FIELD

STUDY 1
 CHAPTER 1

LESSON 1: Pedagogical Content Knowledge and Its Application across the

Curriculum
OBSERVATION

Name of Teacher:
Mrs. Cherrybel B. Sauadan

Date and Time of Observation:

October 10, 2022
7:00 – 4:30 pm
Educational Background:

Assigned Grade and Section:

Grade 1 Sphere

Assigned Subject/s: English, Filipino, Science, Aral. Pan,

E.P.P,
MAPEH
Relevant Trainings Attended:

1. Are the teacher’s background and qualifications aligned with the subject/s he or
she is assigned to teach?
 No.
2. Does he or she use the K to 12 curriculum guide in preparing a lesson plan?
 Yes.
3. Does he or she consider the learner’s prior knowledge in designing a lesson plan?
 Yes
4. Does he or she use varied teaching strategies to deliver the subject matter?
 Yes.
5. Does he or she conduct research in planning for his or her lesson?
 Yes.

A. Check (√ ) the box that corresponds to your class observation. Write your remarks in
the rightmost column.

INDICATORS OBSERVE NOT REMARKS

D OBSERV
 E
1. Explain the subject matter 
a. Clearly
b. Accurately
c. Comprehensively
2. Relates the subject matter with 
the previous lesson that have
been taught or future lesson to
be taught.
3. Presents facts, theories and 
concepts to support the validity
of content
4. Manifests understanding of the 
learners’ background in relation
to the subject
5. Utilizes appropriate 
pedagogical strategies in the
delivery of the subject matter
6. Integrates appropriate 
technology tools specific to the
subject matter to be taught
7. Promotes inquiry-based 
learning to develop higher order
thinking skills
8. Uses appropriate languages to 
make subject matter delivery
more comprehensible
9. Shows skills in the use of 
information and communication
technologies (ICT) to facilitate
teaching and learning
10. Uses effective verbal and non- 
verbal forms of communication
strategies to promote
meaningful learning

PROCESSING

1. Content Knowledge
 Is what is usually taught directly in classes. Because it affects how
teachers interpret the content goals they are expected to reach with
their students. It affect the way hear and respond to their student
and their question.

2. Pedagogical Knowledge
 Relates how the educators would teach a subject. It might include
an awareness of student misconceptions that they bring to the
 subject when they first learning about it and might it also be
assessment of which concept can be taught at which grades levels
or to which students.
3. Curricular Knowledge
 Includes awareness of various instructional materials, teaching
procedures, and learning objectives. Teacher commonly use
different kinds of curricular material from which to pick suitable
tools. It is important that teacher realize that they could pick other
tools as well, that alternative learning methods are available, and
that there are different ways to structure a course or a curriculum.

A. What do you think were the strategies used by the teacher to enrich his or her
mastery of the subject matter?
 The teachers use cooperative learning wherein she encourage her
pupils to participate in small group and whole discussion. she also
use differentiation where she make an activities based on the ability
of her student. She also used interactive strategy wherein the
interaction between the teacher and the learner are present and they
are able to have a Q&A sessions, and lastly, using technology
integration wherein her student answered some activities using
games and puzzles.

B. What do you think were the strategies used by the teacher to enrich his or her
pedagogical knowledge?
 The teacher improved her pedagogical knowledge by using
constructivist approach. According to her, she always consider the
life experience of their student so that every time she will teach the
lesson to her student., they are able to relate their lesson to their
own experience and prior knowledge .She also say that may
student are always engage to participate in class.

C. What do you think were the strategies used by the teacher to augment his or her
curricular knowledge?
 According to her, she use Visualization where she visualized the
important of the topic, instructional materials, and the activities
that will support the experiences of their student. She outlined well
the content of subject matter in order for her to deliver it well
clearly and efficient.

REFLECTION

1. I realize that in delivering the content effectively, we should have mastery of content
and pedagogical skill so that we can make our lesson relevant, efficient and
comprehensible.
 2. I believe that as a future teachers, we should learn more how to K-12 curriculum
guide in preparing a lesson plan and we should also practice more strategies on how
deliver a subject matter which is a great help especially when we are already in a field
of teaching.

3. I feel that when the right time come for us to teach elementary grades. there will be
more challenges that will face and encounter so that from now on, I will start to
accept failures because I do believe that failures give us hope and leaning as well to
make thing right which I can apply when I’m already in a field of teaching

4. When I become a teacher, I will be more flexible in all aspects of teaching. I will also
consider the learners prior knowledge in designing the lesson plan and I will do the
best that I can to be more knowledgeable as a facilitator of learning.

LESSON 2: Research-Based Instruction and Principles of Teaching and

Learning

OBSERVATION

1. Does the school promote research culture among the teachers? How?
 Joining or establishing a national reproducibility network. Establish
an open research working group.

2. Do the teachers undertake research activities to enhance their pedagogical content

knowledge? What are these activities?
 It has become clear that both teachers pedagogical knowledge and
teachers subject matter knowledge are crucial to good science
teaching.

3. Are the teachers aware of the standards, principles and pedagogical approaches
behind the K to 12 Curriculum?


4. Do the teachers integrate research findings, empirical evidence, and theories to

support validity of content to be taught? How?

 5. Do the teachers used varied teaching approaches based on K-12 curriculum
principles?

A. Check (√ ) the box that corresponds to your class observation. You may write your
comments in the Remarks on the column.

INDICATORS OBSERVED NOT REMARKS

OBSERVED
1. Administers 
diagnostic exam to
assess the students’
prior knowledge
2. Prepares a based on
the students’ needs
3. Relates the the topic
to students’ interest
to motivates learners
4. Contextualizes the
content of the lesson
according to
students’ background
5. Articulates a clear set
of learning objectives
6. Provides varied
activities to support
learning objectives
7. Draws on relevant
bodies of knowledge
to make the lesson
more relevant
8. Reflects on teaching
methodology and
strategies used for
effectiveness
9. Examine the
students’ previous
performance to
modify learning
objective and content
of the lesson,
including the
teaching strategies
used
10. Aligns assessment
tasks and
instructional
activities with the
learning objectives
 B. What are the research-based instructional strategies applied by the cooperating
teacher? Write your answer in the space below.

PROCESSING

1. How do research-based instructional strategies enrich the pedagogical content

knowledge of teachers?

2. How do research-based instructional strategies affect the students’ learning?

3. What do teachers need to do to improve their research skills?

REFLECTION

I realized that for teachers, critical and creative thinking and other higher-order
thinking skill abilities play a crucial role in facilitating student learning. Teacher can’t
provide what they don’t have , thus they can’t help student develop higher-order
thinking skill like critical and creative thinking if they don’t have such abilities
themselves.

I believe that people that possess critical and creative thinking, among other higher-
order thinking abilities, are in a position to do much more in their lives.

I feel that we’ll fall behind in class in the job if we don’t have the ability to analyse
critically and creatively, among other higher-order thinking abilities. If we have such
abilities, I believe that we will not be putted.
 LESSON 3: Positive Use of Information and Communications Technology

OBSERVATION

ICT Facilities and Tools Available Not Description

Available
Computer Lab/Computer 
Room
Audio-visual Room 

Laptop/desktop 

Printer 

Scanner 

LCD projector 

Audio equipment 

LCD/LED TV 

Internet access 

Computer hard drives and 

storage devices (e.g.,
compact disc,flash
drive/USB, portable
drive)
Tablets mobile phone or 
other mobile devices

A.
1. Does the school have specific ICT policies and standard?
 No because the schools does have their own computer lab/computer room.
2. Are the teachers aware of the school’s ICT policies and standards?
 Yes I observe in this video are all aware in the school ICT programs.

3. Does the school provide ICT training for teachers?

 Yes because ICT tools and digital technologies in this new generations is really
helpful to both learners and teachers.

4. Are the students provided with equal opportunity to use the computer and other digital
technologies?
 Yes I what I observe in this video student has its own laptop computer to do their
activities.
 5. Are the teachers Knowledgeable on how to operate a laptop / computer or other digital
technologies for teaching and learnings?
 Yes all teachers in this video are all knowledgeable on how laptop computer
operate all digital facilities provided by the school programs.

B.

Competencies Observed Not Remarks

observed
Domain 1: Understanding ICT in 
Education
Demonstrates awareness of 
policies affecting ICT In education
Complies with ICT policies as 
they affect teaching-learning
Contextualizes ICT policies to the 
learning environment
Domain 2: curriculum and 
Assessment
Demonstrates an understanding of 
concepts, principles, and theories
of ICT systems as they apply to
teaching
-learning
Evaluates digital and non-digital 
learning resources in response to
students’ diverse needs
Develops digital learning 
resources to enhance teaching-
learning
Uses ICT as a tool to develop 21st 
century skills:
Information, Media and
Technology Skills, Learning and
Innovation Skills, Life and Career
Skills, and Effective
Communication Skills.
Domain 3: Pedagogy 
Applies relevant technology tools 
for classroom activities
Uses ICT knowledge to solve 
complex problems and support
student collaborative activities
Models collaborative knowledge 
construction in face-to-face and
virtual environments
Domain 4: Technology tools 
Demonstrates competence in the 
technical operations of technology
tools and systems as they apply to
teaching and learning
Uses technology tools to create 
new learning opportunities to
support communities of learners
Demonstrates proficiency in the 
use of technology tools to support
teaching and learning
Domain 5: Organization and 
Administration
Managers technology-assisted 
instruction in an inclusive
classroom environment
Exhibits leadership in shared 
decision-making using technology
tools
Domain 6: Teacher Professional 
Learning
Explores existing and emerging 
technologies to acquire additional
content pedagogical knowledge
Utilizes technology tools in 
creating communities of practice
Collaborates with peers, 
colleagues, and stakeholders to
access information in support of
professional learning
Domain 7: Teacher Disposition 
Demonstrates social, ethical, and 
legal responsibilities in the use of
technology tools and resources
Shows positive attitude towards 
the use of technology tools

PROCESSING

1. What are the problems or challenges in integrating ICT in teaching and learning?
 The problems and challenges in integrating ICT is all about in our unstable
internet connection and lack of support from the school.

2. What are the challenges encountered by students in using ICT tools and other forms
for digital technologies?
 To encourage and practice collaboration by simply getting involve different online
activities such as working on projects or by collaborating other by sharing
document on their virtual learning activities.
3. In what domain/s of ICT competency standards for teachers do teachers need
improvement? Why?
 Is made up of seven domains. Each domains has a set of competencies, the
competencies are expressed in desired learning outcomes.

4. How will you promote the positive use of ICT to your students?
 Use current hardware and software and understand its potential and limitation.
LESSON 4: Strategies for Promoting Literacy and Numeracy

OBSERVATION

A.
Observation Strategies
1. Oral language
2. Phonological awareness
3. Book and print knowledge
4. Alphabet knowledge
5. Phonics and word recognition
6. Fluency
7. Spelling
8. Writing and composition
9. Grammar awareness and structure
10. Vocabulary development
11. Reading comprehension
12. Listening comprehension

B.

Subjects Strategies
1. Language
(English/Filipino/mother tongue)
2. Mathematics
3. Science
4. History/Araling
Panlipunan/Social Studies
5. Values Education/Conduct
Education
6. Computer /ICT
7. Music ,Arts ,Physical Education
and Health(MAPEH)
8. Technology and Livelihood
Education
9. Others:

PROCESSING

1. How can literacy affect one’s life?

  Literacy improves live because literacy plays vital role in transforming into
socially engaged citizens for being able to read and write to keep up, communicate
and understand any issues that are shaping in our world.

2. How important is Numeracy in our daily life?

 Numeracy can make our life so easier, because mathematics is very important part
or our daily lives to prevent chaos, we do not even realize it because of the
number people can read clocks, measure anything, call anybody and many more.

3. How can Literacy and Numeracy improve the learners academic performance?

 The improvement of the learner performance is to develop their own ideas and
knowledge on how they can communicate others and to make sense to the world,
because literacy and numeracy can help[ the learner to gain the fundamental skills
necessary to achievement success in life.
4. In the absence of digital technologies and printed materials, what do you think are
the strategies you can use to promote Literacy and Numeracy?


REFLECTION
I realize that student proficiency in problem solving strategies to have a good student level
confidence and student learning achievement.
I believe that a learner who needs to be learn in every ups and down in every situation we
have in life. If we can learn from us, we can also learn ourselves.
I feel that to be a teachers is not like a person teaching everything under the sun, but a teacher
who has a knowledgeable mind, skill and capabilities to their student.

LESSON 5: Strategies for Developing Critical and Creative Thinking As Well

As Higher Order Thinking Skills

OBSERVATION

A.
 1. Creating Create a pictograph of the different animals
found in a farm
2. Evaluating
Critique the different animals found in a
farm according to their classification
3. Analyzing Differentiate animals according to their
characteristic

B.
HOTS Strategies Observed Not Observed Remarks
1. Teaches the concepts of 
HOTS
2. Promotes the use of HOTS 
when communicating
3. Encourages question and 
answer during discussion
4. Uses visuals and graphic 
organizers to connect
concepts
5. Uses problem solving to 
foster critical thinking
6. Promotes collaborative 
learning to generate new
ideas
7. Encourages students to 
elaborate their answers
8. Promotes inquiry based 
learning to validate ideas
9. Uses educational 
objectives that foster
HOTS
10. Uses assessment that 
promotes HOTS

PROCESSING
1. In what part of the instructional plan can teacher apply HOTS?
 It is possible for instructor to use HOTS during class discussion to encourage
student to strengthen their critical thinking abilities by asking and answering
question that center on the ”how and why”. As a result, student will be able to
readily answer those question that need in-depth answer rather than the simple
question.

2. How can HOTS improve the student learning?

 Using higher-order thinking skill abilities, student are able to handle issued and
queries and more effectively. Because their profession had previously honed the
HOTS that made then sharp-minded people capable of thinking and clarification
 topics and circumstances, student got more involved in oral participation that
required explanation and justification.

3. How important is creative and critical thinking in the 21st century workplace?
 A company bottom line benefits greatly from employees who can think creative
and critically.

4. What are the things that teachers need to improve on to enrich the students HOTS?
 A critical and analytical thinking ability that teachers may use to their
advantages is to read, watch and listen to context that will
help them enhance their own abilities.

REFLECTION

I realized that the HOTS is important thing and become a concern in the field of
education. The development of HOTS in the learning process will have many benefits
for students.

I believe that no one can be called a stupid when it comes to learning. All are smart.
We are all different in all aspect of learning. The thing we should always remember is
that, we are all gathered here on earth to be a teacher to teach a lesson when there are
thing that needs to be right.

I feel that I will consider my student interest in learning a lesson. As a teacher I will
find a way to get more interest for my students.
LESSON 6: Mother Tongue, Filipino and English in Teaching and Learning
OBSERVATION
A.
Language/s used at home Language/s used at school

Students Tagalog /Itawes Mostly Tagalog

Teachers Mostly Tagalog/English as

Tagalog/Itawes depend on well
what they use to speak

B.
1. Do the teachers of kindergarten and elementary students have a copy of the
learners guide and learning materials for mother tongue, Filipino and English?
 As a medium of instruction, make the teachers comfortable in the thorough
explanation of their lesson. It also helped both teacher and student in a broader
understanding of the lesson since it is exemplified using MTB/MLE.

2. Are the teacher’s guide and learning materials translated in mother tongue?
 Teaching learning materials for minority language education and community are
the best resources for helping them become successful learner in schools.
3. Are there sufficient references for the teaching of mother tongue, Filipino and
English?
 However , this does not mean that MTB/MLE always benefits ist students.

4. Are teachers well informed on and train in the teaching of mother tongue Filipino
and English?
 Making English and Tagalog the official languages of the Philippines is a
practical move, seeing as there needs to be language that can be communicate.
5. Do the teachers speak or understand the identified regional language of
instruction?
 By the understanding the language used in school and those teacher speak,
policies and practices can be adjusted to promote.

6. Do the learners speak or understand the language of instruction use by teachers in

the implementation of MTB-MLE?
 As a result a teacher, should be proficient in all for modes of communication,
listening, speaking, reading, and writing.

7. Do the learners have access to learning resources and materials?

  The most prominent theme we identified concerned the student need to have
online access to course material and resources.

Domains Strategies Remarks

1. Oral Language
2. Phonological
awareness
3. Book and print
knowledge
4. Alphabet knowledge

5. Phonics and word

recognition
6. Fluency
7. Spelling
8. Writing and
Composition
9. Gramar awareness
and structure
10. Vocabulary
development
11. Reading
comprehension
12. Listening
comprehension

PROCESSING
1. Mother tongue
 A mother tongue education helps children since they can utilize their native
language as a means of communication and answer exercise and question with
fluency, as well as develop aa passion for the language.
2. Filipino
 Using a Filipino as a method of education provides student with an easier time
understanding the content and context of the conversation since textbook and
other instructional resources are written in Filipino.
3. English
 Teaching student how to communicate effectively and comprehend English as a
second language.

A. Based on what you have observe in class identify the strategies to improve the
teachers ability to helps students understand mother tongue ,Filipino and English
 In order for student to fully grasp the MOI language, instructors should use
strategies such as multilingual teaching, the use of lingua franca, and the creation
of new instructional resources in the mother tongue.
 B. Explain how mother tongue can enrich cultural awareness of both teachers and
students.
 Can enrich cultural awareness of both teachers and student? Teaching in a
student native language may help both teacher and student have a deeper
understanding of one another cultural origins and traditional.

REFLECTION
I realize that using mother tongue, Filipino and English in the classroom is critical
because it aids kids in their learning from ones, which is learning in their mother
tongue, all the way up to the more advanced levels

I believed that with the MOI of their mother tongue, children are able to learn more
about and explore their original tongue first, before moving on to other languages that
are their second languages. Because of this, they will be able to have a better
understanding of their own culture and customs.

I feel that since a teacher, it is important that student be taught in their native
languages, as this will help them retain information better because it is languages
they use at home and in the community, where they are most likely to encounter it.
 CHAPTER 2

LESSON 1: Learner Safety and Security

OBSERVATION

The learning environment … Yes No Remarks

1. Is clean and orderly 

2. Has policies that ensure 
the safety and security of
students
3. Has space that students 
can play
4. Displays works of students 

5. Allows students to freely 

express their thoughts and
ideas
6. Gives students an 
opportunity to take part in
the formulation of
classroom rules and
policies
7. Has teachers who are calm 
and respectful
8. Encourages students to 
explore and learn on their
own
9. Gives students 
opportunities to correct
mistakes
10. Encourages students to 
resolve conflicts
peacefully

PROCESSING
1. What features of the learning environment have significantly
 Contributed to the students’ learning.
 Flexibility openness, access, resources space designed to be adaptable with lots
of movable partition walls- these characteristic give student choice in how and
when they learn.

2. In your opinion, how cans the school’s learning environment can be improved?
 Feedback is vital for learner as it help them in track their progress and in
changing their learning strategy accordingly. It helps them recognize their weak
areas while improving the developed skill.

3. How does Maslow’s theory explain the importance of security and safety in ensuring
the learning will take place?
 Student must not only feel physically safe in the classroom but emotionally and
psychologically as well.
 LESSON 2: Fair Learning Environment

OBSERVATION
YES NO
The teacher provides students the opportunities to make 
mistakes.
The teacher knows the students well. 

The teacher provides a wide range of options from 

which students can choose from in order to engage in an
activity.
The students are allowed to engage in a variety of 
experiences to learn a new concept or skill.
The students are encouraged to express themselves. 

The teacher extends the lesson so that all students 

benefit from it.
The teacher utilizes various ways of determining how 
students learn.

1. What can you say about the learning environment?

 Should provide a safe and conducive space for learning. They should also
provide opportunities for learner to interact with each other and access resources
that help them learn in different ways.

2. How can the teacher further promote a fair learning environment?

 A teacher should value the way student express themselves in diverse ways. To
promote fairness, teacher should believe that all student are important and that
all student have a right things to
learning opportunities and attention.

PROCESSING
1. What could have contributed to the presence or absence of a fair learning
environment?
 Largely, factors related to the relationship with teachers, friends and peer that
contributed to the social environment. Student valued a calm and well-managed
environment that enhanced behaviour.
2. How does a fair learning environment affect the way children learn?
 Several factor can affect learning ability, including seating ,light, noise, and even
colour.

LESSON 3: Management of Classroom Structure And Activities

OBSERVATION
A.

1. What can you say about the physical structure of your classroom?
 The physical arrangement of the classroom is set up to minimize teachers –
student interactions while minimizing distractions.
2. What were the things you considered when you arranged the classroom?
 Different types of instruction require different seating arrangement. Placing desk
in rows may help focus student attention on you, the teacher, but it does not
create a collaborative environment
3. What do you think are the advantages and disadvantages of this kind of physical set
up?
 The advantage is it can help your body to be active and healthy. The
disadvantage is some of the student have health issues.

PROCESSING
1. What do you think that the classroom structure is consistent with the teacher’s
objectives? Why? Why not?
- The goal and result of a well-managed classroom is structure. Teachers provide
structure through creating and staying on a schedule, planning curriculum.

2. How does the classroom set up affect the students’ performance and learning?
  The facility structural feature-inadequate light-ing, noise, poor air quality and
deficient heating-can undermine learning.

3. If you were the teacher, what kind of classroom structure would you
 A structured classroom often translate to a safe classroom, one where student can
enjoy themselves and focus on learning.

4. Adopt to maximize the students’ learning?

 If the student has difficulty learning, then try …. Be more concrete –using
picture and manipulative; reduce the amount of new ideas.

LESSON 4: Support for Learner Participation

OBSERVATION
Yes No
1. The teacher tells the students his/ her expectations 
after every activity.
2. The teacher recognizes the effort made by the 
students who participate.
3. The classroom is arranged in a way that the 
students can see and communicate with each
 other.
4. The teacher moves around the room as he or she 
discuss the lesson
5. The teacher makes use of various teaching 
strategies to elicit the students participation.
6. The students are given the opportunity to discuss 
their thoughts, ideas, and opinions with the whole
class os some classmates.

PROCESSING
1. How does the teacher encourage the students to participates actively in class?
 Organize each class session to include opportunities throughout to ask question
and answer prepare initial and follow up question ahead of time.

2. What do you think is the best classroom set up to encourage the students to engage in
the activity?
 Differentiation stations are a great way to increase student engagement in the
learning process. These station cater to each student academic level, instead of
delivering a one-size its- all task to everyone.

3. What strategies should the teacher use to make the students participate in class?
 One of the most effective ways to encourage student to participate is to let them
discuss in small group.
 LESSON 5: Promotion OF Purposive Learning

OBSERVATION
YES NO
1. The learning environment promotes respect 
by giving the students opportunities to
listen to each other.
2. The students are provided with a avenues 
to observe and practice a skill.
3. All experiences are considered learning 
experiences.
4. The students are given opportunities to 
collaborate with each other.
5. The teacher uses other strategies aside 
from lecture to help the students
understand the lesson.

PROCESSING
1. Does the teacher support purposive learning? If yes, how? If no, how can the teacher
support purposive learning?
 A teacher can support purposive learning by explaining ; help student, Eliminate
the front of the classroom, encourage collaboration.

2. How else can purposive learning be promote in the classroom?

 With active learning ,students should typically approach learning in a reflective
and thoughtful way and not be just passive recipients of the information.

REFLECTION
I feel that a teacher who is flexible enough to face different behaviour, culture, and
characteristic of student.
When I become a teacher I will find a way to get more interest. I will motivate my
student to think on how to solve an problem.

LESSON 6: Management Of Learner Behaviour

OBSERVATION
 YES NO REMARKS
1. Does the teacher expect the students 
to respond according to how the
lesson was taught?
2. Does the teacher provide the students 
with opportunities to engage in
activities of their choice?
3. Does the teacher provide immediate 
feedback like praises or grades?
4. Is the classroom environment 
arranged so that the students can
easily collaborate?
5. Is the classroom environment 
arranged so that the students can
freely explore their interest?
6. Does the teacher provide the students 
with opportunities to succeed?
7. Does the teacher immediately correct 
the mistakes made by the students?
8. Does the teacher guide the students 
to discover their own mistakes?
9. Dos the teacher allow the students to 
commit mistakes until they are able
to correct these errors on their own?
10. Is the student-teacher relationship 
cordial?
11. Can the students freely express their 
thoughts and ideas in class?
12. Does the teacher listen to the 
students’ ideas?

PROCESSING
1. What kind of classroom management does the teacher practice? Why?
 The authoritative classroom management style aims to strike a balance between
teacher control and student involvement.

2. Do you think that the management styles that the teacher is using in class contributes
to the students’ learning? Why? Why not?
 No it depends on the student whether he really thinks or studies their lesson, but
then when face to face the student learned so much because it will teach the
student well.

3. If you were the teacher, what management style would best maximize students’
learning?
 The authoritative approach is the best from of classroom management style
because it is the one most closely associated with appropriate student behaviour.