In partial fulfillment

Of the requirements in

Field Study 1

By:

Aquino, Rachel R.

BSED 4C

To:

Alfonso Samillano Jr.

COURSE FACILITATOR

January 2023
 Table 7: Assessment Summary

Learning Experiences Rating

No. 1: The School for Learners
No. 2: The Classroom for Learning
No. 3: Flashback as Learners
No. 4: Understanding the Learners
No. 5: Instruction and Learners Development
No. 6: The Teacher as a Classroom Manager
No. 7: The Teacher as a Provider of Assisted Learning
No. 8: The Teacher as a User of Assessment
No. 9: The Teacher as an Effective Test Administrator
No. 10: The Teacher in the community
Average Rating:

Rating for Field Study 1

Overall Rating for Portfolio :________x .30 = __________

Final Grade :________

 THE SCHOOL FOR THE LEARNERS
1.1 EXPOSURE
Sketching the map of a school showing its structure
Draw your map here
Name of School: Antique Vocational School (AVS)
1.2 PARTICIPATION
Getting acquainted with the facilities and resources of the school

No. of
Buildin
g/ Facilities Resources Found
Structu
re
1 Classrooms (Gr. 7-12) Chairs, tables, learning materials, smart tv (for senior
high school only), water dispenser,
Computer Room Computers, printers, projectors, 2 laptop cart, 4 cart
tablet
2 Canteens Foods and drinks, chairs and tables, food stalls,
refrigerator
Library Books, Encyclopaedia, dictionaries, chairs, tables,
Computer room
3 Guidance room Guidance counsellor, tables and chairs, files/records
and inventory of students.
Health clinic Medicines, first aid kits, electric fans and water
dispenser
4 Gymnasium/Auditorium Benches, small stage, chairs, podium, grandstand
AVS teen center Chairs, tables, board
5 Automotive building Cars, batteries, fuels and circuits, Electrical wiring
lightning system.
Cookery Utensils, cooking pans, tables, plates, glasses, oven,
building/Bartending bread toaster, refrigerator, mixer, baking utensils,
working tables, cabinets, measuring tools, weighing
scale, cooking and baking equipment
 6 Fashion Design building 14 Sewing machine, threads, tailoring kit, iron
machine, fabric, mannequins, working tables, output
display
Function room Lounge room, chairs, tables, podium
7 RAC building Refrigerator, air con, tool bundles, screw & nut drivers
Cosmetology building Mirror, make-up kits, manicure and pedicure
materials, hair shampooing tools and equipment, foot
and hand spa tools and equipment
8 SMAW Building Welding machine, steels and bars, cables, ground
clamp
Carpentry building Furniture, wood cutting tools, hammer, circular saw,
utility knives, marking tools, screwdrivers
9 Drafting T-square, drafting board, rulers, paints, drawing
pencils, French curve, drawing paper, cutting tools
Control tower Grandstand, stage, oval, field
10 Playground Benches, field,
Speech laboratory Books, blackboards, chairs and tables
11 SSG room Signage, blackboard, chairs, tables
Principal’s office Receiving area, wall decorations, principals table
12 Office of the program Receiving area, water dispenser, tables & sofa
head

1.3 IDENTIFICATION

Determining the purpose of the school facilities and resources for learner development

Facilities Available Programs

Check (∕) Physical/Motor Social/Emotiona Cognitive/Intellec
If l tual
Available
Library/Readi  e.g. Reading
ng room Enhancement
Computer  Research
room
Home  Hands-on
technology experience
center Skills improvement
Industrial arts  Hands-on
center experience
Skill improvement
Health clinics  Preventive check-
up
First aid training

Guidance  Career guidance

room activities,
counselling,
rehabilitation
center for
traumatized
students
Gymnasium  Event venues, open
area for sport
programs
Canteens  Eating area A healthy
stomach is a
healthy mind.
Music room
 Playground  Playing that serves Making friends Children playing
as an exercise, with others. with good
flexibility and agility Social capability coordination
are developed. to interact with means their
others. mental capacity is
functioning well
Science center  On-hand use of the Stimulates
science equipment curiosity,
for laboratory develops
purposes. inquiring minds
and expose
learners to new
positive discovery
in science and
technology
Performance Used for event
center/ venue of the school
Auditorium/ just like
Gymnasium symposiums, career
guidance, sports
events, etc.
Office of Sorting area of
school head different program
or activities to be
implemented in
every program.
Files are kept in
here for
monitoring
 progress of each
department.

1.4 INTERNALIZATION
 You have identified the facilities and resources of your school. What other facilities and
resources do you think are needed for other development programs?
A separate library for the senior high school students. In the current situation, the
library is located near in the junior high school students but not accessible to the gr. 11 and
12 students of the school, for they have to walk certain distance first before reaching the
building. A library wherein all researches in the school is made available for the senior high
students especially those who have researches to do. Computers inside is very appreciated
too for the easy access in the internet for online libraries.
A canteen which is located in the building is highly recommended too. For it will reduce
time especially during recess. Buying is time consuming especially if they have to walk, but if
there is a canteen for them it will not be hassle to have snacks during the day.

 What aspects or development domains can you suggests as needing attention by the
school? What programs can be suggested?
Language and literacy development in all areas or subjects. We cannot deny the fact
that after recovering from the pandemic and resuming the face to face classes needs careful
attention. Students from blended learning; modular and online classes have difficulties in
reading and their comprehension is very low. Developing a habit in reading every morning
in the school will be a great help, not only for them to be good in the language and literacy,
but, building a good habit in reading too.
1.5 DISSEMANATION

Preparing an ideal portfolio of a school which can meet the physical, social, emotional, and
intellectual needs of a learners.

A Development Plan for MY Dream School

Structures to be Purpose Needed Resources
Built
1. There are students who are good and Funds; buying the materials
Music room learns faster through the use and and the wages of the
integration of music labourer.
Musical instruments
Easy access to the books needed in Funds; buying the materials
2. their upcoming research. and the wages of the
Senior high Researches done before them are mad labourer.
school Library available for them to have a look and Books and other reading
be their guide also. materials.
It is used in searching for the Funds; buying the materials
3. information and resources in their and the wages of the
Computer room researches. labourer.
for the senior In the 21st century world, being digitally Laptops for the students.
high school equip is recommended. The use and
students integration of ICT tools in teaching and
learning is helpful.
Accessible for the students of senior Funds; buying the materials
4. high school. The separation of canteen and the wages of the
Senior high between the junior and senior will labourer.
school canteen accommodate everyone without having
too much crowd.
 THE CLASSROOM FOR LEARNING

2.1 EXPOSURE

Observing features of two classrooms of different grade level

Classroom 1 Classroom 2
Grade: 9 Room: QUARTZ Grade: 12 Room: LAUREL
No. of Children: 49 Boys: 16 Girls: No. of Children: 58 Boys: 19 Girls: 39
33
FURNITURE How FURNITURE How
Many? Many?
 Learners’ Yes  60  Learners’ desks Yes  50
desks Yes  2  Teacher’s table Yes  2
 Teacher’s Yes  0  Book cabinets Yes  0
table Yes  0  Learners’ Yes  2
 Book cabinets Yes  0 lockers Yes  0

 Learners’ Yes   Teacher’s Yes 

lockers locker
 Teacher’s
locker

DISPLAYS Location DISPLAYS Location

(Left, (Left,
Right, Right,
Front, Front,
Back) Back)
 Visuals for No  Visuals for new No
new or or current
current No lesson No
lesson No  Learners’ art
 Learners’ art Yes Back works No
works  Honor roll Yes Back
 Honor roll No  Group tasks/
 Group tasks/ No Responsibilities No

Responsibiliti No  Attendance No

es Yes Back  Experiments No

 Attendance  Projects Yes Back

 Experiments Yes Back  Rules and

 Projects Standards Yes Back

 Rules and  NDEP Corner

Standards
 NDEP Corner

TEACHING AIDS Location TEACHING AIDS Location

(Left, Right, (Left, Right,
Front, Back) Front, Back)
 Musical Yes   Musical Yes 
Instruments Yes  Instruments Yes 
 Maps/Globes Yes   Maps/Globes Yes 
 Math Kits Yes   Math Kits Yes 

 Art Kits Yes  Back  Art Kits Yes  Back

 Charts Yes  Back  Charts Yes  Back

 Flannel Board Yes   Flannel Board Yes 

 Computers Yes   Computers Yes 

  LCD Yes   LCD Yes 
 Story  Story Book/Trade
Book/Trade Yes  Back Books Yes  Back
Books Yes   Reference Books Yes 
 Reference Yes  Front  Audio Tapes Yes  Front
Books Yes  Back  Blackboards Yes  Back

 Audio Tapes Yes   Bulletin Boards Yes 

 Blackboards
 Bulletin Boards

2.2 PARTICIPATION

Recognizing differences in the structure and display of classrooms used by two different levels

1. What resources are available in both classroom? Write those common resources in the
matrix.

Common Resources

 FURNITURE Learners desk, teachers table, cabinet, bookshelves

 DISPLAYS Group task/responsibilities, rules and standards, NDEP Corner,

trophies, mirror

 TEACHING AIDS Charts, flannel board, blackboard, bulletin board, reference books,
novels, printer, smart TV, projector

2. What resources are exclusively found only in one classroom?

 RESOURCES Classroom 1 (Lower Grade) Classroom 2 (Upper Grade)
 FURNITURE Comfort room inside the classroom Learner’s locker, water
dispenser

 DISPLAYS Potted plants “Pahuruwayan” area

 TEACHING AIDS Colourful bulletin board Smart T.V.

3. How will you differentiate the resources fund in the two classrooms in terms of type, size,
arrangement, color, number, or location?

Classroom 1 (Lower Grade) Classroom 2 (Upper Grade)

 FURNITURE Some of the learner’s desk are The students are using new
steel and others are wood. It is not building that is why the
well painted that others paint is chairs and tables found in
fading already. The classroom itself the classroom are all new.
needs more equipment and There are lockers provided
renovation or improvement. in every SHS building. It is
well-ventilated and
conducive to learning.
 DISPLAYS Displays was seen at the back of Unlike with that of the lower
the classroom. Relevant grade, less things are posted
information about classroom at the back of the SHS room.
management is posted for the Most of the information are
student awareness and for them to labeled from the most
follow. recent to the past.
 TEACHING AIDS The room needs to be renovated All of the materials and
that is why most of the teaching equipment are new and
 aids are old. It is recycled from needs maintenance to
past school year and because of prolong its use. Big and
the creativity and renovation of capitalized letters are used
the teacher it was made possible. to emphasize the
They more with the arts and craft importance of such teaching
that can attract attention of the aids and materials.
learner especially using images.

4. What could have significantly made the type of resources in the two different classrooms?
There is likely to have differences in the two classrooms because of the mentality and the
way to attract the learners’ attention. The lower grade classroom shows much arts and
creativity especially images so that it will retain longer in the memory of the students and
most of them learns best through images. The design and materials that can be seen in
each learning space aligns to what kind of learners they are expecting them to be.

2.3 IDENTIFICATION

Identifying the purpose of the resources found in the classroom

Classroom Classroom 1 (Beginning Grade) Classroom 2 (Upper Grade)

Display
1. Materials By posting the new materials for the The learners will be aware of what
for new upcoming lesson, the teacher is to study in advance so that active
lesson letting the student to construct participation in the class is
their own meaning. The feeling of expected. Everything that is posted
responsibility that they can learn is for the good of many and the
independently and instead of spoon thing that they can learn
feeding them why not let them independently without relying only
explore to gain knowledge. to what the teacher can give them.
 As a learner they are responsible
for their own development.
2. Model art Some of the students learns best Students will do their best to
works when images are shown to them, create such artworks so that it will
constantly seeing those objects will be featured too. By constantly
give them familiarization and seeing the work they will memorize
establishes a good memory of such it. These model art works serves as
artworks. It serves as a model for a physical basis of the theory being
others that by knowing and learning taught.
your works the outcome will be
great.
3. Honor roll These shows the positive and It brings the feeling of pride and
negative reinforcement of Pavlov satisfaction that all of our effort are
and Skinner to recognize and honor paid-off. To inspire others that
students who have attained despite of everything you can
outstanding academic success and achieve such thing if you work hard
to provide positive reinforcement for it.
that inspires all students to strive
harder and perform at their highest
level in all subjects.
4. Group It is posted to serve as a reminder of Blaming each other will not occur if
Tasks/Assi their obligation not just an everyone does their responsibility
gnment/R individual but a member of such accordingly. It is posted in their so
esponsibili community. that everyone is aware of they
ties have to do and have the fair share
of responsibility when the
outcomes fails to attain of what
their perception of such thing in
the beginning.
5. Student It reinforce the learner to do their The joy and happiness it brings to
projects/e best in making their outputs and the teenager students when they
xperiment projects so that the second time get to see that the project they
s around it will be their project that have work for gets featured. It
gets to be featured. If there is any turns out to be the motivation and
correction or improvement the appreciation they need to continue
students will know and next time to strive and work hard in their
they will do it perfectly. studies.
6. Exemplary Displaying student works engages Whenever there are school
learners’ the parents to know what happens visitation made by the higher
written to their child inside the room. The authorities, the teacher has
output display also advocates to others as something to show them. For it
to what happens inside the shows the progress and the
classroom whenever the day starts participation made by the learners.
and how it ends. Students feels the sense of pride
and accomplishment when they
see their work displayed.
7. Suppleme These are materials students can It is made available in their not just
ntary engage in, that ahead of time they a mere decoration but used for
books and already have the background of supplementary reading materials
other what they are going to study in the for the students for their academic
materials class. The independent way of writing purposes.
learning and self-discovery is very
evident.
8. Rules and Rules and standard are visible to set It is available for them to have a
standards as a reminder to the student to guide on how to act inside the
for class to behave when they are in there. classroom and the ethical way to
follow Thus, letting them know the proper have a harmonious and safe place
way to act whenever they are with to learn. Students are reminded
 other people. These rules are similar accordingly by seeing those rules
with that respecting other and their set by the group.
freedom.

Do the two classroom always share purposes or reasons for having those displays? What could
be the reason they vary?

They share some reasons in displaying such things but not as always. The level of
maturity differs that is why mostly in the junior high school classroom you can see catchy
displays that at first look it will attract the attention of the target reader. It is more generalized
in the lower grade for they are learning to be an independent learner while in the upper grades
it is individualized to prepare them to be a responsible learner, eventually they will enter
college soon. The work load is heavier and greater than the junior high school and that they
need level up displays to encourage the learner.

2.4 INTERNALIZATION

For BSED

Given the physical, social, and intellectual characteristics you have learned of lower grade
learners, how do you describe or characterize the resources that must be found in their
classroom?

Basic Resources of Suggested Characteristics/Descriptions/Contents

Classrooms
1. Learners’ desks The desk should be neutral, which is suitable for the right
handed and left handed students. These desk may be ample
table or armchair should be movable that whenever there is an
activity inside the room it will be easy for students to arrange
and re-arrange them.
2. Bulletin boards Interactive bulletin board should be displayed in the
classroom. It should relay information to the lessons, reinforce
 lessons, display student works and decorations that can
strengthen their outlook of the bigger world.
3. Books With the diverse and varied students among the classroom,
the book should suit their developmental capability and
interests so that it can reinforce positive learning. It should
range from textbooks, journals, science books to discovery
materials to read and explore on.
4. Learning kits It should develop, elevate and enhance the level of
understanding of the students in one kit. Varied materials
within for a wide range of users, which is the students, for a
progressive earning. That letting the learners to hone their
skills and create something new out of that kit.
5. Learning stations These stations basically gives the students the time to interact
with others by tackling different activities. Connect such
lessons and lessons plans in your station that encompasses all
forms of learning; in reading, writing, music and art, problem
solving and critical thinking.
6. Play materials Students are curious and imaginative, as a teacher, we must
allow them to have rest and play. “All work and no play makes
Jack a dull boy”, a line from a high school drama that is very
true. Never pressure our students instead let them learn
where they are best at. Diverse room needs a diverse play
materials that suits the needs of the students that can enhance
their skills and potentials.
7. Musical devices Basic and fundamental instruments must be displayed in a
room especially in a music room.
8. Emergency kits In case of emergency, the students or the teacher can apply
first aid precaution to the patient. Because prevention is better
than to cure.
Given the physical, social, emotional, and cognitive/intellectual characteristics of upper grade
learners, what activities will interest them to carry out inside or outside their classroom? What
classroom resources should be available to carry these out?
Interesting Activities for Upper Grade Learners Useful Resources
1. Culminating activity Funds, adequate time, presence
2. Reading game Reading materials, good reader
3. Team building activities Funds, time, collective efforts,
game materials
4. Cultural dances Funds, costumes, collective
efforts, sound system, venue,
preparation time, trainer,
participants, judges.
5. Debate Debate master and critic, judges,
venue, controversial issues/topic
6. Impromptu speech Venue, participants, podium,
judges, audience, topic.
2.5 DISSEMINATION
Designing an ideal classroom structure that can promote active learning for a given
developmental stage.
Growth Portfolio Entry No. 2-A
My Idea of Classroom for Grade 7
Classroom plays a vital role in creating a conducive learning environment. It is believed
that the classroom environment affects the students learning and their academic
performance. There are numerous factors that can enhance or hinder the performance of
the students just like the physical environment of the classroom, its ventilation, sitting
arrangeme, displays and furniture and the bulletin boards.
The classroom that I see for my grade 7 learners is having a nice and ventilated one where
lights are abundant coming from the sun especially when the brownout occurs or during
daytime. The maximum capacity of the learners desk must not exceed at 50 chairs and so
are the students. The learning materials posted must be updated as always and up-to-date.
The teachers tables are positioned in the front and back, the front one is to let the
students know your authority and the back will serve as serves as a receiving area for every
mistakes of me. There should be atleast one learning material that you can make the
students stop and have a look at it.
 Growth Portfolio Entry No. 2-B
My Ideal Classroom for Grade 7
 FLASBACK AS LEARNERS
3.1 EXPOSURE

Form 1-A: Grade I Experiences

Middle Childhood
Member ID Experiences
A 1. Fetching water for our C.R.
2. Play time after recess.
3. Coloring the reading books.
B 1. Writing upper and lower case letters and
combining them to form simple words.
2. Addition and subtraction is introduced.
3. Identifying town and cities of the country.
C 1. Tracing the letters of the alphabet.
2. Classifying punctuation marks.
3. Cutting pictures that shows good values.

Form 1-B: Grade VI Experiences

Middle Childhood
Member Experiences
ID
A 1. Science experiments especially in seeds.
2. Recollection activity
3. Joining student leadership organization
B 1. Joining social dances especially when the town
fiesta is fast approaching.
2. Solving algebraic expressions.
 3. becoming active and competitive in sports
activity.
C 1. Joining school clubs like YES-O Organization,
Math Club, etc.
2. Competing for cluster and division meet.
3. Enjoys reading adventure books like King Arthur
and movie viewing it.

Form 1-C: Grade 10 Experiences

Early Adolescence
Member Experiences
ID
A 1. Taking the NAT Exam
2. Tailoring the pants of the dancers of our year for
the foundation day.
3. Putting up small businesses as part of our
requirements in Economics.
B 1. Science experiments are always hands-on.
2. Joining the celebration of United Nations.
3. Attending the Prom Night and socialization
among Grade IX and Grade X.
C 1. Representing the school in the friendly
competition among other school in the municipality.
2. Becoming a student leader.
3. Attending seminar about career guidance and
counselling.
3.2 PARTICIPATION

Form 2-A: Grade I Experiences

(Middle Childhood)
Member Sample Experiences Domain
ID
A 1. Cutting shapes using scissors Physical-motor
2. playing dolls with girl classmates Social
3. counting marbles and sticks Mental
B 1. Fetching water for our C.R. Physical-motor
2. Play time after recess. Social
3. Coloring the reading books. Mental
C 1. Writing upper and lower case letters and combining them Mental
to form simple words.
2. Addition and subtraction is introduced. Mental
3. Identifying town and cities of the country. Mental
4. Tracing the letters of the alphabet. Mental
5. Classifying punctuation marks. Mental
6. Cutting pictures that shows good values. Mental

Form 2-B: Grade VI Experiences

(Late Childhood)
Member Experiences
ID
A 1. Science experiments especially in seeds. Mental
2. Recollection activity Social
3. Joining student leadership organization Social
 B 1. Joining social dances especially when the town fiesta is Social
fast approaching.
2. Solving algebraic expression. Mental
3. becoming active and competitive in sports activity. Physical-Motor
C 1. Joining school clubs like YES-O Organization, Math Club, Social
etc.
2. Competing for cluster and division meet. Social
3. Enjoys reading adventure books like King Arthur and Mental
movie viewing it.

(Early Adolescence)
Member Experiences domain
ID
A 1. Taking the NAT Exam Mental
2. Tailoring the pants of the dancers of our year for the Mental
foundation day.
3. Putting up small businesses as part of our requirements in Mental
Economics.
B 1. Science experiments are always hands-on. Mental
2. Joining the celebration of United Nations. Social
3. Attending the Prom Night and socialization among Grade IX Social
and Grade X.
C 1. Representing the school in the friendly competition among Social
other school in the municipality.
2. Becoming a student leader. Mental
3. Attending seminar about career guidance and counselling. Social
ACTIVITY 2
This time the rapporteurs will recognize and classify the entries for each grade level according
to the three domain of development. Follow the matrix below.
Form 3-A: GRADE I
(Middle Childhood)
Physical-Motor Social-Emotional Linguistic-Cognitive
1. Cutting shapes using 1. Playing dolls with girl 1. Counting marbles and
scissors classmates sticks.
2. Fetching water for our 2. Play time after recess. 2. Coloring the reading books.
C.R.
3. Colouring the cartoon 3. Attending Christmas party. 3. Writing upper and lower
book. case letters and combining to
form a single word.
4. Counting the bamboo 4. Activities are done by 4. Addition and subtraction is
sticks group. introduced.
5. Matching wooden 5. Study and play are being 5. Identifying towns and cities
shapes. balanced, there is time of the country.
allotted for the kids to enjoy.
6. Singing and dancing the 6. Kids are not pressured to 6. Tracing the letters of the
letters of the alphabet. study but they are given time alphabet.
to have a nap time.
7. Playtime after recess. 7. Pair sharing of the foods 7. Classifying punctuation
during break time. marks.
8. Swinging in the 8. After the flag raising there 8. Cutting pictures that shows
playground. is an exercise requiring good values.
everyone.
9. Tracing the letters in the 9. There is a parade of dance 9. Being able to recognize
workbook. every Monday after flag symbols and signages.
raising ceremony.
 Form 3-B: Grade VI
(Late Childhood)
Physical-Motor Social-Emotional Linguistic-Cognitive
1. Becoming active and 1. Recollection activity 1. Science experiments
competitive in sports activity. focusing in seeds.
2. Tree planting activities. 2. Joining social dances 2. Joining leadership
especially when the town organization
fiesta is fast approaching
3. Participating in the cultural 3. Starting to join in different 3. Solving algebraic
dances of the town fiesta. competition. expression
4. Being active in Physical 4. Participating in Girl Scout 4. Competing for cluster and
education class. and Boy Scout Camp division meet.
5. Engaging students in 5. Engaging themselves in the 5. Joining school clubs like
activity that requires force school organizations. YES-O Organization, Math
just like gardening. Club, etc.
6. Learners are more in 6. Tree planting activities. 6. Enjoys reading adventure
writing activities. books like King Arthur and
movie viewing it.

Form 3-C: Grade 10 Experiences

(Early Adolescence)
Physical-Motor Social-Emotional Linguistic-Cognitive

1. Tailoring the pants of 1. Joining the celebration of 1. Taking the NCAE.

dancers in any events. United Nations
2. Being competitive in the 2. Attending prom night and 2. Putting up small
culminating activities. socialization among grade IX businesses as part of our
and X. requirements I Economics.
 3. Joining in the Zumba 3. Representing the school in 3. Science experiments are
activity of the school. the friendly competition always hands-on.
among other school in the
municipality.
4. Participating in cheer 4. Attending seminar about 4. Creating a case study
dance competition of the career guidance and analysis.
school. counselling.

5. Taking an everyday 5. Becoming a student 5. Joining in quiz bee

exercise to be physically fit. leader. competition.

3.3 IDENTIFICATION

Form 4-A: Physical/Motor Domain

Middle Childhood Late Childhood Early adolescence

1. Cutting shapes using 1. Becoming active and 1. Tailoring the pants of

scissors. competitive in sports activity. dancers in any events.

2. Fetching water for our C.R. 2. Tree planting activities. 2. Being competitive in the
culminating activities.

3. Colouring the cartoon 3. Participating in the cultural 3. Joining in the zumba

book. dances of the town fiesta. activity of the school.

4. Counting the bamboo 4. Being active in Physical 4. Participating in cheerdance

sticks education class. competition of the school.

5. Matching wooden shapes. 5. Engaging students in 5. Taking an everyday

activity that requires force exercise to be physically fit.
just like gardening.
6. Singing and dancing the 6. Learners are more in
letters of the alphabet. writing activities.

Analyse the entries in the three Stages of Development under physical/motor domain.
1. What do you notice of the entries belonging to the same level or stage? Are the
experiences more similar or different? Why?
The experiences are similar because it belongs to the same level or stage. The learners’
ability to fully develop their motor skills depends on the maturity of their age.
2. Compare the entries across stages in this domain. Are there greater differences or
variations in the experiences across stages? What do you observe?
There is a greater difference in experiences across stages, as time goes on; the learners
grow and develop eventually. The great change brought by time and maturity brings the
learner to eventually do things they cannot do before. The motor skills takes time to
develop and coordination is built by continuous improvement of the student.
Form 4-B: Social-Emotional Domain

Middle Childhood Late Childhood Early adolescence

1. Playing dolls with girl 1. Recollection activity 1. Joining the celebration of

classmates United Nations
2. Play time after recess. 2. Joining social dances 2. Attending prom night and
especially when the town socialization among grade IX
fiesta is fast approaching and X.
3. Attending Christmas party. 3. Starting to join in different 3. Representing the school in
competition. the friendly competition
among other school in the
municipality.
 4. Activities are done by 4. Participating in Girl Scout 4. Attending seminar about
group. and Boy Scout Camp career guidance and
counselling.
5. Study and play are being 5. Engaging themselves in the 5. Becoming a student
balanced, there is time school organizations. leader.
allotted for the kids to enjoy.
6. Kids are not pressured to 6. Tree planting activities.
study but they are given time
to have a nap time.

Analyse the entries in the three Stages of Development under physical/motor domain.
1. What do you notice of the entries belonging to the same level or stage? Are the experiences
more similar or different? Why?
Students experiences belonging to the same level or stage are similar, for at that stage the
development of their growth in terms of understanding the people and the world around them
align with. Being able to comprehend analytical situations at the same time their movements,
coordination and balance are in tune.
2. Compare the entries across stages in this domain. Are there greater differences or
variations in the experiences across stages? What could have brought these differences
about?
There are varied experiences across stages for in every stage of the learners’ life, they meet
new people that will embark lessons to them. As a student grow older their social needs
gets higher and their social obligations gets bigger. Their role as a student and as an
individual changes from time to time depending from the community and situation they are
in.
 Form 4-C: Literacy/Cognitive/Intellectual Domain

Middle Childhood Late Childhood Early adolescence

1. Counting marbles and 1. Science experiments 1. Taking the NCAE.

sticks. focusing on seeds.

2. Coloring the reading 2. Joining leadership 2. Putting up small

books. organization. businesses as part of our
requirements I Economics.
3. Writing upper and lower 3. Solving algebraic 3. Science experiments are
case letters and combining to expression. always hands-on.
form single word.

4. Addition and subtraction is 4. Competing for cluster 4. Creating a case study

introduced. and division meet. analysis.

5. Identifying towns and 5. Joining school clubs 5. Joining in quiz bee

cities of the country. like YES-O Organization, competition.
Math Club, etc.

6. Tracing the letters of the 6. Enjoys reading

alphabet. adventure books like King
Arthur and movie viewing
it.
7. Classifying punctuation
marks.

8. Cutting pictures that

shows good values.

9. Being able to recognize

symbols and signage’s.
 Analyse the entries in the three Stages of Development under physical/motor domain.
1. What do you notice of the entries belonging to the same level or stage? Are the
experiences more similar or different? Why?
The cognitive/intellectual capacity of the learner is similar in each stages. It shows
how interconnected the ideas are in such frame. The student develops its maturity
in a processed manner where they focus in such topic before jumping into a new
one.
2. Compare the entries across stages in this domain. Are there greater differences or
variations in the experiences across stages? What could have brought this about?
Students intelligence takes time to grow, develop and bloom, it follows such pattern
from the very basic knowledge up to complex reasoning. This manner reflects having
the basic first before delving into much complex learning. A learners intelligence is
like a blank paper that every time there is new learning it takes a part in that paper
until it is full and that time we can say that he/she is ready to explore the world.

3.4 INTERNALIZATION
My Profile
Name: Rachel R. Aquino Date of Birth: December 03, 2,000
Age: 21
Stages of Growth
Domain of Development Middle Late Childhood Early
Childhood (Intermediate) Adolescence
(Primary) (High School)
A. Physical/Motor Playing and Joining Moderate to
What physical-motor abilities running every socialization vigorous
could you perform during after recess. dances. exercises are
each period? made in the
P.E. class.
 Doing exercises Warm-up
after flag exercises before Learning how
raising the P.E class to dance
ceremony. starts. different
dances.
Cutting pictures Walking such
in the distance like Doing
magazines and from home to household
newspaper. school. chores or
school chores
Singing and Doing exercises exerting
dancing before after flag raising efforts.
the class starts. ceremony
appropriate for
my age.
B. Social-Emotional Playing Learning to have Learns to
What social relationships different toys at a distinguish
were important to you during the room with healthy/friendly what kind of
each period? my classmates. competition relationship
among schools in must be built
Enjoying the art the town. among my
book with my classmates.
friends. Builds friendship
and camaraderie Keeping my
Random plays with my friends close,
with my classmates. and keeping
classmates. my enemies
closer.
 Having fun and Very specific in
doing silly things choosing circle
with friends. of friends
according to
my interest
and
personality.

Giving
everyone the
benefit of the
doubt and
second and
second
chances for all
of us commit
mistakes.
C. Literacy/Cognitive/Intellectual Reading books Joining the Read- Learns to
What literacy and and recognizing A Thon, reading analyse the full
cognitive/intellectual abilities words. contest in the text and
were you capable of during cluster meet and interpret it.
each period? Learning the verse choir or
correct speech choir. Can
pronunciation understand
of English Starts to read what’s written
words and their English novels in the
spelling. and thick books. Sumerian
tablet and
 Reading short Can distinguish Egyptian
stories and what does each hieroglyphs.
articles. phrases means
especially Fan of reading
Knowing basic excerpts. Western
maths. literature and
stories and
incorporate
them into
learning.

Reading the
worlds famous
books written
by famous
authors like
Jane Austin,
Paulo Coelho,
Homer, and of
course William
Shakespeare.

3.5 DISSEMINATION
Perceived Needs of Learners
Stages of Growth Domain of Development
Physical/Motor Social-Emotional Literacy/Cognitive/Intellectual
Middle Childhood First-grader is still Good manners These learners only listens to
(Primary) developing motor must be taught what their teachers says, so,
skills especially as early as be careful of the enunciation
their balance and possible. and pronunciation of the
coordination that Children who word for they hardly can
involves their grows-up having forget it. Children’s brains are
whole body to a good attitude like sponges taking in
move. They must will remain everything around them that
be running, forever. Teach is why we should give them
jumping, them that a materials good for their
throwing and good foundation growth and development.
catching through of every Like making reading a habit,
playing among relationship is fun ways to learn
their classmates. love and mathematics and teaching
It is important to respect, no man them how such things around
improve their is an island them works and never gets
balance, even building good tired of answering their out of
they’re writing rapport among the world questions.
they also exercise other children
their hands. brings a happy
childhood. They
learn what
others teach
them so be
careful with the
actions and
language when
you are in the
front of a child.
Thus, the
parent, teacher
 and classmate
must build a
positive
interaction.
Late Childhood Active in running Purity and They are still wandering and
(Intermediate) and jumping so is goodness of their thoughts are beyond
playing around. their hearts still what’s expected of them.
intact. Very Girls living in their fantasy life
Improve their loyal to their and boys in their interest in
balance and love ones. science fiction.
agility by having a
dance before
entering the class.
Right know every
after flag raising
everyone is
encouraged to
join the Galaw
Pilipinas, a
community
dance.
Early Complex and Make them Develop their reasoning and
Adolescence strenuous understand problem solving skills by
(High School) activities may be what does it providing activities that can
given to the means to live incorporate their brains to
learner that with others and work. Brainstorming and
compare to their the relationship debates will be useful in this
late childhood. that they build. stage to test their wit.
Being active at They turn to be
sports and dance emotional and
activities will help seeks attention
them improve more but try to
their health too. understand that
they are too
confused of
their purpose
and existence
too.
 LEARNING EPISODE 4

4.2 PARTICIPATION
Table 4.2: Observed Evidences of Cognitive Abilities
(Formal Operation Stage)

Grade Observed: Grade 11 Subject Area: Filipino 11 Time: 10:30 to

11:30
Subject Matter: Bionote
Lesson Objective: Be able to identify what is Bionote
Cognitive Abilities Evidences
(Specific student
behavior/action/response/work sample)
1. Adolescents can “group and classify  Students can differentiate between
symbols, statements and even bionote and biography.
theories.”  Students can classify what bionote from
any other forms.
 Student can categorize any examples and
forms of introduction to bionote and
biography.
2. Adolescents can “follow and formulate  The students ask how related is bionote
arguments from premise to to autobiography and compare the two
conclusions.” to arrive at the answer.
 Students wonder if bionote and
biography can be interchanged in terms
of their uses.
 Students argue if bionote is essential in
every book to sell.
3. Adolescents can hypothesize – thinking  The student ask what will happen if there
of “what might be” / “what if” and the is no bionote at the back of the book.
possibilities that can come out.  The students expresses their concern
about some book who got low profile of
bionote and what will happen if they
cannot market themselves as to why
others has to buy it.
 The students wonder how they will know
the author if there is no bionote at the
back.
4. Adolescents can “perform mental  The student expresses her concern about
operations with symbols which may not having a book and what will they write
naturally exist in their own world”. about their bionote if they achieve less of
what others expect from them.
5. Adolescents can “understand,  Bionote and biography were learned by
appreciate, and produce metaphors students and be able to write an example
and other figures of speech”. of each.

Grade Observed: Grade 9 Subject Area: Science Time: 10:30 to

11:30
Subject Matter: Phases of Matter
Lesson Objective: Be able to identify what is Matter and its Phases
Cognitive Abilities Evidences
(Specific student
behavior/action/response/work sample)
1. Adolescents can “group and classify  Students can differentiate between solid,
symbols, statements and even liquid and gas.
theories.”
  Student can classify the phases of matter
into groups.
 Students can categorize matter and its
phases.
 Students can identify to which phases of
matter do the elements belongs.
2. Adolescents can “follow and formulate  Students’ wonders if solid, liquid and gas
arguments from premise to has any similarities at all.
conclusions.”  Student inquires about matter as a whole
and how each phases differ from each
other.
3. Adolescents can hypothesize – thinking  A student expresses her concern with the
of “what might be” / “what if” and the water boiling and evaporates and
possibilities that can come out. wonders where do the water first go and
what form do they take as they
evaporate.
 Student asks what happens to the air
they fart as it compresses to the air.
4. Adolescents can “perform mental  The class talked about matter and their
operations with symbols which may not everyday experiences about elements.
naturally exist in their own world”.  A students shares his one of a kind
experience as he blow the balloon.
5. Adolescents can “understand,  The following elements of matter and
appreciate, and produce metaphors phases of matter were well
and other figures of speech”. acknowledged by the majority of the
pupils.
4.3 IDENTIFICATION
Table 4.4: Consolidated Evidences by Grade Level
(Concrete Operational)
Cognitive Abilities Number of Evidences by Grade
Level

Gr. 9 Gr. 11

Adolescents can “group and classify symbols, 4 3

statements and even theories.”

Adolescents can “follow and formulate arguments 2 3

from premise to conclusions.”
Adolescents can hypothesize – thinking of “what 2 3
might be” / “what if” and the possibilities that can
come out.
Adolescents can “perform mental operations with 2 1
symbols which may not naturally exist in their
own world”.
Adolescents can “understand, appreciate, and 1 1
produce metaphors and other figures of speech”.

1. Were there evidences gathered for all the listed cognitive abilities? Which
characteristics were the most observable (i.e. most number of evidences)?
The most observable characteristic was, Adolescents can “group and classify symbols,
statements and even theories.”
2. Which were not so observable? Any reason why?
All of the characteristics were observable.
3. Do you notice any pattern in your observation? Is there a relationship between the
grade level and the number of gathered evidences? What grade levels have displayed
more abilities? Less abilities?
 There are more observe characteristic from the lowest one than the highest. Students
from grade 7 displays more characteristics from the easy part and lower to the highest
one. The students in the upper grade displays consistency throughout the discussion.

4.4 INTERNALIZATION
1. Are all the learners given in the age range (i.e. middle childhood or adolescence) capable
of performing all the cognitive abilities? Give reasons for your response.
No, for some of the learners are late bloomer. Others may not be good in any cognitive
abilities but way too passionate in any artistic knowledge.
2. What cultural factors can enhance the cognitive development of learners? Illustrate.
The environment of the child especially its family is the major factor of what kind of
person he/she has grown and develop. Those social processes must support and guide
learning, participation and molds the learner towards deep analyzing of the earned
knowledge.
3. What factors can hamper development? Illustrate.
A kid that is born from a family and environment that does not support a child greatly
affects it growth and development. Coming from a poor family is the major cause of
slow development of the children for their nutrition is not healthy and nourishing that
can provide nutrients to their body.
4.5 DISSEMINATION
Activities to Enhance Cognitive Development of my Learners
Grade Level: 7 Subject Area: Filipino
Students develop their cognitive development differently depending on their ability to
percieve any knowledge and information. The following are the cognitive development to
enhance my learners:
 Pagsasagawa ng dula-dulaan batay sa mga aralin.
 Pagkakaroon ng debate patungkol sa tinalakay.
 Paglikha ng mga mag-aaral ng obra maestra sa iba't ibang anyo ng panitikan.
 Pagkakaroon ng "Surilita" bago magsimula ang klase.
 LEARNING EPISODE 5

1. In what stages are the learners attending Basic Education (K-12) found in the cognitive
continuum? Approximate the cognitive stage of the learners in school using the
information in Table 5.1.
Grade/Year Level Age Range Approximate Cognitive
Stage

Preschool 4 Pre-operational Stage

Grade I 5 Pre-operational Stage

6-9 Concrete Operational

Grade II – IV
Stage
10-12 Concrete Operational
Grade V – VI
Stage

Junior High - Grade 7-8 12-14 Formal Operational Stage

Junior High - Grade 9-10 15-16 Formal Operational Stage

Senior High – Grade 11-12 17-18 Formal Operational Stage

Observation Proper

Use the observation form in writing down your field notes every three seconds.

School: Antique Vocational School

Grade/Year Observed: Grade 11 Name of Teacher: Hectalyn Y. Arnaiz
Subject Area Observed: Filipino Time: 7:30 – 8:30 No: A.M / P.M
Number of Students: 48
Episode Time Key Event
1. 7:30 Cleaning of the classroom
7:33 Handling student’s behavior The teacher states the classroom
rules and routines.
2. 7:36 The student lead the prayer.
7:39 The students greet their teacher as well as the teacher to the
students.
3. 8:02 Stimulating learning activity
4. 8:05 The teacher recalls the previous lessons.
5. 8:08 The teacher introduces the new lesson. The teacher relates the
stimulating learning activity to the topic to be discussed.
6. 8:11 The teacher asks for students opinion or own understanding about
the topic. The teacher and students were brainstorming and gives
the examples or instances in real-life.
7. 8:13 The teacher explains the examples and how it is connected to the
lessons.
8. 8:15 The teacher gives a group activity to measure the understanding of
the students to the newly introduced idea or concept.
9. 8:18 The teacher let the students present or perform their activity to
the class.
9. 8:21 The teacher introduces another concept to fully understand the
lessons. The teacher gives another explanations and instances to
the students.
10. 8:24 The teacher gives an activity wherein the students can apply their
knowledge or understanding gained in the discussion.
11. 8:27 The teacher required the students to take a quiz or test.
12. 8:30 The teacher assign a task to be done at home or assignment. It will
be passed before the next lesson starts.
Lesson ends
5.3 IDENTIFICATION

School: Antique Vocational School

Grade/Year Observed: Grade 11 Name of Teacher: Hectalyn Y. Arnaiz
Subject Area Observed: Filipino Time:_______________ To: _______________ A.M /
P.M
1. Continue to use 
concrete props and
visual aids.
2. Give the students a 
chance to manipulate
and test objects.
3. Make sure 
presentations and
readings are brief and
well-organized.
4. Use familiar examples 
to explain more
complex ideas.
5. Give opportunities to 
classify and group
objects and ideas on
increasingly complex
level.
6. Present problems that 
quire logical, analytical
thinking.
 7. Oral questioning based 
on what they have
learned.

A. For BSEd

1. Were all the teaching guidelines demonstrated in the lesson you observed? Which were
clearly shown?
 Yes, making sure that presentations and readings are brief and well-organized. Before
entering the class the teacher is equipped with materials needed for the lessons.
Preparations makes the teacher confident in delivering the lesson and can engage the
learner for an interactive class.
2. Which guidelines were not observed at all?
 Continue to use concrete props and visual aids
3. What could be the reason/s why the teacher did not have the opportunity to observe the
suggested guidelines for this stage?
 Mainly, not all of the rooms are equipped with smart T.V. which can be used in presenting
the props and visual aids. The teacher uses Manila paper to write down important the
lessons but it would be nicer if there are video supplement.
4. What guidelines have you added in the matrix? What could be the reason why the teacher
followed these guidelines you have noted? Why they were not included in the original list?
 Oral questioning based on what they have learned, because every teachers has their own
way to assess if their students have learned. It maybe not included in the original list
because it is applicable for some students and teacher and not to some. Just like when we
say “In every rule there is an exception”, the level of cognitive of learners vary with that we
must use appropriate approach in teaching to make them learn.
5. What significant characteristics of learners in high school enable them to rationalize,
discover, invent, and create new things?
 High school learners can rationalize, discover, invent and creates new things because of
their curiosity, their willingness to go and try things over to feed their minds. Curiosity is
such important ingredient of learning in every stage, it is the main driver of the learning. It
stimulates the brain to produce more dopamine to make thinking more inquisitive into
exploration, investigation and brings satisfaction at its finest.

5.5 DISSEMINATION

Suggested Teaching Techniques for Formal Operation Stage

Guidelines for Grades 7-12 Suggested of Teaching Techniques

1. Requires students to have a a. Group the class into 2 and give them a
debate/forum that enables them to use topic to be debated.
their ability to think critically. b. Open forum about certain issues or
concerning with politics or science.
2. real-life application using technology a. Create webpages to endorse their local
products or introduce their cultural heritage
or tourism.
b. Class reporting integrated with the
technology.
3. Letting students to perform role playing a. Group the class into 3 groups. Let each
that enables them use their motor skills. group to write their scripts or dialogue which
are related to the topic. The scripts and
performance should be aligned to the rubrics
or the discussion. In this way, the students
can apply what they have learned or
measure the ability of the students to used
what they have learned.
 b. Let the students act or perform instantly
the situations written in the piece of paper
they have picked.
4. Attending seminars/workshops that will a. Requires the students to make a reflection
help them improve or broaden their or essay about the seminar/workshop. This
knowledge. will measure or determine that they really
understand the topic being discussed.
b. Requires students to make a narrative
reports.
5. Conduct a culminating activity a. Applying what they have learned through
performance.
b. Conducting intersection competition.
6. experiments a. Creating business plan and implementing
it.
b. Making term paper
 LEARNING EXPERIENCE 6

6.1 EXPOSURE

Something to Ponder
What are the challenges of a teacher as a classroom manager?
Teachers works too many roles at the same time, thus, making them mismanage their
time. They have so many paperwork that results in neglecting their role as a classroom
manager. Problems occurs every time, anywhere and in the four corner of the room the
authority is the teacher; but it has been forgotten that it must be mutual respect inside
the classroom. A teacher must show respect to command respect because someone will
not be a leader if he/she is not a follower. Within a diverse community of learners,
teachers must pave way on how to bind these young souls and create an environment
where mutual respect and understanding. It is a challenge on how to break biases and
unjustified education system among teachers and students relationship.

6.2 PARTICIPATION

Table 6.1

Teacher’s Management Concerns

CONCERN 1. Establishing a teacher O NO NA

presence in the classroom as a responsible
role model   
 Show respect to command
respect.   

 Know every student and

  
respect diversity.
  Master your lesson to act
confidently.   

 Speak courteously to student

at all times.   

 Show personal pride of your

students.

CONCERN 2. Establishing a well-organized O NO NA

caring learning environment.
 Structure a “welcoming”   

room.   

 Arrange the seats according

to anticipated learning
  
activities.
 Structure learning center and
bulletin boards that reinforce
  
instruction.
 Arrange an area for display of
students’ works to recognize
  
their worth.
 Maintain positivity stated
rules that go with learning
territories.

CONCERN 3. Establishing clear set of O NO NA

attainable classroom rules
 Very importantly, model all   
established school and
classroom rules.
  Lead the learners to set   

attainable classroom rules

themselves.
 Enforce rules positively.   

 Constantly review and revised

  
rules if necessary.

CONCERN 4. Establishing whole some O NO NA

friendly relationship and among students
 Model respectful treatment   

of students at all times

 Listen to students’ voices and   

choices
 Foster honest, wholesome
  
and constructive
conversation
  
 Reinforce positive behavior
and achievements with
deserve praises
  
 Exhibit warm and cheerful
disposition.

CONCERN 5. Establishing a management O NO NA

plan of routines
 Establish brief, precise routine   
procedures for organizing learners’
equipment and activities.   

 Define various noises level and limits for

  
deferent class activities.
 Specify time for classroom activities and
movements.   

 Provide flexibility even with well-planned

routines.   

 Adopt a consistent and persistent

approach to routine implementation.

CONCERN 6. Establishing time saving O NO NA

management task
 Begin and end all class activities on time.   

 Plan well ahead to minimize interruption.   

  
 Use prompts and signals to keep
students on task.
  
 Make sure that all needed resources
materials are readily available.
 Allows students volunteer to carry out   
various tasks as privileges.

CONCERN 7. Establishing a well-organized O NO NA

instruction
 Provide a well-planned, focused and   

logically organized lessons.

 Select varied teaching styles and   

grouping patterns to suit diverse

  
learners.
 Observe students’ engagement on task
behaviors throughout the lesson.
  
 Provide opportunities for productive
learning engagement.
  Maintain smooth transition from one   

activity to the next.

6.3 IDENTIFICATION

Based on your list of observed indicators of each key concern, answer the following questions.

1. How did the CT establish her presence in the classroom as a responsible role model?
A teacher establishes his/her presence in the classroom positively. The authority does
not mean that a teacher stamping their authority; them being the law, being feared out,
and should be followed without questioning, but modeling themselves to be a good role
model. Respects begets respect and knowing that in a classroom it is full of students
coming from diverse culture, a teacher builds connection and take everything into
considerations. With training, practice and experience teacher takes full command of its
class by mastering the lesson and content. Taking note that a learner learns better from
a good teacher.

2. How did the CT establish caring organized learning environment?

A teacher creates safe and welcoming classroom, taking accounts of learners’
perspective of a good and conducive learning environment. There are bulletin boards
and learning materials available suited for their interests and needs. A student feels
warmth and belongingness every time he/she enters the room, and in their every work
and achievement they are worthy of recognition and praises. Trust, caring and vibrant
and positive learning environment encourages every learner to study hard.

3. How did the CT established wholesome friendly relationship with and among students?
The teacher exhibits a warm and cheerful classroom environment for every learner.
His/her disposition in teaching young individuals is always in the positive way that it
enforces and encourages everyone to do so. In every achievements a student could get
praises they deserve. Respects begets respect, in order to make thy learners follow each
 rule a teacher gives they must set themselves as an example first. Because inside the
classroom it not just all about the teacher or the students, the two must meet in order
to make great rapport.

4. How did the CT established clear set of classroom rules?

Each of the classroom rules must be agreed by everyone including the teacher. It must
be obey all the time to ensure smooth going of the classes. Of course to maintain peace
and order especially when classes are going too. When everyone recognizes and
understands each limitation and rights they learn how to bridge the gaps and study in
peace.

6.4 INTERNALIZATION

Create your own wish list of competencies as a future classroom manager

Growth portfolio Entry

My Wish List

Classroom management plays a vital role in creating an environment conducive for learning.
The following must be followed by the future manager:

 A leader must be a good follower.

 He/She listens to the queries of it's students.
 The teacher must not lost time from itself.
 The teacher must have the patience over any circumstances.
 Future classroom manager must have a good communication skills and leadership ability
to rule to it's people.
 The teacher must have the confidence in the crowd
 A teacher must be convincing to persuade its follower.
 The teacher must build healthy and cordial relationship to the students.
 Every rules must be obeyed by everyone and no one in the class is an
exemption.
6.5 DISSEMINATION

Connecting What I Observed: A Reflection

As a future classroom manager . . .

I learned

That I need to have a good skill in time management. As someone who got many works
and roles inside the institution balancing my time will be a long term solution to handle my
classroom. It is very important that I know what I am going to be when the time comes, so that
I get to prepare myself at an early stage.

I am excited about

To see how I will handle such classroom in a real life situation, theories are there but I
need to have an experience that can hone me to become good classroom manager in the
future. I am excited to see how will react to such scenarios having trouble with managing my
classroom and how will it affect to change for the better to give my best to my students.

I need to

To be a good follower to become a good leader. I must show respect to command

respect, because managing for me means to have mutual agreement between the parties
involve. I am the authority inside the four corner of the room, but with such diverse learner I
am going to level myself in a way the students and I can meet halfway in order to create
conducive learning environment.

I am very much concerned about

I am aware that things are beyond everyone’s’ expectations, what if I messed up myself
being classroom manager and it would affect the learning of my students. I should be the one
creating good path for them to walk not to destroy young souls future.

I am afraid
 I am afraid I am not good enough to become the classroom manager every students
wants. I am afraid to fail beyond expectations every person thinks of me as good example to
every learner. What if lack such skills and knowledge that will influence my dear students to
choose the wrong path in life.

Oh, how I wish

I wish that my future students are good enough not to put me up into trouble. I wish
before jumping to such great obligations, I can prepare; at least train myself to be good enough
to my students and to everyone who got great expectations from me.
 Learning Episode 7: The Teacher as a Facilitator of Assisted Learning

7.1 Exposure

7.1 Class Program

Grade Observed : 11- Lopez Jaena Number of Students: 48

Date of Observation: October 2022 Sessions AM/PM

Schedule

Subject Name of Starts Ends Subject Matter

Teacher

Filipino 11 Hectalyn Arnaiz 7:30 8:30 Register at

Barayti ng
Wika

Earth and Life Mildred Tayco 8:30 9:30 Photosynthesis

Science and Carbon
Cycle

21st century Mitchelle Jordan 9:30 10:30 Elements of a

literature short story

Contemporary Jay Vincent 10:30 11:30 Contemporary

art Necor dances of the
Philippines

General Lorie Cuare 1:00 2:00 Algorithm

Mathematics

English for John Edwin 2:00 3:00 Academic and

Academic and Aretaño Non-Academic
writings
 Professional
Purposes

7.2 Participation

Noting teachers' practices in providing assisted learning

Table 7.3 Scaffolding Strategies Observed

Subject Area: Filipino 11 Name of Teacher: Jonathan P. Dela

Cruz
Time Observed: 10:30 to 11:30

Learning Task Form of Assistance Given

Example: Solving a math problem Repeats explanation

Demonstrates steps in doing it

1. Creating a Bionote Teaching students to do the bionote by

showing them an example of own
bionote.

The teacher models himself an

example of bionote of himself about
his own book.

2. The difference between Bionote and Biography The teacher defines every word.
Sharing important vocabulary when
they encounter such words.

3. Defining what is Bionote Group discussion

The teacher discusses about Bionote

 4. Distinguishing bionote from Biography Showing the students what does the
two terms mean by the of video
presentations or images.

5. Discussion about bionote Use their prior knowledge of the topic

Talk about it.

7.3 Identification

Identifying the effective assisted learning practices

Forms of Assisted Learning** Scaffolding Strategies Observed

1. Procedural Facilitators - these help a. Show and tell

students learn a skill or procedure
b. Modelling

c. Use of visual aids

2. Modeling - demonstrating or showing a. Show and tell

examples
b. Making real life connections

c. Use visual aids

3. Providing Prompts - giving clues to give a. Start with vocabulary

the correct answer
b. Use of visual aids

c. Tap into prior knowledge

4. Regulating Difficulty of Problem or Task - a. Tap into prior knowledge

stating first with something easy to do or
b. Give time to talk
answer
c. Start with vocabulary
 5. Providing Half-done Examples - starting a. Modeling
the task first and letting students finish it
b. Show and tell

c. Start with vocabulary

7.4 Internalization

Recognizing the importance of assisted learning

1. From your experience when you were a student, what other strategies have your teachers
used which have helped learners understand a complex subject matter? Can you cite a specific
example?

My teacher would result to group discussion or debate. In a earth and life science class, in order
to understand how human and biodiversity work hand-in-hand to maintain balance on earth,
we were group into six(6) forming three(3) pairs. That would go against each other with topics
about biodiversity. For example, in my group we picked the topic: going back to basic
technology and we agree on it. By having this it ensures that everyone is thinking about the
topic with the aim to win. It widens our perspective and knowledge because we are researching
for facts about basic technology to defend.

2. What benefits do students derive from assisted learning? How is this related to their
cognitive development?
Students alone without the assistance of their teacher, quality learning is impossible.
Techniques and methods in assisted learning are helpful in making the lesson more fun, easy to
understand to the part of the student. Learners needs support from the teacher, the teachers
role is to engage the learner to take part in the discussion daily so that it widens and awakens
their mental capability. Needless to say, teachers are there to guide and support the students
but not making them to rely on them solely. When there is no assistance given by the teacher
the students may be misled or make assumptions of their own.
3. What about the teachers? What do they get out of using scaffolding strategies while
teaching?
Scaffolding helps the teacher to assess their own selves if they are using right techniques and
methods in teaching. When assessing themselves if they are effective in their teaching strategy,
the result will show in their students. To lessen their work on solely the one talking in the front
and by spoon-feeding the learner. Also to determine which student need the kind of assistance
from the teacher.
4. What have you learned from this episode?
As a future teacher, assistance are given to the student for them to better understand the topic
and scaffolding techniques to lessen the difficulty of the lesson. Teachers are there to provide
clues, reminders, encouragement, breaking the problem down into steps, providing an example
or anything else that allows the student to grow in independence as a learner. In total, a
teacher is there with a role of a facilitator.

7.5 Dissemination

Writing a journal article on how to engage in assisted learning

Writing a Journal Article

I am a Teacher, A facilitator

Grade Level: Grade 7 Subject Area: Science

The best way to learn is by exploring and engaging in direct experience. Students' needs,
interests and welfare is a must consideration as the school serves as a place for honing and
molding the future of the Philippines. I wanted to be a progressivist teacher, instead of
teaching facts and obsolete theories, I rather hone their skills and knowledge that are
applicable and needed to survive in this world. I would suggest activities that likely to
encourage them to participate and take part just like field trips, experimentation, thougt
provoking games and puzzles. As a facilitator, I will employ
experiential learning, as John Dewey said "learning by doing", children most likely to learn if
they have hands-on application.

In a science class, it is best to do the actual experiment rather than just having the teacher-
board-book strategy where the students only listens to the teacher. Having the model in
front of the children is way much better especially if they learn best through images. I will
ensure that they learn independently with or without me around.
 Learning episode 8

8.1 Exposure

Gathering information directly from teachers.

Form 8: Interview Schedule

Guide

 Greet the Teacher (T) you are about Date: Time:

to interview and mark the time you
Name of Teacher: Hectalyn Y. Arnaiz
start. Thank him/her for giving you
the time to talk with him/her.

 Ask how many years Teacher has No. of years as a Teacher : 12

been teaching and the grade levels
Grade/year level: 11
and subjects s/he is teaching.
Subject Taught: Filipino

 Inform Teacher of the purpose of the

interview.

"I would like to learn how you have been

using assessment in your class"

 What assessment methods have you Check all those method by Teacher
been using as a teacher?
 Giving short quizzes
Anything else?
 Giving long test at the end of a unit

 Giving quarterly test

 Oral questioning

 Performance Testing
  Observation

 What do you do when you give Check all that apply.

short quizzes?
Teacher check the quizzes after class.

 Students check their own test paper.

I always records the scores in record book.

 Students record their scores in their own

notebook.

 What do you do the results? Teacher notes the common errors by the
show of hands.

 Teacher discuss the common errors with

class.

 Teacher turns test papers to learners after

checking.

Others: let them keep their paper in the

portfolio.

 What about when you give a long Check all that apply.
test like a unit or periodical test?
 Teacher check the long test after class.
  Students check their own test paper.

 Teacher always records the scores in a

record book.

Students record their scores in their own

notebook.

 What do you do the results?  Teacher notes the common errors by the
show of hands.

 Teacher discuss the common errors with

class.

 Teacher turns test papers to learners after

checking.

Others:

 Do you let students know about Yes:  No: Sometimes:

the results of the test?
 Teacher announces the score to each one.
 How?
 Teacher turns paper test papers to
learners.

 Teacher takes up the common errors to the

class.

 Teacher discuss wrong responses of

learners and show how they can be corrected.

Others:

 Why do you return the test papers For them to record or being aware of their
to learners? score or performance.
 What's your purpose for discussing For them to analyse how their answers get
the errors of the learners? wrong and to be aware of the correct one.
 Anything else?

 Other than testing. Check all those mentioned by Teacher

What else do you use for grading?
 Projects

 Oral Performance

 Written Performance

Physical Demonstration

Others

Specify: Culminating activity at the end of the

semester.

 Which do you use for arriving at Check all those mentioned by Teacher
periodical grades?
 Short quizzes

 Unit Test

 Quarterly Test

 Oral Test

 Project

Others

(Specify): Culminating activity

 How do you compute the grade for Write the procedure here:
the quarter?
Yes
 Do you find assessment useful to
you as a teacher?
 (Encourage teacher to give as To measure the students learning and
many reasons as s/he can) performance.

 Thank the Teacher for the

opportunity s/he given you

Form 8: Interview Schedule

Guide

 Greet the Teacher (T) you are about Date: Time:

to interview and mark the time you
Name of Teacher: Jonathan P. Dela Cruz
start. Thank him/her for giving you
the time to talk with him/her.

 Ask how many years Teacher has No. of years as a Teacher :

been teaching and the grade levels
Grade/year level: 12
and subjects s/he is teaching.
Subject Taught: Filipino, Organizational
Management of Practical Research

 Inform Teacher of the purpose of

the interview.
"I would like to learn how you have
been using assessment in your class"
 What assessment methods have you Check all those method by Teacher
been using as a teacher?
 Giving short quizzes

 Giving long test at the end of a unit

 Giving quarterly test

 Oral questioning

 Performance Testing

 Observation

 Anything else?

Reporting

 What do you do when you give short Check all that apply.
quizzes?
(Sometimes) Teacher check the quizzes after
class.

 Students check their own test paper.

 I always records the scores in record

book.

 Students record their scores in their own

notebook.

 What do you do the results?  Teacher notes the common errors by the
show of hands.

 Teacher discuss the common errors with

class.

 Teacher turns test papers to learners

after checking.
 Others:

 What about when you give a long Check all that apply.
test like a unit or periodical test?
 Teacher check the long test after class.

 Students check their own test paper.

 Teacher always records the scores in a

record book.

 Students record their scores in their own

notebook.

 What do you do the results?  Teacher notes the common errors by the
show of hands.

 Teacher discuss the common errors with

class.

 Teacher turns test papers to learners

after checking.

Others: Recheck

 Do you let students know about the Yes:  No: Sometimes:

results of the test?
(Sometimes) Teacher announces the score
 How?
to each one.

 Teacher turns paper test papers to

learners.

 Teacher takes up the common errors to

the class.
  Teacher discuss wrong responses of
learners and show how they can be
corrected.

Others:

 Why do you return the test papers

to learners?
 What's your purpose for discussing
the errors of the learners?
 Anything else?

 Other than testing. Check all those mentioned by Teacher

What else do you use for grading?
 Projects

 Oral Performance

 Written Performance

Physical Demonstration

Others

Specify: Portfolio

 Which do you use for arriving at Check all those mentioned by Teacher
periodical grades?
 Short quizzes

 Unit Test

 Quarterly Test

 Oral Test

 Project

Others
 (Specify): Written test

 How do you compute the grade for Write the procedure here:
the quarter?
Written works
 Do you find assessment useful to
Quarterly exam
you as a teacher?
(Encourage teacher to give as many Performance
reasons as s/he can)

 Thank the Teacher for the

opportunity s/he given you

Form 8: Interview Schedule

Guide

 Greet the Teacher (T) you are about Date: Time:

to interview and mark the time you
Name of Teacher: Jay E. Silva
start. Thank him/her for giving you
the time to talk with him/her.

 Ask how many years Teacher` has No. of years as a Teacher :

been teaching and the grade levels
Grade/year level:
and subjects s/he is teaching.
Subject Taught: English

 Inform Teacher of the purpose of the

interview.
"I would like to learn how you have
been using assessment in your class"
 What assessment methods have you Check all those method by Teacher
been using as a teacher?
 Giving short quizzes
 Anything else?
 Giving long test at the end of a unit

 Giving quarterly test

 Oral questioning

 Performance Testing

 Observation

 What do you do when you give Check all that apply.

short quizzes?
(Sometimes )Teacher check the quizzes after
class.

 Students check their own test paper.

 I always records the scores in record

book.

 Students record their scores in their own

notebook.

 What do you do the results?  Teacher notes the common errors by the
show of hands.

 Teacher discuss the common errors with

class.

 Teacher turns test papers to learners

after checking.

Others:
 What about when you give a long Check all that apply.
test like a unit or periodical test?
 Teacher check the long test after class.

 Students check their own test paper.

 Teacher always records the scores in a

record book Students record their scores in
their own notebook.

 What do you do the results? Teacher notes the common errors by the
show of hands.

 Teacher discuss the common errors with

class.

 Teacher turns test papers to learners

after checking.

Others:

 Do you let students know about the Yes:  No: Sometimes:

results of the test?
 Teacher announces the score to each
 How?
one.

 Teacher turns paper test papers to

learners.

 Teacher takes up the common errors to

the class.

 Teacher discuss wrong responses of

learners and show how they can be
corrected.
 Others: Gives another problem or situation
similar to the question where they got it
wrong.

 Why do you return the test papers Teachers returns the test paper so that the
to learners? students will know where they got it wrong.
 What's your purpose for discussing
The teacher discusses the errors of the
the errors of the learners?
learners for them to make it right the next
 Anything else?
time they will encounter it.

It is beneficial for the students if any

mistakes and errors are cleared by the
teacher, so that any misconceptions, what
ifs’ and assumptions are fairly discussed.

 Other than testing. Check all those mentioned by Teacher

What else do you use for grading?
 Projects

 Oral Performance

 Written Performance

 Physical Demonstration

Others

Specify: Culminating activity

Recitation

 Which do you use for arriving at Check all those mentioned by Teacher
periodical grades?
 Short quizzes

 Unit Test
  Quarterly Test

 Oral Test

 Project

Others

(Specify): Culminating Activity

 How do you compute the grade for Write the procedure here:
the quarter?
 Do you find assessment useful to
you as a teacher?
(Encourage teacher to give as many
reasons as s/he can)

 Thank the Teacher for the

opportunity s/he given you

8.2 Participation

Processing information obtained from the teachers interviewees

After completing all the interviews, do a summary of their responses for all the items, then
answer the questions that follow.

No. of teachers interviewed: Three (3)

1. What are the assessment methods commonly used by the teachers you have interviewed? List
the strategies and indicate the frequency of those using each.
 Assessment Method No. of interviewees using the *Percentage
method

1. Oral Questioning 3 34.33%

2. Short Quizzes 3 34.33%

3. Reporting 3 34.33%

4. Performance Testing 3 34.33%

5. Observation 3 34.33%

*Percentage= No. of Interviewees Using Method +100

No. of Interviewees

2. What do teachers do after giving quizzes? Long test? (Indicate the number of interviewees
giving the response).

Response For Quizzes For Long Test

1. Teacher check the test 1,2,3 1,2,3

after class.

2. Students check their

1,2,3 1,2,3
own test paper.

3. Teacher always records

1,2,3
the scores in record book.

1,2 1,2
4. Students record their
scores in their own
notebook.
1,2,3 1,2,3
 5. Teacher notes the 1,2,3 1,2,3
common errors by a show
of hands.
1,2,3 1,2,3
6. Teacher discuss the
common errors in class.

7. Teacher return test

papers to learners after
discussing.

2. Based on your tables, which appear to be the most common testing practices of the
teachers? Do you see any difference between practices in giving quizzes and in giving
long test?

After the teacher gives the exam, if possible papers are being checked. Common errors
and misconceptions and assumptions are discussed so that whenever they encounter
such exam again they get it right. By pointing out the mistakes, the teacher clarifies
what the correct answer is. And ensuring that every learners knows they score so that
they can the monitoring of their performance throughout the class.

8.3 Identification

Inferring rationale for testing practices of teachers

Below are some practices the teachers do after testing. Can you give a good reason for this
practice? Of what good are those practices to learners?

Practices After Testing Possible Reasons

 Teacher announces the score of Scores are being announced so that the
each one. learner will be aware of what progress have
they made. They take full responsibility of
their studies and monitor it so that they will
know in which area do they need to work for
more.

 Teacher return to learners their Papers are returned to the students so they
test papers. can see where they went wrong and improve
in their next exams.

 Teacher discusses reasons for It is being discussed so that any

wrong responses of learners. misconceptions and assumptions are clarified,
to arrive with the correct answer a students
are taught how to derive into it by explaining
every choices they made.

 Teacher make learners record This will serve as an evidence, by the time of
their scores. distribution of the grades, if a students
questions why does his/her grades are low and
that of others are high. A student exactly
knows what might be the result if he/she
continues doing the kind of study habit they
are currently in. Monitoring their own
progress will help them to be a responsible
learner.

 Teacher takes up the common Common mistakes are brought up by the

errors of the class. teacher so that everyone can benefit from an
analysis of which mistakes are made and why.
  Teacher makes the learners A learner must see mistakes as a source of
correct their mistakes. knowledge and understanding in the later
part. When a student is mindful of their own
mistakes they keep on improving themselves
and recognizing that everyday is a learning
day; they must continue in the conquest of
knowledge and make the selves better.

8.4 Internalization

Identifying the assessment principles applied behind the practices

What significant principle of assessment is being illustrated in those practices?

Practices After Testing Assessment Principle

 Teacher announces the score of each Fairness

one.

 Teacher return to learners their test Validity

papers.

 Teacher make learners record their Validity

scores.

 Teacher takes up the common errors Reliability

of the class.

 Teacher discusses reasons for wrong Flexibility

responses of learners.
  Teacher makes the learners correct Fairness
their mistakes.

8.5 Dissemination

Committing to adopt useful testing practices to improve teaching and learning

Given the testing practices you have learned from your interview of the teachers, write down
which practices you will adopt.

 Teacher announces the score of each one.

 Teacher return to learners their test papers.
 Teacher make learners record their scores.
 Teacher takes up the common errors of the class.
 Teacher discusses reasons for wrong responses of learners.
 Teacher makes the learners correct their mistakes.

Growth Portfolio No.8-A

AS A FUTURE TEACHER to improve your teaching:

A famous saying, "you cannot give what you do not have", I believe experience will give me
the benefit of the doubt. I can never gain respect without giving them first. Being a
professional does mean having the competence to be able to teach effectively and touch
young souls life. I am willing to continue the pursuit of graduate school studies to keep-up
with the demands of the Philippines education system. Mastery of the lesson content is a
must, for it will make me to manage my class according to what is planned and not waste
time because of my uneasiness. Knowing the right strategies and methods in teaching greatly
helps me to devote myself in improving my effectiveness as a teacher.
 Growth Portfolio Entry No. 8-B

FOR YOUR FUTURE LEARNERS to improve their learning:

Knowing my students is the best way to choose which teaching strategies and methods are to
use in such diverse classroom. I will never be an effective and good teacher if my students
never improves in their learning. I need to improve myself first, it all begins in me before I
could do to my learners.
 LEARNING EXPERIENCE 9: The Teacher as an Effective Administration

9.1 EXPOSURE

Observing a test administration episode

Make an appointment with your Cooperating Teacher to allow you to be an observer

when s/he is due to administer a long test (e.g. unit or quarterly test) to the class. Start
recording the necessary information in your notebook.

Date: November 7, 2022

Time: 8:30 – 9:30

Subject Observe: Filipino 11

Grade Level: Grade 11
Test to be Administered: ____________________________________________
Purpose of Giving Test: Midterm Exam

9.2 PARTICIPATION

Recording practices prior to, during, and after giving a test

A. Prior-Testing
Time started: 8:30
1. Actual instructions given by the teacher to the class: (Be as specific as possible in
writing chronologically what the teacher says.)
T: Explain the rules before and after exam
T: Distribute test questionnaires
T: Errors and typos in the questionnaire are being corrected.
T: Confiscations of cellphones during exams.
T: Two sets of exams are given at the same time and the mode is alternate test
question.
 2. Other activities done by teacher:
T: The arrangement of chairs is windowed.
3. What is the overall purpose of the teacher in this part of the lesson?
It is very important to clear directions and instruction first before starting the exam
to clear and fair to the students. Rules are rules that needs to be followed, discipline
is very important and the respect to the teacher must be seen.
B. Testing Proper
Observe closely this part of the lesson and answer the guide question.
1. How was the test administered? Check all those that apply.
 Entire test written on the board.
 Entire test orally given by teacher.
 Some parts of test are written; some parts dictated.

 Learners received copies of the printed test where they wrote their answers.

 Learners used answer sheets.

 Test directions read by the teacher after test materials had been distributed.

 Test directions were not given by the teacher. Instructions read by the
learners silently.

 Some pupils called to read instructions.

 Instructions were given by part.
 Examples were given on how to do each part.
2. What did the teacher do while students were taking the test? Check all those that
apply.

 Teacher went around the room to supervise learners.

 Teacher stayed only in one place while testing was going on.
 Teacher left the room while learners work on test.

 Teacher answered clarification and questions from the learners.

  Teacher did not entertain any questions of learners.
3. How did the learners behave during the testing session?

 Learners started all at the same time.

 Many learners were doing other things than attending to the test.
 Many learners asked seatmates what they would be doing.
 Some learners showed signs of cheating/copying.

 Most of the learners appeared to have understood the test directions.

 Many learners appeared confused and did not know what to do.
C. After Testing Session
Observe closely how testing is ended.
How did the teacher finish the testing session? Check all that apply.

 Teacher asked class to stop working at the same time.

 Teacher still allowed learners to continue working even after the time was up.

 Teacher had systematic way of collecting the test papers.

 Learners submitted their papers in any way and at any time they wanted.

9.3 IDENTIFICATION
Matching teacher`s testing practices with good student behavior.
Which of the practices you have checked in the participation part will you consider as
good practices?
Phase Good Practices Reasons
Preparatory Phase 1. Explains the rules before and 1. To avoid confusions and
after exam. to be clear with the
2. Errors and typos in the direction of the exam.
questionnaire are being
corrected.
 3. Confiscations of cellphones 2. Correcting these errors
during exams. because it is inevitable to
make errors.
3. Students use their
cellphones even taking
the exam, to avoid
cheating and
misunderstanding why
they use their cellphones
better collect it first.
Actual Testing 1. Teacher went around the room 1. To supervise their
to supervise learners. students
2. Teacher answered clarifactory behavior/attitude during
questions of learners. exam.
3. Imposing the strict rules in 2. Teachers needs to attend
taking the exam the queries of their
students especially about
the exam.
3. Taking examination is like
taking serious decisions in
life, they need to have
discipline.
End of Testing 1. Teacher asked the class to stop 1. In the national exam like
working at the same time. the board exam, it is very
2. Teacher had systematic way of important to be on time
collecting the test papers. and end in time. It is
practicing them for
higher and bigger exam in
the near future.
 2. Following instruction is
part of the test.

9.4 INTERNALIZATION

Inferring benefits of administering tests properly

You have been observed how your Cooperating Teacher administers a test from
beginning to end. In the table below, write some testing practices you have observed which you
consider effective.

Teacher Teaching Practices Effect on Student`s Behavior

1. Collecting all cellphones before taking Smartphones nowadays has so many
the exam. features providing easy access to any
information even the answers in the exams.
To avoid cheating it is best not to hand them
over their cellphones when they’re taking the
exam. That way students study hard to get
high marks.
2. Chairs arrangement and sets of exam. Students tend to compare and talk-over their
answers when they are close to each other,
but if they are seats away with each other
and far from their friends it is most likely to
be focused on their own paper. Asking their
seatmates for the answer is less evident for
they are answering different sets of exam.
3. Exam takers started and ended the Discipline is displayed by every examiners,
exam at the same time. and managing their time in answering the
exam.
 4. The teacher has a systematic way of It shows organization when they know how
collecting the papers. to follow instructions in passing their papers
to the front. It very pleasing to the eyes to
see them very organize.
5. The teacher went around the room to Students avoid copying or looking at their
supervise the learners. classmates paper. Students behave when
teacher is approaching them.
6. Everything is explained in the exam; Some test directions are way confusing
the directions, clarification, typos and making the students to answer them wrong,
errors before the exams starts. in this way they can clarify things that bother
them. It also gives them the assurance that
they are answering very fine.
7. Strict rules must be followed when They show respect to the teacher watching
taking the exam. them and incorporating discipline by obeying
the rules.

1. Why is it important to administer a test properly? Consider the purpose of assessment.

a. For the Learners
Exams are not just a piece of paper, a good marks to get a high grades, it symbolizes
greater intentions. It activates the learners’ brain and gauge their memory skills
about the knowledge they acquire. Students must know how to have fun while
learning, it is all about management and discipline. If they want to be recognize and
excel in school, they need to work hard and be patience in studying. Exams are not
just to prove their competence but to build the students character.
b. For the teacher
Teachers teach lessons then test the students, this has become a cycle that every
student and the school is familiar with. The teacher seeks to know what the students
have learned through the test, so that, according to the outcome they can change or
keep their teaching strategies and method and renovate the curriculum if needed.
 2. What consequences may result if tests are not administered properly?
We programmed our learner to learn solely to get high scores in exams, study not for
the sake of discovery and leaning but for grades in the report card. And if not strict in
administering the exam cheating may happen. The reliability and validity of their
knowledge will be put into question; how can someone be proud of the scores that
were not truly what they know. Exams should create the overall personality of the child
not just its academic excellence.

9.5 DISSEMINATION

Formulating guidelines for effective test administration

Based on what have you observed and learned in this learning experience. Write down
some standards for future teachers to follow when administering a test.

Growth Portfolio Entry No.9

Standards for Administering a Test

Prior-Testing
 T: Explain the rules before and after exam
 T: Distribute test questionnaires
 T: Errors and typos in the questionnaire are being corrected.
 T: Confiscations of cellphones during exams.
 T: Two sets of exams are given at the same time and the mode is alternate test
question.
 Entire test written on the board.
 Entire test orally given by teacher.
 Some parts of test are written; some parts dictated.
 Learners received copies of the printed test where they wrote their answers.
 Learners used answer sheets.
 Test directions read by the teacher after test materials had been distributed.
 Test directions were not given by the teacher. Instructions read by the learners
silently.
 Some pupils called to read instructions.
 Teacher went around the room to supervise learners.
 Teacher answered clarification and questions from the learners.
 Learners started all at the same time.
 Most of the learners appeared to have understood the test directions.
 Many learners appeared confused and did not know what to do.
 Teacher asked class to stop working at the same time.
 Teacher still allowed learners to continue working even after the time was up.
 Teacher had systematic way of collecting the test papers.
 Learners submitted their papers in any way and at any time they wanted.
 LEARNING EXPERIENCE 10: Observing the School Community as a Learning Resource

10.1 Exposure

Undertaking Initial Community Walk

Conduct an initial neighborhood walk. Group yourselves into teams of four to five. To
make your neighborhood walk safe and meaningful, perform the following pre-exploration
tasks.

A. Secure community map from the barangay office where the school is located.
B. Request a guide from the barangay or from the community leaders.

C. Develop your group guidelines for conducting meaningful observations and safe
neighborhood walk.

TASK SHEET A: OUR GROUP GUIDELINES

The group secures map from the barangay where the school is located.
Before having our community observation we asked permission from the barangay
officials first.
During our neighborhood walk, before asking questions to the residence we explain the
purpose and reason of why we are doing such things.
Remain courteous and respectful to the culture and tradition of place as always.
In our interview at the residence we are holding the guide questionnaire so that we will
not misled our paths.

10.2 Participation

Recording information obtained from the community walk and interview of resource
persons.
 Observation Sheet on the Community Information

Observation Sheet 1: Observing the Community Demography

What did you observe about the following?

Houses The houses that surrounds the school are

well-built. Most of the students of the
school are also the community member.

Businesses Basically, most of the businesses there

offers food and drinks to the students.
Goods and services that has something to
do with learning or those that are
beneficial in every learner; just like:
school supplies, boarding houses,
canteens, computer shop, printing
businesses and food houses.
Shops Shops like remittances in here in the
country and abroad like; Palawan
Pawnshop, Cebuana Lhuillier, and
businesses that has something to do with
food and drinks.
Public Buildings Whenever someone enters any public
building and the staff are very welcoming
and will accommodate you as soon as
possible. Public buildings are open to
everyone.
Community Centers Except for a school that serves as a
community centers too, I think the
community needs to invest in
 enhancing/renovating their community
centers that can occupy big volume of
people who will it as a venue.
Places Worship Each students has their own faith to
strengthen, and the community has
places where they can worship. Very
accessible to anyone who wishes to go
and find themselves in the presence of
the God.
Other Demographic Features Get-away places whenever the students
feels burn up with their studies and they
need to take a break and breath some air
for a moment. Restaurant along the are
well-known and of course the ever
famous Istaka of Bugasong.

Observation Sheet 2: Community Events

What events are scheduled in the community that can reinforce classroom instruction?

Sponsor Purpose
Political Events
 Joining in the  LGU Staff and  Studying political affiliations in
political debates officers the community grounds each
of the community students the importance of
political participation and
prepares them to take part in
the political life of their
community and the whole
nation.
Cultural Events  The students join in the parade
 Bugasong festival and cultural competition
especially in the cultural dance
to show support to its
community and showing good
relationship with each other.
This also reminds of how the
institution and the community is
interconnected; it brings all
schools in the said town to have
a healthy competition and
socialize with each other.
Educational Events
 LGU Volunteers  Persons who has a  To further support the needs of
degree that aligned the school community.
with teaching paid
by the LGU.
Health Events
 Dengue awareness  Municipal health  To educate the learner of what
station will happen if they acquired
such illness, how to prevent and
cure them, as well as, how to
acquire them. Good hygiene
and sanitation is being taught
not just to the body but also to
the environment.
 HIV  Municipal health  To avoid HIV infection to the
station minor students of the school.
 Talks about early  Municipal health  Students must have an
pregnancy station awareness of what might
happen if they get pregnant at
an early stage. A good talk is
very crucial, if parents are not
available to talk to their children
about delicate matter there are
other people who are trying
their best to have these lecture
to spread awareness.
Other Events
 Symposium on  Bugasong MDRRMC  Prevention is better than to
earthquake and cure, awareness is a special skill
typhoons that can save anybody in a
dangerous situation.
 Fire drill in the  Bureau of Fire  Drills and symposium on how to
month of March to Protection handle massive fire.
April

Interview Sheet on Community Information

Whom did you talk with? What information was shared with you regarding the
learning resources of the community?
Community Member 1
Barangay Secretary of Brgy. Ilaya The learning resources of the community is available
to every learner, but as the COVID-19 pandemic hits
 and strict protocols were implemented these learning
resources where not in use. Hospitals and food shops
were given the utmost importance of use. But before
pandemic, these learning resources supports the
teaching and learning process; at the same time it
develops external partnerships of the school and add
more relationship outside the school perimeter.
Community Member 2 Community resources covers a wide range of
Arnie Mirasol assistance to the teaching-learning process of the
school; beyond the walls of the classroom are the
external support, assets of the institution and
provides students with the balance between theory
and experience. Knowledge gained in school are
tested by real life situations in the community. They
are given authentic learning experiences by the
community so that they can understand how the
society works especially the businesses around it.
Community Member 3 The community resources provide innovative
Emma Cassi education to the teachers, students and also the
parents that go beyond classroom lecture and
worksheets. The richness of the community resources
are apparent to the success of every learner.

10.3 IDENTIFICATION

Drawing a profile of the community learning resources and concerns

Describe the community you surveyed by answering the following questions:

1. What are the learning resources available in the school community?

 The learning resources available in the school community are: religious
places/church, hospitals, parks, community centers and halls, factories and shops
that sells schools supplies and educational materials.

2. What major concerns of the school community are needing assistance?

 The public spaces that serves as the venue for gathering such as symposium and
cultural events cannot accommodate everyone.
 Centers, halls and parks needs renovation just like adding more benches and if
possible huts so that whenever there is rain it can shelter some students.

3. Describe the means by which the school can help the community.
 The school takes part in every clean-up drive in the society.
 School clubs and organizations extends their helps to the community especially when
there is a calamity just like donation drive.
 Students can host a program or symposium about family planning.
 In every festival or cultural event held by the community the school makes sure that
its’ students has to attend such activity.
 Teacher serves as facilitator in every election.
 Every school has extension program that gives goods and services to the society.

10.4 INTERNALIZATION
Summarizing significant learning using KWL Chart
Answer the KWL Chart below to summarize your significant learning of the
community based on the observation trip.
 MY COMMUNITY
K W L
What I know about school What do I still want to What did I learn about
community resources and know about school my school community
concerns community resources and resources and concerns
concerns
School community and  Whenever there is The community
resources are a great help to collaboration among resources are not
the learner, learning theories the projects who enough to accommodate
alone is not enough they need contributes the most, is massive amount of
real-life problems and it the school or the students at once. There
situations in order to hone community? are no public libraries so
their skills. Balance between that besides the school
the school and its’ community library learners and the
will lead them into progress. whole society that wants
Learning resources are to learn can have the
available to everyone. The access. Programs and
community is the external events to assist the
factor that every school must school depends on the
have. will of the politician to
help the school. Small
budgets are allocated for
the educational
purposes.
 10.5 DISSEMINATION
Preparing an action program on school-community collaboration
From your observation of the school and its learning resources and concerns,
develop an action community program on how the school and its community work
together to improve learning.

Project: Constructing public library Priority type: Place

PROJECT TIME FRAME LEAD AND ACTION AND PROGRESS

DETAILS PARTNERS RESOURCES

Accessible to 6-12 months -Local 1. Consultancy funding

students and Government to Local Government
professionals as Unit Unit
well as the
-School 2. Seek for donations
member of the
community -Interested 3. Blueprint of the
private sectors building

-Alumni 4. Canvassing of
equipments
-Barangay
Officials 5. Employ local workers

6. Secure building
permit