Field Study Learning Episode On Teacher's Philosophy of Education

FIELD LEARNING
STUDY EPISODE On Teacher’s

Philosophy of
1 16 Education
Activity 16.1 Analyzing DepEd’s Philosophy of Education

Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ___________
OBSERVE
 Determine prevailing philosophies of education based on DepEd Vision and Mission
statements, core values and mandate and on the K to 12 Curriculum Framework and
Guide.
 Study the DepEd Vision and Mission statements. Core values and Mandate.
 Read the features of the K to 12 Curriculum based on the Kto12 Curriculum Framework
and Guide Sec. 5 of R.A. 10533.
 Accomplish the table below by answering these questions. Which philosophies are
express?
 Cite relevant statements to back up an identified philosophy of education. You are given
an example.
Philosophies of Education Which philosophies are Which philosophies
expressed in the DepEd expressed in the K to
Vision, Mission Statements, 12 Curriculum
Core Values, Mandate? Framework and Guide
Give proof. and Sec 5 of RA
10533? Give proof.
1. Essentialism – each mastery of Essentialism – The core
the basics; curriculum is prescribed. values of maka-Diyos, maka-
Subject matter – centered there are tao, maka-kalikasan, and
universal, objective values; maka-bansa show that DepEd
inculcate values in subject matter is essentislist. DepEd believes
in unchanging values that
need to be inculcated.
2. Perennialism – teach those that Any proof of perennialism?
last, the classics; there are universal
values; inculcate these universal
objective values
3. Progressivism – very child- Any proof of progressivism?
centered; teach those that interest
the child; one learns by experience;
learners learn by doing so teacher
teacher’s teaching is experiential;
values are subjective; no inculcation
of values since they are subjective,
instead teachers help students
clarify their values
4. Reconstructionism – school is Any proof of
agent of change; school is preparing reconstructionism?
students for the social changes;
teaching is involving the students in
discussion of moral dilemmas
5. Existentialism – teachers teach Any proof of existentialism?
learners to make a choice, to make
decisions and not merely to follow
the crowd; one who does not make
a choice and so simply follow
others do not leave meaningful life
6. Pragmatism – That which is Any proof of pragmatism?
useful, that which is practical and
that which works is what good; that
which is efficient and effective is
that which is good, e.g. showing a
video clip on mitosis is more
efficient and more effective and
therefore more practical than
teacher coming up a visual aid by
drawing mistosis on a cartolina or
illustration board
Activity 16.2 Articulating My Personal Philosophy of Teaching
Resource Teacher: ______________ Teacher’s Signature: ___________ School: __________
Grade/Year Level: ______________ Subject Area: _________________ Date: ___________
OBSERVE
 Observe how a teacher relates to every learner and he/she proceeds with her teaching.
 Accomplish this Observation Sheet.
Here are philosophies of education. Find out which philosophies were manifested in class by
observing what and how teacher teaches and relates to learners.
Philosophies of Education Teaching Behavior (State what the

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

2. Perennialism – teach those that last, the classics;
there are universal values; inculcate these universal
objective values
3. Progressivism – very child-centered; teach those

that interest the child; one learns by experience;
learners learn by doing so teacher teacher’s
teaching is experiential; values are subjective; no
inculcation of values since they are subjective,
instead teachers help students clarify their values
4. Reconstructionism – school is agent of change;
school is preparing students for the social changes;
teaching is involving the students in discussion of
moral dilemmas
5. Existentialism – teachers teach learners to make
a choice, to make decisions and not merely to
follow the crowd; one who does not make a choice
and so simply follow others do not leave
meaningful life
6. Pragmatism – That which is useful, that which is
practical and that which works is what good; that
which is efficient and effective is that which is
good, e.g. showing a video clip on mitosis is more
efficient and more effective and therefore more
practical than teacher coming up a visual aid by
drawing mistosis on a cartolina or illustration
board
7. Rationalism – emphasizes the development of

the learners’ reasoning powers; knowledge come
through reason; teacher must develop the
reasoning power of the learner
8. Utilitarianism – what is good is that which is

most useful that which brings happiness to the
greatest number of people;
9. Empiricism – source of knowledge is through

the senses; teacher must involve the senses in
teaching-learning
10. Behaviorism – behavior is shaped deliberately

by forces in the environment and that the type of
person and action desired can be the product of
design; behavior is determined by others, rather
than by persons own free will; teacher must
carefully shape desirable behavior; drills are
commonly used to enhance learning. Rewards
reinforce learning.
11. Constructivism – learners are capable of

constructing knowledge and meaning; teaching-
learning therefore is constructing knowledge and
meaning; teacher does not just “tell” or dictate but
asks learners for knowledge they construct and
meaning of lesson.
12. Other philosophies

ANALYZE
1. Based on your findings and observations in your Activity 16.1 and Activity 16.2, which
philosophies of education are dominant in Philippine basic schools? Why do you say so?
2. If there is one philosophy that schools and teachers should give more attention to, what
should that be and why?
REFLECT
What is your philosophy of teaching? This describe what you believed you should teach,
how you should teach and how you should relate to others in school- with the learners, your
colleagues, your superiors and all other stakeholders. Write them down. This is your title, “My
Philosophy of Teaching”
My Philosophy of Teaching
These may be of help:
I believed that the learner ………. (concept of the learner)
I believed that I should teach the learners …. (what)
By …… (how)
I believe that I …. (how should you relate to learners, colleagues, superior, parents and other
stakeholders)
SHOW YOUR LEARNING ARTIFACTS
Accomplished Observation Sheets

My Philosophy of Teaching
EVALUATE Performance Task
Evaluate Your Work Field Study 1, Episode 1 – The School as a Learning Environment
Learning Outcome: Determine the characteristics, of a school environment that provides social,
psychological, and physical environment supportive of learning.
Name of FS Student Date Submitted

Year and Section Course
Learning Excellent Very Satisfactory Needs

Episode (4) Satisfactory 2 Improvement
(3) 1
Accomplished All observation One (1) to two Three (3) Four (4) or
Observation questions/tasks (2) observation more
Sheet completely observation questions/tasks observation
answered/accomplished. questions/ not answered/ questions/
tasks not accomplished. accomplished.
answered/
accomplished.
Analysis All questions were All questions Questions Four (4) or
answered completely; were were not more
answers are with depth answered answered observation
and are thoroughly completely; completely; questions were
grounded on theories; answers are answers are not answered;
grammar and spelling clearly not clearly answers not
are free from error. connected to connected to connected to
theories; theories; one theories; more
grammar and (1) to three (3) than four (4)
spelling and grammatical/ grammatical
free from spelling errors. spelling errors.
errors.
Reflection Profound and clear; Clear but Not so clear Unclear and
supported by what were lacks depth; and shallow; shallow; rarely
observed and analysed supported by somewhat supported by
what were supported by what were
observed and what were observed and
analysed observed and analysed.
analysed
Learning Portfolio is reflected on Portfolio is Portfolio is not Portfolio is not
Artifacts in the context of the reflected on in reflected on in reflected on in
learning outcomes; the context of the context of the context of
Complete, well- the learning the learning the learning
organized, highly outcomes. outcomes. outcomes; not
relevant to the learning Complete; Complete; not complete; not
outcome well- organized, organized, not
organized, relevant to the relevant
very relevant learning
to the learning outcome
outcome
Submission Submitted before the Submitted on Submitted a Submitted (2)
deadline the deadline day after the days or more
deadline after the
deadline
COMMENT/S Over-all Score Rating:
(Based on
transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING

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

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FIELD LEARNING

STUDY EPISODE On Teacher’s

Activity 16.1 Analyzing DepEd’s Philosophy of Education

Philosophies of Education Teaching Behavior (State what the

He/She inculcated values.

3. Progressivism – very child-centered; teach those

7. Rationalism – emphasizes the development of

8. Utilitarianism – what is good is that which is

9. Empiricism – source of knowledge is through

10. Behaviorism – behavior is shaped deliberately

11. Constructivism – learners are capable of

12. Other philosophies

SHOW YOUR LEARNING ARTIFACTS

Accomplished Observation Sheets

Name of FS Student Date Submitted

Learning Excellent Very Satisfactory Needs

TRANSMUTATION OF SCORE TO GRADE/RATING

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