Learning Episode - 9-16

LEARNING EPISODE Preparing for Teaching
9 and Learning
Demonstrating an understanding of Research-Based Knowledge

ACTIVITY 9.1 Principles of Teaching and Learning
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________

Grade/Year Level: ______________ Subject Area: _________________ Date: ____________
OBSERVE
Observe a class with the use of the principles of learning given in Revisit the learning
Essentials. I will identify evidence of applications/violations of the principles of learning. I can
cite more than one evidence per principle of learning.
Principles of Learning What did the Resource Teacher do to

apply the principles of learning
1. Effective learning begins with the setting The resource teacher states the objectives of
of clear and high expectations of learning the discussion before she starts discussing
outcomes.
2. Learning is an active process The resource teacher asks questions and let
her students answer it
3. Learning is the discovery of personal Before she introduces the lesson, she asked
meaning and relevance of idea. first the opinion or ideas of her students
4. Learning is a cooperative and collaborative The Resource Teacher gives/provides group
process. Learning is enhanced in an activities that let her students work with their
atmosphere of cooperation and collaboration. peers
ANALYZE
1. What principles of learning were most applied? Least applied?
Most applied The most applied principle of learning is the “Learning is an active
process”.
Least applied
The least applied principle of learning is the “Learning is a cooperative
and collaborative process. Learning is enhanced in an atmosphere of
cooperation and collaboration”.
Give instances where this/these principle/s could have been applied?
Setting of clear and high expectations of learning outcomes on the first day of class as
part of the orientation will enable students to know what things are expected to them. During
asynchronous session, teachers should check whether the learners did their part or not. The
teacher should not always provide everything during class discussion. Teacher should let
learners to discovery of personal meaning and relevance of idea in the topic. The teacher
should try not only once to include in the lesson proper the collaborative learning even if the set
up of education is virtual.
REFLECT
From among the principles of learning, which one do you think is the most important?
In our educational landscape today wherein, the teachers are considered to be only the
facilitator and the students are builders of their own learning, the most important principle of
learning is that “Learning is the discovery of personal meaning and relevance of idea.” As a
future full pledge teacher we should disregard the thought that leaners are like empty vessels or
jar that needs to fill in. Learners of todays generation are already full of rich ideas stored in
their minds. Our role as teacher is to help these learners to discover in their own the things they
want to learn. We are just here for them to guide them, assist them and facilitate them as they
learn from their own pace. We should always remember that there is more retention of learnings
if learners are learning on their own.
Identifying Learning Outcomes that are Aligned with Learning

ACTIVITY 9.2
Competencies
OBSERVE
Observe a class, this time focusing on how the learning outcomes were stated. Determine
if the learning outcome/s was/were achieved or not? Give evidence.
1. Write the learning outcomes stated in the lesson.
Learning Outcomes (SMART Objectives?) Achieved

Yes No Yes No
1.
2.
3.
4.
5.
2. Cite pieces of evidence that these learning outcomes were achieved.
1.
2.
3.
4.
5.
ANALYZE
1. Do SMART objectives make the lesson more focused?

Based on my recent readings, setting the learning goals following the SMART will
make the lesson more focus. The utilization of principle of SMART in the learning objectives
will guide the teachers with regards in achieving the desired learning outcomes and will
clearly what the teacher expects from the students, thus the students can prepare their own
selves. It gives them direction towards the learning progression and comprehension of the
students
REFLECT
Reflect on the
Lessons learned in determining SMART learning outcomes
Goals are part of every aspect of life specially education because it provide a sense of
direction, motivation, a clear focus, and clarify importance. By setting goals, you are
providing yourself with a target to aim for. A SMART goal is used to help guide goal
setting. SMART is an acronym that stands for Specific, Measurable, Achievable,
Realistic, and Timely. Therefore, a SMART goal incorporates all of these criteria to help
focus your efforts and increase the chances of achieving your goal. Through SMART
intended learning outcomes can be achieve without encountering major problems that
could hinder the delivery of the lesson. SMATR will serve as conceptual framework for
teachers to follow to fully organized their lesson plan.
ACTIVITY 9.3 Distinguishing Between Inductive and Deductive Methods of

Teaching
OBSERVE
I will observe one Resource Teacher with the use of this observation sheet. Using the
guide questions, I shall reflect on my observations and analysis.
Teacher-centered Student-centered
Did the teacher lecture all the time? Were students involved in the teaching-
learning process? How? Or were they mere
passive recipients of instruction?
Was the emphasis on the mastery of the Was the emphasis on the students’ application
lesson or on the test? Prove. of the lesson in real life? Give proofs.
Was class atmosphere competitive? Why? Was class atmosphere collaborative?

Did teacher focus only on one Did teacher connect lesson to other
discipline/subject? disciplines/subjects?
What teaching-learning practice shows that teaching approach was:

a) Constructivist - connected to the past experiences of learners; learners constructed new
lesson meanings
b) Inquiry-based
c) Developmentally appropriate – learning activities fit the developmental stage of

children
d) Reflective
e) Inclusive – No learner was excluded; teacher taught everybody
f) Collaborative – Students worked together
g) INTEGRATIVE – Lesson was multidisciplinary – e.g. In Science, Math concepts were

taught
ANALYZE
1. What are possible consequences of teaching purely/subject matter for mastery ad for the
test?
If teaching purely/subject matter for mastery and for the test the possible
consequence is that the eagerness of the students to learn can be reduced. The learners
will become dependent, and they will not put effort to their studies thinking that
everything is provided for them. teaching purely/subject matter for mastery will hinder
the development of other skills such as critical thinking, reading and synthesizing the
information presented to them. Remember that in today’s generation its not about what
to teach but how to learn. Teaching learners how to learn will help them become
competitive even if the content of the curriculum changes overtime.
2. If you were to reteach the classes you observed, would you be teacher-centered or
student-centered? Why?
It would be student-centered. Remember that learners are not empty vessel that you
have to fill in. Learners should not be viewed as empty receptacles waiting to be filled but
rather be perceived as partners in the education process. Classroom is considered to be a
community with a great member and if we want them to be responsible let us give them the
responsibility. To learn by doing is the real score of experiential learning.
REFLECT
Reflect Principles of Teaching worth applying on
Learning is the discovery of personal meaning and relevance of idea. This

principle best describes that learner are not empty vessels or receptacles that should be
filled in by the teacher. Learners have rich ideas stored in their minds. Minds of learners
are like a faucet that once you open it, rich ideas will flow from them. This is the reason
why in the 21st century, teachers are called facilitator of learning. They are the one who
will guide the leaners how to learn but they will not spoon feed the learners. They should
let children discover by themselves how to learn. Remember that the content of the
curriculum changes overtime and if we guide learners how to learn, no matter how many
times content change it will not affect the learning process since learners knows how to
cope and how to learn.
Learners should not be viewed as empty receptacles waiting to be filled but rather be
perceived as partners in the education process. Classroom is considered to be a
community with a great member and if we want them to be responsible let us give them
the responsibility. To learn by doing is the real score of experiential learning.
SHOW Your Learning Artifacts
Post proofs of learning that you were able to gain in this Episode. You may attach the
lesson plan (s) used by your Resource Teacher to show the intended learning outcomes and the
methods used in class.
LEARNING EPISODE The Instructional
ACTIVITY 10.1
10 Cycle
Applying the Guiding Principles in the Selection and Use of Strategies

OBSERVE
Observe one class with the use of the observation sheet for greater focus then analyze the
observation with help of guide questions.
1. The more senses that are involved, the e.g. Teacher used video on how digestion
more and the better the learning. takes place and a model of the human
digestive system
2. Learning is an active process. The teacher frequently asked questions to
catch the attention of the learners
3. A non-threatening atmosphere The voice of the teacher is sweet, and she
enhances learning. always smile. This means that the teacher is
approachable
4. Emotion has the power to increase The teacher changes her voice to indicate
retention and learning. important information and to acknowledge
the misbehavior in the class
5. Good teaching goes beyond recall of The teacher before she starts new lesson, she
information always recalls their past discussion. She
frequently asked the learners to summarize
their past discussions
6. Learning is meaningful when it is Teacher uses the daily experience of the
connected to students’ everyday life. learners and latest news to introduce the
lesson
7. An integrated teaching approach is far The teacher sometimes integrates other
more effectively than teaching isolated disciplines or subjects to clarify and establish
bits of information. a strong learning. This is when she integrates
history to the discussion about the Pangaea
to explain and solidify the discussion.
ANALYZE
What is the best method of teaching? Is there such a thing?
I must state that there is no single optimal teaching approach because our children do
not all learn in the same way. There are different students who respond differently to different
ways, as well as different people. Yes, some pupils learn well with manipulatives, while others
learn best through traditional techniques (actually reading the texts and taking notes). There is
no such thing as the "optimal teaching approach"; just because one method worked well in one
class does not guarantee it would work similarly well in another. Teachers should avoid relying
on a particular teaching method excessively. A creative teacher should continue to experiment
with teaching styles that are most appropriate for the kind of students, lessons, and learning
environments in which he and his pupils find themselves. Only when the students learn does the
teacher succeed.
REFLECT
Reflect on this question?
How do we select the appropriate strategy for our lessons?
Choosing the right tactics for your teaching objectives and students is the key to effective
teaching. Because kids learn in different ways, it's often beneficial to use a number of
methodologies in a single class, as well as a variety of different learning activities and projects.
In a classroom, there is a diversity of learners. Learners differ from each other. That is the
reason why we should know the art of teaching and learning where it should be flexible and will
cater all kinds of learners. Again, selecting the appropriate teaching strategy should be based on
the theory of Howard Gardner. The theory of Multiple Intelligence where he believes that
learners may have a high intelligence on one domain and may have low in another domain.
Teaching strategy should be based on the Learning/thinking styles and to their multiple
intelligence.
ACTIVITY 10.2 Determining Outcome-Based Teaching and Learning

OBSERVE
Observe a class and answer the following questions.
1. Did the Teacher state the learning objectives/intended learning outcomes? (ILOs) at the
beginning of the class? Dis he/she share them with the class? How?
Yes, the resource teacher often states the intended leaning outcomes before the class
discussion. Yes, she shares it with class. She does it by telling them that in this discussion these
were the things expected to them.
2. What teaching-learning activities (TLAs) did he/she use? Did these TLAs help him/her
attain his/her lesson objectives? ILOs? Explain your answer.
The teacher uses the Question-and-Answer. Yes, since through asking questions and
based on the answers of the students she can already assess the extent of the learning of the
learners. Since some activities are not really applicable during the virtual, thus is the reason
may be why the teacher uses the question-and-activity to assess whether the learners meet the
ILOs or not.
3. What assessment task/s did teacher employ? Is/are aligned with objectives to the lesson
objectives? ILOs?
She uses pen and paper assessment. Yes the questions were based on the books they are
utilizing and will really assessed whether the ILO are meet or not.
ANALYZE
1. What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?
Simply said, OBTL is a student-centered approach to learning and teaching that has gained
widespread acceptance in universities throughout the world. OBE is used at the institutional
level, while OBTL is used in the classroom. The core of OBE is OBTL. OBE is the overarching
concept, while OBTL elaborates on it.
REFLECT
Reflect on the use of OBTL.
Outcome-based Teaching and Learning (OBTL) is a student-centered education strategy
in which the program's targeted learning outcomes for students are explicitly established. After
that, teaching and learning activities are carefully planned to help pupils attain these goals. The
evidence of OBTL's success is based on evaluation outcomes and student learning experiences.
It means that everything a teacher does should be focused on what they want pupils to know,
understand, and be able to do. To put it another way, teachers should focus on assisting students
in developing the knowledge, abilities, and personalities that will enable them to attain the
clearly specified planned outcomes. When creating an OBE syllabus, we commonly use a
procedure called "constructive alignment." Which refers to the process of creating a learning
environment that encourages students to engage in learning activities that lead to the intended
learning outcomes. The term 'constructive' relates to how a learner uses relevant learning
activities to generate meaning. The teacher's actions are referred to as "alignment." The
components of the teaching system, particularly the teaching techniques employed and the
assessment tasks, must be linked to the learning activities assumed in the intended results.
ACTIVITY 10.3
Applying Effective Questioning Techniques
OBSERVE
Observe a class activity. You shall focus on the questions that the Resource Teacher asks
during the classroom discussion. Write the questions raised and identify the level of questioning.
Types of question Examples of question that Resource Teacher
Asked
1. Factual / Convergent Closed
/ Low level
2. Divergent / Higher-order/
Open-ended / conceptual
a. Evaluation
b. Inference
c. Comparison
d. Application
e. problem-solving
3. Affective
ANALYZE
1. Neil Postman once said: “Children go to school as a question mark and leave school as
periods1” does this something to do with the type of question that teachers ask and the
questioning and reacting techniques that they employ?
This quotation has something to do with a successful questioning of a teacher inside the
classroom. that one important but critical component of the teaching and learning process is the
knowledge and abilities employed in asking various types of questions in the classroom.
Questions are significant variables in the teaching and learning process because children's
accomplishment and level of involvement are influenced by the types of questions teachers create
and utilize in the classroom. As a result, teachers must be cautious while designing/formulating
questions in order to pique students' interest, elicit ideas, clarify concepts, and challenge
preconceptions. When students are asked the correct questions, they improve their listening and
thinking skills. As a result, teachers must evaluate their current questioning strategies.
REFLECT
Reflect on
The importance of using various reacting techniques
Thinking/Learning Styles and Multiple Intelligences are two elements that contribute to
student diversity. Learners have different ways of thinking and learning. There will always be
differences in learning characteristics among any group of students, notably in the way they
process knowledge. Some people learn better by doing rather than hearing. Students, too, have
favored ways of expressing their feelings, thoughts, and ideas. Some people prefer to write,
while others prefer to draw, sing, or dance.
That is the reason why a teacher should use various and appropriate teaching techniques
to cater the needs of the diverse students. The level of thinking we develop is determined by the
questions we ask. Low-level inquiries necessitate low-level responses. They necessitate basic
recall or memory responses. Higher-order thinking is required to answer high-level questions.
"Why" and "how" issues necessitate observational investigation. After assessing evidence or
developing a pattern from a recorded tabulation of data, the conclusion is reached. A query is
interpreted as an information request. It's just a question about something. It takes the shape of
a problem at the start of a study or a question about a current issue like time or classroom
management in teaching. It's a statement that begs for an explanation, a goal, or a
counterargument. A daily lesson is rarely complete without at least one question. The question,
in whatever form, is the key to unlocking thought. As a result, it is crucial in the classroom.
If the question is challenging at the time, it is usually necessary to revise or improve it.
This is the second time you'll have to wait. The second wait time would be encouraged by a
lengthier pause. A longer pause might encourage students to consider more deeply. In most
circumstances, kids are able to come up with the best response. Instead of brief memory
questions, follow-up inquiries can lead to extended thoughts.
By allowing enough time for people to wait, you can accomplish the following:
Encourages sluggish thinkers to react; improves the quality of responses; and reduces the
amount of guessing and incorrect inferences. Boosts the number of correct answers. This
encourages the teacher to ask a variety of questions. Allows time for teachers to assess the
responses presented. Students are encouraged to ask their own inquiries. Allow adequate time
for students to consider their answers.
LEARNING EPISODE Utilizing Teaching-

11 Learning Resources
and ICT
ACTIVITY 11.1 Visiting the Learning Resource Center
OBSERVE
As you visit and observe the Learning Resource Center, use the observation guide
provided.
Ask the assistance of the center staff courteously.
An Observation Guide for a

LEARNING RESOURCE CENTER
Read the following statements carefully before you observe.
1. Go around the Learning Resource Center
2. Find out what learning resources are present
3. Examine and describe how the materials are arranged and how they are classified. Are
they free from dust and moisture? Are they arranged for easy access?
4. Read the guidelines/procedure for borrowing of materials. Are these
guidelines/procedures posted are available for the users to refer to?
5. Familiarize yourself with the guidelines and procedures. Take photos of the center (if
allowed).
After you are through with your observation, classify the resources available that you believe
are most useful. Use the activity form provided for you.
LIST OF AVAILABLE LEARNING RESOURCES

Available Learning Characteristics and Unique Teaching Approaches
Resources Capabilities where the Resource is Most
(Enumerate in bullet form) Useful
1. Print Resources


2. Audio Resources


3. Non-electronic
Visual Resources


4. ICT resources


Impression about the LRC:
Name and signature of Observer:
Name and signature of the Learning Resource Center in-charge:

ANALYZE
Are the learning resources/materials arranged properly according to their function and
characteristics?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Do the guidelines and procedures facilitate easy access to the materials by the teacher? Why?
Why not?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What are the strengths of this Learning Resource Center?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What are its weaknesses?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What suggestion can you make?
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________
REFLECT
1. Which of the materials in the Learning Resources Center caught your interest the most?
Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Which gadgets/materials are you already confident to use/operate?

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

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
ACTIVITY 11.2 Observing Technology Integration in the Classroom
OBSERVE
Class Observation Guide
Read the following questions and instructions carefully before you observe.
1. What is the Lesson all about?
2. What visual aids/materials/learning resources is the teacher using?
3. Observe and take notes on how the teacher presents/uses the learning resources.
4. Closely observe the learners’ response to the teacher’s use of learning resources. Listen to
their verbal responses. What do their responses indicate? Do their responses show
attentiveness, eagerness, and understanding?
5. Focus on their non-verbal responses. Are they learning and are they showing their interest
in the lesson and in the material? Are they learning and are they showing their interest in
the lesson and in the materials? Are they looking towards the direction of the teacher and
the materials? Do their actions show attentiveness, eagerness, and understanding?
OBSERVATION SHEET NO.

REPORT
Date of Observation ___________________________________________________________
School _____________________________________________________________________
Subject __________________________________ Topic _____________________________
Grade/Year Level
ANALYZE
UTILIZATION OF TEACHING AIDS FORM
Grade or Year Level of Class Observed: Grade 10-AQUINO
Date of Observation: 10/07/21
Subject Matter: NON-MENDELIAN GENETICS
Brief Description of Teaching Approach Used by the Teacher: The teacher utilizes the
Learner-centered, Constructivist, Collaborative, Spiral Progression Approach
Teaching Aids Used Strengths Weakness Appropriateness of
(Enumerate in bullet the Teaching Aids
form) used
 Powerpoint It is the only Dependent on the It is very appropriate
 Video appropriate visual strength of the in situation like this
 Graphic aids that a teacher connectivity, playing
Organizers can use because the videos may be
 Pictures education is still sluggish or pictures
under the virtual may become blurry
learning.
Use the Technology Integration Form to analyze the class you observed. Refer to the Technology
Integration Matrix on p. 123, in which level of technology integration do you think the teacher
you observed operated? Why?
Based on the Technology Integration Matrix on p. 123, the level of technology
integration of the resource teacher I observed operated was under the Transformation level.
This because the teacher has created a rich learning environment in which the learners are
regularly and actively engage in activities that would have been impossible to achieve without
technology specially that there is a no face-to-face class due to pandemic.
Based on the Technology Integration Matrix, what is the characteristic of the learning
environment in the class that you observed? Point your observations that justify your answer.
Based on the Technology Integration Matrix, the characteristic of the learning
environment in the class that I observed, it is Constructive. With the aid of the technology,
learners were able to use technology to construct or build their own understanding rather than
simply receiving information from the teacher. The technology serves as tool for the learners to
discover and create their own ideas and understanding. It aids them in the whole teaching and
learning process.
Overall, were the learning resources used effectively? Why? Why not? Give your suggestions.
Overall, the learning resources were used effectively. The resources serve it purpose and
that is to aid in the teaching and learning process. It help the teacher to create a learning
environment that learners could learn with their classmate.
REFLECT
1. Put yourself in the place of the teacher. What would you do similarly and what would you
do differently if you would teach the same lesson to the same group of students? Why?
If I were the resource speaker I would do the same strategies as asking one by one the ideas
of the learners regarding the topic. I would utilize the Ms teams as to rooms to let learners
work with their groupmates
ACTIVITY 11.3 Exploring Education 4.0
OBSERVE
Class Observation Guide

Read the following statements carefully before you observe.
1. What is the lesson about? What are the teacher’s objectives?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Note the important concepts that the teacher is emphasizing.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. Note the skills that the teacher is developing in the learners.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
ANALYZE
Analyzing the information, you got from observing the class, surf the internet to select
electronic resources, including OERs social networking sites, and apps with virtual or
augmented reality thar will be useful in teaching the same lesson. Evaluate the resources you
found, using the set of criteria discussed in the Revisit the Learning Essentials part of this
Episode. Use the form below to note your analysis and evaluation.
Electronic Resources Evaluation Form

Grade/Year Level
Subject Matter/Topic
(Based on the class
you observed)
Lessons
Objectives/Learning
Outcomes
Name and Describe Put a check if the resource satisfies the criterion Describe
Type of the how you
Electronic electronic can use it
Resource resource if you
(include were to
author/ teach in
publisher/ the class
source). you
observed.
Accurate Appropriate Clea Complete Motivatin Orga-
r g nized
REFLECT
1. Describe your experience in surfing the internet for appropriate electronic resources for the
class. What made it easy? Difficult?
___________________________________________________________________________
___________________________________________________________________________
2. How did you choose which electronic resources to include here? What did you consider?
Explain. Which of the new trends in Education 4.0 would you like to explore mor for your
work as a teacher? Why?
___________________________________________________________________________
___________________________________________________________________________
3. Reflect on your technology skills. What skills do you already have, and what skills would
you continue to work on to be better at utilizing education 4.0 resources?
___________________________________________________________________________
___________________________________________________________________________
ACTIVITY 11.4 Professional Development Through MOOCS
OBSERVE
PPST Domain Competencies I Want to Work On MOOCS MOOC

related to the Provider
competencies
(include a
short
description)
1. Content
Knowledge and
Pedagogy
2. The Learning
Environment
3. Diversity of
Learners
4. Curriculum and
Planning
5. Assessing and
Reporting
6. Community
Linkages and
Professional
Engagement
7. Personal
Growth and
Professional
Development
ANALYZE
From among the MOOCs you explored, pick at least three which you believe are the most
appropriate for you. Describe the MOOCs below.
1. MOOC Title ______________________________________

Provider:
Objectives of the MOOC:
Content Outline
Why did you pick this MOOC?

2. MOOC Title ______________________________________
Provider:

Content Outline
3. MOOC Title ______________________________________
Provider:
Content Outline
REFLECT
1. How can MOOCs help you in your future career as a professional teacher and as a lifelong
learner?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. What did you learn from the way the providers use technology to teach in the MOOCs?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
3. How will you prepare yourself for MOOCS, as a learner, and as a teacher who may
someday teach a MOOC?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
LEARNING EPISODE Assessment FOR Learning

and Assessment AS Learning
12 (Formative Assessment)
ACTIVITY 12.1 Observing Assessment FOR Learning Practices (Formative

Assessment)
OBSERVE
1. Observe what teacher does or listen to what teacher says to find out if the students
understood the lesson while teaching learning is in progress.
What Teacher Said Tally Total
What Teacher Did Tally Total
2. Did the teacher ask the class” Did you understand”? If she did, what was the class
response?
Yes, the teacher as the class if they understood the topic. The learners respond they
understood the topic.
3. Did the students make the teacher feel or sense they did not understand the lesson or a
part of the lesson? How?
No, this is because when the teachers asked question, they answer it based on their own
understanding
4. If they did, how did the teacher respond?
The teacher responds through thanking them and commending them for they active
participation
5. Were the students given the opportunity to ask questions for clarifications? How was this
done?
Yes, the teacher ask for further clarifications or
6. If she found out that her/his lesson was not clearly understood, what did teacher do? Did
you observe any of these activities? Please check.
________ Peer tutoring (Tutors were assigned by teacher to teach one or two classmates)
________ Each one-teach-one (Students paired with one another)
________ Teacher gave a Module for more exercises for lesson mastery
________ Teacher did re-teaching
Others, please specify______________________________________________________
_______________________________________________________________________
7. If she engaged himself/herself in re-teaching, how did she do it? Did he/she use the same
teaching strategy? Describe.
No, the resource teacher do not engage herself in re-teaching.
8. While re-teaching by himself/herself and/or with other students-turned tutors, did teacher
check on students’ progress?
No, the teacher do not integrate re-teaching
If yes, how? ___________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
ANALYZE
1. Why should a teacher find out if students understand the lesson while teaching is in
progress? It is not better to do a once-and for-all assessment at the completion of the
entire lesson?
The teacher should assess whether the learners understood the topic while teaching
is in progress so that she can able to augment remediation if she found out that
learners have difficulty in understanding the topic.
2. Why is not enough for a teacher to ask “Did you understand, class?” when he/she
intends to check on learners’ progress?
There is a possibility, some learners are embarrass to tell that they don’t understood
the lesson specially when majority of the class said yes.
3. Should teacher record results of formative assessment for grading purposes? Why or
why not?
Formative assessment should not be recorded for grading purposes. Formative
assessment is used to assess the prior knowledge of the learners, what best teaching
strategy works for them all, their weaknesses, and strengths.
4. Based on your observations, what formative assessment practice worked?

The best Formative assessment works for students is the pre-test examination. This
will enable you as a teacher to measure the prior knowledge of the learners and how
you will introduce the topic.
5. For formative assessment, why is peer tutoring in class sometimes seen to be more
effective that teacher himself/herself doing the re-teaching or tutoring?
Sometimes Peer Tutoring is most effective since learners sometimes have the same
length of understanding. Learners will not afraid to ask questions to their peers and
peers who understood the lesson can explain it in a simple way.
6. Could an unreasonable number of failures at the end of the term/grading period

attributed to the non-application of formative assessment? Why or why not?
Yes, unreasonable number of failures at the end of the term/grading period
attributed to the non-application of formative assessment. Formative Assessment is
used to assess or determine the needs of each individual learner in the classroom. To
assess what are the future problems that may occur as you proceed to the learning
process and provide tangible solutions for these problems. To determine the teaching
strategies to be utilized to cater the needs of all types of learners. If, it happened
thereof that teacher did not apply formative assessment, then consequent failures is
attributed to it.
REFLECT
 Formative assessment is tasting the soup while cooking. Reflect on this and write your
reflections.
Formative Assessment is like tasting what needs to do as you go on to the learning
process. By tasting a soup you can determine if it salty or not, does the soup tase better
or not, in like manner Formative assessment will tell you what lacks of what is abundant
in the learners knowledge. It will tell ahead of time the problems you may encounter thus
letting you to prepare ahead of time a tangible solution to these.
 Should you record results of formative assessment? Why or why not?
Yes, you may record the result of the formative assessment not as a grading your
learners but as a reference for you to look back what is the problem and how you will
you go about the problem.

1. My Accomplished Observation Sheet
2. My Analysis
3. My Reflection
4. Snapshots of peer tutoring or other activities that show formative assessment in practice
ACTIVITY 12.2 Observing Assessment AS Learning Practices (Self-Assessment)
OBSERVE
Observe a class and find out practices that reflect assessment as learning. Record your
observations.
TEACHER MY OBSERVATION
1. Did teacher provide opportunities for Yes
the learners to monitor and reflect on
their own learning?
2. What are the proofs that students were Learner are tasked to answers questions after
engaged in self-reflection, self- the discussion and upload it on their teams
monitoring and self-adjustment?
3. Did students record and report their No

own learning?
4. Did teacher create criteria with the Yes
students for tasks to be completed or
skill to learned?
ANALYZE
1. If the students are at the heart of all assessment, then all assessment should support
students learning. Do you agree? Why or why not?
Yes, assessment should support students learning. Through assessment you can already
determine whether the learners have understood the lesson or not. You an already
determine what went wrong and what is the best strategy that is applicable to all of them.
Thus, assessment will guide you to help your learners in the learning process.
2. Does assessment as learning have the same ultimate purpose as assessment for learning?
No, Assessment of learning is comparing students' achievement levels to a standard using
assessment data collected at the end of the teaching and learning process. It's a
summative process that usually involves standardized assessments. Assessment of
learning scores are frequently used to evaluate the effectiveness of teachers or schools to
improve student accomplishment based on the results of single, point-in-time exams.
Assessment FOR Learning integrates assessment techniques into the teaching and
learning process to ensure that instructional strategy is constantly adjusted. It can
involve test data, but it also covers other quantitative and qualitative data, as well as a
lot of anecdotal and descriptive information.
REFLECT
The primary purpose of assessment is not to measure but to further learning. Reflect on your
personal experiences of assessment in school. Were you given opportunities for self-assessment?
If yes, what was its impact on your learning?
Yes, we were given the opportunities to assess our own self. This helps me a lot to determine
what kind of learner I am. I discovered my strength and weaknesses. I discovered my learning
styles and meditated. Through self-assessment, I was able to know the thing the I need to focus
more and enhanced. Through self-assessment I was able to make my grades good.
1. My Accomplished Observation Sheet
2. My Analysis
3. My Reflection
LEARNING EPISODE Assessment OF Learning
(Summative Assessment)
13
ACTIVITY 13.1 Aligning Assessment Task with the Learning Outcome
Grade/Year Level: ______________ Subject Area: _________________ Date: ___________
OBSERVE
 Observe at least 3 classes- 1 Physical or Biological Science or Math, English, Filipino; 1
Social Science or Literature/Panitikan, EsP and 1 P.E/ Computer/EPP/TLE.
SUBJECTS LEARNING ASSESSMENT Is the If not

OUTCOME/S TASK (How did assessment aligned,
teacher assess the tool/ task improve on
learning assigned to it.
outcome/s? the learning
Specify outcome/s?
P.E/EPP/TLE To learn how to Written quiz. No Performance
swim Enumerate the test- Let
different swimming students
strokes. perform the
different
swimming
strokes
Social Science. Determine the Written Quiz. Yes

Literature different function Enumerate the
/Panitikan. of arts functions of Arts
EsP
Physical/Biologica Determine the Written Quiz. Yes

l organs and Enumerate the
Science/Math functions of organs and their
English/Filipino Respiratory respective
system functions
ACTIVITY 13.2
ANALYZE
1. Are all the assessment task aligned to the learning outcomes?
No, not all the assessment task are aligned to the learning outcomes
2. What are the possible consequences if teacher’s assessment are not aligned to learning
outcome/s? Does this affect assessment results? How?
The ILO cannot be achieved, Yes, It would not help the learners to master the skills
required for that lesson.
3. Why should assessment tasks be aligned to the learning outcomes?

Assessment tasked should be aligned to the learning outcomes to ensure that learners
will masters the knowledge and skills required.
REFLECT
 Reflect on past assessment you have been through. Were they all aligned with what your
teacher taught (with learning outcomes?)
Yes, they were all aligned with what our teacher taught (with learning outcomes)
 How did this affect your performance? As a future teacher, what lesson do you learn from
this past experience and from this observation?
As a future teacher, everything in the classroom should be in sync, including techniques,
resources, and the performance quiz, in order to get excellent results.
Observing the Use of Traditional Assessment Tools
OBSERVE
 Observe classes and pay particular attention to the assessment tool used by the teacher.
 With teacher’s permission, secure a copy of the assessment tool.
Direction: Put a check (✔) on the test which teacher used. From your teacher’s test items, give
an example.
Type of Put a Learning Outcomes Sample Test Comments (Is the
Traditional check Assessed Items of assessment tool
assessment tool/ (✔) Resource constructed in
Paper and pencil Here Teacher accordance with
test established
guidelines?)
Explain your answer.
Selected
Response type
1.Alternate
response
2.Matching type
3.Multiple Choice
4.Others
Type of Put a check (✔) Learning Sample Test Comments (Is
Traditional if resource Outcomes Items of the assessment
assessment tool/ teacher used it Assessed Resource tool constructed
Paper and pencil Teacher in accordance
test with established
guidelines?)
Explain your
answer.
Constructed-
Response type
1.Completion
2.Short answer
type
3.Problem
solving
4.Essay-
restricted
5.Essay-non
restricted
6.Others
ANALYZE
1. Which assessment tools/tasks were most commonly used by teacher which one were
rarely used? Why were they rarely used?
The commonly used assessment by the teacher is the short, answered question. Problem
solving is rarely used by the teacher.
2. Based on your answers found in the Tables above in which type of assessment tools and
tasks were Resource Teachers most skilled in test construction? Least skilled?
The teacher is skilled in constructing short answered question. The least is problem
solving because it is not still applicable on the topic
3. Can an essay or other written requirements, even if it is a written paper-and-pencil test,

be considered an authentic form of assessment? Explain your answer.
Yes, because on essay, it is where students freely express their ideas, opinions and the
learnings they acquired.
REFLECT
How good are you at constructing traditional assessment tools? Which do you find most difficult
to construct? Any lesson/s learned?
I am quite good at constructing traditional assessment tools. I find difficult to construct is the
Problem solving.
I learned that in creating or constructing traditional assessment tool, it should always be
aligned in the ILO to ensure the mastery of the skills required.

ACTIVITY 13.3 Observing the Use of Non-traditional Assessment Tools and
Scoring Rubrics
OBSERVE
 Observe classes in at least 3 different subjects and pay particular attention to the
assessment tool used by the teacher.
 With teacher’s permission, secure a copy of the assessment tool.
 Study the assessment tool then accomplish Observation Sheet.
 Did your Resource Teacher explain rubric to the students?
 Which type of rubric di that Resource Teacher use- analytic or holistic?
Authentic Learning Sample of Product/ How product/ Comment/s (is
assessment/ Outcome Performance Assessed performance was the scoring
Non-traditional Assessed assessed rubric
/Alternative One example of a constructed
product assessed. according to
(Put a photo of the Describe how the standards.
product/ product/
documented performance was
performance in My assessed. Which
Teaching Artifacts. was used analytic
INCLUDE THE rubric or holistic
RUBRIC IN MY rubric?
TEACHING INCLUDE THE
ARTIFACTS RUBRIC IN MY
TEACHING
ARTIFACTS
1.Product
2.Performance
ANALYZE
1. Between analytic and holistic rubrics which one was more used? Why do you think that
type of rubric was used more?
HOLISTIC, it emphasizes on what the learner is able to demonstrate, rather than what
s/he cannot do
Based on your answer in #1, what can you say about the scoring rubrics made and used
by the Resource Teachers?
HOLISTIC, single criteria rubrics (one-dimensional) used to assess participants' overall
achievement on an activity or item based on predefined achievement levels; performance
descriptions are written in paragraphs and usually in full sentences.
2. Will it make difference in assessment of students work if teacher would rate the product
or performance without scoring rubrics? Explain.
Yes, the teacher will not have a basis on assessing the student works and it will create a
notion that the teacher is bias or unfair in grading each student works.
3. If you were to improve on one scoring rubric used, which one and how?
It would be students engagement and collaboration. In a rubrics, students engagement
and how they collaborate with their peer must also be recorded. Include in the rubrics
the collaboration and instill that their collaboration is recorded and given a points.
4. Can an essay or other written requirements, even if it is written paper-and-pencil test, be

considered and authentic form of assessment? Explain your answer.
Yes, they can be still considered as an authentic form of assessment. The forced-choice
measures of multiple-choice examinations, fill-in-the-blanks, true-false, matching, and
the like that have been and remain so ubiquitous in education are referred to as
"traditional assessment" (TA). To complete the evaluation, students usually choose an
answer or recollect material. These tests could be standardized or devised by the teacher.
5. Can rubrics help make students to become self-directed or independent learners? Do

rubrics contribute to assessment AS learning (self-assessment?) What if there were no
rubrics in assessment?
Yes, rubrics will direct learners to what they need to do. Yes, rubrics contribute to
assessment as learning. If there is no rubrics, students will not know what skills they
need to master in a certain activity, the teacher will not have a basis on grading the
learners which will look like a bias.
Does the Scoring Rubric is this FS BOOK 1 help you come up with better output?
Yes, the Scoring Rubric is this FS BOOK 1 help me come up with better output.
REFLECT
Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all the
years as student.
Yes, authentic assessment tools and tasks new because we are having our online class due to
covid-19 pandemic. Some assessment don’t really measure the extent of the learnings of the
learners since answers can already found in the internet. Its hard to determine whether learners
learned or because of internet they were able to answer all kinds of assessments.

 Accomplished Observation Sheet
 Observations
 Reflections
 A photo of a product assessed and a documented performance test
 Samples of scoring rubrics used by Resource Teachers- one rubric to assess a particular
product and another rubric to assess a particular performance together with your
comments/s and improved version/s, if necessary.
ACTIVITY 13.4 Scrutinizing the Types and Parts of a Portfolio
OBSERVE
1. Ask your Resource Teacher for samples of portfolio, if any. If there are, select one best
portfolio from what you examined.
2. If none, research for a sample portfolio and include them My Learning Artifacts.
3. Based on the sample portfolio given by your Resource Teacher/ researched by you,
accomplish a Observation Sheet #
4. Put a check in right column.
What a Portfolio Includes

Elements of a Portfolio Present? Missing?
1. Clear objectives- The objectives
of the lesson/unit course are clear
which serve as a bases for selection.
2. Explicit guidelines for selection-
What, when where, how are
products/documented performances
selected.
3. Comprehensible criteria- the
criteria against which the portfolio
is graded must be understood by the
learners.
4. Selective significant pieces- The
portfolio includes only selected
significant materials.
5. Students reflection- There is
evidence that students reflected on
their learning.
6. Evidence of student’s
participation in selection of content
of portfolio- There is proof that
students took part in the selection of
the content of the portfolio.
ANALYZE
1. Which OBE in mind, which should be the basis for then selection of pieces of evidence to
show that what the students was supposed to learn was learned?
The Assessment Progress
2. Scrutinize the elements of this portfolio. Based on the parts, under which type of portfolio
odes this fall?
Elements of a ________________ Portfolio (Which type of portfolio?)

1. Cover Letter- “About the Author” and “What My Portfolio about My Progress
as a learner.
2. Tables of Contents with numbered pages.
3. Entries- both core (required items) and optional items (chosen by students).
4. Dates on all entries to facilitate proof of growth over time.
5. Drafts of aural/ oral and written products and revised revisions i.e (first drafts
and corrected/revised versions.)
6. Student’s Reflections
3. Where and when does the teacher make use of each of the 3 types of portfolio?
A showcase portfolio is a collection of products that illustrate the owner's capabilities at
any given time. An evaluation portfolio is a collection of items that can be used to
evaluate owner's the skills. A development portfolio exhibits growth by demonstrating
how the owner (has) developed. Goods from various phases of the process, stages in
which feedback has been received, and possibly products from work currently in
progress will all be included in this type of portfolio.
REFLECT
Have portfolios made the learning assessment process more inconvenient? Is the effort exerted
on portfolio assessment commensurate to the improvement of learning and development of
learner’s metacognitive process that result from the use of portfolio?
No, portfolios do not made the learning assessment process more inconvenient. Yes, the effort
exerted on portfolio assessment commensurate to the improvement of learning and development
of learner’s metacognitive process that result from the use of portfolio
 Sample/s of Improved Written Test, both selected-response type and supply type.
 Sample/s of product and performance assessed
 Sample/s of a rubric
 Sample/s of students’ reflection on his/her portfolio
ACTIVITY 13.5 Determining the Level of Teacher’s Questions
OBSERVE
1. Observe s teacher in the classroom.
2. Note his/her questions both oral and written.
3. Score him/her according to the level of questions that he/she asks from remembering to
creating and metacognition and self-system thinking. You may also refer to written tests
for samples of questions in the various levels.
4. Make tally, then get the total. Use Table 1 and Table 2 separately.
Table 1 Number of Questions per Level

Cognitive Rank Cognitive Rank Tally of Total
processes processes (and Assessment
(Bloom as Kendall and Tasks/
revised by Marzano) Questions
Anderson and
Krathworl
Self- system 6
Thinking
Metacognition 5
Creating 6-
Highest
Evaluating 5
Analyzing/An 4 Analysis 3 /
Applying 3 Knowledge 4
Utilization
Understanding/ 2 Comprehension 2 /
Remembering / 1-Lowest Retrieval 1 ////- Example 4
Table 2. Examples of Assessment Questions/ Assessment Tasks

Tally and Total Rank Tally and Total Rank Examples of Rank Based
Score of Score of Assessment on Use
Cognitive Cognitive Tasks/
Processes processes (and Questions
(Bloom as Kendall and Given by
revised by Marzano) Resource
Anderson and Teacher
Kwathwohl)
Self- system 6- Highest e.g., Teacher
Thinking asked
student:
Why is the
lesson
important to
you?
Example: Metacognition 5
Creating= I
Evaluating=I 5-Highest
Analyzing / An= 5
II
Applying-III 4 3
Understanding- 3 4
II
Remembering= 2 2
IIII
1-Lowest 1-Lowest
I I
Rank Rank
ANALYZE
1. Which cognitive skill had the highest number of assessment questions? Lowest number?
Remembering cognitive skill had the highest number of assessment questions while
creating and evaluating has the lowest number of assessment question.
2. What do these (lowest and highest number of assessment questions) reveal about
Resource Teacher’s level of questions?
It reveals that the number of the questions created by the resource speaker is based on
the level of difficulty which these questions fall.
3. Based on Kendall’s and Marzano’s taxonomy, which are the highest cognitive skills?
Give an example of an assessment question for each two highest cognitive skills-
metacognitive skills and self- system thinking.
Based on Kendall’s and Marzano’s taxonomy, creating and evaluating are the highest
cognitive skills.
o How does Divergent Plate Boundaries create Mountain Ranges?
o How would you explain the occurrence of Volcanic eruption underneath the
ocean?
REFLECT
If you were to rate yourself on HOTS- where will you be a from a scale of 1 to 5(5 as highest
where will you be?
If I were to rate myself on HOTS- from a scale of 1 to 5 I will be in middle or average. It would
be 3
As a future teacher, reflect on how will you contribute to the development of learner’s HOTS?
Creating a HOTS question will enable students to vent out all their rich ideas, the readings they
made in the topic presented and all the things they acquire as teaching and learning took place.
I would create assessments that will measure the skills intended on that certain topic.
ACTIVITY 13.6 Analyzing a Table of Specifications
ANALYZE
1. What parts must a TOS contain to ensure test content validity?
2. Why is there a need for number of items per cognitive level?
3. With OBE in mind, it is correct to put learning outcome not topic in the first column?
Why or why not?
4. Can a teacher have a test with content validity even without making a TOS?
5. Complete the given TOS.
REFLECT
Read this conversations and reflect on teacher’s assessment practices. Write your reflection
here.
Student A: Saan naman pala pinulot ni Teacher ang kaniyang tanong? Ni isang tanong sa tinuro,
wala? (Where did Teacher get her test? Not one of what she taught came out!)
Student B: Oo nga! Nakakainis! (You are right! How annoying!
Did you have a similar experience? Reflect on it. Will the required use of Table of
Specifications as guide in test construction solve the problem of misaligned tests?
Yes, I do have similar experienced as presented above. Honestly, you cannot give what you don’t
have similarly, I cannot answer what I do not know. Yes, requiring the TOS as guide in test
construction will resolve the problem of mis aligned tests.
 Accomplished Observation Sheet
 Analysis
 Reflections
 Completed Sample TOS
ACTIVITY 13.7 Computing Student’s Grades based on DepEd Grading System
OBSERVE
A. SAMPLE STUDENTS REPORT CARD
1. Secure a sample of a Student’s Report Card from your Resource Teacher.

2. Study a sample of an unused Student’s Record Card. Observe in contents.
3. Ask permission from your Resource Teacher for an interview with him/her and with a
group student regarding the new grading system.
B. INTERVIEW OF RESOURCE TEACHER
1. What are the new features of the latest grading system? What things are you required
to do with this grading system which you were not asked before?
The Department of Education, or DepEd, will use a new competency-based grading
system for the K-12 Basic Education Program beginning in the 2015-2016 school
year per D.O. No. 8, s.2015. The new grading system will use fewer grading system
components and a new transmutation table than the previous Knowledge, Process,
Understanding, and Performances (KPUP) grading system.
Students' summative assessment results will be based on all of their Written Works,
Performance Tasks, and Quarterly Assessment (WW-PT-QA) scores from Grades 1
to 12. These three have different percentage weights depending on the type of
learning area.
From kindergarten to senior high school, all public schools must comply. Although
private schools are not obligated to follow the same rules, the Department of
Education strongly encourages them to do so. Non-DepEd schools, on the other
hand, can change their policies to fit their mission and vision, but only with DepEd
Regional Office approval.
2. Which do you prefer- the old or the new grading system? Why?
The new grading system. Since you don’t have to manually compute the grades of the
learners. Just encode all the necessary information on the give e-class record then it
will automatically compute for the learner’s grade. There are fewer things to
consider on the new grading system at the same it lessens the work load of the
teacher in computing grades.
C. INTERVIEW OF 5 STUDENTS
1. What do you like in the new grading system?

There are three categories which we can get our grade. If I get lower in one aspect, I
can make good in another aspect
2. Do you have problems with the new grading system? If there is, what?
No, the learners have no problems with the new grading system.
3. Does the new grading system give you a better picture of your performance? Why or
why not?
Yes, we can see where we did not perform well and where we performed well. From
that we can assess our own whole performance during the quarter.
4. Which do you prefer- the old or the new grading system? Why?
We, prefer the new grading system. We can There are fewer things to consider on the
new grading system and we will know where and what to focus.
D. REVIEW OF DEPED ORDER #8, s. 2015
Read DepED Order #8 s. 2015. You may refer to Appendix A.

Based on DepED Order 8, s. 2015, answer the following:
1. What are the bases for grading?
Written Work (WW) – makes sure students can express skills and contents in written form
Performance Tasks (PT) – lets learners show what they know and can do in diverse ways
Quarterly Assessment (QA) – measures student learning at the end of the quarter
2. How do you compute grades per quarter for grades 1 to 10 and grades 11 to 12. Give an
example.
To calculate your final grades, follow the instructions below.
Add up all of the component's total scores.
Convert each component's total to a percentage score. Multiply the quotient by 100
percent after dividing the entire raw score by the greatest possible score.
Calculate the weighted average of the percentage scores. Multiply the PS by the
component's weight as given in Table 1.
Sum up the weighted scores of each component to get the initial grade.
Transmute the initial grade to get the quarterly grade using the new transmutation table.
3. How do you compute grades at the end of the school year?
The average of the Quarterly Grades (QG) produces the Final Grade.
Final Grade by Learning Area

The General Average is computed by dividing the sum of all final grades by the total
number of learning areas. Each learning area has equal weight.
The
Final Grade in each learning area and the General Average are reported as whole numbers.
4. What descriptions and grading scale are used in reporting progress of learners?
5. What are the bases for learners’ promotion and retention at the end of the school year?
For Grades 1 to 3 Learners Promotion and Retention
Requirements Decision
Final Grade of at least 75 in all learning Promoted to the next grade level
areas
Did Not Meet Expectations in not more Must pass remedial classes for learning
than two learning areas areas with failing mark to be promoted to
the next grade level. Otherwise, the
learner is retained in the same grade level.
Did Not Meet Expectations in three or Retained in the same grade level
more learning areas

Final Grade of at least 75 in all Promoted to the next grade level
learning areas
Did Not Meet Expectations in not Must pass remedial classes for learning areas
more than two learning areas with failing mark to be promoted to the next
grade level. Otherwise, the learner is retained
in the same grade level.
Did Not Meet Expectations in three or Retained in the same grade level
more learning areas
Must pass all learning areas in the Earn the Elementary Certificate
Elementary
Earn the Junior High School Certificate
Must pass all learning areas in the Promoted to Senior High School
Junior High School

Final Grade of at least 75 in all Can proceed to the next semester
learning areas in a semester
Did not Meet Expectations in a Must pass remedial classes for failed
prerequisite subject in a learning area competencies in the subject before being
allowed to enroll in the higher-level subject
Did Not Meet Expectations in any Must pass remedial classes for failed
subject or learning area at the end of competencies in the subjects or learning areas
the semester to be allowed to enroll in the next semester.
Otherwise, the learner must retake the
subjects failed.
Must pass all subjects or learning Earn the Senior High School Certificate
areas in Senior High School
6. What is the report on learners’ observed values?
Marking Non-Numerical Rating
AO Always Observed
SO Sometimes Observed
RO Rarely Observed
NO Not Observed
E. GRADE COMPUTATION
Show sample computations of a grade:
 In a subject of your choice from grade 1 to 6 (if you are a future elementary teacher)
 In your specialization if you are a high school teacher)
 Show the percentage contributions of written work, performance tasks and quarterly
assessment. Then give the descriptor. Refer to DepEd Order # 8, s. 2015.
ANALYZE
Analyze data and information gathered from the interview and from your review of an unused
Student’s Report Card and the DepEd grading system.
1. Do teachers and students like the new grading system? Why or why not?
Yes, both like the new grading system. For teachers, it is easy to use, and it has fewer
components. For students the grading system is not bias and fair.
2. What are the good points of the new grading system according to teachers? According to
students?
The teachers don’t need manually compute for the grades of their learners. They just
have to input everything and by the use of the e-class record grades of learners are
automatically computed and transmuted. According to learners the new grading system
is good since their grade will be transmuted and they will nor worry if they do not meet
the 75 grade for average learners.
3. What are teachers challenged to do by this new grading system?

The challenged is how will those old teachers utilized the e-class record. They are not
technologically literate. They do not know how to use excel.
4. Do you favor the distribution of percentages of written work, performance tasks and
quarterly assessment?
Yes, it is unbiased and fair for every learners.
5. Did you like the experience of computing grades? Why or why not?
Yes, I like it very much. It is an edge for me in my future endeavors. It will not new
anymore for me to compute the grades of learners when I am already in the teaching
profession.
REFLECT
In an era where the emphasis is self-directed learning and demonstration of competencies-
knowledge, skills and values learned (outcomes-based education)-do grades really matter?
In my own perception, in this era, grades do not really matter. Grades will just show your
performance in school. In this harsh world, even if you have the highest grade if you are not
skilled enough, you will never have the life you dream of. In today’s era, what counts is your
skills. Pride cannot pay your bills. Even if you have a high grade and the only work open for you
is waiter, then take the job. It shows therefore, that grades do not really matter. What matters is
the life skills you learn in the four corners of the room.
The values you acquire, skills and attitude is what matters in this real world.
ACTIVITY 13.8 Reporting Students’ Performance
OBSERVE
Proceedings in a Card Distribution Day
1. Observe how cards are distributed on Card Distribution Day. Describe how cards are
distributed.
Way back when there is still a face-to-face learning, the distribution of cards is every
PTA meeting at the end of every quarter.
2. Describe how the Resource Teachers communicated learners’ assessment results and
grades to present.
Based on my observation when there is still a face-to-face learning, the adviser talks
privately to the parents of learners who need extra attention or those learners who have
low grades.
3. Did parents raise questions or concerns? If yes, what were their questions/ concerns?
Yes, parents did ask questions concerns like how they will be able to determine the
awardees, the behavior of their child and some matters like requirements.
4. How did the Resource Teacher handle their questions and concerns? What answers did
he/she give?
Going back when there is still a face-to-face, the teacher handles the question by
answering it one by one. She answered it base on the memorandum given to her not her
merely opinion. She shows some evidences like her journal and class record to support
her answers and o provided a satisfactory answer to the parents.
Interview with Resource Teacher

1. How do you give feedback to your students regarding their performance? When do you
give feedback?
The teacher gives feedback during Homeroom PTA Meeting. She usually does it at the ed
of the grading period. Sometimes individual feedback is written on the card of each
learner.
2. How do you report student’s performance to parents? Does the school have a regular way
of reporting grades to parents?
Through conducting a homeroom PTA meeting. Yes, the school have and it usually done
every after the grading period.
3. What problems on grade reporting did you encounter with parents? How did you address
it/them?
Some parents do not attend the Homeroom PTA Meeting. Some just attend exactly when
card is being distributed. A teacher sends a private message to the parents who did not
attended the meeting or sometimes she calls the parents through phones.
Interview with Students

1. Do you see the meaning of your grades in the School Report Card?
Yes, I can see the meaning of my grades in my School Report Card.
2. Does knowing your grade motivate you to work harder?

Yes. Knowing my grades motivates me to work harder and spend more time in studying.
Interview with Parents

1. Does your child’s Report Card give you a clear picture of your child is performing?
Yes, through my child’s report card I can see whether he study well or not.
2. If you were asked what else should be found in the Report Card, which one? Why?
Everything that needed to be found in the School Report Card have it all. There is
nothing to needed to put there. I can see the feedback of his adviser, his grades, his
values and her absents in class.
3. Do you find the Card Distribution Day important? Why or why not?
Yes, the Card Distribution Day is very important. This where I can get personally ask
questions to the adviser of my child and personally ask the problems she encountered
while teaching my child.
4. Any suggestion on how to make Card Distribution more meaningful?

There should be at least short presentation like allow parents to perform dance and sing
with their child.
ANALYZE
1. What were the most common issues raised on students’ performance?
The common issues raised on student’s performance is their attitude and absenteeism in
the class.
2. Based on your observations and findings, what practices must be

a) Maintained and
Is the quarterly reporting on student’s performance
b) Improved to make grades and reporting meaningful?

Have some activity that requires the participation of parents and the child during the
reporting
REFLECT
1. Grades are often a source of misunderstanding. How should I do reporting so that it
will result to effective learning?
Before reporting, a teacher should first discuss the memorandum on how the grades
of each learner are being computed. Show all the output of the learners that will
serve as an artifact or evidence on how each learner individually perform.
Tell also first the good ones that the learners have shown during the quarter. If the
learners have negative attitude, never tell it to the whole class rather tell it to the
concerned parents privately.
Then thank the parents for attending the reporting and listening to how the grades of
their child are being computed.
LEARNING EPISODE Knowing the Quality Teacher
The Teacher as a PERSON and
14 as a PROFESSIONAL
Activity 14.1 Teacher Personal Qualities: A View from my Lenses

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

Interview (I) I have found out that…
a. Dignified Observe
b. Healthy Observe
c. Spiritual Observe
Interview
d. Knowledgeable Observe
e. Humble Observe
Interview
f. Determined Observe
Interview
g. Cooperative Observe
Interview
Activity 2 will focus on the Professional Competencies of the Teacher. You may
change your sample Teacher in Activity 1 with another teacher or you can still observe
the same teacher. In case you will not change your teacher to be observed the same
teacher will be your sample for both Activity 1 and Activity 2. Aside from direct
observation, you will also do a Survey in Activity 2.
ANALYZE
Did you learn from your observation of the teacher? Now let us analyze the
information that you have gathered.
Answer the following Questions.

1. In Activity 1, what do you consider as the 3 most outstanding significant personal
qualities of the teacher you chose as your case? Why do you consider these as
outstanding?
a) Empathy. Empathy is a valuable trait to have in a teacher. Children and
adolescents have strong emotions and are often coping with issues that we are
unaware of outside of the classroom. It's critical for a teacher to be able to
connect with their feelings, even if it doesn't seem significant. Children and
adolescents require validation of their feelings in order to fully comprehend and
process them. This is critical in assisting children in reaching emotional maturity.
Teachers who lack empathy are unable to assist students in overcoming actual
obstacles, whether little or major. It's critical for a teacher to be able to put
themselves in a student's shoes and make them feel understood. It's critical to be
compassionate and considerate when teaching to ensure that students feel
protected.
b) Patience. Every kid will face their own set of challenges. Some people will have
trouble reading. Math will be difficult for others. Others find it difficult to sit still
during the school day! Patience on the part of the teacher is crucial in assisting
students in overcoming their difficulties. Patience is a necessary for a successful
teacher in large classrooms with numerous kids who are all different. And, as a
teacher, displaying patience is an excellent approach to set an example for
children. Patience is a crucial quality for effective instructors, both in practice
and as a role model.
c) Adaptable. Certain expectations may not always be met when dealing with
others, whether pupils or other teachers. Your teaching approaches may not be
appropriate for a particular class, timetables may change, and changes may be
required with little or no notice. A great teacher can adapt their teaching
methods and expectations in order to continue to be successful. They are always
willing to assess what is working for their kids and make adjustments as needed.
This quality is critical for teachers who wish to ensure that each student succeeds
in their classroom. When it comes to teaching, it's critical to always move your
courses around in a way that promotes the most effective learning.
REFLECT
Good teachers are the role models, whether in school, at home or in the
community. From the teachers that you had from elementary to college, did the personal
qualities that they possess, help you learn better as a student?
Identify one personal characteristics of your model teacher that has made a great
impact in your life as a learner. Reflect and describe how this quality influenced you.
“A good teacher can give you a lot of facts that you will remember for a day, but a great
teacher can help you find knowledge that you will remember for the rest of your life.”
Way back during my Senior High School life, it was never easy for me. My classmate
who helped me a lot during my Junior High School went to another school. My classmate whom
I depended on so much transferred to private schools. Its hard for me to adjust but I cannot
forget the 2 teachers on my Senior High School one had challenged my capabilities, my
knowledge and skills upon knowing that I came from a Science Curriculum. This teacher uttered
a sentence which until now is inculcated in my heart and mind. “Is this the project of a Senior
High School Student which came from a Science Curriculum?” from thereon, I always
challenged myself to have an output expected to me. Those questions helped me surpassed the
limitations I myself have set. That I can go beyond what I knew my limitations is. That I can
always surpass what is expected to me. This teacher boost my confidence. This teacher taught
me that I just have to discover my innate abilities and skills and that I can surpass my
limitations. I am grateful for this teacher for indirectly telling me that “I just depend too much
on my friends and now that we part ways it is my time to stand on my own and create my own
image. The second one is a teacher who sees my potential. She encourages me to take the major
what my Heart dictates. She told me that she believes in me. Even though I told her that I cannot
pursue it because I am not good at numbers or even formulas, she told me I can that’s why I
made it until now.
Indeed, those 2 teachers do not just provides me a lot of facts that I could remember just
for a day but they help me seek knowledge that I could remember for the rest of my life. The way
how they can relate to their students and how they can relate to me personally, it shows on thing.
You can never be a great teacher no matter how you mastered your topics or no matter how
good your teaching strategies are because a great teacher is someone who can touch hearts and
transformed lives.
Activity 14.2 Is the Teacher a Professional Teacher?
OBSERVE
Procedure:
1. Secure a permit to observe and conduct a survey
2. Request the following information from the teacher:
a. Name
b. LET License No
c. Evidence of Professional Growth (Masters or Doctorate, Seminars attended,
etc.)
3. Request a co-teacher or the head (only one of the 2) to answer the checklist/rating
scale about your sample teacher.
4. Answer the same survey instrument yourself.
5. Compare the answer of the co teacher or that of the head with your answer on the
survey. In what items do you have the same answer?
6. Show the results in a summary table.
Competencies of the Professional Teacher: A Special Case
Dear Ma’am/Sir:
I am a future teacher and I would like to know the characteristics of a professional
teacher. I will be very glad if you could answer the survey form about your co-teacher
_________________________________.
I will keep in confidence your identity, however, please allow me to use the data in my
lesson.
This is requirement in our course, Field Study 1.
Thank you very much.

__________________
BSEd Student
Name of the Teacher:

PRC License No. Grade level Taught:
Answer the following statements based on your OBSERVATIONS of the teacher. Check Yes or
No or Doubtful.
Does the Teacher exhibit the
Professional Competence competence of a professional
teacher? Check your answer
below.
1. Practices the Code of Ethics for Professional Teachers Yes No Doubtful
2. Teaches the subject matter very well with mastery
3. Keeps self updated with educational trends, policies and
curricula
4. Uses varied teaching methods that facilitate learning with
skill and ease
5. Engages the parents and other stakeholders to cooperate as
partners in educating the children
6. Teaches with compassion based on the knowledge and
understanding of the characteristics and needs of diverse
learners
7. Prepares curriculum plans, implements these with innovation
in every lesson
8. Designs or selects and utilizes appropriate assessment
strategies and tools for lesson taught
9. Make classroom atmosphere physically (arrangement) and
psychology (friendly, inclusive)safe and secure for learning
10. Serves willingly beyond teaching work by participating in
other extracurricular activities when needed
Name and Signature of the Teacher Information (Peer)

OR:
Name and Signature of the Supervisor Information (Head)

AND
Your Name and Signature (Pre-Service Student)
ANALYZE
Did you learn from your observation and interview on teacher’s professional
competences? Now let us analyze the data.
Answer the following questions

1. In Activity 2, do you consider the Teacher as a Professional Teacher? In what
competencies is the teacher Strong? ___ Weak? ____ Doubtful? _____ Why?
Yes, the teacher is a professional teacher. The teacher is strong in all components
because she exhibits all the competencies.
2. Did you answer to the survey from coincide with the answers of the co-teacher or head of
the teacher you observed?
Yes, may be because her co-teachers are working with her for a long time now.
REFLECT
Now, it is time to reflect on Activity 2
Complete the following sentences as your reflections from the results of Activity 2.
1. As a future teacher, the result imply that I should
Always remember that that how I perceived myself is different from how others perceived
me but what matters most is that if I knew deep within me that I am exercising the 10
competences then there is nothing wrong in my actions. My personal life is different from
my professional life.
2. If all the teachers teaching today possess the professional characteristics and
competencies as the teacher/s observed then learners will be
Will find motivation to study harder. To follow the model of their teachers. They will be
molded to someone that will contribute to the societal change of our society. They will be
the learners that Jose Rizal expected to be “The Hope of this Society”.
SHOW Your Learning Artifact
Show here the artifacts of this Episode.
1. Short narrative about the teacher with a description of the personal qualities and
professional characteristics that you have observed. You may request a picture from the
teacher.
My Teacher, My Hero
Teacher Abi as what her learners calls her shows how to be a great teacher. Her personal
qualities such as empathetic, approachable and kind-hearted teacher makes the atmosphere
of the virtual classroom conducive for learning. She can communicate well with her students.
She recognizes the individual differences of her learners. She did not focus on what her
learners cannot do rather she appreciates every thing that her learners done during the
virtual discussion. She let her learners decide by their own as to whom the learners want to
work with their peers. She has sweet and calm voice with smiling face that lift up the mood of
the virtual classroom.
As to her professional qualities, she designs or selects and utilizes appropriate assessment
strategies and tools for lesson taught in all kinds of learners she has. She uses varied
teaching methods that facilitate learning with skill and ease such as utilizing video clips and
educational online games. What makes her a great teacher and a resource speaker is that she
teaches with compassion based on the knowledge and understanding of the characteristics
and needs of diverse learners
LEARNING EPISODE Towards Teacher Quality:
Developing a Glocal Teacher
15 of the 21st Century
A Day in the School Life of a Quality Teacher

Activity 15.1
OBSERVE
Note: Observe and record observations on the following aspects as key guide to observations.
Teacher’s Major Key guide for Observation (Carefully look for the indicators/
Responsibility behaviors of the teacher along the key points. Write your
observations and description in your notebook. This will be one of
your artifacts.)
A. Actual Teaching This Teacher

1. is learner-centered.
2. acts as a facilitator of learning.
3. has mastery of subject matter
4. sees to it that learning outcomes are achieved.
5. is pleasant and fair in dealing with the learners.
B. Management of Learning This teacher
1. allows all learners to participate in the lesson.
2. considers the needs of the learners in the seating arrangement.
3. uses instructional support materials to help learners understand
the lesson.
4. sees to it that learning is achieved within the period of time.
5. dismisses the class on time.
C. Administrative Work This teacher

1. keeps records of learners attendance every day.
2. keeps record of formative and summative tests.
3. submits reports and other documents on time.
4. does other tasks as requested by superiors.
5. cooperates with peers and staff in the cleanliness and safety of
the school.
ANALYZE
Refer to the results of your observation to answer the questions that follow.
1. Which of the three responsibilities shows majority of the indicators being practiced?
A. Actual Teaching?
B. Management of Learning?
C. Administrative Work?
Management of learning shows majority of the indicators being practiced
2. Which demonstrated behavior, do you find in the teacher that is worthy of emulation
when you become a teacher? Describe
For me as I observe the class of our Resource Speaker, being approachable and shows
empathy to her learners is worthy to be emulated when I become teacher. As a teacher
we must always wear the shoes of our learners. Let us try to understand why they are like
this, why they committed this and why they behave like that. From that we can approach
them and empathetically teach them the things they need to learn. This is the reason why
her learners are comfortable with each other and there is smooth teaching and learning
process.
3. Which of the major responsibilities does this teacher find difficult to comply with? What
are the reasons?
For me the major responsibilities does our resource speaker find difficult to comply with
is acts as facilitator of learning. In this virtual learning, there is a need for the resource
teacher to provide all the necessary information since there is no assurance that the
learners are really learning at their own pace. If she will just let learners learned by
themselves then there is possibility that not all learners will learn.
4. From your perspective, would you consider this teacher as quality teacher? Why?
From my own perspective, I would consider our Resource Speaker as a quality teacher.
Despite the challenges brought by online learning, she still delivers the topic and
achieving the desired Intended Learning Outcomes. She makes sures that her learners
accomplish the posted assignment and they actively participate during the online
discussion. She does not only teach what is found in the book but teaches from the heart.
Indeed, this teacher can touch heart and transformed lives.
REFLECT
Now, that you have spent one school day to observe this teacher, it would be good
for you to reflect on all your observations by answering reflective questions below.
1. Are you inspired to become a teacher after your observation? If yes, why? If No, why not?
After my observation, I was inspired to become a teacher. Indeed, teaching is the noblest
profession one may ever have but it not easy as what others think. After the things I saw
during my observation, the smiles and the sense of satisfaction of the learners and my
resource teacher I was motivated to pursue this profession.
2. When you become a teacher in the future, how else would you do better as a professional
teacher?
I would develop my sense of empathy and adaptable to change. Being empathetic to my learners
will help me to establish a good relationship and communication to my learners. Learners can
freely tell what their problem is and what’s bothering them and from that I can offer help to
them.
3. What are some of the concerns that you foresee in the future as a quality teacher? Do you think
you will be ready to address these? Give at least 2 concerns.
Culture shock when face-to-face learning returns and Learner’s engagement during virtual class
For me I would still be ready to address just give us trainings and enough time to adapt
4. In what aspects of the teacher’s day, would you like to congratulate the teacher you observed?
Can you show your appreciation to this teacher by sending a Thankyou card? (Include this in
your artifact)
I would like to congratulate my resource teacher for being approachable to her learners
including to us. Her example made me realize that its not what you taught that the learners will
remember but how you taught them.
The Creation and Management of the New Learning
Activity 15.2 Environment as a Skill of the 21st Century Quality Teacher
OBSERVE
Procedure:
1. Draw or sketch the current classroom where you are observing
2. Indicate and label all significant parts and furniture that you find inside including
these but not limited to:
a. Doors, windows
b. Teacher Table, Demonstration table
c. Cabinets, chalkboard
d. Gadgets, equipment
e. Plant boxes, etc.
f. Others not included in the list
3. Draw your vision of a classroom for the 21st century.
A. Current Classroom I am Observing

Grade level 10
B. My Classroom for the 21st Century
ANALYZE
Make a comparison of your drawings A and B. Describe the similarities and differences.
Explain why.
Features of the Present My Vision of the Future Why the similarity?
Classroom Components Classroom Why the difference?
- They are using MS - Will return to physical This because as of now the
Teams as their classroom country is facing covid—19
learning Management - Teachers will integrate pandemic so face-to-face to
System for the Virtual traditional and learning was not allowed but
class modernized way of soon everything will return
- Learners can see their teaching to normal where learners will
teaching discussing - Learners can work come to school again to learn
the lesson collaboratively with
- Learners can have their classmate
their assignments,
quizzes and exams
REFLECT
Based on the task that you made, what challenges await you as a future teacher? How
will you manage learning in the future classroom? How will you prepare yourself to respond to
21st teaching-learning and become a global teacher?
Make a short paragraph on how you will manage teaching-learning in the 21st century
classroom.
In the 21st century, integration of technology and artificial intelligence is a must in education
that is why if there are opportunities like trainings, seminars or webinars on enhancing my
technological and innovative skills I should grab it. Who knows what will happen in the future
that is why we must continue to learn how to utilize the technologies preset in our era to
continually provide quality education.

These are the artifacts that you need to file in this episode.
1. Activity 15.1 Report on the Observations including evidence that go with it.
Activity 15.1 Narrative on the Day in the Social Life of the Quality Teacher
2. Activity 15.2 Drawing of the process classroom and a Drawing of your Vision of the
Classroom for the 21st Century.
3. Activity 15.2 Narrative on how you manage teaching-learning in the 21 st Century

classroom.
LEARNING EPISODE
On Teacher’s Philosophy
16 of Education
Activity 16.1 Analyzing DepEd’s Philosophy of Education

OBSERVE
 Determine prevailing philosophies of education based on DepEd Vision and Mission
statements, core values and mandate and on the K to 12 Curriculum Framework and
Guide.
 Study the DepEd Vision and Mission statements. Core values and Mandate.
 Read the features of the K to 12 Curriculum based on the Kto12 Curriculum Framework
and Guide Sec. 5 of R.A. 10533.
 Accomplish the table below by answering these questions. Which philosophies are
express?
 Cite relevant statements to back up an identified philosophy of education. You are given
an example.
Philosophies of Education Which philosophies are Which philosophies
expressed in the DepEd expressed in the K to
Vision, Mission Statements, 12 Curriculum
Core Values, Mandate? Framework and
Give proof. Guide and Sec 5 of
RA 10533? Give
proof.
1. Essentialism – each mastery of Essentialism – The core
the basics; curriculum is values of maka-Diyos, maka-
prescribed. tao, maka-kalikasan, and
Subject matter – centered there are maka-bansa show that DepEd
universal, objective values; is essentislist. DepEd believes
inculcate values in subject matter in unchanging values that
need to be inculcated.
2. Perennialism – teach those that Perennialism – The statement every graduate of
last, the classics; there are of the DepEd in the Vision basic education shall
universal values; inculcate these passionately love their be an empowered
universal objective values country individual who has
and whose values and learned, through a
competencies program that is rooted
enable them to realize their on sound educational
full potential. DepEd envision principles and geared
that learner will always love towards excellence,
their country the foundations for
learning throughout
life, the competence to
engage in work and be
productive, the ability
to coexist in fruitful
harmony with local
and global
communities, the
capability to engage in
autonomous, creative,
and critical thinking,
and the capacity and
willingness to
transform others and
one’s self.
3. Progressivism – very child- Progressivism – The In-service Training on
centered; teach those that interest statement of the DepEd that Content and Pedagogy
the child; one learns by experience; can be read in their Vision — Current DepED
learners learn by doing so teacher “Department of Education teachers shall be
teacher’s teaching is experiential; continuously improves itself retrained to meet the
values are subjective; no to better serve its content and
inculcation of values since they are stakeholders.” performance standards
subjective, instead teachers help of the new K to 12
curriculum.
students clarify their values
The DepED shall
ensure that private
education institutions
shall be given the
opportunity to avail of
such training.
4. Reconstructionism – school is Reconstructionism – The Give every student an
agent of change; school is Mandate of DepEd “The opportunity to receive
preparing students for the social Department of Education quality education that
changes; teaching is involving the (DepEd) formulates, is globally competitive
students in discussion of moral implements, and coordinates based on a
dilemmas policies, plans, programs and pedagogically sound
projects in the areas of formal curriculum that is at
and non-formal basic par with international
education. It supervises all standards
elementary and secondary
education institutions,
including alternative learning
systems, both public and
private; and provides for the
establishment and
maintenance of a complete,
adequate, and integrated
system of basic education
relevant to the goals of
national development.
5. Existentialism – teachers teach Existentialism – The Make education
learners to make a choice, to make statement of the DepEd learner-oriented and
decisions and not merely to follow Mission “Teachers facilitate responsive to the
the crowd; one who does not make learning and constantly needs, cognitive and
a choice and so simply follow nurture every learner.” cultural capacity, the
others do not leave meaningful life circumstances and
diversity of learners,
schools and
communities through
the appropriate
languages of teaching
and learning,
including mother
tongue as a learning
resource
6. Pragmatism – That which is Pragmatism – The statement The curriculum shall
useful, that which is practical and of the DepEd Mission “To be learner-centered,
that which works is what good; that protect and promote the right inclusive and
which is efficient and effective is of every Filipino to quality, developmentally
that which is good, e.g. showing a equitable, culture-based, and appropriate
video clip on mitosis is more complete basic education”
efficient and more effective and
therefore more practical than
teacher coming up a visual aid by
drawing mistosis on a cartolina or
illustration board
Activity 16.2
Articulating My Personal Philosophy of Teaching
OBSERVE
 Observe how a teacher relates to every learner and he/she proceeds with her teaching.
 Accomplish this Observation Sheet.
Here are philosophies of education. Find out which philosophies were manifested in class by
observing what and how teacher teaches and relates to learners.
Philosophies of Education Teaching Behavior (State what the

teacher said, taught or did)
1. Essentialism – each mastery of the basics; In what way was teacher essentialist?
curriculum is prescribed;
Subject matter – centered there are universal, e.g. He/She saw to it that the students
objective values; inculcate values in subject matter mastered basic concepts and skills.
He/She inculcated values.

2. Perennialism – teach those that last, the classics; The teacher reminds the learners the
there are universal values; inculcate these universal Philosophy, Mission and Vision of the
objective values University
3. Progressivism – very child-centered; teach those The Resource Teacher let the learners
that interest the child; one learns by experience; perform the activities prescribed in the
learners learn by doing so teacher teacher’s module
teaching is experiential; values are subjective; no
inculcation of values since they are subjective, Here, she let learners discover whether
instead teachers help students clarify their values the teacher is correct or not
4. Reconstructionism – school is agent of change; Allowing the learners to have a peer-to-
school is preparing students for the social changes; peer learning
teaching is involving the students in discussion of Providing learners how to adapt and
moral dilemmas how to learn
5. Existentialism – teachers teach learners to make a The teacher and school provides time
choice, to make decisions and not merely to follow for the learners to create decisions such
the crowd; one who does not make a choice and so as who will be their groupmate, what
simply follow others do not leave meaningful life will their strand and degree in college
6. Pragmatism – That which is useful, that which is The teacher instead of discussing how
practical and that which works is what good; that does plate boundaries move she shows
which is efficient and effective is that which is animated video clips to catch the
good, e.g. showing a video clip on mitosis is more attention of the learners
efficient and more effective and therefore more
practical than teacher coming up a visual aid by The teacher shows pictures to farther
drawing mitosis on a cartolina or illustration board proves what she is discussing and
presenting concrete evidence.
7. Rationalism – emphasizes the development of the The teacher creates a question that
learners’ reasoning powers; knowledge come learners need to answer based on facts
through reason; teacher must develop the reasoning and base on what is being discussed
power of the learner during the discussion
8. Utilitarianism – what is good is that which is The teacher uses teaching strategies
most useful that which brings happiness to the that caters all types of learners present
greatest number of people; in the virtual classroom.
9. Empiricism – source of knowledge is through the The teacher let the students perform
senses; teacher must involve the senses in teaching- some experiments through here
learning learners learn base on their observation
.10. Behaviorism – behavior is shaped deliberately The teacher provides additional points
by forces in the environment and that the type of to those learners who actively engage
person and action desired can be the product of themselves during class discussion like
design; behavior is determined by others, rather answering the question or sharing their
than by persons own free will; teacher must ideas
carefully shape desirable behavior; drills are
commonly used to enhance learning. Rewards
reinforce learning.
11. Constructivism – learners are capable of The teacher posted an activity that let
constructing knowledge ang meaning; teaching- learners inquire for them to answer.
learning therefore is constructing knowledge and Through inquiry, learners have learn to
meaning; teacher does not just “tell” or dictate but construct their own knowledge or idea
asks learners for knowledge they construct and
meaning of lesson.
12. Other philosophies

ANALYZE
1. Based on your findings and observations in your Activity 16.1 and Activity 16.2, which
philosophies of education are dominant in Philippine basic schools? Why do you say so?
Based on my findings and observations in Activity 16.1 and Activity 16.2, philosophies of
education that are dominant in Philippine basic schools’ teachers adhered to a high level
of progressivism educational philosophy and a high level of existentialist and
reconstructionism orientation.
2. If there is one philosophy that schools and teachers should give more attention to, what
should that be and why?
If there is one philosophy that schools and teachers should give more attention to, that
should be Pragmatism. We all know that curriculum is dynamic. It means it can change
overtime and if we teach learners them practical ways how to learn then definitely no
matter how any times curriculum it will not affect the learning of the learners since they
already knew how to learn.
REFLECT
What is your philosophy of teaching? This describe what you believed you should teach,
how you should teach and how you should relate to others in school- with the learners, your
colleagues, your superiors and all other stakeholders. Write them down. This is your title, “My
Philosophy of Teaching”
My Philosophy of Teaching
These may be of help:
I believed that the learners are not empty vessel or empty receptacle that you have to fill them in
I believed that I should teach the learners how to learn for curriculum can change overtime
By being a facilitator of learning, letting them discovers things and guide them on what they
need to know
I believe that developing sense of empathy I can relate to my learners, parents, collogues and
co-teachers. The sense of empathy will help me understand my learners, what they are going
through and what bothers them.

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What philosophy of education is dominant in Philippine basic schools according to the passage?

What philosophy of education is dominant in Philippine basic schools according to the passage?

What philosophy of education should schools and teachers give more attention to according to the passage and why?

What philosophy of education should schools and teachers give more attention to according to the passage and why?

LEARNING EPISODE Preparing for Teaching

Demonstrating an understanding of Research-Based Knowledge

Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________

Principles of Learning What did the Resource Teacher do to

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

Identifying Learning Outcomes that are Aligned with Learning

1. Write the learning outcomes stated in the lesson.

Learning Outcomes (SMART Objectives?) Achieved

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

1. Do SMART objectives make the lesson more focused?

Lessons learned in determining SMART learning outcomes

ACTIVITY 9.3 Distinguishing Between Inductive and Deductive Methods of

Was class atmosphere competitive? Why? Was class atmosphere collaborative?

What teaching-learning practice shows that teaching approach was:

c) Developmentally appropriate – learning activities fit the developmental stage of

e) Inclusive – No learner was excluded; teacher taught everybody

f) Collaborative – Students worked together

g) INTEGRATIVE – Lesson was multidisciplinary – e.g. In Science, Math concepts were

Reflect Principles of Teaching worth applying on

Learning is the discovery of personal meaning and relevance of idea. This

SHOW Your Learning Artifacts

Applying the Guiding Principles in the Selection and Use of Strategies

ACTIVITY 10.2 Determining Outcome-Based Teaching and Learning

Applying Effective Questioning Techniques

LEARNING EPISODE Utilizing Teaching-

An Observation Guide for a

LIST OF AVAILABLE LEARNING RESOURCES

Name and signature of Observer:

Name and signature of the Learning Resource Center in-charge:

What are the strengths of this Learning Resource Center?

What are its weaknesses?

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

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

ACTIVITY 11.2 Observing Technology Integration in the Classroom

OBSERVATION SHEET NO.

ACTIVITY 11.3 Exploring Education 4.0

Class Observation Guide

Electronic Resources Evaluation Form

ACTIVITY 11.4 Professional Development Through MOOCS

PPST Domain Competencies I Want to Work On MOOCS MOOC

1. MOOC Title ______________________________________

Objectives of the MOOC:

Why did you pick this MOOC?

Objectives of the MOOC:

Why did you pick this MOOC?

3. MOOC Title ______________________________________

Objectives of the MOOC:

Why did you pick this MOOC?

SHOW Your Learning Artifacts

LEARNING EPISODE Assessment FOR Learning

ACTIVITY 12.1 Observing Assessment FOR Learning Practices (Formative

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

6. Could an unreasonable number of failures at the end of the term/grading period

SHOW Your Learning Artifacts

Resource Teacher: ________ Teacher’s Signature: _ School: ______