FS 1

LEARNING EPISODE 1

THE SCHOOL ENVIRONMENT

observe
OBSERVE, ANALYZE, REFLECT

reflect analyze

ACTIVITY 1.1 EXPLORING THE SCHOOL CAMPUS

SCHOOL FACILITIES OBSERVATION CHECKLIST

Familiarized yourself with the different areas and facilities of the school. Check the column
to their availability. Give a brief description of those that are available, and say how each will
contribute to the students' learning and development.

Facilities Date Description Will it contribute to the

student’s learning
development? Why?
The office of the Principal can Yes, it will contribute to
be found near the flag pole or the student’s learning
Office of the
the open ground. The development. The
Principal
Principal’s Office is well- Principal’s office helps
ventilated and has desktop and the students by providing
couch for the visitors. There is them proper
also a kitchen which has tables administration of policies
and chairs that serves as the and teaching strategies to
meeting place of the Principal enhance and nurture

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 and the teachers. students’ abilities and
knowledge.
The school has library but it is Not Observed
not open and not functioning
Library
so I am not able to see it.

The school’s counselling room Yes, because it monitors

can be found beside the Head the student’s
Counseling Room
Teacher Office. The space is development and needs.
not that wide but it is It also gives students
comfortable and can cater necessary support to help
students. them understand
themselves and their
needs.
There are two canteens in Yes, apart from they
Ugad High School. One can be served nutritional foods
Canteen/Cafeteria
found at Junior High School at a reasonable price
and the other one is in Senior which will give students
High School. There are wall high energy, it also
displays about nutritional supports what the
information in the canteen and students learn in the
there’s also wash area in front classroom and aid them
of the canteen. to improve their
performance in school.
The school has SDRRMC It does not directly
Office which also serves as the contribute to the
Medical Clinic
schools’ medical clinic and is students’ learning and
located near the canteen. There development but it still
are available first aid kits, provides service for
medicines, and protection from students and also it gives
viruses such as face shield and health information that
face mask. may help their learning
and development.
There is no Audio Not observed
Visual/Learning Resource
Audio
Center at Ugad High School.
Visual/Learning
Resource Center

The Science Laboratory can be Yes, it will contribute to

found at second floor in front the students’ learning and
Science Laboratory
of the Grade 8 building. The development because in
room is enough for section of Science Lab they can be

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 class in learning science. able to perform and
Science instruments, human apply their learnings
anatomy model and different through science activities
projects of students are can be and experiments which
seen in the Science Lab. will help them enhance
their skills.
Ugad High School has more Yes, gymnasium is a
than 7,000 students so their place where students
Gymnasium
gymnasium can’t perform sports and
accommodate all the students. indoor activities. This
However, it is big enough to will contribute to their
accommodate a section of class learning and
who will use it. The development because it
gymnasium is also a place can improve their overall
where group of students who academic and non-
will compete to other school academic performance.
practices, however, it is not
that wide, but gladly there is an
open place near the
gymnasium.
The gymnasium is also their
auditorium.
Auditorium

The schools’ outdoor is wide. Yes, because students

Many trees are planted, the can hang out here with
Outdoor/Garden
landscapes are well-maintained their peers when they
and there are many flowers and have free time, relax and
plants that give a pleasant and feel the fresh
an environmentally friendly environment for their
atmosphere. mental health.
The school has TLE Yes, it will contribute to
Laboratory Room beside the the students’ learning and
Home Economics
canteen. This serves as the development because
Room
schools’ Home Economics they will learn important
Room. life skills in this facility.

The school has Dressmaking Yes, because in the

Room that can be found near Dressmaking Room, the
Industrial Workshop
the gate of the school. The students learn, enhances
Area
availability of sewing machine and apply their skills in
and other equipments can cater making costumes for
students to enhance their skills festivals and other
in dress making. programs.

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 There is no PTA Office in the It is important because
school but their PTA meeting this is where teachers and
PTA Office
is held in their respective parents collaborate
classrooms towards achieving a goal.

The comfort room in the Yes, the comfort room

school is per classroom. It is help students calm
Comfort Room
clean, functional and can give theirselves and provide
(boys)
comfort for boys. them privacy.

The comfort room in the Yes, the comfort room

school is per classroom. It is help students calm
Comfort Room (girls)
clean, functional and can give theirselves and provide
comfort for girls. them privacy.

Computer Laboratory can be Yes, it will contribute to

found at first floor in front of the students’ learning and
Others (please
Grade 8 building. The room is development because it
specify)
well ventilated and helps them work with
comfortable for the students. computers and software
There are many computers sets programs. This will also
Computer Laboratory that can accommodate a help them with their
section of class. Unfortunately, assignments and also to
there were also computers that be digital literate.
was destroyed by typhoon
Ulysses; however, those PC’s
will be fixed by the students in
Com Lab.

Museum The school has Museums provide an

Museum/Museo that can be insight into the history of
found beside the canteen. The humankind. It will
space is limited but there are contribute to the
lot of artifacts. Those are from students’ learning and
the ancestors of the students in development because
they will understand the
Ugad HS
historical value of the
objects and respect
diverse cultures.

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 An Observation Guide for the CLASSROOM VISIT
Read the following statements carefully. Then write your observation report on the
space provided.

Guide Questions Classroom Observation Report

Ugad High School is located at Sto. Domingo, Echague,

Isabela. Beside it is Tuguegarao- Sto. Domingo
1. Describe the community or
Elementary School. Ugad HS is a bit far from market but
neighbourhood where the
school is found it is surrounded by many houses and sari-sari stores. The
overall school community and neighborhood provides
safety for all the students and staff.
The school campus is composed of several buildings for
Junior High School and Senior High School. The campus
2. Describe the school campus.
is colorful but green, white, cream, and yellow colors are
What colors do you see? What
is the conditions of the dominating my eyes. Green, white and cream for the
buildings buildings and the school halls is painted with yellow
where board displays can be found. The buildings or
classroom are in good condition and is enough to
accommodate all the students.
The offices are very suitable and accommodating for the
faculty, students and as well as for the visitors.
3. Pass by the offices. What
impression do you have of these
offices

Along the school halls are different board displays about

the different organization, clubs, and announcements.
4. Walk through the school halls,
There is a Publication office which is also the schools’
the library, and the cafeteria.
Look around and find out the library but unfortunately it is not functioning. The
other facilities that the school cafeteria is very clean, well maintained and they serve
has nutritious foods. The school lacks facilities for students
to use.

Resource Teacher: Jovelle A. Gauiran Teacher’s Signature____________________

School: Ugad High School
Grade/Year Level: Grade 8 Righteousness Subject Area: Araling Panlipunan
Date: 09-29-22

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 1. Look at the walls of the classroom. What are posted on the walls? What
heroes, religious figures, lessons, visual aids, announcements, do you
see posted?

2. Examine how the pieces of furniture are arranged. Where is the teacher's
table located? How are the tables and chairs/ desks arranged?

3. What learning materials/equipment are present?

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

5. Is the room well-lit and well-ventilated?

1. There are many wall displays in the classroom. There are bulletin boards,
announcements, information, and motivational and inspiring sayings. There are also
pictures of the Philippine President and Vice President and religious figures posted in the
walls.
2. There is one teacher’s table located in front of the classroom. The spaces between
the desks are about half a meter which is enough for the students to feel comfortable. Some
of the desks are not organized especially when the students moved their desk while having
classes.
3. Each of the classroom has a blackboard and chalk. Textbooks and television are also
the learning materials that are present in the classroom.
4. There are estimated 30 to 40 students occupying in one room.
5. The room has ceiling fan, wall fan, and stand fan so it is well-ventilated and well-lit.
Overall, the classroom is clean and provides a comfortable space for the students.

An Observation Guide for the CLASSROOM VISIT

Be Guided by these task 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 many walls displays in the classroom such as

pictures of the President and Vice President, posters,
1. Wall display

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 inspirational and motivational sayings and quotes and
different bulletin boards. There are also Spiritual Corner,
DRRM Corner, NDEP Corner, and GAD Corner that are
displayed in the classroom. All of this are in good
condition and very well taken care by the teacher and the
students.
There is one teacher’s table and is located in front of the
classroom for the teacher to have a better view and monitor
2. Teacher’s Table
his/her students. The teacher’s table is neat and organized.

The desks are made in woods and there are two desks that
are damaged and is placed at the back of the classroom.
3. Learner’s Desk
The rest of the desks are in good condition. The spaces
between the desks are about half a meter to observe social
distancing and for the students to be comfortable in their
learning.
The blackboard in just the right size for all the students in
the classroom to see and it is still in good condition.
4. Blackboard

The learning materials that is present and used by the

teacher is a textbook. Each classroom has television that is
5. Learning
used to cater the different learning styles of student and
Materials/Visual Aids
also for them to engage in the lesson.

Write your observation here.

Name of the School Observed: Ugad High School

Location of the School: Sto. Domingo, Echague, Isabela
Date to visit: September 29, 2022

When I first entered the classroom and observed the class, I felt excited and nervous. The
classroom is very comfortable to study, there are lots of wall displays such as motivational
quotes that will inspire the students in the learning. The ambience of the classroom is very
much appealing and it is well-ventilated. The teacher’s table can be seen at the front and it’s
organized and the learner’s desk are also well-arranged but there are two desk that are
damaged. I observed that every classroom has their own television that can be used for
playing educational movies that will surely7 help the students for additional information.
There are also different kinds of students that I observed in classroom. Overall, the classroom
is appealing, organized and a place where the students can study properly.
How do the school campus and the classroom in particular impact the learning of the students
going to school? What are your conclusions?
School campus and the classroom greatly affect the students that go to school. The
school campus is a place for students to grow and develop themselves and their knowledge.
School facilities become one of the factors in supporting student learning achievement and
also teacher performance. If a school campus has all the facilities, nice staffs, and
comfortable place to learn, the students will likely go to school and learn. In addition, if a
classroom is well-organized, has a good ambiance and free from distractions, the students
may learn better and have a positive view in learning because this will give them a
comfortable environment to learn. In contrast, if a classroom is unorganized and not
comfortable to learn, it can affect the students’ performance. In conclusion, having those
facilities can attract the students’ learning interest and even study more. By giving and
providing them a comfortable environment to learn, they can focus in their studies and even
excel more in their performance.

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

By studying children, we can learn more about why they develop the way they do and
also the most effective ways to help them develop as responsible citizens with positive
contributions to make. With our knowledge of child and adolescent development, we can also
understand why some children have difficulties and delays, and how to help them overcome
challenges and what we need to do. As a teacher, we need to have a deep and abiding
responsibility to students, learn how to adapt teaching strategies and also learn to quickly
adapt to the various learning styles of students.

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1. Would you like to teach in the school environment you just observed? Why?
Yes, as I became more familiar in the school environment at Ugad High School I have
dreamed of teaching in the school. It is because it provides good working environment for
teachers and students. Some facilities are not functioning but what I admire here is that they
ensure that the school is a comfortable place to learn. The environment is peaceful, many
trees are planted that provides fresh air, beautifying landscapes, flowers and plants that can
relieve tiredness and fatigue for teachers and students. Also, it is not just about the school
environment, I admire the students because they are kind, respectful, loving and hardworking
but it is also inevitable that there are students who are disrespectful. In addition, the teaching
staffs and the principal are also nice to work with. They create opportunities for the students
to excel and develop more in their academic performance and also, they value the high-
quality education that they will provide to the students.

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

A school campus that is conducive to learning is clean, safe, provides a good
atmosphere, it must be away from disturbances from the outside, a place where students are
motivated to learn and study, has all the facilities that help all types of students in the learning
process. It is also a place where the students will grow in their own, learn values and gain
knowledge in all aspects that will help them in the future.

3. What kind of classroom is conducive to learning?

A classroom that is conducive to learning is well-ventilated, well-lighted and warm.
The room is organized, the desks are arranged properly and all are functional, the floor is
clean and shiny, the room allows a comfortable place to learn, the students can feel that they
are accepted and appreciated and brings positivity among the students. All of these and all the
facilities will contribute to the better learning experience of the students.

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

As of now, I will strive and study hard to be a good teacher in the future. Being on
that stage needs a step-by-step process and as I go on, I will learn so many things that will
help me to become a compassionate teacher. So, to accomplish a classroom that is conducive
to learning I will apply all that I’ve learned and all the experiences I have. I will be an
effective teacher, a role model and a motivator who goes beyond what is expected to the
students as models and leaders of the school, the community and the future.

5. Write your additional learning and insights here.

We cannot deny that students as well as teachers have different attitudes and own
reaction on the environment, they are in. That is why as a future teacher, we need to be
flexible, understanding and patient in every situation and circumstances that might happen
inside the school and the classroom. As we go on in the field, we need to grow and cater all
the needs of our students. We need to be a good role model and influence them in all ways.

OBSERVING BULLETIN BOARD DISPLAYS

ACTIVITY 1.2

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 As you look around and examine board displays, use the observation guide and forms
provided for you to document your observations.

An Observation Guide for BOARD DISPLAYS

Read the following carefully before you observe.

1. Go around the school and examine the board displays. How many board display you
see'?
 There are 12 board displays in the school.

2. Where are the display boards found? Are they in places where target viewers can see
them?
 The board displays are found at the schools’ hallway near the gate and target
viewers such as students, teachers and also visitors can see them.
3. What are the displays about? What key messages do they convey? What images and
colors do you see? How are the pieces of information and images arranged?
 The displays are about the different organizations and clubs in the schools. The
message of the board displays is about the different activities, programs and
announcements of the organization and clubs. There are pictures of the advisers and
officers of each club, there are also pictures that are related in that clubs or
organization in each board displays. Each display is colorful and well-arranged that
the viewers can understand.
4. What materials were used in making the displays? Are borders used?
 The displays are made up of printed pictures and colorful designs that will surely
catch the attention of the viewers. All the displays have colorful borders and all is
done with creativity.
5. Do you notice some errors? (Misspelled words, grammar inconsistencies and the like)
 There are no errors like misspelled words, grammar inconsistencies in the displays,
however, other pictures are not properly placed and organized.
6. Are the messages clear and easily understood?
 Yes, the messages are clear and easily understood.
7. Think about what got your attention. Why did it get your attention?
 The Senior High Info Board got my attention. It is because the placement of the
pictures is well-organized, colorful, simple, and it explains what is all about the
Senior High School and the track that the school offers.
8. Take a photo of the display boards (if allowed).

Base on the questions on the observation guide, write your observation report:

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 Observation REPORT
(You may paste pictures of the Board displays here.)

There are 12 board displays around the school. The board displays are found at the school’s
hallway near the gate and target viewers such as students, teachers and also visitors can see
them. This are about the different organizations and clubs in the schools. The message of the
board displays is about the different activities, programs and announcements of the
organization and clubs. There are pictures of the advisers and officers of each club, there are
also pictures that are related in that clubs or organization in each board displays. Each
display is colorful and well-arranged that the viewers can understand. The displays are made
up of printed pictures and colorful designs that will surely catch the attention of the viewers.
All the displays have colorful borders and all is done with creativity. There are no errors like
misspelled words, grammar inconsistencies in the displays, however, other pictures are not
properly placed and organized. The messages of the board display are clear and easily
understood. The Senior High Info Board got my attention. It is because the placement of the
pictures is well-organized, colorful, simple, and it explains what is all about the Senior High
School and the track that the school offers.

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FS 1
LEARNING EPISODE 2
LEARNER DIVERSITY:
DEVELOPMENTAL
CHARACTERISTICS, NEEDS AND
INTEREST

observe
OBSERVE, ANALYZE, REFLECT

reflect analyze

ACTIVITY 2.1 OBSERVING LEARNER CHARACTERISTICS AT

DIFFERENT STAGES

12
 Use the observation guide and matrices provided for you to document your
observations.

An Observation Guide for the Learners' Characteristics

Read the following statements carefully. Then write your observation report on the
provided space. Your teacher may also recommend another observation checklist if a more
detailed observation is preferred.

Physical
1. Observe their gross motor skills, how they carry themselves, how they move, walk,
and run, go up the stairs, etc.

2. Are gross movements clumsy or deliberate/smooth?

3. How about their fine motors skills? Writing, drawing, etc.

Social
1. Describe how they interact with teachers and other adults.

2. Note how they also interact with peers. What do they talk about? What are their
concerns?

Emotional
1. Describe the emotional disposition or temperament of the learners. (happy, sad,
easily cries, mood-shifts

2. How do they express their wants/needs? Can they wait?

3. How do they handle frustrations?

4. Describe their level of confidence as shown in their behavior. Are they self-
conscious?

Cognitive
1. Describe their ability to use words to communicate their ideas. Note their language
proficiency.

2. Describe how they figure out things. Do they comprehend easily? Look for
evidence of their thinking skills.

3. Were there opportunities for problem solving? Describe how they showed problem
solving abilities.

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 Learner’s Development Matrix

Record the data you gathered about the learners' characteristics and needs in this
matrix. This will allow you to compare the characteristics and needs of learners at different
levels. The item under each domain are by no means exhaustive. These are just sample
indicators. You may add other aspects which you may have observed.

Development Preschooler Elementary High School College

Domain
Indicate the age Indicate the Indicate the age range Indicate the
range of age range of of student observed: 12- age range of
children children 15 student
observed:___ observed:___ observed:__
_
Physical High school students
are hyper and have lots
of energy. Sometimes
Gross-motor they move fast but
skills sometimes they move
properly. They are now
more conscious on their
Fine-motor skills performance especially
in writing and drawing.
They are responsible
Self-help skills enough of themselves.
They know how to
manage their behavior
Others and they are more
conscious on their look.
Social High school students
have more interaction
with teachers. They can
Interaction with have the confidence to
Teachers interact and express
themselves in the
classroom. Some were
Interaction with respectful to their
Classmates/friend teachers but some are
s not. When interacting
with their
classmates/friends,
Interests sometimes they love to
talk to them but also do
not show respect to
each other. They also

14
Others are interested in so
many things since they
are already matured like
having love ones,
crushes and others.
Emotional High school students
can both mature in
handling their emotions
Moods and and moods. Some of
temperament, them can really hide
their emotions and
expression of some can’t. They
feelings already experiencing
mood swings and have
this common sense and
Emotional aware of someone’s
independence feeling. They are
emotionally
independent and can
Others confidently handle their
own problems.
Cognitive High school students
are good in
communicating with
Communication others and they can
Skills express themselves but
there are also students
who can’t. They already
Thinking skills develop their thinking
skills because at their
Problem-solving age, they can think
critically and
understand what the
Others right things to do. They
also develop their
problem-solving skills
because they are able to
solve the given problem
by the teachers.

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 Write the most salient developmental characteristics of the learners you observed.
Based on these characteristics, think of implications for the teacher.

Example:
Level Salient Characteristics Implication to the Teaching-
Learning Process
Preschooler ● Preschooler like to ● Therefore, the teacher should
move around a lot remember to used music and
age range of learners movement activities not just in
observed:_3-4_ PE but in all subject areas
● Therefore, the teacher should not
expect preschooler to stay seated
for a long period of time

Level Salient Characteristics Implication to the Teaching-

Learning Process
Preschooler
Age range of learners
observed:____

Elementary
Age range of learners
observed:____

High School High school students Therefore, the teacher should add
are more likely not in more motivational activities that
Age range of learners
the focus when having aligned to the topic to catch the
observed:12-15
classes. They also attention of the students in learning.
experience mood
Therefore, the teacher should be
swings in almost every
patient in dealing with students as
situation.
they are now in adolescent stage.

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College
Age range of learners
observed:____

FS 1
LEARNING EPISODE 3
FOCUS ON GENDER, NEEDS, STRENGTHS,
INTERESTS, EXPERIENCES LANGUAGE,
RACE, CULTURE, RELIGION, SOCIO-
ECONOMIC STATUS, DIFFICULT
CIRCUMSTANCES, AND INDIGENOUS
PEOPLES

observe
OBSERVE, ANALYZE, REFLECT

reflect analyze

ACTIVITY 3.1
17
OBSERVING DIFFERENCES AMONG LEANER’S GENDER, NEEDS,
STRENGTHS, INTERESTS, EXPERIENCES LANGUAGE, RACE, CULTURE,
RELIGION, SOCIO-ECONOMIC STATUS, DIFFICULT CIRCUMSTANCES, AND
INDIGENOUS PEOPLES

Resource Teacher: Jovelle A. Gauiran Teacher’s Signature_______________

School: Ugad High School
Grade/Year Level: Grade 8 Righteousness Subject Area: Araling Panlipunan
Date: 10-04-22

The learners’ differences and the type of interaction they bring surely affect the
quality of teaching and learning. This activity is about observing and gathering data to find
out how student diversity affects learning.

To realize the Intended Learning Outcomes, work your way through these steps:
Step 1. Observe a class in different parts of a school day. (Beginning of the day, class
time, recess, etc.)
Step 2. Describe the characteristics of the learners in terms of age, gender, and social
and cultural diversity.
Step 3. Describe the interaction that transpires inside and outside the classroom.
Step 4. Interview your Resource Teacher about the principles and practices that she
uses in dealing with diversity in the classroom.
Step 5. Analyze the impact of individual differences on learners' interactions. The
observation form is provided for me to document my observations.

An Observation Guide for the Learners' Characteristics

Read the following carefully before you begin to observe. Then write your observation report
on the space provided on the next page.

1. Find out the number of students. Gather data as to their ages, gender, racial
groups, religious, and ethnic backgrounds.

During class:
1. How much interaction is there in the classroom? Describe how the students interact
with one another and with the teacher. Are 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?

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 3. Describe the relationship among the learners. Do the learners cooperate with or
compete against each other?

4. Who among the students participate actively? Who among them ask for most help?

5. When a student is called and cannot answer the teacher’s question, do the
classmates try to help 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 groups? 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 these learners cope.

Ask the teachers about strategies they apply to address the needs of diverse students due
to the following factors:
● Gender, including LGBT
● Language and cultural differences
● Differences in religion
● Socio-economic status

OBSERVATION REPORT
Name of the School Observed: Ugad High School
School Address: Sto. Domingo, Echague, Isabela
Date of Visit: October 4, 2022

There are a total of 33 students in the class of Grade 8 Righteousness. 16 are boys and
17 are girls with age ranges from 12 to 15. 90% are Roman Catholic while the rest are
Born Again Christian. Their ethnic backgrounds are Yogad, Ibanag, Ilocano and
Tagalog.

During class:

There are lot of interactions in the classroom. The students are interacting with one
another about something that is not on the topic and laughing about it. In terms of
student-teacher interaction, the students are sometimes behaving when the teacher is
talking and they value respect to their teacher. The students who excel in the class
interact more with the teacher. They behave and interact differently. Students at the
back are chatting with their seatmates and they have their own world while majority of
those students at the front are quiet and they interact more with the teacher. In the
class that I observed, there is a cooperation with the students. They are sharing their
thoughts and knowledge about the topic being discussed by the teacher. When one

19
 student can’t answer the question, the other students help him/her to answer the
question. Some of the students participate actively in the discussion. I cannot identify
specific students but participation is present in the class. Some of students try to help
their classmates who are unable to respond to the teacher’s question. Also, the teacher
asks another student to answer the question and somehow, they try to help each other.
Some don’t raise their hands and they just say the answer but some raise their hands
before answering.

Outside class:
Outside the classroom, student form their group based on their ethnic groups and
interests. Some students are fans of kpop and kdrama, some are playing video games
and sports. Based on ethnic groups, some students who are belong to Yogad tribes
grouped themselves. Those students who are alone and not interacting with others
choose to be in that way because they don’t like talking to anybody, they just want to
be alone and it makes them comfortable. When you talk to them, you will feel
awkward and they are shy. That kind of students need to be understood and respected.

Some of the difficult circumstances that the teachers encountered with are unruly and
disrespectful students. These situations disrupted the momentum of teaching-learning
process. The strategies that the teachers use to help these learners cope are to give
other remediation materials like Strategic Intervention Material (SIM) and learning
materials.

The strategies that the teacher apply to address the needs of diverse students due to the
following are:
● Gender, including LGBT – All learning tasks and activities are free from
gender discrimination.
● Language and cultural differences – Avoid activities that may degrade the
cultural identities of the students.
● Differences in religion – If there are discussions on religion, ecumenism should
be observed.
● Socio-economic status – Learning discussions should not focus on socio-
economic status of the students.

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?
There are variety of students in the classroom. Their class president and those who
are top students appears to be the leader because they lead the class for its betterment.
There are also jokers in the classroom who are overactive because they always keep the
class active by making fun and jokes.

What makes the learners assume these roles? What factors affect their behavior?

20
 What makes the learners assume these roles are their peers and their beliefs that
their classmates perceived in the class. It affects their behavior because the people’s
reaction somehow satisfies them and their teachers’ 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?
Yes, there is this student who appear to be left out. He doesn’t talk and socialize
with other people and he’s alone at the back. I think it is because he is not the type of
student who is constantly contact with their peers and other people. He is accepted by the
students and the teachers, despite the fact that they are not typical students who are
willing to interact with others.

What does the teacher do to address issues like this?

The teacher calls the student when there is a recitation or use the student as an
example of a particular topic or situation so he doesn’t feel to be left out or to be different
from the class.

3. How does the teacher influence the class interaction considering the individual
differences of the students?
The teacher must be a good role model, supportive and has respect to each other’s
differences. They should be mindful and careful of their words and actions in the class
and also be flexible in the teaching-learning process. In addition, the teacher should also
encourage the students to also respect and accept each other’s beliefs and opinions as well
as their interest.

4. What strategies does the teacher use to maximize the benefits or diversity in the
classroom? How does the teacher leverage diversity?
The teacher makes sure that he/she is aware of students’ individual differences
through understanding their background, learning styles, and interests. The teacher should
encourage their students to be open for communication while fostering respect to each
other. The teacher also avoids activities that may degrade the cultural beliefs and
identities of the students. By this, the classroom can promote a friendly relationship.

1. How did you feel being in that classroom? Did you feel the sense of oneness or unity
among the learners and between the teacher and the learner?
As I was observing in that classroom, despite that the students are individually
different from each other, I can feel that there is a unity regarding acceptance and being
supportive to each other that makes me feel comfortable in that classroom. What makes
the teacher an effective teacher is that he manages diversity in the classroom by
developing teaching strategies that will help students promote awareness and oneness. In
addition, the teacher also avoids activities that will affect the unity of the class. The way
the students care for each other, how they are open for communication, how they are
united with other students and with the teacher makes me feel a sense of oneness or unity
in the classroom.

21
 observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

ACTIVITY 3.3 OBSERVING THE SCHPPL EXPERIENCES OF

LEARNERS WHO BELONG TO INDIGENOUS
GROUPS

Curriculum Design, Answer each question based on your

observation and interview data
Competencies, and Content

1. Does the school foster a sense of Yes, the school foster a sense of belonging to
belonging to one's ancestral domain, a deep one’s ancestral domain, a deep understanding
understanding of the community's beliefs and of the community’s belief and practices
practices? Cite examples because generally the DepEd adheres to a
culture based educational system.

2. Does the school show respect of the Yes, the school show respect of the
community's expression of spirituality? how? community’s expression of spirituality because
the DepEd itself mainstream inclusive
education.
3. Does the school foster in the indigenous Yes, the school foster in the indigenous
learners a deep appreciation of their identity? learners a deep appreciation of spirituality
How? through contextualization and indigenization
of lesson.

4. Does the curriculum teach skills and Yes, the curriculum teaches skills and
competencies in the indigenous learners that competencies in the indigenous learners that
will help them develop and protect their will help them develop and protect their
ancestral domain and culture? ancestral domain and culture.

5. Does the curriculum link new concepts Yes, the curriculum link new concepts and
and competencies to the life experience of competencies to the life experience of the
the community? community.

22
 6.Do the teaching strategies help strengthen, Yes, the teaching strategies help strengthen,
enrich, and complement the community's enrich, and complement the community’s
indigenous teaching-process? indigenous teaching-process.

7.Does the curriculum maximize the use of Yes, the curriculum maximizes the use of the
the ancestral domain and activities of the ancestral domain and activities of the
community as relevant settings for learning community as relevant settings for learning in
in combination with classroom-based combination with classroom-based sessions.
sessions? Cite examples. The school put up Museo to enrich the culture
and traditions of different indigenous
communities.
8. Is cultural sensitivity to uphold culture, Yes, because learning materials and quality
beliefs and practices, observed and applied in assured by content experts and community
the development and use of instructional learners.
materials and learning resources? How? (For
example, Culture bearers of the Indigenous
Peoples are consulted.) Application of higher
order thinking skills?

9 Do assessment practices consider Yes, the assessment practices consider

community values and culture? How? community values and culture through giving
options in the assessment task and
examinations that could foster values and
culture for the learners.
10. Do assessment processes include Yes, the assessment processes include
application of higher order thinking skills? application of higher order thinking skills.

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

To promote and uphold the indigenous people’s knowledge systems and practices and
rights in schools, the school should support the integration of the indigenous peoples’
perspectives, cultures and languages into mainstream education systems and institutions.
Another one is that it needs respecting, facilitating and protecting indigenous peoples’ right to
share knowledge to future generations by traditional ways of teaching and learning. In
addition, hire more teachers to teach indigenous people and provide them with appropriate
and right compensation, and also provide modern instructional materials for the teachers and
learning materials to use. Echague Isabela is home of Yogad people, therefore, these
suggested ways to promote and uphold the indigenous people’s knowledge systems and
practices and rights can be done in the schools.

23
FS 1
LEARNING EPISODE 5
CREATING AN APPROPRIATE
LEARNING ENVIRONMENT

observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

ACTIVITY 5.1 24
MANAGING TIME. SPACE AND LEARNING RESOURCES

Resource Teacher: Jovelle A. Gauiran Teacher’s Signature_______________

School: Ugad High School
Grade/Year Level: Grade 8 Righteousness Subject Area: Araling Panlipunan
Date: 10-04-22

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

1. As you observe the class, look into the characteristics of the learners. Note their ages.
 The class is composed of Grade 8 students with varied characteristics. They are very
cooperative in the class and also supportive to each other. Their age ranges are from
12-15 years old.

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

 There are 16 boys and 17 girls.

3. Focus on their behavior. Are they already able to manage their own behavior?
 The class is very noisy but they are eager to learn. Sometimes their attitudes are not
that good when approaching with their classmates but they have respect to their
teachers. This behavior shows that they are still young and they still need guidance
from their teachers and parents.

4. Can the learners already work independently?

 When working on their activities and projects, some can accomplish it independently
but most of the students prefer to work or ask help to their classmates and peers.

5. Describe their span of attention.

 Some of the students are not paying attention in the class while others are focused. I
think one of the reasons why this happen is because they are distracted by their
seatmates.

Analyze and answer these questions on observed classroom management practices. It

is also good to ask the teacher for additional information, so you can validate your
observation. Write your notes below; and then organize your data in the Table that follows.

25
1. Are there areas in the classroom for specific purposes (storage of teaching aids, books,
students’ belongings, supplies, etc.)? Describe these areas. Will it make a difference if the
areas for specific purposes are not present?
The classroom has a blackboard at the front of the room and a teacher’s table in the
center front. The student’s chairs are occupying the whole space of the room with minimal
spaces left for other areas. The books of each student are located at the bottom of their chairs.
At front left side of the room, there is a table for some available books that they can use and
borrow. There is a cabinet at the back of the room that is divided for teacher’s and student’s
belongings and outputs. The wall displays are mostly surrounding the classroom. Although it
doesn’t encourage active learning environment, how it is being organized still promotes
positive learning among students.

2. Are there rules and procedures posted in the room? List them down. Do these rules
reinforce positive behavior?
 There are classroom rules that is done by the teacher but not all are posted in the
classroom. The classroom rules are the following:
 Attendance matters
 Respect begets respect
 Maximum class participation
 Well-arranged chairs
 There is time for everything
The rules that are posted in the classroom are:
 Turn the lights off when not in use
 We are practicing social distancing
 Masks required even if you are vaccinated
 Please… before you leave clean up
Establishing classroom rules reflect the students successful learning. Students become
responsible for their action and leads to understand 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 students participation in
rule-making on student's behavior?
No, the students didn’t participate in making the classroom rules. It is just the teacher
who made all the rules and is followed by the students.

4. What are the daily routines done by the Resource Teacher? (prayer, attendance, assignment
of monitors, warm-up activities, etc.) How are they done?
To start the class, the teacher greets the students and the students also greet the
teacher. Then, he asks everybody how they are doing and starts to prepare the presentation
(laptop and television). He checks for the attendance and after that he proceeds with the
lesson by a motivational activity.

5. Is there a seating arrangement? What is the basis of this arrangement? Does this help
managing the class?
The class has seating arrangement and it is by the student’s height. Those who are
small are seated at the front and those who are tall are seated at the back. With this seating
arrangement, I think that it can help the teacher see all the students, what they are doing and
if they are listening to the class.

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

26
 The noise level in the classroom is unavoidable. The students are talking to their
classmates even there is a teacher and there is a discussion. The teacher always say that they
need to stop from making noise because it is disrespectful and can affect the flow of the
discussion.

7. If a learner is not following instruction or is off-task, what does the Resource Teacher do?
Describe the behavior strategies used.
There are students who do not follow instructions especially when working on their
activities. The teacher reminds the students to listen carefully when he is giving instructions.
He still accepts the activities done by his students even though they didn’t fully understand
the instruction. By this, it can help the students learn from their mistakes and be attentive to
the teacher’s instructions.

8. What does the Resource Teacher do to reinforce positive behaviors? (behavior strategies)
The teacher sets a routine that will help the students be responsible for the task given
to them. The teacher also uses positive language that makes his students feel respected and
will surely help the students to speak positively. But most of all, the teacher develops a
relationship with his students. He talks to them most of the time, checking if they are all okay
and what are their interest. This will help the teacher to monitor and manage the behavior of
the students.

Reflection as a future teacher

1. Why do you need to enforce positive discipline?
Enforcing a positive discipline is essential in managing the classroom well. Even
though students are well mannered, there are unpredictable situations that would
challenge the teacher’s patience. There is a need to enforce positive discipline among
students to guide them away from danger, promote self-control, teach them to be
responsible and help them make thoughtful choices inside the classroom without being
too harsh on students. The students will not think negatively about themselves and this
will eliminate unwanted behaviors or reactions from students. This will also help the
teacher inculcate positive values among students and with this, the students will be
responsible for their actions and decide properly in different situations.

IDENTIFYING THE DIFFERENT ASPECTS OF

ACTIVITY 5.2 CLASSROOM MANAGEMENT

27
Resource Teacher: Jovelle A. Gauiran Teacher’s Signature_______________
School: Ugad High School
Grade/Year Level: Grade 8 Righteousness Subject Area: Araling Panlipunan
Date: 10-04-22

CLASSROOM MANAGEMENT MATRIX

Observe a class and accomplish the given matrix.
Aspects of Classroom Description Effect of the Learners
Management
(to be filled out after you
answer the analysis question)
1. Specific Areas in the The classroom is just a These make the learners
classroom common classroom set up comfortable in learning and
with teacher’s table at front, staying in the classroom.
student’s desk occupying the
whole area in the classroom.
There is a table at left side in
front of the classroom for the
storage of books. At the back,
there is a cabinet for the
teacher’s and student’s output
and belongings.
2. Classroom Rules The classroom rules are well- The rules help them become
established, effective, and is well-mannered and
followed by the students. responsible.
3. Classroom Procedures The classroom procedures are The classroom procedures
properly taught and applied help the students to learn
by teacher. comfortably and properly.
4. Daily Routines The daily routines are These will help the learners
properly done and well- be responsible and helps
established. manage their learning better.
5. Seating arrangement The seating arrangement is These will help the learners
implemented properly and it participate well in the class
can help the teacher to see all discussion.
the students.
6. Handling The teacher handles the These helps the learners to be

28
 misbehavior/off-task misbehavior/off-task behavior motivated in learning and
behavior politely and calmly. doing their best.
7. Reinforcement of Positive The reinforcement of positive These increases the student’s
Behavior behavior is effective and confidence, regulates their
helps the students to be behavior, and making them a
responsible. responsible student and
citizen in the future.

1. How did the classroom organization and routines affect the learners’ behavior?
Classroom routines can positively affect students’ academic performance as well
as their behavior. Classroom organization and routines affect the learner’s behavior
through making them responsible and helps manage their learning better. With this, it
helps them build a good relationship in the classroom, increase their confidence and helps
to control their behavior. Setting routines in the classroom are especially helpful when
working with young learners and teens that need extra support in regulating their
behavior.

2. What should the teacher have in mind when she/he designs the classroom organization
and routines? What theories and principles should you have in mind?
The teacher should be flexible in making classroom organization and routines. In
designing the classroom organization and routines, the teacher must consider the
following theories and principles:
 Behaviorist theory or Behaviorism which focus on fixing the behaviors of the
student,
 Humanist theory or Humanism which focus on removing negative influences,
 Democratic theory which focuses on empowering students,
 Psychoanalytic theory which focuses on unconscious thoughts of the students,
or
 Cognitive theory which focuses on thoughts and not on behaviors of the
students.

3. Which behavior strategies were effective in managing the behavior of the learners? In
motivating students? Why were they effective?
The following are the behavior strategies that were effective in managing the
behavior of the learners:
 Having a set of routine is important to help establish guidelines and behavior
expectations. It is effective when you include your students in establishing a
class schedule that works for everyone and give them responsibility for some
routine tasks.

29
  Setting rules together with students is important to help improve students’
behavior. If the teacher sets rules themselves, the class may reject them.
 Using positive language makes the students feel respected, leading to better
behavior and will encourage them to speak positively.
 Developing a relationship with your students is also a behavior strategy that is
effective in managing the behavior of the students. By this, you will find out
what are their interest and dislikes, and help you identify some triggers to
behavioral problems.

Reflect on the following and write your insights.

1. Imagine yourself organizing your classroom in the future. In what level do you see
yourself? What routines and procedures would you consider for this level? Why?
In the future, I can see myself teaching Grade 9. I will start the class through a
prayer, to be followed by asking them how they are doing and what do they feel. These
will help me determine what are their current status before proceeding in the teaching-
learning process. In addition, I can also find what strategies I need to do to address their
needs when they share how they feel in learning in my class. Then after this, I can
proceed in checking their attendance to monitor if they are all present, providing
motivational activities, proceeding to the actual discussion and asking questions while
teaching to check if they learn something in the topic.

2. Make the list of the rules you are likely to implement in this level. Why would you
choose these rules?
The rules that I would like to implement in this grade level are the following:
 Be respectful. This rule is a common rule that everyone should learn. Being respectful
at all times to classmates, teachers, and property is need to be learn.
 Be on time. Being on time helps the students to value punctuality.
 Be prepared for class. Come prepared with supplies and completed homework.
 Listen to the teacher and classmates, and follow directions. By listening to the teacher
and following directions, things will work well.
 Receive permission before speaking. Raise your hand and wait to be called on if you
want to speak or if you leave the classroom for any reason like going to comfort
room, otherwise be quite and listen.
 No foods/gums/drinks while in the class discussion, unless other instruction have been
given. It is disrespectful for teachers if the students are eating while they are
discussing.
 No sleeping in the class. Everyone needs to participate in the discussion.
 Study hard and always do your best.
 Be safe always
 Obey all school rules.

30
3. Should learners be involved in making the class rules? Why?
Yes, the learners should be involved in making the class rules because they will be
aware of the do’s and don’ts in the classroom. This will help them know their limitations
when they are inside the classroom. If the students feel responsible for their own
behavior, and understand the expectations and rules set for them, they will be able to act
accordingly.

SHOW Your Learning Artifacts

Paste pieces of 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.

31
FS 1
LEARNING EPISODE 6
CLASSROOM MANAGEMENT AND
CLASSROOM ROUTINES
32
 observe

reflect analyze
OBSERVE, ANALYZE, REFLECT

ACTIVITY 6.1 OBSERVING CLASSROOM MANAGEMENT AND

ROUTINES

Resource Teacher: Jovelle A. Gauiran Teacher’s Signature_______________

School: Ugad High School
Grade/Year Level: Grade 8 Righteousness Subject Area: Araling Panlipunan
Date: 10-06-22

Observe the classroom routines of the Resource Teacher by accomplishing the given
checklist.
CHECKLIST ON CLASSROOM ROUTINES
Check Yes ( ) if observed and (x) if not observed.
Classroom Routines 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 pairs/groups X
8. Tardy students
9. Absent students
10. Submission/Collection of materials
11. Submission of projects

33
 12. Asking questions during lessons
13. Asking for assistance
14. Joining classroom activities
15. Lining up X
16. Walking in line X
17. Fire drill/ emergencies X
18. Movement between activities
19. Use of classroom supplies
20. Checking of assignments
Others, please specify.

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

1. Were the routines effective in ensuring discipline and order in the class? Why? Why not?
Yes, the routines that are performed in the class are effective in ensuring
discipline and order. Evidently, the students are focused, the class is organized and the
flow of instruction is smooth. The time allotted for the discussion, activities, and
assessments are consumed well. Because of this, the learning objectives specific for each
session were achieved.

2. Which of those routines were systematic and consistently implemented? Explain your
answer.
The routines were implemented regularly and orderly by the teacher and the
students. These routines contribute to the harmony in class during the discussion. The
routines that were systematic and consistently implemented by the teacher are the
following:
 Passing of assignments and activities
 Asking questions during discussion
 Checking of attendance or absent students
 Independent working
 Asking for assistance

Reflect on the various routines observed.

34
 1. Which of the routines will you most likely apply in your class? Why? Why not?
From the routines that I have observed in the class, I will most likely apply the
asking if the students are doing good to determine their current status and feelings
before proceeding in the discussion. Next, asking questions during discussion to
monitor if the students are following the flow of the discussion. Another one is giving
assignments for them to review the lessons and build their independence. The teacher
doesn’t have a routine like prayer before starting the class, but I like to apply it in my
class in the future because I believe that it is an important way to start the class. I also
want to make my students value prayers as for them to be guided by our Almighty
God in their learning.

LISTING DOWN CLASSROOM RULES

ACTIVITY 6.2

Resource Teacher: Jovelle A Gauiran Teacher’s Signature_______________

School: Ugad High School
Grade/Year Level: Grade 8 Righteousness Subject Area: Araling Panlipunan
Date: 10- 06-22

Observe a class and list down the classroom rules formulated by the Resource
Teacher. Cite the importance of these rules.

Classroom rules are imperative and must be reinforced for learners" safety and
security. Rules also teach discipline and self-control. Rules eliminate stress and will provide a
more pleasant, secured and non-threatening environment. Rules ensure the students'
engagement and focus in their classroom activities.

Classroom Rules Importance

1. Attendance matters - attendance is a baseline factor in

determining student success. It is
important to monitor if the students
are regularly attending the class.

2. Respect begets respect - it boosts teacher effectiveness and

encourages active and appropriate
participation in classroom activities.

35
 3. Maximum class participation - makes the students more motivated,
supports their learning, improves their
communication and promotes higher
order thinking skills.
4. Well-arranged chairs - it can impact how the teachers
communicate with the students and
how students interact with one
another. It also allows movement and
hence invariably encourage good
posture.
5. There is time for everything - time management is very important
skills to have. It is important to
optimize learning opportunities for
students and also helps students
prioritize work.

1. Analyze each given rule. What circumstances led to the formulation of the rule?
The circumstances that led to the formulation of the rule are these rules focus on
developing the student’s cognitive level of thinking because this is the skill that is most
used and needed so in the future, students won’t find it hard to communicate well to
others and manage their time properly.

2. Are classroom rules really important?

Yes, classroom rules are really important because it is the proper way to teach,
manage and shapes student’s behavior and discipline and improve their learning. In
addition, it also helps them to become a responsible students and citizen and aware of
what the do’s and don’ts in the class.

Reflect on the various classroom rules set by the resource Teacher. Will you have the same
rules? What rules are you going to employ? Explain your answer.

36
 I will definitely employ the classroom rules set by the teacher. I saw how responsible the
students are with their actions in and outside the classroom, they are well-behaved and
disciplined. They are respectful and most importantly, they don’t do the things that are not
allowed in the classroom. With this, they were able to learn their lessons properly and
effectively. As a future teacher, using these rules will be easier for me to manage my class
and achieve the learning objectives effectively.

SHOW Your Learning Artifacts

Take some snaphots of the classroom routines employed by the Resource Teacher
which are worth emulating. Tell something about the pictures.

The teacher is collecting the quizzes of the

students. The teacher let the students check
the paper of their classmates. The teacher
also does item analysis after checking the
quizzes of the students.

FS 1
37
LEARNING EPISODE 7

PHYSICAL AND PERSONAL

ASPECTS OF CLASSROOM
MANAGEMENT
observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

IDENTIFYING PERSONAL AND PHYSICAL

ACTIVITY 7.1
ASPECTS OF CLASSROOM MANAGEMENT

Resource Teacher: Jovelle A. Gauiran Teacher’s Signature_______________

School: Ugad High School
Grade/Year Level: Grade 8 Righteousness Subject Area: Araling Panlipunan
Date: 10-06-22

Observe a class and interview the Resource Teacher. Ask how the personal and
physical aspects of classroom management ensure proper classroom management and
discipline.
Check if these aspects were observed in the classroom.

Aspects of Classroom Management 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?

38
 2.2 Is the lighting good enough?
2.3 Is the classroom free from noise? X
2.4 Does the seating arrangement provide better interaction?
2.5 Is the design/structure of the room inviting to classroom activities?
2.6 Is the physical space/ learning station clear from obstruction?

Analyze the different elements of personal/physical classroom management and

answer the following questions
1. How does the voice of the teacher affect the classroom instructions?
The teacher’s voice is a powerful instrument and it can capture and catch the
attention of the students. A clear, calm and a good voice of a teacher is one of the most
important elements of personal classroom management. The voice of the teacher should
be clear and loud enough to be heard in the entire classroom so that all students can listen
attentively and pay attention during class discussion. As a teacher, the tone of the voice
helps establish authority, create a structured learning environment, and set the tone for the
class in terms of behavior, engagement and even rapport with students.

2. How does the punctuality of the teacher affect classroom discipline?

The punctuality of the teacher influence and reflects to the students. It is because
if the teacher is on time and the students could see it, they will also try their best to follow
the behavior of the teacher. But if the teacher is always late and shows laziness in the
classroom, more likely it can influence the students and then it will negatively affect the
classroom discipline and management.

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

We need to check the physical aspects of the classroom management in order to
both teachers and students to feel comfortable in the classroom. In addition, if there is a
good physical aspect of the classroom management, there would be no barriers in learning
and to have a smooth flow of the discussion and learning activities. Having the best of
these physical classroom elements in the learning environment would ensure the safety
and order of the class.

39
 Reflect on the aspect of personal and classroom management.
1. What does the statement mean to you as a future teacher? Explain.
“No amount of good instruction will come out without effective classroom management”
Classroom management systems are effective because they increase student
success by creating orderly learning environment that enhances students’ academic skills
and competencies, as well as their social and emotional development. The statement only
means that effective classroom management will have an impact on the instruction,
resulting in positive outcome. If a teacher in a classroom doesn’t know how to effectively
manage a classroom, then he/she will also now be able to formulate and give any good
instruction that sometimes led to the failure of students to learn.

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

In order to ensure an effective classroom management, I will first possess all the
qualities of being a good teacher. I will attain all the aspects of classroom management
such as personal and physical classroom management. In terms of personal, I will ensure
that I will do personal grooming, practice punctuality, and others, while in physical, I will
ensure that my classroom has a good ventilation, lighting, learning stations and so on. All
of these and the physical layout of a classroom has an impact on students’ learning.

DEMONSTRATING KNOWLEDGE OF
ACTIVITY 7.2 POSITIVE AND NON-VIOLENT
DISCIPLINE IN THE MANAGEMENT OF
LEARNER BEHAVIOR

Resource Teacher: Jovelle A.Gauiran Teacher’s Signature_______________

School: Ugad High School

Grade/Year Level: Grade 8 Righteousness Subject Area: Araling Panlipunan

Date: 10-06-22

Observe the classroom management strategies that your Resource Teacher employs in
the classroom. You may also conduct an interview to substantiate your observation.
Check the management strategies employed by the Resource Teacher.
Check ( ) Observed, put an (x) if not observed and O for no opportunity to observe.
Effective Classroom Management Strategies Observe Not No
d Observed Opportuni
ty to
Observed

40
 1. Model to the students how to act in different
situations.
2. Establish classroom guidelines.
3 Document the rules.
4. Refrain from punishing the entire class.
5. Encourage initiative from class.
6. Offer praise and rewards
7. Use non-verbal communication.
8. Take time to celebrate group effort.
9. Let students work in groups.
10. Interview students to assess their needs.
11. Address bad behavior quickly.
12. Consider peer teaching.
13. Continuously engage the students.
14. Assign open-ended project.
15. Write group contracts.
Others (Please specify)

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
the better classroom management? Explain your answer.
There are 8 strategies that were employed by the teacher. As a teacher, he must be
equipped with different classroom management strategies to be an effective teacher. All
the strategies contribute to a better classroom management because it helps both the
teacher and the students to build a strong relationship and develop the student’s thinking
skills.

2. What were not used by the Resource Teacher? Were these important? What should have
been used instead? Explain.
All of the classroom management strategies are important, but I don’t have the
opportunity to observed all those strategies. But I think, all of the teaching strategies were
utilized by the teacher.

41
 As a future teacher, reflect on the observations then answer the given question.

What classroom management strategies do I need to employ to respond to diverse types of

learners?
As a future teacher, the classroom management strategies that I need to employ to
respond to diverse types of learners are first, get to know your students. Take time to know
about their background, hobbies, and learning styles and what makes them unique. By this, if
the students feel appreciated by teachers, they will feel comfortable with the teacher. Second,
practicing the cultural sensitivity of learners to avoid certain circumstances in the future.
Third, I will give students a freedom and flexibility because I believe that we are all
intelligent in our own ways and with that, I want my students to find their own abilities and
skills. Lastly, I will acknowledge and respect my students. Acknowledging them and their
differences can create a safe place for discussion that will helps promote understanding in the
classroom and beyond.

SHOW Your Learning Artifacts

42
Show piece(s) of evidence of learning to capture the classroom management strategies used
by your Resource Teacher.

FS 1
43
LEARNING EPISODE 8

CLOSE ENCOUNTER WITH THE

CURRICULUM

observe

reflect analyze
OBSERVE, ANALYZE, REFLECT

ACTIVITY 8.1 CURRICULA IN THE SCHOOL SETTING

It’s time to look around. Discover what curriculum is operating in the school setting.
Recall the types of curriculum mentioned earlier. Can you spot where these are found?

Resource Teacher: Jovelle A. Gauiran Teacher’s Signature_______________

School: Ugad High School

Grade/Year Level: Grade 8 Righteousness Subject Area: Araling Panlipunan

Date: 10-18-22

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.
Type of Curriculum Where Found Description
1. Recommended Curriculum The recommended The K to 12 program covers
(K to curriculum or K to 12 Kindergarten and 12 years of
guidelines is done and is basic education to provide
12 Guidelines)
available on DepEd website. sufficient time for mastery of
concepts and skills, develop
lifelong learners, and prepare

44
 graduates for tertiary
education, middle-level skills
development, employment,
and entrepreneurship.
2. Written Curriculum It is found in the teacher’s It includes documents, course
(Teacher's lesson plan or daily lesson log of study, or syllabi handed
and syllabus. down to the schools, districts,
Lesson Plan)
division, departments, or
colleges for implementation.
3. Taught Curriculum It is found in the school Different planned activities
(Teaching setting specifically it is taught which are put into action in
or activity is done in the the classroom in order to
Learning Process)
classroom. arrive at the objectives or
purposes of the written
curriculum.
4. Supported Curriculum A supported curriculum Materials which support or
(Subject involves the additional tools, help in the implementation of
resources and learning the written curriculum.
textbook)
experiences found in and
outside a classroom.
5. Assessed Curriculum It is found in the school A series of evaluations done
setting specifically inside the by the teacher to determine
(Assessment Process)
classroom and also in the the extent of teaching or to
teacher’s room. It appears as tell if the students are
tests and measures progressing.
performance.
6. Learned Curriculum It is found in the school Indicated by the results of the
(Achieved setting specifically inside the test and changes in behavior
classroom. which can either be cognitive,
Learning Outcomes)
affective or psychomotor.
7. Hidden Curriculum It is often found within the Unintended curriculum which
(Media) formal curriculum of a is not deliberately planned
school. but may modify behavior or
influence learning outcomes.

Which of the seven types curriculum in the school setting is easy to find? Why?

45
 Among the seven types of curriculums in the school setting, Recommended
Curriculum is easy to find. It is because it has been recommended by scholars and
professional organizations. It can be found in Basic Education by DepEd, Higher Education
by CHED or Vocational Education by TESDA.

Which is difficult to observe? Why?

Hidden curriculum is difficult to detect because it is unintentional curriculum. It is, by
definition, veiled or unacknowledged, which means that many of its lessons and messages are
difficult to perceive or quantify for a variety of reasons. Unplanned learning outcomes are
any learning outcomes that are not explicitly designed in a lesson plan.

Are these all found in the school setting? How do curricula relate to one another?
Yes, all of the types of curriculums are found in the school setting because they are
connected to each other. Curriculum sequences the outcomes so they build on each other.
This ensures that students have the prerequisite skills necessary for success on the next grade
level.

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

INTENDED CURRICULUM

WRITTEN CURRICULUM RECOMMENDED CURRICULUM

SUPPORTED CURRICULUM
LEARNED CURRICULUM

TAUGHT CURRICULUM

HIDDEN CURRICULUM
ASSESSED CURRICULUM

46
Make a reflection on the diagram that you have drawn.
Each type of curriculum is better for students, but it is best if all of the curriculum
works together because it is interconnected. Taught curriculum can only be effective if it is
combined with recommended, supported, and written curriculum. The combination of these
curricula is then put to the test (assessed curriculum). As a result, the learned curriculum is
implemented, and the learning outcomes attained by the students are indicated by the results
of their tests or examinations. Hidden curriculum is unintentional curriculum that plays an
important role in learning.

THE MINISCULE SCHOOL CURRICULUM: THE

ACTIVITY 8.2 LESSON, A CLOSER LOOK

Resource Teacher: Jovelle A. Gauiran Teacher’s Signature_______________

School: Ugad High School

Grade/Year Level: Grade 8 Righteousness Subject Area: Araling Panlipunan

Date: 10-18-22

This activity requires a full lesson observation from Motivation to Assessment,

Procedure:

1.Secure permit to observe one complete lesson in a particular subject, in a particular grade
year level.
2. Keep a close watch on the different components of the miniscule curriculum: the lesson
3. Follow the three major components of a curriculum (Planning, Implementing and
Evaluating/Assessing). Observe and record your observation.

Observe and Record Observation on the Following Aspects

Major Curriculum Key Guide for Observation (Carefully look for the
indicators/behavior of the teacher along the key points. Write your
Components
observation and description in your notebook.)

47
A. Planning 1. Borrow the teacher's lesson plan for the day. What major parts do
you see? Request a copy for your use.

Answer the following questions:

a. What are the lesson objectives/learning outcomes?
 Naipamamalas ang pag-unawa sa interaksiyon ng tao sa
kaniyang kapaligiran na nagbigay-daan sa pag-usbong ng
mga sinaunang kabihasnan na nagkaloob ng mga
pamanang humubog sa pamumuhay ng kasalukuyang
henerasyon.
 Ang mga mag-aaral ay nakabubuo ng panukalang
proyektong nagsusulong sa pangangalaga at preserbasyon
ng mga pamana ng mga sinaunang kabihasnan sa daigdig
para sa kasakuluyan at sa susunod na henerasyon.
 Nasusuri ang katangiang pisikal ng daigdig.
b. What are included in the subject matter?
 Libro, globo, at mapa
c. What procedure or method will the teacher use to implement
the plan?
 Balik-Aral sa nakaraang aralin at/o pagsisimula ng
bagong aralin
 Paghahabi sa layunin ng aralin
 Pag-uugnay ng mga halimbawa sa bagong aralin
 Pagtalakay ng bagong konsepto at paglalahad ng bagong
kasanayan#1
 Pagtalakay ng baging konseptop at paglalahad ng bagong
kasanayan #2
 Paglinang sa kabihasnan (Tungo sa Formative
Assessment)
 Paglalapat ng aralin sa pang-araw-araw na buhay
 Paglalahat ng Aralin
 Pagtataya ng Aralin
 Karagdagang Gawain para sa takdang-aralin at
remediaton
d. Will the teacher assess or evaluate the lesson? How will this
be done?
 Yes, by giving the students an activity from their book.
Gawain 4: KKK GeoCard Completion

B. Implementing Now it's time to observe how the teacher implemented the prepared
lesson plan. Observe closely the procedure.
a. How did the teacher begin the lesson?
 The teacher begins the lesson by asking what is the past

48
 lesson they tackle and if the students understand the past
lesson.
b. What procedure or steps were followed?
 All the procedures were followed.
c. How did the teacher engage the learners?
 The teacher engages the learners by asking questions and
thru various activities.
d. Was the teacher a guide at the side?
 Yes, especially when there is activities that the students
can’t understand.
e. Were the learners on task?/ Or were they participating in the
class activity?
 Yes, the learners are actively participating in the class
activity.
f. Was the lesson finished within the class period?
 No, because of the activities that were done.
c. Evaluating/Assessing Did learning occur in the lesson taught? Here you make
observations to find evidence of learning.
a, Were the objectives as learned outcomes achieved?
 Yes.
b. How did the teacher assess/evaluate it?
 Through asking questions and giving activities.
c. What evidence was shown? Get pieces of evidence.
 The output of the students.

Write a paragraph based on the data you gathered using these key questions?
1. How does the teacher whom you observed compare to the ideal characteristics or
competencies of global quality teachers?
The teacher whom I observed is very competitive because he really tried his best
to teach his students to the best of his ability. He facilitates and inspires student’s learning
and creativity in order for all students to succeed in today’s global world. He also uses
different strategies to aid student’s learning and he cultivates the potential of the students
and develop them holistically and globally competitive.

2. Was the lesson implemented as planned? Describe.

Yes, from what I’ve observed, the teacher’s delivery of the lessons went
successfully. It was so organized that the students are being active in participating the
class discussion.

49
3. Can you describe the disposition of the teacher after the lesson was taught? Happy and
eager? Satisfied and contented? Disappointed and exhausted?
I can say that the teacher was pleased and satisfied after the lesson was taught
since he delivered the lesson really effective and the students learned from the lesson.

4. Can you describe the majority of students' reactions after the lesson was taught?
Confused? Happy and eager? Contented? No reactions at all.
Majority of the students are happy and contented because their teacher
demonstrates high level of understanding and he also gives credit to all of their responses,
even though some of their answers are not the correct. With this, the students get
motivated and boosts their self-confidence more.

Based on your observations and tasks in Activity 2 how will you prepare your lesson plan?

Make a short paragraph on the topic.

It is extremely difficult to create a lesson plan. It's a case of expectation versus reality.
What we expect in the lesson plan is vastly different from what actually occurs in the
classroom. Because a lesson plan is only a guide for teachers, we should plan what we will do
and how we will achieve the set objectives when creating one. With this, we should evaluate
our lesson plan to see if it met the objectives, we needed to be effective teachers.

CONSTRUCTIVE ALIGNMENT OF THE

ACTIVITY 8.3
COMPONENTS OF A LESSON PLAN

Resource Teacher: Jovelle A. Gauiran Teacher’s Signature_______________

School: Ugad High School

Grade/Year Level: Grade 8 Righteousness Subject Area: Araling Panlipunan

Date: 10-18-22

Using the diagram below fill the component part of s lesson plan
I. Title of the Lesson: Katangiang Pisikal ng Daigdig (Lokasyon)
II. Subject Area: Araling Panlipunan
III. Grade/Year level: Grade 8 Righteouness

50
 Teaching
Outcomes Assessment
Method

Fill this up Fill this up Fill this up

A. Pamantayang Pangnilalaman Balik-Aral sa nakaraang Paglinang sa

Naipamamalas ang aralin at/o pagsisimula ng Kabihasnan (Tungo
pag-unawa sa interaksiyon ng bagong aralin sa Formative
tao sa kaniyang kapaligiran na Assessment)
nagbigay-daan sa pag-usbong Paghahabi sa layunin ng
aralin - Ipagawa ang
ng mga sinaunang kabihasnan
Gawain 4:
na nagkaloob ng mga Pag-uugnay ng mga KKK
pamanang humubog sa halimbawa sa bagong GeoCard
pamumuhay ng kasalukuyang aralin Completion
henerasyon.
Pagtalakay ng bagong Karagdagang
B. Pamantayan sa Pagganap konsepto at paglalahad ng Gawain para sa
Ang mga mag-aaral ay bagong kasanayan#1 takdang-aralin at
nakabubuo ng panukalang
Pagtalakay ng baging remediation
proyektong nagsusulong sa
pangangalaga at preserbasyon konseptop at paglalahad ng - Pagsasanay
ng mga pamana ng mga bagong kasanayan #2 na
sinaunang kabihasnan sa makakatulong
Paglinang sa kabihasnan
daigdig para sa kasakuluyan at sa map
(Tungo sa Formative
sa susunod na henerasyon. reading skills
Assessment)
ng mga mag-
C. Pamantayan sa Pagkatuto
Paglalapat ng aralin sa aaral.
Nasusuri ang pang-araw-araw na buhay
katangiang pisikal ng daigdig.
Paglalahat ng Aralin
Pagtataya ng Aralin
Karagdagang Gawain para
sa takdang-aralin at
remediaton

51
Answer the following questions based on the diagram.
1. Are the three components constructively aligned? Explain.
Yes, the three components are constructively aligned. Beginning with the learning
objectives and ending with the techniques to be used to correctly attain the outcomes and
the sort of assessment to be undertaken to measure the student’s degree of learning.

2. Will the outcomes be achieved with the teaching methods used? Why?
Yes, the outcomes were achieved with the teaching methods that the teacher used.

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

When students get a passing score and do well in the activity, the evaluation or
assessment form will indicate whether or not the outcomes have been met.

What lessons have you learned in developing or writing a lesson plan?

One of the most important things I've learned about developing or writing a lesson
plan is to consider the classroom setup. Taking into account the classroom setup can help
students focus on the lesson. In order to achieve our objectives, we must also align the three
components. You must plan ahead of time what information, skills, and values you want your
students to learn, choose the best method to achieve the desired result, and provide evaluation
and assessment that is anchored or aligned with the learning outcomes to determine whether
or not the students truly understand the lesson.
What will it give to the teacher if the three components are aligned?
The teacher will get the value of success if the three components are aligned. Success
in delivering the lessons efficiently and effectively teaching the students.

52
 SHOW Your Learning Artifacts

Learning Artifacts for Activity 1-3

Present an artifact for Activity 1, 2, and 3.

Activity 1 Artifact
1. Present an evidence for each kind of curriculum operating in the school setting. This can be
in pictures, documents or others.

Activity 2: Artifact
1. Present a sample curriculum in a form of a Lesson
Plan.

Activity 3: Artifact

53
 Present a matrix to show the constructive alignment of the three components of a
lesson plan.

a. Example:
Lesson Title: Katangiang Pisikal ng Daigdig (Lokasyon)
Subject Area: Araling Panlipunan
Grade Level: Grade 8 Righteousness

Lesson Outcomes Teaching Methods Evaluation

Balik-Aral sa nakaraang aralin Paglinang sa Kabihasnan

A. Pamantayang Pangnilalaman at/o pagsisimula ng bagong (Tungo sa Formative
Naipamamalas ang pag- aralin Assessment)
unawa sa interaksiyon ng tao sa Paghahabi sa layunin ng aralin - Ipagawa ang Gawain 4:
kaniyang kapaligiran na KKK GeoCard
nagbigay-daan sa pag-usbong ng Pag-uugnay ng mga halimbawa Completion
mga sinaunang kabihasnan na sa bagong aralin
nagkaloob ng mga pamanang Karagdagang Gawain para
Pagtalakay ng bagong konsepto sa takdang-aralin at
humubog sa pamumuhay ng
at paglalahad ng bagong remediation
kasalukuyang henerasyon.
kasanayan#1
B. Pamantayan sa Pagganap - Pagsasanay na
Ang mga mag-aaral ay Pagtalakay ng baging konseptop makakatulong sa map
nakabubuo ng panukalang at paglalahad ng bagong reading skills ng mga
proyektong nagsusulong sa kasanayan #2 mag-aaral.
pangangalaga at preserbasyon Paglinang sa kabihasnan (Tungo
ng mga pamana ng mga sa Formative Assessment)
sinaunang kabihasnan sa daigdig
para sa kasakuluyan at sa Paglalapat ng aralin sa pang-
susunod na henerasyon. araw-araw na buhay

C. Pamantayan sa Pagkatuto Paglalahat ng Aralin

Nasusuri ang katangiang Pagtataya ng Aralin

pisikal ng daigdig.
Karagdagang Gawain para sa
takdang-aralin at remediaton

54
FS 1
LEARNING EPISODE 9

PREPARING FOR TEACHING AND

LEARNING

observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

DEMONSTRATING AN UNDERSTANDING OF
ACTIVITY 9.1
RESEARCH-BAESD KNOWLEDGE PRINCIPLES
OF TEACHING AND LEARNING

Resource Teacher: Jovelle A. Gauiran Teacher’s Signature_______________

School: Ugad High School

Grade/Year Level: Grade 8 Righteousness Subject Area: Araling Panlipunan

Date: 10-18-22

Observe a class with the use of the principles of learning given in Revisit the Learning
Essentials. I will identify evidence of applications/violations of the principles of learning. I
can cite more than one evidence per principle of learning.

Principles of Learning What did the Resource Teacher do to

apply the principle of learning?

55
 1. Effective learning begins with the setting of To apply this principle, the resource teacher
clear and high expectations of learning presents his lessons via television on what are
outcomes. his intended learning outcomes regarding the
topic.

2. Learning is an active process. To apply this principle, the resource teacher

let his students participate in the class
discussion and in the learning activities. He
asks questions to test if they are learning and
he interacts her students actively with the
learning process.
3. Learning is the discovery of personal To apply this principle, the resource teacher
meaning and relevance of ideas. give opportunity to his students to share their
knowledges, thoughts, and ideas about the
topic.
4. Learning is a cooperative and a To apply this principle, the resource teacher
collaborative process. Learning is enhanced in didn’t group the students to collaborate to
an atmosphere of cooperation and each other. However, while the teacher is
collaboration. discussing, the students are cooperative and
they are collaborating to each other. For
example, while the teacher is discussing, one
student shares his knowledge to the class and
the other student also share what she knows.
The students in the class are happy to ask
something to clarify, cooperated each other,
shared of ideas, and discussed something
about the topic.

1. What principles of learning were most applied? least applied?

MOST APPLIED
From what I’ve observed, the most applied principles of learning were the
Learning as an active process. It is because the teacher allows students to be involved
in the learning process. They learn more, discover their own learning style, and it
helps them to shape their individual character when they participate and involve in the
learning process. In this principle, the teachers are the facilitators rather than the
providers of information. The students were encouraged to participate fully in the
class discussions and learning activities.

56
LEAST APPLIED
From what I’ve observed, the least applied principle of learning was the
Learning is the discovery of personal meaning and relevance of ideas. It is because
the teacher spent more time in explaining and sharing his knowledge on the topic or
subject.

Give instances where this/these principle/s could been applied.

In the class, the teacher lectures all the time. He asks the students some
questions regarding the topic and they are able to answer it. In addition, all the
students are active in participating some activities imposed by the teacher.

From one of the principles of learning, which one do yo think is the most important?
I think the most important principles of learning is learning as an active
process because this principle pulls students out of their comfort zone by creating an
environment where risk taking is encourage. As they get more comfortable sharing
their thoughts, defending their conclusions and building on each on each other’s ideas,
they’ll gain confidence and self-possession.

IDENTIFYING LEARNING OUTCOMES THAT ARE

ACTIVITY 9.2 ALLIGNED WITH LEARNING COMPETENCIES

Resource Teacher: Jovelle A. Gauiran Teacher’s Signature_______________

School: Ugad High School

Grade/Year Level: Grade 8 Righteousness Subject Area: Araling Panlipunan

Date: 10-18-22

Observe a class, this time focusing on how the learning outcomes were stated. Determined if
the learning outcomes was/were achieved or not. Give evidence.
1. Write the learning outcomes stated in the lesson.

Learning Outcomes (Smart Achieved

57
 Objectives)
Yes No Yes No
1 Naipamamalas ang pag-unawa sa interaksiyon / /
ng tao sa kaniyang kapaligiran na nagbigay-daan
sa pag-usbong ng mga sinaunang kabihasnan na
nagkaloob ng mga pamanang humubog sa
pamumuhay ng kasalukuyang henerasyon.

2 Ang mga mag-aaral ay nakabubuo ng / /

panukalang proyektong nagsusulong sa
pangangalaga at preserbasyon ng mga pamana
ng mga sinaunang kabihasnan sa daigdig para sa
kasakuluyan at sa susunod na henerasyon.

3 Nasusuri ang katangiang pisikal ng daigdig. / /

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

1. The students were able to answer during the recitation. With this, it means that they
understand the lesson.

2. The students were given an activity regarding their lesson like reflection, drawing and
so on.

3. The learning outcome was achieved by teaching the students how to use globe and
map, by showing pictures of different types of Anyong Lupa at Anyong Tubig by giving
them examples from different countries and the different types of climates.

Do a smart objectives make the lesson more focused?

Yes, SMART objectives focus the lesson because they set you up for success by
making goals specific, measurable, achievable, realistic, and time-bound. These objectives

58
will assist you in making your lessons more engaging because students will be more aware of
where they are and where they need to be. It also allows you to clarify your ideas, focus your
efforts, make better use of your time and resources, and improve your chances of achieving
your future career and life goals.

Reflect on the Lesson learned in determining SMART learning outcomes.

I learned from the lesson on determining SMART learning outcomes that your
lesson objectives should be specific, measurable, attainable, realistic, and timely because this
will really help the teacher as well as guide the teacher in the learning process and students'
development. It will also assist teachers in directing the flow of the lesson and achieving the
desired goals on a specific topic, as well as making the discussion clear and organized.

ACTIVITY 9.3
DISTINGUISHING BETWEEN INDUCTIVE AND
DEDUCTIVE METHODS OF TEACHING

Resource Teacher: Jovelle A. Gauiran Teacher’s Signature_______________

School: Ugad High School

Grade/Year Level: Grade 8 Righteousness Subject Area: Araling Panlipunan

Date: 10-18-22

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 Student-centered
Did the teacher lecture all the time? Were students involved in the teaching-
learning process? How? Or were they mere
 Yes, the teacher lecture all the time
passive recipients of instruction?
but he also ask questions to the
students while delivering the  Yes, the students involved in the

59
 lessons. teaching-learning process. They
answer the questions of the teacher
and also ask questions when they
don’t understand the topic being
discussed. They also involved in
various activities

Was the emphasis on the mastery of the Was the emphasis on the students’ application
lesson or on the test? Prove. of the lesson in real life? Give proofs.
 The emphasis was on the mastery  Yes, because the teacher let the
of the lesson because the teacher students share their experiences
make sure that the students really they encounter in their own
cope with the discussion by not communities.
only lecturing but also gave
chances to every students to be
facilitator that all the students will
cope with the topic.
Was class atmosphere competitive? Why? Was class atmosphere collaborative? Why?
 There is no competition in the  Yes, there is a collaboration in the
class. All of them are helping each class because they are sharing their
other. thoughts to the class and they are
helping each other.

Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? disciplines/ subjects?
 Yes, from the start until the end of  Yes, there are some instances that
the class, the teacher occupied all the teacher connects the lesson to
the hours of class only in one other subject.
subject so the students will still
remember the lessons.

 What teaching-learning practice shows that teaching approach was:

a) Constructivist-connected to past experiences of a learners; learners constructed new
lesson meanings
 The teacher let the students connect their past experiences to the topic and tries to
connect it to the new concept for the discussion.

b) inquiry-based
 The teacher posed questions to the students about the topic as well as encourages the
students to have independent thinking. With this, they can express their thoughts and
ideas about the topic.

c) developmentally appropriate - learning activities fit the developmental stage of

children

60
  The activities set by the teacher reflects on the developmental stage of the children.

d) Reflective
 The learners learn to relate real life situation in the topic.

e) inclusive No learner was excluded; teacher taught everybody.

 The teacher wanted all his students to actively participate both in the class discussion
and learning activities regardless of the student’s diversity. The teacher is not bias and
fair to his students.

f) collaborative - Students worked together.

 The teacher grouped the students so they can collaborate and work together. They can
brainstorm and share their knowledge, thoughts and ideas to the group they belong.

8) integrative- Lesson was multidisciplinary - e.g. In Science, Math concepts were taught
 The teacher integrates their lesson to other area of specification so that the learning of
the students is not only limited to the subject but also multidisciplinary. This only
means that the students can comprehend and has the opportunity to learn other things.

1. What are possible consequences of teaching purely subject matter for mastery and for the
test?
The lesson on determining SMART learning outcomes taught me that your lesson
objectives should be specific, measurable, attainable, realistic, and timely because this will
greatly assist and guide the teacher in the learning process and students' development. It will
also help teachers direct the flow of the lesson, achieve the desired goals on a specific topic,
and make the discussion clear and organized.

2. If you were to reteach the classes you observed, would you be teacher-centered or
student-centered? Why?
If I were to re-teach the class, I would use a student-centered approach because it
encourages students to actively participate while they are the ones who facilitate. My role
is simply to guide them and correct them when they make mistakes. Furthermore, I will
engage them in order to enhance their learning and develop their critical thinking skills.

61
Reflect on Principles of teaching worth applying.
As a future educator, the principles of teaching are very important for all educators for
us to improve ourselves and the process of learning of our students. This promotes excellence
in learning and teaching practices express in different institution that are committed as
learning. In all of these principles tackled, it enhances students to engage and learn through
effective teaching.

62
 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.

63
FS 1
LEARNING EPISODE 10

THE INSTRUCTIONAL CYCLE

observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

APPLYING THE GUIDING PRINCIPLES IN THE

ACTIVITY 10.1 SELECTION AND USE OF STRATEGIES

Resource Teacher: Jovelle A. Gauiran Teacher’s Signature_______________

School: Ugad High School

Grade/Year Level: Grade 8 Righteousness Subject Area: Araling Panlipunan

Date: 10-18-22

Observe one class with the use of the observation sheet for greater focus then analyze my
observations with the help of the guide questions.

1. The more senses that are involved, the The teacher utilized technology through
more and the better the learning. television by playing educational videos
provided by DepEd.

2. Learning is an active process. The teacher encouraged the students to

participate actively by sharing their ideas,
opinions and knowledge about the topic
during class discussion.
3. A non-threatening atmosphere enhances The teacher possessed a positive learning
learning environment and did not humiliate anyone in
front of the class.

64
 4. Emotion has the power to increase The teacher maintains the liveliness and
retention and learning. happiness inside the classroom for the
students to enjoy the class.

5. Good teaching goes beyond recall of The teacher encouraged the students to think
information. deeper or the higher thinking order skills.

6. Learning is meaningful when it is The teacher connects the topic to the real-life
connected to students' everyday life. situations or scenario.

7. An integrated teaching approach is far The teacher used the student-centered

approach in which the focus is on the
more effective than teaching isolated bits of
students.
information

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

I think there is no best method of teaching. However, I believe that student-centered
learning approaches in the classroom can help students learn better. Using only the teacher-
centered approach deprives students of many skills and learning opportunities.

Reflect on this question.

How do we select the appropriate strategy for our lessons?
We must be aware of and understand the student's needs and background when
selecting an appropriate strategy for our lessons. As educators, it is critical for us to be aware
of each student's situation. Knowing the students and being aware of each student's needs and
background is critical for understanding and considering some factors in the learning process.

65
 ACTIVITY 10.2 DETERMINING OUTCOMES BASED TEACHING
AND LEARNING

Resource Teacher: Jovelle A. Gauiran Teacher’s Signature_______________

School: Ugad High School

Grade/Year Level: Grade 8 Righteousness Subject Area: Araling Panlipunan

Date: 10-18-22

Observe a class and answer the following questions.

1. Did the Teacher state the learning obiectives/intended learning outcomes (LOs) at the
beginning of the class? Did he/she share them with the class? How?
Yes, after the teacher greet the students, he states the learning objectives/intended
learning outcomes and explain it to the class. After that, he introduces the topic on the
class and proceed to the discussion.

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.
The teacher uses the learning activities provided in the textbook of the students. It
is an individual activity that will help the students to think critically and individually. The
activity helps the teacher attain his lesson objectives.

3. What assessment task/s did teacher employ? Is/Are these aligned to the lesson objectives/
ILOs?
There is no assessment task that the teacher employ. The only way that the teacher
assesses the class is by asking questions about the topic and is aligned to the lesson
objectives.

What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?
Outcome-Based Teaching and Learning (OBTL) is critical to the learning process. It
is a student-centered approach in which the desired learning outcomes for students are
explicitly defined. Then, teaching and learning activities are carefully designed to help
students achieve these outcomes. The advantage is that it fosters critical thinking skills and
increases student engagement.

66
Reflect on the use of OBTL
OBTL is used to identify the intended learning outcomes and align them in teaching,
learning, and assessment for each learner. It is critical that all teaching, learning, and
assessment activities support the stated learning outcomes. Setting clear intended learning
outcomes that are observable and measurable is also important.

ACTIVITY 10.3 APPLYING EFFECTIVE QUESTIONING

TECHNIQUES

Resource Teacher: Jovelle A. Gauiran Teacher’s Signature_______________

School: Ugad High School

Grade/Year Level: Grade 8 Righteousness Subject Area: Araling Panlipunan

Date: 10-18-22

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 Examples of Questions that the Resource

Teacher Asked
1. Factual/ Convergent Closed/ Low level Ano-ano ang mga Sinaunang kabihasnan sa
daigdig?

2. Divergent/ Higher -order/ Open-ended/

Conceptual

a. evaluation Ano ang kahalagaan ng pag-aaral ng mga

sinaunang kabihasnan sa daigdig?

b. inference Ano ang masasabi ninyo sa mga pamana ng

mga sinaunang kabihasnan sa daigdig?

67
 c. comparison Not observed

d. application Bakit dapat nating linangin ang

pagpapahalaga sa iba’t ibang klase ng
politika, ekonomiya, kultura, relihiyon,
paniniwala, lipunan at kontibusyon ng
sinaunang kabihasnan sa daigdig?
e. problem-solving Not observed

3. Affective Ano ang inyong natutunan sa ating aralin?

Neil Postman once said: "Children go to school as question marks and leave school as
Periods!” Does this have something to do with the type of questions that teachers ask and the
questioning and reacting techniques that they employ?
Yes, this has something to do with the types of questions teachers ask, as well as the
questioning and reacting techniques they use. We felt that by asking students questions and
responding to their ideas, we could encourage them to be more engaged in the classroom and
develop their critical thinking skills. Furthermore, effective questioning can help students
clarify their understanding and boost their confidence to participate actively in class
discussions. It is possible to have a positive impact on the lives of students by providing them
with knowledge and experiences from their teachers and classmates.

Reflect on

The importance of using various reacting techniques

The significance of using different reacting techniques is to provide appropriate
quality responses and to follow up on a student's response. The teacher sometimes forgets
how important this part of teaching is, and how the way they handle the students' responses
either encourages or discourages the students from actively participating in class interaction.
It is a good way to encourage active participation in a class discussion.

68
 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.

Generation Z learners needs student-centered rather than teacher-centered because learning

outcomes describe the measurable skills, abilities, knowledge, or values that students should
be able to demonstrate as a result of completing their tasks. She believes that learners are
equipped, responsible, very competitive to do their tasks assigned to them. The objective of
the Department is that, we develop them into holistic person and globally competitive.

69
FS 1
LEARNING EPISODE 11

UTILIZING TEACHING-LEARNING
RESOURCES AND ICT

observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

ACTIVITY 11.1 VISITING THE LEARNING RESOURCE CENTER

To realize the Intended Learning Outcomes, work through these steps:

1. Visit a school's Learning Resource Center. Look around and see what resources and
facilities are available inside.
2. Ask the Learning Resource Center in-charge about how some 'equipment or
facilities are used.
3. Make an inventory of its available resources and classify them according to their
characteristics and functions.

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.

70
 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 Centered Observed: Ugad High School

Date of Observation: October 26, 2022
Name of Observer: Michelle Aubrey J. Candelario
Course/Year/School: BSE Major in Social Studies 4

LIST OF AVAILABLE LEARNING RESOURCES

Available Learning Characteristics and Unique Teaching Approaches

Resources (Enumerate in capabilities where the Resource is Most
bullet form) Useful
1. Print Resources Improves the students’ It is useful when there is a
 Textbooks vocabulary and reading skills. lecture because it can be the
Valuable resources can also source of information for the
be found at textbooks for teacher’s lesson.
further information.

2. Audio Resources Students’ listening abilities This resource is most useful

 Speakers will be improved, and because it requires students to
learning will be more listen and think deeply.
effective.
3. Non electronic Visual Used to present the teachers’ It is useful when having
Resources lessons visually. lecture to present the lesson.
 White board

4. ICT Resources Used by the students to make Students’ multiple senses will
 Computers their assignments and school be involved through the usage
 LCD projectors requirements. of ICT resources.
 Printers

71
 Impression about the LRC
The Learning Resource Center is adequate for the needs of the students and provides a
welcoming environment. There are lots of available learning resources that can be found there
especially computer sets. There are also computer sets that are not functioning, however, the
teacher in-charge said that those damaged computer set will be fixed by the students. Overall,
students’ learning will be greatly aided by resources, which will also motivate them to study.

Name and Signature of Observer

Michelle Aubrey J. Candelario

Name and Signature of the Learning Resource Center In-charge

Aileen G. Liggayu

1. Are the learning resources/materials arranged properly according to their functions and
characteristics?
Yes, because they are well located, structured, and executed, the
resources/materials are properly arranged according to their functions and characteristics.
Someone is in charge of monitoring and ensuring that all resources are safe and ready for
use by students. The room is well-ventilated and conducive to student learning.

2. Do the guidelines and procedures facilitate easy access to the materials by the teachers?
Why? Why not?
Yes, the guidelines and procedures facilitate teachers' easy access to materials
because they promote simple access to materials in such a way that everyone has
equitable access to the materials or resources. There are also guidelines regarding
computer limitations so that everyone can be accommodated.

72
3. What are the strengths of this Learning Resource Center?
The Learning Resource Center's strengths are that it is conducive because it is
well-ventilated, well-lit, and clean. There are numerous computers sets available for
students to use.

4. What are its weaknesses?

I believe one of the weaknesses is that there are few books available to students.
Another issue is that some of the computer sets are damaged; however, this is something
that the students can fix.

5. What suggestions can you make?

The room or learning resource center should be kept clean and have a conducive
learning environment. Always make certain that the resources are secure and ready for
use by students and even teachers.

1. Which or the materials in the Learning Resource Center caught your interest the most?
Why?
The availability of computer sets was what piqued my interest the most. It is
because these materials can be of great assistance to students when conducting research
for their assignments and projects. Another is that the teacher in charge stated that the
students will use and repair the computers that were damaged by the typhoon. Students
can improve their technological skills by doing so.

2. Which gadgets/materials are you already confident to use/operate?

For me, the computer is the most comfortable gadget to use/operate because I’ve
been using it for how many years and I already know how to use it and it is vital
nowadays.

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

The use and preparation of projectors is I feel I need to learn more about. Honestly
in this age, I do not know how to use and setup a projector. I don’t know what I am doing
and I just ask someone to help me setup a projector.

73
 observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

OBSERVING TECHNOLOGY INTEGRATION IN

ACTIVITY 11.2
THE CLASSROOM

Resource Teacher: Jovelle A. Gauiran Teacher’s Signature_______________

School: Ugad High School

Grade/Year Level: Grade 8 Righteousness Subject Area: Araling Panlipunan

Date: 10-26-22

To realize my Intended Learning Outcomes, I will work my way through these

steps: Observe a class for three meetings. Video-tape, if allowed. Step 2. Describe how
technology was integrated in the lessons and how the students were involved. Step 3. Use the
Technology Integration Matrix to analyze the technology integration done by the teacher.
Step 4. Reflect on what you have learned.

As you observe the class, use the observation sheets provided for you to document your
observations.

Class Observation Guide

Read the following questions and insstructions carefully before you observe.
1. What is the lesson about?
2. What visual aids/materials/learning resources is the teacher using?
3. Observe and take notes on how the teacher presents/uses the learning resources.
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?
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?

74
 OBSERVATION SHEET NO. REPORT

Date of Observation: October 26, 2022

School: Ugad High School
Subject: Araling Panlipunan
Topic: Likas na Yaman ng Asya
Grade/Year Level: Grade 8

The lesson is about the Likas na Yaman ng Asya. The teacher used textbooks which is the
main source of information about the topic. The book serves as the guide for the teacher and
also the learners because they have their own books. After the discussion, the teacher let the
students answer the activity that can be found in their books. The teacher also used video
presentation about the different Likas na Yaman ng Asya. The class is active in participating
and answering the questions of the teacher. If the student can’t answer the question, their
classmates can help them by answering it. I observed that there is no competition inside the
classroom, in fact, there is collaboration and they are helping each other. The teacher’s
strategy is effective in the learning of the students. The flow of the teaching-learning process is
organized and I saw that the students are willing to learn and they are attentively focusing on
the discussion.

UTILIZATION OF TEACHING AIDS FORM

Grade/Year Level of Class Observed: Grade 8- Righteousness

Date of Observation: October 26, 2022

Subject Matter: Araling Panlipunan

Brief Description of Teaching Approach Used by the teacher: Learning is an active process

75
 Teaching Aids used Strengths Weaknesses Appropriateness of
Teaching Aids Used
(Enumarate in bullet
form)
 Textbooks It serves as a guide to Some textbooks are Textbook gives you
the prescribed old or outdated. The all the plans and
curriculum and information shared lessons you need to
syllabus. with students is not cover a topic in some
current or relevant. detail.

It is time consuming It should be used at

 Video It motivates the
to set up. the beginning of the
Presentation students to learn
lesson to get the
more. Unlike reading
attention of the
books, video
students as well as
presentation provides
giving them ideas
a strong visual cue
about the topic.
that helps learners
understand what’s
happening.

Use the Technology Integration Form to analyze the class you observed. Refer to the
Technology Integration Matrix on page 100, in which level of technology integration do you
think the teacher you observed operated? Why?
The Infusion level of technology integration was used by the teacher I observed.
The teacher creates a learning environment in which the power of technology tools is infused
throughout the day and across subject areas in Infusion. Throughout the day, the teacher
employs technology to teach his students.

Based on the Technology Integration Matrix, what is the characteristic of the learning
environment in the class that you observed? Point your observation that justify your answer.
The characteristics of the learning environment in the class that I observed is
authentic. Rather than simply performing the task, they use technology and their creativity to
produce a more creative output.

Over-all, were the learning resources used effectively? Why not? Give your suggestions.
The learning resources are being used effectively, and students are providing
positive feedback during the discussion period. The students listened intently and positively

76
to the teacher's question. They focus on the learning materials, learn more, and gain a better
understanding of the subject by utilizing the learning resources.

Put yourself in the place of the teacher. What would you do similarly and what would
differently if you would teach the same lesson to the group of students? Why?
If I were a teacher, I would also relate the lesson to real-life scenarios so that students
could better understand and learn. I would allow my students to collaborate with one another
when doing group projects and encourage them to be creative because sharing their ideas
with others can boost their confidence.

observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

ACTIVITY 11.3 EXPLORING EDUCATION 4.0

Resource Teacher: Jovelle A. Gauiran Teacher’s Signature_______________

School: Ugad High School

Grade/Year Level: Grade 8 Righteousness Subject Area: Araling Panlipunan

Date: 10-26-22

Explore Education 4.0 through these steps:

1. Observe a class and take note of the topic being presented.
2. Surf the net to find sites that provide support materials and/or interactive programs
(web quests/games) on the topic. Try to ask Siri, Alexa;
3. List and describe at least 5 open-source sites/interactive programs; from open-
source
4. Evaluate the materials or programs
5. Reflect on your FS experience.

77
 Class Observation Guide
Read the following statements carefully before you observe.

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

The lesson is about Mga Pangkat Etnolingwistiko. The teacher’s objective is Nailalarawan
ang komposisyong etniko ng mga bansa sa Asya.
2. Note the important concepts that the teacher is emphasizing.
The teacher is emphasizing the different ethnolinguistic group.
3. Note the skills that the teacher is developing in the learners.
The teacher is developing critical thinking skills of the students as well as their
collaboration with other students.

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: Grade 8 Righteousness
Subject Matter/Topic: Araling Panlipunan Aralin 3 Mga Pangkat Etnolingwistiko
(Based on the class you
observed)

Lesson Objectives/Learning
Outcomes: Nailalarawan ang komposisyong etniko ng mga bansa sa Asya.

Name and Type Describ Put a check if the resource satisfies the criterion. Describe
of Electronic e the how you can

78
Resource electron use it if you
ic were to teach
(include in the class
you
Author observed
publishe
r
source).

Accurate Appropriate Clear Complete Motivating Organized

Power Point / / / / / / I will use it

Presentation as a
medium to
deliver the
lesson
properly.

Video / / / / / / For the

Presentation students to
better
understand
the lesson.

E-books / / / / / / It will be
used in
place of the
traditional
book so the
students
can be
more
motivated
to learn
when they
have
electronic
books.

1. Describe your experience in surfing the internet for appropriate electronic resources for
the class? What made it easy? Difficult?
It is easy to surf the internet to find appropriate electronic resources for the class.
With just one click, there are so many information that pop up.

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 a teacher? Why?
In choosing the appropriate electronic resources, all you need to do is just
analyzed and think properly what is the appropriate electronic resources that are
suitable in the topic you are going to discussed. I want to explore more in a vast realm
79
 of digital platform because nowadays, everything should be done through the use of
technology.

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?
The technology skills that I have is I can manipulate basic computer like
Microsoft, encoding my school requirements. However, I admit that I have so many
things and skills to continue to work on to be better in using technology and go beyond
deeper on using technology. Editing videos and using LCD projector is just an example
that I want to practice or work on to be better.

SHOW Your Learning Artifacts

1. Include here pictures/illustration of the materials used by the teacher. Put your
comments/ annotations about what you observed.

2. Visit www.teachnology.com or other teacher resource websites. Print useful

instructional materials (worksheets, visual aids, flashcards, rubrics, etc.) and include
them here. Indicate how they might be useful considering your major or area of
specialization.

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3. Visit www.edudemic.com/50-educationtechnology-tools-every-teacher-should-know-
about/ Explore and enjoy the fantastic education tools. Try them out. Describe what
you discovered and share how these tools can be helpful to you as a teacher
I discovered fantastic educational tools. Planboard make sure that the lesson
are organized and that your day runs smoothly with the help of this amazing online
tool designed for teachers. Another one is Quizlet that makes it easy for teachers to
create study tools for students, especially flashcards that can make memorizing
important information snap. There are more educational tools that I explore and those
will surely help the teacher in managing the class.

4. Visit edtechteacher.org. This a treasure box for you. Explore and share what you
learned.
EdTechTeacher is a highly respected educational technology professional
development provider with national and international experience dedicated to helping
teachers and administrators use technology to creative, student-centered learning
communities. EdTechTeacher instructors are all experienced classroom teachers and
district leaders with in-depth knowledge of what really works in schools.

5. Paste an article about an example of technology gadget/material that you want to learn
more about. How can this gadget/material be useful in instruction/teaching?
https://pinolgliceala.wordpress.com/2015/03/06/50

81
FS 1
LEARNING EPISODE 12
ASSESSMENT FOR LEARNING AND
ASSESSMENT AS LEARNING
(FORMATIVE ASSESSMENT)

observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

OBSERVING ASSESSMENT FOR LEARNING

ACTIVITY 12.1 PRACTICES (FORMATIVE ASSESSMENT)

Resource Teacher: Jovelle A. Gauiran Teacher’s Signature_______________

School: Ugad High School

Grade/Year Level: Grade 8 Righteousness Subject Area: Araling Panlipunan

Date: 10-26-22

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

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 What Teacher Said Tally Total

 Nakuha ba? IIII 4

II 3
 Nagets niyo ba?

 Ano ulit ang _____? II 2

2. Did the teacher ask the class "Did you understand"? If she did, what was the class
response?
Yes, the teacher asks if the students understand the lesson by asking “Nakuha
ba?”, and most of the students’ answer “Yes”.

3. Did the students make the teacher feel or sense they did not understand the lesson or a
part of the lesson? How?
Yes, there are students that can’t respond when they are being ask by the teacher.

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

The teacher responded by asking them what part of the topic or lesson they are
confused and they don’t understand, and then the teacher will explain again for
clarification.

5. Were the students given the opportunity to ask questions for clarification? How was this
done?
Yes, after the discussion the teacher asked the class if they understand the lesson
and if they have questions.

6. If she found out that her/his lesson was not clearly understood, what did teacher do? Did
you observe any of these activities? Please check.

________ Peer tutoring (Tutors were assigned by teacher to teach one or two classmates
________ Each- one-teach-one (Students paired with one another)
________ Teacher gave a Module for more exercises for lesson mastery
/ Teacher did re-teaching
________ Others, please specify.

7. If she engaged himself/herself in re-teaching, how did she do it? Did he/she use the same
teaching strategy? Describe.
When the teacher is engaged in re-teaching, he will have used another teaching
strategy that will surely help the students understand the lesson more.

83
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 checked the learners by giving assessment task to check and
monitor the progress of the students.

1. Why should a teacher find out if students understand the lesson while teaching is in
progress? It is not better to do a once-and-for- all assessment at the completion of the
entire lesson?
It is better to find out if the students understand the lesson while teaching is in
progress for the teacher to know if they can follow lesson and to avoid failure in
achieving the lesson outcomes.

2. Why is not enough for a teacher to ask "Did you understand, class?" when he/she intends
to check on learners' progress?
Yes, it is not enough to just ask if the students understand the lesson. The teacher
also needs a proof if they’re really understand the lesson by asking questions, giving short
quiz and assessment to the students. By this, the teacher can make sure that the students
really understand the lesson.

3. Should teacher record results of formative assessment for grading purposes? Why or why
not?
No, because formative assessment is not intended for grading purposes.

4. Based on your observations, what formative assessment practice worked?

Based on my observations, short quizzes and recitation are done as form of
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 class is sometimes thought to be more effective because it allows
students to make choices throughout the learning process. Students improve their self-
management skills, control over learning, and cooperation with others by making choices.
Furthermore, students are responsible for monitoring and evaluating the performance of
their peers.

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 uses formative assessment effectively, failure to
achieve learning and its objectives at the end of the term can be avoided because you will
be able to re-teach the learners as soon as possible so they fully understand what is being
taught.

84
Formative assessment is tasting the soup while cooking. Reflect on this and write your
reflections.
As the cook making his/her soup, he/she occasionally tastes it to decide if it needs a bit
more spices or ingredients. With each taste he/she is assessing his/her soup, and using that
feedback to change or improve it. In other words, the cook is engaging in formative
assessment. Formative assessment capture learning-in-process in order to identify gaps,
misunderstanding, and evolving understanding before summative assessment. Formative
assessments do not take away from valuable teaching time, but instead provide teachers a
better understanding of students’ needs in turn providing more efficient and effective lessons
customized to meet the need of the students.

Should you record results of formative assessment? Why or why not?

I think, you should not record results of formative assessment because it is used to
monitor the students’ progress and status of learning.

SHOW Your Learning Artifacts

1. My Accomplished Observation Sheet

In a classroom setting, formative assessment can be observed before and during
the teaching-learning process. Sometimes, teacher conduct pre-test before proceeding to
the formal lesson or discussion. During the discussion, activities were given and
sometimes the teacher asks questions to the students to test whether they learned
something. When someone doesn’t understand the lesson or the topic, the teacher asks
other students to help him/her to explain the topic. Sometimes, the teacher also records
the students who are participating in the class.

2. My Analysis
In formative assessment, teachers have their ways to check and monitor their
students’ understanding of the lesson. If some students did not fully understand the
lesson, the teacher gave module for more exercises for lesson mastery, he/she did re-
teaching, peer tutoring, and students paired with one another.

3. My Reflection
Formative assessment capture learning-in-process in order to identify gaps,
misunderstanding, and evolving understanding before summative assessment. Formative
assessments do not take away from valuable teaching time, but instead provide teachers a
better understanding of students’ needs in turn providing more efficient and effective
lessons customized to meet the need of the students.

85
4. SnapShots of peer tutoring or other activities that show formative assessment in practice

OBSERVING ASSESSMENT AS LEARNING

ACTIVITY 12.2 PRACTICES (SELF-ASSESSMENT)

Resource Teacher: Jovelle A. Gauiran Teacher’s Signature_______________

School: Ugad High School

Grade/Year Level: Grade 8 Righteousness Subject Area: Araling Panlipunan

Date: 10-26-22

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

Teacher My Observation

1. Did teacher provide opportunities The teacher creates a learning environment that
allows the students to monitor their own progress.
for the learners to monitor and reflect
on their own learning?

By writing their reflection and even portfolio about

2. What are proofs that students were what they learn in the topic. Another one is that
engaged in self-reflection, self- there is a rubrics or criteria when accomplishing

86
 monitoring and self-adjustment? their tasks.

3. Did students record and report their Sometimes the students record and report what they
own learning? have learned or their insights and opinion in the
class.

4. Did teacher create criteria with the Yes, the teacher always presents a criterion when he
intends the learners to accomplish tasks like when
students for tasks to be completed or
they are doing activities and performing their group
skill to learned?
works and others. In this way, they reflect on what
they should do in order to achieve the criteria.

1. If the student is at the heart of all assessment, then all assessment should support student
learning. Do you agree? Why or why not?
Yes, because it integrates grading, learning, and motivation for your students, all
assessment should support student learning. Because they tell us what students learned,
how well they learned it, and where they struggled, well-designed assessment methods
provide valuable information about students' learning.

2. Does assessment as learning have the same ultimate purpose as assessment for learning
Students' metacognitive skills are developed and supported by assessment as learning.
This type of assessment is critical in assisting students in becoming lifelong
learners. Students learn to make sense of information, relate it to prior knowledge, and
apply it to new learning as they engage in peer and self-assessment. Assessment for
learning is an ongoing assessment that allows teachers to monitor students on a daily
basis and modify their teaching to meet the needs of the students. This assessment
provides students with the timely and specific feedback they require to adjust their
learning. This means that assessment for and assessment as learning serve nearly the same
purpose: to monitor and reflect on students' learning progress.

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?
Assessment is not always about for grading purpose; it is also conducted to further
learning. In my personal experience regarding assessment in school, I have given an
opportunity to reflect and analyze my own learning progress. When I am performing a

87
performance task, I can reflect on my own learning by looking at and using the criteria or
rubrics provided by my teacher. These have an impact on my learning because they allow me
to realize what I have learned and where I am in terms of learning. It helped me reflect on my
own progress and create adjustments and also improvements to fully achieve success in
learning.

SHOW Your Learning Artifacts

1. My Accomplished Observation Sheet

Assessment as learning means assessment is a way of learning. It is the use of
ongoing self-assessment by the students in order to monitor their own learning.
When students are given performance task, clear criteria are also presented.
Teacher gives an opportunity to monitor and reflect to their own learning. He
always let the students to have a clear set of learning goals whenever a new lesson
is presented.

2. My Analysis
Formative assessment is conducted to know exactly if the students are progressing.
It is also done so that the teacher will be able to plan on how he/she will be going to
reteach and make the students understand the lesson they don’t understand. It can
be a form or remedial teaching through peer teaching, the teacher teaches again or
reteach and other form of creative activities.

3. My Refection
Assessment as learning builds upon the philosophy of Assessment for learning,
with a greater emphasis placed on feedback and metacognition. It encourages
students to take responsibility for their own learning. The idea here is to enable
students to begin to learn about themselves as learners. In this sense, students will
begin to self-regulate their own learning. It creates reflective students who have the
agency to decide on their next learning step.

88
FS 1
LEARNING EPISODE 13

ASSESSMENT OF LEARNING
(SUMMATIVE ASSESSMENT)

observe

reflect analyze
OBSERVE, ANALYZE, REFLECT

ALIGNING ASSESSMENT TASK WITH THE

ACTIVITY 13.1
LEARNING OUTCOMES

Resource Teacher: Jovelle A. Gauiran Teacher’s Signature_______________

School: Ugad High School

Grade/Year Level: Grade 8 Righteousness Subject Area: Araling Panlipunan

Date: 11-8-22

Observe at least 3 classes - I Physical or Biological Seience or Math, English, Filipino; 1

Social Science or Literature/Panitikan, EsP and 1 P. E/ Computer /EPP/TLE.

Subjects Learning Assessment Is the assessment If not aligned,

Task (How did tool/task aligned improve on it
Outcome/s
Teacher to the learning
outcomes?
assess the
learning
outcomes?
Specify.
P.E/ EPP/TLE To undertake Doing the Yes The assessment

89
 fitness tests physical fitness task is aligned to
test (HRF) the learning
outcome.
Social Science. Nasusuri ang The teacher let Yes The assessment
isang halimbawa the student task is aligned to
Literature/
ng pamilyang answer the the learning
Panitikan.
ginagampanan activity provided outcome.
EsP ang papel na in their
panlipunan at module/books.
political nito.
Physical/ The learner The teacher let Yes The assessment
Biological presents an the students task is aligned to
informative and answer the the learning
Science/Math/
creative exhibit activity in their outcome.
English/Filipino to show the book entitled,
different Who are the
traditions and “Big Players”.
values of
selected Afro-
Asian countries.

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

Yes, all the assessment tasks are aligned to the learning outcome

2. What are possible consequences if teacher's assessment tasks are not aligned to learning
outcome/s? Does this affect assessment results? How?
If the teacher’s assessment tasks are not aligned to the learning outcomes, it
affects the assessment results. The teacher will not have a successful and effective
teaching and learning process because the assessment result will reflect your
performance.

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

All assessment tasks should be aligned to the learning outcomes because it will
tell and identify if the teacher is effective and efficient. In addition, aligning the
assessment with the learning outcomes means that students know how their achievements
will be measured.

90
Reflect on past assessments you have been through. Were they all aligned with what your
teacher taught (with learning outcomes?)
There are some assessments that were not aligned with the teachers’ learning
outcomes but there are many times that it is aligned. I think it is because the lessons or topic
are very broad, so it is difficult for the teacher to align it with the 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?
Assessments that are not aligned with the learning objectives or what has been
taught have a significant impact on student performance because they create confusion in the
students' minds about how they will answer or perform it, which will undoubtedly reflect on
the assessment result. As a future teacher, this observation is extremely beneficial because it
guides and informs me on what I should do in the future. Every assessment task should be
related to the learning objectives and the content being taught.

ACTIVITY 13.2 OBSERVING THE USE OF TRADITIONAL TOOLS

Resource Teacher: Jovelle A. Gauiran Teacher’s Signature _______________

School: Ugad High School

Grade/Year Level: Grade 8 Righteousness Subject Area: Araling Panlipunan

Date: 11-8-22

● 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 item Comments (ls the

Traditional Chec Outcome of assessment tool
k constructed in accordance
Assessment Assessed Resource Teacher
with established
Tool/ Paper and ( )
guidelines?)
Pencil Test Here

91
 Explain your answer

Selected Response Type

1.Alternate X Not Used Not Used Not Used
response
type

2. Matching X Not Used Not Used Not Used

3. Multiple Remembering Anong tema ng Yes, it is established

Choice heograpiya ang according to the said
tumutukoy sa guidelines because the
kinaroroonan ng students will just recall
mga lugar sa what they learned to
daigdig? answer the question.
A. Lugar
B. Lokasyon
C. Paggalaw
D. Rehiyon

Type of Put a Learning Sample Test item Comments (ls the

Traditional Check Outcome of assessment tool
constructed in accordance
Assessment ( ) Assessed Resource Teacher
with established
Tool/ Paper and
(if guidelines?)
Pencil Test
Resourc
Explain your answer
e
Teacher
used it)

Constructed- Response Type

1. Completion X Not Used Not Used Not Used

92
 2. Short answer X Not Used Not Used Not Used
type

3. Problem X Not Used Not Used Not Used

solving

4. Essay - Creating/ Magbigay ng Yes, it is constructed in

restricted Evaluating tatlong (3) accordance with the
mahalagang guidelines because the
pamana ng mga students will have the
sinaunang chance to use their
kabihasnan sa learnings and put their
daigdig. Isa-isahin opinions about it.
at ipaliwanang ang
bawat pamana.
5. Essay-non- X Not Used Not Used Not Used
restricted

1. Which assessment tools/tasks were most commonly used by teacher? Which ones were
rarely used? Why were they rarely used?
Multiple choice questions are commonly used by teachers as an assessment tool
because they are less susceptible to guessing than true or false questions, making them a
more reliable means of assessment. Meanwhile, because problem solving is not a perfect
process, it is rarely used. There are numerous obstacles that can impede our ability to
solve a problem quickly and efficiently.

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?
In the test construction, my resource teacher is skilled in making or using the type
of assessment tools which are multiple choice questions and essay-restricted.

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, even if it is a written paper-and-pencil
test, can be considered an authentic form of assessment because it can improve students'
critical thinking and creativity. This will put the students' skills and knowledge to the test in a
realistic setting.

93
How good are you at constructing traditional assessment tools? Which do you find most
difficult to construct? Any lesson/s learned?
To be honest, I’m not yet good at constructing traditional assessment tools because I
am still learning how to construct it properly. However, I think the most difficult traditional
assessment tool is problem solving types of exams because you need to have a good
construction of a problem to understand well by the students and give their right solution.

OBSERVING USE OF NON-TRADITIONAL

ACTIVITY 13.3 ASSESSMENT TOOLS AND SCORING RUBIRICS

Resource Teacher: Jovelle A. Gauiran Teacher’s Signature_______________

School: Ugad High School

Grade/Year Level: Grade 8 Righteousness Subject Area: Araling Panlipunan

Date: 11-8-22

● 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?

94
Authentic Learning Sample of How a product/ Comment/s (ls
Assessment/ Outcome Product
performance was the scoring
Non-Traditional/ Assessed Performance rubric
assessed
Assessed
Alternative constructed
according to
Describe how the standard?)
One example
product
of a
performance was
product
assessed. Which
assessed. (Put
a photo of the was used analytic
product
documented rubric or holistic
performance rubric? INCLUDE
in My THE RUBRIC IN
Teaching MY TEACHING
Artifacts.
ARTIFACTS.

1. Product Nasusuri The teacher used The rubric was

ang rubrics in assessing made
kabihasn the performance of organized and
ang the students. The orderly
Minoan teacher used analytic wherein the
at rubric which is two- students met
Mycenae dimensional rubrics its criteria on
an with levels of how the
achievement as teacher will
columns and grade their
assessment criteria as product.
rows.
2. Performance Not Not Observed Not Observed
Observed

95
1. Between analytic and holistic rubrics which one was more used? Why do you think that
type of rubric was used more?
Analytic rubrics, as I observed, were more commonly used than holistic rubrics
because they allow the teacher to assess students' achievements based on multiple criteria
using a single rubric. Analytic rubrics display levels of achievement in columns and
assessment criteria in rows. The total number of points earned results in an overall score.
The overall score determines whether or not students meet the criteria set by the teacher.

2. Based on your answers in # 1, what can you say about the scoring rubrics made and used
by the Resource Teachers?
The scoring rubrics made and used by the resource teacher was mostly analytic
rubrics. It is because he always checks the key content of the product or performance of
the students.

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 has differences because rubrics serves as a guide for the students on how
they will make and create their product or performance. Also, it can be the guide of the
teacher in scoring and grading the output of the students. Without scoring rubrics,
students will be confused on how the teacher graded them.

4. If you were to improve on one scoring rubric used, which one and how?
For me, there’s no need to improve the scoring rubric used by my resource teacher
because it is organized.

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 even if it is a written paper-and-pencil
test can be considered an authentic form of assessment because the critical thinking and
creativity of the students can be enhanced. Through this, the students’ skills and
knowledge will be tested in a realistic situation.

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 help the students to become self-directed and independent learners
because if there’s a rubric in a specific activity or task, it serves as their guide on how
they are going to perform or make it. If there is no rubrics in assessment, the students will
become get confused and the activity is not suited to the assessment.

7. Does the Scoring Rubric in this FS Book 1 help you come up with better output?
Yes, because it guides me on how I will finish my work and what will be the
content of my output. With this, I am will be ready and prepared in completing my
output.

96
Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all the
years as a student.
The concept of authentic assessment tools and task are not new, in fact, it has been
adopted mostly with the face-to-face classroom. It is even more important to implement this
assessment practice to create an engaging and fruitful learning experience.

SHOW Your Learning Artifacts

● 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 13.5

97
DETERMINING THE LEVEL OF TEACHER’S QUESTIONS

Resource Teacher: Jovelle A. Gauiran Teacher’s Signature_______________

School: Ugad High School

Grade/Year Level: Grade 8 Righteousness Subject Area: Araling Panlipunan

Date: 11-8-22

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
Processes Tally of
Cognitive Processes
(Bloom a Assessment
Rank (and Kendall and Rank Total
revised by Task/Questio
Marzano)
Anderson and ns
Krathwohl)
Self-thinking 6

Metacognition 5

Creating 6-highest

Evaluating 5

Analyzing/An 4 Analysis 3 //// 4

Applying 3 Knowledge 4 /// 3

Utilization

98
 Understanding/ 2 Comprehension 2 //////// 9

Remembering/ 1-lowest Retrieval 1 ///// 5

Table 2. Examples of Assessment Questions / Assessment Tasks

Tally and Total Example of

Tally and Total Assessment
Score of Cognitive
Score Rank of
Tasks /Questions Rank
Processes (Bloom as Cognitive
Rank Rank Given by Based Based
Processes
revised by Anderson on use
Rank Resource
(and Kendall
and Krathwohl) Teacher
and Marzano)

Self-system 6-highest e.g.Teacher asked

Thinking students
Why is the lesson
important to
you?

Metacognition 5 Not Observed

Example: 6-highest Not Observed

Creating

Evaluating=I 5 Not Observed

Analyzing/ An=II 4 Analysis 3 Analyzing a 3

picture presented
by the teacher.
Applying=III 3 Knowledge 4 Performance task 4
Utilization about the activity

Understanding= II 2 Comprehension 2 Explain the 2

99
 concept of
Sinaunang
Kabihasnan ng
Daigdig
Remembering=IIIII 1-lowest Retrieval=III 1 Anong kabihasnan 1
sa daigdig ang
nabuo sa pagitan
ng dalawang
kontinente?
A. Mesopotam
ia
B. Mesoameri
ca
C. Indus
D. Egypt

Rank Rank

1. Which cognitive skill had the highest number of assessment questions? Lowest number?
The cognitive skills of remembering and understanding are those that have the
most assessment questions because the teacher will decide if there is something that the
students have recalled and comprehended and is appropriate for the time allocated to
answer the questions in these cognitive skills. The lower score is for creation because it
takes more time to develop anything to evaluate the students and respond to queries.

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 assessments provided by the resource teacher, the
difficulty level of the question is low because most of them require recalling and
understanding and students can only recall what they have learned.

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.
The highest cognitive skills are metacognition and self-system thinking, in which the
teacher asks the students’ questions that reflect the information they have acquired and
the lesson they have learned.

100
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’m going to rate myself on HOTS, I will rate myself on a scale of 3 because I know
myself that I need to learn more to develop my HOTS. For now, I’m working on it to achieve
the highest scale of HOTS.

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 by giving
them questions or examples that are occurring in real life situations wherein they will relate
their life to the questions or examples. With this, it will not only enhance their thinking skills
but also their decision-making skills to respond to the situation.

ACTIVITY 13.6 ANALYZING A TABLE OF SPECIFICATION

Resource Teacher: Jovelle A. Gauiran Teacher’s Signature_______________

School: Ugad High School

Grade/Year Level: Grade 8 Righteousness Subject Area: Araling Panlipunan

Date: 11-8-22

1. Study the sample of Table of Specifications on Assessment.

Learning Outcome No. of Tota

Class l
Cognitive Level
Hours

Rem Un Ap An Ev Cr

1 Nailalarawan ang 1 I II II I 5
komposisyon etniko ng mga
rehiyon sa Asya

2 Nasusuri ang kaugnayan ng 1 I I III I 6

paglinang ng wika sa
paghubog ng kultura ng mga
Asyon

101
 Total 2 2 3 5 2 11

1. What parts must a TOS contain to ensure test content validity?

All parts of the TOS are important in creating assessments or questions to ensure
test content validity because it will be used as a guide on making an assessment or
question.

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

There is a number of items per cognitive level to identify how much level will be
measured in each cognitive skill. This number also tells what number suits those
objectives.

3. With OBE in mind, is it correct to put learning outcome not topic in the first column?
Why or why not?
Yes, we put the learning outcome on the column rather than the topic to identify
what our goal is at the end of the lesson. It is to determine whether our activity or
assessment will be appropriate for the outcome that we have.

4. Can a teacher have a test with content validity even without making a TOS?
No, because TOS serves as a guide on making the test to have its content validity.
This is the reason why we need to create our TOS first before making the test questions.

5. Complete the given TOS

Learning Outcome No. of Tota
Class l
Cognitive Level
Hours

Rem Un Ap An Ev Cr

1 Nailalarawan ang 1 I II II I 5
komposisyon etniko ng mga
rehiyon sa Asya

2 Nasusuri ang kaugnayan ng 1 I I III I 6

paglinang ng wika sa
paghubog ng kultura ng mga
Asyon

102
 Total 2 2 3 5 2 11

Read this conversation and reflect on teachers' assessment practices. Write your reflection
here.

StudentA: Saan naman pinulot ni Teacher ang kaníyang tanong? Ni isang tanong na
tinuro, wala! (Where did Teacher get her test? Not one of what she taught came out)

Student B: Oo nga.! Nakakaiinis! (You are right! How annoying!")

Did you have a similar experience? Reflect on it. Will the required use of Table of
Specifications as guide in test construction solve the problem of misaligned tests?
I've also been in the situation where there were several questions on the exam that we
were unfamiliar with or didn't know the answer to. We simply respond based on our own
knowledge without knowing whether or not it is correct. TOS is very important in test
construction because it provides content validity and organizes the test questions.

COMPUTING STUDENT’S GRADES BASED ON

ACTIVITY 13.7
DEPED GRADING SYSTEM

Resource Teacher: Jovelle A. Gauiran Teacher’s Signature_______________

103
School: Ugad High School

Grade/Year Level: Grade 8 Righteousness Subject Area: Araling Panlipunan

Date: 11-8-22

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 Student's Report Card. Observe its contents.
3. Ask permission from your Resource Teacher for an interview with him/her and
with a 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?
Before pandemic, written works are removed in the new grading system. But
before the limited face-to-face and full blast of class, written works return along
with performance task and periodical exam. It is more on outcome-based form of
assessment today which is there’s a need for result.

2. Which do you prefer - the old or the new grading system? Why?
My resource teacher prefers the old one because there’s a written works,
performance task, and periodical exams.

C. Interview of 5 Students
1. What do you like in the new grading system?
According to the students, since the DepEd changed the grading system,
extracurricular activities removed and they decided the performance task to be 50%.
They like it because in students, they will see if he/she excel in performing and
application on what they’ve learned. Aside from that, students can balance his/her
academic performance and improve their skills and show their hidden talents.

2. Do you have problems with the new grading system? If there is, What?
The students do not have problems with the new grading system.

3. Does the new grading system give you a better picture of your performance? Why
or why not?
Yes, because the students can excel not only in written works but also in
performing so they can boost their confidence.

4. Which do you prefer - the old or the new grading system? Why?
The students said that they prefer the new grading system. One student said
that when he is in elementary, he noticed that some students joined extracurricular
activities just to be exempted in the class. They prefer the new grading system
because they can boost their skills and confidence in doing such performance task.

104
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
w
1. What are the bases for grading?
According to DepEd Order #8, s. 2015, all grades will be based on the
weighted raw score of the learners’ summative assessments. The minimum grade
needed to pass a specific learning area is 60, which is transmuted to 75 in the report
card. The lowest mark that can appear on the report card is 60 for Quarterly Grades
and Final Grades. Learners from Grades 1 to 12 are graded on Written Work,
Performance Tasks, and Quarterly Assessment every quarter.

2. How do you compute grades per quarter for Grades l to 10 and Grades 11 to 12?
Give an example.

 Get the total score for each component

 Divide the total raw score by the highest possible score then multiply the
quotient by 100%
 Convert Percentage Scores to Weighted Scores. Multiply the Percentage Score
by the weight of the component
 Add the Weighted Scores of each component
 The result will be the Initial Grade
 Transmute the Initial Grade using the Transmutation Table

Analyze data and information gathered from the interview and from your review of a used
Student's Report Card and the DepEd grading system.

1. Do teachers and students like the new grading system? Why or why not

105
 Yes, they prefer the new grading system because it is not only about the
knowledge because the performance and skills have a higher grading scale.

2. What are the good points of the new grading system according to teachers? according to
students?
They mentioned good point which is 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?

Teachers are challenged to be facilitators of learning under the new curriculum
and grading system, and they are tasked with assisting learners by providing them with
the necessary knowledge about specific topics as well as ensuring that they understand
the common objectives.

4. Do you favor the distribution of percentages of written work, performance tasks and
quarterly assessment?
Yes, I agree on the distribution of percentage because skills are very important
nowadays. We need to enhance their skills rather than their knowledge.

5. Did you like the experience of computing grades? Why or why not?
I don’t experience computing of grades because we are not allowed yet.

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?
Yes, grades still matter even though we are now emphasizing the self-directed and
demonstration of competencies because we can monitor our students through grades. Though
it is just a number and we can identify their real abilities and capabilities, we can monitor
what aspects or parts that they need to develop more.

FS 1
LEARNING EPISODE 14
106
THE TEACHER AS A PERSON AND
AS A PROFESSIONAL

observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

ACTIVITY 14.1 TEACHER PERSONAL QUALITIES: A VIEW FROM

MY LENSES

Resource Teacher: Jovelle A. Gauiran Teacher’s Signature_______________

School: Ugad High School

Grade/Year Level: Grade 8 Righteousness Subject Area: Araling Panlipunan

Date: 11-10-22

Procedure:
1. Secure a permit to observe a teacher.
2. Review the list of the Personal Qualities given above.
3. Follow the code given whether you will observe by seeing only or you will observe
and interview the teacher to gather information.
4. Write down in the column of data results the description of the personal qualities that
you have found out. If the personal quality is not observed by you or is not revealed in
your interview, write not observed or not manifested.

Personal Qualities Observe (O) Data Results

Interview (1) I have found out that

a. Dignified Observe I have found out that the

teacher is well-liked by his
students and peers. He truly

107
 demonstrates dignity and self-
respect.

b. Healthy Observe I have found out that teacher

is physically fit.

c. Spiritual Observe I have found out that before

beginning the discussion, the
Interview
teacher prayed to God.

d. Knowledgeable Observe I have found out that the

teacher is knowledgeable and
really understand the
discipline and master the
lesson.
e. Humble Observe I have found out that despite
his achievements in life, the
Interview
teacher remains humble and
strives to be a role model for
his students

f. determined Observe I have found out that the

teacher is resilient in the face
of adversity, does not give up
Interview easily, and ensures that his
students learn to the best of
their abilities.
g. Cooperative Observe I have found out that the
teacher is willing to help the
Interview
students as he can.

Did you learn from your observation of the teacher? Now let us analyze the
information that you have gathered.

Answer the following questions.

108
1. In Activity 1, what do you consider as the 3 most outstanding significant personal
qualities of the teacher you chose as your case'? Why do you consider these as
outstanding?

a. Lives with dignity that exemplifies self-respect, integrity and self-discipline. I

believe that a teacher must have these qualities because they are known to be role
models.
b. Perseveres in challenging situation. Inside the classroom, students' lack of
participation is unavoidable. However, a teacher can do his or her best to capture
students' attention and motivate them to learn.
c. Exhibits deep knowledge and understanding across disciplines. To impart
knowledge to a learner, a teacher must know what to teach and have a broad
understanding of multiple disciplines. Students will be more motivated to learn
and participate if the teacher can adapt and supply to the needs of the students.
2. Which of these qualities do you have? Do you think you can fit as a good teacher
someday? Why? Describe yourself.
To impart knowledge to a learner, a teacher must know what to teach and have
a broad understanding of multiple disciplines. Students will be more motivated to
learn and participate if the teacher can adapt and supply to the needs of the students.

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, it motivated me to learn better. It is not about just learning knowledge, but as well as
acquiring values that makes me a good person today. I have been surrounded by teachers who
inspire me to strive and achieve my dreams and goals in life.

Identify one personal characteristic 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 personal trait of my role model teacher that has had an impact on my life is
humility. She keeps her feet on the ground and does not consider herself superior to others.
She is eager to share her knowledge and experiences and to serve as a great role model. When
I become a teacher someday, I hope to be humble like her.

Now, it is time to reflect on Activity 2.

Complete the following sentences as your reflections from the results of Activity 2.

1. As a future teacher, the results imply that I should is being a role model possessing the
qualities or characteristics of being humble, having integrity, self-discipline, honesty,

109
perseverance and deep understanding to different disciplines as a requirement to become
more effective in teaching.

2. If all the teachers teaching today possess the professional characteristics and competencies
as the teacher/teachers observed then learners will be enjoying learning. Learners will be
more motivated, responsible and respectful.

SHOW Your Learning Artifacts

Show here the artifacts of this Episode.

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

Mr. Jovelle A. Gauiran is a Social Science teacher at

Ugad High School. He possesses the quality of a good
teacher because he is equipped with some skills in
communication, listening, collaboration, adaptability,
empathy and patience. He is also a responsible teacher
and a good leader because he is the Coordinator of
Araling Panlipunan and Social Science Department.
His dedication in being a good teacher is the true
essence of professionalism.

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FS 1
LEARNING EPISODE 15

TOWARDS TEACHER
QUALITY:DEVELOPING A GLOCAL
TEACHER OF THE 21ST CENTURY

observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

A DAY IN THE SCHOOL LIFE OF A QUALITY

ACTIVITY 15.1 TEACHER

Resource Teacher: Jovelle A. Gauiran Teacher’s Signature_______________

School: Ugad High School

Grade/Year Level: Grade 8 Righteousness Subject Area: Araling Panlipunan

Date: 11-10-22

Observation 1: This activity will require you to stay in school for one school day.
Special arrangement by your faculty should be made for this purpose.

Procedure
1. Secure permit to observe a quality teacher in the school for one whole class day.
2. Shadow the teacher in the three major responsibilities.
● Actual Teaching
● Management of Learning
● Administrative Work
3. Use the key guide found in the matrix below.
4 Record data observed in your notebook. This will be your artifact.
5. If you missed seeing the evidence to the key guide, you may interview the teacher.
6. Make a narrative or essay of your answer entitled:" A Day in the School Life of a
Quality Teacher"
7. If permitted, you may include the teacher's picture in action to your essay.

111
Note: Observe and record observations on the following aspects as key guide to
observations.
Teacher's Major Responsibility Key guide for Observation (Carefully look
for the indicators/behaviors of the teacher
along the key points. Write your
observations and description in your
notebook. This will be one of your artifacts.)

A. Actual Teaching This teacher

1. is learner-centered. Acts as a
facilitator of learning.
2. has mastery of subject matter.
3. sees to it that learning outcomes are
achieved.
4. is pleasant and fair in dealing with
the learners.

B. Management of Learning This teacher

1. allows all learners to participate in
the lesson.
2. considers the needs of the learners in
the seating arrangement.
3. uses instructional support materials
to help learners understand the
lesson.
3. sees to it that learning is achieved
within the period of time.
4. dismisses the class on time.

C. Administrative Work This teacher

1. keeps records of learners attendance
everyday.
2. keeps record of formative and
summative tests.
3. submits reports and other documents
on time.
4. does other tasks as requested by
superiors.

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 5. cooperates with peers and staff in the
cleanliness and safety of the school.

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?
Actual teaching. The teacher discusses the lesson in detail and demonstrates mastery
of the subject matter. He makes teaching and learning more interactive by using personal
experience and a positive joke as examples. It ensures that the learning objectives are met,
and he is pleasant and fair in

2. Which demonstrated behavior, do you find in the teacher that is worthy of emulation when
you become a teacher? Describe.
Our resource teacher, as I've noticed, is very interactive and approachable to his
students. Students appear to be at ease with their teacher and actively participate in class. As
a future teacher, it is important for me to model this attitude in order to create interactive yet
respectful classroom environments.

3. Which of the major responsibilities does this teacher find difficult to comply with? What
are the reasons?
Administrative work is being delayed because some students are absent, which is why
records of formative and summative tests are being delayed. Some students fail to turn in
their quizzes, activities, and recitation points.

4. From your perspective, would you consider this teacher as quality teacher? Why?
Yes, I would consider this teacher as quality teacher in a sense that he masters the
subject matter.

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.
Are you inspired to become a teacher after your observation? If yes, why? If no, why not
Yes, what I saw has inspired me to become a teacher. Every student requires a teacher who is
enthusiastic about his or her job and eager to make a difference in the lives of the students.

113
Teaching is difficult, and there are some unavoidable factors to consider, such as student
behavior and participation. To gain the students' trust and attention, I must prepare to become
more knowledgeable. I'll think about the methods the teacher uses to teach.

When you become a teacher in the future, how else would you do better as a professional
teacher?
I intend to become a more creative and innovative educator. I plan to use interactive teaching
strategies that encourage students to explore while also catering to a wide range of students. I
will not only teach them the lesson, but also values that are critical to their development.

What are some of the concerns that you foresee in the future as a quality teacher? Do you think
you will be ready to address these? Give at least 2 concerns.
Students' bad behavior and limited resources I am not yet prepared to deal with students'
negative behavior, but I will make every effort to improve my preparedness. In the future, I
plan to implement some teaching strategies, such as always following the code of ethics,
establishing rules and regulations, and setting expectations.

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 in
your artifact)

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 ACTIVITY 15.2 THE CREATION AND MANAGEMENT OF THE
NEW LEARNING ENVIRONMENT AS A SKILL OF
21ST CENTURY QUALITY TEACHER

Resource Teacher: Jovelle A. Gauiran Teacher’s Signature_______________

School: Ugad High School

Grade/Year Level: Grade 8 Righteousness Subject Area: Araling Panlipunan

Date: 11-10-22

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 included in the list
3. Draw your vision of a classroom for the 21st century.

A. Current Classroom I am Observing

Grade 8 Righteousness

115
 B. My Classroom for the 21st Century

Make a comparison of your drawings A and B. Describe the similarities and differences.
Explain why.
Features of the Present My Vision of the Future Why the similarity?
Classroom Components
Classroom Why the difference?

The present classroom has a My classroom in the future is They are similar because of
wide space and there are lots also wide and has a lots of the space and the displays
of bulletin boards and bulletin boards and displays that can be found in the
display. It is clean and well- but mostly digital. It should classroom. They are also both
ventilated. There is also one also be clean and well- clean and well-ventilated.
television inside the ventilated. Every table has its The only difference is that the
classroom. own computer that can be future classroom has its own
used by the students. computers per table.

116
 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
teaching-learning and become a glocal teacher?
Make a short paragraph on how will you will manage teaching-learning in the 21st
century classroom.

Classroom management is defined as methods and strategies an educator uses to maintain a

classroom environment that is conducive to student success and learning. Here are some ways
to incorporate students smoothly and get all the students involved;
 Arrangement
 Establish rules and procedures
 Plan each lesson with your students in mind
 Being a visible presence
 Respect
 Connections
In conclusion, the best advice for a 21 st century classroom management is to truly enjoy what
you do but keep in mind your goal that is to be conducive to learning.

SHOW Your Learning Artifacts

These are the artifacts that you need to file in this Episode.
1. Activity 15.1 Report on the Observations including evidence that go with it.
Activity 15.1 Narrative on the Day in the School Life of the Quality Teacher
The resource teacher is very interactive and approachable to his students. Students
appear to be at ease with their teacher and actively participate in class. As a future teacher, it
is important for me to model this attitude in order to create interactive yet respectful
classroom environments.

2. Activity 15.2 Drawing of the present classroom and a Drawing of your Vision of the
Classroom for the 21 Century.

117
3. Activity 15.2 Narrative on how you will manage teaching-learning in the 21st Century
classroom.
Classroom management is defined as methods and strategies an educator uses to
maintain a classroom environment that is conducive to student success and learning. The best
advice for a 21st century classroom management is to truly enjoy what you do but keep in
mind your goal that is to be conducive to learning.

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FS 1
LEARNING EPISODE 16

ON TEACHER’S PHILOSOPHY OF
EDUCATION

observe

OBSERVE, ANALYZE, REFLECT

reflect analyze

ACTIVITY 16.1 ANALYZING DEPED’S PHILOSOPHY OF

EDUCATION

Resource Teacher: Jovelle A. Gauiran Teacher’s Signature_______________

School: Ugad High School

Grade/Year Level: Grade 8 Righteousness Subject Area: Araling Panlipunan

Date: 11-15-22

● Determine prevailing philosophies of education based on DepEd Vision and Mission

statements, core values and mandate and on the K to 12 Curriculum Framework and
Guide
● Study the DepEd Vision and Mission statements, Core values and Mandate.
● Read the features of the K to 12 Curriculum based on the Kto12 Curriculum
Framework and Guide and Sec 5 of RA 10533.
● Accomplish the Table below by answering this question: Which philosophies are
expressed?
● Cite relevant statements to back up an identified philosophy of education. You are
given an example.

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Philosophies of Education Which philosophies are Which philosophies are
expressed in the DepEd expressed in the K to 12
Vision, Mission
Curriculum Framework and
Statements, Core
Guide and Sec 5 of RA
Values, Mandate? Give
10533?
proof.
Give proof.

1 Essentialism- teach mastery of Essentialism Essentialism - List of

the basics; Curriculum is
The core values of standards and competencies
prescribed; subject matter -centered
maka-Diyos, maka-tao,
there are universal, objective that learners are expected to
maka-kalikasan and
values; inculcate
maka-bansa show that attain is the subject matter
values in subject matter DepEd is essentialist. that students are expected to
DepEd believes in learn.
unchanging values that
need to be inculcated. - Essentialist

2. Perennialism - teach those that Any proof of Republic Act No. 10533,
perennialism? section 5 Curriculum
last, the classics; there are universal
Developmental adheres that:
values; inculcate these universal, The DepEd Mission in
objective values which students learn in (c) The curriculum shall be
a child-friendly, gender culture-sensitive;
sensitive, safe, and
motivating environment
shows that they are
practicing or applying
perennialism. It is
evident that if the
students experience this
kind of environment,
they will become
comfortable to learn
and become more
responsible citizens.
3. Progressivism very child- Any proof of Republic Act No. 10553,
centered; teach those that interest progressivism? section 5 Curriculum
the child; one learns by experience; Development adheres that:
As stated in the DepEd
learners learn by doing so teacher
Vision in which as a (a) The curriculum shall
teacher's teaching is experiential;

120
values are subjective; no learner-centered public be learner-centered,
inculcation of values institution, the inclusive and
Department of developmentally
since they are subjective; instead
Education continuously appropriate;
teachers help students clarify their improves itself to better
serve its stakeholders.
values These statements/words
shows that they possess
philosophy of being
progressivist. One
learns by experience,
learners lean by doing.
The DepEd improves
the quality of education
that makes the learners
feel motivated and
interested.
4. Reconstructionism - school is Any proof of Republic Act No. 10533 Sec.
agent of change; schooling is 5 Curriculum Development-
reconstructionism?
preparing students for the social The DepEd shall formulate
changes; teaching is involving the It is stated on DepEd the design and details of the
students in discussions of moral Mission that, enhanced basic education
dilemmas Administrators and curriculum. It shall work with
staff, as stewards of the the Commission on Higher
institution, ensure an Education (CHED) to craft
enabling and supportive harmonized basic and tertiary
environment for curricula for the global
effective learning to competitiveness of Filipino
happen manifest that graduates.
DepEd is
reconstructionism,
DepEd assumes that
teaching involves
engaging students in
moral dilemma
discussions in order to
achieve effective
learning.
5. Existentialism Teachers teach Any proof of Republic Act No, 10533 Sec.
existentialism? 5 Curriculum Development
learners to make a choice, to make
It is included in the (b) The curriculum shall
decisions and not merely to follow
DepEd mission that be flexible enough to
the crowd; one who does not make teachers facilitate enable and allow
a choice and so simply follow learning and constantly schools to localize,
others do not leave meaningful life nurture every learner indigenize, and

121
 and it is evident that enhance the same
DepEd us based on their
existentialism. The respective educational
learners has different and social contexts.
path to take but, the
teacher role is to guide
them to achieve their
dreams/choice in life.
6. Pragmatism That which is useful, Any proof of Republic Act No. 10533 Sec.
that which is practical and that pragmatism? 5. Curriculum Development
which Works is what is good; that
It is also included on (g) The curriculum shall use
which is efficient and effective is
the DepEd Vision in the spiral progression
that which is good. e.g. showing a
which enables them to approach to ensure mastery of
video clip on mitosis is more
realize their full knowledge and skills after
efficient and more effective and
potential and contribute each level;
therefore more practical than
meaningfully to
teacher coming up with a visual aid
building the nation
by drawing mistosis on a cartolina
appear that DepEd
or illustration board
applied Pragmatism. To
ensure lifelong
learning, teachers must
identify/create learning
outcomes that our
county.
7. Rationalism - emphasizes the Any proof of (c) The curriculum shall be
rationalism? culture sensitive;
development of the learners
Republic Act No. 8491 (d) The curriculum shall be
reasoning powers; knowledge
states that our national contextualized and global;
comes though reason; teacher must
motto shall be “Maka-
develop the reasoning power of the
Diyos, Maka-tao,
learner
Makakakalikasan at
Makabansa” it also
shows that DepEd core
values possess
Rationalism. It will
serve as our guide in
order to develop the
power of reasoning.
8. Utilitarianism - what is good is Any proof (a) The curriculum shall
that which is most useful (that utilitarianism? be learner-centered,
which brings happiness) to the inclusive and
DepEd requires
greatest number of peoples; developmentally
teachers to not only
appropriate;
teach them important
(b) The curriculum shall

122
 knowledge, but to be relevant,
integrate values that are responsive and
necessary to achieve research-based;
self-love and happiness.
9. Empiricism source of knowledge Any proof empiricism?
is through the senses; teacher must Teachers are tasked to
involve the senses in teaching- create/ innovative
learning learning
instruction/objectives
that enables the learners
to use their senses to
develop as a whole.
Teachers must also
teach based on the
learners, neither
themselves through
their experiences.
10. Behaviorism - behavior is Any proof of
shaped deliberately by forces in the behaviorism?
environment and that the type of
The teacher provides
person and actions desired can be
positive reinforcement
the product of design; behavior is
through giving the
determined by others, rather than
by person's Own free will; teacher
must carefully shape desirable
behavior; drills are commonly used
to enhance learning. Rewards
reinforce learning.

11. Constructivism -Learners are Any proof of (e) The curriculum shall use
constructivism? pedagogical approaches that
capable of constructing knowledge
are constructivist, inquiry-
The teacher does not
and meaning; teaching learning based, reflective,
simply “tell or dictate”,
collaborative and integrative;
therefore is constructing knowledge but rather asks students
and meaning; teacher does not just for knowledge they
"tell or dictate but asks learners for construct and the
knowledge they construct and meaning of the lesson.
meaning of lesson It is also shows in the
DepEd mission in
which, Family,
community, and other
stakeholders are
actively engaged and

123
 share responsibility for
developing life-long
learners making it
constructivism.
12. Other Philosophies

ACTIVITY 16.2 ARTICULATING MY PHILOSOPHY OF TEACHING

Resource Teacher: Jovelle A. Gauiran Teacher’s Signature_______________

School: Ugad High School

Grade/Year Level: Grade 8 Righteousness Subject Area: Araling Panlipunan

Date: 11-15-22

Observe how a teacher relates to every learner and how he/she proceeds with her teaching.
Accomplish this Observation Sheet.

Here are philosophies of education. Find out which philosophies were manifested in class by
observing what and how teacher teaches and relates to learners.

Philosophies of Education Teaching Behavior (State what the teacher

said, taught or did).

1. Essentialism - teach mastery of the basics; In what way was teacher essentialist?
curriculum is prescribed; subject matter-
e.g. He/she saw to it that the students
centered there are universal, objective values;
mastered basic concepts and skills
inculcate values; subject

he/she inculcated values

2. Perennialism- teach those that last, the The teacher encourages students to share their
knowledge and understanding in order to
classics; there are universal values; inculcate
boost their confidence in the future. He also
these universal, objective values allows them to take notes in order to improve

124
 their retention.
3. Progressivism very child-centered; teach The teacher allows the students to use and
experiment with technology in order to find
those that interest the child; one learns by
facts and information about the lesson.
experience; learners learn by doing so teacher
teacher's teaching is experiential; values are
Subjective; no inculcation of values since
they
are subjective; instead teachers help students
clarify their values
4. Reconstructionism - school is agent of The teacher encourages students to participate
by sharing and reflecting on their own
change; schooling is preparing students for
experiences. Students will need to devise
the social changes; teaching is involving the strategies for dealing with environmental
discussions.
students in discussions of moral dilemmas
5. Existentialism - Teachers teach learners to The teacher instructs them to listen carefully
and learn the lesson rather than simply
make a choice, to make decisions and not
following the crowd by being loud.
merely to follow the crowd; one who does not
make a choice and so simply follow others do
not leave meaningful life

6. Pragmatism That which is useful, that Rather than simply reading it, the teacher
which makes learning more efficient and effective
by solving facts about environmental laws
is practical and that which works is what is
and implementation.
good; that which is efficient and effective is
that which is good. e.g. showing a video clip
on
mitosis is more efficient and more effective
and
therefore more practical than teacher coming
up with a visual aid by drawing mistosis on a
cartolina or illustration board

7. Rationalism - emphasizes the development The teacher asks questions about the lesson

125
of the learners' reasoning powers; knowledge that help students develop their HOTs. It
gives students the opportunity to respond and
comes though reason; teacher must develop
reason.
the reasoning power of the learner

8. Utilitarianism what is good is that which is Before making a decision in class, the teacher
consults with the students. For instance, he
most useful (that which brings happiness) to
asks students if they want to share and
the greatest number of peoples; contributes to a classroom makeover.
Students agree because they want to be in a
pleasant environment.
9. Empiricism source of knowledge is through The teacher not only teaches students to
listen, but also to use their senses for better
the senses; teacher must involve the senses in
knowledge acquisition and an effective
teaching-learning teaching and learning process.

10. Behaviorism - behavior is shaped The teacher motivates students to participate

deliberately and listen well without interruption by
awarding extra points.
by forces in the environment and that the
type of person and actions desired can be
the product of design; behavior is determined
by others, rather than by person's 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 The teacher designs meaningful learning
activities in which, following the discussion,
constructing knowledge and meaning;
he asks questions about the lesson. Students
teaching
are expected to formulate or select the best
-learning therefore is constructing knowledge answers from the available options. Students
raise their hands and explain their reasoning.
and meaning; teacher does not just "tell" or
dictate but asks learners for knowledge they
construct and meaning of lesson

12. Other Philosophies

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1. Based on your findings and observations in Activity 16.1 and Activity 16.2, which
philosophies of education are dominant in Philippine basic schools? Why do you say so?
According to my observations, Progressivism is the dominant educational
philosophy in Philippine primary schools. Teachers are required to create learner-
centered learning outcomes or lesson plans under the new curriculum. The teacher acts as
a facilitator, while students create meaningful learning. The teacher must learn to identify
the things that pique the student's interest and contribute to their growth as learners.

2. If there is one philosophy that schools and teachers should give more attention to, what
should that be and why?
Pragmatism is a philosophy that schools and teachers should pay more attention
to. Teachers and schools must comprehend the most efficient and effective method of
instruction. They must learn to be more practical in the sense that it works well and is
beneficial to the learners.

What is your philosophy of teaching? This describes what you belived you should teach, how
you should teach and how you should relate to others in school – with the learners, your
colleagues, your superiors and all other stakeholders. Write the down. This is your title. :
“My Philosophy of Teaching”
My Philosophy of Teaching
These may be of help:
I believe that the learner… (concept of the learner)
Ibelieve that I should teach the learners… (what)
By… (how)
I believe that I … (how should you relate to learners, colleagues, superior, parents, and
others)

127
 MY PHILOSOPHY OF TEACHING
I believe that the learners are unique with their own learning styles and set of needs and gifts
that they bring to the classroom. It is my responsibility as a teacher to expound on their talents
and to create an environment that promotes maximum learning while also meeting each child's
unique needs.
I believe that I should teach the learners on how to grow and learn. By understanding that not
all students study in the same way or at the same pace, I am aware that students actively
develop and modify their own knowledge based on prior learning and experiences. As a
teacher, I believe it is my responsibility to accurately assess students' interests, abilities, and
prior knowledge. Then I must design learning activities that both challenge and allow each
learner to think and progress.
I believe that I should fulfill my goals as a teacher. By developing strong bonds with my
students, their parents, people, and the community. Teachers must collaborate with other
school stakeholders to create a school culture in which students can grow while improving
their learning abilities.

SHOW Your Learning Artifacts

Accomplished Observation sheets

My philosophy of Teaching
MY PHILOSOPHY OF TEACHING
I believe that the learners are unique with their own learning styles and set of needs and gifts
that they bring to the classroom. It is my responsibility as a teacher to expound on their talents
and to create an environment that promotes maximum learning while also meeting each child's
unique needs.
I believe that I should teach the learners on how to grow and learn. By understanding that not
all students study in the same way or at the same pace, I am aware that students actively
develop and modify their own knowledge based on prior learning and experiences. As a
teacher, I believe it is my responsibility to accurately assess students' interests, abilities, and
prior knowledge. Then I must design learning activities that both challenge and allow each
learner to think and progress.
I believe that I should fulfill my goals as a teacher. By developing strong bonds with my
students, their parents, people, and the community. Teachers must collaborate with other
school stakeholders to create a school culture in which students can grow while improving
their learning abilities.

128