MActivity 16.

1 Accomplished Observational Sheet

1 Essentialism – teach mastery of the basics; Essentialism – The core Essentialism – List of
curriculum is prescribed; subject matter - values of maka-Diyos, standards and competencies
centered there are universal, objective Maka-tao, makakalikasan, that learners are expected to
values; inculcate values in subject matter and maka-bansa show that attain is the subject matter
DepEd believes in that students are expected to
unchanging values that need learn. -Essentialist
to be inculcated.
2. Perennialism – teach those that last, the The DepEd Mission The K-12 Curriculum
classics; there are universal values; emphasizes that students Framework focuses on
inculcate these universal, objective values learn in an environment that making the curriculum
is friendly to children, relevant to students through
sensitive to gender, safe, and contextualization and
encouraging. This reflects enhancement. To ensure that
the application of students develop good
Perennialism in their
values and characteristics
mission, as DepEd believes
for their future, they need to
that when learners are
gain in-depth knowledge,
engaged in such an
environment, they are more skills, values, and attitudes
likely to grow into friendly consistently across all levels
and responsible citizens in and subjects. This continuity
the future, carrying forward in learning is essential for
the positive values they the values they acquire in
acquire in school. school.
3 Progressivism – very childcentered; teach The DepEd vision In RA No. 10533 Section 5,
those that interest the child; one learns by highlights that as a learner- which pertains to
experience; learners learn by doing so centered organization, Curriculum Development, it
teacher teacher’s teaching is experiential; DepEd is committed to states that the curriculum
values are subjective; no inculcation of continuously improving must be learner-centered,
values since they are subjective; instead itself to better serve its inclusive, and
teachers help students clarify their values. stakeholders, reflecting the developmentally
principles of progressivism.
appropriate. This
DepEd holds that students
demonstrates the application
learn best through hands-on
of progressivism in this
experiences and that
teaching topics of interest to legislation.
them enhances their
learning.
4. Reconstructionism – school is agent of The DepEd mission The K-12 Curriculum
change; schooling is preparing students for emphasizes that Framework, which aims to
the social changes; teaching is involving administrators and staff, as make the curriculum
the students in discussions of moral stewards of the institution, relevant to learners through
dilemmas create a supportive and contextualization and
enabling environment for enhancement, demonstrates
effective learning, reflecting the application of
 the principles of reconstructionism. This is
reconstructionism. DepEd evident as it includes
believes that teaching discussions with students on
should engage students in important issues such as
discussions about moral Disaster Risk Reduction
dilemmas to help them (DRR), Climate Change
understand the Adaptation, and Information
consequences of their
& Communication
actions.
Technology (ICT) within the
enhanced curriculum.
5. . Existentialism – Teachers teach learners to The DepEd mission The K-12 Curriculum
make a choice, to make decisions and not indicates that teachers Framework, particularly in
merely to follow the crowd; one who does facilitate learning and the Senior High School
not make a choice continuously nurture each component titled "Gearing
learner, reflecting the Up For The Future,"
principles of existentialism. provides evidence of
DepEd believes that society existentialism by allowing
should not impose
students the freedom to
restrictions on an
choose a specialization
individual's life or actions,
based on their aptitudes,
as such limitations hinder
free will and the potential interests, and the school's
development of each person. capacities. The selected
career track will determine
the subjects a student takes
in Grades 11 and 12, with
SHS subjects categorized
under either the Core
Curriculum or specific
Tracks.
6 Pragmatism – That which is useful, that The DepEd Vision, which The K-12 Curriculum
which is practical and that which works is emphasizes enabling Framework, particularly in
what is good; that which is efficient and individuals to reach their the section focused on
effective is that which is good. E.g. full potential and make making the curriculum
showing video clip on mitosis is more meaningful contributions to relevant to learners through
efficient and more effective and therefore nation-building, reflects the contextualization and
more practical than teaching coming up application of pragmatism. enhancement, also illustrates
with a visual aid by drawing mitosis on a DepEd believes that
the application of
cartolina or illustration board. teaching students practical
pragmatism. It emphasizes
life skills encourages their
that students gain in-depth
growth into better
individuals. knowledge, skills, values,
and attitudes through
continuity and consistency,
which encourages their
 development into better
individuals across all levels
of education.
7 Rationalism - emphasizes the development The Core Values of the In Section 5 of RA No.
of the learners' reasoning powers; Department of Education 10533, which addresses
knowledge comes though reason; teacher (DepEd)—Maka-Diyos, Curriculum Development,
must develop the reasoning power of the Maka-tao, Makakalikasan, there is evidence of
learner and Makabansa— Rationalism in that the
demonstrate the application curriculum must be relevant,
of Rationalism, indicating responsive, and grounded in
that DepEd emphasizes
research. This reflects the
beliefs rooted in reason as
idea that students acquire
the fundamental source of
knowledge through reason
knowledge.
rather than relying solely on
sensory experience.

8. Utilitarianism - what is good is that which is The DepEd Vision, which In Section 5 of RA No.
most useful (that which brings happiness) expresses the aspiration for 10533, regarding
to the greatest number of peoples; Filipinos to passionately Curriculum Development,
love their country, reflects there is evidence of
the principles of Utilitarianism in the
Utilitarianism. This requirement for the
philosophy promotes actions curriculum to be culturally
that enhance happiness or
sensitive. This indicates that
pleasure while opposing
the teacher's approach does
those that lead to
not prescribe a fixed notion
unhappiness or harm. It
seeks to improve society as of what education should
a whole by guiding social, entail, allowing for
economic, or political flexibility that can promote
decision-making toward the greater well-being and
common good. relevance for students.

9Empiricism - source of knowledge is through The DepEd Vision, which In Section 5 of RA No.
the senses; teacher must involve the senses states that teachers facilitate 10533, concerning
in teaching-learning learning and continually Curriculum Development,
nurture every learner, serves there is evidence of
as evidence of Empiricism. Empiricism in the
This perspective asserts that requirement that the
students' teaching and curriculum employ
learning are grounded in
pedagogical approaches that
human senses, emphasizing
are constructivist, inquiry-
that knowledge is not innate
based, reflective,
but rather obtained through
experience. collaborative, and
integrative. This indicates
 that teachers engage the
senses in the teaching and
learning process, allowing
students to acquire
knowledge through their
experiences.
10 Behaviorism - behavior is shaped The DepEd Vision, which In the context of
deliberately by forces in the environment states that students learn in a Development, there is an
and that the type of person and actions child-friendly, gender- indication of Behaviorism in
desired can be the product of design; sensitive, safe, and the curriculum's emphasis
behavior is determined by others, rather motivating environment, on being learner-centered,
than by person's own free will; teacher also exemplifies the inclusive, and
must carefully shape desirable behavior; application of Behaviorism. developmentally
drills are commonly used to enhance In this approach, teachers
appropriate. Teachers
learning. rewards reinforce learning provide positive
encourage students to
reinforcement or rewards at
exhibit desired behaviors by
the end of the day for good
behavior. When students providing rewards for their
engage in desired behaviors, good performance,
they are more likely to reinforcing positive actions
repeat those behaviors in the learning process.
independently in the future.
11Constructivism -Learners are capable of The DepEd Mission, which The K-12 Curriculum
constructing knowledge and meaning; states that teachers facilitate Framework demonstrates
teaching-learning. therefore is learning and continually the principles of
constructing knowledge and meaning; nurture every learner, Constructivism by
teacher does not just "tell” or dictate but reflects the principles of encouraging students to
asks learners for knowledge they construct Constructivism. This share their valuable
and meaning of lesson approach emphasizes knowledge and experiences
helping students construct
as learners. This approach
their own knowledge rather
fosters collaborative
than passively absorbing
learning, where students
information. As students
interact with the world and build on each other's
reflect on their experiences, insights and actively
they develop their own contribute to the learning
understandings and integrate process.
new information with their
existing knowledge.

MActivity 16.2 Accomplished Observational Sheet

1. Essentialism – teach mastery of the basics; Teacher witnessed the students mastering the
curriculum is prescribed; subject matter- fundamental ideas and abilities.
centered there are universal, objective values;
inculcate values; subject

2. Perennialism - teach those that last, the My Resource Teacher do not let the students'
classics; there are universal values; inculcate interests or experiences play a major role in
these universal, objective values shaping their lessons. Instead, they rely on
established methods and systematic approaches
that they consider to be the most effective for
developing the students' minds.

3. Progressivism - very child-centered; teach My Resource Teacher holds the belief that
those that interest the child; one learns by learning happens through practical application.
experience; learners learn by doing so teacher To adapt to the situation where students cannot
teacher's teaching is experiential; values are go outside, my teacher organized virtual field
subjective; no inculcation of values since they trips. Additionally, teachers engage students
are subjective; instead teachers help students with thought-provoking games and puzzles to
clarify their values stimulate their thinking.

4. Reconstructionism - school is agent of My Resource Teacher motivates students to

change; schooling is preparing students for the advocate for others. She emphasizes the
social changes; teaching is involving the importance of contributing to societal reform
students in discussions of moral dilemmas and encourages them to take action.

5. Existentialism - Teachers teach learners to Since existentialism focuses on decision-

make a choice, to make decisions and not making, it relates to my resource teacher's topic
merely to follow the crowd; one who does not on consumer rights. She teaches students that it
make a choice and so simply follow others do is up to them to decide whether to report
not leave meaningful life vendors who deceive their customers.

6. Pragmatism - That which is useful, that Pragmatism promotes the application of

which is practical and that which works is what knowledge in practical situations, so my
is good; that which is efficient and effective is cooperating teacher aimed to present real-life
that which is good. e.g. showing a video clip on dilemmas. The students' task was to come up
mitosis is more efficient and more effective and with solutions for each scenario.
therefore more practical than teacher coming up
with a visual aid by drawing

7. Rationalism - emphasizes the development of As rationalism focuses on enhancing the

the learners' reasoning powers; knowledge learner's reasoning abilities, my cooperating
comes though reason; teacher must develop the teacher provided mathematical equations
reasoning power of the learner related to the supply function, which examines
 the relationship between price and the quantity
supplied.

8. Utilitarianism - what is good is that which is My resource teacher asks students to share what
most useful (that which brings happiness) to the they believe would bring them happiness when
greatest number of peoples; discussing consumer preferences.

9. Empiricism - source of knowledge is through My resource teacher encouraged the students to

the senses; teacher must involve the senses in observe their environment and connect it to the
teaching-learning topic.

10. Behaviorism - behavior is shaped In every meeting I attend, my resource teacher

deliberately by forces in the environment and always emphasizes the importance of student
that the type of person and actions desired can participation in class. Each question is assigned
be the product of design; behavior is a point value, encouraging students to engage
determined by others, rather than by person's actively in the discussion.
own free will; teacher must carefully shape
desirable behavior; drills are commonly used to
enhance learning, rewards reinforce learning.

11. Constructivism - Learners are capable of At the end of the quarter, my resource teacher
constructing knowledge and meaning; assigned a final project where students were
teachinglearning therefore is constructing tasked with creating a calamity plan. They
knowledge and meaning; teacher does not just needed to outline their strategies, how they
"tell" or dictate but asks learners for knowledge would raise funds, and which agencies they
they construct and meaning of lesson would approach for assistance.
In the Philippines, the predominant educational philosophies include progressivism, existentialism, and
reconstructionism. From my experiences throughout school, I've noticed that students engage in
meaningful learning when they participate in activities they are passionate about. Hands-on and
experiential learning play a crucial role in fostering creativity and imagination in individual learners. This
approach allows students the freedom to explore, exist, and discover the significance of life.

One philosophical approach that deserves greater emphasis from schools and educators is Perennialism.
Students should be encouraged to value their learning consistently. Rather than forgetting what they have
learned, they should leverage it as an advantage in navigating the present and achieving success in the
future.
Class Observation Guide
1. What is the lesson about?
The lesson is about using Long Method and Synthetic Division in dividing polynomials.
2. What visual aids/materials/learning materials resource is the teacher using?
The teacher used PPT to present the questions, a box with DIY coins and DIY
whiteboards with markers.
3. Observe and take notes on how the teacher presents/uses the learning resources.
The teacher conducted a performance task using PPT to present the questions, a box with
DIY coins and DIY whiteboards with markers for to student develop mastery in
polynomial division.
4. Closely observe the learners' response to the teacher's use of learning resources. Listen to their
verbal responses. What do their responses indicate? Do their responses show attentiveness,
eagerness, and understanding?
I closely observe the learners’ response and they are attentive and participative during the
activity. The teacher is very engaging during her instruction. The session was engaging,
exciting, fun and meaningful.
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?
During the lesson, I observed the students closely for their non-verbal responses. Many of
them maintained eye contact with both the teacher and the materials, indicating their
interest and engagement. Positive body language was evident, as several students leaned
forward in their seats, nodding occasionally to show they were following along. Their
facial expressions varied, some displayed smiles of curiosity while others frowned in
concentration, suggesting they were actively processing the information. Additionally, I
noticed several students raising their hands to contribute, while others diligently took
notes, further demonstrating their eagerness to learn. However, a few students exhibited
signs of distraction, such as fidgeting or slouching, which could indicate confusion or a
lack of interest. Overall, the non-verbal cues reflected a mix of engagement levels within
the classroom.
6. Insert

During the lesson is focused on using the Long Method and Synthetic Division for
dividing polynomials, with the teacher utilizing a PowerPoint presentation to display
questions alongside a box of DIY coins and DIY whiteboards with markers to enhance
student mastery. Throughout the lesson, the teacher engaged the students effectively, creating
an exciting and meaningful learning environment. In observing the learners, I noted that they
were attentive and participative, many maintained eye contact with the teacher and materials,
indicating their interest. Positive body language was prevalent as several students leaned
forward and nodded to show understanding, while their facial expressions ranged from
smiles of curiosity to concentrated frowns, suggesting active engagement with the material.
Additionally, many students raised their hands to contribute and took notes diligently,
reflecting their eagerness to learn. Despite a few signs of distraction, such as fidgeting or
slouching, the overall non-verbal cues indicated a generally high level of engagement within
the classroom.
Report on the Observation Including Evidence that go with it

Observational Report

By Glaire M. Paglinawan

Actual Teaching

Ma'am Cathy exemplifies a quality teacher through her engaging and learner-centered teaching
approach. During the observed lesson, she created an environment where students felt empowered to
share their thoughts and opinions. By acting as a facilitator rather than merely delivering information, she
encouraged critical thinking and deeper discussions among her students. Her mastery of the subject
matter was evident as she confidently connected concepts and provided relatable examples, ensuring that
learning outcomes were not only met but surpassed. Ma'am Cathy’s pleasant demeanor and fair treatment
of all students fostered a supportive atmosphere, which allowed every learner to feel valued and
respected.

Management of Learning

In addition to her effective teaching methods, Ma'am Cathy demonstrates exceptional classroom
management skills. She carefully considers the seating arrangement to promote collaboration, enabling all
students to participate actively in discussions and group activities. By using various instructional support
materials, such as visual aids and hands-on activities, she caters to different learning styles and enhances
comprehension of complex topics. Her adept time management ensured that the lesson proceeded
smoothly, with all key points covered, and she dismissed the class on time, teaching students the
importance of respecting schedules.

Administrative Work

Beyond her teaching responsibilities, Ma'am Cathy excels in her administrative duties, keeping
meticulous records of student attendance and assessment results. She maintains organized documentation
of both formative and summative tests, which allows her to track student progress and adjust her teaching
strategies accordingly. Furthermore, Ma'am Cathy consistently submits reports and other required
documents punctually, reflecting her professionalism. Her collaboration with peers and participation in
school initiatives showcase her commitment to fostering a clean and safe learning environment. Overall,
Ma'am Cathy stands out as an exemplary educator committed to making a meaningful impact in her
students’ lives.
 Narrative On the day in the School Life of the Quality Teacher

By Glaire M. Paglinawan

Ma'am Cathy’s classroom is filled with vibrant energy. Her teaching approach is learner-centered;
she encourages students to express their thoughts, fostering an atmosphere where every voice matters.
Students engage in lively discussions, sharing their interpretations of the texts. Ma'am Cathy acts as a
facilitator of learning, guiding them through questions that spark critical thinking. Her deep mastery of
the subject matter shines as she connects historical contexts to modern-day themes, making the material
relatable and engaging. Throughout the lesson, she ensures that all learning outcomes are achieved. With
patience, she adjusts her teaching methods to cater to different learning styles. When a student struggles
to grasp a concept, Ma'am Cathy steps in with a friendly demeanor, offering additional explanations and
support. Her pleasant and fair approach allows students to feel comfortable asking questions, enhancing
their learning experience.

Classroom management is another area in which Ma'am Cathy excels. She skillfully promotes
participation, encouraging quieter students to share their perspectives. In her careful seating arrangement,
she considers the dynamics of the class, ensuring that every learner feels included. Today, she employs
various instructional support materials, such as visual aids and group activities, which help to reinforce
learning. As the lesson progresses, Ma'am Cathy keeps a watchful eye on the clock, adeptly balancing the
time needed for instruction and discussion. She knows that dismissing the class on time is not just about
keeping a schedule; it’s about teaching responsibility and respect for others’ time. The bell rings, and
students leave the classroom, inspired and invigorated.

Beyond her teaching responsibilities, Ma'am Cathy also excels in her administrative duties. With
meticulous attention to detail, she keeps accurate records of student attendance and performance. Daily
assessments are logged, and she maintains a thorough record of formative and summative tests, using this
data to inform her teaching strategies. Moreover, Ma'am Cathy consistently submits reports and other
required documents punctually, ensuring that her contributions to the school’s administration are reliable.
She collaborates with fellow teachers and staff, actively participating in initiatives to enhance the
cleanliness and safety of the school environment. She believes that a well-maintained space contributes to
a better learning atmosphere for everyone. As the school day comes to an end, Ma'am Cathy reflects on
her interactions and the growth she has witnessed in her students. Every day is a new opportunity to make
a difference, and she embraces it wholeheartedly. Walking out of the school, she feels accomplished,
knowing that she has played a vital role in shaping the future of her students. The life of a quality teacher
is challenging yet fulfilling, and Ma'am Cathy wouldn’t have it any other way.
 Narrative on how you will manage teaching-learning in the 21st Century classroom

By Glaire M. Paglinawan

To manage learning in the future classroom, I will create an adaptable environment that utilizes
technology project-based approaches to support diverse learning styles. Preparing for teaching will
involve ongoing professional development, connecting with other educators to stay updated on
instructional strategies, and enhancing my competencies for diverse students. Becoming a global teacher
means integrating worldwide perspectives into the curriculum and promoting empathy through
discussions and cross-cultural exchanges. Challenges may include keeping up with rapid technological
advancements and addressing diverse learning needs, along with potential resistance to change from
traditional methods. I will view these challenges as growth opportunities, collaborating with fellow
educators to provide enriching learning experiences for my students.

To further enhance my future classroom environment, I will prioritize inclusive practices that
recognize and celebrate the unique backgrounds and experiences of each student. This means not only
differentiating instruction to meet varied learning paces but also incorporating culturally relevant
materials that resonate with the diverse student body. By doing so, I will foster a sense of belonging that
empowers all students to engage deeply with the content.
Actual Teaching Management Skill

Administrative work