LEARNING EPISODE 1

Learner Diversity: Developmental Characteristics, Needs and Interests

SPARK Your Interest

Episode 1 provides me with an opportunity to observe learners of different ages and

grade levels. It highlights the differences in their characteristics and needs. As a future teacher, it
is important for me to determine my learners’ characteristics and needs so that I will be able to
plan and implement learning activities and assessment that are all developmental appropriate.

TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to describe the characteristics, needs and
interests of learners from different developmental levels (3.1.1).

REVISIT the Learning Essentials

Here are major principles of development relevant to this Episode:

1. Development is relatively orderly. Development follows directional patterns such as,
from the head to the toe (cephalocaudal), and from the center of the body then
outwards (proximodistal)
2. Development takes place gradually.
3. All domains of development and learning- physical, social and emotional, and
cognitive- are important, and they are closely interrelated. (NAEYC, 2009)
4. Development proceeds toward greater complexity, self-regulation, symbolic or
representational capabilities. (NAEYC, 2009)

OBSERVE, ANALYZE, REFLECT

Activity 1.1 Observing learner characteristics at different stages

Resource Teacher: Ma’am Gayle Karenina L. Sibal Teacher’s Signature: ___________

School: Peñablanca National High School Grade/Year Level: Grade 10
Subject Area: English Date: October 20, 2023

To realize the Intended Learning Outcomes, I will work your way through these steps:
Step 1 Observe 3 groups of learners from different levels (preschool, elem., and high school).
Step 2 Describe each of the learners based on my observations.
Step 3 Validate my observation by interviewing the learners.
Step 4 Compare them in terms of their interests and needs.

OBSERVE

Use the observation guide and matrices provided for you to document your observations.
An Observation Guide for the Learner’s Characteristics
Read the following statements carefully. Then write your observation report on the
provided space. Your teacher may also recommend another observation checklist if a more
detailed observation is preferred.
Physical
1. Observe their gross motor skills how they carry themselves, how they move, walk, run,
go up the stairs, etc.
2. Are gross movements clumsy or deliberates/smooth?
3. How about their fine motor skills. Writing, drawing, etc

Social
1. Describe t\how they interact with teachers and other adult.
 2. Note how they interact with peers. What do they talk about? What are their concerns?

Emotional
1. Describe the emotional disposition or temperament of the learners. ( happy, sad, easily
cries, mood-shifts)
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they self-conscious?

Cognitive
1. Describe their ability to use words to communicate their ideas. Note their language
proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for evidence of
their thinking skills.
3. Were these opportunities for problem solving? Describe how they showed solving
abilities.

Learners’ Development Matrix

Record the date you gathered about the learners’ characteristics and need in this
matrix. This will allow you to compare the characteristics and needs of learners at different
levels. The items under each domain are by no means exhaustive. These are just sample
indicators. You may add other aspects which you may have observed.

Development Preschooler Elementary High School

Domain Indicate age range of Indicate age range of Indicate age range of
children observed: children observed: children observed:
Physical 12-18 years old- some
Gross-motor skills of them are playful;,
restless, and reckless
Fine-motor skills though the rest act
smooth enough to be
Self-help skills considered mature.
Their writing skills
Others vary. Some have good
penmanship and some
writings are not
understandable.
(Date observed: Oct
17 and 18)
Social 12-14 Naturally,
Interactions with students in the
Teachers seventh and eighth
grade tend to display
Interactions with their childish
Classmates/friends attitudes. Some of
them render the same
Interests amount of respect to
the practice teachers
Others as they show respect
to their subject
teachers. Some of
them also choose not
to engage in the
playful classroom
environment with
their classmates and
friends.
 15-18 Due to their
maturity in age and in
thinking, the students
in the tenth grade
behave satisfactorily.
Although in some
cases their behavior
can still be
controllable, in the
last sections, the
students are still hard-
headed.
(Date observed: Oct.
16-18)
Emotional Grade 7 and 8
Moods and students are hyper-
temperament, active. They can
expressions of feeling easily express
themselves and
Emotional sometimes overreact
independence because of their
childish behaviors. In
Others other cases Grade 10
students blatantly
express their concerns
and complains.
Furthermore, they are
also a bit sensitive
with their emotions as
they discuss
something with some
of their classmates.
(Date observed: Oct
18 and 19)
Cognitive In Grade 7 and 8,
Communication skills though most of them
can express their
Thinking skills thoughts, only few of
them are still having a
Problem-solving hard time reading,
thus hindering them to
Others process the ideas
shared by the practice
teachers. In terms of
communication skills,
Grade 10 students
know how to process
the ideas they want to
share in the class.
However, in the other
sections, some of
them meet difficulties
in reading and
processing their
thoughts. Because of
their low proficiency
in the English
 language, an
alternative step is
taken to help them
speak in the medium
of instruction such as
letting them recite in
Tagalog first then
translate it to English.
(Oct. 16-19)

ANALYZE

Write the most salient developmental characteristics of the learners you observed. Based
on these characteristics, think of implications for the teacher.

Example:
Level Salient Characteristics Implications to the Teaching-Learning
Observed Process
Preschool  Preschoolers like to  Therefore, the teachers should
Age range for learners move around a lot remember to use music and
observed 3-4 movement activities not just in
PE but in all other subjects.
 Therefore, teachers should not
expect preschoolers to stay seated
for a long period of time.

Level Salient Characteristics Implications to the Teaching-Learning

Observed Process
Preschool
Age range for learners
observed ____
Elementary
Age range for learners
observed ____
High School  High School  Therefore, teachers should always
Age range for learners students are be careful and sensitive on how
observed 12-18 emotional in nature they approach the students.
and is sensitive in Mindfulness is necessary to
ego-related issues. correct the students without
invalidating their feelings.

REFLECT

1. While you were observing the learners, did you recall your own experiences when you
were their age? What similarities or differences do you have with the learners you
observed?
Yes I did recall. Being inside the institution gave me nostalgic feels. Seeing the
students do their classroom tasks, and their activities brought me back to the time where I
also strive to accomplish my works to impress my teacher. However, most of them do not
have the confidence to express their own thoughts which is the opposite of me. When I
was in high school, I always express my thoughts with modesty.

2. Think of a teacher you cannot forget for positive or negative reasons. How did she/he
help or not help you with your needs (physical, emotional, social, and cognitive)? How
did it affect you?
 I always remember my Grade 7 teacher, Sir Marvin Dallego. Because he is a
dancer, and a performer, he taught us how to dance, and improved our skills in
performing different presentations such as speech choirs, and other literary presentations.
In terms of social, he always say practice talking to others. Initiate conversations, and
always use honorary words especially when interacting with teachers, He also taught us
to treat our classmates with kindness. He always reiterate the value of reading, and
meditating. With his help, I gained my confidence in public speaking.

3. Share you other insights here:

Being with different kinds of students in a school made me realize that teaching
is not just a profession or a vocation. It is always driven by passion. Dealing with various
difficulties everyday in the school requires love for this art of teaching. I also realized
that in this field, it is not knowledge that drives you to impart wisdom to the students, but
love that moves you to teach. Thus, as a pre-service teacher, I want to exercise my
patience and extend my love to this passion and to my students to equip myself in this
war against ignorance.

LINK Theory to Practice

Directions: Read the items given below and encircle the correct answer.
1. A 14-year old felt ignored by her crush whom she believes is her one true love.
She is crying incessantly and refuses to listen and accept sound advice that the
teacher is offering. Her refusal to accept is because______________________.
A. she thinks what she feels is too special and unique, that no one has felt like this
before.
B. the teenager’s favorite word is “no,” and she will simply reject everything the
teachers says.
C. 14-year olds are not yet capable of perspective taking and cannot take the
teacher’s perspective
D. teenagers never listen to adult advice.

2. A preschool teacher is thinking about how best to develop the fine motor skills of
the 4-year-olds. Which of the following should he best consider?
A. Provide daily coloring book activities.
B. Ask the children to do repeated writing drills everyday..
C. Encourage children to eat independently.
D. Conduct a variety of fun and challenging activities involving hand muscles daily.

3. Science Teacher Rita showed her class a glass of water with an egg in it. She
asked the class: “What happens to the egg if I add three-tablespoon salt to the
glass of water?” This is hypothesis formulation. What can you infer about the
cognitive developmental stage of Teacher Rita’s class?
A. Formal operational stage
B. Concrete operational stage
C. Pre-operational stage
D. Between concrete and formal operational stage

SHOW Your Learning Artifacts

Which is your favorite theory of development? How can this guide you as a future
teacher? Clip some readings about this theory and paste them here.

My favorite theory of development is Lev Vygotsky’s Sociocultural Theory. He believed

that parents, peers, including culture and other aspects of the society play vital roles in
 the development of children. Vygotsky contended that children are born with basic
biological constraints on their minds. Each culture, however, provides "tools of
intellectual adaptation." These tools allow children to use their abilities in a way that is
adaptive to the culture in which they live. As a future teacher, I believe that the way i
teach, communicate and interact with the students greatly affects the way they think, and
their behavior. This moves me to have a balanced view of things to avoid the extremes of
being either excessively rigid or overly permissive to my students. Interaction is vital, so
I will use the vacant times to talk to them, and get to know them, so I could also aid their
needs, as well as provide them a helping hand especially in academics. With this view, I
hope I could help my students move ahead to overall development.

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 1- Learner Diversity: Developmental Characteristics, Needs
and Interests.
Learning Outcome: Determine the characteristics, needs and interest of learners from different developmental levels.

Name of FS Student: JAEBERT C. ZALUN Date Submitted: October 20, 2023

Year and Section: 4A Course: BSED English
Learning Excellent Very Satisfactory Satisfactory Needs
Episode 5 4 3 Improvement
2
Accomplished All observation questions/ One (1) to two (2) Three (3) Four (4)
Observation tasks completely observation questions/ observation questions/ observation questions/
Sheet answered/accomplished tasks not tasks not tasks not
answered/accomplishe answered/accomplished answered/accomplished
d
Analysis All questions were answered All questions were All questions were not Four (4) or more
completely; answers are answered completely; answered observation
with depth and are thoroughly answers are clearly completely; questions were not
grounded on the theories; connected to theories; answers are not answered; answers
grammar and spelling are grammar and spelling clearly connected not connected to
free from error. are free from errors. to theories; one (1) theories; more than
to three (3) four (4)
grammatical/ grammatical /
spelling errors. spelling errors
Reflection Profound and clear, Clear but lacks Not so clear and Unclear and shallow;
supported by what were depth; supported by shallow; somewhat rarely supported by
observed and analyzed what were observed supported by what what were
and analyzed were observed observed and
and analyzed analyzed

Submission Submitted before the deadline. Submitted on the Submitted a day Submitted two (2)
deadline after the dead- days after the
line deadline

COMMENT/S Over-all Score Rating

(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 .2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below

DR. MARIE CLAUDETTE M. CALANOGA October 20, 2023

Signature of FS Teacher above Printed Name Date
 LEARNING EPISODE 2
Creating an Appropriate Learning Environment

SPARK Your Interest

This learning Episode provides an opportunity to examine hoe classrooms are structured
or designed to allow everyone’s maximum participation for effective learning. You should be
able to examine how classroom management practices effect learning. This Episode enhances the
application of the theories learned in the following professional subject such as Facilitating
Learner-centered Teaching and the Child Adolescent Learners and Learning Principles.

TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to:

 plan on how to manage time, space, and resources; and
 provide a learning environment appropriate to the learners and conducive to learning.

REVISIT the Learning Essentials

The classroom climate that is conducive for learning is one that is non-threatening yet
business-like. It is a classroom where, when creating audio-visual presentations, the following
are observed:

 Specific classroom rules and procedures are clear.

 Classroom rules and procedures are discussed within the first few days of the school.
 Students are involved in the design of rules and procedures.
 Techniques to acknowledge and reinforce acceptable behavior are employed,
 Clear limits for unacceptable behavior are established and negative consequences for
such are communicated.
 Classroom processes are democratic.

OBSERVE, ANALYZE, REFLECT

Activity 2.1 Managing Time, Space and Learning Resources

Resource Teacher:_____________ Teacher’s Signature___________School:_________

Grade/Year Level:____________Subject Area:________________Date:__________

OBSERVE

Use the observation guide and matrices provided for you to document your observations.
4. As you observe the class, look into the characteristics of the learners. Note their ages.

5. How many boys are there? How many girls?

6. Focus on their behavior. Are they able to manage their own behavior?
 7. Can the learners already work independently?

8. Describe their span of attention.

ANALYZE

Analyze and answers these questions on observed classroom management practices. It is

also good to ask the teacher for additional information, so you can validate your observation.
Write your notes below; and then organize your date in the Table that follows.

1. Are there areas in the classroom for specific purposes (storage of teaching aids, books,
students’ belongings, supplies, etc.)? Describe these areas. Will it make a difference if
these areas for specific purposes are not present?

2. Are there rules and procedures posted in the room? List them down. Do these rules
reinforce positive behavior?

3. Did the students participate in making the classroom rules? If the Resource Teacher is
available, ask him/her to describe the process. What’s the effect of students’ participation
in rule-making on students’ behavior?

4. What are their daily routines done by the Resource Teacher? (prayer, attendance,
assignment of monitors, warm-up activities, etc.)How are they done?

5. Is there a seating arrangement? What is the basis of this arrangement? Does this help in
managing the class?

6. Observe the noise level in the classroom? How is this managed?

7. If a learner is not following instruction or is of-task, what does the Resource Teacher do?
Describe the behavior strategies used?

8. What does the Resource Teacher do to reinforce positive behaviors? (behavior strategies)

REFLECT

Reflection as a future teacher.

1. Why do you need to enforce positive discipline?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
 ________________________________________________________________________
___________________________________________________________________

Activity 2.2 Identifying the Different Aspects of Classroom Management

Resource Teacher:_____________ Teacher’s Signature___________School:_________

Grade/Year Level:____________Subject Area:________________Date:__________

OBSERVE

CLASSROOM MANAGEMENT MATRIX

Observe a class and accomplish the given matrix.

Aspects of Classroom Description Effect on the Learners

Management (to be filled out after you answer the
analysis questions)
1. Specific Areas in the
Classroom
2. Classroom Rules
3. Classroom Procedures
4. Daily Routines
5. Seating Arrangement
6. Handling
misbehavior/off-task
behavior
7. Reinforcement of
Positive Behavior
8. Others
9. Others
10. Others

ANALYZE
1. How did the classroom organization and routines affect the learners’ behavior?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. What should the teacher have in mind when she/he designs the classroom organization
and routines? What theories and principles should you have in mind?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. Which behavior strategies were effective in managing the behavior of the learners? In
motivating students? Why were they effective?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

REFLECT

Reflect on the following and write your insights.

1. Imagine yourself organizing your classroom in the future. In what grade year level do
you see yourself? What routines and procedures would you consider for this level?
Why?-
 _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. Make a list of the rues you are likely to implement in this level? Why would you
choose these rules?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

3. Should learners be involved in making the class rules? Why?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

LINK Theory to Practice

Directions: Read the items given below and encircle the correct answer.

1. Focusing on natural consequences of students’ behavior develops more self-

regulation in the students. Which of the following teacher statements demonstrates
focusing on natural consequences?
A. ” Those who were noisy today during seatwork will not be allowed to play games
in the computer later”.
B. “If it takes you longer to finish the seatwork because time is wasted with chatting,
then we won’t have time to go to the playground anymore.”
C. “Those who are well-behaved in class will be give plus 5 points in the quiz.”
D. “If you get a grade of 95 or higher in the first two assignments, you will be
exempted from the 3rd assignment.”
2. Learners are more likely to internalize and follow classroom rules
when___________________.
A. the teacher clearly explains the rules she prepared.
B. the learners know the punishments for not following the rules.
C. the learners participate in the rule-making process.
D. the teacher gives additional points for those who follow the rules.
3. For a teacher to establish and maintain consistent standards of learners’ behavior,
they should do all EXCEPT_____________
A. give immediate feedback to reinforce appropriate behavior of learners.
B. be open to exceptions each time a learner misbehaves in class.
C. communicate and enforce school policies and procedures clearly and consistently.
D. handle behavior problems promptly and with due respect to learners’ rights.

SHOW Your Learning Artifacts

Paste pieces of evidence of classroom rules that work in class. You may also put
pictures of the physical space and learning stations which contribute to the effective
implementation of classroom management.
 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 2- Creating an Appropriate Learning Environment
Learning Outcome: Plan on how to manage time, space, and resources. Provide a learning environment appropriate to the
learners and conducive to learning.

Name of FS Student__________________________________Date Submitted____________

Year and Section____________________________________Course_____________________

Learning Excellent Very Satisfactory Satisfactory Needs

Episode 5 4 3 Improvement
2
Accomplished All observation questions/ One (1) to two (2) Three (3) Four (4)
Observation tasks completely observation questions/ observation questions/ observation questions/
Sheet answered/accomplished tasks not tasks not tasks not
answered/accomplishe answered/accomplished answered/accomplished
d
Analysis All questions were answered All questions were All questions were not Four (4) or more
completely; answers are answered completely; answered observation
with depth and are thoroughly answers are clearly completely; questions were not
grounded on the theories; connected to theories; answers are not answered; answers
grammar and spelling are grammar and spelling clearly connected not connected to
free from error. are free from errors. to theories; one (1) theories; more than
to three (3) four (4)
grammatical/ grammatical /
spelling errors. spelling errors
Reflection Profound and clear, Clear but lacks Not so clear and Unclear and shallow;
supported by what were depth; supported by shallow; somewhat rarely supported by
observed and analyzed what were observed supported by what what were
and analyzed were observed observed and
and analyzed analyzed

Submission Submitted before the deadline. Submitted on the Submitted a day Submitted two (2)
deadline after the dead- days after the
line deadline

COMMENT/S Over-all Score Rating

(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 .2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below

___________________________________ ______________
Signature of FS Teacher above Printed Name Date
 LEARNING EPISODE 3
Classroom Management and Classroom Routines

SPARK Your Interest

This Episode focuses on the classroom structure and routines performed by teachers in
class to provide a safe, friendly non-threatening and caring environment. Effective classroom
routines ensure order and discipline to help the students to stay calm and focused in their daily
tasks.

TARGET your Intended Learning Outcomes

At the end of this Episode, I must be able to:

 Identify the classroom routines set by the teacher; and

 Observe how the students execute the various classroom routines.

REVISIT the learning Essentials

Routines are the backbone of daily classroom life. They facilitate teaching and learning.
Routines don’t just make the life of the teacher easier. The save valuable classroom time.
Efficient routines make it easier for students to learn and achieve more.

GROUP OUTPUT

OBSERVE

1. Observing Classroom management and Routines

Observe the classroom routines of the Resource Teacher by accomplishing the given
checklist. Check Yes (√) if observed and (x) if not observed.

Classroom Routines Observed (√) Not Observed (x)

1. Movement into the classroom
2. Transition in classroom activities
3. Movement out of the classroom
4. Use of lavatories / comfort room / washrooms
5. Working with pairs/groups
6. Tardy students
7. Absent students
8. Asking questions during lessons
9. Asking for assistance
10. Movement between activities
11. Checking of assignments
12. Others, please specify

2. Observe a class and list down the classroom rules formulated by the Resource
Teacher. Cite the importance of these rules.

Classroom rules are imperative and must be reinforced for learners’ safety and security.
Rules also teach discipline and self-control. Rules eliminate stress and will provide a more
pleasant, secured and non-threatening environment. Rules ensure the students’ engagement and
focus in their classroom activities.
 ANALYZE

1. Analyze the routines set by the Resource teacher by answering the following questions.

 Were the routines effective in ensuring discipline and order in the class? Why? Why not?
 Which of those routines were systematic and consistently implemented? Expalin your
answer
 Analyze each given rule. What circumstances led to the formulation of the rule?
 Are classroom rules really important?

INDIVIDUAL OUTPUT

REFLECT

Reflect on the various routines observed.

 Which of the routines will you most likely apply in your class? Why? Why not?
 Reflect on the various classroom rules set by the Resource teacher. Will you have the
same rules? If not, what rules are you going to employ? Explain your answer.
 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 3- Classroom Management and Classroom Routines
Learning Outcome: Identify the classroom routines set by the teacher. Observe how the students execute the
various classroom routines.

Name of FS Student__________________________________Date Submitted____________

Year and Section____________________________________Course_____________________

Learning Excellent Very Satisfactory Satisfactory Needs

Episode 5 4 3 Improvement
2
Accomplished All observation questions/ One (1) to two (2) Three (3) Four (4)
Observation tasks completely observation questions/ observation questions/ observation questions/
Sheet answered/accomplished tasks not tasks not tasks not
answered/accomplishe answered/accomplished answered/accomplished
d
Analysis All questions were answered All questions were All questions were not Four (4) or more
completely; answers are answered completely; answered observation
with depth and are thoroughly answers are clearly completely; questions were not
grounded on the theories; connected to theories; answers are not answered; answers
grammar and spelling are grammar and spelling clearly connected not connected to
free from error. are free from errors. to theories; one (1) theories; more than
to three (3) four (4)
grammatical/ grammatical /
spelling errors. spelling errors
Reflection Profound and clear, Clear but lacks Not so clear and Unclear and shallow;
supported by what were depth; supported by shallow; somewhat rarely supported by
observed and analyzed what were observed supported by what what were
and analyzed were observed observed and
and analyzed analyzed

Submission Submitted before the deadline. Submitted on the Submitted a day Submitted two (2)
deadline after the dead- days after the
line deadline

COMMENT/S Over-all Score Rating

(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 .2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below

___________________________________ ______________
Signature of FS Teacher above Printed Name Date

LEARNING EPISODE 4
Preparing for Teaching and Learning

SPARK Your Interest

 This Episode gives emphasis on the principles of learning which must be applied to
ensure quality instruction. It also focuses on the intended learning outcomes which set the
direction of the lesson. They must be (SMART) Specific, Measurable, Attainable, Realisitc and
Time-bound) and formulated in accordance with time-tested principles. It also determines the
teaching method used by the Resource Teacher whether (inductive or deductive) which is the
practical realization or application of an approach. This episode dovetails with the course on
facilitating learner-Centered Teaching.

TARGET your Intended Learning Outcomes

At the end of this Episode, I must be able to:

 identify the teaching-learning practices that apply or violate the principles of

teaching learning;
 determine the guiding principles on lesson objectives/learning outcomes applied
in instruction;
 judge if lesson objectives/intended learning outcomes are SMART;
 determine whether or not the intended learning outcomes are achieved at the end
of the lesson;
 observe the teaching methods used by the Resource teacher; and
 differentiate the different methods of teaching

REVISIT the learning Essentials

There are the time-tested principles of teaching and learning:

1. Effective learning begins with setting clear expectations and learning outcomes.
2. Learning is an active process. “What I hear, I forget; what I see, I remember; what I
do, I understand.”
3. Learning is the discovery of the personal meaning of ideas. Students are given the
opportunity to connect what they learn with other concepts learned, with real world
experiences and with their own lives.
4. Learning is a cooperative and a collaborative process.

A teaching method consists of systematic and orderly steps in the teaching-learning

process. It is the practical realization or application of an approach. All methods of teaching can
be classified either as deductive (direct) or inductive (indirect)

INDUCTIVE

DEDUCTIVE Begins with the

concrete, experience,
Begins with a rule, details, examples
And ends with a
generalization, rule, generalization,
abstraction and Methods of Teaching abstraction
ends with concrete,
experience, details,
examples

GROUP OUTPUT

OBSERVE
 1. Demonstrating an Understanding of Research-Based Knowledge Principles of
Teaching and Learning

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

Principles of Learning What did the Resource teacher do to apply

the principle of learning
1.Effective learning begins with the setting of
clear and high expectations of learning
outcomes.
2. Learning is an active process.
3. Learning is the discovery of personal
meaning ad relevance of ideas.
4. Learning is a cooperative and a
collaborative process. Learning is enhanced in
an atmosphere of cooperation and
collaboration.

2. Identifying learning Outcomes that are Aligned with learning Competencies

Observe a class, focusing on how the learning outcomes were stated. Determine if the
learning outcome/s was/were achieved or not. Give evidence.

 Write the learning outcomes

Learning Outcomes (SMART Objectives) Achieved

Yes No Yes No
1. grasp the allegorical elements within the ✔ ✔
literary piece;
2. analyze key characters and settings ✔ ✔
through identifying their symbolic
significance and roles in conveying themes
and messages;
3. explore the moral and ethical dilemmas ✔ ✔
presented in the text;
4. perform differentiated tasks related to the ✔ ✔
theme of the text; and
5. apply the themes and lessons from ✔ ✔
"Inferno" to contemporary society by
discussing how the concepts of sin,
punishment, and redemption relate to current
events or personal experiences.

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

1.
2.
3.
4.
5.

3. I will observe one Resource Teacher with the use of this observation sheet. Using the
guide questions, I shall reflect on my observation and analysis

Teacher-centered Student-centered
Did teacher lecture all the time? Were students involved in the teaching-
learning process? How? Or were they mere
passive recipients of instruction?
Was the emphasis on the mastery of the Was the emphasis on the students’ application
lesson or on the test? Prove of the lesson in real life? Give proofs.
Was class atmosphere competitive? Why? Was the atmosphere collaborative? Why?
Did teacher focus only on one Did teacher connect to other
discipline/subject? disciplines/subjects?

What teaching-learning practice shows that teaching approach was:

a. constructive – connected to past experiences of learners; learners constructed new lesson
meanings
b. inquiry-based
c. developmentally appropriate – learning activities fit the developmentally stage of children
d. reflective
e. inclusive – No learner was excluded; teacher taught everybody
f. collaborative – Students worked together
g. integrative – Lesson was multidisciplinary – e.g. In Science, math concepts were taught.

ANALYZE

 What principles of learning were most applied? least applied?

Most applied _____________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Least applied_____________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

 Do SMART objectives make the lesson more focused?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

 What are possible consequences of teaching purely subject matter for mastery and for the
test?
______________________________________________________________________________

______________________________________________________________________________

 If you were to reteach the classes you observed, would you be teacher-centered or
student-centered? Why?

______________________________________________________________________________

______________________________________________________________________________
INDIVIDUAL OUTPUT

 REFLECT

 From among the principles of learning, which one do you think is the most important?
Selecting the "most important" principle of learning can be subjective as different
principles hold significance in various contexts and for different individuals. However,
one principle that stands out as particularly crucial is "Active Engagement."
Active engagement encompasses the idea that learners retain information more
effectively when they are actively involved in the learning process rather than being
passive recipients.
Encouraging students to participate, discuss, apply concepts, and reflect on their
learning fosters a deeper understanding and retention of information. Active engagement
also promotes critical thinking, problem-solving, and the ability to apply knowledge in
various contexts—all essential skills for lifelong learning.

 Reflect on the lessons learned in determining SMART learning outcomes

Determining SMART (Specific, Measurable, Achievable, Relevant, Time-Bound)

learning outcomes has been a lesson in precision, accountability, and adaptability.

Firstly, the emphasis on specificity has taught me the value of clarity in

educational goals. Crafting specific outcomes delineates precisely what needs to be
achieved, guiding focused efforts in teaching and learning. This specificity acts as a
beacon, reducing ambiguity and allowing for a more targeted approach.

Secondly, the principle of measurability highlighted the importance of tracking

progress. Learning outcomes need measurable criteria to assess the effectiveness of
teaching methods. This measurement isn't just about achievement but also informs
adjustments and improvements along the way.

Thirdly, the concept of achievable goals has underscored the importance of setting
realistic targets. While ambition is commendable, attainable goals sustain motivation and
foster a sense of accomplishment, driving further progress.

The relevance aspect has emphasized that learning outcomes must be meaningful
and applicable. Aligning outcomes with students' needs and broader educational
objectives ensures that the effort invested leads to tangible and applicable knowledge and
skills.

Moreover, the time-bound nature of SMART goals instills a sense of urgency and
responsibility. Establishing deadlines fosters accountability, encouraging timely actions
and a focus on prioritizing tasks.

Lastly, this process has highlighted the necessity of flexibility. While SMART
criteria provide a structured framework, remaining adaptable allows for adjustments
 based on evolving student needs or unexpected challenges, enabling effective teaching
strategies.

In conclusion, determining SMART learning outcomes has been a lesson in

balancing precision with adaptability, fostering a culture of accountability, and ensuring
that educational efforts are purposeful and responsive to evolving needs.

 Reflect on principles of teaching worth applying

Teaching is an art that thrives on foundational principles, each serving as a

cornerstone for effective education.

Active engagement lies at its core. Students learn best when actively involved,
fostering deeper understanding through discussions, activities, and hands-on experiences.
Also, differentiation honors diversity, tailoring approaches to meet varied learning styles
and needs. It ensures inclusivity, maximizing each student's potential.

Feedback and assessment propel growth. Timely, constructive feedback fuels

progress, while assessments guide improvements and self-awareness. Relevance matters
too, linking lessons to real-life contexts, making learning meaningful and applicable,
encouraging active participation.

Moreover, reflection encourages metacognition. When students understand how

they learn, they become proficient, independent learners. Remember that relationships are
vital. A supportive environment, built on mutual respect, nurtures engagement and
academic success.

Furthermore, flexibility adapts to diverse needs, allowing for varied approaches

and pacing, ensuring effective learning for all. Lastly, fostering a culture of continuous
growth ensures educators remain dynamic, embracing innovation and best practices.

Applying these principles creates enriched learning environments, empowering

students and fostering a lifelong love for learning.

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 4- Preparing for Teaching and Learning
Learning Outcome: Identify the teaching-learning practices that apply or violate the principles of teaching learning.
Determine the guiding principles on lesson objectives/learning outcomes applied in instruction. Judge if lesson
objectives/intended learning outcomes are SMART. Determine whether or not the intended learning outcomes are
achieved at the end of the lesson. Observe the teaching methods used by the Resource teacher. Differentiate the
different methods of teaching
.
Name of FS Student: JAEBERT C. ZALUN Date Submitted:
Year and Section: 4 A Course: BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH

Learning Excellent Very Satisfactory Satisfactory Needs

Episode 5 4 3 Improvement
2
Accomplished All observation questions/ One (1) to two (2) Three (3) Four (4)
Observation tasks completely observation questions/ observation questions/ observation questions/
Sheet answered/accomplished tasks not tasks not tasks not
answered/accomplishe answered/accomplished answered/accomplished
d
Analysis All questions were answered All questions were All questions were not Four (4) or more
completely; answers are answered completely; answered observation
with depth and are thoroughly answers are clearly completely; questions were not
grounded on the theories; connected to theories; answers are not answered; answers
grammar and spelling are grammar and spelling clearly connected not connected to
free from error. are free from errors. to theories; one (1) theories; more than
to three (3) four (4)
grammatical/ grammatical /
spelling errors. spelling errors
Reflection Profound and clear, Clear but lacks Not so clear and Unclear and shallow;
supported by what were depth; supported by shallow; somewhat rarely supported by
observed and analyzed what were observed supported by what what were
and analyzed were observed observed and
and analyzed analyzed

Submission Submitted before the deadline. Submitted on the Submitted a day Submitted two (2)
deadline after the dead- days after the
line deadline

COMMENT/S Over-all Score Rating

(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 .2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below

DR. MARIE CLAUDETTE M. CALANOGA ______________

Signature of FS Teacher above Printed Name Date

LEARNING EPISODE 5
Assessment for Learning and Assessment as Learning
(Formative Assessment)
 SPARK Your Interest

Assessment is an integral part of the instructional cycle. The instruction cycle consists of:
1) setting the intended learning outcomes/s, 2) selecting a teaching methodology, strategy and
activity that are aligned to the learning outcome and topic which are developmentally-
appropriate to the learners and 3) assessment itself. Assessment is the part of the instructional
cycle that determines whether or not the intended learning outcome has been attained and so
necessarily, the assessment task must be aligned to the intended learning outcome.
In a lesson on assessment, we can speak of assessment for learning, assessment of
learning and assessment as learning.
This episode will dwell on assessment for learning and assessment as learning.
Assessment for learning is referred to as formative assessment while assessment as learning is
referred to as self-assessment.

TARGET your Intended Learning Outcomes

At the end of this Episode, I must be able to:

 Demonstrate knowledge of the design and use of formative assessment; and

 Explain the importance of formative assessment

DISCOVER the Learning Essentials

 In Outcome-based Teaching/Competency-based teaching/teaching by Objective,

we ensure that the intended outcome/competency/objective is attained at the end
of the lesson and so while we are still in the process of teaching we do check
learners’ understanding and progress.
 If we find out that the learners failed to understand prerequisite knowledge and
skills, we reteach until learners master them. This is called FORMATIVE
assessment, assessment while the learners are being formed or taught. It is
assessment in the midst of instruction.
 Formative assessment is also referred to as assessment for learning. Assessment
for learning simply means we do assessment to ensure learning.
 We do not wait for the end of the lesson to find out if learners understand the
lesson or not because if it is only at the end of the lesson that we discover that the
learners did not understand the lesson, we have wasted so much time and energy
teaching presuming that everything was clear, only to find out at the end of the
lesson that the learners did not understand the lesson at all. This means that we
have to reteach from the very beginning, something that we could have saved
ourselves from doing had we given time to find out if the lesson was understood
while still teaching.
 Assessment for learning encourages peer assessment.

GROUP OUTPUT

OBSERVE
 1. Observing Assessment FOR Learning Practices (Formative Assessment)

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

What Teacher Said Tall Total

y

What Teacher Did Tall Total

y

 Did the teacher ask the class “Did you understand”? If she did, what was the class’
response?

____________________________________________________________________________

______________________________________________________________________________

 Did the students make the teacher feel or sense they did not understand the lesson or a
part of the lesson? How?

______________________________________________________________________________

______________________________________________________________________________

 If they did, how did the teacher respond?

______________________________________________________________________________

______________________________________________________________________________

 Were the students given the opportunity to ask questions for clarification? How was this
done?

______________________________________________________________________________

______________________________________________________________________________

 If she found out that her/his lesson was not clearly understood, what did teacher do? Did
you observe any of these activities? Please check.

_______ Peer Tutoring (Tutors were assigned by teacher to teach one or two classmates)

_______Each-one-teach-one (Students paired with one another)

_______Teacher gave a Module for more exercises for lesson mastery

_______ Others, please specify _____________________________________________

________________________________________________________________________

ANALYZE
 Why should a teacher find out if students understand the lesson while teaching is in
progress? If it not better to do a once-and-for-all assessment at the completion of the
entire lesson?
 Why is not enough for a teacher to ask ‘Did you understand, class? When he’she intends
to check on learners’ progress?
 Should teacher record results of formative assessment for guiding purposes? Why or why
not?
 Based on your observations, what formative assessment practices worked?
 For formative assessment, why is peer tutoring in class sometimes seen to be more
effective than teacher himself/herself doing the re-teaching or tutoring?
 Could an unreasonable number of failures at the end of the term/grading period be
attributed to the non-application of formative assessment? Why or why not?

INDIVIDUAL OUTPUT

 REFLECT

 Formative assessment is tasting the soup while cooking. Reflect on this and write your
reflections.
 Should you record results of formative assessment? Why? Or why not?

Observing Assessment AS Learning Practices (Self-Assessment)

TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to:

 demonstrate knowledge of the design and use of self-assessment; and

 explain the importance of self-assessment

REVISIT the Learning Essentials

 Assessment as learning means assessment is a way of learning.

 It is the use of an ongoing self-assessment by the learners in order to monitor their own
learning.
 This is manifested when learners reflect on their own learning and make necessary
adjustment so that they achieve deeper understanding.
 Assessment as learning encourages students to take responsibility for their own learning.
 It requires students to ask questions about their learning.
 It provides ways for students to use formal and informal feedback and self-assessment to
help them understand the next steps in learning.
 It encourages self-assessment and reflection

GROUP OUTPUT

OBSERVE
 1. Observe a class and find out practices that reflect assessment as learning. Record your
observations.

Teacher My observation
1. Did the teacher provide
opportunities for the leaners to
monitor and reflect on their own
learning?
2. What are proofs that students
were engaged in self-reflection,
self-monitoring and self-
adjustment?
3. Did students record and report
their own learning?
4. Did teacher create criteria with
the students for tasks to be
completed or skill to be learned?

ANALYZE

 If the student is at the heart of all assessment, then all assessment should support student
of learning. Do you agree? Why or why not?
 Does assessment as learning have the same ultimate purpose as assessment for learning?

INDIVIDUAL OUTPUT

 REFLECT

 The primary purpose of assessment is not to measure but to further learning. Reflect on
your personal experiences of assessment in school. Were you given opportunities for self-
assessment? If yes, what was its impact on your learning?

EVALUATE Performance Task

 Evaluate Your Work Task Field Study 1, Episode 5- Assessment for Learning and Assessment as Learning
(Formative Assessment)
Learning Outcome: Demonstrate knowledge of the design and use of formative assessment. Explain the
importance of formative assessment

.
Name of FS Student__________________________________Date Submitted____________
Year and Section____________________________________Course_____________________

Learning Excellent Very Satisfactory Satisfactory Needs

Episode 5 4 3 Improvement
2
Accomplished All observation questions/ One (1) to two (2) Three (3) Four (4)
Observation tasks completely observation questions/ observation questions/ observation questions/
Sheet answered/accomplished tasks not tasks not tasks not
answered/accomplishe answered/accomplished answered/accomplished
d
Analysis All questions were answered All questions were All questions were not Four (4) or more
completely; answers are answered completely; answered observation
with depth and are thoroughly answers are clearly completely; questions were not
grounded on the theories; connected to theories; answers are not answered; answers
grammar and spelling are grammar and spelling clearly connected not connected to
free from error. are free from errors. to theories; one (1) theories; more than
to three (3) four (4)
grammatical/ grammatical /
spelling errors. spelling errors
Reflection Profound and clear, Clear but lacks Not so clear and Unclear and shallow;
supported by what were depth; supported by shallow; somewhat rarely supported by
observed and analyzed what were observed supported by what what were
and analyzed were observed observed and
and analyzed analyzed

Submission Submitted before the deadline. Submitted on the Submitted a day Submitted two (2)
deadline after the dead- days after the
line deadline

COMMENT/S Over-all Score Rating

(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 .2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below

___________________________________ ______________
Signature of FS Teacher above Printed Name Date