Field Study 1

Activity 8.1
Page 91

Type of Curriculum Where found Description

1. Recommended Curriculum The ministry of education, the It identifies the skills, concepts, and content
(K to 12 Guidelines Commission on Higher that will be emphasized throughout the
Education. learning process. A suggested curriculum,
complete with a list of objectives and a
material sequence that proposes graduation
criteria, is frequently presented to schools as
a policy suggestion
2. Written Curriculum Lesson plan or syllabus The one written by curriculum experts with
(Teacher’s Lesson Plan) written by teachers the help of subject teachers. This kind of
written curriculum needs to be pilot tested or
tried out in sample schools to determine its
effectiveness.
3. Taught Curriculum Implementation of the written A taught curriculum is anything that is being
(Teaching-Learning Process) curriculum taught or done in the classroom. The taught
curriculum is exhibited when professors give
a lecture, commence group work, or urge
pupils to conduct a laboratory experiment
under their supervision.
4. Supported Curriculum Materials that support or help Should enable each learner to achieve real
(Subject textbook) in the implementation of the and lifelong learning
written curriculum
5. Assessed Curriculum) To determine the extent of Series of evaluations are being done by the
(Assessment Process) teaching or tell if the students extent of teaching or if the student is
are progressing progressing.
6. Learning Curriculum What students learned. Learning outcomes can be used to determine
(Achieved Learning how competent students should be at the end
Outcomes) of a class. A learning result can be defined by
what students can do or do in their cognitive,
emotional, or psychomotor domains. The test
results indicate the learning outcome, which
students can achieve through learning
objectives.
7. Hidden Curriculum (Media) This may be partially in what The hidden curriculum refers to the
is not taught inside a school's unexpected or unwanted curriculum that
formal curriculum. plays an essential role in learning. It is made
up of procedures, norms, and values. See the
three-minute video below for further
information.

ANALYZE
Which of the seven types of the curriculum is easy to find?
 The k-12 curriculum is the most recent and has been adopted by DepEd; it is also the easiest to locate
in a school setting when compared to the other curricula.
Which is difficult to observe? Why?
 A curriculum that is hidden because it is the most difficult to observe.
Are all these found in the school setting? How do curricula relate to one another?
  The curricula are organized in such a way that the outcomes build on one another: this ensures that the
students have the skills they need to succeed in the next unit or class.

Page 92

ANALYZE
1. Which of the seven types of curriculums in the school setting is easy to find? Why?
Taught Curriculum – teaching-learning process and the teachers deliver it day by day.
Assessed Curriculum- appears as test and measures performance
Learned Curriculum- achieved learning outcome and it is the curriculum that usually the students learned.

2. Which is difficult to observe? Why?

Hidden curriculum because this is the unintended curriculum, it defines from what the students learn from the
physical environments the policies and the procedures of the school. And it is also expressed to any learning
outcomes that are not expressly designed in any lesson plan.

3. Are they all found in the school setting? How do curricula relate to one another?
Yes, the relationship between curricula to one is highly connected and they both serve to enhance each other.
Like curriculum is the foundation of education and it is what makes education stand out.

Page 94
REFLECT

Major Curriculum Components Key Guide for Observation (Carefully look for the indicators/behavior of the
teacher along with the key points. Write your observation and description in
your notebook.)
A. Planning 1. Borrow the teacher’s lesson plan for the day. What
major parts do you, see? Request a copy for your use.
Answer the following questions:
a. What are the lesson objectives/learning outcomes?
o Identify the different purposes of listening.
o demonstrate the different learning strategies;
o use them based on purpose, familiarity with the topic, and
levels of difficulty of short texts listened too
b.What is included in the subject matter?
o Listening Strategies
c.What procedure or method will the teacher use to implement the plan?
o She uses a teaching-centered approach
d. Will the teacher assess or evaluate the lesson? How will this be done?
o By precise execution of the lesson plan, finding truthful and
trustworthy references on the internet, and by her
confidence.
B. Implementing Now it’s time to observe how the teacher implemented
the prepared lesson plan. Observe closely the procedure.

a.How did the teacher begin the lesson?

o She goes over the daily routines with the students. The
teacher first requested one of the students to lead the
prayer. Then inquired of the monitor about her classmates'
attendance. She then went through the lesson she had
covered the day before.
b. What procedure or steps were followed?
o The Developmental activities follow the Preliminary
activities (daily routines, review, incentive, and greetings).
c.How did the teacher engage the learners?
 o The teacher started with a motivation activity for students as
a warm-up for their background knowledge.

d.Was the teacher a guide at the side?

o Yes
e.Where are the learners on task?/Or were they participating in the
class activity?
o They're both focused on their work and participating in-class
activities.
f.Was the lesson finished within the class period?
o The teacher is 5 minutes in advance to end the class
period.
C. Evaluating /Assessment Did learning occur in the lesson taught? Here you make observations to find
evidence of learning.
a.Were the objectives as learning outcomes achieved?
o Indeed
b.How did the teacher assess/evaluate it?
o Short quizzes are used to assess students.
c.What evidence was shown? Get pieces of evidence?
o The answer sheet of the students

Demonstrating an Understanding of Research-Based Knowledge Principles of

Activity 9.1
Teaching and Learning

OBSERVE (Page 102)

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

Principles of Learning What did the Resource Teacher do to apply the

principle of learning
1. Effective learning begins with the setting of  To present the learning objectives, the teacher
clear and high expectations of learning uses a PowerPoint presentation. She displays
outcomes. videos and various visuals connected to the
subject.
2. Learning is an active process.  Using several learning exercises, the teacher
allowed her students to participate actively in
the discussion
3. Learning is the discovery of personal meaning  The teacher encouraged students to give their
and relevance of ideas. thoughts and ideas regarding the lesson. She
also provides images and videos related to the
subject.
4. Learning is a cooperative and collaborative  The students are motivated by the teacher's
process. Learning is enhanced in an presentation of an animated video on the
atmosphere of cooperation and collaboration. subject. When students are speaking
simultaneously, the teacher tells them that no
one can understand them. After that, they
settle down and resume listening to the
lesson.

ANALYZE (Page 103)

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

Most applied
"Learning is an active process" was the most utilized learning principle today.
While we observed the class, we noticed that the teacher let the students join in the
conversation. She allowed everyone to speak about their ideas and understanding of the
lecture by turning on their microphones. They can apply what they've learned in their
daily lives.
Least applied The least applied was the “Learning is a cooperative and a collaborative process.
Learning is enhanced in an atmosphere of cooperation and collaboration.” Because the
used learning method today is through virtual discussion. Students are learning at home
with the help of their parents or guardians.

Give instances where this/these principle/s could have been applied?

Learning is the discovery of personal meaning and relevance of ideas. Some teachers are too
focused on themselves, and students can't extend their thoughts and ideas in class. The teacher's
expertise in the lesson was the focal point of learning.
REFLECT (Page 103)
From among the principles of learning, which one do you think is the most important?

"Effective learning begins with the setting of clear and high expectations of learning outcomes,” for me
was the most significant learning concept. The teacher should state the objectives to the students at the start
of the lesson. It is for them to know what to discuss and what to expect. It allows them to generate ideas in
their minds and actively participate in the discussion.

Activity 9.2 Identifying Learning Outcomes that are Aligned with Learning Competencies

OBSERVE (Page 104)

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.

(Smart Objectives) Achieved

Learning Outcomes
Yes No Yes No
1. Identify the different purposes of listening. 

2. demonstrate the different learning strategies;  
3. use them based on purpose, familiarity with the
topic, and levels of difficulty of short texts listened too  

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

1. When the teacher asks them to identify the different pupurposesrpose of listening, random students
were able to respond.
2. When they have activities related to the topic, they were able also to answer it base on how they
understand.
3. The teacher presents several photos of writing and they were able to differentiate what type of
listening strategies were applied.
ANALYZE (Page 105)

1. Do SMART objectives make the lesson more focused?

Because everything was planned and arranged, the teacher was able to execute and teach her
lesson effectively. When a teacher uses SMART objectives, the teacher avoids struggling while
teaching and engaging in activities with the students.

REFLECT (Page 105)

Reflect on the

Lessons learned in determining SMART learning outcomes.

As a future teacher, I've learned that implementing SMART learning objectives will help me be more
efficient and productive in my classroom because I was able to provide a good presentation and perform
effectively during my discussions. I can spend my time at school doing anything else or preparing for the next
day's classes. Because the learning objectives are attainable, I was able to assist my students in learning.

Activity 9.3 Distinguishing Between Inductive and Deductive

Methods of Teaching

ANALYZE (Page 107)

1. What are the possible consequences of teaching purely subject matter for mastery and the test?
The consequences of teaching purely subject matter include students studying solely for the
lesson and the examination. They are unable to adapt what they have learned in the classroom to real-
life situations. They're engrossed in the four corners of the room and halt the learning. Because there is
no application of what they have learned, they are likely to forget the lesson.

2. If you were to reteach the classes you observed, would you be teacher-centered or student-centered?
Why?
I would be student-centered if I were to reteach the classes I observed. Because in a student-
centered classroom, students integrate their prior knowledge and experience from the information they
have learned from their teacher and actively participate in the discussion. They can solve the problem
and apply it in real-life situations. And collaborate with the teacher to gain knowledge.

REFLECT (Page 107)

Reflect on Principles of teaching worth applying

As a future teacher, I've learned that varied teaching principles are exceptionally beneficial to both the
teacher and the students. If the teacher understands the concept, they can put it into practice and perform
better when explaining the lesson. They would devise new strategies and activities to encourage students to
participate actively in their studies.

Activity 10.1 Applying the Guiding Principles in the Selection and Use of Strategies

OBSERVE (Page 114)

Observe one class with the use of observation on the sheet for greater focus then analyze my
observations with the help of the guide questions.
 1. The more senses that are involved, the more E.g. Teacher used video to father present her topic
and the better the learning. and give a clearer understanding of the two different
listening strategies.
2. Learning is an active process. The teacher presented various pictures and ask the
students how they were related to the topic.
3. A non-threatening atmosphere enhances To help students identify the difference between the
learning. two listening strategies, she also presented pictures
that will help them clearer.
4. Emotion has the power to increase retention Every time her students performed well and did an
and learning. excellent job in their activity, the teacher praised
them.
5. Good teaching goes beyond the recall of Initially, the teacher presented a variety of photos with
information. names on them. She then shows the students the
exact image without the description and asks them a
question. And review them again before starting a
new lesson.
6. Learning is meaningful when it is connected to The teacher asked the students to draw what they
students’ everyday life. always heard at home or any place where they are
7. An integrated teaching approach is far more The teacher asked the students to generalize the
effective than teaching isolated bits of lesson, and when they appeared to be puzzled, she
information. explained and again give further examples.

ANALYZE (Page 115)

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

There is a method of teaching that is the most effective. The only difference is that the child isn't the
same. They went through a unique and distinct phase when learning a lesson. To teach, you must also be
diligent and patient because it doesn't matter how brilliant your teaching method if a student has a lack of
comprehension in his lessons, you're still not an effective teacher. As a result, teaching methods should differ
based on what students can do and help develop their prior knowledge and skills.

REFLECT (Page 115)

Reflect on this question.

How do we select the appropriate strategy for our lessons?

To determine the appropriate strategy for our lessons, we must first understand and consider the
students' needs. ILOs (Intended Learning Outcomes) or objectives that support their needs and expand their
prior knowledge should be SMART (Specific, Measurable, Attainable, Realistic, and Time-bound). To assist us
in selecting a better and relevant strategy to address their needs, we should acknowledge the guiding
principles in choosing adequate teaching strategies and methods. It's essential to understand the K-12
Curriculum's standard competencies for teaching and learning. We can establish an appropriate strategy to
encourage and motivate learners with our knowledge of the various competencies. We shouldn't just focus on
the four walls of the classroom. Instead, to be effective and efficient in sharing knowledge with our students,
we need to think outside the box or be flexible.

Activity 10.2 Determining Outcome-Based Teaching and Learning

OBSERVE (Page 115)

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? Did he/she share them with the class? How?
 Yes, the teacher explains the learning objectives/intended learning outcomes (ILOs) at the
outset of the class by telling them, as she instructed them to identify the missing letter before
performing the task.

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.
Miss April utilizes a variety of images of different parts of pa aragrapparagraphsescriptions.
More than that, along t withhe discussion she also asks the students to sight different examples based
on the types of paragraphs they are in. The different activities like presenting pictures of paragraphs
and the students will differentiation helps measure how much they learn with the discussion.

3. What assessment task/s did the teacher employ? Is/Are these aligned to the lesson objectives/ILOs?
Miss April chose a multiple-choice activity from their book for her assessment task. But, before
completing the assessment, she presented another example and asked them to identify which part of
the house the picture depicted.

ANALYZE (Page 116)

1. What are your thoughts about Outcome-Based Teaching and Learning (OBTL)?
Outcome-Based Teaching and Learning (OBTL) is a student-centered method that focuses on
the intended learning outcomes (ILOs), teaching-learning activities (TLAs), and assessment tasks (ATs)
that must be obtained as a result of the lesson. The teaching-learning activities were designed to assist
students in achieving the desired learning goals. The teacher was able to determine whether the ILOs
were met through assessment tasks. Students will be able to progress and improve as a result of this.

REFLECT (Page 116)

Reflect on the use of OBTL.

Outcome-Based Teaching and Learning are utilized to determine the students' goals and performance.
The intended learning outcomes for the students to achieve at the end of the lesson are designed by the
teacher. The teacher will determine the teaching-learning activities she will deliver to achieve the set objectives
using OBTL. She'll also tell whether her ILOs achieved at the end of the course through assessment tasks.
With the recommendations supplied by DepEd, CHED, TESDA, and other professional organizations, OBTL
also assists teachers in understanding the standard learning and competencies for students.

Activity 10.3 Applying Effective Questioning Techniques

OBSERVE (Page 116)

Observe a class activity. You shall focus on the questions that Resource Teacher asks during the classroom
discussion. Write the questions raised and identify the level of questioning.

Types of Question Examples Questions that the Resource Teacher Asked

1. Factual / Convergent  Do you know what is a paragraph?
Closed / Low level  How many sentences are there in a paragraph
2. Divergent / Higher-  What are the three elements of a paragraph?
order / Open-ended /  When can we say that the text or paragraph is; descriptive, narrative,
Conceptual persuasive and expository?

a. Evaluation  Which part of the paragraph is indented?

  Did you enjoy our lesson today?
b. Inference  Is this an example of narrative?
c. Comparison  What is the difference between descriptive, narrative, persuasive and
expository?
d. Application  Which of these pictures is narrating a story?
e. Problem-solving  Which type of paragraph, represents this picture?
3. Affective  What if you are trying to convince a person, what type of paragraph
are you going to apply?

ANALYZE (Page 117)

1. Neil Postman once said: “Children go to school as question marks and leave school as periods!” Does
this have something to do with the type of questions that teachers ask and the questioning and reacting
techniques that they employ?
As Neil Postman puts it, "children go to school as question marks and leave school as periods.
“The students are unaware of what is being on behind them. But the teacher can assist them in
deepening and enhancing their prior knowledge. Their mental questions have been answered, and the
discourse ends with a period. The teacher's questions affect whether the students understand the
lesson or not. They ask inquiries to make them understand what they don't understand. They all came
to school with limited knowledge and were left with a far broader understanding.

REFLECT (Page 117)

Reflect on

The importance of using various reacting techniques

I've learned that it's vital for teachers to ask their students questions and react or answer appropriately.
The teacher should explain the answer(s) concisely, or if they still don't understand the question, they should
ask it again until they do. It is also essential that the teacher compliments the students to motivate and
encourage them to participate actively in the discussion. I also learned that encouraging them through non-
verbal behavior is not a good strategy and criticized their response. It is necessary to correct in such a way that
they will not be ashamed.

SHOW Your Learning Artifacts (Page 118)

Show proofs of learning that you were able to gain in this Episode by interviewing at least two teachers
on their thoughts on OBTL.

Miss. April

My thoughts on the OBTL, it is nice because it is logical and also effective when it comes to Studland
also teachers. I like it because it focuses on the outcome which is what I need to see especially in teaching
high school. In traditional teaching mostly, the teachers will ask questions like what's the topic or what's the
content but on the other hand in OBTL teachers, ask questions like how or what activities should I use to
achieve the best outcome or my goal for this lesson.

Activity 11.1 Visiting the Learning Resource Center

Page 129
Name of the Center Observed: HOLY ROSARY CATHOLIC SCHOOL
Date of Observation: OCTOBER 27, 2021
Name of Observer: Bodanio, Daisel
Course / Year / School: BESED- IV

List of Available Resources

Available Learning Characteristics and Teaching Approaches where
Resources Unique Capabilities the
(Enumerate in bullet form) Resources is Most Useful
1. Print Resources  It assists the teacher in  The teacher can use
 Books planning the lesson and utilized time preparing
 Modules determining the topic to other activities because
 be discussed with the the topics and some
students. activities were in the
 It also aids students in printed resources.
better understanding Students can access it
the lecture by providing at any time when they
a reference to the topic need to recall
and developing their information or a lecture.
reading skills.
2. Audio Resources  The audio resources  It allows the teacher to
 Speakers are powerful tools for deliver her lecture to
 Lapel teachers to discuss the the students loud and
 Headset lesson, particularly in a clear, especially today
large or noisy class. that we are in a virtual
classroom,
3. Non-electronic  Non-electronic Visual  It's a valuable tool for
Visual Resources Resources are the teachers to employ
 Whiteboard and marker classic teaching whenever discussing
 Pictures resources typically lessons. Additionally,
 Toys (balls, plastic fruits, found in a classroom an essential tool for
and vegetables) and used by the teacher articulating the
to teach their students. discussion.
4. ICT Resources  ICT Resources are  It assists the teacher in
 Computer/Laptop powerful tools that turning a passive
 Videos assist teachers in better lesson into a more
 PowerPoint Presentation managing their time and active one. The
facilitating more efficient students can view and
and effective discussion listen to a lively
using the internet, animated presentation
PowerPoint, and video that encourages them
presentation. to participate.
Impression about the LRC:
 The Learning Resource Center is essential in assisting teachers in delivering lessons to students
because it motivates students to learn, the class becomes more interactive. They include video and
PowerPoint presentations in the class using a variety of approaches, as most teachers do in their virtual
classrooms today. Students can watch, listen, and engage in the discussion using these tools. Students
at Holy Rosary Catholic School have access to different types of LRCs. They have ICT rooms, a library,
and an E-Library that can be accessed via the internet and provides print and non-print learning
resources to deliver learning despite the pandemic.

Name and Signature of Observer:

___________________________
BODANIO, DAISEL L.
Name and Signature of the Learning Resource Center In-charge:

ICT Competency Standards for Teachers (CHED Teacher Education Programs (2017):

ANALYZE (Page 130)

Are the learning resources/materials arranged properly according to their functions and characteristics?
Yes, the learning resources/materials are organized based on their functions and characteristics.
Because the learning resources/materials are sorted and well-arranged according to their functions and
characteristics, students and teachers may readily access them. In school, they can acquire materials they
need for the lesson, homework, or projects.

Do the guideline and procedures facilities easy access to the materials by the teachers? Why? Why not?
The guidelines and procedures facilities allow quick access to the materials needed by the teacher,
such as the projector and speaker. When they borrow resources from the library, they must fill out a form that
specifies the borrower and returns dates. The library staff may then track when the material needs to be
retrieved and who has borrowed it.

What are the strengths of this Learning Resource Center?

The Learning Resource Center's strengths are that it encourages students to study. They have access
to the materials they need for their homework or project. It attracts students because of the materials available,
which include computers for their research project or subject and as well as magazines and books for further
information on the lessons. They, too, have facilities that can cater to teachers and students, just like Holy
Rosary does. Each major has a simulation room where they can see their major's actual classroom. Each
classroom has themed on a different major, and like BSED, we had our simulation room with photos, charts, a
bulletin board, and other kindergarten-related items.

What are its weaknesses?

The Learning Resource Center's flaws are that it cannot accommodate all students when their volume
is high. And those other students frequently overstay their visit, preventing others from using it when they are
needed.

What suggestions can you make?

Holy Rosary and its learning facilities are well-organized, well-ventilated, and clean when it comes to
organization. But, if I may suggest, I'd like them to keep an eye on the students who overstay their time and
aren't doing any good inside because it makes it difficult for other students to stay and study their lessons.

REFLECT (131)

1. Which of the materials in the Learning Resource Center caught your interest the most? Why?
The computers in the Learning Resource Center were the materials in the Learning Resource
Center that caught my interest the most because I utilized them often in my research for projects and
lessons.

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

I am confident in my ability to use or operate devices/materials a print, non-print, audio, and ICT
resources. A projector and a phone, like a laptop, were devices with which I was previously familiar. I
could use my laptop with the projector or speaker to report or demonstrate during our face-to-face
lecture. For my crafts and school activities, I've also used Carolina or colorful sheets.

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

Using the SMART TV on my demonstration teaching was one of the things I felt I needed to
learn more. Because it's new to me and I've never tried it before, and because we only have a flat-
 screen TV at home. I first noticed it on my classmate's SMART TV, which she uses for her
demonstration teaching.

Activity 11.2 Observing Technology Integration in the Classroom

OBSERVE (Page 132)

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

Class Observation Guide

Read the following questions and instructions carefully before you observe.

1. What is the lesson about?

2. What visual aids/materials/learning resources are the teacher using?
3. Observe and take notes on how the teacher presents/uses the learning resources.
4. Closely observe the learners; respond 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 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: _OCTOBER 25, 2021__________________________________________________

School: HOLY ROSARY CATHOLIC SCHOOL_____________________________________ _
Subject: _ENGLISH____________________ Topic: What is Paragraph and the types of of it_______
Grade/Year Level: Grade 7________________________________________________________

October 25, 2021, the lesson was what is paragraph and its type. She asks the students if they are
familiar with paragraphs, some said yes and some others said no. before proceeding to the topic she first gives
a graph activity to activate their prior knowledge. They were shown a picture and its students will contribute
one word until they can form a short paragraph. Good thing all students were able to enter what is the sense of
the activity and later on they recognized that their proceeding topic was about a pa.

The students in her class are indeed responsive to Miss April as I have observed in their class. They
watch and listen to the video presentation while singing along. Because of the animated video their teacher
presented, you will notice that they are engaged in the lesson. When the teacher asks them questions
regarding the lesson, they are actively participating. They each share their own story about each part and how
essential it is to them.
ANALYZE (Page 133)

UTILIZATION OF TEACHING AIDS FORM

Grade or Year Level of Class Observed: GRADE 7

Date of Observation: OCTOBER 27, 2021

Subject Matter: ENGLISH

Brief Description of Teaching Approach Used by the Teacher: The teacher employs an inductive approach.
She starts with a video presentation and then shares her thoughts on the subject. The teacher allows students
to develop meaning for them and engages them in the teaching-learning process. Until the very end, the
students stay actively involved in the class discussion.

Teaching Aids Used Strengths Weaknesses Appropriateness of the

(Enumerate in Teaching Aids Used
Bullet form)
 Computer/Laptop The computer/laptop If there is a power Because we are
was one of today's most outage and the battery is learning-teaching online,
widely used educational low, this tool will not using a computer/laptop
tools. Teachers benefit work. Teachers will be is quite relevant in
enormously from the unable to deliver her today's way of teaching.
virtual teaching lesson as a result of this. This technology assists
technique since it allows Furthermore, if a teacher teachers in more
them to deliver their is unfamiliar with this effectively delivering their
lessons more effectively. technology, they will be lessons, specifically
unable to complete tasks when they are computer
that they need to proficient and can link it
complete, such as with PowerPoint
conducting an online presentations, Google
class. Meet, and Google
Classroom.
 Videos The use of videos Students may become Videos are very effective
enhances the interactive bored and uninterested in the classroom today,
nature of the discussion. in learning or discussion especially with children
It encourages students if the video presented is in nurseries and
to pay attention, not interactive and kindergartens who have
especially if the video engaging. a limited attention span.
appeals to them. When a video catches
Students can sing and their attention, students
dance along to the like them love to listen
music. and interact. It
encourages children to
participate
enthusiastically,
especially when the
video is relevant to the
topic. The lesson is
simple for them to
comprehend.
 Paint application Today, most teachers In the paint application, Using paint application is
use it as a whiteboard. writing or drawing with an alternative tool for a
Students in kindergarten the mouse is quite hard. blackboard. It helps the
and nurseries can learn And additionally, teacher continue
how to write the correct because writing letters teaching students to
letters and numbers from or figures necessitates a write the letters,
the teacher. Because firm grasp or control. numbers, and symbols
they are teaching correctly.
virtually, they are unable
to utilize a blackboard or
chalk.
 Headphone While presenting the Because of the static, The usage of
lesson, headphones help the use of headphones headphones allows the
the teacher's voice be can be harsh to hear. teacher to convey the
clearer and more lecture more effectively,
pleasant to listen to and pleasantly, and clearly.
 understand.
 PowerPoint Because the teacher can When the theme is Because the lecture is
Presentation utilize varied themes and unappealing, students delivered online, a
animations visually may be unwilling to look PowerPoint presentation
pleasing, the PowerPoint at or listen to the is appropriate. She can
Presentation makes the presentation. When present her discussion
discussion more there are too many by sharing her screen in
fascinating. To slides, students may their Google Meeting.
encourage students to become disinterested in The teacher can include
participate in the lesson, the lesson itself. all of the lesson's
the teacher includes information in it. She can
photos, audio, and also attach photos,
videos in her audio, and video to make
presentation. the discussion more
interactive and engaging.
 Textbooks It assists students in Its weakness is when The use of textbooks is
broadening their the teacher fails to still appropriate. Because
knowledge while also incorporate and of the standards and
guiding the teacher in integrate it into the competencies included, it
her lesson. lesson. Furthermore, serves as a guide for
students nowadays do teachers. It is still
not read books. They relevant because various
prepare to search the tasks are provided for
internet or Google for students to answer and
information for their become acquainted with
assignments. the lesson.
 Whiteboards and Most students and When the marker ran out Using whiteboards and
markers teachers use it as a of ink, the students had markers is appropriate
chalkboard to write or to improvise with paper since we cannot use a
respond to the activity and crayons to respond chalkboard in discussing
during their Google during the Google and responding to the
Meeting. Meeting. lesson.
 Pictures The discussion is When the image is blurry Using pictures in a class
enhanced more and unclear, students is suitable since it allows
interesting by the use of may find it hard to students to visualize
images. During virtual understand what the what the teacher
meetings, the students teacher is presenting. presents them. It adds to
can visualize something the discussion's attention
that isn't observable to and engagement.
them.

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?
Because the teaching method is online, the teacher's level of technology integration that we observed
and operated was the entry. The teacher employs technology to provide students with curriculum context. The
technology is used to drill and practice the students, as well as computer-based instruction.

Based on the Technology Matrix, what is the characteristic of the learning environment in the class that you
observed? Point your observations that justify your answer.
The characteristic of the learning environment in the class that I observed was active. Instead of
passively receiving knowledge from technology, the students are actively involved in using it as a tool.
Students also use technology for drill and practice as well as computer-based training.
Overall, where are the learning resources used effectively? Why? Why not? Give your suggestions.
Yes, the learning resources used were effective. When the teacher showed videos and utilized a
PowerPoint presentation with graphics of the topic, the students were engaged and actively participated. When
the students have two to three consecutive lessons on a day, they request that the teacher play some of their
favorite videos, such as the chicken dance song, to re-energize them.

REFLECT (Page 134)

1. Put your place in 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 to replace the teacher we observed, I would most likely do the same strategy in
teaching the same lesson to students and additionally, because I noticed that when the teacher played
videos and energizers for the students, they were interested and participated. They express their
thoughts and ideas regarding the lesson while smiling and enjoying their activities. The teacher we
observed is pleasant and diligent about her profession. She employs a variety of strategies to capture
her students' interests. She also dances and sings with them.

Activity 11.3 Exploring Education 4.0

OBSERVE (Page 135)

Class Observation Guide

Read the following statements carefully before you observe.

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

The lesson is about types of analogy. The teacher’s objectives are to understand how analogies are
used and to make comparisons between the concepts and complete analogies.

2. Note the important concepts that the teacher is emphasizing. The teacher emphasizes that Analogy is
simply a comparison between two things. In this way, it is similar to the simile and metaphor. We use
analogies all the time informally. In conversation, when you compare one situation to another, you’re
using an analogy. ‘Life is like a box of chocolates is a simile that also compares analogous ideas–the
uncertainty and variety in life experiences with the same in a box of chocolates.

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

The skill that the teacher is developing in the learners is attentiveness. Additionally, to be efficient in
English, critical thinker, and ICT skilled.

ANALYZE (Page 136)

Analyzing the information, you got from the class, surf the internet to select electronic resources,
including OERs, social networking sites, and apps with virtual or augmented reality that will be useful in
teaching the same lesson. Evaluate the resources you found, using the set of criteria discussed in the Revisit
the Learning Essentials part of this Episode. Use the form below to note your analysis and evaluation.

Electronic Resources Evaluation Form

Grade/Year level Grade 7

Subject Matter/Topic English- Analogy

(Based on the class you observed)
Lesson Objectives/Learning Outcomes 1. Understand how Analogies are used
2. Make a comparison between concepts and
complete analogies
Name Describe the electronic resource Put a check if the resource Describe
and Type (include author/ publisher/ source). satisfies the criterion how you
of can use
Electronic it if you
Resource were to
teach in
the class
observe
d.
Accura Appropri Cle Comple Motivati Organiz
te ate ar te ng ed
YouTube: Link:      
I can
Song https://www.youtube.com/watch?
utilize
related to v=gUSJeivdEH8
the
analogy
video to
help
students
learn
images
associat
YouTube: https://www.youtube.com/watch?      
ed with
Analogy v=Q_6RUErJLZ8
an
interactiv
analogy
e quiz
game

Download This free printable worksheet in a form      

ed of a journal will help students to further I can
Workshe learn the lessons. use
ets Link: https://free4classrooms.com/free- these
beginning-sounds-worksheet-letter-r/ interactiv
e pages
to aid in
the
learning
of
concepts
and
analogy

Aside
from the
tasks in
their
textbook
, I can
 use this
workshe
et to
assess
the
students'

REFLECT (Page 137)

1. Describe your experience in surfing the internet for appropriate electronic resources for the class? What
made it easy? Difficult?
It was easy to search on the internet because there are numerous sources available when you
browse. It's entertaining because you'll find a variety of websites that can assist you with the topic you'd
like to discuss. All related topics show, making it easier to find the lesson you're looking for. It's tricky
since not all of them are relevant to the subject, but it appears that they are, which leaves you
confused.

2. How did you choose which electronic resources to include here? What did you consider? Explain.
Which of the new trends in Education 4.0 would you like to explore more for your work as a teacher?
Why?
I consider the learning objectives when choosing which electronic resources to include in the
lesson because they are essential to achieving by the end of the lecture. The resources must be
accurate, relevant, clear, complete, and organized to engage students to participate. As a future
teacher, I must evaluate what will make the discussion more informative and achieve the teaching-
learning objectives. The news trends in Education 4.0 I like to explore more as a future teacher is
coding which is a skill necessary to create computer software, apps, and websites. I have an
associate's degree in computer science and information technology. But I never had the opportunity to
practice the program, and now I need to learn it again to improve my teaching skills and resources to
meet the teaching-learning objectives.

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?
I can create engaging presentations, digital quizzes, and infographics, and posters. I like to
keep working on the three (3) skills to improve my ability to use education 4.0 materials. And I'd like to
gain more skills to better my teaching skills and become a more successful teacher who is equipped to
meet the needs of 21st-century students and build 21st-century skills in them.

SHOW Your Learning Artifacts (Page 144)

1. Include here pictures/illustrations of the materials used by the teacher. Put your comment/s annotations
about what you observed.
The teacher asks every student to give an example of analogy based on their daily activity at home
aside from the online classes that they are doing.

2. Visit www.teachnology.com or other resource websites. Print useful instructional materials (worksheets,
visual aids, flashcards, rubrics, etc.) and include them here. Indicate how they might be useful
considering your major or area of specification.

These worksheets are from abbythepup.com, and they will enable me to assess my students'
understanding of the lesson.

3. Visit www.edudemic.com/50-educationtechnology-tools-every-teacher-should-know-about/

Explore and enjoy the fantastic education tools. Try them out. Describe what you discovered
and share how these tools can be helpful to you as a teacher.
 We cannot access the website; our solution would be searching online 50 different education
technology tools.

Social Learning

These essential edtech tools use the power of social media to help students learn and teachers
connect.
1. Flipgrid

Create video prompts and discussion forums where students can pose, respond to, and
comment on other students’ video responses

2. Kahoot

You’ve likely heard of this formative assessment tool that engages students in live competition.
Kahoot grants teachers access to a content library of thousands of formative assessments on
topics ranging from STEM and robotics, SEL, space, civics, and Disney (for when the students
are clamoring for a brain break).

3. Peergrade

Incentivize students to deliver and apply constructive feedback from students in their class. The
teacher creates an assignment and rubric and students submit their work in text, file, video, link,
or Google Doc form. Next, students can provide anonymous feedback using the rubric. Students
can then access their feedback and ask follow-up questions. All the while, the teacher has a
complete overview of the entire process.

4. AllSides

AllSides aims to build a stronger democratic society by providing balanced news articles,
diverse perspectives, and authentic discussion. The site categorizes content according to news
from the ‘left,’ ‘right,’ and ‘center’ of the American political spectrum.

5. Padlet

Padlet is a collaborative learning app where teachers can create discussion forums, idea
boards, timelines, maps, and portfolios. The digital board updates in real-time as students
contribute thoughts, ideas, and questions.

6. ClassDojo

Used by 95% of U.S. schools, ClassDojo is one of the best essential tech tools for building
strong and connected classroom communities. Teachers can reinforce students’ positive skills,
values, or attributes (like sharing, showing integrity, or supporting a peer). They can engage
parents by sharing photos and videos of positive classroom moments.

7. Gimkit

Gimkit is a classroom game-show platform where students can compete by answering

questions on their laptops or phones. Games are called ‘kits’ — teachers can create their own,
borrow from other teachers, or import existing quizzes from Quizlet.
8. Edmodo

Teachers and students can take advantage of this essential tech tool, as it offers a Facebook-
like environment where classes can connect online.
9. Skype

Skype can be a great tool for keeping in touch with other educators or even attending meetings
online. Even cooler, it can help teachers to connect with other classrooms, even those in other
countries.

10. Pinterest

You can pin just about any image you find interesting on this site, but many teachers are using it
as a place to collect great lesson plans, projects, and inspirational materials.

11. Schoology

Through this social site, teachers can manage lessons, engage students, share content, and
connect with other educators.

12. Quora

While Quora is used for a wide range of purposes, it can be a great tool for educators. It can be
used to connect with other professionals or to engage students in discussion after class.

13. ePals

One of the coolest benefits of the Web is being able to connect with anyone, anywhere. ePals
does just that, but focuses on students, helping them to learn languages and understand
cultures different from their own.

Learning Content

These essential edtech tools can help you to make lessons fun, interesting, and more effective.

14. Prodigy

Motivate learners and differentiate math content with Prodigy — an adaptive gamified learning
platform for students in grades 1-8.

15. NoRedInk

Assign authentic assessments, adaptive practice, and high-interest content to help students
grow as readers and writers. The NoRedInk curriculum library includes lessons on parts of
speech, commonly confused words, citations and plagiarism, and organization, to name a few.

16. CommonLit

Over 75,000 schools use Common LIt, which allows educators to filter through an expansive
library of content based on grade level, content type, Lexile range, genre, theme, literary device,
language, or standard. Assign formative assessments or questions meant to prompt reflection
and discussion.

17. Newsela

Newsela publishes up-to-date articles on a range of topics — the coolest thing about this tool is
that it allows teachers to differentiate a news article based on a student’s Lexile level. Content is
also categorized according to its subject-specific standard.
18. Code.org

This nonprofit platform grants access to curated resources designed to help students learn how
to code. Students can access coursework on their own and progress through more difficult
lessons on block-based coding tools and written code.

19. IXL

Used by over 12 million students, IXL provides a comprehensive K-12 curriculum in

mathematics, language arts, science, social studies, and Spanish. Educators can access
analytics, make recommendations, conduct real-time diagnostics, and grant awards for student
performance.

20. GeoGebra

GeoGebra offers free online tools for lesson activities, graphics, geometry, and collaborating
whiteboard use.

21. Quizizz

Discover and design gamified formative assessments and interactive lessons to engage
students in any content area and grade level.

22. Formative

View student work in real-time, provide feedback, track student growth, and collaborate with
other teachers all in one platform.

23. Floop

Provide student feedback through drag-and-drop comment banks and feedback anchored to
specific locations on student work. Empower students to provide constructive feedback through
guided peer review sessions. Scaffold prompts to differentiate among learners. Provide prompts
to encourage students metacognitively.

24. SplashLearn

SplashLearn lets teachers differentiate instruction through assessing gaps in learning and
grouping students. Create personalized learning plans for students and gain insights into class
progress.

25. Google Lens

Translate text in live time, look up word meanings, schedule events to your calendar, make
phone calls, identify plants and animals, get help on math homework — is there anything this
app doesn’t do?

26. Whiteboard. fi

A Kahoot company, Whiteboard. fi is a free online whiteboard tool where teachers can ask
questions, wait for student responses to appear, and assess learning in real-time.
27. EducationCity
EducationCity specializes in instructional resources for elementary school students. Teachers
can access curriculum-mapped content and rigorous assessments with measurable outcomes
to support student progression.

28. FunBrain

If you’re looking for a great collection of educational games, look no further than FunBrain. On it,
teachers can take advantage of fun tools for math and reading.

Lesson Planning and Tools

Use these essential tech tools to pull together great lessons and design amazing and
memorable student projects.

29. Canvas

Canvas is the ultimate learning management system. Upload curriculum, integrate your favorite
education apps and differentiate assessment, track student progress, and access teacher-
generated curriculum using this brilliant platform.

30. HyperDocs

Build or borrow digital lesson plans called HyperDocs, which are essentially a lesson embedded
in a 1-page document that includes links to outside content and assessments.

31. Google Sites

Build a website to host files, links, lesson plans, discussion forums, and other important course
information. We love the idea of using Sites to create a digital binder template that students can
reproduce and personalize for remote learning use.

32. Google Forms

Create and share surveys and formative assessments easily with Google Forms. Teachers can
export responses to an Excel spreadsheet to conduct item analyses and gain insights on
student learning and preferences.

33. Teachers Pay Teachers

Have great lessons to share? Looking for something to add to your classes? On this site you
can do both, selling your class materials and buying high-quality resources from other teachers.

34. Prezi

Want to build presentations that will wow your students? Make use of this online tool that makes
it simple to do all kinds of cool things with your lessons, even allowing collaboration between
teachers.

35. Quizlet

Quizlet makes it easy for teachers to create study tools for students, especially flashcards that
can make memorizing important information a snap.

36. YouTube
Not all schools allow YouTube, but they are missing out as the site contains a wealth of great
learning materials for the classroom.

37. TED-Ed

TED isn’t just a great place to find inspiration anymore, the site also contains numerous videos
that are organized by subject and can help you to teach everything from how pain relievers work
to Shakespearean insults.

Useful Tools

These essential edtech tools can help you to stay connected, organized, and increase the ease
of building multimedia lessons and learning tools.

38. Google Voice

When you sign up for Google Voice, you are assigned a random phone number that will show
up when you call parents. This is an essential edtech tool for teachers who don’t want to stay at
school to conduct their parent phone calls, but who also want to maintain appropriate
communication boundaries with parents or students. Text and voicemail features are included.

39. Zoom

Stream live video lessons using Zoom, an excellent remote learning tool. Zoom includes chat
forums, unique background (to ensure privacy), and breakout room functioning. Schedule
meetings ahead of time and restrict access to certain attendees.

40. iMovie

Generate compelling video content — with audio, text, and narration — using iMovie. Share and
export completed projects to YouTube or download them as MP4 files.

41. Canva

Canva is the ultimate design tool — choose from a massive library of templates, elements, text,
audio, and animation files to create virtually any document you want! From class newsletters to
infographics to invitations and announcements, Canva is your go-to tool for creating enticing
visuals.

42. QR Code Generator

Create a custom QR code for free and fast by inputting a URL, MP3, image, PDF, or social
media post. Add QR codes easily to business cards, flyers, brochures — among countless other
innovations, teachers have used QR codes in hyperdocs, as bathroom passes, and for checks
for understanding.

43. Grammarly

Compose clear, concise, and error-free writing content with a virtual, AI-powered, free writing
assistant extension on Google Chrome.

44. Adobe Scan

Scan, share, and upload physical documents into PDF format with the click of a button.
 45. Twitter

There are so many ways Twitter can be used in education. Teachers can connect with other
educators, take part in chats, share their ideas, or even use them in the classroom to reach out
to students.

46. Google for Education

Google offers several great edtech resources for teachers, including email and collaborative
apps, videos, lesson plan search, professional development, and even educational grants.

47. Dropbox

Easily store, share, and access any kind of data from anywhere with the easy-to-use and free
Dropbox service.

48. Minecraft Education Edition

Minecraft: Education Edition is an engaging learning tool that hosts learning content and
curriculum guides across subjects, includes features and tutorials to support teachers, allows
collaboration in a gamified, secure environment, and integrates with Windows, Mac,
Chromebook, and iPad.

49. Google Earth

From geography projects to learning about geological processes, Google Earth can be an
amazing and fast way to show students anywhere in the world.

50. SlideShare

With SlideShare, you can upload your presentations, documents, and videos and share them
with students and colleagues. Even better, you can take advantage of materials that others
have uploaded as well.

I learned that there are a variety of educational resources available on the internet. Each
website has its own set of features, some of which are essential tools that will aid me in the future and
can integrate into the class. The majority of the materials have various categories from which to
choose. Their site, like Education.com, includes an organized feature for teachers that cover grades to
topics or subjects. They only need to click the link for the grade levels, subject, and topic they want to
discuss. There are worksheets, online games, and other instructional tools available. There is also a
link to the lesson on abbythepup.com, which provides several worksheets for preschoolers.

References:

https://www.teachthought.com/technology/essential-edtech-tools/
https://smartinwi.com/050-tech-tools-and-tips

4. Visit edtechteacher.org. This is a treasure box for you. Explore and share what you learned.

In this pandemic, I've realized that edtechteacher.org assists teachers, students, and schools by
providing various webinars and tools via blogs because it is a global association of teachers. It
understands the circumstances that most teachers are in right now. They form ties with educators to
assist and improve student learning experiences using emerging technology and novel classroom
instruction approaches. They focus on providing self-paced courses that teach teachers to use Google
for EDU tools and resources. To create virtual tours and experiences, as well as lessons that highlight
 core features and skills for creating, editing, and sharing Google Slides presentations, and much more
to help teachers become more skilled in teaching and create an interactive virtual classroom.

5. Paste an article about an example of a technology gadget/material that you want to learn more about.
How can this gadget/material be useful in instruction/teaching?

These tools are essential because they connect learners to develop and learn from one
another as technology advances. It contributes to their social and academic
development. Children can learn by playing with smart tables. They collaborate in small
groups to improve 21st-century skills like communication and leadership. Smart-boards
work similarly to whiteboards in that they can write on with actual or digital markers.
Smart-boards then go above and beyond their whiteboard forerunners by recording
what they wrote or turning a digital marker line into a tangible visual element.
Link: https://www.globalcitizen.org/en/content/8-high-tech-gadgets-that-are-making-
classrooms-sma/

Activity 12.1 Observing Assessment FOR Learning Practices (Formative Assessment)

OBSERVE (Page 147-149)

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

What Teacher Said Tally Total

 Do you know what is 1 1
Analogy?
 What do you think is this 1 1
one?
 What do you see in the 1 1
sentence?
 What do you see similar? 1 1
 What makes it an analogy?
 What do you see different? 1 1
 Is this an analogy
1 1
 Do you how to make an
 analogy?
1 1
1 1

What Teacher Did Tally Total

 The teacher showed each 1 1
different sentence containing
an analogy. 1 1
 The teacher showed the
picture of analogy and not
analogy. 1 1
 After the students answered
her question, she mentioned
also how important analogy
is. 1 1
 The teacher showed the
picture of a distorted Analogy.
 She presents the picture of 1 1
the correct analogy.
 The teacher showed the p 1 1
description of Analogy
 Teacher showed other types
1 1
of analogy.
 The teacher let the students
share their thoughts.
1 1

2. Did the teacher ask the class “Did you understand”? If she said, what was the class’ response?
Yes. The response of the class was yes, they did understand the lesson.

3. Did the students make the teacher feel or sense they did not understand the lesson or a part of the
lesson? How?
The students give the impression to the teacher that they do not understand the lesson or part
through their facial expressions. When the teacher assigns tasks after the class, some students can
write the answers on their whiteboards. You may observe that they are not performing the activity or
are simply standing around with their whiteboards.

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

If they did, the teacher re-explains the topic and encourages them by playing a video to
energize them. "Kuya or Ate, it is okay," the teacher assures them. You can go through it again or finish
it later."

5. Were the students given the opportunity to ask questions for clarification? How was this done?
I didn't notice the students asking clarifying questions as I was observing because they were so
engrossed in the conversation. They are capable of completing tasks before the teacher asks them to.
The students at the age of four to six are amazing young people who can do different activities,
including reading. They are fluent in English and can understand phrases and sentences.
6. If she found out that her/his lesson was not clearly understood, what did the teacher do? Did you
observe any of these activities? Please check.
______Peer tutoring (Tutors were assigned by the 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: When it comes to their Reading subject, the teacher gives several examples of
the lesson or repeats the pronunciation or sounds of the letter she discussed.

7. If she engaged /herself in re-teaching, how did she do it? Did he/she use the same teaching strategy?
Describe.
She utilizes a different PowerPoint presentation but the same video presentation if she re-
teaches or reviews the same lesson.

8. While re-teaching by himself/herself and /or with other students-turned tutors, did the teacher check on
students’ progress?
Yes.
If yes, how?
To monitor the students' progress, the teacher constantly questions them about the lesson of
the preceding discussion. And if they are still confused, the teacher explains and guides them through
the lecture. She goes through them again before beginning a new lesson.

ANALYZE (Page 149-150)

1. Why should a teacher find out if students understand the lesson while teaching is in progress?
While teaching, a teacher should check to see if the students understand the material because
she has to make sure that they are learning it and their needs are being met. She also needs to know if
they grasp the lesson for her to modify it or use other strategies or materials to assist them in better
understanding the discussion.

It is not better to do a once-and-for-all assessment after the entire lesson?

Yes, a once-and-for-all evaluation at the end of the class is not preferable because it does not
ensure that all students comprehend the material and answer the assessment. The formative
assessment must perform and conducted during the learning process to see if any questions need to
answer. Or if any points need to clarify regarding the topic. The summative assessment will only serve
to support the students' learning.

2. Why is it not enough for a teacher to ask “Did you understand, class?” when he/she intends to check on
learners’ progress?
"Did you understand class?" is not enough for a teacher to ask, “Because this will not assure
that the students understand the lesson entirely. Some people may respond yes to get the lecture over,
but they haven't absorbed the topic. Some people are afraid to ask questions or to be judged by others.

3. Should teachers record results of formative assessment for grading purposes? Why or why not?
Formative assessment should not be recorded for grading purposes. Because it serves as a
pre-assessment to know the teacher that the students understand the lesson and guide for them to
determine a better summative assessment.

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

According to my observations, the formative assessment approach that succeeded was asking
students frequent questions about the topic and using their whiteboard and markers to draw or write
letters. With this method, the teacher can determine the students' prior knowledge and how to improve
it.

5. For formative assessment, why is peer tutoring in class sometimes seen to be more effective than the
teacher himself/herself doing the re-teaching or tutoring?
Peer tutoring in the classroom is more effective than teacher re-teaching or tutoring because the
peer explains the topic based on his understanding and uses words that other students can
comprehend.
 6. Could an unreasonable number of failures at the end of the term/grading period be attributed to the
non-application of formative assessment? Why or why not?
Because the formative assessment allows the teacher to determine whether or not the students
comprehended the lesson, a waste of time and effort to talk, believing that everything was clear, only to
discover that they did not understand all you presented them. And you'll have to re-teach the entire
lesson to them. As a teacher, we should constantly ask them. To know that everything we teach is clear
and understood.

REFLECT (Page 150)

 Formative assessment is tasting the soup while cooking. Reflect on this and write your
reflections.
Formative assessment is comparable to tasting soup while cooking. The teacher
assesses whether the strategy and activities he is implementing are effective until she confirms
that the student surely understands the lesson at the end of the discussion. Formative
assessment was a game of trial and error to see if the students were ready for a summative
assessment or if they were already cooked and ready to eat, or if they were confident to face a
new lesson after the formative assessment.

 Should you record the results of the formative assessment? Why or why not?
I should not record formative assessment results since they will act as a reference for
me in ensuring that the students grasp the topic and will help me modify any strategies or tools I
utilized throughout the discussion.

SHOW Your Learning Artifacts (Page 151)

1. My Accomplished Observation-Sheet
I observed grade seven on October 18, 2021. The students' lesson that day was Polite
Expressions, which included phrases like "Thank you," "May I," "Excuse me," and "I'm sorry." Before
the teacher delivered her lecture, she played an interactive video to engage and stimulate the kids. As
part of her formative assessment, the teacher presents them with various scenarios and asks them how
they respond. She delivers the lesson and the Polite Expressions using a PowerPoint presentation. For
students to understand how to use Polite Expressions, each expression includes a different example
circumstance. She also showed an animated video to contribute to the discussion. She halted the video
and asked the students what the appropriate expression for the circumstance would be, then resumed
the presentation. She constantly checked in with them to see if they understood the lesson and
remembered how to use the correct term in various situations.

2. My Analysis
A teacher should check to see if the students grasp the topic while teaching. To ensure that they
are learning it and that their requirements are being satisfied. She also needs to know if they
understood the lesson to improve it or use other tactics or materials to help students learn the topic
better. A one-time evaluation at the end of class is not preferred because it wouldn't ensure that all
students understand the material and respond to the assessment. And if any questions need to be
answered, formative assessment must be performed and conducted throughout the learning process or
if there are any aspects about the topic that needs to be clarified. The summative assessment will
solely be used to aid students in their studies. "Did you understand class?" is not enough for a teacher
to ask. Because it does not guarantee that the students understand the lesson completely, some
people may say yes to get the lecture over with, but they haven't thought about the subject. Some
people are terrified of being judged or asking inquiries. Some people are also apprehensive about
 asking questions or being judged by others. Furthermore, the formative assessment should not be
scored because it serves as a pre-assessment to check that students understand the course and guide
them to choose a more appropriate summative evaluation.

3. My Reflection
I learned that asking students repeated questions regarding the topic and utilizing their
whiteboard and markers to draw or write letters was the most effective formative assessment strategy,
especially today in their online classes. The teacher might use this strategy to assess the students'
prior knowledge and suggest ways to improve it. Furthermore, peer tutoring is more effective in the
classroom than teacher re-teaching or tutoring since the peer presents the issue based on his
understanding and uses words that other students can grasp because formative assessment helps the
teacher to identify whether or not the students understood the lesson. The teacher will waste her time
and effort talking. Assuming it was all clear, only to find out that they didn't understand anything you
said. You'll also have to re-teach them the entire lesson. We should constantly ask them in the
teaching-learning process as future teachers. To be confident that everything we teach is
comprehensible and well-received. And to discover if the pupils were ready for a summative
examination, formative assessment was a game of trial and error. I should not record the formative
assessment. Instead, use it to serve as a guide for me in verifying the understanding of the students.
And will allow me to modify any methods or tools I used during the discussion.

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 (Page 152-153)

Observe a class and find out practices that reflect assessment as learning. Record your observations.
 Teacher My Observation
1. Did the teacher provide opportunitiesYes, the teacher gives the students opportunities to observe
for the learners to monitor and reflect
and reflect on their teaching. Students discuss their ideas
on their teaching? and reflect on what they've learned.
2. What are proofs that students were The teacher will present the lesson, the students will ask to
engaged in self-reflection, self- draw or write something on their whiteboard, and as the
monitoring, and self-adjustment? lecture continues, they will notice or realize what they did not
do or understand in the discussion. It proves that they were
engaged in self-reflection, self-monitoring, and self-
adjustment.
3. Did students record and report their Yes, students record and report their learning by allowing
learning? them to share their ideas on the topic, and they recall what
they've learned when the teacher goes over them.
4. Did the teacher create criteria with Yes, the teacher works with the students to develop criteria
the students for tasks to be for tasks to be performed or skills to be learned. The teacher
completed or skills to learn? explains the directions and what the students must do to
complete the tasks.

ANALYZE (Page 154)

1. If the student is at the heart of all assessments, then all assessments should support student learning.
Do you agree? Why or why not?
Yes, I agree that all assessments should aid student learning by assisting them in
comprehending and learning the lesson. Teachers should think about their needs and how to improve
on what they already know. As a result, a formative assessment is essential in determining what they
know about the topic to enhance teaching skills and strategies.

2. Does assessment as learning have the same ultimate purpose as assessment for learning?
Yes, both are used to assess students' learning and help it develop. Both assessments are
essential to obtain the learning outcomes.

REFLECT (Page 154)

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?
We are allowed to self-assess by taking the time to reflect on what we have learned and what we still
need to learn. We had the opportunity to reflect on every task, just like now. We discuss the lesson we gained
from the topic and the activity we are responding to.

SHOW Your Learning Artifacts (Page 154)

1. My Accomplished Observation Sheet

The teacher provides the opportunity for students to observe and reflect on their teaching.
Students exchange their points of view and reflect on what they've learned. The teacher explains the
lesson, and after then, the students ask to draw or write something on their whiteboard regarding the
topic. As the lecture progresses, they discover or recognize what they did not perform or understand in
the discussion. The students record and reflect on their learning by sharing their opinions on the topic.
And they remember what they've learned when the teacher goes over them that demonstrates they
practiced self-reflection, self-monitoring, and self-adjustment.

2. My Analysis
All assessments, in my viewpoint, should enhance student learning by assisting them in
absorbing and understanding the topic. Teachers should consider their own needs as well as ways to
build on what they already know. As a result, determining what they know about the issue and
improving teaching abilities and tactics requires a formative evaluation. Formative and assessment as
 learning are used to evaluate and aid in the students' development knowledge and are required to
achieve the desired learning outcomes.

3. My Reflection
The highest level of learning is reflection. I have learned we are encouraged to evaluate
ourselves by reflecting on what we have learned and what we still need to accomplish. We had the
same opportunity to think about each work as we do now. We talk about what we learned from the topic
and the activity we're doing. All the assessments will better further our understanding and improve and
use it in our later teaching.

Activity 13.1 Aligning Assessment Task with the Learning Outcome

ANALYZE (Page 160)

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

Yes, the assessment tasks were aligned to the learning outcome.

2. What are possible consequences if teachers’ assessment tasks are not aligned to learning outcome/s?
Does this affect assessment results? How?
If the teacher's assessment tasks aren't aligned to learning outcomes, she can't measure the
students' competency, and her time and effort will be a waste because the kids won't be able to learn
and enhance their knowledge. If the task isn't aligned to the learning outcomes, the teacher will not be
able to acquire the accurate results of the assessment.

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

The assessment tasks should be aligned to the learning outcomes since they will be helpful
guides for the teacher in determining each student's competency. The assessment tasks will identify
what the students learned in class and whether or not the learning objectives were obtained.

REFLECT (Page 161)

 Reflect on past assessments you have been through. Were they all aligned with what your teacher
taught with learning outcomes?
I believe the previous assessment I took was in line with what the teacher had taught in terms of
learning outcomes. The assessment tasks include all of the lessons they taught.

 How does this affect your performance? As a future teacher, what lesson do you learn from this
experience and this observation?
My school performance improved because the assessment tasks were aligned with the learning
outcomes. In school, I was able to be a part of the dean's list. I've learned as a future teacher that
assessment is an essential part of the teaching-learning process to see each student's competency
and how we might support them if they did not fully understand the lesson. The intended learning
outcomes should be SMART and aligned with assessment tasks. Think of what are the appropriate
strategies and assessment tasks for them, as well as the necessary changes to improve the
teaching-learning process.

Activity 13.2 Observing the Use of Traditional Assessment Tools

OBSERVE (Page 164-166)

Direction: Put a check ( ) on the test which the teacher used. From your teacher’s test items, give an
example.
 Type of Traditional Put a Learning Outcome Sample test Item of Comments (Is the
Assessment Tool / Paper- Check Assessed Resource Teacher assessment tool constructed
and Pencil Test () by established guidelines?)
Here Explain your answer.
Selected Response Type
1. Alternate response

2. Matching type

3. Multiple Choice wrong : right : : sky : Write your answers on a The assessment tool
_______________ (toy, fly, separate sheet of paper. constructed is by established
earth) Decide the relationship guidelines because she
between the first two words provides choices for each
in each analogy. Then picture.

complete the
analogy with one of the
words in parentheses.
Choose the letter of the best
answer.
4. Others . Find out the other pair such Was the assessment was
that the relationship between constructby established
Whiteboard and marker the third and the fourth guidelines because she showed
numbers/letters/words is and pronounced the name of

similar to the relationship the picture.
that exists between the first
and second
numbers/letters/words.

Type of Traditional Put a Learning Outcome Sample test Item of Comments (Is the assessment
Assessment Tool / Paper- and Check Assessed Resource Teacher tool constructed by established
Pencil Test ( ) guidelines?)
Here Explain your answer.
Constructed Response Type
1. Completion n/a

2. Short answer type n/a

3. Problem-solving n/a

4. Essay - restricted n/a

5. Essay-non-restricted n/a

6. Others n/a

 The assessment provided above is appropriate for grade 7that I am observing. Our resource
teacher frequently uses checklists, multiple-choice, and sometimes fill-in-the-blanks
assessments with the students' whiteboard and markers to respond and answer the activity in
their books.

ANALYZE (Page 167)

1. Which assessment tools/tasks were most commonly used by the teacher? Which ones were rarely
used? Why were rarely used?
The multiple-choice and matching types of assessment tools/tasks were the most commonly
used by the teacher. The essay was rarely utilized because it was not for all levels/grades, particularly
 in kindergartens and nurseries where children could not create three or more sentences. When
responding to their teacher, they usually utilize one to two sentences or just a phrase.

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?
Our resource teacher's most common assessment tool was multiple-choice. She provided
options, and because they were meeting online, the students were required to write their answers on
their whiteboards.

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, even if it is a paper-and-pencil test, it can be considered an authentic form of assessment,
an essay, or other written requirements. It is because students can write all of their views and
experiences depending on the tasks. They will be able to recall all that is taught to them throughout the
lecture or activity. It's a self-assessment of what they've learned. You'll notice in an essay that students
know a lot yet only have a few takeaways from class. Students who learned nothing from the lesson
write little. In contrast to students who study and listen to what the teacher has taught them. It is just for
my personal use.

REFLECT (167)

How good are you at constructing traditional assessment tools? Which do you find most difficult to construct?
Any lesson/s learned?
I wasn't very skilled at making typical assessment instruments. When I compare my constructed
assessment tools to those of my classmates, I believe their work is superior to mine. I've learned and found it
most challenging to develop assessment tools when you are not creative and have less idea on how to make
one and aren't as good as theirs. They think more creatively and have a lot of concepts to put on their tools.
But I'm working on improving my assessment tool.

Activity 13.3 Observing the Use of Non-Traditional Assessment Tools

and Scoring Rubrics

OBSERVE (170)

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

1. Product Recognize They are assessed Yes, the scoring

and write using the holistic rubric constructed
correct rubric. was according to
sequencing standard.
of numbers
from least
to greatest.
2. Performance Identified They are assessed Yes, the scoring
 and write using the holistic rubric constructed
the number rubric. was according to
that comes standard.
before,
after, and
between the
given
numbers.

ANALYZE (Page 171)

1. Between analytic and holistic rubrics which one was more used? Why do you think that type of rubric
was used more?
The holistic rubric is the most commonly used since it is simple to implement and consists of a
single criteria rubric that evaluates the students' entire performance or achievement.

2. Based on your answers in # 1, what can you say about scoring rubrics made and used by the Resource
Teacher?
The resource teacher's scoring rubrics are appropriate for the competency being assessed.
Using the descriptors she included in the rubric, the teacher can properly assess them.

3. Will it make a difference in the assessment of student work if the teacher would rate the product or
performance without scoring rubrics? Explain.
Yes, there is a difference in assessing student work if the teacher does not use scoring rubrics
to score the product or performance. There may be bias, or the teacher may be unable to determine
which of their performances is superior.

4. If you were to improve on one scoring rubric used, which one and how?
If I were to improve one scoring rubric utilized, I would probably do nothing. I would let the rubric
ease since it is from DepEd, and I noticed that it was applicable in measuring the students'
competency. The indicators were there to explain what was measured.

5. Can an essay or other written requirements, even if it is a written paper-and-pencil test, be considered
an authentic form of assessment? Explain.
Yes, even if it's a written paper-and-pencil test, an essay or other written requirements can be
deemed an authentic form of assessment because students can write all of their thoughts and
experiences depending on the tasks. They complete in an essay. They will be able to quote all they
have learned during the lecture or activity. It's a self-evaluation of what they've learned. In an essay,
you'll notice the students know a lot yet have only a few takeaways from the class. Unlike students who
study and listen to what the teacher has taught them, the students who learned little from the lesson
write little. It is solely for my personal views.

6. Can rubric help make students become self-directed or independent learners? Do rubrics contribute to
assessment AS learning (self-assessment?) what if there were no rubrics in assessment?
Yes, rubrics help make students become self-directed or independent learners because they
know where to focus. They have clear and detailed expectations on what they need to do. They give
learners options to approach their way to success since the descriptors and criteria highlight product or
performance standards. When there are no rubrics in assessment, the learning or focus of the students
may be scattered.

Does the Scoring Rubric in this FS Book 1 help you come up with better output?
Yes, the scoring in FS Book 1 assisted me in producing better results because I am aware of
where I should concentrate my efforts and the activity's requirements. The learning objectives are
stated at the start of the lesson.
REFLECT (Page 172)

Are authentic assessment tools and tasks new? Reflect on your experiences of tests for all the years as a
student.
Authentic assessment tools and tasks are not new to me. They've been modified to improve the
teaching-learning process and provide a better product. The teacher utilized the same assessment tools as
before, but they included writing a reflection in every task they gave the students to see if they understood the
lesson well.

SHOW Your Learning Artifacts (Page 173)

 Accomplished Observation Sheet

November 08, 2021, the lesson is about “Science Vs. Superstitions. The teacher used a
PowerPoint presentation to deliver her lesson. She taught them the difference between science and
superstitions, one by one she explains it well, and how they influence people’s lives every day. The
teacher explains and provides examples of pictures explaining them. The students listen carefully to the
discussion. And answer the activities given to them.

 Observations

From my observation, the holistic rubric is the most popular since it is easy to apply and
consists of a single criteria rubric that analyzes the students' overall performance or achievement.
When a teacher does not use scoring rubrics to grade a product or performance, it makes a difference
in assessing student work. It's a self-assessment of their progress. You'll see in an essay that students
know a lot but only have a few takeaways from the class. When there are no rubrics for assessment,
the pupils' learning and focus may become jumbled. I also observed in the lesson that some
evaluations are inappropriate for nurseries and kindergartens. And it's why our resource teacher
frequently uses checklists, multiple-choice questions, and even fill-in-the-blank assessments with the
students' whiteboards and markers to respond to and answer the activity in their books.

 Reflection

I learned that authentic assessment tools and tasks are not new; however, they have been
modified to improve the teaching-learning process. An essay or other written requirements can be
considered an authentic assessment, even if it is a written paper-and-pencil test.

 A photo of a product assessed and a documented performance test

  Samples of scoring rubrics used by Resource Teachers – one rubric to assess a particular product and
another rubric to assess a particular performance together with your comment/s and improved
version/s, if necessary.

Activity 13.4 Scrutinizing the Types and Parts of a Portfolio

OBSERVE (175)

1. Ask your Resource Teacher for samples of the portfolio, if any. If there are, select one best portfolio
from what you examined.
2. If none, research for sample portfolio and include them in My Learning Artifacts.
3. Based on the sample portfolio given by your Resource Teacher/researched by you accomplished
Observation Sheet #
4. Put a check in the right column.
ANALYZE (Page 176)

1. With OBE in mind, which should be the basis for the selection of pieces of evidence to that what the
student was supposed to learn was learned?
The basis for selecting pieces of evidence to ensure that the student acquired what they were
supposed to learn is to have clear and attainable intended learning objectives. The learning objectives
should be presented for the students to know the competencies that must be measured and attained.
They also know where to concentrate and what to expect before the discussion end. When students
understand what they are supposed to learn, they may actively participate.

2. Scrutinize the elements of this portfolio. Based on the parts, under which type of portfolio does this fall?

Elements of a __________ Portfolio (Which type of portfolio?)

1. Cover letter – “About the Author” and “What Portfolio Shows About My Progress as a Learner”

2. Table 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. Students Reflections

Based on the parts, the above table is consisting of elements of an educational portfolio since it allows
students to demonstrate their competence to do a certain skill. It keeps track of the kids' improvement over
time.

3. Where and when does the teacher make use of each of the 3 types of portfolios?
The portfolio is used to collect work items that show growth over a certain period. When the
instructor wants to know if her students are developing in her class, she may allow them to exhibit their
ability to perform a specific activity, such as composing a poem. And when a teacher wants to see how
 well a student is doing, for example, in her art subjects, she may include samples of her best work to
show proficiency at the end of a unit of study or school year.

REFLECT (Page 177)

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 learners’
metacognitive process that results from the use of portfolio?
Portfolios, in my viewpoint, improve the learning assessment process because it allows the teacher to
observe how the students have progressed and what tasks they still need to improve their skills and talents.
And reflect on the data and come up with better ideas to improve in creating learning tasks or better learning
outcomes to assist students in advance daily.

SHOW Your Learning Artifacts (Page 178)

 Sample/s of Improved Written Tests, both selected-response type of supply type.

 Sample/s of
the rubric
 The above rubric is also used in their report card.

 Sample/s of students’ reflection on his/her portfolio

Reference: https://electronicportfolios.org/samples/toriK.pdf
Activity 13.5 Determining the Level of Teacher’s Questions
ANALYZE (Page 186)

1. Which cognitive skill had the highest number of assessment questions? Lowest number?
The cognitive skill with the most assessment questions is self-system thinking, while the one
with the least is retrieval.

2. What do these (lowest and highest number of assessment questions) reveal about the Resource
Teacher’s level of questions?
The teacher knows whether the pupils recognize and recall the information presented and
execute a given activity based on the lowest number of assessment questions. Students were allowed
to perform based on their understanding and the teacher's queries. And the resource teacher's level of
questions indicates the highest number of assessment questions she was able to determine whether
the students can analyze their desire to develop their understandings or competency in specific
knowledge.

3. Based on Kendall’s and Marzano’s taxonomy, which are the highest cognitive skills? Give an example
of an assessment question for each of the two highest cognitive skills – metacognitive skills and self-
system thinking.

The highest cognitive skills, according to Kendall and Marzano's taxonomy, were self-system
thinking and metacognitive skills.

Self-system thinking Metacognitive skills

 What benefit does it provide?  In what ways am I improving as a student?
 If this is the best way to think, why do so  What am I able/obligatory to do next?
few people think this way?  What is the most effective way for me to
 How does it compare to other modes of learn using my strengths?
thought?  What actions or resources should I employ
 Is this a natural way of thinking? to address my problems?
 When is it particularly appropriate to think  Is there anything I can do to improve my
in this manner? learning environment?

REFLECT (Page 186)

If you were to rate yourself on HOTS – where will you be from a scale of 1 to 5 (5 as highest) where will
you be?
If I were to evaluate myself on a scale of 1 to 5, with 5 being the highest, I'd say I'm in the middle or
number 3 because I'm still learning as a student. Every day is a new adventure in which I must both learn and
teach new things. I don't know everything and want to improve to help students learn more effectively and
develop the higher-order thinking skills required for 21st-century skills.

As a future teacher, reflect on how will you contribute to the development of learners’ HOTS?
To assist and contribute to the development of learners' HOTS, as a future teacher, I should present
them with a SMART learning objective that they can measure and attain. Every day, I should be studying
alongside them. I should think about what I can do better in class or during the conversation. To assist them,
enhance their knowledge, and attain the learning objectives.

Activity 13.6 Analyzing a Table of Specifications

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

Cognitive Level Total

No. of
Learning Outcome Class
Hours
Rem Un Ap An Ev Cr

1.

2.

3.

4.

5.

6.

Total

ANALYZE (Page 190)

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

The topics and subtopics covered in the teaching-learning process must include in a TOS. To
ensure test content validity and to be able to answer the assessment test, the teacher makes sure and
emphasizes that all topics are covered.

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

The number of items per cognitive level is necessary to identify the achievement domains have
assessed. Also, to ensure that the test contains a balanced, fair, and relevant set of questions. Also, to
determine how long the teacher spent instructing the students. The length of the lesson has determined
by the number of items in the TOS.

3. With OBE in mind, is it correct to put the learning outcome not a topic in the first column? Why or why
not?
Yes, it is correct to put the learning outcome not a topic in the first column since we are focused
on the learning outcomes of the students. Learning objectives must be stated in the first column to
know the competencies that should be measured in the assessment.

4. Can a teacher have a test content validity even without making TOS?
No. A teacher cannot conduct a content validity exam without first designing TOS. TOS defines
the performance to measure and ensures that the test has a fair and expected sample of questions.
Without TOS, the teacher is unable to assess every topic or objective. As well as ask any question that
may arise. A Table of Specifications helps the teacher create a test that focuses on the significant
 areas and scores them accordingly. A Table of Specifications gives evidence to the teacher that exam
content is valid. And that it includes all of the material covered.

5. Complete the given TOS.

Second Quarterly Assessment

Kinder – Reading
No. of Knowledge and Analysis.
No. of Application
Topic Hours Comprehension Synthesis and
Items (35%)
Taught (25%) Evaluation (40%)

1 Types of context clues 3 5 1 2 2

2 Public Communication 2 3 1 1 1
3 Science Vs. Superstitions 2 4 1 1 2
4 Types of Analogy 3 5 1 2 2

5 Types of Sentences 3 5 1 2 2
Types of Listening
6 Strategies 3 5 1 2 2
7 Figure of Speech 2 3 1 1 1
TOTAL: 18 30 7 11 12

REFLECT (Page 191)

Read this conversation and reflect on the teachers’ assessment practices. Write your reflections here.

Student A: Saan naman pinulot ni Teacher ang kanyang 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 the Table of Specifications as
a guide in test construction solve the problem of misaligned tests?
Yes, I do have a similar experience as them when I was in my 2 nd-year of high school. Our teacher
gives an examination which has not been discussed with us. And yes, the use of TOS is a must use as a guide
in test construction to solve the problem of misaligned tests.

SHOW Your Learning Artifacts (Page 191)

 Accomplished Observation Sheet

Their last day of the test occurred on December 6, 2021. Reading was the subject that day. The
coverage of the examinations is the words beginning with the sound of letters Tt, Nn, Rr, Ll, Bb and Pp,
Ff, and Gg. They pray and seek guidance in answering the exam before they begin. Before the
students answered the questions, the teacher read the rules and directions. She encourages them to
use their thumb before showing their answer, as the others are still responding. She needs to be aware
of everyone with a tally sheet. Since they are taking the exam digitally, they must calculate their results.
The students utilized a whiteboard and a marker to respond to the questions, and the teacher helped
them understand and reply to the questions. She explained and repeated the questions briefly.
  Analysis

A TOS must comprise all of the topics and subtopics discussed to ensure test content validity
and for students to answer the assessment test. The number of items in the TOS influences the length
of the discussion. The greater the number of items included, the longer and more the topic discussed. A
Table of Specifications aids the teacher in developing an evaluation that focuses on the relevant topics
and gives appropriate outcomes.

 Reflection

I learned that TOS is essential for assessing students' competencies during exams. The TOS
enables teachers to develop a test that focuses on relevant topics and assigns a value to each. The
table of specifications (TOS) is a way for ensuring that a test or assessment assesses the topic and
thinking skills that it seeks to measure. It can confirm answer content and construct validity when used
appropriately.

 Completed Sample TOS

Second Quarterly Assessment

Kinder – Reading
Analysis.
No. of No. Knowledge and Synthesis
Application
Topic Hours of Comprehension and
(35%)
Taught Items (25%) Evaluation
(40%)
1 Words Beginning with the Sound of Letter Tt 3 5 1 2 2
2 Words Beginning with the Sound of Letter In 2 3 1 1 1
3 Words Beginning with the Sound of Letter Rr 2 4 1 1 2
4 Words Beginning with the Sound of Letter Ll 3 5 1 2 2
Words Beginning with the Sound of Letter Bb
5 and Pp 3 5 1 2 2
Words Beginning with the Sound of Letter Ff
6 and Dd 3 5 1 2 2
7 Words Beginning with the Sound of Letter Gg 2 3 1 1 1
TOTAL: 18 30 7 11 12

Activity 13.7 Computing Student’s Grades based on DepEd Grading System

C. Interview of 5 Students (Page 194)

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

2. Do you have problems with the new grading system? If there is, what?
3. Does the new grading system give you a better picture of your performance? Why or why not?
4. Which do you prefer – the old or the new grading system? Why?

D. Review of DepEd Order # 8, s. 2015 (Page 194-195)

Read DepEd Order # 8, s. 2015. You may refer to Appendix A.

Based on DepEd Order # 8, s. 2015, answers the following:

1. What are the bases for the grading?

In the K to curriculum, the basis for the grading is based on the students’ written work,
performance tasks, and quarterly exams.

2. How do you compute grades per quarter for Grade 1 to 10 and Grade 11 to 12? Give an example.

Components Language/AP/EsP Science/Math MAPEH/EPP/TITLE

Written Work 30% 40% 20%

1 to
Performance Tasks 50% 40% 60%
10
Quarterly Assessment 20% 20% 20%

Technical-Vocational and
Academic Track Livelihood (TVL)/ Sports/ Arts
and Design Track
Work Immersion/
Core Research/Business
Work Immersion/
Subjects Enterprise
All other All other Research/
Simulation/
subjects subjects Exhibit/
Exhibit/
Performance
Performance

Written Work 25% 25% 35 % 20%

11 to 12 Performance Tasks 50% 45% 40% 60%

Quarterly Assessment 25% 30% 25% 20%

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

To compute grades at the end of the school year, add all of the total scores for each
component. 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.

4. What descriptors and grading scales are used in reporting the progress of learners?
In kindergarten and nursery, they only used a checklist to report students' progress. They do not
use numerical values to determine whether or not they are proficient in their subject or academic.

5. What are the bases for learners’ promotion and retention at the end of the school year?
Students must pass all learning areas at the end of the school year. They must have a final
grade of at least 75 in all learning areas for the Elementary level, Junior High School, and Senior High
School students. Students may retain when they fail to achieve expectations in three or more learning
areas at the end of the school year. And if they fail to attain expectations in three or more learning
areas, the students are retained. Or, if they fail more than two learning areas, they need to be re-
assessed immediately.

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

The report on learner’s observed values is based on the core values of DepEd which beliefs in
unchanging values that need to be inculcated.
E. Grade of Computation (Page 195)

Show sample computations of a grade:

 In a subject of your choice from Grades 1 to 6 (if you are a future elementary teacher)
 In your specialization if you are a high school teacher)
 Show their percentage contributions of written work, performance tasks, and quarterly
assessment. Then give the descriptor. Refer to DepEd Order # 8, s. 2015.

ANALYZE (Page 196)

Analyze data and information gathered from the interviews and your review of an unused Student’s
Report Card and DepEd grading system.

1. Do teachers and students like the new grading system? Why or why not?
Yes. The teacher likes the grading system because it focuses on the students' performance.
And as opposed to pupils being forced to get a good mark in the past.

2. What are the good points of the new grading system according to teachers? According to students?
According to Miss April, this grading system is good. Why? Because this does not focus on the
numerical grades but rather on the learner’s performance. Back then, students were pressured
because the grades were numerical. Instead of learning while having fun, they were more stressed
and carried away. But, today, since we used a checklist, the range of the child's competencies has
become wide and focused on child development, not on the numerical grades.

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

Teachers are challenged under this new grading system to focus on and assess the
performance of their pupils, as each of them has distinct abilities and methods of applying their
knowledge. The teacher must ensure that the pupils can perform the activity or task given to them.
She must focus on assisting them in progress, for at the end of the school year, they are equipped
with the knowledge and have advanced to the next grade level, with no children falling behind.

4. Do you favor the distribution of percentages of written work, performance tasks, and quarterly
assessment?
Yes, I think that assessing their competencies through percentages of written work,
performance activities, and quarterly assessments is a suitable method. The highest rate of
performance activities indicates if students demonstrate and comprehend the lesson. Every student
gets the opportunity to demonstrate their knowledge and abilities in a variety of ways.

5. Did you like the experience of computing grades? Why or why not?
I did not have the opportunity to learn how to compute their grades. However, I was able to
experience computing grades due to my auntie, who was an elementary school teacher. It's simple
since you encode the results of their activities, performances, and tests into an excel spreadsheet
with formulae for each topic. The most challenging task is encoding all of the results from eight
subjects from forty students.

REFLECT (Page 196)

In an era where the emphasis is self-directed learning and demonstration of competencies –
knowledge, skills, and values learned (outcome-based education) – do grades matter?

Grades, in my opinion, are no longer as important as they once we're in an era when self-directed
learning and display of competencies – taught information, skills, and values (outcome-based education). It's
critical to figure out whether or not pupils are learning through self-study. Many individuals believe that a
student's grades do not define them. It's just a number with no bearing on who you'll become in the future.
Despite their intellectual challenges, some successful people find success.

Activity 13.8 Reporting Student’s Performance

Interview with Resource Teacher (Page 201)

1. How do you give feedback to your students regarding performance? When do you give feedback?

I give feedbacks mostly during online classes. I give feedback to encourage the students and
also to motivate them but I'm not giving too much of it.

2. How do you report students’ performance to parents? Does the school have a regular way of reporting
grades to parents?

I report my students’ performance to parents during the one-on-one talk with parents and also
when the school gives cards to parents.

3. What problems with grade reporting did you encounter with parents? How did you address it/them?
Most of the problems that I encountered is the misunderstanding of the checklist on the report
card since in preschool we use checklist and anecdotal records in giving grades. Some of the parents
will ask but they will understand it after the short talk.
Always remember that we teachers should have very long patience not only to the pupils but
also to the parents. If the parents have something to say or to share, just stay quiet and listen to their
complaints. And after listening try to say or compromise to them so the parents will settle down.

Interview with Students

1. Do you see the meaning of your grades in the School Report Card?
Yes

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

Yes

Interview with Parents

1. Does your child’s Report Card give you a clear picture of how your child is performing?
Yes. Because it is a reflection of my child's academic success.

2. If you were asked what else should be found in the Report Card, which one? Why?
Make a list of words of encouragement for children.

3. Do you find Card Distribution Day important? Why or why not?

Yes, because I understand where my child has to concentrate more precisely on her poor
grade.

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

Motivate kids by awarding them with stars or ribbons.

ANALYZE (Page 202)

 1. What were the most common issues raised on students’ performance?
The most common issues raised on students’ performance are the lack of attention or
disinterest in the topic, and some were learning disabilities.

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

a) Maintained and
b) Improved to make grades and reporting meaningful?

Based on my observations and findings, the practices that must be maintained and
improved to make grades and report meaningful, the teacher has to grade their students fairly
and based on students’ written works, performance tasks, and quarterly exams. There should
be rubrics or criteria in every performance task. Which clearly states the objectives of the task.
And to avoid conflicts of interest. The teacher should also provide feedback for the students to
know where to improve or where they are good at. And maintain student records confidential.

REFLECT (Page 202)

1. Grades are often a source of misunderstanding. How should I report so that it will result in effective
learning?
It is vital to appropriately weigh the components to build a composite to guarantee that the
scoring, grading, and reporting of scores and grades are fair to encourage learning. Quizzes, periodic
tests, assignments, and projects are used to calculate grades. And are based on the actual, final
results/grade of the students/pupils. Knowledge, understanding, skills, and performance are the four
pillars these bases built. As a teacher, you must have tangible proof to provide or exhibit to the student
to avoid misunderstanding. Give them their grades after each semester or grading to keep them
informed.

Activity 14.1 Teacher Personal Qualities: A View from My Lenses

OBSERVE (Page 208)

Personal Qualities Observe (O) Data Results
Interview (I) I have found out that ….
a. Dignified Observe Miss April respects everyone in the
class, and she encourages the
students to do so.
b. Healthy Observe Miss April is always presentable
when meeting her students. That
makes her appear to be in good
health.
c. Spiritual Observe Miss April is a person of faith. She
Interview always reminds the students to
pray, and they pray before
beginning each class.
d. Knowledgeable Observe Miss April is knowledgeable about
her subject. She was able to
thoroughly discuss and clarify the
lesson. As a result, she urges the
students to participate in class.
With her attitude, she was able to
assist students in better
comprehending the lesson.
e. Humble Observe Miss. April is a humble person who
Interview is interested in learning new things.
 She admired and appreciated the
efforts of others.
f. Determined Observe Every day, Miss April works hard to
Interview engage and teach her students.
She is constantly cheerful and
lively.
g. Cooperative Observe Miss. April’s cooperative because
Interview she supports both her students'
and student teachers' learning. She
is encouraging and supportive
throughout our practice and final
demonstration teaching. She
provided us with the materials we
needed.

ANALYZE (Page 209)

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. Knowledgeable
b. Determined
c. Cooperative

As future teachers, we must be knowledgeable to teach our students and assist them in
achieving their goals in school and as community members. We must be determined in our
commitments to motivate and enlighten pupils to study and learn new things daily. And a cooperative
that is keen to support them as individuals and furnish them the resources they need to become well-
equipped and competent students. All of our cooperating teacher's traits are considered outstanding
and admirable.

2. Which of these qualities do you have? Do you think you can fit as a good teacher someday? _______
Why? Describe yourself.
Based on such qualities, I believe I am qualified to be a good teacher eventually as I am
knowledgeable. I can teach my learners with my wisdom by sharing my understanding from my
personal experience and what I learned in school and from teachers who have taught me since the first
day of class. All I have to do now is keep studying and gaining information by participating in webinars,
seminars, and other professional development opportunities that will help me become a 21st-century
educator.
I was a regular student who attended school every day, participated in class when I could, and
knew the answer. I was a student who knew enough to understand the lesson and perform the tasks
assigned to me.

REFLECT (Page 210)

Good teachers are role models, whether in school, at home, or in the community. From the teachers
that you had from elementary to college, did the personal qualities that they possess, help you learn better as a
student?
Identify one personal characteristic of your model teacher that has made a great impact in your life as a
learner. Reflect and describe how this quality influenced you.
 Yes, the personal qualities that my teachers in kinder to college possess help me learn better as a
student. And one personal characteristic of my model teacher that has made a great impact in my life as a
learner was her determination to teach young children. My memory is clear and when I was in Kinder, I
remember how well my teacher is teaching us. She went to each table to assist us with the activity. She was
able to manage young children with a dis. She allowed us to play if necessary and make friends with my
classmates and communicate with our parents that is why she has a warm relationship with them.
I realized that no one or none could stop you from educating and inspiring a young person if you are
determined. Your determination will put you where you are up to and achieve your goal. Every day you are
motivated to go to school, acquire knowledge from your student as you teach them. To learn and discover new
things. And this quality of my teacher influenced me as a student and an individual.

Activity 14.2 Is the Teacher a Professional Teacher?

OBSERVE (Page 210)

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

_______________________________________________
Name and Signature of the Teacher Informant (Peer)

OR:

________________________________________________
Name and Signature of the Supervisor Informant (Head)

AND
________________________________________________
Your Name and Signature (Pre-Service Student)

ANALYZE (Page 212)

Did you learn from your observation and interview on teachers’ professional competencies? 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, I could see that Miss. April is a competent teacher. She had abilities since she could put all
of her professional skills into practice. She is up to date with the new educational trends, policies, and
curriculum on her own. She knows her topic to teach and employs different teaching techniques to help
students learn more effectively. She allows the help of parents and other stakeholders to educate the
children as partners. She teaches with empathy, based on her expertise and awareness of the qualities
and needs of her students, and creates curricular plans and incorporates them throughout every lesson
with creativity. She designs and chooses appropriate assessment techniques and instruments for the
lesson. And although they are meeting online, she assures us to have a safe and secure learning
environment, both physically and mentally. She goes above and beyond her duties as a teacher by
helping the students when are needed.
2. Did your answers to the survey form coincide with the answers of the co-teacher or head of the teacher
you observed?
Why?
Because we had the same evaluation with the teacher, the responses to the survey form
coincide with the answers of the co-teacher.

REFLECT (Page 212)

Now, it is time to reflect on Activity 2.
Complete the following sentences as your reflections from the results of Activity 2.
1. As a future teacher, the results imply that I should be a professional and competent teacher. I should
utilize learning to assist my diverse pupils well-equipped with information that they can apply in their
daily lives. A teacher is not only a teacher by profession but also a parent who would fulfill all of their
needs and feed them, just as we do with our hungry minds. When kids are unwell, a teacher can act as
a nurse and doctor to help them. An architect and engineer who will plan and develop their skills to
become the person they want to be in the future. Teachers are a profession that encompasses a wide
range of occupations.

2. If all teachers teaching today possess the professional characteristics and competencies that the
teacher/teachers observed, then the learners will be competent learners with a wider variety of
knowledge and values to help them become better individuals and citizens of the country.

SHOW Your Learning Artifacts (Page 213)

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

Miss. April is my teacher, my hero. As far as I can tell, she is very active every day, and the kids adore her as
she is always well-groomed and presentable. She is a diligent and professional teacher who manages her
pupils' changes in mood and attitudes towards her. She attentively explains the lessons to the students. She
also assists students in writing the letters of the alphabet and numbers using various technologies such as
interactive movies, PowerPoint presentations, Paint, and Microsoft Word. She instills value in them and
rewards them compliments whenever they complete a task or do well. Although they are online, Miss. April
was still able to show her compassion to her students. Especially when they were upset and did not like to
participate in the discussion, she plays with them now and then to keep them motivated and participate in the
lesson. She ensures that the pupils comprehend the topic and leave the classroom satisfied, joyful, and ready
for the following sessions. All these personal qualities I observed from her were also the characteristics of a
professional teacher. She teaches her students with all her knowledge and also through the help of the parents
and guardians.

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

ANALYZE (Page 220)

Refer to the results of your observation to answer the questions that follow.

1. Which of the three responsibilities show a majority of the indicators being practiced?
A. Actual Teaching?
B. Management of Learning?
C. Administrative Work?

The management of learning shows the majority of the indicators being practiced in the
three responsibilities of a teacher. A teacher's attention is usually focused on how they can
encourage students to learn. She ensures that the students are learning every day. They
consider a variety of strategies and activities that would encourage students to participate in
the learning process. Then, they focused on actual teaching. And, of the three,
administrative work was the last thing on a teacher's mind at the end of the day. They check
and record students' outputs, as well as prepare reports and other administrative tasks.

2. Which demonstrated behavior, do you find in the teacher that is worthy of emulation when you become
a teacher? Describe.
Miss April was patient in dealing with her students' behavior and diligent in her work. With her
students, she is charming and friendly. She makes friends, yet she has limitations with them. She
reminds them of the importance of showing respect to adults as well as their peers. And this is the kind
of behavior she exemplifies.

3. Which of the major responsibilities does this teacher find difficult to comply with? What are the
reasons?
The administrative work was challenging for the teacher to comply with. She has additional
responsibilities at home besides being a schoolteacher. Especially when a teacher has a family of her
own, a child, or children who needs her assistance and supervision. She is accountable for her family's
well-being, and at school, she considers various strategies throughout the day to ensure that her
students learn.

4. From your perspective, would you consider this teacher as a quality teacher? Why?
Yes, I consider Miss. April is a quality teacher because she possesses the qualities of a twenty-
first-century educator. She employs several instructional strategies to encourage her students to
participate in the discussion. In addition, she discusses her lessons through interactive videos and
 PowerPoint presentations. She encourages her students to sing, dance, and enjoy themselves while
learning.

REFLECT (Page 221)

Now that you have spent one school day observing this teacher, it would be good for you to reflect on
all your observations by answering the reflective questions below.

1. Are you inspired to become a teacher after your observation? If yes, why? If no, why not?
Yes, based on what I've seen, I'm encouraged to become a teacher. Because I observe how students
interact with their teacher, and when they don't have class, they miss and love her. I want to feel and
experience the same as she had, especially when inspiring others to listen to and learn from you. You
influenced them and became a part of their small success today, which may grow into something bigger
tomorrow.

2. When you become a teacher in the future, how else would you do better as a professional teacher?
When I become a teacher in the future, I will be patient, empathetic, and enjoyable to be around
because I will be working with young children. I also plan to attend seminars, webinars, and other
activities that will help me improve my skills and personality to excel in my preferred profession.
Furthermore, I will be adaptable enough to adjust to new environments that may change more
frequently when I have my job in the future. I'm not going to let them feel left out of the class. I want
them to feel at ease and unafraid to contribute their thoughts and ideas to the discussion. I will provide
them with the opportunities and rights that a child needs.

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.
Some of the concerns that I foresee as a quality teacher in the future are the students themselves and
engaging them in learning. Today's children and students are not the same as past generations of
children. They are distinct in many aspects, one of which is their behavior. The majority of today's
children are amazingly clever, and they know and can do a great deal. They have advanced
dramatically that even a few months old baby understands and knows how to utilize technologies.
Students can access websites and applications, such as YouTube, TikTok, and other social media
platforms. Despite this, they have undesirable habits. They respond inappropriately to their parents they
observe and listen to. They can't manage their temperament, and when they want something, they
want it instantly. And you can tell they are intelligent and progressed by learning. At the age of three
and up, they merely can read a few words as they keep up with technological advancements. These
are undesirable habits are terrifying and a source of concern for teachers because their expertise can
impede their students' learning. And also, they are excessively fascinated with technology, which may
cause kids to lose interest in education. Because it is more convenient for them to browse rather than
listen. Some examples include students using cell phones during class, which should not be a time for
discussion.

4. In what aspects of the teacher’s day, would you like to congratulate the teacher you observed? Can you
show your appreciation to this teacher by sending a Thank you card? Include this in your artifact)
I want to commend the teacher I observed for being kind and diligent in teaching young children with
varying behaviors. Despite their differences and mood swings, she was able to manage them. Some
children appear to be engaged, while others appear bored or desire to do something else. I love her
passion for her work. And the way she treats the kids, even sometimes they are misbehaving in the
Google Meeting.

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

OBSERVE (Page 222)

 A. Current Classroom I am Observing
Grade level Seven_______

At Holy Rosary Catholic School., I am currently observing grade seven, eight, nine, ten, eleven, and grade 12
classes. All classes are using the Google Meeting tool to attend class. They have their Check-in Period or
Homeroom before the teacher begins the discussion in their classes. The teacher waits for each student to
enter the classroom, and when they do, the teacher greets them with a friendly voice and asks questions about
their activities when there is no class. She also checks attendance, prays, sings the National Anthem on
Mondays, and exercises to revitalize them before the class discussion as part of their routine. However, the
teacher continues to show an interactive video following the activity to help them participate in the discussion.
When the conversation begins, the students listen and pay attention to the teacher. However, there were times
when some of them were not fully engaged and were doing something else in the class, such as drawing or
holding something, which distracted the students. Other applications, such as Paint, are used by the teacher
as a whiteboard, and they are used to create example letters and numbers. Overall, they're all very clever, and
Miss. April
is an excellent educator with 21st-century skills.

B. My Classroom for the 21st Century

My Classroom for the Twenty-First Century includes sections for children's needs and is fun to learn.
These will aid their cognitive, physical, language, and social development. The task/play area took up
the majority of the space. That has a variety of manipulative toys from which they can choose and play.
And it will assist kids in being responsible for cleaning up after the activity. There is a reading area
where kids can learn and practice simple words and writing space to work on their fine motor skills.
There's also a section dedicated to painting, music, and instruments, which will help them develop their
creative and artistic abilities. The classroom has a comfort room, a washing area, and a snack area
where students can freely eat and interact with their friends, and the teacher's table is immediately next
to the reading area to have her workspace. Parents or guardians can rest while waiting for their children
in the waiting area on the right side of the entrance/exit door. A locker area is also available for kids to
store personal items such as hygiene kits, luggage, and other books.
As a future teacher, I will address their needs for cultivation by allowing students to explore
everything inside the classroom and apply what they learn elsewhere and at home. A stimulating
classroom in which children will feel comfortable. Free to move and grow into better young people of
the future.

ANALYZE (Page 223)

Make a comparison of your drawings A and B. describe the similarities and differences. Explain why.

Features of the Present Classroom My Vision of the Future Why the similarity?
Components Classroom Why the difference?
Today, teachers and students use My vision of the future classroom Today's classroom is comparable
modular learning, in which students includes a comprehensive place for to my future classroom in that kids
learn on their own or with the students and educational tools to can gain knowledge via technology
assistance of an adult. The improve their skills and knowledge, that will likely become more
modules are delivered at home, or with a safe space and convenient prevalent in the future. Because
the parents go to school to get the access to the restroom. A technology evolves and develops
materials. And online learning, in classroom that is engaging and the all the time, it's best to teach
which students learn using different students may learn and practice children how to utilize it early
platforms such as Google Meet, socio-emotional skills and other today. They can explore the
Zoom, Messenger, and other social aspects of development that they internet while learning new things
messaging applications, is may use in future learning. In every day. The difference in
facilitated virtually by their teacher. addition, students will have access today's schools is that they are not
The school, on the other hand, to a classroom where they can socially engaged since they have
offers blended learning. A experiment and learn new things restricted access to friends or
combination of modular and online daily. Learn using 21st-century peers because we are learning
instruction. technologies that will prepare them online or virtually. The students
to be globally competitive learners. spend their time in front of a laptop
or a device to gain access to
education.

REFLECT (Page 224)

Based on the task that you made, what challenges await you as a future teacher? How will you manage
learning in the future classroom? How will you prepare yourself to respond to 21 st teaching-learning and
become a global teacher?

Make a short paragraph on how will you manage teaching-learning in the 21st-century classroom.

The challenges that await me as a teacher in the future are the students themselves, engaging them in
learning, balancing their different learning needs, helping them and their parents meet long-term goals, fear
that my students may know more than I do, the fear of making mistakes, and my teaching quality.

The majority of today's children are amazingly clever, and they know and can do a great deal. They have
advanced dramatically that even a few months old baby understands and knows how to utilize technologies.
Children can access websites and applications, such as YouTube, TikTok, and other social media platforms. At
the age of three and up, they merely can read a few words as they keep up with technological advancements.

SHOW Your Learning Artifacts (Page 224)

There 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.

The Context clue is the lesson on November 10, 2021. The teacher first enumerates the different
types of context clues and then later goes on by one provided with different examples. She also
allows each student to give their own example so that she will know if it really is clear to them.
 Activity 15.1 Narrative on the Day in the School Life of the Quality Teacher

2. Activity 15.1 Drawing of the present classroom and a Drawing of your Vision of the Classroom for the
21st Century.

The Present Classroom

 My Vision of 21st Century Classroom

3. Activity 15.2 Narrative on how you will manage teaching-learning in the 21st Century classroom.
The challenges that await me as a teacher in the future are the students themselves, engaging
them in learning, balancing their different learning needs, helping them and their parents meet long-
term goals, fear that my students may know more than I do, the fear of making mistakes, and my
teaching quality.

The majority of today's children are amazingly clever, and they know and can do a great deal.
They have advanced dramatically that even a few months old baby understands and knows how to
utilize technologies. Children can access websites and applications, such as YouTube, TikTok, and
other social media platforms. At the age of three and up, they merely can read a few words as they
keep up with technological advancements.

FS 1 – Episode 16

Activity 16.1 Analyzing DepEd’s Philosophy of Education

OBSERVE (Page 229-230)

Philosophies of Education Which philosophies are Which philosophies are

expressed in the DepEd Vision, expressed in the K to 12
Mission Statements, Core Curriculum Framework and
Values, Mandate? Give proof. Guide and Sec 5 of RA 10533?
Give proof.
1. Essentialism – teach mastery of Essentialism – The core values Essentialism – List of standards
the basics; the curriculum is of maka-Diyos, maka-tao, maka- and competencies that learners
prescribed; subject matter – kalikasan and makabansa show are expected to attain is the
centered there are universal, that DepEd believes in subject matter that students are
objective values; inculcate values unchanging values that need to expected to learn.
 in subject matter be inculcated. – Essentialist

2. Perennialism – teach those that The DepEd Mission is in which Students needed to acquire in-
last, the classics; they’re Students learn in a child- depth knowledge, skills, values,
universal values; inculcate these friendly, gender-sensitive, and attitudes through continuity
universal, objective values safe, and motivating and consistency across all
environment. levels and subjects to bring
DepEd used Perennialism in good values and characteristics
their DepEd Mission because to their future from what they
they feel that if learners learned in school, according to
participate in this type of the K-12 Curriculum Framework,
environment, they would be able which is making the Curriculum
to become nice and good Relevant to Learners
citizens of our nation in the (Contextualization and
future. After all, they will bring a Enhancement).
positive value that they learned
in school with them.
3. Progressivism – very child- The DepEd vision is which, as a The curriculum shall be learner-
centered; teach hose that interest learner-centered institution, centered, inclusive, and
the child; one learns by the DepEd continuously developmentally appropriate,
experience; learners learn by improves itself to better serve according to RA No. 10533 Sec.
doing so teacher’s teaching is its stakeholders. 5 on Curriculum Development,
experiential; values are Demonstrates that the demonstrating that
subjective; no inculcation of Department of Education is Progressivism is used in this
values since they are subjective; progressivism. DepEd believes law.
instead teachers help students that students learn by doing as
clarify their values well as by being taught about
topics that they are interested in.
4. Reconstructionism – school is an The DepEd mission in which, Making the Curriculum Relevant
agent of change; schooling is administrators and staff, as to Learners (Contextualization
preparing students for the social stewards of the institution, and Enhancement) in the K-12
changes; teaching is involving ensure an enabling and Curriculum Framework shows
the students in discussions of supportive environment for that there is an application of
moral dilemmas effective learning to happen Reconstructionism in which
DepEd is reconstructionism, as students discuss issues such as
evidenced by this. The Disaster Risk Reduction (DRR),
Department of Education feels Climate Change Adaptation, and
that the best way to educate is Information & Communication
to engage pupils in discussions Technology (ICT) in the
about moral challenges so that enhanced curriculum.
they can comprehend the
consequences of their actions.
5. Existentialism – Teachers teach The DepEd mission in which, In In the K-12 Curriculum
learners to make a choice, to K-12 Curriculum Framework Framework for Gearing Up for
make decisions, and not merely which learners to make a the Future (Senior High School),
to follow the crowd; one she does choice, to make decisions it is demonstrated that there is
not make a choice and so simply and not merely to follow the evidence of Existentialism,
follow to others do not leave crowd; one who does not which allows students to pick a
meaningful life make a choice and simply specialty based on ability,
follow others do not leave interests, and school capacity.
meaningful life teachers to The substance of a student's
facilitate learning and studies in Grades 11 and 12 will
constantly nurture every be determined by his or her
learner professional path. Subjects in
Demonstrates that the SHS are divided into two
 Department of Education is categories: Core Curriculum and
existentialism. DepEd believes Tracks.
that society should not impose
constraints on an individual's life
or behavior since such
restrictions stifle free will and
prevent that person from
reaching his/her full potential.

6. Pragmatism – That which is The DepEd Vision in which, Making the Curriculum Relevant
useful, that which is practical, enable them to realize their to Learners (Contextualization
and that which works is what is full potential and contribute And Enhancement) in the K-12
good; that which is efficient and meaningfully to building the Curriculum Framework shows
effective is that which is good; nation that Pragmatism is used as
e.g. showing video clip on mitosis Reveals that the Department of students gain in-depth
is more efficient and more Education used pragmatism knowledge, skills, values, and
effective and therefore more because they feel that teaching attitudes through continuity and
practical that teacher coming up kids life skills will help them consistency to encourage them
with a visual aid by drawing grow into better persons. to become better people at all
mitosis on a Carolina or levels.
illustration board

7. Rationalism – emphasizes the The DepEd Core Values which There is a demonstration of the
development of the learners’ is Maka-Diyos, Maka-tao, application of Rationalism in RA
reasoning powers; knowledge Makakalikasan and No. 10533 Sec. 5 is Curriculum
comes through reason; the Makabansa Development. The curriculum
teacher must develop theEvidence that the Department of must be relevant, responsive,
reasoning power of the learner Education practiced and research-based as pupils
Rationalism, in which they only are gained via reason without
believe what is founded on the assistance of the senses.
reason and offers the
fundamental basis for knowing.
8. Utilitarianism – what is good is The DepEd Vision is We dream There is a demonstration of the
that which is most useful (that of Filipinos who passionately application of Utilitarianism in
which brings happiness_ to the love their country. RA No. 10533 Sec. 5 is
greatest number of peoples; DepEd also employs Curriculum Development. The
utilitarianism, which encourages curriculum shall be culture-
acts that promote happiness or sensitive, and the teaching
pleasure while opposing those approach gives no notion of
that cause discomfort or injury. what ought to comprise an
When used to make social, education.
economic, or political decisions,
it would be geared toward the
good of society as a whole.
9. Empiricism – the source of The DepEd Vision is Teachers In RA No. 10533 Sec. 5
knowledge is through the senses facilitate learning and (Curriculum Development), it is
in teaching-learning constantly nurture every stated that there is an
learner application of Empiricism in
Provides proof that the which the curriculum shall use
Department of Education uses constructivist, inquiry-based,
Empiricism in its teaching- reflective, collaborative, and
learning of pupils. It shares the integrative pedagogical
belief that there is no such thing approaches, with the teacher
as intrinsic knowledge and that involving the senses in the
information is instead learned teaching-learning of the
 through experience. students to be able to gain
knowledge.
10. Behaviorism – behavior is The DepEd Vision is Students In RA No. 10533 Sec. 5 on
shaped deliberately by forces in learn in a child-friendly, Curriculum Development, it
the environment and that the type gender-sensitive, safe, and states that the curriculum should
of person and actions desired motivating environment be learner-centered, inclusive,
can be the product of design; Confirmation that the and developmentally
behavior is determined by others, Department of Education used appropriate and that teachers
rather than by persons own free Behaviorism, in which the should encourage pupils to
will; the teacher must carefully instructor awards students for conduct desirable behaviors by
shape desirable behavior; drills excellent behavior after the day. rewarding them for successful
are commonly used to enhance When pupils engage in a performance.
learning.; rewards reinforce desirable action, they will
learning. eventually learn to do so on their
own.

11. Constructivism – Learners are The DepEd Mission is There is a Constructivism in the
capable of constructing Teachers facilitate learning K-12 Curriculum Framework,
knowledge and meaning; and constantly nurture every which encourages students to
teaching-learning, therefore, is learner consider sharing their useful
constructing knowledge and Demonstrate that the information and experiences as
meaning; the teacher does not Department of Education is learners.
just “tell” or dictate but asks employing constructivism by
learners for the knowledge they assisting students in the
construct and meaning of lesson construction of knowledge rather
than passively taking in
information. It helps pupils
develop their representations
and incorporate new information
into their pre-existing knowledge
as they encounter the world and
reflect on it.
12. Other Philosophies

Activity 16.2 Articulating My Personal Philosophy of Teaching

OBSERVE (Page 231)

Philosophies of Education Teaching Behavior (State What the Teacher

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

He/she inculcate values.

2. Perennialism – teach those that last, the classics; The teacher encouraged the pupils to envision
they’re universal values; inculcate these universal, their home without a roof or walls.
objective values
She asked the pupils about the importance of
the different parts of the house and how they
will protect them from various weather
 conditions to instill values.
3. Progressivism – very child-centered; teach hose The teacher prepared an exercise in which
that interest the child; one learns by experience; students would make fluffy ghosts out of
learners learn by doing so teacher’s teaching is cotton. She allowed the pupils to explore how it
experiential; values are subjective; no inculcation of is made.
values since they are subjective; instead teachers
help students clarify their values The teacher demonstrated how to build a fluffy
ghost and then allowed the pupils to construct
their own.
4. Reconstructionism – school is an agent of change; The teacher planned an exercise for the
schooling is preparing students for the social students. To learn how to operate the
changes; teaching is involving the students in keyboard or keypad on their laptops or other
discussions of moral dilemmas devices.

The teacher taught them how to use their

keyboard or keypad to prepare students for the
next grade level and adjust to the new normal
of schooling in the pandemic.
5. Existentialism – Teachers teach learners to make a Because they are online and the students learn
choice, to make decisions, and not merely to follow individually, they may choose and decide when
the crowd; one she does not make a choice and so to answer their activity.
simply follow to others do not leave meaningful life
When answering exercises in their book, the
teacher let the students choose any color and
time to complete the task.
6. Pragmatism – That which is useful, that which is The teacher plays a video that demonstrates
practical, and that which works is what is good; that how to use polite expressions, and the
which is efficient and effective is that which is good; students can sing along.
e.g. showing video clip on mitosis is more efficient
and more effective and therefore more practical
that teacher coming up with a visual aid by drawing Because the video presentation is interactive,
mitosis on a Carolina or illustration board the students may readily engage and
comprehend the lesson.
7. Rationalism – emphasizes the development of the The teacher plays a short story with moral
learners’ reasoning powers; knowledge comes lessons.
through reason; the teacher must develop the
reasoning power of the learner The teacher asked the students about their
understanding of the story and explained their
thoughts.
8. Utilitarianism – what is good is that which is most The teacher shows an interactive video that
useful (that which brings happiness_ to the greatest describes the various parts and colors of the
number of peoples; house.

The pupils were astounded and

enthusiastically shared the color and
construction of their homes.
9. Empiricism – the source of knowledge is through The teacher asked about the kids' previous
the senses in teaching-learning visits to a zoo or other location.

Students describe the creatures they observed

in the zoo and mimic their sounds.
10. Behaviorism – behavior is shaped deliberately by The teacher occasionally allows pupils to play
forces in the environment and that the type of rock, paper, and scissors in their online class
person and actions desired can be the product of during their PE period. It is either against the
design; behavior is determined by others, rather teacher or pupils. Or it is directed against the
than by persons own freewillfferent free will; the students themselves. Whoever comes out on
 teacher must carefully shape desirable behavior; top will be congratulated and allowed to
drills are commonly used to enhance learning.; compete against their peers.
rewards reinforce learning.
Even if they lose the game, the children can
develop relationships and demonstrate correct
behavior.
11. Constructivism – Learners are capable of The teacher presented a children's story and
constructing knowledge and meaning; teaching- then asked questions to the pupils on the
learning, therefore, is constructing knowledge and story's lesson.
meaning; the teacher does not just “tell” or dictate
but asks learners for the knowledge they construct The students discussed what they had seen,
and meaning of the lesson and the teacher encouraged them to form their
thoughts on the lesson they had learned from
the tale.
12. Other Philosophies

ANALYZE (Page 233)

1. Based on your findings and observation in Activity 16.1 and Activity 16.2, which philosophies of
education are dominant in Philippine basic schools? Why do you say so?
In Philippine schools, progressivism is the predominant educational philosophy. A child-
centered which teaches the subjects that the kid is interested in, and because students learn by doing,
the teacher's instruction is hands-on, and values are subjective. Hence there is no value inculcation. On
the other hand, teachers work with students to help them clarify their values and facilitator of learning.

2. If there is one philosophy that a school and teachers should give more attention to, what should that be
and why?
A school and its teachers should pay more attention to behaviorism as a philosophy that claims
that people are purposefully shaped by their surroundings. And that the design can result in the type of
person and actions desired. Teachers must consciously shape desired behavior, the use of exercises
helps improve learning, rewards reinforce learning, and behavior is controlled by others rather than
one's own free will.

REFLECT (Page 234)

What is your philosophy of teaching? This describes 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”:

These may be of help:

I believe that the learner is unique, and they all require a stimulating learning environment where they grow
physically, mentally, emotionally, and socially.

I believe that I should establish an environment where students can reach their maximum potential. I will
provide a safe environment where students may express themselves and take risks. In my perspective, a
classroom should be a safe, nurturing setting in which children may express themselves and flourish.

By using techniques to ensure that our classroom community thrives. Morning meetings, positive vs. negative
punishment, classroom exercises, and problem-solving talents are just a few of the options. Teaching is a
process of gaining knowledge from your students, co-workers, parents, and community. It takes a lifetime to
learn new strategies, concepts, and beliefs. It is okay if my educational philosophy changes that essentially
means I've grown up and broadened my horizons.
I believe that I should relate to learners, colleagues, superiors, parents, and other stakeholders by constantly
communicating to have a good relationship with them. I should also collaborate with them to help the students
learn and seek support even at home and in the community.

SHOW Your Learning Artifacts (Page 234)

Accomplished Observation Sheets

The lesson for November 12th, 2021, is the letter Ss's beginning sound. To convey her lesson, the
teacher utilized a PowerPoint presentation. She taught them to pronounce the right phonic sounds and write
the consonant-vowel combination. The instructor explains and illustrates the letter Bb with images. The pupils
pay close attention to them to become familiar with the noises. Also, they must respond to the activities that
have been assigned to them.

My Philosophy of Teaching

Every student is different, and they all need an inspiring learning environment in which they may
develop physically, cognitively, emotionally, and socially. My objective is to create an environment that
students may achieve their full potential. I will provide a safe space for pupils to express themselves and take
chances. A classroom, in my opinion, should be a secure, supportive environment where children can express
themselves and thrive. I'll employ different strategies to guarantee that our classroom community thrives.
Morning meetings, positive vs. negative punishment, classroom activities, and problem-solving abilities are just
a few of the possibilities. And learning from your students, an essential part of teaching. Learning new tactics,
thoughts, and attitudes takes a lifetime. It's okay if my educational attitude shifts; it simply shows I've matured
and expanded my horizons. I should also collaborate with colleagues, superiors, parents, and other
stakeholders to assist students in learning and seek assistance at home and in the community.