INSTRUCTIONAL

MATERIALS
FOR
FIELD STUDY I

Course Code:

EDUC 30133

Lessons Compiled by:

Rosalie A. Corpus, DEM

Danilova A. Lorenzo

Ma. Elizabeth L. Flores

COED DESED Faculty

September 2021
 Table of Contents
Chapter Topic
Meeting
1 Orientation and Overview of the Course
2 Content Knowledge and Pedagogy
a. Pedagogical Content Knowledge and Its Application Across the Curriculum
Chapter 1 b. Research-based Instruction and Principles of Teaching and Learning
c. Positive Use of Information and Communication Technology
d. Strategies for Developing Critical and Creative Thinking as well as Higher-Order Thinking Skills
e. Mother Tongue, Filipino, and English in Teaching and Learning Classroom Communication
Strategies
3 The Learning Environment
a. Learner Safety and Security
Chapter 2 b. Fair Learning Environment
c. Management of Classroom Structure and Activities
d. Support for Learner Participation
e. Promotion of Purposive Learning
f. Management of Learner Behavior
4 Diversity of Learners
a. Learners‘ Gender, Needs, Strengths, Interests and Experiences
Chapter 3 b. Learners‘ Linguistic, Cultural, Socio-economic, and Religious Backgrounds
c. Learners with Disabilities, Giftedness, and Talents
d. Learners in Difficult Circumstances
e. Learners from Indigenous Groups
5 Curriculum and Planning
a. Planning and Management of Teaching and Learning Process
Chapter 4 b. Aligning Learning Outcomes with Learning Competencies
c. Relevance and Responsiveness of Learning Programs
d. Enriching Teaching Practice through Professional Collaboration
e. Utilizing Teaching and Learning Resources and ICT
6 Assessment and Reporting
a. Design, Selection, Organization, and Utilization of Assessment Strategies
Chapter 5 b. Monitoring and Evaluation of Learner Progress and Achievement
c. Feedback to Improve Learning
d. Communication of Learners‘ Needs, Progress, and Achievement to Key Stakeholders
e. Use of Assessment Data to Enhance Teaching and Learning Practices and Programs
7 Community Linkages and Professional Engagement
a. Establishment of Learning Environments that are Responsive to Community Contexts
Chapter 6 b. Engagement of Parents and the Wider School Community in the Educative Process
c. Professional Ethics
d. School Policies and Procedures
8 Personal Growth and Professional Development
a. Philosophy of Teaching
Chapter 7 b. Dignity of Teaching as a Profession
c. Professional Links with Colleagues
d. Professional Reflection and Learning to Improve Practice
e. Professional Development Goals

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 PREFACE

Before the advent of CMO 74, s. of 2017 titled ―Policies, Standards and Guidelines for the Bachelor of
Elementary Education (PSG BEED),‖ the course Field Study was divided into six (6) 1-unit subjects, taken in 17 hours
per semester, sometimes once, i.e., FS 1, or sometimes twice, i.e., FS 2 and 3, in one semester, until all six field study
subjects were accomplished by the Pre-Service Teachers (PSTs). Usually these field study subjects were paced out
starting from the 1st Semester of the 2nd Year in BEED. CMO 74 changed this practice, and now Field Study I, under
EDUC 30133, is offered as a 3-unit course in an entire semester, together with Field Study II, under EDUC 30143,
another 3-unit course. Within these two courses, all the professional and major subjects are contained and should
have been taken as pre-requisites before the PST undertakes both in the 1 st semester in their 4th Year. On the 2nd
semester of their 4th Year, the PST undertakes the 6 units of Teaching Internship.

As described in CMO 74, Field Study I is “the first experiential course, which will immerse the Pre-service Teacher
(PST) in actual classroom situations and learning environments where direct observation of teaching-learning episodes that focus
on the application of educational theories learned in content and pedagogy courses will be made. Observations on learners’
behaviour and motivation, teachers’ strategies of teaching, classroom management, and assessment in learning, among others,
shall be given emphasis. A portfolio shall be required in the course.”

To prepare the PST for FS I requirements and supplement the take-aways from observed teaching and
learning scenarios, the textbook ―Field Study I: A Guide for 21st Century Student Teachers” by G.B.Pawilen, E.M.
Reyes, J.M. Rivera, and T.M.J. Sison (2019) is an integral document and is the source of this Compilaton of
Instructional Materials.

Course Methodology will be topical discussions and review of concepts learned and re-introduced in each of
the eight (8) chapters, to be followed by the OPR Approach or the 1) Observation of the Cooperating Teacher (CT)
and his/her learners; 2) Processing of the teaching and learning scenario; and 3) Reflection on what was observed
together with the Course Professor (CP) and peers. Expected outputs in FS I would be a portfolio which will contain
the PST‘s observations, reflection notes and projects. A group Action Research will also be started in this subject,
which will contain inputs from the CT and the CP. The Action Research is expected to be accomplished in Field Study
II.

With the current online learning mode, teaching and learning scenarios for FS I and FS II are going to be very
challenging for both the CP and the PST. Observing actual BEED teachers and actual K-6 learners in public schools is
a critical requirement for FS I yet how can such be actually undertaken? The answer to this question will need to be
discussed thoroughly by CP and PSTs.

I welcome you to this course and its sister FS II. Together we will be able to realize our goals of hands-on
teaching and learning experiences which you can fall back on in your Teaching Internship.

Rosalie A. Corpus, LPT, OD, DEM

September 5, 2021

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 Chapter 1

Content Knowledge and Pedagogy

Introduction:

There are 5 lessons that will be discussed in Chapter 1 which will review the PST on the principles, concepts
and techniques learned about Content Knowledge and Pedagogy. The compilation of lessons in this chapter are taken
from pages 1 to 40 of the textbook Field Study I: A Guide for 21st Century Student Teachers by GB Pawilen, EM
Reyes, JM Rivera, and TMJ Sison (2019). These lessons are:

1. Pedagogical Content Knowledge and Its Application Across the Curriculum;

2. Research-based Instruction and Principles of Teaching and Learning;
3. Positive Use of Information and Communication Technology;
4. Strategies for Developing Critical and Creative Thinking as well as Higher-Order Thinking Skills; and
5. Mother Tongue, Filipino, and English in Teaching and Learning Classroom Communication Strategies.

Lesson 1: Pedagogical Content Knowledge and Its Application Across the Curriculum

This lesson will guide the PST in understanding content knowledge, pedagogical knowledge, and curricular
knowledge, and help to analyze the importance of content knowledge and its application to teaching and learning. The
objectives of this lesson are the following:

Lesson Objectives:

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.

Mastery of content and comprehensive Pedagogical Content Knowledge (PCK) are expected from graduates
of teacher education whatever specialization they may be taking. In 1986, Shulman introduced the education theory of
Pedagogical Content Knowledge and defined teachers‘ knowledge into 3 categories that are critical 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 learners, which requires making them understand 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 a 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

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knowledge has the potential to be a tool to explore how teachers develop and connect content knowledge, pedagogical
content knowledge, and curricular knowledge in practice.

As a future elementary school teacher, it important for PSTs to familiarize themselves this early with DepEd‘s
K to 6 Basic Education Curriculum.

The Vision of the Department of Education

Source: https://www.deped.gov.ph/about-deped/vision-mission-core-values-and-mandate/

We dream of Filipinos who passionately love their country

and whose values and competencies enable them to realize
their full potential and contribute meaningfully to building the nation.
As a learner-centered public institution, the Department of Education
continuously improves itself to better serve its stakeholders.

The Mission of the Department of Education

To protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic
education where:

Learners learn in a child-friendly, gender-sensitive, safe, and motivating environment.

Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure an enabling and
supportive environment for effective learning to happen.
Family, community, and other stakeholders are actively engaged and share
responsibility for developing life-long learners.

The Core Values of the Department of Education

Maka-Diyos
Maka-tao
Makakalikasan
Makabansa

The Mandate of the Department of Education

The Department of Education was established through the Education Decree of 1863 as the Superior
Commission of Primary Instruction under a Chairman. The Education agency underwent many reorganization efforts in
the 20th century in order to better define its purpose vis a vis the changing administrations and charters. The present
day Department of Education was eventually mandated through Republic Act 9155, otherwise known as the
Governance of Basic Education Act of 2001 which establishes the mandate of this agency.

The Department of Education (DepEd) formulates, implements, and coordinates policies, plans, programs and
projects in the areas of formal and non-formal basic education. It supervises all elementary and secondary education
institutions, including alternative learning systems, both public and private; and provides for the establishment and
maintenance of a complete, adequate, and integrated system of basic education relevant to the goals of national
development.

Kindergarten

Republic Act 10157, or ―The Kindergarten Education Law‖ made Kindergarten the compulsory and mandatory
entry stage to basic education. Section 2 of this Act provides that all five (5)-year old children shall be given equal
opportunities for Kindergarten Education to effectively promote their physical, social, emotional and intellectual
development, including values formation so they will be ready for school. This was so since the Department of
Education (DepEd) believes that Kindergarten is the transition period from informal to formal literacy (Grades 1-12)

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 considering that age five (5) is within the critical years where positive experiences must be nurtured to ascertain school
readiness.

Various researches support that this is the period of greatest growth and development, when the brain
develops most rapidly and almost at its fullest. It is also the stage when self-esteem, vision of the world and moral
foundations are established.

Teachers/parents/caregivers/adults should therefore be guided to facilitate explorations of our young learners

in an engaging and creative curriculum that is developmentally appropriate which immerse them in meaningful
experiences. Provision of varied play-based activities leads them to becoming emergent literates and, helps them to
naturally acquire the competencies to develop holistically. They are able to understand the world by exploring their
environment as they are encouraged to create and discover, that eventually leads them to becoming willing risk takers
and ready to tackle formal school works.

The Curriculum Guide for Kindergarten or the Standards and Competencies for Five-Year-Old Filipino Children
may be downloaded from https://www.deped.gov.ph/wp-content/uploads/2019/01/Kinder-CG_0.pdf

Elementary Education
Source: https://eedncr.wordpress.com/about-us/elementary-education/

Elementary Education (EED) shall refer to the first stage of free and compulsory, formal education primarily
concerned with providing basic education and usually corresponding to six or seven grades. Elementary education can
likewise be attained through alternative learning system.

Vision:

Every learner, imbued with desirable values, quipped with life skills, people person–sensitive to other‘s needs,
maximizing potentials to achieve better quality of life for oneself and country.

Mission:

 Propelled by the vision, EED shall be committed to provide

– equal opportunities for everyone,
– avenues for developing skills, knowledge and character,
– assistance in the use of the most recent technology, and
– performance standards geared towards excellence and global competitiveness.

 Effective Teaching/Engaged learning

for every child,
by every teacher,
in every classroom.

Objectives of Elementary Education

1. To provide the knowledge and develop the skills, attitudes, and values essential to personal development and
necessary for living in and contributing to a developing and changing social milieu;
2. To provide learning experiences which increase the child‘s awareness of and responsiveness to the changes in
and just demands of society and to prepare him for constructive and effective involvement;
3. To promote and intensify the child‘s knowledge of, identification with, and love for the nation and the people
to which he belongs; and
4. To promote work experiences which develop the child‘s orientation to the world of work and creativity and prepare
himself to engage in honest and gainful work.

Function of the Elementary Education Division

1. Assists the Regional Director in the implementation of laws, policies, plans, programs, rules, and regulations of the
department in the region.
2. Assists the Regional Director in the formulation of implementing policies for public and private schools in the
RAC FS I 090521 Page 6
 region.
3. Assigns, coordinates and reviews the work of supervisors in the Elementary Education Division.
4. Directs and supervises the preparation and implementation of plans, projects and activities of the division relevant
to curriculum development and revision, education and improvement of teaching techniques and strategies
and updating development of school facilities in the public and private schools in the region.
5. Directs and coordinates the supervisory activities of all the personnel in the division.
6. Conducts staff conferences, meetings and dialogues.
7. Directs the preparation of research designs and the conduct of same for the improvement of elementary
education In the region.
8. Plans in coordination with the different divisions in the region, in- service activities for field personnel in both
public and private schools.
9. Renders consultant service to seminar workshops and in-service programs on the national, regional and local
levels.
10. Directs the preparation of publications such as circulars, memoranda, bulletins and general letters, reports,
schedules and others.
11. Evaluates recommendations of division superintendent re-approval or revocation of permits and recognition
of private schools at the pre-elementary and elementary levels within the region.

Guiding Operational Principles of EED

1. Basic Education should be anchored on the concept of learning throughout life and founded on UNESCO‘s
four pillars of learning in the 21s Century – learning to know, learning to do, learning to be and learning to live
together.
2. The school headed by an empowered principal and teachers shall be the ―focal point, the base and common
denominator of formal education‖.
3. Greater autonomy and flexibility in curriculum design should be given to schools. While the curriculum should
be the product of sharing of all the stakeholders in the education process, the students should be the primary
focus. The curriculum should be focused on learning and results, less time-bound and should provide for
continuing assessment of learners performance.
4. The fast emerging information and knowledge-based global society require that basic education be reoriented
to increase the capacity of individuals to do knowledge work and increase the number of individuals capable of
such work.
5. In a knowledge-based society, schools should develop students into thinkers, problem solvers, creator and
innovators. Student should be guided to learn how to learn on their own and less dependent on teachers.
They must increasingly assure responsibility to manage their own learning.
6. No matter how technologically equipped the classroom is, the teacher still is the principal facilitator and
mediator of learning with the primary responsibility of guiding students to sources of information, processing
them to knowledge and using them to improve performance and productivity
7. Vocational education in the elementary schools should not only be relevant but should emphasize generic
skills that are not job specific but instead are transferable skills that can be used in almost any career.
8. The increasing proliferation of current concerns integrated in the elementary subjects and non-teaching
activities placed on the shoulders of the teachers and other officials have without doubt been affecting the
quality of our elementary education and should thus be regulated.
9. Elementary school should continually explore new teaching models and learning styles (e.g. multichannel
learning) resulting from the rapid growth of knowledge, information and communication technologies and
changing conditions of the community.
10. Alternative and non-traditional strategies of delivering educational services shall be provided to all those who
could not avail of the regular school systems. A system of accrediting learning required outside the four walls
of the classrooms should be instituted.
11. Emphasis on values education should be continued and sustained.
12. All elementary schools should eventually be ―inclusive schools‖ guided by the fundamental principle that ―all
children should learn together, whenever possible, regardless of any difficulties or differences they may have,‖
including the disabled and other children with special needs.
13. The participation of parents and other sectors of the community should continue to grow and develop until they
share a sense of joint ownership in the education of their children.
14. The policy of management decentralization and deconcentration shall be pursued until is fully operationalized
in the lowest level of system – the school and ultimately in the classroom.

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 15. Action researches and in-depth studies should be made on the performance levels of the schools relative to
providing access to basic education on students‘ performance on academic achievement. Such studies should
focus on discovering answers to the decreasing performance levels along these concerns.
16. Efforts at computerization and modernization of elementary schools should be founded on a sound basic
education program predicated on the mastery of communication skills and other competencies.
17. The EED staff should be guided by the roles, functions and responsibilities of the various levels in the
organizational structure of the Department of Education, particularly those of the Regional Office, as defined in
R.A. 9155 ―An Act Instituting a Framework of Governance for Basic Education.‖
18. For the Elementary Education Division, including the Special Education Unit to make a difference, every piece
of its structure, program, project, activity and all its components – and most importantly its operations – should
fit into an integrated totality.
OPR EXERCISES

Observation
A. Write down the information asked and answer the succeeding questions based on your class observation.

Name of Cooperating Teacher

Date and Time of Observation

Educational Background

Assigned Grade and Section

Assigned Subject/s

Relevant Trainings Attended:

Are the teacher‘s background and qualifications aligned with the subjects/s he or she is assigned to teach?
______________________________________________________________________________________________.
Does he or she use the K to 12 curriculum guide in preparing a lesson plan?
______________________________________________________________________________________________.
Does he or she consider the learner‘s prior knowledge in designing a lesson plan?
______________________________________________________________________________________________.
Does he or she use varied teaching strategies to deliver the subject matter?
______________________________________________________________________________________________.
Does he or she conduct research in planning for his or her lessons?
______________________________________________________________________________________________.

Check (√) the box that corresponds to your class observation. Write your remarks in the rightmost column.
Indicators Observed Not Remarks
Observed
1. Explain the subject matter
a. Clearly
b. Accurately
c. Comprehensively
2. Relates the subject matter with previous lesson that
have been taught or future lessons to be taught.
3. Presents facts, theories, and concepts to support the
validity of content
4. Manifest understanding of the learner‘s 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
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 subject matter
7. Promotes inquiry-based learning to develop higher order
thinking skills and/or 21st century skills
8. Uses appropriate languages to make subject matter
delivery more comprehensible
9. Shows skills in the use of information and
communications technologies (ICT) to facilitate teaching
and learning
10. Uses of effective verbal forms of communication
strategies to promote meaningful learning

Write down other comments you may have:

____________________________________________________________________________________________.

Processing
Based on what you have observed in class, explain the importance of the different kinds of knowledge.

Content Knowledge
____________________________________________________________________________________________.

Pedagogical Knowledge
____________________________________________________________________________________________.

Curricular Knowledge
____________________________________________________________________________________________.

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

Reflection

Complete the following:

1. I realized that _________________________________________________________________________.

2. I believe that __________________________________________________________________________.
3. I feel that _____________________________________________________________________________.
4. When I become a teacher, I will____________________________________________________________.

---endoflesson1,chapter1---

References:

Field Study I: A Guide for 21st Century Student Teachers by GB Pawilen, EM Reyes, JM Rivera, and TMJ Sison
(2019), pages 1-7.

https://www.deped.gov.ph/about-deped/vision-mission-core-values-and-mandate/

The Curriculum Guide for Kindergarten or the Standards and Competencies for Five-Year-Old Filipino Children may be
downloaded from https://www.deped.gov.ph/wp-content/uploads/2019/01/Kinder-CG_0.pdf

RAC FS I 090521 Page 9

Elementary Education
https://eedncr.wordpress.com/about-us/elementary-education/

https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-education-curriculum/grade-1-to-10-subjects/

Grade 1 to 10 Subjects
https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-education-curriculum/grade-1-to-10-subjects/
Mother Tongue
Filipino
English
Mathematics
Science
Araling Panlipunan
Edukasyon sa Pagpapakatao (EsP)
Music
Arts
Physical Education
Health
Edukasyong Pantahanan at Pangkabuhayan (EPP)

Keengwe, J. (Ed.). (2013). Literacy enrichment and technology integration in preservice teacher education. IGI Global.
https://bit.ly/2JYQF8B

Lesson 2: Research-based Instruction and Principles of Teaching and Learning

For teachers, research-based instruction and principles of teaching and learning are essential in planning
instruction. This lesson is designed to help the PST understand how research-based instruction and the principles of
teaching and learning can improve the teacher‘s pedagogical content knowledge (PCK) and learner‘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 improve learners‘ learning;
3. Recognize their effect on learners; and
4. Examine how various theories and principle are applied in planning instruction.

The Department of Education‘s K to 12 Basic Education Curriculum is learner-centered, relevant responsive,

and research-based. As stated in RA 10533 otherwise known as the Enhanced Basic Education Act of 2012, it shall
promote the use 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 that
promotes 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 learners‘ 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 transforms these into new
knowledge.

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Research-based Principles of Learning

Researchers from the Eberly Center for Teaching Excellence, Carnegie Mellon University (2016) articulate the
following research-based principles and strategies coming from a variety of disciplines that can make teaching effective
and efficient.

Source: Eberly Center for Teaching Excellence, Carnegie Mellon University (n.d.) Theory and Research-based
Principles of Learning. Links are provided for your easy retrieval from
http://www.cmu.edu/teaching/principles/learning.html

1. Students’ prior knowledge can help or hinder learning. Students come into our schools with knowledge, beliefs, and attitudes
gained in other courses and through daily life. As students bring this knowledge to bear in our classrooms, it influences how they
filter and interpret what they are learning. If students’ prior knowledge is robust and accurate and activated at the appropriate
time, it provides a strong foundation for building new knowledge. However, when knowledge is inert, insufficient for the task,
activated inappropriately, or inaccurate, it can interfere with or impede new learning. To apply this principle, consider the
following teaching techniques:

 Administer a diagnostic assessment or have students assess their own prior knowledge (See “Selected Classroom
Assessment Techniques (CATs) for Getting Feedback on Student Learning”).
 Use brainstorming to reveal prior knowledge.
 Identify discipline-specific conventions explicitly.
 Ask students to make and test predictions (See “Teaching for Retention in Science, Engineering & Mathematics”).

2. Students’ motivation determines, directs, and sustains what they do to learn. As students enter school and gain greater
autonomy over what, when, and how they study and learn, motivation plays a critical role in guiding the direction, intensity,
persistence, and quality of the learning behaviors in which they engage. When students find positive value in a learning goal or
activity, expect to successfully achieve a desired learning outcome, and perceive support from their environment, they are likely
to be strongly motivated to learn. To apply this principle, consider the following teaching techniques:

 Connect the material to students’ interests.

 Provide authentic, real-world tasks (See “Teaching for Retention in Science, Engineering & Mathematics").
 Show relevance to students’ current academic lives.
 Provide rubrics (See “Best Practices for Designing & Grading Exams” , and “Sample Laboratory Report Rubrics” ).

3. How students organize knowledge influences how they learn and apply what they know. Students naturally make
connections between pieces of knowledge. When those connections form knowledge structures that are accurately and
meaningfully organized, students are better able to retrieve and apply their knowledge effectively and efficiently. In contrast,
when knowledge is connected in inaccurate or random ways, students can fail to retrieve or apply it appropriately. To apply this
principle, consider the following teaching techniques:

 Provide students with the organizational structure of the course.

 Share the organization of each lecture, lab, or discussion explicitly (See “Teaching Strategies").
 Make connections among concepts explicit.
 Ask students to draw a concept map to expose their understanding of how course material is organized.

4. To develop mastery, students must acquire component skills, practice integrating them, and know when to apply what they
have learned. Students must develop not only the component skills (i.e., fundamental skills) and knowledge necessary to
perform complex tasks, they must also practice combining and integrating them to develop greater fluency and automaticity.
Finally, students must learn when and how to apply the skills and knowledge they learn. As instructors, it is important that we
develop conscious awareness of these elements of mastery so as to help our students learn more effectively. To apply this
principle, consider the following teaching techniques:

 Provide isolated practice of weak or missing skills.

 Give students opportunities to practice skills including low-stakes, ungraded assignments (See “Selected Classroom
Assessment Techniques (CATs) for Getting Feedback on Student Learning”).

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  Give students opportunities to apply skills or knowledge in diverse contexts.
 Specify skills or knowledge and ask students to Identify contexts in which they apply.

5. Goal-directed practice coupled with targeted feedback enhances the quality of students’ learning. Learning and
performance are best fostered when students engage in practice that focuses on a specific goal or criterion, targets an
appropriate level of challenge, and is of sufficient quantity and frequency to meet the performance criteria. Practice must be
coupled with feedback that explicitly communicates about some aspect(s) of students’ performance relative to specific target
criteria, provides information to help students progress in meeting those criteria, and is given at a time and frequency that allows
it to be useful. To apply this principle, consider the following teaching techniques:

 Be explicit about your goals in your course materials (See “Strategies for Effective Lesson Planning”).
 Stage assignments by breaking tasks into smaller assignments.
 Look for patterns of errors in student work.
 Prioritize your feedback (See “Responding to Student Writing – A Sample Commenting Protocol”).
 Incorporate peer feedback.

6. Students’ current level of development interacts with the social, emotional, and intellectual climate of the course to impact
learning. Students are not only intellectual but also social and emotional beings, and they are still developing the full range of
intellectual, social, and emotional skills. While we cannot control the developmental process, we can shape the classroom
climate in developmentally appropriate ways. In fact, many studies have shown that the climate we create has implications for
our students. A negative climate may impede learning and performance, but a positive climate can energize students’ learning.
To apply this principle, consider the following teaching techniques:

 Make uncertainty safe.

 Examine your assumptions about students.
 Model inclusive language, behavior, and attitudes (See “Diversity and Inclusion in the Classroom”).
 Establish and reinforce ground rules for interaction (See “Guidelines for Class Participation”).
 Use the syllabus and first day of class to establish the course climate (See “Creating your Syllabus”).

7. To become self-directed learners, students must learn to monitor and adjust their approaches to learning.
Learners may engage in a variety of metacognitive processes to monitor and control their learning—assessing the task at hand,
evaluating their own strengths and weaknesses, planning their approach, applying and monitoring various strategies, and
reflecting on the degree to which their current approach is working. Unfortunately, students tend not to engage in these
processes naturally. When students develop the skills to engage these processes, they gain intellectual habits that not only
improve their performance but also their effectiveness as learners. To apply this principle, consider the following teaching
techniques:

 Check students’ understanding of the task.

 Have students do guided self-assessments.
 Require students to reflect on and annotate their own work.
 Prompt students to analyze the effectiveness of their study skills.
 Have students engage in peer feedback.

To summarize, the Teacher must:

1. Acquire relevant knowledge about the learner and use that knowledge to inform course design and classroom teaching;
2. Align the three major components of instruction: learning objectives, assessments, and instructional activities;
3. Articulate explicit expectations regarding learning objectives and policies;
4. Prioritize knowledge and skills we choose to focus on;
5. Recognize and overcoming our expert blind spots;
6. Adopt appropriate teaching roles to support our learning goals; and
7. Progressively refine courses based on reflection and feedback.

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 In 2016, DepEd adopted its Basic Education Research Agenda (BERA) by virtue of DepEd Order No. 39, s.
2016 to provide guidance to DepEd and its stakeholders 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.

OPR EXERCISES

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 integrate 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?
________________________________________________________________________________________

B. Check ( ) the box that corresponds to your class observation. You may write your comments in the remarks
column.

Indicators Observed Not Remarks

Observed
1. Administers diagnostic exam to assess the student‘s needs
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 learning objectives.
7. Draws an 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 performances 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 researched-based instructional strategies applied by the cooperating teacher? Write your
answers in the space below.

RAC FS I 090521 Page 13

Processing

Read carefully these questions and respond based on what you have observed in class.

1. How do researched-based instructional strategies enrich the pedagogical content knowledge of teachers?
______________________________________________________________________________________________
2. How do researched-based instructional strategies affect the students‘ learning?
______________________________________________________________________________________________
3. What do teachers need to do to improve their research skills?
______________________________________________________________________________________________

Reflection

Complete the following:

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

-----endoflesson2,chapter1-----

References:

Eberly Center for Teaching Excellence, Carnegie Mellon University (n.d.) Theory and Research-based Principles of
Learning. Retrieved from http://www.cmu.edu/teaching/principles/learning.html

Field Study I: A Guide for 21st Century Student Teachers by GB Pawilen, EM Reyes, JM Rivera, and TMJ Sison
(2019), pages 8-13.

Lesson 3: Positive Use of Information and Communications 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 the PST 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
One of the 21st century skills that learners need to succeed in the information age is literacy skills that
comprises information literacy, media literacy, and technology literacy (P21 Framework for 21 st 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) defined technological knowledge (TK) as a knowledge of different technologies
from traditional materials such as books, chalk, and blackboard to more advanced technologies like digital technologies
that involve skills required to operate hardware and software and the ability to adapt to new technologies and

RAC FS I 090521 Page 14

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).
Mustafa (2016) found that the TPACK framework can affect teachers' levels of knowledge, resulting in an increase in
the competence of Integrated Living Skill teachers. He proposed that the primary objective of teachers can address the
issues of emerging technological advances with a mastering concentration on TPACK improving collaboration and
networking technologies. 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 below:

Technological
Knowledge

Pedagogical Content
Knowledge Knowledge

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‘ ability
to apply ICT to promote quality, relevant, and sustainable educational practices. As even more technological platforms
enter education systems, it is critical to identify educators' knowledge of technological integration for teaching in effort
to allow the necessary assistance to help educators enhance their digital competence (Xiong, 2020).

To provide public school teachers with appropriate technologies to enhance the teaching and learning process
and meet the challenges of the 21 st 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 schools;

2. Provide e-classrooms to elementary schools;
3. Provide laptop units to mobile teachers;
4. Integrate ICT in the school systems;
5. Raise the ICT literacy of learners, pupils, students, teachers, and schools head; and
6. Reduce computer backlog in public schools.

Government Agencies, ICT and Education

The Department of Information and Communications Technology (DICT), which is part of the executive branch
of the government, oversees the regulatory framework for ICT development. Its aim is to increase internet access for
the general population by providing fiber optic and wireless infrastructure. Numerous current government frameworks
and projects, such as the National Broadband Plan (2017), the National ICT Ecosystem Framework (2019), the
Philippine Digital Transformation Strategy 2022, and the e-Government Master Plan 2020, highlight attempts to
enhance infrastructure. The General Appropriations Act of the national budget funds DICT's activities and projects as a

RAC FS I 090521 Page 15

national government agency. The Department of Budget and Management's overall budget for 2019 was PhP 6.27
billion, including about PhP 2 billion set aside for capital expenditures on ICT infrastructure and governance
(Department of Budget and Management, 2019).

Although the government has a priority program to improve last-mile schools (DepEd Memorandum 59, s.
2019), and the establishment of a universal access service fund is a point in the National Broadband Plan, there is
currently no universal access fund in the Philippines to support last-mile internet connectivity. The Philippine Integrated
Infostructure, a core network for government organizations such as local governments, public schools, state colleges
and universities, public hospitals, and rural health clinics, is another component of the National Broadband Plan. The
goal of improving broadband connections is to assist economic growth, especially unified government service and
increased opportunities for remote regions via distance learning, telemedicine, and telecommuting.

As per Xiong (2020), educators must not only know how to utilize technology, but also how to integrate
technology, pedagogy, and subject matter to achieve the intended learning outcomes. The Philippines was the lowest-
ranked participant nation in reading in the 2018 Program for International Student Assessment (PISA), indicating that
there is still considerable opportunity for advancement. Nevertheless, years of international expertise with technological
integration in education has proven that merely supplying technology is unlikely to make an impact on its own; what
concerns would be how technology will be used to enhance the learning process.

OPR EXERCISES

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.

ICT Facilities and Tools Available Not Available Description

Computer Lab/Computer Room
Audio-Visual Room
Laptop/Desktop
Printer
Scanner
LCD Projector
Audio Equipment
LCD/LED TV
Internet Access
Computer hard drives and storage devices (e.g., compact disc,
flash drive/USB, portable drive)
Tablets, mobile 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?
_______________________________________________________________________________________
6. Are the teachers knowledgeable on how to operate a laptop/computer and other digital technologies for
teaching and learning?____________________________________________________________________

Other comments and observations_________________________________________________________________

RAC FS I 090521 Page 16
 Check (√) the box that corresponds to what you have observed in class. Write your remarks in the last
column
Competencies Observed Not Observed Remarks
Domain 1: Understanding ICT in Education
Demonstrates awareness of policies affecting ICT in education
Complies with ICT policies as they affect teaching-learning
Contextualizes ICT policies to the learning environment
Domain 2: Curriculum and Assessment
Demonstrates an understanding of concepts, principles, and
theories of ICT systems as they apply to teaching-learning
Evaluates digital and non-digital learning resources in response to
students‘ diverse needs
Develops digital learning resources to enhance teaching-learning
Uses ICT as a tool to develop 21st century skills; Information,
Media and Technology Skills, Learning and Innovation Skills, Life
and Career Skills, and Effective Communication Skills.
Domain 3: Pedagogy
Applies relevant technology tools for classroom activities
Uses ICT knowledge to solve complex problems and support
student collaborative activities
Models collaborative knowledge construction in face-to-face and
virtual environments
Domain 4: Technology Tools
Demonstrates competence in the technical operations of
technology tools and systems as they apply to teaching and
learning
Uses technology tools to create new learning opportunities to
support communities of learners
Demonstrates proficiency in the use of technology tools to support
teaching and learning.
Domain 5: Organization and Administration
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 an pedagogical knowledge
Utilizes technology tools in creating communities of practice
Collaborates with peers, colleagues, and stakeholders to access
information in support of professional learning.
Domain 7: Teacher Disposition
Demonstrates social, ethical and legal responsibilities in the use of
technology tools and resources
Shows positive attitude towards the use of technology tools

Processing
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 digital technologies?
_______________________________________________________________________________________
3. In what domain/s of ICT competency standards for teachers do teachers need improvement, why?

RAC FS I 090521 Page 17

 _______________________________________________________________________________________
4. How will you promote the positive use of ICT to your learners?
_______________________________________________________________________________________

Complete the following:

1. I realized that ___________________________________________________________________________

2. I believe that ___________________________________________________________________________
3. I feel that ______________________________________________________________________________
4. When I become a teacher, I will ____________________________________________________________

-----endoflesson3,chapter1-----

References:

Field Study I: A Guide for 21st Century Student Teachers by GB Pawilen, EM Reyes, JM Rivera, and TMJ Sison
(2019), pages 14-20.

Department of Budget and Management, Republic of the Philippines (2019). XIV. Department of Information and
Communications Technology. General Appropriations Act, FY2019. Official Gazette, Vol. 115, No.17, p. 910, from
https://www.dbm.gov.ph/wpcontent/uploads/GAA/GAA2019/VolumeI/DICT/DICT.pdf

DepEd, Republic of the Philippines. (2019, May 22). DepEd Memorandum 59 of 2019. Prioritizing the development of
the last mile schools in 2020-2021: Reaching out and closing the gap, from:
https://www.deped.gov.ph/2019/05/22/may-22-2019-dm-059-s-2019- prioritizing-the-development-of-the-last-mile-
schools-in-2020-2021-reaching-out-and-closing-the-gap/

Department of Information and Communications Technology (DICT), Republic of the Philippines. (n.d.). Philippine
Digital Transformation Strategy 2022. Retrieved last September 5, 2021from:
https://www.gov.ph/documents/820828/1076083/Philippine+Digital+Transformation+Strategy_20190208. pdf/74f4f221-
2915-8136-a4c0-e6829c47dce9?t=1549932892309

DICT, Republic of the Philippines. (2017). The National Broadband Plan. Manila, Philippines: DICT. Retrieved last
September 5, 2021from https://dict.gov.ph/ national-broadband-plan/

Mustafa, A.H.M., Ismail, M.A. & Noh, M.N. (2016). Demographic Factors Behind the Pedagogical Levels of Teacher
Content (TPCK): One Overview: National Proceeding Seminar ICT in Education.151-166

Xiong, Z. (2020), Literature review of technology pedagogical and content knowledge (TPACK)

Lesson 4: Strategies for Promoting Literacy and Numeracy

This lesson presents the teaching strategies that augment literacy and numeracy skills, which will help the PST
to 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.

The pillars of learning are literacy and numeracy (Keengwe, 2013). 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 should be equipped with knowledge on strategies that promote literacy and numeracy skills.

RAC FS I 090521 Page 18

 One of the president's 10 goals in the Basic Education Agenda is that every child should be able to read by the
first grade, and the Department of Education (DepEd) is boosting its reading program throughout the implementation of
early language literacy and numeracy. The initiative, covered in DepEd Order No. 33, s. 2016), will improve the
reading and numeracy abilities and attitudes of Filipino youngsters, paving the way for lifelong learning. Its design
focuses on improving reading and numeracy abilities of Kindergarten to Grade III students while adhering to the K to
12 Basic Education Curriculum and providing teachers with a solid and cost-effective professional development
framework.

Literacy and numeracy skills are the foundational skills that learners need to develop to succeed in life. These
basic skills refer to the learners‘ 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, and fractions) that are useful in everyday life. Literacy is developed as a basic skill for children's
learning in all areas of the curriculum. Although there has been debate about what constitutes "best practices," there is
a growing amount of research information that may help early childhood educators direct their language and literacy
instruction. Active and play-based techniques that enable children to develop and evaluate their understandings as
individuals and in groups have been shown to be beneficial in the early years (Right to Play, 2015). 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 learners‘ academic performance. Knowing how literacy and numeracy are taught under the K-12 curriculum
and understanding the learner‘s competence are essential in identifying appropriate strategies to promote literacy and
numeracy among the students.

Literacy and numeracy are important components of communication and are essential for success in the early
grades and even beyond. The capacity to utilize mathematics in everyday life is referred to as numeracy. Early
childhood programs build on children's past language, literacy, and numeracy experiences from home, community, and
early childhood programs. The depiction of language and the representation of thinking are inextricably linked (Literacy
and Numeracy, 2017). The following are some of the strategies that can be used to promote literacy in teaching and
learning:

1. Brainstorming 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;
8. Using music, rhythm, and dance;
9. Conducting experiments and practical experiences;
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, number, dates, and sequencing events in teaching History, Social Studies, Values
Education, and ICT;
2. Measuring distance, volume, weight, and height and using percentage and calculation in teaching Science and
Mathematics;
3. Collecting, comparing, and interpreting data in teaching Science, 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 III‘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.

RAC FS I 090521 Page 19

 Learning to read, write, and count is essential for a child's academic and later life success. The amount of a
child's growth in these basic abilities is one of the best indicators of school achievement. Although children's reading,
writing, and numeracy skills improve as they get older, the early years of life, from birth to age eight, are the most
crucial for language, literacy, and numeracy development. Reading, writing, and counting abilities do not develop
naturally or without rigorous preparation and teaching (D.O no. 12, s.2015).

OPR EXERCISES

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

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 affect 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? __________________________________________________________

RAC FS I 090521 Page 20

Reflection
Complete the following:

1. I realized that _________________________________________________________________________

2. I believe that __________________________________________________________________________
3. I feel that _____________________________________________________________________________
4. When I become a teacher, I will ___________________________________________________________

-----endoflesson4,chapter1-----

References:

D.O no. 12, s.2015.Guidelines for the Early Language, Literacy, and Numeracy Program: Professional Development
Component, Source: https://bit.ly/2YcPKqq

D.O no. 33,s, 2016. Guidelines on the utilization of the 2016 every child a reader program funds For the early
language, literacy and numeracy program: professional development. Source: https://bit.ly/2Y1nI5L

Field Study I: A Guide for 21st Century Student Teachers by GB Pawilen, EM Reyes, JM Rivera, and TMJ Sison
(2019), pages 21-25.

Literacy and Numeracy. (2017). Retrieved last September 5, 2021, from http://bit. ly/31qZXRN

Nishanti, (2020) International Journal of Trend in Scientific Research and Development (IJTSRD) eISSN: 2456-6470

Lesson 5: Strategies for Developing Critical and Creative Thinking as Well as Higher-order
Thinking Skills

This lesson will guide you in understanding how teaching strategies develop critical and creative thinking as
well as high-order thinking skills (HOTS). The objectives of this lesson are the following:

1. Observe how teachers apply HOTS in formulating lesson objectives and assessments;
2. Identify the strategies that enhance learners‘ HOTS; and
3. Recognize the importance of HOTS in teaching and learning.

Higher Order Thinking Skills (HOTS)

Source: King, F. J., Goodson, L., & Rohani, F. (2013). Higher Order Thinking Skills. from http://www.cala.fsu.edu

HOTS, according to King, Goodson, and Rohani (2013), are cognitive abilities that involve not only the capacity to recall
but also higher capabilities. When students are facing unexpected issues, uncertainties, questions, or dilemmas, their HOTS skills
are triggered. Furthermore, according to Pogrow (2005), HOTS are appreciated since they are seen to better adequately prepare
students for problems in advanced academic life as well as adult jobs and responsibilities on a regular basis. As a result, HOTS can
be used to forecast a student's success. Students with a high degree of HOTS are more likely to succeed in their academics in the
future.

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 orderas seen below. 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 objectives in 2001. This
led them to provide six categories of the cognitive process dimension and related cognitive processes, also seen below, and
offered active verbs for each level to help teachers in writing their lesson objectives.

RAC FS I 090521 Page 21

 Comparable Taxonomy of Educational Objectives: Cognitive Domain

Bloom‟s Taxonomy Anderson and Krathwohl‟s Revised Taxonomy

6. Evaluation Create – put elements together to form a coherent functional whole;
reorganize elements into a new pattern or structure (keywords:
hypothesizing, designing, constructing)
Higher 5. Synthesis Evaluate – make judgment based on criteria and standard (Keywords:
Order checking, critiquing)
4. Analysis Analyze – break material into its constituent parts and determine how the
parts relate to one another and to an overall structure or purpose (Keywords:
differentiating, organizing, attributing)
Apply – carry out or use procedure in a given situation (Keywords: executing,
3. Application
implementing)
Understand – construct meaning from instructional messages, including oral,
Lower
2. Comprehension written, and graphic communication (Keywords: interpreting, exemplifying,
Order
classifying, summarizing, inferring, comparing, explaining)
Remember – retrieve relevant knowledge from long-term memory (Keywords:
1. Knowledge
recognizing, recalling)

Relatively, critical and creative thinking are considered to be HOTS as they require a more complex level of
thinking. Critical thinking is the ability to make logical, rational, and reasonable 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 as
analyzing, designing, composing, and constructing to generate ideas or create something new.

―Much of human thinking, left to its own devices, is skewed, twisted, partial, ignorant, or downright prejudiced,‖
Paul and Elder (2007) stated. ―However, the quality of our lives, as well as the quality of what we generate, make, or
construct, is directly proportional to the quality of our thoughts.‖ As a result, critical thinking is the foundation of a strong
education.

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 learners;
4. Provide scaffolding by giving learner 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.

OPR EXERCISES
Observation

A. Ask the cooperating teacher to show his or her 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

RAC FS I 090521 Page 22

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

HOTS Strategies Observed Not Observed Remarks

1. Teaches the concepts of HOTS
2. Promotes the use of HOTS when
communicating
3. Encourages question and answer during
discussion
4. Uses visuals and graphic organizers to
connect concepts
5. Uses problem-solving to foster critical
thinking
6. Promotes collaborative learning to
generate new ideas
7. Encourages students to elaborate their
answers
8. Promotes inquiry-based learning to
validate ideas
9. Uses educational objectives that foster
HOTS
10. Uses assessment that promotes HOTS

Processing

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

1. In what part of the instructional plan can teachers apply HOTS?

______________________________________________________________________________________
2. How can HOTS improve learners‘ learning?
______________________________________________________________________________________
3. How important is creative and critical thinking in the 21st century workplace?
______________________________________________________________________________________
4. What are the things that teachers need to improve on to enrich learners‘ HOTS?
______________________________________________________________________________________

Reflection

Complete the following

1. I realized that ___________________________________________________________________________

2. I believe that ____________________________________________________________________________
3. I feel that _______________________________________________________________________________
4. When I become a teacher, I will _____________________________________________________________

-----endoflesson5,chapter1-----

References:

Elder, et. al. (2006). Critical Thinking: Learn the Tools the Best Thinkers Use. Pearson Prentice Hall

Field Study I: A Guide for 21st Century Student Teachers by GB Pawilen, EM Reyes, JM Rivera, and TMJ Sison
(2019), pages 26-30

RAC FS I 090521 Page 23

King, F. J., Goodson, L., & Rohani, F. (2013). Higher Order Thinking Skills. Retrieved last September 5, 2021, from
http://www.cala.fsu.edu

Lesson 6: Mother Tongue, Filipino, and English in Teaching and Learning

Mother tongue, Filipino, and English are the mediums of instruction (MOIs) 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. Observe how teachers use the Mother tongue, Filipino, and English as MOIs;
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.

Mother Tongue Based Multi-Lingual Education (MTB-MLE) under the K-12 basic education program was
institutionalized in 2009 through DO No. 74, s. 2009. MTB-MLE aims to improve the learners‘ learning as well as their
cultural awareness by understanding the language. Section 4 of 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 on 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, s. 2013. Aside from mother tongue,
Filipino and English are also included 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, s. 2012 as learning areas and
MOIs. 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 Ybanaq (Region II – Tuegarao City, Cagayan, Isabela), Ivatan (Region II –
Batanes Group of Islands), Sambal (Region III – Zambales), Aklanon (Region VI – Aklan, Capiz), Kinaray-a (Region VI
– Capiz, Aklan), Yakan (ARMM (Basilan)), and Suriqaonon (CARAGA – Surigao City and Provinces).

Mother tongue, Filipino and English as MOIs are also offered as learning areas under the K-12 curriculum with
focus on oral language, phonological awareness, book and print knowledge, alphabet knowledge, phonics 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.

The value of a mother language can be attributed to several factors. People's ideas and emotions are framed
by their mother tongue. It is critical for a child's overall development to learn to communicate in his or her mother
tongue. Fluency in the child‘s kid's mother tongue, also known as the native language, aids the youngster in a variety
of ways. It connects him/her to his/her culture, promotes cognitive growth, and aids in the acquisition of new languages
(Nishanthi, 2020), It is simpler to grasp a new language if one has a solid comprehension of one's mother tongue.
When a kid reads aloud in his or her mother tongue from an early age, he or she will have better reading abilities in
other languages. The mother tongue provides a solid foundation for learning new languages. While still young, children
can acquire a variety of languages

UNESCO encourages the use of mother tongue-based bilingual or multilingual methods in education, since
this is an essential component in ensuring educational inclusion and quality. This has been shown to have a favorable
influence on learning and learning outcomes in studies. The Organization establishes normative frameworks for
language policy and education, as well as sharing best practices in bilingual and multilingual education, as well as
mother tongue instruction.

RAC FS I 090521 Page 24

 OPR EXERCISES

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

Language/s used at Home Language/s used at School

Learners

Teachers

B. Answer the following questions:

1. Do the teachers of kindergarten and elementary learners 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-MLE?
7. Do the learners have access to learning resources and materials?

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 observation
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 __________________________________________________________________________
3. English _________________________________________________________________________

B. Based on what you have observed in class, identify the strategies to improve the teacher‘s ability to help
learners understand mother tongue, Filipino, and English.

RAC FS I 090521 Page 25

 ________________________________________________________________________________________

C. Explain how mother tongue can enrich cultural awareness of both teachers and learners.
________________________________________________________________________________________

Reflection

Complete the following:

1. I realized that ______________________________________________________________________

2. I believe that ______________________________________________________________________
3. I feel that _________________________________________________________________________
4. When I become a teacher, I will ________________________________________________________

-----endoflesson6,chapter1-----

References:

Field Study I: A Guide for 21st Century Student Teachers by GB Pawilen, EM Reyes, JM Rivera, and TMJ Sison
(2019), pages 31-35

Pogrow, S. (2005). HOTS revisited: A Thinking Development Approach to Reducing the Learning Gap after Grade 3.
Phi Delta Kappan, 87, 64-75. Retrieved last September 5, 2021, from https://doi.org/10.1177/003172170508700111

Lesson 7: Classroom Communication Strategies

Communication plays a fundamental role in our daily lives, most specially in teaching and learning. This lesson
distinguishes 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.
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. The process of
conveying knowledge and public understanding from one person to another is referred to as communication (Keyton,
2011). "Communication" comes from the Latin word "communis," which means "common." As a result,
―communicating‖ encompasses spoken, nonverbal, and technological forms of human connection (Velentzas and
Borni, 2014). The concept emphasizes that communication does not occur unless the sharing of information results in
a common understanding (Cheney, 2011). Sharing thoughts, ideas, and the like is one way to make something
common and recognized. Gestures, signs, signals, expressions, and writing may all be used to communicate thoughts
and ideas. When people are discussing a topic, conversing on the phone, or sharing information via letters, they are
said to be in communication. The exchange of information, whether written or spoken, is what communication is all
about (Velentzas and Borni, 2014).

Communication may occur between individuals, groups, organization, and social classes regardless of their
complexities, distance, space, and time (Rosengreen 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 essential in
order to engage them in class 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. These are two known forms of verbal communication:

RAC FS I 090521 Page 26

 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, expression, or movements.
Hall and Knapp (2013) identified the modalities of non-verbal communications in the following terms:

1. Facial Behavior
2. Vocal Behavior
3. Gesture and Body Movement
4. Eye Behavior
5. Face and body Physiognomy (nonverbal cues for trait impression)
6. Proxemics and Haptic Interaction (the closeness continuum)

OPR EXERCISES
Observation

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

Verbal Nonverbal Remarks

Teachers

Learners

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

Not
Communication Strategies for Teacher Observed Remarks
Observed
Communicates with a friendly tone
Thinks before speaking to avoid utterance of
irrelevant words
Speaks clearly and articulately delivers the
message he or she is trying to convey
Speaks with confidence
Demonstrates ability to produce intelligent and
fluent discourse
Demonstrates skills in written communication
Demonstrates proficiency in oral
communication
Manifest 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?
RAC FS I 090521 Page 27
 ________________________________________________________________________________________
2. How do verbal and non-verbal communication affect the students‘ learning?
________________________________________________________________________________________
3. What forms of communication do the teachers and the students need to improve on?
________________________________________________________________________________________

Reflection

Complete the following:

1. I realized that ____________________________________________________________________________

2. I believe that _____________________________________________________________________________
3. I feel that _______________________________________________________________________________
4. When I become a teacher, I will ______________________________________________________________

-----endoflesson7,chapter1-----

References:

Cheney, G. (2011), Organizational Communication in an Age of Globalization: Issues, Reflections, Practices,

Waveland Press, Long Grove, IL

Field Study I: A Guide for 21st Century Student Teachers by GB Pawilen, EM Reyes, JM Rivera, and TMJ Sison
(2019), pages 36-40

Keyton, J. (2011), Communication and Organizational Culture: A Key to Understanding Work Experience, Sage,
Thousand Oaks, CA.

Compilation of Instructional Materials Prepared by:

Rosalie A. Corpus, DEM Danilova A. Lorenzo, MAEd Ma. Elizabeth L. Flores

COED DESED Regular Faculty COED DESED Regular Faculty COED DESED Parttime Faculty

RAC FS I 090521 Page 28

 Chapter 2

The Learning Environment

Introduction

In this chapter the PST shall be assisted in learning more what to observe and take note of in the Learning
Environment of actual teachers and learners. There are 6 lessons herein, and as mentioned, this compilation of
materials are sourced mainly from the textbook ―Field Study I: A Guide for 21st Century Student Teachers by GB
Pawilen, EM Reyes, JM Rivera, and TMJ Sison (2019), pages 41-62. These lessons are:

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; and
6. Management of Learner Behavior.

As with the first chapter, inherent herein are web sources with, as much as possible, active links that you can
read more on the topic. Likewise you will have OPR Exercises per lesson to accomplish having in mind the CT and
his/her classroom, and the learners therein.

Lesson 1: Learner Safety and Security

For teachers to be effective and for learners to learn well, a safe and secure learning environment should be
established. The objectives of this lesson are the following:

1. Identify safety and security policies and practices in a learning environment;

2. Observe how safety and security policies are practices in a learning environment; and
3. Reflect on how safety and security practices impact teaching and learning.

The Doctrine and Practice of “In loco parentis”

Source: Todd A. deMitchell, https://usedulaw.com/345-in-loco-parentis.html

On any day of the school week, parents send their children to school to spend the day with their teachers and school
administrators. Parents do not actually relinquish their responsibility for their children, they share some responsibility with the
educators (teachers and school head and staff) who take on the responsibilities and exercise some of the prerogatives of parents.
It was Sir William Blackstone in 1769 who defined this shared responsibility as the doctrine of “in loco parentis” meaning literally
“in the place of the parent.” Blackstone asserted that part of parental authority is delegated to educators. As explained in this
common law doctrine, parents, in effect, delegate to school authorities the powers of “restraint and correction” that may be
necessary to educate their children. Blackstone, in his time, referred to the schoolmasters who were often the sole individuals
responsible for the education of children; in its modern analogy this refers to the school and its staff. Schools assume custody of
students and, at the same time, the students are deprived of the protection of their parents. In effect, the school acts in place of
the parent or instead of the parent – in loco parentis. This status is legal and not just descriptive; once a school takes over
physical custody and control of children, the school effectively takes the place of their parents and guardians. In modern times,
in loco parentis has moved from being merely a right of restraint and coercion used to discipline students to being a duty of
school authorities to protect those same students. A second element of in loco parentis defines a duty that educators owe the
RAC FS I 090521 Page 29
student. Under tort principles of negligence, teachers owe students a duty to anticipate foreseeable dangers and to take
reasonable steps to protect them from that danger. Educators therefore owe the same degree of care and supervision to their
students that reasonable and prudent parents would employ in the same circumstances.

Learning Environment

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 student an
opportunity to manage behavior as they deem fit in a predictable learning environment (Burleson and Thoron, 2014).

10 Characteristics of a Highly Effective Learning Environment

By: Terry Heick
Source: https://www.teachthought.com/learning/10-characteristics-of-a-highly-effective-learning-environment/

RAC FS I 090521 Page 30

1. The students ask the questions—good questions
This is not a feel-good implication, but really crucial for the whole learning process to work. The role of
curiosity has been studied (and perhaps under-studied and under-appreciated), but suffice to say that if a learner
enters any learning activity with little to no natural curiosity, prospects for meaningful interaction with texts, media, and
specific tasks are bleak. (Interested in how to kill learner curiosity in 12 easy steps?). Many teachers force students to
ask questions at the outset of units or lessons, often to no avail. Cliché questions that reflect little understanding of the
content can discourage teachers from ‗allowing‘ them. But the fact remains—if students can‘t ask great questions—
even as young as elementary school—something, somewhere is unplugged.

2. Questions are valued over answers

Questions are more important than answers. So it makes sense that if good questions should lead the
learning, there would be value placed on these questions. And that means adding currency whenever possible—
grades (questions as assessment!), credit (give them points—they love points), creative curation (writing as a kind of
graffiti on large post-it pages on the classroom walls), or simply praise and honest respect. See if you don‘t notice a
change.

3. Ideas come from divergent sources

Ideas for lessons, reading, tests, and projects—the fiber of formal learning—should come from a variety of
sources. If they all come from narrow slivers of resources, you‘re at risk of being pulled way off in one direction (that
may or may not be good). An alternative? Consider sources like professional and cultural mentors, the community,
content experts outside of education, and even the students themselves. Huge shift in credibility. And when these
sources disagree with one another, use that as an endlessly ‗teachable moment,‘ because that‘s what the real world is
like.

4. A variety of learning models are used

Inquiry-based learning, project-based learning, direct instruction, peer-to-peer learning, school-to-school,
eLearning, Mobile learning, the flipped classroom, and on and on—the possibilities are endless. Chances are, none
are incredible enough to suit every bit of content, curriculum, and learner diversity in your classroom. A characteristic of
a highly-effective classroom, then, is diversity here, which also has the side-effect of improving your long-term capacity
as an educator.

5. Classroom learning ‟empties‟ into a connected community

In a highly-effective learning environment, learning doesn‘t need to be radically repackaged to make sense in
the ‗real world,‘ but starts and ends there. As great as it sounds for learners to reflect on Shakespeare to better
understand their Uncle Eddie—and they might—depending on that kind of radical transfer to happen entirely in the
minds of the learners by design may not be the best idea. Plan on this kind of transfer from the beginning.
It has to leave the classroom because they do.

6. Learning is personalized by a variety of criteria

Personalized learning is likely the future, but for now, the onus for routing students is almost entirely on the
shoulders of the classroom teacher. This makes personalization—and even consistent differentiation—a challenge.
One response is to personalize learning—to whatever extent you plan for—by a variety of criteria—not just assessment
results or reading level, but interest, readiness-for-content, and others as well. Then, as you adjust pace, entry points,
and rigor accordingly, you‘ll have a better chance of having uncovered what the learners truly ‗need.‘

7. Assessment is persistent, authentic, transparent, and never punitive

Assessment is just an (often ham-fisted) attempt to get at what a learner understands. The more infrequent,
clinical, murky, or threatening it is, the more you‘re going to separate the ‗good students‘ from the ‗good thinkers.‘ And
the ‗clinical‘ idea has less to do with the format of the test, and more to do with the tone and emotion of the classroom
in general. Why are students being tested? What‘s in it for them, and their future opportunities to improve?
And feedback is quick even when the ‗grading‘ may not be.

8. Criteria for success is balanced and transparent.

Students should not have to guess what ‗success‘ in a highly-effective classroom looks like. It should also not
be entirely weighted on ‗participation,‘ assessment results, attitude, or other individual factors, but rather meaningfully
melted into a cohesive framework that makes sense—not to you, your colleagues, or the expert book on your shelf, but
the students themselves.

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9. Learning habits are constantly modeled
Cognitive, meta-cognitive, and behavioral ‗good stuff‘ is constantly modeled. Curiosity, persistence, flexibility,
priority, creativity, collaboration, revision, and even the classic Habits of Mind are all great places to start. So often
what students learn from those around them is less directly didactic, and more indirect and observational.
Monkey see, monkey do.

10. There are constant opportunities for practice

Old thinking is revisited. Old errors are reflected on. Complex ideas are re-approached from new angles.
Divergent concepts are contrasted. Bloom‘s taxonomy is constantly traveled up and down, from the simple to the
complex in an effort to maximize a student‘s opportunities to learn—and demonstrate understanding—of content.

OPR EXERCISES

Observation
Check the box that corresponds to the learning environment of the class you have observed.

The Learning Environment Yes No Remarks

1. Is clean and orderly
2. Has policies that ensure the safety and security
of students
3.Has space where students can play
4. Displays 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 to 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 what you have observed in class.

1. What features of the learning environment have significantly contributed to the learners‘ learning?
_______________________________________________________________________________________
2. In your opinion, how cam the school‘s learning environment be improved?
_______________________________________________________________________________________
3. How does Maslow‘s theory explain the importance of security and safety in ensuring that learning will take
place?
_______________________________________________________________________________________

Reflection
Complete the following:

1. I realized that ___________________________________________________________________________

2. I believe that ____________________________________________________________________________
3. I feel that _______________________________________________________________________________
4. When I become a teacher, I will _____________________________________________________________
-----endoflesson1,chapter2-----

RAC FS I 090521 Page 32

References:

10 Characteristics of a Highly Effective Learning Environment byTerry Heick.

Source: https://www.teachthought.com/learning/10-characteristics-of-a-highly-effective-learning-environment/

―Field Study I: A Guide for 21st Century Student Teachers by GB Pawilen, EM Reyes, JM Rivera, and TMJ Sison
(2019), pages 42-45.

The Doctrine and Practice of “In loco parentis”

Source: Todd A. deMitchell, https://usedulaw.com/345-in-loco-parentis.html

Lesson 2: Fair Learning Environment

In this lesson emphasis will be on the importance of the teacher‘s creating a fair learning environment for
his/her learners. The objectives of this lesson are the following:

1. Explain the concept of a fair learning environment;

2. Discuss how inclusive pedagogy promotes a fair learning environment; and
3. Reflect on how a fair learning environment contributes to the students‘ academic performance

Here is the abstract of Harden and Laidlaw‘s (2012) study: ―Be FAIR to students: 4 principles that lead to
more effective learning.‖ A teacher is a professional not a technician. An understanding of some basic principles about
learning can inform the teacher in their day-to-day practice. The FAIR principles are: provide feedback to the student,
engage the student in active learning, individualise the learning to the personal needs of the student and make the
learning relevant. Application of the principles can lead to more effective learning - the poor teacher can become a
good teacher and the good teacher an excellent teacher.

You will bear the initials PLT after your name in maybe 1.5 years. PLT which means Professional Licensed
Teacher. As such everything you have been studying and practicing in your undergraduate work is leading you
towards having these initials beside your name. It is therefore imperative that you know what sort of learning
environment will be fair for all your future learners.

The goal of any teacher is to provide 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 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 provide 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.

20 Tips for Creating a Safe Learning Environment

By Rebecca Alber, 2015
Source: https://www.edutopia.org/blog/20-tips-create-safe-learning-environment-rebecca-alber

“I visit a lot of classrooms. And I'm always fascinated by the variety of ways teachers launch the new
school year and also with how they "run their rooms" on a daily basis. From these visits and my own experiences
as an instructor, I'd like to offer my top 20 suggestions for keeping your classroom a safe, open, and inviting
place to learn.”

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1. Build Community All Year Long. Routinely include strategies and activities in your lessons, such as Save the
Last Word for Me, that allow students to express their thoughts and ideas, build relationships, and practice
collaboration. This will help grow an d maintain a feeling of emotional safety in your classroom.

2. Post Students’ Work. When displays of essays, poems, projects, and exams dominate the walls, there is
student ownership of the room. When they look around and see their own writing and thinkin g, they certainly
experience a higher level of comfort than if they see store -bought posters. That said, if informational posters are
needed, ask your students to create them.

3. Have Non-Negotiables. Along with classroom rules and procedures, students mu st know non-negotiables right
out of the gate. My biggest non-negotiable? Name calling. This resulted in an immediate consequence (a call to
the dean and removal from the classroom that day). Tackle name calling head on or else kids won't feel safe to
be themselves, let alone learn.

4. Admit When You Don't Know. Students appreciate when we show our humanity. Saying "I'm not really sure.
Does anyone else know or might they like to look that up for us?" is powerful stuff.

5. Read with Your Students. The message this sends: I like to read. I don't just tell you this and grade you on how
much you read, I read side-by-side with you. You see my facial expressions as I struggle to understand something
difficult and you see when I feel emotion at a sad or funny pa rt. I am a reader, too.

6. Remain Calm at All Times. Once a teacher loses it with a class or student, it takes a long time to rebuild that
feeling of safety and trust within those four walls. Step right outside the door and take a few breaths. It's worth
it.

7. Take Every Opportunity to Model Kindness . They will follow.

8. Circulate. Mingling lets you monitor their work, yes, but it also gives you a close view of any tensions or
negative energy brewing with groups or between students. Also, circulating gives you great opportunities to
overhear a student sharing an idea or question that you can use with the whole class.

9. Address Grudges Early On. If tension is building between a couple of students, create time and space for them
to talk it out while you mediate.

10. Write with Your Students. The message this sends: I like to write. I don't just tell you this and grade you on
your writing, I write side-by-side with you. You see me struggle as I am drafting a poem or letter, and you see me
contemplate new words, cross-out old ones, and take chances as I revise. I am a writer, too.

11. Model Vulnerability. They will appreciate this. If we are asking kids to write and talk about times they have
felt scared, alone, confused, etc., we need to be willing to d o the same.

12. Follow Through with Consequences . A consequence must proceed a non-negotiable. Students need to know
there's a consequence for those serious infractions. They need evidence to believe they are safe in each
classroom.

13. Smile Often. The antiquated saying in the teaching profession is wait until Christmas to smile. This is just
plain silly. Let the children see those pearly whites often and genuinely. The more smiles we offer to students,
the more we will receive.

14. Use Every Opportunity to Model Patience. They will notice.

15. Give Kids a Chance to Problem Solve on Their Own . It's so much better when ideas and solutions come from
the student. This is a chance for us to ask rather than tell: "What might be some things you can start do ing so
you complete your homework on time? How about I write them down as you tell them to me?"

RAC FS I 090521 Page 34

16. Laugh with your Students. The message this sends: Learning doesn't have to always be so serious, nor do we.
Sometimes, when tensions are high, like during testing or when crazy things are happening out in the world or on
campus, we need to laugh together. It's okay.

17. Offer Options. If we start an assignment with, "You will have three choices," kids may even get excited and
are often much more willing than when we say, "The assignment is... ." By giving kids choices, we send a
message that we respect their decisions.

18. Keep the Vibes Good. Students, no matter how young, know when a teacher is not happy. Joy can be
contagious, but so too can misery. M aybe a vacation, a massage, watching a TED Talk, or even changing the level
of grade you teach will help re-kindle the flame between you and teaching when you are in a slump.

19. Sit with Your Students. Sitting in a chair made for a child is not the most comfortable thing for an adult. But
joining a group of children at their table takes us off stage and let's us, even just for a few moments, become a
member of the group. We might ask a strategic quest ion, inquire about the group's project, or simply listen.

20. Art and Music Feed the Soul. (And they starve the beast.) Incorporate both of these routinely in your lessons.

OPR EXERCISES

Observation
Check the box that corresponds to your class observation and answer the succeeding questions.

Observations Yes No
The teacher provides learners opportunities to make mistakes.
The teacher knows the learners well
The teacher provides a wide range of options from which learners can choose from in order to
engage in an activity.
The learners are allowed to engage in a variety of experiences to learn a new concept or skill
The learners are encouraged to express themselves.
The teacher extends the lesson so that all learners benefit from it.
The teacher utilizes various ways of determining how learners learn.

1. What can you say about the learning environment? _______________________________________________

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?
________________________________________________________________________________________

Complete the following:

1. I realized that ____________________________________________________________________________

2. I believe that _____________________________________________________________________________
3. I feel that ________________________________________________________________________________
4. When I become a teacher, I will ______________________________________________________________

-----endoflesson2,chapter2-----

RAC FS I 090521 Page 35

References:

Alber, R. (2015). 20 Tips for Creating a Safe Learning Environment

https://www.edutopia.org/blog/20-tips-create-safe-learning-environment-rebecca-alber

―Field Study I: A Guide for 21st Century Student Teachers by GB Pawilen, EM Reyes, JM Rivera, and TMJ Sison
(2019), pages 46-48.

Harden, R.M. and Laidlaw, J.M. (2012). Be FAIR to students; four principles that lead to more effective learning.
DOI: 10.3109/0142159X.2012.732717 https://pubmed.ncbi.nlm.nih.gov/23121246/

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 as well. This lesson explores classroom management as a key to effective teaching. The
objectives of 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.

According to Robert Sommer (1977), the classroom layout depends on the teacher‘s philosophy, and
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 learners 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 learners to work together, then there should be areas where they can work as a group. However, if
they 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), identified 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 learners can learn. Thus, the best way for teachers to
determine the ideal classroom setup is to look into the appropriate class layout.

Finally, the classroom setup should also account for management of learners‘ management. Learners who
need special attention should be strategically placed in front so that they can be attended to immediately (Earp, 2017).

12 Classroom Layout Ideas & Seating Arrangements

Source: Chris Drew, PhD (2019) https://helpfulprofessor.com/classroom-layouts/

The way you should set up your desk arrangements and classroom layouts matters. It sets the scene and mood for your
classroom. Your desk layout reveals what sort of learning you want to occur in the classroom, such as: social learning or
individual learning? Student-centered or teacher-centered learning? There isn’t a best classroom design. Each classroom seating
plan has different pros and cons. This article provides a description of each major classroom layout theory and an explanation of
how each desk layout connects to what learning theory.

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 1. Table Groups Layout

The classroom layout with tables which form groups is common in early years and elementary / primary school
classrooms. This format tends to fade away as students get older and teaching styles move away from play-based and hands-on
learning. Nonetheless, this format is one of the most popular contemporary class layouts and is commonly seen across age
groups, including in college seminar classes.

Best for: Interactive hands-on lessons. Table groups encourage social interaction. This makes them ideal for group work and
project-based learning.

Worst for: Managing student behavior. If you struggle controlling the flow and behavior of your students, consider using another
table layout until you can trust your class to move into this more free flowing classroom layout.

Top Tip: Explicitly model group work strategies to your students so they have a clear understanding of behavior expectations.
You can also get the students to create group names for their table.

Theoretical Connection: Socio-Cultural / Social Constructivist Theory

Teachers who consider themselves sociocultural theorists tend to prefer these classrooms. Sociocultural learning theory
highlights that social interaction is integral for learning development. By talking through the content in groups, students get to
hear other people’s perspectives. This helps students to improve their own understanding of the content.

Pros And Cons Of The Table Groups Layout

Pros Cons
Social interaction is encouraged, making these classrooms ideal It is hard to find a way to get all student looking directly at the
for helping children learn from each other. teacher. Teacher-led activities or teacher modelling at the
beginning of a less are therefore awkward to operate.
Lessons tend to be dynamic and very engaging. Consider this Because students are looking directly at one another, lessons
format with a class that is reluctant to speak up. In college tend to be very noisy and therefore hard to manage.
classes, this is a great format to ‘break the ice’.
Classroom management can be underpinned by ‘table group’ Personality clashes among students on the same table are
reward systems. Get table groups to race to tidy up after amplified as students are often looking directly at one another.
lessons in order to win rewards as a group. Allow students to
come up with a name for their table team.
Differentiation can be easily achieved. Sort your students by One distracted student can quickly distract their peers. Beware
ability levels and differentiate the lessons by each table. of where you place your biggest misbehavers, ensuring they
Alternatively, consider mixing ability levels so the stronger are teamed up with diligent students who will not be peer
students can ‘teach’ their struggling peers. pressured into playing up
Resource sharing is made easy. Simply develop one resource This is not the most economical format. If your classroom
pack per table. Given the emphasis on social interaction, you space is small, you may find students have very little space
can create less printouts and nominate one person per table to between themselves and the table behind them.

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read out activities to the other students.

2. Table Rows Layout

Table rows are a traditional classroom layout style designed for teacher-centered instruction. Still common in high
schools, this format emphasizes individualistic working conditions and maximum teacher control. Students have clear views of
the front of the classroom which is beneficial for teacher instruction.

Best for: Individual student work and exams. Students face forward, keeping their concentration on their work on their desk, the
board at the front of the room, and the teacher standing at the front. This layout is also ideal for formal teacher-
centered lessons in high school classrooms. Students all face directly to the front where the teacher stands.

Worst for: Social learning. It appears a deliberate design feature of this layout that students do not have shared desk space and
have no peers directly facing them.

Top Tips: Keep where you stand in mind. Aim to stand in the front, middle only when seeking students’ attention. Students will
learn to go quiet and stop their work when you walk towards your regular ‘teaching spot’. Use the think-pair-share method
when trying to get students to socially interact. There aren’t too many other options.

Theoretical Connection: Behaviorism

This classroom is popular amongst behaviorist teachers who prefer teacher-centered environments. The students
observe a teacher modelling content out at the front before attempting the tasks in solitude at their desks.

Pros And Cons Of The Table Rows Layout

Pros Cons

Teachers are able to exert control in these

environments. Students are restricted from
interacting with one another and always have Social learning is very difficult. If you have lessons that are designed for social
their faces to the teacher. interaction, students are limited to talking with the student to their side.

Lessons that rely on videos projected on the

front board will work well in this environment as Resource sharing is difficult. The best option would be to have two students
all students should have a clear view of the share the one resource. Compare this to table groups where you could have 6
front wall. to 8 students sharing resources in the center of the table.

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3. Workstations

Workstations are a very popular classroom layout today. They are closely associated with the ‘open learning spaces’
trend that has taken hold in the past decade. Workstation classroom layouts are very flexible, loose, free-flowing environments,
but have the in-built design intention for students to be working at different tasks depending on the station they are working at.

Best For: Project-based discovery learning. As each workstation has a different shape and structure, you can create projects with
a variety of different foci that revolve around the day’s theme.

Worst For: Personal space. Students generally don’t get a permanent personal workspace in workstation environments. Some
students who desire personal private space will struggle in this environment. In particular, I have had students with autism
struggle in these spaces.

Top Tip: Set up strict guidelines around when students should stop to pay attention to the teacher. Practice with your class
having them immediately stop and give your attention after a cue such as ringing a bell or a clapping sequence.

Theoretical Connection: Constructivism

Constructivism emphasizes discovery learning, project-based tasks and exploration for learning. For constructivists
like Jean Piaget, the most important task a student can engage in is hands-on experimentation. With workstations, students can
do plenty of experimentation and exploration on a variety of tasks throughout the day.

Pros And Cons Of The Workstations Layout

Pros Cons

Great for promoting social interactions. The

workstations in this classroom layout tend to be Requires a lot of preparation. As this classroom layout has many different
sociable table spaces which encourage students to types of workstations that lend themselves to different activities, you’ll find
talk about their tasks. yourself preparing multiple mini-lessons for each session.

Can cause stress for shy students. I have found

that introverted students will often try to find Noisy and very busy. If you have ever been in an open learning
somewhere to hide that is quiet for them to do environment, you’ll know what I mean! Students work in groups on
their work in peace in these environments. different tasks, leading to noisy spaces.

Encourages creativity. The project-based premise

behind open learning spaces encourages students
to think laterally to work on their own projects Best with multiple teachers. As you will have students working at several
rather than relying on teacher-centered different workstations at once, I often feel the need for more teachers or
instruction. assistants in the classroom to help me cover all my bases.

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 Pros Cons

Prepares students for life. Real life and careers

often involve self-led projects much like the sorts Difficult to help prepare students for tests. I did some research in an open
of projects that tend to occur in workstation style learning space and the teachers all told me: their students struggle in
environments. traditional test environments because they’re not used to it!

4. Horseshoe Desks

Horseshoe desks are common in university seminars, although they are seen in just about any classroom format. The
key characteristic of this design is that the students never have their backs to one another and all students have a clear
unimpeded view of the central ‘stage’ area of the classroom.

Best For: Large group discussions. Students can see one another when speaking up, encouraging face-to-face dialogue. This
makes the horseshoe the ideal college classroom layout (especially for college seminars). Also very good for guided
practice which involves a lot of presentation and modelling from the teacher before students get to have a go themselves.

Worst For: I have found that students can be intimidated about speaking up in this environment. With shy groups, I prefer to pair
them off in table groups to give students the courage to speak up in smaller group discussions.

Top Tip: An add-on to this format is the ‘butterfly’ layout, where additional desks are placed in the open space in the middle of
the classroom if you need to fit more students in.

Theoretical Connection: Bandura’s Social Learning Theory

The great open space in the middle of the classroom gives all students a front-row seat for observing what’s going on.
Observational learning (as promoted by Bandura) is therefore ideal in this situation.

Pros And Cons Of The Horseshoe Desk Layout

Pros Cons

Open presentation space. The space in the middle

of the room is prime learning and teaching real
estate. Make the most of the open space for This layout takes up a lot of space. The trade-off for having a nice wide-
modelling scientific experiments and having open space in the middle is that you may not be able to fit many student
students give presentations. work desks into this space.

The teacher has great access to all students’ Noise. Students’ voices carry in this classroom space as all students speak
desks via the open space in the middle. Walk towards the middle of the room.

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 Pros Cons

around the central space to keep an eye on all

students’ work.

This space is not conducive to small group discussions. The best bet is to
This space is great for large group discussions as all get students to move their chairs to the middle space to form smaller
students are facing one another. groups in the copious open area opened up by this format.

The teacher has a good view of all students which The lack of gaps between tables means students take a long time to walk
prevents excessive misbehavior. around the space to get to their seats.

5. Double-U Horseshoe Variation

The double-U variation of the horseshoe layout includes two rows in a horseshoe table layout. This variation is
commonly used in large classes where students cannot fit in just one horseshoe shape. It can reflect an amphitheater model
where everyone is looking at one focal action point at the front middle of the classroom. Double-U classrooms layouts retain
some of the benefits of horseshoe models. All students face forward at the front of the classroom allowing all students clear
vision of the front of the classroom. However, there is less space in the middle than in the traditional horseshoe model, meaning
there is less free room for presentations, modeling and active learning.

Best for: The Double-U method is best for a teacher-centered passive learning classrooms. Students are all facing directly at a
singular ‘action zone’ in the front center of the classroom. Guest speakers giving a lecture would be able to use this layout to talk
to students and, potentially, keep the attention and eyes of all students. It is also a good layout for show-and-tell sessions where
students can show-off the props they bring into class. The props can be passed down the line of the horseshoes.

Worst for:
 Small classrooms. This setup is not space efficient and may not be possible in a smaller classroom with minimal space.
 Active learning. There is not much open space for students to engage in active learning on the floor of the classroom.
 Group involvement. It is hard to work in both small and large groups in this layout because students have their backs to
one another.

Top Tips: Consider placing taller students in the back row. This enables taller students to still have a clear view of the front by
looking over the heads of shorter students in the inner horseshoe.

Theoretical Connection: Teacher-Centered Classroom

A traditional teacher-centered classroom classroom, such as in a lecture theater, has this sort of layout.

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Pros And Cons Of The Double-U Horseshoe Variation

Pros Cons

Teachers can keep the attention of students who are

all facing the ‘action zone’ at the front of the Lack of open working space
classroom.

Lessons involving powerpoint slides, videos and Inner areas of the class (the inside horseshoe)
demonstrations on the board at the front of the may be inaccessible for students in wheelchairs.
classroom work well with this method. Consider classroom inclusivity.

Students have to walk a long way around the

Difficult students can be separated in their seating. desks to get access to some areas of the
This can help improve classroom management. classroom.

6. Circle Or „O-Shape‟ Layout

The O-shape layout has the desks in a complete closed circle so all students are facing one another. It is an uncommon
desk layout for classrooms, but can be good for science demonstrations and student-curated performances in the middle space.
The open space in the middle of the desks is clearly the focal point or ‘action zone’ in this sort of space.

Best for: Whole-class discussions. Students are all facing one another, enabling discussion across the classroom. This discussion
format is great for democratic style engaged learning spaces where there is no one person at the ‘head of the discussion. The
teacher can also stand in the middle of the circle and very easily move from student-to-student or give science demonstrations.

Worst for: Mobility. Make sure you have flexible and movable furniture such as desks on rolling wheels for this layout. Students
are constantly wanting access to the middle area, requiring a desk to be pulled away to provide access.

Top Tips: It is also possible to use this layout for computer-connected classrooms. As all desks are attached, wires can be fed
under the desks to prevent dangerous wires blocking walkways. As there aren’t rows of tables, students also cannot see too
many other students’ computer screens in this format which may minimize distractions and lead to more effective learning.

Theoretical Connection: Progressive Democratic Education

The circle or ‘o-shaped classroom’ can facilitate democratic discussion because all students are an equal distance from
one another and facing each other. There is no head of the table meaning power is evenly distributed.

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Pros And Cons Of A Circle-Shaped Layout

Pros Cons

Power is distributed around the Access to the center of the classroom (the ‘action
classroom evenly as all students are facing each zone’) can be difficult. You’ll find students climbing
other in a circle. over and under desks a lot.

There is a lot of floor space in the middle of the

classroom that can be used for science The person demonstrating in the middle of the
demonstrations, etc. classroom will always have their back to someone.

7. Class Conference

The class conference layout brings all desks in the room together to create one large, long ‘conference table’. This sort
of table is very common in professional workplaces where groups of board members get together to discuss big picture issues.
Harness this layout to model real-world conference situations.

Best for: Big picture discussions. Students get together as a group of equals to discuss ‘big picture issues’ as if they are the
decision-makers at a conference board. This layout can also be excellent for sharing resources. There is ample space in the
middle of the conference table for resources to be pooled. Students can take resources from the middle as they need.

Worst for: Small children. Sometimes smaller children find it hard to communicate across large desks. Similarly, they may not be
able to reach the resources in the middle of the table. A modelled teaching or teacher-centered teaching style may not suit this
layout. Students are not all facing in the same direction making it hard to attract their attention.

Top Tips: Be conscious of space. I have tried this layout with larger classes and haven’t been able to fit all students at the group
desk.

Theoretical Connection: Authentic Learning and Democratic Theories of Learning and Teaching

While there are issues with the idea of ‘authentic learning’, the basic idea is to have students learn in ways that mimic
real life. Getting students to pretend they are a board of directors can have them mock real-life workforce situations. With all
students facing one another, it is easy to facilitate discussions in this space. Have students face one another, chat, and share
resources at the conference table.

Pros And Cons Of A Class Conference Desk Layout

Pros Cons

Facilitates discussion and engaged learning in social Chatty students may struggle to balance talking with

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 Pros Cons

situations. their peers as well as focusing on work.

Mimics boardrooms to prepare students for the Not the most space efficient layout – you may struggle
workplace. with large classes.

8. Rows And Columns

The rows and columns classroom is a very traditional layout that was near universal up until the mid-20th
Century. This layout is designed to separate all students as much as possible so they cannot see or communicate with
one another. It may help facilitate engaged learning as distractions are minimized. While considered outdated to
many, all students still come across it at some point in their schooling. An exam situation is the most common
situation in which this layout is used.

Best for: Exams. Students find it very hard to communicate with on Exams. Students find it very hard to
communicate with one another and cannot look at each other’s work. This helps ensure students work in isolation
and do not cheat.

Worst for: Social learning. It is almost universally accepted that social interaction helps stimulate learning. This type
of classroom setup is specifically designed to discourage social learning.

Top Tips: The only time I would use this layout within my own classroom is to give students exposure to this layout
for upcoming standardized tests. If students are only ever exposed to active learning spaces, they may be blindsided
when they walk into a quiet exam space with a columns and rows format. So, I would use this layout simply so
students are aware of what to expect when entering an exam room.

Theoretical Connection: Behaviorist Theory of Teaching and Learning

This layout is a textbook example of a behaviorist approach, whereby the teacher delivers ‘truths’ to students
and the students practice what is taught in isolation.

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Pros And Cons Of The Rows And Columns Layout

Pros Cons

Students cannot learn from their peers, seek

Distractions are minimized to encourage engaged learning. clarification from each other, or share ideas to learn
together.

Students are unlikely to cheat or chat with their peers. Learning only takes place in isolation.

Teacher has very strong control over the class. It’s good for Students will learn to resent the teacher’s forced
strict behavior management. control environment.

9. Pair Up

This layout is very flexible for educators. Some teachers may want ask students to be silent and work along, mimicking a
rows and columns format (see above). However, this format also allows students to work with one peer to discuss their ideas
and share resources.

Best for: Think-pair-share activities. The think-pair-share method involves getting students to work in isolation, then as a pair,
then as a whole class. Pair-up activities feel very natural in this situation. The tables in this format are designed for students to sit
alongside one other student.

Worst for: Free floor space. I often find it hard to free up room for free floor space in this layout. The desks tend to take up most
of the area of the classroom, minimizing options for moving students to the floor for non-desk related activities.

Top Tips: Make the most of pairing up students to encourage engaged learning. Consider pairing weaker students with stronger
students or pairing students into learning styles to differentiate lessons based on pairs. To create groups of four, have students
turn around and work with the pair behind them.

Pros And Cons Of The Pair Up Approach

Pros Cons

Teacher can control students in this layout well to encourage It’s harder to get students into
either individual or paired-up activities. groups larger than 2 in this layout.

Students are all facing the same direction making it easy to do There tends to be not much floor
front-of-class presentations and modeled teaching. space when this layout is used.

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10. Perpendicular Runway

The perpendicular runway classroom has two rows of students facing one another. It is a method that is
uncommon but can be useful for when you want to divide the class into two distinct and equal groups.

Best for: Debates. Get the students into ‘Team A’ and ‘Team B’. Have the students come up with ideas for their side
of the debate then return to their desks. Zig-zag down the rows asking each student to present a thought defending
their side of the debate.

Presentations. The long rows both look out over a ‘runway’ of free, open space for presentations. Have students use
the free space in the middle of the class to present their content or have guests give their presentations in the middle
space.

Teacher support. I’ve found this layout very easy for the teacher to access every student’s desk space quickly to
provide tailored support.

Worst for: Mobility. The long rows mean students are often tripping over each other’s chairs when trying to get in
and out of their space. Consider the needs of children with mobility issues and physical disabilities when designing
this space.

Pros And Cons Of The Perpendicular Runway

Pros Cons

If students need to look at the board at the front of

Lots of open space in the middle to use as an the class, students toward the front of the class
‘action zone’ such as for presentations. have a bad viewing angle.

Students are split into two groups where debates

can take place or where you can differentiate Mobility can be difficult for students wanting to get
content between two groups. in and out of their spots.

Students at the far end of one row will find it hard to

communicate with students at the other far end of
the row.

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11. Stadium

The stadium method pivots all student desks so they’re directly facing the ‘action zone’ in the front middle of the class. The pivot
of the desks gives all students a good view of the front of the class.

Best for: Watching videos and presentations. Teachers who love to use videos in their teaching might consider this method.
Similarly, if you commonly have students give front-of-class presentations, this might be a good environment for you. Likewise,
for computer and laptop use. If you use a lot of laptops or tablets, this class might be good. Students will be able to collaborate
with one another through messaging software. This may minimize the limitation of this layout, which is lack of ability to use
group work.

Worst for: Group Work. As students sit in rows, it’s hard to form groups to get students talking to one another. There are also
many students who will be looking at other students’ heads, so you might find a lot of students pivoting to talk to one another.

Top Tips: I find the pivot of the desks frees up a little bit of space at the front center of the class. With younger students, I get
them to sit at the front of the class for more intimate discussions.

Theoretical Connection: One-to-many Method

The strong focus on the central action zone that all the desks are facing encourages one-to-many modeled instruction
rather than small group discussions.

Pros And Cons Of The Stadium Layout

Pros Cons

All students are looking directly at the central It is hard to get students into small groups for
presentation area of the classroom. sociocultural learning opportunities.

Teachers can maintain control over the class Shorter students need to sit at the front of the
as students are less able to talk to one classroom and taller at the back to ensure everyone gets
another. a good view.

12. Wall-Facing Desks (Computer Room Style)

This method became very common when ‘computer rooms’ were introduced into schools in the late 1990s. It remains one of the
most popular layouts for classrooms in which desktop computers are provided at each student’s workstation.

Best for: Computer use. Students each face their computer and away from others to help them to remain focused on the
content. There are few opportunities for students to be distracted by other computer screens aside from those to their direct left
and right.

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Worst for: Group discussions. Students are all looking away from each other. When I have used this method, I’ve had to ask all
students to turn their monitors off and turn to face the rest of the class during the modeled instruction at the start of the lesson.

Top Tips: Ensure all computer cables are tucked under the desks to prevent hazards. This method is most commonly used
because there is a very short distance from computers to the wall plugs, preventing chances for injury from cables. If you want
students to communicate, consider linking them up to a class chat log on an online forum discussion.

Theoretical Connection: Cognitive Tools

The cognitive tools theory pictures computers as tools for supporting higher-order cognition. This layout is ideal for computer-
enhanced learning for teachers who want to employ try a cognitive tools theoretical approach.

Pros And Cons Of The Wall-Facing Computer Room Style

Pros Cons

Prevents dangerous computer cables running across Students are all facing away from each other,
open space. reducing social learning opportunities.

Makes it easy for teachers to look over the shoulder of When the teacher needs students’ attention,
students as they work at computers. the students need to pivot in their chairs.

There is direct access to every spot from the door, Classrooms with desktop computers
making it easy for students with physical disabilities to have little desk space left for handwritten
move around the room. and book work.

Concluding Comments: What The Research Says About Classroom Layouts And Learning

The research on classroom layouts is quite clear that it’s not so much the layout that matters, but the teacher’s
pedagogy. In other words, if you think changing your tables is going to solve your problems, you’re probably not going to see
results. But, if you want to change your pedagogy then paying attention to the layout should be a part of that change.

For example, if you’ve decided that you have set yourself the goal of teaching more socially engaging, problem-based
lessons, then you might want to think about incorporating table groups and workstations into your classroom design. Similarly, if
you’ve decided that your students are excessively misbehaving, you might want to go to rows while you work on getting your
class’s behavior back on track. However, you’ll then need to follow-up with appropriate pedagogical strategies.

In other words, classroom layouts should send a message and work with your pedagogical strategy. But, alone, desks are
just desks: you need to actually create lessons and class rules that work with and alongside the classroom layout that you have
settled on.

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As Wannarka and Ruhl argue:

“There is no single classroom seating arrangement that promotes positive behavioural and academic outcomes for all tasks,
because the available research clearly indicates that the nature (i.e., interactive versus independent) of the task should dictate the
arrangement.”
OPR EXERCISES

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?
_____________________________________________________________________________________________

Processing

Based on what you have observed in class and the teacher‘s response 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:

I realized that _________________________________________________________________________________

I believe that __________________________________________________________________________________
I feel that _____________________________________________________________________________________
When I become a teacher I will ___________________________________________________________________

-----endoflesson3,chapter2-----

References:

Drew, C (2019). 12 Classroom Layout Ideas & Seating Arrangements.

Source: https://helpfulprofessor.com/classroom-layouts/

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―Field Study I: A Guide for 21st Century Student Teachers by GB Pawilen, EM Reyes, JM Rivera, and TMJ Sison
(2019), pages 49-52

Lesson 4: Support for Learner Participation

Encouraging learners to partake in class discussion and class activities is one of the challenges encountered
by teachers. This lesson shares strategies for increasing learner 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.

There are various ways to improve learner participation in class discussions and activities. First, the teacher
needs the learners to understand that participation is a collective undertaking of the class and that their contribution
can help in the learning process (Hollander 2002). If learners are given the opportunity to share what they know and
show what they can do, and if they are recognized for their efforts, they will realize that their contributions matter.

Likewise, learners should also make sure that the learning environment is conducive to participation. The
physical setup should make it easy for learners to communicate with the teacher and their classmates. Various ways of
arranging the classroom layout should be explored to make sure that the learners 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
learners more opportunities to interact with the teacher, but it will also encourage them to interact with one another.
The tendency of learners 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 them the opportunity to ask or even converse with each other (Hollander
2002).

Lastly, the teacher should explore various teaching strategies to ensure that all learners can participate
actively. The teacher should make sure that the learners can answer or discuss the lesson after a concept is
introduced. By anticipating this, the learners are more likely to be attentive. The teacher can also engage them in other
non-threatening activities involving small groups, pairs, or triads. These will allow learners who are not confident talking
in front of the whole class to participate (Hollander, 2002).

Learner Participation in Education

Source: https://education.gov.scot/improvement/Documents/learner-participation.pdf

Learner participation in schools includes all of the ways in which children and young people engage in practices and
dialogue with educational staff, parents, carers, and community members to create positive outcomes and changes.

Principles for Learner Participation:

• equal opportunities for inclusive, voluntary participation

• respect for children and young people’s rights and differences
• transparency and accountability in decision making
• intergenerational power sharing
• relevance of content, purpose and outcome

Participation is inclusive and respectful. As a human right, the participation of learners in decision-making is more than a reward
that is won or a privilege to be given on the grounds of class, religious persuasion, ethnicity, gender or background. All children
and young people – including those with disabilities, minority groups, and those in need of support for learning – are afforded
both the right to an education and the right to have a say in shaping that education.

Participation is transparent and involves power sharing. Learner participation amounts to more than adults merely listening to
young people – some form of intergenerational dialogue is required. Intergenerational dialogue requires adults, children, and
young people to engage in communications which are two-way, voluntary, sustained, deal with real concerns, and be based on

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mutual respect and children’s rights. Through participation, staff, learners, and other community members will plan and act
together. Participatory dialogues can involve individuals or groups.

Participation is relevant, authentic and consequential. For participation to be relevant and authentic, participatory dialogues
must be influential and consequential rather than tokenistic. Effective participation should lead to new practices, relations and
meanings. The processes and outcomes of these actions should be monitored in ways that include young people.

Using the Principles of Participation in Practice:

In order to ensure that these principles are fully embedded in practice, any initiatives involving participation
should include:

• safe and child-friendly approaches

• training and capacity building for adults and children and young people
• involvement of children and young people in all relevant governance practices
• liaison and dialogue with relevant and influential adults
• involvement of young people in internal and external monitoring and evaluation of progress
• feedback mechanisms for all children and young people and the wider public

Effects and Benefits of Learner Participation in Schools:

There is now considerable evidence from research that supports the view that addressing learner participation
makes for effective policy making, enhances school life, and improves a range of outcomes for learners. A recent
Scottish study has shown that schools achieving better than expected exam results, given their catchments in areas of
deprivation, were all making comprehensive efforts to address learner participation across school life. Across many
studies, we can say the main evidenced effects of enhancing learner participation are:

• improved pupil-teacher, child-staff, and peer-to-peer relations

• improved wellbeing
• improved teaching and learning
• improved guidance and support
• a better school ethos and greater sense of a shared community
• a reciprocal sense of feeling valued, trusted and respected
• development of life skills such as teamwork, problem-solving, and citizenship
• improved engagement, empowerment, and commitment to education
• improved achievement and attainment
• an addressing of the ‗attainment gap‘ between learners from more and less deprived backgrounds.

Involving learners in decision-making can bring a sense of legitimacy to decisions, policies and practices since
they are not being imposed hierarchically from above. Learner involvement can help to bring fresh, new perspectives
and ways of addressing a whole range of issues across school life. The effects of learner participation are not limited to
outcomes for young people or their attainment and achievement. Through taking a participatory approach, power is
shared and consequential intergenerational dialogues become embedded in how the schools function.

OPR EXERCISES

Observation
Check the box that corresponds to what you have observed in class.

Statements Yes No
1. The teacher tells the learners of his or her expectations after every activity.
2. The teacher recognizes the efforts made by the learners who participate.
3. The classroom is arranged in a way that the learner 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 learners‘ participation.
RAC FS I 090521 Page 51
 6. The learners are given the opportunity to discuss their thoughts, 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 a 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?
_______________________________________________________________________________________

Reflection
Complete the following:

1. I realized that _______________________________________________________________________________

2. I believe that ________________________________________________________________________________
3. I feel that ___________________________________________________________________________________
4. When I become a teacher I will _________________________________________________________________

-----endoflesson4,chapter2-----

References:

―Field Study I: A Guide for 21st Century Student Teachers‖ by GB Pawilen, EM Reyes, JM Rivera, and TMJ Sison
(2019), pages 53-55.

Learner Participation in Educational Settings (3-18)

Source: https://education.gov.scot/improvement/Documents/learner-participation.pdf

Lesson 5: Promotion of Purposive Learning

It is the responsibility of every teacher to make sure that learners learn. To do this, the teacher should know
the type of learning to use to help learners. The following are the objectives of this lesson:

1. Discover the learners method of learning; and

2. Determine ways of promoting purposive learning.

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 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 groups of rats were
permitted to move around the maze without reinforcement. The second group of rats were rewarded once they were
able to find their way through the maze. The third group of rats was only rewarded after the 10 th day of the experiment.
RAC FS I 090521 Page 52
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).

Tollman‘s theory was called purposive behaviourism because it studies behaviour as it is organized around
purposes. Learning is always purposive and goal-directed. Individuals acts on beliefs, attitudes, changing conditions,
and they strive towards goals. Tollman saw behaviour as holistic, purposive and cognitive.

How Teachers Promote Purposive Learning

1. Identify the objective of your lesson

2. Create a plan for how you will teach that objective
3. Use strategies to help students learn the material more effectively such as providing guided practice and
feedback
4. Provide opportunities for students to apply what they have learned by asking them questions about it or giving
them problems to solve, provide a clear, well-defined purpose for the learning.
5. Provide specific objectives or goals that are appropriate to the learner‘s needs and abilities
6. Present content in small, manageable chunks of information.
7. Allow adequate time for learners to process new material before introducing more complex concepts.

Teachers should always remember that learning is a purposive and that learners are constantly learning.
When they observe, they learn. As learners observe, they form mental representations of expectations, processes, and
consequences of their actions. As such, to promote learning, teachers should provide learners with opportunities to
observe a behavior or a task. Thus, the learning environment should provide avenues for learners to observe. This kind
of informal learning allows learners to form cognitive maps that 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.

OPR EXERCISES

Observation
Determine if the environment supports purposive learning by checking the box that corresponds to what you have
observed in class.

Statements Yes No
1. The learning environment promotes respect by giving the learners opportunities to listen to each
other.
2. The learners are provided with avenues to observe and practice a skill.
3. All experiences are considered learning experiences.
4. The learners are given opportunities to collaborate with each other.
5. The teacher uses other strategies aside from lectures to help the learners 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?
_______________________________________________________________________________________

RAC FS I 090521 Page 53

Reflection
Complete the following:

I realized that ________________________________________________________________________________

I believe that ________________________________________________________________________________
I feel that ___________________________________________________________________________________
When I become a teacher I will __________________________________________________________________

-----endoflesson4,chapter2-----

References:

Edward Tolman‘s Theory of Purposive Behaviorism

Source: https://biznewske.com/edward-tolman-theory-of-purposive-behaviorism/

―Field Study I: A Guide for 21st Century Student Teachers‖ by GB Pawilen, EM Reyes, JM Rivera, and TMJ Sison
(2019), pages 56-58.

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 learners may be unpredictable, making the 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 learners behavior and how the physical and socio-
emotional environments of the classroom could be maximized to support or sustain the interest of learners 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 the techniques used by the teacher in managing learner behavior.

Classroom Management and Learners‟ Behavior

The teacher uses a variety of skills and strategies to make their students become interested and engaged in
the learning process. Managing the class, the teacher is able to fulfill his or her role better. Thus, classroom
management is essential in ensuring an effective learning environment (Lynch 2016). Teachers need to provide a
venue where the learners‘ potentials will be maximized to the fullest. As a manager, the teacher plays a significant role
in providing a learning environment that would satisfy and meet the needs and interests of the learners.

William Glasser (1999) proposes that behavior is propelled by an inherent need to satisfy five basic needs: the
need to love and belong, the need to survive, the need to feel empowered, to be need to be free, and the need to be
happy. Glasser‘s Choice Therapy suggests that students behave according to how their needs will be fulfilled and
satisfied. Thus, it is essential that the teacher establishes a relationship with learners to be able to address their
individual needs. It is only by being able to establish a positive relationship with the learners that the teacher can
motivate them to stay focused and engaged. The teacher who believes in this theory provides learners 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 student‘s behavior through rewards and
punishments. According to Skinner, the teacher reinforces good behavior by giving external rewards like praises,
prizes, or good grades. On the other hand, if the students are deprived of rewards that they find appealing, their
behavior is likewise regulated. The teacher who follows this theory always make sure that good behavior is
acknowledged in order for that behavior to be repeated.
RAC FS I 090521 Page 54
 In contrast, Alfie Kohn (2006) believes that learners‘ behavior can be managed well if they are given the
opportunity to satisfy their curiosity. In this theory, Kohn suggests that learners be given the freedom to pursue
concepts that interest them instead of imposing predetermined lessons on them. When learners 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.

OPR EXERCISES

Observation

Preliminary Activity

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

Statements Yes No Remarks

1. Does the teacher expect the learners to respond according to how
the lesson was taught?
2. Does the teacher provide the learners 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 learners can
easily collaborate?
5. Is the classroom environment arranged so that the learners can
freely explore their interests?
6. Does the teacher provide the learners with opportunities to succeed?
7. Does the teacher immediately correct learners‘ mistakes?
8. Does the teacher guide the learners to discover their own mistakes?
9. Does the teacher allow the learners to commit mistakes until they are
able to correct these errors on their own?
10. Is the learner-teacher relationship cordial?
11. Can the learners freely express their thoughts and ideas in class?
12. Does the teacher listen to the learners‘ ideas?

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 the teacher is using in class contributes to the learners‘ learning? Why?
Why not?
_____________________________________________________________________________________________
3. If you were the teacher, what management style would best maximize learners‘ learning?
_____________________________________________________________________________________________

Reflection

Complete the following:

I realized that _________________________________________________________________________________

I believe that __________________________________________________________________________________
I feel that _____________________________________________________________________________________
When I become a teacher I will ___________________________________________________________________

-----endoflesson6,chapter2-----

RAC FS I 090521 Page 55

References:

―Field Study I: A Guide for 21st Century Student Teachers‖ by GB Pawilen, EM Reyes, JM Rivera, and TMJ Sison
(2019), pages 59-62.

Compilation of Instructional Materials Prepared by:

Rosalie A. Corpus, DEM Danilova A. Lorenzo, MAEd Ma. Elizabeth L. Flores

COED DESED Regular Faculty COED DESED Regular Faculty COED DESED Parttime Faculty

RAC FS I 090521 Page 56

 Chapter 3

Diversity of Learners

A teacher‘s daily life revolves around what goes on in and around his/her classroom. The diversity of the
learners that he/she handles is a factor that can matter in how the lesson will be taught. It is therefore critical for the
Pre-Service Teacher to see, first hand, the diversity of the learners in an actual classroom so that he/she can
appreciate how the Cooperating Teacher is able to deal with the teaching and learning scenario effectively and
efficiently. There are five (5) lessons in Chapter 3, these are:

1. Learner‘s Gender, Needs, Strengths, Interests and Experiences;

2. Learner‘s Linguistic, Cultural, Socio-economic, and Religious Backgrounds;
3. Learners with Disabilities, Giftedness, and Talents;
4. Learners in Difficult Circumstances; and
5. Learners from Indigenous Groups.

As noted, the main source for the compilation of instruction materials for Chapter 3 is the textbook ―Field
Study I: A Guide for 21st Century Student Teachers‖ by GT Pawilen, EM Reyes, JAA Rivera and TMJ Sison (2019),
pages 63-88.

Lesson 1: Learners’ Gender, Needs, Strengths, Interests, and Experiences

Strength lies in differences, not in similarities. This lesson will guide the PST in understanding learners‘
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 learner-centered classroom; and
3. Determining the strengths and weaknesses of learners.

Department of Education Department Order No. 50, s. 2020

Source: https://www.deped.gov.ph/wp-content/uploads/2020/05/DM_s2020_050.pdf

Department of Education Department Order No. 50, s. 2020 or “DepEd Professional Development Priorities for Teachers
and School Heads for School Years 2020-2023,” prioritizes Philippine Professional Standards for Teachers (PPST) Domain 3:
Diversity of Learners, with this lesson’s topic. Teachers who are within the first to third year of employment should be mindful of
PPST Strand 3-1, with those teachers moving to Proficient Teachers (those 3 years or more service) to use differentiated
developmentally appropriate learning experiences to address learners’ gender, needs, strengths, interests and experiences.
Special topics in socio-emotional learning should also be prioritized in teacher development programs. This simply underscores
how important it is for teachers to attend to their learners’ gender, needs, strengths, interests, and experiences during their
differentiated instructions.
Aniekee Ezekiel once quoted that the ability to recognize and respect individual differences is the beginning of
a successful 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 learners -- 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-

RAC FS I 090521 Page 57

responsive teacher-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 interest of the learners 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 on 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.

OPR EXERCISES
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________________________________________________________________

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.
Name of Learners Strengths Weaknesses
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Other Comments and Observations:

_____________________________________________________________________________________________

RAC FS I 090521 Page 58

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?
____________________________________________________________________________________________

Reflection
Complete the following:

1. I realized that _______________________________________________________________________________

2. I believe that ________________________________________________________________________________
3. I feel that___________________________________________________________________________________
4. When I become a teacher I will__________________________________________________________________

-----endoflesson1,chapter3-----

References:

Department of Education Department Order No. 50, s. 2020

Source: https://www.deped.gov.ph/wp-content/uploads/2020/05/DM_s2020_050.pdf

―Field Study I: A Guide for 21st Century Student Teachers‖ by GT Pawilen, EM Reyes, JAA Rivera and TMJ Sison
(2019), pages 63-88.

Lesson 2: Learners’ Linguistic, Cultural, Socio-economic, and Religious Backgrounds

Great teachers keep on learning to keep their minds young. This lesson will teach you to determine the
learner‘s 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.

On Differentiated Instruction
Carol Ann Tomlinson, Harvard Education Letter, 2015
Source: https://www.philippinesbasiceducation.us/2015/02/does-differentiated-instruction-work.html

Differentiated instruction is very complex as it involves assessment, planning and flexibility. All of these tasks hinge on
the qualities of the teacher. A teacher who understands where his or her students stand is a good teacher. A teacher who tailors
his or her lessons to maximize student's engagement is a good teacher. A teacher who can recognize that something is not
working and needs to be adjusted is a good teacher.
Brown-Martin (2017) mentions in his article ―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.

RAC FS I 090521 Page 59

 John C. Maxwell, an American author, speaker, and pastor, quoted that students do no 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).

OPR EXERCISES

Observation

A. Ask your cooperating teacher for a copy of his or her School Form 1 (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? __________________________________________
2. How many boys and girls are there?__________________________________________________________
3. What is the religion of the majority of the learners?_______________________________________________
4. What is the common mother tongue of the learners?_____________________________________________
5. Does the class have a learner who belongs to an ethnic group?____________________________________

B. List down 10 strategies your cooperating teacher can use to address the individual (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: .
Strategy 9: .
Strategy 10: .

C. Ask the cooperating teacher about how he or she gives importance to differentiated instruction in his or her
class.___________________________________________________________________________________
Other comments and observations:___________________________________________________________

Processing
Read carefully and answer the following questions.

1. Does the number boys and girls affect the classroom instruction? How?
_______________________________________________________________________________________
2. Does the religious background of the students affect the preparation of the lesson?
_______________________________________________________________________________________

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

________________________________________________________________________________________
4. Do the socio-economic differences of the students affect their learning? How?
________________________________________________________________________________________
5. Are the contextualization, localization, and indigenization of the curricula being done to fit the cultural
background of the students?
________________________________________________________________________________________

RAC FS I 090521 Page 60

Reflection
Complete the following:

1. I realized that ________________________________________________________________________________

2. I believe that _________________________________________________________________________________
3. I feel that ___________________________________________________________________________________
4. When I become a teacher I will __________________________________________________________________

-----endoflesson2,chapter3-----
References:

―Field Study I: A Guide for 21st Century Student Teachers‖ by GT Pawilen, EM Reyes, JAA Rivera and TMJ Sison
(2019), pages 70-74.

On Differentiated Instruction
Carol Ann Tomlinson, Harvard Education Letter, 2015
Source: https://www.philippinesbasiceducation.us/2015/02/does-differentiated-instruction-work.html

Lesson 3: Learners with Disabilities, Giftedness, and Talents

A teacher deals with different students with different personalities on a daily basis. This is probable 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.
Inclusive Education
Source: https://www.unicef.org/education/inclusive-education

Every child has the right to quality education and learning. An estimated 93 million children worldwide live with
disabilities. Like all children, children with disabilities have ambitions and dreams for their futures. Like all children, they need
quality education to develop their skills and realize their full potential. Yet, children with disabilities are often overlooked in
policymaking, limiting their access to education and their ability to participate in social, economic and political life. Worldwide,
these children are among the most likely to be out of school. They face persistent barriers to education stemming from
discrimination, stigma and the routine failure of decision makers to incorporate disability in school services.

Disability is one of the most serious barriers to education across the globe. Robbed of their right to learn, children
with disabilities are often denied the chance to take part in their communities, the workforce and the decisions that most affect
them.

Getting all children in school and learning Inclusive education is the most effective way to give all children a fair chance
to go to school, learn and develop the skills they need to thrive. Inclusive education means all children in the same classrooms, in
the same schools. It means real learning opportunities for groups who have traditionally been excluded – not only children with
disabilities, but speakers of minority languages too. Inclusive systems value the unique contributions students of all backgrounds
bring to the classroom and allow diverse groups to grow side by side, to the benefit of all.

Inclusive education allows students of all backgrounds to learn and grow side by side, to the benefit of all. But
progress comes slowly. Inclusive systems require changes at all levels of society. At the school level, teachers must be trained,
buildings must be refurbished and students must receive accessible learning materials. At the community level, stigma and
discrimination must be tackled and individuals need to be educated on the benefit of inclusive education. At the national level,
Governments must align laws and policies with the Convention on the Rights of Persons with Disabilities, and regularly collect
and analyse data to ensure children are reached with effective services.
RAC FS I 090521 Page 61
 UNICEF’s work to promote inclusive education. To close the education gap for children with disabilities, UNICEF
supports government efforts to foster and monitor inclusive education systems. Our work focuses on four key areas:

1. Advocacy: UNICEF promotes inclusive education in discussions, high-level events and other forms of outreach geared towards
policymakers and the general public.

2. Awareness-raising: UNICEF shines a spotlight on the needs of children with disabilities by conducting research and hosting
roundtables, workshops and other events for government partners.

3. Capacity-building: UNICEF builds the capacity of education systems in partner countries by training teachers, administrators
and communities, and providing technical assistance to Governments.

4. Implementation support: UNICEF assists with monitoring and evaluation in partner countries to close the implementation gap
between policy and practice.

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 lesson 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 and further challenge to the job of teaching diverse
students.

Sadker, et al. (2008) categorized exceptional learners into the following:

1. Students with mental retardation;

2. Students with learning disabilities;
3. Students with emotional disturbance or behavior disorders;
4. Students with hearing and language impairments;
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.

OPR EXERCISES

Observation

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

Internal Stakeholders How do you deal with learners with disability and 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 them.
List down five observations.

Observation 1:__________________________________________________________________________________

Observation 2:__________________________________________________________________________________

Observation 3:__________________________________________________________________________________

Observation 4:__________________________________________________________________________________

RAC FS I 090521 Page 62

Observation 5:__________________________________________________________________________________

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

Other comments and observations: _________________________________________________________________

Processing
Read and 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?
_______________________________________________________________________________________
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:

1. I realized that ______________________________________________________________________________

2. I believe that_______________________________________________________________________________
3. I feel that _________________________________________________________________________________
4. When I become a teacher I will_________________________________________________________________

-----endoflesson3,chapter3-----

Inclusive Education
Source: https://www.unicef.org/education/inclusive-education

―Field Study I: A Guide for 21st Century Student Teachers‖ by GT Pawilen, EM Reyes, JAA Rivera and TMJ Sison
(2019), pages 75-79.

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 learners 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

RAC FS I 090521 Page 63

Teaching in Challenging Circumstances
Chris Sowton, 2021
Source: https://www.cambridge.org/elt/blog/2021/03/26/teaching-in-challenging-circumstances/

The writer Frank McCourt described teachers as “a shoulder to cry on, a disciplinarian, a singer, a low-level scholar, a
clerk, a referee, a clown, a counsellor … a philosopher, a collaborator … a politician, a therapist, a fool … a mother-father-brother-
sister-uncle-aunt, a bookkeeper, a critic *and+ a psychologist.”

As a teacher, you know that you are all this and much more. You should value and valorise what you do. Especially at a
time when your students have been affected so much by the global pandemic, on top of the challenges which were already
present. At the same time, it’s also crucial that while you look after all these others, you also take time to care for yourself.
Additional references for you to add to your book shelf are the following downloads:
DO No. 24, s. 2020 National Adoption and Implementation of the Philippine Professional Standards for School Heads
https://rctq.ph/files/DO_s2020_024.pdf
DO No. 25, s. 2020 National Adoption and Implementation of the Philippine Professional Standards for Supervisors
https://rctq.ph/files/DO_s2020_025.pdf

DO No. 42, s. 2017 National Adoption and Implementation of the Philippine Professional Standards for Teachers
https://rctq.ph/files/DO_s2017_042.pdf

Every student is like a runner in a race. Learners often encounter obstacles on their way to finish line.
However, it is important to note that learning should not be hindered by any difficult circumstances. Hence, 21 st century
teachers should design special 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.

There are different difficult circumstances that the learners may face while in school. Here are some examples:

1. Geographic isolation
2. Chronic illness
3. Displacement due to armed conflict
4. Urban resettlement
5. Abuse (physical, psychological, emotional)

Addressing these difficulties is key for more productive and more meaningful learning for all learners.

OPR EXERCISES

Observation
A. Interview learners about 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. .

RAC FS I 090521 Page 64

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

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

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

Reflection

Complete the following:

1. I realized ___________________________________________________________________________________

2. I believe that ________________________________________________________________________________

3. I feel that ___________________________________________________________________________________

4. When I become a teacher I will __________________________________________________________________

-----endoflesson4,chapter3-----

References:

―Field Study I: A Guide for 21st Century Student Teachers‖ by GT Pawilen, EM Reyes, JAA Rivera and TMJ Sison
(2019), pages 63-88.

Teaching in Challenging Circumstances

Chris Sowton, 2021
Source: https://www.cambridge.org/elt/blog/2021/03/26/teaching-in-challenging-circumstances/

RAC FS I 090521 Page 65

 Lesson 5: Learners from Indigenous Groups

Respect begets respect, most especially in teaching and learning in a diverse classroom. This lesson will guide
the PST in understanding the various strategies in teaching learners from different indigenous groups. The objectives
of this lesson are the following:

1. Determine the learners who belong to indigenous groups;

2. Evaluate the school programs for learners from indigenous groups; and
3. Observe how teachers use culturally responsive teaching strategies.

Download this PDF from Dr. Michael E. Ecoben on the Attitudes, Awareness, and Skills of Public School Teachers
towards Inclusive Education (2019)
https://lcc.deped.gov.ph/wp-content/uploads/2017/09/02-Attitudes-Awareness-and-Skills-of-Public-School-Teachers-
Towards-Inclusive-Education-by-Dr.-Michael-E.-Ecoben.pdf

DepEd ensures inclusive education for learners with special needs (2017)
https://www.sunstar.com.ph/article/128141/Business/DepEd-ensures-inclusive-education-for-learners-with-special-
needs

In line with the Department’s thrust in providing quality and inclusive basic education for all, the Department of
Education (DepEd) continues to provide the necessary educational interventions for learners with certain exceptionalities
through its Special Education (Sped) program. The Sped program of DepEd provides a holistic approach in catering to the needs
of learners with various exceptionalities. This program ensures that learners with exceptionalities will have access to quality
education by giving them their individual and unique learning needs.

This initiative caters to learners with visual impairment, hearing impairment, intellectual disability, learning disability,
autism spectrum disorder, communication disorder, physical disability, emotional and behavioral disorder, multiple disability
with visual impairment, and to those who are orthopedically handicapped, chronically ill, and gifted and talented.

To date, DepEd has recognized a total of 648 Sped Centers and regular schools offering the program—471 of which are
catering to elementary students and 177 are catering to High School students.
The Education Department has recorded around 250,000 enrollees with certain exceptionalities at the elementary level
and around 100,000 at the high school level in School Year (SY) 2015-2016.

Instructional programs

The parents or guardians of learners with certain exceptionalities may reach out to principals or guidance counselors of
schools where they wish to enroll their children to determine the necessary instructional program that their children need best.
The instructional programs that the SPED teachers shall implement the following:

1. Self-contained/Special Class – a separate class for only one type of exceptionality which serves moderate to severe types of
disabilities;
2. Itinerant Teaching – a traveling teacher reaches out to children with special needs in other schools or at home to provide direct
and consultative services;
3. Resource Room – a designated place where the child with special needs enrolled in the regular school program goes to in order
to make use of the specialized equipment, either in a tutorial situation or in a small group session handled by a SPED teacher;
4. Pull-out – a kind of program where the child enrolled in the regular class reports to the resource room for a period of time for
special instructions by the SPED teacher;
5. Integration/Mainstreaming – refers to the enrolment of a child with special needs in a regular class with support services.
There are two degrees of integration: Partial Integration and Full Integration. In Partial Integration/Mainstreaming, a child
with special needs enrolled in a special class is integrated with regular children in non-academic activities like work education,
physical education, arts, school programs, etc, then gradually integrated in the academic subjects if qualified. Meanwhile, in
Full Integration/Mainstreaming, a child with special needs sits in the regular class in all academic and non-academic subjects;
6. Inclusion – all children with disabilities, regardless of the nature and severity of their disability and need for related services,
receive their total education within the regular education classroom.

RAC FS I 090521 Page 66

Strengthening Teachers’ Capabilities

In SY 2015-2016, DepEd has provided capability trainings to 345 teachers and 45 administrators and supervisors involved
in delivering quality education to learners with certain exceptionalities. Among the partners of DepEd in enhancing the
capabilities of teachers handling learners with exceptionalities and in promoting the SPED advocacy are the Resources for the
Blind Inc., Autism Society of the Philippines, Leonard Cheshire for the Disabled Foundation (LCDF), and Attention Deficit
Hyperactive Disorder Society (ADHD Society).

Moreover, the other partner organizations of DepEd for the SPED program are the Learning Disabilities Association
(LDA), Philippine Association for the Intellectually Disabled (PAFID), National Association for the Gifted (NAG), Philippine
Federation for the Rehabilitation of the Disabled (PFRD), Parents Advocate for the Visually Impaired Children (PAVIC), and
National Council on Disability Affairs (NCDA).

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 learners come 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 People 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 the 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, entitle Adopting the Indigenous People
Education (IPED) 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
education programs, both public and private, as they engage with indigenous communities in localizing, indigenizing,
and enhancing the K to 12 curriculum based on their respective education and social contexts. Moreover, according to
DepEd Order 62, series of 2011, DepEd 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 learning 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 Philippines
educational system.

OPR EXERCISES

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

Name Grade and Section IP Group Province

1

RAC FS I 090521 Page 67

 2
3
4
5

B. Evaluate the school‘s program for IPs by checking the box that corresponds to what you have observed.

DepEd Mandates Yes No

Ensures the provision of universal and equitable access of all IPs to quality and relevant
1
basic education services towards functional literacy for all.
2 Adopts appropriate basic education pedagogy, content, and assessment
Provides adequate and culturally-appropriate learning resources and environment to IP
3
learners.
Strengthens the hiring, deployment, and continuous development of teachers and learning
4
facilitators in the implementation of the IP education Program.
Establishes and strengthens appropriate multi-level units responsible for planning,
5 implementing, and monitoring IP education interventions.
Expands and strengthens institutional and civil society linkages to ensure proper
6 coordination, knowledge-sharing, and sustainability of the IP Education Program.
Implements stronger affirmative action to eradicate all forms of discrimination against IPs in
7 the Philippine Educational system.

C. Interview the cooperating teacher. List down five culturally-responsive teaching strategies he or she is using for
learners from Indigenous Groups.
Teaching Strategy 1: .
Teaching Strategy 2: .
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
groups? Why do you think so?
_____________________________________________________________________________________________

Reflection

Complete the following:

1. I realized that _______________________________________________________________________________

2. I believe that ________________________________________________________________________________

3. I feel that ___________________________________________________________________________________

4. When I become a teacher I will __________________________________________________________________

RAC FS I 090521 Page 68

 -----endoflesson5,chapter3-----

References:

―Field Study I: A Guide for 21st Century Student Teachers‖ by GT Pawilen, EM Reyes, JAA Rivera and TMJ Sison
(2019), pages 84-88.

Dr. Michael E. Ecoben, Attitudes, Awareness, and Skills of Public School Teachers towards Inclusive Education (2019)
https://lcc.deped.gov.ph/wp-content/uploads/2017/09/02-Attitudes-Awareness-and-Skills-of-Public-School-Teachers-
Towards-Inclusive-Education-by-Dr.-Michael-E.-Ecoben.pdf

DepEd ensures inclusive education for learners with special needs (2017)
https://www.sunstar.com.ph/article/128141/Business/DepEd-ensures-inclusive-education-for-learners-with-special-
needs

Compilation of Instructional Materials Prepared by:

Rosalie A. Corpus, DEM Danilova A. Lorenzo, MAEd Ma. Elizabeth L. Flores

COED DESED Regular Faculty COED DESED Regular Faculty COED DESED Part time Faculty

RAC FS I 090521 Page 69

 Chapter 4

Curriculum and Planning

There are 5 lessons in this Chapter that will provide the PST with more information that will enhance their
knowledge about Curriculum and Planning. These Lessons are:

1. Planning and Management of the Teaching and Learning Process;

2. Aligning Learning Outcomes with Learning Competencies;
3. Relevance and Responsiveness of Learning Programs;
4. Enriching Teaching Practice through Professional Collaboration; and
5. Utilizing Teaching and Learning Resources and ICT.

As with Chapter 1, inherent herein are web sources with, as much as possible, active links that you can click
on to read more on the topic. Likewise you will have OPR Exercises per lesson to accomplish having in mind the
CEST and his/her classroom, and the learners therein. Our reference is, once again, ―Field Study I: A Guide for 21st
Century Student Teachers‖ by G.T. Pawilen, E.M. Reyes, J.A.A. Rivera and T.M.J. Sison (2019) pages 89-118.

Lesson 1: Planning and Management of the Teaching and Learning Process

This lesson will guide the PST to understanding developmentally appropriate learning principles and how these
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.

Using developmentally appropriate learning principles and strategies is one of the instructional demands for
the implementation of the K-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, need, and interests of the learners.

Twelve Principles of Child Development and Learning

Source:
https://www.bcscschools.org/cms/lib/IN50000530/Centricity/Domain/752/Twelve%20Principles%20of%20Child%20
Development%20and%20Learning.pdf

The National Association for the Education of Young Children of Indiana, USA, has created 12 child development and
learning principles that inform and guide decisions about developmentally appropriate teaching practices. As you plan
experiences for young children, consider how you might use the NAEYC Principles as a guide.

1. All areas of development are important.

2. Learning and development follow sequences.
3. Development and learning proceed at varying rates.
4. Development results from maturity and experience.
5. Early experiences have profound effects on development and learning.
6. Development moves to greater independence.

RAC FS I 090521 Page 70

 7. Children develop best with secure relationships.
8. Development is influenced by multiple social and cultural backgrounds.
9. Children learn in a variety of ways.
10. Play is important for developing self-regulation and promoting language, cognition, and social
competence.
11. Development and learning advance when children are challenged.
12. Children’s experiences shape their motivation and approaches to learning.

In the first model of curriculum development, Ralph Tyler (1949) emphasized that understanding the learner is
one of the most important sources of the 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 (2206) identified two things that
teachers need to do to successfully 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;
 Experiences have profound influence in learning;
 Learning should address all areas of development;
 Leaning must be holistic;
 Learning happens when the learner feels emotionally and physically secure and mentally engaged;
 The cultural background, family and social values of the learner influence learning; and
 Affective learning and motivation are important in promoting effective learning

OPR EXERCISES
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 learners.
2. The content is appropriate for the grade level of the learners.
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 learning activities

RAC FS I 090521 Page 71

 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.

Not
Developmentally Appropriate Teaching Practices Observed Remarks
Observed
1. Uses different teaching strategies.
2. Promotes positive classroom environment.
3. Respects the learning styles and abilities of the learners.
4. Differentiates learning activities.
5. Promotes active learning.
6. Uses different instructional materials.
7. Uses effective motivation strategy.
8. Presents the objective of the lessons effectively.
9. Recalls perquisite knowledge and experiences of the learners
before proceeding to the lesson.
10. Presents lesson in a meaningful way that is east to understand.
11. Provides clear examples to explain concepts.
12. Provides opportunity for students to practice/apply what they
learned.
13. Processes questions and difficulties of learners.
14. Uses learning strategies that develop creativity and critical
thinking.
15. Provides helpful feedback to help learners understand
the lesson.
16. Encourages learners to do their best in accomplishing each
learning task.
17. Promotes positive learning behavior and values in the lesson.
18. Observes professionalism in handling learners‘ behaviour.
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?
_______________________________________________________________________________________
3. How do the developmentally appropriate teaching practices improve the learners‘ learning ability?
_______________________________________________________________________________________

Reflection
Complete the following:

1. I realized that _______________________________________________________________________________

2. I believe that _______________________________________________________________________________

RAC FS I 090521 Page 72

3. I feel that __________________________________________________________________________________

4. When I become a teacher I will _________________________________________________________________

-----endoflesson1,chapter4-----

References:

Field Study I: A Guide for 21st Century Student Teachers by: GT Pawilen, EM Reyes, JAA Rivera, and TMJ Sison
(2019), pages 90-95.

Twelve Principles of Child Development and Learning

Source:
https://www.bcscschools.org/cms/lib/IN50000530/Centricity/Domain/752/Twelve%20Principles%20of%20Child%20
Development%20and%20Learning.pdf

Lesson 2: Aligning Learning Outcomes with Learning 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.

What are Curriculum Standards?

Alison Faria
Source: https://www.practicaladultinsights.com/what-are-curriculum-standards.html

Curriculum standards are a set of rules or guidelines that reflect the goals of an educational system or community.
Typically, curriculum standards affect how schools are run, and how teachers teach their learners. For example, enough time
must usually be allotted for flexibility within curriculum lessons. This way, teachers can monitor and evaluate a curriculum to see
how beneficial it is to student learning.

The first step in planning curriculum standards often involves the development of an overall curriculum framework.
These frameworks can be developed on a local, regional or national level, with the regional level often being the most common.
The curriculum usually needs to address many audiences, purposes, and situations. If the curriculum standards are being formed
at the regional level, then they are generally being formed for regional or local school districts. Sometimes, a curriculum
committee is formed to address the overall concerns that might arise. The committee is typically made up of school board
members, administrators, teachers, community members, parents, and occasionally, learners. Overall goals that might be set
during meetings often include the implementation of ways to increase learner achievement through various forms of learning.

For example, if curriculum standards are being discussed for social studies courses, a framework is usually developed
addressing thematic strands. These are topics that social studies classes most commonly address. Culture, time, change,
individuals, groups, and institutions are things that might be implemented in a curriculum framework for social studies classes.
One of the main responsibilities of a regional curriculum committee is to analyze local and national education standards. During
this analysis, members typically look for facets such as content standards and the use of technology in instructional activities. The
goal is usually to implement the most effective aspects into the district curriculum standards.

Selection of standards generally has a lot to do with purpose and audience. Guidelines might be established in regard to
teachers’ requisite knowledge. This knowledge usually involves teachers having certain degrees or certifications in the topics they
teach. Teachers also usually need to be able to teach in various ways to accommodate various learning styles. For example, a
teacher who primarily lectures typically needs to be able to adjust his or her teaching style to accommodate not just auditory
RAC FS I 090521 Page 73
learners, but also visual and tactile learners. Standards usually not only have to allow for this kind of flexibility, but also provide a
constant framework for each educational situation.

The K to 12 Basic Education Curriculum

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 learners should learn.

2. Performance Standards – Describe the abilities and skills that learners are expected to demonstrate in relation
to the content standards and integration of 21 st 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 learners, 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 learner needs to master or
demonstrate as a result of learning. Learning outcomes are traditionally known as learning objectives or instructional
objectives.

OPR EXERCISES

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 or Cognitive Domain

Skills or Psychomotor Domain

Values or Affective Domain

RAC FS I 090521 Page 74

 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
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 learning outcomes and teaching strategies and then
check the box that corresponds to your findings.
Learning Outcomes Teaching Strategies Aligned Not
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.
Learning Outcomes Assessment Tools Aligned Not
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.
____________________________________________________________________________________________
3. What types of learning outcomes are emphasized in every lesson (knowledge, skills, and values)?
____________________________________________________________________________________________

RAC FS I 090521 Page 75

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:

1. I realized that ________________________________________________________________________________

2. I believe that ________________________________________________________________________________

3. I feel that ___________________________________________________________________________________

4. When I become a teacher I will __________________________________________________________________

-----endoflesson2,chapter4-----

References:

Faria, A. What are Curriculum Standards?

Source: https://www.practicaladultinsights.com/what-are-curriculum-standards.html

Field Study I: A Guide for 21st Century Student Teachers by: GT Pawilen, EM Reyes, JAA Rivera, and TMJ Sison
(2019), pages 96-101.

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 how to plan and implement relevant and responsive learning programs for
the learners. The objectives of this lesson are the following:

1. Identify 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.

What is a Learning Program?

Sydney Community College
Source: https://www.sydneycommunitycollege.edu.au/designing-a-learning-program

Ideally a learning program should identify the following:

 its purpose (why)
 the target group (who)
 the outcomes to be achieved (what)
 the learning and assessment strategies (how)
 any required resources.

It should also include:

 learning objectives

RAC FS I 090521 Page 76

  a plan of how the learners will achieve the objectives
 a structure and sequence for learning
 content for learning
 delivery and assessment methods
 assessment requirements.

The following steps are necessary to ensure that a learning program is innovative and meets the identified benchmarks:
 define the parameters of the learning program in consultation with the client
 generate and select appropriate options for designing the learning program
 develop the learning program content
 develop the structure of the learning program
 review the learning program
 gain approval from appropriate personnel.

The task of designing learning programs requires both structured and systematic work processes, as well as innovative
thinking to ensure engagement of the learner group. It is important to gather as much information as possible to obtain a
thorough understanding of what is required. The following is a guide to determining the purpose of the development tasks and
the things to consider when designing learning programs:

1. What is the purpose of the learning program and what is to be achieved;

2. What are the competency standards or other benchmarks which must be met;
3. What are the specific learning objectives, outcomes or goals of the learning program that reflect the benchmarks. What
skills, knowledge and attitudes to you want the learners to demonstrate as a result of the training;
4. The scope of the program - how many competencies need to be achieved. What vocational or generic skills need to be
developed. What subject or technical knowledge needs to be learned, What activities need to be encompassed into the
learning program. What specific learning goals need to be addressed;
5. The target group of learners - who is the learning program for and what are their characteristics (e.g. cultural
background, age group, learning style, language, literacy and numeracy needs, motivation for learning). Are they
learning as a group or as individuals. What level of work experience have they had? Are there any access and equity
issues;
6. The learning environment - where will it take place, will it be an operational workplace or simulated, will it be online;
7. What resources are required to plan, design and deliver the learning program. What is provided and what is in the
budget (e.g. staffing needs, provision for guest speakers, technical support, equipment and technology, learning
materials and resources); and
8. Access to other sources of information - Where can information be obtained about this learning program

How can assessment be structured into the learning program?

The program plan needs to include how the learners' competence is going to be assessed. Some common methods
which could be included are:

 Recognition of Prior Learning (RPL) is the acknowledgement of skills and knowledge obtained through learning outside
the formal education and training system. These can be achieved through work or life experience;
 Observation or Actual Performance - Common examples are observing a product being made and/or observing a
workplace procedure;
 Questioning - These can take the form of oral, written (includes on line), short answer, essays, multiple choice, sentence
completion, series of opened or closed questions;
 Simulation - Common examples are role-play interaction with customers, scenarios, observation in real simulators;
 Portfolio Production of Item/s - Includes for instance, reports, work samples, evidence that shows proof of prior
learning, recognition of prior learning.

Learning programs are designed to help the learner 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 is one of the promising products of the progressive movement in education (Ornstein and

RAC FS I 090521 Page 77

Hunkins, 1993). It refers to a kind of education that considers the knowledge, skills, abilities, attitudes, interest, and
beliefs that learners bring into the classroom (Curtis and Carter 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‘s 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 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
school also have various programs that reflect the philosophy, mission, and goals of the school. Some examples are:

 Service Learning
 Project-based learning
 Literacy Program
 Robotics and ICT Programs
 Performing Arts Programs
OPR EXERCISES

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 programs

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

RAC FS I 090521 Page 78

 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?
_____________________ .
4. How does the learning 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 learners?
_____________________ .

2. How does each learning 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?
_______________________ .

Reflection
Complete the following

1. I realized that ________________________________________________________________________________

2. I believe that ________________________________________________________________________________

3. I feel that ___________________________________________________________________________________

4. When I become a teacher I will __________________________________________________________________

-----endoflesson3,chapter4-----

References:

Field Study I: A Guide for 21st Century Student Teachers by: GT Pawilen, EM Reyes, JAA Rivera, and TMJ Sison
(2019), pages 102-107.
.
What is a Learning Program?
Sydney Community College
Source: https://www.sydneycommunitycollege.edu.au/designing-a-learning-program

RAC FS I 090521 Page 79

 Lesson 4: Enriching Teaching Practices through Professional Collaboration

Professional collaboration is important to empower teachers in shaping society‘s young minds. It will also
enrich their teaching practices and skills 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 practices;
2. Observe how teachers participate in collegial discussions to gather learning feedback to enrich
teaching practices; and
3. Observe professional collaboration among teachers.

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 curriculum basic education curriculum, based on RA
10533, the following instructional approaches need to be applied by the teachers:

 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 learn for the K to 12 curriculum.

OPR EXERCISES

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 of 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 techniques?
______________________________
5. What are the different collaboration activities available or done by the teachers to improve their teaching
practices?
___________________________________________________________________________________

RAC FS I 090521 Page 80

 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?
_______________________________________________________________________________

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

Processing

Read the questions carefully and answer the following questions.

1. What are the implications of the data gathered during the preliminary activity?
______________________________________________________________________________
2. How can the school utilize data to develop better professional collaboration among the teachers to
improve their teaching practices
______________________________________________________________________________
3. How can the school promote stronger collaboration among its teachers?
______________________________________________________________________________
4. How does the school support and sustain a culture of excellence among teachers and other staff?
______________________________________________________________________________

Reflection
Complete the following:

1. I realized that _________________________________________________________________

2. I believe that __________________________________________________________________
3. I feel that _____________________________________________________________________
4. When I become a teacher I will ____________________________________________________

-----endoflesson4,chapter4-----

RAC FS I 090521 Page 81

References:

Field Study I: A Guide for 21st Century Student Teachers by: GT Pawilen, EM Reyes, JAA Rivera, and TMJ Sison
(2019), pages 108-112.

Lesson 5: Utilizing Teaching and Learning Resources and ICT

Learning resources are important in learning a curriculum and supporting learners‘ learning. This lesson will
guide you in understanding how utilizing teaching and learning resources can lead to improved learning of the learners.
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

Teaching and Learning Resources — Selecting Appropriate Materials

Source: Education.vic.gov.au (2020).
https://www2.education.vic.gov.au/pal/selecting-suitable-teaching-resources/policy?Redirect=1

Schools must ensure that teaching and learning resources provide challenging and engaging learning programs for
learners but do not offend them or the wider school community due to their obscene, offensive or controversial nature. The
Department provides guidelines to inform teachers’ and principals’ decisions regarding the selection of teaching and learning
resources. Principals must ensure that the school complies with the Selecting Teaching and Learning Resources Guidelines, the
school community is informed of possible controversial texts prior to their use in classrooms, and students and parents know
they can raise objections to the teaching and learning resources. Teachers and principals need to ensure that the selection
of teaching and learning resources:

 considers the expected student learning outcomes and standards described in the Kto12 Basic Education Curriculum and
Assessment curriculum framework
 considers the particular needs of its students
 does not expose students to highly offensive or obscene materials or themes
 ensures that teaching and learning resources are suitable for the age group using them
 considers the words, behaviour, images or themes of the resources in terms of the:
o context
o impact on the audience age group
o literary, artistic or educational merit of the material
o intention of the author and general character of the material

The ‘teaching and learning resources’ referred to include any spoken, written or visual text or activity used or conducted
by schools, for example:
 novels
 films
 plays
 radio programs
 multimedia
 digital learning resources including video, audio, text, animations and images
 lectures
 speeches
 performances
 textbooks

RAC FS I 090521 Page 82

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

OPR EXERCISES
Observation

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

Categories Examples

Print

Audiovisual Materials

Assessment Tools

Learning Objects

Visual Materials

Audio Materials

ICT-Based Materials

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

Teaching and Learning Resources Available Not Available
Library
Basic Science Laboratories
Internet Facilities

RAC FS I 090521 Page 83

 ICT Laboratory
Technology and Livelihood Education Laboratory
Audio Visual Room
Gymnasium
Clinic
Guidance Office
Speech Laboratory
Auditorium
Faculty Room
C. Observe the classroom environment.
Criteria for Observation Observed Not Observed Observation/Comments
1. Classrooms are conductive 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.

Learning Outcomes Topics Instructional Materials Needed

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

Learning Outcomes Instructional Materials Used Observed

RAC FS I 090521 Page 84

Processing
Read carefully and answer the following questions.

1. Are there enough teaching and learning resources available in the 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?
________________________ .
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:

1. I realized that ________________________________________________________________

2. I believe that _________________________________________________________________
3. I feel that ____________________________________________________________________
4. When I become a teacher I will ___________________________________________________

-----endoflesson5,chapter4-----

References:

Field Study I: A Guide for 21st Century Student Teachers by: GT Pawilen, EM Reyes, JAA Rivera, and TMJ Sison
(2019), pages 113-118.

Teaching and Learning Resources — Selecting Appropriate Materials

Source: Education.vic.gov.au (2020).
https://www2.education.vic.gov.au/pal/selecting-suitable-teaching-resources/policy?Redirect=1

Compilation of Instructional Materials Prepared by:

Rosalie A. Corpus, DEM Danilova A. Lorenzo, MAEd Ma. Elizabeth L. Flores

COED DESED Regular Faculty COED DESED Regular Faculty COED DESED Parttime Faculty

RAC FS I 090521 Page 85

 Chapter 5

Assessment and Reporting

Chapter V is all about ―Assessment and Reporting.‖ There are five (5) lessons herein:

1. Design, Selection, Organization, and Utilization of Assessment Strategies

2. Monitoring and Evaluation of Learner Progress and Achievement
3. Feedback to Improve Learning
4. Communication of Learners‘ Needs, Progress, and Achievement to Key Stakeholders
5. Use of Assessment Data to Enhance Teaching and Learning Practices and Programs

These 5 lessons will enhance further the PST‘s repertoire of assessment tools and techniques. Likewise the
OPR Exercises will allow him/her to test his/her own knowledge on these topics. As with the earlier chapters, the
compilation of materials for this chapter is sourced from the textbook “Field Study I: A Guide for 21st Century
Student Teachers by GB Pawilen, EM Reyes, JM Rivera, and TMJ Sison (2019), pages 119-144. Additional
resources from the internet will supplement further inputs.

Lesson 1: Design, Selection, Organization and Utilization of 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 classroom.

22 Simple Assessment Strategies You Can Use Every Day

Saga Briggins, www.opencolleges.edu.au
Source: https://www.teachthought.com/pedagogy/20-simple-assessment-strategies-can-use-every-day/

The ultimate goal of teaching is understanding.

But sometimes it’s easier to talk than to teach, as we all know, especially when we need to cover a lot of material in a
short amount of time. We hope learners will understand, if not now then before test time, and we keep our fingers crossed that
their results will indicate we’ve done our job. The problem is, we often rely on these tests to measure understanding and then
we move on. There isn’t always time to address weaknesses and misunderstandings after the tests have been graded, and the
time to help learners learn through strategies to ask great questions is gone. Following are 22 simple assessment strategies and
tips to help you become a more frequent assessor in your teaching, planning, and curriculum design.

1. An open-ended question that gets them writing/talking. Avoid yes/no questions and phrases like “Does this make sense?” In
response to these questions, learners usually answer ‘yes.’ So, of course, it’s surprising when several learners later admit that
they’re lost. To help them grasp ideas in class, ask open-ended questions that require learners to get writing/talking. They will
undoubtedly reveal more than you would’ve thought to ask directly.

RAC FS I 090521 Page 86

2. Ask students to reflect. During the last five minutes of class ask learners to reflect on the lesson and write down what they’ve
learned. Then, ask them to consider how they would apply this concept or skill in a practical setting. Exit tickets using tools
like Loop make this easy to administer and review learners’ answers.

3. Use quizzes. Give a short quiz at the end of class to check for comprehension.

4. Ask students to summarize. Have students summarize or paraphrase important concepts and lessons. This can be done orally,
visually, or otherwise.

5. Hand signals. Hand signals can be used to rate or indicate learners’ understanding of content. They can show anywhere from
five fingers to signal maximum understanding to one finger to signal minimal understanding. This strategy requires engagement
by all learners and allows the teacher to check for understanding within a large group.

6. Response cards. Index cards, signs, whiteboards, magnetic boards, or other items are simultaneously held up by all learners in
class to indicate their response to a question or problem presented by the teacher. Using response devices, the teacher can easily
note the responses of individual learners while teaching the whole group.

7. Four corners. A quick and easy snapshot of learners’ understanding, Four Corners provides an opportunity for learner
movement while permitting the teacher to monitor and assess understanding. The teacher poses a question or makes a
statement. Learners then move to the appropriate corner of the classroom to indicate their response to the prompt. For
example, the corner choices might include “I strongly agree,” “I strongly disagree,” “I agree somewhat,” and “I’m not sure.”

8. Think-pair-share. Learners take a few minutes to think about the question or prompt. Next, they pair with a designated
partner to compare thoughts before sharing with the whole class.

9. Choral reading. Learners mark text to identify a particular concept and chime in, reading the marked text aloud in unison with
the teacher. This strategy helps them develop fluency; differentiate between the reading of statements and questions; and
practice phrasing, pacing, and reading dialogue.

10. One question quiz. Ask a single focused question with a specific goal that can be answered within a minute or two. You can
quickly scan the written responses to assess learners’ understanding.

11. Socratic seminar. Learners ask questions of one another about an essential question, topic, or selected text. The questions
initiate a conversation that continues with a series of responses and additional questions. They learn to formulate questions that
address issues to facilitate their own discussion and arrive at a new understanding.

12. 3-2-1. Learners consider what they have learned by responding to the following prompt at the end of the lesson: 3) things
they learned from your lesson; 2) things they want to know more about; and 1) question they have. The prompt stimulates
student reflection on the lesson and helps to process the learning.

13. Ticket out the door. Learners write in response to a specific prompt for a short period of time. Teachers collect their
responses as a “ticket out the door” to check for learners’ understanding of a concept taught. This exercise quickly generates
multiple ideas that could be turned into longer pieces of writing at a later time.

14. Journal reflections. Learners write their reflections on a lesson, such as what they learned, what caused them difficulty,
strategies they found helpful, or other lesson-related topics. They can reflect on and process lessons. By reading their work–
especially —types of learning journals that help students think—teachers can identify class and individual misconceptions and
successes.

15. Formative pencil–paper assessment. Learners respond individually to short, pencil–paper formative assessments of skills
and knowledge taught in the lesson. Teachers may elect to have them self-correct. The teacher collects assessment results to

RAC FS I 090521 Page 87

monitor individual learner progress and to inform future instruction. Both learner and teacher can quickly assess whether the
learner acquired the intended knowledge and skills. This is a formative assessment, so a grade is not the intended purpose.

16. Misconception check. Present learners with common or predictable misconceptions about a concept you’re covering. Ask
them whether they agree or disagree and to explain why.

17. Analogy prompt. Teaching with analogies can be powerful. Periodically, present learners with an analogy prompt: “the
concept being covered is like ____ because ____.”

18. Practice frequency. Check for understanding at least three times a lesson, minimum.

19. Use variety. Teachers should use enough different individual and whole group techniques to check understanding that they
accurately know what all learners know. More than likely, this means during a single class the same technique should not be
repeated.

20. Make it useful. The true test is whether or not you can adjust your course or continue as planned based on the information
received in each check. Do you need to stop and start over? Pull a few learners aside for three minutes to re-teach? Or move on?

21. Peer instruction. Perhaps the most accurate way to check for understanding is to have one learner try to teach a peer what
she’s learned. If she can do that successfully, it’s clear she understood your lesson.

22. “Separate what you do and don’t understand”. Whether making a t-chart, drawing a concept map, or using some other
means, have the learners not simply list what they think they know, but what they don’t know as well. This won’t be as simple as
it sounds–we’re usually not aware of what we don’t know. They’ll also often know more or less than they can identify
themselves, which makes this strategy a bit crude. But that’s okay–the goal isn’t for them to be precise and complete in their
self-evaluation, the goal is for you to gain insight as to what they do and don’t know. And seeing what they can even begin to
articulate on their own is an excellent starting point here.

As defined in DepEd Order No. 8, s. 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 (eudemic.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 learners 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
learners‘ 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 learners.

RAC FS I 090521 Page 88

 OPR EXERCISES

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.

Diagnostic Formative

Summative

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

Assessment Type of Assessment

1.
2.
3.
4.
5.

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

1. Results of Diagnostic assessments _________________________________________________________

2. Results of Formative assessments _________________________________________________________
3. Results of Summative assessments ________________________________________________________

Other comments and observations:_______________________________________________________________

RAC FS I 090521 Page 89

Processing
Read carefully and answer the following questions.

1. What will happen if teachers use 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?
____________________________________________________________________________________
3. In your own opinion, which of the three assessment strategies is the most important? Explain your answer.
____________________________________________________________________________________
4. How does assessment improve the learners‘ learning and the teachers‘ performance?
____________________________________________________________________________________

Reflection
Complete the following:

1. I realized that __________________________________________________________________________

2. I believe that ___________________________________________________________________________
3. I feel that ______________________________________________________________________________
4. When I become a teacher I will _____________________________________________________________

-----endoflesson1,chapter5-----

References:

Briggins, S. 22 Simple Assessment Strategies You Can Use Every Day

www.opencolleges.edu.au
Source: https://www.teachthought.com/pedagogy/20-simple-assessment-strategies-can-use-every-day/

Field Study I: A Guide for 21st Century Student Teachers. GT Pawilen, EM Reyes, JAA
Rivera, TMJ Sison (2019) pages 120-123.

Lesson 2: Monitoring and Evaluation of Learner Progress and Achievement

Monitoring the learners' progress is a vital element of high-quality education. This lesson will guide you in
understanding the importance of monitoring the learners‘ 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.

View this video on ―How to Assess Learners in Distance Learning Modality‖ at https://youtu.be/sieOoFq7k88

Read this document from the UNICEF Education Staff on GUIDANCE: ASSESSING AND MONITORING
LEARNING DURING THE COVID-19 CRISIS at
https://reliefweb.int/sites/reliefweb.int/files/resources/learning_assessments_during_covid-19_final.pdf

"Monitoring" is viewed by Cotton (1988) as activities pursued by the teacher to keep track of learner learning for
purposes of making instructional decisions and providing feedback to them on their progress. Teachers carefully monitor the
learners’ learning and progress through the following:

 Questioning learners 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 learners about their work;
RAC FS I 090521 Page 90
  Assigning, collecting, and correcting homework and recording grades;
 Conducting periodic reviews with learners 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 learner performance data and using these data to make the needed adjustments in instruction.

Continuous monitoring of the learners’ 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.

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. Below is the Goal-Oriented Model (GOIM) that teachers use as a reference in
monitoring the learners’ learning.

If formative test results are satisfactory, PROCEED

Specification Pre- Instruction Evaluation

of Objectives assessment

If formative test result

Is not satisfactory
RETEACH

The Goal-Oriented Instructional Model (GOIM)

Every learner‘s achievement should be given worth and value. DepEd Order No. 36, s. 2016, recognizes that all
learners 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 Karangalan 98-100
2. With High Honors/ May Mataas na Karangalan 95-97
3. With Honors/ May Karangalan 90-94

OPR EXERCISES

Observation

A. Provide an operational definition for the 4 activities shown below, then observe how your cooperating teacher
monitors the following:

1. Seatwork = ________________________________________.

Observation 1: _______________________________________________________________________
Observation 2 _______________________________________________________________________
Observation 3: _______________________________________________________________________

2. Learners‘ comprehension during discussion = __________________________.

RAC FS I 090521 Page 91

 Observation 1:_________________________________________________________________________
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

C. Based on your inventory of the learners‘ achievement per section, write five tips on how your cooperating
teacher can evaluate and recognize the learners‘ 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?
_________________________________________________________________________________________
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?
_________________________________________________________________________________________

RAC FS I 090521 Page 92

Reflection
Complete the following:

1. I realized that ________________________________________________________________________

2. I believe that _________________________________________________________________________
3. I feel that ____________________________________________________________________________
4. When I become a teacher I will __________________________________________________________

-----endoflesson2,chapter5-----

References:

UNICEF Education Staff on GUIDANCE: ASSESSING AND MONITORING LEARNING DURING THE COVID-19
CRISIS at https://reliefweb.int/sites/reliefweb.int/files/resources/learning_assessments_during_covid-19_final.pdf

Assessment of Learners‘ Progress During the New Normal. https://youtu.be/sieOoFq7k88

Field Study I: A Guide for 21st Century Student Teachers. GT Pawilen, EM Reyes, JAA
Rivera, TMJ Sison (2019) pages 124-129.

Lesson 3: Feedback to Improve Learning

Learning is a two-way feedback process. The teacher and the learners both learn during and after the
instruction through the feedback. This lesson will guide you in understanding the importance of providing constructive
feedback in developing the learners‘ 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.

Read the following article on what Feedback is and its importance for the Teacher and the Learner. The
source of the article ―Ultimate Guide to Grading and Feedback‖ is: https://www.thegraidenetwork.com/ultimate-guide-
to-grading-and-feedback with active links embedded in the material for you to read more on.

Feedback is equivalent to adding eight months of learning for students per school year. This guide is intended to help
you understand this powerful instructional strategy and stay up to date on feedback and grading best practices. The content
comes from us at The Graide Network as well as third party experts - all carefully curated for you.

The Basics

7 Hallmarks of Effective Feedback

Giving feedback is great, but giving effective feedback is better. Find out more about the seven most important qualities of high-
quality feedback.

The Seven Keys

Grant Wiggins elaborates on the Seven Keys to Effective Feedback in an article that is chock-full of ways to make your feedback
feel like a precious resource rather than unwanted criticism.

Effective Feedback: The Basics

Did you know that effective feedback can lead to everything from better attendance to fewer suspensions? This whitepaper from

RAC FS I 090521 Page 93

The Graide Network summarizes the evidence for the many benefits of effective feedback, explains why it’s important for both
teachers and students, and compares feedback to other types of educational changes.

The Essential Guide to Grades

Don’t miss this comprehensive guide from researchers Jeffrey Schinske and Kimberly Tanner! They give a fascinating overview of
the history of grading, the current research for and against grading, and specific ways to make grading fairer and more student-
oriented.

Standards-Based Grading 101

What, exactly, is standards-based grading and how might it look different for different grade levels? Elementary teacher Kristine
Nannini explains all this (and more) in her friendly and accessible guide. If you like what you see, be sure to check out parts two
and three in her series as well.
Helping Students

Retiring the Red Pen: Why Feedback is Critical for Grading

If you’ve ever wondered about the emotional and academic effects of grading on students, check out our deep dive on grading. It
summarizes the current research plus teacher insights, so you can develop grading systems that help, rather than harm, your
students.

Shifting from Grades to Learning

Check out this teacher’s top five ideas to get students more focused on feedback and learning.

Priming Students for Feedback

Why prime students for feedback? It reduces stress and helps them absorb comments. This two minute video explains how you
can prepare your students to receive feedback from our Graiders by explaining what The Graide Network does, who our Graiders
are, and how feedback will be delivered.

How to Give Accurate Grades

According to Jennifer Gonzalez of Cult of Pedagogy, grades are imperfect but valuable. How can we make them a little less
imperfect and a little more valuable? Check out her seven important questions to consider before you grade any assignment.

Student-Driven Feedback
Students should feel like they are in charge of their own education. This blog post by The Graide Network explains ways for
students to take ownership of feedback and provides a sample assignment reflection sheet to jumpstart that process.

Feedback in Action
The best kind of feedback isn’t generic or purely evaluative; it points toward specific actions that students can take to make their
next draft or next piece of writing stronger. For ideas on how this could work in your classroom, check out this education
blogger’s five categories of action-based feedback.

How to Build Your Students Up With Future-Oriented Feedback

This interview with author Joe Hirsh will inspire you to integrate more “feedforward,” feedback that looks toward the future
rather than the past. Feedforward has the potential to regenerate talent, expand possibilities, and make an impact. What are you
waiting for?

Caution: There’s a Disconnect Between Grades and What Students Know

A report from the Thomas B. Fordham Institute reveals several alarming issues related to grades: that earning a good grade in a
course is no guarantee that a student has learned, end-of-course exams better predict ACT scores than class grades, and, sadly,
grade inflation can perpetuate existing socioeconomic gaps in educational success.
Helping Teachers

Start by Setting Goals + Other Classroom Practices for Communicating and Connecting Feedback
The entire first chapter of Classroom Instruction That Works by Ceri B. Dean, Elizabeth Ross Hubbell, Howard Pitler and Bj Stone is

RAC FS I 090521 Page 94

dedicated to setting objectives and giving feedback - the two key strategies for making learning meaningful for students. It’s
chock full of detailed practices for teachers.

Teacher Bias: The Elephant in the Classroom

Even the most dedicated and well-meaning teacher holds stereotypes and beliefs that affect their students. Unfortunately, these
beliefs can be as harmful as they are inevitable—at least when unexamined.

How Give Good Feedback without Burning Out

Check out author Carol Jago’s advice regarding peer feedback and feedback timing to bring your feedback up a notch. As a bonus,
make sure you take her advice regarding self-care and moderation to heart; as Jago says, schools don’t need more martyrs.

How to Get Students to Care What You Write on Their Papers

Nothing feels worse than spending days grading a formidable stack of papers, only to see students flip right to the back to see
their grades. Kristy Louden suggests an unusual but effective method to combat this phenomenon: delayed grades. Here’s how
to implement it in your classroom.

Use a Program but Trust Yourself

How much do you rely on grading programs that crunch the numbers for you? The Association for Supervision and Curriculum
Development makes the case for teachers to trust their own judgement over computerized grading programs through a series of
compelling examples and arguments.

Turning the Tables: Student Feedback for Teachers

Feedback isn’t just for students! The Cult of Pedagogy blog details the benefits of seeking such feedback, the right questions to
ask, and the right time to ask them.
Techniques & New Ideas

From Rubrics to Grades

If you’ve read our Ultimate Guide to Rubrics, you know how important it is to craft an effective rubric. That said, how do you turn
an effective rubric into a fair grade? Jennifer Gonzalez takes you through the process step-by-step.

The Case Against Averages

Educational consultant Rick Wormeli argues against averaging grades; after all, we ultimately need to know whether a particular
student can write a personal essay or give a speech, not just how they stack up against their classmates. Read his article here to
see whether you agree.

Effort as Success: A New Way to Grade

It’s important to stay up to date on the latest research about grading and feedback! Education researcher Omari Swinton found
that grading based on effort (rather than content knowledge alone) increases students’ motivation. Find out how to motivate
your students here.

Feedback and Levels of Effectiveness

Are you guiding your students with your feedback or thinking for them? This article explains the differences between
overfeedback, feedback with guidance, and feedback that notes areas needing work, so you can be sure that you are providing
your students with the right kind of feedback at the right time.

The Quest for Meaningful Feedback

This veteran teacher has spent 17 years tweaking her feedback practices and has tried everything-- from letters to the class, to
sticky note lists, to triage meetings. If you need to mix up your methods of giving students feedback on papers, look no further.

Putting the 7 Hallmarks of Effective Feedback to Work in Your Classroom

Providing effective feedback to students is a teachable skill that can be acquired and improved through practice and coaching.
Download and use The Graide Network’s framework for effective feedback to make sure students are getting quality feedback
every time.

RAC FS I 090521 Page 95

How to Increase the Quality of Your Feedback
The research comes out clearly in favor of a few key techniques for feedback, such as specificity and timeliness. However, the
research also indicates some risk factors for feedback. Read here to find out how to make sure your feedback helps and doesn’t
harm.

Grading Breakdowns: How to Start Over

What happens when you realize that your grading policies aren’t working after eight years of teaching? This article explains how
teacher Starr Sackstein revamped her pedagogy entirely and built a new system from the ground up.

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 learner 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 learner writing and the feedback. Where possible, make feedback
instantaneous.
2. Substantiate a mark with 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 highest challenges that teachers face on a regular basis and this especially impacts
feedback opportunities. You may know exactly what you want to tell your learners about their work, but with time
constraints and a potentially high volume of learners, it can be difficult to give them the feedback they need. With this in
mind, the Teacher should 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.

OPR EXERCISES

Observation

A. Discuss the importance of giving constructive feedback to improve the students‘ learning. Write your answer
on the space below.
______________________________________________________________________________________
B. Paste a sample of student activity or quiz on a separate page. Highlight the feedback given by the teacher.
______________________________________________________________________________________
C. Check YES if the statement for giving feedback to students is observed. Otherwise, check NO (adapted from
Reynolds, 2018).

Giving Learner Feedback YES NO

1. The learner feedback is educative in nature.
2. The learner feedback is given in a timely manner.
3. The teacher is sensitive to the individual needs of the learners.
4. The teacher anticipates the four questions. (What can the learners do? What can‘t the
learner do? How does the learner‘s work compare with that of others? How can the learner
do better?)
5. The learner feedback is a reference for a skill or specific knowledge.
6. The teacher gives feedback to keep the learners ―on target‖ for achievement.
7. The teacher concentrates on one-on-one conference.
8. The learner feedback is given verbally, non-verbally or in written form.

RAC FS I 090521 Page 96

 9. The teacher concentrates on one ability.
10. The teacher alternates dues dates for learners/class
11. The teacher educates the learners on how to give feedback to each other.
12. The teacher asks another adult to give learner feedback.
13. The learners take down notes on teacher‘s verbal feedback.
14. The teacher uses a notebook to keep track of learners progress.
15. The teacher returns test, papers, or comment cards at the beginning of the class.
16.The teacher uses Post-It notes in giving written feedback
17. The teacher gives genuine praise.
18. The teacher uses the phrase ―I noticed…‖ in acknowledging the learner‘s effort.
19. The teacher provides a model or an example
20. The teacher invites learners to give YOU feedback.
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 learners‘ performance?
______________________________________________________________________________________
2. How does giving feedback help in the instructional decisions of the teacher?
______________________________________________________________________________________
3. What is the best practice of your CT in giving feedback?
______________________________________________________________________________________

Reflection

Complete the following:

1. I realized that __________________________________________________________________________

2. I believe that ___________________________________________________________________________
3. I feel that ______________________________________________________________________________
4. When I become a teacher I will _____________________________________________________________

-----endoflesson3,chapter5-----

References:

―Ultimate Guide to Grading and Feedback‖ is: https://www.thegraidenetwork.com/ultimate-guide-to-grading-and-

feedback

Field Study I: A Guide for 21st Century Student Teachers. GT Pawilen, EM Reyes, JAA Rivera, TMJ Sison (2019)
pages 130-134.

Lesson 4: Communication of Learners’ Needs, Progress, and Achievement to the Key

Stakeholders

Effective communication of assessment results is one of the essential components of assessment principles.
This lesson will guide the PST in understanding how to properly communicate the needs, progress, and achievement
of the learners to their parents. The objectives of this lesson are the following:

1. Discuss the essence of communicating the learners‘ needs to their parents;

2. Write a narrative report of a parent-teacher conference; and
RAC FS I 090521 Page 97
 3. Explain how the teacher communicates the learners‘ achievement.

The PST is encouraged to read this 20-page pdf article from the Education Learning and Development Module
of the Australian Government‘s Department of Foreign Affairs and Trade and the Diplomatic Academy titled ―The Role
of Key Stakeholders in Education Aid Effectiveness Principles‖ (2018) sourced from:
https://www.dfat.gov.au/sites/default/files/foundation-role-of-key-stakeholders-aid-effectiveness-principles.pdf

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/her, exercising utmost candor and
tact in pointing out the learners‘ deficiencies and in seeking the parents' cooperation for the learners‘ proper guidance
and improvement.

In DepEd Order 8, s. 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 Expectation 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 students‘ classroom behavior as well as enhancing
learning (Partin, 2005). Furthermore, the learners‘ achievement can be communicated to the parents or guardians
through recognition programs conducted by the schools. In DepEd Order 36, s. 2016, the following awards may be
bestowed on the deserving students: classroom awards, grade-level awards, and special awards.

OPR EXERCISES

Observation

A. Observe how your CEST communicates the learners‘ needs and progress to their parents when conducting a
PTC and card distribution. Write a narrative report of the PTC on the space provided.

NARRATIVE REPORT OF PARENT-TEACHER CONFERENCE

Grade and Section: Grading Period: Date: __________

Interview the cooperating teacher. Ask for some useful tips on how he or she communicates the learners‘
needs to the parents.

Tip 1:_______________________________________________________________________________
Tip 2:_______________________________________________________________________________
Tip 3:_______________________________________________________________________________

RAC FS I 090521 Page 98

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

C. 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: _________________________________________________________

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 learner who got a failing mark twice in the same subject?
_______________________________________________________________________________

Reflection
Complete the following:

1. I realized that ______________________________________________________________________

2. I believe that ______________________________________________________________________
3. I feel that _________________________________________________________________________
4. When I become a teacher I will ________________________________________________________

-----endoflesson4,chapter5-----

References:

Education Learning and Development Module of the Australian Government‘s Department of Foreign Affairs and Trade
and the Diplomatic Academy titled ―The Role of Key Stakeholders in Education Aid Effectiveness Principles‖ (2018).
Source: https://www.dfat.gov.au/sites/default/files/foundation-role-of-key-stakeholders-aid-effectiveness-principles.pdf

Field Study I: A Guide for 21st Century Student Teachers. GT Pawilen, EM Reyes, JAA Rivera, TMJ Sison (2019)
pages 135-140.

RAC FS I 090521 Page 99

 Lesson 5: Use of Assessment Data to Enhance Teaching and Learning Practices and
Programs

The effectiveness of the teacher's classroom instruction reflects on the learners‘ performance. This lesson will
guide you in understanding how to use the qualitative and quantitative data of the learners 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 learners.

The California State University, Chancellor‘s Doctoral Incentive Program provides the following article sourced
from https://cdip.merlot.org/facultyteaching/purposeofassessment.html about the purpose of assessment.

Purpose of Assessment

1. Assessment drives instruction. A pre-test or needs assessment informs instructors what students know and do not know at
the outset, setting the direction of a course. If done well, the information garnered will highlight the gap between existing
knowledge and a desired outcome. Accomplished instructors find out what students already know, and use the prior knowledge
as a stepping off place to develop new understanding. The same is true for data obtained through assessment done during
instruction. By checking in with students throughout instruction, outstanding instructors constantly revise and refine their
teaching to meet the diverse needs of students.

2. Assessment drives learning. What and how students learn depends to a major extent on how they think they will be assessed.
Assessment practices must send the right signals to students about what to study, how to study, and the relative time to spend
on concepts and skills in a course. Accomplished faculty communicate clearly what students need to know and be able to do,
both through a clearly articulated syllabus, and by choosing assessments carefully in order to direct student energies. High
expectations for learning result in students who rise to the occasion.

3. Assessment informs students of their progress. Effective assessment provides students with a sense of what they know and
don’t know about a subject. If done well, the feedback provided to students will indicate to them how to improve their
performance. Assessments must clearly match the content, the nature of thinking, and the skills taught in a class. Through
feedback from instructors, students become aware of their strengths and challenges with respect to course learning outcomes.
Assessment done well should not be a surprise to students.

4. Assessment informs teaching practice. Reflection on student accomplishments offers instructors insights on the effectiveness
of their teaching strategies. By systematically gathering, analyzing, and interpreting evidence we can determine how well
student learning matches our outcomes / expectations for a lesson, unit or course. The knowledge from feedback indicates to
the instructor how to improve instruction, where to strengthen teaching, and what areas are well understood and therefore may
be cut back in future courses.

Role of Grading in Assessment

Grades should be a reflection of what a student has learned as defined in the student learning outcomes. They should be based
on direct evidence of student learning as measured on tests, papers, projects, and presentations, etc. Grades often fail to tell us
clearly about “large learning” such as critical thinking skills, problem solving abilities, communication skills (oral, written and
listening), social skills, and emotional management skills.

When Student Learning Outcomes are Not Met

Accomplished faculty focus on the data coming out of the assessments they complete before, during and at the end of a course,
and determine the degree to which student learning outcomes are or are not met. If students are off course early on, a

RAC FS I 090521 Page 100

redirecting, reteaching of a topic, referral to student learning centers, or review sessions by the instructor may remediate the
problem. Through careful analysis it is possible to determine the challenges and weaknesses of instruction in order to support
student learning better. Some topics or concepts are notoriously difficult, and there may be a better approach to use. Perhaps a
model, simulation, experiment, example or illustration will clarify the concept for students. Perhaps spending a bit more time, or
going over a topic in another way will make a difference. If the problem is noticed late in the course, an instructor may plan to
make any instructional changes for the next time the course is taught, but it is helpful to make a note of the changes needed at
the time so that the realization is not lost.

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 learner 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 learners 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).

OPR EXERCISES

Observation
A. Observe how your cooperating teacher uses the data from learner assessments to improve classroom
instructions. List five best practices of using the learner assessment data.

1. .
2. .
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 _______________________________________________________________

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? _____________________________________________________________________________

RAC FS I 090521 Page 101

 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.
______________________________________________________________________________________

Reflection
Complete the following:

1. I realized that ____________________________________________________________________________

2. I believe that _____________________________________________________________________________
3. I feel that _______________________________________________________________________________
4. When I become a teacher I will ______________________________________________________________

-----endoflesson5,chapter5-----

References:

The California State University, Chancellor‘s Doctoral Incentive Program provides the following article sourced from
https://cdip.merlot.org/facultyteaching/purposeofassessment.html about the purpose of assessment.

Field Study I: A Guide for 21st Century Student Teachers. GT Pawilen, EM Reyes, JAA Rivera, TMJ Sison (2019)
pages 141-144.

Compilation of Instructional Materials Prepared by:

Rosalie A. Corpus, DEM Danilova A. Lorenzo, MAEd Ma. Elizabeth L. Flores

COED DESED Regular Faculty COED DESED Regular Faculty COED DESED Parttime Faculty

RAC FS I 090521 Page 102

 Chapter 6

Community Linkages and Professional Engagement

Another very important aspect of the teaching profession is being able to work for and within the community
where the school is located and where most of its learners reside. This chapter has four (4) lessons which will provide
the PST with additional inputs about the establishment and maintenance of community and professional linkages which
the CEST can provide examples of. These 4 topics are:

1. Establishment of Learning Environments that are Responsive to Community Contexts;

2. Engagement of Parents and the Wider School Community in the Educative Process;
3. Professional Ethics; and
4. School Policies and Procedures.

Lesson 1: Establishment of Learning Environments that are Responsive to

Community Contexts

Community is considered an important resource of learning. This lesson will help you appreciate and
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.

An African proverb says, "It takes a village to raise a child." For every learning institution, there is a community
with a prevailing culture that influences the learning environment. Bickford and Wright (2018) defined community as the
social context of the learners and their environment that consists of people with a common purpose, shared values,
and agreement on learning goals.

The community can be considered a great source of knowledge; therefore, it is important to understand its role
in engaging teachers and learners in learning. Meaningful learning happens in an environment that adapts to the
context of the community. Hence, the 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 foster a learning environment that is responsive to its
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 learners; and
4. Contextualization and localization of learning content and materials to create a relevant and meaningful
learning experience for the learners.

For more information on how responsive environments engage learners, read this 4-page PDF titled “Guiding
Principle 6: Responsive Environments Engage Learners,” sourced from Winconsin’s Guiding Principles for Teaching
and Learning, at this link https://dpi.wi.gov/sites/default/files/imce/cal/pdf/guiding-principles6.pdf
RAC FS I 090521 Page 103
 Meaningful learning happens in environments where creativity, awareness, inquiry, and critical thinking are
part of instruction. Responsive learning environments adapt to the individual needs of each learner and encourage
their learning by promoting collaboration rather than isolation. Learning environments, whether classrooms,
schools, or other systems, should be structured to promote engaged teaching and learning. To be effective for all
learners, classroom learning environments must be responsive to a broad range of needs among a diverse learner
population. These diverse needs include cultural and linguistic differences as well as developmental levels, academic
readiness, and learning styles. A responsive learning environment engages all learners by providing a respectful
climate where instruction and curriculum are designed to respond to the backgrounds and needs of every learner.

OER EXERCISES

Observation

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

Name of School: ________________________________________________ Date: ______________________

Address:
_________________________________________________________________________________________

a. Provide a brief historical background and demographic profile of the school. Complete the following information:

Date Established: _________________________________ Total Number of Learners______________________

Total Number of Teachers: _____________________ Race/Ethnicity of Learners and Teachers: _____________

Religion:_________________________________________________

b. Describe the physical and psychological environment of the school:

______________________________________________________________________________________________

c. 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: ____________________________

Religion: ________________________________________

d. Describe the physical and psychological environment of the community:

______________________________________________________________________________________________

e. Identify cultural and traditional practices/beliefs within the community:

______________________________________________________________________________________________

B. Interview the CT. 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?

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 4. What are the school programs/project 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?

7. What are the teachers aware of the background of the community where the school is located?

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?

Processing
Read carefully and answer the following questions.

1. How does the community affect the learning environment?

2. How important is curriculum contextualization and localization of lessons and learning materials?

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

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

Reflection
Complete the following:

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

-----endoflesson1,chapter 6-----

References:

Field Study I: A Guide for 21st Century Student Teachers. GT Pawilen, EM Reyes, JAA Rivera, TMJ Sison (2019)
pages 146-151.

Guiding Principle 6: Responsive Environments Engage Learners, sourced from Winconsin‘s Guiding Principles for
Teaching and Learning, at this link https://dpi.wi.gov/sites/default/files/imce/cal/pdf/guiding-principles6.pdf

RAC FS I 090521 Page 105

 Lesson 2: Engagement of Parents and the Wider Community in 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 the PST understand the importance of building relationships 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.

Read this abstract of Sampson Lee Blair‘s (2014) study on ―Parental Involvement and Children's Educational
Performance: A Comparison of Filipino and U.S. Parents,‖ published in the Journal of Comparative Family Studies,
Vol. 45, No. 3 (SUMMER 2014), pp. 351-366 https://www.jstor.org/stable/24339542

Researchers have long noted that parental involvement can substantially influence children's academic
performance. There is a paucity of research which has focused on this relationship in developing nations. Using data
from two surveys of parents, one sample from the Philippines, and one sample from the United States, this study
examines the nature of parental involvement, and how it affects the school success of elementary students. Among
American parents, direct involvement (e.g., helping with homework) yields positive benefits for children's grade
performance. Among Filipino parents, indirect forms of involvement (e.g., volunteering at their children's schools) are
associated with higher grade performance. Overall, Filipino parents are shown to be more active in their children's
school activities. The influence of parental involvement upon children's performance in school is shown to vary
substantially between the two countries, depending upon the type of parental involvement and household
characteristics. Household income, in particular, yields distinctly different effects upon Filipino and U.S. children's
grade performance. The results are discussed within a social capital paradigm.

A 21st century learning environment both gives and gets 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 PTA 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 the George Lucas Foundation (cited in "Partnership for 21st Century" n.d.) strong home-school
connections result in the following outcomes:

 Children do better in school when their parents are involved in their education;
 After-school learning opportunities promote learner achievement;
 Community youth development programs spur academic development; and
 School that integrates community services reduces risk and promotes resilience in children.

Teachers should build a good relationship with parents and the wider community to improve the learning
environment. They must be equipped with necessary competencies in dealing with stakeholders to implement properly
the school‘s programs and facilitate the discussion on issues and concerns relating to the learners‘ academic
performance.

RAC FS I 090521 Page 106

 OPR EXERCISES

Observation

A. Interview the principal. Ask the following questions:

1. Are the 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.

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 School:
___________________________________________________________________________________
Title of the
Meeting:_________________________________________________________________________________
Venue of the Meeting:__________________Date of the Meeting:_____________Time of the Meeting:_________
Attendees:

Call to Order:

Agenda:_______________________________________________________________________________________
Discussion:____________________________________________________________________________________
Action Taken / Agreements:_______________________________________________________________________
Other Comments and Observations: ________________________________________________________________

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

School Programs/Activities Date Venue

RAC FS I 090521 Page 107

Processing
Read carefully and answer the following questions.

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

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

What have you learned from observing a PTA meeting?

Reflection

Complete the following:

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

-----endoflesson2,chapter6-----

References:

Parental Involvement and Children's Educational Performance: A Comparison of Filipino and U.S. Parents by
Sampson Lee Blair (2014). Published in Journal of Comparative Family Studies, Vol. 45, No. 3 (SUMMER 2014), pp. 351-
366
https://www.jstor.org/stable/24339542

Field Study I: A Guide for 21st Century Student Teachers. GT Pawilen, EM Reyes, JAA Rivera, TMJ Sison (2019)
pages 152-157.

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 the PST 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 learners; and
3. Analyze the professional and social accountability of teachers.

RAC FS I 090521 Page 108

 The kind of teacher you are and the way that you portray yourself matters a lot to the school head, 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, s. 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 non-formal education. It articulates the professional accountability and responsibility of teachers
with the state, the community, the teaching profession, the higher authorities in the profession, the learners, the
parents, the business community, 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 the teacher's license or suspension from the practice of the
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 learners but most especially in the teaching profession and the
community they serve.

OPR EXERCISES

Observation

A. 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 Teacher and The Profession
Article VI: The Teacher and Higher Authorities in
the Profession
Article VII: School Officials, Teachers, and Other
Personnel
Article VIII: The Teacher and Learners
Article IX: The Teacher and Parents
Article X: The Teacher and Business
Article XI: The Teacher as a Person

RAC FS I 090521 Page 109

 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
observations below.

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.

Reflection
Complete the following:

1. I realized that _______________________________________________________________

2. I believe that ________________________________________________________________
3. I feel that __________________________________________________________________
4. When I become a teacher I will _________________________________________________
.

-----endoflesson3,chapter6-----

RAC FS I 090521 Page 110

References:

Field Study I: A Guide for 21st Century Student Teachers. GT Pawilen, EM Reyes, JAA Rivera, TMJ Sison (2019)
pages 158-163.

Lesson 4: School Policies and Procedures

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 procedures;

2. Observe how school policies and procedures are implemented; and
3. Analyze how school policies and procedures are developed.

5 Tips for Writing Meaningful Policy and Procedures for Schools

By Meador, Derrick. ThoughtCo, Aug. 26, 2020.
Source: https://www.thoughtco.com/draft-effective-policy-and-procedures-3194570

Writing policy and procedures for schools is a part of an administrator's job. School policies and procedures are
essentially the governing documents by which the school district and school are operated. It is essential that school policies and
procedures be current and up-to-date. These should be reviewed and revised as necessary, and new policies and procedures
should be written as needed. The following guidelines are tips and suggestions to consider when you are evaluating old policy
and procedures or writing new ones.

Why Is the Evaluation of School Policies and Procedures Important? Every school has a student handbook, support staff
handbook, and professional teachers handbook which are loaded with policies and procedures. These are vital pieces of each
school because they govern the day-to-day occurrences that happen. They are valuable because they offer the guidelines for
how the administration believes the school should be run. These policies come into play every single day. They are a set of
expectations that all constituents within the school are held accountable by.

How Do You Write Targeted Policy? Policies and procedures typically are written with a specific target audience in mind, These
include students, teachers, administrators, support staff, and even parents. Policies and procedures should be written so that the
target audience understands what is being asked or directed of them. For example, a policy written for a middle school student
handbook should be written at a middle school grade level and with terminology that the average middle school student will
understand.

What Makes a Policy Clear? A quality policy is both informative and direct meaning that the information is not ambiguous, and it
is always straight to the point. It is also clear and concise. A well-written policy will not create confusion. A good policy is also up-
to-date. For example, policies dealing with technology probably need to be frequently updated due to the rapid evolution of the
technology industry itself. A clear policy is easy to understand. The readers of the policy should not only understand the meaning
of the policy but understand the tone and the underlying reason the policy was written.

When Do You Add New Policies or Revise Old Ones? Policies should be written and/or revised as needed. Student handbooks
and such should be reviewed on a yearly basis. Administrators should be encouraged to keep documentation of all policies and
procedures that they feel need to be added or revised as the school year moves along. There are times to put a piece of new or
revised policy in effect immediately within a school year, but the majority of the time, the new or revised policy should go into
effect the following school year.

RAC FS I 090521 Page 111

What Are Good Procedures for Adding or Revising Policies? The majority of policy should go through several channels before it is
included within the schools district policy book. The first thing that has to happen is that a rough draft of the policy has to be
written. This is usually done by a principal or other school administrator. Once the administrator is happy with the policy, then it
is an excellent idea to form a review committee made up of the administrator, teachers, students, and parents.

During the review committee, the administrator explains the policy and its purpose, the committee discusses the policy,
makes any recommendations for revision, and decides whether it should be submitted to the superintendent for review. The
superintendent then reviews the policy and may seek legal counsel to make sure the policy is legally viable. The superintendent
may kick the policy back down to the review committee to make changes, may kick out the policy completely, or may send it on
to the school board for them to review. The school board can vote to reject the policy, accept the policy, or may ask that a part
be revised within the policy before they accept it. Once it is approved by the school board, then it becomes official school policy
and is added to the appropriate district handbook.

The whole operation of a school lies in school policies and procedures. The school administrator and teachers
should be guided by 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 learners in their everyday
life on campus. School policies define the processes within the school including the interaction among the school,
learners, 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
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 or compliance. The manual of
regulations serves as a guide for private schools in basic education in implementing their programs to ensure that the
implementation is aligned with the mandate of the DepEd.

OPR EXERCISES

RAC FS I 090521 Page 112

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 are 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?
_______________________________________________________________________________________.
8. Do the school officials, teachers, and staff adhere to the school policies and procedures?
_______________________________________________________________________________________.
9. Are the 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. _____________..

Processing

Read carefully and answer the following questions.

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

RAC FS I 090521 Page 113

 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?

__________________________________________________________________________________

Complete the following:

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

-----endoflesson4,chapter6-----

References:

Meador, Derrick. "5 Tips for Writing Meaningful Policy and Procedures for Schools." ThoughtCo, Aug. 26, 2020,
https://www.thoughtco.com/draft-effective-policy-and-procedures-3194570

Field Study I: A Guide for 21st Century Student Teachers. GT Pawilen, EM Reyes, JAA Rivera, TMJ Sison (2019)
pages 158-163.

Compilation of Instructional Materials Prepared by:

Rosalie A. Corpus, DEM Danilova A. Lorenzo, MAEd Ma. Elizabeth L. Flores

COED DESED Regular Faculty COED DESED Regular Faculty COED DESED Parttime Faculty

RAC FS I 090521 Page 114

 Chapter 7

Personal Growth and Professional Engagement

This is the last Chapter for FS I. Herein will be discussed five (5) lessons that are focused more on the
teacher‘s individual competencies and skills set, mindset, growth and development. It is good for the PST to be aware
of the topics in this chapter so that he/she can observe the Cooperating Teacher and emulate his/her actuations,
behaviour and disposition in-class and out of it. The lessons in this Chapter are:

1. Philosophy of Teaching;
2. Dignity of Teaching as a Profession;
3. Professional Links with Colleagues;
4. Professional Reflection and Learning to Improve Practice; and
5. Professional Development Goals.

As usual this compilation of lessons are based on the textbook ―Field Study I: A Guide for 21 st Century
Teachers‖ by GT Pawilen, EM Reyes, JAA Rivera and TMJ Sison (2019), pages 169-188 as well as other internet
resources.

Lesson 1: Philosophy of Teaching

This lesson will and help you understand that teacher's practices are guided by beliefs and values. These
beliefs and values form part of the teacher‘s philosophy of teaching. This lesson will focus on the different philosophies
of teaching. The objectives of this lesson are the following:

1. Identify the different philosophies of teaching; and

2. Determine the teaching philosophy that can address the needs of the 21st century learners.
How teachers view teaching and learning is dependent on their 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 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, values and attitudes. 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 of basic skills in order to train the mind. These
skills gradually become complex as learners‘ 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).

Learner-centered philosophy puts emphasis on how learners learn. Teachers focus on individual needs of
learners 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 learners in order to equip them with knowledge, skills, values, and attitudes
that will help them face and overcome the challenges of the real world. Since teachers and learners plan together the
relevant concepts to be taught and the way these concepts will be learned, 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 learners with the 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 learners opportunities to learn
concepts that interest them. Teachers who believe in existentialism believe that learners should be able to find

RAC FS I 090521 Page 115

meaning in whatever it is that they are learning. Thus, the classroom is equipped with things that are of interest to the
learners. Since they learn better when they have interest in the subject matter, a typical existentialist classroom will
have them 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 learner-centered philosophy is essential so that
communication, creativity, collaboration, critical thinking, and problem-solving skills will be developed.

How To Write Your Own Teaching Philosophy

Center for Educational Innovation, University of Minnesota
Source: https://cei.umn.edu/writing-your-teaching-philosophy

Your teaching philosophy is a self-reflective statement of your beliefs about teaching and learning. It's a one to two page
narrative that conveys your core ideas about being an effective teacher in the context of your discipline. It develops these ideas
with specific, concrete examples of what the teacher and learners will do to achieve those goals. Importantly, your teaching
philosophy statement also explains why you choose these options.

1. Getting started. Your reasons for writing a teaching philosophy may vary. You might be writing it as an exercise in concisely
documenting your beliefs so that you can easily articulate them to your students, peers, or a search committee. It might serve as
the introduction to your teaching portfolio. Or, it can serve as a means of professional growth as it requires you to give examples
of how you enact your philosophy, thus requiring you to consider the degree to which your teaching is congruent with your
beliefs.

2. Generating ideas. Teaching philosophies express your values and beliefs about teaching. They are personal statements that
introduce you, as a teacher, to your reader. As such, they are written in the first person and convey a confident, professional
tone. When writing a teaching philosophy, use specific examples to illustrate your points. You should also discuss how your
values and beliefs about teaching fit into the context of your discipline.

Below are categories you might address with prompts to help you begin generating ideas. Work through each category,
spending time thinking about the prompts and writing your ideas down. These notes will comprise the material you’ll use to
write the first draft of your teaching philosophy statement. It will help if you include both general ideas (‘I endeavor to create
lifelong learners’) as well as specifics about how you will enact those goals. A teaching philosophy template (pdf) is shown on the
following page to help you get started. Be sure to fill this out.

Questions to prompt your thinking

3. Your concept of learning. What do you mean by learning? What happens in a successful learning situation? Note what
constitutes "learning" or "mastery" in your discipline.

4. Your concept of teaching. What are your values, beliefs, and aspirations as a teacher? Do you wish to encourage mastery,
competency, transformational learning, lifelong learning, general transference of skills, critical thinking? What does a perfect
teaching situation look like to you and why? How are the values and beliefs realized in classroom activities? You may discuss
course materials, lesson plans, activities, assignments, and assessment instruments.

5. Your goals for students. What skills should students obtain as a result of your teaching? Think about your ideal student and
what the outcomes of your teaching would be in terms of this student's knowledge or behavior. Address the goals you have for
specific classes or curricula and the rationale behind them (i.e., critical thinking, writing, or problem solving).

6. Your teaching methods. What methods will you consider to reach these goals and objectives? What are your beliefs regarding
learning theory and specific strategies you would use, such as case studies, group work, simulations, interactive lectures? You
might also want to include any new ideas or strategies you want to try.

7. Your interaction with students. What are you attitudes towards advising and mentoring students? How would an observer
see you interact with students? Why do you want to work with students?

RAC FS I 090521 Page 116

8. Assessing learning. How will you assess student growth and learning? What are your beliefs about grading? Do you grade
students on a percentage scale (criterion referenced) or on a curve (norm referenced)? What different types of assessment will
you use (i.e. traditional tests, projects, portfolios, presentations) and why?

9. Professional growth. How will you continue growing as a teacher? What goals do you have for yourself and how will you
reach them? How have your attitudes towards teaching and learning changed over time? How will you use student evaluations to
improve your teaching? How might you learn new skills? How do you know when you've taught effectively?

Teaching Philosophy Template

Areas to Address in Your Teaching Philosophy Your Teaching Philosophy

My aspirations / goals / objectives:

• As a teacher
(e.g., encourage mastery, transmit information, develop
critical thinking skills, encourage life-long learning, serve as
a mentor, etc.)
• For students
(see examples above)

Describe and give examples

What methods will I use to reach these goals /objectives?
(e.g., note your beliefs regarding learning theory
illustrated by specific examples such as: case studies, team-
based learning, active lecturing, simulations, case studies,
etc.)

Describe and give specific examples of strategies or practices

that you will use.
How will I assess student understanding?
(e.g., what are your beliefs about grading?

What different types of assessment such as papers,

tests, projects, homework, etc. will you use?)

Describe and give examples.

How do I see teaching in my discipline?
(e.g., what are the most important things students should
gain from a major in your discipline? What are the primary
problems students encounter with your disciplinary
content? What are your strategies for addressing those
problems?)

Describe and give examples.

How will I improve my teaching?
(e.g., how will you use student evaluations to improve your
teaching? How will you learn new skills? How will you
continue to grow as a teacher?)

Describe and give examples

RAC FS I 090521 Page 117

 OPR EXERCISES

Observation

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

1. Classroom Layout
____________________________________________________________________________________.
2. Teaching Methodology
____________________________________________________________________________________.
3. Assessment
____________________________________________________________________________________.
4. Materials
____________________________________________________________________________________.

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 # 1.
.
3. How does the teacher‘s philosophy of teaching impact the learners?
.

Reflection
Complete the following:

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

-----endoflesson1,chapter7-----

References:

Field Study I: A Guide for 21st Century Teachers by GT Pawilen, EM Reyes, JAA Rivera and TMJ Sison (2019), pages
170-173.

How To Write Your Own Teaching Philosophy

Center for Educational Innovation, University of Minnesota
Source: https://cei.umn.edu/writing-your-teaching-philosophy

RAC FS I 090521 Page 118

 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 lesson are the following:

1. Discover personal traits of a good teacher; and

2. Discuss professional traits that teachers should possess.

The paper “The ABCs of Teachers’ Roles: An Affirmation” by Corpus (2020), had 395 teacher-respondents who gave
their positive affirmations and description of the Teacher in the New Normal, to be one who is: . Adventurous & Aware;
Beloved & Big-hearted; Focused & Friendly; Grateful & Growing; Just & Joyful; Hardworking & Honest; Inspiring & Interactive;
Reflective & Respectful; Safe & Structured; Determined & Diligent; Kind & Knowledgeable; Modern & Motivating; Noble &
Nurturing; Prepared & Professional; Tactful & Thoughtful; Collaborative & Creative; and Valuable & Versatile. At the same
time, the respondents recommended that Teacher-Educators should pay attention to enhancing the following qualities of pre-
service teachers to: ensure that Teachers in the New Normal will not be Underappreciated since they are Unselfish; continue
to be Xenodochial & maintain being an X-factor; be Organized & Original; be Whmsical & Willing; be Yielding & Youthful; and
Zany & Zealous.

Teachers play a big role in the lives of learners. Thus, teachers‘ should possess personal and professional
qualities that will help learners 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 teaches possess the following characteristics: taking time to listen
and help students, manages the class well, collaborates with other professionals to share expertise, constantly seeks
ways to grow professionally, uses appropriate instructional methods, has a 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 and skills for the good of their students.

OPR EXERCISES

Observation
Observe a class, list down the personal and professional qualities of the cooperating teacher, which, you think,
contributed to the development of the learners.

1. Personal qualities ____________________________________________________________.

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

_______________________________________________________________________________________.

RAC FS I 090521 Page 119

Reflection
Complete the following:

1. I realized that
________________________________________________________________________________.
2. I believe that
________________________________________________________________________________.
3. I feel that
________________________________________________________________________________.
4. When I become a teacher I will
_______________________________________________________________________________.

-----endoflesson2,chapter7-----

References:

Corpus, Rosalie A. (2020). The ABCs of Teachers‘ Roles: An Affirmation

Field Study I: A Guide for 21st Century Teachers by GT Pawilen, EM Reyes, JAA Rivera and TMJ Sison (2019), pages
174-176.

Lesson 3: Professional Links with Colleagues

To grow professionally, teachers need to connect with other educators. This lesson will help the PST
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.

Teacher Collaboration
Micki M. Caskey, Graduate School of Education at Portland State University
Source: https://www.amle.org/building-teacher-collaboration-school-wide/

Models for teacher collaboration are ineffective without true participation. Strong collaboration and collaborative
cultures develop over time and require commitment to the process. While the benefits are clear, genuine teacher collaboration is
complex. Patience in the moment and anticipation for the outcome can lead to deep teacher learning that translates into
tangible student achievement.

What will it take to maximize organizational models for productive teacher collaboration in your school? School
leaders—principals and teachers—need to work together and commit to a collaborative culture. They need to ensure dedicated
time for the organizational model within the school day.

Common planning time, professional learning communities, and critical friends groups each require regular, dedicated
time for teachers to collaborate. With time, teachers can develop authentic collaborative communities in which they address
common issues, shared goals or school-wide initiatives; engage in mutually beneficial endeavors using communal resources; and
advance their skills, knowledge, and dispositions related to student learning.

RAC FS I 090521 Page 120

 Organizational Models That Promote Teacher Collaboration

Common Planning Time Professional Learning Critical Friends Groups

Communities

 Interdisciplinary  Disciplinary teams  Group gathers

teams— teachers  Ongoing process of voluntarily to
share same students collective inquiry and improve practice
 Coordinate team action research through collaborative
policies and  Collective analysis of learning
procedures student assessment  Uses coaches and
 Discuss students data in relation to specific protocols
 Meet with parents specific learning used to guide
 Plan team activities, targets sessions
thematic or cross-  Use of data to inform  Identify school-
curricular units and assess specific student
 Examine student work effectiveness of learning goals, reflect
 Participate in instruction on practices for
professional achieving the goals,
development collaboratively
examine student
work

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 (2002), revealed 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 is 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 to 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.

RAC FS I 090521 Page 121

 OPR EXERCISES

Observation

A. Ask the CT if you can volunteer as shadow teacher for a day. List down ways on how the teacher collaborates
with other teachers.
________

B. Interview three 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?
_____________________________________________________________________________________.
2. How does collaborating with other teachers impact learners?
_____________________________________________________________________________________.
3. If you were the teacher, how will you collaborate with your colleagues?
_____________________________________________________________________________________.

Reflection
Complete the following:

1. I realized that
____________________________________________________________________________________________.
2. I believe that
____________________________________________________________________________________________.
3. I feel that
__________________________________________________________________________________________.
4. When I become a teacher I will
__________________________________________________________________________________________.

-----endoflesson3,chapter7-----

References:

Teacher Collaboration
Micki M. Caskey, Graduate School of Education at Portland State University
Source: https://www.amle.org/building-teacher-collaboration-school-wide/

Field Study I: A Guide for 21st Century Teachers by GT Pawilen, EM Reyes, JAA Rivera and TMJ Sison (2019),
pages 177-180.

RAC FS I 090521 Page 122

 Lesson 4: Professional Reflection and Learning Improve 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 lesson will help you to:

1. Discover how reflecting on one owns practice can improve teaching; and
2. Determine various ways to engage in reflective practice.

―Reflective Practices in Teaching: Profession and Professionalism‖

Ambady, K.G. (2018).
https://www.researchgate.net/publication/327580295_Reflective_Practices_in_Teaching_Profession_and_Professionalism

“This article argues that the most powerful, durable and effective agents of educational change are not the policy
makers, the curriculum developers or even the education authorities themselves; they are the teachers. In order for teachers to
be effective in the Information Age, they need to recognize more than just their students’ background and learning preferences.
They need to be able to take effective, positive action in the classroom context to improve the educational outcomes for their
students. In order to do this they must have the willingness and cognitive capacities to recognize ethical dilemmas and examine
their own perspectives on the issues they face critically and analytically. This requires regular, authentic reflection. The
importance of reflection in teaching and learning lies in encouraging one to view problems from different perspectives. This
article mainly focuses on the different aspects of reflection such as cognitive processes involved in reflective practice, different
types of reflection, characteristics of a reflective teacher, components related to reflective practice, important traits of a
reflective practitioner, levels of reflection and methods of reflection. Incorporating the concept of reflection into teacher
enrichment programs, prepares teachers for a lifetime of reflecting on best practices that impact student achievement. “

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, peer 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.

Learners are the direct recipients of teaching. They are in the best position to gauge how teachers perform in
class and how effectively they teach. Thus, learner 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 results of
studies conducted.

OPR EXERCISES

Interview

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

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

________________________________________________________________________________.
2. Do you think it is necessary to evaluate one‘s own practices? Why? 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?

RAC FS I 090521 Page 123

 _______________________________________________________________________________.

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:

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

-----endoflesson4,chapter7-----

References:

―Reflective Practices in Teaching: Profession and Professionalism‖

Ambady, K.G. (2018).
https://www.researchgate.net/publication/327580295_Reflective_Practices_in_Teaching_Profession_and_Professional
ism

Field Study I: A Guide for 21st Century Teachers by GT Pawilen, EM Reyes, JAA Rivera and TMJ Sison (2019),
pages 177-180.

Lesson 5: Professional Development Gaols

In order to improve the teaching-learning process, teachers need to identify goals that will help them grow
professionally. This lesson will guide the PST to:

1. Determine the goals that teachers should pursue to grow professionally and
2. Use the Philippine Professional Standards for Teachers as a guide to develop goals for professional
development.
A Teacher‟s Professional Development Goals
Janelle Cox (2019)
https://www.teachhub.com/professional-development/2019/10/a-teachers-professional-development-goals/

As teachers, we all want to grow — that’s why we like to make professional development goals for ourselves. Goals help to keep
us in check and lead us to self-improvement. The role of a teacher has many dimensions, and oftentimes it’s easy to get
overwhelmed and stressed out. Setting professional development goals can help alleviate some of those negative feelings and

RAC FS I 090521 Page 124

make you feel better about yourself and your career. Here are 10 teacher professional development goals that can not only help
lead to a pathway of success, but can also help our students.

1. Avoid Teacher Burnout. One of the best ways to avoid that dreaded teacher burnout you hear so many of your colleagues
talking about is by taking some time for yourself. For many teachers, this goal is the hardest because teachers are natural born
“givers,” and the idea of taking time for yourself seems unrealistic or senseless. However, it is the best way to de-stress, and in
order to be a good teacher, you need to take care of yourself first. Try setting a goal to take time out for yourself once a week.
You can start small and do something easy like go shopping, take a nap or a walk, or get together with friends. Any time that you
take for yourself will lead you to a happier you.

2. Give Students Some Reign. In a traditional classroom, the teacher is always in control, so for many of you, the thought of
giving up that control can be a little scary. However, giving your students some control of how they learn can be very beneficial.
It gives students a sense of confidence and pride in their work. It also gives them a sense of purpose and motivation. Ease into
this goal by giving students a few options to choose from.

3. Integrate Tech Tools. Many teachers have great intentions to use more tech tools but somehow never seem to get around to
actually implementing them. If you fall into this category, now is the time to make this goal happen. If your classroom is not privy
to a tablet, but you have one at home, bring it in! If you are scared something will happen to it if the students use it, then you can
use its mirroring capability, where students will still get the benefits of the tablet without having to physically touch it. The more
your students are exposed to technology, the better they will get at using it for their future.

4. Involve Parents More. Every teacher wants to get parents involved more, but oftentimes day-to-day tasks prevent teachers
from doing so. Now is the time to invite parents to actively participate in their child’s education. Encourage parents to come in
and volunteer. Assign a family project or invite parents to come to classroom events. There are a lot of ways to involve parents
more; you just have to make it a priority.

5. Create an Online Presence. Creating an online presence can mean joining in on conversations with your fellow colleagues,
creating your own teacher blog, or creating a website with your students. It means that you are actively involved in the tech
world and people know you. This is a great goal for teachers who have a hard time integrating educational technology into their
daily routine. With technology transforming the way we live, it is important to utilize it.

6. Cultivate Relationships with Colleagues. Some of you may already know this, but for those of you that don’t, cultivating a
relationship with your colleagues can have a major impact on your teaching career. These individuals can be your mentors, your
friends, or your go-to people when you are in need. Take time to nurture these relationships because these people may turn out
to be like family.

7. Incorporate Mindfulness. There has been a growing amount of research about the benefits and effects of being mindful. All
you have to do to get started is to be in the present moment, that’s it! Take time to be in the moment. If you are typing an email,
have all of your focus on that email. Each time a different thought comes into your mind that isn’t about that email, bring your
mind back to what you are currently doing. You can also try being mindful of your breathing. Listen to every inhale and exhale for
a few minutes. You will notice your stress level go down.

8. Encourage More Play. You have probably read a lot about the benefits of play and how it’s essential in a child’s development,
but maybe you struggle to incorporate it into your daily routine. If you have learning centers that students go to every day, make
sure that one center is strictly for play. If you don’t, carve out at least 30 minutes for students to play.

9. Make Learning Fun. Let’s face it, learning can be boring. Make it fun by turning worksheets into games and lessons into
experiments. Take learning outside and give your students more choices. Make it your mission to make learning fun each and
every day. If you think the lesson is boring, imagine if you were the student who had to do it. Put yourself in your students ’
position and think about how you could make it fun.

10. Reflect. Self-reflection can be a powerful tool that can really transform your teaching. Start a journal and reflect upon each
lesson and your day. Then find a way to implement positive changes into your lessons. You will find a deeper understanding of
not only yourself but also your teaching. This information can only benefit you in your life and career.

RAC FS I 090521 Page 125

 Teachers need to be life-long learners because of the constant changes in the education landscape brought
about by development in the field of research. Hence, it is but logical to point out that teacher 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 teachers' 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. The 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 7 domains of the PPST and the different strands

Domain 1 - Content Knowledge and Pedagogy

1. Content knowledge and its application within and across curriculum areas
2. Research knowledge and principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as other higher-order thinking skills
6. Mother tongue, Filipino and English in teaching and learning
7. Classroom communication strategies

Domain 2- Learning Environment

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. Learners' 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 teaching 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 ICT

Domain 5 - Assessment and Reporting

1. Design, selection, organization, and utilization of assessment strategies

2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of learner needs, progress, and achievement to key stakeholders
5. Use of assessment data to enhance teaching and learning practices and programs
RAC FS I 090521 Page 126
Domain 6 - Community Linkages and Professional Engagement

1. Establishment of learning environments that are responsive to community contexts

2. Engagement of 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

OPR EXERCISES
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?
.

Reflection

Complete the following:

1. I realized that __________________________________________________________

2. I believe ______________________________________________________________
3. I feel that _____________________________________________________________
4. When I become a teacher I will ____________________________________________
.

-----endoflesson5,chapter7-----

References:

A Teacher‟s Professional Development Goals

Janelle Cox (2019)
https://www.teachhub.com/professional-development/2019/10/a-teachers-professional-development-goals/

Field Study I: A Guide for 21st Century Teachers by GT Pawilen, EM Reyes, JAA Rivera and TMJ Sison (2019),
pages 184-188.

RAC FS I 090521 Page 127

 Compilation of Instructional Materials Prepared by:

Rosalie A. Corpus, DEM Danilova A. Lorenzo, MAEd Ma. Elizabeth L. Flores

COED DESED Regular Faculty COED DESED Regular Faculty COED DESED Part time Faculty

RAC FS I 090521 Page 128