My grades will encourage me to
work harder, the best that I can and made it higher to
the next time around.

Interview with Parents

1. Does your child’s Report Card give you a clear picture of how your
child is performing?
 According to them yes, because their child’s Report
Card will serve as their basis which reflect the
performance of their child at school.

2. If you were asked what else should be found in the Report Card,
which one? Why?
 I guess maybe the comments or suggestion of the
teacher to what are the things that must need to be
develop and improve, by that this will serve as an
encouragements to the learners to do their best on
 the things that must need to improve on the next time
around.

3. Do you find the Card Distribution Day important? Why or why not?
 Yes, the distribution of Card is one of the most
important days for both parents and students, because
by this time they will see how and what is the
performance of their child at school.

4. Any suggestion on how to make Card Distribution more meaningful?

 I don’t have any suggestion because as long as Card
will be distributed it really make sense, and much
more meaningful.

ANALYZE

1. What were the most common issues raised on students’

performance?
 The most common issues raised on student’s
performance I guess it was academic concerns which
might include issues such as learning difficulties or
disabilities, underachievement, lack of motivation,
encouragement and attention from teachers and most
off bullying.

2. Based on your observations and findings, what practices must be

a.)Maintain and
b.)Improved to make grades and reporting meaningful?
 Based on my observations, the practices that teachers
must need to maintain is the grades fairly and
consistently, must provide effective feedback also to
students and parents as well. And most of all use fair
grading policies.
REFLECT

1. Grades are often a source of misunderstanding. How should I do

reporting so that it will result to effective learning?
 I can do it as an evaluation of student work, as means
of communicating to students as well as the parents.
Grading provides student’s feedback on their own
learning, clarifying for them what they understand and
what they don’t understand and most of all where
they must need to improve. It is true that grading with
accuracy and fairness really takes a lot of time; it is an
evaluation of students work and that would be graded
fairly. As teacher report all the grades and
performances and explain it well how the grades are
being computed, and if there are still issues or
misunderstanding or violent reactions from the
parents or guardians of how it is being computed then
will let them compute with their own. Provide them
the data of their children, guide them how to compute
and let them know how to get the final grade of their
child.
Evaluate Performance Task
Evaluate Your Work Task Field Study 1, Episode 13- Assessment of Learning
(Summative Assessment)

Name of FS Student/s: JESSABEL ITAO MURRO

Year and Section: 4th Year –B
Course: BACHELOR OF ELEMENTARY EDUCATION
Date Submitted:

Learning Excellent Very Satisfactor Needs

Episode 4 Sartisfactory y Imporove
3 2 ment
All observation One (1) to two Three(3) Four (4) or
Accomplishe questions/tasks (2) observation observatio more
d were completely questions tasks n observatio
Observation answred/accomplis- not questions/ n
Sheet hed. answered/acco tasks not qustions/ta
mplished. answered/ sks not
accomplis answered/
hed. accomplish
ed.
All questions were All questions Questions Four (4) or
answered were answered were not more
completely; answer completely; answered observatio
are with depth and answers are completel n
are thoroughly clearly y; answers questions
Analysis grounded on connected to are not were not
theories; grammar theories; clearly answered;
and spelling are free grammar and connected answers
from error. spelling are free to not
from errors. theories: connected
one (1) to to
three (3) theories;
grammatic more than
al/spelling (4)
errors. frammatic
al/spelling
errors.
Profound and clear; Clear but lacks Not so Unclear
Reflection supported by what depth; clear and and
 were observed and supported by shallow; shallow;
analyzed what were somewhat rarely
observed and supported supported
analyzed by what by what
were were
observed observed
and and
analyzed analyzed
Portfolio is reflected Portfolio is Portfolio is Portfolio is
in the context of the reflected on in not not
Learning learning outcomes; the context of reflected reflected
Artifacts complete, well- the learning on I the on in the
organized, highly outcomes. context of context of
relevant to the Complete; well the the
learning outcome organized, very learning learning
relevant to the outcomes. outcomes;
learning Complete; not
outcome not complete;
organized, not
relevant organized,
to the not
learning relevant
outcome
Submitted before Submitted on Submitted Submitted
the deadline the deadline a day after two (2)
Submission the days or
deadline more after
the
deadline
OVERALL RATING
COMMENTS SCORE BASED ON
TRANSMU-
TATION

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 18-19 17 16 15 14 12-13 11 10 8-9 7-below
Grade 99 96 93 90 87 84 81 78 75 72 71
DR. NOEL R. GALEZA
FS 1 INSTRUCTOR DATE
 LEARNING EPISODE

14

THE TEACHER AS A PERSON

AND AS A PROFESSIONAL

OBSERVE, ANALYZE, REFLECT

Activity 14.1 Teacher Personal Qualities: A View from My Lenses

Resource Teacher: JERAIL MAE A. ARANDIA Teacher’s Signature: _________________

School: SINDANGAN PILOT DEMONSTRATION SCHOOL Grade/Year Level: KINDERGARTEN
Subject Area: ALL SUBJECTS 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 for 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 observe
or not manifested.

Observe (O) Data Results

Personal Qualities Interview (I) I have found out
that…
a. Dignified Observe Observed

b. Healthy Observe
Observed
c. Spiritual Observe
Interview Observed

d. Knowledge Observe Observed

e. Humble Observe
Interview Observed
f. Determined Observe
Interview
Observed
g. Cooperative Observe
Interview Observed

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 the 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.) Humble
B.) Cooperative
C.) Healthy

2. Which of these qualities do you have? Do you think you can fit as a
good teacher someday? YES Why? Describe yourself.
 One of the qualities that I have is being a humble, and
that’s something that I must be proud of myself. We
can’t deny the fact that not individual is humble and
that’s the reality of life. I am a kind of person who’s
humble enough in so many ways and aspect in life, the
fact that no matter how others treated me bad or
something not good but I must always remain to be
humble no matter what because God is always been
there watching us.

REFLECT

Good teachers are 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?
 Yes

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.
 One of the teachers which I can say that she’s one of
my role models among the teachers in SJCI since then
is Mrs. Reziel Mae Yosores Omboy, my adviser when I
 was in senior high school. She’s one of a kind and
humble teacher that I meet among the others, an
approachable teacher at all times. She can be friend
outside the school as well as in the inside. Her
kindness made me realize how importance is to be
good most especially in the students. This quality
inspires me to become the person that I wanted to be
in the near future, because I know that being humble
and kind is one of the great characteristics of a good
teacher must have.

Activity 14.2 Is the Teacher a Professional Teacher?

Resource Teacher: JERAIL MAE A. ARANDIA Teacher’s Signature: _________________

School: SINDANGAN PILOT DEMONSTRATION SCHOOL Grade/Year Level: KINDERGARTEN
Subject Area: ALL SUBJECTS 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 co0teacher 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 a requirement in our course, Field Study 1.

Thank you very much.

JESSABEL ITAO MURRO

BEED STUDENT

Name of the Teacher: JERAIL MAE A. ARANDIA

PRC License No: 1046953 Grade Level Taught: KINDERGARTEN

Answer the following statements based on your OBSERVATION of the

teacher. Check Yes or No or Doubtful.
 Does the Teacher exhibit the
Professional Competence competence of a professional
teacher? Check your answer
below.
Yes No Doubtful
1. Practice 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. Prepare curriculum plans, 
implements these with
innovation in every lesson
8. Designs or selects and utilizes 
appropriate assessment
strategies and tools for lessons
taught
9. Makes classroom atmosphere 
physically (arrangement) and
psychologically (friendly,
inclusive) safe and secure for
learning
10. Serves willingly beyond 
teaching work by participating in
other extra-curricular activities
when needed
_________________________________________
Name and Signature of the Teacher Informat (Peer)

OR:

____________________________________________
Name and Signature of the Supervisor Informat (Head)

AND

______________________________________________
Your Name and Signature (Pre-Service Student

Show Your Learning Artifacts

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

People may come and go, that’s the reality of life. Some will be
remembered and others also may be forgotten. But in a few days of my
field observation one thing for sure as I go on with my journey I’ll never
forget my resource teacher who was been there for me throughout my
field study journey. She always remind me how beautiful does teaching
is for as long you enjoy and love what your profession or job is. She
was been there for me who help me and did some efforts for me to
gain knowledge, the one who has been my guide throughout my field
study journey. The teacher who appreciate my efforts, the one who is
always been there to feed me a bit-full of information that I might use
someday. Everyone has someone to keep them on their own feet as
they walk through life, normally it would be our friend, relatives, family
and most of all our teacher who was been there for us most specially
during our student journey, teachers who will usually there to impart
knowledge and which will always give us an opportunity to move and
achieve the life that were always dreaming and seeking of. I would
literally say that I am beyond blessed of having a resource teacher
someone like ma’am Jerail all throughout my field study journey, one of
a very kind and humble teacher I meet in Sindangan Pilot
 Demonstration School (SPDS). I really admire her most especially the
patience that she showed on her pupils during class discussion even
though how stubborn and naughty the kindergarten pupils is. She
sincerely cared for her pupils and never let end the class without
ensuring that everybody will understand and gain some knowledge
from what she has been teaching.

Teacher serves us a guiding light that points us in the proper

direction and assists us in shaping our destiny. They are a divine
instrument who can assist us in achieving our goals in life; they treated
as their own child that’s why we will also respect them as our second
parent at school. They gently educate us not only in academic subjects
but most of all in moral principles.

A teacher will called also as a hero because just like the real heroes
they did everything for us their students, offering much effort, patience
and even sacrifices just to lead us into the right path of our journey in
life. Being a teacher is not that easy, it takes long patience and
understanding.

Evaluate Performance Task

Evaluate Your Work Task Field Study 1, Episode 13- Assessment of Learning
(Summative Assessment)
Name of FS Student/s: JESSABEL ITAO MURRO Year and Section: 4th Year –B
Course: BACHELOR OF ELEMENTARY EDUCATION
Date Submitted:

Learning Excellent Very Satisfactor Needs

Episode 4 Sartisfactory y Imporove
3 2 ment
All observation One (1) to two Three(3) Four (4) or
Accomplishe questions/tasks (2) observation observatio more
d were completely questions tasks n observatio
Observation answred/accomplis- not questions/ n
Sheet hed. answered/acco tasks not qustions/ta
mplished. answered/ sks not
accomplis answered/
hed. accomplish
ed.
All questions were All questions Questions Four (4) or
answered were answered were not more
completely; answer completely; answered observatio
are with depth and answers are completel n
are thoroughly clearly y; answers questions
Analysis grounded on connected to are not were not
theories; grammar theories; clearly answered;
and spelling are free grammar and connected answers
from error. spelling are free to not
from errors. theories: connected
one (1) to to
three (3) theories;
grammatic more than
al/spelling (4)
errors. frammatic
al/spelling
errors.
Profound and clear; Clear but lacks Not so Unclear
Reflection supported by what depth; clear and and
were observed and supported by shallow; shallow;
analyzed what were somewhat rarely
observed and supported supported
analyzed by what by what
were were
 observed observed
and and
analyzed analyzed
Portfolio is reflected Portfolio is Portfolio is Portfolio is
in the context of the reflected on in not not
Learning learning outcomes; the context of reflected reflected
Artifacts complete, well- the learning on I the on in the
organized, highly outcomes. context of context of
relevant to the Complete; well the the
learning outcome organized, very learning learning
relevant to the outcomes. outcomes;
learning Complete; not
outcome not complete;
organized, not
relevant organized,
to the not
learning relevant
outcome
Submitted before Submitted on Submitted Submitted
the deadline the deadline a day after two (2)
Submission the days or
deadline more after
the
deadline
OVERALL RATING
COMMENTS SCORE BASED ON
TRANSMU-
TATION

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 18-19 17 16 15 14 12-13 11 10 8-9 7-below
Grade 99 96 93 90 87 84 81 78 75 72 71

DR. NOEL R. GALEZA

FS 1 INSTRUCTOR DATE
 Learning episode

15

Towards teacher quality:

Developing a glocal teacher

st
Of the 21 century

OBSERVE, ANALYZE, REFLECT

Activity 15.1 A Day in the School Life of a Quality Teacher

Resource Teacher: JERAIL MAE A. ARANDIA Teacher’s Signature: _________________

School: SINDANGAN PILOT DEMONSTRATION SCHOOL Grade/Year Level: KINDERGARTEN
Subject Area: ALL SUBJECTS Date: ______________________

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?
 Among these three responsibilities which shows
majority of the indicators being practiced I guess it is
the actual teaching, because in this part the teacher
had shown her mastery about the certain topic, he/she
then also entertains in every needs of his/her students
and applied the learner centered approach in teaching.

2. Which demonstrated behaviour, do you find in the teacher that is

worthy of emulation when you become a teacher? Describe
 As a future teacher being kind, approachable and had
a long patience on her pupils are the behaviour that I
want to emulate in a teacher. As I have been
encounter with a lot of teachers not everyone has a
behaviour like this, and lucky those who have. Having
a strong and good relationship with my students in
which I can able to entertain in each queries and every
nneeds of them is somewhat that I want to treasure
and achieve at the end. By that it will not just help the
students to boost their confidence but it helps us
teachers also to make our teaching much more
effective.

3. Which of the major responsibilities does this teacher find difficult to

comply with? What are the reasons?
 I guess there would be several of responsibilities that a
teacher difficult to comply with and I think one of it is
balancing the different learning needs of students. In
every class and in every room we can’t deny the fact
that students who walk through each room of the class
is different, there are some who struggle in math and
others also needs extra help, and others also when
 they listen to a discussion or lecture mostly when they
did not understand what it tells about the problem of
the solution is out of their own. For the teachers I
know it wouldn’t be easy but for as long as you love
your job you will do and take risk of everything no
matter how hard this would be.

4. From your perspective, would you consider this teacher as quality

teacher? Why?
 Yes, because she is not just kind and approachable but
the learning of her pupils is her top priority and that’s
something that I must always remember when I
become a teacher someday. She was able to teach her
students effectively through applying different
strategies and methods and most of all able to
accomplish also the learning objectives of her lessons.

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?
 Even though were just given a short period of time in
doing our Filed Study, my experiences and what did I
 feel during that time is somewhat I can’t able to
explain with. A mixed emotions that I’ve feel, because
of those experiences it really gives me an insights and
knowledge about how beautiful does teaching really
is, the moments of being with your students is
somewhat we can able to treasure within our whole
life as teachers. After the classes hour the tiredness
and sometimes headache that we feel will be fade
away knowing that our students learn something from
us, helping and guiding them as they continue on their
studies is one of the most beautiful thing of being in
this field of profession.

2. When you become a teacher in the future, how else would you do
better as a professional teacher?
 If God will give me the privilege to be with this course
that I am taking in, then I will be beyond grateful of
having this profession. To become a better teacher it is
not just about teaching and discussing in front of your
students but it was about strong determination and
must possess also the qualities of being a great
teacher. I must first enjoy teaching or educating my
students, since as teacher I have the unique
opportunity to have direct impact on my students. I
will also do everything that my students will respond
and comprehend not just on the theory but also the
actual applications of what I have been presented.

3. What are some of the concerns that you foresees in the future as a
quality teacher? Do you think you will be ready to address these? Give
at least 2 concerns.
 Some of the concerns that I must foresees in the
future when I become a teacher, I guess it must be
handling my student’s behaviour and dealing with the
distinction learning of my students. But despite of
these concerns I am determined and capable enough
to handle and address with this kind of situation, all
that I can do is despite of everything that happens and
 what may I possibly encounter in my teaching journey
I must always think to be positive in every aspect and
will always stay focused on the things that really
matters me the most.

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 Thank you card? (Include this is your artefact)

Activity 15.2 The Creation and Management of the New Learning Environment as a
Skill of the 21st Century Quality Teacher

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, bulletin boards/display boards, etc.
d. Gadgets, equipment
e. Plant boxes, etc.
f. Others not include in the list
3. Draw your vision of a classroom for the 21st century

A. Current Classroom I am Observing

Grade Level

A. 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 My Visit of the Future Why the similarity?

Classroom Components Classroom Why the difference?

 It has large space  One of the  There would be a

whereas pupils can conducive learning lot of differences
move around space for students among the two
 It has a long board  A well classroom, the one
also at the center accommodated that I observe is
 It has lots of chairs and clean somewhat lack of
where all students classroom other learning
can accomodate  There is a white materials but still a
board on the conducive
center environment.
  And there is also While the other
computers on the one which my
right side where future classroom is
they can search somewhat very
more information classic and really
on the internet if it good in the
is necessary for students learning.
their study They can able to
focus because of
the cleanliness and
orderliness brings
this classroom.

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 21 st teaching-learning and become a
glocal teacher?
Make a short paragraph on how will you manage teaching-learning in the
st
21 century classroom.

As we can notice traditional classroom cannot longer satisfy the needs of

education in the 21st century. So by that we have to make radical changes in
order to create the classroom that will surely motivate students to learn. The
modern 21st century classroom should encourage students to develop their
high order thinking skills; if possible it must be equipped with the modern
technology which will help students to meet new goals. Furthermore, the 21 st
century classroom should be more focus on students, we teachers are
expected to be facilitators of learning process instead of being mere
providers of knowledge, we should pay attention to classroom for young
learners, it should be a place where they feel cared and safe, it should be a
great place to be, a beautiful place who has a creative and conducive
environment at the same time.
In my 21 st century classroom I will manage teaching and learning first by
knowing and analyzing what I can contribute, what are the things or actions
that I must take and most of all by analyzing the individual differences and
backgrounds of my students. And by that I will be able to plan my lessons
and how it will be implemented in the classroom setting. I will also prepare
myself to deal with the new breed of learners, wherein technology takes
place in education.

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 evidences that go

with it.

The first activity tackled about the behaviour and responsibilities of a

teacher. As a future teacher it gives me insights on the things that I
must need to do tom achieve or become a great teacher in the near
future. Some of the evidences are posted below.

Activity 15.1 Narrative on the Day in the School Life of the Quality
Teacher
 A DAY IN A LIFE OF A QUALITY TEACHER

As what the saying goes from Alexandra K. Trenfor “The best

teachers are those who show you where to look, but don’t tell you what
to see”.
A teacher works to build our nation, being a teacher is not really
easy, having that kind of profession really needs to have a strong
determination and perseverance, a teacher is the one who work hard
for their students, they will also serve as the second parent to their
students at school, the one who solves the difficulties of all the students
most especially when it comes to their lessons. A life of a teacher is not
easy, at home they get up early to prepare their food or else they wake
up early just to prepare their lessons, planning their lessons really takes
time and with great care. The teacher needs to reach the school on
time, because they are the one who open the room and clean it also at
the same time. At the time that they reach in school the whole day they
are busy teaching the classes with the different subjects most especially
when it was in an elementary level. They just take a little rest maybe in
snack or lunch time then continue again their classes.

The profession of a teacher brings along numerous responsibilities,

and that’s the reality of being a teacher. A teacher is someone who is
indirectly responsible for the future of his/her students. It is also most
rewarding for teachers when they really make a difference in a child’s
life, when they are able to ignite curiosity and growth in their students.
But as much as teaching can be rewarding, it can also be frustrating and
stressful when dealing with the unmotivated students, large classes,
and heavy workloads. Being a teacher is not really easy there would be
a lot of responsibilities that they must need to carry on from the school
as well as to their home also, but it is one of the most beautiful
profession I guess because there is no other profession without the
teachers and that’s something one of the great idea of having a
profession as professional teacher.

2. Activity 15.2 Drawing of the present classroom and a Drawing of your

Vision of the Classroom for the 21st Century
 THE PRESENT CLASSROOM

MY KIND OF CLASSROOM IN THE 21st CENTURY

3. Activity 15.2 Narrative on how you will manage teaching-learning in
the 21st Century classroom.

As we can notice traditional classroom cannot longer satisfy the

needs of education in the 21st century. So by that we have to make
radical changes in order to create the classroom that will surely
motivate students to learn. The modern 21 st century classroom should
encourage students to develop their high order thinking skills; if
possible it must be equipped with the modern technology which will
help students to meet new goals. Furthermore, the 21 st century
classroom should be more focus on students, we teachers are expected
to be facilitators of learning process instead of being mere providers of
knowledge, we should pay attention to classroom for young learners, it
should be a place where they feel cared and safe, it should be a great
place to be, a beautiful place who has a creative and conducive
environment at the same time.
In my 21st century classroom I will manage teaching and learning first
by knowing and analyzing what I can contribute, what are the things or
actions that I must take and most of all by analyzing the individual
differences and backgrounds of my students. And by that I will be able
to plan my lessons and how it will be implemented in the classroom
setting. I will also prepare myself to deal with the new breed of
learners, wherein technology takes place in education.
Evaluate Performance Task
Evaluate Your Work Task Field Study 1, Episode 15-Towards Teacher Quality:
Developing a Glocal Teacher of the 21st Century

Name of FS Student/s: JESSABEL ITAO MURRO Year and Section: 4th Year –B
Course: BACHELOR OF ELEMENTARY EDUCATION
Date Submitted:

Learning Excellent Very Satisfactor Needs

Episode 4 Sartisfactory y Imporove
3 2 ment
All observation One (1) to two Three(3) Four (4) or
Accomplishe questions/tasks (2) observation observatio more
d were completely questions tasks n observatio
Observation answred/accomplis- not questions/ n
Sheet hed. answered/acco tasks not qustions/ta
mplished. answered/ sks not
accomplis answered/
hed. accomplish
ed.
All questions were All questions Questions Four (4) or
answered were answered were not more
completely; answer completely; answered observatio
are with depth and answers are completel n
are thoroughly clearly y; answers questions
Analysis grounded on connected to are not were not
theories; grammar theories; clearly answered;
and spelling are free grammar and connected answers
from error. spelling are free to not
from errors. theories: connected
one (1) to to
three (3) theories;
grammatic more than
al/spelling (4)
errors. frammatic
al/spelling
errors.
Profound and clear; Clear but lacks Not so Unclear
Reflection supported by what depth; clear and and
were observed and supported by shallow; shallow;
 analyzed what were somewhat rarely
observed and supported supported
analyzed by what by what
were were
observed observed
and and
analyzed analyzed
Portfolio is reflected Portfolio is Portfolio is Portfolio is
in the context of the reflected on in not not
Learning learning outcomes; the context of reflected reflected
Artifacts complete, well- the learning on I the on in the
organized, highly outcomes. context of context of
relevant to the Complete; well the the
learning outcome organized, very learning learning
relevant to the outcomes. outcomes;
learning Complete; not
outcome not complete;
organized, not
relevant organized,
to the not
learning relevant
outcome
Submitted before Submitted on Submitted Submitted
the deadline the deadline a day after two (2)
Submission the days or
deadline more after
the
deadline
OVERALL RATING
COMMENTS SCORE BASED ON
TRANSMU-
TATION

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 18-19 17 16 15 14 12-13 11 10 8-9 7-below
Grade 99 96 93 90 87 84 81 78 75 72 71

DR. NOEL R. GALEZA

FS 1 INSTRUCTOR DATE
THANK YOU GOD!