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Field Study I

This document discusses pedagogical content knowledge and its importance for teachers. It begins by differentiating between three types of teacher knowledge: content knowledge, pedagogical knowledge, and curricular knowledge. It emphasizes that pedagogical content knowledge (PCK) involves blending content and pedagogical knowledge. The document then provides an observation form for students to observe a class and assess the teacher's demonstration of these different knowledge domains. It prompts students to process what they observed about the role of content, pedagogical, and curricular knowledge and how teachers can strengthen these areas.

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100% found this document useful (1 vote)

1K views187 pages

Field Study I

Uploaded by

Sc Juanico

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Download as DOCX, PDF, TXT or read online on Scribd

You are on page 1/ 187

CHAPTER I

CONTENT
KNOWLEDGE
AND PEDAGOGY

1
Pedagogical Content Knowledge and Its Application
LESSON 1
across the Curriculum

This lesson will guide you in understanding content knowledge, pedagogical

knowledge, and curricular knowledge. It will help you analyze the importance of content
knowledge and its application to teaching and learning. The objectives of this lesson are
the following:
1. differentiate content knowledge from pedagogical knowledge and curricular
knowledge;
2. observe how teachers align the content of the lesson to the curriculum; and
3. analyze the benefits of pedagogical content knowledge.

Educational Theory

The mastery of content and comprehensive pedagogical content knowledge

(PCK) of the subject area is one of the competencies expected in a teacher education
graduate (CHED 2017). Shulman introduced PCK in 1986 and defined three categories of
teacher’s knowledge that are essential in teaching and learning. these are the following:
 Content Knowledge – the knowledge of the subject matter or academic course to
be taught or expected to be learned by students, which requires understanding of
facts, concepts, or principles.
 Pedagogical Knowledge – the knowledge of teaching, which includes methods
and strategies of formulating the subject matter to make it more comprehensible
to the learners.
 Curricular Knowledge – the knowledge of the curriculum, which is represented
by full range of programs designed for teaching a particular subject/course at a
given level.
PCK is the blending of content knowledge and pedagogical knowledge that is
unique among teachers. It is the type of knowledge in which the teacher relates his or her
pedagogical knowledge to the content knowledge to make the lesson more relevant and
comprehensible to learners.
While it is important for teachers to have mastery of content and pedagogical
skills, it is also essential to have curricular knowledge to deliver the content effectively.
Choppin (2009) emphasized that the notion of curricular-context knowledge has the
potential to be a tool to explore how teachers develop and connect content knowledge in
practice.
As a teacher, you should familiarize yourself with DepEd’s K to 12 Basic
Education Curriculum.

2
3
Observation
A. Write down the information asked and answer the succeeding questions based on
your class observation.
Name of Teacher:

Date and Time of Observation:

Educational Background:

Assigned Grade and Section:

Assigned Subject/s:

Relevant Trainings Attended:

1. Are the teacher’s background and qualifications aligned with the subject/s he
or she assigned to teach?
__________________________________________________________________
2. Does he or she used K to 12 curriculum guide in preparing a lesson plan?
__________________________________________________________________
3. Does he or she consider the learner’s prior knowledge in designing a lesson
plan?
__________________________________________________________________
4. Does he or she used varied teaching strategies to deliver the subject matter?
__________________________________________________________________
5. Does he or she conduct research in planning for his or her lessons?
__________________________________________________________________

B. Check (✓) the box that corresponds to your class observation. Write your remarks
in the rightmost column.
Indicators Observed Not Remarks
Observed
1. Explains the subject matter
a. Clearly
b. Accurately
c. Comprehensively
2. Relates the subject matter

4
with previous lessons that
have been taught or future
lessons 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 matter
5. Utilize 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 and/or
21st century skills
8. Uses appropriate languages
to make the subject matter
delivery more
comprehensible
9. Shows skills in the use of
information and
communications
technologies (ICT) to
facilitate teaching and
learning
10. Uses effective verbal and
non-verbal forms of
communication strategies to
promote meaningful learning

Other comments:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

5
Processing

A. Based on what you have observed in class, explain the importance of the different
kinds of knowledge.
1. Content knowledge
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Pedagogical knowledge
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. Curriculum knowledge
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

B. What do you think were the strategies used by the teacher to enrich his or her
mastery of the subject matter?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
C. What do you think were the strategies used by the teacher to enrich his or her
pedagogical knowledge?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

6
__________________________________________________________________

D. What do you think were the strategies used by the teacher to augment his or her
curricular knowledge?

Reflection

Complete the following:

7
Research-based Instruction and Principles of Teaching
LESSON 2
and learning

Research-based instruction and the principles of teaching and learning are

essential in planning instruction. This lesson is designed to help you understand how
research-based instruction and the principles of teaching and learning can improved the
teacher’s pedagogical content knowledge (PCK) and student’s learning. the objectives of
this lesson are the following:
1. analyze the importance of research-based instruction and the principles of
teaching and learning;
2. observe how these can enrich teacher’s pedagogical content knowledge and
improved student’s learning;
3. recognized their effect on learners; and
4. examine how various theories and principles are applied in planning instruction.

Education Theory

The K to 12 curriculum shall be learner-centered, relevant, responsive, and

research-based. As stated in RA 10533 otherwise known as the Enriched Basic
Education Act of 2012, it shall promote the used of pedagogical approaches that are
constructivist, inquiry-based, reflective, collaborative, and integrative. These principles
and approaches, which are typically, derived from empirical researches, theoretical
claims, practical experiences, and ideological or philosophical beliefs shall serve as rules
or guiding principles that will direct teachers in the attainment of a particular outcome.
Research-based instruction and the principles of teaching and learning are to be
taken as a strategy and promoted the use of empirical evidences, scientific findings,
theoretical claims, quantitative data, or practical experiences to inform the content of
lessons and instructional strategies. The data on students’ poor academic performance,
for example, can be analyzed to identify the problem and determine appropriate strategies
to prevent similar cases in the future. The application of research-based instruction and
the principles of teaching and learning does not only transmit the knowledge based on
existing theories and principles but also transform these into new knowledge.
Carnegie Mellon University (2016) articulates the following research-based
principles and strategies that can make teaching effective and efficient:
1. acquiring relevant knowledge about the student and using that knowledge to
inform our course design and classroom teaching;
2. aligning the three major components of instruction: learning objectives,
assessments, and instructional activities;
3. articulating explicit expectations regarding learning objectives and policies;
4. prioritizing knowledge and skills we choose to focus on;

8
5. recognizing and overcoming our expert blind spots;
6. adopting appropriate teaching roles to support out learning goals; and
7. progressively refining our courses based on reflection and feedback.
In 2016, the Department of Education (DepEd) adopted the Basic Education
Research Agenda (BERA) by virtue of DepEd Order No. 39, series of 2016 to
provide guidance to DepEd and its stakeholder in the conduct of education research.
It serves as a guide for education researchers who seek to
1. build gains from existing research;
2. generate new knowledge on less explored, but priority fields of basic education;
3. systematically focus DepEd’s attention on relevant education issues; and
4. maximize available resources for research inside and outside the Department.

Observation

A. Answer the following questions based on your class observation.

1. Does the school promote research culture among the teachers? How?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. Do the teachers undertake research activities to enhance their pedagogical
content knowledge? What are these activities?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. Are the teachers aware of the standards, principles, and pedagogical
approaches behind the K-12 curriculum?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
4. Do the teachers integrated research findings, empirical evidence, and theories
to support validity of content to be taught? How?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
5. Do the teachers use varied teaching approaches based on K-12 curriculum
principles? How?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

9
B. Check (✓) the box that corresponds to your class observation. You may write
your comments in the Remarks column.
Not
Observe
Indicators Observe Remarks
d
d
1. Administers diagnostic
exam to assess the students’
prior knowledge
2. Prepares a lesson based on
the students’ needs
3. Relates the topic to
students’ interest to motivate
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 leaning 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. Examines the students’
previous performance to
modify learning objectives
and content of the lesson,
including the teaching
strategy used
10. Aligns assessment tasks
and instructional activities
with the learning objectives
C. What are the research-based instructional strategies applied by the cooperating
teacher? Write your answer in the space below.

10
Processing

Read carefully and answer the following questions based on what you have
observed in class.
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

11
Complete the following:
1. I realized that
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

3. I feel that
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

4. When I become a teacher, I will

12
Positive Used of Information and Communications
LESSON 3
Technology

Teachers play a critical role in supporting learners to face challenges and seize
opportunities in the digital world (UNESCO 2018). This lesson will help you ascertain
how to demonstrate skills using technology to promote quality-learning outcomes. The
objectives of this lesson are the following:
1. identify different types of information and communication technologies (ICT) for
teaching and learning;
2. observe the proper use of ICT in teaching and learning; and
3. understand how technology can improve teaching and learning.

Education Theory

One of the 21st century skills that students need to succeed in the information age
is literacy skill that comprises information literacy, media literacy, and technology
literacy (P21 Framework for 21st Century Learning 2016). Thus, teachers should not only
be equipped with pedagogical knowledge, but also with technological knowledge to adapt
to the demand of the 21st century teaching and learning.
Mishra and Koehler (2006) define technological knowledge (TK) as knowledge of
different technologies from traditional materials such as books, chalk, and blackboard to
more advanced technologies like digital technologies that invoklve skills required to
operate hardware and software and the ability to adapt to new technologies regardless of
type. Mishra and Koehler (2006) explained that the pedagogical uses of technology
require the development of a complex situated form of knowledge called technological
pedagogical content knowledge (TPACK). The TPACK framework describes the
teacher’s knowledge of technology integration, which adds technological knowledge to
Shulman’s concept of PCK. It is an overlap of content knowledge, pedagogical
knowledge, and technological knowledge as shown in figure 1.

Technological
Knowledge

Pedagogical Content
Knowledge Knowledge

Figure 1. TPACK Framework

13
Relatively, due to rapid development of technologies, there is a need to have a
clear vision of the role of teachers in harnessing the power of ICT in the classroom and
beyond (UNESCO 2011). Thus, the UNESCO ICT Competency Framework for Teachers
(ICT-CFT) was created to help countries develop a comprehensive national ICT
competency policy and standard. UNESCO Bangkok in partnership with the Commission
on Higher Education (CHED) addressed this vision by integrating the ICT competency
standards for teachers in the revised undergraduates’ teacher education program of 2017,
which aims to build teacher education graduates’ ability to apply ICT to promote quality,
relevant, and sustainable educational practices.
To provide public school teachers with appropriate technologies to enhance the
teaching and learning process and meet the challenges of the 21st century, the DepEd
implemented the DepEd Computerization Program (DCP) in 2010 by virtue of DepEd
Order No. 78. The objectives of the DCP are as follows:
1. provide computer laboratory packages to secondary school;
2. provide e-classrooms to elementary schools;
3. provide laptop units to mobile teachers;
4. integrate ICT in the school system;
5. raise the ICT literacy of learners, pupils, schools, teachers, and school heads; and
6. reduce computer backlog in public schools.

Observation

A. Familiarize yourself with ICT facilities and tools for teaching and learning. check
if the following items are available. Provide a description for each in the
rightmost column.

Availabl Not
ICT Facilities and Tools Description
e 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)

14
Tables, mobile phones, or other
mobile devices
Others:

B. Interview the cooperating teacher. Ask the following questions.

1. Does the school have specific ICT policies and standards?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Are the teachers aware of the school’s ICT policies and standards?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. Does the school provide ICT training for teachers?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
4. Does the school provide the necessary ICT tools and digital technologies to aid
teaching and learning activities?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
5. Are the students provided with equal opportunity to use the computers and other
digital technologies?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

15
Other comments and observations:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

C. Check (✓) the box that corresponds to what you have observed in class. Write
your remarks in the last column.

Observe Not
Competencies Remarks
d Observed
Domain 1: Understanding ICT in Education
Demonstrate 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 Communications
Skills.
Domain 3: Pedagogy
Applies relevant technology tools for
classroom activities
Uses ICT knowledge to solve complex
problems and support student collaborative
activities
Models collaboration knowledge construction
in face-to-face and virtual environments
Domain 4: Technology Tools

16
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
Manages 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 and pedagogical
knowledge
Utilizes technology tools in creating
communitues of practice
Collaborates with peers, colleagues, and
stakeholders to access information in support
of professional learning
Domain 7: Teacher Deposition
Demonstrates social, ethical, and legal
responsibilities in the use of technology tools
and resources
Shows positive attitude towards the use of
technology tools

Processing
Read carefully and answer the following questions based on what you have
observed in class.
1. What are the problems or challenges in integrating ICT in teaching and
learning?
2. What are the challenges encountered by students in using ICT tools and other
forms for sigital technologies?
3. In what domain/s of ICT competency standards for teachers do teachers need
improvement? Why?
4. How will you promote the positive use of ICT to your students?
Reflection

17
Complete the following:
1. I realized that
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

4. When I become a teacher, I will

18
LESSON 4 Strategies for Promoting Literacy and Numeracy

This lesson presents the teaching strategies that augment literacy and numeracy
skills. It will help you analyze how different strategies are employed in integrating
literacy and numeracy in teaching. The objectives of this lesson are the following:
1. define the terms "numeracy" and "literacy";
2. observe how literacy and numeracy are integrated in teaching and learning;
and
3. identify strategies in promoting literacy and numeracy.

Education Theory

One of the target goals specified under Global Goals 4.6 is to ensure that all youth
and a sustainable proportion of adults, both men and women, achieve literacy and
numeracy by 2030. To achieve this goal, teachers who serve as forefront of teaching
literacy and numeracy shoul be equipped with knowledge on strategies that promote
literacy and numeracy skills.
Literacy and numeracy skills are the foundational skills that learners need to
develop to succeed in life. These basic skills refer to he student's ability to understand the
effective use of language and communication skills (reading, writing, listening, and
speaking) and mathematical concepts (number sense, addition, subtraction,
multiplication, division, decimals, fraction) that are useful in everyday life. According to
Wyatt-Smith et al. (2011), literacy and numeracy education is core in quality learning
across all phases of schooling and all curriculum areas. This means that the teacher's role
in instigating literacy and numeracy is significant to improve student's academic
performance. Knowing how literacy and numeracy are taught under the K-12 curriculum
and understanding the leaner's competence are essential in identifying appropriate
strategies to promote literacy and numeracy among the students.
The following are some of the strategies that can be used to promote literacy in
teaching and learning:
1. brain storming and discussion;
2. cooperative learning
3. inquiry-based learning
4. problem-based learning;
5. using visuals, semantics, and graphic organizers,
6. promoting journal and writing:
7. organizing games, role playing, drama, and charades;

19
8. 8.using music, rhythm, and dance;
9. conducting experiments and practical experiene e
10. storytelling; and
11. using audio and video materials.
Meanwhile, below are the strategies for building numeracy in different learning
areas:
1. using concepts of time, numbers, dates, and sequencing events in teaching
History, Social Studies, Values Education, and ICT,
2. measuring distance, volume, weight, and height and using perccntage and
calculation in teaching Science and Mathematics,
3. collecting, comparing, and interpreting data in teaching Sciene, Mathematics,
Social Studies, and TLE:
4. using graphs and diagrams in teaching Mother Tongue, English, Filipino, Values
Education, Mathematics, and TLE;
5. using game scores, dance steps, and rhythm in teaching MAPEH; and
6. using play money in teaching financial literacy in TLE, Mathematics, and Social
Studies.
In 2015, the DepEd issued guidelines on the Early Language, Literacy, and
Numeracy Program: Professional Development Component (DepEd Order No. 12) in line
with then President Benigno S. Aquino II!'s ten-point agenda that "every child should be
a reader by Grade 1." Its primary goal is to develop the Filipino children's literacy and
numeracy skills and attitudes toward lifelong learning.

Observation

A. For each given domain, write down the literacy strategies used by the cooperating
teacher during your class observation.

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

20
B. Write down the numeracy strategies used by the cooperating teacher during your class
observation in the following subjects.

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

Read carefully and answer the following questions based on what you have
observed in class.
1. How can literacy affects one's life?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. How important is numeracy in our daily life?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. How can literacy and numeracy improve the learner's academic performance?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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?
__________________________________________________________________

21
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Reflection

Complete the following:

4. When I become a teacher, I will

This lesson will guide you in understanding how teaching strategies develop
critical and creative thinking as well as higher-order thinking skills (HOTS). The
objectives of this lesson are the following:
22
1. observe how teachers apply HOTS in formulating lesson objectives and
assessments;
2. identify the strategies that enhance the students' HOTS; and
3. recognize the importance of HOTS in teaching and learning.

Education Theory

Higher-order thinking skills {HOTS) is a concept of learning based on cognitive

processes that are beyond the basic thinking skills classified in Bloom's taxonomy. Based
on Bloom's taxonomy of cognitive domain, thinking skills are organized into six major
classes and presented in hierarchical order (see Table 1), The hierarchical presentation
suggests that learners should master lower level thinking skills such as knowledge,
comprehension, and application before they can demonstrate HOTS such as analysis,
synthesis, and evaluation. Anderson and Krathwohl revised Bloom's taxonomy of
educational objective in 2001. This led them to provide six categories of the cognitive
process dimension and related cognitive processes (see Table 1) and offer active verbs for
each level to help teachers in writing lesson objectives.
Table 1: Taxonomy of Educational Objectives: Cognitive Domain

Bloom's
Anderson and Krathwohl's Revised Taxonomy
Taxonomy
Create - put elements together to form a coherent functional
Evaluation whole; reorganize elements into a new pattern or structure
(Keywords: hypothesizing, designing, constructing)
Highe Evaluate - make judgement based on criteria and standard
Synthesis
r (Keywords: checking, critiquing)
Order Analyze: break material into its constituent parts and
determine how the parts relate to one another and to an
Analysis
overall structure or purpose
(Keywords: differentiating, organizing, attributing)
Apply - carry out or use procedure in a given situation
Application
(Keywords: executing, implementing)
Understanding - construct meaning from instructional
messages imcluding oral, written, and graphic
Lower Comprehension communication
Order (Keywords: interpreting, exemplifying, classifying,
summarizing, inferring, comparing, explaining)
Remember - retrieve relevant knowledge from long-term
Knowledge memory
(Keywords: recognizing, recalling

23
Relatively, critical and creative thinking are considered to be HOTS as they
require more complex level of thinking. Critical thinking is the ability to make logical,
rational, and judgment using HOTS such as analyzing, synthesizing, and evaluating
before making conclusions. Creative thinking, on the other hand, is the ability to become
resourceful, open-minded, innovative, and adaptive in addressing problems; it involves
HOTS such analyzing, designing, composing, and constructing to generate ideas or create
sometning new.
The following are some of the strategies to enhance HOTS of students as
suggested by Collins (2014):
1. teach the language and concept of higher-order thinking
2. encourage questioning and discussion to tap into particular HOTS;
3. teach subject concepts to connect students
4. provide scaffolding by giving student support at the beginning of the lesson such
as visuals, graphic organizers, and problem-solving tasks; and
5. encourage higher-order thinking to foster deep conceptual understanding.

Observation

A. Ask the cooperating teacher to show his or ger lesson plan to you. Review the
objectives of each lesson in the lesson plans. Provide examples of educational
objectives based on the following HOTS:

1. Creating

2. Evaluating

3. Analyzing

24
B. Indicate whether the following HOTS strategies are applied during tour class
observation by checking the appropriate box. Write your remarks in the last column.

Not
HOTS Strategies Observed Remarks
Observed
1. Teaches the concepts of HOTS
2. Promotes the use of HOTE 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 answer
8. Promotes inquiry-base learning to validate
ideas
9. Uses educational objectives that foster HOTS
10.Uses assessments that promotes HOTS

Processing

Read carefully and answer the following questions based on what you have observed
in class.
1. In what part of the instruction plan can teachers apply HOTS?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. How can HOTS improve the students' learning?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. How important is creative and critical thinking in the 21st century workplace?
__________________________________________________________________
__________________________________________________________________

25
__________________________________________________________________
__________________________________________________________________
4. What are the things that teachers need to improve on to enrich the students'
HOTS?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Reflection

Complete the following:

4. When I become a teacher, I will

26
27
Learning Tongue, Filipino, and English in Teaching
LESSON 6 and
Learning

Mother tongue, Filipino, and English are the mediums of instruction (MOls) used
to deliver the content of the K to 12 curriculum. This lesson examines the importance of
the use of mother tongue, Filipino, and English in facilitating teaching and learning
process. The objectives of this lesson are the following:
1. observed how teachers use mother tongue, Filipino, and English as MOls,
2. determine how instruction plans are designed in line with the principles of mother
tongue, and
3. recognize the importance of the use of mother tongue, Filipino, and English in
teaching and learning.

Education Theory

Mother Tongue Based-Multilingual Education (MTB-MLE) under the K-12 basic

education program was institutionalized in 2009 through DO No. 74, series of 2009.
MTB-MLE aims to improve the students learning as well as their cultural awareness by
understanding the language. Section 4 of the Republic Act No. 10533, otherwise known
as The Enhanced Basic Education Act of 2013, provides that basic education should be
delivered in languages understood by the learners as it plays a strategic role in shaping
the formative years of learners.
Mother tongue is used as a medium of instruction in teaching Mathematics,
Araling Panlipunan, Music Arts, Physical Education and Health (MAPEH), and
Edukasyon sa Pagpapakatao in Grades 1 and 2. It is also taught as a separate learning
area in Grades 1 and 2 as provided in DepEd Order No. 31, series of 2013. Aside from
mother tongue, Filipino and English are also introduced in Grade 1 as separate subjects
with focus on fluency and as MOIs from Grade 4 onwards.
Relatively, 12 major languages or Lingua Franca are specified in DO No. 16,
series of 2012 as learning areas and MOls. These are Tagalog, Kapampangan,
Pangasinense, Iloko, Bikol, Cebuano, Hiligaynon, Waray, Tausug, Maguindanaoan,
Maranao, and Chabacano.
In addition, seven other languages were identified as MOIs in various regions per
DO No. 28, s. 2013. These are Ybanag (Region I-Tuguegarao City, Cagayan, Isabela),
Ivatan (Region II- Batanes Group of Islands), Sambal (Region Il- Zambales), Aklanon

28
(Region VI-Aklan, Capiz), Kinaray-a (Region VI - Capiz, Aklan), Yakan (ARMM
(Basilan), and Surigaonon (CARAGA-Surigao City and provinces).
Mother tongue, Filipino, and English as MOls are also offered as learning areas
under the K-12 curriculum with focus on oral language, phonological awareness, book
and print knowledge, alphabet knowledge, phonies and word recognition, fluency,
spelling, writing and composition, grammar awareness and structure, vocabulary
development, reading comprehension, listening comprehension, attitudes towards
language, literacy and literature, and study strategies.

Observation

A. Conduct a survey of languages used by students and teachers at home and school.

Language/s used at home Language/s used at school

Students

Teachers

B. Answer the following questions:

1. Do the teachers of kindergarten and elementary students have a copy of the
teacher's guide and learning materials for mother tongue, Filipino, and English?
2. Are the teacher's guide and learning materials translated in mother tongue?
3. Are there sufficient references for the teaching of mother tongue, Filipino, and
English?
4. Are teachers well-informed on and trained in the teaching of mother tongue,
Filipino, and English?
5. Do the teachers speak or understand the identified regional language of
instruction?
6. Do the learners speak or understand the language of instruction used by teachers
in the implementation of MTB-MILE?
7. Do the learners have access to learning resources and materials?
29
C. Conduct an observation of teachers in mother tongue, Filipino and English classes.
Identify the strategies used to motivate or arouse the interest of learners in the following
language literacy domains. Write your observations in the Remarks column.

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 Composition
9. Grammar Awareness
and Structure
10. Vocabulary
Development
11. Reading
Comprehension
12. Listening
Comprehension

Processing

A. Based on what you have observed in class, identify the benefits of using mother
tongue, Filipino, and English as MOIs.
1. Mother tongue
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

2. Filipino
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

30
3. English
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
B. Based on what you have observed in class, identify the strategies to improve the
teacher's ability to help students understand mother tongue, Filipino, and English.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
C. Explain how mother tongue can enrich cultural awareness of both teachers and
students.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Reflection

Complete the following:

3. I feel that
__________________________________________________________________
__________________________________________________________________

31
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

4. When I become a teacher, I will

32
LESSON 7 Classroom Communications and Strategies

Communication plays a fundamental role in our daily lives, most especially in

teaching and learning. This lesson distinguished numerous verbal and non-verbal
classroom communication strategies that support learner understanding participation,
engagement, and achievement. The objectives of this lesson are the following:
1. differentiate verbal from non-verbal communication;
2. observe how communication strategies are used in the classroom;
3. determine how communication strategies support the learners' understanding of
the lesson; and
4. discover how communication strategies improve the learners' academic
performance.

Education Theory

Communication skill is one of the 21st century competencies that every student
needs. It is essential in exchanging information between people. Communication makes
teaching and learning easier.
Communication may occur between individuals, groups, organizations, and social
classes regardless of their complexities, distance, space, and time (Rosengren 2000). In a
classroom setting where the teacher usually plays the role as conveyor of message or
information, his or her ability to communicate with the learners is very cssential in order
to engage them in clas discussion.
According to Rocci and de Saussure (2016), verbal communication is arguably
the most pervasive form of communication especially in the huge gamut of
communication phenomena where spoken and written language combines with other
modalities such as gestures and pictures. There are two known forms of verbal
communication:
1. Oral Communication -a communication through spoken words done face-to-face
in video chat, or on a telephone call.
2. Written Communication- a communication through the use of written or printed
documents, emails, fax messages, SMS/text messages, or online messaging/chat
Non-verbal communication, on the other hand, is the process of communication that
does not use any oral or written words. Communication in this form takes place with the
use of signals, behaviors, expressions, or movements. Hall and Knapp (2013) identify the
modalitie of non-verbal communications in the following forms:

33
1. facial behavior
2. vocal behavior
3. gesture and body movement
4. eye behavior
5. face and body physiognomy (nonverbal cues for trait impressions)
6. proxemics and haptic interaction (the closeness continuum)

Observation

A. Identify the verbal and nonverbal forms of communication used by teachers and
students in the classroom.

Verbal Nonverbal Remarks

Teachers

Students

B. Check (✓) the box that corresponds to what you have observed in class. Write your
remarks in the last column.

Communication Strategies for Observed Not Remarks

Teachers Observed
Communicates with a friendly
tone
Think before speaking to avoid
utterance of irrelevant words
Speaks clearly and articulate
delivers the message he or she is
trying to convey
Speaks with confidence

34
Demonstrates ability to produce
intelligent and fluent discourse
Demonstrates skills in written
communication
Demonstrates proficiency in oral
communication
Manifests positive attitude
towards students
Other comments and observations:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Processing

Read carefully and answer the following questions based on what you have
observed in class.
1. How important are the verbal and non-verbal forms of communication to the
teachers?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. How do verbal and non-verbal forms of communication affect the students'
learning?
__________________________________________________________________
__________________________________________________________________

35
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. What forms of communication do the teachers and the students need to improve
on?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Reflection

Complete the following:

3. I feel that
__________________________________________________________________
__________________________________________________________________

36
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

4. When I become a teacher, I will

37
CHAPTER II
THE LEARNING
ENVIRONMENT

38
LESSON 1 Learner Safety and Security

For teachers to be effective and for students to learn well, a safe and secure
learning environment should be established. The objectives of this lesson are the
following:
1. identity safety and security policies and practices in a learning environment;
2. observe how safety and security policies are practiced in a learning environment;
and
3. reflect on how safety and security practices impact teaching and learning.

Education Theory

Learning environment refers to any context in which learning is supposed to take

place. It may refer to a physical space like a classroom, laboratory, or any room. It may
also refer to a non-formal learning environment such as distance learning and online or
virtual learning where the teaching-learning process occurs (Bernard 2012). In other
words, learning environment is more than just physical components. It refers to any space
where the needs of learners are addressed, interactions occur, and relationships are
established in order for learning to effectively take place.
Environment plays a vital role in learning (Hannah 2013). For learning to take
place it is important that certain needs are met. Students will have a difficult time
focusing on their studies if their minds are preoccupied with matters other than the lesson
being taught. Psychologist Abraham Maslow formulated a hierarchy of needs. It states
that each level should be fulfilled in order to progress to the next stage. Two of the basic
needs identified by Maslow are security and safety. Students should be in an environment
where they are free to move, talk, and interact with others without compromising their
physical, psychological and emotional health. This can be done by making sure that
routines are established, rules are clearly defined, and policies are explicitly explained.
Knowing what to expect provides students an opportunity to manage behavior as they
deem fit in a predictable learning environment (Burleson and Thoron 2014).

Observation

Check (✓) 5he box that corresponds to the learning environment of the class you
have observed.

Communication Strategies for Teachers Yes No Remarks

1. is clean and orderly
2. has policies that ensure the safety and
security of students
3. has space where students can play

39
4. display work 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

Read carefully and answer the following questions based on ehat you have
observed in class.
1. What features of the learning environment have significantly contributed to the
students' learning?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. In your opinion, how can the school's learning environment be improved?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. How does Maslow's theory explain the importance of security and safety ensuring
that learning will take place?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

40
Reflection

Complete the following:

1. I realized that
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. I believe that
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. I feel that
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
4. When I become a teacher, I will
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

LESSON 2 Fair Learning Environment

This lesson emphasizes the importance of having a fair learning environment. The
objectives of this lessons are the following:
1. explain the concept of a fair learning environment;

41
2. discuss bow inclusive pedagogy promotes a fair learning environment, and
3. reflect on how a fair learning environment contributes to the students' academic
performance.

Education Theory

The goal of any teacher is to provide the students with a safe learning
environment. To make students feel safe, they should be allowed to be themselves, make
mistakes, and be in an environment that is fair. A fair learning environment does not
espouse teaching that uses the same mode of delivery for all lessons or topics. It also does
not impose the same expectations for all students. Furthermore, it does not provide
students the same academic experiences all the time. On the contrary, a fair learning
environment provides students with lessons, strategies, and challenges that will address
their individual needs.
Inequalities in the classroom often occur when the teacher gives utmost
importance to academic achievements, thereby alienating other students who are not as
gifted academically. A fair learning environment uses an inclusive pedagogy where
students are provided with varied experiences, activities, and opportunities (Spratt and
Florian 2013). Inclusive pedagogy as espoused by Hart et al. (2004) promotes a fair
learning environment because it gives the students a chance to learn from a range of
opportunities and experiences provided by the teacher.
In other words, the teacher should adopt various teaching techniques to suit the
different learning capabilities of the students.

Observation

Check (✓) the box that corresponds to your class observation and answer the
succeeding questions.

Yes No
The teacher provides students 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?

42
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. How can the teacher further promote a fair learning environment?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Processing

Read carefully and answer the following questions based on what you have
observed in class.
1. What could have contributed to the presence or absence of a fair learning
environment?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. How does a fair learning environment affect the way children learn?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Reflection

Complete the following:

2. I believe that
__________________________________________________________________
__________________________________________________________________
43
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

4. When I become a teacher, I will

44
LESSON 3 Management of Classroom Structure and Activities

To promote an effective learning environment, teachers should be able to manage

the physical structure of the classroom and activities well. This lesson explores classroom
management as a key to effective teaching. The objectives or this lesson are the
following:
1. observe how teachers manage classroom structure and activities,
2. determine how the classroom structure and activities affect the students
participation; and
3. learn how to effectively manage classroom structure and activities.

Education Theory

According to Robert Sommer (1977), the classroom layout depends on the

teacher's philosophy, objectives, activities, and priorities.
Teachers who believe that children learn best by listening usually arrange desks
and chairs in rows and columns. On the other hand, teachers who believe that students
should collaborate and communicate arrange desks and tables in clusters.
Aside from the teacher's philosophy, learning activities also affect how the
physical space is set up. If the activity requires students to work together, then there
should be areas where they can work as a group. However, if students need to do their
work individually, then the chairs and tables should be arranged in rows and columns
(Fernandes et al. 2011).
Priorities and objectives also dictate how a class is structured. Gremmen, et al.
(2016) identify academic and classroom management as top considerations when
determining the appropriate class layout.
Teachers most often arrange the physical structure to address the best way
students can learn. Thus, the best way for teachers to determine the ideal classroom setup
is to look into the activities that the students are engaged in.
Finally, the classroom setup should also account for behavior management who
need special attention should be strategically placed in front so that they can be attended
to immediately (Earp 2017).

45
Observation

A. In the box below, draw the room layout of the class you have observed.

B. Interview the cooperating teacher. Ask the following questions:

1. What can you say about the physical structure of your classroom?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. What were the things that you considered when you arranged the classroom?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. What do you think are the advantages and disadvantages of this kind of physical
setup?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

46
Processing

Based on what you have observed in class and the teacher's responses on the
interview, answer the following questions:
1. Do you think that the classroom structure is consistent with the teacher's
objectives? Why? Why not?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. How does the classroom setup affect the students' performance and learning?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. If you were the teacher, what kind of classroom structure would you adopt to
maximize the students' learning?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Reflection

Complete the following:

47
__________________________________________________________________

4. When I become a teacher, I will

48
LESSON 4 Support for Learner Participation

Encouraging students to partake in class discussions and class activities is one of

the challenges encountered by teachers. This lesson shares strategies for increasing
student participation in class. The objectives of this lesson are as follows:
1. observe strategies implemented by teachers to encourage students to participate in
class; and
2. discover how the learning environment in class can increase student participation.

Education Theory

There are various ways to improve student participation in class discussions and
activities.
First, the teacher needs the students to understand that participation is a collective
undertaking of the class and that their contribution can help in the learning process
(Hollander 2002). If the students are given the opportunity to share what they know and
show what they can do, and it they are recognized for their efforts, they will realize that
their contributions matter.
Likewise, teachers should also make sure that the learning environment is
conducive to participation. The physical setup should make it easy for students to
communicate with the teacher and their classmates. Various ways of arranging the
classroom layout should be explored to make sure that the students are facing not only
the teacher but also their classmates. The teacher should also make it a point to move
around the room. This will not only give the students more opportunities to interact with
the teacher, but it will also encourage students to interact with one another. The tendency
of students when the teacher is in front of the room is to direct their questions and
answers to the teacher. It is important that the teacher gives the students the opportunity
to ask or even converse with each other (Hollander 2002).
Lastly, the teacher should explore various teaching strategies to ensure that all the
students can participate actively. The teacher should make sure that the students can
answer or discuss the lesson after a concept is introduced. By anticipating this, the
students are more likely to be attentive. The teacher can also engage the students in other
non-threatening activities involving small groups, pairs, or triads. These will allow
students who are not confident talking of the whole class to participate (Hollander 2002).

49
Observation

Check (✓) the box that corresponds to what you have observed in class.

Yes No
1. The teacher tells the students of his or 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 discusses 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 through,
ideas, and opinions with the whole class or some classmates.

Processing

Read carefully and answer the following questions based on what you have
observed in class.
1. How does the teacher encourage the students to participate actively in class?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. What do you think is the best classroom setup to encourage the students to engage
in the activity?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. What strategies should the teacher use to make the students participate in class?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

50
Reflection

Complete the following:

4. When I become a teacher, I will

51
LESSON 5 Promotion of Purposive Learning

It is the responsibility of every teacher to make sure that the students learn. To do
this, the teacher should know the type of learning to use to help the students. The
following are the objectives of this lesson:
1. discover the students' methods of learning; and
2. determine ways of promoting purposive learning.

Education Theory

Edward Chance Tollman made significant contributions in the field of cognitive

psychology. He conducted various studies on learning and motivation. His revolutionary
views differ from other behaviorists in the sense that he believes that there are internal
factors such as cognitive maps and physiological drives that prompt behavior
(Hergenhahn 2009).
Unlike other behaviorists, Tollman did not believe in introspection and rejected
anything that cannot be observed. He researched on purposive or goal-directed behavior
in animals and humans. Although most of his studies involved rats, he was able to find
out that humans, like animals, are constantly learning with or without motivation or
reinforcement. Tollman and colleagues studied the behavior of white rats in a maze. The
first group of rats was permitted to move around the maze without reinforcement. The
second group of rats was rewarded once they were able to find their way through the
maze. The third group of rats was only rewarded after the tenth day of experiment.
Comparing the three groups of rats, the second group of rats had fewer mistakes as the
researchers predicted. However, the third group of rats also manifested fewer mistakes
when given a reward. This only suggests that from the onset, the third group of rats had
been forming mental maps of the environment. It was only when they were rewarded that
they manifested their learnings. Tollman calls this "latent learning" because learning is
only manifested when the right conditions are given. Propelling students' behavior to
learn becomes purposive in an ideal learning environment. When the rats exhibited fewer
mistakes when given rewards, learning became purposive (Pickren and Rutherford 2010).
Teachers should always remember that learning is purposive and that students are
constantly learning. When they observe, they learn. As students observe, they form
mental representations of expectations, processes, and consequences of their actions. As
such, to promote learning, teachers should provide students with opportunities to observe
a behavior or a task. Thus, the learning environment should provide avenues for students
to observe. This kind of informal learning allows students to form cognitive maps that

52
enable them to make a mental representation of a specific situation, discover the behavior
that is appropriate for that situation, and perform the expected outcomes.

Observation

Determine if the environment supports purposive learning by checking (✓) the

box that corresponds to what you have observed in class.

Yes No
1. The learning environment promotes respect by giving the
students opportunities to listen to each other.
2. The students are provided with 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

Read carefully and answer the following questions based on what you have
observed in class.
1. Does the teacher support purposive learning? If yes, how? If no, how can the
teacher support purposive learning?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. How else can purposive learning be promoted in the classroom?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

53
Reflection

Complete the following:

4. When I become a teacher, I will

54
LESSON 6 Management of Learner Behavior

Managing the learner's behavior properly is an immense challenge to teachers.

The learner's behavior, unless assessed with exceptionalities or with special education
needs, is basically influenced by the reaction to external stimuli, such as learning
environment, classroom activities, teacher's behavior, and even the behavior of other
learners. At times, the behavior of students may be unpredictable, making a situation
difficult for teachers to manage. In some instances, teachers use different pedagogical
techniques to manage learner behavior.
This lesson will help you understand how teachers manage learner behavior and
how the physical and socio-emotional environments of the classroom could be
maximized to support or sustain the interest of students in learning and to manage their
behavior. More specifically, this lesson will guide you to:
1. observe how teachers manage learner behavior
2. discuss different variables that influence learner behavior in the class, and
3. identify techniques used by the teacher in managing learner behavior

Education Theory

The teacher uses a variety of skills and strategies to make their students become
interested and engaged in the learning process. By managing the class, the teacher is able
to fulfil his or her role better. Thus, Classroom management is essential in ensuring an
effective learning environment (Lynch 2016). The teachers need to provide a venue
where the students' potentials will be maximized to the fullest. As a manager, the teacher
plays a significant role in providing learning environment that would satisfy and meet the
needs and interests of the students. William Glasser (1999) proposes that behavior is
propelled by an inherent need to satisfy five basic needs: the need to love and belong, the
Deed to survive, the need to feel empowered, to need to be free, and the need to be
happy. Glasser's Choice Theory suggests that students behave according to how their
needs will be fulfilled and satisfied. Thus, it is essential that the teacher established a
relationship with the students to be able to address their individual needs. It is only by
being able to establish a positive relationship with the students that the teacher can
motivate them to stay focused and engaged. The teacher who believes in this theory
provides the students with activities that will enable them to take charge of their own
learning and apply what they have learned until mastery is achieved.
B.F. Skinner (1982) suggests that the teacher manage the students' behavior
through rewards and punishment. According to Skinner, the teacher reinforce good
behavior by giving external rewards like praises, prizes, or good grades. On the other

55
hand, if students are deprived of rewards that they find appealing, their behavior is
likewise regulated. The teacher who follows this theory always makes sure that good
behavior is acknowledged in order for that behavior to be repeated.
In contrast, Alfie Kohn (2006) believes that students' behavior can be managed
well if they are given the opportunity to satisfy their curiosity. In this theory, Kohn
suggests that students be given the freedom to pursue concepts that interest them instead
of imposing predetermined lessons on them. When students are engaged in learning the
concepts of their choice, they become more involved in their own learning. Teachers,
according to Kohn, need not use grades or external rewards to motivate students.
Students learn because they see the relevance of what they are learning in their own lives.

Observation

Preliminary Activity
Observe the teacher. Check the item that best describes the learning environment.

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 interests?
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. Does 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?

56
Processing

Read carefully and answer the following questions.

1. What kind of classroom management does the teacher practice? Why?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Do you think that the management style that the teacher is using in class
contributes to the students' learning? Why? Why not?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. If you were the teacher, what management style would best maximize students
learning?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Reflection

Complete the following:

57
2. I believe that
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

4. When I become a teacher, I will

58
CHAPTER III
DIVERSITY OF
LEARNERS

59
Learners Gender, Needs, Strengths, Interests, and
LESSON 1
Experiences

Strength lies in differences, not in similarities. This lesson will guide you in
understanding your students' gender, needs, strengths, interests, and experiences. The
objectives of this lesson are the following:
1. observe how stakeholders can promote a gender-sensitive school/classroom,
2. discuss the steps in creating a student-centered classroom; and
3. determine the strengths and weaknesses of your students.

Education Theory

Aniekee Ezekiel once quoted that the ability to recognize and respect individual
differences is the beginning of a successfiul relationship. Student-teacher relationship is
very important to promote a more effective instruction. However, this will be impossible
without knowing the uniqueness and differences of your students-the heart and center of
teaching and learning.
To promote gender-sensitive classrooms, the DepEd issued DepEd Order 32,
series of 2017. This policy ensures a gender-responsive physical and social environment
that promotes respect for all people and has a zero tolerance for all forms of
discrimination, violence, and abuse. It also promotes the institutionalization of gender-
responsive teaching-learning plans, guides, processes, activities, mechanisms and
measures. With this policy, we can assure that gender stereotyping which ignores
individual differences in basic education will be prevented.
To ensure that classroom learning is fun and enjoyable, the needs and interests of
the students should be the priority of every school. RA 10533 adheres to this principle by
making the curriculum learner-centered, inclusive, and developmentally appropriate.
Moreover, this policy makes education learner-oriented and responsive to the needs,
cognitive and cultural capacity, as well as the circumstances and diversity of learners,
schools, and communities.
Through these policies, schools can follow a learner-centered curriculum that is
anchored in the learners' needs and interests. Barnes (2013) outlines five steps to create a
progressive student-centered classroom.
1. create ongoing projects;
2. integrate technology:
3. replace homework with engaging in-class activities;
4. eliminate rules and consequences; and
5. involve students in evaluation.
60
Observation

A. Interview the following internal school stakeholders on how they promote a gender
sensitive school/classroom. Write their responses on the lines provided below.
School principal

Department head

Cooperating teacher

Guidance counselor

61
B. Discuss how the following steps create a progressive, student-centered classroom.
1. Create ongoing projects.

2. Integrate technology.

3. Replace homework with engaging in-class activities.

4. Eliminate rules and consequences.

5. Involve students in evaluation.

C. List down 10 strengths and weaknesses of the students from the class you have
observed.

Student Name Strengths Weakness

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

62
Other comments and observations:

Processing

Read carefully and answer the following questions.

1. Based on your interviews with internal school stakeholders on how to promote a
gender-sensitive school/classroom, which of the answers is the best? Why?

2. How will you determine the strengths and weaknesses of your students?

3. Which among the steps on creating progressive, student-centered classroom is the

best step? Why?

4. How are you going to use the learners' needs and interests in creating a more
effective instruction?

63
Reflection

Complete the following:

4. When I become a teacher, I will

64
65
Leaners Linguistic, Cultural, Socio-economic, and
LESSON 2
Religious Backgrounds

Great teachers keep on learning to keep their minds young. This lesson will teach
you to determine the learners linguistic, cultural, socio-economic, and religious
backgrounds to understand their differences. The objectives of this lesson are the
following:
1. determine the learners' linguistic, cultural, and religious backgrounds,
2. assess how teachers can address individual differences; and
3. observe how teachers give importance in differentiated instruction.

Education Theory

Brown-Martin (2017) mentions in his article entitled Education and the Fourth
Industrial Revolution that we are on the precipice of what the World Economic Forum
calls the Fourth Industrial Revolution. The artificial intelligence, automation, mobile
supercomputing, intelligent robots, self-driving cars, and neuro-technological brain
enhancements are some of the products of this revolution. Evidence of dramatic change is
all around us and it is happening at an exponential rate. Almost everything has been
replaced by robots through artificial intelligence. However, teachers with a heart will
never be replaced by a machine.
John C. Maxwell, an American author, speaker, and pastor, quoted that students
do not care how much you know until they know how much you care. Teachers who
show care to their students will earn respect and trust from their students, which will later
lead to successful teaching and learning.
Knowing your learners linguistic, cultural, socio-economic, and religious
backgrounds and adjusting the instruction based on their differences will direct you to
differentiated instruction. Differentiated means tailoring instruction to meet individual
needs. Whether teachers differentiate content, process, products, or the learning
environment, the use of ongoing assessment and flexible grouping make this a successful
approach to Instruction (Tomlinson 2000).

Observation

A. Ask your cooperating teacher for a copy ot his or her School Form I (School
Register). Paste a copy of the School Form 1 in the box below and answer the following
questions.
1. What is the grade and section that you have observed? ______________________

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__________________________________________________________________
2. How many boys and girls are there?
_____________________________________
__________________________________________________________________
3. What is the religion of the majority of the students?
_________________________
__________________________________________________________________
4. What is the common mother tongue of the students?
________________________
__________________________________________________________________
5. Does the class have a student who belongs to an ethnic group?
________________
__________________________________________________________________

B. List down 10 strategies your cooperating teacher can use to address the individual
differences (linguistic, cultural, socio-economic, and religious backgrounds) of the
students.
Strategy 1:
_______________________________________________________________
Strategy 2:
_______________________________________________________________
Strategy 3:
_______________________________________________________________
Strategy 4:
_______________________________________________________________
Strategy 5:
_______________________________________________________________
Strategy 6:
_______________________________________________________________
Strategy 7:
_______________________________________________________________
Strategy 8:
_______________________________________________________________

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Strategy 9:
_______________________________________________________________
Strategy 10:
______________________________________________________________

C. Ask the cooperating teacher about how he or she gives importance to differentiated
instruction in his or her classes.

Other comments and observations

Processing

Read carefully and answer the following questions.

1. Does the number of boys and girls affect the classroom instruction? How?

2. Does the religious background of the students affect the preparation of the lesson?
How?

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3. Does the mother tongue of most of the students affect the medium of instruction?
How?

4. Do the socio-economic differences of the students affect their learning? How?

5. Are contextualization, localization, and indigenization of the curricula being done

to fit the cultural background of the students?

Reflection

Complete the following:

2. I believe that
__________________________________________________________________

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__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

4. When I become a teacher, I will

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LESSON 3 Learners with Disabilities, Giftedness, and Talents

A teacher deals with different students with different personalities on a daily

basis. This is probably one of the greatest challenges in teaching. This lesson will guide
you in understanding the characteristics and categories of exceptional learners and how a
teacher should handle them. The objectives of this lesson are the following.
1. determine how the internal stakeholders deals with exceptional learners
2. observe how teachers use various strategies in teaching talented students, and
3. write a reflection about the film Every Child is Special.

Education Theory

No learner should be left behind. This is a common tagline in promoting inclusive

education, which is being implemented nationwide. In every instruction, there are
students who can easily cope with the lessons and there are students who have difficulty
in understanding a simple lesson. The latter are considered exceptional learners.
Integrating exceptional learners into the regular classroom adds further challenge to the
job of teaching diverse students.
Sadker et al. (2008) categorize exceptional learners into the following:
1. students with mental retardation;
2. students with learning disabilities,
3. students with emotional disturbance or behavi1or disorders;
4. students with hearing and language impairments;
5. 5 students with visual impairments;
6. students with attention deficit hyperactivity disorder,
7. students with other health and physical impairments
8. students with severe and multiple disabilities, and
9. gifted and talented students.
Teaching exceptional learners offers teachers the opportunity to stretch their
imagination and creativity.
Teachers use the term "students with disabilities" to highlight the person, not the
disability. In the past, the term "handicapped students" was used. On the other hand,
"gifted and talented" refers to students with the ability to learn fast and with ease. They
may also possess exemplary ability in arts and music, sports, leadership, and the like.

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Observation

A. Interview the following internal school stakeholders on how they deal with students
with disability and gifted learners.

How do you deal with learners with disability and

Internal Stakeholders
giftedness?
Name of the School
Principal:

Name of the Classroom

Adviser:

Name of the Guidance

Counselor:

B. Sit in a class with exceptional learners. Observe how the teacher uses different
strategies in teaching exceptional learners. List down five observations.
Observation 1:

Observation 2:

Observation 3:

Observation 4:

Observation 5:

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C. Watch the film, Every Child is Special. After watching the movie, write a reflection
about the film.

_____________________________________________
(Title)

Other comments and observations:

Processing

Read carefully and answer the following questions.

1. How do the answers of the school principal, classroom adviser, and guidance
counselor on dealing with exceptional learners differ from each other?

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2. Based on your five observations on how a teacher uses a strategy in teaching
learners with disability and giftedness, which strategy is the best? Why?

3. What have you realized after watching the film Every Child is Special?

4. Write a slogan to promote inclusive learning in the Philippines.

Reflection

Complete the following:

3. I feel that
__________________________________________________________________

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__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

4. When I become a teacher, I will

LESSON 4 Learners in Difficult Circumstances

Stephen Covey once said that strength lies in differences, not in similarities, This
lesson enumerates the issues confronted by students who are experiencing different
difficult circumstances while enrolled in the academe. The objectives of this lesson are
the following
1. list down the difficult circumstances being experienced by the students;
2. observe how teachers prepare lessons for students in difficult circumstances, and
3. create a poster-slogan promoting a diverse and responsive classroom.

Education Theory

Every student is like a runner in a race. Learners often encounter obstacles on

their way to the finish line. However, it is important to note that learning should not be
hindered by any difficult circumstances. Hence, 21st century teachers should design
specíal educational lessons and strategies to make responsive classrooms that are ready to
address these difficult circumstances.
Victor Hugo quoted that he who opens a school door, closes a prison. This just
shows how teachers can change the life of a person. The teachers are the students' second
parents, and the future of the students lies in the hands of their teachers. The most heroic
task of the teacher is to shape good citizens.

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There are different difficult circumstances that the students may face while in
school. Here are some examples:
1. geographic isolation
2. chronic 1liness
3. displacement due to armed conflict
4. urban resettlement
5. abuse (physical, psychological, emotional)
Addressing these difficulties is key to productive and more meaningful and more
meaningful student.

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Observation

A. Interview the students on the difficulties they encounter while enrolled in school. List
down 10 difficulties on the lines provided.
1. __________________________________________________________________

2. __________________________________________________________________

3. __________________________________________________________________

4. __________________________________________________________________

5. __________________________________________________________________

6. __________________________________________________________________

7. __________________________________________________________________

8. __________________________________________________________________

9. __________________________________________________________________

10. __________________________________________________________________

B. Interview the cooperating teacher. Ask how he or she considers the different difficult
circumstances faced by the students in preparing lessons and strategies.

C. Create a poster-slogan promoting a diverse and responsive classroom.

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Processing

A. Read carefully and answer the following questions.

1. Based on this lesson, what is the most heroic task of the teacher?

2. Among the different difficult circumstances given by the students, which is the
most complicated? Why?

B. In your own opinion, what is the best strategy to use when teaching a student with
chronic disorder?

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Reflection

Complete the following:

4. When I become a teacher, I will

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__________________________________________________________________

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LESSON 5 Learners from Indigenous Groups

Respect begets respect, most especially in teaching and Tearing in a diverse

classroom. This lesson will guide you in understanding the various strategies in teaching
students from different indigenous groups. The objectives of this lesson are the
following:
1. determine the students who belong to indigenous groups,
2. evaluate the school programs for students from indigenous groups; and
3. observe how teachers use culturally responsive teaching strategies.
Education Theory

Classrooms in the 21st century are extremely different from the classrooms of the
past. One of the seven Cs in teaching and learning in the 21st century is cross-cultural
understanding. Tracing where our students came from and anticipating this in preparing
the lessons is an essential ingredient toward a successful and effective classroom
instruction.
There are different indigenous groups in the country. According to the United
Nations Development Program, the Philippines is a culturally diverse country with about
14-17 million indigenous people (IPs) belonging to 110 ethno-linguistic groups. They are
mainly concentrated in Northern Luzon (Cordillera Administrative Region, 33%) and
Mindanao (61%), with some groups in the Visayas area.
In 1997, Republic Act 8371, also known as Indigenous Peoples Right Act, was
enacted. This law recognizes and promotes all the rights of indigenous cultural
communities/indigenous people (ICCs and IPs),
IPs remain to be the most vulnerable and marginalized members of society. Many
IP communities continue to lack access to decent basic social services, have limited
opportunities to engage in the mainstream economy, and suffer social, economic, and
political exclusion (DepEd Order 62, series of 2011)
As a result, the DepEd issued DepEd Order 32, series of 2015, entitled Adopting
the Indigenous Peoples Education (PED) Curriculum Framework. The DepEd order
recognizes the right of IPs to basic education that is culturally rooted and responsive. The
IPED Curriculum Framework seeks to provide guidance to schools and other cducation
programs, both public and private, as they engage with indigenous communiies in
localizing, indigenizing, and enhancing the K to 12 curriculum based on their respective
educational and social contexts.

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Moreover, according to DepEd Order 62, series of 2011, the department is
mandated to provide inclusive basic education for all, and shall:
1. ensure the provision of universal and equitable access of all IPs to quality and
relevant basic education services towards functional literacy for all;
2. adopt appropriate basic education pedagogy, content, and assessment through the
integration of indigenous knowledge systems and practices (IKSPs) in all learning
areas and process;
3. provide adequate and culturally-appropriate leaning resources and environment to
IP learners;
4. strengthen the hiring, deployment, and continuous development of teachers and
learning facilitators in the implementation of the IP Education Program;
5. establish and strengthen appropriate multi-level units responsible for planning,
implementing, and monitoring IP education interventions;
6. expand and strengthen institutional and civil society linkages to ensure proper
coordination, knowledge-sharing, and sustainability of the IP Education Program
and
7. implement stronger affirmative action to eradicate all forms of discrimination
against IPs in the Philippine educational system.
Observation

A. Based on the class that you have observed, list down 10 students who belong to IP
groups. Fill in the information below.

Name Grade and Section IP Group Provinces

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
B. Evaluate the school's programs for IPs by checking (✓) the box that corresponds to
what you have observed in class.

DepEd Mandates Yes No

1
Ensure the provision of universal and equitable access of
all IPs to quality and relevant basic education services
towards functional literacy for all.

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2
Adopts appropriate basic education pedagogy, content,
and assessment through the integration of IKSPs in all
learning areas and process.

3
Provides adequate and culturally-appropriate learning
resources and environment to IP learners.

4
Strengthens the hiring, deployment, and continuous
development of teachers and learning facilitators in the
implementation of the IP Education Program.

5
Establishes and strengthens appropriate multi-level units
responsible for planning, implementing, and monitoring
IP education interventions.

6
Expands and strengthens institutional and civil society
linkages to ensure proper coordination, knowledge-
sharing, and sustainability of the IP Education Program.

7
Implements stronger affirmative action to eradicate all
forms of discrimination against IPs in the Philippine
educational system.

C. Interview the cooperating teacher. List down five culturally-responsive teaching

strategies he or she are using or students from Indigenous Groups.
Teaching Strategy 1:
_______________________________________________________
Teaching Strategy 2:
_______________________________________________________

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Teaching Strategy 3:
_______________________________________________________
Teaching Strategy 4:
_______________________________________________________
Teaching Strategy 5:
_______________________________________________________
Other comments and observations:

Processing

Read carefully and answer the following questions.

1. Why is it necessary to create the IPED Curriculum Framework?

2. What school program would you recommend to the school administrators to

address the needs of IPs?

3. Based on the list you made in the previous activity, most of the students belong to
what particular indigenous group? Why do you think so?

Reflection

Complete the following:

84
__________________________________________________________________
__________________________________________________________________

4. When I become a teacher, I will

85
CHAPTER IV
CURRICULUM
AND PLANNING

86
Planning and Management of the Teaching and
LESSON 1
Learning Process

This lesson will guide you in understanding developmentally appropriate learning

principles and how they can be used in designing effective instruction for various types of
students. The objectives of this lesson are the following:
1. analyze developmentally appropriate learning principles;
2. observe how developmentally appropriate learning principles can be applied in
teaching; and
3. reflect on the positive benefits of applying developmentally appropriate learning
principles in teaching and learning.

Education Theory

Using developmentally appropriate learning principles and strategies is one of the

instructional demands for the implementation of the K to 12 curriculum as stated in
Republic Act 10533, otherwise known as the Enhanced Basic Education Act of 2012.
Developmentally appropriate learning principles and strategies are based on the
philosophy of learner-centered education that focuses on responding to the nature, needs,
and interests of the learners.
In the first model of curriculum development, Ralph Tyler (1949) emphasizes that
understanding the learners is one of the important sources of curriculum. Since learning is
designed for the learners, it is imperative for teachers to examine their needs, interests,
learning styles, thinking styles, abilities, exceptionalities, cultural background, socio-
economic status, and other factors. Copple and Bredekamp (2006) identify two things
that teachers need to do to ssuccessfully engage in developmentally appropriate practice
in their classes: (1) meet learners where they are, as individuals and as a group; and (2)
help learners attain challenging and achievable goals that contribute to their ongoing
development and learning.
For Filipino children, the following principles of developmentally appropriate
learning may be considered by the teacher when planning and implementing instruction:

 each learner has different learning styles, thinking preferences, abilities, strengths
and weaknesses;
 have profound influence in learning
 learning should address all areas of development
 learning must be holistic;
 learning happens when the learner feels emotionally and physically secured and
mentally engaged,

87
 the cultural background and the family and social values of the learner influences
learning: and
 affective learning and motivation are important in promoting effective learning

Observation

A. Check whether the following teaching and learning tools are present in the classroom
that you have observed.

Teaching Tools Present None

1. Lesson Plan
2. K to 12 Curriculum Guide
3. Teacher's Manual or Textbook
4. Reference Materials
5. Instructional Materials

Other teaching tools present:

B. Ask the cooperating teacher to show his or her lesson plan to you. Analyze the lesson
plan by checking the appropriate box.

Subject
Grade Level
Topic
Standards Yes No
1. The objectives are measurable and
developmentally appropriate for the grade level of
the students.
2. The content is appropriate for the grade level of
the students.
3. The Instructional materials needed for the lesson
are identified.
4. The sequence of instruction (instructional
procedure) is easy to follow and logical.
5. The sequence of instruction follows an
appropriate instructional design or learning
theory.
6. Creative learning experiences are used in the
lesson.
7. Differentiated learning is used in the selection of

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learning activities.
8. Assessment of learning is included in the
instructional procedure.

Other comments and observations:

A. Check (✓) the box that corresponds to what you have observed in class. You may
write further remarks in the last column.

Developmentally Appropriate Not

Observed Remarks
Teaching Practices Observed
1. Uses different teaching strategies
2. Promotes positive classroom
environment
3. Respects the learning styles and
abilities of the learners
4. Differentiate learning activities
5. Promotes active learning
6. Uses different instructional
materials
7. Uses effective motivation strategy
8. Presents the objectives of the
lessons effectively
9. Recalls prerequisite knowledge and
experiences of the learners before
proceeding to the lesson
10. Presents lesson in meaningful way
that is easy to understand
11. Provide clear examples to explain
concepts
12. Provides opportunity for students
to practice/apply what they learned
13. Processes questions and difficulties
of students
14. Uses learning strategies that

89
develops creativity and critical
thinking
15. Provides helpful feedback to help
students understand the lesson
16. Encourages students to do their
best in accomplishment each
learning task
17. Promotes positive learning
behavior and values in the lesson
18. Observes professionalism in
handling students behavior
19. Shows enthusiasm and interest in
every aspect of teaching
20. Uses appropriate assessment tools
to measure learning outcomes

Other comments and observations:

Processing

Read carefully and answer the following questions.

1. What developmentally appropriate learning principles and strategies are observed
in class?

2. What are the things that need to be improved by the teacher?

90
3. How do the developmentally appropriate teaching practices improve the students
learning ability?

Reflection

Complete the following:

91
2. I believe that
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

4. When I become a teacher, I will

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Aligning Learning Outcomes With Learning
LESSON 2
Competencies

This lesson will guide you in understanding how important it is to ensure perfect
alignment between learning competencies and learning outcomes. The objectives of this
lesson are the following:
1. differentiate learning competencies from learning outcomes;
2. observe how teachers align learning outcomes with learning competencies; and
3. analyze how learning outcomes can be aligned with learning competencies.

Education Theory

The K to 12 basic education curriculum is a standards-based curriculum. This

means that it includes content standards, performance standards, and learning
competencies. The DepEd defines this set of curriculum standards as:
1. Content standards - identify and set the essential knowledge and understanding
that students should learn.
2. Performance standards - describe the abilities and skills that students are
expected to demonstrate in relation to the content standards and integration of
21st century skills.
3. Learning competencies - refer to the knowledge, understanding, skills, and
attitudes that the learners need to demonstrate in every lesson.

Curriculum alignment is important to ensure an efficient and effective

implementation of the curriculum. Alignment is done at two levels:
1. At the macro level, curriculum alignment ensures that the curriculum standards
are relevant and responsive to the needs of the students, demands and needs of the
society, and the nature of the discipline.
2. At the micro level, curriculum alignment ensures that the learning outcomes are
aligned with learning competencies prescribed in the curriculum. Learning
competencies are the basis of the teachers in developing learning outcomes,
selecting topics and strategies, and designing assessment tools
Learning outcomes are specific knowledge, skills, and values that each student
needs to master or demonstrate as a result of leaning. Learning outcomes are traditionally
known as learning objectives or instructional objectives.

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Observation

A. Answer the following questions:

1. Does the school have a copy of the whole K to 12 curriculum guide?

__________________________________________________________________

2. Is the curriculum guide available to all teachers?

__________________________________________________________________

3. Are the teachers using the K to 12 curriculum guide in planning their lessons?

__________________________________________________________________

4. Are the teachers aware of the differences between content standards, performance

standards, and learning competencies?

__________________________________________________________________

B. From the lesson plans of five cooperating teachers, provide five examples of learning
outcomes based on each of the three learning domains.

Knowledge

Skills

Values

94
C. Check if the learning outcomes used by the cooperating teachers in their lesson plans
are aligned with the appropriate learning competency from the K to 12 curriculum
guide. Write down some of the learning outcomes and learning competencies then
check the appropriate box that corresponds to your findings.

Learning Competency Not

Learning Outcomes Aligned
(Based on K to 12) Aligned
Lesson 1:

Lesson 2:

Lesson 3:

Lesson 4:

Lesson 5:

D. Check the alignment of the learning outcomes with the teaching and learning
strategies used by the corresponding teachers in their lesson plans. Write down the
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learning outcomes and teaching strategies and then check the box that corresponds to
your findings.

Not
Learning Outcomes Teaching Strategies Aligned
Aligned

E. Check the alignment of the learning outcomes with the assessment tools used by the
cooperating teachers in their lesson plans. Write down the learning outcomes and
assessment tools, then check the box that corresponds to your findings.

Not
Learning Outcomes Assessment Tools Aligned
Aligned

Processing

Read carefully and answer the following questions.

1. Are the teachers aware of the function of the K to 12 curriculum guide? Explain
your answer.

2. Are the teachers using the curriculum guide in planning their lesson? Explain your
answer.

96
3. What types of learning outcomes are emphasized in every lesson (knowledge,
skills and values)?

4. Are the learning outcomes of the teachers aligned with the learning competency?

5. Are the learning strategies of the teachers aligned with the learning outcomes?

6. Are the assessment tools of the teachers aligned with the learning outcomes?

Reflection

Complete the following:

2. I believe that
__________________________________________________________________
__________________________________________________________________

97
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

4. When I become a teacher, I will

98
LESSON 3 Relevance and Responsiveness of Learning Programs

Learning programs are essential in the implementation of the Curriculum at the

school and classroom levels. This lesson will guide you in understanding now to plan and
implement relevant and responsive learning programs for the students. The objectives of
this lesson are the following:
1. identity different learning programs available to support the curriculum,
2. observe how teachers plan and implement these learning programs, and
3. observe the effect of the different learning programs to the students.

Education Theory

Learning programs are designed to help the students reach the desired curriculum
goals and objectives. Each learning program is planned and implemented within the
framework of learner-centered philosophy in education. Learner-centered education 18
one of the promising products of the progressive movement in education (Ornstein and
Hunkins 1993). It refers to a kind of education that considers the knowledge, skills,
abilities, attitudes, interests, and beliefs that learners bring into the classroom (Curtis and
tarter 1996, Ornstein and Hunkins 1993). It also pays attention to the needs, concerns,
Expectations, and the natural environment of the learners (Dewey 2001, Gandini 1997).
Since its inception in 2012, the K to 12 basic education curriculum myriad of
curricular and instructional programs were introduced to the whole education system.
These learning programs aim to support the implementation of the curriculum toward the
development of a functionally literate and holistically developed Filipinos. The following
are learning programs planned and implemented by the DepEd:

 Special Program for the Arts and sports

 Special Program for Foreign Language
 Special Science Education Project
 Curriculum for the Gifted
 Transition Curriculum for Learners with Special Education Needs
 Special Education Program
 Indigenous Peoples' Education
 Inclusion Program
 Homeroom Guidance Program

Private schools are encouraged to implement these learning programs of DepEd. In

many cases, private schools also have various programs that reflect the philosophy,
mission, and goals of the school. Some examples are

99
 Service learning
 Project-based learning
 Literacy Program
 Robotics and ICT Programs
 Performing Arts Programs

Observation

A. Before starting your observation, it is important to read the annual plan (if private) or
school improvement plan (if public) of the school where you are assigned. Write a
request letter to the principal noted by your student teaching supervisor.

B. Based on the annual plan or the school improvement plan, what learning programs are
provided for the students?

Learning Programs Months Implemented

C. Request an interview with the teachers and the principal. Ask the following questions:
1. How does the school plan for each learning program?

2. Who are involved in planning?

3. Are the stakeholders involved in planning the different learning programs? If yes,
how are they involved?

100
4. How does each learning program contribute to the development of the curriculum
goals?

5. How does the school monitor and evaluate the implementation of each learning
program?

D. If the school is private, gather the following data and information:

1. What type of curriculum is implemented?

2. What are the special features of the school's curriculum?

3. What learning programs are implemented to support the curriculum?

101
4. How does the leaning programs support the philosophy of the school?

E. Identify the extra- and co-curricular programs being implemented in the school.

Processing

Read carefully and answer the following questions.

1. How do the different learning programs support the development of the students?

2. How does each leaning program support the goals and objectives of the
curriculum?

3. How does the school monitor and evaluate the implementation of each learning
program?

4. What are the challenges and problems in the implementation of each learning
program?

102
Reflection

Complete the following:

4. When I become a teacher, I will

__________________________________________________________________
__________________________________________________________________

103
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

104
Enriching Teaching Practices through Professional
LESSON 4
Collaboration

Professional collaboration is important to empower teachers in shaping society's

young minds. It will also enrich their teaching practices and skill sets. This lesson will
guide you in understanding how teachers can collaborate with other educators to augment
their teaching practices. The objectives of this lesson are the following:
1. discuss how teachers can collaborate with other educators to improve teaching
practice;
2. observe how teachers participate in collegial discussions to gather learning
feedback to enrich teaching practices; and
3. observe professional collaboration among teachers.

Education Theory

Teachers need to reflect on their teaching practices (Danielson 2007). They need
to commit themselves to continuous improvement that requires professional collaboration
with colleagues. Implementing a curriculum is a collaborative task of the whole school. It
is never an individual task. Teachers need to share their experiences and expertise to
improve the implementation of the curriculum
In ensuring the proper implementation of the K to 12 basic education curriculum,
based on RA 10533, the following instructional approaches need to be applied by the
teaches:

 learner-centered, inclusive, and developmentally appropriate:

 relevant, responsive, and research-based,
 culture-sensitive;
 contextualized and global and
 constructivist, inquiry-based reflective, collaborative, and integrative pedagogical
approaches

These approaches demand greater collaboration and cooperation among teachers and
stakeholders. There are so many things that a teacher needs to Jean for the K to 12
curriculum

105
Observation

A. Ask permission from any school to gather the following data and answer the
succeeding questions.

Total Enrolment
Enrolment per Grade Level
Number of Sections Per
Grade Level
Average Class Size
Total Number of Teachers
Number of Teachers with
MA units
Number of Teachers with
MA
Number of Teachers with
Doctorate Degree
Number of Master Teachers
Average Year of Service for
Teachers

1. Does the school implement a mentoring program for its teachers? How?

2. Does the school conduct professional meetings to discuss learning issues and
problems?

3. Does the school support the continuing education and development of its
teachers? How?

4. How do expert teachers help other teachers in improving their teaching practices?

106
5. What are the different collaboration activities available or done by the teachers to
improve their teaching practices?

6. Is there an existing academic collaboration between the school/teachers and

higher education institutions? If yes, what forms of collaboration are done?

B. Ask permission to attend a faculty meeting or a professional meeting in the school.

Answer the following questions:
1. Is sharing of good teaching practices part of the meeting? What types of good
teaching practices are shared:

2. How do teachers discuss issues and problems related to teaching and learning?

3. How do teachers observe professionalism during the meeting?

4. Do the teachers include in their agenda how the result of learning assessment
should be utilized to improve instruction?

107
C. Identify the different continuing education and development programs offered to
teachers to understand the instructional demand of the K to 12 curriculum.

Reflection

Complete the following:

108
__________________________________________________________________

4. When I become a teacher, I will

109
LESSON 5 Utilizing Teaching and Learning Resources and ICT

Learning resources are important in implementing a curriculum and supporting

student learning. This lesson will guide you in understanding how utilizing teaching and
learning resources can lead to the improved learning of the students. The objectives of
this lesson are the following:
1. identify what teaching and learning resources are available for the implementation
of the curriculum;
2. observe how teachers use teaching and learning resources to enhance their
teaching and
3. observe how different teaching and learning resources can improve the students
learning

Education theory

Teaching and learning resources are materials used by teachers to support the
implementation of curriculum and instruction. These teaching and learning resources are
in the form of print, audio-visual materials, databases, online resources, visual aids, real-
objects, ICT tools, and other educational materials available. Teaching and learning
resources are important because they can significantly improve the learning of the
students and enhance the teaching and learning process. Teaching and learning resources
support the implementation of specific learning objectives in the lesson plan.
Since the millennial students are born into the Information Age, they have wide
access to different technologies. Thru technology particularly the internet, they gather,
learn, and analyze information. This means that education should take advantage of ICT
tools to provide more meaningful and relevant teaching experiences for the learners.
Some important features of an excellent teaching and learning resources are the
following:
1. Learner-centered – addresses the needs, interests, learning styles, and thinking
styles of the learners;
2. Values-oriented – enforces the importance of learning, sharing, and creating
knowledge to improve peoples’ lives and develop communities;
3. Process and outcomes-driven – contains activities that engage students in
meaningful and challenging learning;
4. Differentiated learning – addresses different learning needs, learning styles, and
thinking styles;

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5. ICT-integrated - allows the learners to utilize technology as a learning tool
(blended learning); and
6. Excellent content - provides valid and updated content (this is for print materials
like textbooks and other references).

Observation

A. Identify different teaching and Learning resources available in the school.

Categories Examples
Print

Audio-visual Materials

Assessment Tools

Learning Objectives

Visual Materials

Audio Materials

ICT-based Materials

B. Check whether the school has the following learning resources:

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Library
Basic Science Laboratories
Internet Facilities
ICT Laboratory
Technology and Livelihood Education Laboratory
Audio-visual Room
Gymnasium
Clinic
Guidance Office
Speech Laboratory
Auditorium
Faculty Room

C. Observe the classroom environment.

Not
Criteria for Observation Observed Observation/Comments
Observed
1. Classroom are conducive for
learning.
2. Classrooms have enough
lighting and ventilation.
3. Classrooms are free of any
hazard.
4. Classrooms are not crowded.
5. Classrooms are clean,

D. Analyze the lesson plans of the cooperating teachers. Examine how technology is used
to support the implementation of particular learning outcomes. Provide an example.

Instructional Materials
Learning Outcomes Topics
Needed

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113
E. Observe how technology is used to enhance teaching and learning process.

Instructional Observation
Learning Outcomes
Materials Used

Processing

Read carefully and answer the following questions.

1. Are there enough teaching and learning resources available in school?

2. How are these teaching and learning resources utilized in teaching and learning?

3. How do these teaching and learning resources help attain learning outcomes?

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4. How do these teaching and learning resources improve the quality of students’
learning?

5. What teaching and learning resources are lacking in the school?

Reflection

Complete the following:

2. I believe that
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. I feel that
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

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__________________________________________________________________

4. When I become a teacher, I will

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CHAPTER 5
ASSESSMENT and
REPORTING

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Design, Selection, organization, and Utilization of
LESSON 1
Assessment Strategies

Assessment is as old as education itself (Mitchell 1992). Every day, teachers

assess their students to ensure the quality of instruction. This lesson will guide you in
understanding the proper procedures in designing, organizing, and using appropriate
assessment strategies. The objectives of this lesson are the following:
1. explain the meaning of the term assessment,
2. compare diagnostic, formative, and summative assessment strategies, and
3. observe how teachers use different assessment strategies inside the class.

Education Theory

As defined in DepEd Order No. 8, series of 2015, assessment is a continuous

process of identifying, gathering, organizing, and interpreting quantitative and qualitative
information about what learners know and can do. Indeed, the objective and subjective
information accumulated from various assessments is valuable.
In designing and utilizing an assessment strategy, the teacher must know the
purpose of assessment.
There are three ways to assess students' learning according to purpose
(edudemic.com:
1. Diagnostic assessment is given at the beginning of the school year or at the
beginning of a new unit of study. This assessment strategy attempts to quantify
what students already know about a topic.
2. Formative assessment is given throughout the learning process. This assessment
strategy seeks to determine how students are progressing through a certain
learning goal.
3. Summative assessment is given at the end of the year or unit. This assessment
strategy assesses the students’ mastery of a topic after instruction.
Through the use of various assessment strategies in our learning episodes, we can
ensure that we hone not only the cognitive domain but also the affective and psychomotor
domains, which will result in the holistic learning and development of the students.

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Observation

A. Define the meaning of assessment by completing this acronym with a word that is
related to assessment.
A–
S–
S–
E–
S–
S–
M–
E–
N–
T–

B. Compare diagnostic, formative, and summative assessments by completing this Venn

diagram.

Summative

Diagnostic Formative

C. Observe the assessment strategies used by your cooperating teacher in class. List down
five assessment strategies and categorize the type of each assessment strategy.

Assessment Type of Assessment

1.
2.
3.
4.

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5.

D. Interview the cooperating teacher on how he or she uses the results or diagnostic
formative, and summative assessments.
1. Results of diagnostic assessments

2. Results of formative assessments

3. Results of summative assessments

Other comments and observations:

Processing

Read carefully and answer the following questions.

1. What will happen if the teacher uses the same assessment strategy every day?
2. Which of the three assessment strategies has been used more often in class? Why
do you think so?

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3. In your own opinion, which of the three assessment strategies is the most
important? Explain your answer
4. How does assessment improve the students' learning and the teachers'
performance?

Reflection

Complete the following:

4. When I become a teacher, I will

__________________________________________________________________
__________________________________________________________________

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__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

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Monitoring and Evaluation of Learner Progress and
LESSON 2
Achievement

Monitoring the learners' progress in a vital element of high-quality education.

This lesson will guide you in understanding the importance of monitoring the students
learning. progress, and achievement. The objectives of this lesson are the following:
1. discuss the meaning of monitoring the learners’ progress;
2. observe how the teacher monitors students' progress in class, and
3. observe how the teacher evaluates the learners' achievement,

Education Theory

Continuous monitoring of the students' progress inside the classroom has many
benefits. By doing this, teachers collect useful data, improve instruction, ensure
achievement of every learner, and identify students at risk.
"Monitoring" is viewed by Cotton (1988) as activities pursued by the teacher to
keep track of student learning for purposes of making instructional decisions and
providing feedback to students on their progress.
Teachers carefully monitor the students’ learning and progress through the
following:

 questioning students during classroom discussions to check their

understanding of the material being taught;
 going around the classroom during seatwork and engaging in one-on-one
contact with students about their work;
 assigning, collecting, and correcting homework and recording grades;
 conducting periodic reviews with students to confirm their grasp of the
learning material and identify gaps in their knowledge and understanding:
 administering and correcting tests and recording scores; and
 reviewing student performance data and using these data to make the
needed adjustments in instruction,
In addition, Gutierrez (2007) believes that if the instruction is satisfactory and
acceptable, the teacher can proceed to the next instructional objective. If the result of
instruction is unsatisfactory or unacceptable, he or she has to reteach the same lesson
using different strategies and materials. On the next page 1s the goal-oriented
instructional model (GOIM) that teachers use as a reference in monitoring the students'
learning.

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If formative test results are satisfactory, PROCEED

Specification of
Pre-assessment Instruction Evaluation
Objectives

If formative test
results is not
satisfactory,
RETEACH
The Goal-Oriented Instructional Model (GOIM)

Every learners’ should achievement should be given worth and value. The DepEd
order No. 36, series of 2016, recognizes that all students have their unique strengths that
need to be identified, strengthened, and publicly acknowledged. The table below shows
the academic excellence awards given to learners who meet the following cut off grades.

Academic Excellence Award Average Grade per Quarter

1. With Highest Honors / May Pinakamataas na
98 – 100
Karangalan
2. With High Honors / May Mataas na Karangalan 95 – 97
3. With Honors / May Karangalan 90 - 94

Observation

A. Observe how your cooperating teacher monitors the following:

1. Seatwork
Observation 1: _____________________________________________________
_____________________________________________________
Observation 2: _____________________________________________________
_____________________________________________________
Observation 3: _____________________________________________________
_____________________________________________________
2. Students' comprehension during discussion
Observation 1: _____________________________________________________
_____________________________________________________

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Observation 2: _____________________________________________________
_____________________________________________________
Observation 3: _____________________________________________________
_____________________________________________________
3. Examination
Observation 1: _____________________________________________________
_____________________________________________________
Observation 2: _____________________________________________________
_____________________________________________________
Observation 3: _____________________________________________________
_____________________________________________________
4. Homework
Observation 1: _____________________________________________________
_____________________________________________________
Observation 2: _____________________________________________________
_____________________________________________________
Observation 3: _____________________________________________________
_____________________________________________________

B. Complete the table below by making an inventory of academic excellence awardees.

School Name: _________________________________________________________
Grading Period: ________________________ School Year: ____________________

Section A Section B Section C Section D Section E

With Highest
Honors
With High Honors
With Honors
TOTAL

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C. Based on your inventory of the learners achievement per section, write five tips on
how your cooperating teacher can evaluate and recognize the students' achievement.
Tip 1: __________________________________________________________________
__________________________________________________________________
Tip 2: __________________________________________________________________
__________________________________________________________________
Tip 3: __________________________________________________________________
__________________________________________________________________
Tip 4: __________________________________________________________________
__________________________________________________________________
Tip 5: __________________________________________________________________
__________________________________________________________________

Other comments and observations:

Processing

Read carefully and answer the following questions.

1. Which of your observations in monitoring seatwork is the best? Why?

2. Which of your observations in monitoring students’ comprehension during class

discussion is the best? Why?

126
3. Which of your observations in monitoring examination is the best? Why

4. If you are going to handle an advisory class, how are you going to make your
class awarding unique?

5. Which of the tips in evaluating and recognizing students’ achievement is the best?
Why?

Reflection

Complete the following:

3. I feel that

127
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

4. When I become a teacher, I will

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LESSON 3 Feedback to Improve Learning

Learning is a two-way process. The teacher and the students both learn during and
after the instruction through feedback. This lesson will guide you in understanding the
importance of providing constructive feedback in developing the students" learning and
achievement. The objectives of this lesson are the following:
1. discuss how constructive feedback improve students’ learning
2. critique teacher's feedback on a sample student work; and
3. observe how teachers give feedback to students' performance.

Education Theory
Indeed, it is important that the teacher encourages and supports each student by
giving constructive feedback. Feedback can be given as a mark or grade, comments, or a
mixture of the two. You will know that if a mark is given, then it is perhaps the first and
only thing that is looked at. The comments take time to write, but should be of much
greater benefit to the student in terms of future improvements (Reece and Walker 2003).
Moreover, the learners must be given feedback about their performance. Feedback
must be specific. "Good work!" is a positive feedback and is welcome but actually is not
a very good feedback since it is not specific (Corpuz 2015). A better and more specific
feedback includes written observations and comments of the teacher on how the learners
can improve their works.
The following is a checklist for giving feedback to students (Gibbs et al. 1986):
1. Keep the time short between the student writing and the feedback. Where possible
make feedback instantaneous.
2. Substantiate a grade or mark with comments both in the text for specific aspects
and with a summary at the end.
3. Balance negative comments with positive ones and ensure that negative ones are
constructive.
4. Follow-up written comments with oral feedback and aim for a dialogue.
5. Make the criteria clear to students when setting the work and give them written
criteria where possible.
6. Make further suggestions to further develop ideas.
7. Give periodic oral feedback on rough drafts.
Lack of time is one of the biggest challenges that teachers face on a regular bases and
this especially impacts feedback opportunities. You may know exactly what you want to

129
tell you out their work, but with time constraints and a potentially high volume of
students, it can be difficult to give them the feedback they need. With this in mind, make
it your goal to work smarter, not harder. Do not try to spend more time than you already
do on feedback. Instead, make the effort to optimize your time.

Observation

A. Discuss the importance of giving constructive feedback to improve the students'

learning. Write your answer on the space below.

130
C. Check YES if the statement for giving feedback to students is observed. Otherwise,
check NO (adapted from Reynolds 2018).

Giving Student Feedback YES NO

1. The student feedback is educative in nature.
2. The student feedback is given in a timely manner.
3. The teacher is sensitive to the individual needs of the
students.
4. The teacher anticipates the four questions. (What can the
students do? What can’t the students do? How does the
student’s work compare with that of others? How can be the
student do better?)
5. The student feedback is a reference for a skill or specific
knowledge.
6. The teacher gives feedback to keep the students “on target”
for achievement.
7. The teacher hosts a one-on-one conference.
8. The student feedback is given verbally, non-verbally or in
written form.
9. The teacher concentrates on one ability.
10. The teacher alternates due dates for students/classes.
11. The teacher educates the students on how to give feedback on
each other.
12. The teacher asks another adult to give student feedback.
13. The students take down notes on teacher’s verbal feedback.
14. The teacher uses a notebook to keep track the student
progress.
15. The teacher returns tests, papers, or comment cards at the
beginning of the class.
16. The teacher use Post-It notes in giving written feedback.
17. The teacher gives genuine praise.
18. The teacher uses the phrase “I noticed…” in acknowledging
the student’s effort.
19. The teacher provides a model or an example.
20. The teacher invites students to give YOU feedback.

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Other comments and observations:

Processing

Read carefully and answer the following questions.

1. When is the right time to provide constructive feedback: during or after the
students’ performance?

2. How does giving feedback help in the instructional decisions of the teacher?

3. What is the best practice of your cooperating teacher in giving feedback?

Reflection

Complete the following:

1. I realized that
__________________________________________________________________
__________________________________________________________________

132
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

4. When I become a teacher, I will

Communication of Learners’ Needs, Progress, and

LESSON 4
Achievement to the Key Stakeholders

Effective communication of assessment results is one of the essential components

of assessment principles. This lesson will guide you in understanding how to properly
communicate the needs, progress, and achievement of the students to their parents. The
objectives of this lesson are the following:

133
1. discuss the essence of communicating the students’ needs to their parents,
2. write a narrative report of a parent-teacher conference; and
3. explain how the teacher communicates the students achievement.

Education Theory

Learning will not be successful without the help and cooperation of the key
stakeholders, the parents or guardians. According to the Code of Ethics for Professional
Teachers, every teacher shall inform the parents, through proper authorities, about the
progress and deficiencies of the learners under him, exercising utmost candor and tact in
pointing out the learners’ deficiencies and in seeking the parents’ cooperation for the
proper guidance and improvement of the learners.
In DepEd Order 8, series of 2015, the summary of the learner's progress is shown
quarterly to the parents or guardians through a parent-teacher conference, in which the
report card is being discussed. A parent-teacher conference (PTC) is conducted every
grading period to ensure the effective communication of the learners' needs and progress
to the key stakeholders. The table below is used to determine the learners’ progress,
which includes the grading scale with the corresponding descriptor and remark.

Descriptor Grading Scale Remark

Outstanding 90 -100 Passed
Very Satisfactory 85 – 89 Passed
Satisfactory 80 – 84 Passed
Fairly Satisfactory 75 – 79 Passed
Did Not Meet Expectations Below 75 Failed
The prospect of a PTC can arouse intense emotions in both the teacher and the
parent. New teachers can be especially anxious about meeting parents for the first time.
The reality is that most parents really do want their children to have a positive school
experience and prefer to develop a cooperative home-school relationship. Professionally
conducted PTCs can prove a most valuable strategy for improving student classroom
behavior as well as enhancing learning (Partin 2005).
Furthermore the students' achievement can be communicated to the parents or
guardians through recognition programs conducted by the schools. In DepEd Order 36,
series of 2016, the following awards may be bestowed on the deserving students:
classroom awards, grade-level awards, and special awards.

Observation

A. Observe how your cooperating teacher communicates the students’ needs and progress
to their parents when conducting a PTC and card distribution. Write a narrative report
of the PTC on the space provided.

134
NARRATIVE REPORT OF PARENT-TEACHER CONFERENCE
Grade and Section: _________________________ Grading Period: _________________
Date: ________________________

B. Interview the cooperating teacher. Ask for some useful tips on how he or she
communicates the students’ needs to the parents.
Tip 1: __________________________________________________________________
__________________________________________________________________
Tip 2: __________________________________________________________________

135
__________________________________________________________________
Tip 3: __________________________________________________________________
__________________________________________________________________

C. Of the three useful tips given by your cooperating teacher, what is the most important?
Explain and write your answer below.

D. Help in the preparation of a school-based recognition program. Write your experience

and cite the contributions you have made to make the recognition program successful.

Other comments and observations:

136
137
Processing

Read carefully and answer the following questions.

1. Why is PTC important?

2. If you will conduct a PTC, what will you include in your agenda?

3. How will you communicate the failing grade of a student to the parent?

4. What will you suggest to the parent of a student who got a failing mark twice in
the same subject?

Reflection

Complete the following:

138
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

4. When I become a teacher, I will

139
Use of Assessment data to Enhance teaching and
LESSON 5
learning Practices and Programs

The effectiveness of the teacher’s classroom instruction reflects on the students’

performance. This lesson will guide you in understanding how to use the qualitative and
quantitative data of the students through assessment to further improve classroom
instruction. The objectives of this lesson are the following:
1. determine the use of assessment data;
2. distinguish how assessment data can help in improving teaching and learning, and
3. observe how teachers use the qualitative and quantitative data of the students.

Education Theory

The assessment process should not stop after the final paper has been scored and
the last oral presentation has been evaluated. It is important for teachers to evaluate each
assessment after it has been administered. Doing so can help teachers interpret the
assessment results more accurately and use those results more effectively in their
instruction (Educational Testing Service).
The qualitative and quantitative data obtained from student assessments are vital.
However, the gathered results will not serve their purpose if the teacher does not know
how to use the data properly. Every school year, a transformative teacher uses the
different assessment data he or she collects to further improve his or her instruction. This
best practice will ensure that teachers also evaluate their performance and take
preliminary measures to augment it.
If assessments provide information for both students and teachers, then they
cannot mark the end of learning. Instead, assessments must be followed by high-quality,
corrective instruction designed to remedy whatever learning errors the assessment has
identified (Guskey 1997).

Observation

A. Observe how your cooperating teacher uses the data from student assessments to
improve classroom instruction. List five best practices of using the student assessment
data.
1. __________________________________________________________________
__________________________________________________________________
2. __________________________________________________________________

140
__________________________________________________________________
3. __________________________________________________________________
__________________________________________________________________
4. __________________________________________________________________
__________________________________________________________________
5. __________________________________________________________________
__________________________________________________________________

B. Interview the school principal. Ask five ways by which the teachers can use
assessment data to improve school programs.

1. __________________________________________________________________
__________________________________________________________________
2. __________________________________________________________________
__________________________________________________________________
3. __________________________________________________________________
__________________________________________________________________
4. __________________________________________________________________
__________________________________________________________________
5. __________________________________________________________________
__________________________________________________________________

Other comments and observations:

141
Processing

Read carefully and answer the following questions.

1. Which of the five best practices of using the assessment data to improve
classroom instruction shown by your cooperating teacher is the most important?
Why?

2. Which of the five ways of using assessment data to improve school programs
mentioned by the principal is the best? Why?

3. Interview the cooperating teacher. Ask him/her about his or her thoughts on the
previous school year and what he or she has done to improve this year.

142
Reflection

Complete the following:

4. When I become a teacher, I will

143
CHAPTER VI
COMMUNITY
LINKAGES AND
PROFESSIONAL
ENGAGEMENT

144
Establishment of learning Environments That Are
LESSON 1
Responsive to Community Contexts

Community is considered an important resource for learning. This lesson will help
you demonstrate how the learning environment can be a source of information that is
responsive to the community contexts. The objectives of this lesson are the following:
1. analyze how the learning environment can affect student learning;
2. observe how to create a culturally responsive learning environment; and
3. observe how teachers contextualize teaching and learning activities

Education Theory

As the African proverb says, "It takes a village to raise a child. For every learning
institution, there is a community with prevailing culture that influences the learning
environment. Bickford and Wright (2018) define community as the social context of the
students and their environment that consists of people with a common purpose, shared
values, and agreement on learning goals.
Community can be considered a great source of knowledge, therefore, it is
important to understand its role in engaging teachers and students in learning. Meaningful
learning happens in an environment that adapts to the context of the community. Hence,
learning environment must be responsive to the community context that requires an
understanding of cultural beliefs and practices, languages, history, race, ethnicity, and
perspectives from different cultural backgrounds.
The following are suggested strategies to 1oster a learning environment that is
responsive to community context:
1. establishment of a school-community partnership to foster positive relationship
and to explore common goals that may improve School programs and policies as
well as the community;
2. promotion of cultural and traditional activities to increase the teacher's cultural
awareness and to preserve local traditions, beliefs, and values;
3. utilization of culturally responsive teaching approaches to integrate teaching and
learning practices that are within the experience and cultural frame of students;
and
4. contextualization and localization of learning content and materials to create a
relevant and meaningful learning experience for the students.

145
Observation

A. Conduct a survey in school. Gather the following information.

Name of School: ________________________________________________________

Address: ________________________________________________________
Date: ________________________________________________________

 Provide a brief historical background and demographic profile of the school.

Complete the following information.

Date established: _______________________________________________________

Total Number of Students: _______________________________________________
Total Number of Teachers: _______________________________________________
Race/Ethnicity of Students and Teachers: ____________________________________
Religion: ______________________________________________________________

 Describe the physical and psychological environment of the school:

 Provide a brief historical background and demographic profile of the

community. Complete the following information.
Date Established: _______________________________________________________
Estimated Total Population: _______________________________________________
Race/Ethnicity: _________________________________________________________
Major Source of Income: _________________________________________________
Religions: _____________________________________________________________

 Describe the Physical and psychological environment of the community:

146
 Identify cultural and traditional practices/beliefs within the community.

B. Interview the cooperating teacher. Ask the following questions

1. Does the school have active school-community partnership?

2. Who are involved in the school-community partnership?

3. Does the school engage members of the community in school activities?

4. What are the school programs/projects supported by the community?

5. What are the activities conducted by the school to raise cultural sensitivity and
awareness?

6. Does the school have community extension programs?

147
7. What are the programs/projects extended by the school to the community?

8. Are the teachers aware of the background of the community where the school is
located?

9. How does the school promote contextualization and localization to its teachers?

10. Are the lessons contextualized?

148
Processing

Read carefully and answer the following questions.

1. How does community affect the learning environment?

2. How important is curriculum contextualization and localization of lessons and

learning materials?

3. What strategies are you going to use in order create a culturally-responsive

learning environment?

4. How will you use the data you have gathered from the preliminary activity?

Reflection

Complete the following:

2. I believe that
__________________________________________________________________

149
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

4. When I become a teacher, I will

150
Engagement of Parents and the Wider Community in
LESSON 2
the Educative Process

The school-community partnership plays a very important role in developing and

implementing school policies, programs, and projects. This lesson will help you
understand the importance of building relationship with parents/guardians and the wider
community to facilitate involvement in the educative process. The objectives of this
lesson are the following:
1. observe how teachers collaborate with parents and members of the community;
2. observe how teachers organize a parent-teacher association (PTA) meeting;
3. observe how teachers deal with parents in addressing various issues and concerns;
and
4. analyze how parents and the wider community affect the educative process.

Education theory

A 21st century learning environment both gives and gels support from families
and the local community ("Partnership for 21st Century” n.d.). In the Philippines, the
partnership between teachers and parents is established through the organization of a
parent-teachers association (PTA). A PIA is organized to provide a forum to discuss
issues and solutions relating to the total school program, and ensure full cooperation of
parents in the implementation of such program. It is also organized to encourage
coordination with members of the community to address relevant concerns and provide
support to the school for the promotion of common interest (DepEd 2009).
According to George Lucas Foundation (cited im “Partnership for 21st Century"
n.d.), strong home-school connections result in the 1ollowing outcomes:

 children do better in school when their parents are involved in their education;
 after-school learning opportunities promote student achievement;
 community youth development programs spur academic development; and
 school that integrates community services reduces risk and promotes resilience
children.
Teachers should build a good relationship with parents and the wider community
improve the learning environment. They must be equipped with necessary competency in
dealing with stakeholder to implement properly the school’s program and facilitate the
discussion on issues and concerns relating to the students' academic performance.

151
Observation

A. Interview the principal. Ask the following questions:

1. Are teachers and parents aware of the DepEd Order No. 54, series of 2009?

2. Does the school have an active PTA?

3. How often does the PTA meet?

4. What are usual issues and concerns raised by stakeholders during PTA meetings?

5. Are the issues and concerns raised during PTS meeting/s properly addressed?

6. Does the school engage parents and members of the community in the
implementation of school programs?

7. Do parents and members of the community provide full support to school

programs and activities?

8. Describe the relationship of teachers with parents and members of the community.

152
B. Request permission to observe a PTA meeting. Ask permission to record the
proceedings. Prepare highlights of proceedings from the meeting using the following
format.

Name of the School: __________________________________________________

Time of the Meeting:
__________________________________________________
Venue of the Meeting:
_________________________________________________
Date of the Meeting:
__________________________________________________
Time of the Meeting:
__________________________________________________
Attendees: __________________________________________________________

Call to Order:

Agenda Discussion Action Taken/Agreement

153
Other comments and observations:

C. Ask help from your cooperating teacher. Identify school programs/activities that need
support from parents and community members.

School Programs/Activities Date Venue

Processing

Read carefully and answer the following questions.

1. What are the benefits of engaging parents and members or community in the
implementation of school programs?

154
2. Identify strategies that promote positive relationship with parents and members of
the community including mechanism to ensure their full support to school
programs.

3. What have you learned from observing a PTA meeting?

Reflection

Complete the following:

3. I feel that
__________________________________________________________________
__________________________________________________________________

155
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

4. When I become a teacher, I will

156
LESSON 3 Professional Ethics

Professional ethics serves as a guide in practicing one’s profession. It encompasses

personal and professional standards of behavior. This lesson will help you demonstrate an
awareness of the existing laws and regulations that apply to the teaching profession. It
will help you understand the responsibilities specified in the Code of Ethics for
Professional Teachers. The objectives of this lesson are the following:
1. observe how the Code of Ethics for Professional Teachers is being practiced;
2. analyze the importance of the Code of Ethics to teachers and students; and
3. analyze the professional and social accountability of teachers.

Education Theory

The kind of teacher you are and the way that you portray yourself matters a lot to
your employer, the community, and the stakeholders. As role models, teachers are
expected to embody good ethics, which is a fundamental requirement of a profession.
Good ethics is based on moral principles and appropriate conduct that one should observe
as a professional.
Pursuant to Section 6 of RA 7836, the Code of Ethics for Professional Teachers
was promulgated by virtue of PRC Board Resolution No. 435, series of 1997. In
accordance with the preamble of the Code of Ethics for Professional Teachers, teachers
are referred to as duly licensed professionals who possess dignity and high moral values
as well as technical and professional competence in the practice of their noble profession.
They strictly adhere to, observe, and practice this set of ethical and moral principles,
standards, and values (PRC 1997).
The Code of Ethics covers all public and private school teachers in basic
education, technical-vocational education, as well as no non-formal education. It
articulates the professional accountability and responsibility of teachers with the state, the
community profession, the higher authorities in the profession, the learners, the parents,
the business, and as a person.
Relatively, this set of ethical standards also serves as sufficient ground for the
imposition against the erring teacher of the disciplinary action consisting of revocation of
teacher’s license or suspension from the practice of profession (PRC 2015). The teacher
as a model should religiously practice the Code of Ethics for Professional Teachers to set
a good example not only to the students but most especially in the teaching profession
and the community they serve,

157
Observation

Answer the following questions:

1. Does the school have a faculty manual?

2. Does the faculty manual reflect the Code of Ethics for Professional Teachers?

3. Are there provisions in the manual regarding disciplinary actions or sanctions for
misbehavior, misconduct, or unethical practices of teachers?

4. Does the school provide trainings or re-orientation for teachers regarding the
Code of Ethics for Professional Teachers?

B. Request a copy of the Code of Ethics for Professional teachers. Provide a summary of
each article. Write down your answer on the left column.

Articles Summary
Article II: The Teacher and
The State

Article III: The Teacher and

The Community

Article IV: A Teacher and The

Profession

Article V: The Teachers and

The Profession

Article VI: The Teacher and

Higher Authorities in the
Professions

158
Article VII: School Officials,
teachers, and Other Personnel

Article VIII: The Teachers and

Learners

Article IX: The Teachers and

Parents

Article X: The Teacher and

Business

Article XI: The Teacher as a

Person

C. Review the Code of Ethics for Professional Teachers. Identify which of the ethical
standards promotes the enhancement of the teachers’ competency in terms of the
following:

Knowledge

Skills

Attitude

D. Observe the teachers. Describe how they act professionally within the school
premises. Write down your observation below.

159
Processing

A. Read carefully and answer the following questions.

1. What is the importance of the Code of Ethics to teachers?

2. How does the Code of Ethics influence the personal life of a teacher?

3. How does the Code of Ethics influence a teacher's competence?

4. In what aspect does the teacher need improvement?

5. How will you promote the Code of Ethics to fellow teachers?

B. Write an essay about the characteristics of an ideal teacher.

160
Reflection

161
Complete the following:
1. I realized that
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

4. When I become a teacher, I will

LESSON 4 School Policies and Procedures

162
School policies and procedures serve as the operational guidelines of a school.
This lesson will help you demonstrate knowledge and understanding of school policies
and procedures to foster harmonious relationship with the wider school community. The
objectives of this lesson are the following:
1. analyze the importance of school policies and p
2. observe how school policies and procedures are implemented; and
3. analyze how school policies and procedures are developed.

Education Theory

The whole operation of a school lies in school policies and procedures. The
school administrator and teachers should be guided with the school's policies and adhere
to the procedures and guidelines for the successful implementation of school programs
and projects.
School policies and procedures help schools in establishing rules and guidelines
in the operation and implementation of school programs and projects. It upholds the
school's vision, mission, goals and objectives that serve as a guide for school
administrators, teachers, and students in their everyday life on campus. School policies
define the processes within the school including the interaction among the school,
leaners, parents, and members of the wider community.
Some of the important factors considered in establishing a school policy are the
provision for the following:
1. safety and security;
2. use of school facilities and equipment;
3. admission and retention;
4. graduation;
5. teaching and learning;
6. grading system;
7. school fees;
8. school uniforms;
9. educational trips;
10. medical and dental services;
11. guidance and counselling;
12. students with additional needs;
13. disciplinary actions;
14. administrative sanctions;
15. faculty development;

163
16. human resource;
17. quality assurance;
18. community linkage;
19. gender and development; and
20. academic records.
School policies and procedures are developed at the institutional level. However, for
private schools in basic education, a set of minimum requirements is provided in the
manual of regulations for private basic education per DepEd Order No. 88, series of
2010, for their compliance. The manual of regulation serves as a guide for private schools
in basic education in implementing their programs to ensure that the implementation
anchored in the mandate of the DepEd.

Observation

A. Interview the cooperating teacher. Ask the following questions

1. Does the school have policies and procedures?

2. When did the school establish these policies and procedures?

3. Who were involved in the crafting of the school policies and procedures?

4. Are the provisions of these policies and procedures in accordance with DepEd
policies?

5. Does the school conduct consultation with parents prior to the approval and
implementation of the school policies and procedures?

6. Does the school implement the school policies and procedures?

7. Are the teachers aware all of the school policies and procedures?

164
8. Do school officials, teachers, and staff adhere to the school policies and
procedures?

9. Are students and parents aware of the school policies?

10. Does the school conduct annual orientation on the school policies

B. Request help from your cooperating teacher. Explain the procedure on how school
policies are developed.

C. Request a copy of the school policies and procedures. Identify the important
provisions specified in the policies.
1. __________________________________________________________________
2. __________________________________________________________________
3. __________________________________________________________________
4. __________________________________________________________________
5. __________________________________________________________________
6. __________________________________________________________________
7. __________________________________________________________________
8. __________________________________________________________________

165
9. __________________________________________________________________
10. __________________________________________________________________

Other comments and observations:

Processing

Read carefully and answer the following questions.

1. What is the importance of school policies and procedures to teachers and
students?

2. What is the most important aspect to consider when developing a school policy?

3. What is the importance of stakeholders’ consultation when formulating a policy?

4. In the event that a problem occurs in the absence of school policy, what should a
teacher do to address the problem?

5. What are the things that the school needs to improve?

166
Reflection

Complete the following:

4. When I become a teacher, I will

167
168
Chapter VII
Personal Growth
and Professional
Development

169
LESSON 1 Philosophy of Teaching

This lesson will help you understand that teachers’ practices are guided by beliefs
and values. These beliefs and values from part of the teachers’ philosophy of teaching.
This lesson will focus on the different philosophies of teaching. The objectives of this
lesson are the following:
1. identity the different philosophies of teaching; and
2. determine the teaching philosophy that can address the needs or the 21st century
learners.

Education Theory

How a teacher views teaching and learning is dependent on exposure, culture, and
training (Pajares 1992). Teachers’ practices in the classroom are basically an offshoot of
education and exposure. All these experiences form part of beliefs that become a basis of
the teacher’s philosophy.
The teaching philosophy influences content and pedagogy. Teaching philosophies
can be categorized into two: teacher-centered and student- or learner-centered. Teacher-
centered philosophy underscores the relevance of teachers in education. This kind of
philosophy places an emphasis on the teachers’ role in transmitting knowledge, skills,
attitudes, and values. Teachers who believe in this philosophy use tests to determine if the
objectives are met. Essentialism and Perennialism are two examples of a teacher-centered
philosophy. Essentialism advocates the teaching or basic skills in order to train the mind.
These skills gradually become complex as students’ progress to the next level. Core
knowledge in different disciplines is essential and the teachers should use lectures,
memorization, drills, and assessment. Perennialism, on the other hand, focuses on
developing critical thinking skills, mastery of content in a sequential order and reasoning
skills (Lynch 2016).
Student- or learner-centered philosophy puts emphasis on how students learn.
Teachers focus on individual needs of students to make sure that they will benefit from
the teaching-learning process. Teachers who adhere to this philosophy focuses on
maximizing the potential of the students in order to equip them with knowledge, skills,
and attitudes that will help them face and overcome the challenges of the real world.
Since teachers and students plan together the relevant concepts to be taught and the way
these concepts will be leaned, classes are less structured and are more focused on
problem-solving skills.
Progressivism, existentialism, and social reconstructionism are examples of a
student-centered philosophy. Progressivism believes in equipping students with the

170
ability to learn through hands-on engagement. Teachers are regarded as facilitators rather
than a source of information. Small group discussions and learning centers dominate the
progressive classroom. Existentialism, on the other hand, believes in giving the students
opportunities to learn concepts that interest them. Teachers who believe in existentialism
believe that students should be able to find meaning in whatever it is that they are
learning. Thus, the classroom is equipped with things that are of interest to students.
Since students learn better when they have interest in the subject matter, a typical
existentialist classroom will have students learning different topics at different rates.
Social reconstructionism believes that schools can contribute to solving social problems.
Teachers who believe in social reconstructionism will engage students in projects or
activities that will enable them to address a social issue and create an impact in society
(Lynch 2016).
In responding to the needs of the 21st century learners, a student- or learner-
centered philosophy is essential so that communication, creativity, collaboration, critical
thinking, and problem-solving skills will be developed.

Observation

Observe a teacher for two weeks. Please write your observations on the following:
1. Classroom Layout

2. Teaching Methodology

3. Assessment

4. Materials

171
Other comments and observations

Processing

Read carefully and answer the following questions.

1. What do you think is the teaching philosophy of the teacher that you have
observed?

2. Cite the reasons for your answer in the previous question.

3. How does the teacher’s philosophy of teaching impact the learners?

Reflection

Complete the following:

172
__________________________________________________________________

4. When I become a teacher, I will

173
LESSON 2 Dignity of Teaching as a Profession

This lesson will guide you in determining the qualities of a teacher, which
promote and contribute to the dignity of the teaching profession. More specifically, the
objectives of this lessons are the following:
1. discover personal traits of a good teacher; and
2. discuss professional traits that teachers should possess.

Education Theory

Teachers play a big role in the lives of students. Thus, teachers should possess
personal and professional qualities that will help students succeed in school and develop
the love for learning.
Pearson (2018) conducted a study to determine the personal qualities that students
are looking for in a teacher. Based on this study, students aged 15-19 cite the following
characteristics of effective teachers: relates well with students, nurturing, understanding,
and kind: knows students well, committed to the profession; and engages students in
learning in order to motivate them. In other words, students are not really focused on how
much knowledge the teachers can share, but are more concerned with how teachers can
connect and establish a relationship with them. This just goes to show that when teachers
are able to establish a rapport with students, it will be easier for students to learn
(Peterson-DeLuca 2016).
In terms of professional qualities, effective teachers possess the following characteristics:
taking time to listen and help students, manages class well, collaborate with other
professionals to share expertise, constantly seeks ways to grow professionally, uses
appropriate instructional methods, has mastery of content, and is decisive (Goldberg
2003). These professional qualities reveal that effective teachers go beyond the call of
duty. Teachers should continue to update self with knowledge a skills for the good of
their students.

Observation

Observe a class. List down the personal and professional qualities of the
cooperating teacher, which, you think, contribute to the development of the students.
1. Personal qualities

174
2. Professional qualities

Processing

Read carefully and answer the following questions.

1. What do you think are the best qualities of the teacher that you have observed?
Why?

2. How can the teacher continue to grow personally and professionally?

Reflection

Complete the following:

2. I believe that

175
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

4. When I become a teacher, I will

176
LESSON 3 Professional Links with Colleagues

To grow professionally, teachers need to connect with other educators. This

lesson will understand the value of collaborating with other teachers. More specifically,
this lesson will guide you to:
1. discover the importance of collaborating with other teachers; and
2. discuss ways on how to link with other educators.

Education Theory

It is a recognized fact that teachers need to collaborate with one another to grow
professionally. Collaboration among teachers means working together to reflect on
practices and improve teaching (DuFour 2005). In recent years, schools have emphasized
the need for students to collaborate. In the same manner, educational leaders have also
seen the importance of collaboration in professional development (Robbins and Alvy
2003).
A study by Peterson in 2002 reveals that collaboration with colleagues is more
significant than short-term workshops or seminars. The reason behind this is that short-
term workshops may inspire teachers for a moment but will have little impact on the way
they teach. However, when teachers are given the opportunity to work together for a
period of time, they establish a relationship that can greatly impact the way they teach.
When teachers share practices, reflections, and experiences with colleagues whom they
have been working with for quite some time, they tend to learn more.
Thus, conversing about professional practice 1s necessary as it provides novice
teachers some kind of mentoring. It also allows seasoned teachers to renew their interest
in teaching as they are given the opportunity to share their expertise (Williams 2010).
If schools do not provide opportunities for collaboration, teachers need to look for
opportunities to link with colleagues. It is important to note that before professional
relationships can be established, teachers have a forge personal relationships with other
teachers. There are various ways of connecting with colleagues. First, find time to talk to
colleagues. Second, ask them about their experiences in the classroom. Ask for advice
and listen to how they were able to address similar concerns. Third, volunteer to work on
a project with other teachers. The more you engage yourself in projects, the more you
will learn not only about the working style of your colleagues but also about lessons on
commitment, passion, and hard work.

177
Observation

A. Ask the cooperating teacher if you can volunteer as shadow teacher for a day. List,
down ways on how the teacher borates with other teachers.

B. Interview the cooperating teacher. Ask the following questions:

1. In what ways do you collaborate with your colleagues?

2. Why do you need to collaborate with your colleagues?

3. What do you think are the advantages of collaborating with colleagues? What are
the disadvantages?

Processing

Read carefully and answer the following questions.

1. Do you think that linking with colleagues is important in teaching? Why? Why
not?

178
2. How does collaborating with other teachers impact the students?

3. If you were the teacher, how will you collaborate with your colleagues?

Reflection

Complete the following:

179
4. When I become a teacher, I will
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

180
Professional Reflection and Learning to Improve
LESSON 4
Practice

To grow professionally, teachers need to reflect on their own practice. This lesson
will guide you in discovering the value of reflecting on your own practices to improve
teaching. More specifically, this les8On will help you to:
1. discover how reflecting on one own's practice can improve teaching and
2. determine various ways to engage in reflective practice.

Education Theory

People do not learn from experiences unless they reflect on these experiences
(Dewey 1933). One of the ways in which teachers can improve the way they teach is to
reflect on their own practice. Reflective practice is a term used when teachers study their
own experiences to improve the Way they teach. It is a deliberate act to think about past,
present, and future actions in order to improve teaching (Harvey et al. 2016).
There are various ways of reflecting on one’s practice. This can be done using an
autobiography, student evaluation, per observation, and research (Brookfield 1995).
Autobiography is a way of documenting practices. This can be done in the form
of journal writing, portfolio, and other forms of writing that teachers can use to reflect on
their practices in class.
Students are the direct recipients of teaching. They are 1m the best position to
gauge how teachers perform in class and how effectively they teach. Thus, student
evaluations, which can be done formally or informally, can best inform teachers about
their practices.
Peer observation can inform teachers about the practices that they need to keep
and improve. Through peer observation, teachers can learn the best practices of their
colleagues, ponder on their own practices, and determine the ways to improve these
practices.
In trying to improve their own practices, the teachers can also resort to studying
researches and theories. Teachers are guided on how practices can be further improved
based on the result of studies conducted.

Interview

A. Interview the cooperating teacher. Ask the following questions:

1. How do you evaluate your practices in the classroom?

181
2. Do you think it is necessary to evaluate one's own practices? Why or why not?

3. If given a choice, what do you think is the best way that you can do to help
improve your own practices?

Processing
Read carefully and answer the following questions.
1. How does the teacher reflect on her own practices?

2. What can you say about the way the teacher reflects on her own practices?

3. How do you think reflective practice can be further reinforced in schools?

Reflection

Complete the following:

182
__________________________________________________________________
__________________________________________________________________

4. When I become a teacher, I will

183
LESSON 5 Professional Development Goals

In order to improve the teaching-learning process, teachers need to 1dentily goals

that will help them grow professionally. This lesson will guide you to:
1. determine the goals that teachers should pursue to grow professionally and
2. use the Philippine Professional Standards tor Teachers as a guide to develop goals
for professional development.

Education Theory

Teachers need to be life-long learners because of the constant changes in the

education landscape brought about by developments in the field of research. Hence, it is
but logical to point out that teachers should set goals to keep them abreast with the needs
of their students and at the same time promote the development of the teaching
profession.
In a study of teacher’s professional goals, it was found that teachers focus on
different objectives at each level of their career. Early and mid-career teachers are
interested in knowing more about curriculum and instruction and becoming a specialist in
the subject or area that they are currently teaching. Teachers who are in the late career
stage are no longer interested in improving their teaching skills. Rather, their goals are
focused on learning more about technological innovations and how these changes can be
applied in the classroom (Louws et al. 2017).
The study only revealed that a standardized continuing professional degree
program will not work with all teachers. Thus, for this reason, the Philippine Professional
Standards for Teachers (PPST) was developed. PPST is composed of seven domains,
each of which is composed of different strands where teachers in different stages of their
career are guided to develop themselves professionally. More specifically, these seven
domains have a total of 37 strands (Department of Education 2017). The following are
the domains and the different standards.
Domain 1 - Content Knowledge and Pedagogy
1. Content knowledge and its application within and across curriculum areas.
2. Research-based knowledge and principles of teaching and learning
3. Positive use of 1CT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as other higher-
order thinking kills
6. Mother tongue, Filipino and English in teaching and learning
7. Classroom communication strategies
Domain 2 - Learning Environment

184
1. Learner safety and security
2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior
Domain 3 - Diversity of Learners
1. Learner’s gender, needs, strengths, interests, and experiences
2. Learners linguistic, cultural, socio-economic, and religious backgrounds
3. Learners with disabilities, giftedness, and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups
Domain 4 - Curriculum and Planning
1. Planning and management of the leaching and learning process
2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich the teaching practice
5. Teaching and learning resources including lCT
Domain 5 -Assessment and Reporting
1. Design, selection, organization, and utilization or assessment strategies
2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of leaner needs, progress, and achievement to key stakeholders
5. Use of assessment data to enhance teaching and learning practices and programs
Domain 6 - Community Linkages and Professional Engagement
1. Establishment O of learning environments that are responsive to community
contexts.
2. Engagement parents and the wider school community in the educative process.
3. Professional ethics
4. School policies and procedures
Domain 7 - Personal Growth and Professional Development
1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goals

185
Interview

A. interview the cooperating teacher, Ask the following questions:

1. As a teacher, in what areas do you think you should improve on?

2. What do you do to address the areas that you need to improve on or develop?

Processing

Read carefully and answer the following questions based on the interview you conducted.
1. Do you think the teacher was able to address her learning goals? Why? Why not?

2. Based on the Philippine Professional Standards for Teachers, what particular

domain or strand should the teacher address as her learning goal? Explain your
answer.

Reflection

Complete the following:

1. I realized that

186
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

4. When I become a teacher, I will

187

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